11 
eral principles of animal feeding have been worked out previously, the time may 
be taken in a consideration of the particular problems of feeding goats. The 
feeds and feeding practice discussed in connection with sheep husbandry will 
form a good basis for comparison for general feeding and the feeding of dairy 
cows a basis for the feeding of does for milk production. In connection with 
general management special attention should be given the matter of cleanliness 
and sanitation, as the students will likely keep goats around the home. Inas- 
much as they are very apt to start with kids and the care of the young kids 
is rather critical, emphasis should be placed upon the details of their care and 
management. If goats are kept near the school for commercial purposes, a visit 
to the farm should prove profitable. The students should make definite inquiry 
and take notes upon all phases of practice in feeding and management. Inas- 
much as many of the common goat troubles are similar to those of sheep, the 
consideration of goat diseases may come very well in connection with a dis- 
cussion of the diseases of sheep. 
Care and handling of milk. — As the principles and practice connected with 
the care and handling of goats' milk do not differ from those concerned with 
the production of clean cows' milk, this phase of the work may be considered a 
part of the work in dairying. If dairy husbandry does not come in the same 
year, it will be necessary to review briefly the principles involved in handling 
milk in the application to the care of goats' milk. 
One of the problems in giving practical instruction in dairying in the ordinary 
high school is to secure a regular supply of milk for a small dairy or laboratory 
so essential to practical training. It is impractical for most of these schools 
to keep cows or to operate a dairy sufficiently large to take the milk of regular 
patrons in a commercial way. Keeping one mr more milk goats at the school 
would not only insure a regular supply of milk for dairy work, but would also 
give a concrete basis for other work in animal husbandry such as feeding and 
breeding. 
SCHOOL AND HOME PRACTICUMS. 
If there are a sufficient number of students interested and material near the 
school for practice, the laboratory time of the entire class may be taken in such 
practical work with goats as suggested for sheep. Such work may include 
(a) a use of the score card, (&) comparative judging, (c) removal of horns, 
and (d) shearing and trimming (where Angora goats are involved). As sug- 
gested in the previous paragraph, the practical work may also include such 
exercises in dairying as: {a) Use of the Babcock test, (b) use of the sediment 
test, and (c) making butter and cheese. If there is neither sufficient time nor 
interest general enough to take the time of the whole class for such work, 
assignments for individual home practicums should be made to students having 
an interest and facilities for doing the work and credit given for such work 
when well done as a part of the course. 
THE ANGORA GOAT. 
In nearly all sections of the United States there are sections adapted to the 
Angora goat and the production of mohair. The raising of these goats will 
also make excellent home projects for students living on farms adapted to this 
industry. The directions given for classroom instruction, home projects and 
practicums in connection with milk goats and sheep may be adapted to the 
Angora. Plans and outlines for both lessons and projects may be made up 
with the material in Farmers' Bulletin 573. The Angora Goat, as a basis for 
subject matter. 
REFERENCES. 
The following Farmers' Bulletins of the United States Department of Agri- 
culture (available for free distribution by the department) : 
573. The Angora Goat. 
576. Breeds of Sheep for the Farm. 
713. Sheep Scab. 
810. Equipment for Farm Sheep Raising. 
840. Farm Sheep Raising for Beginners. 
920. Milk Goats. 
935. The Sheep-Killing Dog. 
