H f£>. < 
 
 S. R. S. Doc. 58. 
 
 U. S. DEPARTMENT OF AGRICULTURE, 
 
 STATES RELATIONS SER<VlCE. " 
 
 A. C. TRUE, Dinstor. ^^P^S^ \ 
 
 TYPES AND BREEDS OF FARM ANIMALS. 
 
 SUGGESTIONS FOR TEACHERS IN SECONDARY SCHOOLS.* 
 
 By H. P. Barrows, Specialist in Agricultural Education. 
 INTRODUCTION. 
 
 As economic conditions require more efficient farming, the importance of pure-bred 
 live stock increases. If we consider that the chief aim in teaching agriculture in the 
 secondary school is to increase efficiency in farming, we must emphasize the impor- 
 tance of good breeding. Although the specific aim in teaching agriculture may be 
 the making of better farmers, we should not lose sight of the fact that the general aim 
 of education is to develop better men. Each subject should contribute to this higher 
 aim. A study of types and breeds of live stock should not only aid in making better 
 farmers, but it should also contribute to the making of better men. When young 
 men see what has been accomplished in the improvement of farm animals, it should 
 give them assurance of opportunity in this branch of agriculture and inspire them to 
 make a contribution to its future progress. 
 
 RELATION OF SUBJECT TO COURSE OF STUDY. 
 
 As a beginning in animal husbandry. — With abundant use of good illustrations and 
 living animals of good type the study of types and breeds may be made so interesting 
 that it affords an excellent beginning for a general course in animal husbandly. In 
 a large number of successful courses a study of the types and breeds of all farm animals 
 is made at the beginning of the course. Such an arrangement permits of greater 
 concentration upon the study and the closely related practice in judging. Some 
 schools have courses in breeds and judging apart from the other phases of animal 
 husbandry. Such a degree of specialization is better suited to the college than to the 
 secondary curriculurn. 
 
 As an introduction to the various groups of farm animals. — In other courses in animal 
 husbandry the various farm animals are considered as groups with a study of types 
 and breeds serving as an introduction to the particular group. For example, dairy 
 cattle and milk production is considered one phase of animal husbandry, beginning 
 with a study of dairy types and breeds followed by a study of milk production. In 
 like manner the types and breeds of horses are followed with a consideration of their 
 care and management. Such an arrangement is logical in that it gives a better oppor- 
 tunity to show the relation of type to function. If the work in judging is to coincide 
 with class-room study it will not all come in the same season, but will be distributed 
 throughout the year, which in many cases will be desirable, as judging constitutes 
 one of the most important phases of the practical work in animal husbandry for second- 
 ary schools. 
 
 iPrepared under the direction of C. H. Lane, Chief Specialist in Agricultural Education, States 
 Relations Service. 
 3646°— 17 
 
Adaptation to students and community. — It is to be expected that the time given to 
 this subject will depend upon the school, its equipment, and teaching force. The 
 course given should also depend upon the needs of the students and the community 
 in which they live. It would be expected that in the hills of New England most of 
 the time would be spent upon dairy cows and lighter types of horses, with due attention 
 to sheep. In some sections of the corn belt a study of such animals may give way in 
 large measure to a consideration of beef cattle, draft horses, and swine. Such local 
 adaptation should apply also to breeds. Those breeds most used and best fitted for 
 any locality should receive attention to the neglect of breeds which have no local 
 importance. As students will have a special interest in those animals which they 
 -av use in their home projects, special attention should be given those suitable for 
 the boys to manage upon their own account. If the subject has been handled from the 
 point of view of the boys' interests, the students will not be satisfied with anything 
 but animals of good breeding in their projects. 
 
 CLASSROOM INSTRUCTION. 
 
 Organization of subject matter. — The following outline should prove suggestive of 
 a logical treatment of the subject in the classroom. As suggested above, it should be 
 adapted to meet local conditions. 
 
 CATTLE. 
 
 I. The dairy type. 
 
 1. Purpose of the dairy cow. 
 
 2. Characteristics of type. 
 
 3. The score card for dairy cattle. 
 
 4. Importance of scales and the 
 
 Babcock test as an aid to 
 judging. 
 
 II. Breeds of dairy cattle. 
 
 1. The Jersey. 
 
 (a) Origin — history. 
 
 (b) Breed characteristics. 
 
 (c) Production (or perform- 
 
 ance) . 
 
 (d) Official breed organiza- 
 
 tion. 
 
 Note . — A similar out- 
 line may be adapted to 
 all the following breeds 
 of farm animals, with 
 greatest emphasis on 
 those breeds important 
 in the school district. 
 
 2. The Guernsey. 
 
 3. Holstein. 
 
 4. Ayrshire. 
 
 5. Brown Swiss. 
 
 6. Dutch Belted. 
 
 III. The beef type. 
 
 1. Purpose of beef cattle. 
 
 2. Characteristics of type. 
 
 as where feeding cattle for market is 
 [the beef ,; 
 
 III. The beef type — Continued. 
 
 3. Comparison with dairy type. 
 
 4. The score card for beef cattle. 
 
 (a) The cow. 
 (6) The bull. 
 
 IV. Breeds of beef cattle. 
 
 1. The Shorthorn and Polled 
 
 Durham. 
 
 2. The Hereford. 
 
 3. The Aberdeen Angus. 
 
 4. The Galloway. 
 
 5. The West Highland. 
 
 V. Dual-purpose cattle. 
 
 1. Purpose of dual-purpose cattle. 
 
 2. Form and general appearance. 
 
 3. Comparison with beef and 
 
 dairy types. 
 
 VI. Breeds of dual-purpose cattle. 
 
 1. The Shorthorn and Polled 
 
 Durham of this type. 
 
 2. The Red Polled. 
 
 3. The Devon. 
 
 VII. Market classes and grades of 
 
 cattle. 1 
 
 1. The ultimate judge of beef 
 
 cattle. 
 
 2. Carcass beef — classes. 
 
 3. Feeders. 
 
 important this subject may properly come a. Her a 
 
HORSES AND MULES. 
 
 I. Types of light horses. 
 
 1. Function of light horses. 
 
 2. Structure and conformation. 
 
 3. The light-harness type. 
 
 4. The score card for light-harness 
 
 horses. 
 
 5. The saddle horse. 
 
 II. Breeds of light horses. 
 
 1. The Arabian. 
 
 2. The Thoroughbred. 
 
 3. The Morgan. 
 
 4. The Standard bred. 
 
 5. The American saddle horse. 
 
 III. Coach horses. 
 
 1. Function of coach horses. 
 
 2. The coach type. 
 
 3. The score card for coach 
 
 horses. 
 
 4. Coach breeds. 
 
 (a) German coach. 
 
 (b) Hackney. 
 
 (c) French coach. 
 
 (d) Cleveland bay. 
 
 IV. The draft type. 
 
 1. Function of draft horses. 
 
 2. Structure and conformation. 
 
 3. The draft type. 
 
 4. Comparison of draft horse 
 
 with other types. 
 
 5. The score card for draft 
 
 horses. 
 
 V. Breeds of draft horses. 
 
 1. The Percheron. 
 
 2. The Belgian. 
 
 V. Breeds of draft horses — Continued. 
 
 3. The Shire. 
 
 4. The Clydesdale. 
 
 5. The Suffolk. 
 
 VI. Ponies. 
 
 1. The Shetland. 
 
 2. Welsh and English ponies. 
 
 VII. The jack and the mule. 
 
 1. Comparison of mule with the 
 
 horse. 
 
 2. Place of mule in local agri- 
 
 culture. 
 
 3. Types and breeds of jacks. 
 
 4. Conformation and types of 
 
 mules. 
 
 5. The score card for the jack 
 
 and mule. 
 
 VIII. Market classes and grades. 
 
 1. General consideration of 
 
 horse market, 
 (a) Local demands. 
 
 2. Examination for unsound- 
 
 ness. 
 
 3 . Estimating the age of horses . 
 
 4. Classes and grades of driv- 
 
 ing horses. 
 
 5. Classes and grades of saddle 
 
 horses. 
 
 6. Classes and grades of draft 
 
 horses. 
 
 7. Classes and grades of ponies. 
 
 8. Classes and grades of mules. 
 
 SWINE. 
 
 I. The lard type. 
 
 1. Purpose and development of 
 
 the type. 
 
 2. Characteristics of type. 
 
 3. The score card for fat hogs. 
 
 4. Packing-house demands. 
 
 II. The bacon type. 
 
 (Same as for lard type.) 
 
 III. Breeds of swine. 
 
 1. Berkshire. 
 
 2. Poland China. 
 
 3. Duroc Jersey. 
 
 III. Breeds of swine — Continued. 
 
 4. Chester White and Ohio Im- 
 
 proved Chester. 
 
 5. Hampshire. 
 
 6. Large Yorkshire. 
 
 7. Tarn worth. 
 
 8. Any of the following breeds 
 
 or others which may be of 
 local importance : Small 
 and Middle Yorkshire, 
 Mule foot, Cheshire, Vic- 
 toria. Essex. 
 
SHEEP AND GOATS. 
 
 I. The mutton type. 
 
 1. Relation of type to efficiency in 
 
 mutton production. 
 
 2. Characteristics of type. 
 
 3. The score card for mutton 
 
 sheep. 
 
 4. Market grades and classes. 
 
 II. The fine wool type. 
 
 (Adaptation of outline for mutton 
 type.) 
 
 III. Breeds of sheep. 
 1. Fine wool. 
 
 (a) American Merino. 
 (6) Delaine Merino. 
 (c) Rambouillet. 
 
 III. Breeds of sheep — Continued. 
 
 2. Medium (or middle) wool. 
 
 (a) Southdown. 
 (6) Shropshire. 
 
 (c) Hampshire. 
 
 (d) Oxford. 
 
 (e) Dorset Horn. 
 (/) Suffolk. 
 
 (g) Cheviot. 
 
 3. Long wool. 
 
 (a) Cotswold. 
 
 (6) Lincoln. 
 
 (c) Leicester. 
 
 Kent, or Romney Marsh. 
 
 IV. Goats. 
 
 1. Milch goats. 
 
 2. Angora goats. 
 
 Use of reference material. — The special textbooks covering this subject have been 
 written for college students and treat the subject in too exhaustive a manner for most 
 secondary schools. On the other hand the general texts in elementary animal hus- 
 bandry may not treat breeds of local importance extensively enough. The special 
 books on breeds may be used to supplement the general texts. The following Farmer's 
 Bulletins will prove helpful also in supplementing the text or used in lieu of a text- 
 book: 106, Breeds of Dairy Cattle; 576, Breeds of Sheep for the Farm; 612, Breeds of 
 Beef Cattle; 619, Breeds of Draft Horses; 765, Breeds of Swine. These bulletins may 
 be supplemented for special assignments with others listed at the end of this article. 
 If any student has an interest in a breed or any phase of the subject which is not of 
 general importance in the class he may be given a special assignment to make a report 
 upon the subject. 
 
 Use of illustrative material. — In establishing ideals as to types and breeds there is 
 nothing better than living material if good specimens may be obtained. A teacher 
 not thoroughly familiar with the district in which he is teaching should have his stu- 
 dents aid him in making a live-stock survey of the district in order that he may locate 
 good animals for class use as well as to determine the needs and interests of the com- 
 munity. He may require each student to report the number and kind of farm animals 
 upon a number of farms. In some cases more comprehensive farm surveys are made 
 which include this information. A distinction is made between the use of living 
 animals to acquaint the students with the type or breed and practice in judging. 
 Students may learn a great deal about types and breeds of live stock by visiting a stock 
 farm or a fair without having any practice in judging. 
 
 In lieu of suitable living material and in connection with the use of the living ani- 
 mals abundant use should be made of charts and pictures showing good and bad in 
 type and breed. Some of the best farm papers and live-stock journals have excellent 
 illustrations of farm animals. If files are not kept of these papers the suitable pictures 
 should be clipped and mounted on cardboard and filed so that they may be readily 
 available when needed . Some progressive teachers are making good use of a camera 
 on their visits to stock farms and fairs and building up a useful collection of original 
 photographs. In case the teacher has little time or inclination for such work he may 
 interest some of his students in animal photography. 
 
 The most satisfactory use of photographic material is in the form of lantern slides. 
 A stereopticon is almost indispensable in teaching types and breeds. Lantern slides 
 
showing many of the best representatives of the different breeds and contrasting the 
 good and bad in different types may be borrowed and used at relatively slight ex- 
 pense. 1 Charts showing outlines with naming of parts, cuts of meat, etc., may be 
 made in the form of slides and projected for the use of the class. Such charts may be 
 made in permanent form by making the outline on tracing cloth mounted on a lantern 
 slide, projected onto cloth and traced. Light colored window shades serve well for 
 such charts, as they may be rolled up and put out of the way when not in use. Teach- 
 ers with ability to draw will make abundant use of the blackboard in sketching out- 
 lines showing type forms. Some of the breed associations furnish pictures and charts 
 portraying the breed represented. 
 
 PRACTICUMS. 
 
 Practice in judging. 12 — Practice in judging live stock has become very intimately 
 associated with a study of types and breeds in the secondary school. Many successful 
 teachers consider the classroom study but preparatory to the practical work in judging. 
 It will not be possible in the time available in the ordinary high-school course to train 
 expert judges. The work should arouse a permanent interest on the part of all the 
 students and establish a foundation upon which those who have special aptitude 
 along that line may build well as specialists. Practice in judging may be made of 
 special educational value in developing the powers of observation and in developing 
 judgment. 
 
 Preparing for a judging trip. — Exercises in stock judging, like other field trips, are 
 often failures because proper preparation is not made. The teacher should know be- 
 forehand just where he is going and what he is going to do. Most secondary schools are 
 dependent upon the animals of neighboring farms. Wide-awake teachers take ad- 
 vantage of local fairs and collections of animals gathered for sale or shipment. Ar- 
 rangements should be made with the owners of the animals that there will be no misun- 
 derstanding upon taking the class upon their premises. The teacher should have a 
 definite aim for each trip and select herds which contain animals suitable to his pur- 
 pose. He should also, as far as possible, select farms where conditions are favorable 
 for judging. It is important to see that there are suitable inclosures and facilities for 
 handling the animals. If weather is unfavorable, facilities for working under cover 
 will be necessary. Wet, muddy barnyards are to be avoided. At times it will be 
 better to have the animals brought to the school than to take the class to the farm. 
 This is especially true of driving horses. The instructor will find it to his advantage 
 to examine thoroughly the animals he intends to use. When comparative judging is 
 practiced it is especially important that the teacher be well acquainted with the 
 animals and their relative points. The judging trip should be announced ahead of 
 time so that all students may be prepared for outside work without delaying the class. 
 Use of the score card. — The score card is not used to any extent at the present time in 
 judging animals in the show ring. It may be used to good advantage, however, in 
 training students how to judge. It may be considered as a brief detailed description 
 of a perfect animal designed to aid them in establishing an ideal. The card should 
 aid them also in making a systematic examination of the animal with close attention 
 to details, and should give them a sense of relative values in judging. It should be 
 borne in mind that all score cards are arbitrary in their assignment of values. Varia- 
 
 1 Lantern slides illustrating types and breeds of farm animals may be obtained from the Agricultural 
 Instruction Division of the States Relations Service. A list of these slides with directions for obtaining 
 them will be furnished on application. 
 
 2 For specific directions for judging the various groups of farm animals, see the following department 
 bulletins: 434, Judging the Dairy Cow as a Subject of Instruction in Secondary Schools. 4S7, Judging 
 Horses as a Subject of Instruction in Secondary Schools. Also Agricultural Education Monthly, Vol. II, 
 No. 7, Teaching Swine Judging in Secondary Schools. 
 
tion in score cards is likely to continue, as there will always be a difference of opinion 
 upon the relative values of minor points and upon forms of grouping. Score cards 
 covering general types are often furnished by the State agricultural colleges for use in 
 school. Score cards for breeds are often furnished by the national record associations. 1 
 
 Time should be taken in the classroom for the students to become familiar with the 
 score card, the naming of the parts of the animal and the terms used in judging. After 
 the students have become familiar with the score card and the method of approaching 
 the animal they may make individual scores. Each student should work independ- 
 ently. Conversation and comparison of scores should be avoided while the work is 
 being done. The teacher should use his judgment in determining whether his time 
 may be spent better in aiding the students or in scoring the animal as a basis for check- 
 ing upon their results. One of the chief purposes in using a score card is to train the 
 student in observation that no details will be overlooked. The card gives the score 
 for perfection in the various parts. With some cards the student enters a score repre- 
 senting the amount which he judges the animal to be deficient. The sum of these 
 deficient amounts subtracted from 100 gives the score of the animal. As a rule no 
 defect should result in a cut to exceed half of the total number of points allowed for 
 the part under consideration. Other cards provide for a positive percentage scoring 
 of each point on the following basis: 1.0, perfect; 0.9, very slight defect; 0.8, slight 
 defect; 0.7, defective; 0.6, marked defect; and 0.5, poor. The number of points for 
 the particular part of the animal is multiplied by the percentage score given by the 
 student for that part. 
 
 Comparative judging. — As suggested, the scoring of animals is but preliminary to 
 what is now considered the more efficient method of judging, that of comparison and 
 placing according to merit. After continued practice in the use of the score card the 
 students should be prepared to take in the general conformation and detect the details 
 which indicate the worth of the animal. In trying out the judgment of students in 
 comparative judging, the usual practice is to take four animals at first which have 
 marked difference in value. As skill is developed animals more nearly equal should 
 be chosen. In all cases very definite reasons should be given by the student for his 
 placing. 
 
 Judging teams and contests. — -In some States each high school teaching agriculture 
 has a stock-judging team which enters a State-wide or district contest. In some 
 schools it is considered as great an honor to "make the judging team" as it is to gain 
 that distinction in athletics. A team of three to five members is selected from the 
 class members doing the best work. The special training given these students is 
 for the most part considered as an extra-class activity. However valuable this work 
 may be to the students selected and as a means of developing school spirit, it should 
 not be done to the neglect of other members of the class who may be more in need 
 of special help. As it is impossible for the students in the course of a year to become 
 in any sense expert in judging all kinds of live stock, those in charge of the contests 
 may very well select but one class of animals per year. The State fair is usually 
 the rallying point for the contest between local teams. 
 
 Fairs and local stock shows.— Progressive teachers will take every possible advantage 
 of live-stock exhibitions as training for their students. Whether the students are in 
 a judging contest or not, visits to fairs may be made highly valuable if properly 
 organized and supervised. The better fairs not only give the students an oppor- 
 tunity to see the best live stock of the section represented but they also give them 
 an opportunity to observe the method of experienced judges. The class should be 
 kept together under the direction of the teacher or some man who knows boys as 
 well as live stock. Judges will often take more time in giving explanations of reasons 
 for their placing if interested students are observing them. The fairs give an oppor- 
 
 1 Lists of these associations will be furnished by the Bureau of Animal Industry of this department. 
 
tunity for comparison of types and breeds which is seldom afforded in the school 
 district. 
 
 Local stock shows at the school should be encouraged, as they aid in arousing interest 
 in the community and afford judging material for the students. The most successful 
 of these exhibits are specialized, such as a colt show or a calf show. If these shows 
 are exhibits of the animals owned by the students in connection with their projects, 
 so much the better. As a rule, however, the whole district should be drawn upon 
 and the exhibit made a community affair. 
 
 TYPES AND BREEDS OF POULTRY. 
 
 Relation to course of study. — Although poultry keeping is considered a phase of 
 animal husbandry, the fowls of the farm constitute such a distinct group of animals 
 that any consideration of poultry is generally treated as a distinct part of a general 
 course. An appreciation of the educational value of poultry and the adaptability 
 of the industry to the home-project plan is causing many secondary schools to give 
 a separate course in poultry husbandry. 
 
 Any detailed study of a large number of breeds and varieties must be made at the 
 expense of more important phases of poultry husbandry. In sections where the 
 whole community is devoted to breeding one or two varieties of breeds which meet 
 well the local needs, little attention need be given a consideration of types and 
 breeds in general. Local conditions should be understood by the teacher and the 
 course adapted to meet their needs. In most sections the study should be confined 
 largely to utility types, with a relatively few representative breeds. The raising 
 of a number of breeds and varieties by the students should be discouraged and an 
 effort made to center the attention of the district upon one kind of fowl as a basis 
 for community breeding. 
 
 Use of illustrative material. — The statements made regarding the use of illustrative 
 material in connection with a study of the types and breeds of the larger farm animals 
 will apply in a general way to the teaching of types and breeds of poultry. Excellent 
 illustrative material for use in the classroom is even more abundant in the case 
 of poultry than it is in relation to other farm animals. A number of the poultry 
 journals furnish colored plates of fowls suitable for classroom use and for hanging 
 upon the walls. As it is convenient to bring poultry into the classroom, a number of 
 exhibition coops should be a part of the school equipment. Such coops may be 
 made by the students. Life-size outline drawings may be made upon cardboard 
 of the breeds and varieties important in the community. Such drawings made by 
 the students with care should aid in visualizing the ideal shape of the breed repre- 
 sented. These outlines may be made into charts to show color and feather markings 
 in the following manner: Each student should be required to make a collection of 
 representative feathers showing ideal color and markings for both hen and cock of 
 the variety in which he may have the greatest interest. These feathers should be 
 mounted then upon the part represented on the outline drawing. Although such 
 cards may be used for teaching other students, their chief educational value comes 
 from their making. » 
 
 Use of reference material. — If there is time for any detailed consideration of the 
 standard requirements of fowls, the American Standard of Perfection should be avail- 
 able for use of students. The teacher should have a copy in any case. A copy of 
 Farmers' Bulletin No. 51, Standard Varieties of Chickens, should be secured by 
 each student. This bulletin will meet most of the needs of secondary classes if 
 supplemented with good reference books. A number of books on poultry have 
 been recently published for the use of schools. As the students will doubtless have 
 a variety of interests, these should be considered and encouraged in individual 
 assignments. 
 
8 
 
 Standard classification. — Before any classification is taken up the students should 
 understand the following terms: Class, a major grouping based largely on origin and 
 purpose; breed, a grouping of fowls with like inherited characteristics in such impor- 
 tant characters as shape and size; variety, a subdivision of breed to cover differences 
 in secondary characters, such as color, and kind of comb. It is assumed that in con- 
 nection with their former study the students will understand the correct use of such 
 terms as mongrel . crossbred , and pure bred . The term ' ' standard bred , ' ' when applied 
 to poultry, means a pure-bred fowl recognized by the American Standard of Perfec- 
 tion, which gives the following classification of poultry, which it will be seen is based 
 largely upon origin. Although there may be little time for a consideration of this 
 classification, it is well for the students to get an idea of the great number of recognized 
 breeds and varieties and their grouping according to geographic origin. 
 
 1. Plymouth Rocks. 
 
 (a) Barred. 
 
 (b) White. 
 
 (c) Buff. 
 
 (d) Silver Penciled. 
 
 (e) Partridge. 
 (/) Columbian. 
 
 1. Brahmas. 
 
 (a) Light. 
 
 (b) Dark. 
 
 1. Leghorns. 
 
 (a) Single Comb 
 
 Brown. 
 (6) Rose Comb Brown. 
 
 (c) SingleComb White. 
 
 (d) Rose Comb White. 
 
 (e) Single Comb Buff. 
 (/) Rose Comb Buff. 
 (g) Single Comb Black. 
 (h) Silver. 
 
 (i) Red Pyle. 
 
 Dorkings. 
 
 (a) White. 
 
 (6) Silver-Gray. 
 
 (c) Colored. 
 Redcaps. 
 
 CLASS I. AMERICAN. 
 
 
 
 2. Wyandottes. 
 
 3. 
 
 Javas. 
 
 (a) Silver. 
 
 
 (a) Black. 
 
 (6) Golden. 
 
 
 (b) Mottled. 
 
 (c) White. 
 
 4. 
 
 Dominiques. 
 
 (d) Buff. 
 
 5. 
 
 Rhode Island Reds 
 
 («) Black. 
 
 
 (a) Single Comb. 
 
 (J) Partridge. 
 
 
 (6) Rose Comb. 
 
 (g) Silver Penciled. 
 
 6. 
 
 Buckeyes. 
 
 (h) Columbian. 
 
 
 
 CLASS H. ASIATIC. 
 
 
 
 2. Cochins. 
 
 3. 
 
 Langshans. 
 
 (a) Buff. 
 
 
 (a) Black. 
 
 (6) Partridge. 
 
 
 (b) White. 
 
 (c) White. 
 
 
 
 (d) Black. 
 
 
 
 :lass m. mediterranean. 
 
 
 
 2. Minorcas. 
 
 3. 
 
 Spanish. 
 
 3. 
 
 (a) Single Comb 
 
 Black. 
 
 (b) Rose Comb Black. 
 
 (c) Single Comb 
 
 White. 
 
 (d) Rose Comb White. 
 
 (e) Single Comb Buff. 
 
 CLASS IV. ENGLISH. 
 
 Orpingtons, 
 (a) Single Comb Buff . 
 (6) Single Comb 
 Black. 
 
 (c) Single Comb 
 
 White. 
 
 (d) Single Comb Blue. 
 
 (a) White -face 
 
 d 
 
 Blacks. 
 
 
 4. Blue Andalusians. 
 
 
 5. Anconas. 
 
 
 (a) Single Comb . 
 
 
 (6) Rose Comb. 
 
 
 4. Cornish. 
 
 (a) Dark 
 
 (6) White. 
 
 (c) White-laced Red, 
 
 5. Sussex. 
 
 (a) Speckled. 
 (6) Red. 
 
CLASS V. POLISH. 
 
 1. Polish. 
 
 (a) White- Crested 
 
 Black. 
 (6) Bearded Golden, 
 (c) Bearded Silver. 
 
 Hamburgs. 
 
 (a) Golden Spangled. 
 \b) Silver Spangled. 
 
 1. Houdans. 
 
 W) Mottled. 
 (6) White. 
 
 Polish— Continued . 
 (rf) Buff-Laced. 
 (e) Non-Bearded Gol- 
 den. 
 
 CLASS VI. HAMBURGS. 
 
 1. Hamburgs — Continued 
 
 (c) -Golden Penciled. 
 
 (d) Silver Penciled. 
 
 CLASS ML FRENCH. 
 
 2. Creve coeurs. 
 
 (a) Black. 
 
 3. LaFleche. 
 
 (a) Black. 
 
 1. Polish — Continued. 
 
 (/) Non-Bearded Sil- 
 ver. 
 
 (g) Non-Bearded 
 White. 
 
 Hamburgs — Continued. 
 (e) White. 
 (/) Black. 
 
 4. Faverolles. 
 (a) Salmon. 
 
 CLASS MIL CONTINENTAL. 
 
 1. Campines. (a) Silver. (6) Golden. 
 
 CLASS LX. GAMES AND GAME BANTAMS. 
 
 I. Games. 
 
 
 1. Games — Continued. 
 
 2. 
 
 Game Bantams — Contd. 
 
 (a) Black- B r e a s ted 
 
 (/) Red Pyle. 
 
 
 (c) Golden Duck- 
 
 Red. 
 
 
 (g) White. 
 
 
 wing. 
 
 (6) Brown-Red 
 
 
 Black. 
 
 
 (d) Silver Duckwing. 
 
 (c) Golden 
 
 Duck- 
 
 2. Game Bantams. 
 
 
 (e) Birchen. 
 
 wing. 
 
 
 B 1 a c k-Breasted 
 
 
 (/) Red Pyle. 
 
 (d) Silver Duckwing. 
 
 Red. 
 
 
 (<7) White. 
 
 (e) Birchen. 
 
 
 (b) Brown-Red. 
 
 CLASS X. ORIENTALS. 
 
 
 (h) Black. 
 
 1. Sumatra s. 
 
 
 2. Malays. 
 
 3. 
 
 Malay Bantams. 
 
 (a) Black. 
 
 CLAS 
 
 (a) B 1 a c k-Breasted 
 Red. 
 
 JS XL ORNAMENTAL BANTAJ 
 
 IS. 
 
 (a) Black-Breasted 
 Red. 
 
 1. Seb rights. 
 
 
 5. Cochin. 
 
 7. 
 
 Polish. 
 
 (a) Golden. 
 
 
 (a) Buff. 
 
 
 (a) Bearded White. 
 
 (b) Silver. 
 
 
 (6) Partridge. 
 
 
 (6) Buff-Laced. 
 
 2. Rose-Comb. 
 
 
 (c) White. 
 
 
 (c) Non-Bearded. 
 
 (a) White. 
 
 
 (d) Black. 
 
 8. 
 
 Mille Fleur. 
 
 (6) Black. 
 
 
 6. Japanese. 
 
 
 (a) Booted. 
 
 3. Booted. 
 
 
 (a) Black-Tailed. 
 
 
 
 (a) White. 
 
 
 (b) White. 
 
 
 
 4. Brahmas. 
 
 
 (c) Black. 
 
 
 
 (a) Light. 
 
 
 (d) Gray. 
 
 
 
 (6) Dark. 
 
 
 
 
 
10 
 
 1. Silkies. 
 
 1. Pekin. 
 
 (a) White. 
 
 2. Aylesbury. 
 
 (a) White. 
 
 3. Cayuga. 
 
 (a) Black. 
 
 4. Gall. 
 
 (a) Gray. 
 (6) White. 
 
 1. Toulouse. 
 
 (a) Gray. 
 
 2. Embden. 
 
 (a) White. 
 
 1. Turkeys. 
 
 (a) Bronze. 
 
 (6) Narragansett. 
 
 CLASS XII. MISCELLANEOUS. 
 
 2. Sultans. I 3. Frizzles. 
 
 CLASS Xni. DUCKS. 
 
 5. East India. 
 
 (a) Black. 
 
 6. Muscovy. 
 
 (a) Colored. 
 
 (b) White. 
 
 7. Swedish. 
 
 (a) Blue. 
 
 8. Buff. 
 
 CLASS XIV. GEESE. 
 
 3. African. 
 
 (a) Gray. 
 
 4. Chinese. 
 
 (a) Brown. 
 (6) White. 
 
 CLASS XV. TURKEYS. 
 
 1. Turkeys— Continued. 
 
 (c) White Holland. 
 
 (d) Black. 
 
 9. Crested. 
 
 (a) White. 
 
 10. Runner. 
 
 (a) Fawn and White. 
 
 (b) White. 
 
 (c) Penciled. 
 
 5. Wild or Canadian. 
 
 (a) Gray. 
 
 6. Egyptian. 
 
 (a) Colored. 
 
 Turkeys — Continued . 
 (e) Slate. 
 (J) Bourbon Red. 
 
 Utility classification. — A classification based upon the economic usefulness of fowls 
 should be more important in a secondary course. The following classification covers 
 the important utility breeds of common fowls: 
 
 . Egg breeds. 
 
 II. Meat breeds. 
 
 III. General purpose. 
 
 1. Leghorn. 
 
 1. Brahma. 
 
 1. Plymouth Rock. 
 
 2. Minorca. 
 
 2. Langshan. 
 
 2. Wyandotte. 
 
 3. Ancona. 
 
 3. Cochin. 
 
 3. Rhode Iuland 
 
 4. Campine. 
 
 4. Cornish. 
 
 Red. 
 
 4. Orpingtons. 
 
 A study of types. — The three classes given above represent the important utility 
 types. These types should be studied in a comparative way according to (1) their 
 characteristics, such as size, shape, temperament, powers of flight and ability to 
 forage, time required to mature, hardiness or adaptation to climate, persistence in 
 sitting, ability to lay; and (2) purpose and adaptation to conditions, including value 
 as egg producers, as broilers, roasters, and capons, and system of culture to which 
 the type is adapted. 
 
 A study of breeds. — After these types have been studied, then a more detailed 
 study may be made of the breeds important in the locality. While this study may 
 include the origin and relationship, the chief aim should be to develop in the minds 
 of the students correct ideas of the shape of the fowls, as that is the chief breed charac- 
 teristic. If time permits, consideration may be given the official score cards of the 
 breeds studied. 
 
 Although the students may have a general knowledge of the varieties which con- 
 stitute the breeds considered, a detailed study of varieties should be a matter of 
 individual study, or if taken by the class, should be confined to one or two varieties 
 where such are bred rather exclusively in the school district, 
 
11 
 
 JUDGING POULTRY. 
 
 Use of the score card. 1 — The score card or standard of perfection is used more exten- 
 sively with fowls than with other farm animals, so that if there is any time for giving 
 the students a start toward becoming expert judges, attention must be given the 
 instructions, descriptions, and standards in the American Standard of Perfection. 
 As a preliminary to the use of the score card the students should know the naming of 
 the parts of a fowl. Terms applied to judging may be learned in their use. Charts 
 will be helpful in learning the nomenclature, the various types of combs, shapes 
 of fowls, and the common defects. The fowls must be in small coops, so they may 
 be readily handled for effective judging. In such coops they may be brought to the 
 school, thus saving time. The instructor should show the students how to handle 
 the fowls and examine them for minor defects without riimpling the plumage. 
 
 In connection with a study of the utility type best adapted to the school district, 
 it will be profitable practice for the class to work out a score card along utility lines 
 and use this card on the local fowls. 
 
 Comparison judging . — Whether the students use a score card or not, they may spend 
 time profitably in comparative judging. At first a number of fowls may be placed 
 according to order of merit in one of the factors important from either a utility or 
 a standard point of view. The following factors are suggestive: (a) Constitution, (6) 
 weight, (c) shape or symmetry, and (d) color. After they have been placed according 
 to each one of these factors they may be placed according to merit with all factors 
 considered either as standard-bred fowls or for utility or breeding purposes. Re- 
 peated practice in estimating the weight and age of fowls may be given with profit. 
 
 A POULTRY EXHIBIT. 2 
 
 Of all farm animals poultry are the most convenient and often the only farm animals 
 which are convenient to exhibit at the school. Such an exhibit may include fowls 
 from the whole community, in addition to those owned by the students. The exhibit 
 if properly planned and managed, will do much to arouse and maintain interest as 
 well as furnish material for judging. While an experienced man from the community 
 or a professional judge from the outside may pass final judgment on the fowls which 
 may be competing for prizes or honors, such an excellent opportunity for competitive 
 judging for the students should not be neglected. 
 
 AN EGG-LAYING CONTEST. 
 
 Some of the schools which have established poultry plants at the school have had 
 difficulty in maintaining interest. Several of these schools have developed interest 
 through an egg-laying contest at the schools. As an outgrowth of a discussion of 
 the relative merits of different breeds and varieties in regard to laying, the students 
 have brought to the school three or four hens or pullets which are kept under uniform 
 conditions, trap nested, and a record kept of feeding and production. Although such 
 a contest may have no value in determining the relative merits of the breeds par- 
 ticipating, it serves to hold the interest of the students while they are getting practical 
 instruction in poultry management . 
 
 Where it is not feasible to keep poultry at the school, an egg-laying contest may 
 become a feature of the home-project work. Although the chief aim of the project 
 may be egg production, wherever the students have fowls of different breeds, varieties 
 and strains, the contest feature may center about the fowls as well as the students. 
 Directions for such an egg-production contest will be found on page 32 of Office of 
 
 l A score card for breeding stock may be obtained from the Bureau of Animal Industry, United States 
 Department of Agriculture. 
 * See S. R. S. Doc. 42. Agricultural Exhibits and Contests. 
 
UNIVERSITY OF FLORIDA 
 
 12 
 
 1262 08928 7675 
 
 Experiment Stations Bulletin 255, Educational Contests in Agriculture and Home 
 Economics. Directions for a poultry-management project will be found in the 
 Agricultural Education Monthly, Vol II, No. 8, November, 1916. 
 
 REFERENCES. 
 
 The following Farmers' Bulletins of the United States Department of Agriculture: 
 51. Standard Varieties of Chickens. 
 
 106. Breeds of Dairy Cattle. 
 
 573. The Angora Goat. 
 
 576. Breeds of Sheep for the Farm. f 
 
 612. Breeds of Beef Cattle. 
 
 619. Breeds of Draft Horses. 
 
 684. Squab Raising. 
 
 697. Duck Raising. 
 
 765. Breeds of Swine 
 
 767. Goose Raising. 
 
 779. How to Select a Sound Horse. 
 
 791. Turkey Raising. 
 
 803. Horse-breeding Suggestions for Farmers. 
 
 806. Standard Varieties of Chickens. I. The American Class. 
 
 811. The Production of Baby Beef. 
 
 The following bulletins may be obtained from the Superintendent of Documents, 
 Government Printing Office, Washington, D. C, at the prices listed: 
 
 B. A. I. Circular 113. Classification of American Carriage Horses, 5 cents. 
 
 B. A. I. Bulletin 34. American Breeds of Beef Cattle, 20 cents. 
 
 Dept. Bulletin 20. Domestic Breeds of Sheep in America, 25 cents. 
 
 Dept. Bulletin 434. Judging the Dairy Cow as a Subject of Instruction in Second- 
 ary Schools, 5 cents. 
 
 Dept. Bulletin 487. Judging Horses as a Subject of Instruction in Secondary Schools, 
 10 cents. 
 
 WASHINGTON" : GOVERNMENT PRINTING OFFICE : 1917