V. Acids and salts-Continued.

(i) Potassium and its compounds1. Where found.

2. Potassium nitrate-saltpeter. (j) Sodium and its compounds1. Where found.

2. Salts

Sodium nitrate-Chile saltpeter.
Sodium carbonate-soda.
Soap making.

Sodium chlorid-salt.

(k) Calcium and its compounds— 1. Carbonate-

Limestone.

Marble.

2. Oxid. Lime. Mortar.
3. Sulphate-gypsum-
Plasters.

Plaster of Paris.

4. Phosphate. Fertilizer.

5. Bleaching powder.

6. Glass.

TYPES AND BREEDS OF FARM ANIMALS.

Indian boys are by nature interested in animal life. Between them and their domestic animals we frequently find an affectionate, sympathetic relationship. They usually show a keen and kindly interest in everything relating to the various kinds of farm animals, more particularly the horse, and range cattle. By taking advantage of this inherent characteristic it should not be difficult to make this one of the most interesting subjects in the agricultural course.

A considerable portion of the year's work should be given to a study of the elementary principles of breeding. Students should understand the meaning of pedigree and registration, crossing and grading, and should get the principles underlying breeding for the production of better stock. As often as possible students should be given an opportunity to see and to judge representatives of the breeds they are studying.

THIRD YEAR.

(Forty weeks, 1 hours per week.)

I. Importance of live stock:

(a) As food.

(b) For clothing.

(c) For labor.

(d) In maintaining soil fertility.

II. Horses:
(a) Origin.

(b) Breeds

1. Development of breeds.

2. American saddle

History.

Size.

Appearance.

Use and value.

(Use above outline in study of all breeds of horses considered.)

3. Percheron.

4. Clydesdale.

5. Shire.

6. Belgian.
7. Mule.

III. Cattle:
(a) History.

(b) Breeds

1. Development.

2. Shorthorn

History.

Size.

Appearance.

Uses and value.

(Use above outline in the study of all breeds considered.)

3. Hereford.

4. Angus.

5. Galloway.

6. Holstein.

7. Guernsey.

8. Jersey.

9. Ayrshire.

IV. Sheep:

(a) History.

(b) Breeds-

1. Development.
2. Merino-

History.

Size.

Appearance.

Character of wool.

Use and value.

(Use above outline in study of other breeds con

sidered.)

IV. Sheep-Continued.
(b) Breeds-Continued.
3. Rambouillet.

4. Southdown.

5. Shropshire.

6. Hampshire Down.

7. Cotswold.

V. Goats:

(a) History.

(b) Breeds; Angora, Milch.

(c) Value and use.

VI. Swine.

(a) History.

(b) Breeds

1. Development.

2. Duroc

History.

Size.

Appearance.

Use and value.

(Use above outline in considering the different breeds.)

(b) Turkeys, ducks. (Use outline for study of chickens modified

to suit.)

VIII. Stock judging:

(a) Horses.

(b) Cattle.

(c) Sheep.

(d) Swine.

(e) Poultry.

(Obtain score card such as is used at State agricultural colleges.)

IX. Breeding:
(a) Heredity—

1. Meaning.

2. Influence.

3. Importance in breeding.

4. Prepotence.

(b) Selection

1. Natural.

2. Artificial

Importance of care and ideals in selection.
A means of securing desirable characteristics.
Consideration of pedigree.

X. Diseases of animals: Prevention, treatment.
XI. Suggestions to young stockmen:

(a) Breed for a special purpose.
(b) Have an ideal and adhere to it.
(c) Keep a few good animals.
(d) Try to become a judge of stock.

(e) Give good animals good care.
(f) Avoid fads.

(g) Breed to suit environment. (h) Keep a herd record.

FEEDS AND FEEDING.

This is a general course dealing with animal nutrition, feeds and their nutritive value, relation of grade of feed to feeding value, food demands for different kinds of stock for maintenance, growth, work, and production; balancing rations for special purposes, etc. On account of the opportunity to apply it in practice, special attention should be given to the proper use of feeds available. Practical work should be the feeding and care of the horses, hogs, and cows on the school farm.

FOURTH YEAR.

(40 weeks, 1 hours per week.)

I. Problems involved in feeding animals:
(a) Evolution from pastoral to present day.
(b) Methods of providing foods.

II. The elements required and their sources.

III. Digestion:

(a) Organs.

(b) Juices.

(c) Process.

(d) Conditions influencing

1. Palatableness.

2. Quantity of ration.

3. Effect of dry fodders.

4. Influence of the stage of growth of the plant.

5. Method of preparation.

6. Effect of salt.

7. Frequency of feeding and watering.

8. Combination of food nutrients.

9. Species, breed, age, and individuality of animal.

IV. Classes and uses of nutrients:

(a) Mineral.

(b) Protein.
(c) Carbohydrates.

(d) Fats and oils.

V. Practice of feeding:

(a) Foodstuffs-Natural products

1. Forage crops

Comparison of green and dry forage crops. Time of harvesting as affecting food value. 2. Silage

Changes in the silo.

Extent of loss in the silo.

Ensilage versus field curing.

Crops for ensilage.

Construction of the silo.
Filling the silo.

3. Straws.

4. Roots and tubers.

5. Grains and seeds.

(b) Commercial food stuffs-By-products. 1. Wheat offals-bran, middlingsComposition.

Food value.

2. Cottonseed meal.

How obtained.

Composition.

Extent of use and food value.