Types and Number of Characteristics Average Estimated Breeds Each of Each Weight Value _________ _________ _______________ _______ _________ _________ _________ _______________ _______ _________ _________ _________ _______________ _______ _________ 3. =Market prices.= Pupils should record the market prices of hogs in a tabular form, every day for a period of two weeks. Such daily quotations may be obtained from the newspaper. If possible, record the number of the “run” of hogs which were offered for sale at the market where prices are quoted. Note any relation that may exist between price and number of hogs. 4. =Inspection trips.= The class should make a tour of the farms in the community where the various breeds of swine may be studied. Note the distinguishing characteristics. Use the following table in classifying the distinguishing characteristics: Position Other Breed Color of Ears Snout and Face Characteristics _____ _____ ________ ______________ _______________ _____ _____ ________ ______________ _______________ _____ _____ ________ ______________ _______________ 5. =Comparative judging.= Prepare a ring of swine, two, three, or four animals, and have the pupils place these according to rank, basing their judgment on form, condition, and quality of the swine in the ring. In performing this exercise it may be necessary for the instructor to go over the whole matter of conformation, condition, and quality as they should be found in good swine. 6. =Exercises in judging.= After the pupils have become somewhat familiar with the points in judging swine, information may be given as to the judging of individuals by the score cards. Under the direction of the instructor use the score card of your State Experiment Station. 7. =Reports on home feeding methods.= Let each pupil report on the methods of feeding and managing swine at home, using the following outline: (a) The house, pen, or range in which the pigs are fed for fattening. (b) The feed used, amount, kind, etc. (c) Criticism of the above methods, and suggestions for improvement. 8. =Houses.= Pupils should bring pictures of hog houses, clipped from farm papers or other publications in which they may be found, and in class make a critical study of the illustrations assembled. Ground floor plans should be drawn by each student for several types of house. 9. =Breed directory.= Let each pupil make a report on the names of swine breeders in the locality and the breeds raised. This may be made into a breed directory for the community. 10. =Making a concrete hog wallow.=[4] A hog perspires but little during hot weather and is forced to seek a cool mud wallow if nothing else is provided. This has resulted in the impression that the hog is a dirty animal.