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SB bbD 13b

POULTRY LABORATORY

HARRY R. LEWIS

Branch of the College of Agriculture
Davis, California

POULTRY LABORATORY
MANUAL AND NOTE BOOK

PREPARED BY

HARRY R. LEWIS, B.S., M.AGR.

PROFESSOR OF POULTRY HUSBANDRY, NEW JERSEY STATE COLLEGE OF AGRICULTURE (RUTGERS) ;
POULTRY HUSBANDMAN. NEW JERSEY STATE AGRICULTURAL EXPERIMENT STATION

PHILADELPHIA AND LONDON
J. B. LIPPINCOTT COMPANY

UNIVERSITY OF CALIFORNIA

LIBRARY

BRANCH OF THE
COLLEGE OF AGRICULTURE

Electrotyped and Printed by J. B. Lippincott Company
The Washington Square Press, Philadelphia, U. S. A.

PREFACE

THIS poultry laboratory manual has been planned for use wherever
poultry husbandry is taught, whether high school or college. The sequence
and distribution of exercises are especially planned to accompany the text-
book, "Productive Poultry Husbandry," published by the J. B. Lippincott
Company. Where more than forty-four laboratory periods are available,
a number of the exercises are so planned that they can be extended over a
greater length of time. On the other hand, where a fewer number of labora-
tory periods are available certain of the exercises can be omitted or grouped
with adjoining ones. The exercises have been planned to occupy laboratory
periods having two or more hours to the period.

The equipment necessary to properly perform the exercises outlined is
such as would be required on any well-managed poultry farm. Every effort
has been made to keep the exercises as practical as possible. These exercises
have all been used by the writer in connection with teaching work at the
New Jersey State Agricultural College. It is believed that more attention
and system to the laboratory method of instruction will greatly increase the
fund of information which the student secures from the study of the text.

Although the exercises are arranged to correspond with the text-book
above-mentioned, it is not necessary to follow this order. The instructor
should frequently glance over the table of contents and select those exercises
best suited to the season and to the material available at the time. For
example, when disease occurs in a flock, the study of diseases should be
assigned. The alert instructor will constantly watch for the most suitable
time for each exercise.

Some of the best practice for students is acquired by daily care of stock,
both young and mature. They should have the responsibility and practice
of caring for incubators, hatching hens, brooder chicks, laying stock, etc.

This should include cleaning, feeding, housing, yarding, record-keeping, etc.

PREFACE

Such valuable practice may, in many cases, be furnished at the school under
the direct supervision of the instructor. Poultry projects carried on by stu-
dents at home will give more responsibility, and if they are well planned and
directed, they will furnish excellent practice. The instructor should supervise
home projects from tune to time.

Following each exercise, blank spaces are left, in order that this book
may be used in part as a note book, and the majority of answers and important
notations can be made directly in the book while the laboratory work is in
progress. Each student using this manual should be provided with a loose-
leaf note book of about the same size, in which to make all rough notes,
dimensions and miscellaneous facts, and in which to make all mathematical
calculations. Such book should be carefully preserved for future reference,
or another plan would be to later attach the pages to this manual adjacent
to their respective exercises. All final deductions and required facts should

be placed neatly in this manual as provided.

HARRY R. LEWIS.

NEW BRUNSWICK, N. J.

MARCH, 1918

CONTENTS

EXERCISE PAGE

1. GEOGRAPHICAL DISTRIBUTION OP AMERICA'S POULTRY INDUSTRY 11

2. LOCATING AND PLANNING THE POULTRY FARM LAY-OUT 14

3. DISTRIBUTING THE POUJLTRYMAN'S CAPITAL 17

4. FOWL NOMENCLATURE 20

5. FACTORS DETERMINING THE CLASSIFICATION OF FOWLS 25

6. SELECTING THE FOUNDATION STOCK 28

7. TYPES OF POULTRY HOUSE CONSTRUCTION 31

8. MATERIALS AND METHODS OF POULTRY HOUSE CONSTRUCTION 34

9. LAYING OUT AND LEVELING THE POULTRY HOUSE FOUNDATION 37

10. A STUDY OF POULTRY HOUSE FIXTURES 40

11. A STUDY OF POULTRY YARDS AND FENCES 43

12. IDENTIFICATION OF FEED STUFFS 46

13. DETERMINATION OF QUALITY IN READY-MIXED RATIONS 49

14. EFFICIENCY OF STANDARD LAYING RATIONS 53

15. GRAPHIC REPRESENTATION OF MODES OF INHERITANCE 57

16. SELECTION OF BREEDING COCKERELS 61

17. THE CARE OF THE LAYING PEN 64

18. SANITATION IN THE POULTRY HOUSE 67

19. ANATOMICAL STUDY OF THE FOWL 70

20. THE REPRODUCTIVE SYSTEM OF THE HEN 74

21. THE DEVELOPMENT OF A CHICK EMBRYO 78

22. THE SELECTION AND CARE OF HENS FOR HATCHING 81

23. THE INCUBATOR — LOCATION, CONSTRUCTION, AND OPERATION 84

24. THE BROODER — LOCATION, CONSTRUCTION, AND OPERATION 87

25. A VISIT TO YOUNG STOCK RANGES 90

26. MARKET TYPES OF LIVE POULTRY 92

27. THE OPERATION OF CAPONIZING 95

28. PREPARING DRESSED POULTRY FOR MARKET 98

29. PREPARING DRESSED POULTRY FOR MARKET (CONTINUED) 100

30. DRESSING AND TRUSSING MARKET POULTRY 102

31. GRADING AND PACKING MARKET POULTRY 104

CONTENTS

32. CANDLING AND GRADING MARKET EGGS 106

33. THE HOME PRESERVATION OF EGGS IN WATER GLASS 109

34. SYSTEMATIC ADVERTISING 112

35. PLANNING SIMPLE POULTRY RECORDS 116

36. PLANNING SIMPLE POULTRY FARM ACCOUNTS 118

37. PREPARING POULTRY FOR EXHIBITION 123

38. JUDGING STANDARD- BRED POULTRY BY THE SCORE CARD 126

39. JUDGING POULTRY BY COMPARISON 127

40. POULTRY DISEASE DIAGNOSIS 130

41. HOME PREPARATION AND STUDY OF POULTRY MEDICINES 134

42. TRIP TO A SUCCESSFUL POULTRY FARM 137

43. TRIP TO WHOLESALE AND RETAIL POULTRY AND EGG MARKETS 140

44. TRIP TO A STANDARD-BRED POULTRY SHOW . 143

LABORATORY INSTRUCTIONS

1. Since the exercises are outlined to occupy a definite period of time
and since the laboratory periods are distinctly designated, it is important
that the student be in his place ready to carry on the work at the ap-
pointed time.

2. Every student will be held responsible for unnecessary breakage or
loss of apparatus.

3. A schedule will be found posted in the laboratory stating the groups
of students who will perform certain exercises during each period when a
division of the class is desirable, especially on account of a large amount of
work to be accomplished.

4. Exercises which are continuous, over a number of periods, should be
distinctly labeled and care taken that apparatus is not disturbed between
periods. Many exercises such as chore work, incubation, brooding, etc.,
require some daily attention. This must be given as required and credit for
time so spent should be given.

5. The results of all exercises and experiments must be written up
promptly after each laboratory period.

6. Read over each exercise carefully before beginning the work and be
sure that the text is thoroughly familiar. Failure to appreciate the object
and mode of procedure is very apt to mean failure in the work.

7. All answers to questions and all notations should be made clear, neat
and concise. The report of each exercise should be written up by itself and
the conclusions neatly and carefully arranged.

8. All exercises should be carried on as outlined, as quietly as is possible,
with accuracy, and with a complete understanding of the work. When the
work is complete each student or group of students is responsible for the
cleaning and replacing of all apparatus used.

9. Access to poultry texts, which can be used as reference work in con-
nection with these laboratory exercises, will be found very useful. Such a
reference list follows:

LABORATORY INSTRUCTIONS

Productive Poultry Husbandry, Lewis
Poultry Husbandry, Brown
Poultry Breeding and Management, Dryden
Principles and Practices of Poultry Culture,

Robinson

Poultry Production, Lippincott
Poultry Culture, Sanitation and Hygiene,

Kaupp

Diseases of Poultry, Pearl
Farm Poultry, Watson

Progressive Poultry Culture, Brigham
American Poultry Culture, Sando
Poultry Breeding, Purvis
Practical Poultry Keeper, Wright
Profitable Poultry Production, Kains
Poultry Keeping, Lewis
Our Domestic Birds, Robinson
American Standard of Perfection, American
Poultry Association

Grade

Date

EXERCISE 1

GEOGRAPHICAL DISTRIBUTION OF AMERICA'S POULTRY

INDUSTRY

Object. — To study the distribution and centers of production of poultry
products in the United States and in certain individual states.

Equipment. — Assorted colored crayons, or red, blue and black ink; a
large atlas of the United States and of the individual states that are being
studied; complete drafting equipment.

Procedure. — After fastening accompanying maps firmly and properly
to drawing board, proceed as follows:

Step- 1. — Locate with special colored crayon or ink the large cities and
intensive centers of population which are naturally the heavy-consuming
centers.

Step 2. — Locate on the map of the United States the specialized centers
of production discussed in Productive Poultry Husbandry on page 10, also
locate any other districts which are of enough significance to claim distinction.
Different colors should be used to designate special egg- and meat-producing
centers, also special marks to designate intensive and extensive practices.

Step 3. — Locate in the same manner, as above, all places of importance
relating to the poultry industry in the individual state being studied.

Step 4. — Locate in a distinctive manner all large shipping points of
poultry products and all important wholesale receiving centers.

Step 5. — Locate by lines the leading transportation routes over which
these poultry products must travel to reach the consumer.

Leading Questions. — 1. Name the three greatest egg and poultry con-
suming centers in the United States.

2. Name the states which produce the great bulk of America's eggs, in
the order of their importance.

3. Enumerate and give locations and characteristics of three intensive
egg-producing centers in the United States.

4. Locate and describe three distinctive meat-producing sections in the

United States.

EXERCISE 1 (Continued)

5. What is the relation of the transportation problem and the quality
of eggs to intensive vs. extensive production?

6. What do you consider the factors responsible for the prevailing dis-
tribution and location of producing centers?

7. What do you consider the trend of future development: a greater
intensification near the point of consumption or the reverse? Why?

8. What section of the United States would you personally prefer in
which to locate for the development of a commercial poultry farm? Give
reasons.

EXERCISE 1 (Continued]

Grade.
Date. .

EXERCISE 2
LOCATION AND PLANNING THE POULTRY FARM LAY-OUT

Object. — To study the actual problems incidental to selecting the loca-
tion for a poultry farm and the laying out of the plant.

Equipment. — Sharpened stakes about two feet long, leveling instrument,
compass, a 100-foot tape and a field note book; drafting equipment for plotting
the result of the survey.

Procedure. — Take a field trip in company with instructor, studying land
contours, drainage, soil conditions, vegetation, etc.

Step 1. — While on field trip, select an area of about five to ten acres
which would make a suitable poultry plant.

Step 2. — Locate the boundaries of the specially selected area and drive
corner stakes.

Step 3. — Run contour lines wTith level and tape to determine general
slope of land. Let the zero (0) point be some low spot, such as a pond or
brook, and from this point lay out approximate contour lines for every five
feet of elevation. If the area is very level these lines can be laid out for each
foot of elevation.

Step 4. — Make a contour map or plan of the area selected on this accom-
panying sheet, using the elevation figures secured in step 3.

Step 5. — Lay out on this map, the areas which should be used for the
following parts of the poultry plant: larger head-quarters buildings such as
feed houses, incubator and brooder houses, laying houses and yards, ranges
for growing stock, and crops.

If time permits, the exact location of the houses and their size can be
determined and plotted. If only one period is available, steps 4 and 5 can be
omitted.

Leading Questions. — 1. What factors led to the selection of this particu-
lar site chosen?

2. What is the size and shape of the area selected for the development of

the plant?
14

EXERCISE 2 (Continued)

3. Is the site furnished with a natural water supply, if so, how would
you make use of it hi watering the flocks?

4. What method was used in locating elevations?

5. What point was taken as 0, and what extreme elevations both plus
and minus were encountered?

6. What per cent of the total area was allotted to head-quarters build-
ings; to laying houses; to ranges; and to crops?

7. What is the capacity and cost of establishing the plant as planned?

8. In your opinion, what are the advantages and disadvantages of this
location?

EXERCISE 2 (Continued)

Grade / . .

Date

EXERCISE 3

DISTRIBUTING THE POULTRYMAN'S CAPITAL

Object. — To determine the proper distribution of capital for the success-
ful management of a poultry farm.

Equipment. — Complete inventories of, at least, five successful poultry
farms of different sizes. These inventories can be secured by correspondence,
by personal visit, or, if necessary, from previously published data of a similar
nature.

Procedure. — Step 1. — Divide the capital, as shown by these inventories,
into the following classification:

A. Fixed or invested capital.

1. Land.

2. Buildings.

3. Equipment.

4. Producing stock.

B. Circulating and working capital.

1. Feed.

2. Seed and fertilizers.

3. Supplies.

4. Young stock grown for sale.

5. Money required to pay labor and carry on the business.
Step 2. — Find average distribution of capital on all plants studied.
Step 3. — Express these averages as percentage of total capital invested

in different branches, as land, buildings, equipment, stock, feed, labor, etc.

Step 4. — Determine differences, if any, in per cent of distribution of
capital on large or small farms, on utility or exhibition farms.

Leading Questions. — 1. How many inventories were you able to secure

to use in this study? Is this number sufficient to get accurate averages?
2 17

EXERCISE 3 (Continued)
Fixed Capital *

Farm Number

2 3

Land

Buildings

Equipment . .

Adult stock

TOTAL

Circulating Capital

Seed, fertilizer , . 1

Supplies '

Young stock . . . . . f

Cash in bank

TOTAL. .

" '

COMBINED TOTAL . . . j

* In these tables use values only.

2. What did you find to be the average cost of land per acre?

3. What is the average size of farms in acres?

4. What per cent of total capital was invested in fixed capital and what
per cent was invested in working capital?

5. What per cent of fixed capital was invested hi land, buildings, equip-
ment and stock? Consider each item separately.

! "..; :'. :.' '. ••;.•• .' ' - -;

6. What per cent of circulating capital was invested in labor, feed and
miscellaneous expenses? Consider each item separately.

7. In your opinion, what would be the effect of too great a proportion
of fixed capital?

8. What amount of capital would be required per bird on an average-
sized poultry farm?

EXERCISE 3 (Continued)

Grade.
Date..

EXERCISE 4
FOWL NOMENCLATURE

Object. — To become familiar with the parts of a fowl and common
terms used hi poultry terminology.

Equipment. — Standard of Perfection, published by American Poultry
Association; representative fowls of different breeds and classes; exhibition
cages to confine birds, when not being handled.

Procedure. — Step 1. — Handle individually representative birds of each
class, locating and studying the characteristics of all parts defined and pictured
on pages 18 and 19 of the Standard of Perfection, such as comb, wattles
saddle, nights, etc.

Step 2. — Study and make pencil sketch of the five standard types of
combs, as single, rose, pea, strawberry, and V comb.

Step 3. — Study hi detail the parts of a feather and make pencil sketch
showing quill, web, vein, barbs and fluff.

Step 4. — Study the common types of plumage pattern and make pencil
sketch of each, as barred, penciled, laced, spangled, and striped.

Step 5. — Go over the entire glossary of technical terms on pages 20 and
30 of the Standard of Perfection, locating all parts on specimens and becoming
so familiar with them that they can be named at sight.

If tune will permit, this exercise can be extended to cover from three
to five periods, otherwise the drawing work in two, three and four will have
to be omitted.

Leading Questions. — 1. Name all parts of wings and tail.

2. Into how many parts are the legs and feet divided? Name them in
order.

3. Enumerate the important distinctions in conformation and color
between males and females.

4. Enumerate five kinds of defective feather markings.

5. Name and describe five common disqualifications.

6. Describe a perfect eye, single comb and barred feather.

7. Into how many important sections is a bird divided for study? Name
them.

EXERCISE 4 (Continued)
COMB TYPES

EXERCISE 4 (Continued)
DETAILS OF FEATHER

EXERCISE 4 (Continued)
DETAILS OF PLUMAGE PATTEHN

EXERCISE 4 (Continued)

Grade.
Date..

EXERCISE 5
FACTORS DETERMINING THE CLASSIFICATION OF FOWLS

Object. — To become thoroughly familiar with the Standard, the Utility,
and the Breeding classifications of fowls, and the features determining each
classification.

NOTE. — Breeding classification refers to purity of breeding, as mongrel,
cross-bred, pure bred and standard bred.

Equipment. — American Standard of Perfection; representative specimens
of as many breeds and varieties as possible, including some mongrel and cross-
bred individuals.

Procedure. — Step 1. — Separate into groups all fowls belonging to Ameri-
can, Asiatic, Mediterranean, English, and French classes. Make a list of the
breeds falling in each group and record all characteristics of shape and color
which are peculiar to each group.

Standard Classification of Breeds

American

Asiatic

Mediterranean

English

Trench

Step 2. — Separate into three groups all fowls which are particularly
adapted to the following purposes: (1) egg production, (2) meat production,
and (3) both in combination. Make a list of the breeds falling in each group
and record all characteristics of color, shape and size which are peculiar to

each group.

Utility Classification of Breeds

Egg Breeds

Meat Breeds

Dual Purpose Breeds

EXERCISE 5 (Continued)

Step 3. — Make a list of the ear lobe color of all breeds and correlate the
same with color of egg laid by each breed.

Relation of Ear Lobe Colors and Egg Colors

Breed

Ear Lobe Color

Egg Shell Color

Step 4. — Make a list of breeds having feathered shanks and correlate
the same with color of egg laid by each breed.

Step 5. — Arrange all birds in groups according to the breeding classifica-
tion mentioned above and make a record of all characteristics of shape and
color which are peculiar to each group.

Step 6. — Group all fowls in classes according to color pattern and make
a record of the breeds and varieties falling in each group.

Leading Questions. — 1. What are the relative sizes of fowls in the Ameri-
can, Asiatic and Mediterranean classes.

2. From a study of the specimen fowls at hand, what is the predominating
color pattern?

3. From a study of the standard breeds of poultry, as listed in the Stand-
ard of Perfection, answer the following points: (a) Number of classes of
domestic poultry, not including ducks, (b) Number of breeds of domestic
poultry, (c) Number of varieties of domestic poultry, (d) What color
pattern occurs the greatest number of times in all standard varieties?

4. Enumerate the breeds which are commonly classed as egg breeds.
What are their distinguishing characteristics?

5. Enumerate the breeds which are commonly classed as meat breed.
What are their distinguishing characteristics?

6. Enumerate the breeds which are commonly classed as general purpose
breeds. What are their distinguishing characteristics?

7. What do you find to be the two most important factors used to classify
poultry into certain well-defined groups?

EXERCISE 5 (Continued)

Grade.
Date..

EXERCISE 6
SELECTING THE FOUNDATION STOCK

Object. — To determine the difference between healthy, vigorous breeding
males and females and those which are naturally unfit for breeding purposes.

Equipment. — At least twenty-five yearling hens, and five or more older
hens of some common standard breed, representing good and bad breeding
specimens; a number of satisfactory coops to confine these birds individually
and in groups; at least ten adult cockerels of some common standard breed
representing good and bad breeding specimens.

Procedure. — Study carefully these two groups of birds, eliminating all
specimens not fit to use for breeding in the following manner:

Step 1. — All birds which show any signs of disease should be discarded
and placed in a special cage.

Step 2. — All birds which show extreme age, so as to be unfit for breeders,
should be discarded and placed in a separate cage.

Step 3. — All birds which show well defined traits of lack of inherent
vigor and stamina should next be discarded and placed in a separate cage.

Step 4. — All specimens which are exceptionally large or too small should
next be discarded and placed by themselves in a separate cage; the idea
being to leave those which come nearest to standard weight.

Step 5. — From the remaining specimens select approximately ten females
and five males which show the best shape and color pattern for the breed
being studied. Those selected can well be placed in order of excellence for
close study.

NOTE. — If possible this method of elimination and final selection should
be practiced with a much larger number of specimens than is suggested above.

Leading Questions. — 1. Considering the total number of specimens
studied, what percentages were eliminated on account of: (1) disease, (2) age,
(3) lack of vigor, (4) size, (5) weight, and (6) failing to meet breed and variety
requirements of shape and color.

2. What are some of the more prominent diseases which would make
yearling hens unfit for breeding?

3. What features would you use in eliminating birds too old for breeding?
28

EXERCISS 6 (Continued)

4. What signs of lack of vitality did you find in both males and females?

5. What was the weight of the special breeders finally selected?

6. What, in your estimation, is the value of the specially selected birds,
if you were to purchase them for your own use?

Birds Discarded for Different Reasons

Make an X in proper column opposite band number

Band No.

Disease

Age

Lack of Vigor

Size

Type

Color

TOTALS . .

EXERCISE 6 (Continued)

Grade.
Date..

EXERCISE 7
TYPES OF POULTRY HOUSE CONSTRUCTION

Object. — To determine the efficiency of various types and styles of poul-
try houses.

Equipment. — Access to various types and sizes of poultry houses, espe-
cially shed-roof, gable-roof, and half monitor roof houses; also large- and
small-flock houses; one 50-foot tape measuring hi feet; one two-foot rule.

Procedure. — Make a trip of inspection about the poultry plant, studying
all types of houses available and determining the following points:

Step 1. — Study the design, arrangement, construction and uses of the
following types of roofs: shed, two-third-span, monitor, half-monitor, and
A-coop. Determine the advantages and disadvantages of each.

NOTE. — If these types are not all available others may be substituted.

Step 2. — Measure a typical roof of each of the above types and determine
the area of roof in proportion to each square foot of floor space which it covers.

Proportion of Roof to Floor Covered

House Type

Shed

Gable

Two-thirds-

Monitor

Half-

Span

Monitor

Square feet of roof to cover

1 square foot of floor

Step 3. — Determine the relative amounts of material required to con-
struct each of these roof types.

Step 4. — Study the method of construction and determine the relative
amounts of labor required to frame and build each type.

Step 5. — Take the dimensions of a number of laying houses, some long
houses and some small-flock houses. Determine the relation between wall
area and floor area hi each size.

Step 6. — By figuring the amount of material required, determine the
advantages of a double-pen laying house over two single-pen houses, the

latter with a combined capacity equal to the double-pen house.

EXERCISE 7 (Continued)

Leading Questions. — 1. What is the best roof type and why?

2. Where can a half-monitor be used to advantage?

3. What is the difference in amount of lumber, required to build a shed
roof, a two-thirds-span roof and an A-roof all over the same floor area?

4. How does the distance around the outside wall of a house vary with
the shape of the house?

5. What is the determining feature in planning the height of a laying
house?

6. What are the advantages in adopting a standard unit laying house?

7. Describe what you consider to be an ideal laying house for 100 birds?

EXERCISE 7 (Continued)

Grade...
Date..

EXERCISE 8
MATERIALS AND METHODS OF POULTRY HOUSE CONSTRUCTION

Object. — To become thoroughly familiar with materials used and methods
followed in framing and constructing laying houses.

Equipment. — Access to a number of typical and efficient poultry houses;
a two-foot rule.

Procedure. — Make an inspection trip, visiting each house to be studied,
observing the following features:

Step 1. — Before entering the house determine size, shape and style of
roof and material used for outside wall and roof.

Step 2. — Determine the kind of material used for foundation and floor
construction and note the details of construction.

Step 3. — Upon entering the house note the location, size and materials
used for sills, posts, studding, plate and rafters. Note distances between
studding and rafters.

Step 4. — Determine the amount of glass and muslin in the front wall.
Express each in relation to 100 square feet of floor space.

Relation of Glass and Muslin to Floor Space

House No.

Square Feet
Floor Space

Square Feet
Glass

Square Feet
Muslin

Square Feet of
Glass to 1
Square Foot Floor

Square Feet of
Muslin to 1
Square Foot Floor

TOTALS ... .

AVERAGES. . .

Step 5. — Study any special method of ventilation provided and deter-
mine by the use of smoke or feathers the air currents which are set up in the
house.
34

EXERCISE 8 (Continued)

Step 6. — Study special methods of supporting roof in deep houses.

Step 7. — Compare the differences in amount of studding needed where
outside boarding, such as novelty siding, is used or where tongued and grooved
boards, such as roofers, are used.

Leading Questions. — 1. Which do you find makes the most economical
and efficient construction for outside walls; novelty siding or roofers covered
with roofing paper?

2. What do you consider the best materials for foundation and floors?
Would you make any exception to your answer?

3. Name the sizes of lumber which should be used for the sills, posts,
plates, studding and rafters?

4. What kinds of lumber are generally used for framing the poultry house?

5. How far apart are rafters and studding? What factors, if any, affect
these distances?

6. How many square feet of muslin openings should there be to every
100 square feet of floor space? j

7. How many square feet of glass should there be to every 100 square
feet of floor space?

8. What do you consider the most important type of ventilation for the
poultry house?

9. How should the poultry house be fastened to the foundation and why
is this factor so important?

EXERCISE 8 (Continued)

Grade.
Date.

EXERCISE 9

LAYING OUT AND LEVELING THE POULTRY HOUSE FOUNDATION

Object. — To study the proper method of determining the exact location
for the poultry house and the best method of laying out a foundation for the
same.

Equipment. — Wood stakes, hatchet, two-foot rule, mason's cord, spirit
level, and, if possible, a surveyor's level.

Procedure. — Make a field trip to some suitable location, preferably the
area surveyed in Exercise 2, and proceed as follows:

Step 1. — Select the best location for the long laying house, if it has
not already been done in Exercise 2. Consider contour, drainage, vegetation,
grading, yard room, etc. Drive four stakes to approximately mark the four
corners of the house on the site selected.

Step 2. — Lay out foundation lines, erect batten boards and stretch
trench lines according to method described on pages 124 and 125 in Pro-
ductive Poultry Husbandry.

Step 3. — It is frequently found desirable to lay out trench lines quickly,
paying no attention to levels until after the foundation trench is dug, after
which grading stakes can be leveled at the time the finished wall is leveled.
Two methods can be followed depending upon equipment available. If
only a carpenter's spirit level is available proceed as follows: Determine
level at which it is desirable to finish foundation wall. Drive stake at this
level at approximately the center of the house. From this stake by means
of a leveling board, spirit level and temporary stakes run level lines to the
four corners, driving permanent stakes at each corner and marking correct
level on each. When constructing concrete forms for walls they can be
leveled to these stakes. In determining the level of the wall it should be the
plan to have it at all points at least six inches above the ground line at that
point. If the ground is sloping this may mean considerable grading or an
excessive height at some points.

EXERCISE 9 (Continued)

Step 4. — When a surveyor's level is available it will be found very easy
to locate the proper levels at the different points hi the foundation wall by
setting the level at the leveling stake hi the center of the house area and from
this point sighting with leveling pole on the various points where levels are to
be marked. Follow this method on another location or use this method to
check the work in step 3.

Leading Questions. — 1. How large a house did you locate and lay out?

2. What special features led to the selection of the site chosen?

3. Explain the use of the 6-8-10 right-angle triangle hi laying out foun-
dation lines.

4. What are batten boards and how and where are they placed?

5. In what direction did you face the poultry house and why?

6. In using leveling board and spirit level how did you avoid any pos-
sible inaccuracy of leveling board?

7. How can you test foundation levels by the use of the same instru-
ments after they are once determined?

8. In using the surveyor's level what errors did you find in former work?
NOTE. — If tune permits, one or more exercises should be given at which

the students should construct themselves a portable young stock colony
house. For plans and styles see Productive Poultry Husbandry, pages
141, 354, and 373.

EXERCISE 9 (Continued;

Grade .
Date..

EXERCISE 10
A STUDY OF POULTRY HOUSE FIXTURES

Object. — To study the construction and arrangement of poultry house
fixtures and to determine their efficiency.

Equipment. — Access to a number of laying houses in which different
types of equipment are in actual use.

Procedure. — Make an inspection trip to the poultry houses, observing
the following:

Step 1. — Determine the capacity of the house for the breed kept.

Step 2. — Measure the area of dropping boards and note their height,
location and manner of construction.

Step 3. — Determine total linear feet of perches. Note arrangement of
perches. Determine perch room per bird.

Step 4. — Note size, construction and arrangement of nests. Determine
number of nests in proportion to number of birds. If trap nests are available
make special study of design and apparent efficiency.

Poultry House Equipment

House No.

Floor Area

Capacity

Square Feet
Dropping
Board

Linear
Feet
Perch

Number
of Nests

TOTALS

Average per house

Average per bird

Step 5. — Note presence and arrangement of broody coops.

size of coops in relation to number of birds and breed.
40

Determine

EXERCISE 10 (Continued)

Step 6. — Determine the method of providing dust wallows and note the
size of wallows in relation to the size of the house.

Step 7. — Study style, construction and arrangement of mash hoppers.
Determine their efficiency.

Step 8. — Note style and arrangement of water vessels.

NOTE. — Take complete notes on all observations and determine efficiency
of each equipment studied.

Leading Questions. — 1. Where are the roosts and dropping boards
generally placed and why?

2. What materials are used for roosts?

3. What would you give as a rule for the amount of roost room?

4. If dropping boards are not used what takes their place?

5. What are the sizes and number of nests and where are they located?

6. Do you prefer home made to commercial hoppers? If so under what
condition and why?

7. Where should the dust wallow be located and why?

8. Describe a convenient and efficient method of providing water.

EXERCISE 10 (Continued)

Grade.
Date .

EXERCISE 11
A STUDY OF POULTRY YARDS AND FENCES

Object. — To determine the best arrangement of yards and proper fence
construction.

Equipment. — Access to one or more poultry plants where different types
of fences and yarding systems are in use; a fifty-foot tape.

Procedure. — Step 1. Study the shape and arrangement of yard. Note
whether single or double; if double, note arrangement whether both front
yards or one front and one back.

Step 2. — Determine size of yard in square feet. Determine number of
birds having access to yard. Determine area of yard allowed per bird. Note
how this varies with double and single yard.

Poultry Yards

Yard No.

Area

Birds Running
in Yard

Condition
of Yard

Square Feet of
Yard Per Bird

TOTALS

Average per yard

Step 3. — Observe crops growing in yard and inquire the nature of any
crop rotation which may be practiced to insure continuous greens.

Step 4. — By comparing yards of different shapes and areas determine
which yard is the most economical to fence, a long narrow yard or a square
yard.

Step 5. — Study the details of fence construction, observing height, kind

of wire, condition of wire, number of strands of wire, method of fastening at

EXERCISE 11 (Continued)

ground and method of fastening to posts and ground. Observe distance
between posts, method of bracing corner posts and kinds of posts.

Step 6. — Study the size, location and method of construction of gates.

Leading Questions. — 1. What are the advantages of a double over a
single yard?

2. From your observation what type of double yard do you consider
the best.

3. How much yard room should be allowed for each 100 birds, first,
where only single yards are used and, secondly, where double yards are used.

4. Outline a simple rotation for green cropping double yards.

5. What shape of yards would you build if possible?

6. How far apart should poultry fence posts be placed?

7. What style of fence construction did you find to be most desirable?

8. What are the advantages in building poultry fence in two widths of
wire?

9. What should be the determining feature in planning the location of
gates?

EXERCISE 11 (Continued)

Grade
Date .

EXERCISE 12
IDENTIFICATION OF FEED STUFFS

Object.— To become thoroughly familiar with all poultry feeding
stuffs, both as to appearance and quality.

Equipment. — Pint samples of all common poultry feeds, paper pie plates,
torsion balance weighing in grams, 17.5 cc. acid measuring glass and a pen
knife.

Procedure. — Each sample of whole grain should be studied for the fol-
lowing features: size, color, shape, hardness, proportion of husk or shuck,
uniformity of grains in sample, purity.

Step 1. — To determine the relative size of different grains, the number
required to fill a 17.5 cc. measuring glass should be taken. Wheat should be
expressed as one and all other grains expressed in terms of wheat. Example :
suppose 100 wheat kernels are required to make 17.5 cc. in volume and wheat
is represented in our standard by 1, then if it requires 200 kernels of kafir
corn to make the same volume, its size would make and be expressed as .5 or }/%,
meaning that the kernels were half as large as wheat. If it took, on the other
hand, 50 kernels of corn its size would be expressed as 2, meaning that the
kernels were twice the size of wheat.

Step 2. — Designate color by comparison with other grains of somewhat
the same color; as, wheat is brown, slightly lighter in shade than rye, etc.

Step 3. — In designating shape of kernels describe and make sketch of
each and liken, where possible, to some common object, as spherical, cylin-
drical, kidney shape, etc.

Step 4. — Designate hardness by grading into groups of hard, medium
and soft.

Step 5. — State whether kernel has loose fibrous shuck, such as oats, or a
hard covering, as corn.

Step 6. — Observe whether grains in sample are uniform as to quality
or not.

Step 7. — Separate any foreign materials; determine amount and char-
acter of the same.

Step 8. — Study each sample of ground grain for the following features:
color, texture, uniformity and purity.

NOTE. — Study each sample in comparison with other samples in order
46

EXERCISE 12 (Continued)

Descriptions of Grains

Grain

Size

Shape

Color

Hardness

Shuck

Uniformity

Foreign
Material

TOTALS

that complete identification can be made possible. If time permits, this ex-
ercise can well be extended over two or more periods.

Leading Questions. — 1. What are the relative comparisons in size of
kernels between corn, wheat, rye, oats, barley, kafir and millet?

2. What are the distinguishing colors of barley, wheat, buckwheat
and peas?

3. Describe the relative shapes of wheat and rye kernels?

4. Compare the relative hardness of soy beans, corn and oats?

5. Name five grains having a large amount of shuck or husk?

6. What impurities did you find hi the wheat?

7. How would you distinguish between wheat middlings, oil meal and
buckwheat middlings.

8. How would you distinguish between meat scrap, fish scrap and
digester tankage?

EXERCISE 12 (Continued)

Grade
Date.

EXERCISE 13
DETERMINATION OF QUALITY IN READY-MIXED RATIONS

Object. — To be able to determine the ingredients in ready-mixed ra-
tions, both as to quality and quantity, and to determine the general efficiency
of such mixtures.

Equipment. — Pound samples of a number of grain rations, paper pie
plates, torsion balance weighing in grams, pen knife.

Procedure. — Study each ration separately in the following manner:

Step 1. — Weigh out a 25 gram sample of each ration as it is needed for
study. At other times keep sample in a dry, air tight container.

Step 2. — Spread sample out on white paper and by use of pen knife
separate the sample into its component parts, such as wheat, oats, barley, etc.

Step 3. — Weigh each ingredient separately and reduce the amount of
each to percentage of the whole by multiplying its weight by 4.

Step 4. — Study the quality of each ingredient and record any poor
quality feed or adulterations.

Form for Studying Rations
Name of ration . .

Ingredients
Found

Weight

Quality

Per Cent
of Whole

Market
Value

Nutritive Value*

Pro-
tein

Carbo-
hydrate

Fat

TOTALS

EXERCISE 13 (Continued)

Step 5. — By applying the prevailing market prices for each individual
ingredient determine the cost of mixing the ration at home by buying locally
the grains needed. How does this price compare with the price of the com-
mercial mixture?

Step 6. — Determine the amount of nutrients in 100 pounds of the
mixture by applying nutritive values found in Table XVIII in Productive
Poultry Husbandry, page 518.

Step 7. — Arrange rations studied in the order of their efficiency, consid-
ering quality of ingredients, proportion of ingredients, and cost of mixture.

Step 8. — Investigate and compare the standing of each ration studied
by comparison of these results with those secured by Experiment Station
Analysis. Experiment station feeding stuffs bulletins will give these figures.

NOTE. — The same procedure as above can be followed with dry mash
mixtures, except it will be impossible to accurately determine the exact
amount of each ingredient.

Leading Questions. — 1. What were the most common poultry grains used
in mixed scratch rations?

2. What was the average per cent of protein found in grain rations?

3. What variations hi nutritive ratio were found in grain rations?

4. What should be the average cost of 100 pounds of a good poultry
scratch feed?

5. If you were to purchase a commercial poultry scratch feed, name three
brands which you would consider.

6. In what nutrient, if any, did the rations most often fall below
guarantee?

7. How many rations fell below guarantee?

8. What adulterants were found and why were they used?

9. In general would it be more economical to buy commercial ready-
mixed rations or mix them at home?

10. In step 3, why do you multiply the weight by 4?

EXERCISE 13 (Continued)

Grade
Date. .

EXERCISE 14
EFFICIENCY OF STANDARD LAYING RATIONS

Object. — To determine the efficiency of certain recommended complete
rations for laying hens.

Equipment. — Detailed composition of certain rations, especially those
recommended by experiment stations and those used by successful poul-
trymen. This information should include ingredients of grain ration and
dry mash ration, together with amounts and time of feeding, and also any
modifications of this ration for different breeds in different seasons, also any
supplemental feeds given, such as sprouted oats or beets.

Procedure. — Study each complete ration in detail according to the
following procedure:

Step 1. — By using table of nutrients on page 518, in Productive Poul-
try Husbandry, determine the amount and ratio of the nutrients in the
dry mash ration.

Step 2. — By the use of the same table determine amount and proportion
of nutrients in the scratch grain ration.

Step 3. — Combine these two rations in the proportion in which they are
fed and determine the amount and proportion of nutrients consumed by
100 hens in a day.

Step 4. — Determine how the result compares with the Wheeler standard
for laying hens. (Productive Poultry Husbandry, page 175).

Step 5. — Using local current prices for poultry feeds, determine the cost
of this complete ration and the cost of feeding 100 birds per day.

Step 6. — Determine the cost of feeding one hen for one year on the basis
of these formulas.

Step 7. — Group results of all rations studied and arrange the rations in
the order of their efficiency, considering proportion of ingredients, nutritive
ratio and cost.

NOTE. — For ease in figuring nutritive values the total weight of each
ration studied should be taken as one hundred pounds.

Leading Questions. — 1. What ingredients were most universally used
in the dry mash rations?

2. What ingredients were most generally used in the scratch grain rations?

3. What should constitute the average daily diet of 100 hens in protein,
carbohydrates and fat? Correlate your results with this standard.

EXERCISE 14 (Continued)
Composition of Dry Mash

Ingredients

Weight

Protein

Carbohydrate

Fat

Fiber

Market Value

TOTALS

Scratch Grain Ration

Ingredients

Weight

Protein

Carbohydrate

Fat

Fiber

Market Value

TOTALS

Combined Totals in Proportion to the Amount of Each Ration Consumed

TOTALS

4. What do you find the average cost of feeding 100 laying hens per day?

5. How much does it cost, on the average, to feed one hen a year?

6. Assuming ten dozen eggs to be the production, what will be the food
cost of one dozen eggs?

7. Give a detailed ration which, from this study, you consider the most
efficient and economical.

8. Do you notice any systematic variation in the rations studied, which
might be caused by latitude and climatic conditions?

EXERCISE 14 (Continued)

Grade .
Date..

EXERCISE 15

GRAPHIC REPRESENTATION OF MODES OF INHERITANCE

Object. — To become familiar with methods of representing graphically
certain fundamental principles of inheritance.

Equipment. — Drafting ink, red and black; lettering pen; facts concerning
the mode of inheritance of certain well defined characters; as, comb character,
plumage pattern, shank feathering, shank color, beak color, fifth toe, etc.

Procedure. — Designate the inheritance of certain characters through
the Fl and F2 generations on the following diagrams.

Step 1. — On the following diagrams plot at least three pairs of contrasted
characters without paying any attention to the question of dominance.

NOTE. — See Productive Poultry Husbandry, pages 231 to 234, for expla-
nation of this and the following laws.

The First Phase of Mendel's Law

Ancestral Generatio

Fl Generation.

F2 Generation. I -- ) ---- — , — . — __ _1

CHDCODDadbOiOOOOOO

L_ _ 9

EXERCISE 15 (Continued)

Step 2. — On the following diagrams plot the same contrasted characters
showing the effect of dominance upon the appearance of the progeny.
The Second Phase of Mendel's Law

tral Generation. I I j

t__ . Jr

F2 Generation. -- - ---- j

' -- - ----

Step 3. — On the following diagrams plot the behavior of certain matings
to test the purity of an apparent dominant character.

Anoeetral Generation I f |

v. .jr

T
r~™^ f i r • i .

Fl General!

F2 Generation. 1 1 |

DDDDDODCfcHDiOOOOOO

EXERCISE 15 (Continued)

Step 4. — Plot on the following diagram at least two characters which are
sex-linked in their mode of inheritance.

Ancestral Ge

neration. I f j

t _____ ____ *

F2 Generation. ' — -4^- ---- f ---- '

* T

NOTE — Additional diagrams may be drawn on blank page to show
behavior of additional characters.

Leading Questions. — 1. What do you understand as Mendel's law of
mathematical inheritance?

2. What do you understand as Mendel's law of dominance?

3. Name ten dominant characters and their corresponding recessive
characters?

4. In what generation does Mendel's law of segregation begin to act?

5. How is gametic purity harmonized with an analysis of Mendel's law?

6. What do you understand by the 1st, 2nd, 3rd, etc., filial generation?

7. How do you explain the uniformity of progeny from an original
cross, and the great variability of progeny of future generations from
this cross?

8. Enumerate the commercial possibilities from an understanding of
sex-controlled inheritance.

EXERCISE 15 (Continued)

Grade.
Date.

EXERCISE 16
SELECTION OF BREEDING COCKERELS

Object. — To study an efficient and simple method of culling and selecting
cockerels desirable to use for breeding.

Equipment. — From twenty-five to one hundred suitable cockerels of
any common standard breed. Exhibition coops to provide a single cage for
each bird to be studied. Judging sticks and note book.

Procedure. — Separate and classify the birds in the following manner:

Step 1. — Go over the entire number of cockerels, handling each one
individually, separating all birds which show lack of vigor or which show any
evidences of sickness or other weakness which would make them unfit for
breeding.

Step 2. — Crate these inferior birds and either ship to market immediately
or, if their condition seems to warrant feeding two weeks for finish, they
should be immediately confined and fattened.

Step 3. — Go over all the remaining specimens carefully, culling out every
individual which possesses any standard disqualification or other breeding
defect. Such birds should never be bred from, but should be eliminated and
sold for table purposes at the most profitable age and weight.

Step 4. — Carefully select from the remaining specimens the ten best
birds, placing them in separate cages by themselves. Consider in this final
selection, body conformation, plumage pattern, vigor and general breeding
ability.

Step 5. — Judge these specially selected birds by comparison, placing
them in the order of their excellence on the basis of their probable breeding
ability.

NOTE. — Where but a limited number of cages are available the birds can
be handled according to the above plan in groups and the best of each group
finally brought together for last comparison judging.

Leading Questions. — 1. What per cent of the birds examined did you
find deficient on account of each of the following factors? (a) Lack of vigor
(6) Disease ........ (c) Disqualifications

2. Describe the special features possessed by the first and second bird
selected.

3. What per cent of the flock did you consider suitable for breeding?

EXERCISE 16 (Continued)
Judgment on Cockerels for Breeding

Band No.

Weight

Vigor

Health

Disqualifications

Final
Disposition

Totals

Averages and
per cent

4. What would you consider the greatest relative importance in selecting
the breeders, plumage pattern or body conformation?

5. What is the practical commercial application of this exercise?

6. What is the best time of year to select the breeding cockerels and how
many preliminary cullings is it best to make?

7. What special points should a breeding bird possess?
62

EXERCISE 16 (Continued)

Grade.
Date..

EXERCISE 17
THE CARE OF THE LAYING PEN

Object. — To become practically familiar with the details incidental to
the feeding and daily care of the laying flock.

NOTE. — If possible every student should be assigned one pen of birds for a
given period, hi order that he or she may practice personally the steps in this
exercise. If individual practice work is impossible the entire class should be
allowed at least one afternoon in which to see these chores performed in the
proper manner by the instructor.

Equipment. — One or more completely equipped laying pens filled with
birds, all necessary feed, tools and appliances required for daily chores.

Procedure. — Chore schedule for laying and breeding flocks. This must be
slightly modified for winter and summer conditions.

Step 1. — 7 a. m. daily:

(a) Feed morning gram ration, scattering it well in deep litter, about one
pound to every twenty birds.

(6) Fill drinking vessels with clean, fresh water, being sure to rinse pans
before refilling.

(d) Release birds from house, if they have been confined during the night.
Step 2.— 10 to 11 A. M. daily:

(a) Feed mangel beets or other succulence.

(&) Refill any water vessels which are nearly empty.

Step 3. — 4 p. M. daily:

(a) Feed night gram ration, scattering same well in deep litter at the,
rate of one pound to ten birds.

(&) Add fresh water to any pans which seem to be low.

EXERCISE 17 (Continued)

(d) Be sure perches are properly adjusted, hoppers feeding properly and
everything in shape for the night.
Step 4. — 6 to 8 P. M. daily:

(a) Visit all pens about dark, fastening them securely for the night.
(6) On cold nights in winter the water pans should be emptied.

(c) On very stormy, windy and cold nights the muslin curtains should be
closed, at all other time they should be left open.

(d) Confine hi broody coops any birds which are on the nests at this
time. Why?

(e) Be sure birds are properly secured for the night.

NOTE. — Where trap-nests are operated, the visits can be made at the
same time as the 7, 10, and 4 o'clock trips listed above with the addition of
special visits at 11.30 A. M. and 1 p. M.

Leading Questions. — 1. Why is attention to little details so important
in attending to the poultry flock?

2. In what one way can this detail be accurately attended to?

3. What do you consider the most important factor in caring for the flock?

4. Why is the scattering of the grain in deep litter so important?

5. How can the water supply be kept clean and healthful?

6. When and only when should muslin curtains be lowered?

7. Why is it desirable to secure birds hi the pen at night?

8. What factors can you use to determine whether one is feeding the
proper amount of grain?

9. How often should the dropping boards be cleaned?

EXERCISE 17 (Continued)

Grade.
Date. .

EXERCISE 18

SANITATION IN THE POULTRY HOUSE

Object. — To study an efficient method of cleaning and disinfecting the
poultry house.

NOTE. — This work is best done in the morning in order that the house
can become dry by night. It should only be done on a clear day.

Equipment. — One or more laying houses in which adult laying birds
have been kept for a number of months; a complete barrel spray outfit and
the following ingredients for the spray mixture: 5 quarts of freshly burned
rock lime, 1 quart zenoleum or other equally good disinfectant, 1 quart
kerosene. Have all necessary brooms, forks, shovels, hoes, etc.

Procedure. — Proceed hi the work of sanitation as follows:

Step 1. — Shut the birds out of the house.

Step 2. — Remove all old litter and nesting material and spread on land
for fertilizer.

Step 3. — Remove all portable fixtures, placing them out of doors.

Step 4. — Sweep the interior of the house thoroughly, especially walls,
rafters and muslin curtains.

Step 5. — Spray the Ulterior of the house with the following disinfecting
solution: Take five quarts of rock lime and slake to the consistency of cream
by the addition of boiling water. To this, after cooling, add one pint of dis-
infectant, agitating the mixture while thoroughly mixing. Dilute by adding
ten quarts of water and then add one quart of kerosene, stirring violently.
Before placing the mixture in barrel it should be well stirred and strained.
Be sure to spray every part of the house, covering curtains and windows with
burlap to keep them clean and dry.

Step 6. — Dry clean with broom and then spray all fixtures.

Step 7. — Return all fixtures to their proper positions.

Step 8. — Wash windows inside and out.

Step 9. — Place about ten inches of new clean litter over the floor and

put new nesting material in nests.

EXERCISE 18 (Continued)
Time Record.

House No.

Size

Number
of Birds

Time Required for Each Step

Total

TOTAL

AVERAGE

Step 10. — Allow the birds to enter the house and make sure that every-
thing is in readiness for them.

NOTE. — This general cleaning should be done at least once each spring
and fall and oftener if necessary.

Leading Questions. — 1. Why is this general cleaning so important?

2. Why is the lime slaked with boiling water?

3. Why is the kerosene used?

4. What make of disinfectant was used and how much?

5. How long did it take to clean and disinfect the house?

6. What was the size of the house and cost per 100 square feet of floor
space in material and time?

7. What three definite objects were accomplished by the use of the
above solution?

8. Under what conditions would you make a general cleaning oftener
than twice a year?

EXERCISE 18 (Continued)

Grade.
Date..

EXERCISE 19

ANATOMICAL STUDY OF THE FOWL

Object. — To study the anatomy of the domestic fowl and to become
familiar with the location and appearance of the normal organs.

Equipment. — A number of live fowls, both male and female, and dis-
secting instruments.

Procedure. — Kill and dissect the birds in the following manner:

Step 1. — Kill the bird by dislocating the neck, or, better, by chloroform
under bell jar.

Step 2. — Prepare the bird for post-mortem study by laying it on its
back and fastening it securely to an operating table with wings and legs. Next
cut the skin on the breast line, peeling it back each side as far as possible.
Cut ribs and raise breast bone, bending it back so that organs are exposed,
lying hi their natural position.

Step 3. — Study the following organs and parts as to color, size, weight,
shape and location, also their relation to other organs, function and general
normal appearance: Liver, spleen, gall bladder, heart, crop, lungs, trachea,
oesophagus, proventriculus, gizzard, pancreas, intestines, caeca, kidneys,
ovaries and oviduct hi females and testes in males.

Step 4. — Group the organs into the following systems and note the
sequence and function of each organ to the system which it helps to make up :
Digestive, Respiratory, Reproductive, Circulatory.

Step 5. — Dissect leg and breast muscles and trace relation of these mus-
cles to control of flight in wings and movement of toes.

Step 6. — Dissect spinal column, including nerves and brain. Trace
some of larger nerves such as optic nerve.

Leading Questions. — 1. For this exercise, why should the birds be
killed without bleeding?

2. What organs are exposed when the breast bone is bent back?

3. Describe the normal appearance of lung tissue, of liver tissue, and of

spleen.
70

EXERCISE 19 (Continued)
Classification of Organs

Digestive System

Respiratory System

Reproductive System

Circulatory System

Beak

Nostrils

Ovary

Heart

(In the above table classify organs of each system in proper sequence, beginning as designated.)

4. Name the organs of digestion in the order in which the food passes
through them.

5. What was the length of the alimentary canal?

6. Describe the structure of the gizzard?

7. What is the function of the crop?

8. What was the weight of the intestinal organs in percentage of the
total weight of the dead bird?

9. Describe the appearance of an active ovary and oviduct as contrasted
to one which is inactive.

EXERCISE 19 (Continued)

Grade.
Date..

EXERCISE 20
THE REPRODUCTIVE SYSTEM OF THE HEN

Object. — To dissect and study in detail the reproductive system of the
hen and to become familiar with the process of egg formation.

Equipment. — A number of hens (1) one or more in laying condition, (2)
one immature pullet, and (3) one old hen, very fat.

Procedure. — Study these three different types of specimens as follows:

Step 1. — Open the birds for post-mortem inspection as directed in Ex-
ercise 19. Remove organs of digestion and circulation carefully, exposing
the reproductive system.

Step 2. — Study in detail the location, size and appearance of the ova-
ries and oviduct in each specimen. Take complete notes regarding them.
Where possible a number of birds should be studied in respect to ovarian
development.

Ovaries and Ovules

Hen No.

Condition of Ovary

Number of Large Ovules*

Number of Small Ovules

TOTALS

AVERAGE

* A large ovule should be at least one-quarter of an inch in diameter.

Step 3. — Carefully dissect the ovary and count the number of ovules (a
hand lens will be a help hi counting the small ones). Note the variation hi
size and color.

Step 4. — Carefully dissect the oviduct and remove to the dissecting

tray. Note external appearance of the different sections.
74

EXERCISE 20 (Continued)

Step 5. — Open the oviduct lengthwise and study the internal structure
of the various sections. Note especially the funnel shaped end or infundibu-
lum, the isthmus where the shell membranes are added and the uterus where
the shell is added.

Leading Questions. — 1. How many ovules are there in the average hen's
ovary?

2. Describe the difference in appearance of ovules in a mature and im-
mature hen.

3. Describe the difference in appearance of an oviduct in mature and
immature hens.

4. What peculiar appearance did you find on the inside wall of the shell-
secreting section of the oviduct?

5. What was the length of the oviduct in a hen when in laying condition?
When in a non-laying condition?

6. What correlation is there, if any, to the number of ovules and the
rapidity and number of eggs laid by a hen?

7. How do the yolks or ovules enter the oviduct?

8. In what part of the oviduct does fertilization take place?

9. How many times does the oviduct bend on itself?

10. Name the successive steps in the formation of a complete egg.

EXERCISE 20 (Continued)

EXEBCISE 20 (Continued)

Grade.
Date..

EXERCISE 21
THE DEVELOPMENT OF A CHICK EMBRYO

Object. — To dissect and study in detail the development of the chick
embryo and to become familiar with the various stages in its development
and the relation of same to the period of incubation.

Equipment. — A number of eggs containing.embryos of the following ages:
36 hours, 72 hours, 7 days, 14 days, and 19 days old; petri dishes, dissecting
dishes, needles, and knives; drawing pencil, and a hand lens.

Procedure. — Proceed to study each of the five stages in the development
of the embryo in their proper order hi the following manner:

Step 1. — Break the shell very carefully and empty the contents of the
egg to be studied into a larger petri dish without rupturing yolk or membrane.
If the egg is opened under water there is less danger of rupturing the contents.
Step 2. — Look for the following organs and structures as they may ap-
pear hi each successive stage:

Area palucida Pro-vertebrata

Inner and outer amnion Wings

Lobes of the head Legs

Brain Beak

Spinal cord Eyes

Heart Feathers

Arteries and veins

Step 3. — Make a drawing of each stage of embryo development studied,
name and locate the organs and structures found. In the following table,
list under each age the organs seen at that period. List new organs appear-
ing at any period hi red.

Step 4. — Open an egg containing a 72-hour-old embryo, emptying it into
warm water. Observe the heart-beats. Count the rapidity of same and the
length of time they continue.

Step 5. — Repeat the previous step, emptying the embryo into cold water,
and observe the results.

Step 6. — Examine a number of embryos on the nineteenth day. Note
their position hi the shell and take full notes on their position.

Leading Questions. — 1. How and where is the yolk sack attached to the
embryo?
78

EXERCISE 21 (Continued)

Embryo Development

36 Hours

72 Hours

7 Days

14 Days

19 Days

TOTAL

2. In succeeding stages of development what changes seem to take place
in the amount and character of albumin and yolk material.

3. What organs are formed first? Why?

4. When do the wings and legs first appear?

5. When do the feather sacks first make their appearance?

6. What is the effect of heat and cold upon the heart-beat of the embryo
and hence upon its development?

7. Describe the correct position of the embryo at hatching time.

8. Describe the process of hatching.

9. How does an embryo, dead on the seventh day, appear before the
candle and upon dissection.

10. What do you believe to be some of the possible biological causes of
death of the embryo during the last few days of incubation?

EXERCISE 21 (Continued)

Grade.
Date. .

EXERCISE 22
THE SELECTION AND CARE OF HENS FOR HATCHING

Object. — To become familiar with the best practice to follow in select-
ing desirable hens for hatching, kind and location of shelters, and the daily
care of such hens.

Equipment. — Special types of shelters suitable for incubating hens such
as barrels, boxes, special coops, and if possible, access to a house specially
designed for such hens; a supply of broody hens, preferably American varie-
ties; a supply of cut straw, some loose bricks and a supply of fertile eggs.

Procedure. — Proceed according to the following steps to set a given
number of hens. All hens can be set at one laboratory period and different
members of the class can be delegated to take care of them for definite periods
or until hatching time.

Step 1. — Locate the shelters in some high, dry, protected, warm,
spot; preferably on the south side of a building, fence or bank. The shelters
should be roomy, neat and natural and should be provided with a slatted
door for ventilation.

Step 2. — Form the nest, one in each shelter, by placing loose soil or sods.
Hollow out the center and be sure to keep corners high. A brick in each
corner keeps them high and prevents the eggs from rolling out. Cover this
formed nest with cut straw or hay, firming same and hollowing it in center.
Dust nest with lice powder. Brush the corners and cracks with crude petro-
leum before the hay is put in place.

Step 3. — Select suitable hens, being sure that they are perfect in health.
They should neither be thin nor too fat and should be of a quiet, gentle
disposition, easily handled. Be sure that they are well possessed of the broody
tendency. The breast should feel warm and be free from feathers.

Step 4. — Place each hen on her nest, after treating her with mercuric
ointment. Confine hen a day on false eggs until she is tested and has proven
her suitability for the purpose, after which good eggs may be placed under
her in place of the false eggs.

Step 5. — Care for the setters each day as follows: Open nests morning
and night and allow hens to come off to feed if they wish. Fresh water and
whole grains containing considerable corn should be available. Be sure hens.

6 81

EXERCISE 22 (Continued)

go back on the nests after about 30 to 60 minutes, depending on the weather.
Treat birds with mercuric ointment on about fourteenth day of incubation.

Step 6. — Test eggs on the seventh and fourteenth days and keep a record
for each nest showing the following facts:

1. Date when set

2. Variety and kind of eggs . . .

3. Number of eggs

4. Seventh day, No. infertile eggs No. dead embryos

5. Fourteenth day, No. dead embryos

6. No. of live chicks taken from the nest

Step 7. — When the hatch is over, clean the nest and put the place in
shape to house the hen and chicks for a few weeks or until the youngsters are
large enough to shift for themselves on range.

Leading Questions. — 1. Where do you consider the best place to locate
hatching shelters?

2. What type of hatching coop do you prefer and why?

3. How large and how deep should a well-formed nest be made?

4. What is the best time of day to select and set hens?

5. What points would you require in such hens?

6. Why do you darken the nest for the first few days of the incubation
period?

7. How long does it take to care for ten hens and how many eggs can
they incubate?

8. How many eggs could be cared for in incubators during this time?

9. Determine the proper routine for caring for setting hens?

10. How does natural incubation compare with the artificial method in
efficiency?

EXERCISE 22 (Continued)

Grade.
Date..

EXERCISE 23
THE INCUBATOR— LOCATION, CONSTRUCTION, AND OPERATION

Whenever possible each student should run one machine for an entire
hatch in addition to performing this exercise.

Object. — To become familiar with the various types and sizes of incu-
bators, to determine the principles of heat distribution and control and to
become familiar with the details of operation.

Equipment. — As many representative types of incubators as it is possi-
ble to secure; include, if possible, mammoth and individual machines, of both
hot air and hot water types.

Procedure. — Step 1. — Make a list of all machines to be studied, re-
cording name, size, cost, and method of heat distribution (air or water).

Incubators Compared

Make of
Incubator

Capacity

Fuel Used

Cost

Method of
Heat
Distribution

Method of
Moisture
Supply

Cost Per
100 Egg
Capacity

Step 2. — Examine each machine, noting its external appearance, apparent
durability, finish, material, and design.

Step 3. — Open the machine and examine interior construction, learning
name and arrangement of parts.

Step 4. — Examine the source of heat, whether lamp or stove. Trace the
84

EXERCISE 23 (Continued)

course of warm water or air, as the case may be, through the machine. Note
any ventilators or air filters. Note character of bottom solid, or slatted.

Step 5. — What is the method, if any, of supplying moisture in each
make of machine?

Step 6. — Study carefully the self-regulating device, note parts and their
names, and record simplicity and apparent efficiency.

Step 7. — Take a representative machine to pieces and study its internal
construction, as thickness and number of walls, insulating material used, with
location and amount of same. Note pipes for distributing heat. Replace
parts carefully and put machine again in working order.

Step 8. — From your experience as well as from this study, state which
machines you consider the most effective, and why.

Leading Questions. — 1. What materials do you find most commonly
used in incubator construction? Name other materials used.

2. What is the limit of size in kerosene-heated machines?

3. What is the effective capacity of a single tray?

4. What special protection is provided to avoid fire in lamp-heated
machines?

5. How many ways are there for controlling temperature automatically
on small lamp-heated machines? On mammoth machines?

6. What is the general course of heat through an incubator?

7. How is excessive circulation of air across the -eggs controlled?

8. What different ways of saturating the air with moisture did you ob-
serve in the machines studied?

9. What do you understand regarding the relative efficiency of hot air
and hot water machines?

10. What are some of the most frequent causes of failure of an incubator
to operate properly?

EXEBCISE 23 (Continued)

Grade.
Date..

EXERCISE 24
THE BROODER— LOCATION, CONSTRUCTION, AND OPERATION

Object. — To become familiar with types and sizes of brooders, methods
of locating and operating them, capacity, fuel, and temperature control.

When possible each student should run at least one machine for the
first three weeks of a brooding period as supplemental to the work of this
exercise.

Equipment. — Access to a complete brooding equipment, including long
pipe brooders as well as small and large colony stoves and kerosene hovers.
(This study may be extended by visiting near-by poultry farms and studying
prevailing types of brooding equipment.)

Procedure. — Step 1. — Make a classified list of all brooders studied on
the basis of the fuel supply — kerosene, coal, gasoline, and fuel oil.

Step 2. — Make another classification of colony stove brooders on the
basis of capacity, fifty chicks, one hundred, three hundred, five hundred and
one thousand chicks; also include cost of each in this classification.

Step 3. — Examine each stove brooder, noting its general plan of con-
struction, such as external appearance, durability, simplicity, fuel supply,
presence or absence of hover curtains. Classify stoves studied according to
presence or absence of curtains.

Step 4. — Raise hover of a typical stove and study the details of con-
struction, heat regulating device, damper control, location of thermostat,
construction of grate, size of fire pot, and capacity of coal chamber.

Step 5. — Note the size of room or rooms in which the stoves are operated
and what precautions are taken to keep chicks from crowding.

Step 6. — Classify mammoth pipe brooders on the method of distribu-
tion of heat to the hover area; as, overhead pipes or drum-heated circular
hovers.

Step 7. — Note the construction of the long brooder house, the division
into pens, the size and number of heated pipes and their arrangement for
control of heat.

Step 8. — Study in detail the various types of kerosene-heated hovers,
noting design, location of lamp, size of hover, capacity, portability, ease in
attendance, and durability.

Step 9. — Make a record of all machines studied according to the fol-
lowing form:

EXERCISE 24 (Continued)
Brooders Compared

Make of Tvne
Brooder lype

Capacity

Cost

Fuel

Cost Per 100
Chick Capacity

Leading Questions. — 1. What type of brooder do you find in most
general use?

2. Which type offers the greatest capacity for the money invested?

3. Which type offers the greatest diversity of use and most economical
investment?

4. What do you consider the most efficient capacity for coal-stove
brooders?

5. What type and size of building is best adapted for the operation of a
coal-stove brooder?

6. What advantages and disadvantages can be stated regarding the use
of a hover curtain with coal stoves?

7. Is water or steam used in long-pipe brooder houses, and why?

8. Name two great disadvantages of kerosene hovers.

9. Enumerate advantages of a colony brooding equipment over a fixed,
long-pipe, mammoth brooding equipment.

10. What are the possibilities of combining the colony stove and the
mammoth pipe system?

11. Which brooder of all studied do you prefer and why?

EXERCISE 24 (Continued)

Grade.
Date. .

EXERCISE 25
A VISIT TO YOUNG STOCK RANGES

Object. — To become familiar with actual range conditions and to dis-
criminate between good and bad range management.

Equipment. — Access to one or more young stock ranges, if possible, of
varying sizes and of different arrangement and under different management.

Procedure. — Step 1. — Determine the area of range.

Step 2. — Determine into how many yards or plots the yard is divided.

Step 3. — Determine how many birds are reared on each range and what
breed is kept.

Step 4. — Make an inventory of amount, kind, and cost of fence used to
inclose each range studied.

Step 5. — Make an inventory of number, size, design, and cost of colony
houses on each range studied.

Step 6. — Determine the cost of establishing a suitable range for one
thousand birds.

Leading Questions. — 1. What range area should be allowed for each
one hundred chicks reared?

2. What sizes of flocks are reared together?

3. Is natural shade an asset? If so, what kind would you consider
most desirable?

4. What crops are grown to provide green food?

5. What arrangements are made for watering the flock? Are these
efficient?

6. What arrangement is made for feeding dry mash?

7. Are the colony houses elevated; if so, why?

8. How many square feet of floor space is allowed for each one hundred
birds to be reared?

9. How many linear feet of perch is allowed for each one hundred birds?

10. Are light and heavy breeds grown together on the same range?
What is the objection to this practice?

11. Are birds of different ages grown together? What is the objection
to this practice?

12. What materials are used for litter in colony houses?

13. How are the ranges rotated with reference to crop production and
feeding?

EXERCISE 25 (Continued)

Grade.
Date. .

EXERCISE 26
MARKET TYPES OF LIVE POULTRY

Object. — To become familiar with classes and grades of market poul-
try, both live and dressed.

Equipment. — Live and dressed specimens of the following grades and
classes of poultry: Broilers — small, medium, large; roasters — large and small;
capons; fowls. Hanging scales weighing in tenths of a pound should also be
available.

Procedure. — A. Study the live specimens as follows:

Step 1. — Separate them into their four classes of broilers, roasters, capons,
and fowls, using separate cages for each class.

Step 2. — Determine and list the factors which you use in making this
separation.

Step 3. — Study the broiler group in detail and separate them into their
three grades, first by weighing the birds and later estimating the weights
of each.

Step 4. — Repeat the same with the roaster group.

Step 5. — Compare capons and cockerels of the same age as to size, weight,
plumpness, etc.

Step 6. — Handle and observe all classes and grades of birds carefully
in order to become familiar with their appearance, weight and handling
qualities.

Step 7. — Estimate the weights of representative specimens of each group
and later make actual weights to determine accuracy of estimate and thereby
develop the power of correct judgment.

B. Study the dressed specimens as follows:

Step 1. — Separate them into their four classes as broilers, roasters, capons,
and fowls.

Step 2. — Separate each class into its component grades.

Step 3. — Handle and observe each class and grade to become familiar

with their appearance, size, weight, and handling qualities.
92

EXERCISE 26 (Continued)

Leading Questions. — 1. What external differences are most noticeable
between live broilers, roasters, and capons?

2. How can you distinguish between the three classes of broilers when
alive?

3. How can you distinguish between large and small roasters when alive?

4. What are the external appearances of a staggy roaster?

5. How can the keel bone be used as an indicator of age?

6. In the dressed specimens, note the color of skin and plumpness of
breast in all grades.

7. What are the limits of weights in all grades and classes studied?

8. How does the broiler demand vary with the season?

9. Which breeds make the best specimens in each class and grade?

10. What are the range of prices for each class and grade and what are
their natural seasons of abundant supply?

EXERCISE 26 (Continued)

Grade.
Date..

EXERCISE 27
THE OPERATION OF CAPONIZING

Object. — To study the details of and become expert in the operation of
caponizing, and to determine the profits resulting from the practice.

Equipment. — One or more complete caponizing sets; caponizing table,
in the absence of which a barrel will answer; a small quantity of disinfectant;
a number of cockerels, about ten to fourteen weeks old, properly prepared
for the operation by starvation for thirty-six hours or more. If the operation
is to be performed out-of-doors a bright day is best; if indoors, an electric
light on a hanging cord is of great advantage.

Procedure.— Step 1. — Weigh, band, and record age and variety of each
bird before commencing to operate.

Step 2. — Perform the operation carefully, following detailed instructions
given on pages 395 to 399 in Productive Poultry Husbandry, making close
study of the illustrations.

Step 3. — Keep a record of all deaths and slips and the causes, and keep
notes on all birds upon which you operate, stating apparent success of each
operation.

Step 4. — Keep a record of the time required on each bird and observe
increase of speed as you become more familiar with the operation.

Step 5. — Use different sets of instruments and determine the efficiency
of each type.

Step 6. — Weigh the caponized birds at future intervals to determine rate
of growth and, if possible, compare with a similiar lot of cockerels. From this
data figure the financial gain from the practice.

Leading Questions. — 1. What methods were used in preparing the birds
for the operation?

2. What were the ages of the birds used? What age did you consider

the best?

EXERCISE 27 (Continued)

Caponizing Record

Band No.

Weight

Breed

Age

Time Required
to Operate

Success of
Operation

TOTALS

AVERAGE

3. What was the average weight of the birds used in the exercise?

4. What breeds were used?

5. What breeds do you consider best adapted for capon production,
and why?

6. In the total number of birds caponized, what was the per cent of slips,
deaths', and successful operations?

7. Are these averages high or low in each case?

8. Which caponizing set did you like best, and why?

9. From the records kept, each operator should plot a curve showing the
increase in his efficiency as indicated by increase in speed.

10. From your study and experience, what are the advantages to be
gained from the practice of caponizing?

11. Under what practical commercial conditions would you grow a con-
siderable number of capons?

EXERCISE 27 (Continued)

' Grade.
Date..

EXERCISE 28

PREPARING DRESSED POULTRY FOR MARKET

BEHEADING, BLEEDING, AND SCALDING

Object. — To become familiar with the detailed technic incidental to the
killing and plucking of poultry by the method of beheading and bleeding and
the removal of the feathers by scalding.

Equipment. — Have a sufficient number of fowls or roasting chickens
properly finished and prepared for slaughter, which includes being properly
fattened and starved. A sharp cleaver or hatchet, a beheading block and
different kinds of killing knives should be at hand. A supply of boiling water
either hi a caldron or heated hi pails on stove should be available for scalding.

Procedure. — Step 1. — Weigh individual birds before beheading or bleed-
ing, and again after plucking to get loss hi weight due to dressing.

Step 2. — Behead one or more specimens carefully, following the instruc-
tion given on page 413 hi "Productive Poultry Husbandry."

Step 3. — After killing an individual bird, it should be allowed to bleed
thoroughly. It should then be immediately scalded by carefully following
the instructions on page 414 in "Productive Poultry Husbandry."

Step 4. — Pick and clean the carcasses; then they should be plumped by
immersion in cold water as described on page 417 hi Productive Poultry
Husbandry.

Leading Questions. — 1. What breed or breeds were used in the exercise?

2. What was the average per cent of loss in weight due to killing and
picking?

3. How was the bird handled to prevent fluttering during and after
beheading?

4. When should beheading, as a method of killing, be employed?

5. What was the temperature of the water when used for scalding?

6. How can one avoid disfiguring the bird when scalding?

7. How does scalding affect the keeping qualities and sale of birds so
treated?

8. What do you consider the relative merits and usage of beheading and

bleeding when killing poultry for market?
98

EXERCISE 28 (Continued)

Grade

Date

EXERCISE 29
PREPARING DRESSED POULTRY FOR MARKET

BLEEDING, STICKING, AND DRY PICKING

Object. — To become familiar with the details incidental to the killing
and plucking of poultry by sticking and dry picking.

Equipment. — A sufficient number of broilers, roasters and fowls properly
finished and prepared for slaughter, which includes being properly fattened and
starved; one or more types of killing knives and suitable weights and cords
for suspending birds; receptacles for blood and feathers conveniently arranged.

Procedure. — Step 1. — Weigh each bird before killing and again when
plucked to determine the amount of shrinkage.

Step 2. — Suspend the bird to be killed as described on page 412 in Pro-
ductive Poultry Husbandry.

Step 3. — Proceed with the killing, following instructions for bleeding and
sticking as given on page 410 in Productive Poultry Husbandry. Be very
careful to stick in proper form, or feathers will come out hard and tearing will
be common.

Step 4. — Proceed with the plucking, following the instructions for pluck-
ing by the dry-picking method as given on page 413 in Productive Poultry
Husbandry. Keep different grades of feathers properly separated.

Step 5. — Plump the carcass in cold water and wash head parts as de-
scribed on page 417 in Productive Poultry Husbandry. Keep neat and
accurate notes of all operations.

Leading Questions. — 1. How were the birds prepared for slaughter?

2. What would have been the effect of leaving food in the crop?

3. How can you tell when you have made the proper cut in bleeding?

4. How can you tell when you have made the proper stick?

5. What are the important features in the proper suspension of the bird
for sticking and picking?

6. What do you consider the best killing knife used?

7. When bleeding by sticking, how should the cut be made?

8. Which is the hardest to dry-pick, a broiler, a fowl, or a roaster? Why?

9. Which parts should be plucked first and why?

10. Where must greatest care in plucking be used, so as not to tear skin?

11. What is the average time which you require to dry-pick a broiler?
A roaster? A fowl?

12. Why should the plucked carcass be cooled immediately, and how?
100

EXERCISE 29 (Continued)

101

Grade.
Date. .

EXERCISE 30
DRESSING AND TRUSSING MARKET POULTRY

Objects. — To become familiar with the technic of dressing and trussing
poultry preparatory to cooking; to become familiar with the method of carv-
ing poultry for fricassee.

Equipment. — A considerable number of properly plucked birds, including
broilers, roasters and fowls; a suitable set of knives for dressing and carving.

Procedure. — Step 1. — Carefully prepare a small and large broiler for
cooking; the former to be cooked whole and the latter to be cooked halved.
Follow detailed instructions on page 418 in Productive Poultry Husbandry.

Step 2. — Prepare a roaster ready for the oven, following detailed in-
structions on page 418 in Productive Poultry Husbandry.

Step 3. — Prepare a fowl for fricassee. Take notes in detail on methods as
demonstrated by the instructor.

Leading Questions. — 1. Why are small broilers served whole and medium
and large broilers halved?

2. What is the loss in weight in preparing a two pound broiler for cooking?

3. Why are all carcasses singed before cooking?

4. What is the loss of weight in preparing a roaster for cooking?

5. Into how many parts do you cut a fowl for fricassee?

6. What parts of the roaster and fowl are the most meaty?

7. What parts of the fowl's carcass are white meat and what parts dark
meat?

102

EXERCISE 30 (Continued)

103

Grade.
Date. .

EXERCISE 31
GRADING AND PACKING MARKET POULTRY

Object. — To become familiar with the proper manner of grading and
packing dressed poultry for shipment to market.

Equipment. — A score card for dressed poultry; a grading table; boxes
and barrels suitable for packing the finished product and plenty of finely
chopped ice.

Procedure. — Step 1. — Grade a group of broilers into the following classes:
(a) Sizes — squab, medium and large; (6) grades — prime, fair, poor, cull.

Step 2. — Grade a group of roasters into the following classes : (a) Sizes —
large and small; (&) grades — prime, fair, poor, cull.

Step 3. — Grade a group of fowls into the four classes according to quality
as Prime, Fair, Poor and Culls.

NOTE. — In exercises four, five and six, note especially the factors which
place the birds hi their respective classes as to quality.

Step 4. — Determine from trade sheets and price reports the relative
values of the different grades.

Step 5. — Judge classes of roasters by the score card method, using the
score card found on page 492 hi Productive Poultry Husbandry.

Step 6. — Pack a number of packages of broilers and roasters for shipment
according to instructions on the bottom of page 444 in Productive Poultry
Husbandry, being sure to use plenty of ice.

Leading Questions. — 1. What determines cull classes of broilers, roasters
and fowls?

2. What do you understand by side pack, breast pack, and back pack?

3. What are three special precautions to be considered when packing
dressed poultry for shipment?

4. What is meant by wet and dry pack and when should each be used?

104

EXERCISE 31 (Continued)

105

Grade.
Date..

EXERCISE 32

CANDLING AND GRADING MARKET EGGS

Objects. — To become familiar with the problem and technique of candling
market eggs; to determine quality, and to become familiar with the grades
into which market eggs are divided, when color, size and quality are all con-
sidered.

Equipment. — An adequate-sized room, darkened and equipped with at
least two candling lamps; two cases of eggs, each mixed in color of shell, but
new-laid; two cases of eggs purchased direct from the wholesale trade or
country store which have never have been candled; a few eggs showing germ
development, mould, and rot.

Procedure. — Step 1. — Study before the candle the appearance of a
strictly fresh, new-laid egg; compare it with held eggs, germ-development
eggs, mouldy eggs, and rots. Also note the appearance of cracked eggs and
soiled eggs before the candle.

Step 2. — Each student should candle at least one case of eggs of general
run and keep a record of the following :

a. Weight of case filled with eggs.

b. W.eight of empty case after eggs are candled.

c. Weight of thirty dozen eggs and average weight per dozen.

d. Number and per cent of eggs candled out for the following defects: cracks or

checks, leaks, spots, small,

held, the latter being determined by the size of air cell. Observe

any rots or mouldy eggs and any thin or malformed

shells.

Step 3. — Knowing the original price of the crate before grading, re-value
the eggs after grading according to grade. Determine the total value after
grading, and the gain or loss.

Step 4. — Keep a record of the time it takes to candle one crate of eggs
and determine the labor cost per crate at the rate of fifty cents per hour.

Step 5. — Ship to nearby large markets one crate each of white and

brown eggs and one crate of mixed eggs, all of the same grade, as to freshness
106

EXERCISE 32 (Continued)

and size. Compare the returns received, noting any discrimination due to
color.

Leading Questions. — 1. What are the requisites of a good candling lamp?

2. How many eggs can you candle in an hour?

3. How can the crates of eggs and receptacles be best arranged to fa-
cilitate the work?

4. What should a case filled with eggs weigh?

5. What should one dozen eggs weigh in each of the following classes:
large, medium, small, culls?

6. What do you understand by the terms, checks, leakers, rots, spots,
and dirties?

7. Takhig the daily quotations on the day of this exercise, find the value
of one crate of white eggs. How does this compare with the value of a case of
brown eggs and a case of mixed colors? How do these compare with the
actual prices returned for the last shipment made?

8. In packing a case of eggs for market, how can you largely prevent
breaking?

9. When nailing on the top of a full case of eggs, what plan should you
follow, to hold contents tight to prevent undue shaking and cracking?

10. How would you pack two hundred eggs to be shipped for hatching?

11. By what kind of transportation would you ship eggs to market?

107

EXERCISE 32 (Cont'inued)

108

Grade.
Date..

EXERCISE 33

THE HOME PRESERVATION OF EGGS IN WATER GLASS

Object. — To become familiar with the proper procedure incidental to
the preservation of fresh eggs for home use, by water glass or the sodium
silicate method; also to compare this method with any other preserving
methods which may be available at the time.

Equipment. — At least one hundred strictly fresh, new-laid, infertile eggs;
stone crocks holding from two to four gallons; clean water which has been
boiled and cooled; sodium silicate liquid, about one quart, depending upon
the number of eggs to be preserved; a candling device in order that the eggs
may be candled before preserving; about six fertile eggs to compare with
infertile eggs, after breaking, in order to detect the difference in appearance;
a supply of eggs previously preserved.

Procedure. — Step 1. — Examine six infertile eggs after they have been
carefully broken into a small glass dish. Study the white spot on the yolk. Use
a hand lens, if possible. Make a similar study of six fertile eggs, and learn to
detect the difference between the two types of eggs.

Step 2. — Lay down in water glass at least one hundred fresh eggs which
have previously been candled and selected for cleanliness, for uniform size,
and for good shells. Follow in detail the instructions given on pages 441 and
442 in Productive Poultry Husbandry.

Step 3. — Study the appearance of eggs which have been preserved for a
considerable length of time and compare with a fresh egg. Observe the fol-
lowing: (a) Condition of the preserving liquid, including odor, color, density,
and height in the jar.

(6). Appearance of eggs externally, whether slimy, coated, rough, or
smooth.

(r). Candle test to determine size of air cell, and location of yolk, and
density of contents.

(d). Carefully break a few eggs and note density, color, and odor of

109

EXERCISE 33 (Continued)

albumin, also condition of the yolk as to density, color, and odor, and tough-
ness of yolk sack.

(e). Cooking test. After hard boiling, observe taste, appearance and color.

(/). Whipping test. Separate yolks from albumin and see how readily
the whites beat into froth.

Compare all of the above observations with fresh eggs treated in the
same way. Keep accurate notes on the different observations and determine
the efficiency of the preserving process.

Step 4. — Study as many methods of preserving eggs for home use as
facilities will permit. Study especially the various methods of anointing the
shells with oils and paraffin products.

Step 5. — Determine the cost of water-glass preservation, and find just
how much is actually saved by the use of the method, by comparing prices
of eggs at different seasons.

Leading Questions. — 1. How can you tell a fertile from an infertile egg,
when examining the yolk?

2. Why are infertile eggs better for home preservation?

3. Why is it necessary to sterilize the crock or jar and the water?

4. What per cent of water glass solution is best?

5. How many eggs will a pint of water glass preserve?

6. How large a crock or jar will be needed to preserve one hundred eggs?

7. What will be the cost of preserving thirty dozen eggs for home use in
sodium silicate?

8. The resulting saving will amount to what in dollars and cents?

9. What seemed to be the general effect upon the eggs of the preserving
process?

10. What one special precaution must be followed in using water-glass
eggs?

110

EXERCISE 33 (Continued)

111

Grade.
Date. .

EXERCISE 34

SYSTEMATIC ADVERTISING

Object. — To become familiar with the means of advertising; the prin-
ciples of writing and displaying advertising; and to determine costs of
advertising.

Equipment. — Drawing paper, foot rule, hard pencil, ruling pen, lettering
pen, and brush.

If enough time can be spent on this work, a supply of water colors will
enable the working up of very attractive display features.

Procedure. — Step 1. — Determine the different methods of advertising to
be worked out, being sure to include a majority of those recommended in the
text.

Step 2. — Determine a name for the farm to be advertised, selecting one
which is especially appropriate to the location or product to be sold.

Step 3. — Design a trade-mark, which should be neat, simple, attractive,
and suggestive.

Step 4. — Work out in detail an exact copy of all advertising features tc
be included in a complete plan; such as, farm name on wagon, farm bulletin
board, stencil for packages and shipping coops, letter heads, mating lists, and
any other forms which it may seem wise to include.

Step 5. — After working details out in pencil and after their approval by
the instructor, ink them with pen and brush, using colors where desirable.

Leading Questions. — 1. Enumerate at least twelve different and dis-
tinct ways of advertising which might be included in a complete systematic
advertising plan.

2. Why did you select the farm name which you used?

3. What led you to select the trade-mark used?

4. What are the uses of a farm bulletin board?

5. How can records of performance best be used in the advertising scheme?

6. What kinds of guarantee can be made for both stock and eggs, and

what are the advantages of such from selling point?
112

EXERCISE 34 (Continued)

7. What can you say of simplicity vs. elaborateness in developing an
advertisement?

8. What do you consider the greatest possible weakness in advertising
propaganda?

9. What must be the one underlying principle in writing all advertise-
ments?

10. Enumerate at least ten poultry farms which have attracted your
attention as having desirable farm and trade names and as being well adver-
tised. (This last question can be best answered after a somewhat careful
and complete study of Poultry Journal Advertising.)

113

EXERCISE 34 (Continued)

114

EXERCISE 34 (Continued)

115

Grade.
Date..

EXERCISE 35
PLANNING SIMPLE POULTRY RECORDS

Object. — To become familiar with kinds of poultry records, methods of
making and classifying them, and the importance of a well planned system
of records.

Equipment. — Access to files of poultry research records, as well as ac-
quaintance with and access to various forms of farm poultry records,
blank paper and drafting equipment.

Procedure. — Step 1. — Study the files of records carefully to determine
form in which records are kept and method of indexing and keying results.

Step 2. — Study the blank forms, noting which of the three most common
methods of keeping records (loose leaf, card files, or sheet) are used.

Step 3. — Make a careful list of records which should be kept on a well-
managed poultry plant of one thousand or more birds, such as incubator,
brooder, feed, and egg records. State what form and size would be the most
useful, and show how they should be keyed and filed for reference. Much
study should be given the above list before it is finally adopted.

Step 4. — Proceed to make a copy of each record included in your list
above, giving the exact size of forms, ruling, and printing.

Leading Questions. — 1. What type of record did you find in most gen-
eral use?

2. Which type do you personally consider the best and why?

3. What method of filing records appeals most to you?

4. What size of records do you consider most useful?

5. What do you consider the most important requirement of a complete
set of record blanks?

6. What record forms do you consider the most essential for the proper
management of a commercial poultry farm?

7. Is it possible to combine certain records and thus save time, labor
and materials? If so, to what extent?

8. In planning records, what space should be left between lines where
data must be written.

9. Is it a desirable plan to arrange for much copying of data?

10. What method can best be used to keep original pen, incubator and
brooder records clean and neat?

11. Are records of any real, vital importance in poultry management?
If so, in what way?

116

EXERCISE 35 (Continued)

117

Grade.
Date..

PLANNING SIMPLE POULTRY FARM ACCOUNTS

Object. — To become familiar with methods and details of farm account-
ing and to work out a simple, yet efficient, system of accounts for a commercial
poultry farm.

Equipment. — Have access to one or more actual sets of poultry farm
accounts, covering at least one complete year. Copies of numerous standard
farm accounting systems and books used in same should be available for
study. Single entry, as well as double entry, books should be at hand in
permanent and loose-leaf form.

Procedure. — Step 1. — Divide an average poultry farm into its essential
departments, such as laying stock, breeding stock, incubation, brooding and
young stock branches.

Step 2. — Show in outline form what books it would be desirable to keep
and what accounts it would be necessary to open in a double-entry system
of book-keeping, if the financial standing of each department, above listed,
is kept distinct and accurate.

Step 3. — After becoming familiar with the plan and possibilities of the
column-system of book-keeping, as described on page 465 in Productive
Poultry Husbandry, make a sketch showing the proper headings and rulings
for a combined day-book, cash-book, and ledger, covering all departments
enumerated hi the previous paragraph. Show simple entries for one month
in such a way as to explain how the system will work.

Step 4. — Make a complete classified outline for a poultry farm inventory
in such a way that the values assigned to each part may be simply filled in
on the form.

Step 5. — Make a complete form on which to show a financial balance
or yearly statement of profit or loss.
118

EXERCISE 36 (Continued)

Leading Questions. — 1. What departments of an average commercial
poultry farm do you consider important enough to warrant separate financial
statements?

2. What is the great advantage of such departmental study?

3. Why is a double-entry system not more generally used?

4. Define the column system of accounting and state its uses.

5. Name two important advantages possessed by the column system.

6. What is meant by a bill payable and a bill receivable? How could
accounts of these be included in the column system?

7. Why is an inventory so essential in making a financial statement or
balance?

8. When is the best time to make an inventory on a poultry farm? Why?

9. An inventory should be divided into certain very distinct and pro-
nounced groups; what are these groups and why are they so important?

10. What is your conception of the two terms "debit" and "credit" as
applied to the keeping of detailed expenditures and receipts?

119

EXERCISE 36 (Continued)

120

EXERCISE 36 (Continued)

121

EXERCISE 36 (Continued)

122

Grade.
Date..

EXERCISE 37

PREPARING POULTRY FOR EXHIBITION

Object. — To become familiar, through actual practice, with the opera-
tion of washing and conditioning poultry for exhibition. (It is possible in
one short laboratory period to cover the more important and practiced
methods. A demonstration by a professional conditioner will be a wonder-
ful help.)

Equipment. — Three galvanized wash tubs of good size, ivory soap, liquid
bluing, a small scrub brush, vaseline, an electric or hand fan, a warm room
for drying, and clean coops in which to dry the birds after washing.

Procedure. — Step 1. — Select a number of birds to be conditioned, mostly
with white plumage and shanks free from feathers.

Step 2. — Go over each specimen critically to see that it is free from any
disqualifications such as side sprig, wry tail, white in face, stubs, etc. If
such a defect is present, the bird should not be shown. In the case of down
between the toes or on the shank, it is the general practice to remove it,
using care not to tear the skin or leave a wound.

Step 3. — Go over each specimen to be conditioned carefully and remove
any solid or broken feathers or any of foreign color in all sections where
missing feathers do not disqualify. Also clean the shanks and remove any
old or badly discolored scales.

Step 4. — Wash and rinse each bird thoroughly, and follow exact pro-
cedure as discussed on page 479 in Productive Poultry Husbandry. Use
special care to scrub shanks and feet, also comb and head parts. Be sure to
work suds thoroughly through feathers and to rinse completely.

Step 5. — Dry each bird individually, allowing it to dry out considerably
before placing it hi the coop. The wing and tail feathers should be webbed
out with aid of a fan before the bird is placed hi a coop. The drying coop
should be placed hi a warm room, free from direct draft. Plenty of clean

shavings should be placed on the floor of the drying coop.

123

EXERCISE 37 (Continued)

Leading Questions. — 1. Upon what points of merit is the first selection
of exhibition specimens made?

2. Upon what points of defect is the first elimination made?

3. What are some of the more common disqualifications which it is pos-
sible to hide or remove by clever conditioning?

4. Why is ivory soap desirable for washing birds?

5. Why is warm water preferable to cold water for the washing?

6. Bluing is used for what purpose and in what amounts?

7. Why must considerable care be used to web out the flight and tail
feathers immediately?

8. What is the proper drying temperature?

9. What would you expect would be the result of incomplete rinsing?
10. What would be the effect of repeated washings?

124

EXERCISE 37 (Continued)

125

Grade.
Date..

EXERCISE 38
JUDGING STANDARD BRED POULTRY BY THE SCORE CARD

Object. — To become familiar with the use of the score card, and to be
able to determine the relative merits of a number of specimens by scoring.
(The score card makes possible an understanding of the relative values apply-
ing to the different sections of a bird and is especially useful in learning the

technic of judging.)

(More than one period should be devoted to this work, if possible. All of the more
popular standard breeds should be studied and scored, including all classes of each, espe-
cially cockerel and pullet.)

Equipment. — A supply of score cards properly standardized for the breed
to be scored; a battery of individual coops to hold the birds; five or more birds
of the same variety, age, and sex; a copy of the Standard of Perfection of the
most recent issue.

Procedure. — Step 1. — Study the score card carefully and determine the
sections into which the bird is divided, studying at the same time the relative
values given to each section.

Step 2. — Study the Standard of Perfection closely to become familiar
with the standard requirements and descriptions of each section. Compare
some representative specimens with the descriptions in order to make them
more clearly understood.

Step 3. — Score a single specimen individually and later check your score
with the correct score made by the instructor. Repeat this procedure with a
considerable number of birds.

Leading Questions. — 1. Into how many sections is a bird divided for
scoring?

2. What are these sections?

3. Which sections are of the greatest numerical value and which the
least? Why?

4. Name at least six common disqualifications which you have observed?

5. Define the term "cut" as it is used in scoring poultry.

6. How would you handle a bird when scoring it?

7. In what order would you score the various sections?

8. What must a bird score to be worthy of a prize?

9. How is the score of a pen computed?

10. What are the uses of the score card method of judging?
126

Grade.
Date..

EXERCISE 39
JUDGING POULTRY BY COMPARISON

Object. — To become familiar with a sure, quick and efficient method of
determining the relative standing of two or more specimens of live poultry
by comparison.

Equipment. — A battery of five or more individual cages to hold the class
of birds to be judged; a considerable number (at least five) specimens of the
same variety, age, and sex; a copy of the Standard of Perfection; small blank
cards on which to note points of merit or defect as they may be observed.

Procedure. — Step 1. — Practice handling single specimens in the proper
manner, taking them from and returning them to the cages many times until
speed and experience is secured.

Step 2. — Inspect each individual specimen carefully for disqualifications,
eliminating any showing such defects.

Step 3. — Inspect the class to be judged carefully for type. By comparing
with the Standard of Perfection, place each specimen in order of excellence
on a basis of type only.

Step 4. — Study the class carefully for surface or outer color, and after
comparing the standard descriptions place specimens in order of excellence
on a basis of surface color only.

Comparative Judging, Considering Type and Color

Band No.

Disqualifications

Standing with Regard to

Final Placing

Type

Surface Color

Under Color

•

-. ;-

. •; .•; '

• -

127

EXERCISE 39 (Continued)

Step 5. — Study class carefully for under color, and after comparing with
standard description place specimens in order of excellence on basis of under

color only.

Step 6. — Finally, place all specimens in order of excellence on the basis
of combined qualities of type and color, being sure to bar from competition
any specimens which have disqualifications.

Step 7. — In order to aid one in judging more accurately and in order to
make a record of good and bad points some form of marking is usually em-
ployed. These marks are generally known only to the judge and are the results
of his personal study. An excellent system is to let the letter X stand for
type and the letter C stand for color. These marks or notations are made
on the coop number tag hi such a way that the specimens having the largest
number of X's is best for type, and so on down to the poorest, which would
probably show no X mark. The same plan would follow with the color
designation, except that C, when placed above a horizontal line, can repre-
sent surface color and C below the same line under color, as d§c. Abbre-
viations can be used to record disqualifications. Final awards would be made
on a basis of the number of type and color marks showing on the cards, to-
gether with the considerations of the general health and vigor of the specimens.

Leading Questions. — 1. How should birds be taken from judging cages
for close inspection with the least injury to their condition?

2. What disqualifications do you find most common?

3. How many views of a bird should one get to properly determine type?
What are they?

4. When should a class be judged for type?

5. What do you understand by surface and under color?

6. Which is of greatest importance in making awards, type or color?

7. Which should be given the greatest weight in making awards, surface
color or under color ?

8. What are the requirements for a successful judge of standard bred
poultry?

9. How is a pen judged by the comparison method?

10. How are special awards, such as shape and color specials, made by
the comparison method?

128

EXEKCISE 39 (Continued)

129

Grade.
Date. .

EXERCISE 40
POULTRY DISEASE DIAGNOSIS

Object. — To become familiar with the appearance of healthy and dis-
eased birds and to become acquainted with the appearance of normal and
diseased organs by post-mortem diagnosis.

Equipment. — Have ready at least one male and one female of healthy
normal birds and a number of sick birds, which from ante-mortem appearance
are probably afflicted with a number of diseases. These specimens can pos-
sibly be solicited for class use from poultry farms hi the vicinity. At least one
complete set of instruments for diagnostic work, a hand lens, and a suitable
table, and dissection tray are needed. A porcelain receptacle containing a
disinfectant solution is desirable. A compound microscope should be avail-
able if micro-biological and bacteriological observations are to be included.

Procedure. — Step 1. — Study a normal healthy specimen in detail, noting
breed, sex, age, weight, condition of flesh, appearance of plumage, color of
head parts, and general appearance of health and vigor. Study each sick or
diseased specimen hi detail, making all possible ante-mortem notes as to

Ante-mortem Study

Band No.

Breed

Age

Weight

Sex

Appear-
ance of
Plumage

Color
Head
Parts

Evidence
of

Disease

Diagnosis

130

EXERCISE 40 (Continued)

appearance and symptoms. From this study make an estimate of the possible
affection, and note its probable cause and treatment, if any.

Step 2. — Kill each specimen observed, either by dislocating neck or by
chloroform, the latter being preferable for careful diagnosis. Remove feathers
from entire carcass where careful work is desired.

Step 3. — Open abdominal cavity for post-mortem examination by the
following procedure : Cut skin on middle of breast and abdomen on line from
cloaca to neck. Pull skin off sides of abdominal wall and dislocate thigh joints,
spreading the legs and wings so the bird will lie flat on back with breast
exposed. Fasten bird to operating table or pan, extending beak, wings and
feet and fastening from these points. Cut flesh and bones at sides and bottom
of sternum and remove the same completely by dislocating it at the clavicle
and severing flight muscles. The abdomen and thoracic cavities are now
exposed with all their organs in normal position.

Step 4. — Study each of the following organs in the order named and
compare with those in a normal specimen, which specimen should have

Post-mortem Study

Band No.

List all
Normal Organs

List all
Abnormal Organs

Nature of the
Disease

Probable Cause

131

EXERCISE 40 (Continued)

previously been prepared for examination in the same manner. Observe
carefully any evidences of abnormality or disease.

Peritoneum Proventriculus Testicles or ovaries

Crop Gizzard Oviduct

Esophagus Intestines Heart

Liver Cseca Lungs

Gall bladder Pancreas

Spleen Kidneys

Step 5. — From diagnosis state probable disease and possible cause.
Step 6. — If time permits, the structure of each organ can be examined
microscopically and the appearance of healthy tissue determined. Possibly,
bacterial growth can also be isolated and studied.

Leading Questions. — 1. Name evidences of health and vigor in a normal
bird.

2. Name possible evidences of sickness in a live bird.

3. What are the relative advantages of an ante-mortem and a post-
mortem diagnosis?

4. Why is chloroforming a better way of killing a bird for post-mortem
work then by breaking the spinal column near its junction with the head?

5. Describe the normal appearance of the following organs: Liver,
caeca, lungs, ovary, gall bladder.

6. What are the most common causes of death in poultry?

7. Classify the common diseases on the basis of the organs attacked.

8. Classify poultry diseases on the basis of their mode of infection.

9. What do you consider to be the relation, if any, between chicken pox,
roup, and canker?

10. To what extent are ovarian disorders in hens responsible for deaths?

132

EXERCISE 40 (Continued)

133

Grade.
Date. .

EXERCISE 41
HOME PREPARATIONS AND STUDY OF POULTRY MEDICINES

Object. — To become familiar with simple, home-made remedies and
their best use.

Equipment. — Scales weighing in ounces, and fractions thereof; 16-ounce
graduate; mortar and pestle; large-neck glass bottle for mixing medicines.

Procedure. — The following poultry medicines should be in the possession
of every poultry man and kept in a cabinet. Study each in appearance, learn
its use and proper dosage.

Calomel Epsom salts Aconite root

Castor oil Bichloride of mercury Carbolated vasoline

Catechu Salicylic acid Iron, quinine and

Cayenne pepper Bismuth nitrate strychnine tablets

Step 2. — Mix the following tonic or conditioning powder. The formula
is: 1 Ib. pulverized gentian, Yi Ib. pulverized iron sulphate, }<£ Ib. pulverized
saltpeter, % Ib. pulverized ginger. Mix and use two to three tablespoons
of this in ten quarts of mash.

Step 3. — Mix the following ointment to be used for body lice: 1 part
blue ointment, 1 part vaseline. Rub well into down and skin adjacent to
vent, making two applications with ten days intervening.

Step 4. — Mix the following lice powder. This is known as Lawry's lice
powder and the formula is: 1 part crude carbolic acid, 3 parts gasoline.
Approximate five parts by volume of plaster of Paris. Spread out to dry for
twenty-four hours, after which keep in air-tight container. Apply by dusting
well into body plumage.

Step 5. — Study the poultry press for advertisements relating to standard
medicines and disinfectants.

Leading Questions. — 1. Classify poultry medicines according to their
medicinal properties.

2. Give the use and doses for the tonic just mixed.

3. Give the use and doses for the lice ointment just mixed.

4. Why was gasoline used in mixing the above lice powder?

5. Name at least six commercial lice powders.

6. Make a list of twenty advertised poultry medicines.

7. Which do you prefer, ointment or powder for body lice?

8. Compare these with crude petroleum for this purpose.

9. Name at least six satisfactory commercial disinfectants.
10. To what extent should the poultry stock be doctored?

134

EXERCISE 41 (Continued)

186

Grade.
Date..

EXERCISE 42
TRIP TO A SUCCESSFUL POULTRY FARM

Object. — To become familiar with plan and layout of plants; with size,
style and construction of buildings, and to learn everything possible about
methods of management and possible expenses and revenue.

Plan. — The trip should be made by a party of students accompanied by
an instructor. The itinerary should have been previously arranged and the
visit should be anticipated by the proprietor of the farm or farms to be visited.

Procedure. — Step 1. — Upon arrival at the farm, the visiting students
should meet the proprietor and an opportunity should be given immediately
for him to tell the students important facts about his farm. With these facts
in mind it will make the inspection trip much more interesting and valuable.
At the conclusion of the visit another opportunity should be given for the
students to question the proprietor relative to points not previously covered.

Step 2. — During the visit the following facts, or as many of them as
possible, should be determined by each student. Direct questions and obser-
vations will both serve to secure the facts.

Step 3. — Score the plant in detail according to the score card found on
page 493 in Productive Poultry Husbandry. (These forms, for steps 2 and 3,
can well be printed on cards to make the scoring easier.)

Step 4. — After the visit has been concluded, probably at a later day, the
class should make up a financial statement of the farms studied, in order to
determine financial possibilities of the business.

Step 5. — If time permits, each student should write a short essay, describ-
ing the different farms visited and telling which pleased him best, and why.

Leading Questions. — 1. What general criticism would you make of the
place visited?

2. What general commendation would you make of the place visited?

3. Was the farm appropriately named?

4. Was sufficient yard room allowed both young and old stock?

5. Were proper sanitary measures employed?

6. What was the total inventory value of the farm?

7. What do you estimate to be the probable total expense of operating
this farm?

8. What would you estimate to be the probable revenue from this farm,
and from what sources?

9. What profit would you expect from this business each year?
10. How could this plant be made more profitable?

136

EXERCISE 42 (Continued)

Name of farm

Name of owner

Location

Size of farm and shape of same .

Type of soil

Contour of land

Crops grown and acreage of each .

Area devoted to adult stock

Area devoted to growing stock

Number, style, capacity and cost of buildings

Number of birds wintered and the breed

Number of birds incubated and the per cent of hatch .

Number of chicks brooded and the per cent of brood .
Rations used

Cost of feeding a bird per year

Yearly egg production ,

Value of plant, equipment and stock

Sources of revenue

Approximate amount of revenue yearly

Labor employed Number and wages paid

Amount of advertising done

Health of flock and sanitary condition

General efficiency of plant and the methods of management .

A statement from the owner as to the possibilities of the business

137

EXERCISE 42 (Continued)

138

Grade.
Date. .

EXERCISE 43'
TRIP TO WHOLESALE AND RETAIL POULTRY AND EGG MARKET

Object. — To study and become familiar with methods and organization
incidental to the distribution of poultry products, including commission
business, retail business, city markets and cold storage.

Equipment. — Note book, camera, competent guide, and carefully planned
itinerary.

Procedure. — The markets visited and the nature of the itinerary will be
determined largely by local conditions. It is impossible here to give any
itinerary which will suit all locations. The plan will be to give a suggested
itinerary for New York City, which can simply be used as a guide in making
.up such trips for other cities and can be used by those wishing to visit that
section.

Whenever itinerary is made up, all places which it is expected to visit
should be notified in advance and their consent secured before the date of
the visit.

Step 1. — Suggested itinerary:

7.15 A. M. Washington Market, Fulton and Vesey St., West Washington Market.

9.00 A. M. John Corell, 334 Washington St.

10.00 A. M. New York Mercantile Exchange, Hudson and Harrison Sts.

10.45 A. M. Merchants Refrigerator Co., 35 North Moore St.

12.00 to 1.00 Lunch

1.00 P. M. Collins and Barnard, 336 E. Washington St.

1.30 P. M. B. Titman and Co., Egg Breaking, 94 Moore St.

2.00 P. M. Fox River Butter Co., 78 Hudson St.

2.30 P. M. S. S. Long and Co., 102 Warren St.

3.00 P. M. W. S. Douglass and Co., 137 Reade St.

Step 2. — Instructions to class: Tune of meeting and train to be taken,
including tickets necessary to purchase. Party to remain together at all
times. If, for any reason, members of the party become separated they
should consult schedule and meet the party at the next place. Ask any ap-
propriate questions, observe carefully, and make one's self agreeable to the

market man. Take notes in as full detail as possible.

139

EXERCISE 43 (Continued)

Leading Questions. — 1. Make a record of the names and addresses of
wholesale egg dealers as seen while passing on the streets.

2. Note the general location of the wholesale houses with reference to
place in city and consolidation. What is the reason for such consolidation?

3. Why are these business houses located as they are?

4. What is the relative size of the establishments visited as measured
by the volume of business?

5. How do the houses visited compare with reference to sanitary con-
ditions and cleanliness?

6. Observe carefully how the candler works, especially as to the arrange-
ment of the eggs and different grades he makes.

7. Describe the practice and use of egg breaking.

8. What are the methods which prevail hi the cold storage of eggs?

9. What are your impressions of Washington Market as a place where
the customer can purchase economically?

10. What are the two most important things which you have learned
from this trip?

140

EXERCISE 43 (Continued)

141

Grade.
Date..

EXERCISE 44
TRIP TO A STANDARD-BRED POULTRY SHOW

Object. — To become familiar with breeds of poultry, with methods of
staging, judging and managing a show; also to become acquainted with the
breeders of the more popular varieties of poultry. The study of poultry ap-
pliances, feeds and educational exhibits is made possible to a wonderful
degree by a trip of this nature.

Procedure. — The trip should be made by a party of students accompa-
nied by an instructor. Upon arrival at the show a catalogue should be
procured, and the show should be divided into certain well-defined groups
and studied as follows:

Step. 1. — Study the exhibits of poultry, including these points:

(a) Number of specimens and quality in each class. (6) Breeders of
winning specimens, (c) Study the advertising and cage displays, (d)
Note, and if possible meet, the judges placing the awards.

Step 2. — Study the exhibits of water fowls, turkeys and pigeons, learning
the identity and appearance of the various varieties.

Step 3. — Study the various poultry appliances on exhibition, collect
advertising literature together with proper notation regarding each appliance,
which material will be exceedingly useful for future reference.

Step 4. — Visit educational exhibits which are frequently made at poultry
shows and which are generally staged by Agricultural Experiment Stations and
the U. S. Government. Study carefully and take notes on the various lessons
taught at these exhibitions. Attend educational lectures which may be given.

Leading Questions. — 1. How many varieties of fowls were represented
at the show studied?

2. What was the number of entries?

3. What was the number of birds shown?

4. Which variety had the greatest entry?

5. Which breeder made the most spectacular winnings?

6. How was the show cooped?

7. How many different firms displayed poultry feeds and appliances?

8. Classify these firms according to product offered.

9. What poultry papers were on sale in the show room?

10. What was the most striking lesson learned from the educational
exhibits studied, and how was it shown?
142

EXERCISE 44 (Continued)

143

EXERCISE 44 (Continued)

THIS BOOK IS DUE ON THE LAST DATE
STAMPED BELOW

AN INITIAL FINE OF 25 CENTS

WILL BE ASSESSED FOR FAILURE TO RETURN
THIS BOOK ON THE DATE DUE. THE PENALTY
WILL INCREASE TO 5O CENTS ON THE FOURTH
DAY AND TO $1.OO ON THE SEVENTH DAY
OVERDUE.

1 2 1945
0

LIBRARY, BRANCH OP THE COLLEGE OF AGRICULTURE

5m-8,'34(s)

144

20176

SF487

Lewis, H. R.

L37

Poultry

laboratory

manual and

note book.

DlC 1 2 1T4

2PR 1 o iQ?i

LIBBAKY, BRANCH OP THE COLLEGE OF AGRICULTURE, DAVIS
UNIVERSITY OF CALIFORNIA

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