A Guide for the Study of Animals. Worrallo Whitney
VI
Vertebrates 101
Fishes: Living Fish, 101; External Structure, 103; Mouth and Gills, 105; Alimentary Canal and Circulatory System, 107; Review and Library Exercise, 110. Primitive Chordates, 112. Amphibia: Living Frog or Toad, 114; Mouth, 116; Organs of Digestion, Absorption, and Excretion, 117; Organs of Circulation and Respiration, 120; Nervous System, 123; Endoskeleton, 125; Comparative Study, 129; General Review and Library Exercise, 129. Reptiles: Living Snake, Lizard, and Turtle, 130; Review and Library Exercise, 132. Birds: Living Pigeon, 133; Plumage, 136; Birds and Migration, 139; Laboratory Exercise, 139; Field Work, 141; Review and Library Exercise, 142; Migration in General, 145. Mammals: Rodents: Domestic Rabbit, 146; Wild Rabbit, 148; Guinea Pig or White Rat, 149; Squirrel, 150; Library Exercise, 152. Carnivora: Laboratory Exercise, 153; Library Exercise, 155. Ungulates: Laboratory Exercise, 157; Library Exercise, 160. The Horse, 162. Homology of the Vertebrate Skeleton, 168.
CHAPTER VII
Adaptations for the Preservation of the Species 170
Methods of Reproduction: Simple or Asexual Method, 170; Complex or Sexual Method, 171. Development: Structure of an Egg, 172; Development of an Egg, 173; Metamorphosis of a Mosquito, 174; Metamorphosis of a Butterfly, 176; Development of the Chick, 177. Protection and Care of Young: Library Exercise, 179. Adaptation for the Preservation of the Species: Review and Library Exercise, 180.
CHAPTER VIII
Poultry 182
Glossary 189
A Guide for the Study of Animals
CHAPTER I
INTRODUCTORY STUDIES OF LIVING ANIMALS
In the following brief exercises the primary purpose is to arouse an active, attentive interest on the part of the pupil in various forms of animal life which may be at hand, reminding him of what and how various creatures eat, how they breathe, how they get ideas of the world, how they get about, and perhaps how they succeed where others fail. Of secondary importance is the introduction of laboratory methods by easy stages. The pupil should feel that his natural curiosity is only being directed to definite ends and that he is free to investigate in his own way.
The types here given are only a few of the many to be found in the early fall, and these exercises in several cases may be used for other forms than those definitely mentioned. There should be a great deal of promiscuous collecting by the class, and in the mass of material gathered the following types will probably be fairly abundant.
THE LIVING FLY
Materials.
Living flies in cages and individual specimens in small wide-mouth vials with cotton stoppers for the admission of air. Sugar crystals may be used for feeding. Simple lenses.
Observations.
Notice the division of the body into three regions: head, thorax, and abdomen. The six legs, the large wings, and the small feelers may be easily found, as are the large eyes, the extensible mouth, and beneath the larger wings the small undeveloped ones looking like tiny knobs.
1 State the general color of your specimen and give any special markings on its body.
2 Is the body smooth or has it a covering of any kind? Do you regard the fly as a cleanly animal? Why?
3 Under what conditions does the fly use its legs? its wings? What enables it to walk upside down? What use can you assign to the small wings?
4 Judging by the relative size of the feelers and the eyes, do you think the fly relies more upon its sight or its feeling? Since the eyes can probably see you any place where you see them, determine through how much of a circle the fly can see.
5 How does the fly eat? Does it eat solid or liquid food?
6 Where is the extensible mouth (proboscis) kept when not in use? What is the fly doing when "washing its face"?
7 From