178 AVES (the bird) 



3. The Young. 



(1) How does this pair of birds defend its young? 



(2) Is there any recognition of the parent by the young? 



If so, by what means? 



Morphophysiologic Study 



Note. — If the teacher can supply the feathers, it will be well 

 to take the study of a "contour" feather, and a "down" feather, 

 before killing the bird. A common pigeon makes an excellent 

 study, but an English sparrow may be used. 



Kill the bird by chloroforming it in the "killing can" for ten 

 minutes. Then slit the skin of the neck and tie a string tightly 

 around the trachea close to the head. 



One bird will be needed for the study of muscles, viscera, and 

 nervous system, and another for the skeleton. If it is desired 

 to mount the skeleton and material is scarce, two students may 

 work together after the internal morphology is reached, so that 

 all the material needed will be one bird for each student. 



If the student does not get ready the first day for the in- 

 ternal morphology, insert a blowpipe in the bird's trachea and 

 inflate the lungs (see B, 1 and 2), or they may become fixed so 

 that they cannot be inflated. 



Place specimen in "preserving fluid" after class each day. 



A. External Morphology 



1. Size. 



(1) What is the length from the tip of the bill to the end 



of the tail? 



(2) Weight of the bird with the feathers on? 



2. Shape of its body? Why such a shape? 



3. Body Divisions. Head, neck, body, tail. Length of 

 each? 



4. The Head. 



(1) Size. Small, medium, or large, compared with the body? 



(2) Shape? Why such a shape? 



(3) Covering of the head. 



(a) Parts feathered? 



(b) Parts naked? 



