TAMING WILD ANIMALS
All little children are interested in animals. It does not take much argument to convince a boy that he needs a dog or the girl that she needs a canary bird. If, as they grow older, they seem to lose their pleasure in the companionship of animals, it means that something is wrong. Probably home conditions are such that an intimate acquaintance with any animal is inconvenient or else some unnatural lessons in natural history have been forced upon the children at school and their interest in the real things has been deadened. I have heard many boys and girls say that they dislike zoölogy. Take these same boys and girls out on an excursion, with an opera glass or with an insect net, or show them a rabbit's tracks in the new snow, and who will say they are not awake and interested?
The first thing you want to know about an animal is its name. The same is true of a new neighbour or a new schoolmate. The name does not tell you much about the animal or the boy. When you know them better you will give them names that fit. The new boy's name may be Reginald. When the boys get to know him they may call him "Piggy," or "Chief," depending on what kind of a boy he is. But a name is a great convenience.
Next after the name you want to know where he lives, how he lives, and above all what he can do. After all "what he can do" is the boy, and the same is true of other animals.
How are boys and girls going to find out what animals can do, how they live, how they make a living?
The good old natural way to find out what an animal can do and will do is to catch him and watch him. Some small neighbours of mine did not catch grasshoppers and throw them into the water because they were cruel, although their mother berated them for cruelty. They wanted to find out whether grasshoppers could swim or not. The boys who catch squirrels and rabbits and birds and put them in cages want to take care of them and teach them tricks.
But, seeing the wild ones unhappy and drooping, most boys will voluntarily let them go. There is no good word to be said for the practice of caging wild creatures merely for the entertainment their misery will afford an irresponsible and curious crowd. I am glad to know that those horrid whirling cages in which squirrels used to be shut have become less common.
In these days of hunting without guns, there is also a good deal of taming without cages. This is the real thing, and has everything in its favour. There are two sides to it. From the animal's side the tamed one has nothing to lose. He, and for his sake, all his fellows, receive protection, consideration, care. If he tells any secrets, his confidence is not betrayed to the enemy. He comes and goes at will and pays his debts by keeping true that balance which existed in nature before mankind upset it. From the human side taming wild things is a delightful though not an easy way to learn to be patient, persevering, and gentle. You simply have to practise these virtues or you will fail. Furthermore, the domestication of wild animals useful to man results in very great practical value. From the naturalist's point of view, this is a most fruitful method of discovering the true habits of the wild creatures, about which so much is yet to be learned.
Most efforts to tame full-grown animals result in complete failure. Taken when young, almost any of them can be tamed.
No one ought ever to have a pet of any kind unless he sees one thing clearly: Forcing his pet to become dependent upon his protection and care involves a real responsibility. When I consider the number of cases of neglected pets I am inclined to discourage children from keeping them. It is a very good method of developing responsibility, but, if the method fails, the innocent pet suffers. The uncaged pet has an advantage over the caged one in that he can, if neglected, return to the wild and shift for himself.