|
a 4 |
e 5 |
i 6 |
o 7 |
u 8 |
au 9 |
ei 10 |
|
b & p 14 |
d & t 15 |
f & v 16 |
s & k 17 |
ch 20 |
ü 21 |
h 24 |
|
l & p 25 |
m & p 26 |
n & p 27 |
r & p 34 |
s & p 35 |
w & p 36 |
z & p 37 |
|
ja 2 |
nein 3 |
It is particularly to be observed that the letters were pronounced as follows: K as k,' not as ka ( = kay); H as h,' not as ha ( = aitch); R as r, not as er ( = ar;) L as l,' not as el: this was so as to free her "writing" of any extraneous difficulties. Rolf of Mannheim rapped out the "e" in "w" ( = vay being the German pronunciation of "w"), as also in "g" ( = gay being the German pronunciation of "g"); thus, if he wanted to write "wegen," he simply rapped "w g n." Now, I wanted Lola to learn to rap the entire word—"wegen," for instance, for this simplification of expression, as put into practice by Rolf, would be of no use to her in view of the method of pronunciation I was adopting with the consonants. Those who had taught Rolf understood his spelling quite as well as I in time came to understand Lola's, but with regard to their system the objection was frequently put forward (more especially by persons bent on maintaining an unfriendly attitude) that "any construction might be placed on these answers," and, I must admit, that there was some truth in this. Not that this objection could always be justified, yet there were sufficient grounds for it. The great value of Rolf's mode of expressing himself was shown in the way in which he added letter to letter in accordance with their sounds (and I doubt whether any mechanical aids or accessories would have been likely to achieve the same results), thus giving proof that he was capable of independent expression. Their system proved incidentally to have what I might call a "side value," for Lola's mode of expression, due to my own method of teaching led to quite different results—yet on the same level.
Lola now practised her alphabet in the morning and in the afternoon we continued multiplications; rather more slowly than at first, but we ultimately reached a hundred. New work was then added in the form of division and subtraction. She soon had this all so firmly fixed in her little head that I was able to put her to easy sums and ask: "What is 3 x 3 + 10 - 5?" The answer after a few seconds being "14." A hundred was rapped out with her left paw = ten raps.
As soon as she had mastered the entire alphabet I proceeded to contract the letters into words. I said: "Lola, now attend; you are going to learn to spell: you must rap out a word made of the letters you have learnt; now—Wald (wood or forest) is w, a, l, d," and I accentuated each letter very distinctly. "How many letters are there in this word?" I added, and the answer was "4."
"Good," I said, adding: "What is the first letter?" and she tapped in reply: "36/w"; "and the next?" "4/a"; "and then?" "25/l"; "and further?" "4/a." "Lola now listen to all the words I am going to say: essen ( = to eat, also "food"), e, s, s, e, n; gut ( = good), g, u, t; milch ( = milk), m, i, l, c, h"; and so on. For many days I continued to name the words which lay nearest to her understanding, and each day I got her to do a little spelling, after first having divided the letters. But at the end of eight days I no longer took the words to pieces merely saying, very distinctly: "rap Ofen" ( = stove), and she would tap: "7 16 5 27" = o f e n. "Rap Haus" ( = house). This answer was: "24, 4, 9, 35" = h, a, u, s. Whenever she rapped I jotted down the figures in order to translate them later on into letters, for it was some time before I could sufficiently memorize their equivalents, and was constantly making mistakes after Lola had become an "expert." Indeed, one's memory is easily liable to play tricks here in a way that may lead to endless confusion, for the sequence of the numbers is so at variance with what one is accustomed to.
Once I asked—by way of experiment—"What is this?" touching her nose. At first she seemed uncertain, but then came the reply: "3" = nein (no); so I said: "Lola, that is your nose; tap nose!" and she tapped—"27, 4, 35, 5" = nase (nose). "Good!" I said, "and what is this?" and I touched her eye, to which she at once replied with—"9, 17" = aug (auge = eye); she had apparently not been quite sure of what I wanted when I touched her nose.
And so we went on practising—sometimes doing too much, and this would give her a headache, but she had also learnt how to communicate this fact to me and would rap: "36, 5" = we (weh = pain, or hurt); nor was this malingering, for she worked willingly, doing so, indeed, to the utmost limits of her strength, when it would become apparent, alas! to anyone who saw her that her head was aching. This tendency to "keep going" is common to all our faithful domestic animals: more particularly is it the case with draft-animals, who will go on till they drop. There are very few that consciously resist work, or who humbug us by pretending they are ill. Yet, as I had told Rolf, we had one of these exceptions at the farm; it was an ox that would always lie down and sham dead, if not in the mood to work; he then stretched out his limbs and looked at his last gasp ... but no sooner did we leave him to himself than he was on his legs again and off to his stall. No amount of chastisement brought him to reason. And it was this immoral action that had jumped with Rolf's views when—without having been asked—he at once remarked: "Hat recht, lol sagen Bauchweh!" an excuse he is reported to have made very often of late.
I now tried to teach Lola to read the numbers, for she was thoroughly at home in all we had practised so far, so it did not seem too much of a venture. I cogitated, therefore, how best to begin; and finally I wrote on a sheet of paper as follows:
| 1 | 2 | 3 | 4 | 5 | 6 |
| . | .. | ... | .... | ..... | ...... |
| and so on up to 10. | |||||
I then held this a few inches (40 centimetres) from her eyes and, pointing to each, said: "One dot looks like 1," etc. And then I wrote a 2 on a slip of paper and asked her what number it stood for. At the start this gave her a good deal of trouble, and I had to do a great deal of talking. She saw the dot right enough, but would give no attention to the figure. I helped her twice to compare the two, and then set the sheet up near the place where she usually lay, taking for granted that in the course of the day her eye would be bound to rest on it so frequently that she would probably have retained the impression by the next day. And something of this kind must have happened; for on the following morning after having gone through the explanation once more, and put the sheet aside, I wrote the figures at random all over another sheet of paper when she actually "spotted" them all—with the exception of "7," and a comparison of the two sheets soon enabled her to put this right, too. There could be no doubt but that she had really mastered her lesson, for the replies were rapped out with absolute certainty. I next attempted two-figured numerals; nor was this very difficult, for in 32, for instance, the 3 was rapped by the left—the "decimal" paw—and therefore meant "30," while the "2" was added by two raps from the right paw; in fact, she memorized this without any trouble—and for a few days we practised "reading numbers" assiduously, so as to get her perfect.