and I concluded with a few more verbal elucidations, and then fetched an actual thermometer on which I made her read me the temperature of the room. The next day I repeated this lesson and she read the thermometer again. After this I tested her as to whether she could give the temperature by the "feel," as it were, or whether the impression of the temperature was associated more immediately with a sense of comfort. She has so far always given the right temperature when asked, though I should add that I have only put the question to her about twenty times—and then when she has been in good health, so that I feel that the matter has not yet been sufficiently put to the proof, and I cannot, therefore, make any very definite statements with regard to this particular faculty. But I must add, that to two questions put to her on different days, she answered that she "liked her food best at 6° of warmth!" Now this chimes with the advice given in many a book on the care of dogs; "do not give them their food too hot"—and Lola's remark reminded me of this, though I might consider that "degree of heat" practically cool ... yet it appeared to be what she desired. Nevertheless, this preference turned out shortly to have been erroneous and, as the result of a practical trial, Lola changed her mind and voted for anything "between 12°—16°!" Here is one more test I put with regard to her susceptibility to touch: I got someone else to trace figures with their fingers on the dog's back, placing myself so that I could not see what was being described; then I put the questions, and each time her replies tallied almost invariably. One put to her in this manner was: "2 + 3?"; and "5" was given at once. While "7 + 4?" elicited a prompt "11." Then a number was described and I said: "Twice this number makes?"; to which she replied "8," four having been traced on her back. We only tried this new test for a few days so that I can give no more exact details about it—excepting this, that on that particular day, she would only understand the figures if inscribed in this manner on her back! It evidently amused her immensely, and we could see that she seemed to "transfer her attention," as it were, elsewhere. But though this test had been so successful with numerals, it failed entirely with letters. This was incidentally an attempt on quite a small scale at carrying out the tests which had been successfully so put to the blind horse Bertho, by Karl Krall.

These experiments as to her susceptibility to touch, or pressure, led to one slightly different, and which cannot as yet be said to have gone beyond its initial stages. I took a set of weights of 5, 10, 20, 30, 100, 200, 400, and 500 grammes, and also others of 1 and 2 kilo, and told Lola she must learn to know how heavy a thing could be. Then I placed the weights separately between her two shoulder-blades, naming them beforehand somewhat as follows—and having first written out a chart for her which set forth in a plain and easy form what I was going to say:

125 grammes = 1/4 lb.
250 grammes = 1/2 lb.
500 grammes = 1 lb.
1000 grammes = 1 kilogramme
100 lb. = 1 zentner

I then explained this carefully and questioned her at once:

"How many pounds are 375 grammes?" Answer: "3/4."[18 ] "How much are 1,000 grammes?" Answer: "2." I had intentionally refrained from putting questions as to figures that were on her chart which I had left lying before her; and after she had given her replies in accordance with the pressure she had felt between her shoulders, I tested her ability at guessing where greater differences of weight were in question. On two occasions she gave the right answers, namely "1 pound" and "2 pounds," I having put the question so as to obviate superfluous spelling. I then showed her the weights, placing them in a row before her, naming them again and saying: "Which is the heaviest?" She answered "4." As a matter of fact, the heaviest of these weights, the two-pound one, was actually standing fourth. I continued: "And now?" (I had for this question transposed the weights—unseen by Lola.) Answer: "1." Which was quite right! Then—"Where is the 100 grammes?" "3." "Where is 50 grammes?" "2," and "Where is one pound?" "5." Her answers, as will be seen, were perfect; she had learnt to understand what was expected of her in this test with great rapidity.

Indeed, more elaborate tests might have been undertaken but, unfortunately, I had little leisure at the time, and was without the assistance of any educated person who might have helped me in the work. As, however, the "spade-work" in this particular field of experiment seems now to have been accomplished, many additional and interesting details might result—given the right opportunity.

It may, perhaps, be a matter of surprise, that I should have undertaken these three separate tests, and left them in their initial stages, instead of working persistently at one in particular, and thus, maybe, putting the time to better use. The reason was the old and troublesome one which was always cropping up and causing me no little worry: Lola's interest must not be allowed to flag. In the course of a fortnight or three weeks, for instance, I have not dared to embark on more than one test, not even continuing that one for as many as five consecutive days. This is why the three tests, above narrated, followed close one upon the other, while I took care to turn Lola's attention from them in between, making her go over all sorts of sums and spelling exercises. Should I have persisted in fixing her attention I should only have defeated my true object, and made her stale for future undertakings. In fact, I only engaged in these three, by way of giving a greater sense of completeness to the idea, and also in order to fire the ambition of others embarking upon work of a similar nature.

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FORECASTING THE WEATHER