WILLING TO LEARN.
Bruno was willing to learn.
Bruno had one excellent quality, which made him a special favorite with the several boys that owned him at different times. He was willing to learn.
Boys and girls.
When you are attempting to teach a dog any new art or accomplishment, it is a great thing to have him willing to learn. It is the same, in fact, if it is a girl or a boy that is the pupil. Sometimes, however, when you are attempting to teach a dog, he shows very plainly all the time that he does not wish to learn. If you have got him harnessed into a little carriage, and wish to teach him to draw, he will stop and seem very unwilling to proceed, and, perhaps, sit right down upon the ground; or, if he has any chance to do so, he will run off and hide in the bushes, or, if it is in the house that you are teaching him, in a corner of the room or under the table. I was taking a walk once on the margin of a stream, and I met some boys who were attempting to teach their dog to dive into the water after sticks and such things, and the dog was so unwilling to make the attempt, that they were obliged every time to take him up and throw him in.
A difficult lesson for a dog.
I have known children to behave just in this way in learning to read or to write. They come to the work reluctantly, and get away from it as often and as quick as they can. But it was not so with Bruno. He was glad to learn any thing that the boys were willing to teach him. A boy at one time took it into his head to teach him to walk up a flight of steps backward, and although Bruno could not conceive what possible advantage it could ever be to him to learn such an accomplishment as that, still he went to work resolutely to learn it, and though at first he found it very difficult to do, he soon succeeded in going up very well.
If any boy who reads this book should make the attempt to teach his dog to go up steps backward, and should find the dog unwilling to learn, he will know at once how hard it is for his teacher to teach him to write or to calculate, when he takes no interest in the work himself. If he then imagines that his dog were as desirous of learning to go up the steps backward as he is to teach him, and were willing to try, and thinks how easy it would be in that case to accomplish the object, he will see how much his own progress in study would be promoted by his being cordially interested himself in what he is doing.
The dog that went to market.