Let us suppose that one of the readers of the Young People has bought or has had given him a puppy of any species whatsoever—one need not here go into the much-vexed question of the relative intelligence of different breeds. Any dog, even if it be a "cur of low degree," is capable of high education, provided his schooling is begun early enough. You may begin to teach your puppy just as soon as you notice that he is running about freely and playing either by himself or with his kennel kin. Do not try to teach him earlier. If he be of the Newfoundland, the mastiff, or the St. Bernard species, his thirteenth week should mark the beginning of his education. Before this date you must content yourself with letting your pet see as much of you as possible each day. Permit him to scramble over you; feed him yourself; talk to him all that you can, so that he may early become entirely accustomed to the sound of your voice and his own name. When he is disposed to play, do you play with him.
The first direct step in his education should be to teach him, as a matter of duty, to come to you whenever called. As a matter of liking he has probably acquired this habit already. Take a dozen bits of cracker, stand fifteen or twenty feet distant, and call him by name, as "Come here, Jack." If he comes without delay, give him at once one of the pieces of cracker, pet him very enthusiastically, and make as much ado as possible over his arrival. Next walk off as before and repeat the process. If, however, he refuses to come after you have called him twice or thrice, say very decidedly, "Jack, if you do not come I shall whip you." Go up to him and administer one single cut with your whip. It is well to use one whip throughout all your dog's pupilage, to let him know by sight that particular whip, and also that the words "whip" and "whipping" refer to it.
After you have struck him once, go directly back to where you were standing, and call him as kindly as you can, holding out his reward. Now he may be afraid to come to you, recollecting the incident of a moment earlier. But he must never be whipped twice in succession. Go to him without anger in your face, pet him, play with him (I don't mean romp with him), until you see that his temporary dread of his master is gone, and that his spirits are recovered. Thereupon leave him, and try the cracker persuasion as before. He will probably come readily enough now. If not, you may this time use your whip; but recollect that while he is so young, his punishments should be alternated, as I have suggested, or you may do any high-spirited animal mischief without remedy.
When your dog is grown older, and has had time to develop actual stubbornness, the case is different. Be exceedingly careful not to cow the spirit of a young and high-bred dog when little past puppyhood by harsh words or chastisement. In fact, all dog teaching perfectly illustrates the old phrase that "love is better than lashes."
After being taught to come at call, Jack should be schooled to lie down on command. Stand beside him; put one hand on each side of his head gently but firmly, then say, very quietly and clearly, "Jack, lie down; lie down, Jack," at the same time, pressing steadily downward upon his head. He will perhaps somewhat reluctantly crouch and settle upon the ground. Place his fore-paws out in position before him, his nose lying between them; allow him to remain thus a few seconds, if necessary keeping your hands upon his head; follow this with a decisive "Get up, Jack," which act he will probably perform of his own accord. If not, put your hand gently under him, and raise him on all fours. Do not use your whip in teaching a dog to lie down or rise.
Let us suppose that Jack's fourth acquirement is to be the familiar one called "fetching and carrying." Speak the name of the article employed as distinctly and frequently as possible during the lesson. Show it to him in your hands, if, for example, it be a stick, a hat, or an umbrella, saying several times over, chattily, "That is a stick, Jack; see the stick." Open his mouth, and closing his jaw upon the stick, let him learn how to hold it. After this, walk along a little distance, he accompanying you with the stick. If he drops it, replace it. Be exceedingly patient as to this particular misdemeanor. Then throw the cane, stick, or hat to a point a few yards beyond. Go with Jack to it, telling him what you are about, pick it up, put it in his mouth gently, and return with him to the starting-place. Throw aside the article, reward and encourage. Repeat this process ten times in the morning and ten in the evening. The whip is not to be used in this lesson. When he is older, and exhibits laziness, you may refer to it or get it, and, with discretion, refresh his memory.
None of the foregoing first lessons must be repeated more than ten times of a morning or evening; you will perplex and confuse him otherwise. One must also be on guard for signs of this in the pet while teaching, and give him ever the idea that you are disposed to meet him halfway in such a difficulty.
Leaping over a cane, going to find and close an open door whence a draught assails you, letter-carrying, and all more elaborate acts are to be taught a dog on this same principle of talking about the feat to him, and going and doing it with him in the first instances, then dividing the matter between you, lastly seeing that he does it alone, rewarding and punishing throughout. See to it that punishment be one or two cuts with a whip, not too stinging, and that you drop the whip immediately they are given. Never teach with whip in hand.
"Speaking" is a matter entirely of rewards. The whip is useless. You can also readily get him to use a particular whimper when he is thirsty, with a little tact and pains. Be absolutely truthful with Jack. Never ask him if he wants to walk, to drink, to have his dinner, or anything of the sort, unless you intend gratifying him at once.
Try and keep him at your side as much as possible during the day, and talk to him—I had nearly said with him—all you can. Before long you will get to feeling that if you should happen to remark to any person near you, "What a beautiful day!" you would not fall over in astonishment to hear Jack or Carlo quietly lift up his great head, and reply, "Yes, splendid; and I should like to take a walk with you."