The reader will perceive that, for the best results, a systematic course of education is necessary rather than the teaching of a mere trick, to be performed at a recognized signal from the trainer. Presuming that the dog has been taught to fetch and carry, as described in the preceding chapter, and may thereby be considered to be well up in the rudiments of canine education, the following, which may be termed the “classical” course, would be the system of instruction—it is, indeed, the same as was pursued with Braque and Philax:
Having taught your dog the meaning of the words, “go fetch it,” “bring it,” “drop it,” “bring it back,” you will next teach him the names of different articles. Let us first take a handkerchief, and placing it upon the ground, order him to “bring the handkerchief,” until the name is impressed on his memory. Now we will add a glove, and direct the dog to “bring the glove.” Should he bring the handkerchief instead, we scold him, but should he bring the glove, we reward him. When he has thoroughly learned to distinguish these articles by name, a key may be added, and the same method of teaching continued. One by one other articles may be added, until the number is sufficiently large to make the trick entertaining. When he has been exercised in picking out on command the desired article from those-placed on the ground, hide one of them, and, calling the hidden article by name, order him to bring it. If, after examining the objects before him, he shows by his distressed looks that he knows the article required is not among the others, you may be assured he has thoroughly acquired his lesson. If he brings a wrong article, it is certain that either he is careless, or not sufficiently drilled.
Differences of color come next. Take, for example, a red, white, or blue handkerchief, and placing it on the ground, direct the dog to bring it, calling it by color as well as name. At first he will bring it, because he knows what the word “handkerchief” means, and without giving consideration to the color; but when you add a handkerchief of a different color, still ordering him to bring the former one, he will remember the new word and its application to the right handkerchief. Supposing you have commenced with the red one, and have added the white, should he bring the white, you say sternly, “No! the red handkerchief,” making him replace the white, and bring the red. Now repeat the lesson, calling at will for first one and then the other, until he makes no mistakes. Then add the blue handkerchief, and repeat the lesson. Gloves of various colors may then be added, one by one, in all cases naming the color as well as the article when directing him to bring it. The number of objects may be increased to whatever extent the patience of the trainer and the capacity of the pupil will admit of.
After that it will be found convenient to teach him the names of the more common articles of furniture. Pointing to a table, you will say to him: “Go to the table.” The motion of your hand will probably direct him to the designated spot; and by repeating the lesson, he will learn to associate the name of “table” with that article. Of course, “chair,” “sofa,” and other objects may be added as he progresses.
Then he may be taught to distinguish between the meanings of such words as “on,” “under,” etc. This is done by emphasizing the prepositions as: “Put the glove on the chair;” “Put the handkerchief under the table,” etc., in each case repeating the order until he obeys correctly. If all preceding lessons have been thorough, he will readily comprehend all of the order but the new part, and as his attention will only be required by that, he will soon learn it. Then the titles of individuals, as “lady,” “gentleman,” and “child,” may be taught in the same manner, reproving his failures and rewarding his successful attempts.
To secure a valuable dog against accidental or malicious injury from poisonous or improper food, it is well to accustom him to take his food from the hand of his master, or some other trustworthy person, and never to eat anything unless it be so given. This is the foundation of several tricks spoken of in a preceding page. After the dog’s intelligence has been so cultivated that he quickly understands your wishes, and has become accustomed to rendering implicit obedience thereto, place within his reach a piece of meat, or a saucer of milk, and order him not to touch it. Then retire to a short distance, but be ready to check any attempt to seize the food, by repeating the command, “Don’t touch it,” and by force if necessary. Do not tantalize him too long, but soon give him some tid-bit as a reward for his self-control, and repeat the lesson. By-and-by he may be left alone, at first only for a few minutes, then for a longer and longer time.
It is possible—and, indeed, it is the common method—to teach a dog to pick out any desired letters from a number of printed cards, in obedience to signals given by the exhibitor. This method of training is essentially the same as that adopted with the “educated hog;” so it is unnecessary to describe it here. But dogs, as in the case of those described in the preceding pages, may be taught to know the letters, and to recognize them when named; so that the performance can be conducted more openly, and without risk of the clap-trap of signals being detected.
But how is this to be taught? Why, very much as a child is taught—by constant drilling until the name and looks of each letter are perfectly associated together. Pieces of pasteboard should be provided, on each of which one letter is marked large and plain. Placing the A and B cards side by side, tell the dog to bring you the A. If he brings the B, scold him; make him return it to its place, and again order him to bring the A. As soon as he does so, pat him, speak encouragingly to him, and repeat the lesson, not calling the letters in any regular rotation, but at random. Add letter by letter each day as the dog learns thoroughly those already given him, until he can select without hesitation any letter of the alphabet that may be called for. He may then be made to spell words by your calling the letters composing them. If thoroughly trained, he will bring the proper letters when shown a card on which the word you desire him to spell is printed. Of course, only capitals should be used in these exercises, for otherwise the labor of teaching would be doubled, besides confusing the dog between capitals and small letters, without gaining anything.
On the same principle the dog may be taught what, with a little license, may be called playing cards. Pieces of pasteboard several times the size of ordinary playing cards should be provided, one side of each being printed to represent one card. As with the letters, these cards are to be placed on the floor, at first only two, then three, increasing the number as the dog learns those already shown him. Suppose the ace of clubs and the ace of hearts be used to commence with: direct the dog to bring the ace of clubs; if he does so, reward him, but if he brings the heart, scold him, and order him to return it; again directing him to bring the ace of clubs. So on with each lesson until he can distinguish between all the cards, and bring any one desired. After this, cards a little smaller may be substituted for those at first used, and then smaller and smaller ones until the customary playing cards are used. We give this feat on the authority of M. de Tarade, never having personally seen it performed, but it is really not so difficult as might at first be imagined; the dog, even to know the whole pack, needing only to learn the thirteen values of the cards, and to then distinguish between the four suits.[[2]]
[2]. Even this would be a greater feat of intelligence than we have ever seen exhibited by a dog, and we are inclined to think there was some aid afforded in this case of the French dogs, by arranging the cards systematically, or by some other means. It is harder to count (or to distinguish between) the number of dots, than to distinguish between a blue handkerchief and a red stocking. The dog who is described as playing dominoes, it should be remembered, used only four pieces at one time. Possibly the dog recognized the cards by the general appearance of each, not the number of spots thereon.