i894. NOTES AND COMMENTS. g 



delighted us. In an earlier volume, under the title " In the Rukh," 

 Mr. Kipling described how an Englishman, serving under the Com- 

 missioners of Woods and Forests in India, found an ideal native ranger. 

 This was the foster-brother of wolves who, having grown up among 

 the beasts of the jungle, had learned all their secrets and had been 

 sworn into alliance with them. Here is the story of his up-bringing : 

 of how he was taught by Baloo, the bear, and Bagheera, the black 

 leopard, and of how he fought and conquered Share Khan, the man- 

 eating tiger. 



The other story that attracted us is laid in very different sur- 

 roundings. It tells of the lives of seals, of their breeding-places, and 

 of their molestation by man. 



In this volume, where animals are personified and made to tell 

 their own stories, it is of no value to trace out the exact degree to 

 which zoological accuracy has been carried. In the main the 

 characters of the animals are displayed so that they need not disturb 

 the equanimity of the most sensitive taxonomist. The general reader 

 will get a picture of the chief animals dealt with, such as all the 

 details of the taxonomist would never give him. 



The Education of Sally. 



Mr. Rudyard Kipling has written several stories of monkeys, 

 but we doubt if he has studied them so carefully as the late Professor 

 Romanes, who successfully conducted the education of the chimpanzee 

 at the Zoological Society's Gardens. Although a full account of this 

 was published in the Proceedings (i88g, p. 316) of the Society, our 

 readers may find it interesting to have the matter recalled. Sally's edu- 

 cation was carried on under considerable difficulties, as the constant 

 presence of visitors' distracted her -attention, and required an unusual 

 amount of patience in her teacher. She was first taught to associate 

 actual numbers with the names for them. This was done by asking 

 her repeatedly for one straw, two straws, or three straws ; these she was 

 to pick up and hand out from among the litter in her cage. When 

 she handed a number not asked for her offer was refused. When she 

 obeyed correctly she was rewarded by a piece of fruit. Lastly, if two 

 straws or three straws were demanded, she was taught to hold one straw 

 or two straws in her mouth until she had picked up the remaining straw, 

 and then to hand the two or the three straws together. This 

 prevented her from being correct in her action merely by the interpre- 

 tation of vocal tones. 



Before long she learned exactly what was meant by the sounds 

 of the first three numbers, and then with similar success her education 

 was extended up to six. Beyond six she was inaccurate, but she 

 never failed to realise that seven, eight, nine, or ten meant a number 

 of straws greater than the lower numbers. 



Professor Romanes believed that the result of these experiments 



