68 MODERN TRAINING 



petual whistling and commanding to which he is subjected 

 when working. 



There are some simple principles in dog training which 

 should be understood and recognized at the start, namely, 

 that the two principal elements in a dog's working capabil- 

 ities are pointing and ranging j if these, as the foundation, 

 are not well laid, the accessory natural qualities and whole 

 educational superstructure, must be faulty. If a dog can 

 point well, and cannot range, or vice versa, it is plain that 

 his useful capabilities are of but little value. The impor- 

 tance of developing these properties to their full capabili- 

 ties, together with the methods, is described in the chapters 

 devoted to those subjects. 



There is no secret in the art of training any more than 

 what is embodied in diligence, skill, and fondness for the art. 

 Some of the simplest parts and details are taught patiently 

 at first, and the education is conducted step by step in easy 

 gradations till the education is completed. In the latter 

 stages, too great pains cannot be taken to have every com- 

 mand associated, as much as possible, with obedience, 

 whether compulsory or voluntary; any deviation from this 

 impairs progress and proper finish to the dog's training. 

 Due care must be observed in the primary lessons respect- 

 ing the control of the dog, for if he learns that he can evade 

 certain orders by running away or keeping out of reach of 

 his handler, he rapidly adds to his knowledge in respect 

 to things which are not desired to be learned, and finally 

 becomes unmanageable. 



In conducting the education, the dog should be treated 

 kindly and in good faith as a reasoning animal, which he 

 is. If a trainer, firm in the belief that a dog cannot learn 

 by experience, applies punishment promiscuously, he will 

 soon learn that the dog, whether by reason or instinct, or 

 without either, will, if opportunity offers, successfully avoid 



