to HOW THE HORSE LEARNS 



re(iuired to do. They move on the order march, 

 because after the sovnd of this word thcA' Avere 



« 



constantly made to advance, and therefore with 

 the sound of this word thev associated the idea of 

 motion. They stop at the command hdlt, because 

 on the sound of halt, they were constantly stopped, 

 and witli the sound of halt thev associated the action 

 of stopping'. 



Thev understand that it is intended to iiive them 

 oats from seeinu' in hand tlie oat sieve in whicli 

 they Avere usually i^iAcn them because they haAc 

 associated the givini*" of oats with tlie taking- in 

 hand of the sieve. Thus with the action of taking- 

 hold of the bucket, they have associated the idea 

 of drinkiuii', aiul thev neiiih if thev are thirstv. 

 Thus they understand the bugle call, Avhich precedes 

 their being fed, because having been constantly fed 

 after the Inigle call they Ikiac associated the being- 

 fed Avith the sound of the bugle. 



Learning by association extends, according to 

 the dearee of intellii»:ence and of individual memorv 

 of the horse, to the more or less minute or con- 

 spicuous circumstances of actions, objects, places, 



