272 EDUCATION OF ANIMALS BY MAN. 



Egyptian ichneumon (Houzeau), buffalo, tiger, bear cubs, 

 vulture, and various snakes. In short, it may be said that 

 all kinds of wild animals can be subjected successfully to 

 the process of training, so as to become man's playthings, 

 companions, or servants a circumstance that very properly 

 forms one of the most conspicuous and commendable of 

 man's triumphs in the education of the lower animals. 



The difference, however, between mere taming and do- 

 mestication probably depends, frequently at least, on the 

 different methods of education employed by man. Where 

 fear or terrorism has been used instead of kindness or love, 

 the resultant obedience or subjection is apt to be unreal, 

 insecure, insincere, and shortlived. 



The tameness of captive animals is, or may be, more 

 apparent than real. It is at least not to be trusted in the 

 case, for instance, of the large, fierce, predatory Carnivora, 

 in proof whereof the accidents to man that every now and 

 then happen from menagerie animals may be cited. 



It has to be observed also that the term tameness is fre- 

 quently misapplied, used improperly, for that fearlessness of 

 man which arises from unfamiliarity with him as an enemy. 

 It is in reality simply an absence of the acquired fear of man, 

 because as yet the confiding animal has had no experience 

 of his treachery and is aware of no reason for getting out of 

 his way. 



As in other forms of education, there must be in taming 

 a due combination of the suaviter in modo with thefortiter in 

 re, the one or the other predominating in individual cases. 

 Thus lion-taming is brought about by a judicious combina- 

 tion of kindness, firmness, and severity (Buckland). 



Much depends also on the capacity or qualifications of 

 the teacher or trainer. It has been noticed by travellers 

 that there is a singular difference in the capacities of civi- 

 lised and savage man to tame wild animals, the savage 

 possessing the great advantage of a superior knowledge of 

 the habits and dispositions of his animal pupils, as well as a 

 keener sympathy with their feelings and requirements. 



The economic value to man of animal education appears 

 to be little, if at all, considered the usefulness to him of 



