1 8 TRAINING THE HUNTING DOG 



to him; that his intellect and his ability to learn 

 readily are far inferior to those of his teacher ; that 

 he needs time in which to learn, as did his teacher be- 

 fore him, and that in the matter of force against 

 force, he is practically helpless. 



Let the lessons be prepared and taught with a rec- 

 ognition that puppy hood corresponds to infancy, and 

 thereby afford the puppy an opportunity to learn 

 them from his standpoint. The teacher's standpoint, 

 if it ignore dog nature and dog intellect, may be in- 

 comprehensible to him. 



The dog's education proceeds on certain lines re- 

 gardless of the terms used to denote it. Thus the 

 terms "training" and "breaking" have a common ap- 

 plication, and, as commonly used, their significance 

 is synonymous. Either one, however, apart from 

 their technical significance, could be construed as 

 having a distinct meaning. For instance, it may be 

 considered that a dog is trained to do what is right 

 and broken from doing what is wrong. Theoretic- 

 ally, the former may not presuppose any punishment 

 at all; practically, the theory is a failure. Several 

 writers have drawn a fine distinction between the 

 words as they relate to training, as though therein 



