106 Animal Intelligence 
mine. Moreover, if any one should fancy that the animal 
really profited by my instruction so as to learn what result 
to attain, namely, the turning of a certain button, but 
chose a way of his own to turn it, he would be deluding 
himself. The time taken to learn the act with instruction 
was no shorter than without. 
“If, then, an animal happens to learn an act by being put 
through it, it is just happening, nothing more. Of course, 
you may direct the animal’s efforts so that he will perform 
the act himself the sooner. For instance, you may hold 
him so that his accidental pawing will be sure to hit the vital 
-point of the contrivance.) (But the animal cannot form 
~an association leading to an act unless the particular im- 
~pulse to that act is present as an element of the association ; 
he cannot supply it from a general stock.|\] The groundwork 
of animal associations is not the association of ideas, but 
the association of idea or sense-impression with ficial 
In the questionnaire mentioned elsewhere, some question’ 
were asked with a view to obtaining corroboration or refu- 
tation of this theory that an impulse or innervation is a 
necessary element in every association formed if that asso- 
ciation leads toan act. The questions and answers were :— 
Question r: “If you wanted to teach a horse to tap 
seven times with his hoof when you asked him, ‘How many 
days are there in a week ?,’ would you teach him by taking 
his leg and making him go through the motions ?” 
A answered, “Yes! at first.” 
B answered, ‘‘No! I would not.” 
C answered, ‘‘At first, yes!” 
D answered, ‘‘No!” 
Question 2: “Do you think you could teach him that way, 
even if naturally you would take some other way ?” 
A answered, ‘‘In time, yes!” . 
