6l0 



FOREST AND • STHEAM. 



[Sept. 1, 1895. 



NATURAL METHOD OF RETRIEVING. 



(From "Fetch and Carry,'" by B. Waters.") 



The natural method cannot be successfully applied to 

 all dogs. As to old dogs it is generally uncertain and, in 

 most instances, unsuccessful in its application. Only a 

 relatively few old dogs have much playfulness and those 

 are generally discreetly observant. They are discriminat- 

 ing even in their play, and it is not an easy matter to de- 

 ceive them, or at least it is not easy to deceive them a num- 

 ber of times in succession on the same matter, They soon 

 fathom the purpose of the trainer and thereafter refuse to 

 be taught. They are tojo intelligent to believe that work 

 is amusement. 



Sometimes, by associating the act of fetching with a 

 palatable reward, given after the act is completed, the 

 mature dog will learn to fetch for the profit of the effort, 

 the material gain of something to eat which he derives 

 from it. But he soon learns to play his teacher for the 

 rewards, and it is extremely difficult to train him past the 

 stage wherein he looks for immediate profit. His esti- 

 mates are faultless. His cunning is equal to the occasion. 

 If his hunger is appeased, he loses interest in the lesson at 

 once. Therefore it is better to be sparing in the rewards, 

 so that his appetite may not be satisfied too quickly. 



It is, furthermore, a noteworthy fact that, when a dog 

 works for something to eat, he is sooner and more easily 

 satisfied than when his food is disassociated from work, in 

 which matter he shows a degree of perception akin to that 

 of the wiser animals. He does not like to work too much, 

 which may be construed to his advantage as a reasoning 

 animal. 



A few families of dogs, which are naturally intelligent, 

 good-tempered and industrious, may take readily to re- 

 trieving and learn it quickly with little teaching; but the 

 act is due to intelligence, not to instinct. 



Even special retrievers, which are carefully schooled, 

 frequently retrieve in a faulty manner. No system of 

 training, however, will make all dogs good performers. 

 Dogs vary in their capabilities quite as much as men. 

 The intelligent dog, from experience and observation 

 when in actual field work, soon adds a comprehensive 

 finish to the elementary lessons taught him by his trainer. 

 He learns the practical purposes of the art and exercises 

 an intelligent application regardless of fixed rules. The 

 work of the intelligent dog in retrieving, as in all other 

 branches, will be incomparably higher in quality than 

 that of the dog which works on the formal lines of an 

 education. The intelligent dog, however, is not exceed- 

 ingly numerous. 



As to the length of time required to educate the re- 

 triever, it can be determined only by actual trial. By the 

 natural system, it is safe to say that the time from pup- 

 py hood to maturity is none too long. However, the con- 

 ditions vary greatly comparing one dog with another. 



Instances have been mentioned, by writers, of puppies 

 being taught relieving in one lesson, and of some puppies 

 which retrieved without any lesson. It is well to ignore 

 such statements when considered in connection with prac- 

 tical retrieving. If they have occurred, they are too rare 

 to be considered a factor in practice. 



In the practical application of the natural method, it is 

 first necessary to secure the puppy's affection and recog- 

 nition as his master. By making a companion of him as 

 much as possible, he will soon become devoted. If he is 

 petted betimes, and his interest is engaged by giving him 

 palatable morsels occasionally and by personally attending 

 to giving him his regular meals, he will soon become in- 

 separably attached to his master. 



It requires no effort to develop the puppy's fondness for 

 play. That trait he has naturally. The trainer has but 

 to present the opportunity for its exercise. 



It is better to give the lessons in a room. Then the 

 puppy's play will be confined within proper limits; he is 

 then under better control, and there are no outside inci- 

 dents interposing to obstruct the lesson. Spectators 

 should be excluded from the room, as they distract the 

 dog's attention. 



A ball or glove is the object commonly employed for 

 the puppy's edification in the first lessons. The glove is 

 not a good article for the purpose. It absorbs saliva, and 

 the puppy is predisposed to bite and tear it, which may 

 later develop into that most objectionable fault, namely, 

 a hard mouth. A ball is better. It forces the puppy to 

 open his mouth wider, it is more difficult to hold or to 

 bite, and it cannot be caught and shaken. 



In the early lessons the puppy has his way in every- 

 thing, to a great extent. Everything being ready, the 

 trainer engages the puppy's attention to the ball and 

 throws it temptingly out. The puppy springs after it in- 

 stantly, proudly takes possession of it and when the 

 trainer attempts to take it he tries, by wily maneuvers, to 

 baffle him. If left to his own devices he will sometimes 

 permit the trainer to get close enough to reach for the 

 ball, but he watches him closely, eyes bright, muscles 

 tense, and he dodges quickly and is away at the moment 

 that the trainer reaches forth to grasp the ball. Hid bear- 

 ing is then proud, and he challenges further play. He is 

 then delighted and is the embodiment of vivacity. His 

 pleasure is unbounded. The trainer repeats the throwing, 

 and the puppy resumes as before. So the play proceeds, 

 the puppy proud of his agility and superiority in getting 

 possession of the ball, and showing great craftiness in 

 avoiding capture. If the trainer, by an affectation of 

 stealthy advance, attempts to circumvent the puppy, the 

 latter stands and watches him intently, conscious of his 

 ability to avoid his trainer by his superior speed and sup- 

 pleness, and he attempts no evasion till the last moment 

 of safety is gone. 



By the exercise of mild authority the trainer regains 

 the ball, and the puppy watches eagerly for it to be thrown 

 out again. If, when it is thrown, the trainer runs after 

 it, the spirit of rivalry is intensely aroused, and the puppy 

 then exerts all hia energies to be first to get possession. In 

 this manner the frolicking is continued. 



There are certain peculiarities of the dog's manner 

 which the trainer should try to correct from the begin- 

 ning. The puppy, when caught, may hold the ball 

 tightly in his mouth, he disliking to lose possession of it. 

 This tendency should be discouraged. It is greatly 

 aggravated by any attempts to forcibly pull the ball from 

 his mouth, since he exerts greater force to retain it. A 

 hard mouth is often developed and confirmed uninten- 

 tionally in this manner. To guard against the fault, 

 catch the dog by the collar with the right hand, at the 

 same time taking hold of the ball with the left. If the 

 puppy then tries to pull on the ball, the trainer can balk 



the effort by catching all the puppy's force in the collar 

 and at the same time yielding but still retaining the grasp 

 of the ball. Then press, with the right foot, the toes of 

 one of his forefoot, only pinching sufficiently to make 

 him let go of the ball, at the same time saying "Give" in 

 an ordinary tone of voice. The method is very effective 

 and does not alarm the dog in the least. By repeating 

 this a few times, he will promptly open his mouth to the 

 order "Give," without the least effort to retain the ball. 

 This part of the lesson, if conducted as above described, is 

 quickly and easily taught. 



From this beginning the trainer proceeds, lesson after 

 lesson, developing the retrieving feature as much as pos- 

 sible, and at the same time suppressing such undesirable 

 traits as opportunity or the dog's disposition will admit. 



At the time the ball is thrown out, the trainer utters 

 the command "Fetch." He repeats it every time that it 

 can be associated with the act, to the end that the puppy 

 will learn and remember its meaning. He can be taught 

 both to go after the ball and bring it to hand to the same 

 order, "Fetch." By the constant repetition of this order 

 (or such other word as the trainer adopts for the word of 

 command), the puppy soon learns to associate it with re- 

 trieving the ball and then comprehends the meaning of 

 it. 



Whatever word the trainer adopts as the word of com- 

 mand he should use it without change, and also use it 

 only in its proper relation. To command the dog to 

 "Fetch," "Go get it," "Bring it here," etc., is, to say the 

 least, confusing and unskillful, and an obstruction to the 

 training. 



After the start there are no specific rules for the trainer's 

 guidance. Thereafter much depends on his own tact, in- 

 dustry and intelligence. 



The gradations in a course of lessons through many 

 weeks and months, from the crude starting point of car- 

 rying in play to retrieving to command, depend for their 

 success on constant repetition, which, as the puppy ma- 

 tures, becomes habitual. As he ages he outgrows his 

 frivolity and becomes sober in demeanor. To the knowl- 

 edge which he has acquired by constant drilling there is 

 added an habitual obedience; and, if the trainer has been 

 skillful, he has gained his pupil's respect and affection. 



A few general hints, however, can be given. When 

 the puppy shows a lack of interest, or when he has been 

 erroneously drilled too long, and is consequently fatigued, 

 the lesson should end at once. The peculiarities of dis- 

 position should in particular be noted and worked to 

 advantage when opportunity offers, and anything that is 

 obstructive to the lessons should be carefully avoided. It 

 should be kept constantly in mind in this relation that 

 what the puppy does is voluntary, and that in this system 

 there is no way of making obedience compulsory. 



By associating a reward with the act of fetching, the 

 puppy sometimes manifests a greater interest in the work. 

 When he fetches well, a palatable morsel, one of a num- 

 ber kept conveniently at hand for the purpose, is given to 

 him as a reward. The rewards, however, must be given 

 in moderation, and the fact impressed that they only com j 

 after well doing, otherwise he may lose interest in the 

 play and devote his attention to the more profitable pros • 

 pect of a meal. The morsels, which tickle his palate, 

 must be kept as auxiliary to the lessons and not as a mat- 

 ter of equal importance to them. 



It will be noted that there is very little true training in 

 this system. The trainer is always subject to the dog's 

 caprice or inclination. The pupil is always the real mas- 

 ter of the situation, and the successful trainer must adapt 

 himself to the dog's moods and capabilities, and must 

 take any course in the lessons that will further his pur- 

 pose. 



After the puppy has got an idea of fetching the ball the 

 trainer next endeavors to teach him to carry it steadily 

 and tenderly. This is a very important feature to enforce 

 from the beginning. Once a hard mouth is acquired it is 

 almost impossible to cure, while a habitually hard- 

 mouthed retriever is worse than none. Any objection- 

 able acts which lead up to hard mouth, such as tossing 

 the ball in the air, dropping it and pouncing upon it, 

 shaking or attempting to tear it, etc., should be promptly 

 discouraged. 



If these faults cannot be suppressed in the regular les- 

 sons it is better to give him special lessons apart from 

 the regular ones. It is also better to give them in a dif- 

 ferent room, otherwise, if there be any unpleasant associ- 

 ations with the lessons, the puppy may connect them with 

 the room and refuse to play at all. 



To make the puppy carry steadily mild compulsion is 

 sometimes necessary. A short, light rope, 2 or 3ft. long, 

 should be tied to his collar, thus affording a means of con- 

 trolling him easily. No frolicking should be permitted at 

 this stage. Also to avoid complications with the regular 

 lessons it is better to use a different object for the dog to 

 carry, as a corn-cob, a roll of cloth, etc. Place it in the 

 puppy's mouth and force him to hold it steadily without 

 biting it. If he attempts to reject it hold the left hand 

 under his lower jaw while the right hand holds the rope 

 grasped close to his collar, and force him to hold the object 

 whether he is willing to do so or not. If he attempts to 

 bite it tie some long, slim nails on it about a £in. apart. 

 Then make him hold in his mouth the pad thus prepared. 

 The dog intensely dislikes the touch of the iron on his 

 teeth and he will hold the pad so prepared very tenderly. 

 Treat him gently, but firmly, and alarm him as little as 

 possible; but, iu any event, he must be made to hold the 

 object steadily and tenderly. 



If he succeeds in ejecting the pad from his mouth place 

 it promptly back again, giving him at the same time a 

 light stroke with a whip and the order "Hold" or 

 "Steady," or any order which the trainer prefers to use, 

 This treatment is so different from what he has been used 

 to receiving that, if plucky and self willed, he under it may 

 be obstinate or sulky. But if the trainer proceeds quietly 

 and firmly, and with proper deliberation, unpleasant com- 

 plications may be avoided. 



Each branch of the lesson must be repeated till the 

 puppy will perform reliably. 



After he has learned to hold it steadily, walk him about 

 the room and enforce the same steadiness in making him 

 carry the pad as in holding it when he is at rest. If he 

 drops it, observe the same course as before. At such times 

 as he carries it well, praise and pet him. At all times the 

 trainer should observe the same unperturbed demeanor 

 and quiet tone of voice. Even if there are any unpleas- 

 ant incidents, the puppy will forget them and take part 

 in the lessons in good faith if treated kindly afterward. 



As he becomes proficient in fetching the objects— the 



ball, cob, etc. — other and heavier objects may be intro- 

 duced for retrieving practice. At first the puppy may 

 show a violent dislike against grasping feathers. To 

 accustom him to them, some may be tied around the cob, 

 so that by their constant presence he may outgrow his 

 dislike, if such he have. 



At last, after he is proficient in the preliminary lessons, 

 he is practiced onjdead birds, and the discipline in this re- 

 spect is simply a continuation of the lessons. 



The practical application in field work is so similar to 

 that described in the force system that the reader is re- 

 ferred to it for the information. After passing certain 

 elementary stages— the more mechanical stages of fetch- 

 ing and carrying—both systems merge into the same 

 methods. As to the more practical features of field work, 

 they also are fully described in other chapters. The qual- 

 ities which should be most cultivated are enumerated in 

 the chapter on "The Qualities of a Retriever." 



As before intimated, the permanency of the accom- 

 plishment, when taught by this system, is uncertain. 

 The natural retriever generally, at some period of his work- 

 ing life, refuses to retrieve. As the act depended on the 

 dog's pleasure for its success, so it may terminate at any 

 time he so elects. However obedient he may be when he 

 is about the house or yard, there will come a time, at 

 work in the field or elsewhere, when he will learn that 

 he can disobey. What is to his own advantage he learns 

 quickly and remembers well. Some day, when in his 

 work he has lost the enthusiasm and industry of youth, he 

 may refuse to go into punishing cover or disagreeable 

 marsh to retrieve. In such cases the amateur generally 

 resorts to punishment. The punishment formed no part 

 of his lessons. He was not taught to retrieve by compul- 

 sory methods, and he therefore does not comprehend the 

 trainer's motive when punishment is administered; but 

 he does know that retrieving has suddenly lost its pleas- 

 ing features and indeed has become painful. Repeated 

 urgings only serve to demonstrate that he can disobey 

 when he chooses to do so. He is moreover quite as likely 

 to consider that he is whipped for gathering the birds as 

 for not doing so. 



Nearly all natural retrievers are more or less hard- 

 mouthed, the degree of the fault varying from a sly pinch 

 to gross mutilation. Some dogs, though not necessarily 

 ones taught by this system, do not hesitate to bolt a bird 

 if not in sight of their handler at the time. 



To sum up, the method is not at all certain in itB results. 

 It requires a long time to teach by it. It is applicable 

 only to young dogs. It develops many hard mouths. 

 Obedience is by it seldom permanently established. But 

 few men have the time or patience to go through such a 

 protracted course, one entailing so much effort and lose 

 of time to accomplish so little. 



THE DOG'S IMMORTALITY. 



Albany, N. Y.— Editor Forest and Stream: With a 

 pleasure far from common I read in Forest and Stream 

 of Aug. 24 Rev. Chas. Josiah Adams's remarks on the 

 immortality of the dog. 



So far as differences of opinion are concerned, his plea 

 that there are opposite opinions on almost every subject 

 is well taken. Apart from such simple matters as are 

 within the cognition of even the narrowest intellects and 

 which are so self-evident that there is not a point on 

 which to make an objection against them, there are few 

 matters on which all are agreed. I consider that there 

 are some exact sciences, others which are not exact. For 

 instance, the science of mathematics may be called 

 theoretically exact, though in practice, owing to the 

 imperfections of the senses and the limited field allotted 

 to man's powers, they may have the imperfect results of 

 improper application. There are other sciences, as for 

 instance medicine, which is so intricately connected with 

 the phenomena of fife itself that there is a constant 

 uncertainty as to the relation of the material and the 

 immaterial, or at least what we are taught to call the 

 material. Our senses are so exceedingly limited, how- 

 ever, that conclusions are arrived at which are often 

 false. The microscope has opened up the world of little 

 things as the macroscope has opened up the world 

 of great things, and, though both go an infinite 

 distance beyond the scope of man's vision, instead 

 of bringing him nearer the end, they but immensely 

 enlarge the beginning. There is nothing so small 

 but what something may be smaller and nothing so great 

 but what something may be greater, taking the sum total 

 of human knowledge as the cognition of smalmess and 

 greatness. I mention this to show that man's knowledge 

 at best is relative and incomplete, and therefore it is un- 

 becoming for him to dogmatically Bay, "This cannot be," 

 or "That cannot be." Were this dogmatic style of argu- 

 ment accepted, there would be instantly an end to 

 progress. All improvement means change, and change 

 means more or less destruction of what has gone before. 

 Were the first teachings of the world accepted without 

 question, we would still believe that the earth was flat, 

 that the sun moved, that gravity was an unequal force, 

 etc. This is but to show that the theory of the dog's im- 

 mortality may be directly in the line of progressive 

 march, and may be true even if it is novel and opposed to 

 the vanity of man, who tolerates no rival in the realm of 

 intellect. 



The reference to his dog, poisoned by some man who 

 would be honored and dignified by calling him a brute, is 

 not without an intense pathos. The dog poisoner has all 

 the vile traits of man, inherited and acquired. He is a 

 coward morally and physically, for he does by stealth 

 and sneaking ways what he dares not do openly. He is 

 maliciously vindictive, for he destroys the animal because 

 his master loves him, and he destroys life wantonly and 

 unfeelingly because he has a vile enmity or a malicious 

 nature to gratify. The man who will poison a dog to 

 gratify his malice would undoubtedly poison a man were 

 he not so timorous and cowardly that he dare not do so. 

 The law is so stringent in protecting man and so lax in 

 protecting dogs that the coyote in man's form is daunted 

 by the moral force of the law. But this is wandering 

 from the subject. 



The Rev. Mr. Adams refers to dogs having been taught 

 to say words. He, however, failed to mention whether 

 the dogs understood the meaning of the words. Parrots 

 soon learn to repeat words and even sentences, but I 

 think it is generally conceded that the words to the par- 

 rot have no ideas connected with them. They are merely 

 sounds severed from all ideas. 



I present this as showing the possibility of animala 



