Oct. 7, 1911.] 
FOREST AND STREAM. 
569 
The Historic E. C. Cup 
WON BY 
Geo. L. Lyon of Durham, N. C. 
The E. C. Cup was placed in open competition during the 
last day of the Westy Hogan Shoot at Atlantic City. Mr. 
Lyon and Mr. L. S. German tied for same on 179 out of 200 
—in the shoot-off Mr. Lyon won with the score of 63 out of 
70, He used ( 5 UPDNT ) Smokeless. 
The E. C. Cup has been in competition for fifteen years 
and every winner has used a 
mm 
SMOKELESS POWDER. 
Additional records made by shooters at the Westy 
Hogan Tournament. Every winner in the Westy Hogan 
Special Event used a (jj flpQfjJ ) Smokeless Powder. 
Long Runs at the Tournament 
Wm. Ridley-135 straight—Jos. Jennings-134 straight— 
Harry Kahler-109 straight. 
90 per cent, of the total shooters in attendance at the 
Westy Hogan Shoot used 
SMOKELESS POWDER. 
e. I. DU PONT DE NEMOURS POWDER COMPANY 
established 1802 Wilmington, Del. 
way to tell him what it all means. Failing to 
accomplish his purposes in a moment, he be¬ 
comes irritated, warm and inclined to use force. 
If the dog struggle to escape from what is so 
amazing and painful to him, yet from what was 
intended to be an instructive lesson, the act be¬ 
gets anger and this in turn begets violence. The 
transition from the A B C’s to a flogging is 
commoniy very quick in the first attempts. 
Being so fully advised on this point the be¬ 
ginner should exercise the greatest care in ob¬ 
serving self-control and an intelligent considera¬ 
tion of the dog’s powers, but strange to say the 
advice is at first rarely heeded. Sooner or later 
he must learn that punishment teaches the puppy 
nothing useful; that it evokes distrust and re¬ 
sentment; that it lessens or destroys all affection 
for the trainer and all interest in his purposes; 
and that when fear dominates, the puppy, being 
in a disorganized state of mind, is incapable of 
learning even the simplest lessons. When thus 
intimidated his confidence must be restored by 
kind treatment, and then a greater degree of 
patience and self-restraint is necessary than was 
necessary before. 
If the amateur would consider the days when 
he himself was a pupil at school he would there¬ 
from better grasp the disadvantages under which 
the puppy labors. With a better intellect with 
the advantages of a language both oral and 
written, and with more years at school than 
would measure twice the age of the average old 
dog, the boy in comparison makes slow progress 
even in the rudiments. If instead of patient 
treatment the teacher shook him by the collar, 
cuffed his ears or kicked him in the ribs as the 
true method of conveying knowledge, no sensi¬ 
ble person would expect the boy to learn much. 
Indeed, corporal punishment, even as a cor¬ 
rective, has been almost entirely abolished in 
the public schools. And yet the same patient 
effort on the part of the teacher in educating 
the boy is much the same as that to be observed 
in the education of the dog. 
Dog training in any of its particulars is not a 
matter of set forms and arbitrary methods. Each 
particular pupil should be developed according to 
his individual characteristics, and the govern¬ 
ing circumstances. There are hundreds of little 
differences of dog character and capabilities to 
be noted and considered, and until the trainer 
can perceive, understand and take advantage of 
them, his attempts to teach will be more or less 
arbitrary and mechanical. He may now and then 
have some success with an arbitrary method 
which happens to fit a certain dog’s peculiarities, 
but it is merely a happening. 
It requires but little thought to perceive the 
absurdity of applying a set method alike to the 
nervous, the weak, the stupid, the intelligent, the 
lazy, the timid, the slow, the industrious, etc. 
Such a course of treatment must result in many 
failures. 
Methods should be adapted to the circum¬ 
stances of each individual case, compromising as 
much as possible with the idiosyncrasies of the 
pupil with a view to obtain the best results in¬ 
dependently of arbitrary method. 
By kindness and refraining from attempts to 
force progress beyond the dog’s capacity, suc¬ 
cess will result in every case where it is possible. 
However, nothing so progressive can be expected 
of the mentally weak, the constitutional loafer, 
or the dog whose nose is functionally incapable 
of serving up to the requirements. 
The trainer may proceed on the theory that 
the dog learns only from practical experience; 
that all the advantages of oral communication 
possessed by man, excepting a few of limited 
degree, are denied 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 before him, and that 
in the matter of force against force he is prac¬ 
tically helpless. 
Let the lessons be prepared and taught with 
a recognition that puppyhood corresponds to in¬ 
fancy, and thereby afford the puppy an oppor¬ 
tunity to learn them from his standpoint. The 
teacher’s standpoint, if it ignore dog nature and 
dog intellect, may be incomprehensible to him. 
The dog’s education proceeds on certain lines 
regardless of the terms used to denote it. Thus 
the terms “training” and “breaking” have a com¬ 
mon application, and as commonly used, their 
significance is synonymous. Either one, how¬ 
ever, 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 front 
doing what is wrong. Theoretically, the former 
may not presuppose any punishment at all; prac¬ 
tically, the theory is a failure. Several writers 
have drawn a fine distinction between the words 
as they relate to training, as though therein lay 
the fundamental principles of the art, though it 
is quite independent of any juggle of words. A 
