Oct. 21, 1911.] 
FOREST AND STREAM. 
633 
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quires thought. Linder such circumstances, the 
amateur teacher should not too hastily assume 
that the puppy is stupid. 
When teaching the first lessons it is better 
to be within a room or yard from which he 
cannot escape, even if so inclined. Undoubtedly 
he will make many attempts to do so. It is 
good training to permit him to make such at¬ 
tempts with the resultant failures. Then, after 
repeated disappointments, he will abandon them. 
If the trainer commands the puppy to do 
something under such circumstances that 
obedience cannot be enforced, and the latter 
then escapes or succeeds in disobeying, a very 
troublesome factor is thereby introduced. The 
advantages of disobedience are quickly learned 
and remembered, and thereafter, when he is 
disinclined to obedience, if pressed to a degree 
which is displeasing to him, he runs away. 
In this connection it may be remarked that 
every precaution should be taken to prevent the 
puppy from running away, for once he learns 
that he can escape, the difficulties of reducing 
him to subjection are multiplied. This alone 
suggests the wisdom of refraining from any at¬ 
tempts at training between lessons in places 
where the puppy is not confined within walls or 
fences. 
The lesson should end with some play and 
romping by teacher and pupil, so that there may 
be pleasant associations referring to it, in the 
mind of the latter at least. 
The commands to which obedience may be 
taught in the yard lessons are as follows: 
“Go on.” 
The command “Go on” denotes that the dog 
is to start freely forward and work according 
to his own or master’s pleasure. During the 
early months of the pupil’s puppyhood this com¬ 
mand may be easily taught. It is readily ac¬ 
complished by associating it with the act of 
freeing the puppy from his kennel, or uttering 
it at the moment of freeing him from the chain 
or lead strap when lie is taken afield. 
When so freed from their chain or kennel, he 
would “go on” whether the command were 
uttered or not, and this is the main reason that 
it is so easily taught when the pupil is still a 
tender puppy. It then is in entire consonance 
with his. inclination, and he learns readily its 
import by associating it with freedom from all 
restraint. 
A motion of the hand forward, associated 
with it, is soon understood as signifying the 
same as the order, and is quite as promptly 
acted upon. 
If tlee puppy has any spirit at all he takes 
unbounded pleasure on hearing the command 
“Go on,” or on seeing the signal, either of 
which denotes that he is at liberty to romp at 
his own free will. 
“Come in.” 
“Come in” denotes that the pupil is to cease 
all effort other than coming promptly and di¬ 
rectly to his master. It is not so easily taught 
as “Go on,” for the reason that it nefeirly always 
runs counter to the pupil’s inclination. He is 
rarely inclined to give up the pleasures of free 
romping or other interesting purposes in which 
he may be engaged at the time he hears the 
order; therefore it in most instances is neces¬ 
sary to apply force to establish the de¬ 
sired obedience. Nevertheless, force should 
not be used till the puppy is properly matured 
and the formal yard training begins inasmuch 
as it does not matter whether the puppy obeys 
promptly or not before that time. 
When the proper juncture arrives it is neces¬ 
sary to enforce the most thorough obedience 
to this command; otherwise no progress worthy 
of any consideration can be made in any branch 
of training. 
No reluctant, hesitating or slovenly obedience 
should be tolerated. It is one of the easiest 
commands to teach if the trainer is properly 
persistent and methodical, and yet there are 
few orders more commonly disobeyed or 
evaded. 
Pronounced obstinacy or disobedience must 
be corrected by force. It should be impressed 
upon the puppy that obedience to the order is 
uncompromisingly imperative; that nothing is. 
left to his own inclination in this matter other 
than prompt obedience. The discipline estab¬ 
lished thereby in this one branch has a benefi¬ 
cent effect on all other branches of the train¬ 
ing, since it establishes a general domination of 
the teacher. A disregard of this order denotes, 
that the dog is under little control in any re¬ 
spect. 
The spike collar is the best instrument when 
the application for force is necessary. It 
will accomplish the most desirable results when 
used in the parts of the dog’s education to. 
