Chapter XI (3)

First. Make a small loop with one end of the cord and place it on the under jaw, then carry the cord on the off-side of the head over back of the ears, and bring it down through the loop on the nigh-side, you have now the Bonaparte bridle, afterwards pass the cord through your right hand, then with your left take hold of the cord and place it over the top of the head, and bring the cord down with your left hand under the upper lip.

The great advantage of this bridle is the complete control of the horse which it gives to the one using it. After the animal has learned its power all thought of resisting leaves him and he submits to the will of his owner. Harsh as it may seem to one who does not understand the principle on which it is used, I do not hesitate to say that it is the most merciful device which could be originated, a hundred times more so than the brutal method of whipping a horse to make him obey. In all the horses I have handled I have never twice drawn blood, and the only occasion when I did so was by the drawing of a cord too rapidly as a man might have a rope drawn through his hand. Yet by the use of this bridle I have controlled and educated the most vicious animals that could be found, with the greatest ease to me and with the least possible suffering to themselves. Whipping makes no durable impression on the brain, as this does; it requires hours where this method takes but minutes; it is often unsuccessful, which this never is.

I will only add that a horse never should be coaxed, he is first to be subdued by fear and ever after is controlled only as he has a sense of the superiority of the one who uses him.

_THE ONLY SAFE METHOD OF CONTROLLING A HORSE BAD TO SHOE._

I appended to a former plate instructions whereby a horse may be educated not to kick while shoeing; but if owners of horses will not take the pains to educate, it is scarcely reasonable that the blacksmith should be subject to severe torture in shoeing a vicious horse; therefore I have provided the foregoing plate as descriptive of the mode of perfectly controlling the horse’s hind-foot, so that the farrier need have no fears for his safety. Take a single rein or cord, make a slip-noose and put it on the horse’s hind-leg between the fetlock-joint and hoof; then bring the rein or cord forward to the breast and pass it around over the neck at the shoulder; now bring it down and put it under the rein or cord, forming a half-hitch, and bring up the leg so as to make it convenient for the smith to pare the hoof or nail the shoe; then take a pole-strap or one of similar width, and place it under the other strap or cord, forming a loop by means of the crupper or loop near the buckle with the buckle outside, now pass the end of the strap up on the inside and front of the leg and around the gambol-joint, bring it down and buckle it; when you want to clinch the nails let out the strap two or three holes and draw up tightly on the rein or cord that is in front of the breast and around the neck. By this means you can accomplish the desired end, as you have the foot and leg under your control.

Should the horse attempt to recline over on the blacksmith, put on the Bonaparte bridle with double half-hitch, and pull quickly two or three times, and he will gladly stand erect while being shod.

_TO EDUCATE A HORSE NOT TO BE AFRAID OF THE CARS._

Much difficulty, and loss of property, has resulted from not being able to control horses that become frightened at the approach of the locomotive or cars, and, in order to avoid the annoyance and prevent accidents, I have with great care prepared the foregoing plate, and will now give an accurate description of the mode of educating the animal, and the appliance required, I will first describe the bridle, seen at the right of the horse. Make the Bonaparte bridle as previously directed, then place it on the horse, stand at the nigh-side holding the cord in your right hand, now pass your left hand over the right and take hold of the cord, then by bringing the hand back and stepping in front of the horse, you have formed a half-hitch, then place it over the head and bring it down under the upper lip and above the upper jaw, thus you have a powerful bridle that will control any horse. Use this with great care and judgment, because you are now in a position to handle the wildest horse found in the country. Don’t forget to caress the horse the moment he obeys.

_SWEENY LINIMENT._

Alcohol, and spirits of turpentine, of each 8 oz.; camphor gum, pulverized cantharides and tincture of capsicum, of each 1 oz.; oil of spike 3 oz. Bathe this liniment in with a hot iron, and faithfully follow till a cure is effected.

_TO EDUCATE A HORSE TO BACK AT THE WORD OF COMMAND._

This point in the education of a horse is one of great importance, for no animal can be considered thoroughly educated till he will obey the command of his driver without the necessity of using the rein or the whip. Many persons in order to stop their horse will draw with all their strength upon the rein, and to back him requires the exertion of a force enough almost to bring the horse on his haunches, when in either case a well-educated horse will stop or back at the driver’s voice without the need for even drawing upon the rein.

To educate the horse to back at the word of command, let the reader take his stand behind the horse and with the rein in his hand, previously arranged as shown in the engraving, commence the lesson. He may, if he pleases, start the horse forward for a few paces, then stop him, and then with a sudden, short and pretty powerful backward jerk, utter the word “back!” Great care must be taken to speak the word and give the backward jerk on the rein at the same instant, for the two must come together so as to be associated in the mind of the horse. When he obeys caress him, and continue repeating the lesson, and in a short time you will find that your horse will back at the word without your needing to even touch the reins. But in educating him to this there must not be the least interval between the word and the short, sharp jerk, for if only a few seconds pass he will not associate the two in his mind.

This method will be invariably successful, and is so far superior to the protracted and unsatisfactory means formerly employed, that it should be everywhere adopted.

_TO EDUCATE HORSES OR CATTLE NOT TO JUMP THE FENCE._

Buckle a surcingle around the horse’s body, then buckle a hame-strap, making two turns with strap between the knee and fetlock on each fore-leg; next buckle two hame-straps on each hind-leg, above and below the gambol-joint, placing a ring, say one and one-half inches in diameter, as seen in plate. Now place a strap or cord from the ring on off hind-leg up through the surcingle, then attach it to the nigh fore-leg; then another strap or cord from the nigh hind-leg to the off fore-leg. Now when the horse, or other animal, starts to jump over a fence the appliance will arrest his progress, for, as he throws his fore-legs forward, at the same time it acts upon his hind legs, taking them out from under him, and you will find him sitting up in the field where you turned him out. After three or four lessons your horse will be thoroughly educated not to jump a fence.

_FOR INFLAMMATION OF THE LUNGS._

First, bleed thoroughly; then give tinc. veratrum, ½ oz.; laudanum, 4 oz.; tincture aconite, ¼ oz.; shake well, and give a teaspoonful every three hours, in a pint of water, well sweetened, and, if the pulse is not reduced in a short time, increase the dose to a tablespoonful, until the fever abates. As soon as the horse recovers so as to eat and lie down naturally, keep him on hay, with a few carrots or potatoes, and daily give a bran-mash, with saltpetre, pulverized antimony and sulphur, for a week or ten days, and you will prevent dropsy of the chest, which usually follows this disease.

_A REMEDY TO CURE THE HEAVES._

One-half pint of turpentine, 2 oz. assafœtida, 2 oz. aloes, 4 oz. lobelia seed, 1 quart of whisky, 2 oz. of sal ammoniac, 4 oz. saleratus, 1 oz. of camphor.

Dose, one tablespoonful once a day.

_TO EDUCATE A COW NOT TO KICK WHILE BEING MILKED._

Hitch the cow to a post, then make the Bonaparte bridle as follows: Make a loop and put it on the lower jaw, carrying the end of the cord on the off-side of the head and around over behind the horns, bringing it down to the mouth on the nigh-side, through the loop. Now carry the cord around the nigh hind-leg, to the off hind-leg and tie it just above the gambol-joint. Then sit down to milk; now the moment the cow kicks, an impression is made on her brain, and she soon learns that by kicking she punishes herself, and rather than suffer the pain inflicted she yields to the influence and says by her actions, “I will not kick again.” The principle here is the obvious one that _no_ animal will persist in doing that which causes suffering to itself, and the moment that it comes to associate the idea of suffering with any action, it will make that action distasteful.

_COLIC OR GRIPES._

_Symptoms._—Pawing, manifesting a desire to lie down, and, without doing so, commence pawing again. As the symptoms increase, the animal cannot be kept on his feet; he frequently falls as if shot; pulse not altered from natural condition. Intervals of rest, together with the condition of the pulse, distinguish the disease from inflammation of the bowels.

Treat as follows:

Frequent injections of soap and water, and give internally spirits of nitre, 1 oz.; laudanum, 1 oz.; water, ½ pint; mix for drench. This may be repeated in twenty minutes, if relief is not obtained.

Another remedy, giving _instant_ relief:

From 5 to 10 drops of chloroform, given on sugar, I have never known to fail giving immediate relief. I have known men to be from home, and have their horses taken with this disease, and use this remedy, and in thirty minutes the horses were able to be driven.

_TO EDUCATE A COW TO LET HER MILK DOWN WHILE MILKING._

Much inconvenience, besides an actual loss of money, is experienced by persons who own cows that are in the habit of withholding their milk. Having spent fifteen years of my life in gathering knowledge of value to the farmer, and to other owners of animals, I am unwilling that even one valuable idea should be lost to the reader, and therefore I have, at considerable expense, illustrated the above-named point, believing that it will be of benefit to many persons. Although the method to be employed is very simple, it will be found practical in its operation, while success will be certain where the directions are followed:

Take a common bag, put into it a bushel or a bushel and a half of grain, or its equivalent in weight of sand, then place the bag across the back of the animal, as indicated in the engraving and the result will be shown in the milking. As an indication of the purpose of the cow to hold up her milk you will always see her hump up her back, then, by applying the remedy named, the habit will be speedily removed.

_PRACTICAL RESULT OF EDUCATING THE COW TO GIVE DOWN MILK._

Having directed the attention of the reader to the education of the cow so as not to disappoint her owner in receiving the quota of milk he may rightly expect, it is but natural that the eye should be gratified by witnessing the result. For this purpose I have prepared this engraving, in which is represented the bag and its contents upon the back of the animal, in just the spot where it should be placed. The reader will also perceive the impatient wife standing with milking pail and stool in hand, waiting for the result, which becomes apparent in the freely flowing milk, and one can almost imagine that he hears her saying to her husband that it is scarcely necessary now to milk the cow, for the simple method adopted has caused a spontaneous flow of milk, and nothing now is needed but to set the pail under her and view with wonder and delight the pleasing effect produced!

_A CURE FOR HEAVES, NEVER BEFORE PUBLISHED._

Take a common stone jar, fill it with eggs, cover them with cider vinegar, and let it stand till the vinegar eats up the shells. Then stir all together. Take a lump of lime about the size of a goose-egg, slack it in hot water, using about one quart of water. Add one-half pint of the lime-water to a quart of the egg mixture. Give a teacupful, at feeding time, in feed, three times a day.

_TO CURE WORMS IN HORSES._

One dram white hellebore in powder, 1 dram sulphate of iron in powder, 1 oz. flaxseed meal.

The above for one dose, mixed with bran-mash, given at night. Repeat in forty-eight hours, if the horse is old. Two doses are enough for the worst case.

_TO EDUCATE CATTLE TO LEAD BEHIND A WAGON._

Make a rope halter and put it on the head of the animal you desire to lead; then take a small rope, about twenty feet long, double it in the center, placing it under the tail; cross it on the back, bringing the ends down each side of the animals neck and then through the nose-piece of the halter under the lower jaw, and tie the ends firmly to the end of your wagon.

If you wish to lead more than one, take another rope, twice the length of the former one, double it in the center, placing it under the tail, cross it on the back, bringing the ends down each side of the animal’s neck and then through under the lower jaw. Now bring the ends, one on each side of the forward cow, and carry the rope through the halter under the jaw and tie it to the wagon.

By adopting this plan no difficulty will be experienced in educating your animals to lead, and when you drive home with your cattle following thus they will be sure to arrive there at the same time as yourself.

_TO EDUCATE A TENDER-MOUTHED HORSE TO PULL ON THE BIT._

Many horses are very sensitive to a hurt in any part of the body, so much so that they often grow frantic when severely punished, and it seems to be the delight of some persons to inflict injury to a horse of this temperament, sometimes with a view to make him rear or prance about, believing it adds to the appearance of the animal, when the contrary is the fact; a bad habit is almost sure to grow out of such treatment, and then it may take some time to eradicate it. One of the evils often presented is that the animal becomes tender-mouthed, and I have known many cases where balking has been the result. Let me urge the reader never to jerk sharply on the bit, except when educating or correcting a habit, as heretofore directed.

The only effectual method of treatment for a tender mouth is to use a large straight bit, leave the check-rein quite loose, and drop the bit low down in the mouth, as seen in engraving, which will slip up and down and harden the mouth in a short time.

_TO EDUCATE A HORSE NOT TO BE AFRAID OF A BUFFALO ROBE._

The education of the horse being quite a new idea to many persons, it therefore becomes necessary that, in my characteristic explanations, I should make my ideas both plain and simple—so that even the most unlettered may not become fogged while attempting to apply any illustrated idea in my work.

A Buffalo robe is an article in common use, and one at which very many horses become frightened, proving a decided source of annoyance. Let not the reader imagine that one lesson, as below indicated, is sufficient to warrant success and thoroughly eradicate the habit. Much depends upon the temperament of the animal; but, in most cases, three lessons carefully imparted will accomplish the purpose. After you have given two or three lessons do not tempt your horse by suddenly approaching him with the robe, and when you do approach him, be sure you have the Bonaparte bridle on him, that you may be able at once to control when the slightest resistance is seen.

_Directions._—If your animal is very nervous lay him down, as directed in other places, fold the robe, hair side in, making it as small as possible; let him smell of it, rub it gently over his nose, head and body; punish if he resists—if not caress. When submission is apparent allow him to rise to his feet; then, with your Bonaparte bridle, properly adjusted, present the robe to him again. Bearing in mind the grand idea, punish for disobedience and caress when he obeys. Carefully avoid all unnecessary excitement while educating any animal, as it only tends to benumb their senses and make them less susceptible of being taught.

INTELLIGENCE OF ANIMALS.

In discussing the intelligence of animals I am aware that many persons, at the outset, would question the propriety of the term. Man has so long arrogated the exclusive possession of mind, or at least of a mind capable of rational reflection, that he is reluctant to concede the fact of its possession by the lower orders of animate life. Those acts which, in the brute creation, seem to proceed from the action of powers analagous to human intelligence, it has been usual to ascribe to an irrational faculty called instinct; a power invariable and despotic in its action, but in no degree the result of reflection; some metaphysicians even going so far as to assert that the action of animals is purely automatic, the difference in this respect between them and the automaton moved by wires and springs being that the former possesses a consciousness of their acts, while the latter does not. Facts in myriads, exist which challenge the correctness of such a theory, while in almost equal number they assert the existence, at least in its embryonic state, of a mind capable of thought, and, to a limited degree, of reflection and comparison, with the ability to deduce conclusions from the facts which it considers.

This intelligence varies greatly in the different animal races, in some species being barely perceptible, while in others it is too conspicuous to be ignored; and between individuals of the same species there exists a difference so marked that, in the more favored ones which come under our observation, the intelligence is so clear as to almost startle us by the feeling that behind the full, liquid eye of the horse, or prompting the fixed gaze bent on us by our trusty canine companion, there may be a mind kindred to our own and which lacks only the power of articulate expression to respond to our thoughts by answering sentiments. It is the absence of the power of speech in animals which leaves us in doubt as to the exact degree of intelligence possessed by them. If, when the farmer says, “Carlo! the cows are in the corn—turn them out!” the dog should turn his head and reply, “Yes, sir, I’ll have them out in a moment!” there could be no doubt of the intelligent interchange of thought. But the fact of his _doing_ that which in the supposed case he would express, proves as conclusively his comprehension of the command and his purpose to obey. The horse or dog, however fully he may understand the directions he receives, can give no other response than by his acts, and to words of praise or censure he can reply only by signs; these are clearly understood by us and show that our meaning is comprehended by the animal, thus proving a real interchange of thought. A popular author has said: “A dog may bark, a horse may neigh, but it is not by these sounds that they express the delicate shades of ever-varying emotion; it is by a thousand varieties of gesture which few indeed of us can analyze but which all clearly understand. A dog converses with his master by means of his eyes and his ears and his tail, nay rather by every muscle of his body.”

To test the existence and extent of intelligence we must determine the capacity for comprehending thought. We recognize this capacity in a child long before it can express itself in language. Its dawn is seen as the infant learns to associate certain articulate sounds with certain persons, acts, or things, and to distinguish the meaning of tones which encourage, restrain or chide it. It is only after a twelve-month or more of constant tuition, lovingly and intelligently given, that our children begin to express in language the thoughts which are awakened by our words and acts, yet the comprehension is as evident and the response as apparent, the whole mental process being as perfect, long before. The same test which proves the intelligence of the child demonstrates its existence in animals there is a similar power of comprehending the wishes expressed, by associating certain articulate sounds with certain acts required, as well as an equal recognition of the tones of voice by which approval, reproof or anger are made known; but, lacking the organs of speech, they are debarred, and forever must be, from any except the most limited _interchange_ of thought. For this reason, attentive study is needed in ascertaining the extent to which they comprehend and respond to the intelligence which addresses them.

In the case of wild or undomesticated animals there is little opportunity for investigating this interesting subject. We see the beaver build his dam, and we understand the object so admirably attained by his work. We know that the elephant, to be taken in the pitfall, must see on the earth that covers it the foot-prints of one of his fellows, and we surmise the process of reasoning by which he concludes that he is safe in venturing where another of his kind has trodden. We learn that the ostrich which in torrid regions trusts to the heat of the sand for the incubation of her eggs, will in a more temperate latitude supply the heat which would else be lacking by setting on her eggs during the cooler nights; but in none of these, nor in a score of other cases, in which there seems a rational foresight, can we determine how far the acts result from intelligent reflection. In domesticated animals, and especially in such as are trained for the service of man, the action of intelligence may be clearly traced; it is demonstrated by the ease and certainty with which they can be educated; it is seen in the readiness with which many receive and act upon ideas communicated to them; and in a multitude of instances the mental process is evident by which they have, independently, reached conclusions rationally deduced from facts of their previous knowledge. Mr. J. Hope relates a circumstance of a terrier who had been temporarily left by his master in the care of a Mrs. Langford at St. Albans. This lady owned a large house-dog which, disliking the presence of the stranger, quarreled with him, biting and severely wounding him, after which the terrier disappeared; but in a few days he returned again, accompanied by a powerful mastiff, when both together fell upon the original assailant, whom they nearly killed. The mastiff was the watch-dog at his master’s house, more than a day’s journey distant, and had been brought by the terrier for the sole purpose of avenging the injury he had received, after which they left in company and proceeded together to their home. Here was displayed a power of combining ideas and of communicating them to one of his own kind, when the two acted on the plan they had preconcerted.

In a work just issued, an anecdote is related of a dog who had lost his master and afterwards became old and blind, passing his time sadly in the same corner, which he rarely quitted. “One day came a step like that of his lost master, and he suddenly left his place. The man who had just entered wore ribbed stockings as his master had done. The old dog had lost his scent and referred at once to the stockings that he remembered, rubbing his face against them. Believing that his master had returned, he gave way to the most extravagant delight. The man spoke; the momentary illusion was dispelled, the dog went sadly back to his place, lay wearily down, and died.” Here was a double process of reasoning and even a balancing of testimony with a decision that the negative evidence of the strange voice outweighed the affirmative proof in the step and the stockings.

Much evidence favors the belief that animals not only become familiar with the words habitually addressed to them, but that they, to a certain extent, understand our language. A dog, belonging to a friend of the writer, would slink from the room with every indication of shame if a fault of which he had been guilty was spoken of in his presence. The author of “Chapters on Animals” describes a dog in his possession which clearly distinguishes between those visitors at the house who are favorites with his master and those whom he dislikes, and adds: “I know not how he discovers these differences in my feelings, except it be by overhearing remarks when the guests are gone.”

The elephant, though one of the clumsiest of animals, exhibits marks of high intelligence, and evidently understands the language in which he is addressed. He can be stimulated to unusual exertions by the promise of a reward. “I have seen,” says a French writer, “two occupied in beating down a wall which their keepers had desired them to do and encouraged them by a promise of fruits and brandy.” They were left alone and continued at the work, stimulated by the promised reward, until it was accomplished. “When a reward is promised to an elephant,” says the same author, “it is dangerous to disappoint him, as he never fails to revenge the insult.” Nothing of this could occur without an understanding of the language.

In India they were formerly employed to launch vessels, and it is related that one being directed to force a large ship into the water, the task proved beyond his strength; whereupon his master, in a sarcastic tone, ordered the keeper to take away this lazy beast and bring another; the poor animal, as if stung by emulation, instantly repeated his efforts, fractured his skull and died on the spot.

It may be said that the tones of the voice rather than the words are what the animal understands, yet a dog knows his name however spoken, and a horse understands a whole vocabulary of orders. But the intelligence which comprehends the meaning of a tone, is not less than that required to understand a word or sentence. Mr. Hamerton, the artist, widely known as a lover of animals, mentions a favorite dog which met an untimely death by drowning, and in his lament over his lost pet, says: “He was a dog of rare gifts, exceptionally intelligent, who would obey a look where another needed an order. He would sit studying his master’s face and had become from careful observation so acute a physiognomist that he read whatever thoughts of mine had any concern for him.”

The shrewd intelligence of our countrymen is nowhere more clearly seen than in the keen bargains the New Englander is famous for driving. But our domestic animals make bargains with us and sometimes resolutely keep us to them. On this point a pleasant writer relates an anecdote of a favorite mare who was so difficult to catch in the pasture as to often require six men to effect it; “but,” says he, “I carried corn to her for a long time, without trying to take her, leaving the corn on the ground. Next, I induced her to eat the corn while I held it, still leaving her free. Finally I persuaded her to follow me, and now she will come trotting half a mile at my whistle, leaping ditches, fording brooks, in the darkness and rain, or in impenetrable fog. She follows me like a dog to the stable and I administer the corn there. But it is a bargain; she knowingly sells her liberty for the corn. The experiment of reducing the reward to test her behavior having been tried, she ceased to obey the whistle and resumed her former habits; but the full and due quantity having been restored, she yielded her liberty again without resistance, and since then she is not to be cheated.”

A horse which is regularly used for attending church, will, from its own observation, learn to recognize the Sabbath and understand the meaning of the church bells. Two interesting illustrations of this fact I give on the authority of a recent number of the Hartford _Post_:

A pair of horses that had been used during the week in
team-work to Springfield, on Sunday were harnessed and driven
to the door unhitched, and, the family being rather tardy that
morning, as soon as the second bell began to ring the horses
started off alone, and with their usual Sunday motion went up
in front of the church, when, after waiting the usual time,
they quietly went around under the horse-shed.

Here the horses plainly understood the distinction between that day and the six previous ones when they had been driven to Springfield, else they would have gone, after starting, to where they had been going through the week; they also evidently understood that at the ringing of the second bell it was time to start for church. The gentleman who communicated the foregoing adds an instance which occurred in his own family:

The father of the writer, owing to increasing infirmities,
rode alone to meeting, half a mile, driving an old gray mare
twenty years old, and had not failed of going every Sabbath
for some years. On one occasion, owing to a fall, he could not
go to meeting, and on Sunday morning, as the time for meeting
approached, the horse, in a lot near the house, manifested
great uneasiness, and when the second bell struck she leaped
over the fence and trotted quietly to church, stopping at her
usual hitching-place, under an old elm tree, until the close of
the service, when the faithful animal returned safely to the
house.

When we remember that such exhibitions of intelligence occur continually where the animals have received no training on the subjects to which they relate, it seems certain that they are the result of a mental process which strongly resembles thought, and we would expect, from patient culture, displays of intelligence greatly in advance of those ordinarily taking place. Such an expectation is justified by the results which have followed training when directed to this end. In a paper entitled “Canine Guests,” Philip Gilbert Hamerton gives an account of the trained dogs of M. du Rouil which, but for the unimpeachable veracity of the writer, would be almost incredible. M. du Rouil began to educate his first dog out of curiosity to see the effect of the sort of education which seemed to him best adapted for establishing a close understanding between the human and canine minds; the results astonished himself and were so gratifying that he subsequently educated two others on the same principles. Two of these dogs, “Blanche” and “Lyda,” with their master, were guests of Mr. Hamerton, and the intelligence they exhibited, and which he describes, is, by his own admission, “incredible,” yet may be so only because of our ignorance of the nature and extent of the mental powers belonging to the animal creation. Among the many feats performed by them were the spelling of words by lettered cards; the correction of words purposely misspelled; the working out of simple problems in arithmetic and the playing of cards and dominoes. Of the latter, Mr. Hamerton says: “Both the dogs played a game at dominoes. This was managed as follows: the dogs sat on chairs opposite each other, and took up the domino that was wanted; but the master placed it in its position and kept announcing the state of the game. Their distress when they could not go on without drawing from the bank was announced in piteous whines, and amused us all exceedingly. Lyda was the loser, and precipitately retreated to hide herself with an evident consciousness of defeat.”

An incident occurred in the course of the evening which showed some understanding of language. A little girl wanted Blanche to come to her, but the dog kept away, on which M. du Rouil said, “Blanche, go salute the little girl!” She immediately went up to the child and made a formal obeisance.

The owner of Blanche stated that he was going home one night accompanied by the dog and on his way saw a man who was searching for some object that he had lost. “What are you seeking?” he asked. The man answered that he had lost 280 francs. “Possibly my dog may be able to find them for you; have you any money left? If you have, show her a piece of gold.” It was done and the dog directed to search. She at once set out and soon returned, bringing first one piece of gold, then another, and then a bank-note, till the whole sum that had been lost was regained.

M. du Rouil said that Blanche really knew all the letters and the playing-cards by their names, and Lyda really knew all the figures. In addition to this Blanche had studied about one hundred and fifty words in different languages, something like twenty in each language. So it was with Lyda and the figures. She knew each one by its name, and would bring the one called for. In describing the earlier stages of training through which these dogs had passed, their owner said the first thing was to make the dog fetch an object, the next to make him discriminate between one of two very different objects placed together, and bring one or the other as it was mentioned by its name. In beginning the alphabet he put two most dissimilar letters side by side to begin with, such as an O and an I, avoiding the confusion of similar ones, such as O and Q or B and R. Gradually the dog became observant enough to discriminate between letters in which the difference was not so marked. M. du Rouil said he had found the greatest difficulty in teaching Blanche to distinguish between the knaves and kings in playing-cards, but that she learned the aces very promptly. When he was asked what, after his ten years’ experience, was his opinion of the intelligence of dogs, he answered, with great emphasis, “that it is infinite.”

In subsequent pages I shall set forth my method of educating both dogs and horses to perform a variety of feats, which will be described, and from the ideas thus imparted the reader may multiply the number of tricks to any desired amount.

_FERREN’S PATENTED STEEL HORSESHOE._

Ground surface of shoe.

The hoof prepared for the shoe.]

One of the most valuable patents for Horseshoes was granted to H. B. Ferren, of Batavia, N. Y., for a Steel Horseshoe, which promises to come into general use, and will, to a very large extent, supersede an Iron Shoe, whether made by a machine or by hand, _because its form is the best, the material is durable_, and the manner of making is such as to secure economy, and its adoption will prevent many of the prevalent cruel malpractices upon a horse’s foot.

TRICK HORSES.

Many horses are susceptible of an education far more extensive than is necessary for ordinary use, and for the benefit of such persons as may desire to teach their horses something more than the usual accomplishments, whether for their own amusement, or for the purpose of seeing how far the intelligence of the animal can be developed, I have prepared a description of a variety of tricks, which, as performed by my horses, have been received with universal applause, both in Canada and in the United States; to simplify which, I have, at considerable cost, procured plates, illustrating each of the tricks. But that no person may be misled into supposing that this forms a part of my general system of educating the horse, I deem it proper to present these directions separately.

Though the tricks to be hereafter illustrated and explained will add nothing of intrinsic value to the horse, nor of real benefit to his owner, yet the reader will readily see in them the demonstration of a highly important fact, viz., that horses can be taught the meaning of words, and to yield obedience to sounds to such an extent as to convince a candid mind that their intelligence is far in advance of that generally attributed to them. With these remarks I will proceed to explain the _modus operandi_, as I call attention to a variety of tricks they may easily be taught to perform. Before passing to this, let me impress on the reader some leading principles in educating the horse. First, never allow yourself to get in a hurry; impatience or excitement on your part will go far in defeating the object of your instructions. Second, do not prolong your lessons beyond twenty minutes at one time; and, especially, never use severity beyond that which may be absolutely necessary. Thus by kindness and patience in repeating your lessons at short intervals, you will surmount every difficulty and accomplish your purpose in a manner satisfactory to yourself.

_TO EDUCATE A HORSE TO MOUNT A PEDESTAL._

First make the Bonaparte bridle, and place it on your horse, then lead him quietly up to the pedestal, and say to him, “Get up with your fore-feet!” of course he will not obey; now you must teach him your meaning. While you hold the bridle let some one take hold of his front foot, raise it carefully and place it on the pedestal; then caress him, after which say, “Get down!” at the same time using your bridle in gently backing him. When he puts his foot down do not omit to caress him. Repeat this until he will obey when spoken to, then go through the same process with the other foot. After this, place both feet on the pedestal; then require him to get down, then up and down till he will obey you without the use of the bridle. Great care should be taken not to excite the horse while educating him, for when excited his brain becomes muddled, and he is unfitted for retaining your instruction.

To make your horse stand on three legs: take a pin, and place it in the end of your whipstock, and with the point prick him slightly on the leg, in front, just below the fetlock joint, but not hard enough to make him kick; repeat this several times accompanied by the words, “hold up your foot!” continuing to repeat the punishment and words until he will obey the command without punishment.

_HOW TO MAKE A HORSE WALTZ._

Tie his head to his side by means of a surcingle and cord, fastening the cord at the side, reaching from the mouth; touch him lightly with the whip. He has to go, and, of course, he must go around and around. He soon learns perfectly to waltz by the motion of the whip, the teacher still repeating the word “waltz.”

_TO EDUCATE THE HORSE TO WALK ON HIS HIND FEET._

Make the Bonaparte bridle, and put it on your horse; also put on a bitting rig, similar to the one shown in the engraving, drawing his head pretty well up and in. Now stand near his head with bridle in hand, and jerk upward, as though you desired to lift him up, at the same time repeating the words, “stand up on your hind feet!” repeat this several times, and if he does not make a move to please you, take hold of one leg, raising him up with one hand and using the bridle with the other, as before directed, not forgetting to caress him if he makes the slightest move in the direction of obedience. In order to ensure success, kindness and patience should be the ruling principles. After you have taught your horse to stand on his hind feet you will next educate him to walk upright. This can be easily done by observing the following directions. Stand in front of him, whip in hand, saying, “Get up!” then shake the whip in front of him, stepping backwards slowly, at the same time say to him, “Come here!” repeating it sharply and touching him gently with the whip on the knees. By carefully observing the above directions, you will quickly teach your horse to stand upright, and to walk on his hind feet.

_HOW TO MAKE A HORSE SAY “NO.”_

Prick him on the neck at the terminus of the mane till he shakes his head, then remove the pin, caress him, repeat for a while, and your horse will soon shake his head when you raise your hand to your heart; be always sure to treat the animal kindly for well-doing, and caress him when he deserves it, and he will repay you by his love for you and willingness to do your bidding.

_TO EDUCATE A HORSE TO PUSH A VEHICLE._

After your horse has been taught to mount a pedestal with his fore-feet, and to stand and walk upright on his hind-feet it is a comparatively easy task to educate him to mount upon a vehicle and push it. It is not at all necessary that a horse should be attached to it in front, as appears in the illustration, where the engraver has placed a representation of my black horse, Prince Albert, as a matter of taste, not as being necessary in conducting the instruction.

In this trick it will be scarcely necessary for the educator to put the Bonaparte bridle on his horse unless he should show some stubbornness, but, with bitting rig on, stand near his head, whip in hand, and say to him in rather a loud and sharp tone of voice, “Get up!” Some fear on his part may be manifested, still do not give up nor lose your patience, but lift his feet up and caress him. When he does get up do not at first allow the vehicle to move, nor until he has mounted two or three times, then say to him, “Push!” and in a short time you will have taught him not only to get up on the vehicle but to push it in front of him. After your horse has been thoroughly taught, you will discover that he is delighted to amuse you, and he will appear pleased to participate in the enjoyment of the trick.

_HOW TO MAKE A HORSE GO LAME._

Tap him on the fore-leg till he holds it up, then caress him kindly; lead him with the left hand to the bit, and tap the left fore-leg with a stick in your right hand; repeat the word “lame, lame, lame,” and your horse will soon learn to hold up one leg at the command.

_TO EDUCATE A HORSE TO BE VICIOUS._

Many persons are incredulous in regard to the assertion that horses can be educated; had one lived a hundred years ago he might have been excused for such incredulity, but in this age of knowledge and advancement in all departments of human life, no man should close his eyes to any of the developments wrought by man’s ingenuity. That the horse possesses more intelligence than many are disposed to admit, facts abundantly prove, and that he is quite as susceptible of acquiring evil and vicious habits as is man, the following trick will show.

My horse, Prince Albert, appears to enjoy the subjoined trick greatly, and I regard it as quite a sensational one. To educate a horse to be vicious you have only to attract his attention, and then appear to be afraid of him. For instance, strike him lightly with a whip on the knees, then run away from him, and after you have repeated this a few times he will run after you. You may make the trick more interesting by calling him names, such as “a nigger,” “a mean horse,” and on speaking the words run from him. But be careful to have some place of safety, so that, when he follows, you may get out of his reach, as at some time he may disappoint and overtake you and mete out a punishment that will be anything but pleasing or desirable.

_HOW TO TEACH A HORSE TO LAUGH._

Prick him with a pin on the nose till he turns his lip up; then caress him well. He will soon learn that when you point towards him and say, “Laugh,” that it means a prick in the nose, if he does not turn his lip up.

_TO EDUCATE A HORSE TO WALK ON HIS KNEES._

The reader will observe, by reading my book, that great use is made of the Bonaparte bridle, and if those who handle horses will always resort to it when obedience from the horse is desired, they will save much time, trouble and annoyance that so often occur, especially to persons who quickly loose their tempers. Men can accomplish more in fifteen minutes using the bridle than in fifteen hours with any other means, as it does not inflict a severe punishment when properly used, but never fails to secure obedience. Therefore, as in most cases it is used, I, in the present, introduce it again.

Put a surcingle on the horse, attach a strap to his nigh fore-foot between the fetlock joint and hoof and draw it up to within eight or ten inches of his body, then take a strap or cord, say 6 or 7 feet long, and fasten it to his off fore-leg in the same manner and secure the services of some person to assist you, directing him to stand on the off-side, and, when directed, to pull up his foot. Place on the horse the Bonaparte bridle, and take your position in front of him with bridle in hand, requesting assistant to pull, when your horse will come down on his knees, now pull on your bridle and say, “Come here,” when he will soon obey you. Do not make your lessons long, but repeat them often; not forgetting to caress him if he should make the slightest move towards you.

Never attempt to teach a horse this trick with shoes on his hind-feet, as he might cut himself, which would cause him to dread a second effort.

_TO EDUCATE A HORSE TO DRIVE A BOY OFF THE PEDESTAL._

It will be necessary to first educate the horse to mount the pedestal. Instructions to do this may be found elsewhere; then proceed in the following manner to educate to the above trick. Put on the Bonaparte bridle, using a cord, say twenty feet long, and send your horse away from you with a whip, the length of the cord, then give him a slight pull, and say, “Come here;” then run from him and mount the pedestal yourself; when he approaches he will try to mount, and as he does so you jump off. After you have thus exercised him a few times get a boy to assist you. Let the boy stand on the pedestal, and say to your horse, “Come here and mount up;” instruct the boy to leave so soon as the animal shall mount.

You will find this trick quite a sensational one, and not difficult to learn your horse.

_TO SHAKE HANDS._

This is easily accomplished by tying a short strap or piece of cord to the forward foot below the fetlock; then stand directly in front of the horse, and hold the end of the strap in your hand, and say, “Shake hands, sir.” After which pull immediately upon the strap, which will bring his foot forward, and which you are to accept as shaking hands; then, of course, you must caress and feed him, and keep him repeating, until, when you make the demand, he will bring the foot forward in anticipation of having it pulled up.

_HOW TO MAKE A HORSE BOW._

Prick him in the breast with a pin, till he throws his head down and up the least bit; then take the pin away, and caress him kindly; repeat for a few times, until when you stand back and attract his attention, he will nod his head, expecting a prick in the breast.

_TO EDUCATE A HORSE TO SIT DOWN._

Horses differ very much in their capacity for being taught therefore, if you desire a pleasing subject, select one that is tractable. Directions: Make the Bonaparte bridle, and place it on your horse, so that you may have him under proper control, then put on him a common hame collar; now take two pole-straps and place one on each hind-leg, below the fetlock joint, and attach a cord, say twelve feet long, to each strap, carry your cord up through the collar on each side and bring the ends behind him, holding also the end of the Bonaparte bridle in your hand, and commence to pull on your cords; now repeat over the words, “sit down;” as he goes backwards draw up still more on your cords, until he shall sit down. Do not allow him to remain in this sitting posture more than a minute the first lesson. Repeat this two or three times a day for five or six days, and you, with the assistance of a whip pointed downwards to the ground, will witness the pleasing effect of your instruction by seeing your horse sit down at the word of command.

_TO CURE THE SCRATCHES IN THE SHORTEST TIME EVER KNOWN._

Use two tablespoonfuls of lard, and one tablespoonful of slacked lime; brush out the dirt and dust from the foot; _use no water_. Apply the salve, well mixed, twice each day. It will cure the worst cases in 4 to 6 days.

Another remedy:

Hydrate of potassa, 10 grains; pulverized nut-galls, ½ oz.; white lead, pulverized opium, each ¼ oz.; lard, ¼ lb. Wash with soap-suds, rub dry, and apply the mixture night and morning. Give purging ball.

_TO EDUCATE A HORSE TO BORE FOR OIL._

Place on your horse the Camanche bridle, and educate him to the words, “Come here,” so that he will mind you readily on hearing the words; by this you can better control him while educating to the trick in question. Some difficulty may at first be experienced, but by patience and perseverance you will not fail.

Take an ordinary pole-strap and place it on your horse below the fetlock joint on the off fore-foot; now take one loose turn round the nigh fore-foot, and take the end of the strap in one hand, with the other hand pull gently on the bridle, using the words as instructed. Your animal will attempt to obey, but will find himself somewhat hampered, yet he will quickly learn. If he should at first move a foot to please you, say “Whoa,” and then caress. Make your lesson short, and do not try to force him too much, for if you do he will become excited and resist your effort.

_HOW TO MAKE A HORSE WALK UP._

First put a rope around his neck, bring it down through his mouth, back through the loop on the neck, jerk him till he raises his fore-feet the least bit, then stop and caress him; then check him up tight to a surcingle—from the bit to the side-ring is the better way; then jerk on the cord, and he will soon get up erect; repeat, still caressing him well for all he does; he will soon get up at the motion of the whip. You should, when practicing him, repeat the words, “get up, sir!” It is in this manner I taught Tom Thumb to go up and down stairs, and to perform on the stage in different places, affording amusement to thousands of witnesses.