The Bamberg herald. [volume] (Bamberg, S.C.) 1891-1972, 1902-09-18
TO TRAIN HUNTING DOGS
kl-TREATMENT AND THE BAD RE-
SUITS WHICH FOLLOW.


anything is the common result OF
harshly repressive and tyrannical
methods Accordingly as the fear is
assc''. .u.eu with a particular object, so
one kind of shyness may be
exhibited, but fear may be
associated with several objects If
there is cause for it from the dogs
point of view; and badly treated dogs
may show all the different forms, with
general apprehensiveness that some
thing dreadful is likely to happen at
any moment. Sometimes form OF
shyness may result from the mistake
of moment, but generally it is the re-
suit of systematic harshneSs.
Whatever the cause, shyness OF any
kind is more or less a serious check
on the dogs training, and if it is OF
| the kind known as blinking; it may go
far toward rendering him aim worth
| less.
The trainer who succeeds best must
| have genuine liking for dogs, else he
| is predisposed to habitual harshness or
| indifference. Those who have no fond
ness for them are rarely much OF a
success as skilfull educators, and gen.
orally the dog which is so unfortunate
as to be under their schooling has met
| his misfortunes of life at its very out
| set.
While dog may misb ahave and
therefore need punishment as pre-
ventive, it must ever be considered
! that there are degrees Of l., times Tor
it, and a manner Of applying 1t which
| renders it most effective. One trainer
may whip a dog severely without
| thereby losing his confidence or abat-
ing his ardor, another one may give
| a less punishment and still evoke shy
ness. The one had the dogs conf
dence and affection; the other had but
a small part of them.
A dog over-trained is Of much less
! value as worker than one that is
| but partially trained but whose nat
ural capabilities are unimpaired. In
| this connection it may be usefully re-
marked that practically the properly
| trained dog works without orders at
! all. Man and dog seek with concert
ed action or supplement each others
efforts, working together for mutual
success as a team. The dog, allowed
to work in his own manner, but re-
stricted more and more to apply his
work in the service of the gun as his
training progresses, in time learns
that great success results from the
Joint efforts of his master and himself;
and he then performs his part with
intelligence and a practical man1pu-
lation of means to ends, far beyond
any knowledge which could be con-
!. veyed to him by his teacher.
A knowledge of the evils of over
training is essential in the develop
ment and training of field dogs, but
it is still more essential in respect to
field trial dogs. However satisfactory
to his owner an overturned dog may
be in field work, he will not be con-
sidered as even making a good show
ing when in competition with properly
trained dogs, which are performing
under the critical eye of the Judge.
Training a dog to loud orders is q
bad. course method of teaching obed1-
ence. 1t is indicative of bad temper
in the trainer, accomplishes nothing
which could not be accomplished in
ouieter way, is distinctively offensive
to every one within hearing of the
hullabaloo, and gives alarming no
tice to all the birds in the neighbor-
hood that a dangerous, bloodthirsty
man has invaded their habitat. 1t
thus impairs success.
Oftentimes the amateur trainer takes
his gun and goes forth to kill birds,
taking a green puppy along and max
ing the education of the latter a mere
incident Of his sport. Such is not at
all training in a proper sense. 1t is
commencing at a point which should
be at a much later stage in the dogs
education.
After the training has once been be-
gun, regularity in the lessons Is OF
prime importance. For instance, it
will be conceded at once tnat 1t is
much better to give q dog
half-hour lesson on each
. of ten days than it is to give
him a lesson of five hours duration
on one day. While dog has very
good powers of memory, he soon for
gets his first lessons if it is not re-
, freshed by daily repetition in respect
j to them. The trainer may have a
similar forgetfulness concerning his
cu'n first lessons, which should adj
monish him to be considerate.
While punishment Zines is ne
! cessity, its use as whole is unnec-
essarily comprehensive. There is no
! doubt but that it is inflicted in most
cases under a mistaken belief that 1t
! is useful in forcing the dog to learn
| what the trainer desires he should
learn anu that it really acconplishes
the desired purpose. The idea, so ap-
! piled, is a mistaken one. Punishment
! never teaches a dog anything other
than in a negative manner; that is
to say, it simply deters him from do
! ing certain things. 1t does not in the
least add to the dogs sum total OF
| knowledge in a developmental manner.
! For instance, if the dog is punished
! for chasing a rabbit he learns that
the act has painful associations which
are likely to again recur if the act
is repeated, and expecting this he for
bears chasing The punishment does
not in the least teach him the reason
why he must not chase, nor, indeed
anything about chasing other than
that the act results IN pain to himself
! It deterrent, and he understands
nothing more concerning it. On the
other hand, if he had not the natural
impulse and inclination, no degree
of punishment would teach him how