The silver messenger. (Challis, Idaho) 1890-1912, 1910-06-14

Ieady to begin his education. dom,
believe In driving an animal to learn
| think all kinds Of learning ought tc
be pleasure. and l began to teach
my little mules by playing with them
They soon grew to like our little
games as much as did and | was
simply astonished at how they
learned"
Why" said the visitor who for the
first time was visiting the mule school
that Is Froebels system"
Whose system? Froebel? Who
was he? An animal trainer? Never
heard Of him. No; don't know any
thing about systems or anything like
that. all | know is what I studied out
from nature. | believe every animal
thinks. and the first thing l do after
nave got him to love and trust me.
Is to awaken his intelligence. be-
lieve In letting men. children and ami
mails do their own thinking. never
use whip In training my animals, and
never scold or shout at them. tell
them what ! want. talk to them, show
them, pet them. and when they make
even an attempt to do what tell
Them. ! praise and reward them lib
orally. The first time your horse or
mule puts out his nose to your hand
or raises his foot at your command Is
like the first time your baby picks out
the crooked s or the round OFT Is
the A. B. c of his education.
When have shown my pupil how
to do thing once or twice appeal to
MS reason l give him time and let
MIN work the thing out In his own
mind. Often | have left the corral
AFTER lesson. and when ! returned
would find the mules trying to do by
themselves the thing l had been teach
ing them. You would be surprised
now quickly they get the idea. One
OF the very first things a man who
works with animals should find out is
mat every animal has its own individ.
uallty. It's own ideas. thoughts, plans
ana FEELINGS, and that these should be
counted upon and respected.
When man is training a mule he
ought to study its character and dis
position. All horses-or mules-can't
oe taught alike. any more than all
cnlldren Some animals need more
patlence. more care, more time to mas.
Ter their lessons than others Some.
IKE some children. are backward and
olmdent. and these have to be cheered.
encouraged. petted. praised and re.
waraed more than others. am a
great believer in rewards. anyway. and
Always nave my pockets full OF apples
and sugar for my pets. They soon
.earn to know 1t, too; why, I have a
'ittie mule out there-but perhaps"
WIN modest smile, perhaps YOU
would like to see my mule SCHOOL,"
when the visitor had given an en-
'nusiastlc assent. she was led to big
green pasture where, scattered over
'ts velvety expanse, 20 or 30 mules
were grazing quietly. \
The professor of this novel schoo,
USED no bell to call his pupils to their
uu.ies. Walking up to the bars he
'ai,ed unsteady: "Oi-ya, oi-ya. oi-ya."
,nd before the echoes of his voice had
lieu out on the sunny morning air the
nules were galloping toward him from
very part of the field. kicking no
'nelr heels and braying joyfully as
hey came. '''''' as
NOW line up there. boys" he said
'peaklne In low. pleasant. converse.
.ona' tone, and show the lady what
Inc scholars you are"
me rough. shaggy, lone.e cared
,,ea'ures crowded up to the bars rub
'lne their heads against the ~profes.
or 8 shoulder. nipping at his ears
'uzzl'ne his neck. and showing as
'lainly as dumb creatures could how
nucn they loved him.
rney were wonderfully intelligent
nose plebeian and unlovely little
aules' marvelously intelligent At their
Ever and amusing tricks. their intri.
ate maneuvers. the varied ana arr.
Vs. knowledge they displayed
ney marched and counter.marched.
,a'eo as skillfully as a troop Of sol.
na counted and spelled: Waited
~ po'kaed; teetered on a Miami.
a. up IKE dogs on their hindouar.
srs. and answered questions bv noa.
lug and shaking their funny Shaggy
eaus: cheWed ~urr a. s...s ee'