Barbour County index., 1910-04-20

think all kinds of learning ought to
be a pleasure. and l began to teach
my little mules by playing with them
They soon grew to like our little
games as much as I did and I was
simply astonished at how they
learned"
Why" said the visitor who for the
first time was visiting the mule school,
that Is FroebePs system"
Whose system? Froebel? Who
was he? An animal trainer? Never
heard of him. No; 1 don't know any
thing about systems or anything like
that, all l know is what 1 studied out
from nature. I believe every animal
thinks. and the first thing I do after
l have got him to love and trust me.
is to awaken his intelligence. I be-
neve in letting men, children and anil
mails do their own thinking. never
use whip in training my animals. and
l never scold or shout at them. I tell
them what want, talk to them. show
them, pet them, and when they make
even an attempt to do what I 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 O-it is
the A. B. G of his education.
when 1 have shown my pupil how
to do thing once or twice appeal to
his reason. I give him time and let
him work the thing out in his own
mind. Often have left the corral
after lesson, and when I returned
would find the mules trying to do by
themselves the thing had been teach
ing them. You would be surprised
how quickly they get the idea. One
of the very first things a man who
works with animals should find out is
that every animal has it's own individ-
uality, its own ideas. thoughts, plans
and feelings, and that these should be
counted upon and respected.
when a man is training mule he
ought to study its character and dis
position. ALI horses-or mules-can't
be taught alike, any more than all
children. Some animals need more
patience, more care, more time to mas
ter their lessons than others. Some,
like some children, are backward and
difident, and these have to be cheered,
encouraged. petted. praised and re-
warded more than others. l am a
great believer in rewards, anyway, and
always have my pockets full of apples
and sugar for my pets. They soon
learn to know 1t, too; why, l have
little mule out there perhaps"
with a modest smile, perhaps you
would like to see my mule school?"
When the visitor had given an en-
thusiastic assent, she was led to big
green pasture where, scattered over
its velvety expanse, 20 or 80 mules
were grazing quietly.
The professor of this novel school
used no bell to call his pupils to their
duties. Walking up to the bars he
called musically: "Oi-ya, oi-ya, oi-ya,"
and before the echoes of his voice had
died out on the sunny morning air the
mules were galloping toward him from
every part of the field. kicking up
their heels and braying joyfully as
they came.
Now line up there, boys" he said,
speaking in low. pleasant. converse
tional tone, 'and show the lady what
fine scholars you are"
The rough, shaggy, long cared
creatures crowded up to the bars, rub
bing their heads against the "profes-
sor's" shoulder. nipping at his ears.
nuzzling his neck, and showing, as
plainly as dumb creatures could. how
much they loved him.
They were wonderfully intelligent,
those plebeian and unlovely little
mules. marvelously intelligent at their
clever and amusing tricks, their intri-
cate maneuvers, the varied and sur
prfsing knowledge they displayed
They marched and counter-marched;
drilled as skillfully as a troop of sol
diers; counted and spelled; waltzed
and polkaed; teetered on a plank;
sat up like dogs on their hindquar-
ters, and answered questions by nod
ding and shaking their funny, shaggy
heads; chewed gum In imitation of the