[Illustration: PRICE FIFTY CENTS. HANEY’S ART OF TRAINING ANIMALS. JESSE
HANEY & CO., PUBLISHERS, No. 119 NASSAU STREET, NEW YORK.]
[Illustration: THE SIEGE—PERFORMED BY DOG AND MONKEY ACTORS]
HANEY’S
ART OF
TRAINING ANIMALS.
A PRACTICAL GUIDE FOR
AMATEUR OR PROFESSIONAL TRAINERS.
GIVING FULL INSTRUCTIONS FOR
Breaking, Taming and Teaching all kinds of Animals
INCLUDING AN IMPROVED METHOD OF HORSE BREAKING, MANAGEMENT OF FARM
ANIMALS, TRAINING OF SPORTING DOGS; SERPENT CHARMING, CARE AND TUITION
OF TALKING, SINGING AND PERFORMING BIRDS; AND DETAILED INSTRUCTIONS FOR
TEACHING ALL
CIRCUS TRICKS,
AND MANY OTHER WONDERFUL FEATS.
ILLUSTRATED WITH OVER SIXTY ENGRAVINGS.
New York:
JESSE HANEY & CO., PUBLISHERS,
OFFICE OF HANEY’S JOURNAL,
NO. 119 NASSAU STREET.
Entered according to Act of Congress in the year 1869, by JESSE
HANEY & CO., in the Clerk’s Office of the District Court of the
United States, for the Southern District of New York.
_Haney’s Art of Training Animals_.
Electrotyped by
_Smith & McDougal_,
82 and 84 Beekman Street, N. Y.
------------------------------------------------------------------------
CONTENTS
PREFACE.
CHAPTER I. INTRODUCTORY—GENERAL PRINCIPLES OF TRAINING.
CHAPTER II. HORSE TAMING AND HORSE TRAINING—HORSE MANAGEMENT—WHIP
TRAINING—CURING BAD HABITS, ETC.
CHAPTER III. ENGLISH SYSTEM OF TRAINING HUNTERS.
CHAPTER IV. TRICKS OF PERFORMING HORSES, AND HOW THEY ARE TAUGHT.
CHAPTER V. THEATRICAL HORSES AND THE HORSE DRAMA.
CHAPTER VI. BREAKING AND TRAINING MULES—PERFORMING AND “COMIC” MULES.
CHAPTER VII. SOME HINTS FOR FARMERS—MANAGEMENT AND TRAINING OF ANIMALS
ON THE FARM—SOME EVILS AND HOW TO REMEDY THEM—GOOD TRAINING VS. BAD.
CHAPTER VIII. DOGS IN GENERAL—WATCH DOGS—THE SHEPHERD’S DOG.
CHAPTER IX. SPORTING DOGS AND THEIR MANAGEMENT AND TRAINING.
CHAPTER X. ORDINARY TRICKS PERFORMED BY DOGS.
CHAPTER XI. WONDERFUL FEATS PERFORMED BY DOGS—MOST CELEBRATED DOGS OF
THE WORLD—LEARNING THE ALPHABET—TO PLAY CARDS AND DOMINOES—TO SELECT
ANY ARTICLE DESIRED AND PUT IT ANYWHERE DIRECTED.
CHAPTER XII. TAMING AND TRAINING ELEPHANTS—CAPTURE AND
TREATMENT—ELEPHANTS AS LABORERS AND AS CIRCUS PERFORMERS.
CHAPTER XIII. LIONS, TIGERS, LEOPARDS AND PANTHERS.
CHAPTER XIV. TAMING WILD ANIMALS IN
GENERAL—SQUIRRELS—BEARS—BUFFALOES—WOLVES—HYENAS—RHINOCEROSES—
HIPPOPOTAMI—CROCODILES—ALLIGATORS.
CHAPTER XV. EDUCATION OF CATS AND GOATS.
CHAPTER XVI. EDUCATED HOGS AND THEIR TRAINING.
CHAPTER XVII. PERFORMING MONKEYS—MONKEY EQUESTRIANS—THE “WONDERFUL
CYNOCEPHALUS”—MONKEY ACTORS, ETC.
CHAPTER XVIII. RATS—MICE—FROGS—TOADS—FLEAS, ETC.
CHAPTER XIX. “HAPPY FAMILIES”—ENEMIES BY NATURE MADE FRIENDS BY ART.
CHAPTER XX. EDUCATED SEALS—TAME FISH, ETC.
CHAPTER XXI. THE ART OF TAMING BIRDS.
CHAPTER XXII. SONG BIRDS—THEIR MANAGEMENT AND TUITION.
CHAPTER XXIII. TALKING BIRDS AND THEIR TRAINING.
CHAPTER XXIV. PERFORMING BIRDS—THEIR TRICKS AND THEIR TRAINING.
CHAPTER XXV. SNAKE CHARMING AND SNAKE CHARMER.
PREFACE.
The intention of the present volume is to initiate the reader into all
the mysteries and secrets of the “Art of Training Animals,” and to give
full and clear explanations of, and instructions in, every branch of
that art. It is believed that the reader will find it acceptable whether
he desires using its instructions practically either for profit or as an
agreeable recreation, or as merely a curiosity to know how the feats
herein described are taught.
This is believed to be the first and only attempt made to treat this
subject fully and systematically. Fragmentary articles have occasionally
appeared, and some works, treating of one or another of the various
animals, have given a few brief though interesting paragraphs touching
their educatability or sagacity. Even combined these form but a
comparatively meager collection, and the volume herewith presented has
the essential part of all this as well as a very large amount of matter
which is entirely new. The aim has been to make the book as complete as
possible, and to do this the author has profited by the experience and
writings of others wherever they could be made available. He has,
however, striven in all such cases to give full credit. As far as it was
possible to communicate with the parties in question, their consent was
explicitly obtained, and in no case to the best of his knowledge
(certainly not intentionally) has any material been used contrary to the
wishes of its owner, or without due acknowledgment, and he would
respectfully ask any who may desire to make use of any part of his own
labors to a reasonable extent, the same courtesy of full credit to
Haney’s Art of Training Animals.
To many gentlemen in the profession we are indebted for details of their
experience, and material of various kinds. Much of information relating
to birds is derived from the works of the celebrated German fancier
Bechstein; while to Mons. Emil de Tarade is due a portion of that about
the French dogs. To Mr. Robert Jennings, whose works on the horse, as
well as on cattle, are deservedly popular, we are also indebted; also to
Mr. Smith of the New York Courier.
While attempting to give plain practical instruction in the art we
profess to teach, we have also designed to make a readable book, and it
is hoped that its perusal may prove pleasant as well as profitable. That
money can be made by training animals, is unquestionably true—even a boy
can make his pets more valuable by teaching them a few simple tricks.
In conclusion we may add that to amateurs interested in the subject, a
visit to either of the really fine collections of trained and wild
animals of Van Amburgh or “Yankee” Robinson, will prove most thoroughly
enjoyable. To the proprietors of both of these establishments we are
indebted for valuable assistance.
ART OF TRAINING ANIMALS.
CHAPTER I.
INTRODUCTORY—GENERAL PRINCIPLES OF TRAINING.
Dr. Kemp thus concisely and clearly stages the difference between
instinct and reason: “In the former there is an irresistible impulse to
go through a certain series of motions after a certain fashion, without
knowing why they are performed, or what their result will be. In the
latter the actions depend upon previous mental judgments, are performed
or not at will, and the end of them is early anticipated and defined.”
We believe the evidence is too strong to be doubted that many animals
_do_ perceive the relation between cause and effect, and that many of
their actions, especially when the animals are surrounded by the
unnatural circumstances of a state of domestication, must be ascribed to
the reasoning power. There was a dog who lived in a strict monastery
where the monks dined alone, and who, instead of asking for their meals,
obtained them by knocking at the buttery door, the cook answering by
opening the door and pushing the allowance through. The dog observed
this proceeding and accordingly knocked at the door and laid in wait
until the meal was placed outside, and the door shut, when he ran off
with it. This he repeated a number of times.
The contrast between instinct and reason is displayed in the coursing of
hares. If an old and a young grayhound be employed we have examples of
both instinct and reason. The young one instinctively pursues his game,
following every turn and winding, while the old dog, reasoning from past
experience, knows that the hare will double, and accordingly does not
exactly follow her, but goes across. A similar example is afforded by
the dogs employed in hunting the deer in South America. The newly
imported dog, in approaching the deer, flies at it in front and is often
injured by the concussion. The native dogs have learned to avoid this
danger and they invariably keep from the front, and attack from the side
or rear.
Instances might be multiplied indefinitely, but our object is only to
show the distinction made between reason and instinct; those who desire
to investigate the subject more thoroughly can do so through works
specially devoted to natural history. No doubt any observing person can
recall instances in his own experience with animals, where their actions
showed evidence of a greater or less degree of reasoning power.
An action may be partly instinctive and partly the result of reasoning,
but a purely instinctive action never changes except under the influence
of reason. A hen sits on her eggs from an instinctive impulse to do so.
If chalk ones be substituted for the real eggs she tends them with equal
care and will not desert them any sooner than she would the others. And
yet in other matters perhaps hens have reasoning powers.
Without the possession of these powers we believe no education of
animals would be possible; and we farther believe that the capacity for
learning is in exact proportion to the ability to reason. A horse or dog
can be readily taught things which a hog can never learn, and in the
lower scales of animal life all attempts at education become failures.
Under the tuition of man the reasoning powers are undoubtedly developed
to an extent to which they would never attain in a state of nature, and
by judicious and persistent teaching numerous animals have been educated
to an almost startling degree. How this has been done we shall show as
we proceed.
Not only does the amount of reason vary with different species but with
different individuals of the same species, and much of the trainer’s
success will depend on the judicious selection of his pupil.
Professional trainers take the utmost pains in this selection, and they
usually consider that the descendants of an educated animal have, by
inheritance, a greater aptitude for learning than others.
The young trainer must not fall into the mistaken notion that mere
quickness in picking up a trick is the best quality in an animal. There
may be such a thing as learning a lesson too rapidly, and what is
learned with but slight effort is sometimes forgotten with equal
readiness. Another thing, too much should not be expected of one pupil.
Public exhibitors are able to show a large array of tricks because of
the number of animals they have, each, as a rule, knowing a
comparatively few of these tricks, or, in the case of some of the
“sensation” tricks, perhaps only one. Still any animal of ordinary
capacity ought, with proper tuition, to be able to learn a sufficient
variety to satisfy a reasonable trainer. Judicious management on the
part of the exhibitor will often make a variety of tricks out of a
single one which the animal has been taught; an example of this is
afforded by the “educated hog.”
The first essential for success in training animals is patience. At
first many lessons may be given without the slightest apparent
impression being made upon the mind of the pupil and an uncommon degree
of patience and good temper is required to bear up against such
discouraging results. By-and-by, however, the pupil will suddenly appear
to realize what is required of him, and will perform his task with
surprising accuracy at the very moment his teacher is about to give up
in despair. Then each successive lesson is learned with greater ease and
rapidity than the preceding one; the weariness and disappointment of the
trainer is changed to pleasure at his success, and even the animal
appears to sympathize with his master’s joy, and to take pride in his
performance.
As it is impossible to _explain_ to an animal what is required of him he
can be taught an action only by its constant repetition until he becomes
familiar with it. When he knows what you want him to do he will in
almost all cases comply with your wishes promptly and cheerfully. For
this reason punishments seldom do any good, unless the animal is
willful, which is rare. On the contrary they, as a general rule,
interfere with the success of the lessons. If the pupil is in constant
fear of blows his attention will be diverted from the lesson, he will
dread making any attempt to obey for fear of failure, and he will have a
sneaking look which will detract materially from the appearance of his
performance. This is the case with the animals instructed by a trainer
of this city who “trains his horses with a club,” the animals never
appearing as well as those taught by more gentle means. But for a rare
natural talent this man’s success would have been utterly defeated by
his brutality. He is the only one we know of in the profession who does
not base his tuition on kindness to the pupil. A sharp word or a slight
tap with a small switch will as effectually show your displeasure as the
most severe blows. It is both cruel and unwise to inflict needless pain.
All trainers make use of various little tit-bits as rewards for
successful performance of tricks. These serve as a powerful incentive to
the animal as well as to show him when he has done right. Withholding
the accustomed reward when he fails or but imperfectly performs his duty
is much more effective than any corporeal punishment. The repetition of
the lesson until the animal will himself perform the required action,
and the bestowal of these rewards whenever he obeys your order, is
really the main secret of training. Of course there are many important
details in the practical application, and many clever devices resorted
to by trainers to increase the effectiveness of tricks, as well as
skillful combinations of simple tricks to produce elaborate and
astonishing feats. These we shall fully explain in their proper places.
To certain scents has sometimes been ascribed a mysterious influence
upon animals, rendering them docile and subservient to the human will.
To the use of these many persons imagine trainers owe their success.
Though some scents are relished by certain animals, we doubt whether, as
a rule, they have so great a fondness for them as has been asserted.
Certainly there is no general use of them in the profession, though they
may have been sold to the credulous by ignorant or unprincipled persons,
for this purpose. Cats are fond of catnip, and we know of instances
where kittens, displaying a violent resistance to being carried in a
basket, have been quieted by being given some leaves of this herb.
Animals no doubt receive pleasure from the gratification of their sense
of smell, but there is about as much reason in conquering an unruly
school-boy by giving him a sniff of cologne water, as in taming a colt
by causing him to smell that or any other perfume.
To the oil of rhodium is most frequently ascribed the greatest and most
general influence over the animal kingdom, almost all animals, according
to this theory being powerfully affected by it. This is the “horse
taming secret” sometimes sold for considerable sums. There is no good
reason to believe it has any important influence over either the
disposition or actions of any animal.
The horse taming powders, composed of “a horse’s corn grated, some hairs
from a black cat’s tail,” and like absurd ingredients, are too
nonsensical to deserve serious notice, though once a staple part of the
veterinary art, and still, possibly, believed in by a few persons.
To a certain extent many animals are able to understand the meaning of
words. That is, if any particular word of command be used in instructing
an animal to do a particular act he will learn to associate that word
with the action, and be able to distinguish between a variety of words
and apply each to the act associated with it, without confusing them. In
training animals it is important that each word of command should be
used only in its proper place. The common habit ignorant drivers have of
using the words “back,” “whoa,” and others indiscriminately is absurd,
and it is not wonderful that their horses sometimes fail to understand
them. A story is told of a farmer who had recently purchased a new yoke
of oxen, and was driving them in a cart. Slipping from his seat he fell
before one of the wheels and very naturally got run over. “Back! back!”
he cried to the oxen, meaning for them to _stop_, but, like many another
man, using words which meant something else. The oxen happened to be
better linguists, or else had been accustomed to obey literally, and in
this case did so by backing as ordered, running over the man for the
second time.