c^ 
 
LIBRARY ^ 
 
 University of California. 
 
 Class 
 
DUMB ANIMALS 
 
 AND HOW TO TREAT THEM 
 
 A TEXT BOOK FOR USE 
 IN THE PUBLIC SCHOOLS 
 
 BY 
 
 EDWIN KIRBY WHITEHEAD, B. A. 
 
 Secretary of the Colorado State Bureau 
 of Child and Animal Protection 
 
 COPYRIGHT 1909 
 £. K. Whitehead 
 

 ^t^"^ 
 
 GENERAL 
 
 ANIMALS are like the rest of us in the 
 great needs of tl^eir lives to make them 
 comfortable and happy — food, drink, shelter, 
 work, rest, play, to be free from pain and 
 fear and, for the vast majority of animals, 
 light, air and liberty, company and love. 
 
INTRODUCTION 
 
 Thirteen States have already reco<inized the value of 
 Humane Education, by laws requiring teaching of kindnass to 
 dumb animals in the public schools. 
 
 Various efforts have been made to meet the demand for 
 some printed means of instruction, chiefly by school readers. But 
 while more or less good is done by them, a system which makes 
 it necessary for children to think for themselves, to observe for 
 themselves, to solve problems of personal conduct by indepen- 
 dent thought, as well as to learn by precept and by example, is cal- 
 culated to accomplish much more radical and permanent good. 
 
 The process of instruction by readers may be compared to 
 pouring water on a child in the hope that he will absorb some 
 of it; whereas instruction by enforced thought, observation and 
 the performance not only of mental processes but physical acts 
 may be compared to having the child drink the water so that he 
 may assimilate it. It seems likely that he will get more of it into 
 his system by the latter process than by the former one. 
 
 Accordingly, this little book has been prepared. There 
 were no precedents to follow. Criticism of it is invited, to the 
 end that its faults may be corrected in subsequent editions. 
 
 I desire to acknowledge many valuable suggestions made by 
 Dr. ;Mary Elizabeth Bates, president of the Colorado Iluraano 
 Education Society, by James Ernest Dougherty, secretary of the 
 Colorado State Bureau of Child and Animal Protection and by 
 Dr. William Riley Callicotte, its state lecturer. The suggestive 
 outlines of lessons for blackboard use are his work. Enos A. 
 Mills, Miss L. Petenson, Paul Gregg, The Denver Post and others 
 have kindly contributed to the illu.strations. 
 
 I wish to dedicate it to the mvriad millions of our lesser 
 
 11)5924 
 
brothers, who need not mercy but justice; from some of whom 
 I have learned valuable lessons in the highest virtues we boast 
 of; and at the thought of whose immemorial wrongs and mis- 
 understanding by mankind I stand humbled and ashamed. 
 
 E. K. Whitehead. 
 Denver, Colorado, Juno. 1909. 
 
PREFACE 
 
 THE reasons for teaching children in the public schools proper 
 treatment of dumb animals and due regard for their rights 
 may be stated as follows : 
 
 (1) The absolute right of every living creature to life, 
 liberty and happiness unless necessarily or justifiably deprived 
 of them. 
 
 It is no longer a matter of sentimental belief, merely, but 
 of scientific proof that, as far as they go, the bodies, minds and 
 natures of the lower animals are like ours in essentials and un- 
 like only in non-essentials. The more highly developed animals 
 approach in intelligence and feeling some undeveloped human 
 beings. 
 
 Regardless of any such fact, however, they have the com- 
 mon right of all living creatures to enjoy their lives, not only 
 unmolested but, rather, aided by us, except when necessity 
 abridges that right. The duty of each of us towards every other 
 living creature is not only not to harm but to help except when 
 it is necessary to do otherwise. 
 
 (2) The vicious effect on human nature of practicing, wit- 
 nessing or permitting abuse or neglect of a helpless creature, 
 whether animal or human. 
 
 The nature of cruelty and its effect on him who practices it 
 is the same whether the victim is animal or human. The essence 
 of selfishness, wrong-doing, cruelty and crime is the same — dis- 
 regard of the rights of other creatures. These qualities, like all 
 others, grow by exercise and each leads to the other. Practicing 
 or permitting any one of them is good training for the others. 
 
 (3) The economy of treating aniniaLs well. 
 
 The better an animal is treated the more he is worth: the 
 
woi-se he is abused or neglected, the less he is worth. The more 
 comfortable, contented and happy an animal Ls made, the better 
 developed and more nearly perfect an animal he becomes and, 
 therefore, the more valuable he is, the bigger, stronger, kinder 
 and more intelligent he will grow, the longer ho will live and 
 the better service he will render. 
 
 The same things are true as to the result of tlie proper treat- 
 ment of children. It follows that when we aa'e teaching the 
 proper care of animals we are laying the foundation for the 
 proper care of children, than which society has no more impor- 
 tant concern. 
 
 The extent to which the value of domestic animals is im- 
 paired by the ignorance and stupidity with which they are often 
 treated, can be appreciated only b}^ those who have made a study 
 of it. The moral training of children in public schools is in an 
 undeveloped state. Its importance and its possibilities are not 
 yet fully recognized. But nobody denies that moral welfare is a 
 large part of the total of human welfare and lies at the founda- 
 tion of it. The claim of dumb animals to respect, justice and 
 protection, and their well-being generally, form an obligation 
 which constantly bears more and moi-e heavily on the conscience 
 of the human race. 
 
 The census of 1!I0() showed that there were in the United 
 States at that time more than 21.000,000 horses and inules worth 
 a little less than $50 per head, their total cash value being over 
 $1,000,000,000. Their value consists almost wholly in work they 
 can reasonably be expected to do, A young horse, for example, is 
 worth more than an older one because he has more years of work 
 in him. A strong, healthy horse is worth more than a weak or 
 infirm one for the same reason. 
 
 The average working life of a horse is about eight to ten 
 years. He is usually "broken" — a word which itself epitomizes 
 
the ignorance and stupidity of our dealings with liorsos — at about 
 four years of age. At ten years of age his value has begun t.t 
 diminish. At fourteen or fifteen years of age he has become 
 almost useless and practically unsalable, while many horses be- 
 come so, long before that time, from neglect and abuse. 
 
 If the average working life of the horses in this country is 
 eight to ten years and their aggregate value is $1,000,000,000. it 
 follows that each year of their working life is worth $100,000.- 
 000 to $125,000,000. If one or more years of work can be added 
 to their lives by better and more intelligent treatment of them 
 by their ownere and drivers $100,000,000 to $125,000,000 will Iw- 
 added to the aggregate value of the horses in this country for 
 each such added year. 
 
 Plorsemen agree that the unkindness, neglect and abu.se by 
 w^hich the strength of horses is impaired and their lives short- 
 ened grow out of ignorance and carelessness as well as intent. 
 They agree that if all horses w^ere kindly treated, properly 
 trained and developed instead of "broken." fed. watered, shel- 
 tered, worked, shod, harnessed, doctored and kept comfortable 
 all their lives the average horse's working life would be doubled 
 and he would be in as good condition at twenty years of age as 
 he now is at twelve. The same reasoning applies to the other 
 domestic animals. Everyone familiar with horses knows in- 
 stances in his own experience w'here horses twenty to thirty 
 years old are still strong, active, contented and serviceable ani- 
 mals because well-treated. 
 
 It follows that if children are taught systematically to take 
 good care of domestic animals, and how to take good care of 
 them, the material saving will be w^orth much more than its cost. 
 
 If there is any longer anybody who does not admit the es- 
 tablished rights of animals he will nevertheless admit the value, 
 in its effect on their attitude and actions toward human beintrs. 
 of teaching children to resp«x't the rights of animals because 
 
they exist, not because the animal can enforce them. He will 
 admit the value of a self-moving:, willing and eager regard for 
 the rights of others such as rests upon the developed impulse 
 and trained habit of youth. Good citizenship does not mean 
 merely obeying the law. It depends also on good impulses, benefi- 
 cent purposes, wise direction and good deeds. The first duty 
 of a good citizen is to keep from doing wrong, which is the same 
 as doing harm. His second duty is to do good. There can be 
 no better training than to develop in the child the impulse and 
 the habit of giving aid to any creature who needs it. 
 
 While the foregoing reasons for such teaching as is here 
 sought will appeal to the good sense of those who are intelli- 
 gently interested in education, there is also a vast and ever in- 
 creasing number who will favor such training for the animal's 
 own sake. No intelligent person now disputes the absolute right 
 of the animal to enjoy his life, with all that implies, except when 
 it is necessary to abridge that right. No creature should be 
 made to suffer pain or to give up comfort and happiness with- 
 out sufficient cause. Since it is for our sake they make such 
 sacrifices and since at the same time we are the judges of 
 whether it is necessary for them to do so. it behooves us to be 
 careful, to learn self-restraint, self-denial and justice in dealing 
 with these helpless creatures and to develop those qualities in 
 the children who will come after us. Besides, as we have already 
 said, when they have once learned to practice jastice and kind- 
 ness in dealing with animals they will practice the same virtues 
 in dealing with each other. They become kind by being kind. 
 
 The attitude of kindly feeling, thought and action toward 
 other creatures becomes more and more easy, familar and habit- 
 ual the oftener it is taken. Feelings of tenderness, the desire to 
 protect, the wish that every creature may be happy, pleasure in 
 the joy of othei-s— all these germinate, take root and grow. As 
 they grow^ selfishness, cruelty, malice, coldness, indifference to 
 
the welfare of other living things— all tiiese wither away. At 
 last we come iuto the sunshine of perpetual good-will, of well- 
 wishing and well-doing, of eagerness to help, to be of service, 
 of distress in the suffering of others and the high, noble pleas- 
 sure to be found in the happiness of others. 
 
 Finally, these things are best learned in childhood, and, 
 next to the home, in the system, repetition and lon'j,- training of 
 the school. The child is interested in animals and loves them 
 because he is close to them. He undei-stands and sympathizes 
 with them, is eager to learn about them and easy to teach 
 through them for that reason. His attitude of mind toward 
 them is admirably suited to learning by means of them. They 
 are persons to him. They are his friends and playmates. He 
 feels they are like himself. Yet even he realizes only dimly 
 how very like him they are. He loves them and they love him. 
 They enter into his life and are eager to live it with him. Let 
 us take him, then, and by teaching him to be good to them 
 teach him to be good to all. Let us teach him the sura of 
 wisdom, which is kindness. 
 
 Further, it is, of course, more important that a child be 
 taught to think than to learn in the sense of gaining informa- 
 tion. To perceive a truth for himself, or to reason his way to 
 an opinion or a decision for himself is worth a great deal more 
 to him than to offer the fact ready-made for him to commit to 
 memory. That is also true of teaching which is meant to bear 
 upon impulse, conduct, habit and character. He cannot be 
 taught these things from without. He can be taught about 
 them but not to be them nor to have them. 
 
 He must learn to be good by being good just as he learas to 
 swim by swimming. Life is made up of problems of conduct. 
 Given certain facts requiring me to act, what ought I to do? 
 Or, given certain facts, ought I to act and, if so, how? All the 
 significant part of life is made up of problems of conduct like 
 
these, some of them easy, some difficult, some simple, some pro- 
 found. The habitual solution of these problems of conduct by 
 the principle of right makes good conduct and right living. 
 
 In this book we have tried to keep this fact in mind. It 
 tries first to touch the impulse to do the right and kindly thing, 
 then the power to think out the right thing to do, then to develop 
 the habit of doing the right thing. 
 
 The power of .reasoning, deciding and acting for one's self 
 thus developed is indispensable in all the activities of life. Why 
 should not this power be awakened in the child and used by him 
 from his earliest years? Why not train him to meet and deal 
 with the problems of conduct in every-day life into which he is 
 generally thrown unprepared when he leaves school? If good 
 impulses and good judgment are thus early developed and long 
 exercised, the result ought to be practical wisdom and goodness, 
 which are generally acquired, if at all, in the hard and expensive 
 school of experience. 
 
 In recent years many books have been published devoted 
 to what may be called the social side of animal nature. They 
 have been written in response to a demand for such literature 
 based on a growing recognition of the fact that animals have a 
 social life and personality of their own like ourselves. 
 
 In most of such books animals are personified. They are 
 sometimes represented as exercising a degree of mind which a 
 considerable proportion of humans lack. The fact is that the 
 limitations of the animal intellect are not yet understood, but it 
 is not likely that it is occupied much with abstract questions. 
 A school book should deal only with what is undoubtedly true. 
 Whatever we speculate about let us teach only the truth. We 
 believe there can be little doubt as to any conclusion stated 
 herein and all anecdotes or statements of fact have been 
 reasonably verified. 
 
 There exist in animals many liuman virtues and a wide range 
 
of intelligence beyond what they are credited with by any, save 
 a very few. If only they were known as they are ; if we knew, 
 understood and appreciated the workings of their minds and 
 hearts, they would stand so nuieh higher in our affections and 
 respect, that we should look back with horror and shame on the 
 stupidities and brutalities so generally practiced in our 
 treatment of them. 
 
TO THE TEACHER 
 
 THE questions asked are intended to teach the child to apply 
 the rules learned and the information o-ained to his own con- 
 duct day by day. j\Iost rules cannot be applied literally and 
 rigidly. There are many exceptions, and often other things be- 
 sides those stated have to be taken into account. 
 
 Many of the questions to follow and to be used with each 
 lesson are much alike and for that reason do not need to be 
 printed after each lesson. But their use should not be omitted 
 because they are not repeated. Their constant repetion and 
 application are highly essential. 
 
 Accordingly, after each lesson enough questions should be 
 asked to make sure that : 
 
 (1) The child understands and remembers the facts in the 
 lesson and the reasons for them : 
 
 (2) It is clear to him, that the animal is like himself in 
 most things; needs and likes the same things he does; and tlie 
 same things that hurt and help him hurt and help the animal: 
 
 (3) He can put himself in the place of the animal with 
 reference to the subject of the lesson and literally feel with the 
 animal, make real to himself the animal's wants, wishes, pains 
 and pleasures and at the same time his lack of speech and hands. 
 liis lack of freedom and power to <xet the things he needs and 
 wants. 
 
 (4) He clearly sees and feels his duty to think of. ob- 
 serve and aid the animal. 
 
 Encourage the child to think out the answers for himsi'lf. 
 If there are considerations which modify the application of the 
 rule let him discover them. In the problems of real life tiie chief 
 (liffprence between wisdom and fojiv consists in diseovorinu: 
 
and taking account of all the things which ought to influ- 
 ence decision and action, instead of only a part of them. Many 
 things may be ignored as unimportant but time, place, circum- 
 stance, personal relation and consequence all modify the appli- 
 cation of any rule to conduct. 
 
 Give the child a general, universal rule of conduct. Re- 
 spect THE RIGHTS OF EVERY LIVING CREATURE is probably aS gOOd 
 
 as any. It has no exceptions, and is easily understood because, 
 generally speaking, the rights of every other creature are the 
 same as those of the child himself. His instinctive sense of what 
 is due him makes a convenient and easily applied measure of 
 what is due other creatures. INIoreover, the constant application 
 of such a rule over and over again impresses the idea of right, 
 justice and fairness as opposed to natural solfislun^ss and the 
 injustice which springs from it. 
 
 But while the rule is invariable there are endless variations 
 in the application of it. The child's own rights are included, 
 apparently conflicting rights must be dealt with, rights of 
 different degrees and different persons have to be harmonized, 
 theoretical applications must yield sometimes to pi:actical ones 
 and, in short, a multitude of considerations must be taken ac- 
 count of. Taken in its broad sense and applied with good judg- 
 ment, every problem of life can be rightly settled by such a rule. 
 
 After the child understands the rule and that in applying 
 it everything of importance bearing on the case must be taken 
 account of, let him work out the problems for himself. The use 
 of the pronoun of the second person is an effort to make the 
 questions personal to the child. 
 
 The children should be rocinired to make iiiquii-ios of tlioir 
 own. If, for instance, the lesson deals with the horse's harness, 
 let them find out all they can about it outside the school-room 
 and bring in the information so obtained. Let them ask ques- 
 tions and make up problems of their own. Let them observe 
 
animals and brina: aeconnts of their ways. Their pets may some- 
 time be bronght to sehool for purposes of illustration. 
 
 Encourage them to bring stories about animals. Stories 
 about famous animals or about famous people who have been 
 fond of animals should be read. In all of them the admirable qual- 
 ity of the animal or person should be made clear. There is 
 unlimited opportunity for the teacher to add to what is given 
 here. The number of books dealing Avith animals and their 
 individual life is large and growing. Selections read from any 
 one of scores of them would be at once an entertainment and 
 a lesson. 
 
 The object of this kind of instruction is not the observation 
 or study of animals in classes, but of their individual ways, their 
 social side, their personality. Every horse or dog is different 
 from everv other horse or dog just as every man differs from 
 every other man, only the difference is not usually so great nor 
 marked in so many ways. 
 
 Nothing will tend more to respect and liking for animals 
 than learning that they are not only herds, droves and so on, but 
 different individuals, thinking, feeling and acting differently 
 and independently in the same way, only not to the same extent 
 as human beings. 
 
 Finally, the step from learning to respect the rights of 
 animals to raspect for the rights of people is a short one. The 
 principle is the same. The former may well be the beginning 
 and foundation of the latter. A suggestion of it is made here 
 and there in the course of the book. ITow respect for the rights 
 of other people may be practically taught, may form the sub- 
 ject of another book if experience shall justify the publication 
 of this one. 
 
 There are some general rules for the treatment of all animals 
 by which our conduct toward them should always be controlled. 
 These rules should be memori/.ed and boeome wholly familiar 
 
The questions asked may be solved by theiu but their main pur- 
 pose is to make thoughtfulness and kindness part of the child's 
 second nature. They overlap each other somewhat but each 
 contains something different from the others. They will be 
 found at intervals throutrh the book. 
 
TABLE OF CONTENTS 
 
 Animals, Beasts or Brutes 1 
 
 Horses and What We Owe Them. First Lesson 2 
 
 Horses and What We Owe Them. Second Lesson 4 
 
 How ]Much Horses and Other Animals Are Like Us. 
 
 First Lesson ;"> 
 
 How Much Animals Are Like Us. Second Lesson 7 
 
 Colts, Puppies, Kittens and Other Young Animals !» 
 
 Training, Teaching or "Breaking" Colts and Dogs. 
 
 First Lesson 11 
 
 Training, Teaching or "Breaking" Colts, Dogs and Other 
 
 Animals. Second Lesson 14 
 
 How TO Understand Animals and How to Make Them Un- 
 derstand You 15 
 
 Liberty of Animals 16 
 
 What We Especially Owe to Animals Who Belong to Us 
 
 AND Ser\^ Us 19 
 
 What We Owe to Animals 20 
 
 Profit to Be :\L\de by Kindness to Domestic Animals 21 
 
 Feeding Animals 23 
 
 Beds for Animals 25 
 
 Shelter for Animals 26 
 
 Exercise and Play for Animals 27 
 
 Watering Animals 28 
 
 Keeping Animals Clean 29 
 
 The Horse's Saddle -^1 
 
 The Horse's Bits 32 
 
 The Horse's Shoes -^^ 
 
 The Horse's Collar -^^ 
 
 Blinders '^^ 
 
 Check-Keins '^^ 
 
Harnessing the Horse 40 
 
 Blanketing the Horse 42 
 
 Stabling the Horse 43 
 
 Whips and Spurs 44 
 
 Driving 47 
 
 Hitching 50 
 
 The Horse's Tail 50 
 
 Skin, Hair, Feet and Teeth of the IIokse 52 
 
 Sick, Sore and Lame Horses 54 
 
 Fat and Lean Animals 55 
 
 Sand, Mud, Snow, Ice 56 
 
 Heat, Cold, Wind, Rain, Snow, Sunsiuxk 56 
 
 Starting, Going and Stopping 58 
 
 Fear and Its Control 59 
 
 Ambitious, Spirited and Fretting Animals 59 
 
 Teasing and Petting Animals 61 
 
 Slipping, Stumbling and Fallen HoRSt s 63 
 
 Shying, Kicking, Rearing, Biting and Runaway Horses ... 64 
 
 Interfering and Over-reaching 66 
 
 Balky Horses 66 
 
 Flies and Gnats 68 
 
 Rest and Holidays ' 70 
 
 Helplessness of Animals 71 
 
 Old, Poor, Forlorn and Injured Animals 72 
 
 Intelligence and Virtues of Animals 74 
 
 Old Age 76 
 
 Happiness 76 
 
 Animals Belonging to Other Pkofle 77 
 
 Cows and Other Cattle 79 
 
 Beei-^ and Milk 80 
 
 Sheep and Hogs , . . 82 
 
 The Dog 84 
 
 The Dog, Continual 87 
 
Dogs, Continued 88 
 
 Mules and Donkeys 91 
 
 Chickens, Ducks, Geese and Other Fowls 92 
 
 Caged and Captive Animals 93 
 
 Cats and Kittens 94 
 
 Hunting, Fishing and Trapping 96 
 
 Families of Animals 99 
 
 Wild Birds 100 
 
 Wild Animals Not Game 102 
 
 Insects 103 
 
 Reptiles 105 
 
 Noxious and Dangerous Animals 105 
 
 The Words Brute, Brutal, Beast and Beastly 107 
 
 Contempt of Animals Wrong and Stupid 108 
 
 Animals Not Responsible as We Are 110 
 
 Growth of the Faculties ofAnimals Ill 
 
 Every Animal Different From Others Even op the Same 
 
 Kind 113 
 
 Our Ignorance Concerning Animals 116 
 
 Our Relation to the Lesser Animals 117 
 
 Our Duty Is to Help and Not Hurt 120 
 
 Blackboard Lessons 123 
 
OF THE 
 
 UNIVERSITY 
 
 OF 
 
 DUMB ANIMALS 
 
 AND HOW TO TREAT THEM. 
 
 A Text Book 
 For Use in the Public Schools. 
 
 Animals, Beasts or Brutes. 
 
 AS FAR as possible treat animals as you would think you 
 ought to be treated by them if you were in their place and 
 they in yours. 
 
 An animal is any living creature which can feel pain and 
 pleasure. All animals except men are called dumb animals be- 
 cause man alone has the power of articulate speech. Dumb ani- 
 mals can utter sounds and cries of many kinds but not articu- 
 late or joined-together sounds. Beasts are the same as dumb 
 animals. Brutes is also only another name for dumb animals. 
 Dumb animals are also called the lower animals because they 
 are generally lower than man in intelligence and were once sup- 
 posed to be lower than man in all ways. 
 
 Animals have a right to be well treated by us in all possible 
 ways. We have a right to use them but not to abuse or neglect 
 them. 
 
 + 
 
 Are you an animal? Is a bird an animal? A tree? A 
 bug? A worm? The King of England? The President of the 
 
2 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 United States? Why, in each case? Which of these are dumb 
 animals? Which brutes? Which beasts? How many kinds of 
 animals are not duml)? What do you mean by dumb? What 
 do you mean by speech? By articulate speech? On which one 
 of the words, dumb animal, should the stress be laid? Why? 
 What is the difference between wild, tame and domestic ani- 
 mals? Give an example of each. What is meant by owning an 
 animal ? AVhat rights does ownership of an animal give the 
 owner? What duties does ownership of an animal lay on the 
 owner? What do you mean by using an animal ? Give examples. 
 By abusing an animal? Give examples. Does ownership of an 
 animal give the owner the right to abuse him? Why? Does 
 anything give such a right to anybody? Why? What are an 
 animal's own rights which stand in the way of anyone having a 
 right to abuse him? 
 
 Horses and What We Owe Them. 
 
 EVERYBODY owes a great deal to horses, whether he owns 
 and uses any himself or not. That has been true for thou- 
 sands of years, ever since history began, just as it is today. Their 
 .strength and speec,! are so great compared to ours that a great 
 deal of the work we do all over the world could not be done at 
 all without their help. The cost of doing many other kinds of 
 work would be so great without the help of horses that we could 
 not afford to do it. If we had not had the help of horses in 
 time past so much of the work done then could not have been 
 done that the nations of the world would not exist as they now 
 do. The lack of them would have made so great a difference that 
 towns, cities and countries would not exist as they are now and 
 we probably would not be here to-day. They have helped very 
 greatly to make the world that we live in and enjoy what it is. 
 
HORSES AXD WHAT WE OWE THEM. 
 
 Stop and think what it would be like if, all at once, there 
 were no horses any more ; you would then see how much we have 
 to depend on them. There would be no way of plowing farms 
 and gardens, or of hauling crops to market. There would be no 
 hauling of goods, coal, lumber or stone, and no need of wagons 
 or carriages. Almost all kinds of business would have to stop 
 for a while until some other waj' of doing the work that horses 
 do could be found. 
 
 * 
 
 Which is the most useful of all animals to us? How and 
 why ? What did horses have to do with the clothes you have on ? 
 Give all the ways you can think of. What did they have to do 
 with building the house you live in? The bed you sleep in? 
 The food you ate this morning? The bread? ]\Ieat? Milk? 
 Fruit? Your shoes? Your hat? This school? How would you 
 
4 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 have gottea all these things if there were no horses? Bring 
 some stoties about horses. 
 
 Horses and What We Owe Them. 
 
 Second Lesson 
 
 ALMOST everything we have and use depends in some way on 
 the help of horses, even things which at first thought do not 
 seem to have anything to do with them. It is the same in city 
 and country. It is the same in peace and war. Their work 
 helped to^buildriiilroad trains and even the ships on the sea. 
 
 If yoh stop to think how much our* progress, our comfort, 
 our: happiness and even our lives depend on horses, you will 
 begin to love and respect them as they deserve. We owe them, 
 therefore, great debts of justice, gratitude and kindness in every 
 way for what they do for us. Besides what wt owe them on 
 our account they have a right to be well treated for their own 
 sakes. "We owe them whatever thev have a right to have. 
 
 Describe how horses are u.sed in five different kinds of work. 
 Describe the different ways in which horses suffer in war, and 
 point out the difference if any. Describe what you mean by 
 our progress, comfort and happiness which depend so much on 
 horses. Describe what you mean by the justice, gratitude and 
 kindness we owe horses on our own account. Explain why 
 horses have a right to be well treated on their own account. 
 Ought you to treat a hired horse as well as one you own? Why? 
 Describe how^ houses help to build railroad trains and ships. 
 For whom do horses work? Fight in war? What do they get 
 out of their work and suffering? Wlio gets the rest of what 
 their efforts produce? 
 
HOW MUCH ANIMALS ARE LIKE US. 
 
 How Much Horses and Other Animals Are Like Us, 
 
 like us 
 in most 
 
 HORSES and all the higher dumb animals are 
 in most ways instead of beintr different from us 
 ways. IMany people think be- 
 cause horses, for instance, are 
 covered all over with hair, or 
 because they walk on four 
 legs, or because they cannot 
 talk or because they eat grass 
 they are. therefore, entirely 
 different from us. The truth 
 is that in nearly all important 
 respects we and they are alike. 
 
 Their bodies are made of 
 flesh and blood and bones and 
 nerves like ours, even if their 
 loolts and ours are different. 
 The necessities of their lives 
 are the same as ours. The 
 causes of their pain and pleas- 
 ure are the same in nearly 
 all cases as the causes of ours. 
 
 The nearer they approach 
 us in intelligence the more like 
 us they become. Their minds 
 are like ours as far as they go. They think, remember and reason 
 from cause to effect, and from effect back to cause. When a 
 borse watches a man open a bam door by unfa.stening a latch 
 and afterwards unfastens the latch himself in order to get into 
 the barn he reasons that unfastening tlic latdi will let him into 
 the barn. When a cat mews for her supper, oi- a dog scratches at 
 the door to get in, they remember that by doing so before they 
 
 Peeking 'round the ba 
 
6 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 fjot what they wanted, and reason that if they do so again they 
 will again be supplied. 
 
 How many senses have yon and what are they? How many 
 senses has a horse or other like animal and what are they 1 Name 
 ten things you do which a horse does also. Name ten things you 
 need which an animal like a horse or cow or dog needs also. 
 Name ten things which would give you pleasure and ten things 
 which would give an animal pleasure. Ten things which would 
 give either of you pain. What would you do if you were hun- 
 gry and had nothing to eat? What would a horse do? What 
 could he do? If you were thirsty but had your hands tied, were 
 dumb and then tied to a post, or shut up in a barn and tied, 
 how would you get water ? In how many ways would your con- 
 dition then be like that of a horse or cow or dog tied up or shut 
 up in a barn ? Name ten ways in which you can use your hands 
 and arms in which a horse or cow cannot use their hoofs and 
 legs. When you are scared, teased, nervous, anxious, cold, sick, 
 tired, shut up against your will, punished unjustly, or spoken to 
 harshly and unkindly, what can you do to relieve youi-self from 
 each or all of these things? What could an animal, if tied or 
 shut up, do to relieve himself from any one of these things? 
 Tell all the ways you can think of in which horses are like us. 
 
HOW MUCH ANIMALS ARE LIKE US. 
 How Much Animals are Like Us 
 
 They are sometimes 
 They love their friends 
 
 Second Lesson 
 
 ANIMALS also have feelings like onrs. 
 even more sensitive than we a 
 and hate their enemies, are 
 glad and sad, have fear, an- 
 ger, jealousy, hope and joy, 
 feel sorry and are hurt just 
 like us. It is very easy to 
 hurt the feelings of most ani- 
 mals. Some great horse breed- 
 ers discharge any servant 
 who speaks harshly to one of 
 the horses. It hurts the feel- 
 ings of animals to scold them 
 and makes them happy to 
 praise them just as it does us. 
 They show their feelings in 
 the expression of their faces 
 and in their actions just as 
 we do. 
 
 The more you think and 
 study about this and the bet- 
 ter acquainted yon get with 
 animals the more plainly you 
 will see that in only a few v\u>gi„nj. lU- b<.by 
 
 things they are different from us, and in all the rest they are 
 like ns. The higher animals are more like us than the lower ones. 
 
 The ones we keep with us arc more like us than those wlio 
 do not live with us. The more we talk to. pet and treat them 
 kindly the more they grow to be like us. 
 
 To illustrate this: we take a. great deal of i)l<';i.sur(' in the 
 
8 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 different pleasant flavors of the things we eat. It is the same 
 with animals. IMoreover, they learn to like many flavors when 
 they are given a chance to try them, often the same flavors we 
 like. Like ourselves, also, one animal likes a certain flavor while 
 another animal of the same kind dislikes it. Not all horses like 
 the same kind of hay or grass. 
 
 We look forward with pleasant anticipation to onr meals, 
 to rest and sleep, and to other things we enjoy. Animals do the 
 same. We are disappointed when we fail to get what we 
 expected. Animals are disappointed in exactly the same way. 
 For that reason we should never tease, or disappoint animals by 
 withholding or withdrawing what has been promised them. 
 They look fonvard to their food, rest and the few pleasures or 
 comforts they expect or are used to, and are bitterly disappointed 
 and downcast when deprived of them, exactly as you are. 
 
 How many senses have you and what are they? Does an 
 animal have the same ones? Name ten things each which you 
 do, which you need, which give you pleasure, which give you 
 pain, and then see how many of each of these are true also of a 
 horse or other animals. If you were hungry or cold how would 
 you get food or warmth if your hands Avere tied, or you Avere 
 unable to speak and Avere tied to a post, or shut up in a barn ? 
 Describe all the different Avays in Avhich you could get relief if 
 suffering Avhen a suffering animal could not. Describe your 
 feelings AA'hen you are scared, teased, nervous, anxious, cold, sick, 
 tired, shut up against your Avill, scolded, punished unjustly, 
 spoken to harshly or unkindly, and then describe an animal's feel- 
 ings when so treated. Describe your feelings Avhen you are 
 petted, praised, talked to kindly or given any kind of pleasure, 
 and then describe ;iii Miiiiiial's feelings Avhon h(^ is treated in that 
 Avay. 
 
 Name three Avavs in which von lejirn tliintrs. In bow many 
 
TRAINING COLTS AND DOGS. 9 
 
 ways does a horse, dog or other animal learn? Describe your 
 feelings when you are punished for what you do not know or un- 
 derstand and tell why you feel so. Describe fully the feelings of 
 a horse, dog or other animal when so treated. Explain fully the 
 effect on you of being punished unjustly, or being treated un- 
 fairly. Describe the effect on an animal of being so treated. 
 Describe some of the things which make a boy or a girl, a horse 
 or a dog timid and cowardly. Explain why you or an animal 
 woulcl not like to be shut up or tied up. Explain why you have 
 a right to enjoy yourself, and why an animal has a right to 
 enjoy himself. AVhen have you not a right to enjoy yourself? 
 Describe your feelings when you are disappointed. Describe 
 the feelings of a horse or dog when he is disappointed. Give 
 ten illustrations of ways in which an animal can be disappointed. 
 
 Colts, Puppies, Kittens and Other Young Animals 
 
 ALL young animals are like babies. They are helpless and need 
 to be treated kindly, petted and loved. They do not know 
 anything about the world they are to live in and need to be 
 taught and shown. They are friendly and good-natured and 
 mean well but they do not know any better than to always do 
 just what they wish to do. If they do not turn out well, or if 
 they misbehave, it is because they have not been taught ami 
 trained, or have not been treated well and well brought up. 
 
 Children do not know how to behave well unless they have 
 been taught and trained, and ought not to be blamed for behav- 
 ing badly, unless they have been taught how to behave well. 
 It is just the same with a colt, or a puppy, or a kitten, or any 
 other young animal. They need to be taught, trained and 
 brought up, just like children, in order to know tvhat they 
 ought to do, and to do what they ought to do. If they learn bad 
 habits, or are unruly or ill-tempered it is because they have not 
 been well taught or well treated. They are not to blame. Their 
 
10 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 owners who did not l)rin<x thorn up rightly arc the ones wlio are 
 to blame. 
 
 A very little baby cannot do much for a long time but eat, 
 sleep and grow, but most young animals are not quite so helpless 
 as that, or else their helplessness does not last so long as that of 
 a baby. Some animals begin to learn almost as soon as they are 
 born. 
 
 ^ 
 
 What can a very little colt do that a baby cannot do? A 
 puppy? A kitten? What are some of the things a baby has to 
 learn? A colt, puppy or kitten? How do children learn good 
 manners? What do you mean by being well-behaved? What 
 are some of the things you have to do or be in order to be a good 
 boy or girl? Tn ()rd(M- to be well-behaved? To be a bad boy or 
 
TRMSIXG COLTS .LV/> OOr/.^. 11 
 
 girl? To be a badly-behaved boy or girl? What is the dif- 
 ference between being bad and being badly behaved? Describe 
 a good and bad boy and girl. Describe a good dog, horse, cat or 
 other animal. What are some of the bad habits of horses, dogs, 
 cats and other animals? ITow would you make a horse or ilog 
 well-behaved ? 
 
 What would you say of anybody who tried to scare or hurt 
 a baby 1 Of anybody who tried to hurt or scare a young animal ? 
 Why ? Wliy is it mean and cowardly to hurt or scare anything 
 weaker or which knows less than you do ? W^hat is it to be mean 1 
 Cowardly? Can anybody Avho is brave and good be mean? 
 Why should young animals be petted and loved ? Why is it a 
 brave and good thing to protect and care for anything weaker or 
 which knows less than you do? Bring some stories about colts, 
 calves, puppies, kittens and any other young animals you know 
 about. 
 
 Training, Teaching or Breaking Colts and Dogs 
 
 WK SPEAK of teaching or training a baby or older child. We 
 never speak of "breaking" a child. But people talk of 
 "breaking" a colt, horse or dog as if there must be something 
 rough, harsh and violent about teaching them. 
 
 The usual way of teaching or training a hoi*se or dog is 
 really "breaking" them, whipping or beating them, breaking 
 their spirits, making them afraid, or being cruel and rough with 
 them in other ways. It does not need to be so, and the kind 
 and gentle way is far better. The men who teach and train ani- 
 mals are verv' often men who are not kind, patient and gentle 
 but are men who take pleasure in being rough and cruel with 
 animals because they are helpless. Very often tliey do not know 
 enough to see that the kind way is the best way. 
 
 They are often quick-tempered and in too nuifh of a hurry 
 
1L» Dl.Mli AM.MALS AND llOW TO TREAT TJIEM. 
 
 Instead of taking time, being patient and showing the colt, for 
 example, what they want him to do, so that he understands what 
 it is, and that they are not going to hurt him, they force him 
 to do what they want ^vithout liis luiderstanding it. 
 
 Generally, colts are I<'t run and do as they like till they are 
 three or four years old. We do not begin teaching them young 
 enough. So when we do begin to teach a colt he does not know 
 what to do or where to go, he wants to have his own way and do 
 as he likes as he always has done. The harness hurts him, the 
 men shout and speak harshly to him, he is whipped and he does 
 not know what for, but knows it hurts. He does not know what 
 the shouts and harsh words are for. but they scare liiin. What- 
 ever he doe.s appears to him to be wrong. 
 
 At last he gets nervous and bewildered, and sometimes sulky 
 and sullen because he is discouraged and feels he is not being 
 treated rightly, just as you have felt sometimes when you have 
 felt you were not being treated justly. Tie feels as if whatever 
 
TRAINING COLTS AND DOGS. 13 
 
 he does will be wrong, that he will be whipped and hurt whether 
 he deserves it or not, exactly as you have felt under similar 
 treatment. 
 
 Sometimes such unkind, unjust and cruel treatment spoils 
 his disposition for all the rest of his life. Sometimes by abuse 
 and bad treatment, while being "broken," his spirit is really 
 broken. That means he loses his ambition and courage and 
 becomes a dull, listless and hopeless creature who lives out the 
 rest of his life unhappy, dejected and cowed. 
 
 Never forget that horses, dogs and all other animals, as far 
 as thej^ know and can know, are exactly like boys and girls in 
 their feelings, exactly like you yourself. In all your dealings 
 with dumb animals, young or old, think how you would feel if 
 you were in their place, not able to help yourself, and they in 
 yours, with power over you. Then you will know partly how 
 they feel and will treat them more nearly as they ought to be 
 
 treated. 
 
 ^ 
 
 "Why is it wrong to speak of "breaking" a colt? What 
 would be better words'? Explain fully how you would teach or 
 train a baby, a colt, a kitten, a puppy. Why is it a bad thing to 
 hurt or scare a young animal while you are teaching him? 
 When you are teaching a colt or a dog would you whip or scold 
 him if he did not understand you? Why? What would you do? 
 Would you get angry or out of patience with him ? Why ? How 
 soon do you begin teaching the baby? The colt, or the puppy? 
 Why do you not wait till the baby is several years old before 
 you teach him anything? AVliy wait till the colt is several years 
 old? Which can hear the better, you or a horse? You or a dog? 
 Why, then, do people shout at horses and dogs when talking to 
 them ? What would be better? Ts it a good or liad thing to speak 
 roughly or harshly to a baby? To a puppy? To a horse? To a 
 cow? To any animal? Why in oar-li nf fhr'so cases? Explniii 
 fully how vou would teach a colt. 
 
U DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 Training, Teaching or "Breaking" Colts, Dogs and 
 Other Animals 
 
 Second Lesson 
 
 W]] HAVE learned tliat the best way to teach a colt, puppy or 
 other animal is to pet, coax and encourage him in exactly 
 the same way we do a baby, or an older child. If we wish him to 
 learn to come or to go, we e:ently pull or push him, being care- 
 ful not to hurt or scare him, but by gentle means show him what 
 we want him to do. We must not discourage him by giving him 
 something too hard to understand or to do, nor must we be dis- 
 couraged if it takes a long time to teach him. If we start with 
 a little colt and get him used little by little to the different 
 parts of a harness, to being hitched, to drawing a little cart, to 
 the words of command and so on, by the time he is grown up he 
 will 1)0 a well educated horse without knowing how or when he 
 came to be so. But when it is not possible to begin with him as " 
 a little colt the means and method should be the same. That is. 
 take time, have patience, .show liiiii what you want and teach 
 him little by little. 
 
 How would you teach a colt to carry a saddle? A harness? 
 To come to you? To go from you? To stop? To back? To pull 
 a load ? How would you teach a dog to go ? To come ? To stop 1 
 To lie down? To sit down? To roll over? 
 
 Would y<Mi l.ilK- loudly or scold them while teaching them 
 these things? Why .' If you gave an animal you were teaehinir 
 something too hard for him to understand or to do, what would 
 be the effect on him? If yon then scolded or punished him what 
 would be the effect? 
 
 When a horse gets discouraged, feels that he is not treated 
 ri^^ditly and it is no use to try, what name do we give that kind of 
 a hor.so? Whose fault is it? Ought the hoi-se to be punished? 
 Why? AVhat would you do to cure a balky horse? AVhy? 
 What would you do 1o keep a horse from IxM'oniiii'j l)alk\-? 
 
HOW TO / .\7> /•;/;>■ /.l.\7) .\.\ DIALS. 
 
 Conh\ you say that a iliscourju^'d. sulky, sullen Imy or u'irl is a 
 balky boy or girl? Ex}>laiu fully how you woubl loa.-h a |»ui»|>y 
 or ilog. 
 
 Ho. 
 
 to Uncicrstand Animals and How 
 Understand You 
 
 Make Thcni 
 
 WK TALK with words which we join to'^'ctht r into se 
 and in that way say anythinir we want to. Animals 
 do that. Thoy oan utter only soiuids and eries which mean 
 thinpTJi to them as much as our words and sent.'n.-rj 
 certain things to us. But we 
 can only guess as nearly as 
 we can what the cries and 
 sounds of animals mean. 
 
 In order to understand 
 what a horse or dog or other 
 animal means or wants we 
 have to watch him and pay 
 attention to what he <loes and 
 says the same as we do with a 
 baby and then sue.ss what he 
 means and wants the same as 
 we do in the baby's case. 
 When an animal finds out 
 that we will pay attention to 
 him when he is trying to say 
 -umething to us and will give 
 him what he wants as soon 
 as we know what it is. he will 
 begin to try to tell us. Hut 
 if we pay no attention to him 
 vhen he is tryinir to tell us 
 >(>mething he will soon get 
 
 nteners 
 cannot 
 certain 
 
 : iiii'an 
 
16 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 discouraged and think it is of no use to try to tell us anytliins: 
 any more. 
 
 Intelligent animals, especially if they have been treated 
 with attention, get so they understand a great deal of what we 
 say and become very clever in telling us what they want. They 
 often understand us much better than we understand them. 
 
 Imagine yourself a horse and explain how you would tell us 
 when you are hungry, thirsty, tired, lame or sick. Tiiiauine your- 
 self a dog and explain fully how you would niak.^ it known if 
 you were cold, afraid, out of breath, had the headache or tooth- 
 ache. How would you tell that your food is bitter or sour? 
 How would you get things different? Explain in how many 
 ways it is harder for animals to tell what they want, or get what 
 they need, than it is for you to do so. 
 
 Imagine yourself dumb and with hoofs or paws instead of 
 hands, then tied to a post or shut up in a barn, what would your 
 owner's first duty to you be? "What else would be his duty 
 toward you? Explain fully how to make animals undei-stand. 
 Explain fully how to understand animals. 
 
 Liberty of Animals 
 
 WE GET most of our happiness out of being able to go where 
 we want to and do what we want to, provided it is not wrong 
 or unwise. That is liberty. That is being free. No matter what 
 else we may have we aiv nol lia])py uidcs.s we arc free. Of 
 course, we (Hi'jlil ii(»l Id d.i ;in\tIiinL:- wnuii:- of mnvisc. Tf we 
 do not loiiiw wlial i- wfniiL; or uinvisc we should follow \hv ad- 
 vice of those who do know. To bo froo do(\s nof mean fn^odom to 
 do what is wrong or foolisli. 
 
 'I'o be subjcfl jo the oi'di')- of soiiieouc t'lsc without good 
 
IJlHHn Y OF AMMALS. 17 
 
 reason, is to be eitlier a prisoner or a slave. There are nuiiiy 
 kinds of good i^easons, such as obedience to our parents, to the 
 hiw or to tliase wiio have autliority over us for any i^ood cause. 
 But, generally speaking, we get our happiness out of doing wiuit 
 we want to when it is right and does no other creature any luirni. 
 It is very much the same with animals. Each one's luippi- 
 ness depends very much on being allowed to do as he wants to, 
 unless there is a good reason for keeping him from doing so. 
 Whenever an animal shows that he wants to do something he 
 should be allowed to do it, and not interfered with, unlass there 
 is a good reason for interference. We should not tyrannize over 
 animals, ''boss'' them, make them do what the}" dislike or keep 
 them from doing what they do like, unless there is a good rejuson 
 for doing so. 
 
 What is it to be a prisoner? A slave? To be free? How 
 many kinds of animals can you think of who are either prisoners 
 or slaves? What do you owe to an animal you deprive of his 
 liberty? AVhat would be a good reason for depriving an aninuU 
 of his freedom? Imagine yourself an animal deprivt'<l <>f liberty 
 and describe your feelings. 
 
WHAT Wl-J on/-; .l.\71/.t/..S'. V,) 
 
 What We Especially Owe to Animals Who Belong to 
 Us and Serve Us 
 
 WHENEVER it is in our power to do scood to any creature we 
 ought to do it, especially if the creature is not able to help 
 himself. There are cases which look like exceptions to this rule 
 but in reality they are not so. 
 
 If we own an animal we ought all the more to bu gouil to 
 him. He has a right to expect more from j'^ou as his owner than 
 from a stranger. If an animal worfe for you or is of value or 
 service to you you owe him good ti'eatmeiit. It is your debt to 
 him. It is his wages. He earns it just as you earn money. 
 
 If you do not pay the debt by good care of him you rob a 
 helpless animal of his pay. You cannot pay him in money for he 
 could not use it. All he can get for his pay is good care. If 
 you do not pay him that you cheat him. It is bad and wicked 
 enough to cheat anybody but it is worse and meaner and more 
 cowardly to cheat a helpless dumb animal. You can never rem- 
 edy such a wrong. You can pay back money out of whicli you 
 have cheated someone, but you cannot make up for the comfort 
 or care you withheld fi-om an animal. The chance to give him 
 that is gone with the time when you should have given it to him. 
 
 If a .strange horse came aloii<_;- tlic i-mid mid sloixl liungry. 
 thirsty or cold at your gate, what would be yoiii- duty? Wliy" 
 Would it make any difference if he had worked for you? If you 
 owned him? If he had worked for you but was now old. weak, 
 sick and worthless? Why? Does the value of an animal have 
 anything to do w'ith his right or our duty toward him ? Does the 
 wealth or poverty of a man or woman liave anything to do witli 
 their rights and our duty toward them? If you fouml a sick 
 horse or other animal without an owner what would be your (hity 
 
20 DUMB ANIMALS AND HOW TO TREAT TEEM. 
 
 to him? Why? If he had an owner? Why? If you had only 
 food enough for your own animals and a strange horse or dog 
 or cow came and stood hungry- and suffering at your gate, or if 
 you knew of such an animal what would you do? Why? State 
 clearly the rights of an animal from strangers. From his owner. 
 Explain fully how you think you ought to treat your own 
 animals. 
 
 What We Owe Animals 
 
 WHEN any person or any animal ha.s been i)laced by any act 
 of ours where he suffers or where he cannot help himself, he 
 has an especial right to expect us to help him out and to see that 
 he does not suffer. We owe him that for being responsible for 
 his misfortune. 
 
 But it is also true that when any person or any animal is in 
 need of help. Avhether through our fault or not, it is our duty to 
 do all we can to help him. This needs some explanation. 
 
 Since we cannot take care of all people or all animals who 
 need help, we have to use good judgment and help first those 
 who have the first claim on us. Persons we are related to. ani- 
 mals we own, either persons or animals to whom we owe gratitude 
 for services they have done us, promises we have made, severity 
 of their need or their suffering, or some other such claim — all 
 such things have to be thought of. Every case must be .iudged 
 by it'self. 
 
 We must also consider ourselves, our own neetls and oui- own 
 importance relative to that of others. Most of us are selfish 
 enough to think of ourselves first. Generally the danger is that 
 we win think too much of ourselves. 
 
 We can ourselves relieve only a very small part of the suf- 
 fering in the world. We have to use good sense and judgmeui 
 about what wc trv to relieve. When wc cannot do it ourselves 
 
PROFIT MADE BY lUNDNEtiii. 21 
 
 or even wlieu we can, if there is some one whose duty it is to re- 
 lieve it, it is better and more nearly jiust to see that he does it than 
 to do it ourselves. It is better to make the owner of a hungry 
 animal, for instance, feed that animal than to do it ourselves. 
 The first thing to do is to see that he is fed, and then that the 
 right person does it or pays for it. The same principle is true of 
 other kinds of need and suffering. 
 
 Explain what you mean by "using good judgment and 
 sense" in our efforts to relieve distress and do good. Explain 
 why it is better to make people do their duty than to do for them 
 what they ought to do. What do you mean by owing something? 
 Can we owe things besides money? Give examples. AVhy ought 
 we to pay our debts ? 
 
 The Profit to be Made by Kindness to Domestic Animals 
 
 THE United States government in Washington knows so well 
 how Avell it pays to treat domestic animals properly that it 
 helps to support Agricultural colleges all over the United States, 
 a part of whose w^ork it is to teach the right way to take care of 
 animals. The government also employs the most famous scien- 
 tific men it can find, who have made special studies of animals, 
 to write books which tell how to take care of them in the best 
 way. These books are then published by the government- and 
 circulated over the country. 
 
 The Department of Agriculture is one of the great divisions 
 of the national government in Washington and its .secretary is a 
 member of the President's cabinet. One of the most important 
 parts of the Department of Agriculture is the Bureau of Animal 
 Industry, which spends all its time studying animals in certain 
 w^ays. The publications of the Bureau of Animal Industry have 
 
■2-2 DiMB AMMALS AND HOW TO TREAT THEM. 
 
 taught jicople the best ways to treat aiiiiuals and the importance 
 of being kind to them. 
 
 The government also keei)s track of liuw many of each kind 
 of domestic animals there are in the country, how much they are 
 worth and how much some of them produce. The census of 1900 
 shows that there are nearly 70,000,000 head of cattle, worth over 
 .$1,500,000,000; nearly 25,000,000 horses and mules, worth over 
 $1,200,000,000 ; and more than 125,000,000 sheep, hogs and goats, 
 worth over $400,000,000. The 18,000,000 cows kept for milk give 
 almost $500,000,000 worth every year in milk, butter and cheese. 
 The niniibers of these animals is growing fast all the time, and 
 so is the value of what they produce and their own average value. 
 There are many more of them now, and their value is much 
 greater now than was the ease in 1900. Next year and every 
 year there will be still more. 
 
 The value of all these animals depends on how much work 
 they can do, how^ long they can do it and on how much they pro- 
 duce or are worth for food. Accordingly, the longer a horse is 
 likely to live, and at the same time be well, strong and able to 
 work, the more he is w^orth. The more or better milk a cow pro- 
 duces the more she is worth. The heavier and larger an animal 
 for beef or mutton grows the more he is worth. 
 
 Most animals in the country are generally better treated than 
 those in cities. Some kinds of work are especially hard on 
 horses. They are nsually put to work at from tliree to four 
 years old. Horsemen say, that if all horses were kindly and intel- 
 ligently treated from birth to death, properly fed, watered, shel- 
 tered, bedded, harnessed, worked, rested, taught, doctored and oth- 
 erwise cared for, they would on the average be as good at twenty- 
 five years old as they now are at fifteen or sixteen years old. 
 Dairymen say that if cows were treated in the same way they 
 would produce from a quarter to a half more milk than they do 
 now. Stockmen sny that eattle so treated weigh a quai-ter to a 
 
FEEDINU AMMALS. 23 
 
 half more than they do wheu not so cared for and that the dif- 
 ference in the way cattle are treated often makes one worth more 
 
 than twice as nuich as another. 
 
 From the figures given what is the average value of tlie 
 horses and mules in this country / Suppose a horse begins 
 work at four years old and stops at sixteen, what is each year of 
 his wo^'king life worth? If good treatment would add a year to 
 his working life what would it be worth and what would it 
 amount to for all the horses and mules in this country? Two 
 years? Four years? Ten years? If good treatment of cows 
 would add one quarter to their milk production, what would it 
 amount to for all the cows in the country for a year ? If a horse 
 costs fifty cents a day to keep and earns a dollar a day for two 
 hundred and fifty working days each year, how much a year 
 does he earn for his owner? If the best treatment of him possible 
 would add a year of working life to his age what would be the 
 owner's gain? Two years? Five years? Ten years? In how 
 many ways can you increase the value of an animal? A\'liv cini 
 you not expect an animal to grow l)ig and sti-ong if he is not 
 well cared for? 
 
 Feeding Animals 
 
 EVERY animal has a right to have proper food according to 
 his kind. That means that he has a right to have enough 
 food ; to have it regidarly ; to have a variety -. and to have what he 
 likes and enjoys. 
 
 Animals that feed on grass, hay and similar foods iicmI 1o 
 be fed often and in large quantities, for such food does nol con- 
 tain much nourishment and they have to eat a good deal of it. 
 For this reason such animals have large stomachs and their 
 
!4 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 stomachs need to be kept filled most of the time. Meat-eating 
 animals do not need to be fed so often or so much for their food 
 contains concentrated nourishment. 
 
 But all animals should have enough so they will not suf- 
 fer from hunger. Their food should not be musty, moldy, sour. 
 
 bitter, spoiled or unwhole- 
 some in any way, any more 
 than your food should be any 
 of those thing.s. 
 
 They do not want to eat the 
 same thing all the time any 
 more than you do. So they 
 ought to have a variety. They 
 like it better and their health 
 will be better. 
 
 They need to be fed regu- 
 larly because it keeps them 
 from hunger and is better 
 for their health and strength. 
 They ought also to have what they like because their appetites 
 are better, their food does them more good when they like it, and 
 because they have a right to enjoy what they eat, just as you 
 
 have, i . 
 
 Besides the dried grasses and grains which make the chief 
 food of horses, cows, sheep and other like animals when they 
 are not pasturing, they like vegetables, meal, bran and fruit. 
 
 Dogs, cats and other carnivorous animals learn quickly to 
 like cooked meat as well as raw meat, beside milk, bread and 
 almost all kinds of cooked vegetables. 
 
 Birds like seeds, fruit, fresh pieces of vegetables and a 
 variety of other food. The more closely confined animals are kept, 
 the more pains must be taken with their food to keep them in 
 good health. When possible give animals what they like and at 
 regular times, remembering that one of the rognlnr plonsnros of 
 
 Dead of starvation. Railroad tricycle with 
 officer of Child and Animal Protection 
 bringing hay came too late for this horse 
 but saved many others 
 
BEDS FOR ANIMALS. 25 
 
 your own life is to have a variety of things you like to eat, and 
 that it is exactly the same with them. Besides, they have far 
 fewer other pleasures than you have. 
 
 If a healthy and hungry animal refuses to eat the food you 
 give him, do not try by hunger to make him eat it anyway. It 
 is a sure sign that he does not like it and that it is probably 
 not good for him. 
 
 Give two reasons why it would lie wrong to make you oat 
 moldy bread or spoiled meat. Two reasons why it would be 
 wrong to give a horse moldy hay or musty grain. What would 
 you do about it if you were dumb, had your hands tied and were 
 then shut up Mith nothing to eat or drink but spoiled food and 
 dirty water .' AVliy ought you and all other animals to have food 
 regularly? To have fresh water? Wlien both are hungry, which 
 ought you to feed first, yourself, your horse or your dog ? Why 1 
 Give three reasons why an animal belonging to you has a right 
 to expect you to see that he is comfortable and happy. Three 
 reasons why it is cowardly and mean to let your animals suffer 
 while you are comfortable. Why ought you to have food you 
 like? Why should animals have food which tastes good? Name 
 all the things you can think of which you like to eat. Name all 
 the thinss a dog. horse or cow likes to eat. 
 
 Beds for Animals 
 
 IF YOUR bed is not a comfortable one you are not rested and 
 refreshed by sleep as you would be if it were a good bed. 
 A good bed is dry, smooth, level and soft. A good bed for an 
 animal would be a good bed for a man in these respects. 
 
 A man can make a bed for himself, but an animal has only 
 hoofs or paws, and when he is confined, as most domestic ani- 
 mals always are, he has to lie down wherever he is kept and on 
 whatever his master gives him. lie cannot help himself or find 
 
126 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 a good bed or a good place for one, but has to take what he can 
 get or what is given him. Wild animals, or animals at liberty, 
 can generally find and make beds for themselves. 
 
 ^ 
 
 What are the four things necessary to make a good bed, and 
 why are they necessary? Why is a good bed necessary? Name 
 all the things you can think of which a horse working for you 
 ought to get as part of his wages. Ought he to have them any- 
 way, whether he Avorks or not? Why? Why is it so cowardly 
 and mean to cheat an animal out of his rights? A child? A 
 woman? An old man? Name the things a bed for yourself 
 ought not U) bo. A bed for a dog. For a horse. For a pig. 
 
 Shelter for Animals 
 
 ALL WARjM-BLOODED animals need shelter from storms and 
 bad weather. There are almost no exceptions. Tn their wild 
 state they find it for themselves as far as they cnii. Tn their 
 tame state they need it even more, for they are not hardened 
 and toughened by exposure so as to do without it. Tn lliis way 
 as in most others they are like us. If they are strong, young 
 and well, they do not need shelter so much -. if weak, old or sick 
 they need it more. If they are used to being out of doors and to 
 the changes of temperature and weather they do not need shelter 
 so much, as they otherwise do. 
 
 When the time for rest and sleep comes all animals instinc- 
 tively seek slielter. Horses exposed to storms and rough weather 
 while at work, especinlly need a sheltered place in which to rest 
 and sleep. 
 
 All animals not well sheltered require far more food than 
 if w ai-mly and comfortably kept. They not only suffer pain from 
 fold, wcl nnd wind, but thoso things tnko their strength ajjd 
 
tJXEHClSE FOR AMMALS. 27 
 
 flesli. A lai-iie part of the food they eat is bui-ncd up in trying 
 
 to keep the heat of their bodies up to what life reciuires. So it 
 
 takes more to keep them in good flesh when exposed to cold or 
 
 storms. 
 
 ^ 
 
 Describe fully your feelings and those of all other like ani- 
 mals when cold, wet and hungry. Which needs shelter most, 
 young or old animals? Sick or well ones? Explain fully why 
 shelter is necessary. What should you do when one of your ani- 
 mals is shivering? When somebody else's animal is shivering? 
 Does it pay to feed and shelter animals Avell? Why? Who is 
 benefited by the good care of animals? What effect has a cold 
 wind upon you? On a horse, cow or dog? Describe a good 
 shelter. 
 
 Exercise and Play for Animals 
 
 WHEN animals do not have to work, and in that manner get 
 exercise, they should have regular and sufficient exercise to 
 keep them in health and good spirits. Whether they work or not 
 they ought to have freedom and a chance to play a part of the 
 time exactly as people should. Neither horses nor men should 
 work more than six days a week. Horsas and cows should be 
 turned out to grass sometimes, when it is possible. Green food is 
 good for them. It is the natural life of horses and cattle to be out 
 of doors in the fiekls and woods. Lame and sick horses often get 
 well with no other treatment than to ho turned out in the fields 
 to live on grass and in freedom. 
 
 Exercise and play is as necessary to hor.ses, dogs and all 
 other animals as it is to ourselves. They pine and fret and lose 
 their health without it, just as we do. 
 
 If you or any other animal had to work all day and every 
 day would you keep woll and happy'? Why? If y>n\ wore kept 
 
28 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 h ISC' of his friend, the coli ; i i _ 
 
 shut up or tied up in doors all tlay and every day. would you 
 keep well and happy";' Why? If dumb animals are like us in 
 animal ways, ought we to treat them like ourselves in animal 
 ways. What do you mean by animal ways? Give all the ex- 
 amples you can think of. What good does it do you to play 1 A 
 dog, cat or horse? Describe the ways horses, dogs, cats and birds 
 play. Find out how wild animals play and bring stories about it. 
 
 Watering Animals 
 
 EVERY animal should have plenty of fresh, clean water as 
 often as he wants it. Exactly like people, animals want to 
 drink much more and much oftener at some tim&s than at others. 
 If possible they should have water all the time where they can 
 
KEEPING ANIMALS CLEAN. 29 
 
 get it. If that is not possible they should be given frequent 
 opportunity to drink. 
 
 Animals not only suffer from lack of water when they need 
 it, just as we do, but they also begin quickly to lose flesh and 
 strength. All animals, ourselves included, lose flesh and strength 
 much more rapidly from lack of water than from lack of food. 
 The suffering which thirst causes is also much greater than of 
 hunger. 
 
 Water should be fresh. After it has been drawn or pumped 
 it soon begins to get stale and flat and, if there are any unpleas- 
 ant odors in the air, it takes them up and tastes of them. 
 Animals like fresh, cool water, just as we do. 
 
 Describe your feelings and those of any other animal when 
 you are thirsty. Describe the effects of thirst. How often should 
 animals be given water and how can you tell when an animal is 
 thirsty? If you know an animal is thirsty but he does not be- 
 long to you, what ought you to do ? Why 1 If you are thirsty 
 and your horse, dog or cow is, too, which ought to drink first? 
 Why? What kind of drinking water do you like best? AVliat 
 kind does any animal like best? 
 
 Keeping Animals Clean 
 
 ALMOST all animals like to keep clean. In their natural state 
 animals keep themselves clean. They are washed by the rain, 
 bathe in streams and pools, are blown upon by the wind, roil on 
 the grass or in the dust and rub themselves against the trees. 
 
 When they are in our hands, kept as a kind of prisoners and 
 not free to do many of the things natural to them and which 
 they would like to do, we must see to it that they are kept clean 
 for they cannot help themselves. 
 
 They ought to have clean, dry places to stand in and a r-jcan. 
 
.i HORSE'S SADDLE. 31 
 
 dry bed to sleep on. Horses, especially, should be curried and 
 brushed. If they are kept iu stables in warm weather, they 
 should be washed and dried besides being curried and brushed. 
 If washed in cold weather there is danger of their taking cold. 
 If they are not kept clean it affects their health and spirits. 
 
 On a horse's skin, under the hair, the matter thrown off by 
 his pores in sweating accumulates. Dirt and dust also settlt and 
 collect in the hair. These things make him itch and feel uncom- 
 fortable, the more so if he works hard and sweats much. That is 
 the reason he rolls when he has a chance, shakes himself, twitches 
 his skin and scratches himself by rubbing against posts, fences 
 and the sides of his stall. It gives him great relief and pleasure 
 to have these accumulations removed by currying, brushing and 
 washing. Some horsemen go so far as to say that a good currying 
 is as good for a horse as a feed of oats. 
 
 Dogs do not sweat through their skins like horses but they 
 enjoy being combed, washed, brushed and cleaned. It is the same 
 with most other animals. Cats, however, do not like to be wet. 
 They have their own way of keeping clean. 
 
 "Why do you take a bath, wash your face and hands and 
 comb or brush your hair? If you had only hoofs or paws and 
 were kept tied or shut up how would you keep clean? Imagine 
 yourself as helpless as a horse, dog or other animal is to keep 
 himself clean, then describe your feelings and what you would 
 do in such a situation. Why not wash an animal in cold 
 weather? Why keep animals clean? 
 4. 
 
 A Horse's Saddle 
 
 A HORSE'S saddle should be neither too wide nor too narrow. 
 It should fit the horse's back just as every part of a horse's 
 harness should fit him. If it is too narrow it will make tender 
 
32 DUMB ANIMALS AND IWW TO TREAT THEM. 
 
 and exceedingly sore spots on the ribs where it rests. If too wide 
 it will make a sore on the backbone where it rests. The saddle 
 blankets should .be thick and soft, should be kept clean and dry 
 and should be carefully looked after from time to time to see 
 that they do not slip. The girths should be broad and soft but 
 firm and tightly drawn so the saddle will not slip but they should 
 not be too tight so as to distress the horse. If a horse is to stand 
 for some time Avithout being ridden it is a great relief to him to 
 have the girths loosened or, better yet, to liave the saddle taken 
 off altogether. "Wateli your saddle and horse all the time. 
 
 AVhy should the saddle fit the horse's back and the blankets 
 be thick, soft and dry? Why should a horse's girths be 
 broad, soft, firm and tight? Imagine yourself a horse with a 
 saddle hurting you and being ridden, then describe your feelings 
 and what you Avould do. Imagine yourself as in the last ques- 
 tion but with an iron bit in your mouth, your rider jerking you 
 by the bit and whipping you, then describe your feelings and 
 what you would do. Draw a picture of a horse being ridden and 
 treated properly and of one being abused while being ridden. 
 In what ways must you watch and pay attention to your riding 
 horse to keep him comfortable? 
 
 The Horse's Bits 
 
 THE BITS and reins are the means by which a horse is con- 
 trolled. Various kinds are used, some of them very painful 
 and cruel. The object should always be only to control the horse, 
 and never to hurt his mouth unnecessarily. Many horses are 
 spoiled by the ignorant and cruel use of bits, besides suffering 
 great and wanton ])aiii. A horse when being hurt cannot con- 
 trol himself. The memory of l)oing hurt lasts long with him. 
 
THE HORSE'S BITS. 33 
 
 together with the memory of the thing which hurt him. 
 
 The bits should be washed and kept clean and smooth. IMctal 
 bands and ornaments, especially if brightly polished, should be 
 kept off the bridle. They grow hot in tlie sunshine and very 
 often loflcct the bright light into the horse's eyes and almost 
 blind liiin. In this you must remember that he cannot tell you 
 about it — you must watch and observe him all the time lest Ik^ 
 be in pain from some cause and you not know it. 
 
 A horse's mouth is soft and tender. Keep it so. Use it 
 gently. Always be gentle. Be firm if necessary but always 
 gentle. Never jerk a horse. If necessary to control him wlicn a 
 steady pull will not do so, saw firmly and steadily on the reins 
 but never jerk them. Remember that the reins and bits are to 
 guide and stop the horse and for nothing else. For that reason 
 never jerk the reins Avhen you wish the horse to go. Some peo- 
 ple are continually doing this. Always tell your horse to stop 
 before you pull the reins and then pull them with a steady pull 
 instead of a jerk. 
 
 Never hurt your horse or any ollioi- juiiiual wlicii it can be 
 helped. Never use force and haste when time and gentleness are 
 possible. ]\Iost animals are more sensitive than you are. They 
 feel, hear, see and smell better than you do. Accordingly, they 
 often suffer more. 
 
 IMost people do not realize this any more than they realize 
 that animals have feelings to be hurt. It is the general but mis- 
 taken belief that animals are not nearly as sensitive to pain as 
 we are. In the same way, very few people know that they are 
 sensitive to harsh language and unjust treatment and that their 
 feelings are hurt bv it in somewhat the samr* way ours are. 
 
 Imagine yourself a horse and dosci-i])o fully how you would 
 like to be harnessed and driven. "What kind of fee<l would you 
 give a horse with a sore mouth? Describe the kind of bits and 
 
;^ .§ 
 
 - e 
 
THE IIOKSK'!'! SHOES. 35 
 
 the way to use them that you would want, if you were a liorse. 
 Describe your feelings if you were a horse, feeling good and anx- 
 ious to go fast, if your driver jerked you and sti-uck you with the 
 whip. 
 
 ♦ 
 
 The Horse's Shoes 
 
 FEW THINGS cause a horse more distress than neglected feet. 
 Every time a lame horse puts his foot on the ground he suf- 
 fers, sometimes acutely. If two feet or more are lame at once, so 
 much the worse. He suffers doubly and cannot show by his walk 
 how he suffers. 
 
 If a horse shows signs of lameness, find out the cause if 
 possible without delay. If you cannot tell what it is yourself 
 go to a good horseshoer, not merely a blacksmith who may know 
 little or nothing about horseshoeing and horses' feet, but to a 
 horse-shoer. If he cannot tell what the matter is, go to a veter- 
 inary surgeon. 
 
 Great skill, study, experience and a tliorough knowledge of 
 a horse's feet and legs are necessary to enable a man to siioe a 
 horse properly. A shoe is an unnatural thing for a hor-so to 
 wear. Being made of iron it is unyielding and prevents the foot 
 from .springing and expanding as it was meant to do under pres- 
 sure ai^d in use, very much as our feet do when we walk or run. 
 
 The ailments and injuries of a horse's foot are so many 
 they cannot be described here. Corns or sore spots eau.sed by 
 bruises are the mo.st common and are very hard to cure. About 
 all that can be said here is that the horse's feet should be 
 watched constantly and on the least .sign of lameness he shonM 
 be relieved from work until he is cured. Remember that he can- 
 not tell you how much or how he suffers. All he can do is to 
 limp and hold his foot up. Treat him as you would want to bo 
 treated yourself if you were in his place. 
 4. 
 
3G J}l mi: AMMALS AM) HOW TO TREAT THEM. 
 
 Describe fully what would be the effect on you, if you had 
 to walk with a grain of sand or gravel in your shoe? In shoes 
 too tight? If your horse went lame what Avould you do? 
 Observe lame horses, find the cause and reuiody and l)i'ing an 
 account to school. Describe a good shoe. 
 
 The Horse's Collar 
 
 THE horse's collar is the place where the greatest pressure 
 comes when he is pulling. It should be neither too large nor 
 too small, and where it touches his slioulders or neck it siiould 
 lie perfectly smooth and fit perfectly. If there is o\v place 
 under ^he collar where the pressure is greater than it should bo 
 Ihere a sore spot forms. 
 
 The constant rubbing and twisting under pressure as the 
 liorse steps forward with first one foot and then with the other, 
 (\specially in hot weather w^hen the horse sweats, is almost cer- 
 tain to make his shoulders sore unless the collar fits perfectly 
 and unless its bearing surface is kept clean and smooth. The 
 same thing is true of the top of his neck where the collar rests. 
 Every night after the horse's work is done in hot weather his 
 shoulders and neck should be washed with cold water. This 
 washes out the dust and dirt and toughens his shoulders and 
 neck. The collar should be washed clean and smooth at the 
 same time. If this is carefully and regularly done tlnMv will 
 .seldom be sore spots on his shoulders or neck. 
 
 Whenever there is a sore spot under any part of the harness 
 it should be padded all round, if the harness bears on it, leaving 
 a hole where the sore is so there will be no pressure on il and the 
 sore can get well. If the collar is padded in this way or to make 
 it softer, both sides should be padded alike or the stra-n will 
 come more on one shoulder than on the other. Too iinu'li pains 
 
BLINDERS. 37 
 
 cannot be taken to make collars fit and then to keep thrni clern 
 and smooth. 
 
 Describe a perfect horse collar and give reasons. Describe 
 a per^'^ct harness and give reasons. "What would happen to your 
 hands if you had to carry weights all day with rough handles 
 or with handles which did not fit your hands? Ilow would 
 you pad a sore under a horse's collar? Under the back-band? 
 On the top of the horse's neck? How would you pad a sore on 
 your shoulder under your suspender? On your foot under your 
 shoe? Describe a good collar. 
 
 Blinders 
 
 BLINDERS are flaps of leather put on the sides of the bridle 
 alongside the eyes to keep the horse from looking sideways or 
 backwards and to keep his eyes and attention on the road in 
 front. They should be used with great discretion. Some h<rses 
 ought not to be driven with them at all; others can with diffi- 
 culty be driven without them. Each case should be decided by 
 itself because horses differ from each other just as people differ 
 from each other. 
 
 Almost every question relating to the care of a horse should 
 be determined carefully according to the nature of the particu- 
 lar horse. If the use of blinders makes a horse nervous, timid, 
 unsteady and afraid they should not be used on that horse. They 
 should not be used merely for the sake of improving his looks in 
 harness. Unless there is a-clear benefit to be gained they should 
 be avoided. When blinders are used they should be put on care- 
 fully so as to stand out away from the eye an inch or two. and 
 never allowed to hug the eve close or to tret loose and flap. 
 
38 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 Why should each horse be studied and treated by liimself ? 
 Draw pictures of horses with blinders properly and improperly 
 worn. Explain use of blinders and when to use them. 
 
 Check-Reins 
 
 A CHECK-REIN should never be used except when its use is 
 necessary to proper control of your horse. If he does not 
 need it leave it off. It should never be so used as to cause pain, 
 annoyance or vexation to him. If it does not really hurt him it 
 nuiy still be irksome because he cannot move his head and neck 
 freely. 
 
 Vexation and annoyance use uj) an animal's strcMiszth and 
 spoil his temper just as tliey would witli you. Avoid causing 
 
CHECK-REINS. 39 
 
 them to any animal. Make all animals as comfortable as you 
 can. They will not bo any too comfortable at best. 
 
 Always take the check-rein off as soon as you stop. Never 
 check your horse up merely to make him look "stylish." It 
 does not make him look spirited or stylish, but unnatural and 
 uncomfortable. The strained and stiff position it forces him to 
 take destroys the natural, graceful curves and motions of the 
 neck. Anything which makes your horse uncomfortable and 
 unhappy diminishes his beauty. 
 
 Anything which makes him uncomfortable also diminishes 
 his strength. A draught horse should never be checked. It 
 makes it impossible for him to get his head down into the posi- 
 tion where he can lean forward so as to best exert his strength. 
 He cannot pull so heavy a load and is more quickly tired by 
 a lighter one. 
 
 When you check a horse it is for your pleasure, not his. If 
 you are driving for pleasure make it pleasant for your horse, also. 
 Give as much thought and care to your horse's check-rein as you 
 would if you had to wear it yourself. If you do that the chances 
 are that you will leave it off altogether. Consider your horse's 
 helpless misery if left checked even a short time, the sun often 
 glaring in his eyes, the pain in his mouth, eyes, head and in the 
 muscles of his neck and back, and growing worse the longer they 
 la.st. 
 
 What is the proper use of a check-rein? The improper use 
 of it and the results? Explain fully how to use a check-rein. 
 Explain fully the suffering and injury caused by tight check- 
 reins. Describe the riirht kind of check-rein. 
 
40 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 THE RIGHT WAY 
 Comfortable check rein. Does not hurt or annoy the horse at all 
 
 Harnessing the Horse 
 
 THE horse does his work with his harness. It should, there- 
 fore, fit liim and he neither too loose nor too ti^ht, otherwise 
 it will be come nncomfortable or even painfnl and cause sores and 
 lameness. AVhenever a horse is sufferiu<i- discomfort, much more 
 if he is suffering i>;iin, if is usiiii:' uj) liis s1ivm:lli ;iii(l wenrintr 
 him out. 
 
 'Hie lianicss shouM Ix' kc])l smoolli. soft and (d.-an. If, in 
 
llAHXESSLXa THE HORSE. 
 
 41 
 
 THE WRONG AND CRUEL WAY 
 
 The cruel check rein. Owner of the horse thinks he looks "stylish." Horse suffers in 
 
 tense pain. What do you think of his owner? Checking like this is against the law 
 
 spite of all care to prevent it, sores or tender places come, shift 
 the harness and fasten so it will not bear upon the sore or 
 tender place, or i)ad it .so as to get the same result. 
 
 If you have a sore place on your foot or some other place 
 how do you protect and relieve it? Why does pain tire you, a 
 horse or other animal? How do you relieve pain in your.self or 
 an animal? Describe the proper harnessing of a horse. 
 
4-_» 1)1 Mil AS DIALS AM) HOW TO THE AT Til EM. 
 
 THE RIGHT WAY 
 
 This is the way to blanket a horse if you have to hitch him in a storm 
 
 Blanketing the Horse 
 
 WHEN an animal is tied or confined so he cannot move about 
 in cold weather or when a cold wind is blowing or wlien it 
 is wet and snowy, he quickly becomes cold and begins to shiver 
 exactly as you would do. His blood does not circulate fast 
 enough to keep him \v;ii-m witliout exercise an\- iiiorc Ili;in yours 
 would. Consequently lie needs a lilanket or soiin' nlhtM- pi-otec- 
 tion just as you would need an overcoat undn- tlic same 
 circumstances. 
 
 It is very cruel and injiii'ioiis to a lun-sc or oilier animal to 
 
STALLING THPj HORSP. 43 
 
 let him get so cold he shivers. lie suffers when he shivers just 
 as you would. If he is old or sick or poor he will suffer more 
 aud from a less degree of cold than if he were young, fat and 
 well, just as people do under the same circumstances. 
 
 A horse's blanket should be thick enough to keep him warm 
 and dry, should be large, fastened at the throat and tucked down 
 at the sides. If he has to work in wet or snowy weather he is 
 much more comfortable if an oilcloth or canvas cover is put over 
 bim and his harness. It keeps him dry and comfortable and 
 protects the harness also. The warmer and more comfortable a 
 horse or other animal is kept the less he needs to eat, just as in 
 vour own case. 
 
 Hew do you and other animals keep warm outdoors in cold 
 weather? Why? Imagine yourself a horse shivering and cold 
 but tied or shut up and describe your feelings. Describe fully 
 your duty to your horse when suffering from wet, cold or snowy 
 weather. Describe fully your duty to other animals than your 
 own when they are suffering from cold or ])ad weather. Tell 
 how and when to blanket a horse. 
 
 Stabling the Horse 
 
 A HORSE'S stable is bis home just as your house is your 
 home. It should, therefore, be made as comfortable as pos- 
 sible. It should be dry, light and airy, and neither too cold nor 
 too warm. His stall should be wide and roomy with level floor or 
 sloping slightly from front to back. A box stall is better than 
 one in Avhich he has to be tied. Remember that he is a prisoner 
 in his stable and the more comfortable you make him the 
 happier he will be. 
 
 He would rather not be in his stable all the time. It is better 
 to take him out for exercise regularly. When he comes home 
 
44 DUMB ANIMALS AND II OW TO TREAT THEM. 
 
 tired from work he should be eleaned and have a good meal and 
 
 a good bed exactly as you should wh.en you arc tired from work. 
 
 .J. 
 
 What is your home and why? Imagine yourself a horse and 
 describe fully what kind of stable and stall you would want and 
 need. 
 
 Whips and Spurs 
 
 A WHIP is sometimes to be used in dealing with animals but 
 only a little, only when necessary and then with the great- 
 est good judgment. A spirited and well-treated horse will do bet- 
 ter without a whip at all. Its use is likely to spoil the disposition 
 of such a horse and make him sullen or flighty. Sometimes a 
 lazy horse will make a greater effort if he is switched a little at 
 the time he is being urged, but he should not be hurt more than 
 that. Never use a heavy whip. It bruises and injures, inflicts 
 cowardly cruelty and breaks the horse's spirit. Nothing more 
 than a temporary smart or sting should be caused by any whip. 
 
 Sometimes a sudden shock or fright will cause a horse to 
 shy, back or jump sideways to the danger of the animal, his 
 driver and others. At such a time a sharp command and a quick, 
 sharp stroke of the whip will often save both the horse and his 
 driver. 
 
 Never strike a horse Avith a whip witliout first speaking to 
 him so he will know what you want him to do. Nothing is more 
 stupid as well as cruel than to strike a horse with a whip without 
 any notice to him and without his knowing what you want him 
 to do. He had no way of knowing what you wanted, and is 
 startled and hurt without knowing at all what it was for. Every 
 time you frighten or hurt your horse unnecessarily you not only 
 treat him unjustly and cruelly, but you diminish his strength 
 just as yours would be diminished by fear and pain. 
 
WHIPS. 
 
 45 
 
 liorses arc docked by the rich lor the sake ol style. When they jjel old ihey are sold 
 
 and very often get down to feeding in alleys and vacant lots, like this horse, with no 
 tail to keep the flies away. What do you think of the man who docked him? 
 
 "Whenever a horse is afraid of sometliing he sees, hears or 
 smells and then you strike him with the whip, he puts the stroke 
 and the thing he was afraid of together in his mind and is apt 
 to think it was the thing he was afraid of which hurt liim. 
 Thenceforth he will be afraid of it, for he will always be 
 expecting another blow from it. 
 
 If a horse is afraid never punish him for being so. He 
 cannot help it. As well punish a child for being in fear. Gently 
 but firmly and quietly, do whatever is necessary to show him the 
 thing he was afraid of will not hurt him and is not to be feared. 
 Then his fear will vanish. 
 
 Never in anger strike a horse or other dumb animal. If 
 you observe this rule you will seldom strike them at all. The 
 same rule applies to all cases. Never strike an animal so hard 
 
46 DUMB ANIMALS AND IIO^y TO TREAT THEM. 
 
 or with such a whip as to leave a welt, nor spur him so as to 
 bruise or draw blood. Horses and other animals very seldom 
 need punishment, and then it should be only for correction as 
 with children, and never as a means of gratifying passion. 
 
 Whatever animals do wrong it is almost always from 
 ignorance, fear or heedlessness. As far as their natures go, horses 
 and other animals are like ourselves. They do not understand 
 wrong doing as we do, of course, and are not to be blamed as 
 we ought to be for doing what we know to be wrong. 
 
 Horses, just like dogs and other animals, have sensitive feel- 
 ings, only they cannot complain when they feel hurt as we can. 
 So it happens that a great many people do not understand that 
 they have feelings like our own. Their pride and their feelings 
 are often hurt by harsh and abusive language, and still more by 
 a blow, just as yours would be. 
 
 The most successful handlers of horses, cattle, dogs and all 
 anilnals, are those who treat them with Idndness, the kinder the 
 more successful. Some of the greatest horse-raisers discharge 
 an employe at once if he swears at a horse. In some dairies a 
 man who speaks loudly is discharged. 
 
 Always treat horses and other animals like children. Make 
 them friends and companions, not slaves and prisoners. Make 
 them love and not fear you. Make them consider you their best 
 friend. The nearer you treat them like children, the more at- 
 tention and kindness you show them, the more intelligent and 
 kind they will be, the more they Avill do for you and the longer 
 they will live. Also, and very important, the happier they will 
 be and the happier you will be. 
 
 ^ 
 
 Describe your feelings if sonioouf in authority over you 
 wanted you to do something, did not tell you wliat it was but 
 struck you instead. "What animals are treated in that way? Is 
 it right to strike anybody or any animal in anger? Why? What 
 
DRIVING. 
 
 47 
 
 
 
 is sought by striking a blow? How would you overcome an ani- 
 mal's fear? Why has an animal a right to be happy? Why 
 make animals your friends? Give all the reasons you can think 
 of. Tell how animals should be treated in general. 
 
 • Driving 
 
 IN DRIVING, remember that the reins and your voice are the 
 two means of letting your horse know what you want him to 
 do. Never jerk the reins. They are for guiding and stopping him. 
 The reins should be held and drawn firmly, steadily and gently 
 ^Mlen you jerk them you startle and confii.se your horse, hurt 
 his mouth cruelly sometimes, and make him afraid and uncertain 
 of what you want. If your horse threatens to become unmanage- 
 
48 DUMB ANIMALS AND II OW TO TREAT THEM. 
 
 able and is hard to hold, "saw" on the bits, but with a steady 
 motion, not with jerks. 
 
 Don't trot your horse down hill or up. It is very hard on 
 his forelegs to trot him down hill and very exhausting to trot 
 him up hill. Running him down hill or up is, of course, worse 
 than trotting him. 
 
 Don't push him beyond his natural speed for it e.xhausts him 
 quickly. A horse, like you, has just so much energy, strength 
 and endurance. You can exhaust it all in five minutes, or in 
 running him a mile, so that he will not be able to' do much more 
 that day. You can even kill him, or ruin him for life, in a few 
 minutes' over-driving. 
 
 You can work him all day long and travel many miles, and 
 at the day's end, he will still be strong and able to go further 
 although tired. Great effort beyond his strength or speed not 
 only exhausts him quickly but is apt to do him permanent 
 injury. 
 
 Look out for stones and obstructions in the road. See that 
 he himself has good footing, and that the wheels strike as few 
 stones as possible. Every time the wheels strike even small stones 
 it jerks the horse and tires him fast. Look out for poor bridges. 
 
 If your horse does not travel well he is probably sick. "Watch 
 him carefully and do not urge him too much. An apparently 
 small illness of a horse on the road often results in his death in 
 a short time, if he is driven. Watch him carefully for lame- 
 ness. It may be caused by a pebble in his foot, or some other 
 equally easily cured thing, which will cause him intense pain and 
 long lameness if neglected even for a little while. Don't con- 
 tinue to drive him when he goes lame. 
 
 Watch his harness. See that it is sound, that it fits him 
 well and that he is comfortable in it. Don't cheek him so high 
 that he will be uncomfortable, much less in pain. He doesn't 
 look well, travel well or feel well, if he is checked so high as to 
 be uncomfortable. 
 
DRIVING. 49 
 
 llemember all the time that he cannot talk, tliat he nuist de- 
 pend on you to see that he is not uncomfortable in the harness 
 you put on him; also that he must depend upon your judgment 
 while doing the task you set for him, in the place where you put 
 him and in your service. Treat him as you would like to be 
 treated. Keep in mind what you would probably want if he were 
 the driver and you the horse. Go slow in sand or mud. Make 
 him fetl all the time that it is his best friend who is drivin^r 
 him, for whom he is working, and that you are watching him 
 to see that if he needs anything he shall get it. lie will learn 
 to let you know when he wants anything if he knows you will 
 pay attention when he tries to tell you. 
 
 How should you hold the reins when driving? Give three 
 reasons why it is wrong and foolish to jerk a horse. What is 
 the difference between a horse tired and a horse exhausted? 
 Imagine yourself a horse under saddle and describe fully what 
 you would like to have your rider keep in mind for you. Im- 
 agine yourself a horse working in harness, and do the same. 
 Why does a horse keep turning his neck from side to side when 
 he is checked too high ? Why bend his back and stretch out his 
 hind feet when checked too high? Describe all the Avays in 
 which you would suffer if you were a horse checked too high. 
 What is the best way to understand how other animals and peo- 
 ple feel when in pain or trouble? Imagine yourself a horse 
 overdriven, driven when lame, sick, sore, tired, exhausted, 
 hungry and thirsty and in each case describe fully how you 
 would feel and what you would want done for you. Tell how 
 to drive a horse. 
 
50 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 Hitching 
 
 TWO THINGS especially should be remembered in hitching a 
 hoi-se ; to tie him securely so he will not get away and to make 
 sure he will be comfortable while hitched. If he gets loose he 
 is apt to run away and do great damage to himself and others. 
 A horse which has once got loose and run away is apt to do so 
 again whenever he has a chance. 
 
 Kemember to tie him neither too low nor too high to be 
 comfortable, nor too short. If tying him to an upright post be 
 sure to tie him so the strap will not slip down and hold his head 
 down, or get so low he can put his foot over it. Tie him so he 
 will not have to face the sun, wind, rain or snow. Unfasten his 
 cheek-rein, if he has one, so he can move his head freely about. 
 The more comfortable he is the more quietly he will stand. 
 
 Imagine yourself a horse and then describe fiill\- bow you 
 would like to be tied under all the conditions vou can lliink of. 
 
 The Horse's Tail 
 
 THE HORSE'S tail was given him chiefly for his protection 
 from flies, gnats, mosquitoes and other insects. It is also one 
 of his chief beauties. Any cutting or shortening of it when in- 
 sect pests are active so as to prevent him from using it to protect 
 himself is most cruel and injurious. This is true at such a time 
 of merely cutting the hair of the tail short. 
 
 If this is so, it is plain that the cutting off of the bone and 
 flesh at the end of the tail, which is called docking, is one of 
 the most cruel and inhuman injuries which can be inflicted on 
 a horse. The operation is itself very painful and it deprives 
 the horse of the protection of his tail for all his lifetime. None 
 
THE HORSE'S TAIL. 
 
 51 
 
 
 ff^-'^^yg^^lj 
 
 Horse being eaten up by flies. Docked by his owner. Has no tail to keep the flics off. 
 Almost crazed. What do you think of his owner? Docking is against the law 
 
 but the most careless and heartless will inflict this injury on a 
 horse. 
 
 It is favored by lazy grooms who are thus spared the care 
 of the horse's tail, by foolish people who think it gives a smart 
 and jaunty appearance to a horse and by vain people who want 
 horses different from those of their poorer neighbors. In reality 
 it spoils his appearance and often his disposition. Tie seldom 
 forgets the pain of the operation and in fly time he is helpless 
 against their attacks. Horses that have been docked are apt to 
 be nervous, irritable and uncertain. Sometimes they are so un- 
 strung by it that they are dangerous to drive. There is never 
 
52 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 any excase for dockino; except as a surgical operation when the 
 tail has become diseased, which excuse happens rarely. It is pro- 
 hibited in the armies of Great Britain and the United States, 
 and even the use of a docked horse is forbidden by law in some 
 states. The operation of dockinjr a horse is made a crime in most 
 states. 
 
 Nicking is a criminal offense, also, and consists in cutting 
 the tendons on the under side of a horse's tail and keeping them 
 from ever reuniting. It forces the horse to always carry his tail 
 raised in an appearance of high spirits. It is very painful and 
 like docking is a cruel and cowardly injury. All mutilation of 
 the flesh of animals is to be avoided unless justified by actual 
 necessity. 
 
 ^ 
 
 Why is it made a crime to dock or nick a horse? Is the 
 man who hires or pays another to commit a crime also a crimi- 
 nal? "Why? If a man hired another to dock or nick a horse, 
 would he be a criminal because he hired the other man to do so? 
 Is the infliction of necessary pain justifiable? Define necessary. 
 Give illustrations. Imagine yourself a docked horse and de- 
 scribe your feelings in being docked, and in fly time afterwards. 
 Draw a picture of a docked horse and of one not docked. AVliat 
 do you think of people who drive docked horses? 
 ^ 
 
 Skin, Hair, Feet and Teeth of the Horse 
 
 WHEN a horse is healthy and in good condition his skin is soft 
 and pliable and his hair, when brushed, smooth and shining. 
 A horse's coat generally shows at once when he is out of health. 
 It begins to lose color, to get rough and dry, and to lose its gloss. 
 It is a sure indicator of his condition, and when it does not look 
 right his health should be attended to at once. 
 
CARE OF THE HORSE. 53 
 
 Care should also be paid continually to the feet and teeth 
 of the horse. They sometimes suffer from decayed teeth and 
 from toothache exactly as we do, only they cannot tell us what 
 the matter is, nor how they suffer — we have to watcli them to 
 find out the cause. ^Vs old age approaches their front teeth 
 sometimes wear down so they cannot bite grass, or they drop 
 out altogether or, on the other hand, grow so long the grinders 
 will not meet and hence they cannot chew their food. The 
 grinders of all horses, as age comes on, grow long or wear into 
 irregular surfaces so they do not meet properly to grind their 
 food. "When in this condition they have to bolt their food with- 
 out chewing and the result is the same as it is with us when we 
 bolt our food without chewing. They do not get the nourish- 
 ment out of it, and their stomachs soon become out of order. No 
 matter how much they eat in this condition, they grow poorer 
 and poorer, starving slowly to death because they cannot eat 
 properly. It is then necessary to have their teeth filed down 
 to a regular surface by a veterinarian who has the necessary tools 
 and who knows how to use them. Horses sometimes have other 
 diseases of the mouth, just as we do, which make their mouths 
 so sore they cannot eat. They must be watched and whenever 
 it is necessary fed soft food till they can eat again. 
 
 Probably no one thing causes the average horse so much pain 
 as neglect of his feet. To a sore or lame-footed horse every step 
 is painful. A horse's foot is a very delicate and wonderful 
 thing. It bears enormous weights and is used very hard. They 
 need to be very carefully watched to see that they are shod often 
 enough and by competent horse-shoers, for not every blacksmith 
 is able to shoe a horse properly. They have to be watched to see 
 that they do not suffer from corns, which are caused by bruises 
 and are exceedingly painful and difficult to cure, to see that 
 their hoofs do not crack, to see that little stones do not get into 
 the frog of the foot and cause bruises and lamonoss. and that 
 many other injuries do not occur. Nails are often stepped on 
 
54 DUMB ANIMALS AND TIOW TO TREAT THEM. 
 
 and make very painful and sometimes dangerous wounds from 
 
 which lockjaw and blood poisoning result. Remember the horse 
 
 cannot tell what the matter 
 
 is — you have to watch and 
 
 act for him. 
 
 ^ 
 
 When your teeth ache or 
 are decayed what do you do? 
 What would you do if you 
 were a horse? Imagine your- 
 self a horse and state fully 
 what you would want done if 
 your shoes hurt you. if you 
 had a nail in your foot, if 
 you had a pebble in your 
 shoe, if you had cracks in 
 hoofs, if you had corns. Why 
 cannot all blacksmiths shoe 
 horses properly? Why do you have to watch animals you are 
 using? Describe fully how you would care for the skin, hair, 
 teeth and feet of a horse. 
 
 Out 
 
 the storm, freezing. Owner in the 
 warm house. What do you think of him? 
 
 Sick, Sore and Lame Horses 
 
 ANY UNUSUAL behavior by a dumb animal has a good reason. 
 In his dumb way, the only way he has, he will show you 
 if you watch him, that he is not well, that his foot, leg or shoul- 
 der hurts him; that he is in pain somewhere, that he feels sick 
 or weak, or that he wants something. You must watch him and 
 try to find out what he wants, and then try to help him got it. 
 He will find out after a while that you understand him and will 
 try in other ways to let you know what he wants and needs. If 
 you do not pay any attention or do not try to help him, he will 
 
FAT AND LEAN ANIMALS. 55 
 
 not keep ou trying to tell you nor learn by trying how to tell 
 you better. Not many things are more touching than the confi- 
 dence and hopeful eagerness of a well-treated animal to tell his 
 owner or friends what he wants, when sure tliey will help him 
 get it. 
 
 ^ 
 
 Find out and give all the ways in which an animal shows 
 you that he is sick, sore, lame or in pain, and where. Imagine 
 yourself a sick horse and describe your feelings toward your 
 owner if he made you work and whipped you. Why has your 
 horse a right to be doctored and nursed by you when he is sick? 
 "What right from you has a horse belonging to somebody else 
 when he is sick ? Why ? Tell how you would want to be treated 
 if you were sick, sore or lame. 
 
 ^ 
 
 Fat and Lean Animals 
 
 GENERALLY speaking, it can be depended on that a fat ani- 
 mal is in good health, well fed, watered and cared for. Lack 
 of water will cause an animal to lose flesh much more rapidly 
 than lack of food, and is the cause of much greater suffering. 
 Pain makes an animal poor. Fear and anxiety have the same 
 effect. A horse in constant pain will not stay fat. A horse in 
 constant fear will grow poor. Poor teeth or sickness makes an 
 animal lose flesh. Overwork does the same thing. 
 
 Whatever the cause may be, when an animal is poor it indi- 
 cates some of the foregoing causes. When an animal is poor it 
 is the duty and also self-interest of the owner to find out the 
 cause and remove it. In order to be in good working condi- 
 tion it is not necessary that an animal be heavy with fat, but 
 there should be no wasting of the muscles. As soon as that 
 begins, starvation begins. 
 
56 DUMB ANIMALS AND JIOW TO TREAT THEM. 
 
 If your horse is poor and stays that way, how many causes 
 
 might there be for it? What would you do first if you saw 
 
 your dog, cat, cow or horse getting poor? What would you do 
 
 next? 
 
 ^ 
 
 Sand, Mud, Snow, Ice 
 
 IN SAND, snow or mud it is much harder for an animal to draw 
 a load, partly because it is harder to get a footing in the 
 soft material and partly because it offers resistance to the wheels 
 which sink into it. In sandy, snowy or muddy roads the load 
 should be lighter, the pace slower and the distance less. On ice 
 or snow the horse must be shod sharp or he will slip or fall and 
 strain himself. It exhausts an animal very quickly to have to 
 try to keep his footing on a slippery surface when his shoes are 
 not sharp. If he has to draw a load besides it becomes much 
 
 harder. 
 
 ^ 
 
 Explain why you get tired so quickly when walking in sand, 
 mud, snow or a newly-ploughed field. Imagine yourself a horse 
 being driven with a load on a soft road and state fully what 
 you would like to say to your driver about the way you should 
 be driven. Imagine yourself a horse smooth shod on a slippery 
 road, what would you say? 
 
 ^ 
 
 Heat, Cold, Wind, Rain, Snow, Sunshine 
 
 ANIMALS are sensitive to all these things in the same way you 
 are. Sunshine is necessary to the health of most domestic 
 animals, and most others. If kept confined all the time indoors 
 their health fails, their spirits droop and they become unhappy. 
 Extreme heat depresses and exhausts them. Cold to a certain 
 degree stimulates them, beyond that it chills, weakens and causes 
 
EFFECT OF WEATHER ON ANIMALS. 
 
 57 
 
 them pain. What the point is at which heat, cold or other condi- 
 tions cause an animal snfferiuc: and injury differs with every 
 animal: it will depend upon 
 his age, his health or sickness, 
 his natural hardihood or 
 weakness, and whether he is 
 well fed or poor, exactly as it 
 would with you. 
 
 Every animal must be con- 
 sidered and treated separate- 
 ly, as far as possible, if he 
 needs it. Bodily comfort for 
 both animals and men is a 
 thing to be sought for, as far 
 as may be. A cold wind chills. 
 Cold rain chills and weakens. 
 Snow falling on the back and 
 lying or melting there is sure 
 to chill. None of these things 
 is bad, but on the contrary is good, provided it does not go so 
 far as to cause suffering. Bodily comfort, as a rule, is the test 
 of what is good for men and animals alike, but especially for 
 animals. 
 
 Deep mud in Union Stock Yards. Cattle 
 had to stand, lie down and often to eat here. 
 Company compelled to clean and pave 
 
 Imagine yourself a cold, wet or hungry horse, cow, dog or 
 cat and describe fully your feelings. Write it all out. Imneinc 
 yourself a horse tied to a post, a cat outdoors on the window sill, 
 a dog at the door, a cow in her stall, all cold, wet and hungry, 
 and describe fully your feelings and thoughts. If you were eat- 
 ing a good dinner in a warm, pleasant place, or going to sleep 
 in a warm bed, and you learned all at once of an animal cold, wet 
 and hungry outside, what ought you to do? Explain fully how 
 
58 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 you would want to be treated in heat, cold, wind, rain and sun 
 if vou were a horse. 
 
 Starting, Going and Stopping 
 
 WHEN j^ou want your horse to start speak to him and tell him 
 so. That is the only proper way for him to find out you 
 want him to go. Never strike him to start him.- A blow, even a 
 light one which does not cause him any pain, startles him when 
 given without warning and makes him afraid and uncertain. 
 
 If he has a load start him slowly so as not to strain and 
 jerk him. When he is going Avatch him to see that he does not 
 go too fast for his own good, get too tired, go lame or get over- 
 heated. Watch the road so as to give him the benefit of it at its 
 best. Avoid stones and sticks Avhich jerk him, slow up a little 
 when the ground rises or falls away or when the road is not good 
 for any reason. Remember that driving a horse is a very differ- 
 ent thing from letting him haul you around. In driving him 
 you add your intelligence and experience to his. It takes good 
 sense, kind feeling and constant attention to drive a horse 
 properly. 
 
 Similarly, when you want him to stop tell him so. Never 
 jerk him to stop him any more than you would strike him to 
 start him. He does not know you want him to stop till you have 
 said so. Stop him slowly so as not to jar or jerk him. Remem- 
 ber always how you would like to be started, driven and stopped 
 by him if you and he were to change places. 
 ^ 
 
 Would you treat a hired horse differently from your own? 
 Why' Imagine yourself a horse and describe fully how you 
 would like to be started, driven and stopped. 
 
SPIRITED AND FRETTING ANIMALS. 59 
 
 Fear and Its Control 
 
 IN CONTROLLING a frightened animal, it is almost necessary 
 that yon have his confidence. When he is afraid it is almost 
 always of something he does not understand. If he has confi- 
 dence in you, he is apt to rely on you in such a case. The surest 
 way to gain his confidence is to get acquainted with him and 
 make him acquainted with you. 
 
 Talk to him. IMake him your friend and make him under- 
 stand you are his friend, who will see that he is not hurt. The 
 more you talk to animals the quicker they are to learn that 
 what you say means something. They begin to take an interest 
 then in knowing what you mean. 
 
 Never punish an animal because he is afraid. The only way 
 to cure an animal of his fear is to show him there was nothing 
 to be afraid of. If you punish him when he is afraid he may 
 obey 5^ou, but it is because he is more afraid of you than of the 
 object of his fear. That is not only cruel but stupid. 
 ^ 
 
 Imagine yourself a horse that is afraid, and describe fully 
 how you would want to be treated. The same with yourself in 
 the place of a frightened dog or cat. Explain fully how you 
 would deal with a frightened horse. A frightened child. 
 <. 
 
 Ambitious, Spirited and Fretting Animals 
 
 ANIMALS differ from each other in di.sposition and intelli- 
 gence .iust as they do in their looks, and ju.st as men. women, 
 boys and girls differ from each other. They are all different. 
 
 Some horses, for instance, are ambitious, spirited and eager 
 to go or to do. Others are sluggish, lazy or stupid. Neither kind 
 of horse can help being just what he is. The slow, lazy or stupid 
 horse cannot help being that way any more than the heavy, big- 
 
60 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 boned and big-bodied cart horse can help not being a racer. The 
 spirited, nervous and high-strnng horse cannot help being so, for 
 he was made that way. 
 
 Owners, drivers and all persons having to handle animals 
 should take each one by himself, study him and give him the 
 kind of work, care and treatment best suited to him. 
 
 The spirited and ambitious animal will run or work himself 
 to his injury, and often to his death, if he is allowed to. lie will 
 fret and worry if held back or hitched up with a slower or duller 
 horse. 
 
 Never punish him for fretting. It is the same as punishing 
 him for the noble qualities of eagerness and ambition. It is 
 both cruel and stupid. All cruelty is stupid. He should be in- 
 dulged and controlled gently. His energy and ambition should 
 be admired, appreciated and preserved. Ambition and eager- 
 ness to do something good ought to be encouraged in both people 
 and animals. They are among the noble and useful qualities of 
 life which arc too scarce. 
 
 On the other hand, a slow, stupid horse ought not to be pun- 
 ished or scolded for not being lively and full of energy. Roth 
 are as they Avere made, do not know anything different and 
 cannot be made different, except that the spirit of the proud 
 horse can be broken by abuse, and he be made a poor, dispirited 
 and dejected creature, just as some people have become broken- 
 spirited from the same cause. There are few sadder sights than 
 this, of noble qualities misunderstood and destroyed by ignorance 
 and cruelty. 
 
 The slow, dull horse, on the other hand, can be made a 
 timid, nervous creature, living his life in fear and misery. Both 
 can be tormented, made unhappy, have their dispositions ruined 
 and spirits broken by undeserved jiunishment or stupid abuse, 
 exactly as your temper would be spoiled and your heart discour- 
 aged by being scolded and pulled back all the time, and your 
 
TEASING AND PETTING ANIMALS. 61 
 
 eagerness to be doing something good balked and blamed. It 
 would be the same if you were not very quick, but doing the 
 best you could, and yet were scolded and blamed for not doing 
 
 better. 
 
 ^ 
 
 Imagine yourself a spirited, active, fast horse and describe 
 fully how you would like to be treated and why. Imagine your- 
 self a dull, heavy, plodding horse, and describe fully how you 
 would like to be treated. What is the best way to find out how 
 aniamls and people should be treated? Why? 
 iff 
 
 Teasing and Petting Animals 
 
 NEVER tease a horse, dog or other animal. It tends to spoil 
 their tempers and to make them vindictive and dangerous. 
 They do not know enough to understand teasing as we do, so they 
 resent it. They are helpless and cannot escape. 
 
 Teasing is generally thoughtless. If it is practised on some 
 person who can take care of himself and give as good as he gets, 
 there need not be much harm in it, because no mischief is done. 
 
 But if it is practiced on the helpless, either children or ani- 
 mals, so that it hurts their feelings or makes them angry, it not 
 only is foolish but also mean and cowardly. It is true of chil- 
 dren and of all animals. 
 
 The temper and disposition of good dogs is very often 
 ruined by the teasing of mischievous boys who think it is fun, and 
 who do not realize how mean and cowardly it is. The dog does 
 not like it, does not understand it, and often becomes vicious in 
 self-defense. Sometimes he is killed because he has become 
 vicious, when the boys who teased him are the ones who should be 
 punished. It is natural and right for animals to defend them- 
 selves, and that is what they are doing when they resent teasing. 
 If you have to tease somebody take somebody able to defend 
 
62 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 himself. Don't be cowardly and cruel enough to tease your little 
 brother or sister or your horse, dog or cat. 
 
 On the other hand, almost all animals love to be petted. 
 Kindness and caresses will win over almost any animal, provided 
 you treat him well in other ways. Caresses and soft words do 
 not make up for food, water and shelter, and if you lavish 
 petting on an animal you neglect in other and more important 
 ways, you are sure of the contempt of all sensible and just per- 
 sons. Pet them all you want to but first see that their wants 
 are supplied. 
 
 AVliy and how does it hurt you to be teased ? If you teased 
 a dog till he bit you, or a horse till he kicked you, who would 
 be to blame and who ought to be punished? Why? Which 
 is worse, to let somebody else be punished for your fault or to 
 be punished yourself ? Why ? If you were hungry, thirsty, cold, 
 sick, lame or sore which would you want first, caresses and soft 
 words, or food, drink, warmth and care? Why? Explain why 
 it is cowardly to neglect or abuse a dumb animal. Is it cowardly 
 to be cruel? Why? Can a man be both brave and cruel? 
 Explain why. 
 
 Explain how it is possible to admire some things and de- 
 spise others in the same person. How can you tell which traits 
 are good and which bad? Ought you to be fair and just to 
 persons and animals you do not like, and who do not like you? 
 Why? 
 
 What is there wrong about petting a horse or ilog at one 
 time, and kicking him at another time if you feel like it? What 
 is the difference between punishment and abuse? Between 
 neglect and abuse? Explain fully what punishment is for. 
 Have you any right to punish unless the creature punished 
 knows why, and will be bettered by it? Why? Why is pun- 
 ishment to be avoided as much as possible? Is it right or wise 
 
l^LIPPIXG AND FALLEN HORSES. 
 
 03 
 
 
 ifci II ■11111^ 
 
 "^' ■ ^\J^t'^W 
 
 I'^^yg^B 
 
 r^S-^i 
 
 W'i^M 
 
 W^m 
 
 
 
 
 to punish M'lien you are angry ? Why ? Explain when it is 
 proper and necessary to punish? "Why should you always re- 
 member how much less animals know than you? Why should 
 you keep in mind the reason you are punishing? Why are 
 teaching and persuasion better than punishment when it is pos- 
 sible to use them? Explain fully. 
 
 ^ 
 
 Slipping, Stumbling and Fallen Horses 
 
 DRIVTXG a horse fast up hill exhausts him quickly. Driving 
 him fast down hill causes great strain and jar to his forelegs 
 and 1= likely to make him stumble. When he does slip, or stum- 
 ble, it is no more his fault than it is yours when you slip and 
 stumble. 
 
 Never strike, jerk or scold him for doing any of these things, 
 but find out what the cause is and then remove it. It may be 
 
G4 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 that he is not shod properly, his feet may be tender or his legs 
 weak, he may be tired, the road may be rough or slippery, or 
 there may be something else to make his steps uncertain. A two- 
 wheeled cart often swings a horse off his feet. 
 
 When a horse falls if there is any danger of his plunging 
 or kicking when he gets up, hold his head down till he can be 
 unhitched. If he has fallen on ice or snow and it is hard for him 
 to get up, spread a blanket or shovel some cinders or dii-l for 
 him to put his forefeet on in getting up. 
 
 Imagine yourself a horse and describe your feelings if hur- 
 ried or urged when drawing or carrying a heavy load up hill. 
 Imagine and describe your feelings if you were scolded and 
 struck when you slip or stumble. What would you do to pre- 
 vent a horse from falling if you were driving him on a slippery 
 or icy road ? Tell how you would want to be treated if you were 
 a horse and had slipped, fallen or stumbled. 
 .1. 
 
 Shying, Kicking, Rearing, Biting, Runaway Horses 
 
 ALIMOST all the bad and dangerous habits of horses which 
 sometimes appear to come from a bad disposition really arise 
 from some cause which can be found and removed. Some de- 
 fect of his body or mind, some pain, annoyance or abuse I'-om 
 which he has suffered in times past accounts for most of the tricks 
 and bad habits for which horses are often unjustly and cruelly 
 punished and abused. In most cases where animals misbehave, 
 as it is called, what they need is good sense and kindness instead 
 of punishment. The cause for apparent misbehavior is more 
 often than not something from which they suffer, which they 
 cannot help, and which it would be cruel to punish them for. 
 The horse cannot tell what the trouble is and is abused for what 
 would make us feel sorry for him and pity him if we knew the 
 facts. 
 
SHYING AND R UNA WA Y HORSES. 65 
 
 For example, shying is generally caused by defective eyes, 
 by having been injured, by fear or some similar reason, for 
 which the poor creature should be pitied rather than blamed. 
 Runaways generally arise from a sudden fright or from the 
 peculiar liability of a horse to be seized with sudden panic, a 
 wild, unreasonable fear of nothing in particular. To prevent 
 shying, remove the cause. To prevent runaways, don't let your 
 horse get started. 
 
 A kicking horse is often made by something falling against 
 his hind legs and hurting him. Instinctively he kicks to protect 
 himself. A biting horse is often made so by teasing him. He 
 bites to protect himself. A horse rears to get away from some- 
 thing which frightens, annoys or hurts him. Habits in horses 
 are quickly formed, just as in ourselves. Balky horses are made 
 by overloading, getting them discouraged and sullen. 
 
 There is a reason for everything which goes apparently 
 wrong. The only sensible thing to do is to find the cause and, if 
 possible, remove it. That is true of everything else as well as of 
 the conduct of animals. 
 
 Imagine yourself a horse and describe in how many wnys 
 you could show it if you were being hurt. Would you striko or 
 otherwise punish your horse if he shies? Why? Explain why 
 defective eyes may make a horse shy. 
 
 Imagine yourself a horse and state fully what you would 
 say to your driver, if you could, about any of the bad habits 
 mentioned in this lesson. How many things can you think of 
 that might make a horse kick? Rear? Bite? Shy? Runaway? 
 Lunge forward? Why is a hor.se or other animal to be treated 
 like a dumb child? What should you always do when an animal 
 acts in an unusual manner? Why? 
 
i^6 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 Interfering and Over-Reaching 
 
 SOME horses in trotting strike the inside of one fore ankle with 
 the inside of the other fore hoof. This is called interfering. 
 Unless prevented it makes a very sore and painful bruise on the 
 ankle. 
 
 Some horses swing the hind hoof a little too far ahead and 
 strike the heel of the fore foot with the toe of the hind foot. 
 This is called over-reaching or forging. It also makes a painful 
 bruise and sometimes severely strains and wrenches the horse. 
 Both these things should be carefully watched and horses not 
 allowed to go on injuring themselves in this way. Both are 
 sometimes natural but oftener are caused by improper shoeing 
 the shoe in case of interfering sometimes being set too far inside, 
 in the case of forging sometimes projecting too far forward, or 
 the weight of the shoe sometimes causing the foot to swing out of 
 its usual course. As soon as discovered protect the ankles and 
 
 prevent its recurrence. 
 
 ^ 
 
 Strike your ankle or heel a sharp blow and describe the 
 feeling. Describe fully what you would do in case of interfer- 
 ing or over-reaching. 
 
 ^ 
 
 Balky Horses 
 
 THE state of mind which causes a horse to balk is not clearly 
 understood. Tt is likely that it differs somewhat with 
 different horses. As near as can be determined it is oftenest an 
 expression of sullenness, resentment and discouragement. The 
 horse apparently makes up his mind he will not try any more. 
 It is generally caused by overloading, beating and abuse. The 
 horse seems to decide that it is of no use to try, that he can't 
 pull the load, and that he will be beaten anyway, whether he 
 tries or not. So, whenever he happens to think of it, his feel- 
 
BALKY HORSES. 
 
 67 
 
 the prairie. Water__holes fenced uli. 
 
 ing of bitterness and resentment comes over liini again and he 
 balks. People act and apparently feel in exactly the same way. 
 
 It is almost always useless to punish the horse. Besides, 
 it is unjust. The fault was not his to start with, nor is it now. 
 
 The treatment is exactly the same as for a balky or sidlen 
 child. That is, get his mind off himself, and get him to think 
 of something else. ^lany methods are used but their objects are 
 the same. Hardly any two horsemen favor most the same 
 method. But all of them agree that whipping and abuse do not 
 do any good and are very cruel. 
 
 Explain fully and in your own words why a horse balks. 
 Explain fully why you balk and how you feel. Describe how 
 
68 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 I lie coll IS slaijiiing so his inothur s tail will keep otiF the flies. If his mother had been 
 docked she could not keep the flies off herself or her colt 
 
 to cure yourself of balking. Describe all the different ways you 
 can find of curing a balky horse and explain which ones are 
 wrong, if any, and why. What is the difference between «;tart- 
 ing a balky horse and curing him? Why is it wrong and foolish 
 to lose your temper over a balky horse? What do you mean 
 by losing your temper? 
 
 Flies and Gnats 
 
 HORSES are very nervous animals, some of them more so than 
 others. Flies and gnats annoy and distress them very 
 much. When flies, mosquitoes and gnats are very bad, horses 
 
FLIES AND GNATS. 69 
 
 exposed to their attacks quickly begin to lose flesh. In some 
 countries the attacks of insects are fatal to animals. 
 
 Horses and some other animals have the power to twitch 
 the skin on the fore part of the body and thus dislodge insects. 
 Their hinder parts can be protected by their tails. Twitching 
 the skin, switching the tail, stamping and biting arc all the 
 natural means of "protection from such insects horses and like 
 animals have. 
 
 These means of protection are more nearly sufficient in 
 the field where the horse is at liberty, but when he is harnessed, 
 or is tied in the barn where flies are especially thick they are 
 not enough. Fly nets should be used in such cases, for the body 
 and especially for the eyes, which are particularly subject to the 
 attacks of flies. The stable should be kept dark if it can be. 
 Kerosene and water sprayed around the stable where the flies 
 breed will diminish their numbers a good deal. 
 
 The tail should be left long. In muddy weather it can be 
 tied up. The hideous cruelty of cutting off part of the bone 
 and flesh of a horse's tail and then searing the stump so the 
 tail will never grow again, is a wicked and cruel thing in the 
 same way that putting out the horse's eyes Avould be. It is 
 called docking, and is supposed by some cruel and thoughtless 
 people to give the horse a smart appearance, while in reality 
 it destroys his beauty. 
 
 The operation is very painful and after it has been per- 
 formed the horse can never again protect himself against in- 
 sects. In almost all civilized countries docking is a criminal 
 offense. Yet in great cities many docked horses can be seen, 
 because it is a crime committed in secret, and the evidence of 
 who did it cannot be obtained. The person who pays to have it 
 done is often as guilty as the man who does it and sometimes 
 more so. It will go out of use as people grow kinder and more 
 intelligent. 
 
 The tendons under the tMil nt-c somof imcs cnl iiffcr ;i liorse 
 
70 DVMB ANIMALS AND HOW TO TREAT THEM. 
 
 is docked so he can never draw the tail down again. This is 
 called nicking. Docking and nicking go together — both cowardly- 
 cruelties. 
 
 Explain fully M'hy docking and nicking horses are both so 
 cruel that the law makes them crimes. AVhat is a crime? 
 
 Rest and Holidays 
 
 AXIIMALS which work, exactly like people who work, need rest 
 and occasional holidays. All creatures have a right to com- 
 fort and happiness and those who work have an especial right 
 because they earn it. INIoreover, they do their work bettei-. do 
 more of it and keep their health and strength better. It is for 
 the interest of their owners to treat animals as well as possible 
 in all ways, and this is one of them. It is so much for the own- 
 er's interest to treat his animals well that only stupid and reck- 
 less people will ever ill-treat, neglect or abuse their aniiQals, 
 whether they care anything for the comfort, rights and happi- 
 ness of the animals themselves or not. 
 
 Horses, for example, should not work too many hours a 
 day, should rest one day in the week and should have an occa- 
 sional week or month in pasture, when possible. This is almost 
 always possible for work animals, even in cities, and pays their 
 owners well. 
 
 Is it well for any creature to work seven days a week? 
 Why? Explain what yoi? mean by resting and holidays. De- 
 scribe a good resting place for work horses, 
 
HELPLESSNESS OF ANIMALS. 
 
 71 
 
 Out in the storm. Begging to get in the house. Almost frozen. What do you think oi 
 the boy, girl, man or woman he belongs to? Cruelty to animals is against the law 
 
 Helplessness of Animals 
 
 IN THEIR natural state animals run wild, find their food and 
 drink ready for them, and live in freedom to go where and do 
 what they want to. If food, drink and shelter are scarce in the 
 places where they happen to be, they are at liberty to find some 
 other place where they are more plentiful. Generally, in their 
 wild state, instinct and experience teach them where to go. 
 
 In captivity or in domestication they become helpless pris- 
 oners or slaves, dependent on men for almost everything, unable 
 to help themselves in any way and suffering dumbly and help- 
 lessly till their wants are relieved by somebody else, exactly as a 
 
72 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 human prisoner would, except that a prisoner can use his voice 
 and speech to make his wants known. 
 
 Besides that, more attention is paid to the wants of a child 
 than to those of an animal, and he is not likely to go so long 
 without relief. Even a child is not so helpless as an animal. A 
 child so young he can only cry is pretty sure to attract the notice 
 of someone who will see that he is relieved. 
 
 The cries of animals are not understood by many people and 
 many of them suffer without making any outcries. The suffer- 
 ing of animals is not considered so important as that of human 
 beings by most people and it requires a much greater degree of it 
 in the animal to move people to action than would be necessary 
 in the case of children. 
 
 "What is meant by a prisoner? A slave? Dependence? 
 Freedom? Captivity? Domestication? How are animals like 
 prisoners? Like slaves? Imagine yourself an animal, then ex- 
 plain in how many w^ays you would be more helpless than you 
 are now. Explaiu as fully as you can hoAV you would want to 
 be treated if you were an animal. 
 
 « 
 
 Old, Poor, Forlorn and Injured Animals 
 
 THOUGHTLESS and cruel persons often laugh at old, lame and 
 hurt horses and other animals, seeming to regard them with 
 contempt. The more foi-lorn and pitiable they are the funnier 
 it seems to such people. Anyone who finds amusement in the 
 distress of an animal would be amused also at the distress of 
 an old man or woman, poor, crippled and in distress. 
 
 Such people also are apt to laugh at the pain and the cries 
 of an injured animal. "When a dog has his leg broken, cries out 
 in his pain and goes limping along or runs away in fear, or 
 
OLD AND INJURED ANIMALS. 7£l 
 
 when he hus been struck with a stone and yelps in pain, it is 
 amusing to such people. 
 
 It is not easy for right-minded people to understand the lack 
 of thought and the savage nature which is pleased at the suffer- 
 ing of any creature. All persons who feel anything but sorrow 
 and pity when any creature is hurt, are cruel-hearted or cold- 
 hearted people who are not to be trusted. There is nothing funny 
 about poverty, pain, distress or old age. Only stupid, cruel and 
 cowardly people laugh at them. Anyone who does would laugh at 
 your pain and suffering just as quickly as he does at that of 
 others. 
 
 When a horse is poor, lame and old it is generally true he 
 has spent his life in patient, useful labor and has been abused 
 and neglected by those for whom he worked. Anybody who is 
 amused by his suffering is a good person to watch and to let 
 alone. 
 
 Why is it a sign of cruelty to laugh at a poor, lame or old 
 and decrepit horse or other animal? Why is it a sign of cow- 
 ardice? Of thoughtlessness? Imagine yourself with a broken 
 leg and people laughing at you and describe your feelings. Im- 
 agine yourself laughed at because your clothes are old, poor or 
 ragged, or because you are a cripple, or because you are blind, 
 or because of any other misfortune that may have befallen you, 
 then describe your feelings. Why should we respect pain or 
 trouble of any kind? When any creature is in pain or distress 
 of any kind what ought we to do besides feel sorry? Explain 
 fully. 
 
74 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 Intelligence and Virtues of Animals 
 
 ANIiMALS, exactly like ourselves, differ from each other not 
 only in shape, size, strength and other characteristics of their 
 bodies, but also in disposition, intelligence and qualities of iniiul 
 and heart, for animals have hearts and feelings like ourselves. 
 This is not only true of animals of different .kinds but it is just 
 the same in different individual animals of the same kind. No 
 two horses, dogs or other animals are just alike any more than 
 any two men, women or children are just alike. 
 
 Some are very much brighter and quicker to learn than 
 others. They differ in traits of character like temper, ambition, 
 reliability, kindness, affection, gratitude and loyalty. Their in- 
 telligence and virtues can be made greater or less by the treat- 
 
ISTELLUiESCE OF AMMALS. 75 
 
 lueut wliicli \vc give Ihom, exactly as in ilie ease of us luuuaus. 
 If they are neglected, and little or no attention paid to them, 
 they have no chance to learn and become more intelligent. If 
 they are abused and neglected, or treated with indifference and 
 cruelty, their virtues not only have no chance to develop but are 
 stunted, and their dispositions become suspicious, uncertain and 
 sour, just as those of people do who are treated in that way. 
 
 Generally speaking, it is true that animals are grateful for 
 favors done them, will not injure one whom they regard as a 
 friend, and are loyal. They are seldom treacherous. Generally, 
 also, they are kindly disposed and will treat you well if not 
 hurt or molested, unless they liave been spoiled by abuse. 
 
 As a rule, they will treat those who treat them kindly in the 
 same way and will forgive injuries beyond the capacity of for- 
 giveness in the average human. The faithfulness of the horse, 
 the fidelity, gratitude and affection of the dog, are recognized 
 by everybody as being greater in degree than that of most of 
 us. The corresponding virtues of other animals are not so well 
 known l)ut Avould be almost as highly esteemed, if they were un- 
 derstood. 
 
 ^ 
 
 What is the difference between intelligence and education ? 
 ]\Iention some of the ways in which a horse shows his intelli- 
 gence. A dog. A bird. A cat. Mention some of the ways in 
 which you and other animals learn. 
 
 "What do you mean by virtues? IMention some of the virtues 
 you and other animals have. AVhat are vices? Mention some 
 of those you and other animals can have? How should you and 
 other animals be cured of vices? Describe how you and other 
 animals should be treated so as to learn fastest. So as +o be 
 good. Bring in stories sliowing the intelligence or virtues of 
 animals. 
 
7(j dl;.\jb ammals and now to treat tiikm. 
 
 Old Age 
 
 As IN almost all other ways, we are like auiinals, also, in grow- 
 ing old. Old horses, old dogs, cattle and all domestic ani- 
 mals are like old people. No doubt wild animals are like domes- 
 tic animals in being like us if we had a chance to observe them, 
 and are so in growing old. 
 
 Their powers of mind and body begin to fail. Their senses 
 become less acute. Their teeth need attention, and sometimes 
 they have to be fed altogether on soft food. Their strength and 
 activity rapidly diminish, as does their value to their owners. 
 
 ]\Iany people sell their old animals, especially their old 
 horses, after many years of valuable service, and pay no atten- 
 tion to what their lives and treatment may be afterwards. 
 
 When a horse has worked faithfully for his owner nothing 
 but necessity should induce his owner to part with him and even 
 then he should take all pains possible to see that he goes to a 
 kind owner. It is only thoughtless and cruel people who do not 
 care what becomes of their animals when they can serve tliem no 
 longer. 
 
 p]xplain fully wliat old age means and what special care all 
 animals, including ourselves, need in old age. What has a hard- 
 working, faithful animal earned and what do you owe him in 
 his old age? What is your opinion of a person who mistreats an 
 old horse that has given good service? What do you think of 
 one who treats such animals kindly? Bring in stories about old 
 animals. 
 
 * 
 
 Happiness 
 
 ANIMALS are happy for the same reasons you are happy. 
 That is. they must be comfortable and feel good. They must 
 Ix' in good honltli. not snfforimr |>nin. and mnst feel ufoad in body 
 
ANIMALS BELONGING TO OTHER PEOPLE. 77 
 
 and mind. They have feelings and affections just as we have, 
 and these feelings and affections have to be considered just as 
 ours do. A horse, dog or other animal cannot be happy when 
 he is hungry, thirsty, cold or sick, nor when he is afraid, lone- 
 some, homesick, anxious, nervous, worried or parted from his 
 human or animal friends. This is true of many other things 
 which make us unhappy and which the horse or dog or other 
 animal feels, too. A mother dog, horse or cow suffers deeply 
 at separation from her puppies, colt or calf. 
 
 They are not so well off as we are in some respects, for 
 they cannot forget their discomfort or pain in memory or hope 
 of relief or in thinking of other things, as we can. They live 
 in the present much more than we do. 
 ^ 
 
 Explain what you mean by happiness and describe some of 
 the things which are generally necessary to it. Why is happi- 
 ness a good thing for all creatures? What right have you to be 
 .happy? What right have animals to be happy? Is there any 
 difference between you and other animals in the right to be 
 happy ? Why ? How does the happiness of another affect you ? 
 How does the misery of an animal or of another person affect 
 
 others ? 
 
 * 
 
 Animals Belonging to Other People 
 
 Ol'R first duty is to our own animals to see that tlioy are com- 
 fortable and happy. But it Is also the right and duty of 
 everybody to see, as far as he can, that all animals are happy 
 and kindly treated. That is because they are themselves help- 
 less and must depend on us to help them when thoy need it. 
 
 We should, accordingly, form the liabil oF noticing and 
 watching the condition and behavioi* of animals so \v(> oau ))c 
 of use to them when thev need it. Tf we sec tlicm abused or ricg- 
 
78 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 THE WRONG AND CRUEL WAY 
 
 Tied to post in storm, almost frozen, no blanket. Owner comfortabli- in some warm 
 room. What do you think of him? 
 
 lected, uncomfortable or unhappy, we should not hesitate to do 
 all we can for them, ourselves, by calling attention to them and 
 insisting on their being relieved. If nothing else will do, the 
 officers of the laAv should be called and asked to see that they 
 are properly treated. Any helpless creature, brute or human, 
 has a right to this from us. If we stop to imagine ourselves in 
 the condition of helpless and suffering animals with no one to 
 notice and to help us, we shall not be apt to fail to do all we 
 cjiii for tlieni. 
 
 * 
 
 Why is it our diitv to care for oiir own ;niininls more than 
 
cows AND OTHER CATTLE. 79 
 
 it is to care for those of other people? Why is it our duty to 
 interfere for the welfare of any animal? Imagine yourself an 
 abused animal and then state fully what you would want people 
 to do for you. Have we officers to aid us where animals are 
 abused? Have Ave any laws protecting dumb animals? What 
 penalties are there for violation of such laws ? 
 4^ 
 
 Cows and Other Cattle 
 
 IN GENERAL and as far as the natures of the animals are 
 alike, the same rules apply to the proper treatment of cattle as 
 do to that of horses. Their wants in general are the same. Their 
 inability to supply their wants and their dependence on us are 
 the same. 
 
 Except that oxen are still occasionally used to do farm 
 work, cattle do not work as horses do. But as to food, drink, 
 shelter, freedom as far as possible and as to kind treatment in 
 all ways, the same rules apply in their case as in that of horses, 
 dogs and other domestic animals. 
 
 The production of beef and milk of as good a quality as 
 possible are the two chief objects in keeping cattle. Quantity 
 and quality will both be better the better the animal's treatment. 
 ^ 
 
 Give examples of general care of animals, which is always 
 the same, and of special care which depends on the differences 
 between them. Mention some of the ways in which horses, 
 cattle, dogs, cats and birds need different care. How would 
 you care for wild animals in captivity? Bring in sonio stories 
 about cattle. 
 
80 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 r ^ >^^m %''-^mJ^' ^ Iff 
 
 ^IP^'^i 
 
 T 
 
 THE WRONG AND CRUEL WAY 
 
 Snow on their backs and half way up their legs, in the storm, hungry and half frozen, 
 bawling for food and shelter. What do you think of their owner? Cruelty to animals 
 is against the law 
 
 Beef and Milk 
 
 COWS are kept to produce milk. Whatever tends to the larcr- 
 e.st production of milk of the be.st quality is best for the 
 cow and for the cow's owner. Siieli tilings are warmth, shelter, 
 plenty of pure water, enougli and a variety of good, substantial 
 and juicy food, cleanliness, the utmost kindness and anything 
 else which goes to the eomfort and well-being of the animal. 
 
 The chief use of (iHici- cMttlc is to produce beef. The r-iame 
 rules iipi)ly 1o such i-altlc The liodily lieat of any nnimnl must 
 
BEEF AND MILK. 81 
 
 be kept up to a certain point. 'JMiis is done partly by the food 
 eaten and partly by outside heat. It is the same with us. Cloth- 
 ing, fire, exercise and the food we eat, all help in keeping up our 
 bodily heat. 
 
 A part of the food eaten goes to repair waste, a part to add 
 new growth, while the rest is used to produce warmth. The more 
 of the necessary heat there is supplied from the outside, the less 
 food we have to eat for that purpose, and the more of what we 
 eat goes into growth, strength and the other purposes of the 
 body. The more warmly a cow is housed the less she is obliged to 
 eat to keep warm, and the more of what she does eat goes into 
 flesh, fat and milk. That is why it is cheaper to shelter animals 
 well and keep them warm. 
 
 :\Iilk and flesh are both made out of food and drink. The 
 more there is of food and drink and the better it is the more and 
 better will be the milk and beef. Experience shows that a 
 seared, nervous cow falls off rapidly in flesh and in milk, just 
 as a scared and nervous horse loses flesh rapidly. In dairies run 
 on scientific lines an employe who uses loud and harsh language 
 to a cow is discharged at once. It is wasteful, and the owners 
 cannot afford it. The same thing is true of scientific horse- 
 raising. A cold, hungry, thirsty or frightened and unhappy cow 
 does not give very much milk, nor is it very good. 
 
 Anger is a kind of poison, bad for man and animals. 
 
 *■ 
 
 Explain fully the effect on animals of being well fed, shel- 
 tered and cared for, and of the opposite treatment. Of being 
 kept comfortable, contented and happy, and of being abused, 
 scared, frightened and in pain. How should the food given a 
 hard-working horse differ from that given a cow and why? 
 Explain fully all the reasons for treating animals kindly and 
 well. 
 
 What would be the condition of the milk taken from an 
 angry cow? A scared cow? 
 
s2 />/!//; ,i.\7.i/.i/.x AM) now TO rur.AT I hi:m. 
 
 Sheep and Hogs 
 
 IN A GENKlvAL \vay wliatevei- is true of tlie proper treatment 
 of horses, cattle and other animals is true of sheep, hogs, 
 poultry and other domestic animals. All of them require and 
 have a right to plenty of good, fresh food and drink, to shelter 
 from storms and cold, to good beds, to be treated kindly and to 
 be kept clean. Special care is needed for each kind of animals, 
 to make them thrive best; but comfort and happiness is good 
 for them all and is the right of all. 
 
 Sheep are timid and delicate creatures which need especial 
 carefulness in handling. They should not be sheared too early 
 in the spi-ing, for llicy will then sufFci' from cold and stoi-ms. 
 
SHEEP AM) HOGS. 83 
 
 When being sheared they should ho handknl siontly and care 
 taken not to cut them Avith the shears. 
 
 Hogs are ahnost universally supposed to be unclean in their 
 habits, but as a matter of fact it is chiefly the manner of 
 their confinement which makes them appear to be so. They cannot 
 help themselves. In most cases they could not keep clean if they 
 tried. In the fields and woods in their natui-al state they are 
 not more uncleanly than most other animals. In confinement 
 they should be given clean beds, clean food and drink. Besides 
 their own rights the quality of their flesh as food is directly af- 
 fected bj' their way of living and feeding. Many times the flesh 
 of animals is unwholesome and injurious on account of the way 
 they are kept. 
 
 Hogs are much more intelligent than they arc credited with 
 being, as are most other animals, and while they are despised and 
 looked down upon because of their disposition to gorge them- 
 selves, and their supposed uncleanly habits, they are entitled to 
 good treatment. They cannot help their natures, nor do they 
 know that they need any change. 
 
 What do you mean by comfort? Describe how you and 
 other animals feel when you are comfortable. Does a hog have 
 as good a right to kind treatment as a horse, dog or other ani- 
 mal? Why? Should our personal feelings of like or dislike 
 make any difference in our treatment of animals? Why? 
 
 Mr. A. treats all his animals kindly, justly, and studies their 
 nature, while B. is harsh; cruel, unkind and gives little thought 
 to his animals. Describe the animals in each case, giving their 
 appearance and their disposition. Bring in some stories about 
 sheep and hogs. 
 
84 DUMJ: AMMALS AND HOW TO TREAT TIIEM. 
 
 The Dog 
 
 IT IS claimed that the elephant is the most intellinrent of ani- 
 mals. Many people believe the horse is so. But the majority 
 of people would agree that of all the animals with which we 
 are most familiar, the dog is not only the most intelligent, but 
 he also has to the greatest degree the noble virtues of unselfish- 
 ness, faithfulness, gratitude, affection and good will. Man has 
 no nobler or higher qualities, and very few of ns have them to 
 the same degree as they are often displayed by the often despised 
 dog. 
 
 Dogs are despised or disliked only by those who do not un- 
 derstand them, or who are themselves deficient in the noble 
 qualities which dogs have. 
 
 Dogs are also among the most sensitive of animals, their 
 feelings being easily hurt and their spirits being easily raised or 
 depressed. Loud words and harsh language startle and depress 
 them. Their sense of hearing is usually much more sensitive 
 than ours and their sense of smell is so much more sensitive that 
 we can hardly understand it. 
 
 Many people, those who do not understand animals very 
 well, think the way to speak to them is in a loud, harsh and 
 overbearing way. That is a mistake. Speak low and distinctly 
 but not loudly. The essential thing is to make yourself under- 
 stood and that is not done by loud talk to animals any more 
 than it is by loud talk to people. First get the dog's attention 
 and make him understand you are saying something to him. 
 Then speak slowly, firmly and distinctly. 
 
 Like all animals, dogs know much more than they are be- 
 lieved to know by anybody except those who love and under- 
 stand them, and feel their treatment, whether kind or harsh, 
 much more keenly than most people think. Like all highly 
 developed animals, also, they differ from each other very much 
 in disposition and character as well as in degree of intelligence. 
 
THE DOG. 
 
 85 
 
 They should be treated on that account as individuals, as 
 sons, and due regard should be shown for their peculiar 
 The kir-d of treatment and 
 training needed by a bold, 
 .head-strong dog would spoil 
 the temper and ruin the spirit 
 and disposition of a timid, 
 nervous one. Dogs have many 
 virtues besides those men- 
 tioned, as anyone who loves 
 and studies them will dis- 
 .cover. It is doubtful if we 
 have any virtues which they 
 lack. 
 
 par- 
 ties. 
 
 A happy dog 
 
 Explain fully, with ex- 
 amples, what you mean by unselfishness, faithfulness, affection, 
 good- will, gratitude. Have you, yourself, any of these qualities? 
 Explain fully why they are called noble qualities or virtues. 
 Are there any other virtues, and what are they? How many of 
 them do animals have? Are any of these virtues selfish? Give 
 examples of all the ways in which the natures of two people or 
 two animals can differ. Explain how these differences should 
 be treated by other people. Explain what is meant by sensitive- 
 ness. By despising anybody or thing. Have you a right to de- 
 spise any creature? What have you a right to despise? How 
 should you speak to animals and why ? 
 
 Does a dog know what you think of him? How does he 
 know your thoughts? Write out a dog's opinion of a loving 
 master. Of a cruel master. Why do dogs so often look us 
 straight in the eyes? Bring all the stories you can about the 
 good qualities of animals. 
 
Starved dog. Kcpi 
 
 up till siarved. See the suflFering in his face. What do 
 you think of his owner? 
 
THE DOG. 87 
 
 The Dog 
 
 Continued 
 
 IT IS the nature of dogs, just as of ourselves, to do whatever 
 they want to. As far as possible, without interfering with 
 the rights of others and our own duties, we should be permitted 
 to do what we^want to. But we are taught very early that there 
 are many things we want to do which we must refrain from do- 
 ing because of some injury to others or to ourselves. As children 
 we are taught and trained what to do and what not to do. 
 
 It is the same way with a dog. Naturally he wants to b.M'k, 
 to chase anything in motion, to growl and bite if annoyed and 
 to do many other things which it is inconvenient or dangerous 
 for him to do. But, unless he is taught, the dog does not know 
 any better any more than a child does. So, when a dog is tie 
 cause of danger or annoyance to anyone it is almost always be- 
 cause he was not taught how to behave. If you have a dog it 
 is your duty to teach him to behave in his way as well as you do 
 in your way. If you do not do that it is your fault when he gets 
 into mischief or does some damage. If you were kept outdoor.-j 
 and never taught how to act you would not behave much better 
 than dogs do and perhaps not as well in some ways. 
 
 INIad dogs are exceedingly rare. Dogs ftre sick and some- 
 times delirious, just as people are, and they sometimes act as 
 if they were crazy, just as people do. But that does not mean 
 that they are mad and have what is called hydrophobia or 
 rabies. A great deal of nonsense is printed and believed by most 
 people about mad dogs. They are very seldom met with. Mos^ 
 people live all their lives without seeing a mad dog or hearing 
 of one that was really mad, although most of us frequently read 
 accounts in the newspapers of so-called mad dogs which were 
 really only sick dogs. 
 
 ^ 
 
88 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 .Mention some of the bad habits a dog can have. If he is 
 your dog and lias any of these habits who is to blame and why? 
 When a dog is sick what should you do for him? How will he 
 be apt to act? A¥hen you hear about a mad dog is it likely the 
 dog was really mad, and why? What is a mad dog? When you 
 hear somebody say: "Oh, there's a mad dog!" what should you 
 do? What are the only things we should not be permitted to 
 do? What aro the only things animals should not be allowed 
 to do? If you were asked, "Who is to blame, generally, when 
 an animal behaves badly," what would you say? Tf an animal 
 behaves badly, how would you teach an animal ? 
 
 Dogs 
 
 Continued 
 
 LIKE ourselves, like horses and all other animals, dogs need 
 plenty of good food of the kind they like, good water and 
 plenty of it, a good bed, shelter and comfort. They need exercise 
 also and friends. They should have enough to eat and should not 
 be compelled by extreme hunger to eat what is unwholesome and 
 what they do not like. 
 
 They need liberty, also, to as great a degree as it is possible 
 to give it to them. It is the same kind of cruelty to keep a d(»g 
 chained, or shut up, that it would be to keep you chained or 
 shut up. It spoils their temper and disposition, makes them sav- 
 age and is bad for their health. A chained dog can no more be 
 happy than a chained man can be happy. 
 
 Their nature demands society and affectionate treatment. 
 Never scold or strike a dog unless it is necessary to correct him in 
 that way, and not then unless you are sure he will know why 
 it is done. They are not to blame for what they do not know. 
 They are taught, like all other animals, by .showing them what 
 you want Ihcm In do, and tlien getting thorn to undcM'stnnd it. 
 
DOGS. 
 
 89 
 
 Dogs and sledge at Cape Nome, Alaska. The lead dog 
 
 rth $500 
 
 A cringino- dog is generally one who has been abused. He 
 cringes because he knows his weakness and tries to disarm your 
 ill will toward him by being humble and begging you not to 
 hurt him. It is almost always a sign that some cruel and cow- 
 ardly person has abused him. 
 
 In dealing with dogs think first of what you want to ac- 
 complish and how best to accomplish it. For instance, if your 
 dog runs away, it is a poor way to cure him of it to beat him 
 when he comes back. He is likely to wish he had stayed away 
 and to go again at the first chance. Make him Avant to stay at 
 home because he is happier there than anywhere else. 
 
 If you want him to love you, it is a poor way to scold, 
 strike and abuse him. If you want him to be intelligent, keep 
 him around where he can learn, not locked up, tied up or shut 
 out. 
 
 In other words, treat him in the way you would like to be 
 treated yourself, and you will surely have a good dog, a good 
 
•JO Di'MJi AMMALS ASD }IO^V TO TREAT THEM. 
 
 friend, a irood oompaiiion, eager to serve you, faithful, grateful 
 and kind. 
 
 * 
 
 Imagine yourself a dog and explain fully how you woidtl 
 like to be treated in all ways. AVhy is a dog unhappy when he 
 is chained, shut up or left alone? What is the effect on him of 
 chaining or shutting him up? If he runs away, how would you 
 cure him of it? How many good qualities can you think of. 
 which a dog has? What do you mean by liberty and freedom? 
 Why is it dear to you and to all animals? What makes you like 
 people? What makes an animal do so? Explain fully what lib- 
 erty means. Explain effects of confinement. 
 
MULES AM) />O.VA'/;V.s'. 
 
 91 
 
 Mules and Donkeys 
 
 THE care of mules and donkeys is practically the same as that 
 needed by horsas. It is generally supposed that mules and 
 donkeys are more than usually stupid and vicious. Neither is 
 true. On the contrary, they are more than usually intelligent 
 and kind. Neither are they especially stubborn. It has been 
 the custom to abuse them so much that people believe abuse is 
 necessary. Even if they had special faults it would not be a 
 good reason for abusing or neglecting them. Many people seem 
 to think the possession of a certain fault or faults is a good rea- 
 son for cruel treatment of animals and people. 
 
 * 
 
 Find out all you can about the nature, habits, virtues and 
 intelligence of mules and donkeys and describe them fully. 
 Learn some true stories about them. Explain how to treat them. 
 
92 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 Mother hen. chickens and ducklings 
 
 ^ 
 
 Chickens, Ducks, Geese and Other Fowls 
 
 POULTRY is like all other animals in needinp: ^ood food, drink, 
 shelter and cleanliness, and in repaying to their owner 
 whatever the cost of such care may be many times over. Many 
 people seem to think that poultry does not need much attention, 
 and that any kind of a place will do for them to stay in. But 
 in their case as in that of other domestic animals and in our own 
 ease the more cold and hardship they have to endure the more 
 food they will need and the less energy they have left for growth. 
 Fowls are especially subject to unhealthy conditions, diseases 
 and parasites if the.y are not kept clean. 
 ^ 
 
 Which will grow the faster with the .same amount of food, 
 
CAPTIVE ANIMALS. 93 
 
 sheltered animals or those exposed to cold, wet, snow, wind and 
 storms? Why? Which fowls will produce the more eggs, the 
 first class or the second? Which course pays the best, to give 
 your animals of all kinds the best care possible, or to neglect 
 them and let them shift for themselves ? Which is right ? 
 
 In shipping poultry what kind of coop should be used? 
 
 Give instruction for a merchant who keeps live poultry on 
 sale, telling him how to treat it. 
 
 How does a bird feel that stands bent over all day in a low 
 coop? 
 
 Write out full instructions on the proper treatment of 
 poultry. 
 
 Caged and Captive Animals 
 
 ALL caged or captive animals are deprived of their freedom 
 and natural mode of life. They should on that account 
 receive the care and comfort possible to make up for their loss of 
 liberty and freedom to go where and do what they like. Our 
 own happiness depends more on our freedom to do as we like 
 than on any other single thing. 
 
 The cages or other limits in which captive animals are kept 
 should be as roomy as possible, and should be kept scrupulously 
 clean. They should have a regular, plentiful and varied supply 
 of the kinds of food they like best and plenty of fresh water 
 to drink and to bathe in, if that is their nature. They should 
 have good shelter and clean, dry beds. In all ways their com- 
 fort should be studied and the irksomeness of their captivity 
 relieved for them. Whatever means of amusing themselves or 
 of occupying their time can be provided, should be given them. 
 They have been taken away from their free, happy lives and 
 are kept prisoners for the entertainment of those who like to 
 
M DUMB AMMALS AND HOW TO TREAT THEM. 
 
 look at tliL'iu. 'J'lie most wo can 
 pense for the loss of their liberty. 
 
 litt 
 
 ,...,-h 
 
 How many things does a caged bird need all the time and 
 eannot get for himself? State fully the objections you would 
 have to being shut up in a 
 cafre. Imagine yourself a 
 
 ink I ic.\\ much better 
 it is to li-avf liiiii tree and Happy than 
 to catch him. put him in a cage and 
 make him unhappy 
 
 the things you would do if you were not caged, liuagim' your- 
 self a horse and describe what you would do if you were free. 
 Imagine yourself a lion, and then describe what you would do if 
 you were not captive. Write out full insl ructions for the care 
 of caged or captive animals. 
 
 Cats and Kittens 
 
 BESIDES the geiici'iil w.inls of all nnimaLs, cats have peculiari- 
 ties. They have likes and dislikes in which they should 
 he indulged if you wish them lo be happy. They love warmth 
 and quiet. They aiv .sensitive and nervous to a high degree. 
 
C.ir^Sf AND KITTENS. 
 
 95 
 
 Due of tlio most coiniiion and eniel kinds of nogk'i-t in 
 their case is that of leaving thoni boliind when tlie faniilios 
 to which they belong move or 
 go away. Cats learn to de- 
 pend on their friends and to 
 regard the home as their own. 
 They know nothing of depar- 
 ture. Their only idea is to 
 stay and dnmbly await their 
 friends' return. So when 
 thus deserted they often 
 starve and suffer from thirst 
 and fear. 
 
 Another counnon form of 
 abuse from which they suf- 
 fer, together with almost all 
 domestic animals, is the 
 rough, treatment given them 
 by children Avhose playmates 
 they are. Children are often 
 not taught to think about 
 
 them and be kind to them, and so thoughtlessly hurt and abuse 
 them badly. Little kittens especially suffer in this way. But so, 
 also, do puppies, guinea pigs, rabbits, birds and full-grown dogs. 
 :\Iany parents apparently do not think of this, or are unwilling 
 to correct their children when they are cruel to their pets. 
 
 Explain in what ways the treatment of a cat should differ 
 from that of a dog. Explain the cruelty of deserting cats, kit- 
 tens, dogs and other pets. Of caging s(iuirrels, birds and other 
 wild creatures. Of keeping dogs chained or shut up. What 
 would vou do if von saw a boy or girl abusing a cat, dog, bird 
 
96 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 Rabbit with fore leg caught in cruel steel trap and broken. What do you think of the 
 boy or man who set the trap? 
 
 or (itlier aiiinial? llow many different ways ean you think of in 
 wliieli ehildren abuse and negleet Iheir pets. 
 
 AVi-ite full instructions for the eare of cats and kittens. 
 ^ 
 
 Hunting, Fishing and Trapping 
 
 NECESSITY is the only ground on which huntinc:, fishinj? or 
 trapping can be justified just as it is the only ground on 
 which the taking of animal life for food can be justified. To de- 
 stroy dangerous or injurious animals, or to take game or fish for 
 food or other necessaiy use is justifiable. But to hunt or fish for 
 sport alone is no more justifiable than to injure a domestic 
 
IIUMISa, FISHING AND TRAPPING. 97 
 
 auiiiial nauecessarily would be. To cause or permit any unneces- 
 sary pain in hunting, fishing or trapping is wrong. Wild animals 
 have the same absolute right to protection from unnecessary pain 
 that domestic animals have. We have no right to kill or injure 
 any of them without sufficient cause. 
 
 The sport obtained in the pursuit of game is generally the 
 reason given for doing it, but the justification for it is found 
 only in the use made of the game. We have no right to obtain 
 pleasure through the pain of any other creature. If we had the 
 right feeling about it, pleasure in the pain of anything else would 
 be impossible to us but rather, we also should feel pain through 
 and on account of their suffering. 
 
 If we are to hunt or fish we have a right to capture only 
 such animals or fishes as our needs or uses require, no more of 
 them than we can use, and then only in as considerate and pain- 
 less a manner as possible. Fishes should be killed as soon as 
 caught, not left to suffer and die slowly. 
 
 Trapping animals is generally attended with extreme and 
 unnecessary cruelty. Even when not hurt by the trap itself they 
 suffer intensely from fear, hunger, thirst and cold. Steel traps 
 with springing jaws which catch animals by the foot or leg, 
 often mangling them and sometimes breaking the bones, always 
 bruising and lacerating, cause excruciating pain and cannot help 
 doing so. Sometimes the unfortunate animal so caught is held 
 captive for days until the trapper visits his traps. As these 
 traps cause such frightful suffering they ought not to be used 
 at all. Their manufacture and sale should be forbidden. The 
 wild creatures suffer exactly as we do. The fact that they are 
 wild is no manner of excuse for causing them needless pain. 
 ^ 
 
 What kinds of animals have we a right to hunt, fish for or 
 trap? Describe fully how hunting, fishing and trapping ought 
 to be carried on. What is your duty to a wounded animal which 
 
"A C RIME OF TIIH WILDS" 
 
 Jusl another mother murdered; Nigbl is near; ihe snarling winter IVillvour bicod-lust ne'er be sated? 
 
 One more pair of weaklings left Wind comes, chilling to the bone Will \je alivalis arm and arm 
 Shivering with fear and anguish, O, ue strong and mightu hunters, And go forth andslav — foreoer — 
 
 Weak and helpless and bereft. Have ue children of your own? Sla]) the thing that does no harm? 
 
 Walter fuan Daois 
 
 Mothe 
 
 deer shot by hunters. Fawns will starve or be devoured 
 What do you think of the man who shot her 
 
 ferocious animals. 
 
FAMILIES OF ANIMALS. 99 
 
 lias got away? To a wounded animal you luive captured? When 
 you have caught a fisli what ought you to do at once? Have 
 you a right to capture or kill game auimals with young? What 
 kinds of traps only have we a right to use ? Imagine yourself 
 a trapped animal and describe fully your feelings. Imagine 
 yourself a wild animal, and then describe your life and feelings. 
 Why should we let wild animals alone if harmless and not game ? 
 Describe fully how Ave should hunt if at all. Describe fully how 
 we should fish if at all? 
 
 ii. 
 
 H 
 
 Families of Animals 
 
 'XTERS seldom think of the pain of their victims or of the 
 happy families among the wild creatures which their guns 
 bring bitter sorrow to. 
 
 Yet we know how birds and many other creatures mourn for 
 their dead mates, how the little young ones starve and die when 
 their fathers and mothers are killed and how animal parents 
 grieve over their dead children. 
 
 It is all very much like our families — just how much we do 
 not know. We know the dog mother loves her puppies, which 
 are her babies, like a human mother; that she will freeze, burn, 
 starve, thirst, fight and die for them with a fondness, courage, 
 sacrifice and devotion not all human mothers are capable of. 
 
 We know the wild creatures love and nurse their children 
 in the same way. We know haw the timid little birds fight cats, 
 snakes, owls and hawks to protect their young. But all the 
 suffering and sorrow hunting causes, besides that of the crea- 
 tures wounded or killed outright, we can only guess at. As 
 time goes on and we grow wiser and kinder there will be less and 
 less hunting done. 
 
 Describe a family of birds. Of squirrels. Of foxes. Of 
 wolves. Of bears. Of deer. Find all the true stories you can 
 
100 DUMB AMMAJ.S .WP HOW TO TREAT TIIEM. 
 
 What do you chink of boys or men who kill or frighten the singing birds, or who rob 
 their nests and^so break up their honaes? 
 
 about the family life of animals. Tell us all you cau about your 
 
 pets. Give all the reasons you can think of for not hunting. 
 
 Bring such of your pets as the teacher will permit to school. 
 
 What is a family? Why are the families of animals like those 
 
 of people? Explain fully how hunting and fishing should be 
 
 done if at all. 
 
 4. 
 
 Wild Birds 
 
 BIRDS, like other wild animals, ask only to be let alone. They 
 all have a right to be let alone as long as they are not doing 
 any mi.schief. We are not speaking now of game birds or ani- 
 mals. They are in a different class for one reason alone. 
 
 Besides their own rights it Is to our interest also not to 
 
^VILD BIRDS. 101 
 
 molest the birds any more than to molest other harmless animals. 
 They are useful for their cheerful sonsis and for the countless 
 numbers of insects and vermin of many kinds which they de- 
 stroy. 
 
 Many kinds of birds are regarded as injurious when, if we 
 only knew the facts about them, we should regard them as 
 among our best friends. For example, almost everybody regards 
 hawks and owls of all kinds as enemies because they sometimes 
 catch chickens. As a matter of fact, only one or two species 
 of the many kinds of hawks and owls ever catch chickens. 
 These do so but seldom and earn the few they catch many 
 times over on account of the vermin they destroy. All kinds 
 of hawks and owls, including the one or two kinds which occa- 
 sionally catch a chicken, live chiefly on vermin which prey con- 
 stantly on the farmer's fruit, grain and vegetables. These ver- 
 min do a hundred or a thousandfold more damage than a hen- 
 liawk does by once in a while catching a chicken. 
 
 Crows are often shot at because they sometimes dig up the 
 farmer's newly-planted corn. The service they do as scavengers 
 and as vermin destroyers far outweighs any possible damage they 
 can do to the corn. 
 
 Wild birds should never be trapped and kept caged. They 
 cannot be happy in captivity any more than we could be happy 
 in prison. .j. 
 
 Name as many of Die song birds as you can. Do all song 
 birds destroy insects? AVhat is vermin? Name some of the 
 kinds of vermin which hawks and owls destroy. Name some of 
 the kinds of insects and vermin injurious to crops, whether fruit, 
 grain or vegetables. Find out how great the estimated damage 
 done to crops by insects is in this country every year. How 
 many kinds of hawks and owls kill poultiy? ITow many do 
 not? TTow do you find out what birds eat? FiXplain fully how 
 you should regard and treat birds of all kinds. 
 
102 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 AYhat damage do mice and ground-sqiiirreLs do? What ani- 
 mals keep down these pests? Is it right to put out poisoned 
 grain? Why? "What is the greatest service we can do to birds 
 and all harmless animals? Suppose they need something the\ 
 cannot get for themselves, what then? Suppose somebody else 
 is molesting them, what tlien? ^Yrite instructions on liow to 
 troat wild birds. 
 
 * 
 
 Wild Animals Not Game 
 
 GA]\IE animals, including birds, are such as can properly 
 be used for food. To them may be ftdded those animals so 
 dangerous or destructive as to justify us in destroying them. 
 
 The birds and animals not game are vastly more numerous 
 than those which are so. There are many wild animals which 
 are good to eat but which are so small or so valuable for othei- 
 purposes that it is w-rong to destroy them for food. We know 
 so littl*^ about many kinds of wild animals, including bii'ds, that 
 Ave cannot always say just what their usefulness is, but in nearly 
 all cases they are too valuable to use merely for food. 
 
 The vast majority of wild animals of all kinds are entirely 
 harmless as far as we know. Most of them are so useful in 
 ways we do or do not know about, that if they were all extermi- 
 nated w^e should very quickly find things going wrong in the 
 fields, orchards and woods. 
 
 Some of thom may do sonu' sm.-ill (l;iiii;ig(\ but as a rule 
 the good they do so far outweighs the hai-m that they ouglit 
 none the less to be protected and encouraged. All such crea- 
 tures should not only he lot alone, in the sense of not molestin«_' 
 them, but should be .'iicouraged and helped if possible. An 
 example of this is sc.iii: birds eating cherries or berries. They 
 can ho friLThtcnrd nway wilh«Mit hui-lintr them, if they are do- 
 iim loo miK'li (lamairc Tliey do so miicli L'ood tli«'y uuu-o than 
 
INSECTS. 103 
 
 earn what they eat. The Avays and habits of wild animals ought 
 to be observed and studied much more than they now are in 
 order to understand and appreciate them. 
 
 "Wild creatures of any kind cauizht and kept in captivity 
 are almost always unhappy and not well. Very few persons 
 know how to feed and care for them properly, even when they 
 are not neglected outright. 
 
 It is far better to let them go free to live their lives as they 
 want to and as they were meant to. 
 
 What is a game animal? If an animal or a bird has no 
 known value is it therefore certain it has none? Is it therefore 
 right to destroy or molest it? Ought you and all other creatures 
 to be let alone and allowed to have your own way when there is 
 no good reason why you should not? AVhy? 
 
 Give the names of some wild animals you know and tell what 
 benefit they are to us. 
 
 Do you think we should have game laws to protect game 
 animals? What birds and animals should be protected? Why? 
 
 What is the greatest service we can do for wild animals? 
 
 Bring stories about wild animals. 
 
 * 
 
 Insects 
 
 INSECTS are often exceedingly valuable creatures to man- 
 kind, doing work no other creature can do and without which 
 we should l)e powerless to do and have many of the things we 
 need. Many of them are much more intelligent than some 
 larger creatures. When Ave read Avhat naturalists Avho have 
 studied ants have found out about them, for example, Ave can 
 hai'dly believe it possible they know so much. 
 
 It has been found out that ants in orchards go up into the 
 
104 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 trees and destroy the eggs of insects injurious to fruits. The 
 same is true of ants in the cottonfields of the South, where 
 they destroy the eggs of the cotton weevil. These are but recent 
 discoveries. 
 
 The Avork of the bee family in fertilizing the flowers is a 
 most important one. It is said that we could hardly produce 
 the delicious fruits and vegetables now so common without the 
 aid of the bees. 
 
 Few insects, comparatively, are harmful. Some which seem 
 to be injurious have their uses. It is likely that if Ave knew all 
 about them they would all be found to be useful in some way or 
 ways. 
 
 They are animals, and like all others have their rights. We 
 have no more right to hurt or destroy a small animal than a 
 large one. If they must be destroyed let it be done Avith as 
 little pain as possible on their account and our oavu. 
 
 The insignificant size of insects causes most people to think 
 it does not make much difference hoAV they are treated. Few 
 of us step out of the way to aA^oid treading on an anthill and 
 thus undoing the Avork of the little creatures for months or 
 years, besides killing and crippling many of them. But tho 
 truly thoughtful and kind-hearted man does step out of the 
 way. 
 
 It is probably true that an insect does not suffer ns mnoh 
 from an injury as a larger or more highly-developed animal does. 
 but we cannot be sure. The principle is the samo, Avhother it 
 involves a worm or an elephant. Tiike nil principles, it must be 
 applied with good sense. 
 
 Why are insects animals? When have y^u a right to 
 destroy an anthill? Name some insects knoAvn to be useful. 
 Have you a right to destroy insects Avhon they ;n'(' rloiiig ni> 
 harm? What rights have insects? Stntc fully li.nv we shouM 
 tront iusoots in general. 
 
NOXIOUS AND DANGEROUS ANIMALS. 105 
 
 Reptiles 
 
 WHEN harmless they should be let alone like other animals. 
 Much prejudice against reptiles exists because they are not 
 understood and people are afraid of them without cause just as 
 they are afraid of bugs and worms without cause. 
 
 ]\Iost of them are believed to be poisonous, or injurious in 
 some other way. The fact is that very few of them are poison- 
 ous or injurious in any way, and many are of great use. Before 
 molesting any creature pains should be taken to learn whether 
 it is harmless or not, useful or not. 
 
 Name two kinds of useful reptiles. "Why is it well to let 
 animals alone till you know they are harmful? What ought you 
 to do if an animal is about to be hurt without cause? State 
 fully how you ought to behave toward reptiles in general. 
 
 Noxious and Dangerous Animals 
 
 WE HAVE a right to destroy noxious or dangerous animals 
 in order to protect ourselves or others against them. It is 
 on this ground that the killing of rats, mice, poisonous snakes, 
 insects in the housfe or those injurious to crops, predatory ani- 
 mals like foxes, dangerous animals like wolves, bears and others, 
 is justified. 
 
 But while it is right to destroy them, it is not right to 
 inflict any needless pain upon them: They are not to blame 
 for their natures, and while their rights have to yield to ours 
 they had a place to fill in nature or they would not have been 
 created. Without doubt they were created for a good purpose, 
 even if we do not know what it was. There are many things we 
 do not know. They were made by the same power that made us, 
 
lUG Dl Ml: AMMALS ASP //f>l\ TO TUKAT TIIEM. 
 
 and other uscriil oi- luinnlcss jiiiinials. wcic iiijidc ;is they are, 
 and do not know any bettoi- tlian to he liarniful or dangerous. 
 We should feel sorry that it is necessary to destroy them, and 
 should do it in as kindly and humane a manner as possible 
 
 If they have to be killed they at least have a right to be 
 destroyed as mercifully as may be. None but a savage and cruel 
 heart can take pleasure in the suffering of any dumb animal 
 or in suffering of any sort. 
 
 Very often the dangerous charaeter of an animal consists 
 in the courage and ability with wliicli it i)i'()tects itself or its 
 young when attacked, and then it often liappens that its gal- 
 lantry and bravery are as much to be admired as the same 
 qualities would be in ourselves. 
 
 It has been found out that the mosquito causes the malarial 
 and the yellow fever disease germ. By destroying the mosquito 
 we may prevent the spread of these dread diseases. The common 
 housefly does great damage in the same manner. It is therefore 
 right to destroy such creatures, as it saves other and far more 
 important animals from misery, and often saves tlieir lives. 
 
 Explain why we cannot honorably take pleasure in the pain 
 of any creature, even a dangerous animal. Explain why it is as 
 noble for a wolf or a bear to defend himself, or for an animal 
 to protect her young, as it would be for human beings to do the 
 same thing. 
 
 Name some of the creatures that may justly l)e destroyed. 
 Why? What are some of the best means of dc^sti-oying insects 
 where necessary? 
 
 Is it possible to be cruel to a fly? To an ant ] To a wolf? 
 To a frog? To a toad? Deserilie what slmuld be our feeling 
 toward all creatures. 
 
THE WORDS BRUTE AND BEAST. 107 
 
 The Words Brute, Brutal, Beast and Beastly 
 
 THE words brute and beast once meant only what we mean 
 now when we use the words animals, dumb animal or lower 
 animal. They had no bad meaning such as they generally have 
 now. They simply meant one of the lower animals as distin- 
 guished from man. But in time all these words came to have a 
 different meaning from what they meant at first, and this latter 
 meaning has ])eeome the common one. 
 
 It was believed, before we began to study and luiderstaiui 
 tlie dumb animals ver}^ much, that they were not only lower in 
 intelligence, but also very much lower in all ways and in their 
 habits than we are. Most people believe that still. So, when- 
 ever anybody did anything more rough, violent, cruel or low 
 in any way than human beings who know the difference between 
 right and wrong, should be expected to do, it became the custom 
 to compare such bad conduct with what it was supposed the 
 lower animals alone would be low enough to do. So such con- 
 duct was called "brutal" or "beastly," as being unworthy of 
 human beings, and worthy only of the brutes or beasts who 
 know no better and are lower than we are. 
 
 This use of the words "brute," "brutal," "beast" and 
 beastly" is therefore very often incorrect. IMany things are 
 called brutal w'hich are like some men but not at all like any 
 brute. Some things are called brutal and beastly which are 
 just as much like men as like brutes. Most of the actions we 
 are in the habit of calling brutal are done by bad men. but 
 seldom if ever by the brutes. 
 
 By using the words in this way and by hearing and reading 
 them when so used we gain unconsciously a wrong idea of the 
 lower animals or brutes. As a rule they live innocent lives. 
 They do not go out of their way to do each other injury. Ex- 
 cept when necessary they generally let each otlier alone. If they 
 attack each other it is to seize the food on which they live, in 
 
108 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 self-defense, to obtain supremacy, or for some other natural 
 and proper reason. They do not wound and kill each other 
 
 wantonly and without cause 
 
 as we do. 
 
 Going in aftc 
 
 Explain how the words 
 brute, beast and beastly came 
 to have their present mean- 
 ing as generally used. Ex- 
 plain the injustice of using 
 the Avords 'in their present 
 sense in most cases. 
 
 Tell us something bad that 
 men do which no animal does. 
 Name several good traits of 
 animals that it would be well 
 for us to imitate. Why should 
 we be careful about using the 
 words brutal and brute? De- 
 scribe fully. 
 
 Contempt of Animals Wrong and Stupid 
 
 THE words brute, brutal, beast and beastly are not the only 
 words which are wrongly used in this way. For instance, 
 many people speak of a man as a dog when they wish to call him 
 names or abuse him. They call him a dirty dog, an impudent 
 dog, an ungrateful dog, and so on. 
 
 Everybody who knows the nature of dogs knows that such 
 expressions are not only unfair to a noble animal but are also 
 silly and meaningless. Dogs are no dirtier, for example, than 
 other animals, and not non rly so dirty as some. They are often 
 
CONTEMPT OF ANIMALS WRONG. 109 
 
 much cleaner thau some human beings who have hands with 
 which to keep themselves clean. They are never impudent, and 
 their gratitude is proverbial. In short, dogs are conspicuously 
 clean, good-natured, kind, faithful, affectionate and grateful 
 animals. When they lack any of these qualities they have gen- 
 erally been spoiled by the treatment given them. 
 
 Hogs are generally considered types of filth and selfish- 
 ness. But they are not more selfish or greedy than most other 
 animals, and when given a chance are not more dirty than many 
 other animals, and neither more selfish nor dirty than some men. 
 
 Donkeys are proverbial for their stupidity when, as a mat- 
 ter of fact, they are much more intelligent than many animals 
 supposed to know a great deal more than they do. 
 
 IMules are believed to be especially stubborn, but when 
 properly treated they are not so. 
 
 Cats are considered cruel, but they are not so cruel as some 
 men. They kill their prey to eat, but men kill and wound harm- 
 less animals for no reason except what they call "sport." 
 
 "We should not call animals by disparaging or contemptu- 
 ous names. As a general thing they do not deserve them by 
 reason of any bad qualities they have ; they do not know of the 
 injury thus done them and cannot, of course, defend them- 
 selves against it; and the practice by us of doing so helps main- 
 tain the ill treatment dumb animals so often receive. Whenever 
 anybody else in our presence applies bad names to them he 
 should be corrected, for it is our dutv to defend them. 
 
 W^hat vices or bad qualities have some men which no ani- 
 mal has? What virtues have men which no animal has? Ex- 
 plain fully why it is wrong and stupid to spoak disparagingly of 
 animals. 
 
 Name some noble cliaractei-istics of ;uiim;ils it would be 
 well for men to imitate. 
 
no DUMB ANBIALS AM) HOW TO THE AT THEM. 
 
 What have you seen animals do that pleased you? Is it 
 conceited in us to think we are better in all ways tlian nnimak" 
 What is conceit? Why should we 
 avoid it? 
 
 A^: 
 
 Animals Not Responsible as We Are 
 
 N DIALS do not know anythinir 
 ibout what is right and wrong as 
 we do. They know what they have been 
 taught, but they do things or do not do 
 them as a matter of obedience or train- 
 ing: except for natural inclination, and 
 not at all because they understand 
 whether they are right or wrong, as we 
 do. They cannot do anything worse than 
 to disobey, and not even that if they 
 have never been taught to obey. 
 
 When a man does wrong he knows 
 better becaase he knows it is wrong. So 
 
 a man can be l)lamed for wrongdoing when an animal cannot. 
 Even a man cannot be blamed in cases where he did not know any 
 better. An animal certainly cannot be blamed for wrongdoing, 
 for all he knows is a little of what we do or do not want him to 
 do. The right or wrong of actions he cannot know anything 
 about. 
 
 As a rule, and when left to themselves, animals live natu- 
 ral lives, such as they were meant to live, but mankind has 
 learned manv vices of which ;iiiiiii;i]s know iiothintr. 
 
 What do you iiu-an by l»eiiig to I 
 you do not know any bettei- than to < 
 you be blamed? Whv? How docs thi 
 
 c for anything? If 
 )iii('thing wrong, can 
 Ic apply to animals? 
 
GROWTH OP THE FACULTIES OF ANIMALS. Ill 
 
 Would you punish your dog; for stealing a meal? Is it wrong 
 for an animal to try to get something to eat when he is hungry? 
 A horse or cow will often break down a fence to get food; is 
 this wrong? How prevent it? Explain fully what is meant by 
 our being '' responsible'' and animals not being so. 
 
 Growth of the Faculties of Animals 
 
 AMMAN'S faculties are the different powers he has of know- 
 ing, feeling or doing things. All men have the same faeid 
 ties but they are not developed the same in different men. The 
 more a man's faculties have been exercised and have grown, the 
 more intelligent he becomes. They grow by training and by use. 
 The neglected ones do not grow. If we do not use our arms 
 they do not grow. It would be the same with our eyes. It is 
 the same with our minds and hearts. If we do not think, we 
 cannot learn how to think. If we do not feel, we cannot learn 
 how to feel. The oftener we feel love and good-will, the kinder 
 we become. The oftener we feel thankful, the more grateful we 
 become. The oftener we get angry, the easier anger becomes. 
 The more we indulge cruelty, selfishness, envy, jealousy, hate 
 and ill will, the easier those base and wicked feelings are. 
 
 As far as their powers go, it is exactly the same witli ani- 
 mals. It is believed that animals have the rudiments of all the 
 faculties we have. In all the faculties they use, they grow to be 
 like us. They can be taught and educated in the same way we 
 are. The same kind of treatment which encourages a boy or a 
 girl, encourages a horse or dog. The same kind of treatment 
 which discourages and disheartens you disheartens and discour- 
 ages your dog or youv hor.se. 
 
 The same methods which teach a boy or girl, teach a hors'- 
 or dog. The same kind of treatment which makes a boy or girl 
 
112 DUMB ANIMALS AND HOW TO TREAT THEM. 
 
 This shepherd dog has bern scolded. His feelings are hurt'jusC as yours are when you 
 are scolded. He feels so bad he has come out to sit on the box alone 
 
 ill-tempered and hateful, makes an animal the same. The kind 
 
 of treatment which makes a boy or girl kind, affectionate, happy 
 and trustworthy, makes an animal all those things. 
 
 The best boy or girl, other things being equal, is the one 
 wlio has been treated in the wisest and kindest way. The way 
 
EVERY ANMIAL DIFFERENT. 113 
 
 to make the best lioi-se or cow or dog or cat is to treat them 
 all in the wisest and kindest way. 
 
 ^ 
 
 Explain what is meant by faculties and give illustrations of 
 your physical, mental and moral faculties. Explain how you 
 would proceed to make a boy strong, swift, a good swimmer, a 
 good singer, reader, speaker or writer. How would you make 
 a boy or girl kind, good natured, truthful, industrious, grate- 
 ful, considerate of others? Explain fully how you would train 
 a colt to be a good horse, docile, sound in body and temper, 
 strong, enduring and safe. Explain what you would do and 
 what you would avoid in making a puppy into an intelligent, 
 brave, faithful, active and affectionate dog. In general, explaiu 
 the best way to treat people and dumb animals so as to develop 
 the best there is in them and get rid of the bad. Explain what 
 you mean by being wise. Explain what you mean by being 
 kind. 
 
 Every Animal Different from Others Even of the Same 
 Kind 
 
 EVERY human being is different from every pther. They may 
 . be very much alike, but are never exactly so. They are 
 different in body, mind and heart. The more their faculties 
 are developed the more they differ. In a crowd of people, no 
 matter how vast, every person in it is different from every 
 other person. 
 
 As we have already said in several places, the same tiling 
 is true of animals, only not to the same degree because their fac- 
 ulties are not developed so far as ours are. But no horse is exactly 
 like any other horse, no dog exactly like any other dog. In a 
 flock of sheep no sheep is exactly like any other sheep. Because 
 dogs are more intelligent than sheep, because their faculties 
 
EVERY AM.UAL DIFERENT. 115 
 
 have been developed more than those of sheep, thej' differ from 
 each other more, and in more ways than sheep differ from each 
 other, just as men are more different from each other and differ 
 in more ways than dogs differ from each other. 
 
 So it comes that every animal, just like every man, should 
 be taught and treated as his needs and faculties demand. Just 
 as some boys and girls are more ambitious, more intelligent, more 
 sensitive, more timid or bold, more slow or quick than other boys 
 and girls, so animals differ from others of their own or other 
 kinds. 
 
 In the same way some animals, like men and women or 
 boys and girls, have by nature better dispositions and feelings 
 than others. If we do not take account of all such differences 
 between animals and between human beings, we shall expect too 
 much of some and not enough of others, and not understand 
 or treat either fairly or intelligently. We need to be consider- 
 ate, patient and wise in dealing with all of them. 
 
 Explain what is meant by saying that every person in a 
 crowd, every animal in a herd, flock or pack is different from 
 every other. 
 
 Explain how these differences are important in our dealings 
 with animals. How would you treat a lazy horse differently 
 from an ambitious one or a timid dog from a bold one? What 
 do you mean by being considerate in your treatment of animals? 
 By being patient? By being wise? Explain these three words 
 fully aud why we should be what they stand for. In how many 
 ways does one boy or girl differ from another? In how many 
 ways can one horse, dog, cow, cat, bird, deer, wolf or bear differ 
 from another? Describe the differences between animals of the 
 same kind you have known. What is meant by person, personal 
 and individual? Can animals be these things? Why? 
 
116 DVMB ANIMALS AND HOW TO TREAT THEM. 
 
 Our Ignorance Concerning Animals 
 
 WE DO not speak the language of animals, such as it is, and 
 they do not speal<s ours. They do not know how to teach 
 us, but we can teach them to some degree. There is no doubi 
 they understand us in some ways very much better than we lui- 
 derstaud them. We are so conceited we do not give them ei-edit 
 for much of what they know and feel. 
 
 AVe know by observation something of their ways, their feel- 
 ings and their virtuas, but not very much, and we know very 
 little about their thoughts. Because we do not understand them 
 wo undoubtedly do not give them credit for nearly as much in- 
 telligence, sensitiveness and goodness as they deserve. It is 
 easier to take their ignorance for granted than to take the trouble 
 to find out how much they know. 
 
 For instance, most people talk about the instinct of animals, 
 but are not willing to believe that they think and reason ex- 
 actly as we do. Instinct is a predisposition on the part of all 
 animals of the same kind to act in the same way, like the instinct 
 of young animals to suckle their mothers, of birds to fly toward 
 a warm climate at the approach of winter. There is no mem- 
 ory, thought, reason or judgment about instinct. 
 
 But there can be no doubt that animals have all these fac- 
 ulties of memory, reason, judgment, discretion and calculation 
 besides others. When an animal observes a certain result as a 
 consequence of certain action and repeats the action in order 
 that the result may follow, that is a case of reasoning as surely 
 and certainly as if the subject were much more complex. Such 
 actions by animals are very common, as anyone who has observed 
 them much knows. It is what the dog does when he scratches 
 at the door to come in, what the horse does when he whinnies 
 for food or water. We have only to watch them to see how very 
 common such reasoning is with all of the higher animals. 
 
OVR RELATION TO THE LOWER ANIMALS. 117 
 
 How many different kinds of sounds or cries does your dog 
 make? What does each of them mean? Listen to the sounds 
 horses, cows, chickens, pigs and wild birds make, and then set 
 down in writing a description of them and what you think each 
 one means. IIow many things you say to him does your dog un- 
 derstand- AVliicli ought to and which does understand the other 
 the better and why, you or he ? 
 
 Give examples and explain each fully of the intelligence, 
 reason, memory, thought, judgment and wisdom of some animal 
 
 Explain fully what faculties the following cases illustrate: 
 An animal running from or avoiding a place where he has been 
 hurt or scared at a previous time ; a dog barking for something 
 he wants; a dog cutting across to intercept something coming 
 or going obliquely toward or from him; a dog using his paw to 
 attract attention ; a dog burying a bone ; running back and forth 
 to get somebody to go with him; a dog turning round several 
 times before lying down; a cat scratching the door knob when 
 she wants to come in; a horse or cat coming home when loose 
 and away; a horse trying to unfasten a door or gate; any ani- 
 mal recognizing some one he knows; birds building nests. 
 
 Our Relation to the Lesser Animals 
 
 AS WE have already said, all our knowledge of animals, our- 
 selves included, tends to the belief that we are alike in 
 essence with only surface differences. There is little doubt that 
 this is true whether we believe in the theory of evolution or 
 not. 
 
 If evolution be true, then it is true that the lower animals 
 are directly related to us. We are therefore the descendants of 
 animals, countless ages ago, who knew no more than the animals 
 of to-day do now. The descendants of the animals of to-day 
 may, countless ages hence, know as much as or more than we do 
 
lis DUMB AMMALS AM) HOW TO TREAT THEM. 
 
 
 Cow mired in slough to her neck. Fastening ropes to gn ! - i 
 
 HOW and may resemble us in looks and habits. All of us eoine 
 from an original germ. All these things are true, if evolution 
 is true, and we are then directly related to all the creatures of 
 the living world. 
 
 But there are many people who do not believe in the theory 
 of evolution, and whether it is true or not, we are without doubt 
 very much like the lower animals in all essential things, and our 
 intelligence resembles theirs however it may surpass theirs in 
 degree. 
 
 Nature has apparently made the rule that the liiiihor organ- 
 ism may destroy the lowei- one in order to live itself. That is the 
 rule which justifies us in destroying the lower animals to pro- 
 vide food for ourselves or to furnish necessary clothing, or to 
 prevent them from doing us injury. Nature gives the more in- 
 telligent ])owo)- over the less intelligent, to the stronger 
 j.ower over the weaker, and to all of them the instinct of self- 
 
OUR RELATION TO TTIE LOUVER ANIMALS. 119 
 
 preservatiou. Along with the right of self-preservation goes tlie 
 right of self-improvement or self-advancement. 
 
 Ont of these rights grows the right to make use of other 
 animals, to use their labors and even to destroy them, as we 
 have seen. But we have no right to interfere with other ani- 
 mals, to deprive them of their liberty or to hurt, annoy or in- 
 jure them at all, unless these rights of self-preservation, self- 
 improvement or adding to our welfare are involved. 
 
 That is. we liave no right to injure any animal lunieces- 
 sarily, to injure one of them for pleasure, only, or to cause them 
 any pain, distress or annoyance, unless made necessary in some 
 one of the ways referred to. All living creatures have a right to 
 life, liberty and the pursuit of happiness, unless necessarily 
 restricted in those rights. 
 
 Anyone who is cruel, who does not respect the rights of 
 other creatures, also injures himself. lie is going down instead 
 of up. You have only to observe the looks and conduct of cruel 
 people, to see that this is so. Every time one lets his cruelty ex- 
 press itself in actions or thoughts he becomes more cruel exactly 
 as the more he uses his arm the stronger it becomes, or just as 
 when he uses his brain it becomes clearer, and when he feels 
 and exercises kind and good thoughts and impulses he becomes 
 kinder and better. 
 
 Explain and give illustrations of what you mean by ani- 
 mals being different in surface ways but alike essentially. What 
 is the doctrine of evolution? If it is true, how are we related 
 to the lower animals? If it is not true, how are we related to 
 thenr.' What do you mean when you say that all animals have 
 a right to life, liberty and the pursuit of happiness? In what 
 celebrated document is that expression used of mankind? Is it 
 always true of men? Explaiti liow it is ti'ue in the same way of 
 both animals and men. 
 
120 DUMB ANIMALS AM) HOW TO TREAT THEM. 
 
 What is the effect on us of being cruel? Of wrong-doing 
 of any kind? Why? Of doing good? Why? Explain fully 
 and give illustrations of why it is good for us to be good 
 and bad for us to be bad, cruel, unkind and unjust. Explain 
 how any faculty of our bodies, minds and hearts grows witli 
 exercise. What is the only ground on which we have a right to 
 interfere with the happiness and liberty of animals? 
 ^ 
 
 Our Duty Is to Help and Not Hurt 
 
 AS GOOD a rule as any to live by is to do no unnecessary 
 harm to any creature and to help any creature which needs 
 help all we can. 
 
 Unless it is necessary to interfere with or do harm to any 
 creature, brute or human, let them alone in that sense. It is 
 never necessary to harm any creature unless some greater good 
 than harm will come of it. 
 
 The good may not come to the creature harmed, lie nu>v 
 even be destroyed, as animals are which are used for food, or 
 as men and horses are in battl-e, or as people are who are killeci 
 in trying to commit crimes. The good may come to some other 
 or greater and more important creature or interest, as to men 
 who live by the food provided by the destruction of animals, or 
 to governments and nations which are saved by the deatli of 
 men and horses killed in battle. Just how great the good must 
 be to outweigh the harm is always a question and sometimes a 
 hard one but one we always should try to decide before doing 
 injury to any creature. 
 
 It is a great deal not to do unnooossary harm. It is more 
 than most people do, and some people think their whole duty 
 is done if they keep from doing any harm. 
 
 But it is not all of our duty. It is our duty also to help 
 every creature all we can. If any creature, brute or liuman, is 
 
OVR DUTY IS TO HELP AND NOT HURT. 
 
 121 
 
 Starving cow mother. Besides her own calf she has adopted the orphan calf whose 
 mother has died of starvation. Although starving herself she tries to suckle them both. 
 What do you think of her owner? 
 
 hungry, thirsty, cold, sick, afraid, iu discomfort, danger, pain 
 or suffering from any cause which we can help, it is our duty 
 to help him. 
 
 If it is our duty to help him, then it is his right to call on 
 us for help. We, in turn, have the same right to call on others 
 for help, which they have to call on us. 
 
122 DUMB A.MMALS AM) HOW TO TREAT THEM. 
 
 It is almost as bad to let another creature suffer for the 
 lack of the help we could give him as it is to be the cause of his 
 suffering in the first place, 'i'liis applies, as we have already 
 said, to animals and people alike. 
 
 iJut it is a rule we liave to use great care and judgment in 
 applying, and to have due regard to the importance of the need 
 and our power to meet it relative to other necessary things. We 
 must use good sense about it. It would not do to neglect the 
 more important things for the unimportant ones in applying the 
 rule. 
 
 ]iut if everybody always lived by the rule oL' doing no un- 
 necessary harm, and helping all other creatures whenever he 
 could, using always good sense l)ut never being selfish or indif- 
 ferent, almost all the pain, sorrow and trouble in the world 
 would soon some to an end. 
 
 Explain and give illustrations of what is meant by doing 
 necessary and unnecessary, justifiable and unjustifiable harm 
 or injury to people and to animals. Explain why the destruction 
 of life in war is justifiable. Explain how the same principle 
 runs down through less important relations of life. 
 
 Why is it our duty to help all we can? Give and explain 
 illustrations of when it would not be right to do this. Give 
 and explain illustrations of when it would be foolish to do so. 
 Give and explain illustrations of when it would be right and 
 wise to hdp both people and animals. 
 
123 
 
 BLACKBOARD LESSONS 
 
 We give here suggestive outlines for blackboard lessons. 
 These ninv be varied to suit the grades and ages of children. 
 
 :Many ideas will be suggested to both the teacher and pupil 
 as the work progresses. 
 
 We should keep in mind that to educate means literally to 
 draw out. Therefore give the child the pleasure of thinking and 
 telling what he knows after suggesting the line of thought. 
 Never'^to tell a child what he may reasonably be expected to find 
 out for himself by proper effort, is a pretty good plan to fol- 
 low. 
 
 Once the child begins to learn and know his relation to other 
 animals and to comprehend their rights his interest will be un- 
 bounded. 
 
 Animals 
 
 'With two feet — name all you can. 
 With wings — name all you can. 
 With four feet — name all you can. 
 With many feet — name all you can. 
 With fins— name all you can. 
 With no feet— name all you can 
 
 Animals are like 
 man in many -\ 
 ways 
 
 Love to live; enjoy life. 
 
 Enjoy food and drink. 
 
 Love the young and his mate. 
 
 Love to be free. 
 
 Love friends. 
 
 Fear an enemy. 
 
 Like rest and play. 
 
 Love a good home. 
 
 Will fight for their rights. 
 
 Animal habits 
 
 Do cows chew tobacco? 
 
 Do goats smoke? 
 
 Do horses ever get drunk? 
 
 Did you ever see a dog in the gutter drunk? 
 
 Which has the cleanest mouth, a horse or a to- 
 bacco user? 
 
 Which eats the best food, men or animals? 
 
 Which one has the best habits to preserve health? 
 
 Which has the greatest number of diseases? 
 
 Which do 30U think the best fellow considering 
 his advantazes? 
 
124 
 
 BLACK BOARD LESSONS. 
 
 The horse 
 
 Learns as we do. 
 
 Suffers pain. 
 
 Enjoys many things. 
 
 Loves a good home. 
 
 Loves good food. 
 
 Loves kindness. 
 
 Loves to be clean. 
 
 Loves the young. 
 
 Loves company. 
 
 Is often afraid. 
 
 Will fight for his rights. 
 
 Gets tired, hungry and cross. 
 
 Gets sick and lame. 
 
 Is a baby, a youth and gets old. 
 
 Tries to tell us his troubles. 
 
 Is in prison most of the time. 
 
 Is good or bad according to association. 
 
 The horse has 
 
 Call attention to 
 I'he fact that 
 we have the 
 same speclal- 
 ized organs 
 whose f unc- 
 t i o n s are the 
 same. 
 
 Eyes to see. 
 Ears to hear. 
 Nose to smell. 
 Mouth to taste, 
 Brain to think. 
 Nerves to feel. 
 Feet to walk. 
 
 oat and talk. 
 
 What the 
 does 
 
 horse 
 
 Is ridden. 
 
 Earns money. 
 
 Tills the soil. 
 
 Runs machinery. 
 
 Carries loads. 
 
 Draws vehicles. 
 
 Goes to war. 
 
 Gives us pleasure. 
 
 Earns more than he gets. 
 
 He wears — 
 
 A collar. 
 
 Shoes. 
 
 Harness. 
 
 Saddle. 
 
 Bridle. 
 
 Blanket. 
 
BLACK BOARD LESSONS. 
 
 125 
 
 The horse has a 
 
 right to 
 
 How can we aid 
 him in getting 
 these? 
 
 f Life. 
 Liberty. 
 Happiness. 
 Comfort. - 
 Kindness. 
 Love. 
 
 What we should 
 do for the horse 
 
 Give him: 
 Good barn. 
 Good clean food. 
 Good water. 
 Harness that fits. 
 We must teach him. 
 We must tallf to him. 
 Learn to understand him. 
 Give him rest. 
 
 Get well acquainted with him. 
 Give him loving kindness. 
 
 The horse has 
 
 f Eyes — sees better than we. 
 
 Ears — hears better than we. 
 
 Nose — smells better than we. 
 
 Mouth— eats, fights, talks. 
 
 Brain — thinks. 
 
 Nerves — very sensitive. 
 
 Feet— travels faster. 
 L (Hands?) 
 
 The dog is like us 
 in many ways 
 
 Can learn. 
 
 Can enjoy. 
 
 Can remember a friend. 
 
 Can forgive a wrong. 
 
 Gets hungry, tired and sick. 
 
 Loves a good home. 
 
 Loves to be clean. 
 
 Loves the little ones. 
 
 Will fight for what he thinks is righ:. 
 
 Gets homesick. 
 
 Talks to us and likes us to talk to him. 
 
 S-uffers from cold and heat. 
 
 Watchful and loves play. 
 
 Is good or bad as he is taught. 
 
 Is very sensitive to harsh words. 
 
 Is man's best friend. 
 
12fi 
 
 liLACK noAh'l) LHSSOyS. 
 
 Tame and wild 
 animals 
 
 What is the difference? 
 
 Who made the difference? 
 
 What advantage has a tame animal over a wild 
 
 one? 
 What advantage has a wild animal over a tame 
 
 one? 
 What rights has each class? 
 What is the difference between a wild man and a 
 
 tame one? 
 Which one of these loves to fight and kill? 
 Which one takes delight in hunting and killing? 
 Do you think all these animals might be tamed? 
 ^ How would they show it? 
 
 Wild creatures 
 
 Cattle were once wild. Why did we tame them" 
 
 Why did we tame the horse? 
 
 Why did we tame chickens? 
 
 What do you mean by taming an animal? 
 
 Do some people need taming? 
 
 How would you tame a wild horse? 
 
 How would you tame a wild man? 
 
 How would you get fear out of a wild animal? 
 
 How would you get fear out of a wild man? 
 
 What effect on men and animals has abuse an« 
 
 cruelty? 
 What effeci has love and kindness? 
 
 Wild animals. 
 Their homes 
 
 The woods. 
 The streams. 
 The ground. 
 The bushes. 
 The grass. 
 The trees and logs. 
 The caves. 
 
 Why are some animals wild? 
 Why were wild animals tamed? 
 Why are wild animals afraid? 
 What benefit are they to the world? 
 What benefit are they to the ground? 
 What benefit are they to the fruit? 
 Why 13 it wrong to disturb their hom< 
 ^ When do wild animals become tame? 
 
BLACK BOARD LESSO'NS. 
 
 127 
 
 What we owe the 
 wild animals 
 
 Protection by Law. 
 
 To themselves. 
 
 To their homes. 
 
 To their little ones. 
 
 To sources of food and drink. 
 
 To learn all we can about them and what they do. 
 
 To often help them to get food in winter. 
 
 Help them to enjoy life. 
 
 By helpins them to help ourselves to live happier. 
 
 To live a life of peace without fear. 
 
 Wild animals have 
 a right to a good 
 time in many 
 ways, like us 
 
 By associating with each other; 
 
 With their children. 
 
 In building a home. 
 
 Training their young. 
 
 In traveling. 
 
 In eating good things. 
 
 Among flowers, nuts and fruits. 
 
 In swimming, flying, running, jumping and playing. 
 
 In singing and talking. 
 
 When we may de- 
 stroy an animal 
 
 f When necessary for food. 
 When it endangers life. 
 
 When destructive to the best interests of others. 
 When society demands it. 
 When it will stop suffering. 
 ^Vllen it becomes a nuisance to other animals. 
 
 The animal has a 
 right to 
 
 Enjoy life and liberty. 
 
 To do what he wants to. 
 
 To food and clothing. 
 
 To good company. 
 
 To good home. 
 
 To man's assistance. 
 
 To kindness. 
 
 To protection by law. 
 
 (Why?) 
 
128 
 
 BLACK BOARD LESSONS. 
 
 Write out answers 
 to these ques- '' 
 tions 
 
 Which is easiest tamed, a young animal or an old 
 one? Why? 
 
 What is the effect of kind treatment— 
 on the animal? 
 On you? 
 
 The wild animals in Yellowstone Park are be- 
 coming very tame. Why? 
 
 If you went into a barn yard and became ac- 
 quainted with the dumb animals, what could 
 you tell about the owner or keeper? 
 
 Why are you afraid of some people? 
 
 If you were starving, what would you do to get 
 food and drink? What does an animal do when 
 hungry? Can you blame him? Why? 
 
 Should you punish him? Why? 
 
 What is the best way to get a dumb animal to 
 do what you want him to do? 
 
 Association with 
 dumb animals 
 
 Give all the ways in which a dog shows that he is 
 
 friendly to you. A horse, a cow, a cat, a bird? 
 How should we treat a friendly animal? Why? 
 
 An unfriendly one? AVhy? 
 If you are repulsed or ill-treated by someone you 
 
 feel friendly to how does it make you feel? 
 
 Why? What do you learn from that? 
 What makes animals afraid? Unfriendly? What 
 
 do you learn from that? 
 
 Almost all ani- 
 mals, both wild 
 and tame, unless 
 afraid or abused, 
 are friendly and 
 full of good will 
 toward us 
 
 What do you learn from them? 
 
 Are they kind? 
 
 Are they forgiving? 
 
 Are they truthful? 
 
 Uo they betray you? 
 
 Do they help or hurt you? 
 
 Do you understand them? 
 
 Do they understand you? 
 
 Do they enjoy play and work? 
 
 Do they get sick or hurt? 
 
 Are they afraid? Angry? Sorry? 
 
 Are their feelings hurt? 
 
 Do they love and hate? 
 
 Do they like the same things >ou do? 
 
BOOKS RECOMMENDED 
 
 Out of the hundreds of books relating to animals we 
 select the following and recommend them for school libraries. 
 The list is not exclusive. There are many others of high value 
 in the same ways these are. 
 
 These books combine with the charm and power of high 
 literary art true insight into the minds and hearts of our dumb 
 brethren, recognize them as persons, each different from the 
 others of his kind in the same ways we are different from 
 each other,, and try to break for them the pathetic silence in 
 which their lives are locked and out of which grow many of 
 the stupidities and cruelties which disgrace our association with 
 them. 
 
 Animal Tales Charles G. D. Roberts 
 
 Kindred of the Wild Charles G. D. Roberts 
 
 Red Fox Charles G. D. Roberts 
 
 AYatcher of the Trails Charles G. D. Roberts 
 
 Little People of the Sycamore Charles G. D. Roberts 
 
 Return to the Trails Charles G. D. Roberts 
 
 The Call of the Wild Jack London 
 
 White Fang Jack London 
 
 The Bar Sinister Richard Harding Davis 
 
 Wild Animal Play Ernest Thompson Seton 
 
 Biography of a Grizzly Ernest Thompson Seton 
 
 Monarch, the Big Boar of Tallao Ernest Thompson Seton 
 
 Lives of the Hunted Ernest Thompson Seton 
 
 Wild Animals I Have Known Ernest Thompson Seton 
 
 Animal Heroes Ernest Thompson Seton 
 
 The Dog of Flanders Ouida 
 
 Why I Love My Dog Emile Zola 
 
 Stories of Brave Dogs Marion Hamilton Carter 
 
 Black Beauty Anna Sewell 
 
 Jungle Books Rudyard Kipling 
 
Our Friend the Dog Maurice Maeterlinck 
 
 Tan and Tackle Charles Lee Bryson 
 
 Every Living Creature Ralph ^yaldo Trine 
 
 The Universal Kinship J. Howard Moore 
 
 ^ OF THE 
 
 UNIVERSITY 
 
 OF 
 
Press of the 
 
 Western Newspaper Union 
 
 Denver 
 
14 DAY USE 
 
 RETURN TO DESK FROM WHICH BORROWED 
 
 LOAN DEPT. 
 
 This book is due on the last date stamped below, 
 or on the date to which renewed. Renewals only: 
 
 Tel. No. 642-340S 
 Renewals may be made 4 days prior to date due. 
 Renewed books are subjen to immediate recall. 
 
 mam^ 
 
 4JUR 
 
 MAY 9 1973 
 
 T n^i A-oom T '7^ General Library 
 
 (Q8677B10)476-A:ai Universuy^of^ghforni. 
 
yc 0727; 
 
 ■ W5 
 
 195924 
 
 U) 
 
 ^'^U.ic.M:^