AITING FURTHER ORDERS.]

Lessons in standing up, walking and waltzing followed, and they were all
easily taught. In teaching him anything, I was always careful to
associate the action required of him with certain words. Standing,
walking on his hind legs, and waltzing were always "stand up!" "walk!"
"waltz about!" I never taught him more than one thing at a time, so that
there should be no possibility of his misunderstanding the meaning of
the word or words used.

In teaching him to stand up, I first made him sit; then by holding a
piece of sugar over his head, I induced him to stand erect,--while I
kept repeating, "Stand up!" "Stand up!" After he had learned this
lesson, I made him first sit, then stand, and then, by going from him
and saying "Walk!" I made him follow me until he understood the
connection between the words and the action, even when I was at the
other end of the room. I taught him to "waltz" by making him go around
and around after a piece of sugar held over his head when he was
standing up.

To make him go to his corner and lie down, without hurting his feelings,
was difficult. If I said sharply, "Go to your corner and lie down!" he
would go; but he would feel so badly that he could not play for half an
hour. But by repeating the command in gradually softening tones and by
giving him a piece of sugar each time, he eventually learned that he was
not thereby in disgrace.

Seeing, however, how a sharp word would make his ears and tail droop, I
took advantage of this fact, and whenever he had done wrong I would
always say "Naughty!" a dozen times over, until at last I had only to
whisper "Naughty!"--and down would go those ensigns in a moment. On the
other hand, if I said "Good dog!" he was immediately on the alert, ears
up, head cocked to one side, and tail wagging, ready for any kind of
sport.

After he had learned to walk, I taught him to go slowly when I said
"like a gentleman!" and quickly when I said "like a schoolboy!" To teach
him these things required patience principally; but I found that to
teach him some things taxed my ingenuity as well.

I wished him to speak both softly and loudly; but how to make him do it
puzzled me. For Bob seldom barked except when engaged in uproarious
play, and at such times he was not susceptible to instruction. One day,
however, he had been playing with a little rubber ball, running after it
and bringing it to me until I was tired, a condition in which he neve