Debt Management 411

These three appellations are given to the stiff cataleptic condition which the pointer or setter assumes when near his game. I have already remarked, that it comes on without teaching in the well-bred young dog, though there can be no doubt that, originally, it was an acquired habit, and tliat in the present day it may be taught even to the greyhound or the lady’s lapdog. It only requires a good nose, which even the greyhound possesses in a greater degree than he usually gets credit for, and which I have succeeded in developing in him, for curiosity’s sake, to the full extent of pointing.

By working the young dog in teaching him to range, in all probability several birds will bo sprung; at first the dog stands astonished, then he runs cautiously forward, working his stern, and inhaling the foot-scent left on the ground; while doing this, the breaker should walk up to him quietly, crying, u Toho ! toho! toho!” in a prolonged and bass voice, but not in a scolding tone. It is now that the bivaker, if a bad one, produces a fault which can only be acquired from bad breaking— this is “blinking.” It proceeds from a want of discernment in the breaker, who chastises the young dog for not pointing, whereas ho should never do so until the point has become confirmed. When once this takes place, and the dog leaves his point to run up birds, the whip may be used, but very cautiously, unless the courage is very great. “Blinking” arises from a dog being disgusted with his business; and, as the presence of birds is associated with the whip, he naturally leaves them, from a disliko to that unpleasant alternative.

As a villa is a house surrounded by more or less land, it is impossible rightly to understand how to design such a dwelling for a given site, without knowing something of the locality where it is to be placed. The scenery, amid which it is to stand, if it is of a strongly marked character, will often help to suggest or modify the character of the architecture. A building which would appear awkwardly and out of place on a smooth plain, may be strikingly harmonious and picturesque in the midst of wild landscape.

The first point that both the proprietor and the architect will examine, in choosing the site, will be to select the best locality with regard to these three points—view, shelter, and position for kitchen offices and outbuildings. It is far better to select a view of moderate extent, which also combines the other two requisites, than to have a wide prospect on every side at their sacrifice.

Especially should attention be paid to disposing the plan so that the kitchen and its offices should be placed upon a screened or blind side, or one that can be easily concealed by planting. There should be room for a kitchen yard or court, connected with a passage or a short path to the stable, and all quite turned away from the lawn or entrance side of the house.

In country houses or villas, there are never less than three or four apartments of good size (besides the kitchen, etc.) on the principal floor.

With regard to this first department, many sportsmen think it wholly time thrown away, and that their dogs may be suffered to run wild till the commencement of breaking to game. Now, I am ready to admit that there is some truth in this, for I have seen more dogs spoiled by too early breaking than too late. In this, however, much depends upon the breed and temper of the particular dog. If he is Very high-courage, and well-bred, he can hardly be too Boon attacked; but if shy, and not well-bred, it is better to leave his education alone for a while. It is much easier to take the courage out of the very boldest animal, than to put it into a timid one; but I am quite sure, that the first part of the education of the pointer can hardly be too soon commenced, whatever difference of opinion may exist as to the second.

Young dogs must be taken out to exercise, and must be taught to follow; they must be prevented from killing poultry and cats, and from stealing wliateVer is presented to theirnoses or appetitos. Wliile at exercise, they should be taught to come back instantly when called, either by the word “Heel,” or “Come to heel,” and should be Compelled to remain there till allowed to run on, when, by the word being given, ” Hold up,” they may again range forward, and should be made to do so. Every order should be firmly carried out, and care should be aken that its full execution can be compelled, if it is resisted. 

The villa, or country house proper, then, is the most refined home of America—the home of its most leisurely and educated class of citizens. Nature and art both lend it their happiest influence. Amid the serenity and peace of sylvan scenes, surrounded by the perennial freshness of nature, enriched without and within by objects of universal beauty and interest—objects that touch the heart and awaken the understanding—it is in such houses that we should look for the happiest social and moral development of our people.

Like the farm-house, the villa is, too, the more individual home. It is there that the social virtues are more honestly practiced, that the duties and graces of life have more meaning, that the character has more room to develop its best and finest traits than within the walls of cities.

In this most cultivated country life, everything lends its aid to awaken the finer sentiments of our nature. The occupations of the country are full of health for both soul and body, and for the most refined as well as the most rustic taste. The heart has there, always within its reach, something on which to bestow its affections. “We beget a partiality for every copse that we have planted, every tree which has for years given us a welcome under its shady boughs. Every winding path throughout the woods, every secluded resting-place in the valley, every dell where the brook lives and sings, becomes part of our affections, friendship, joy, and sorrows. Happy is he who lives this life of a cultivated mind in the country!

Good teachers are good organizers, managers, housekeepers—and a host of other things. Books having been written on these topics, this chapter cannot be exhaustive. It does brush lightly, though concretely, over some of the more prevalent problems, offering aid, enlightenment, and suggestions.

1. Seating: Should students be assigned seats or choose their own locations? How students should be seated depends, of course, upon such tangibles and intangibles as the school’s philosophy and equipment, the size and type of class, the numbers and age levels. Some pointers which have maximum application are:

Discover early and accommodate those who are variants. They may be the left-handed, below average in hearing, with sight handicaps, the below norm or above norm in height. Avoid seating by alphabetical order —the A’s and the Z’s do not necessarily want to see each other in every class in every grade! If you can form table and circle groups, fine, but rearrange them occasionally. Balance them by interests, by number of boys and girls, and by other categories.

If you let students choose their own seats, make careful sociometric study of the results in cliques and social units. Seek future modification in order to get the best academic and social learning juxtaposition. If sociometry is new to you look up books on it in the Education Index or ask your counselor.

2. Learning names: I’m not good at remembering names—what shall I do?” Work at it! Learning names is just as legitimate an in-class and out-of-class assignment of the teacher as is giving examinations or correcting papers or making lesson plans. Try some of the following ways of doing it:

. Make a seating chart. Walk around the room while the pupils are doing seat work and jot down little things about them in the chart squares. It may be their appearance, test scores, hobbies. You may use a questionnaire or inventory to secure further data. At home or at odd times, you may be able to visualize

In shooting, as carried on in this country, the game is found by the sportsman in three different modes,—first, on the open moors, stubbles, and marshes, by means of the powers of the pointer or setter; secondly, in coverts, by the aid of spaniels and boaters; and, thirdly, in stalking deer on the hills, or wild-fowl in the locks, by the eye of man, aided by the telescope. The present subject comprises the mode of teaching the dog to find game on tho open moors, stubbles, and in the marshes. It is one which interests the lover of nature and of sport in as high a degree as any which is followed in this land of sports.

It is true, that it is unattended with danger, except from the bursting of the gun or from unpardonable carelessness, and it cannot compete in this respect with the tiger or elephant-hunts of India or Africa; but it displays the instincts of the dog, and man’s power over him, iu a way to which no other sport can approach. “Who that has seen a brace of dogs doing their work in gallant style, and setting and backing with that beautiful and excited attitude, which even Landseer would fail in fully conveying to the canvas, can refuse his meed ot praise and admiration to the efforts of their breaker? Here is no unnecessary cruelty ; the poor animal sought for is not pursued till utterly unable to raise a gallop, but, unaware of its impending fate, it is killed dead and at once put out of its misery.