ennige.) Question: "What coins do you know?" Answer: "5,
10, 50; 1, 2." "And what are they all?" "Fenig." (i.e. Lola's mode of
spelling Pfennig.) "Lola, how much of a Mark are 50 Pfennige? The
answer has to do with fractions." Answer: "1/2." "How much are 225
Pfennige?" "2-1/4." "And 20 Pfennige?" "1/5." "And 60?" "3/5." "And
3/20 Mark, how many Pfennige?" "20." _"No!_ "8/20 Mark?" Answer: "15."
Towards the close of 1916 I taught her to raise numbers to various
powers. At this she was slow in the beginning, but ultimately mastered
it fairly well. She could soon answer such questions as--"3^3 = ?" with
"27." And--"4^2 = ?" with "16," doing so, moreover, with ease; but up
to now I have not been able to take her any further in the matter of
extracting roots; in the first place I have had little time to give to
it, and secondly, I am by no means on very sure ground there myself! I
might, of course, have rubbed up my own rusty arithmetic had my
interest in this particular accomplishment of Lola's been greater.
But--for my own part, I attach greater importance to the psychological
side of this question, and would far rather probe and delve within the
depths of her dog-soul, exploring the extent of her other abilities,
since arithmetic has already some brilliant exponents in, for instance,
Krall's horses.

WORKING WITH OTHER PERSONS.

As may readily be imagined, it is by no means easy to induce an animal
to work with any person it does not regard as its accepted teacher. On
such occasions, it will behave like a small child, and be restless and
even intractable. Often, too, while apparently willing, there may be
something unfamiliar in the way in which a question is put (a matter
for which no one can be blamed!), this resulting in the impossibility
of getting an answer. Sometimes, too, the hand proffered to receive the
replies is not held either straight or flat enough, or may not have the
right slant that will enable the paw to rap without slipping off. Or,
again a hand will be held too high, and thus cause much inconvenience
to the animal. Then too, questions are carelessly worded, and seem
strange to the method of thought to which its regular instructor has
accustomed it, fresh explanations being then required to achieve any
results at all. And so it comes, that only those can work successfully
with animals who have already been frequently present at the teaching,
and are then willing to try their luck, calmly and t