Like the dogs and cats, then, the monkeys seemed unable to learn to do things from being put through them. We may now examine those which they did do of themselves before tuition and ask whether they learned the more rapidly thereby or modified their behavior in ways which might be due to the tuition. There are too few cases and no chance for comparison on the first point; on the second the records are unanimous in showing no change in the method of operating the mechanisms due to the tuition. As in Table 9, figures followed by F mean that in that length of time the animal failed. Figures without an F denote the time taken by the animal to operate the mechanism. As a supplement to Table 12 I have made a summary of the cases where the animals did succeed after tuition, that shows the nature of the act shown them as compared with the act they made use of. SUPPLEMENT TO TABLE 12 ==========+=====================+===================+==================== APPARATUS | MODEL GIVEN OR ACT | ACT OF NO. 1 | ACT OF NO. 3 | PUT THROUGH | | ----------+---------------------+-------------------+-------------------- OOO |To pull upper |Pulled both strings| | string. | alternately, but | | | upper enough | | | more to succeed. | | | | QQ |To push bar in. |Inserted fingers | | | between bar and | | | its slot and | | | pulled and | | | pushed vaguely. | | | | RR |To pull plug out |Pulled and bit. | | with right hand. | | | | | VV |To pull loop off nail|_Similar._ | | with right hand. | | | | | QQ (a) |To pull bar around |Pulled back |Pulled back | toward him. | and forth | and forth | | indiscriminately.| indiscriminately. | | | QQ (b) |To pull bar around |Pulled back | | toward him in | and forth | | 2½ continuous | indiscriminately.| | revolutions. | | | | | QQ (c) |To take nail and pull|Pulled back and |_Similar_ or | directly outward. | forth. | nearly so. | | | Delta |To push bar to right | |Did before tuition | with right hand.