The Mind of the Child, Part II: The Development of the Intellect, International Education; Series Edited By William T. Harris, Volume IX.Preyer, William T.
Science
The Mind of the Child, Part II: The Development of the Intellect, International Education; Series Edited By William T. Harris, Volume IX.
Preyer, William T.
Child development; Child psychology
The pointer-dog's understanding of the few spoken utterances that are
impressed upon him in his training is also quite as certain at least
as the babe's understanding of the jargon of the nurse. The correctly
executed movements or arrests of movement following the
sound-impressions "Setz dich! Pfui! Zurueck! Vorwaerts! Allez! Fass!
Apporte! Such! Verloren! Pst! Lass! Hierher! Brav! Leid's nicht!
Ruhig! Wahr Dich! Hab Acht! Was ist das! Pfui Vogel! Pfui Hase! Halt!"
prove that the bird-dog understands the meaning of the sounds and
syllables and words heard as far as he needs to understand them. The
training in the English language accomplishes the same result with
"Down! Down charge! Steady! Toho! Fetch! Hold up!" as the training in
the French language, with yet other words--so that we can by no means
assume any hereditary connection whatever between the quality of the
sound heard and the movement or arrest of movement to be executed,
such as may perhaps exist in the case of the chick just hatched which
follows the clucking of the hen. Rather does the dog learn afresh in
every case the meaning of the words required for hunting, just as the
speechless child comprehends the meaning of the first words of its
future language without being able to repeat them himself--e. g.,
"Give! Come! Hand! Sh! Quiet!" Long before the child's mechanism of
articulation is so far developed that these expressions can be
produced by him, the child manifests his understanding of them
unequivocally by corresponding movements, by gestures and looks, by
obedience.
Public-domain text, read in full here on John Shaqi.
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