by

Katharin Foster

Since 1971, "NADOI Notes", written by members of the National Association of Dog Obedience Instructors (NADOI), has appeared in NADOI’s own newsletter and in several general and specialized dog publications. Obedience instructors, students, trainers, and competitors have come to rely on these monthly columns as a source of accurate, authoritative information on all aspects of obedience. Realizing the lasting value of "NADOI Notes", NADOI has published this Anthology, bringing together eighty-six columns that originally appeared from 1971 through 1980. The arrangement of the Anthology into ten subject sections enables the reader to locate specific information or to browse at random through a variety of articles expressing a variety of viewpoints. When available, the original publication date accompanies each article.

Any anthology is the result of the work of many individuals. Without the knowledge and writing skills of the authors listed on the preceding page this Anthology would not exist. Joachim J. Volhard and W. Herbert Morrison, III, both contributed well-organized back files of "NADOI Notes", thus saving untold hours in locating material to be anthologized. Charlotte Schwartz, Education and Training Committee Chairman, provided encouragement and expertise as editing progressed. And, Rosalie Miller was an accurate and patient typist. Thanks to them and to the membership of NADOI, the Anthology is a reality.

February, 1982

by

Charlotte Schwartz

When I first accepted the invitation to write this Introduction, I began to think of what I would say. After all, what great words of wisdom could I possibly add to such a distinguished collection of thoughts and ideas? The purpose of an Introduction is to prepare the reader for what lies within the pages of the book. But, what does one say about so broad a subject as Dogs and Dog Training? This Anthology includes articles on Obedience, Tracking, Puppies, Behavior, Teaching Techniques, Training Methods, and ones of even more general interest such as Interviews with well-known Instructors and several on what makes a good Instructor.

Suddenly, a simple assignment loomed larger than I had anticipated. Furthermore, as I scanned the list of authors, I realized that no two were of the same opinion on many dog related subjects, and all stamp their uniqueness on their students. Granted, all love people and dogs and want to help both, but this seemed not enough to weave their written words into an Anthology.

Each subject is dealt with by a person who has extensive experience and encyclopedic knowledge of what he writes. The reader will find answers to many questions within these pages, but he will experience even more. His creative imagination will be stirred, and he will be challenged to yet further study. Still, this expertise was not enough to bind them all together.

What, then, was the common bond these authors shared? Let’s see, I analyzed, all are successful Instructors, all have trained many dogs of their own, all have, from time to time, put down on paper their thoughts and observations on subjects pertaining to dogs and dog training. All are members of the National Association of Dog Obedience Instructors.

Then, I had it! All the authors in this book condemn the needless use of harsh methods in the effective training of dogs while promoting education and understanding among dog owners and the general public. They are proud people, and they have chosen dignity of self as a paramount quality to be upheld when one living being attempts to teach another. For, if one achieves a goal and loses his dignity in the doing, what value the goal?

This then, is the invisible thread that weaves these articles into a unified source of information. The authors care about those they teach, share experiences and knowledge with those who seek it, and, by their own conduct, set high standards for those who follow in their paths.

My job was done. I had unlocked the secret of what ties us all together, and I am proud to be counted among the authors. Happy reading!

I. NADOI

NADOI

WHAT IS NADOI?

II. ARTICLES OF GENERAL INTEREST

THE ACQUISITION OF A PET

PRIDE OF OWNERSHIP

WHAT ABOUT THE MIXED-BREED DOG?

DOG LEGISLATION

III. THE TRAINING PROGRAM

PRIORITIES OF A TRAINING CLUB

PRECISION IN TRAINING

THE DROP-OUT RATE

BASIC COURSE GRADUATION

SHOW AND TELL

CONSIDER DEVELOPING A WORKING RELATIONSHIP WITH LOCAL VETS

COMMUNITY EDUCATION: NECESSARY EXTRA-CURRICULAR ACTIVITY

HOW ANTIQUATED IS YOUR TRAINING PROGRAM?

TRAINING PROGRAM EVALUATIONS

IV. THE INSTRUCTOR

BECOMING AN OBEDIENCE INSTRUCTOR

THE MAKING OF AN INSTRUCTOR

A COLLEGE COURSE FOR INSTRUCTORS

AS YOU TEACH, SO ARE YOU TAUGHT

JUDGING HELPS IN INSTRUCTING

ARE EXPERIENCED INSTRUCTORS TOO HELPFUL?

TRAINING VS. INSTRUCTING

THE INSTRUCTOR AS A HUMANE EDUCATOR

INSTRUCTOR MOTIVATION

SUCCESS DEPENDS ON PERSONAL DEVELOPMENT

"BE PREPARED"

NEW APPROACHES AND TECHNIQUES IN DOG TRAINING AND EVALUATING THEIR EFFECTIVENESS: Part I

NEW APPROACHES AND TECHNIQUES IN DOG TRAINING AND EVALUATING THEIR EFFECTIVENESS, PART II

A STUDENT HANDBOOK

A NEW CHALLENGE

POINTS TO PONDER: OLD METHODS CAN WORK TODAY

UNDERSTANDING WHAT IS NEEDED

KEEPING YOUR PERSPECTIVE IN A BASIC CLASS

THE ART OF COMMUNICATION

THAT GUT FEELING: COMMUNICATION

MOTIVATING STUDENTS

ACCOMPLISHMENT FEEDBACK

PERSONAL SUCCESS

HOW DO WE KNOW THE DOG KNOWS IT?

CONSISTENCY AND RELIABILITY

THE "DROP-IN" CLASS

TEACHING PROPER TIMING

OFF-LEAD HEELING AND THE RECALL

INSTRUCTING THE "DOWN"

THE IMAGE DOG

CAN THE THROW-CAN

V. TRAINING TECHNIQUES

PSYCHIC COMMUNICATION

WHAT’S IN A NAME

TEMPER, TEMPER!

BOREDOM

PROBLEM SOLVING

REINFORCEMENT SCHEDULES

FOOD IN TRAINING

KEEP ADVICE IN CONTEXT

THE SEMINAR SYNDROME

WHEN IT’S TIME FOR A CHANGE

TIMING

HEELING, Part I

HEELING, Part II

A CAUSE FOR LAGGING

THE DOWN

AN APPROACH TO SCENT DISCRIMINATION

TEACHING THE GO-OUT

EFFECTS OF MEDICATION IN TRAINING

VI. PUPPY TRAINING

THE IMPORTANCE OF PUPPY TRAINING

KINDERGARTEN PUPPY TRAINING: A REVIEW

VII. TRACKING

TRACKING

KINDERGARTEN PUPPY TRACKING

SELF-CONFIDENCE THROUGH TRACKING

HANDLER TECHNIQUES IN TRACKING

LOOK BEFORE YOU FOLLOW

HEY... THAT LOOKS LIKE A GOOD PLACE TO TRACK!

VIII. CANINE BEHAVIOR

BEHAVIOR PROBLEMS

PROBLEM DOGS IN TRAINING CLASSES

KNOW YOUR TEMPERAMENT

BEHAVIORAL OR PHYSICAL?

THE STARING SYNDROME

THE ONE MAN DOG

AGGRESSION TO SPARE AND SHARE

SUBMISSIVE URINATION

IX. INTERVIEWS

BARBARA WOODHOUSE

INTERVIEW WITH LLOYD AGUERO Part I

INTERVIEW WITH LLOYD AGUERO Part II

AN INTERVIEW WITH JOHN GRIEVE, PRESIDENT, NATIONAL ASSOCIATION OF DOG OBEDIENCE INSTRUCTORS

TOM KNOTT, TRAINER EXTRAORDINAIRE

EILEEN McSHANE: THE DOG WARDEN, MADISON COUNTY, NEW YORK

J. J. Volhard, 1973

The explosive growth in recent years of the "wonderful world of dogs" has been accompanied by a growing need for standards of conduct as well as general guidelines for those associated with it. A particularly important area relates to obedience training and the instructing of obedience training classes. A member of the public who is interested in attending an obedience class with his pet has almost no way of knowing whether the instructor is qualified to teach. Worse than that, an unsuspecting pet owner may fall into the hands of an instructor whose training methods may inflict serious psychological or physical harm on the dog. Unfortunately, much of today's training is needlessly harsh and needlessly physical and not always in the best interest of the dog or owner.

The formation of the National Association of Dog Obedience Instructors almost a decade ago was an effort by a group of dedicated and knowledgeable people to do their share to elevate and improve dog obedience training and instructing. First and foremost, the Association serves as a means of endorsing applicants for membership as qualified to instruct. In so doing, it assures the public that a minimum standard of experience in instructing has been met when an instructor is accepted for membership in NADOI. Membership is open to any qualified and experienced instructor who can meet certain requirements. To be eligible, the instructor must have at least 104 weeks of instructing experience. Assuming he has taught every week, this represents a minimum of two years of instructing; it must also be of a class nature with at least six students per class.

Once an applicant has satisfied the basic time requirement, his qualifications are carefully evaluated on the basis of an extensive questionnaire. The training of his own dogs is examined and he is expected to describe in detail the way in which he trained them as well as the way in which he instructs his students. He is required to list all the equipment or training aids he has used and is currently using and the precise manner in which it is used. His general knowledge and understanding of different situations is tested, such as how he would handle an aggressive dog, a shy dog or the essentially willing dog. He is expected to know that dogs are individuals and hence will not always respond in identical fashion to efforts to train them. He is also expected to know that the differences among the various breeds affect their trainability for various tasks. His methods of instruction are examined and evaluated for general soundness and effectiveness. Finally, references are contacted and their opinions as to the applicant's qualifications are reviewed. Whenever possible, the applicant's conduct of a class is observed. The entire application is then reviewed independently by three separate examiners, each of whom arrives at his own conclusions and makes his recommendation to reject or accept the applicant. The file is then forwarded to the Membership Chairman and from him it goes to the Board of Directors for final action. The entire process takes from six months to a year, sometimes longer. Since there are no paid positions in the Association, all this is done on a volunteer basis. An applicant who meets the membership requirements and subsequently joins the Association agrees to abide by its Code of Ethics and its Standards of Conduct.

In addition to its endorsing function, the Association is dedicated to furthering and improving dog obedience training and instructing. For example, since its inception the Association has strongly supported the concept of class instructions for puppies from 2 to 5 months of age in an effort to avoid many of the problems which can crop up later. Members pledge to help others to become competent instructor and in their own way to do everything they can to improve obedience training. Local chapters, which are spread throughout the country, bear most of the burden of the Association's educational activities in the form of Chapter-sponsored weekend training seminars and related activities. The Association's monthly publication NADOI NEWS also assists in this educational effort by providing a forum for an exchange of ideas, methods, and techniques.

The Association's philosophy on training closely resembles that of the American Kennel Club. Like the AKC it condemns needlessly harsh or physical training methods and one of its goals is to work toward the elimination of such methods. It hopes to accomplish this goal by example and education and by creating a greater awareness among those already engaged in obedience activities as well as the general public that such methods are not necessary to the effective training of a dog. As a matter of fact, they may be actually harmful. While NADOI considers needlessly harsh training methods unacceptable, it does not advocate any one particular method. As long as the method used is in the best interest of the dog, the handler, and the fancy, it would be considered acceptable.

J. J. Volhard, 1971

When I was assigned the task of writing the column for the National Association of Dog Obedience Instructors, I was naturally flattered but at the same time somewhat concerned how to approach the assignment. I suppose the best way to begin would be by briefly outlining what NADOI is, what it stands for and what its goal is and how it hopes to accomplish that goal. Since its birth, NADOI has grown into a truly national organization with members in over 30 states. Its members are experienced instructors who are interested in furthering and improving dog obedience in general and dog obedience instructing in particular. Improvement is the key factor -- we live in an imperfect world and I cannot think of any human endeavor that cannot stand improvement. An initial willingness to improve and to learn is essential to actual improvement and perhaps more than anything else, NADOI expects that willingness from its members; it also hopes that they in turn will pass it on to others.

I well remember that after my first few years in obedience and after having become rather confident about my new found "expertise" I was admonished by one of the old-timers that "when it comes to dogs we never cease to learn." The longer I am in obedience, the more I have come to appreciate that observation. For NADOI the goal of improvement is two-fold: it is aimed not only at dog training itself but at obedience instructing as well. I for one always enjoy watching another instructor's class because invariably there will be one or two times when I'll say "Now why didn't I think of that?" As a part of this general idea, NADOI distributes a monthly publication which keeps its members up to date on association news and serves as a forum for exchanging ideas both old and new. In a nutshell, NADOI is an association of experienced obedience instructors; it stands for quality instructing; its goal is continued improvement of obedience training as well as instructing and it hopes to accomplish that goal by example and education. There is one further observation which should be made: when I look at the telephone directory or the classified section of the local papers and see the many different obedience classes being offered by different organizations and individuals, I have often wondered how a member of the public who wants to enroll his dog in an obedience class can tell just where he will get quality instructions. The thought may not cross his mind but surely the classes offered will not all be of the same quality. NADOI on the other hand believes that membership in the association constitutes an assurance to the public of a minimum standard of experience and quality instructions.

E. McShane, 1975

There are many ways of acquiring a pet. We have impulse buying, pets being given away as gifts, pets being used as promotional prizes and a variety of other circumstances under which a pet finds its way into a new home. Many of these combinations work out to the mutual satisfaction of the owner and the pet -- by that I mean that the pet has found a home with a responsible person who takes care of the animal in the way in which the animal should be taken care of. We also know that many of these combinations, for whatever reason, do not work out. Perhaps there are changed circumstances, a family might move, or the person is unwilling to assume the responsibility of pet ownership and permits the animal to run at large, or the animal becomes sick and is abandoned because it is becoming a financial burden. It is in my capacity as an animal control officer that I want to air some thoughts about the acquisition of a pet.

Of paramount concern to anyone engaged in animal control is the steadily rising population of pets -- be they wanted or unwanted. I don't think that I am telling you a secret when I say that what we are facing right now in every State of the Union is a staggering overpopulation of pets. Even though animal control officers have long recognized the existence of this problem, to date we have been singularly unsuccessful in achieving any kind of solution to solve this challenge. I am, of course, cognizant of the many endeavors to deal with this problem. The principal battle cry has been "education." I think I can say without fear of successful contradiction that this approach has failed. The population of pets has continued to increase to the point where estimates of their numbers differ by the tens of millions. The time has come where we have to recognize that we must do something which will be effective and perhaps this something lies in the "acquisition of a pet."

At the present time, the acquisition of a pet -- be it a dog or a cat -- is shamefully easy. A trip to some of the Humane Societies, and the answers to a few questions, will get you a dog or a cat. Following the ads in your local newspaper will invariably turn up a "pet to a good home" ad, and if you are a real big spender -- a trip to the farmers market will get you a fluffy puppy for the horrendous sum of $5.00. We could begin by establishing a license for the acquisition of a pet. This license, which should be imposed by the State, should be significant enough to make

the prospective acquirer think very seriously about whether he really wants this pet, be it a dog or a cat. A good starting point would be $50.00. Common sense tells us that such an approach will be far more meaningful than the extraction of promises of a loving home and perpetual care. In addition, there should be an annual license fee of sufficient magnitude to let the owner know that what he has represents an object of considerable value. For example, in a number of European cities this fee is in excess of $50.00 a year. By this very simple expedient, these cities have solved not only their animal control problems, but the attendant problem of overpopulation. I would also suggest that this approach be adopted on a uniform basis. Most current legislative proposals make a distinction between the irresponsible and the responsible pet owner, or the breeder and the non-breeder. It is my opinion that such distinctions are totally irrelevant in the context of the problem we are facing. I should add that adoption of this proposal would also alleviate the financial problems which all animal control agencies are having today -- MONEY. Such a licensing structure would not only raise the monies required for an effective animal control program, but would also provide the necessary incentive to enforce such a program.

My second proposal relates to dogs and is as follows: anyone who violates a dog ordinance must either take the dog through obedience training or pass an obedience test such as the novice routine presently used in AKC licensed trials. A failure to do so would result in a substantial fine. The reason for such a requirement is quite obvious. Much of the concern over the dog population centers around uncontrollable and loose dogs. Such a requirement forces a dog owner who has violated a dog ordinance to go through the type of educational experience that we have been so unsuccessful in pushing over the years. Not only would it result in the dog being trained, but his owner would become more cognizant of the responsibilities of dog ownership. It is not enough to proclaim the need for an educated class of pet owners -- we must provide them with a means of obtaining this education. This idea is by no means without precedent. Witness Traffic School.

My third proposal relates to animal health and care. I believe it is gross folly not to require a health certificate from a licensed veterinarian for the issuance of a license of whatever nature. Up to now the only licensing requirement -- and this is not even Statewide -- is that of a rabies inoculation. To say that a rabies inoculation is a bare minimum is an understatement. Again, the reason for this proposal is obvious. With the increased mobility of our society and the resultant increase in exposure between animals and animals, and animals and people, you can readily see the reason for this proposal. The opportunities for the passing on of infectious diseases are limitless. One European city, for example, has banned all dog from the inner city for health reasons.

In conclusion, let me say that up to now we have been unwilling to address our problems in a realistic way. We have examples all around us of the results of our inaction. We also have examples from other countries of what can be done to solve these problems. I am not suggesting that we necessarily aim for their solutions as a way out of the "slough of despond." I am suggesting, however, that we study what others have done to extricate themselves from this quagmire. Our Yankee ingenuity will come up with a mechanism which will enable us to preserve our pets as we know them today so that they can fit into our way of life. If we are truly our pets’ protectors, let us protect them by making them something worth protecting.

W. H. Morrison, 1980

It never fails that sometime during a session a student brings his dog up and asks "that" question, "What do you think of my dog?" I usually tell the student I know nothing about his particular breed and suggest he ask someone who shows his breed. Unfortunately, we are running into more and more conformation enthusiasts who have forgotten the meaning of the word tact. To prepare the unknowing student we will tell him that he may get a very frank answer that may offend him. He is told to expect all of the dog's faults to be pointed out with few of the good points mentioned. We may also suggest he take his dog to a match and see what others of his breed look like compared to his. What we never do is give a quality judgment on a student's dog. It is our job to teach a student how to train his dog. While we may have enough knowledge to make a rough judgment, this is not done in class. Too often a student will begin treating his dog differently if he finds out that it is not a good specimen of the breed. He may become harsher and more impatient. This begins to destroy the bond between dog and owner.

This same policy holds true for medical problems. We do not give medical advice; we only suggest the student check with his veterinarian. Here again, some students do not like to be told that their dog may have some physical limitation. Unfortunately, this limitation may well affect the dog's training and unless it is recognized, the owner may become even more frustrated with the dog's lack of progress. In these situations we try to point out types of training which would not be hampered by the dog's disabilities. For example, a dog that is going blind can still track as can one that is unable to jump.

Students love their dogs and have a lot of pride wrapped up in them. We try never to render an opinion or judgment which may destroy this love. If the student begins to think poorly of his dog and we have caused this feeling, we may well lose a student and begin making life hard on that dog.

W. H. Morrison, 1980

What is the purpose of dog training class, and what can a dog club contribute to the community? The answer to the first part of this question is easy: to teach people how to train their dogs. Unfortunately, dog training groups are not really doing a whole-hearted job if they adopt a policy of accepting only purebred dogs in class. But, you say, only purebred dogs can be shown in obedience and breed competitions. Very true, but that mixed-breed dog is loved by its owner and needs to be trained. Many owners of mixed-breed dogs have been forever turned off and will want nothing to do with registered dogs because of the attitude of superiority displayed by some purebred dog owners.

We are very hypocritical if we profess the advancement of purebred dogs and then ignore those who do not have purebred dogs. Responsible pet ownership is not limited to the purebred dog owner. Legislation which restricts dog ownership does not single out the mixed-breed dogs. A purebred dog allowed to run free can sire or give birth to just as many puppies as the mixed-breed down the street. This restrictive type legislation is brought about by dogs becoming a nuisance and public danger.

If we do not allow non-purebred dogs in our classes, we are missing a golden opportunity to educate people about responsible pet ownership. If this individual finds he likes our sport and we have made him feel welcome, we may have a customer for a registered dog. What's even better is that he has had a dog to practice and improve on as a trainer. But what's more important is that if we have shown a sincere interest in him as a dog owner, we have created a type of good will that no amount of advertising can obtain.

People are funny; most love a dog for what it is to them, not what it is to you or me. If we degrade that dog, they don't stop loving that dog, but simply stay away from us. A person cannot learn if he is not listening.

J. Volhard, 1972

With each passing year, dog fanciers throughout the country are confronted with more and more regulations affecting the ownership of dogs. Each new law that is passed and each new regulation that goes into effect makes it just a little more burdensome for the fancier to own a dog. For a number of years now, most municipalities have had some sort of licensing requirement, the principal purpose of which was to insure that dogs are vaccinated against rabies. Usually the licensing fee is nominal and goes to support the local humane society. The more urbanized areas, in addition to restricting the number of dogs that can be kept in residential sections, typically also have a leash law to reduce the nuisance, and possible danger, of dogs running at large. The legislation enacted in recent years, however, quite frequently has had an entirely different purpose. All too often it is aimed, among others, at reducing the dog population as a whole. Ironically, this trend is partly the result of the dog's popularity itself -- the population explosion among dogs has been staggering. The Market Research Corporation of America, in a study for the Pet Food Institute, estimates that in 1971 there were 32.6 million dogs in this country, a 34% increase over 1965. Little wonder that municipalities are becoming concerned. The waste disposal problem alone defies imagination. Another reason for more stringent legislation is the inconsiderate or irresponsible dog owner who, to the ire of his neighbor, does not exercise common courtesy in relation to his surroundings, or who, to the consternation of humane societies, simply abandons his dog when it no longer suits him. A third reason for some of this legislation is the special interest of some groups who want to garner a larger share of what they see as a potentially lucrative market -- the sale of dogs to the public.

The difficulty with much of this legislation is that all too often it fails to come to grips with the real problem -- irresponsibility and over-population -- while at the same time penalizing the sincere and responsible dog owner. Without going into the intricacies of some of these laws, let me give you one example. Several months ago I had the occasion to visit Frankfurt, Germany. While there, I was amazed by the scarcity of dogs. When I mentioned this to an acquaintance, his reply was "I should hope so, the license fee is $60 per year for the privilege of owning a dog." Could this happen to us? I recently looked at a proposed piece of legislation for a large eastern state which contemplates an annual license fee of $10 and the tattooing of dogs before a license can be obtained. The tattooing would be done by licensed, i.e., commercial tattooers who presumably could charge anywhere from $10 to $30 for that service. Raise that license fee a little at a time and before you know it, you will be up to $60 together with the tattooing. Obviously this legislation is aimed at controlling the total number of dogs in the state. (It surely is not a revenue producing measure for it would quickly kill the goose that lays the golden eggs.) Nor is this necessarily an undesirable aim, but why do it by increasing the cost of owning a dog? Can we not separate the responsible from the irresponsible dog owner? Why not begin by enforcing the laws we already have and why not increase the fines for violations of these laws? Before making it more difficult for the responsible person to own a dog, should we not first try to put the onus on the irresponsible person? I am sure there are many ways which could be found of dealing with the problem which would not work to the detriment of the sincere fancier.

If you have stuck with me this far, you are probably asking yourself "what has all this got to do with me? I can't do anything about all these laws and besides, there are all kinds of groups who keep up on these things and who will make sure that everything will be all right." Well, it has a great deal to do with you. You can influence legislation but I am not even going to ask you to write to your Congressmen and Senators. And those groups who keep up on these things also need your support. What I am going to ask you, however, is to think about the opportunity we, the people in obedience, as a group, have in educating others. As instructors, members of clubs, or whatever, we have the most contact with the inexperienced dog owner and are best situated to teach him the responsibilities of dog ownership. But how much time do we actually spend on proper etiquette as distinguished from the mechanics of teaching the dog certain exercises? While these areas overlap, there is much more to proper etiquette than is generally covered in a Basic Course on Dog Obedience. Consider those seemingly trifling examples of taking the dog for a walk and permitting him to relieve himself on the neighbor's lawn; or letting him run loose to the annoyance of others; or letting him rush up to children who may be frightened; or letting him bark at 3:00 a.m. in the morning, etc., all of which incidentally is covered by the typical dog ordinance and all of which will sorely try the patience of even the most ardent dog lover. If you are involved in instructing, how much time and effort do you spend on this aspect of owning a dog?

Much of the current crop of proposed legislation is the result of irresponsibility pure and simple. At present, New York City is considering enacting an ordinance -- dubbed the "scoop the poop" law -- which would require owners to clean up after their dogs. Regardless of the merits of the proposal, why is it being considered? Because too many people permit their dogs to perform on the sidewalk instead of curbing them as required by the existing ordinance. Without wanting to sound alarming, with our increasingly urbanized way of life, this legislative trend will continue and it is only a question of who will ultimately pay the price.

Part of this educational effort should also be devoted to the problem of indiscriminate, senseless, and accidental breedings. The novice seems to have the idea that breeding dogs is easy and remunerative. The breeding may be easy, but the whelping and rearing of puppies is backbreaking and rarely profitable for the novice. Then there are invariably those parents who want to breed their dog so "the children can witness the miracle of birth." I suggest that a film, the local zoo or a pair of guppies would meet this objective much more readily without unnecessarily adding to the dog population. Finally, we have the old wives' tales of what alteration does to a dog and that is just what they are -- old wives' tales.

Perhaps all this is not of proper concern for the obedience fancy. Personally, I think it is because after all is said and done, it is we who will have to bear the burden which will be imposed on dog ownership as a result of irresponsible ownership and increased population. It is for our own protection and the protection of the fancy as we know it today that all of us must think about what we can do to improve the situation, by way of example and by educating others, and act accordingly.

W. Volhard, 1975

Many obedience clubs provide an important function in serving the public and have every right to be extremely proud of their accomplishments. Others, however, do not belong in-this category -- while holding themselves out as giving qualified instruction in dog obedience training to members of the public, their only interest lies in using the fees paid by training members to pay for activities not related to training. Such a club's interest in a training member ceases once he has paid his fee and it cares next to nothing about the services it is expected to render in return for this fee.

A few years ago, I had the opportunity to come in close contact with two obedience clubs in the same general vicinity. I would like to provide you with a profile of these clubs as they were then and let you decide into which category you would place each club. First, I will list what they had in common, and second, how they differed.

Both clubs were over 15 years old and put on an annual AKC licensed obedience trial. Both were non-profit and all-volunteer in the sense that none of their members were paid for devoting their time to the club. Their training fees were identical and both enrolled approximately the same number of training members each year. And both had approximately the same number of members.

Now for the differences: Club #1 -- this club did not have any voting members, but it was governed by a board of directors which rarely changed. Its trial chairman, for instance, had held that position for over ten years. In case a vacancy on the board arose, the board filled the vacancy. The board met only infrequently and there were no membership meetings. It rented two indoor training locations for its training members and regular members five nights a week. Its instructors were a regular and steady core; new instructors were brought along gradually and there were regular instructors' meetings. Its annual trial ranked among the top ten in the Nation and was considered the best organized and run trial in the area, even though no cash prizes are awarded; the trial also paid for itself. It had two socials every year at which alcoholic beverages were paid for by the club. (Peripherally, it should be mentioned that one of these socials is an after-the trial buffet which avoids the potential problems inherent in pre-trial dinners where club member exhibitors have the opportunity of meeting and talking to the judges.) In 1972, the club took credit for over 60 titles.

Club #2 -- members of this club voted on all actions taken by its elected board of directors; members elected all officers which has had the result that the various positions change almost annually. It had monthly board of directors meetings as well as membership meetings which were devoted mostly to bickering. All its training was conducted on one day -- Sunday -- and it preferred a rent-free outside location regardless of weather conditions. Instructing was done on a "who is available" basis with little or no attention being paid to continuity or instructor qualifications. There were no instructors' meetings. In recent years, with several exceptions, its annual trials were considered disastrous, primarily due to an ever-changing parade of trial chairmen and even though the club awarded about $500 in cash prizes in addition to extremely nice trophies. The trial was subsidized each year by about $800 to $1,000. The club had four socials every year at which alcoholic beverages are paid for by the club which included a pre-trial dinner. In 1972, it took credit for less than 20 titles.

You judge which club fulfills its obligation to the public in providing the services for which it is paid. From these two examples, it is obvious that the type of structure of a particular club is unimportant. What is important, is how the club views its functions. Surely, if it accepts money from those who come to it for help and instruction, it has the duty to provide this help and instruction in the best manner possible. It is also obvious that there is nothing inconsistent with having a training club which is also a trial giving club. The success of this combination, however, will depend on how the club arranges its priorities. Under no circumstances should the training part be anything less than co-equal to the trial giving part. As a matter of fact, to be absolutely scrupulous, the trial giving activity should really be secondary to the training activity.

Clubs sponsoring trials are important and many of us would not remain in obedience very long were it not for the chance to compete at trials. By the same token, if a club holds itself out as an organization which teaches members of the public how to make better companions of their pets, it cannot in fairness and honesty shortchange them. By taking a training member's money, the club agrees to provide him with solid instruction by qualified instructors under the best available circumstances. It is hardly honest to take his money and then skimp and save on training facilities and instruction in order to put on a trial and provide booze at dinners for club members. I am not suggesting that the use of club funds for these purposes would be inappropriate, PROVIDED the club has met its obligations to its training members. Would it not be more sensible, for example, to spend some of this money on sending instructors or potential instructors to clinics or an instructors' school at the club's expense to give them a more varied background and an opportunity to broaden their experience?

Similarly, the energies of the club should be directed toward training. Unfortunately, for some clubs the annual trial an its socials become all-important and the person who enrolled in a training class to learn how to train his dog is lost in the shuffle. Shoddy instruction, inadequate facilities and above all a "so what" attitude is the hallmark of such an organization, a picture hardly conducive to providing a good image for our sport.

J .J. Volhard, 1972

Most people who enroll in a Basic Obedience course are in search of better communication with their dogs. Usually, their problems are mundane -- the dog pulls on the leash, jumps on people, will not come when called, etc. Some have more serious problems -- the dog fights, chases cars, or bites. Whatever the problem may be, the owner has been unable to establish an acceptable degree of control over his dog and the course is expected to bring enlightenment as well as some semblance of control. It is also, of course, expected to solve the problem that prompted enrollment in the first place. Since the owner's expectations seem to be rather low compared to the standards of an obedience buff, this inevitably results in somewhat of a quandary for the instructor: how much detail or precision in teaching standard obedience exercises is necessary, or even desirable? Is the owner not getting confused by the finer points involved in teaching heeling such as proper footwork and the straight sit when all he wants from the dog is not to pull on the leash? What is the point of teaching the recall with the sit stay and the sit in front when all the owner wants is for his dog to come when called? Besides, this is not the way it happens anyway when the owner needs to use this exercise, namely, when the dog is off leash and taking off in the opposite direction. It would seem that the exercises taught in a Basic Obedience course are totally unrelated to the problem the owner has and any emphasis on such things as good heeling and straight sits seems misplaced.

There is, however, another way of looking at it. Assuming that the purpose of an obedience course is to teach the handler how to get control over his dog by learning how to communicate with the dog, the various obedience exercises become the means to this end. How well the dog does in these exercises can be viewed as a measure of control the owner has achieved and as a measure of how well he is communicating with his dog. Mindful as I am of the dangers of generalizations, it seems that frequently the better the dog learns these exercises the better the communication between the owner and the dog and the better the control. If precision in training is regarded in this light, it assumes a different role. This is particularly true when it is considered that the most common goal of the owner is for the dog to come when called. To reach this goal, the owner must have a considerable degree of control over the dog.

When talking to other instructors about this, most believed that heeling is a very reliable test of control -- it is a difficult exercise because it requires constant concentration by the dog and a dog that has mastered it will usually not be a control problem for his owner. Also, chances are, that in the process the owner will have learned to communicate with his dog to the point of having solved his problem. Quite important in this context, however, is precision handling, especially footwork, and insistence on precision on the part of the dog. Footwork, for example, aside from being a tool to achieve precision on the part of the dog, is a teaching aid making it that much easier for the dog to learn and in turn for the handler to get control. Each exercise, or each part of an exercise, may appear meaningless in and of itself, but, as a means to an end, they begin to add up like so many pieces of a jigsaw puzzle until the desired goal has been reached. The owner may not immediately understand why he and his dog have to go through all this rigamarole until it is explained to him and until he realizes that it works.

The Club with which I am associated used to require the owners to fill out a questionnaire at the beginning of the course. One question asked the owner to spell out what he hoped to accomplish by taking the course. At the end of the course, the instructor would review the questionnaires with those who completed the course to find out whether they have achieved their purpose. By that time, many of the owners could not even remember what their problem was because somewhere along the line it had disappeared. Not necessarily because of any conscious training toward its solution but because the owner had learned how to communicate his wishes to his dog which presumably included forbearance from whatever objectionable conduct the dog was engaging in.

Insistence on precision, both in handling and on the part of the dog, in teaching a Basic Obedience course naturally is more burdensome on the instructor. And yet, in most instances the degree of control the owner will get over his dog will depend on it.

J. Jones, 1973

"YOU CAN'T DO THAT IN THE RING – THE JUDGE WILL DISQUALIFY YOU FOR IT. DON'T SAY ANYTHING TO YOUR DOG EXCEPT ACCEPTED COMMANDS. NEVER PRAISE EXCEPT BETWEEN EXERCISES – YOU'LL NEVER GET 195 THAT WAY. YOU SHOULD GET ANOTHER DOG – YOUR BREED WILL NEVER BE HIGH-SCORING. STUDY THE AKC RULES AND REGULATIONS FOR YOUR TEST NEXT WEEK."

Does this sound like your Beginners Training Class? What's wrong with it? Perhaps nothing, but if you are having a high drop-out rate, this could be part of the problem. Remember, this is a beginners class and most of these people did not join class with the idea of showing their dogs – they just want to know how to have a well trained dog at home and show talk about high scores and the rule book may scare them right out the door. Over the years we have tried all sorts of ways to encourage people to continue with their training, and not be a "drop-out", with varying degrees of success. Right now it seems that our percentage rate of continuing on is greater than ever before and I would like to share some of our ideas with you. I won't guarantee that you won't lose some handlers, but it has improved our class and you may want to give them a try.

First of all, we keep our classes small enough so that each dog and handler receives personal attention and they never feel just like one in a crowd. The first night we all sit down (in our class, on the floor so we are closer to our dogs) and have a gab session in addition to our first lesson. The instructor explains what obedience is all about – communication and better understanding between dog and handler. This makes for a well-trained, happier dog and certainly a happier handler and family. Then, we have a trained dog and handler go through some of the exercises and explain the purpose and practical meaning of each exercise. We then ask each class member to study the background of his particular breed and be prepared on the second week to tell the rest of the class its origin, what it was used for, how he thinks it will do in obedience in comparison to other dogs, what exercise he feels will be the easiest and what he thinks will be more difficult for his type of dog. Handlers must understand that there is no ironclad rule for any breed or individual dog and that their dogs are not machines. We hope this encourages them to think and understand their dogs and not be discouraged when they have problems. We impress upon them that all breeds can be trained and that theirs is not more stupid nor intelligent than any other, but it may require different handling and a change of method at times to get the desired effect. Our class members have taken great interest in this part of their homework.

In our class you will frequently hear the word "WHY?" Whenever a dog has a noticeable reaction (be it good or bad) to a certain command or signal, we ask the handler and sometimes the class as a whole "Why?" There is a reason: before anyone can be a good handler, he must understand why his dog does as it does. Was it something the handler did; was it an outside distraction; was it an inherited trait, etc. etc. How does this encourage the beginning handler? It makes the handler study his dog, learn how it thinks and why it behaves as it does. Thus . . . understanding and communication, which is what it is all about. If a class member finds that he cannot continue the training course, we ask that he call and tell us. If it is a case of discouragement or lack of interest, then we must do what we can to change the picture and hopefully rescue the "would be drop-outs" before it is too late. You may be the most brilliant instructor in the world, but the people who drop out because they are discouraged you have not helped at all.

On our last class night we have Graduation exercises. It is made clear that graduation does NOT determine whether or not a dog can receive a diploma and proceed to the next class because this is determined by weekly progress. Graduation is a FUN night where the class can observe each other and often laugh WITH each other (not AT each other) and not a night to be taken seriously! In short, this is their introduction to Obedience Trials. Awards are given for the best working dogs and the AKC rule book is now given to each member. Now is the time to mention advanced classes and upcoming matches or obedience trials where they may want to go as an observer.

Speaking of advanced classes – here is where we use another bit of inducement to continue. As a dog advances to another class or in some cases repeats a class, the price is reduced. For instance, if the original price is $15.00, the fee is reduced to $10.00 for the second time around and then $5.00 for the third time and remains at $5.00 for each time thereafter. Remember that those of us who have been in obedience longer and know what training can really mean to dog and handler, may feel that $15.00 several times a year is not too much, but for the newcomer, this is a sizable amount and he usually feels that one course is enough for him. He thinks he can continue to practice at home and need not spend the money. But who doesn't love a bargain? After all, this is a reduction in price for a full course. This way we have more handlers and dogs continue their training.

These are just some ideas that some might want to try, but we must use our imagination to make obedience training interesting to dog and handler. All in all, the instructor is the real key to success in any training class.

J. J. Volhard, 1973

Whether a Basic Course should be capped off by graduation exercises will depend on what is meant by "graduation" and how it is approached. As always, there is a middle ground between two extremes. When I started in dog training I was exposed to the one extreme, probably the least desirable one. The graduation at the Club with which I started consisted of the Novice routine, but without the heel free and stand for examination. Scoring was done on the basis of 100, with a passing grade being 80, provided at least one-half the point value of each exercise was obtained. Almost from the very first session, we were told that the main object of the course was to teach us these exercises so that we could pass graduation; we were also informed that we would only get a diploma if we passed. I remember thinking at the time that this was a rather arbitrary approach as well as being somewhat resentful of the fact that to pass or fail, and thus the diploma, depended on such technicalities. Moreover, my idea of training consisted of teaching the dog to come when called, not to pull on the leash and not to jump on people. That was all I wanted to accomplish and all I was willing to work for. It mattered little to me if the dog sat in front and then went to heel, provided he came when I called. Similarly, I couldn't care less if he heeled properly and sat when I stopped, provided he did not pull.

Even though I considered the whole routine somewhat silly and only peripherally related to what I wanted, I went along. But I was one of few that did – out of the twenty people who started the course, only five made it as far as graduation and only one passed. Could it be that somewhere along the line the other people had been frightened away by the prospect of the graduation or had become discouraged by not being able to learn and advance at the prescribed rate of progress?

My prior misgivings notwithstanding, I stuck with obedience and subsequently, after a number of years, assumed a policy-making position in the Club. One of my very first decisions was to change the graduation exercises. First, I felt that its goal was unrealistically high as demonstrated by the extremely, if not ridiculously, low passing percentage. It was, therefore, changed to being entirely on lead. Second and probably even more important, the pass or fail was eliminated and the obtaining of the diploma was made dependent on class attendance and overall progress instead of the previously adhered to one-shot, hit or miss proposition. Moreover, the direction of the Basic Course was changed. Instead of concentrating on the mechanics of teaching specific exercises, greater emphasis was placed on teaching owners how to communicate with their pets. Specifically, more effort was spent on trying to insure that the owners were successful in what THEY wanted to achieve, with less attention being given to what someone else thought they should achieve. After all, this is the primary purpose of dog obedience – to teach the owner how to live more comfortably with his pet. By all means, insist on precision on the part of the handler and the dog in the teaching of the various exercises because ultimately this will determine how much control the handler has over his dog; but at the same time be sure that the owner's goal is not neglected. Naturally, this approach requires a greater flexibility on the part of the instructor and is perhaps a little more demanding. On the other hand, this is why the owner is in class in the first place.

The effect of this change in direction was extremely rewarding. The drop-out rate was significantly reduced and the completion rate went up to seventy five percent. Even more important, however, is the fact that it produced greater owner satisfaction with the results. In addition, having been successful or seeing signs of-success, more owners than had previously been the case decided to continue in their training.

Graduation should be the highlight of any Basic Course – the participants should be able to enjoy themselves and show off to each other as well as the instructor what they have accomplished. By all means make it competitive, but at an appropriate level and in the right spirit; care must be taken that the advantages of bringing out the competitive spirit do not become outweighed by the disadvantages. If the prospect of the graduation has the effect of causing people to drop out and become discouraged, it should be reexamined, particularly to see whether what is sought to be accomplished is too difficult for a majority of the owners. It should also be examined to see whether the competitive aspect is being injudiciously applied. Many of us like to compete, but only in an area in which we think we know what we are doing and feel we have a chance. Nobody likes to be a loser and if we think we are going to be a loser, we drop out. It may be well to remember, as has been observed before, that the object is to help people achieve their goal whenever possible and if they drop out because they become discouraged they probably will not achieve that goal. You may be most brilliant instructor in the world, but your drop-outs probably have been helped little, if any. Not infrequently a high drop-out rate is caused by a tendency among some who instruct a Basic Course to make the Novice exercises of paramount importance and to see how many owners they can "whip into shape" to begin competing as soon as is feasible after completion of the course. Often this is done by concentrating on one or two owners who are really catching on BUT invariably at the expense of the rest of the class. The Basic Course is not the place to prepare for Novice competition, even though the foundation is laid for those who want to go on. If the majority of the class does not progress satisfactorily, the instructor is probably going too fast or is not getting his message across. I realize that of necessity any Basic Course is based on, and in some way has as its objective, the Novice exercises. But in teaching a Basic Course, these exercises should be viewed as a means to an end, the end being the owner's goal of solving whatever problem made him enroll in the class, and not as an end in themselves.

W. H. Morrison

According to someone whose name I have forgotten, a picture is worth a thousand words. If this is indeed the case, why not take advantage of this approach in training classes? To be specific, use slides to make particular points and to supplement various topics of discussion.

Many groups are now including information and talks on dog care as a part of puppy and basic obedience classes. Slides can illustrate what can happen to a dog's intestine from a heavy burden of hookworm or to a heart from heart-worm. Sources for these slides are many and varied. Many of the pharmaceutical companies have illustrations of the damage from worm infestations as well as pictures of worm eggs than can be made into slides. Veterinary Colleges may be able to prepare slide sets for a small charge, particularly if they are going to be used for educational purposes.

Slides can be made quite easily with inexpensive accessories for most 35 mm cameras. Close-up diopter lenses can be purchases which allow the photographing of tables, graphs or pictures in books. Booklets on copying are available in most camera shops and the personnel are usually very helpful in suggesting inexpensive ways of copying.

Many of the tables, charts, and diagrams one would incorporate into a program of canine health discussions can be prepared for copying by anyone who can type or has a modest amount of artistic talent. If you want to reproduce already published material, it is best to get the permission of the author or company to comply with copyright laws.

If you already have prepared talks on various topics, you might consider purchasing a tape recorder which can be connected to a slide projector and will automatically change slides as the recorded talk is presented. This system has many advantages: a talk can be recorded and subsequently presented by anyone; if the talk is to be presented several times, it avoids the possibility of forgetting to mention some of the material; and it is also possible to get more volume from the recorder than by voice.

Another use of visual aids is in teaching new exercises to instructors as well as students. Slides can be prepared to cover all points on an exercise which students can use as an introduction and instructors can use as a review. Important aspects of an exercise can be made clear on slides, and you don't have to worry about a dog's cooperation or lack of it.

If your group is active in community education, talks supplemented with slides can be prepared to develop quite professional and educational presentations. One does not have to be a good speaker to present a program using this approach.

The costs of a good projector and synchronizing tape recorder is not excessive. Most clubs will have a member with a camera, and the accessories for copying are inexpensive. Give some thought to including these as an addition to your training equipment.

CONSIDER DEVELOPING A WORKING RELATIONSHIP WITH LOCAL VETS

W. Herbert Morrison, III

Local veterinarians can be of great help to a dog Obedience training curriculum by providing information or guidance in establishing a dog health care program. The veterinarians benefit, too, by having some clients who can recognize early warning signals and provide essential information to aid in diagnosing. If there is an exchange of information in setting up such a program, there can be additional benefits to the training organization through referrals from a vet who understands the goals and methods of the training program and who has confidence in the people instructing. In addition, if the vet does not have the time and/or background to deal with canine behavior problems, he can advise the client to seek assistance from the training organization.

Incorporating discussions on health care into an Obedience training program is a logical step. Many of the people who own dogs have only vague concepts of the dog as a living organism, limited usually to knowing it needs shots and can have worms. No veterinarian and few breeders have the time to sit down with each new dog owner to impart this knowledge beyond simple nutritional requirements; the Obedience instructor, however, can reach those owners already assembled for instruction. There are several ways to add the health care aspect to a session of training classes. One way is to reserve 15 minutes or so each week to cover a particular topic. Another way is to add an extra lesson that would be devoted to the general topic of the dog's health.

In our own classes we've found presenting a brief discussion on a different topic each week to work successfully. The lectures cover canine diseases, external parasites, internal parasites, nutrition, reproduction, behavior, grooming, and the correct way to take the dog's temperature. The sole purpose is to have the owners become aware of various ailments affecting dogs and their early symptoms. No attempt is made to suggest that the owner undertakes treatment himself, rather the importance of veterinary attention is stressed. Preventative measures, particularly with regard to parasites, are outlined.

Initially a handout was drafted for each topic to be covered. These were compiled using several of the dog care books on the market. Each of the handouts was given to several veterinarians who checked them over for accuracy and saw to it that information on treatment and prevention conformed to local practices. At the present time a slide presentation and many of the pamphlets now available from some of the veterinary pharmaceutical houses are supplementing these handouts.

For those not inclined to compose, having a veterinarian speak to the class might be the better approach. Another possibility is to ask a vet about educational materials advertised by the major manufacturers and contacting them about distributing the literature in the classes. Most of the pamphlets that we have seen are excellent, but it is still suggested that the local vets review the material that is used.

Since many, probably even most, veterinarians do not actively participate in the sport of training and exhibiting dogs, it is likely that they have as foggy a notion of what goes on in training classes as their clients have about canine medicine. While asking the vet for his help, take the time to explain the class set-up, training philosophy, and the ways the organization promotes responsible dog ownership. Groups that offer KPT classes should make the vets aware of the benefits of early training. Many vets may themselves not be familiar with the work of Scott and Fuller, Pfaffenberger, Fox and Campbell much less realize the influence they have had on training concepts and approaches to problem behavior.

It will probably be easiest to begin working with one's own veterinarian, but each vet in the community should eventually be contacted. If your area has an association of veterinarians, it might be easier to ask to be able to present a program at one of -its meetings. Try to avoid playing favorites and give each vet an opportunity to cooperate with your group in establishing well-rounded training programs.

A sound mind in a sound body is applicable to our dogs, too. Developing a working relationship between the training instructor and the veterinarian is a step in the right direction toward reaching and maintaining this goal.

W. Herbert Morrison, III

Many training organizations recognize that owners can be "trained" along with their dogs to become better citizens in the community. However, there are many more dog owners than those who bring their pets into training classes. As the number of dogs and dog owners increases so does the number that can be regarded as irresponsible and so does the number of non-owners who feel that something must be done. A community education program is becoming an essential activity of a training organization to reach as many dog owners as possible and to remind the public that responsible dog ownership does exist.

The programs and the material can be as varied as your imagination and talents permit. They can range from a lecture discussion with an obedience demonstration to specially prepared slide sets or movies. The program can be presented to individual groups or reach the community as a whole through radio, newspapers and television features.

Each program should be tailored to the particular group. A class of third graders would have different interests than an adult civic club. A talk to kids should be very basic involving the need to see that the dog has adequate food and water, to realize a dog can get hurt if allowed to run free, and to approach a dog properly before petting. If a demonstration is given, try to include jumping since it is exciting to watch. Other exercises can be given a twist to make them more interesting. I've used scent discrimination after telling the kids that the dog can add (or subtract) and then asking the dog to find the article with the number that equals 2 + 3. After the performance, the trick is explained. If the dog fails to get the correct article, I say something like, "He must not be doing his homework". Always allow some time for questions. With youngsters this generally means telling stories about their own pets. Don't discourage the tales, it makes the kids feel a part of the program and still provides opportunities to make additional points.

With adults it is possible to speak more directly about the fallacies of permitting a dog to roam or breeding "for its health". It is also an opportunity to dispel mistaken notions about delaying training until the dog is at least six months old or that training breaks a dog's spirit. A demonstration might include using dogs at different levels of training, an approach that can provide an opportunity to involve some of the students in your classes.

Whatever the audience, the program should be entertaining. Try to inform without preaching, avoid recommending specific vets, dog foods, etc., and making decisions for questioners. Above all, do not use these occasions to advertise your classes, puppies that may be for sale, or anything else that may be construed as self-promoting; this goes double when speaking to children.

Don't be hesitant just because of not knowing what to say after you've said hello. Begin with a school; kids are a great audience. Start your programs with a presentation that is mostly demonstration (to be perfectly honest, with the elementary graders the big attraction is the dog, not you). Several question and answer sessions will provide the material for a lecture. Be sure that the dog you take is extremely stable because all the kids will want to pet him at the same time.

Once the decision has been made to embark on a community relations program, the initiative will have to be taken by the trainer to publicize this service. Contact radio and television stations that feature interview or question-answer program that are locally produced. Check with the Chamber of Commerce for a listing of area associations and send letters to those that seem suitable. If at all possible, try to get information on your availability along with a brief outline of the presentation(s) to the schools during the pre-planning session since many teachers like to correlate programs with subject matter. However, it is never too late to approach the schools since some states require a specified amount of time each week be devoted to humane treatment and care of animals. After several presentations, program chairmen from various organizations will begin to contact you, but it is still advisable to remind schools and associations routinely each year of your willingness to come and speak.

Long held beliefs and habits are not discarded easily so the effects of a community education program will not be immediately obvious. But any question of whether such a program is worthwhile will be answered by the first batch of thank-you notes from the school children.

R. R. Oharek, 1972

How antiquated is your training program? Are you really trying to understand the dogs you work with? Are you a bit of an ogre? Take a good honest look and you may be surprised at what you find. I discovered that I was complacent, standing still, and unfair to my dogs!

I was blessed with a wonderful set of parents whose vocation was the raising, selling, boarding, training and showing of dogs. My earliest companions had long wet tongues and wagging tails, and I learned to pant long before I uttered my first word. My father had a tremendous understanding of dogs and I never saw one that didn't both love and respect him. Consequently, as a very young child, I was introduced to obedience, which became and remains my most consuming interest. For a few years, my social life took precedence, but I have been actively training for well over twenty years. For most of those years my training remained static. I could feel that I was improving – learning more about handling personalities (dog and human) – but my methods did not change! They were good, they were proven, they worked for Dad and they were working for me. Let me interject that my methods were never brutal. (I am painfully compassionate toward animals and have a kennel full of permanent, non-paying residents, because they were homeless.) Our methods were man-oriented though, and left little room for consideration of the dog's point of view. In other words, we commanded, demanded, reprimanded, and ultimately the dog obeyed because he had learned who was "boss." There was little thought of real teamwork or companionship in producing a "Companion Dog."

Two years ago I attended a five-day Instructor's School. Actually, I considered myself a pretty good instructor and my students were placing most of the time; I wasn't convinced that I really needed the school but it was good for the "record." By the end of my first day I had begun to question my ability to conduct a class. For the entire week, I was always on the wrong foot, hopelessly tangled up in six feet of leash and wondering how I'd managed to live so long, while being so stupid. I went home, unscrambled my thoughts, picked up my shattered ego, read my notes and became a much better handler and instructor than in the days B.C. (before the clinic) – but not nearly as good as I'd thought myself to be. I had honestly considered myself an honest and patient trainer, until that day at the clinic when my dog defied my order to drop. She cowered and turned her head away from me. I stood alone on the floor with all eyes watching. My next command was severe (to put it mildly and my face "could have stopped a clock." I was embarrassed, but had to laugh at the description of me. When I tried again, still smiling, my dog dropped on the spot. Suddenly, failing an exercise was not so important, but failing my dog was. I had just never stopped to think about it before. Right then and there my dog and I learned that the most important word in our mutual vocabulary was NOT "no", it was "g-o-o-o-od." All those years I had not learned a thing about real communication – I had been a dictator. Upon my return to classes, we began to try to think from the dog's viewpoint and to teach from his level. I still hang on to some of the old methods, but some ideas that I was not ready to accept two years ago, seemed right to me this time and have now been put into our program. The change in methods is gradual – but there is a decided change in attitude. Most of all, I have learned to backtrack in my training, instead of bellowing at a dog that simply does not understand.

Thank God for the people who go to bat for our dogs and make us realize what a mutually rewarding experience obedience training can and should be. Each of us should periodically examine our own training programs to be sure we are not guilty of standing still. After all, this is what NADOI is all about – improved methods of training and methods that keep the best interest of the dog, the handler, and the fancy in mind.

W. H. Morrison

A necessity with any training organization is the continual evaluation of its training program. This type of appraisal has many facets: whether the students are meeting the goals set by the organization; whether the students feel the program is meeting their needs; and whether the individual instructors are effectively teaching the exercises to the students.

When evaluating the program as a whole, the results of several different sessions should be considered. If, in general, the dogs were weak on a particular exercise, then the chances are that the approach to that exercise needs to be changed. If big dogs seem to perform better than small dogs, perhaps the methods used favor the larger size dogs.

Questionnaires filled out by the students at the end of the session can be used to gain insight to their impression of the classes. Questions regarding the ability of the student to keep up with the lessons, the amount of individual attention received, enjoyment of the classes and the clarity of the material presented can be asked. These answers, along with comments and suggestions by the students, can provide information for an evaluation of the overall program as well as individual instructors.

If the students of a particular instructor show the same weaknesses, although most other students in the program do not, then there is the possibility that the instructor is having difficulty teaching one or more of the exercises. It is important that discussions about and among staff members be kept objective. At all times, the staff should keep in mind that the purpose of any evaluation is to improve everyone's performance and the impact of the program as a whole. Keep in mind also, especially where new instructors are concerned, that teaching skills take time to fully develop and there are not many substitutes for experience.

New approaches to teaching an exercise should be allowed a session or two for evaluation before a decision is made regarding it's effectiveness. It will take a little time for the instructors to feel comfortable with something new and to gain confidence that the change is for the better. Initially, there will be some uncertainty about how quickly results will be seen or what the middle stages of training will be like. Too often a new approach or technique will be discarded because immediate and wondrous results are expected overnight and the staff is not given an opportunity to fully develop their presentation of the material.

Evaluations are necessary to keep a training program fresh and to take maximum advantage of the new techniques and approaches that are encountered in training publications, seminars and clinics. It is too easy to become so involved in just getting through a session that the time is not taken to determine how effectively the program is working or where individual instructors might need improvement. It is also possible to become so set in a routine that the presentations become hum-drum to the disadvantage of the students.

Persons who would like to test a new method before trying it in a class should consider getting a dog from a humane society shelter or a pound. Try the new approach over an eight to ten week session as if you were a student yourself. Besides providing an experimental subject, it will be a return to reality if it has been a while since working with a totally untrained dog or one whose early environment was not geared to preparing the dog for training. The experience should renew appreciation for the task ahead of many of the training class students. It will also help the humane society to place an older dog if it has been trained.

The perfect training program or instructor, like the perfect breed specimen, does not exist. However, with continual evaluation and continued education, constant improvement can be achieved to offer the community the best training program possible.

C. Schwartz, 1974

So, you want to be an obedience instructor. Great! I think you'll find it one of the most rewarding things you can do. To watch a feeling of harmony emerge between a dog and his owner and know that you helped create it is a good feeling. And what's more, it's lasting. Being an obedience instructor is a little like being a kindergarten teacher. The teacher teaches the children and their children and their children's children. And with each generation she renews her feeling of having contributed something worthwhile to someone.

An obedience instructor teaches an owner and his dog. Frequently, a few years later, the owner returns with another dog. More often than not, the second one does better than the first because the owner remembered the basic lessons and taught them at home long before coming to class. And when the owner and his second companion graduate, the instructor once again experiences that feeling of meaningfulness. As for you, my friend, I think you'll make a good instructor. You like people and you have a way with animals. You present a nice appearance and your vocabulary is above average. You have the time and physical stamina as well. You are patient, kind, determined, and understanding. You are always eager to learn. But most of all you want to help people and their dogs.

Don't worry that you might not be able to distinguish between a Shih Tzu and a Lhasa Apso. (The owner will proudly inform you as soon as you show interest!) Or that you can't remember whether a Boston Terrier belongs in the Terrier or Toy Group. (You might suggest you and the owner look it up together…then you'll both learn something.) These things are incidental to the job. As time goes by you'll find yourself playing the role of settler of family arguments re the dog, veterinarian, dog behaviorist, adviser to puppy purchasers, etc. And then there's always the caller who just found out he's being transferred to Europe and wants you to ship his dog for him and get around the European quarantine! To all these and more you cannot turn a deaf ear. You must listen...in fact, you'll become quite good at it! And then, you must objectively recommend a solution in the most tactful manner you can muster. If you're smart you'll let the dog owner make the final decision. In most cases, you'll find that all he really wanted in the first place was just someone to talk it over with.

Some questions then. One day, in a beginner's class perhaps, what will you do when two owners get careless and there is a dog fight? What will you tell the little old lady who brings a huge, lunging dog to class and can't handle it? How will you deal with the handicapped owner who's determined to train his dog? Will you be overly sympathetic or tough? And what about the owner who stubbornly refuses to give a proper correction to an over-indulged dog? The shy dog and the quiet little woman...how will you handle them? In your Novice, Open and Utility classes how will you deal with handlers bent on high scores at the expense of their dogs? Can you teach them the difference between Dog Obedience as a Sport and the Sport of Scoring High? Can you take it when a know-it-all student begins to tell you how to run your class? On the other hand, can you learn from your students and be gracious about it? Are you willing to share your knowledge and experience? What's more, are you willing to admit that there are other ways of teaching a particular exercise?

These comments are not meant to offer advice or answer questions, but to stimulate your imagination. To set your wheels turning. To show you how important it is for you to anticipate. Be alert. Be ready for the unknown, the unexpected. For surely, one day it will happen. And when it does, I know you'll handle the situation with common sense, because you're the kind who can keep his cool. As you know, working with animals, whether it be canidae or homo sapiens, requires a person who can cope. Like I said, I think you'll make a good instructor. And, like good wine, you will improve with age. In the end, you'll leave behind a legacy of owners and dogs who enjoy living together and show it.

J. R. Kenner, 1974

Acquiring additional instructors to meet the demands of a growing clientele is most rewarding but can present many problems. I needed an instructor with sound personal development. Knowing that I was capable of supplying the technical training, my instructor would be required to supply the ability to communicate and cooperate. He would have to be interested, display enthusiasm and emotional stability, have pride in his appearance, and a take charge attitude or leadership quality.

It was not long before I found the individual I was looking for. Having studied his personal growth over a two-year span, I was pleased with what I had observed. Within two years his dog had acquired his C.D., C.D.X., and U.D. titles. His excellent training had produced some fantastic scores, representing both regular and non-regular classes. He was asked to judge matches and was well liked by judges, exhibitors and spectators. I do not intend to imply that superior handlers make good instructors – nothing could be further from the truth – it just happened that way. Even more remarkable, this handler remained modest through it all. I decided to approach him with a plan. Would he be willing to serve an apprenticeship under my tutelage?

The first year he was to attend as many classes as possible, observing personalities in handlers and temperaments in dogs. He spent from 6 to 10 hours per week assisting those who had missed lessons or were having difficulties and was required to handle any and all dogs. As a result, the handlers gained confidence in his judgment, knowing he was interested in their welfare. When he ran into a problem for which he did not know the answer, he admitted it and then we would discuss it. He visited the classes of other instructors in and out of the area; he disapproved of some methods; and he reserved judgment until he saw the end product.

His first Novice class at the school was somewhat disappointing to both of us. It wasn't a bad class and to some it would have been a good class. I have had many like it myself. The attitude of the handlers was frustrating. They simply were not interested in self improvement and this produced a lack of confidence in their instructor. His first Open class, on the other hand, was all I could have hoped for and I attribute this to the following: fewer but more capable handlers who shared their instructor's interest in perfection. Although I enjoy teaching Open classes, I felt it wise to turn Open instructing over to my apprentice. Not only did it bring recognition sooner than expected, but it kept me on my toes. If my Novice handlers were not ready for the Open class, he would let me know about it. In return, if the Utility handlers were not prepared, I would let him know.

To date he has been in