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CAVALRY HORSEMANSHIP

AND

HORSE TRAINING

(Ri:SFONSES AU QUESTIONNAIRE d'kQUITATION
DE l'KCOLE DE CAVALERIE)

Lieut. =Col. BLACQUE BELAIR

Chief Instructor at the Cavalry School, Saumur, France

TRANSLATED FROM THE FRENCH

BY

JOHN SWIRE

Author of AnglO'Prench Horsemanship, and Translator of F. Baucher's
Principles of Horsemanship

ENGLISH COPYRIGHT RESERVED

\. O N D O N
VINTON & COMPANY, Ltd.

8, Bream's Buildings, Chancery Lane, E.C. \
1919

BY THE SAME AUTHOR

I)emy 8vo. With 12 Full-page
Illustrations.

ANGLOFEENCH
HORSEMANSHIP

BY

JOHN SWIRE

F'cap. 8vo. t'loth. 5s. net.

THE PRINCIPLES

OF

HORSEMANSHH^

F. BAUCHER

Translated from the French bv
John Swike

I VINTON & COMPANY, Ltd.
I 8, Bream's Bld&s., Chancery Lane, E.C.

PREFACE

I CAXXOT too strongly recommend this excellent and
comprehensive work of Colonel Blacque Belair's to all
students of the Art of Equitation. It has been of the
utmost assistance to those who have, during the past
year, been entrusted with the task of teaching, though
perforce hurriedly, the elements of this complex
subject.

It has, I think, been conclusively proved, more
than ever during the present war, that any time spent
on Equitation, whether applied to trooper or troop
horse, has not been wasted.

As the life-taking mechanical appliances improve
in efficiency, so must the Cavalry, by means of their
training, increase their power to manoeuvre rapidly,
and adopt with the maximum speed and smoothness,
formations which are at the same time elastic and
comprehensive.

The Germans, in March, 1918, found to their cost
that without Cavalry their army was not able to reap
the fruits of victory. The Allies, by means of theirs,
have been able to strike decisive blows in all the many
theatres of war.

Equitation is the basis on which the whole training

iv PREFACE

of Cavalry rests ; the sound principles, the logical
sequence, and, above all, the clear explanation, all go
to make this book the greatest help towards the
attainment of this end.

MALCOLM BORWICK,

Major, Boyal Scots Greys,
Commandant, Cavalry Corps Equitation School.

October, 1918.

B.E.F., France.

TRANSLATOR'S PREFACE

Ix publishing this translation of a book which, whilst
simple in its teaching, is naturally at times technical
m its language, I gratefully acknowledge the assistance
received from the instructors at the Cavah-y Corps
Equitation School, B.E.F., France, amongst whom I
have pleasure in mentioning Major M. Borwick, D.S.O.,
Commandant, Royal Scots Greys ; Captain P. E.
Bowden Smith, 19th Hussars; Captain J. J. Pearce,
Queen's Own Oxfordshire Hussars ; Captain J. K.
Swire, Essex Yeomanry.

J. SWIRE,

HiLLiNGDON House,

Haelow, Essex,

CONTENTS

PAGE

Preface iii

Generalties 1

1st Part.— The Education of the Rider . . . 1

2nd Part.— The Education of the Horse ... 3
3rd Part.— Application of the Principles of Horse-
manship and of Training to the

Management of the Horse ... 3

PAET I

THE EDUCATION OF THE EIDEK
CHAPTEE I

ELEMENTARY HORSEMANSHIP

Qualities of the Instructor

Endurance — Commonseuse — Love of method— Faith.

What should be aimed at

Giving confidence to the horseman — Causes and remedies
for contractions.

The Means of keeping in the Saddle ....

The seat — Its influence on the action of the hands- -The
stirrups — Usefulness in out-door work.

viii CONTENTS

PAGE

Special Gymnastic Exercises 8

Control of the reflexes — The independent action of the
hands with regard to the movement of the body and
legs — The independence of the hands and legs of each
other — Exercises which help the acquisition of this
independence.

The Rider's Position 9

How to place the rider on the horse — How to make his
seat firm — Relative value of the position of the different
parts of the body — Importance of the proper use of the
eyes — Being one with the horse.

Suppling Exercises 11

CHAPTEE^ II

SECONDARY EQUITATION

Horse Control 13

The Fundamental Principles 13

To understand the means of action (study of the aids) — To
be master of the means of action (the discipline of the
aids) — To know how to utilize these means of action
(employment of the aids).

Study of the Aids 14

Value of Moral Qualities and Physical Aptitudes . 14

The Natural Aids 14

The action of the legs — The action of the reins.

Harmony of the Aids : Definition 20

1st, Harmony between the legs acting together and both
reins acting together — 2nd, Harmony of the two reins —
3rd, Harmony of the legs — 4th, Harmony of the legs
with each of the effects of the reins.

Using the "Weight of the Body as an Aid ... 24

Lateral and Diagonal Aids— Lateral and Diagonal

Effects 35

The Artificial Aids 36

Employment and relative value.

CONTENTS ix

I'AOR

Discipline of the Aids 37

Employment of the Aids 40

The seat — Right use of the legs and hands.

CHAPTER III
SUPERIOR EQUITATION

Education of the Officer 43

Aim of this instruction — The impulsive horse, straight
going and light in hand.

PART II

EDUCATION OF THE HOKSE

CHAPTER I

The Saddle Horse 45

Qualities and aptitudes — The perfect shape — Quality.

CHAPTER II

Generalities 50

Influence and responsibility of the commanding officer
and of the squadron leader — Qualities of the instructor
and the trainers' care on arrival at the regiment— The
object of the education of the young horse.

Divisions 54

Breaking in and training— Their characteristics — Circum-
stances which influence the duration of the education of
the young horse— Important rules.

X CONTENTS

CHAPTER III

PAGE

BREAKING

The Object of Breaking 57

Phases 57

The Importance of Work 58

Dismounted Work 58

Work on the lunging rein — Getting horse used to the
saddle — The mounting lesson — Training to the sword.

Mounted Work 64

Early education in the aids— The walk— The halt — Turn-
ing—The rein back — First lessons in the canter.

Conditioning Work 71

Organization of the Lessons 71

Value of the different paces — The trot — The canter —
Oppositions of the young horse.

Preparation of the Young Horse for his eventual

employment in case of Mobilization .... 74

The Bridle 74

Individual Work 75

Early Jumping Lessons 75

Training in hand — Jumping on the lunging rein — Jumping
at liberty — Jumping mounted.

Stable Management 78

Grooming— Weekly examination — Change of coat and
green food — Choice of ground.

CHAPTER IV
TRAINING

Generalities 81

The System recommended : Method and Progression 81

CONTENTS xi

VAfiV.

The Principal Factors in Training 82

The instructor — The rider — The work — The duration of
training.

The Psychology of Training 84

Influence of character and conformation — Nature of the
training — The basis of equestrian language — Association
of sensations.

The Principles of Movement 90

Impulsion — Balance — Locomotion — The role and position
. of the head in movement — The role and position of the
neck.

Special Exercises for the Young Horse . . .97

The Resistances : —

(A) How to obtain the engagement and mobility of the

hindquarters.

(B) How to supple the spine.

(C) How to develop the free play of the shoulders.

(D) How to supple the lower jaw.
Movement to the side and shoulder.

Easing the Hand and Extension of the Neck . . 112
Balancing — Working on a long or short base.

Observations on the Paces 115

The Start of the Canter or Gallop 119

Jumping when mounted 124

PART III

APPLICATION OF THE PRINCIPLES
OF HORSEMANSHIP AND TRAIN-
ING TO THE CONTROL OF THE
HORSE.

CHAPTER I

THE EMPLOYMENT OF THE TRAINED HORSE
BY THE TRAINED MAN

The Straight-moving Horse 128

To change the Pace and Speed 130

xii CONTENTS

PAGE

To maintain a certain Pace and Speed .... 131

Change of Direction 133

The Gallop 136

Biding across Country and over Jumps . . . 137

CHAPTEE II

RESISTANCES OF THE RIDING HORSE AND •

HOW TO OVERCOME THEM . . 140

APPENDIX

EXAMPLE OP A *' REPRISE" WHICH MIGHT
SERVE AS A PREPARATION OF AN
OFFICER'S CHARGER FOR THE CHAM-
PIONSHIP 146

CAVALRY HORSEMANSHIP
AND HORSE TRAINING

GENERALITIES

OBJECT AND DIVISIONS.— The object of military
equitation is to turn out bold and skilled horsemen,
exercising over their horses a domination sufficiently
complete to enable them to concentrate their Avhole
mind, without effort, on their enemy, no matter what
the circumstances, or the nature of the ground may be.
The instruction of horsemanship consequently
comprises the practice of the systems taught to place
a recruit on a horse ; the study and use of the principles
indispensable to the horsemanship of the older men,
and the N.C.O.'s ; and finally, the application of the
rules adopted for the training of young horses. The
study of military riding divides itself into three parts —

1. The education of the rider.

2. The education of the young horse.

3. The application of the principles of horse-

manship and training to the employment

of the horse.
First Part.— The Education of the Rider. — The
education of the rider requires a trained horse. This
part of the instruction includes the study of every-
thing which specially concerns the man : it describes
the qualities required in the instructor, and the method

B

2 CAVALRY HORSEMANSHIP

to be adopted in developing the aptitude of the rider.
On the moral side it concerns itself with giving con-
fidence, and on the physical side with the relaxing
of the muscles. It lays down the best means of
holding on, fixes the principles of the rider's position,
as also those connected with the control and employ-
ment of the horse.

Training for these results demand the application
of certain principles combined with much practice.
Further, the teaching cannot be the same for every
degree of proficiency.

Elementary Equitation is that which is given
to young soldiers and only comprises instruction
which is indispensable to a trooper.

Secondary Equitation is more particularly reserved
for the instructors, who discover, by acquiring a
thorough knowledge of their subject themselves,
the advice to give to their N.C.O.'s and rough
riders, and so complete their instruction. The object
of this book is, to a great extent, to give them that
knowledge.

The teaching of more advanced horsemanship is
especially reserved for the officers, who, besides being
proficient in all kinds of rough riding, must also
acquire the refinement of the art, which is the object
of the instruction given at the Cavalry School.

These teachings only differ from one another in
their progressive extension, and in the more or less
elementary or scientific methods required, according
to the proficiency of the horseman ; but they are
founded on the same principles, tend to the same
end, and together constitute the system of training,
which is indispensable to the right employment and
improvement of the cavalry.

GENERALITIES 3

Second Part. — The Education of the Horse. — The

education of the horse, on the other hand, re-
quires a trained rider. This part deals with the
examination of everything whieh concerns the horse.
On the moral side it studies his mental temperament,
and the means for giving him confidence : on the
physical side it deals with his constitution ; getting
him into condition ; the la^vs of balance ; and of
animal locomotion ; knowledge of which is essential
for successful training.

Third Part. — Application of the Principles of Equitation
and Training to the Employment of the Horse. — This
chapter deals with the trained man riding the
trained horse, and lays doAvn the rules for their
utilization in daily work.

Observation. — This aivision is in no way absolute ;
in practice a certain number of these questions com-
mingle. Nevertheless, by assigning a place to ideas
and facts, there is developed a clearness of vision,
necessary in the wide field of horsemanshij), which
determines w^hat effort should be made by the in-
structor and the rider, according as there is evidence
of ignorance or awkwardness in the man or w^ant of
strength and a bad disposition in the horse. The
cause of the trouble being thus located, the application
of the remedy becomes more easy, and the effect
more prompt.

FIRST PART
THE EDUCATION OF THE RIDER

CHAPTER I

ELEMENTARY HORSEMANSHIP

QUALITIES OF THE INSTRUCTOR.— Theoretical
teaching without demonstration is foredoomed to
failure. In teaching equitation, much therefore de-
pends upon the instructor.

In addition to possessing the endowments of a
good horseman, he should have great endurance,
a high and strong character, and always set an
example of correct bearing and exactness.

His speech must be devoted to imparting real
knowledge, his words should be carefully weighed,
and all misuse of language rigorously avoided : a
man who is not master of himself is not worthy to
command others. The instructor should be kind,
and so encourage confidence ; firm and decided in
his demands ; careful to avoid accidents ; strong of
nerve, so as to make a habit of audacity ; patient
and forbearing with slowness of progress, and deter-
mined to overcome all difficulties.

In accordance with time and circumstances he
should establish in his work a logical progression,
conform strictly to rules and regulations, make sure

ELEMENTARY HORSEMANSHIP 5

ol' the rcguhir stages which he has decided on, and
retain the attention of his pupils by varying his
teaching, so that each day brings a new and foreseen
element.

His own good sense must mark the limits within
which it is wise to continue the instruction, and help
him to select a simple and fruitful course of pro-
cedure. The explanations he gives when mounted
should be confhied strictly to what is necessary,
formulated with precision, and given in such a way
and in such a place, that every pupil can hear. He
should never give explanations while working at the
fast paces, but he must never let pass, without notice,
any individual faults connected with position or the
control of the horse : it is only by incessantly criti-
cizing the same faults that these can be eradicated.

Finally, the instructor should separate each diffi-
culty he encounters into as many parts as are necessary
to overcome them, conduct his work methodically
in regulating his demands, and remember that progress
is not the consequence of the movement, but of the
manner in which the movement is executed.

The total of these directions constitute the spirit
of method. The spirit of method is the skeleton of
instruction ; it is not its soul.

The instructor should, in the fertility of his mind
and in the love of his profession, fmd expression to
his ideas in words which will strike the imagination,
amuse, persuade, and make his pupils keen.

Instruction should be given with good humour and
dash ; the even temper of the pupils, the frankness
of their look, their intelligent zeal, and the love they
have for the horse, are the marks of their confidence
and the measure of the rapidity of their progress.

6 CAVALRY HORSEMANSHIP

Still high above all these virtues which the instructor
should possess, there is one which surpasses all the
others, and which ought to illuminate his teaching ;
and that is the faith he has in his instruction. To
transform a class of recruits into a troop of intelligent
and keen horsemen, to train the brain and create in
them the spirit of duty, of self-denial and of sacrifice,
that is to say the military spirit, is surely a mission
worthy of the exercise of the highest gifts and zeal of
a leader of men.

What should be aimed at. — The objects to be kept
in view in this first part of the instruction are : to
give confidence to the horseman, to show him how
to sit firmly on the horse, to bring him to acquire
perfect control of his nerves, muscles, and limbs, and
to give him the regulation position in the saddle.

Giving confidence to the horseman.^The instruction
of the young soldier is hindered at first by the in-
stinctive revolt of his nervous and muscular system,
which causes contraction.

This universal defect is tackled by vaulting,
carried out cheerily ; by conversations with the
instructors, who take the men out on the leading
rein for rides in the country — in a word, by distraction.

The particular contractions, which are experienced
at the very commencement of individual work, are
soon made to disappear by the suppling exercises
laid down by the cavalry school.

So as not to neglect any of their useful effects,
a consecutive order should be adopted, commencing
with the seat, the loins, the shoulders, the arms and
the head, and not undertaking movements of the
thighs and legs until the body is thoroughly at its
ease. The best supplers, however, are good humour

ELEMENTARY IIOUSKMANSIIIP 7

mid iinimution, which induce confidence promi)tly
and delinitely. To these one should add comphments,
which develop self-respect, and in time self-reliance —
powerful assistants in getting the best out of a horse.

As soon as a measure of confidence has been
obtained, the pupil should be shown the best means
to employ to keep himself in the saddle, i.e. by the
seat and by the stirrups.

(a) The seat. — The seat is the quality which
enables the rider to remain master of his balance
under every circumstance, no matter what reactions
the horse may cause.

It is the principal quality to attain because it is
the foundation of all good horsemanship, giving full
confidence and the assurance of good hands, without
which neither the control nor the training of the
horse are possible. The seat is the result of a general
decontraction, and in particular the suppleness of
the loins. It is prepared by carefully thought-out
exercises of the joints, and is acquired on the lunging
rein, by trottmg and galloping without stirrups, and
also by the number and varying characteristics of the
horses ridden. This alone will make a man one with
his horse, but a great amount of practice is necessary,
and care should be taken not to overdo the exercise
and produce loss of skin and undue fatigue.

(b) The stirrups. — To rapidly give confidence to
young horsemen, recourse must be made to another
means of helping to keep them in the right place in
the saddle, viz. by the use of the stirrups, which
enable the learners to remain longer on horseback,
and to proceed with their education without abrasions,
and without hurt to the horse's mouth.

The trot without stirrups should be confined to

8 CAVALRY HORSEMANSHIP

the riding school, or to short rides out of doors ; that
is, as a suppHng exercise, and a proof of decontraction.
All the work in the school, including jumping, should
be carried out without stirrups, and, on the other
hand, all long work out of doors, sword instruction
and field work, active service, etc., should be done
with stirrups.

Special gymnastic exercises. — Control of the " Re-
flexes." The reflexes are the nervous reactions,
unconscious and involuntary, which arise in man
from exterior impressions.

The control of the horse depends upon the inde-
pendence of the aids, on which rests their future
harmon}^ From the commencement of the pre-
paratory work, one should accordingly make use of
the exercises which the young soldier has to go
through as a means of acquiring the elementary
control of his reflexes, which the handling of the reins,
when Avorking with the bridoon and the bit, will
enable him to completely obtain. The instructor
concentrates his attention on securing —

(1) The independent action of the hands with
regard to the movements of the body and legs.

To attain this result he teaches the bending of
the body forward, backward, to the right, and to
the left, and suppling exercises for the shoulders.

In all these movements the hand or the hands
which hold the reins, should be held without stiffness
in their proper position, in contact with the horse's
mouth, but independent of the movement of the
body. One should act in the same way in dealing
with the legs and the elevation and rotation of the
thighs ; the bending of the legs should not in any way
affect the horse's mouth.

ELEMENTARY IIORSKMANSllIP 9

(2) The indcpciKkiicc ol" the hands and k'<rs one
ol' another.

To obtain this Hbcrty of the hands and legs the
instructor will put the rider through the suppling
exercises, which tend to make the movements of the
hands and legs independent of one another.

The most suitable movements to obtain this
result are the movement of the arm backwards ;
patting the horse on the right quarter with the left
hand, and on the left quarter with the right hand ;
the girthing and ungirthing of the horse when moving.

The instructor will take care in the execution of
all these movements that the displacement of one
part of the body does not affect any other part.

The results of these exercises are noticeable when
the stride is lengthened in the trot without stirrups.
If this exercise has been well directed, the joints
acquire a suppleness and the limbs an independence,
of such a nature, that the reactions from the horse
received by the spine have no effect on the rider's
hands, which remain both fixed and light.

From the first it is necessary to make the rider
understand the importance of these exercises. One
should, moreover, watch that contact is never lost
with the horse's mouth, and that excessive force is
not used. The endeavour should be to give the
rider the proper fecHng of the horse's mouth. This
feeling, as it develops little by little, will serve to
establish the principle of stretched reins, and of the
elastic contact of the hand with the mouth. From
the very first one should inculcate this principle and
endeavour to attain its application.

The rider's position. — This is as laid down by
the regulations. Its value results from the fact that

10 CAVALRY HORSEMANSHIP

the position which it gives to the hands and legs is
that which permits them to act Avith the greatest
promptitude, a jjropos, intensity, and fineness.

Certain exercises supple the joints, bring about
an improvement of physical defects, and overcome
the contractions which arise therefrom. This general
suj^pleness having been acquired, the instructor should
devote his attention to placing the rider, then to
fixing his position in all the paces, on varying types
of horses, and on different kinds of ground.

When the instructor commences to occupy himself
with the man's position, he takes advantage of the
first ride at the walk to place individually every man,
before starting the trot. Immediately the positions
cease to be correct, the horses should be brought
back to the walk, the men put back into position,
and the trot restarted : from this method arises the
necessity of at first having short but frequent trots.
It is by proceeding thus that a good seat is obtained.

Firmness of seat is the absence of all involuntary
or useless movements, and the reduction to what
is strictly necessary of those which are indispensable.
It allows the aids to be applied with precision and
lightness, and consequently brings steadiness to the
horse, while contributing to his lightness.

It must be quite understood that regularity of
position must give way to the necessity of adapting
oneself to the horse's movements.

To be with the horse is the first of all qualities
of a horseman, and to be well placed, as a general
rule, leads to the rider becoming one with the horse.

The good position of the rider depends principally
on the direction in which he looks and how he places
his hands, his thighs, and his knees.

ELEMENTARY IIOIISEMANSIIIP 11

(a) TIic fact that the eyes should be active and
looking straight to the front makes it necessary for
the rider to hold his head high, to straighten his
body, and to bring his seat well under him. More
than this, from the first the men get into the habit
of observing what happens around them, which is
the duty of a cavalry soldier.

(b) If the hands are wtII placed, separated, and
the nails facing one another, the elbows are naturally
close to the body, in consequence of which the
shoulders are pressed back, the chest is pressed for-
ward, and the head is raised with an air of ease.

On the other hand, if the nails are downwards, the
elbows stick out, the shoulders come forward and close
in the chest, the head follows the movement of the
shoulders, and the eyes fall, whilst the seat tends to
slip backwards.

(c) The seat results from the position of the
buttocks ; they should be as far forward as possible,
without causing an exaggerated pressing down of the
backbone.

(d) If the knees are well turned in, the muscles
of the thighs find their place under the bone, which
fits in a natural position, flat against the saddle.
The placing of the knee regulates that of the foot
which assumes a normal position.

To sum up, the soldier should hold his head high,
and present, in his general attitude, straightness
without stiffness, and suppleness without slackness.

The Suppling Exercises. — It is obvious from what
has been stated that the suppling exercises play a
very important role in the instruction of the horse-
man, and also that their employment demands
peculiar tact. Used without order and method by

12 ' CAVALRY HORSEMANSHIP

some instructors, they only give but moderate results,
but when employed correctly they transform into
horsemen happily and very quickly, even those with
the least natural aptitude. Taken as a whole, the
suppling exercises have a triple effect. They serve
to obtain —

(1) General decontraction.

(2) The independence of the aids.

(3) Regularity of position.

The instructor groups and utilizes the suppling
exercises which seem to him the best to attain the
end he has in view.

In the first two cases the suppling exercises affect
all the men in the ride, since the instructor has a
uniform object in view. In the last case it is right,
on the contrary, to j)rescribe to each horseman the
special exercise Avhich he should do.

One should notice, moreover, that certain of these
movements are contrary to one another, and that it
is necessary when employing them to know exactly
the end one wishes to attain, e.g. the raising of the
thighs, particularly favourable to the acquisition of
the seat, evidently counteracts the benefit of the
revolving of the thigh, intended to put it on the flat
side, and to cause the leg to drop. At the end of a
few weeks of well-regulated instruction, confidence is
established, the contractions diminish, the riders
commence to find and keep the bottom of the saddle,
their joints acquire freedom, and in consequence
they obtain greater control over their movements.
It is then time to consider the question of horse
control and to lay down the principle governing it.

CHAPTER II

SECONDARY EQUITATION
HORSE CONTROL

The principles and the system of control indispensable
to the ordinary soldier are explained in the drill book,
and constitute elementary horsemanship. The follow-
ing concerns more especially officers, and constitutes
secondary equitation.

The art of horsemanship teaches how to use the
means at the rider's disposal for managing his horse
at all paces, and on all kinds of ground.

To control a horse is —

(1) To put him in movement.

(2) To regulate this movement.

(3) To direct this movement.

Though simple in theory the management of the
horse is none the less complex and difficult in practice.
It demands a knowledge of all the resources that art
and science can place at our disposal.

It is necessary, in the next place, to be able to
dispose of these means as one wishes ; in fact, oneness
with the horse demands from the rider the accurate
employment of his means of action.

To sum up, it is necessary —

(1) To understand the means of action. (Study
of the aids.)

14 CAVALRY HORSEIMANSHIP

(2) To be master of the means of action. (The

discipUne of the aids.)

(3) To know how to utiUze these means of action.

(Employment of the aids.)
The knowledge and the application of these three
fundamental rules are indispensable in the making
of a horseman, but their study in no way lessens the
preponderant part which practice always plays.
Practice without theory is always uncertain, and
the application of good principles alone secures the
perfect utilization of the horse.

I. To Understand the Means of Action
Knowledge

STUDY OF THE AIDS.— The knowledge of the
aids, looked at as a Avhole, requires the examination
of the physical aptitudes and moral qualities of the
man, the study of the properly called natural aids,
and the knowledge of the artificial aids.

Value of the moral qualities and the physical aptitudes.
— The weight, the figure, the firmness or slack-
ness, the muscular power or the want of strength, the
suppleness or stiffness, the energy or the lack of it,
the intelligence, and the patience, or, on the contrary,
the apprehension, the nervousness, and the brutal
nature of the man, are factors in equitation which
seriously influence results, no matter how excellent
the instructors or their methods. All this should be
carefully considered in assigning horses to the riders,
more especially if the former are young.

Natural aids. — These are the legs, the reins, and
the weight of the body. The legs and the reins
serve to put the rider in contact with his horse ; they

HORSE CONTROL 15

enable him immediately to judge the eharaeter,
temperament, and state of training of the horse, and
then to transmit and impose his will upon it. The
movements of the horse vary aecording to the position
taken by the various parts of his body, and aceording
to the degree of impulsion of which he has the disposal.
In order to cause the horse to execute any movement,
it is necessary both to give him a position which allows,
makes easy, or determines the movement which one
wishes, and to produce, maintain, increase or lessen
the impulsion.

The rapidity of movement depends upon the degree
of impulsion. It is by means of the aids that there is
given to the horse position and impulsion.

The action of the legs. — The legs of the rider
should be fixed, that is to say adherent, and in light
contact with the body of the horse, free from all
involuntary movement ; an}^ action should be hardly
noticeable, and the length of the stirrup leathers should
be adapted to this end. In this case as in that of the
seat, the opposite of fixity is a swinging movement
which upsets the horse. The legs can act, resist, or yield.
They act when their pressure increases to bring about
a movement ; they resist when their pressure is meant
to limit or prevent a displacement of the hind quarters,
they yield when the pressure decreases and allows of
this displacement. In the first two cases they are
active in different degrees ; in the third case they are
passive.

{a) When the two legs act together they should
have the effect of driving the horse forward, if he is
standing, or of increasing the impulsion if he is in
movement. Their action should take effect near
the girths, gently so as not to surprise the horse,

16 CAVALRY HORSEMANSHIP

energetically and by decided intermittent pressure of
the calves if he hesitates to go forward.

(b) When one leg only, the right for instance, acts
behind the girths, it should have the effect whilst
causing forward movement to push the quarters to the
left. The horse looks to the right if he is standing
and moves forward, turns to the right whilst increasing
his pace if he is moving. This action is produced by
drawing back the heel slightly and progressively, so
as not to surprise the horse ; by intermittent pressure
of the calves if he hesitates to yield, and by removing
all pressure the moment he obeys.

(c) The right leg acting against the girth, when the
left leg prevents the displacement of the quarters, will
have the effect of bending the horse to the right and
of bringing the right hind leg under the body. This
action of the leg should be employed when the horse is
standing : it requires great tact and belongs rather
to the high school of riding.

The spur serves on occasions to strengthen the
action of the leg and to render the obedience of the
horse more prompt. It is to the leg, what the curb is
to the hand. It should be used with discretion, in
accordance with the desired results, and the horse's
sensibility. A distinction, however, should be drawn
between the energetic pressures intended to force the
horse forwards or to punish him, and the quick, light
touch of the spur which is one of the fine aids. "

Action of the reins. — The reins act on the horse's
mouth by means of the bits. In order that this effect
may be accurate, they must be held at a right length
and stretched during work : if they are slack the
indications of the hand will not reach the horse, or
they will be confused, or perhaps, in the form of " jobs,"

HOUSE CONTROL 17

be both brutal and clumsy. One culls " contact " the
elastic correspondence which ought to exist Ijctween
the rider's hand and the horse's mouth ; in the case
ol" some horses — in particular young ones — the contact
is a steady equal feeling ; out of doors at the fast
l)aces, and especially in a charge, the contact can
become a support more or less strong.

The hands, like the legs, can act, resist, or yield. —
The reins being adjusted the hands act when they
increase the tension of the reins ; they resist when they
fix themselves; they yield when they follow the move-
ment of the neck. It is very important to know how-
to act, resist, and yield, at the right moment. The
actions of the hands should be progressive. The
hand which resists has a very powerful effect without
irritating the horse, as an active pulling would : it
produces its effect by reason of its firmness, and it
should yield the moment the horse obeys.

An active hand is one w^hich acts on the equilibrium
or on the impulsion ; a passive hand is one which,
whilst preserving the contact, does not oppose either
the impulsion or the displacement of weight.

The many and diverse sensations and resistances,
transmitted by the reins to the hand of the rider, have
consequently necessitated the variety of the actions
of this hand. Amongst these numerous actions, it is
necessary to determine and define those, of which the
simple and evident effects suffice to obtain all the
movements useful in military equitation.

A. The Reixs regulate the Impulsion

The two reins acting together should have the
effect of decreasing the pace, stopping the horse, or

c

18 CAVALRY HORSEMANSHIP

of making him back. They are called direct reins.
Their action is produced by fixing the hands, the
fingers being closed on the reins held at a proper length,
whilst the elbows and hands are drawn back as little
as possible.

The half halt is a strong and brief action of the
hand, which the rider carries out by closing the fingers
on the reins and turning the nails quickly upwards
without losing touch with the horse's mouth ; the
hand being carried slightly back. It serves to steady
excitable horses, and also to carry back to the hind
quarters the excess of weight which some badly
balanced horses carry on their forehand. It is given,
according to necessity, either with one rein, or with
the two reins together, and either with the bridoon or
the bit reins. The hand should proportion the force
of these effects to the amount of resistance which the
weight offers.

The vibration is a succession of slight jerks, com-
municated to one of the bits through cither one rein,
or the two reins at the same time. It can be given,
as in the ease of the half-halt, with the bridoon or the
bit reins ; it is continued for a few seconds, and is
strong or light, according to the resistance encountered.
This action is used to overcome the muscular contrac-
tion of the lower jaw, which the horse opposes, either
instinctively or voluntarily, to the action of the bit.

B. The Hands also give the Position to the
Forehand

The reins act by the mouth, on the head, the neck
and the shoulders. They enable the rider to place the
head in relation to the neck, the neck in relation to the

HORSE CONTROL 19

slioukU'i's, and the slioukkrs in relation to tlie (luarters.
Tliey can even act indirectly on the (luarters, by
,i,avin<^' to the shoulders a position which obli<^as the
(quarters to change their direction, i.e. they oi)pose
the shoulders to the quarters.

These different effects depend upon the direction
given to the tension on the rein, according as the hand
is carried more or less forward or backward, more or
less to the right or left, more or less upwards or
downwards.

The various actions of the hand can be grouped in
live main series, but this is a purely theoretical division,
which helps in the study and application of the aids.
Between these extreme actions, forward to the right,
backward to the right, backward to the left, and for-
ward to the left, there are numberless directions, or
tensions, which form as it were a keyboard, on w^hich
the rider will find the right note all the more quickly
in accordance with his knowledge, experience, and

der
ERRATA. the

On page 18. second paragraph, first line, the word ned

jerks " should read " shakes." on

(b) If the rider increases the movement of the
right hand towards the right, the neck follows the
head, the shoulders follow the neck, and the horse
looks to the right, whilst advancing.

2. By giving to the right opened rein a backward
tension, the rider draws his horse's shoulders backwards
and to the right, and forces him to throw his quarters
to the left. The rein is now^ called the direct rein of
uppubitiun. This action is produced by lowering the

18 CAVALRY HORSEMANSHIP

of making him back. They are called direct reins.
Their action is produced by fixing the hands, the
fingers being closed on the reins held at a proper length,
whilst the elbows and hands are drawn back as little
as possible.

The half halt is a strong and brief action of the
hand, which the rider carries out by closing the fingers
on the reins and turning the nails quickly upwards
without losing touch with the horse's mouth ; the
hand being carried slightly back. It serves to steady
excitable horses, and also to carry back to the hind
quarters the excess of weight which some badly
balanced horses carry on their forehand. It is given,
according to necessity, either with one rein, or with
the two reins together, and either with the bridoon or
the bit reins. The hand should proportion the force
of these effects to the amount of resistance which the
weight offers.

The vibration is a succession of slight jerks, com-
ix

O]

a
b
si

T

tion of the lower jaw, which the horse opposes, either
instinctively or voluntarily, to the action of the bit.

B. The Hands also give the Position to the
Forehand

The reins act by the mouth, on the head, the neck
and the shoulders. They enable the rider to place the
head in relation to the neck, the neck in relation to the

HORSE CONTROL 19

sliouldcr.s, iiiid the sliouldcrs in rcUitioii to the (iiuirtcrs.
They ciin even act indirectly on the (juiirters, by
^ivin*:^ to the shoulders ti position whieh obli^as the
({uarters to chan<j[e their direction, i.e. they oppose
the shoulders to the quarters.

These different effects depend upon the direction
given to the tension on the rein, according as the hand
is carried more or less forward or backward, more or
less to the right or left, more or less upAvards or
downwards.

The various actions of the hand can be grouped in
live main series, but this is a purely theoretical division,
which helps in the study and application of the aids.
Between these extreme actions, forward to the right,
backward to the right, backward to the left, and for-
ward to the left, there are numberless directions, or
tensions, which form as it were a keyboard, on which
the rider will find the right note all the more quickly
in accordance with his knowledge, experience, and
tact.

1. {a) In carrying the hand to the right, the rider
displaces the head of the horse towards the right ; the
right rein in this case takes the name of the " oj^ened
rein.'' The rider should avoid pulling backwards on
the rein and moving his elbow from the side.

(b) If the rider increases the movement of the
right hand towards the right, the neck follows the
head, the shoulders follow the neck, and the horse
looks to the right, whilst advancing.

2. By giving to the right opened rein a backward
tension, the rider draws his horse's shoulders backwards
and to the right, and forces him to throw his quarters
to the left. The rein is now called the direct rein of
oppobition. This action is produced by lowering the

20 CAVALRY HORSEMANSHIP

hand, the fingers being closed on a rein of proper
length.

3. (a) By carrying the right hand forward and to
tlie left, the rider draws the horse's nose to the right,
and places on to the left shoulder the greater part of
the weight of the neck. The right rein is then called
the contrary or indirect rein.

(b) If the rider increases the movement of the right
hand towards the left, the resulting increase of weight
will cause a displacement of balance towards the left,
and the horse will turn to that side, the turn being
made whilst advancing. By giving to the indirect
rein (right rein) a backward tension, two effects can
be produced, according as the tension of the rein is
applied in front of or behind the withers.

4. If it is applied in front of the withers, i.e. towards
the near shoulder, the shoulders are brought back to
the left, the horse faces to the left, and moves back-
Avards, if he is stationary ; he turns to the left, slacken-
ing his pace, if he is in movement.

5. If the rein is drawn across behind the withers,
i.e. towards the near hind leg, the rein acts on the whole
horse, and pushes both the forehand and hind quarters
to the left. If the horse is moving, this diagonal
action of the right rein, whilst bending him to the
right, pushes him obliquely forward towards the left,
and with all the greater energy if the impulsion is
great.

The two actions (4 and 5) of an indirect rein both
tend to ojDpose the shoulders to the quarters and take
the name of " contrary oi^posing reins " or " indirect
rein of opposition . ' '

Harmony of the aids. — The harmony of the aids
is the co-operation that the rider should obtain from

HORSE CONTROL 21

the legs, the hands, and the weight of his body, in
order to bring about, make easy, or hasten the proper
execution of the required movement.

1. Harmony between the legs acting together and both
reins acting together.

The legs give the impulsion.

The reins regulate the impulsion.

The simultaneous action of both legs has tlie effect
of causing, maintaining, or increasing the forward
movement.

The simultaneous tension of both reins limits the
forward movement, i.e. it decreases the pace, stops or
causes the horse to go backward. These two actions
are totally opposed to one another, and should never
be employed at the same time, under penalty of
destroying all impulsion. When the legs act to produce
an increase in the pace, the hands should yield, and
should resist if it is necessary to restrain the horse.
In the same way when the reins act to reduce the pace,
the legs yield, then resist, if it is necessary to limit the
slackening of the speed.

To sum up, if it is a matter of reducing speed,
stopping, or of going backwards, the legs regulate the
movement when necessary, but they should not act
till the horse has commenced to stop, or if he stops too
suddenly. If it is a question of starting the walk, of
taking the trot, or of lengthening the stride, the reins
should be ready to resist at the right moment, to
regulate the pace, but they should not have any effect
until the horse has commenced to yield to the pressure
of the legs. When going straight forward the action
of the hands and the action of the legs are, therefore,
never simultaneous. It is evident that the better the
horse is trained, the more obedient he is, the more

22 CAVALRY HORSEMANSHIP

one can combine these actions without mixing them
up. On the other hand, the more undecided the horse
is, the clearer ought to be the indications given him,
and the more necessary it is to separate the actions,
so that they ma}^ not counteract each other.

2. Harmony of the two reins.— Before trying to
regulate or strengthen the action of one rein by that
of the other, it is necessary to make certain that they
do not oppose one another ; if the right hand acts,
one must see that the left hand allows the action of the
right hand to produce its full effect. Accordingly, not
only should the left hand refrain from acting, but it
should not even resist : it should yield.

If it acted at the same time as the right hand, even
if it resisted, so far from strengthening the action, it
would but oppose, lessen, or perhaps completely
destroy it. To yield the left hand, when the right
hand acts, is to give to the action of the hand its full
effect.

To sum up, each time that the right hand acts,
whether it be by opening the rein, by applying the
direct rein of opposition, the indirect rein, or the indirect
rein of ojoposition, the left hand should first yield, to
allow the head and neck to take the indicated position,
then resist, if it is necessary to limit the movement,
in which case it plays the part of a regulating rein.
An action of the left hand can perfectly follow the
action of the right hand : one can substitute, for
example, an action of the indirect rein for the action
of the opened rein, but these actions are alternative,
and the principle of the active rein and of the 2^(^^^sive
rein is alwaj^s observed. When riding with one hand,
the indirect rein acts alone, the direct rein becoming
slack at the moment of action. If the two reins are

HORSE CONTROL 23

not in absolute agreement, they, at any rate, do not
oppose one another.

3. Harmony of the legs. — When the right leg
alone acts, the left leg should first yield, so as to allow
the aetion of the right leg to produec its effect ; it
resists, if necessar}^ to regulate the movement, by
limiting the displacement of the quarters.

4. Harmony of the legs with each of the effects of the
reins. — The pressure of the legs causes the horse to move
forward, and produces the movement, which the rein
should direct ; in the same way the tension of the reins
aims at producing on the quarters, effects which the
legs should assist. There is consequently a constant
co-ojoeration between the legs and the hands, which,
instead of opposing one another, should, on the con-
trary, combine, harmonize, and strengthen their effects.

(«.)* The right opened rein carries the weight of the
neck on to the right shoulder, without opposing it to
the quarters, which follow the direction taken by the
shoulders. The legs merely maintain the movement
by an equal pressure.

(h) The right rein direct of opposition bends the
neck to the right, by bringing the weight on to the
right shoulder, so as to oppose it to the quarters and
force them to the left. The right leg should assist by
also forcing the quarters to the left.

(c) The right indirect rein causes the head to swing
to the left, places the weight of the neck on to the left
shoulder, without opposing it to the quarters. Both
legs act equally to maintain the forward movement.

{d) The right indirect rein of opposition (drawn
across in front of the withers) bends the neck to the
right, carries the weight on to the left shoulder, and
* See diagrams, pp. 25-33.

24 CAVALRY HORSEMANSHIP

throws the quarters to the right, by opposing the
shoulders to them. The left leg also presses the
quarters to the right.

(e) The right indirect rein of opposition (drawn
across behind the withers), by bending the neck to the
right, has the effect of carrying the weight on to the
left shoulder and quarter, and draws, when the horse
is moving, all the weight forward, and to the left, by
opposing the head and the neck to the shoulders and
quarters.

The right leg by pressing the quarters towards the
left, strengthens and increases the movement, which
the left leg acting against the girths also maintains.

It must be well understood that in recommending
the action of one leg, it is not implied that the other
should remain inactive ; it should, on the contrary,
keep up and regulate the impulsion, as has been said
before when speaking of the harmony of the legs.

Weight of the body. — In studying the action of
the reins, it has become evident that under their
influence the balance of the horse is affected to the
extent of turning him either to the right or left, accord-
ing as the weight of the neck is carried on to one or
other of the shoulders. The shoulders unequally
weighted turn to the side on which the excess of weight
inclines them.

The distribution, equal or unequal, of the w^eight
of the horse on to the limbs, which support it, has a
direct influence in imparting a line of movement to
the whole body.

When the horse is mounted, the mass which the
legs sustain is not wholly comprised in the weight of
the horse itself ; it is necessary to add also that of the
horseman, the upper part of whose body in displacing

a. FIRST EFFECT (Lateral).
The Opened Right Direct Rein.

^fc^v^^.

b. SECOND EFFECT (Lateral)
Right Direct Opposing Rein.

S/urr'tr cJ^caa,^*^.

c. THIRD EFFECT (Diagonal .
Right Indirect Rein.

oLct/L'^LCU

X.

d. FOURTH EFFECT (Diagonal).
Right Indirect Opposing Rein.

cy'/vcrr^' (U^

e. FIFTH EFFECT (Diagonal).
Right Indirfxt Opposing Rein.

HORSE CONTROL 85

itscir contril)utc.s greatly to the modilicutions Avhich
the aids bring about in the balance ol the horse. It
is accordingly necessary to warn the rider not to oppose
the movements of the horse by a bad distribution of
his own weight, but, on the contrary, to assist them by
])laeing his weight so as to favour the direction desired.
In the walk, in the halt, in turning, and in the side
movements, the rider, by carrying his weight on to the
buttocks or thighs in the direction of the movement, can
accordingly simplify and hasten the obedience of the
horse. Whilst sufHciently clearly marked in the break-
ing of young horses, these displacements of the seat
should become less and less marked as the training
advances, and in the High School of Riding it reduces
itself to simple pressure on the stirrup.

Lateral and diagonal aids — Lateral and diagonal effects.
— In instruction, in order to shorten the explana-
tions, the aids should be considered either from the
point of view of the various combinations, which result
from the association of both hands and both legs, or
from the point of view of the direction of their action,
that is to say, of the effects produced.

When the determining aids are applied on the same
side of the horse, for example the right leg and the
right rein, they are called lateral aids. When, on the
other hand, one is applied on the right side and
the other on the left side of the horse, for exam2:)le the
left leg and the right rein, they are called diagonal aids.

If one considers the direction in which the reins
act, lateral effect describes every action of the hand,
right, for example, acting on the right side of the horse ;
e.g. direct rein — opened rein — and the direct rein of
opposition. On the other hand, diagonal effect in-
cludes every action of the hand, right, for exam2)le,

36 CAVALRY HORSEMANSHIP

acting at the same time backwards and from right to
left (actions indirect and indirect of opposition).

In accordance with these definitions, if when moxing
sideways to the right, the rider makes principal use of
his left leg and the left rein, he employs the lateral
aids ; but the left hand acting backwards and from
left to right produces a diagonal effect.

If in the same movement the rider employs prin-
cipally the left leg and right rein he uses the diagonal
aids ; but the right rein, in drawing the horse's head
slightly into the direction of movement, produces a
lateral effect.

These remarks show how more apparent than real
are the distinctions drawn by certain writers between
lateral and diagonal horsemanship. True horseman-
ship is nothing but the combination of all the aids,
and of all the effects, lateral or diagonal, which we
have just mentioned. The rider has two hands and
two legs which can act separately or together, laterally
or diagonally, and thus produce various effects. It is
for the rider to use, according to the horse he is riding,
or the end he has in view, the aid or the aids which
should produce the desired effect.

Artificial aids. — The whip, martingales, nose bands,
the dumb jockey, etc. These different aids may be
invaluable, when first breaking a horse, to rapidly
regain lost authority, or to give some difficult subjects
the work necessary for their training, but it must not
be forgotten that most of these means, excellent in
certain hands, become dangerous when used by
inexperienced horsemen. Besides, the results, ob-
tained perhaps very rapidly by means of these aids,
are as a rule superficial, they can therefore only
supplement the true education of the horse, which

IIOI^SE CONTROL 37

consists as miicli in moral submission, as in physical
obedience to the natural aids.

II. — Self-Control
Power

The discipline of the aids. — However exact theoreti-
cally the effects of the legs and reins may be, their
effects can onl}^ have practical utility, if the aids
which produce them arc perfectly disciplined, and
under the control of the rider's will. In horsemanship
you must not only know what to do, but you must
be able to do it.

The control, which we must exercise over our
means of making ourselves master of our horses,
demands, before everything, the control of the moral
forces mentioned in the preceding chapter. Calmness,
jDatience, and coolness, amid difficulties, are all qualities
indispensable to the right practice of horsemanship.
It is often the case that a horse is disobedient because
the moral of the rider is not in its normal balance.
The absolute independence of the aids (legs, hands,
and the weight of the body) is none the less important
to acquire, because it alone will develop their necessary
harmony.

Our organism makes the free play of our limbs
difficult, and to be of use the most simple movements
require an apprenticeship.

If, for example, you tell a young horseman to close
in the left leg, you will see nearly always the right leg
automatically remove itself from the saddle to a
distance equal to the movement of the left leg.

An impartial examination reveals, even in the case
of the best horseman, faults daily committed in the

38 CAVALRY HORSEMANSHIP

control of the horse. If the horse does not readily
obey, it is not generally owing to ignorance or bad
temper on his part ; it is because the aids, misapplied,
are powerless to transmit the rider's wishes, and do
not indicate the desired movement.

Dexterity and awkwardness. — Since the control of
the nerves, muscles and limbs, is one of the keys of
equitation, it is of the greatest importance that the
instructors should knoAV the scientific causes of what
one commonly calls awkwardness.

In a limb, one half of the muscles are intended to
act in one direction, and the other half in an opposite
direction.

In nearly all movements these antagonistic muscles
come naturally into play, and their conflict causes, in
the limb, an immobility which is far from being
repose, and is what is called contraction or stiffness.
This contraction does not confine itself to the limb
in which it started ; it develops in other parts of the
body, where it produces disorder, and either interferes
with the movement or gives rise to what is useless.
The forces thus lost, or which become harmful, are
considerable. The recruit, when his horse is out of
control, brings into play, without stopping him, the
power of his uselessly contracted shoulder muscles,
whereas by making use of his fingers only on the reins,
he would have stopped him easily : this is "waste of
energy.

It is therefore indispensable that tlie horseman,
like the marksman, should train his muscles by
exercise.

In the preparatory work, from the earliest instruc-
tion on horseback, one tries by a series of appropriate
suppling exercises to make the application of the aids,

HORSE CONTROL 39

as it were, more delicate ; to give to the hands and
legs an independence relative to the movement of
the body ol' the man, and of the horse ; but the results
obtained are nevertheless mostly negative, a sort of
inertia. What we are concerned with obtaining now,
is an independence, productive of energy, giving the
aids an active intelligence, and, later on, bringing
about the desired movement.

The work of the instructor who has arrived at this
stage of training, consists in making and multiplying
for the young horseman occasions for the employment
of the aids, and in teaching him to appl}^ them in an
exact and precise manner, separately at first, and
then in combination.

(a) The pupil, holding the reins separated in the
two hands, is told to use, in simple movements, firstly
the effects of opening the rein, then the effects of the
indirect rein, followed by the opposition effects, whilst
completely slackening the rein which does not determine
the movement.

Example : —

" By the right opened rein, turn to the right."

" By the indirect right rein, turn sharply to the

left."
" By the left direct rein of opposition, half turn

to the left," etc., etc.

(b) He is then taught, in combined movements,
to substitute the effects of opening the rein for the
effects of opposition, or indirect effects for the effects
of opening the direct rein.

(c) When this exercise of the hands separately is
well understood, and well done, one should teach,
with the same movements, and with the same pro-
gression, the use of both reins, brought into harmony,

40 CAVALRY HORSEMANSHIP

the hands acting, resisting and yielding, according to
circumstances.

{d) Then make the movements comphcated and
at fast paces, so as to give to the hands decision and
quickness.

In the midst of these growing difficulties, the
instructor should satisfy himself that the rider rightly
uses all the action of hands and legs which are ordered,
and that he understands the effects, which are the
consequence. The instructor also shows the position
of the head and neck to be aimed at, the faults to
avoid, and will correct incessantly all the faults
committed.

It is by a series of exercises for the hands and legs,
executed with a definite end in view, that the muscular
feeling, indispensable to the proper control of the horse,
is developed. Skill takes the place of the early awk-
wardness, and the rider has only to acquire the tact,
which is the result of experience, to enter into full
possession of all his means of controlling the horse,
and to overcome all difficulties as they present them-
selves.

III. — The Proper Use of Energy
The Will

Employment of the aids. — ^When the rider knows his
powers, and is master of them, it remains for him to
decide on their employment, and to use them tactfully.

Equestrian tact, which has been defined as modera-
tion plus a propos, is the sense which watches over
the economical use of the powers of the horse and of
the rider ; it brings the latter to determine the effect
he wishes to produce, the intensity of this effect, and

HORSE CONTROL 41

the right moment to try for it. It enables him to
overcome resistances if they occur, or better still, to
prevent them.

The agents of equestrian tact are the seat, the legs,
and the hands.

The seat. — The seat, of which the importance has
been described throughout from the point of view of
giving recruits confidence, plays an equally important
role, in secondary equitation, in the art of horse control.
It is in effect the scat which enables the rider to
acquire the feeling of the mechanism of the paces,
to perceive a great part of the contractions of the
horse, and in particular the resistances and submission
of the hindquarters, the seat of the impulsive forces.
Moreover, the firmness and confidence, which the seat
gives to the rider, alone allow of his using his aids
independently and employing them accurately, as
taught in the preparatory work ; the seat should be
constantly improved and maintained during the whole
time the man is in military service.

Right use of the legs. — The legs can only act in
one way, but there is in their use a question of a propos
and also a question of intensity, which the spur will
render still more energetic, and which demands, both
in the case of the legs and spurs, a real delicacy. The
rider by his seat and bj^ his legs, can acquire a certain
feeling of the movements, however fugitive they may
be, which constitute the raising, the suspension, and
the placing down, of the legs ; he can therefore profit
by it to hasten or lessen the action of the legs, and to
annul in consequence their combination, and so rectify
and modify the paces.

Qualities of the hand. — The study of the action of
the reins has well marked their theoretical effects,

42 CAVALRY HORSEMANSHIP

but these effects produce results verj^ different,
according to the quality or defects of the hand which
causes them.

The quahties of the good hand are fixity, Ughtness,
gentleness, and firmness.

To have the hand fixed, does not mean that the
hand should remain motionless in its position ; it
should, on the contrary, in accordance with the neces-
sity, carry itself upwards, to the right, or left, but in
the execution it should be free from all involuntary
or useless movements.

This quality is the first to search for, and the most
important of all ; without it the others Avill not be
able to show themselves in their fullness. The un-
certain hand, which is the opposite of the fixed decided
hand, can neither have lightness, gentleness nor
firmness, and the most attentive horse is unable to
obey its ill-regulated actions.

The light hand feels the simple contact with the
mouth.

The gentle hand gives support.

The firm hand gives a decided support. The hand
should also know how to resist with firmness when
necessary, and to yield the moment the resistance
ceases, then return to gentleness, which is alwaJ^s the
touch of union between lightness and firmness. It
is in this sense that one has been able to define the good
hand, as having in the fingers a force equal to the
resistances of the horse, but never superior to them.

If at first, the hand, the wrist, and forearm, take
part in the action, when riding a trained horse, it is
solely by the closing more or less strongly of the fingers,
or the more or less loosening of their hold on the reins,
that the rider transmits his wishes to the horse.

CHAPTER III

SUPERIOR EQUITATION
EDUCATION OF THE OFFICER

The superior school of horsemanship is merely the
normal development and the exact application of the
principles which serve as the basis of all horsemanship.
It teaches the officer to preserve even in the midst of
the greatest difficulties, a perfect and firm seat, with
justice and fineness in the application of his aids,
combined with an absolute discretion in their employ-
ment. It teaches, in fact, the ease and correctness of
position, which proves the control of the rider over
himself and the clear free working of his mind. It
searches for constant forward impulsion in the horse,
calm absolute obedience, and a position rigorously
straight and balanced, in the execution of all move-
ments.

Without considering the teaching of the Haute
Ecole, the higher education borrows from scientific
horsemanship the use of certain of its airs, such as
the classical movements to one side, the changing of
the leading leg in the canter, and we might add the
passage movements wliich show in the horse an extra
degree of submission to the aids, whilst at the same
time they develop, to the greatest degree, tact and the

44 CAVALRY HORSEMANSHIP

sentiment of the horse, in the rider. By insisting,
both in the case of the horse and of the rider, on sobriety
of movements and gestures, perfection of balance, and
grace of attitude, the superior school of horsemanship
has done much to produce the reputation enjoyed by
the French School. The qualities which it develops,
are a powerful element in discipline, because they
increase the prestige of the instructor, and strengthen
his authority, by showing his unvarying superiority
in the daily work of his command.

SECOND PART
THE EDUCATION OE THE HOKSE

CHAPTER I

THE QUALITIES OF A SADDLE HORSE.— Tlic many
demands made on an army horse require in him a <,a'eat
many different qualities. He has to earry a considerable
weight,* travel long distances, and often at a fast
pace ; he has therefore to possess endurance, hardiness,
and handiness. These qualities are nearly always
found in a horse which has a naturall}^ good balance,
good paces, breeding, and conformation. The naturally
good balance, which is the first quality to look for in
a riding horse, enables him to have constant control
of himself, even with the weight of a rider on his
back, to easily change from a slow pace to a fast one
and vice versa; to be, in fact, supple in his movements,
and easy to ride from the first. The theory of balance
has not up to now been scientifically considered ;
owing to the rapidity and frequency of a horse's
movements, the study of balance or of conformation
is practically limited to the study of the animal at
rest. Anatomy is nothing but the study of organs
from which life has been withdrawn. It is therefore

* 111 the British Cavalry a man, weighing 10 stone 7 lbs,
stripped, rides no less than 21 stone, in full marching order.

46 CAVALRY HORSEMANSHIP

only by riding a horse, that one can with any certainty
decide on his merits. Experience, nevertheless, enables
one to establish certain general rules, which fix the
good points to be looked for in a young horse, and
to form an opinion as to what he will grow into.

If the horse has a wither running well into the back
and rather higher than the quarters, the chest deep,
and the girth groove well behind the elbows, the
saddle will rest in a good position. The rider and his
equipment being placed between the two ends of
the balance, near the centre of gravity, will not disturb
the equilibrium by overweighting the shoulders. This
conformation, combined with well- shaped hocks,
causes the horse to be easy to handle and control
in a fight, and in the daily work the effort is distributed
over the body, which consequently does not prematurely
wear out. The paces ought to be such as will enable
the horse to cover the greatest distance with the
minimum of effort. This condition excludes high
action, and places value on the level extended paces,
which are the least fatiguing for both horse and rider.

If the trot is more especially the pace for the road,
the pace for fighting is the gallop. More than ever
the actual necessities of w^ar require the fast paces
maintained for long distances. The army horse ought
therefore to be above everything a galloper, and the
relative length of the ischium is a characteristic of
this aptitude.

Handiness is indispensable in going through
evolutions in open country, and it is acquired all the
more promptly and completely in proportion as the
horse has the necessary conformation, an open angle
at the junction of the shoulder and arm, and powerful
hindquarters. If the length and obliquity of the

THE EDUCATION OF THE HORSE 47

shoulder, combined with hi<,^h withers, assists the
bahiiicc, by enabling the rider's weight to be evenly
distributed, it is the relative length and vertical
position of the arm, still more than the direction of
the shoulder, which gives freedom in the paces and
handiness. The power of the hindquarters, which
drive the horse forwards or backwards, gives the horse
control of himself and of his balance ; it gives him
the free use of his hocks and enables him to bring
them more or less under his body ; it enables him to
pull himself together, or to extend his i^aces according
to circumstances ; in fact it puts it in his power to
take any direction or speed he wishes.

Moreover, if his confidence in his long and oblique
shoulders enables the horse to land lightly over a
fence without any apparent effort, it is the contraction
and thrust from the hindquarters which gives the
spring that carries him over. The riding horse should
therefore have a large hip bone, projecting well at the
side, and extending slightly above the spine, producing
what is called the jumping bump.

The perfect shape. — If one adds to the require-
ments just mentioned, a forehand formed less by a
useless length of neck than by the addition of cervical
vertebrae, and a wither running w^ell into the back,
one will have the frame of a riding horse in all its
useful beauty, and in consequence, the type to look
for.

One of the first qualities of a riding horse is, that
he should carry his saddle in the proper place, that
is to say, the girths should naturally pass well behind
the elbows.

The other points to look for arc —

A broad forehead and a well- set- on head.

48 CAVALRY HORSEMANSHIP

An open, intelligent eye.

A well-proportioned and well- set -on neck.

A high wither, running well into the back, and
slightly higher than the quarters.

An oblique shoulder.

A long and straight arm.

A forearm with large powerful muscles.

A deep chest.

A strong back.

A wide loin with strong muscles behind the saddle.

Well-shaped long quarters, slightly sloping and
muscular.

Large prominent hips.

The muscles of the thighs and second thighs well
developed and extending well down towards the
hocks.

Short, compact body with well- sprung ribs.

Knees low down, large, wide, and flat.

Cannon bones short and strong.

The hocks large, straight, and low.

The legs hard and clean, ending in four good
symmetrical feet.

A fine skin.

A horse with these characteristics will not only be
well balanced, but will move well and possess a free
striding walk ; a trot starting from the shoulder,
which is long, easy, and regular ; a gallop which is
smooth, powerful, and extended.

Quality. — This results from the constitution or
power of endurance of the organs with regard to their
work ; blood, which by the energy it gives enables the
organism to resist the ordinary causes of collapse ;
stamina or endurance in any kind of work.

Courage, however, alone secures the maximum

EDUCATION OF THE HORSE 49

advantage of this quality. The horse's quaUty arises
from various causes ; it depends upon good food from
the earhcst age, from the soil on which he has been
reared containing lime, and so developing bone and
strength of muscle ; but it depends chiefly on the
breeding of the horse. It is indispensable therefore
to secure the proper mating of the thoroughbred horse
with the half-bred mare to transmit the blood, and to
maintain the size.

CHAPTER II

GENERALITIES

The quality and docility of the horses are essential
elements in the value of cavalry.

They can be obtained, or at any rate largely
developed, by the care given to the education of the
young horses.

INFLUENCE AND RESPONSIBILITY OF THE
COMMANDING OFFICER.— The Colonel helps, by all
the means in his power, the regular and complete
course of instruction, which must be considered as
the basis of the value of the regiment as cavalry. By
frequent inspections, by courtesy and encouragement
accorded to officers, non-commissioned officers, and
men, who distinguish themselves in the course of
training, the CO. exercises a personal influence on
the nature of the results obtained. He gives orders
for the perfect upkeep of the riding schools, for the
allotment of exercising grounds suited to the work, as
also for the laying out of courses on which the horses
can be galloped in all weathers, and in every way
shows by the great trouble he takes himself, how
keenly interested he is in the success of the training,
and consequently in the energy which others jDut into
their work.

No horse is admitted into the ranks without having

GENERALITIES 51

been submitted to the examination of the Colonel l)y
the man who has trained it.

Influence and responsibility of the squadron leader.
— In each squadron, the squadron leader is responsible
for the training. All the lieutenants and second-
lieutenants as well as the non-commissioned officers,
and certain chosen troopers, take part in the work.

The training lessons, which are given to the young
horses by the N.C.O.'s and others, are directed by an
officer specially selected for this service, and chosen
by the squadron leader.

Qualities of the instructor and the trainers. — This
instructing officer should be selected from among
those who have already had a certain experience,
and who possess sj^ecial aptitudes for the work, of
which the most important are sound common sense
and a love of method, without which the most brilliant
qualities remain sterile if not dangerous.

During the training the young horse is always
ridden by the same man. There results from this
association between the man and the horse, a mutual
understanding, which in course of time serves as a
point of departure in the education of the latter. The
training of the horses is superior to any other duty
in the squadron, and exempts the man from having
to train recruits. Consequently the men so employed
are withdrawn from other duties while the training
lasts.

The men employed in breaking in the horses are
chosen from amongst those who are fond of a horse,
love grooming him, and are known to be patient and
kind.

The non-commissioned officers and troopers selected
for training horses should also possess an education

52 CAVALRY HORSEMANSHIP

and a proficiency as horsemen, without which there
is no hope of success. In fact, if it is the wxll-trained
horse that makes the good horseman, it is also equally
true that the only man capable of training the horse
is the man who is skilled in riding him.

Care on arrival at the regiment. — On arrival at
the regiment the young horses should be placed by
themselves, and entrusted for some days to the
veterinary officer, who considers them from the point
of view of health ; but this isolation should be as
short as possible. They are then handed over to the
squadrons to which they are allotted, stabled together,
and given a special treatment, intended to acclimatize
them.

The first care should be to keep them healthy, to
adapt them to military life, to develop their strength
by well-regulated feeding and exercise, to get them
accustomed to men, to being shod, groomed and
saddled, and lastly, to the weight of a man on their
backs.

The object of the education of a young horse. —
The training lessons are given either in company or
alone, taking into consideration the horsemanship of
the riders and their experience, the character of the
horses, and certain considerations of service, of time
and of place.

The troopers' horses before they can be considered
completely trained, should be able to execute all
movements prescribed by the Cavalry School, and
especially they should be perfectly quiet when being
mounted, should walk freely and regularly in a straight
line, should be handy in all the paces and in all changes
of direction, and should pass or jump every kind of
obstacle, endure the pressure in the ranks, and leave

GENERALITIES 53

them readily ; be used to all parts of their equipment,
not be frightened by sights or sounds, and should
be trained to arms.

The various phases in the training should be left
to the initiative of each instructor, but they ought
all to be governed by two fundamental principles,
viz. giving the horse confidence, and the methodical
graduation of the demands of the rider, hased on the
association of sensations.

A horse may be given confidence in an inhnite
number of ways of which the most usual are caresses,
repose following immediately on the least sign of
obedience, the easing of the legs and reins, the passing
to a walk after the faster paces, or even the getting
off the horse after a result has been obtained.

One should never lose sight of the interest which
comes from carrying on the training without haste,
and methodically.

Nevertheless, kindness and patience are useless
without firmness. The persistence in the employment
of the aids ; the energetic use of the legs or of the
spur, the whip, or the cavesson, are means which can
be used with some horses whose will has to be
dominated.

The measure and the a propos with which one should
combine these various means cannot be positively
laid down ; it is their just ai^plication that displays
the tact of the trainer. The officer in charge of the
training exercises, moreover, a constant and rigorous
control as to the manner in which the riders make use
of the different means at their disposal for overcoming
the resistance of the horse.

Finally, the good condition of the horses, the hard-
ness of their legs, and their good disposition, are the

54 CAVALRY HORSEMANSHIP

best criterion of the competency with which the work
has been directed.

Divisions. Breaking in — Training. — Tlie education of
young liorses lasts two years. This is a rule which
admits of only one exception, and that is in the
case of mobilisation.

The preparation of the army horse, for his definite
employment, has two periods, each having its own
distinct object.

1. The breaking in, to which is assigned the first
year of military service of the young horse (four to
five years old) ; it has for its object the physical
development of his power, acquired by appropriate
work, and the formation of his character.

2. The training proper, to which is given the
second military year (five or six years old) and which
has for its object the complete submission to the aids.

These two years, notwithstanding their special
denomination, do not constitute two periods clearly
defined ; they represent, together, the time which is
indispensable to make the remount fit to sustain the
calls of military service. The very words " breaking
in " and " training," convey in themselves, and
constantly impress upon the instructors, the profound
difference which exists between the work which a
young horse not yet fully set can stand, and the de-
mands that can be made on a six-year-old horse.

In effect, the young horse should not be submitted
to the difficult exercises of training, until his moral
development, on the one side, and the development
of his frame, on the other side, permit of his going
through without fatigue.

The gradation to observe in the exercises, to which
the horse is submitted for his development, constitutes

GENERALITIES 55

a dclinilc Iriiining with laws, principks, and hygiene,
which originate in the very nature of the horse.

With regard to the training, the ^progression is
much the same as that employed in making the horse-
man. This methodical order proceeds from the simple
to the complex, graduates the actions of the rider
according to the degree of obedience the horse shows,
and progressively varies the combination of the aids.
It is necessary to be careful, at any rate at first, to
execute the movements under the same conditions and
in the same manner, until the horse is confirmed in
the knowledge of the rider's actions by the effect of
repetition. It is only little by little that an obedience,
at first uncertain and difficult, will be transformed
into a habit almost instinctive.

The second military year being finished, the young
horse takes part in the work of the old horses in the
training of the unit, and thus learns perfect obedience.
It is a useful transition between the training proper
and the time when the horses enter definitely on
service.

Circumstances which influence the duration of the
education of the young horse. — In the education of
the young horse certain circumstances have to be
considered, which wull influence his training. His
health, breed, age, feeding, previous work, character,
natural balance, and his being unused to the saddle,
are so many conditions which will hasten or delay the
progression of the work. Some aged horses sent direct
to the regiment by the remount depots can at once
commence the advanced training, others, on the con-
trary, and in particular brood mares put back to work,
should be kept at the early breaking work until their
strength is sulliciently developed.

56 CAVALRY HORSEMANSHIP

The instructor should study and weigh all these
considerations, and he will draw upon his experience
for means which will help him to attain his end, i.e.
to bring all the young horses to seven years old,
healthy, free from blemish, and capable of fulfilling
on all kinds of ground the duties which a soldier has
to perform on active service.

The instructor ought always to keep the following
rules in mind : —

Never commence work without having clearly
fixed in his own mind the end to be attained. Proceed
in the education of the horse from the known to the
unknown, from the simple to the complex.

Employ exactly the same aid effects of placing
and stimulating to obtain the same result.

Remember that in the execution of all movements
position should precede action.

Never demand anything of a horse which still
vibrates under the impression of a previous demand.

Never fight two resistances at the same time.

Never confound the want of aptitude in the rider
with the ignorance or bad disposition of the horse.

Demand a new movement at the end of work ; pat
the horse and get off him.

In addition to these rules it is right to remember
that all through the course of the education of the
young horse " one should be content with a little
progress ever}^ day, to demand it, but nothing more."
" The rider should have clear in his mind the point at
which the horse has arrived on the previous day, and
not aim at the immediate and perfect execution of the
movement " (General I'Hotte).

CHAPTER III

" BREAKING "
THE OBJECT OF BREAKING

1. To encourage by good stable management, food, and
work the thorough development of the phj^sical power
of the young horse.

2. To give him the first instruction in the aids, and
to prepare him for their discipline.

It has therefore for its principal object, as has
already been stated, the gradual conditioning of the
young horse. The progressive handling, the time
spent in the special stables, where the young horse is
fed with corn and given a certain amount of exercise,
serve as a commencement of this training and help the
early efforts.

Certain demands, military or physical, necessitate
the division of the breaking into several phases, each
of which has an object imposed by these obligations.

PHASES.— The dates which fix the period of these
stages are —

1. The beginning of January, when the early
training ought to be accomplished.

2. The first days of March, Avhen the mobilization
training commences.

3. The departure for the manoeuvres, which marks

58 CAVALRY HORSEMANSHIP

the end of the breuking and allows of an almost com-
plete rest.

The time when the coat changes, and that Avhen
the horses are tm-ned out to grass, complete the series
of phases, which in the same way will again be found
in the second year.

The importance of work. — Work is the most
important factor in breaking. Besides the part it
plays in the development of the organs of the young
horse, it is the regulator destined to keep his health
and character in proper poise.

If the young horse does not get sufficient work he
becomes too fat, and at the same time too lively ; he
damages himself under his own weight, increased by
that of the rider, and he ruins his mouth by fighting
against the hand that tries to bring him to order.
Nevertheless, like all army horses, it is necessary that
the young horse should be in somew^hat high condition.

The w^ork he is given to do out of doors, should
be long and slow, one hour and a half at least ; of
short duration in the school, say half an hour.

The employment of felt boots or bandages is recom-
mended to preserve the legs, and especially while the
horse is being lunged.

Dismounted work. Walking out on the rein. —
Leading the young horse by the side of old stagers is,
during the first days, an excellent exercise, which
alloAvs of the horse getting rid of his superfluous energy
without danger to his legs, of his getting used to strange
objects, and of his finding the calm which is indis-
pensable in useful work. The many circumstances in
which the cavalry horse has to be led in hand makes
this exercise very profitable, but it is not necessar}^ to
continue it for any length of time.

THE OBJECT OF J]UEAKING 59

During this exercise, it is advisable to lead the
young horse first in one hand, and then in the other,
so as to avoid always bending him to the same side.

The results to aim at during the first phase, are
obedience on the lunging rein, and standing still whilst
being mounted ; in fact, to teach the horse to adjust
himself under the rider, that is to say, to w^alk steadily
forward in the new balance. This triple aim is of the
very greatest importance for the future, and will not
allow of half measures. The instructor must therefore
give all his attention to the perfect execution of these
lessons.

Work on the lunging-rein. — This is of the greatest
use in the training. It familiarizes the horse with the
man, whilst at the same time making him feel the
power of his master, and indicating to him the first
ideas of obedience.

The lunging-rein, moreover, enables one to make
him work at the fast paces without fatigue, to get rid
of his superfluous energy when he cannot be ridden, or
when his rider is absent, and to dominate by hard w^ork
a vicious horse without fear of damaging his legs. The
work on the lunging-rein is also the basis of training
a horse to jump. One should, moveover, profit from
the authority Avhich it gives to the man over the horse
to get the latter used to being girthed, to carrying the
sword, to standing still at the mounting block (in the
case of difficult horses), and finally to teach him to
yield the quarters with the whijD.

All horses ought to be perfectly trained to the
lunging-rein.

The cavesson which is used for this work should be
sufficiently large, well padded, arranged so that the
mountings cannot hurt the eye on the outside in the

60 CAVALRY HORSEMANSHIP

work on a circle, placed sufficiently high so as not to
interfere with the breathing, and it should not have too
much play, so that the action on the nose should not
be too strong.

The whip is carried in the right hand if the horse is
working to the left, and with the point behind. It
should be hidden as nauch as possible from the horse,
and should only be used to indicate one's wishes or to
touch the horse ; it should never have a lash.

The first lessons are of such importance that they
should be given to each horse by the instructor himself,
or by sj^ecially qualified N.C.O.'s with experience in
the art. Moreover, if these lessons are well given, a
few^ short lessons will suffice.

The instructor holds the lunging-rein in the right
hand, about two feet from the horse's head ; the end
of the rein being looped up and held in the left hand.

After gaining the horse's confidence by patting
him, the instructor makes him move forward, by
stretching the rein slightly and gi\'ing a click of the
tongue. He walks thus alongside the horse in the
riding school in a straight line or in circles. He stops
frequently saying, " way " or " wo," pats the horse
whilst standing still ; lastly, he changes the hands
holding the rein, and repeats the lesson.

If the horse moves forward at the click of the
tongue, stops at command, and walks on kindly without
pulling, the instructor ceases to work on a straight line,
lets the rein slip slightly through the hand, and starts
the horse on a small circle, making use of the long
Avhip, or cutting- whip ; he himself walks round with
the horse, a little behind the shoulder, so as to maintain
the forward movement. He stops the horse often,
goes up to him, pats him, and then restarts him. He

THE OBJECT OF BREAKING 61

proceeds in the same way in a circle to the other hand.
If the horse hesitates to move forward, the instructor
moves backwards towards the quarters, yielding the
rein at the same time. If necessary, he can get the
assistance of another man. The important point
is not to be rough with the horse, nor by frightening
him to make him pull backwards. When the horse
works well to both hands, calm and at the walk on a
small circle, the rest of the training is a simple matter.

The instructor makes him first trot, then canter ;
to increase the pace he uses his voice or the indications
of the long whip ; he at first always follows the horse
on the circle, walking behind him on a level with the
quarters ; moving on the contrary towards the
shoulders, if he wishes to stop : it is only little by little
that he decreases the circles, and he himself follows till
he becomes nearly stationary.

The length of the radius depends upon the speed.
The cadenced trot on a small circle is an excellent
exercise for the young horse ; on the other hand, at
an extended trot, or at the canter, there would be
danger in restricting to a small circle animals whose
joints are essentially weak.

If the horse rushes off suddenly, it is necessary first
to yield the rein freely, then to oppose the movement
and bring the horse back little by little.

If the horse stops, one can make use of the long
whip to force him to move forward, directing it tow^ards
the quarters. If the horse comes in closer, he should
be sent out again by directing the long whip towards his
shoulders.

If the horse pulls violently at the rein when working
at the fast paces, it is a proof that sufficient time has
not been taken in the training. He should be stopped

62 CAVALRY HORSEMANSHIP

frequently, and recommence the work at the cadenced
trot on a small circle.

It helps in the early lessons to work in one of the
corners of the riding school.

The wall can also help in stopping a horse who has
got out of hand.

The voice, used at first with power in order to make
the horse understand, should secure the same obedience
when the indications are more quietly given.

The lunging-rein equally communicates to the horse
the instructor's will ; light horizontal oscillations
send the horse away from the centre ; jerks, more or
less sharp, regulate his paces or stop him, when he
does not obey the voice.

If the work on the lunge has been well directed,
the horse should be calm and regular in his movements
on the circle ; pass freely from one pace to another at
the simple indication of the voice ; come in or go out
from the centre, according to the liberty given him ;
in a word, he should be on the hand when the lunging-
rein is slightly stretched, as later on he should be when
the reins are stretched.

Getting him used to the saddle. — When the horse
has been settled down to work, and is perfectly quiet
in the cavesson, he should be gradually accustomed to
the girth, as this lesson is apt to cause considerable
trouble when it is given in the stable.

The saddle is first put on without stirrup leathers,
the girth is at first loose, and it should be gradually
tightened up during the work. When the horse is
used to the saddle and girth, the stirrup irons are
added, and are allowed to hang on both sides, whilst
the horse walks and trots. He is thus prepared for
the mounting lesson, which becomes easy ; resistances

THE On.TECT OF BREAKING 63

arc generally the result ol' saddling and mounting a
young horse for the first time on the same day.

The mounting lesson. — The instructor, in accord-
ance with circumstances, decides on the most opportune
moment for giving the mounting lesson, but he should
always give it after work, because the consequent
fatigue is a guarantee of calm. This lesson can also,
in certain cases, be given during the lunging lesson,
but always when the horse is relaxed by exercise.
The instructor personally directs the first lesson, which
is given to each horse individually, and he will exercise
the greatest gentleness and patience.

Accompanied by an assistant, carrying if desirable
a sieve full of oats, he places himself in front of the
horse and pats him, without taking hold of the reins,
except in case of necessity. The rider goes up to the
horse's head, strokes him on the face, the eyes, the
neck, and the quarters ; strikes the saddle, moves
the stirrups about ; then he takes the reins, at a good
length, and mounts the horse without haste, but also
without hesitation. If during the lesson the horse
moves or goes backwards, the trainer goes back to the
horse's head, draws the horse forward with the bridoon
rein, and again mounts quietly. The rider takes care
when placing the foot in the stirrup to drop the toe
so as not to irritate the horse by touching the side.
After raising himself in the stirrup, he should imme-
diately place himself in the saddle ; as, by placing
the whole weight of his body for any length of time
on the one side, he disturbs the balance of the horse,
and makes it impossible for him to stand still. He
will place the right iron on the foot with the right
hand ; if he searches for it with his toe he will probably
frighten the horse.

64 CAVALRY HORSEMANSHIP

He should generally avoid starting the horse into
the walk immediately he is in the saddle, so as not to
associate the action of mounting with forward move-
ment in the animal's brain. It is even useful at first
to finish work with the mounting lesson, and then
return the horse to the stable as a reward.

If any of the horses give serious difficulty they
should immediately be replaced on the cavesson.

The mounting lesson should be given on both sides,
and be repeated every day. This part of the education
of the young horse should be thorough. It is necessary
to obtain absolute docility in the midst of noise and
movement, in fact in all circumstances in which it
would be essential in war to have a horse absolutely
stationary when being mounted.

Nevertheless, one should not, at first, be too exacting.

Training to the sword. — The lunge can be used
for getting the horse accustomed to the sword. As in
the case of all new experiences, it is as well to wait till
work is over before giving this lesson. At first the
scabbard only should be placed on the saddle, and
when the horse ceases to fear it, the sword can be
added. This work, which is done at the three paces,
is, it should be understood, varied with caresses and
frequent periods of repose. It is no more than a
prelude to the series of exercises, intended to accustom
the horse to the sword, w^hich are practised when
working in the open.

Mounted work out of doors and in the school. —
As soon as the horse is accustomed to a rider, commence
to get him into condition. This work continues without
interruption till the end of the military year, that is
to say, till the manoeuvres, and it should be given as
much as possible out of doors.

THE OBJECT OF BREAKING 65

It is evidently in the open, and in working on
straight lines, that the young horse acquires most
rajiidly the fullness of his power. Nev^ertheless, the
early exercise is given in the school, so that the in-
structor can give a more personal supervision and be
able to study more carefully the horses and the men,
and to avoid accidents which are always possible.
Some old well-broken horses introduced amongst the
young ones, will have a good influence. The work is
also carried on in the school during cold weather, and
the opportunity will be taken for giving the first lesson
in the aids.

Early education in the aids. — This early education
is indispensable before a horse can be ridden out of
doors. It consists in teaching him to go forward to
the pressure of the legs, to reduce his pace and stop
when the reins are felt, and to turn when simple
indications are given.

The horses are bitted with a double snaffle or with a
bridoon only. The quality, upkeep, and placing of the
bits is an object of special and constant attention.

The walk. — The basis of all training is a free,
vigorous, forward movement, and it is necessary from
the very first to train the horse to yield to the pressure
of the legs. This is the first lesson to give, and it
should be constantly repeated. It demands at first
the following precautions : —

1. Never allow the legs to remain fixed against the
sides, but apply them by frequent intermittent touches.

2. Close in the legs near the girths, and do not
animate the horse by applying them too far back on
the flanks.

3. Commence by giving this lesson when changing
from the walk to the trot, afterwards when extending

F

m CAVALRY HORSEMANSHIP

the trot, and later on in passing from a stationary
position to the trot.

4. Assist the action of the legs by accompanying
it, if necessary, with a click of the tongue, or with
touches of the whij) on the shoulder. This last recom-
mendation is especially relevant to the forward move-
ment Avhen the lesson is given in the school ; when out
of doors, especially when walking behind an instructor,
the young horse has a natural tendency to go forward
in following him, and this is another reason in favour
of commencing outdoor work as early as possible.

In the forward movement the reins should be
stretched. If this is not the case, the horse, instead of
being collected, wobbles about, and the rider has no
230wer to direct him.

It is easy to keep the reins stretched in the case of
fairly energetic horses with a natural desire to go
forward ; the rider has merely to fix the hands, and
without checking the horse's pace, to moderate little
by little his keenness. It is more difficult to teach
the habit of feeling the hand to young horses just up
from grass, underbred, and without vigour. These
as a rule only stretch the reins to get their heads carried
when they are tired. With this kind of horse, it is at
first the rider who must search for the horse's mouth.
Later on, when work has strengthened the horse,
it will be he, who, having formed the habit of feeling
the bit, will, when solicited by the pressure of the legs,
search in his turn to stretch the reins. If he obeys the
pressure of the legs, or merely a touch of the heels,
the work on a straight line at the walk, trot, or gallop,
will bring him insensibly to take the desired feeling
on the hand ; it is then for the rider not to discourage
him by inappropriate severity ; a fixed hand with

THE OBJECT OF BREAKING 67

contracted fingers would spoil the horse's mouth and
have a bad result.

Consequently, in this first lesson of the action of the
legs, the hand ought not to oppose the extension of the
neck ; on the contrary, the fingers should be half open,
so that the neck can readily stretch itself, and that
nothing should run counter to the goodwill of the
horse in his forward movement — to sum up, the legs
are active, the hands passive.

There may be an advantage in putting on spurs
early in the breaking of certain horses especially
lacking in vigour, and which are irresponsive to the
pressure of the legs ; but even in this case the spur
should not have sharp rowels. With well-bred horses
it is usual not to Avear spurs at first. The use of the
spur, in most cases, does not seem to give any si^ecial
lesson : the horse nearly always replies to it by rearing.

In the case of mares or of horses which cow-kick
and refuse to go forward, it generally suffices to put
them back to the cavesson, and to give them a stroke
of the whip at the moment the rider applies the spur.

The halt. — To stop the horse, the rider gradually
increases the pressure of the fingers on the reins, while
at the same time straightening his body. He regulates
the vigour of his action in accordance with the
sensibility of the horse's mouth.

When stopping, the horse should remain well-
balanced and light in hand.

One should not sto]3 nervous horses too often, or
those which are balanced too much on their hind
quarters, or those which have a general tendency to get
behind the hand ; on the contrary, stop those often
which, owing to their conformation, have too much
weight on their shoulders. Training is nothing else

68 CAVALRY HORSEMANSHIP

but the search for balance ; halting is an excellent
exercise for horses high and strong in the hind quarters,
and which are consequently difficult to regulate in their
paces.

Turning. — Horses are accustomed to follow the
man who leads them with the bridoon reins : it is this
oj^en action of the reins, always responded to by the
horse, which serves as a basis for guiding him.

(a) To turn to the right the rider opens slightly
the right rein by carrying the hand forward and to the
right ; it is necessary in this movement to carry the
passive hand forward and down, so as not to counteract
the active rein.

It is in fact very important with young horses, that
every sensation that we give him should be perfectly
distinct and clear.

The effect of opening the rein should make itself
felt to the side, and with the least possible backward
tension. It nevertheless provokes a slight reduction of
speed which the pressure of the legs should counteract.

(b) The horse having been taught that his main
duty in life is to go forward, as the action of a single
leg, whilst it stimulates him to move forward, pushes
the quarters to the opposite side, one takes advantage
of the fact that the action of the hand tends to the same
result, to associate with it the action of the leg, and
thus strengthen it. Thus the young horse is taught
the action which results from the opening of a rein,
and the pressure of one leg, and accustoms him to
carry the quarters to the side opposite to the actiA^e
leg.

(c) When the horse readily obeys, at the walk and
trot, the action of the opened rein, teach him the
action of the indirect rein, that is to say, in view of the

THE OBJECT OF BUEAKING 69

exercise to which he will have to submit later on,
when being ridden with one hand, teach him to turn,
say to the right, with the left rein. It is sufficient, to
obtain this result, to make use of the corners of the
school, and make the horse do some circular movement
by opening the rein ; and the moment the horse com-
mences to obey, we should substitute the action of the
indirect rein by carrying the left hand forward and to
the right ; the opened rein acts as an interpreter to
the indirect rein, and the moment this latter comes into
play we should cease the action of the opened rein and
drop the right hand, so as to allow the indirect rein
to have its full effect. After several successive and
alternative indications of these two actions, the rider
diminishes and then suppresses the employment of the
opened rein, in proportion as the horse better under-
stands Avhat is wanted of him.

The rein-back. — This is a very secondary move-
ment in breaking. It should only be executed when
on foot, and only a few steps at a time.

It is to these elementary notions of the aids that
the first lessons confine themselves, before taking the
horse out into the open. Every possible movement at
all the paces comes from four elementary actions,
which it is necessary to make him understand, im-
mediately and separately, before associating them so as
to produce combined effects. These actions are, to
move forward to the pressure of the legs ; to slow
down, or stop, on the reins being stretched ; to move
the shoulders and the quarters to the side. These
elements being well understood by the horse, the
ordinary riding exercises, judiciously arranged accord-
ing to his powers, development, and health, finish his
education. This will be the work of the final trainin^f.

70 CAVALRY HORSEMANSHIP

First lessons in the canter. — If special courses of
grass or sand are not available, in the case of young
horses, work at the canter should be given in the school.
In the case of horses from the south, which canter
naturally, the simj)le pressure of the legs ordinarily
suffices to bring about the disturbance of balance
which determines the pace desired. It is not the same
with horses from the north-west, often underbred or
descended from the trotting strains. The start of the
canter by extending the trot is difficult, and ought to
be severely discouraged as a cause of disorder and of
accident. It is, on the contrary, by starting, from the
slow trot on the circle, or when turning the corners of
the school, that the horse is got to break into a canter
on the desired leg. In every case the aids to use are
the action of the outside rein drawn behind and across
the withers — diagonal effect — and the pressure of both
legs. These aids, by restraining the action of the
outside shoulder, push the horse to the other side,
disturb the balance towards the side of movement,
and force the horse to strike off at a canter. A few
clicks of the tongue help the first starts.

The riders in adapting themselves to the rhythm of
the canter, by continuing the action of the legs, and by
accompanying the movement of the neck with the
hands, help the maintenance of the pace. After a few
lessons the starts become more and more calm, but
one should not ask a young horse to make too many of
them. It is periods of cantering, and not starting the
canter, which are of importance. Out of doors, as in
the school, the instructor only gives this lesson to a few
horses at a time ; he regulates the number and length
of the canters in accordance with the temperament,
character, and breeding of the horses. Those which

THE OBJECT OF BREAKING 71

do not gallop go out for walking exercise alone, or arc
mven the mountinfr lesson.

Conditioning. — AVork in the open air ought to
commence as soon as the 3^oung horses, accustomed to
the rider's weight, have sufficient knowledge of the
aids to enable them to be taken out without fear of
accidents.

The open air, the employment of the paces in
accordance with the nature of the ground, their
regularity, graduation in length and speed, the periods
of rest and slackness intelligently used, are the elements
which the instructor has at his disposal to attain his
object, and to develop normally the organs of the young
horse.

Organization of the lessons. The leading horse. —
The instructor divides the young horses into groups
according to their breed, character, temperament, and
paces. The examination which he has made during
the early lessons in the school, the study of the registers,
in which arc entered by the Remount Service the
performances, and the age at which the horse was
iQOught, help to fix their first division.

Every day, as the horses leave the stable, the in-
structor examines the legs of the young horses ; he
then has them walked round him, notices their apparent
condition, and their expression of face ; asks the
riders about the appetite and character of their mounts,
about the difficulties which occur, and as to the results
attained. The instructor groups, in accordance with
the information received, the horses capable of doing
the same work, and marks off those which ought to be
sent out alone.

The horses which work together are divided into
parties of four or five, and do their work on different

72 CAVALRY HORSEMANSHIP

routes, or at least sufficiently separated to insure their
independence, and freedom from disturbance. At the
head of each group, at any rate during the first few
days, an old horse is placed to serve as instructor.

The value of the different paces. — The walk plays
an important part in conditioning, because it can be
maintained for a long time without fatigue ; it supples
all the joints when it acquires its full extension',
strengthens and hardens the tendons, and also pro-
duces calmness and strength. By gently following
with the hands the movement of the neck, which is
very pronounced in the extended walk, the rider at
the same time gives confidence to the horse, and
accustoms himself to maintain contact with the bit.
For all these reasons this pace plays a very large part
in the breaking.

The trot is useful at the outset, firstly to settle the
horse down, then to get impulsion and bring him to
accept the support of the hand, which is indispensable
in maintaining movement on a straight line. Thus
held between the legs Avhich push, and the hand which
supports, the horse gets into the habit of stretching
and fixing his neck in the direction of movement,
which assists his future training.

From a physical point of view, the trot quickens
the circulation, whilst at the same time it develops
the muscular system. Tor the young horses, as in the
case of the young horseman, the periods of trotting are
at first frequent and short. The duration of the trot
is increased when through work the horse commences
to get into condition.

The canter is the very best exercise for the young
horse, it places him at the same time on his hind legs
and on the hand, and develops the lungs to the greatest

THE OBJECT OF BREAKING 73

extent. It is a pace which the horse ought to be able
to keep up for a long time without fatigue, and he
should be taught it early in his training, but on account
of the mechanism and the power of this pace, one
should only demand it, out of doors, on very good
going. If good going is not available, it is preferable,
until the horse is more advanced in condition, to canter
him only in the school.

Out of doors there is no question of carefully pre-
pared starts in the canter ; the instructor proceeds
out of doors, as in the school, by upsetting the balance,
and regulates the duration of the periods of cantering
according to the progress of the horse's work, and his
state of condition. At first avoid, under pretext of
regulating the paces, entering into a conflict which is
harmful to the mouth of the young horse, and likely
to break his paces, or destroy his natural impulsion.
During the whole of this part of the work, the principal
aim of which is physical development and the giving
of confidence, the rider plays to some extent a 2:)assive
role, and makes every concession which will not have
a bad effect on the health or character of the horse.

Opposition of the young horse. — When dealing
with these a very great difference should be made
between the manifestations of stubbornness or bad
temper, and bounds which result from lightheartedness.

If it is indispensable to make a point of defeating
the first named, from the commencement, it is equally
a mistake to punish a young horse for shying. When
the rider feels the horse ready for a fling, he should
close in his thighs and legs, drop his hands, close the
fingers on the reins and wait.

In the same way when the young horse gets out
of hand, rushes forward, or throws himself to one side,

74 CAVALRY HORSEMANSHIP

one should not try to restore order, as most inex-
perienced riders do, by a regular action of the aids
(since the young horse hardly understands them when
he is calm and in a slow pace) ; one should fix the
hands, and then as soon as the horse is calm, stop him,
replace him, and press him forward. This method of
procedure is, moreover, always, even in the case of old
horses, the one which gives the most certain and
prompt results. In every case the instructor recom-
mends patience and kindness. He moreover instils
into himself the teaching of the most famous masters
of the French school, who had for maxim " to avoid
upsetting the young horse, and not to destroy his
gentleness, because it is with the horse as with fruit,
what is once taken away never returns " (Pluvincl Le
Manege Royal).

Preparation of the young horse for his eventual employ-
ment in case of mobilization. — After a few weeks'
work, it is indispensable to commence to prepare
the horses for the part they will eventually be
called upon to play in case of mobilization. Whilst
rigorously following the progression established with
a view to the exercise of the horse, one can, for ex-
ample by taking the sword and the bridle when
working out of doors, habituate the young horses
from time to time to the equipment, to the distinctive
headdress of the rider, to the cuirass, to sword exer-
cises when standing still, walking, or on the march,
and can also get them used to firing, by being present
at rifle practice.

The bridle. — As soon as the horses have free and
extended paces, and they accept without hesitation
the support of the hand, one can, without incon-
venience, put a double bridle on them, on condition

THE OBJECT OF BREAKING 75

that only work on straight Hncs is demanded, until
the bars of the mouth arc used to the bit ; by doing
this one also avoids letting the young horses form the
bad habit of carrying their weight on the shoulders,
and bearing on the bit. One should also take off
the curb chains, and choose mild bits.

There is not in training any regulation method
of holding the reins. It is for the rider, in accordance
with the end he has in view, and the resistance he
encounters, to find the method which makes the
most effective use of the actions of the bit and of
the bridoon. But the best method of holding the
reins is that which makes it most easy, when occasion
demands, to separate the reins and hold them in
each hand.

Individual work. — The individual work of the
horses, which it has not been possible to commence
in the school or on the parade ground, is carried out
with great regularity out of doors. The instructor
takes advantage at first of the return journey to
divide the young horses into grouj)S, reduced daily
in number, and sends them by different roads. These
groups in their turn subdivide themselves into smaller
and smaller groups, and the young horse is thus
progressively brought to work alone. The demands
are increased until one has obtained from each horse
a ready obedience and an absolute calmness.

The mounting lesson is frequently given during
the whole time that work is carried out in the oi:)en.
The results obtained in the school have only value,
in so far as they serve as a basis for the employment
of the horse in the country.

Early jumping lessons. — There is an advantage,
in commencing the jumping education of the horse

76 CAVALRY HORSEMANSHIP

at an early age, providing one docs not aim at more
than making the horse clever and free. Do not im-
pose on the horse any excessive effort, and whilst
he should be made to respect the obstacle, it is best
to teach him over low but fixed jumps.

Training in hand. — The horses having been ac-
customed by work on the long rein to follow their
riders without hesitation, we make use of it to get
them to jump in hand all the small natural obstacles
which one meets, such as ditches by the side of the
roads and small streams, and to descend steep slopes.
The instructor should not forget that his object is
to develop the cleverness of the young horse, that
this is only secured by calmness, and that calmness
is the result of the trainer's patience. No violent
methods are, therefore, employed in this work. There
is need, nevertheless, to take the greatest precautions,
that the horse does not make use of the liberty, which
is of necessity given him, to turn on the man and
strike him.

Jumping obstacles by the horses led in hand should
not be considered merely as a means of arri\dng at
jumping when mounted, but also as an end in itself.
It is a method of getting over obstacles which should
be taught and made perfect. It is on this method
that a body of cavalry, as well as a single soldier, must
depend, when faced with a difficult piece of ground.

Jumping on the lunging-rein. — As the horses
become stronger the instructor adds to these lessons,
in the case of each individual horse, some jumping
lessons on the lunge or at liberty. These exercises
increase the cleverness, develop the powers, improve
the balance, and consequently increase the confidence
of the young horse.

THE OBJECT OF BREAKING 77

For jum2:)ing on the lunging rein the horse is put
on a circle, or, to be more exact, on an ellipse, so as
to have some distance of a straight run at the jump,
which enables him to regulate his stride and avoids
the necessity of turning sharp after jumping. The
instructor, to keep him on this ellipse, must follow
the horse to some extent. He should always be in
a line with the horse's quarters when he arrives at
the jump. When the horse takes off, and during
a few strides from the jump, he lets the lunging-rein
out. He commences with a bar on the ground, and
this should not be raised till the horse passes over
it at the three paces without lengthening his stride
or slowing down.

To calm the horses and teach them to raise the
points of their shoulder, they should be frequently
made to jump from the walk and trot, and one should
replace the bar on the ground whenever the horse
shows fear or nervousness. Often vary the nature
and the height of the jumps, and train the horse
to jump equally well to either hand. Never try to
reach the limit of the horse's power ; it is by work,
patience, and plenty of small jumps, that his powers
are developed, and he becomes a reliable fencer.
The instructor should consider the jumping lessons
as difficult work, and so give them himself and get
the assistance of the N.C.O.'s and capable troopers.

Jumping at liberty. — Jumj^ing at liberty, in the
circular enclosure or in the riding school, can be
usefully employed to perfect the style of certain
horses, and to give freedom to those w^hich lack this
quality. But it is very delicate work, w^hich requires
the presence and vigilance of the ofUcer.

The work in the circular enclosure makes the

78 CAVALRY HORSEMANSHIP

horses calmer than work in a square enclosure, as
they can be allowed to take several consecutive
turns.

The enclosure should be made on a piece of ground
measuring 45 by 25 yards. It is composed of two
tracks j^laced side by side, each one formed of two
straight parts joined by a suitably rounded turn.
Each track measures from 3 to 4 yards in width.
The three palings which separate the tracks are, for
instance, the interior one about 5 feet high, and the
exterior one 6 feet high. On the straight portions
are arranged jumps of various kinds, so made that
they can be negotiated both ways. The inner track,
reserved especially for teaching high jumping, only
contains obstacles which can be raised or lowered
according to the capability of the horse. The outer
track, intended to make the horses clever across
country, has fixed jumps rather more formidable
than those the rider is called on to jump when riding
over a country, banks of various sizes, ditches, and
water jumps, etc.

The instructor stands in the centre of the en-
closure and directs the horse's work with the voice
and whip (c/. " Dressage en libcrte du cheval
d'obstacles," by Comte Louis d'Havrcncourt).

Jumping mounted. — When the horses jumj)
cleverly and without hesitation, they should be
mounted and jumped over some small obstacles,
preceded by a clever old horse, the riders taking care
to give the horses the free use of their necks, holding
on by the pommel of the saddle if necessary.

Stable management. — The care of the young horses'
health should be a subject of continual thought on the
part of the ollicer in charge.

THE OBJECT OF J5REAKING 79

Grooming plays a very iin2)ortant part in main-
taining the horse in good health. Stimulate, by
every possible means, the emulation of the trooj^ers,
to secure the perfect execution of this work. The
squadron leader and the officer in charge of the
training should visit the young horses every day in
the stable, regulate the time of feeding, inquire as
to the horse's apj^etitc, examine the teeth, see that
the horses get their full rations, order suitable sub-
stitutes for corn according to the season, fix the days
and the time for mashes and give orders as to
what they should be made of, and, finally, see tliat
the horses have j^lt^nty of bedding, which alone will
give the rest indispensable to their health.

Weekly examination. — Once a week the officers
will have all the horses led out, without clothing,
by the men w^ho ride them, in order to form a better
opinion of their appearance, and of the condition of
their legs, examining carefully the feet and shoes.
This weekly examination gives much assistance in
the future work.

Change of coat and green food. — The change of
coat in March or April, and the diet of green food
in May and June, give rise to depression in young
horses. The easing down of work is at this time
absolutely necessary, as also the extra feeding destined
to overcome this physical dci:)ression, the effects of
which are often felt for some considerable time.

Choice of ground. — The choice of ground plays
an important part in the working of young horses.
Without exaggerating the precautions that should be
taken, there is an advantage in choosing, at any
rate for the gallop, ground as soft as possible. On
hard ground the joints get tired and the tendons

80 CAVALRY HORSEMANSHIP

suffer. Heavy slippery ground also has its incon-
venience, the joints have extra work thrown on them,
and windgalls and bogspavins make their appearance.
When the young horse has obtained experience of
outdoor work, has been strengthened throughout,
and balances himself in his paces, it is excellent to
exercise him over a rough and varied country, so as
to arouse his initiative ; one should give him great
liberty of neck, and he soon will learn to get himself
out of difficulties without help.

CHAPTER IV

TRAINING

GENERALITIES.— The trained horse understands the
intentions of his rider from the least movement,
and repUes to it at once rightly, lightly, and with
energy. He is, in fact, a horse responsive to the leg,
and light to the hand.

" Training " is different from " breaking " in that
during the fifth year the acclimatization and the
physical development of the young horse is the first
consideration of the rider, who will make the greatest
concessions because of his age, whilst at six years old,
it is the horse who must yield to the demands of the
rider and show a complete obedience.

The training should not be undertaken until the
horse, strengthened by the open air, and a rational
breaking based on the principle of continual impulsion,
and confident in his rider, is in a condition to under-
stand the language of the aids, and to yield to their
demands.

To give good results, training should be based on
a system, follow a method, and conform rigorously to
the rules which spring from the one and the other.

The system is a collection of principles established
by experience and justified by reason. In the case of

6

82 CAVALRY HOESEMANSHIP

training, the fundamental principle is to make a
horse calm, impulsive, straight, and handy.

The method unites to the principles the way of
carrjdng them out, and regulates the order of their
employment. It varies according to the particular
ends which one has in view and according to circum-
stances, time, and surroundings.

The method of training here explained aims at — :

1. The development and direction of the physical
forces and moral qualities of the horse.

2. The obedience to the aids obtained by a rational
and progressive education carried out without recourse
to force.

3. The search for balance.

The means employed depend upon the tempera-
ment of the instructor, the ability of the rider, and on
circumstances. An order of procedure, which lays
down neither precepts nor methods, has no interest
beyond its assistance to the memory, and the series
of movements enumerated is merely the naming of
the figures to be traced by the horse.

Now, in training, the figures have only value
according to the way they are carried out. It is the
position given to the horse's body by the aids of the
rider which is of any value. One rider can trace with
his horse, in the best established order, all the figures
laid down in the regulations, without obtaining the
least result. Another, whilst working in the same
figures, but with a clear end in view, for which he
employs the aids, will train his horse very quicklj^

The principal factors in training. The instructor. —
The value of the instructor and that of the rider
plays a very important part in training. The instructor
should possess a thorough knowledge of the horse, of

TRAINING 83

the science of horsemanship both theoretical and
jH'actical, and the love of method ; and in addition,
if his advice is not sufficient, he should be able to show
practically what he wants done.

The rider. — It is the personal value of the rider
which is the principal factor in the training of the horse.
No matter the method, the quality of the horse, the
value of the instructor, if the rider does not know his
work as trainer, the horse will never be obedient, or
at any rate he will only be imperfectly obedient. In
fact, to train a horse, the first and perhaps only
condition is to be a fine horseman.

The work. — Every method of training which does
not commence with the conditioning of the horse, is
not suitable for military purposes. In training, as in
breaking, outdoor work therefore continues to be the
essential part. It is for the instructor to regulate the
proportion to establish between the work in the open
and the work in the school, in order to best carry out
the exercise and training of the young horse.

Under normal conditions only one-third of the
work should be done in the school. In any case, the
work in the school should not last more than three-
quarters of an hour, and there should be frequent
periods of rest.

The duration of training. — One must not lose sight
of the fact that the moral and physical devcloj^ment
of the horse, no matter how skilled the rider may be,
is subject to the essentially variable laws of nature.
No effort will hurry the natural evolution of the young
horse, and take the place of the work of time.

Patience, and the normal gradation of the efforts,
will make a considerable difference in the training ;
to go slowly is to move quickly.

84 CAVALRY HORSEMANSHIP

There is, moreover, in the mind of the horse a
sort of daily process of incubation, which we cannot
perceive, and in consequence of which we see suddenly
appear the position or movement we were trying to
get, and which, but the day before, we despaired of
obtaining.

The psychology of training — Influence of character
and conformation. — The mental constitution of the
horse has also a considerable influence on his
education. It is, therefore, necessary to study it
and turn it to account.

Its characteristic is the memory. This quality
assists the training w^hen one knows how to turn it to
account. On the other hand, it makes mistakes
dangerous ; nothing is more difficult than to retrain
a horse, that is to say, to make him forget his wrong
lessons.

Aptitudes vary in animals, as also the degree of
intelligence. Some understand at once what is re-
quired of them, thoroughbred horses especially,
whilst others are very dull witted.

The horse is as a rule kind ; he understands kind
treatment, the tone of voice, and caresses. Blows do
not bring him to reason, they only make him irritable
and timid.

He is capable of attention and of reflexion, because
he often executes better next day movements which
the day before he attempted with difficulty. He has
a strong inclination to imitate, and it is on this aptitude
that the utility of the leading horse is based.

He is patient, but his patience is limited, and one
of the greatest difficulties is to understand the limit
to place on one's demands during each period of
training. Notwithstanding the slight development of

TRAINING 85

his intelligence — nevertheless of a higher level than
one thinks — the horse is capable of ingenious ruses,
he knows how to test his rider, and to find out the
defences which frighten him and make him yield.
Training disciplines the horse, supples his will, but is
not able to definitely change his character. A wicked
or sulky horse, however well trained he may be, is
always to be mistrusted.

By studying the mental faculties of the horse, and
by associating them with the horse's own efforts, the
rider hastens his submission.

His physical constitution and his temperament
also require careful attention. It is by reason of the
length and direction of his various bones, of the more
or less openness of the articular angles, of the easiness
of nutrition and digestion, etc., that one is able to form
an opinion of the resources of the horse, and the diffi-
culties he is likely to offer.

Nature of the training. — The instructor should
draw conclusions from the examination of each horse
as to the course of training which will suit him best,
and regulate the work accordingly. It is not possible
to bring all horses to the same degree of perfection,
but one can always develop their powers, without at
the same time trjang to obtain by severity that which
they have not the strength to give.

The same principles direct the training, whether
it is undertaken by the officer, or entrusted to a
trooper. The difference only shows itself in the
choice and variety of the means employed, and in
the perfection, more or less marked, of the results
obtained.

Certain methods of training claim to secure the
absolute domination of the horse, and succeed in

86 CAVALRY HORSEMANSHIP

eftect, in completely mastering, under all circumstances,
his intellectual and physical power. But these methods,
which are based on the complete collection between
the bit and the spurs, do not form part of secondary
equitation. The demands of work in the ranks on
all sorts of grounds, appeal on the contrary to the
natural powers of the horse, to his instinct, often even
to his initiative.

It is, nevertheless, indispensable, that in the
execution of such simple movements as the walk,
the halt, and the turn, the indications of the aids
should not only arouse in the horse a superficial
sensation, but that they should, as it were, penetrate
to the very bones, and bring about an immediate and
absolute obedience.

The basis of the equestrian language. — In order
that the rider may transmit his wishes to the horse,
act on his intelligence, and become his master, it is
necessary to establish between them a sort of con-
ventional language, which the rider can easily learn
and make use of, and which the horse can easilj^ under-
stand and accept.

This language rests on the law of associations of
sensations which is as follows : —

" When impressions have been produced simultane-
ously, or have followed one another immediately, it is
sufficient that one be presented to the mind, for the others
tofolloxv'' (Dr. G. Le Bon).

For example, if the horse goes forward to a click
of the tongue, it is because on some occasions he has
seen a long whip, has felt the whip, and heard at the
same time the click of the tongue. This last perception,
which reaches the ears, has but to manifest itself alone,
and the sensations of the sight and the touch of the whip

TRAINING 87

will present themselves immediately to his mind, and
the horse will go forward just as he had done when he
felt the whip. In the same way when the horse has
learnt to yield his quarters to the whip, he will later
on yield them readily to the pressure of one leg, be-
cause the two sensations will have been associated
from the lirst.

The movements which the horse 7iaturally executes,
under the action of the aids are few. The quietest
horse is, therefore, unable to carry out the instructions
of his rider if he does not understand them. It is by
depending on the principle quoted above, that one
forms the language which will make it possible to
establish this indispensable co-operation. Sight, hear-
ing, touch, and even taste, come successively into play,
and have each their part in this education.

It is on the luno^ino^ rein that the first elements are
taught. The touch, and then the mere sight of the
whip, produces the forward movement, to which will
be associated the click of the tongue, and for which
will be substituted later on the pressure of the
legs.

The pull on the lunging rein in the same way
prepares the lesson of the opened rein, which in its
turn will serve to explain the action of the indirect
rein.

The actions of opening the rein, and the indirect
actions, will eventually bring the horse to understand
the actions of opposition, on which will soon be grafted
the lesson of the leg, then actions more and more
combined, and more and more secret, perhaps also
less and less precise.

From the first, the necessity is therefore evident
of securing the greatest precision in all transmitted

88 CAVALRY HORSEMANSHIP

impressions, because on the precision of these first
indications will dej^end the clearness of the language,
and in consequence to some extent the rapidity of the
education. I say to some extent, because it is not
sufficient that the intelligence of the horse under-
stands the demands, it is also necessary that his will
be brought to accept the exigencies, often painful, of
his rider. It is also the law of association which gives
the means of persuading the horse to obey ; it is
sufficient in effect to follow the right execution of a
movement with a recompense, and his refusal with a
vigorous punishment, in order to teach the horse to
yield and obey.

By the repetition of this method, obedience at first
hesitating, will become more and more prompt, then
absolute and finally instinctive.

The training requires, in order to arrive at this last
result, much kindness, so as not to irritate nervous
horses, and also much firmness, because it is important
that the horse should consider his master the possessor
of an infinite power ; and this is the price of his sub-
mission. During the course of the training there
arrives always the moment when difficulties appear,
or a conflict arises. The tact of the rider consists in
discovering the causes, viz. physical impossibility or
a bad disposition. In the first case it is particularly
necessary to be patient and moderate in one's demands.
In the second case, on the contrarj^ one must enter
vigorously into the fight and come out victor ; other-
wise the horse, having learnt his power — still by
association of sensation — becomes restive. One should,
moreover, be careful not to be misled by the horse's
resignation and be under the impression that his
forces arc disciplined.

TRAINING 89

The trainer should be suOiciently sensitive to
percei\'e the sii^ns whieh preeede impatienee and
re\'olt, and to limit and cease his demands in time.
It is, besides, easy enough to avoid making a horse
imimtient, and one can make him repeat every day
the same series of exercises, providing that a certain
variety is introduced, and on condition that after
each movement has been well done, a few minutes
of rest are given to break the work, and induce a
necessary relaxation.

In order that the education of the horse may be
complete, it is not only necessary that obedience
should be prompt and absolute, but also that it should
be automatic. It is sufficient, when the horse's
education has reached this stage, to give one of the
indications, formerly closely combined, for the mechan-
ism of association to unfold itself and provoke the
execution of the movement required. At first, to
obtain, and with difficulty, the start of the gallop,
it is necessary to use both hands to displace the fore-
hand, and both legs to give the position and impulsion ;
later on, the closing? of the finwrs on one rein, and the
mere touch of the boot suffices to produce this move-
ment, because this action has recalled all the other
sensations now absent.

It is by repetition that associations penetrate the
memory, and consequently the operation is long.
But by substituting for the repetition, or better still
in adding to it, the intensity of one of the sensations
transmitted, we hurry on the education. Strong
impressions, though seldom repeated, impress much
more quickly the associations on the mind than feeble
impressions often repeated, which, according to his
temperament, tire or unnerve the horse.

90 CAVALRY HORSEMANSHIP

It is by reason of these principles that the bit and
the spurs, when they are rightly used, enable the period
of training to be shortened. If the horse by want of
attention, idleness, or bad disposition, tries to avoid
doing that which one has the right to expect from
him, the energetic action of the fingers on the reins,
or a simple quick touch of the spur, ^vill instantaneously
recall him to the established agreement.

" To fix the associations by the intensity of one of
the associated impressions is one of the keys of training^''
(Dr. G. Le Bon).

The principles of movement. — The locomotive
energy of the horse takes the name in equitation of
" forward movement " or " impulsion."

Impulsion. — The forward movement is the first
degree of impulsion. This quality exists in the horse,
when he answers to the first indication of the legs by
extending his action without gaining sensibly in height.

Impulsion is forward movement made use of
under the exact discipline of the aids, in accordance
with the end desired. It is the basis of training. Its
seat is in the hind quarters, which push the weight
forward, or at any rate ought always to be ready
to do so.

The forward movement is natural or acquired, it
is natural in the case of the keen, generous horse,
whilst in the case of the dull, lazy horse it is the result
of training, and dies down the moment the action which
provoked it ceases.

A rider is not really master of his horse until the
latter has yielded to him his entire impulsive forces.
Some horses withhold them, only giving a part of
them grudgingly, and even go eo far as to oppose the
most complete inertia. Others use all their muscular

TI^AINING 91

power iigainst the rider, resist him, or even r,'et away
from him altogether Ijy getting behind the legs.
Others give themselves up generously, and seem to
put all their power at the service of their rider. It
is this result, moral as well as physical, of submission
to the aids in the forward movement, which one should
seek for before everything in training.

Speed is in no way a criterion of impulsion. Im-
pulsion shows itself much more by the way in which
the horse gives himself up to his rider, than by the
rapidity of his paces. A horse at the walk, trot,
canter, or even the fast gallop, can lack impulsion,
in the same way as another will show much, when
merely walking.

This freedom in the forward walk should be care-
fully cultivated, not only during the training but also
during the w^hole military life of the horse. The proper
use of the forces, moreover, brings with it the right
distribution of the w^eight, i.e. balance, and conse-
quently mobility and handiness.

Balance. — The muscular force and the weight of
the horse are the two elements which together produce
movement.

It is muscular power which produces energy. The
body of the horse having no power of moving itself,
it is muscular force w^hich provokes the displacement,
and its employment therefore determines the good or
bad distribution of weight.

The exact object of training is to control this force —
in the various degrees of speed and in the changes of
direction — in such a way as to oblige the horse to carry
out his rider's wishes.

Theoretically, movement is determined by the
different positions the centre of gravity takes with

92 CAVALRY HORSEMANSHIP

regard to the base of support. When the horse is at
rest the centre of gravity is sustained by this base.
The walk is nothing more than the rupture of this
equihbrium, and the movement of the hmbs at the right
moment to support the body and prevent it from
faUing. Consequently the four movements, forwards,
backwards, to the right and to the left, are always
caused by the centre of gravity drawing the body into
one of these four directions.

In practice one calls a horse well balanced, which
moves lightly in all his paces, and is active and quick
in his changes of direction.

Every horse, when at liberty, naturally balances
himself. His movements are more or less easy ; the
mobility which he shows proves that he is master of
himself, and that he can make a judicious use of his
forces.

With rare exceptions, the moment a horse is
mounted, this balance is destroyed by the weight of the
rider, which displaces the centre of gravity ; and in
addition to this, the actions, voluntary or involuntary,
of the aids, provoke numberless contractions.

Part of the muscular power of the horse is thus
employed in resisting the rider.

The less a horse resists his rider the better he
balances himself, and the more handy he is.

The conformation of the horse also influences, in a
great measure, the use he makes of his forces. A well-
shaped horse balances himself better under the weight
of the rider, because his forces transmit themselves to
the bones in the best possible dynamic conditions.

Whatever may be the conformation of the horse,
the rider should tr}^ and make him retake, as soon as
possible, a natural balance, or as near to it as he can be

TRAINING 93

brought. At first he will therefore give the horse
mueh hberty, beeause in restraining his movements he
prevents him from recovering this bahxnee, which is
indispensable to the proper execution of the movement.

The more steady, moderate, and conciliatory the
rider is in his actions, the more confidence the horse
will gain, and the sooner he will recover his balance.
As the training progresses, the number of resistances
diminishes : the horse, obedient to the aids, will make
better use of his forces and distribute his weight
better : the rider will then be able, without difTiculty,
to place him in the proper position for the movement
he wishes.

Locomotion. — The order in which the horse moves
his limbs in the different movements, and in the
various paces, constitutes the object of the study of
the laws of locomotion.

In the High School of riding the application of
certain of these rules will bring good results ; in
secondary equitation one must take a larger view of the
employment of the horse, so as not to enter on a course
of little practical value, and likely to aggravate the
difTiculties.

The rider has therefore no other care than to give
the horse the position, which should precede the
execution of each movement, and give him time, of
his own accord, to suitably place his limbs.

The role and the position of the head in move-
ment.— When the horse disposes of all his natural
means suitable for the execution of his movements, he
makes use of his head and neck as a balancing pole,
with the aid of which he balances his forces, or, at any
rate, modifies their employment. If he wishes to go
forward, he stretches out his neck so as to draw the

94 CAVALRY HORSEMANSHIP

centre of gravity in the desired direction. If, on the
contrary, he wishes to halt and go backwards, he
brings his head in, shortens his neck, and thus com-
municates to his body the backward movement. In
the movements to the side, obhque or circular, it is
still the displacement of the head and neck to the right
or left, which assists, regulates and maintains the turn.

The rider who wishes to remain master of his horse
must place the head in such a way that the bit may be
able to regulate its displacement as well as that of the
neck. In this way the neck bends itself, or shortens
or lengthens itself, according to the impressions that
the mouth receives from the hand of the rider.

In order that the indication of the hand may be
transmitted to the horse's mouth, clearly and without
interfering with his breathing, his head should be in
front of the vertical line. It is this position that we
should make it take in the ordinary paces, and in the
simple regular movements.

The more we wish to shorten the stride, the nearer
should the head be to the vertical position ; on the
other hand, the more we wish to increase the pace, the
further forward of this line should the head be.

In these two last cases, the vertical position may be
considered as normal, since it is favourable to the
reduction or the increase of the paces.

The head can take an irregular position, that is to
say, it can be within or beyond the vertical, either on
account of the defective conformation of the forehand,
or on account of a badly placed bit, or owing to an
excessive sensibility of the chin or of the bars, or
lastly — and this is most frequently the case with horses
who poke their noses — owing to a fault in the conforma-
tion in some part of the hind quarters. Not only is it

TRAINING 95

by the judicious use of the aids that the rider succeeds
in overcoming defective positions, but also by employ-
ing a bit more or less severe, by placing it more or less
low in the horse's mouth, and lastly by tightening or
loosening the curb chain.

Thus, with a horse who pokes his nose, one should,
in order to bring the head into position, increase the
effectiveness of the arms of the lever, and consequently
use a bit with long cheeks and place it low down in the
mouth ; on the other hand, in the case of the horse
which carries his head low, or bends his neck too much,
the bit should be placed as high as possible in the
mouth, and it should have short cheeks.

If, in the natural state, the position which the head
takes is determined by the position of the neck, when
the horse is bridled, it is the bit which, by its action
on the mouth, causes the head to take a position to
which the neck is forced to yield. It will consequently
depend upon the action of the hands, whether the neck
will be able to raise or lengthen itself, and to bend itself
to the right or left.

Role and position of the neck. — The neck, being
the lever indispensable to movement, its position at
the point where it joins the head ought to be such,
that it maintains its position, and even a certain degree
of firmness from the withers to the centre, whilst at the
same time, being supple, and accepting without
resistance displacement backwards and sideways.
Its direction should be that which it would naturally
take Avhen the unmounted horse is standing still and
balanced on his legs. If one tries to raise the head
and neck too high, the play of the shoulders will
perhaps become more free, but, at the same time, the
loins and the hind quarters will be overwhelmed, and

96 CAVALRY HORSEMANSHIP

the quarters and hocks impeded in their action ; the
displacements of the hind quarters will become
restricted, unequal, and irregular, and, in consequence,
the pace will lose both speed and regularity.

If the neck is too low, the shoulders being over-
weighted \^all make the horse heavy in hand and his
control difficult ; the hind quarters also, although
apparently more free, will not function any the better
for being freed from the weight which they naturally
should carry ; they will be too far away from the
centre of gravity, and so place the hind legs behind the
body.

The hind quarters, when too free of the weight
they ought to carry in a proper distribution of weight,
are no longer able to play the part which they should
in locomotion, that is to say to assist the paces by
keeping up the impulsion. The neck should not
therefore be either too high or too low : it shortens
or lengthens itself in proportion as the head leaves the
vertical line. By drawing itself in, the head should
bend the neck at the nape without lowering it ; by
reaching out it should stretch the neck without raising
it. The horse being thus placed, the reins will retain
all their power, the fore legs as well as the hind legs
will co-ordinate their action in the movements, whether
extended or cadenced, as the rider demands.

Nevertheless, when fixing the position of the neck,
one must take into consideration the manner in which
it is naturally attached to the body. Certain riders are
mistaken in insisting on a marked elevation of the neck,
in the case of horses which have naturally a low
carriage of the head. The hand, by acting thus,
arrests the impulsive forces, and, by insisting on an
attitude unsuitable to the conformation of the horse,

TRAINING 97

tlic rider ovcr^vhclms the hoeks and the loins, and the
horse loses the freedom of his paces.

Lowering the head. — When the line of the horse's
face is shghtly beyond the vertical, the head is in the
position that gives the greatest control over the horse,
and the rider should endeavour to obtain it from the
first day the horse is bridled. In secondary equitation,
it is principally by work on straight lines, by increasing
and reducing the speed of the paces, that the horse
is trained to j^lace his head in this desirable position.
The legs play a very important part in this : they
should always act before the hand, because the head
does not lower itself, nor does the neck bend, except
as the result of forward movement. Immediately the
horse commences to go forward he meets the hand,
which, by remaining fixed and low, gives the mouth a
light sui^port, which restrains the extension of the neck,
fixes the head, and causes the horse to bring his chin in.

The moment the horse obeys, the legs remove their
pressure, and the fingers also ease their pressure on the
reins ; the legs and the hands do not renew their
action unless the head retakes of itself a defective
position. The alternate effects of closing and easing
the fingers of the hand, providing they do not take
from the impulsion, will soon give to the neck the
suppleness which it should have.

Special exercises for the young horse. — These
exercises are intended to develop the power and
suppleness of the young horse. They also serve to
overcome any resistances which may arise.

Resistances. — Fatigue, resulting from conditioning
work, and from the constraint which the young horses
have to submit to during their education, provokes
on their part certain resistances. These resistances

H

08 CA VALE Y HOR SEM ANSHIP

arise cither from physical defects, or from nervousness,
caused by ill-advised or clumsily made demands. The
principal seats of contraction are the quarters, the
spine, the shoulders, and the mouth. Whether the
cause of these resistances is moral or physical, it is by a
rational course of exercises, directed towards different
parts of the horse's body, that one succeeds in suppling
and strengthening the joints and muscles. Certain
movements more especially adapt themselves to the
exercise of these different parts, and the instructor
should regulate their use according to the result he is
aiming at.

A. How to obtain the engagement and mobility of
the hindquarters. — The hindquarters are the seat
of impulsion, and at the same time they are a helm
which causes the changes of direction.

The mechanism of the impulsion resides in the play
of the joint formed by the pelvis and the thigh. It is
this joint which, by closing itself more or less, and
bringing the hocks under the body, enables the horse
to cover more or less ground, in consequence of the
more or less energy put into the action of the pro-
pellers.

This bringing forward of the hind legs lowers the
quarters, and so facilitates rapid changes of direction.
The hindquarters should also be able to move them-
selves freely to one side or the other. But, by reason
of his conformation, the horse cannot execute this
movement without passing, say, the off hind leg in
front of the near hind leg, and in this case also it is
necessary for the horse to lower his quarters and bring
his hocks under the body.

The movements, which assist in obtaining this
engagement and mobility of the hindquarters, are ;

TRAINING 99

the increase and decrease of speed, the halts, the zigzag
Hne, the serpentine, the circle, the half-turn on the
hindquarters and forehand more and more closely-
carried out, the gallop leading Avith the wrong leg for
the turn, and the rein-back.

(a) The increase and decrease of speed. — This work
comprises the following exercises : —

Being at the walk : first moderate and then increase
the pace. At the trot also, pass from the slow cadenced
trot to the fast trot, and vice versa.

When standing still : start into the walk, halt,
walk fast, and then again halt.

When walking break into the extended trot, and
then halt.

It also comprises the start into the canter from the
trot, walk, canter, halt, and rein-back ; the change
from the gallop to the trot, w^alk and halt, and the
increase and decrease of the speed of the gallop.

The horses have learned, whilst being broken, to
answer to the hand by decreasing the pace, and to the
legs by increasing it. The rider returns to, and
insists on this lesson, until the horse slackens his speed
without the least movement of the head to indicate
resistance to the hand, and increases his speed without
the slightest hesitation. Every time that a horse
fights against the hand, when being checked in the
fast paces, he should be put back to the walk, and be
made to increase and decrease his speed. When once
obedience has been obtained, the rider studies the way
in which the movements are made : the hind legs are
brought under the body when reducing the pace, and
the hocks and loins are stretched out when the speed
is increased. This is attained by alternately increasing
and decreasing the pace at shorter intervals.

100 CAVALRY HORSEMANSHIP

This result obtained, the rider will demand more
decided variations in the speed, and will bring his
horse to the dead halt in the fast paces.

In this work, which consists in balancing the horse
between the hand and legs, it is essential that these
two aids should not act together. The horse when
slackening his speed should reduce pace without
raising his action ; and on feeling the pressure of the
legs he should drive himself freely forward. If he
raises his action, it will be because the hand has not
yielded in time to let the impulse pass.

If the horse, when reducing his pace, turns sideways,
he should be straightened by opposing the shoulder to
the quarter.

These suppling exercises are varied by periods of
fast work, with the support of the hand. It is advisable
to especially insist on immediate obedience in increasing
the speed in the case of sluggish horses, and in reducing
the speed in the case of keen horses.

When the work has been well done on the straight
line, it should be repeated on the circle, so as to secure
a thorough engagement of the inside leg. The diameter
of the circle will be reduced as the education of the
horse progresses, but one should not allow the horse to
decrease, of his own accord, this diameter at the same
time as he decreases the speed, that is to decrease it
when reducing the pace, and to increase it when
accelerating it.

In the school one only executes the changes of pace
in the slow canter ; out of doors, one demands that
the speed should be varied in the canter, and fast
gallop equally, and the capability of doing this is the
proof of the results of all the preceding work.

If the horse bores and fights against the hand, he

TRAINING 101

should be taken back to the school, and taught to stop
in the walk and slow canter. In this way one succeeds
with less risk to the limbs, and more surely, than if one
2)erscvered, till obedience was obtained, in the work
at the fast paces.

(b) The halt. The half-halt.— The halt looked at
from a training point of view is not only useful to
immobilize the horse, but more especially to teach him
to balance himself by bringing his hind legs under the
body.

The halt is brought about by the lingers gripping
stretched reins. If the hocks remain behind the body,
or the quarters throw themselves to one side in order
to avoid an engagement, which is always painful at
first, the rider's legs should be closed, in order to gently
press the hind legs under the body, whilst the hand
remains passive.

The halt gathers together the forces of the horse,
fixes his head and his quarters, and makes him light
in hand.

One should practise the halt very progressively,
and at first with great gentleness. Being especially
temperate with horses having ewe necks, and those
which are long in the back, saddle backed, or nervous.
These sort of horses, being generally weak in the loins,
take the halt with difficulty, and the remedy becomes
worse than the evil. One should not halt suddenly
horses which lack impulsion. In fact, the sudden halt
really only suits horses with strong loins, and sufficient
strength in their quarters and hocks to bring themselves
to a halt sharply on their hind legs.

This is not the case with the half-halt. The half-
halt, wliich has been explained in the chapter dealing
with the aids, irritates the horse less than the halt : one

102 CAVALRY HORSEMANSHIP

can therefore use it without fear with all horses, except
those that are behind the hand.

The result sought for is to raise the forehand and
consequently to lower the hindquarters without
checking the pace.

(c) The zigzag or broken line, the serpentine,
the circle. — When the turns are demanded by the
reins only, acting on the forehand, they not only
supple the shoulders, but they equally favour the
engagement of the hind legs. These same movements,
when the leg presses the quarters to the outside, give
great mobility to the hindquarters ; it is therefore
necessary, when they are used, to know what one
wants, and to carry them out with a view to the
result desired.

The search for mobility in the hindquarters aims
at keeping the horse on a straight line and in making
turning easy. There resides in the hindquarters,
together with all the impulsive power, the source of
nearly all the resistances, and consequently, if one
wishes to overcome these resistances, the obedience
of the hindquarters must be prompt and absolute, and
show itself by the strict obedience to the leg.

(d) The half-volt, made more and more closely,
draws the hind legs more and more under the body.
The half-turn on the quarters, which is the limit, gives
the last degree of this engagement.

The half-volt on the forehand, made more and
more closely, helps to mobilize the hindquarters. The
half -turn on the shoulders, which is its limit, gives
absolute mobility to the hindquarters, which turn round
the forehand.

(e) Canter with the wrong leg leading. — The rider
trains the horse to canter on a circle, leading with

TRAINING 103

the wrong leg, by cantering on a broken line, and
making the turns progressively sharper without a
change of leg. He then attempts the figure of eight and
the serpentine. He commences work on a figure of eight
by a large eight between the two ends of the riding
school, executed once only (two changes of hand).
As soon as the horse can do this calmly, the rider
should keep him on the figure for a longer time, and
w^hen he canters calm and free, the size of the figure
should be gradually reduced. He should, how'cvcr,
w^ork the horse frequently on the large figure, in pre-
ference to the smaller ones, especially in the case of
underbred horses.

In the same way the serpentine will at first only
have one bend, and the number of bends will be
gradually increased as the horse gains experience.

This work makes the horse modify his balance of
his own accord, and gives the alternate extension
and engagement, which is the object of this
exercise.

To avoid the needless difficulty of starting the turn
leading with the wrong leg, the rider should start with
the proper leg leading, and then change. During the
turn on the wrong leg, the inside rein, by a careful
opposition, keeps back the inside shoulder and quarter
to prevent the change of leg. This opposition
diminishes as the horse makes the turn on the wrong
leg more readily.

(f) Rein-back. — Although backing is especially
a punishment for the horse, which, notwithstanding
the halts and half-halts, tries to force the hand, or to
lean unduly on the bit, it is equally an exercise which
helps to supple the spine, and makes the horse balance
himself on his hind legs.

104. CAVALRY HORSEMANSHIP

Reining back is another step in the exercises which
aim at alternately increasing and decreasing the base
of support.

The exercises in increasing and decreasing the paces,
which the young horse undergoes, generally make it
easy for him to move backwards.

The horse may, nevertheless, owing to pain or a
bad disposition, refuse to go backwards. He fixes
himself on his hind legs, contracts his spine, and resists
the action of the reins.

To overcome these bad positions, in which the horse
is behind the hand, the rider should disj^lace the
quarters to the side with his legs, or alternately oppose
each of the shoulders to the corresponding hindquarter,
and he will profit from the displacement of the quarters
to again use his hands.

In the execution of this movement the horse should
be calm and straight, and he should walk slowly and
be always ready to move forward again to the pressure
of the legs. At first, especially with keen horses, it is
advisable, after pressing the horse forward again, to
slacken the reins completely and give him ease.

When these results have been attained, one tries
to obtain a change more and more smooth from the
forward to the backward movement, and vice versa ;
one should balance the horse between the forward and
backward movement by making only a few steps in
each direction.

B. How to supple the spine. — The suppleness
of the spine is obtained by the exercises already
mentioned, but especially by work on a small circle
at a canter gradually increasing in speed. It is the
best of suppling movements to the side, and one should
make frequent use of it.

TRAINING 105

The horses being on a circle at the canter, the
instructor, in order to avoid the fatigue caused by long
continued work on a short turn, should enlarge and
decrease the size of the circle every few turns, and
counteract the tendency of the horses to slacken their
sjiced in proportion as the circle becomes smaller.
The sharp turn at the slow canter is easy ; that which
is dillieult, and which must be obtained, is the sharp
turn at a last pace.

C. How to develop the free play of the shoulders.
— The horse which, when at liberty, goes through
evolutions with ease, and balances himself without
difficulty, becomes generally heavy on the hand the
moment he is mounted ; this change arises partly from
the distribution of the rider's weight, and partly
because the horse balanced himself for movements
which he himself wished to execute, whilst he does not
yet know how to balance himself for movements which
his rider requires of him.

The most suitable exercises for gi^^ng mobihty
to the shoulders, and consequently developing the
lightness of the forehand, are, the slackening of the
various paces, the halts and half-halts, backing, and
csiDccially the zigzag line and the serpentine, in which
the turns are demanded by the reins only, causing
the shoulders to turn round the quarters, the circle
with the croup on the inside, the half-volts — more
and more restricted till the horse makes the half-turn
on the quarters— the double changing of hand, and
moving sidewavs with the shoulder in. There is good
reason for specially working on zigzag lines at the
canter, the number of strides between each turn being
gradually decreased, the horse making the turns without
changing his leading leg. This is the best lesson for

106 CAVALRY HORSEMANSHIP

making the horse supple and active in his canter and
gallop, easy to handle, and clever on bad ground.

The different movements which have just been
mentioned should be demanded by the indirect rein,
which acts effectively on the shoulders. Of course,
these movements do not possess, in themselves, a
special power leading straight to the end desired ; the
rider must a]3ply the right aids according to the end
he has in view and the resistances which he meets with,
and he must act with tact, that is to say, with more or
less energy or gentleness according to the circumstances.

At first, in order not to discourage the horse, these
different movements may be large and even irregular,
but they should become more and more confined and
precise, in order to bring about the complete obedience
to the aids, which is indispensable in single combat.

During all the work, the greatest care must be
taken to preserve the forward movement, and the rider
should always, after closely collecting his horse, allow
him to relax his muscles, by extending his stride, before
giving him rest, so as to avoid any loss of impulsion.

D. How to supple the lower jaw. — The supple-
ness of the lower jaw is the visible sign of perfect
balance ; it indicates a general relaxation of the
muscles. In the case of a horse with a normal mouth,
the exercises which supple and strengthen the young
horse produce this mobility of the jaw, which is to some
extent the proof of willing obedience. But some horses,
though the rest of their body may be supple, maintain
an abnormal stiffness in the jaw.

The cause of every resistance is pain. The con-
traction of the lower jaw may be caused by a bit which
does not suit the horse, cither because his mouth is
too sensitive for the bit, or, on the contrary, because

TRAINING 107

its sensitiveness may have been deadened to siieli an
extent that it cannot feel the effects of the bit. The lirst
remedy consists, in this case, in the careful choice and
fitting of the bit. The shaj)e of the bit, its position
in the mouth, the length of the cheeks, the thickness
of the canons, the height of the port, the length of the
curb chain, help to overcome many resistances.

Nevertheless, owing to the action of a brutal or
simply clumsy hand, the most carefully bitted horse
will form habits or take positions which are veritable
resistances, because they enable him to avoid the
constraint of the bit. It is therefore necessary in these
particular cases, to recommence the education of the
mouth with the help of appropriate suppling exercises,
intended to destroy the bad habits and to replace them
with good ones.

A horse is said to yield to the hand when, being in
light contact with it, he slightly opens the mouth on
feeling the fingers close themselves on the reins, and
moves his tongue and the bits for an instant, and then
immediately resumes contact with the hand. The
cession should be confined to the mouth, and should
not be accompanied by any movement of the head or
neck.

The first elements of this exercise can be taught
on foot and at the walk ; but as at this pace, with the
instructor on foot, the impulsion is at the best feeble,
the employment of this method may be dangerous in
secondary equitation.

To obtain the desired relaxation, the rider should
put his horse into an extended pace, and by the gentle
fixity of his hand, he will strive to obtain a confident
feeling, wdth the carriage of the head and neck which
is usual to the horse, although it may be a vicious

108 CAVALRY HORSEMANSHIP

attitude. This result having been obtained, the rider
will have recourse to an intermittent feeling on the
mouth, by easing one bit and closing the fingers on the
reins of the other one, by drawing the bridoon lightly
from side to side, or by simply easing and closing the
fingers on the reins. These various actions tend to
baffle the resistance, by constantly changing the sup-
port, and overcoming the contraction of the muscles
by keeping them constantly mobilized.

According to the nature of the resistance, the half-
halt or vibrations, administered through one or several
of the reins, will cause sooner or later the relaxation
wanted. When, in consequence of the repetition of
these exercises, the horse obeys without hesitation,
and when every combination of the reins secures the
same submission, the education of the mouth is finished.

The advantages derived from the relaxation of the
lower jaw are the effects produced on the nape of the
neck, and on the neck itself, the muscles of w^hich
soon also relax themselves. The neck first takes its
natural position, and then, owing to progressive
exercise, it arrives at the position that gives the face a
vertical line, and makes the control of the horse easy.
When practising the suppling exercises of the mouth,
the rider must take every precaution to preserve the
impulsion, and he should not recompense a concession
by reducing the pace, but by slackening the reins,
patting the horse, and pressing him on in a brisk pace.

The rider must, if necessarj^, limit the emj^loyment
of this local exercise, and not lose sight of the end
sought in training as a whole, namely, the harmonizing
of all the forces of the horse.

Movement to the side and "shoulder in." — The
movement to the side, carried out with the lateral

TRAINING 109

aids, is a movement which is applicable in the manage-
ment of the horse, when either ridden by himself or in
a troop.

When the horse is walking with the wall on the left,
the side movement is obtained by the left rein and leg,
which act by pressing the shoulders and quarters
towards the right, the horse is then bent to the side
opposite to that to which he is directed.

In this movement the shoulders and quarters travel
over two parallel tracks, so that in moving to the right,
the near fore and the near hind cross in front of the other
legs, and the reverse w^hen moving to the left.

In training, the side movement is useful to bring
the horse to understand the effects produced by the
combined aids, and, in addition, it is an excellent
exercise for the j^oung horse. The rider should only
demand this movement down the centre of the school,
or when working across it diagonally, and only for a
relatively short time. When carried out on the track
near the wall, the side movement has the incon-
venience of getting the horse in the way of guiding
himself by the wall, instead of obeying the aids.
Besides, it frequently happens that the horse, not being
able to pass the outside leg in front of the inside leg
for fear of hitting it against the wall, passes this leg
behind the other, which does not give the desired
result.

If, by a stronger action of the aids, the rider
slightly increases the displacement of the forehand,
in respect of the hindquarters, the horse changes from
the exercise of the side movement to that of the
" shoulder-in.''

The horse is said to be on the " right shoulder-in "
(inside of the arc of a circle formed by the spine)

110 CAVALRY HORSEMANSHIP

when he moves bent to the right ; and on the " left
shoulder-in " when he moves bent to the left.

No matter the hand to which the rider is working,
or the part of the school he is in, the horse can thus be
placed and work indifferently either on the right or
left shoulder-in.

The movement is carried out at the command —
*' Right shoulder-in — Go large." " Left shoulder-in —
Go large."

To place the horse on the right shoulder-in, for
instance^ and to work him in the most favourable
position, the rider removes the shoulders from the
line being followed by an action of the right opened
rein strengthened by the leg of the same side, and
thus starts the horse turning. Immediately the horse
is in this oblique and circular position, the rider con-
tinues in the direction previously being followed, whilst
keeping the horse bent in the form of a crescent. The
right rein now becomes the indirect rein of opposition,
acts in the direction of the left quarter, and affects the
whole body of the horse, which it curves and presses
forward, and to the left.

The right leg, by closing in near the girths, assists
the movement by also displacing the quarters to the
left. The left hand first yields and then limits the
bend of the neck, and then strengthens the action of
the right rein, by also drawing the forehand forward,
and to the left ; the left leg, which is closed in against
the girth, maintains the forward movement. This
movement gives the horse the greatest suppleness and
freedom in all parts of the body.

It creates —

1. Freedom of the shoulders, obedience to the hand,
and consequently lightness of the forehand.

TRAINING 111

2. Suppleness of the hindquarters, obedience to the

leg, and consequently the engagement of the
hindquarters.

3. Flexibility of the spine, which harmonizes the

forehand and hindquarters.

(Part left out merely explanation of above.)

The " shoulder-in " is therefore the synthesis of all
the gymnastic movements that one can demand of the
horse, and it is, as La Guerimere used to say, " the first
and last of all the lessons one can give a horse." Its
execution is easy, and the results excellent and rapid.
It is necessary, as in the case of the side movement,
to avoid carrying out the " shoulder-in " on the track
near the wall, as the horse is always attracted by the
track, tries to get back to it, and only bends his neck
instead of yielding his shoulders, which is contrary
to the end one has in view.

The " shoulder-in " is taught at first on the circle,
and the rider gradually trains the horse by taking him
away from it for a few steps : he then pats him and
recommences again further on.

When the horse understands what is wanted of
him, and carries out the movement all right at the walk,
it is repeated at the trot.

For the proper execution of the movement, it is
necessary that the hand which keeps the shoulder in,
should act fixedly on one rein, held short, and the rider
should especially avoid drawing the rein backwards.

The horse should be frequently exercised in the
shoulder-in, and should be worked alternately on one
shoulder, and then the other, the rider being careful
between each change to walk for a few paces on a
straight line. These suppling exercises should only

112 CAVALRY HORSEMANSHIP

be given for a short time, and the rider should profit
from the engagement of the hind legs to press the horse
forward in a vigorous extended trot after straightening
him, the hand only giving the head and neck the
support necessary to assist the extension of the legs.

Easing of the hand and extension of the neck. —
The easing of the hand, defined and commented on by
La Guerimere, and later on adopted by the Baucher
school as one of the fundamental principles of equita-
tion, is nothing more than the proof of good balance.
It consists, after having placed the horse in a certain
balance, in withdrawing, at first for a few moments,
and then for a gradually increasing period, the action
of the legs and hands, and accustoming the horse to
remain in this balance, without the assistance of the
aids, and without decreasing his pace.

The longer the horse remains collected in this
position, the more he shows the perfection of his
condition and of his balance — natural and acquired
— and the comj)letion of his training, whether as a
charger, a hunter, or a High School horse.

The easing of the hand does not of necessity imply
that the legs should be entirely removed, or the reins
quite slack, but the action of the aids should confine
itself to simple contact.

In this position, the horse enjoys an independence
favourable to the economy of his power, and his
initiative is aroused.

Although inapphcable at field practice or during
manoeuvres, because the changes of pace and direction
demand from the rider a frequent and often energetic
use of the aids, and consequently on the part of the
horse a constant position of attention, one should
nevertheless ease the hand whenever there is not

TRAINING 113

this necessity, as, for instance, when on the road,
or on an individual mission, or when taking a ride
alone.

The extension or lowering of the neck is quite
different from the dropping of the hands.

It is evident that the considerable part the neck
plays in the movement of the horse at liberty, makes
it necessary for the rider to be master of the lengthen-
ing and shortening of the neck, if he intends to have
it in his power to regulate the movement according
to his wishes.

When the training is properly carried out, the
connection between the rider's hand and the horse's
mouth ought to be regulated, from the first, by
making the most of the natural attitudes indispensable
to movement, and yet maintaining in the horse the
respect for the hand.

In course of time, whenever, after getting the
horse in hand, the rider yields progressively the hand,
whilst the legs continue to act, the horse should
search for the bit by lengthening his stride. The
rider's tact will now show itself in finding and giving
to the horse the support which will be best for him
for lengthening his stride, changing the pace, jumping,
etc. It is no longer the dropping of the hand, it is
teaching the horse that when the rider continues the
pressure of the legs and at the same time progressively
eases the hand, he should lengthen his stride, lower
his head and demand from the hand the support and
assistance necessary. The rider brings the head back
into place with the reins, and, the hand having then
more action than the legs, there will be of necessity
a reduction of the pace ; after the horse has lengthened
his stride and then collected himself into a slower

I

114 CAVALRY HORSEMANSHIP

pace, the hands should be eased without the horse
altering his balance. It is by these alternate mani-
festations of submission, and these periods of liberty,
that horses become light in hand and always keen.

The movements of the walk and the halt, as well
as the lengthening and slackening of the pace,
should be carried out with young horses in such a
way as to promptly and clearly establish this under-
standing between the rider and the horse, and they
suffice nearly always to bring about that light con-
nection indispensable to the changes of pace and
direction, and, consequently, to the extension and
draAving in of the neck necessary to movement.

But, wdth certain horses, who get behind the bit,
fear the hand, or are ew^e-necked, sj^ecial exercises
are necessary, which require tact and patience, in
order to get control of the play of the neck, and to
place on the shoulders the weight they ought to carry.
It is by working on a circle with impulsion, in alter-
nating the effect of each bit, by mobilizing the fingers,
and by vibration of the reins, that the rider succeeds,
little by little, in getting the horse on the hand, then
to taste the bit, and lastly to extend his neck either
forwards or to the side. One must not confound the
extension of the neck, which is a slow progressive
action, with the movement of the horse which plunges
forward suddenly and snatches at the reins ; nor
with the immediate and complete abandonment of
the reins, accompanied by the easing of the legs,
which follow the proper execution of a movement :
the first is a defence which must be defeated at once,
the second is the reward and rest, which the obedient
horse deserves.

Balancing. — In the extension, slackening, and

TRAINING 115

change of the paces which have been studied, the
rider must be carel'ul not to enclose Iiis horse between
the legs and the hand. The rule remains invariable
for the rider to keep his horse impulsise, and at the
same time obedient, by the right action of his hands
and legs. But, in proportion as the training advances,
these actions tend to draw together, and at times to
be simultaneous. The horse, thus balanced Ijetween
the legs and the hands, works in a sort of balance
with his neck and action high, that is to say, in a
state of collection.

Collection in movement aims at shortening the
base of support of the horse, which then works on a
short base, which increases his mobility, whilst neces-
sarily reducing his speed.

Whenever the rider wishes to return to an ex-
tended pace, he should cease to demand collection,
and let the impulsion pass forward ; at the same
time the neck extends itself, the pace increases, and
the horse again works on a long base.

To oblige the horse, according to circumstances,
to work on a short or long base, to accustom him to
change from the most closely collected work to the
roughest country riding — in a word, to balance him-
self, is the aim of military horsemanship, and it is
to the attainment of this end that the changes of pace,
the increase and decrease of speed, with which we
have been dealing, tend.

Observations on the paces. — One can gather from
the mechanism of the walk, the trot, and the gallop,
observations very useful in training.

It is of the greatest use for the rider to know how
to start a pace at the command, and to maintain or
change it. Now, in the walk, and in the trot, the

116 CAVALRY HORSEMANSHIP

lateral bipeds move parallel to one another ; in the
gallo]), on the contrary, the horse places one of his
quarters slightly to one side. This remark is necessary,
and it suffices to explain to the rider that at the walk
and trot, the horse should remain absolutely straight,
whilst at the gallop, he yields slightly one of his quarters.
Every time that the rider wishes to start the canter
or gallop with a young horse, he should first give liim
this natural position. On the other hand, whenever
he wishes to change from the gallop to the trot or walk,
he has merely to replace the horse in the straight
position.

Another obligation imposed on the rider, consists
in developing paces which enables the horse to go
long distances without fatigue, and, in order that
the horse may employ as little energy as possible, it
is essential that the impulsion acts in the direction
of the movement.

The horse moves with high or low action, according
to the way in which he is ridden ; he can also move
high in front and low behind.

"The horse will move with high action when, suppled
and trained by exercise and properly ridden, he can
be collected when moving. Then the muscles of the
neck, being bent and high, will raise the forelegs by
their contraction, whilst the hind legs being well under
the body also flex themselves " (General de Benoist).

Thus placed the horse cannot develop any great
speed, because his action loses in extension what it
gains in height, and moreover, his joints are constantly
being flexed, but this position is very favourable to
instantaneous changes in the balance, and conse-
quently in direction and pace. This collected position
has. therefore, a frequent use in secondary equitation,

TRAINING 117

since whether at manoeuvres, or in single combat, the
horse must be able to work on a short base.

The horse moves high in front and low behind
when, ridden by an inexperienced horseman, he carries
his head high either from choice or constraint, and as
in the preceding case, the muscles of the neck raise the
forelegs by their contraction ; whilst the hind legs,
placed far from the centre, are not able to engage
themselves, their movements will be jerky and the
spine will not have any flexibility. The horse will
consequently move with a considerable expense of
energy and discomfort in the loins and hind legs,
showing itself by all kinds of disorderly movements.

Finally, the horse will have a low extended action
when he moves with the neck stretched out in a
horizontal position. The muscles of the neck will
then draw the forelegs forw^ard instead of upw^ards.
The hind legs, answering to the pressure of the rider's
legs, will be able to bring themselves well under the
body in consequence of the position of the neck,
which enables the spine to easily arch itself and then
spring back in the direction of the movement.

This position will, therefore, be favourable to
speed, and all the efforts of the horse will tend to
produce the movement with the least fatigue, since
no energy is lost. It is, therefore, this position,
which the rider must try and make his horse take,
whenever he is working alone, or on a long base.

Considered from the point of view of training, the
paces, which have already been taken advantage of
in the breaking, offer the following further uses.

The free extended walk constitutes a rest to the
horse ; it is consequently the best reward the rider
can give him, to show his satisfaction after the good

118 CAVALRY HORSEMANSHIP

execution of the movement demanded, and he should
make frequent use of it.

Furthermore, at this pace, the seat being firm,
the rider is in possession of all his means of action,
and should make use of it to rectify all the bad positions
of his horse, and to teach him the positions which pre-
cede the carrying out of every new movement. The
horse, being all the more disposed to obey as the action
of the aids is more decided, and all the more master
of his balance as the pace is less rapid, finds himself
thoroughly prepared to receive the lesson. Every new
movement, and every new position, should therefore
be learnt at the \valk before it is attempted at the
fast paces.

But at the walk, precisely because of the slowness
of the pace, the effects of the exercises on the joints
and muscles, especially in the movements to one side,
are but shghtly marked. In the same way, if, at the
canter and gallop, the increase and decrease of speed
is an excellent exercise for the spine, the movements
to the side on two lines, on the other hand, have no
useful effect on the horse, because in this movement
he moves in a series of parallel bounds, without any
of the legs crossing one another, and consequently
without great effort.

In the trot, on the contrary, in consequence of the
mechanism of the pace, the movement on two Hues is
a gymnastic exercise all the more efficacious in pro-
portion as the impulsion is greater, and the action more
extended. In order that the near side legs, for example,
may stretch freely to the left, and that the off side legs
may pass in front and cross over them, the horse must
move in big strides, and consequentl}^ maintain his
speed, otherwise there will not be any vigorous working

TRAINING 119

of the muscles and joints, in a word, there Avill be
neither o^ymnastic exercise nor impulsion.

The start of the canter or gallop. — The importance
of the gallop makes it necessary that the rider should
know all about this pace ; because the way in which
horses commence it, keep it up, modify or leave it,
has a great influence on its execution.

Besides this, the study of a complicated movement,
which calls upon all the knowledge of the rider, and
finally upon the absolute obedience of the horse, gives
the opportunity for applying to a concrete case the
principles laid down in training, and for showing in
detail the role and value of the aids. To analyse
completely the start of the canter, is to make a
synthesis of all the training, and to show by the study
of one movement, how all the rest can be obtained.

The horse, when at liberty, starts the gallop in
several different ways. As a general rule, he begins
this pace according to the causes that make it neces-
sary, at one time by a slight loss of balance, produced
by his throwing his weight forward, at another time,
by his throwing back the weight of the forehand on
to the quarters, that is to say, by bringing his hind legs
under the body and balancing himself.

When mounted he acts in the same way, when a
cause, out of the control of the rider, starts him into
a gallop (a chck of the tongue, the whip, or fear).

When the rider wishes to start his horse into a
gallop by command of the aids, it is necessary to take
into consideration, when making choice of his means,
the effects which the hand and the legs may produce,
since according to his state of training, the horse may
only understand a part of the effects of the aids.

In order to make the horse understand that the

120 CAVALRY HORSEMANSHIP

sensations that he feels demand the gallop, it is
necessary to place him in a position which, by removing
all hesitation, leaves him nothing else but a definite
movement to be carried out : the one that is required
of him.

Whether the horse starts the gallop by loss of
balance or by balancing himself, the position should
always precede the mov^ement.

It is the very mechanism of the gallop which
indicates the position which the horse should take.
The gallop is characterized by the advanced position
which one lateral biped takes with regard to the other,
that is to say, that in the gallop to the right, the two
offside legs move in advance of the near side legs
and vice versa,

A. With young horses which are ignorant or
imperfectly trained to the aids, and have nevertheless
to be galloped, in order to develop them and advance
their condition, the rider should put them on to some
circular movement in which the lateral biped on the
inside, having less ground to cover than the biped
on the outside, is able to take with greater ease the
forward position. By making use of the action of
the reins already explained, and by pressing the horse
forward more or less energetically with the legs, the
horse, being thus placed, will break into the gallop
quite naturally, especially if the rider leans his body
slightly forward, and to the right for the gallop leading
with the off fore, and inversely for the gallop to the
left.

The horse, to some extent surprised, and thrown
forward by the action of the legs, falls into the gallop
to the right.

The rider has taken advantage of the favourable

TRAINING 121

position taken by the horse himself to start the gallop.
In this way the horse becomes used to this pace
combined with the weight of the rider. With practice,
the starts become more and more easy, and the horse
enters on the gallop voluntarily, and with increasing
lightness.

Such is the first part of the lesson in the gallop.
This method of starting is sufTicient for giving to the
young horse the necessary work ; it is, moreover, the
only one which can at this time be employed, since
the horse is ignorant of the action of the aids.

B. But the rider does not always start the gallop
from a curved line ; he must be able to start with
changing direction, that is to say from straight lines.
The work which brings about this result constitutes
the second part of the training, in which the rider
must be able, at his wish, to place the horse in the
position which commands the gallop. The horse
must therefore be taught the elementary action of
the aids.

To start with the off fore leg leading it is necessary
to restrain the near side legs, or to advance the off
side ones. Now, to obtain this result it is sufficient
either to restrain the action of the left shoulder, whilst
freeing at the same time the right shoulder, or to
place the left quarter slightly to the right, or to bring
the right quarter forward slightly in advance of the
left.

All the actions of the reins or of the legs which
will bring about these results are right, although in
different degrees, and will prepare the horse, accord-
ing to the state of his training, to start on the desired
leg.

1. To restrain the left shoulder, the rider must

122 CAVALRY HORSEMANSHIP

resist with the left rein, either by a Hght direct effect
of opposition, or by an indirect effect of opposition,
employed, one or the other, according to the nature
of the resistance.

2. By assisting one of these actions of the left rein
with the left leg, the rider obtains a deviation more
or less pronounced of the left quarter towards the
right, and places it behind the right quarter, in the
position for the gallop leading with the right leg.

3. To obtain the start of the gallop by causing the
right quarter to advance, the rider must use his right
leg against the girth, so as to bring the right hind leg
under the body (High School Riding). Of course the
rider can combine these various actions in order to
obtain an effect more quickly and accurately. When
once the position has been obtained, the rider has
merely to give the impulsion necessary for the speed
of the gallop by an equal pressure of both legs.

The start of the gallop to the right, by the resistance
of the left rein, is very simple and irresistible ; it is
the method employed during the early part of training,
and generally whenever the rider finds any difficulty
in getting his horse to start on the desired leg.

The start of the gallop to the right, by the pre-
dominant action of the left leg, has the inconvenience
of forcing the horse off the straight line, and, if the
horse starts with an excessive action of his inside leg,
he may start false.

The start of the gallop to the right by the predomi-
nant action of the rider's right leg, pressed in against
the girth, is certainly the most correct, since the horse
starts straight ; but this effect of the leg is rather the
result of education than natural. This method of
starting the gallop can only be employed when the

TRAINING 123

training is nearly finished, and should only be attempted
by experienced horsemen having precision and tact,
and with horses which arc calm, obedient, and sensitive.

The rider should make frequent starts on one or
the other leg, in order to get the horse accustomed to
them. It is for the instructor to judge as to what
he can, or ought, to demand. The only rule to fix
firmly in the mind, is never to require anything of a
horse until he has recovered calmness, and, on the
other hand, never to cease w^ork ^vith a badly carried-
out movement. We have only dealt here with the
determining aids, which do not, however, exclude the
other aids. These, by regulating or strengthening
the demand made on the horse, give great assistance
to the regular and prompt execution of the movement.

To sum up, the progression we have followed is that
from the known to the unknown, that is to say, in
teaching the start of the gallop only to use the effects
of the aids which the horse is able to understand,
according to the advancement of his training.

To make use of, at any rate at first, the positions
which a horse assumes when at liberty, and only to
modify these little by little, while constantly bearing
in mind the necessity of substituting the straight
position for that with an inclination to one side, and
the well balanced instantaneous start for an uncertain
disorderly one.

To change from the canter to the trot, or from the
canter to the w^alk, the rider must replace the horse
in a perfectly straight position : when thus placed the
horse Avill modify the combination of his legs and
resume the trot or the walk.

When once the gallop has been checked, the rider
should press the reins with the fingers more or less

124 CAVALRY HORSEMANSHIP

firmly according to the pace he wishes the horse to
take, and the rapidity with which he wishes the change
to be made, it being borne in mind that, whilst the
legs remove their pressure, they should nevertheless
remain in contact with the sides, ready to close in
again to maintain the forward movement as soon as
the horse has taken up the new pace.

Jumping when mounted. — The horse should be
regularly exercised v/ith the object of making him
clever over rough ground and free at his jumps.
Calmness is also an indispensable quality in a riding
horse, and the trainer should endeavour to obtain it
by every means in his power, especially by developing
calmness in himself.

The work on the lunge, carried out either in the
school or out of doors, is an assistance too important
in this part of the training to be neglected. It should
be frequently resorted to during training, but one of
the best means of obtaining freedom and calm, when
a horse is ridden at an obstacle, is to regulate the
pace according to the size of the jump and the nature
of the difficulties. To ride at a pace too fast is to
waste energy and to invite disaster, but towards the
end of the training the horse should be brought to
jump the obstacles, large or small, that he meets, at
the fast paces, without getting excited, and without
checking his speed.

As in the case of the young horse ; it is skill and
willingness, rather than power in jumping, that ought
to be developed during the training. Consequently,
this instruction has the most useful application in the
open, over natural and fixed obstacles.

To give a young horse his first lessons in the school
over movable jumps is to teach him to despise that

TRAINING 125

which ought to be respected, and to ask him to show
a wiUiiigness which the aids of the rider, at any rate
at the commencement of training, cannot enforce, in
case of refusal.

Practical outdoor horsemanship enables one to
group the difficulties wliich the horse offers, when
being ridden over jumps, in a small number of defences,
which need only be known to be promptly remedied.
Experience has also proved that, in most cases, the
horse limits his resistances to one or two defences,
which he invariably makes use of.

When a horse refuses to jump, the first thing for
the rider to do — as also for the instructor, who in case
of necessity should point out the remedy, or take the
place of the rider — is to consider the nature of the
defence.

If the horse has shown on the lunge sufficient
power, and if his education has been properly carried
out, there can be only two reasons for his refusal to
jump when mounted : either he refuses to obey the
aids, or the rider has not sufficient tact. In the first
case it is best not to insist, and to perfect the training,
before recommencing the jumping lessons.

If the refusal is caused by w^ant of skill on the rider's
part, it is sufficient in most cases to explain to him
the fault he has made, in order to obtain the immediate
obedience of the horse.

The different ways in which a horse refuses to jump
can be grouped as follows : —
{a) The horse stops short.

(6) He turns off some distance from the jump,
(c) He swerves when near the jump.

(a) If the horse stops short it is owing to want of
impulsion, or fear of the rider's hand. When there is

126 CAVALRY HORSEMANSHIP

want of impulsion the rider should leave the jump for
the time being, and again give the lesson of the legs,
and, if necessary, that of the sj^urs also, and then when
he feels his horse keen to go forward, he should send
him again at the jump, keeping him calm and straight,
and press him forward with the legs the last few strides ;
when the horse has jumped he should dismount and
pat him.

If the horse refuses from fear of the hand the rider
should first alter the bit, if necessary, and then lower
the bar, or if in the open, choose small jumps, taking
them at the walk or slow trot, with long reins, giving
perfect freedom to the neck ; the rider can help the
horse, if necessary, by taking hold of the pommel of
the saddle, whilst jumping, to restore the confidence
of the horse in the hand, and encourage him to stretch
out his head and neck.

(b) The horse who refuses some distance from the
jump, takes sudden hold of the rider's hand, places
his head and neck in a position which enables him to
avoid the action of the bit, and makes his escape to
one side or the other.

The rider, in this case, should divide the difficulty
into its component parts : get his horse into hand
again, calm him, and, after placing the head and neck
in their proper position, put him at the jump again,
holding him firmly till the last moment, with strong
pressure of the legs, and stretched and firmly held
reins.

(c) When near the jump the horse refuses either by
throwing one shoulder out or by turning sidewaj^s
and moving with the quarters in front of the shoulders.

In the first case, the rider will draw back the
leading shoulder by opening his reins, if the horse

TRAINING 127

merely attempts to shy off ; or by the eiierfrctic use
of the indirect rein, if he tlu'ows his shoulder vi^^orously
out of the hne ; und by pressing him strongly forward
at the same time with the legs.

In the second case, that is to say if the horse refuses
by throwing his quarters out, for instance, to the left,
the rider will use the lateral aids, and place the horse
on the left shoulder in (left indirect rein of opposition
and left leg), and will thus press back the quarters into
the right direction. It is true that the horse's head
is placed in the direction to which he wishes to turn,
but, under the action of the left rein and leg, the whole
body is forced towards the right. The rider will
straighten his horse again at the last moment, and
the impulsion, stimulated by the rein on the side,
of the inside shoulder, combined with the energetic
use of the legs, drives the horse freely at the jump.

All the defences which have just been analysed arc
always preceded, at one moment or another, by a
sudden abandonment of the hand by the horse, who
profits by this moment of liberty to take the position
he prefers for resistance.

The rider when approaching a jump should, there-
fore, always attentively feel with his seat and legs the
movements of the hindquarters, the seat of impulsion,
and keep the reins stretched, so as not to lose contact
with the mouth and keep in close touch with his horse.

THIRD PART

APPLICATION OF THE PRINCIPLES OF
HORSEMANSHIP AND TRAINING
TO THE CONTROL OF THE HORSE

CHAPTER I

THE EMPLOYMENT OF THE TRAINED HORSE BY THE
TRAINED MAN

As a consequence of the breaking-in, the horse has
become calm and impulsive.

His suppleness and strength have been developed,
and his resistances have been overcome, by tlie special
exercises of the training course.

During this work the horse has learnt to obey the
aids. It now remains to apply, in the daily work, the
results attained.

The following rules serve as a basis on which
instruction in horsemanship can be perfected.

The straight-moving horse. — The first use made of
this obedience has for its object to make the horse a
straight mover, firstly, because of the place he ought to
occupy in the ranks, secondly, because this position is
of great use in obtaining the pace desired, and in
regulating the speed.

The horse is straight when the left shoulder and

EMPLOYMENT OF THE TRAINED HOUSE 129

the left quarter, the ri<^ht shoulder uiid the right
quarter, are in line with one another in the walk.

In horsemanship it is also right to say that tlic
horse moves straight, although he is working in a
eirele, when the shoulders and the quarters move at the
same distance from the centre.

When the horse is straight, the hind feet follow
exactly the lines traced by the fore feet ; the quarters
and the shoulders arc so placed as to insure the trueness
of their reciprocal action. The two quarters move
equally, the impulsion is equally distributed, and the
transfer of weight from one part to another is regular
and easy. The forces which emanate from the two
ends of the horse do not experience any contradiction
in their combined action, and work for a common end,
i.e. movement in a straight line for which the horse
linds himself perfectly placed.

If, instead of moving straight, the horse moves
obliquely, harmony no longer exists between the forces
of the hindquarters and those of the forehand, there is
no longer true distribution of the weight, and the equal
facility of moving to either side ; moreover, the
quarters are bent round and oppose the shoulders,
and consequently resistance is experienced. There is
therefore good reason, before attempting anything
else, for placing and keeping the horse straight. The
action of the reins and of the legs, which has already
been studied, enables the rider to bring the horse back
into a straight position. In referring to instructions
already given, especially to those regarding the effects
of the rein of opposition, and by making use of the
assistance which the legs give the hands, the rider will
find all the necessary combinations to redress the
shoulders, force back the quarters, and maintain,

K

130 CAVALRY HORSEMANSHIP

and if necessary, bring back the horse to the right
direction.

But, to obtain the result which the right use of the
aids should give, it is necessary to maintain the vigour
of the impulsion. True, free, easy paces, depend
entirely on the activity of the quarters and the straight
position of the horse.

To change the pace, and in any given pace to change
the speed. — The execution of the changes of pace rests
on two princijDleSo

1. When the legs close in to press the horse for-

wards, the hand should not opjDose the move-
ment ;

2. When the hand acts to moderate or to annul the

impulsion, the legs should be passive :
consequently, to start the walk from a stationary
position, to extend the walk, to change from the walk
to the trot, to lengthen the trot, the rider should apply
the legs with more or less force, according to the result
he washes to obtain and the sensibilitj' of the horse,
w^hilst at the same time he lowers the hands and slackens
the grip of the fingers, if necessary, to allow of the
movement.

The hands, nevertheless, ought to be ready to
resist, and even to act, if necessary, in order to regulate
the pace, w^hen the effect produced by the legs is
greater than was intended.

To lengthen the stride, the rider, without ever
losing contact Avith the mouth, gives the greatest
liberty to the horse, so as to allow the extension of the
neck. In this position the horse is most firm on his
legs, has a better view of the ground, and finds himself
in the most favourable position for moving his legs
without fatigue.

EMPLOYMENT OF THE TPxAINED HORSE 131

To lengthen the trot one should press the horse
forward and keep him from taking an oblique
position, by preventing either of the shoulders pre-
ceding the other. The rider will get assistance from
holding the veins separated in the two hands, so as to
be able to use with greater ease the opposing actions
of the reins.

The horse which, when pressed in the trot, takes
the gallop without being asked to do so, is nearly
always a lazy horse ; he should be corrected when he
makes this fault, pressed forward, allowed to stretch
out his neck, and be brought to take a hold on the bit
which favours the speed.

On the other hand, to reduce the speed of the gallop,
the trot, and the walk, to change from the gallop to the
trot, from the trot to the walk, from the walk to the
stop, and to make the horse rein back, the rider fixes
his hands and straightens his body, the fingers being
lightly closed on reins of a right length. The legs
should be ready to resist and even to act, if necessary,
that is to say if the effect produced by the reins is
greater than the rider desired. They have not, conse-
quently, occasion to intervene, till the horse has
commenced to yield to the action of the reins.

To maintain a certain pace and speed. — In the
case of wT'll-balanced horses, which, whilst moving
forward, are obedient to the aids and respect the rider's
hand, it is sufficient, in order to keep them in a pace
and speed desired, to maintain a gentle tension on the
reins.

To keep the horse light in hand and to force him
to yield the lower jaw to the bit, the pressure of the
fingers on the reins should be intermittent, whilst the
impulsion is still maintained.

132 CAVALRY HORSEMANSHIP

But it often happens that either because he pulls,
or, on the contrary, because he lacks impulsion, the
horse does not preserve the regularity of the paces.

The horse pulls for many reasons : nervousness,
want of balance, contraction, etc. These various
causes are felt by the hand in two ways —

Either the rider feels on his hand the weight of a
dull mass, heavy to carry, and difficult to displace
(horse on his shoulders), in which case it is called
resistance of weight, and is met by the half-halt, which
obliges the horse to pull himself together and carry
himself. Or the rider feels in his fmgers a resistance
arising from muscular contractions of the lower jaw,
and that the horse resists instinctively or voluntarily
the action of the bit : we call these defences wilful
resistances, and we attack them with flexions or
vibrations on the reins as previously explained. The
horses can, moreover, move slower than desired owing
to laziness, want of energy, fear of the hand, or from
ignorance of the position favourable to the movement.

If it is OAving to laziness, we should attack strongly
with the legs and, if necessary, press in the spurs, in
order to re-establish the absolute respect for the leg.

If it is owing to want of energy, training, age, and
good food, gradually increase the vigour of the horse.
If the horse fears the bit, he shows his apjorchension by
raising his head and refusing the hand ; he thus over-
whelms his hindquarters, and instead of collecting
himself, trots without moving forward. We should
in this case put a lighter bit in the horse's mouth, put
him in confidence on the hand by gentle movements of
the fingers, and provoke the extension of the neck,
which will bring about the relaxation of the loins, and
later on the propulsive action of the hindquarters.

EMPLOYMENT OF THE TRAINED HORSE 133

To sum up, in the case of a trained horse, kec^o the
pace equal by means of a Hght hand and mo])ile fingers,
without ever allowing the horse to pull.

In the case of a horse which fights against the bit,
one should have a light hand with always the same
steady tension on the reins, or make use of vibrations.
In the case of a horse heavy in front, one should close
the fingers strongly on the reins and make use of the
half-halt.

In each of these cases the legs should be fixed but
passive.

Finally, in the case of horses who are behind the
])ridle, seek the cause of the want of impulsion, and
have recourse cither to the action of the aids, or to
some modification in the general treatment or in the
work.

Change of direction. — The turn is merely the
consequence of a new objective that the rider proposes
to reach. The selection of direction should, therefore,
always precede the turn.

In practice there are three ways of turning —

Turning on a large bend.

Turning on a small bend.

Turning from a stationary position.

1. The turning on a large bend is carried out whilst
moving forward, and on an arc of a circle sufficiently
great, consequently the rider has scope and time. It
is obtained either with the opened rein or with the
indirect rein.

The opened rein indicates to the horse the new
direction : the two legs press him in this direction :
it is the most elementary of the turns whilst advancing.
It is also the one which young horses best under-
stand, and should, therefore, not only be used at the

134 CAVALRY HORSEMANSHIP

commencement of the breaking, but also every time
that the horse resists the other effects of the reins.

In order that this turning may have its full effect
it is of the greatest importance not to annul, by a
premature intervention of the regulating rein, the
action of the rein which determines the turn ; one
should, therefore, at the start, yield freely the opposite
rein.

The turn with the indirect rein and the two legs
is also a turn whilst going forward. The weight of the
neck inclines the horse to the new direction, towards
which the two legs press him : it is the turn most
usually employed when riding in the open. It is also
the only one which the rider who holds his reins in one
hand is able to make use of. As in the preceding turn,
it is necessary, in order that the rein which determines
the movement may have its full effect and power, that
the regulating rein be slack at first, so as not to inter-
fere with the position which the horse's nose should
take under the influence of the direct rein. When
riding with one hand, the slackening of the outside rein,
moreover, takes effect automatically.

2. The short turn, which the rider makes use of
when he is forced to change his direction quickly, or
when he has not much spare room, can be obtained
either by a lateral or diagonal effect. The lateral
effect (right direct rein of opposition and right leg)
draws the shoulders to the right, and turns the quarters
more or less sharj^ly to the left : the horse turns his
head to the right whilst at the same time slackening his
speed. This turning is of general use during the
training, it gives a short but energetic exercise to the
spinal column, to the shoulders, and to the quarters.
It is equally this movement which enables the rider to

EMPLOYMENT OF THE TRAINED HORSE 135

give his horso the first lesson in the use of the leg, and
makes him accept this aid. The short turn by the
diagonal effect (left indirect rein of opposition and right
leg for turning to the right) is the closest, the most
prompt and the most correct of the turns. The left
rein pushes the shoulders to the right, and the horse
turns his head to the right without slaclcening his speed.
To sum up, of the two large turns, the first is the most
elementary ; the second the most usual, in open air
horsemanship : of the two close turns, the first is
excellent to enforce obedience to the leg ; the second is
the more rapid and regular.

3. The turn from a stationary position is employed
when the rider, being at a stand, wishes to change
direction : it is made on the shoulders, on the quarters,
or on the centre. The half-turn on the forehand, when
executed correctly and rapidly, proves the submission
of the horse to the leg, and the suppleness of the hind-
quarters. The half-turn on the quarters, executed
correctly and rapidly, proves the lightness of the fore-
hand, the suppleness of the shoulders, the strength of
the loins, and the submission of the hindquarters. If
one carries out step by step these two movements, the
horse will better understand the mechanism, but they
have not the same suppling effect ; one should, however,
execute them very slowly if wishful to get the best
results.

The half-turn on the shoulders, and the half-turn on
the quarters, are difficult to execute perfectly. The
half-turn in place, in which the horse pivots on his
centre by carrying, for example, his shoulders to the
right and his quarters to the left, is of easy execution
and constant application. It is obtained by the action
of the left rein indirect of opposition, which carries the

130 CAVALRY HORSEMANSHIP

shoulders to the right and moves the quarters to the
left, and by the action of the right leg, which equally
pushes the quarters to the left. In all the changes of
direction the action of the leg should precede the action
of the hand. By acting otherwise the quarters prop
and make the turning clumsy. By, on the contrary,
inclining the seat of impulsion in the new direction,
the hindquarters act as a rudder, and impose the
direction w^hich the hand has only to indicate.

The Gallop. Galloping a horse. — The want of breed-
ing in the troop horse, makes it necessary to be
very careful in the use of the fast paces, and puts
a limit on the degree of speed that one can exact
from them, and also on the distance for which they
can be exercised.

Nevertheless, the practice of the charge, makes
it necessary for the soldier not only to make use of
the extended gallop but also intermediate speeds.
The instructor carefully regulates the details of this
work, chooses his day, and ground, and gradually
teaches his men and horses to take and maintain a
steady gallop.

In these exercises the rider takes care to press
the horse into the bridle. The greater confidence
the horse has in the support of the hand, the better
he places himself to ensure speed. There is also an
advantage, at first, in riding him in a snaffle or double
snaffle. The first gallops are made easier by the
horses being arranged in groups of two or three at
most, according to their temperaments. In the
gallop, the rider should have his stirrups " home,"
the thighs closed in, and the legs fixed to the horse's
sides, he should also lean slightly forward, so as to
ease the horse's loins of weight, allow the hindquarters

EMPLOYMENT OF THE TRAINED HORSE 137

to act with more power, and consequently to ensure
the greatest speed

The reins should be separated, the hands low
resting on the neck, so as to be fixed, and to give the
horse a firmer and more constant support.

The rider is taught to gradually increase the
speed, up to the fastest gallop, and then to gradually
slow down the pace, wnilst always maintaining con-
tact with the horse's mouth and keeping him straight.
These exercises comprise increasing and decreasing
the speed ; the gallop should not exceed 800 yards.
It is necessary to be careful and to regulate the work,
according to the age and breed of the horses. The
periods of walking Avhich follow should be all the
more prolonged, according as the gallop has been
long and fast.

One makes use of this work to teach the rider to
judge the speed of his horse, to regulate it, to see
and make a note of, and reason about all that passes
around him : in a word, to acquire a head, that is
to say, the qualities of coolness, and quick observa-
tion and judgment, which are indispensable in war,
and which the soldier should retain even at the
fastest paces.

Riding across country and over jumps. — The main
principles of horsemanship find their application
when riding over a country and when jumping.
The qualities of dash, of seat, of fixity, of suppleness,
the care of the horse's mouth, the observance of the
laws of balance, which have been constantly men-
tioned in the education of both man and horse, here
play a considerable part. Decision when jumping
is one of the first qualities that an outdoor rider
should possess : it communicates itself rapidly to

138 CAVALRY HORSEMANSHIP

the horse, and becomes the best guarantee of his
boldness. If the rider is not keen, the horse soon
finds it out and becomes restive. The seat, which
is the close and supple contact of the pelvis and
thighs with the horse, insures the lightness of the
hand, gives the rider the use of his legs, which be-
come more than ever the agents of impulsion, and
enable him in case of mishap to save a fall by sinking
into the bottom of his saddle.

The seat is independent of the body : a rider
can have the body slightly inclined forward and
still be close to his saddle, in the same way as he can
have his body back and yet be out of the plate.

Fixity, which has been defined in horsemanship
as the absence of all involuntary and useless move-
ment, forbids here all exaggerated projection of the
body, all displacement of the legs forwards or back-
Avards, as also all movement of the hands.

Suppleness is the result of a good seat and fixity
united by the suppleness of the loins ; it is the essential
quality which enables the rider to be one with his
horse in all the variations of pace ; it is what is called
going with one's horse.

The laws of balance and the mechanism of the
paces demand from the rider that he should not
overcharge the working parts when jumping, that
is to say, the hindquarters, the seat of impulsion,
at the moment of the spring, and the forehand, which
supports the weight when the horse lands.

Finally, the play of the neck, all the more pro-
nounced in proportion as the pace is slow and the
spring violent, demands that the rider's hand gives
the head a libert}^ proportioned to the energy of
the extension, so that the horse may be able to

EMPLOYMENT OF THE TRAINED HORSE 139

utilize all his power, and that his mouth may not
suffer from any involuntary movement.

No matter what the pace may be, when approach-
ing the obstacle, the rider should fix his legs and
increase their pi*essure, if necessary, to secure im-
pulsion. He should incline the body slightly forward,
the seat bones being still pressed into the saddle ;
the hands, placed low, accompany the movement
of the neck, whilst the fingers release their hold on
the reins to allow the horse the free use of his head
and neck.

In thus riding his horse with impulsion, held
firmly between fixed legs and long stretched reins,
the horseman gives his horse liberty between the
aids, and places him in the best position for jumping.
In fact, the formula which best sums up the instruction
to be given to the riders when jumping, is, not to jump
before the horse, nor after the horse, but with the
horse.

CHAPTER II

RESISTANCES OF THE RIDING HORSE

The resistances of the horse are very rarely caused by
wickedness or a bad disposition. They arise some-
times from a defective conformation, or from defects,
visible or invisible, which make obedience painful,
and force him to try and free himself from the effort
required.

But it is most often the case that the ignorance or
awkwardness of the rider are responsible for the bad
habits and resistances of the horse.

The horse, as has already been shewn when studying
his mental constitution, is for ever taking his rider's
measure, and he is a past master at finding out the
form of resistance which the latter is most afraid of ;
rearing, resistance on slippery pavements, or beside a
wall, etc. If the animal discovers the timidity of his
rider, or feels the powerlessness of his aids, he im-
mediately feels his own power, abuses it, and gets the
upper hand.

On the other hand, restiveness rarely occurs when a
horse (even one with a bad character) is entrusted to
an energetic intelligent horseman with method, and
determination to overcome difficulties. The vigorous
application of certain rules of horsemanship and of

RESISTANCES OF THE RIDING HORSE 141

breaking, laid down in the preceding pages, will nearly
always bring success.

To the brutal and sui)eri()r force o! the horse, the
rider should oppose skill and tact ; he will take careful
note of the nature of the resistances, their cause and
their scat (mouth, shoulders, quarters or pain).

He will divide the difhcultics, and as much as
l)ossible, attack them separately (stop, relax, place,
attack).

He will remember that the seat and fixity give the
aids their greatest power with the least effort ; when
a fight is necessary he will preserve his coolness ; he
will not squander his strength, but, on the contrary,
concentrate it on the right spot at the right time.

Alongside these first principles — knowledge, the
control and economy of strength — there exists for the
domination of a difhcult animal, a number of methods,
natural or artificial, which study and experience have
disclosed, and it is for the rider to employ them accord-
ing to his temj^erament and that of the horse, and to
apply them in the difficulties, special or unforeseen,
which arise during the training, or in the daily w^ork
of the horse.

Ignorant horses. — When a horse disobeys out of
ignorance of what is required of him, by merely showing
anxiety or a passive resistance, one should recall him
to obedience by taking up his training from the point
at which he is at fault, and then following the series of
exer(?ises laid down for the completion of his education.

Nervous and frightened horses. — It is by kindness
and patience that one succeeds in giving the horse
confidence. When his rider sees an object likely to
frighten him, he should sink into the saddle, leave the
reins long, pat the horse and calm him with the voice.

142 CAVALRY HORSEMANSHIP

If the horse has constantly fear of the same object, it
is preferable to get off and familiarize him with the
object, rather than force him up to it with the spurs.
If the horse tries to turn round the rider should keep
him on his right road by opposing the shoulders to the
quarters.

Badly shaped horses. — The badly made horse
naturally suffers the consequences of having inherited
weak organs, and refuses to execute movements which
throw sj^ecial strain on these organs. The rider should
avoid immoderate demands, which will but provoke
resistance if the horse is weak, or ruin still further the
defective parts if he tries to carry them out.

Restive horses. — To master a horse with a difficult
character, the rider should prove himself the stronger,
and never let pass an act of disobedience or yield to
a whim. It is, however, rare that one can get him to
yield without using force ; on the other hand, cwery
concession on the part of the horse should be im-
mediately recompensed. With the horse who no
longer obeys the pressure of both legs, the instructor
is obliged to return to the lesson of the legs given with
the lunge and the long whip.

Horses which rear. — To put up this defence a
horse must first stop or hang back. The first thing
to do is, therefore, to prevent this hanging back, by
pressing the horse forward and bringing the weight
on to the forehand.

If the horse refuses to go forward, one should turn
him round, so as to relax the muscles which arc
necessary for the rear. By mobilizing the hindquarters,
by moving them to one side, one relaxes all parts of
the horse, and prevents him from placing his weight
on to his hindquarters.

RESISTANCES OF THE RIDIXG HOUSE 14:3

The employment of the rearin*,' bit helps in over-
comintr this defence. The reins of the bit passed over
the neek and between the forelegs, and fastened at a
suitable length to the girths, make the best and simplest
rearing bit.

Horses which kick. — If a horse has the habit of
kieking, one should make use of the bridoon to prevent
him from lowering the head, and at the same time,
press him strongly forward with the legs.

It is a mistake to always hold a kicker's head very
high, for it often happens that the kicking is caused by
l^ain in the loins or hocks, and by raising the head of
certain horses one only increases their irritation and
provokes their resistance.

The horse which kicks at the boot, should be taken
back to the lesson of the single leg with the lunging-
rein and the long whip. Every time that he defends
himself in this w^ay the rider should immediately reply
by apptying a vigorous stroke of the spur.

Horses which fight against the hand. — The causes
of this fault are many. They arise generally from
an excessive sensibility of the bars of the mouth,
from a badly chosen bit, or from too severe a hand.
One should find a suitable bit, and if necessary take off
the curb chain.

The martingale attached to the noseband can be
advantageously used in this case, as also work on the
lunging rein, the horse being properly reined on to a
dumb jockey.

Horses which overbend.- — The horse ovcrbends from
weakness or want of training. This is the case with
many young horses. It is sufficient to give them
confidence in the hand, by forward movement with an
extended neck. If this attitude becomes a defence,

144 CAVALRY HORSEMANSHIP

one can use the bridoon reins to raise the head, with,
if necessary, a short but vigorous action from below
upwards. The desired result having been obtained,
the legs should prevent the horse from moving slower.
One should not at first be exacting, and should yield
when the horse raises his head slightly in relaxing the
lower jaw.

The gag snaffle also helps in overcoming this
defence.

Horses which poke their noses. — The horse which
pokes his nose, holds his head high, and more or less
horizontal, the jaw being contracted ; a bad conforma-
tion predisposes to this fault, but this defective position
generally comes from the horse being badly ridden, and
consequently in fear of the hand. To correct it one
should fix the hand just above the pommel of the saddle,
the Yvins remaining stretched, close in the legs, press
the horse into his bridle, and close the fingers strongly
on the reins until the horse lowers the head slightly ;
one should then immediately relax the fingers and
yield. Repeat this lesson until the horse yields to the
least pressure of the fingers, and learns that the hand
is only hard when he pokes his nose, and that it yields
the moment he places his head properly. The use of
the rearing bit, and also the fixed or running martingale,
suggest themselves in this defence.

Excitable horses. Horses which niggle.^ — The reasons
which cause excitement and make a horse niggle
are many. Some horses have too short a step in the
walk, and training should put this right. Others
lack impulsion and shrink from the leg : one should
renew the lesson of the spur, and keep them moving
forward. Others, owing to excessive nervousness
fidget, move sideways, and cannot support the pressure

TiESISTANCES OF THE RIDING HORSE 145

ol' the ranks. They should be made to work for some
time by themselves, and l)c put into ^rood eondition,
as fat makes the nerves less sensitive ; the rider being
told to sit as still as possible.

But in most cases the fault arises from the horse,
owing to fear of the hand, not daring to take from the
bit the support whieh assists the free extended paces.
The instructor should, in this case, change the rider
whose aids are too severe, and make the horse extend
his neck several times, in order to give him confidence
in the hand, and to carry his weight on to his shoulders.
These first results obtained, one relaxes him by long,
slow trots, on bending courses, circles, and figures of
eight in order to gradually get him used to the aids.

Horses which pull. — Being at the walk, stop him
with an upAvard action on one rein ; when he yields,
let him straighten himself, and restart the w'alk.
Repeat this lesson first at the slow trot and then at the
ordinary trot. In this way one succeeds in overcoming
the stiffness of the horse that i^ulls, by forcing him to
bend himself, and engage his hind legs.

Work at the slow trot, on volts, serpentines, and
diagonal lines, stops and half-stops, constitute an
excellent exercise for a horse w^hich is on his shoulders
and leans on the hand.

Horses which open their mouths or pass their tongues
over the bit. — For the first, make use of a noseband, or
of a strap, tied either above or below the corner of the
mouth. In the case of those which get their tongues
over the bit, use a noseband and a bit with a pallet
made of leather or indiarubber, or tie the tongue down
with a strap.

APPENDIX

Example of a "reprise" which might serve as a
preparation of an officer's charger for the championship.

This " reprise " designedly eomposcd of numerous
movements, gives the horseman the opportunity of
attempting all the difficulties of horsemanship, and a
jury the means of assuring themselves —

1. That the horse moves straight at the various
paces.

2. That he passes easily — as Avell on the straight
line as in the changes of direction — from the slow
cadenced paces to the extended paces.

3. Of appreciating the degree of obedience of the
horse by the facility, more or less great, with which
he moves — to both hands — his quarters round his
shoulders, and his shoulders round his quarters.

4. Of judging the power and delicacy of the rider's
aids, the movements demanded being carried out
between lines and points carefully fixed.

The judges, in order to be able to form an exact
opinion as to the precision with which the work is
done, should stand in the centre of one end of the
riding school.

The walk. — To walk the length of the school and back.

Whilst coming down the centre of the school, with
the right leg closed into the horse, and the horse's near
quarter inclined slightly to the left.

After a few side paces, complete the half-turn on
the -shoulders.

APPENDIX 117

Whilst going up the school, with the left leg closed
ill and the horse's off-quarter inclined slightly to the
right.

After a few side paces, complete the half-turn on
the shoulders.

Come down the middle of the school, and on arriving
in front of the judges, collect the horse on to his
quarters, and make a half-turn to the left.

Return up the centre of the school, collect the
horse, and make a half -turn to the right.

The trot. — At the free strong trot, with the wall
on the right, make a large turn to the left. Cross the
school, change direction, and make a large turn to the
right.

At the cadenced trot, the wall on the left, half -turn
to the centre, and then return to the track with the
horse placed diagonally, moving on two lines.

The wall on the right, half-volt on the forehand,
proceed to the centre of the school, the horse moving
sidew^ays.

The wall on the left, move diagonally across the
school, and change to the other hand by moving the
quarters round the shoulders.

Cross the school again diagonally, and then change
the hand again by moving the shoulders round the
quarters.

Wall to the right : trot fast half round the school,
and then decrease the pace.

At the cadenced trot move sideways across the
school, and then come back to the same hand by moving
the quarters round the shoulders.

Cross the school again diagonally, and come back
to the same hand by moving the shoulders round the
quarters.

148 CAVALRY HORSEMANSHIP

At the English trot on a serpentine course, increase
the speed, decrease the speed, increase it again, halt,
go backwards, trot again.

Trot up the school. On leaving the centre line turn
round to the right on the quarters, then turn round to
the left on the quarters, turn round to the left on the
forehand, turn round to the right on the forehand.
Walk down the centre of the school.

The canter. — Start the canter leading with the
near fore leg, trot, then start into the canter, leading
with the off fore leg.

Wall on the left, turn round to the right going as
far as the centre of the school, then turn round in half
the distance from the wall.

With the wall on the right turn round to the left,
going as far as the centre of the school, then turn going
only half this distance. Canter down the centre, turn
sharply on the off hind leg, change the leading leg, and
turn on the near hind leg.

Return down the centre of the school, make a half
sharp turn to the left, change the leading leg. A close
half -turn to the right, and change the leading leg.

Wall on right. Serpentine without changing the
leading leg. Canter up the centre, half-turn on
the forehand to the left, change the leg, half -turn on the
shoulders to the left, change the leading leg, half-turn
on the shoulders to the right and change the leading
leg.

Wall on left. Serpentine along the centre changing
the leading leg at each bend. Change of leading leg
at various intervals.

London: vinton & co., ltd., 8, bream's buildings, chancery lane, e.c.

Webster Family Library of Veterinary Medicine
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