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The Manual of Equitation

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The French Army

for

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1912

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JOHNA.SEAVERNS

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The Manual of Equitation

of

The French Army

for

1912

Translated at
The Cavalry School

! E» 9. CANTRY

KIO CAVALRY

Digitized by the Internet Archive

in 2009 with funding from

Boston Library Consortium IVIember Libraries

http://www.archive.org/details/manualofequitati1912fran

FOREWORD

Were there no sound theory of horsemanship based upon
simple practical principles, mounted instruction of troops
could not be progressive and systematic, and young officers
would not be sufficiently equipped to accomplish their tasks as
instructors.

The Manual of Equitation and Horse Training is in-
tended to furnish this much needed information.

It contains, however, no innovations, but merely sums up the
teachings of the old Masters, such as, Pluvinel, de la Guerin-
iere, Comte d'Aure, Boucher, Generals L'Hotte, Faverot de
Kubrech, de Baeuchesne and Jules de Benoist, and applies to
horse training, the known laws of the association of sensations,
as well as the traditional principles of The Cavalry School.

While paying due respect to the fundamental rules of class-
ical equitation, everything that is no longer adapted to present
day conditions in the employment of the horse must be elimin-
ated, and only that which is simple and practical retained.

The Manual comprises three principal parts :

1. The Education of the Rider.

2. The Education of the Horse.

3. The Use of the Trained Horse.

Part / treats of the instruction of the rider according to
his grade in the military system. It is necessary to simplify
the instruction of the recruit in order to hasten his entry into
ranks and at the same time, to push the training of the horse
as far as possible. These opposing considerations have made
it necessary to modify former methods.

The principles remaining always the same, instruction
should henceforth be modified according to the ability and re-
quirements of the different classes of pupils, i.e., young
soldiers, reenlisted men, noncommissioned officers who are to
train remounts, or the officers charged with instruction. The
instruction is classified as, Elementarij, Secondary and Su-
perior equitation, according to the classes to which addressed.

11

In order to abridge this manual, it has seemed best not to
repeat in Chapter I, which is devoted to Elementary Equita-
tion, the lessons prescribed for recruits which are set forth in
Part II of the Drill Regulations. But the Board has tried to
indicate those things which should influence the instructor in
the course of his daily lessons.

Secondary Equitation treats of the management of the
horse (conduite du cheval) ; it includes a detailed study of the
natural aids, with a brief reference to the artificial aids.

This chapter has been drawn up according to the principles
of the School of Versailles, transmitted to The Cavalry School
by Comte d'Aure, whose "course in equitation" (cours d'equi-
tation) approved by War Department regulations dated April
9, 1853, sets forth the means by which a rider may overcome
or avoid the difficulties which arise from the use of the horse.

Chapter III is devoted to Superior Equitation, and gives
only a general view of the purpose and means employed. The
genius of high schooling (the haute ecole) is the genius of art
and does not lend itself to words.

Part II treats of the education of the horse. It consists of
two divisions, in which are set forth the best methods for con-
ditioning and breaking (debourrage) the young horse, and the
rules which govern his training (dressage) .

It studies the mental characteristics of the horse, and the
principles that may serve in the establishment of an equestrian
language which is indispensable for the accord of rider and
mount; and it gives the g;y^mnastic exercises which enable the
horse to respond to the requirements of man.

A table sets forth the several phases of this education and
the work which corresponds to each phase. This table is
merely a guide and should be considered only as a type of
systematic progressive training.

Part III assumes both man and horse to be trained and lays
down the necessary rules for the use of the horse out of doors
under normal conditions and in combat. The principles here
given may serve as a basis for the mounted instruction given

Ill

to noncommissioned officers and to former soldiers (on
mobilization) .

The manual does not pretend to solve all the problems which
may arise; long practice with the horse alone is capable of
that. Its object is only to put current ideas in order and to
facilitate the tasks of the instructors to whom it is exclusively
addressed.

Officers may draw from it the appropriate principles to
impart to those under their command. But they alone, the
officers, be it understood, must be qualified with the knowledge
and ability to demonstrate and explain these principles.

TABLE OF CONTENTS

Page

P'oreword i

General principles — Object and divisions ix

PART I— EDUCATION OF THE RIDER
Chapter I. Elementary Equitation:

A. School of the Trooper 1

B. Role of the Instructor in the School of the Trooper 1

Qualities of the Instructor J-

Objectives 2

Establishing the confidence of the rider 2

Means of holding on 2

(a) The seat 3

(b) The stirrups 3

Special gymnastics for the rider 4

Mounted position 5

Suppling exercises 6

Chapter II. Secondary Equitation:

The management of the horse 9

Par. I. Study of the aids :

Aptitudes 9

Natural aids 10

Action of the legs 10

Action of the reins 11

Accord of the aids 15

Par. II. Mastery of the aids 26

Par. III. Use of the aids 28

Tact of the hand , 29

Chapter III. Superior Equitation (education of the officer) 31

PART II.— EDUCATION OF THE HORSE
Chapter I. The Riding Horse:

Qualities of the riding horse 32

The model 34

Quality 36

The breeding 36

Relation between breeding and training „ 36

Chapter II. Generalities :

Influence and responsibility of the commanding officer 37

Influence and the responsibility of the troop commander 38

Qualities of the instructor and the trainers 38

Care given on arrival in the regiment 39

Object of the education of the young horse 39

Divisions —

Breaking 41

Training 41

General rules 42

Circumstances which may influence the duration of the

education of the young horse 42

VI

Pftyn
Chapter III. Breaking:
Objects in breaking —

Phases 43

Importance of work 44

Work not mounted 44

Work on the longe 44

Accustoming to the saddle 47

Mounting lessons 48

Training to bear the saber 49

Mounted work 49

Elementary lessons in the aids 50

To move forward 50

Halting 51

Turning 52

Backing 53

First lessons at the gallop 53

Preliminary conditioning 54

Organization of sections : Leaders 55

Value of the various gaits 55

Defenses of the young horse 56

Use of the double bridle 57

Preparation of the colt for his ultimate use in case of

mobilization 57

Hygiene 58

Shedding and the period on grass 58

Choice of ground 58

Individual work 59

Harness 59

First instruction over obstacles 59

Leading 60

On the longe 60

At liberty 61

Mounted 61

Chapter IV. Training:

General 63

Principle factors in training 64

The rider 64

The work 64

Time 65

Psychology of training, influence of character and

conformation 65

Limit of training 66

Basis of an equestrian language 66

Principles of movement 69

Impulsion 69

Balance 70

Locomotion 72

Vll

Fafjc

Role and position of the head in movement 72

Role and position of the neck 73

The ramener 74

Gymnastics of the young horse 75

Resistance 75

To obtain engagement of the hind quarters and mobility

of the haunches 76

Extending and collecting the gaits 77

The halt. The half halt 78

False gallop 80

Backing 80

Suppling of the spinal column 81

To obtain free play of the shoulders 82

To obtain suppleness of the jaw 83

Two tracks and shoulder-in 85

The extended trot 87

Obtaining balance 88

Remarks on the gaits 88

The gallop depart 91

Conditioning 95

Jumping, the horse mounted 96

PART III.— APPLICATION OF THE PRINCIPLES OF EQUITATION
AND HORSE TRAINING TO THE USE OF THE HORSE

Chapter I. Use of the Horse:

The horse straight 99

To change the gait and in a given gait to change speed 100

To maintain a given gait and a given rate 101

Change of direction 102

Galloping a horse 105

Cross country and over obstacles 106

Individual combat 108

Chapter II. Defense of the Riding Horse:

Ignorant horses 109

Horses that are afraid 109

Horses with bad conformation 110

Stubborn horses 110

Horses that rear 110

Horses that kick HO

Horses that fight the hand HI

Horses that lower the head against the chest Ill

Horses that star gaze HI

Excitable horses : Horses that jig 112

Horses that pull 112

Horses that open the jaw or pass the tongue over the bit 113

Table showing the successive phases in the education of the young

horse 113

IX

MANUAL OF EQUITATION AND HORSE TRAINING

GENERAL PRINCIPLES

Object and Divisions. The object of military equitation is
to produce troopers skillful in the management of their horses
under all circumstances and over any country.

Mounted instruction therefore comprises the practice of
approved methods for instructing recruits; the study and use
of the indispensable principles for mounted instruction of old
soldiers and noncommissioned officers; finally the application
of approved rules in the training of remounts.

The study of military equitation is divided into three parts :

1. The education of the rider.

2. The education of the young horse.

3. The application of the principles of equitation and

horse training to the use of the horse.
Part I. Education of the Rider. The education of the
rider assumes a trained horse. This part of the instruction
comprises that which is particularly applicable to the man ; it
describes the qualities of the instructor and the methods to be
followed to develop the rider's aptitude. It aims to establish
the moral quality of confidence, and the physical quality of
muscular suppleness. It teaches the best means for holding
on, and prescribes the principles applying to the position of
the rider, as well as those for the guidance and use of the
horse.

The achievement of the above qualities, necessary to the
educated rider, requires fixed principles and much practice.
The instruction, however, can not be the same for all grades
of the military service.

Elementary Equitation, is that given to recruits, and its
phases are contained in The School of the Trooper, Mounted ; it
comprises only that which is absolutely essential to the trooper
in ranks.

Secondary Equitation, forms the principle object of this

manual. It is intended for the use of instructors, who can
draw from it the ideas to impart to noncommissioned officers
and selected troopers in the course of their instruction.

Instruction in Superior Equitation is more especially re-
served for officers who, besides being skillful and bold riders,
should endeavor to acquire all the fiyiesse of the art. It is the
object of the riding instruction given at The Cavalry School.

These several teachings differ from each other only in their
extent and in the indication of methods, which are more or less
elementary or scientific according to the ability of the riders
to whom they are addressed ; they are all based upon the same
principles, however, and tend toward the same objective, which
is to insure a unity of doctrine indispensable to the proper use
and progress of the Cavalry.

Part II. The Education of the Horse. The education of
the horse assumes, on the other hand, a trained rider; it em-
braces the study of everything which concerns the horse. It
considers his mental constitution, and the means for establish-
ing his confidence ; his temperament, his conditioning, and then
the laws of balance and animal locomotion from which are
derived the actual principles of training.

Part III. Application of the Principles of Equitation
AND Horse Training to the Use of the Horse. This part
considers the trained rider mounted on the trained horse and
lays down rules for use in the daily work.

Observation. There is nothing fixed in these divisions; in
practice they overlap more or less. Nevertheless, in assigning
a place to ideas and a place to facts, this division tends toward
the clarity necessary in the extensive domain of equitation ; it
directs the efforts of the instructor or rider according to the
location of faults — ^the ignorance or awkwardness of the man
or the weakness or bad will of the horse.

PART I

EDUCATION OF THE RIDER

Chapter I
ELEMENTARY EQUITATION

A

SCHOOL OF THE TROOPER
(See French Cavalry Drill Regulations, Pt. I, Art. 2.)

B

ROLE OF THE INSTRUCTOR IN THE SCHOOL OF THE TROOPER

Qualities of the Instructor. The instructor is the
principle agent in riding instruction. He should be a horse-
man; a man of character and force; he should always be an
example of propriety, dignity, accuracy and determination.

He establishes a logical progression conforming to the spirit
of the Drill Regulations; he assures the regular sequence of
steps in the course, he keeps his pupils alert by the variety of
his instruction : and each day brings out a new but contem-
plated element.

The explanations which he gives while mounted are reduced
to strict necessity. They are formulated with precision and
pronounced in such a manner and place that every rider may
hear them. They are never given during fast gaits. On the
other hand, no individual fault in the rider's position or his
m.anagement of the horse should be allowed to pass without
correction; it is only by incessant criticism of the same error
that a faulty habit may be corrected.

To sum up, the instructor analyses each of the difficulties
into as many elements as is necessary in order for them to be
overcome. He conducts the work methodically, increasing his
requirements gradually.

He keeps in mind that progress does not come from the

— 2—

movement itself, but from the manner in which it is executed.

These prescriptions, taken together, form the general
scheme (esprit de methode) of instruction, but not the soul
which depends upon the personality of the instructor.

The instructor should, through his ingenuity and pride in
his role, discover ideas to introduce and expressions to use
which will strike the imagination, amuse, persuade, draw out,
and communicate to all his enthusiasm, his self-denial, and his
faith.

Objectives. The preparatory work described in regulations,
v.'ith appropriate moderations, involves some developments
from the instructor's point of view, without which his work
v/ill not produce the desired results.

The successive objectives in this first part of the instruction
are: To give confidence to the rider; to give him means for
holding on ; to lead him to acquire independence in the use of
his aids ; to give him the proper mounted position.

Establishing the Confidence of the Rider. The mount-
ed instruction of the recruit is hindered at the beginning by an
unreasoning, instinctive revolt of his nervous and muscular
systems which leads to contraction. This is overcome by
mounted gymnastics and suppling exercises, by having the
recruit ride by the side of an older man who leads the recruit's
horse by the longe, and by out-of-door work.

The particular contractions which show up from the begin-
ning of individual work will disappear with the practice of the
suppling exercises prescribed in the School of the Trooper.

In order to lose none of their useful effects, a logical order
must be followed; beginning with the seat, then the loins,
shoulders, arms and head; movements of the thighs and legs
must not be undertaken until ease of the body is obtained.

The best suppling, however, is good humor, which leads
promptly and directly to confidence.

Means for Holding On. As soon as confidence is obtained,
we must give the rider means for holding on, in order to
progress with his instruction. The rider is maintained in his
saddle by means of his "seat" and the stirrups.

— 3—

(a) The seat. "Seat" is that quality which permits the
rider to remain master of his equilibrium under all circum-
stances, whatever may be the reactions of the horse.

It is the principle quality to be sought, because it is the
basis of stability, and therefore of confidence, and is prereq-
uisite of good hands, without which neither management nor
training is possible,

A good seat results from a general decontraction, particular-
ly from suppleness of the loin. The road to it is opened by
appropriate gymnastics; it is acquired only after a sufficient
amount of trotting and galloping without stirrups, and from
riding many different horses. This last item is most necessary
to put the rider truly with his horse. Decontraction requires
long practice; and in seeking too much in the beginning, we
risk abrasions and fatigue — and go contrary to the end in
view.

(b) The stiy'rwps. It is necessary, then, in order to quickly
give confidence to recruits, to make use of a second means of
security which will permit them to remain mounted longer and
to progress without chafing and without damage to the mouths
of their horse — the stirrups.

The trot without stirrups will rarely be used except in the
riding hall, or for short rides out-of-doors as a suppling ex-
ercise or proof of decontraction. The periods of the trot will
at first be short and frequent, then lengthened gradually, to
push down the thighs and place the seat ; all of the riding-hall
work, including jumping, should then be done without stirrups.

Long periods of work out-of-doors, instruction in the use of
arms, etc., should be done with stirrups.

Routine work, long sessions out-of-doors, marches and ma-
neuvers, in a word — time — accomplishes the end begun with-
out stirrups in the preparatory work, and gives the men as
good a seat as they can acquire in their short term of service.

In this manner the recruits are prepared for the second part
of their instruction, the management of the horse (la conduite
du cheval).

— 4-

Special Gymnastics for the Rider. The management of
the horse depends upon the independence in the use of the aids
— the basis of their future accord. This independence is the
result of special exercises to which the young rider should be
subjected from the beginning of the preparatory work.

The instructor endeavors to obtain:

(1) The independence of the hands ivith respect to the
7yiove7nents of the body and legs.

To obtain this result the instructor requires flexions of the
body, progressively more accentuated forward, backward,
right and left, suppling of the shoulders, etc. In all these
movements the hand or hands which hold the reins should
remain in place without stiffness, in contact with the horse's
mouth, but independent of the movements of the rider's body.
It is necessary to work in a similar manner with the legs. The
movements incident to the exercises of raising and rotating
the thighs, and of bending the knees should not be conveyed
to the rider's hand and therefore should not effect the horse's
mouth.

(2) The independence of hands and legs with respect to
each other.

In order to obtain this freedom of the hands and of the legs,
the instructor uses the suppling exercises tending to isolate
and to render independent, the movements of a hand or a leg
v/ith respect to one another. The most useful movements to
obtain the result sought are the rotation of one arm to the
rear, first blows to the front and rear, stroking the horse on
the right buttock with the left hand and vice versa, tightening
and loosening the girth, etc. The instructor watches always
to see that the movement of one of these parts of the body
does not cause movement of another. The degree of success
attained as a result of this work is proven by extending the
gait, while sitting to the trot or trotting without stirrups. If
his gymnastic work has been well directed, the joints and
members have acquired an independence such that the re-
actions of the horse, received by the spinal column, have no

deranging effect on the rider's hand, which remains light and
steady.

From the beginning the riders must be impressed with the
importance of these exercises. It is necessary to see, besides,
that they neither leave the horse "in the void" nor make too
much use of their strength. In a word, one should seek to
give them the "feel" of the horse's mouth ("le sentiment de la
bouche dii cheval"). This "feel" which is developed gradually
will serve to establish the principle of the stretched rein which
enables the hand to maintain a gentle contact with the horse's
mouth. It must be referred to, and sought from the beginning.

Mounted Position. The mounted position is defined in the
Drill Regulations. By reason of the positions given them, the
hand and leg aids can act with a maximum of promptness, apt-
ness, intensity and "finesse."

Certain of the suppling exercises facilitate the play of the
joints, and permit the correction of physical defects and the
overcoming of the resulting contractions.

A general suppleness having been acquired, the instructor
seeks a new objective, to place the rider and then to fix his
position at all gaits, on all horses, and over all terrain.

When the instructor commences to take up position he should
begin the period at the walk in order to place each rider indi-
vidually before taking up the trot. As soon as the positions are
deranged, he must retake the walk, replace the riders properly,
and start off again. Hence the necessity, at the beginning, for
short and frequent periods at the trot. Thus, correct positions
wlil be acquired.

Fixity on horseback is the absence of all involuntary or
useless movement and the reduction to the minimum of those
that are indispensable. It is the opposite of bouncing. It
permits the aids to act with precision and exactitude, and in
consequence it leads to calmness in the horse and contributes
to his lightness.

It must be understood that regularity of position is subor-
dinate to being tvith the horse.

— 6—

The ability to be with his horse is the most essential quality
in the rider. To be well placed generally leads to being with the
horse; there are however, some conformations which would
only lose by being forced into position.

A good position of the rider depends above all on the manner
in which his eyes, hands, buttocks, and knees are placed.

(a) The fact of his having his eyes alert and sweeping the
horizon will lead to the rider's holding his head up, keeping the
upper body erect, and sitting down in the saddle. Futhermore,
from the beginning, the men acquire the habit of observing
what goes on around them.

(b) If the hands are well placed, separated as they should
be, the nails facing each other, the elbows come against the
body naturally ; in consequence, the shoulders are squared, the
chest is free, and the head is naturally erect. On the other
hand, if the nails are down, the elbows fly out, the shoulders
come forward, and close on the chest; the head follows the
movement of the shoulders, the eyes are lowered, and at the
same time the buttocks tend to slide to the rear.

(c) The seat results from the position of the buttocks.
They should be as far forward as possible without leading to
an exaggerated sinking of the spinal column.

(d) If the knees are well turned inward the muscles of the
leg are placed under the femur and the flat part of the thigh
bears naturally. The position of the knee controls that of the
foot, which hangs naturally.

Suppling Exercises. It may be seen from the above that
the suppling exercises play a very important part in the in-
struction of the rider; but that, also, their use demands tact.
Used by some instructors, without order or method, they give
only medicore results ; by others, however, they very quickly
improve even the least gifted riders.

Considered together, the suppling exercises have a triple
end, they serve to obtain :

1. General suppleness;

2. Independence of the aids;

— 7—

3. Regularity of position.

The instructor choses and groups for these three objects the
exercises which he considers most suitable.

In the first two cases the exercises prescribed are addressed
to the whole class, since the instructor seeks a general result.
In the last case, however, the appropriate exercises should be
selected for the individual rider, since it is a question of over-
coming an individual defect. It must be remembered also that
some of the exercises oppose each other, and hence when they
are used the object sought must be clearly understood. Thus,
the elevation of the thighs, particularly favorable for placing
the seat, evidently destroys the benefits derived from the ro-
tation of the thighs, which is intended to bring the flat surface
tc bear and to lower the leg.

At the end of several weeks of well-conducted instruction,
confidence is established and contractions diminish. The riders
commence to find and keep the deepest part of their saddles
and their joints are freer; in consequence their movements are
more controlled. Position is established. It is now time to
take up the management of the horse and to set forth the
principles involved.

— 9—

Chapter II

SECONDARY EQUITATION

THE MANAGEMENT OF THE HORSE
CONDUIT DU CHEVAL

The principles and methods of control necessary for the
trooper in ranks are set forth in the Drill Regulations and
constitute elementary equitation. That which follows is ad-
dressed entirely to officers and noncommissioned officers
(cadre) and constitutes "secondary equitation."

The object of the study of the management of the horse is
to teach the rider the use of the means at hand to control the
horse at all gaits, in all directions, and over any terrain.
To manage the horse is :
To put him in movement.
To regulate that movement.
To direct that movement.
For this it is necessary :

To know the means that nature, art, and science have put

at the disposition of the rider (study of the aids) ;
To harmonize these means (mastery of the aids) ;
To employ these means (use of the aids).

STUDY OF THE AIDS

A complete understanding of the aids, requires inquiry into
the physical aptitudes and moral qualities of the man, the
study of the so-called natural aids, and a knowledge of the
artificial aids.

Aptitudes. Whatever may be the value of the instructor or
of his methods, the rider's weight and conformation, his fixity
or insecurity of seat, his strength or the lack of it, his supple-
ness or stiffness, his energy or indolence, his intelligence,
esprit, and patience — or, on the other hand, his apprehension,
nervousness, or brutality — are factors which have great in-
fluence on results obtained in equitation. One should consider

—10—

these things carefully in assigning riders to horses, especially
to young horses.

Natural Aids. The natural aids are the legs, reins, and
weight. The legs and reins serve to put the rider in agreement
v/ith his mount ; they permit him to judge of the character and
temperament of the horse, to transmit to him and impose upon
him his will.

The movements of the horse vary according to the positions
taken by the different parts of his body and the amount of
impulsion employed.

In order to make the horse execute any movement whatever
one must first give him a position which permits, facilitates,
or determines that movement, and then produce, maintain,
increase, or moderate the impulsion.

Rapidity of movement depends on the degree of impulsion.

The aids are the means by which one gives the horse position
and impulsion.

Action of the legs. The legs should be fixed — that is to say,
in light elastic contact with the sides of the horse. They should
be free from all involuntary motion and very definite in their
movements. The stirrup is adjusted accordingly. The op-
posite to fixity of leg is the fault of swinging which confuses
the horse.

The legs may act, resist, or yield. They act when their
pressure increases to determine a movement ; they 7'esist when
their pressure remains constant and is opposed to a displace-
ment of the hindquarters; they yield when their pressure
diminishes and allows that displacement. In the first two
cases they are active, though in different degrees; in the last
case they are passive.

(a) When the two legs act simultaneously, the effect should
be, if at the halt, to move the horse forward, if in march, to
increase the impulsion. Their action should be produced a
little in rear of the girth, smoothly so that the horse will not
be surprised, but energetically and by free attacks with the
calves of the legs if he hesitates to move forward.

—11—

(b) When one leg alone, the right for example, acts in rear
of the girth, it should have the result, while provoking the for-
ward movement, of pushing the hindquarters to the left. The
horse faces to the right if halted ; turns to the right, while in-
creasing the gait, if in march. This action should be produced
by drawing the leg a little to the rear, not too much, and closing
it in progressively so that the horse will not be surprised. If he
hesitates to obey, the leg should act by little taps of the calf,
and should cease to act as soon as he obeys. ^

The spur serves in proper cases, to reenforce the action of
the leg, and to render the horse's obedience more prompt. It
is to the leg what the curb chain is to the hand. It must be
used with discretion, and in proportion to the results desired
and to the degree of sensibility of the horse. A distinction is
made between the energetic attacks which must be employed
to push the horse forward, or to punish him when necessary,
and the scratch of the spur (pincer de I'eperon) which is one
of the niceties of the aids.

Action of the reins. The reins, through the bits, act upon
the horse's mouth. For eifects to be exact, they must remain
adjusted and stretched during work; if they are flapping, the
indications of the hand will probably not reach the horse, or if
they do, they will arrive confused, or in the form of brutal and
awkward jerks. Contact is that gentle liaison which should
exist between the hand of the rider and the mouth of the
horse; with certain horses, especially young ones, contact is
rather an equal and liberal support (soutien) ; out-of-doors at
the fast gaits, and principally in the charge, contact may be
transformed to a more or less marked support (appui).

The hands, like the legs, may act, resist, or yield.

The reins being adjusted, the hands, act when they increase
the tension on the reins; they resist when they offer a deter-

1 One leg alone, the right for example, acting on the girth, when the
left leg opposes the deviation of the haunches, may serve to bend the
horse to the right and to lead to the engagement of the right hind under
the mass. This action of the leg should be perfectly timed and belongs in
the realm of superior equitation.

—12-

mined constant resistance to the mouth ; they yield when they
follow the movements of the head and neck.

It is very important to know when they should properly act,
resist, or yield.

The actions of the hand should be progressive.

The resisting hand has a very powerful effect without ir-
ritating the horse as a live force would do. Its effect is produced
by reason of its duration ; it should yield when the horse yields.

A hand which acts on the equilibrium or impulsion is called
an active hand ; a passive hand is one which, while preserving
the contact, opposes neither the impulsion nor the displace-
ments of weight.

The diversity and multiplicity of sensations and resistances,
transmitted by the reins from the horse's mouth to the rider's
hand demonstrates how great may be the variety of actions
of the hand.

Among these numerous rein actions, it is necessary to de-
termine those whose simple and definite effects are sufficient
to obtain all of the movements which are useful in military
equitation.

(a) The reins regulate impulsion. The two reins, acting
together should have the effect of slowing, stopping or of back-
ing the horse. They are called direct reiyis. This action should
be produced by fixing the hands and closing the fingers on the
adjusted reins, the elbows and hands should move as little as
possible to the rear.

The half halt is a brief energetic action of the hands which
the rider executes, with the fingers closed on the adjusted
reins, by twisting the hand quickly, from below upward and
from front to rear, without losing contact with the mouth.

It is used to slow up horses that are too ambitious or to
carry to the rear the excess of weight that some badly balanced
horses allow to come on the shoulders.

It is effected according to need, on one rein, on two together,,
on the snaffle, or on the curb.

—13—

The action of the hand should be regulated according to the
resistance which it encounters.

Vibration is a light playing or shaking of one rein, some-
times of two at once. It is executed, like the half halt, on the
snaffle or on the curb ; it may last for one or several seconds,
and is strong or weak according to the resistance met.

Vibration is used to destroy the muscular contractions of
the jaw which the horse opposes, instinctively or voluntarily,
to the action of the bit.

(b) The hands control, also, the position of the forehand.

The reins act through the mouth on the head, neck, and
shoulders ; they permit the displacement of the head with re-
spect to the neck; the neck with respect to the shoulders, the
shoulders with respect to the haunches. They may even act
indirectly on the haunches by giving the shoulders such a
position that the haunches are obliged to change direction;
which is called "opposing the shoulders to the haunches."-

These different effects depend on the direction of tension on
the rein, according to whether the hand is carried more or less
forward or to the rear, to the right or left, high or low.

One may group the several actions of the hand into five
principal series but it is merely a purely theoretical division
which facilitates in instruction the study of the aids ; between
the extreme actions, forward and to the right, rear and right,
rear and left, and forward and left, there are an infinite
number of directions or tractions, from which the rider will
be enabled to obtain the proper effect as he gains in knowledge,
experience, and tact.^

- The term "opposition" as used in connection with rein actions implies
an effect of opposing the shoulders to the haunches, which, as is stated in
paragraph (b) above, is produced by "giving- the shoulders such a posi-
tion that the haunches are obliged to change direction." This position
and result are produced by rein action which changes the direction of
the shoulders (forehand) at the same time that it retards them, implying
an increased tension on the rein.

^ These principal actions are those which were taught at the School of
Versailles. They were transmitted to the Cavalry School by Comte
■d'Aure and made generally known by Gen. J. de Benoist.

-14—

1. (a) In carrying the right hand to the right, the rider
displaces the horse's head towards the right; the right rein is
then the opening rein.

The rider should avoid pulling on the rein from front to
rear, or opening the elbow away from the body.

(b) If the rider accentuates the movement of the right
hand toward the right, the neck follows the head, the shoulders
follow the neck, and the horse faces to the right while
advancing.

2. In giving the right opening rein a tension from front to
rear, the rider draws the shoulders of his horse to the rear and
right and forces him to throw his haunches to the left. The
right rein then takes the name direct rein of opposition. This
action should be produced by lowering the hand, the fingers
being closed on the adjusted rein.

3. (a) In carrying the right hand forward and to the left
so that the rein bears against the neck, the rider draws the
horse's muzzle to the right, forces the neck at the shoulders to
the left, and weights the left shoulder by loading it with the
greater part of the weight of the neck. The right rein is then
called the indirect rein, or hearing rein (elementary equita-
tion).

(b) If the rider accentuates the movement of the right
hand toward the left, the increase of weight which results
should break the equilibrium and turn the horse toward the
left. This turn is made while advancing.

In giving to the bearing rein (right) a tension from front
to rear, two effects may be produced according to the direction
in which the rein acts, in front of or in rear of the withers.

4. If produced in front of the withers — that is, toward the
left shoulder — the shoulders are drawn to the rear and left,
the horse, if he was standing still, faces to the left in backing ;
if in march, he turns to the left w^hile slowing up.

5. If the action of the rein passes in rear of the withers —
that is, in the direction of the left haunch — the rein acts on

—15—

the whole mass of the horse and pushes both forehand and
haunches to the left.

If the horse is in march, this diagonal action of the right
rein, while bending him to the right, pushes him obliquely
forward and to the left, provided that the impulsion is suffic-
iently great to overcome the rearward effect of the rein. The
I'esultant forward movement will be in direct proportion to the
impulsion.

These two actions (fourth and fifth effects) of the bearing
rein, each tending to oppose the shoulders to the haunches, are
called bearing (indirect) reins of oppositio)i.^

Accord of the Aids. The "accord of the aids" is that co-
operation which should exist between the rider's legs, hands,
and weight, which will permit, facilitate, or hasten proper
execution of the movements desired.

1. Accord of the legs acting together and the two reins
acting together:

The legs give impulsion. The reins regulate the impulsion.
The action of both legs together has the effect of producing,
maintaining, or accelerating the forward movement.

Tension on both reins together has the effect of limiting the
forward movement ; that is, of slowing, stopping, or backing.

These two actions, (simultaneous action of both legs and
both hands,) then, are totally opposed and should never be
ijroduced at the same time, under pain of destroying the
impulsion.

When the legs act to increase speed the hands should yield
t') allow the increase; then they resist if necessary, to limit it.

Likewise, when the reins act to slow the gait, the legs ijield,
then resist if necessary, to limit the decrease.

Summing up, in slowing, stopping or backing, the legs over-
see the movement in order to regulate it if necessary, but they

1 The terms "direct" and "indirect" as used in connection with rein
actions apply to the directions in which the rein acts. The "direct rein"
acts parallel to the axis of the horse. The "indirect rein" acts diagonally,
towards the axis of the horse.

a
o

(1) The forehead is
led to the side on
which equilibrium is
broken by the excess
of weight on right
shoulder. (2) Bend-
ing of neck too
feeble to break equi-
librium.

( 1 ) Tho shoulders
fall to the right and
the haunches go t"
the left. (2) The
shoulders fall to the
right; spinal column
can not remain bent.

(1) The body and
croup follow shoul-
ders which go to
side whose balance
is broken. (2) Bend-
ing and weighing are
loo weak to provoke
movement.

(1) Shoulders go to
left, haunches to
right. (2) For the
same reason.

(1) The rein passing
by the center of
gravity di*aws the
whole mass to the
left. (2) Same
reason.

0)

(1) The horse
turns to the
right. (2) The
horse reinains

still.

(1) The horse
turns sharply
t(i the I'ight.

(2) He turns
in place to the
right.

No effects 1(1) The horse
turns to left.
(2) The horse
reiiiiiins f^till.

1

1
Thrown to 1(1) Horse
tho right byi turns to left,
opposition toj(2) He turns
the shoulder. Heft in place.

Pushed to 1(1) Horse
tho left. ' 'two - tracks' '
to left. (2) He
takes several
steps in "two-
1 tracks" to left

a

o

o ,
a)

CO

No effects

Thrown to
the left.

The
shoulders

Right shoul-
der lightly
weighted.

Right shoul-
der heavily
charged.

Left shoulder

slightly

weighted.

Left shoul-
der heavily
charged.

Left shoul-
der vci-y
heavily
charged.

a

Bend to
the right.

Curved in
and to
the right.

Is bent
slightly
to tho
right.

Curved
in, and to
the right.

Curved
in and to
the I'ight.

C3
i

.a

a)
IB 73

^ S

a

Slightly Slightly
to the to the
right. right.

To the ITo the
right right
then to then to
the rear, the rear.

1
1

1

Slightly IThe poll
to the leans to
right. the left.

1
1

To the 1 q'o the
right, 1 right,
then to Ithen to
the rear. Ithe rear.

1

. . do . . 1 . . do . .

Position of

the hand
More or less
forward and
low to yield
the left rein
as much as
desired to al-
low and reg-
ulate the ac-
tion of right
rein.

do ...

do ...

do ...

^

a
■?'»

.a "

9 "
.2 ?

^ 2
o5

To the right
and forward.

To the right
and low.

To the left
and forward.

To the left
and rear but
in front of
the shoulders

To the left
and rear, but
in rear of
the shoulders

;^

I. Opening
rein.

II. Direct rein
of opposition

CO

a

IB

l-H >•
t-i

IV. Bearing
rein of oppo-
sition in front
of the with-
ers.

V. Bearing
rein of oppo-
sition in rear
of withers.

—16-

First Eri^ecT

T\ I (J n t d I r£ c1* r e I fj

\ Wide Torr)

H

L/eaer)d
barjd active OH

lecj acfive 0 L
lea fo

assive 'L

iL-C|ec1'or) pVjoulciers vS'O

—17—

i\ I CI 1)1" direci" rein i ») obbosiTioQ

1 \ I o i'u r o S b o rV

—18-

Tb'.rd EjfeeT
l\ral3T ipdired" ran

wide Tcirj7

1 OL

—19—

FourtV, Ljfect

l\»CjhT }r)d\rcct reio of o]o\iosiftor)

(in -f-rooT o-f wiTy^(?f".sj

To tu

—20-

"Fifth Lffect

—21—

act only when the horse has obeyed and in case the impulsion
dies down.

When moving forward, taking the trot, or increasing the
gait, the reins should be ready to resist at the proper moment
in order to regulate the gait, but they come into play only after
the horse has commenced to yield to the action of the legs.

On straight lines, therefore, the actions of the hands and the
legs should never he simidtaneous.

It is evident that the more obedient and highly trained the
horse, the more these actions may approach one another with-
out confusion. The "greener" the horse, the more distinct the
indications given him should be and the greater the necessity
for separate actions of those aids whose effects might be
contradictory.

2. Accord of the two reins. When seeking to regulate or
reenforce the action of one rein by that of the other, care must
be taken that they do not contradict each other; if the right
hand acts, the left must allow the right to produce its full
eifect.

Consequently, the left hand not only should not act, nor even
resist ; it should yield. If it acts simultaneously with the right
hand, if it even resists, far from strengthening the action, it
can only oppose, weaken, or even destroy it.

Conversely, the yielding of the left hand, when the right
acts, allows the action of the right hand to have its full effect.

So, whenever the right rein acts, whether as opening rein,
bearing rein, or rein of opposition, the left hand should at
first yield to permit the head and neck to take the indicated
position, then resist, if necessary, to limit the movement. It
then plays the role of the regulating rein.

An action of the left hand may properly succeed an action
of the right hand ; for instance, an action of a bearing rein
may be substituted for an action of an opening rein, but these
actions are successive and the principle of the active rein and
the passive rein is always observed.

—22—

In riding with one hand, the bearing rein acts alone, the
other rein hangs loose at the moment of the action. If the two
reins are not in accord, they at least do not contradict each
other.

3. Accord of the two legs. When the right leg acts alone,
the left leg should, at first, yield to allow the action of the
right leg to produce its effect, then resist, if necessary to regu-
late the movement by limiting the displacement of the croup.

4. Accord of the legs with each of the effects of the reins.
Pressure of the legs has the effect of moving the horse forward,
of producing movement which the reins direct; likewise,
tension on the reins produces effects on the haunches which
the legs should coordinate.

There exists then a constant relation between the actions
of the hands and the legs. These actions, instead of being
opposed to one another, should be combined, strengthened, and
made to agree.

(a) The right opening rein leads the weight of the neck
onto the right shoulder without opposing the haunches which
should follow the direction taken by the shoulders. The legs
laerely maintain impulsion by an equal pressure.

(b) The right direct rein of opposition bends the neck to
the right, carries the weight of the neck onto the right
shoulder, opposes the shoulders to the haunches, and throws
the haunches to the left. The right leg aids in displacing the
haunches.

(c) The right bearing rein causes the head to swing to the
left and puts the weight of the neck onto the left shoulder
without opposing the haunches. The two legs act equally to
maintain the impulsion.

(d) The right bearing (indirect) rein of opposition (in
front of the withers) forces the base of the neck to the left,
bends the neck to the right, carries its weight onto the left
shoulder and throws the haunches to the right by opposing the
shoulders to them. The left leg acts to aid in pushing the
haunches to the right.

—23—

(e) The right bearing (indirect) rein of opposition (in
rear of the withers) while bending the neck to the right, has
the effect of forcing the base of the neck to the left, of carrying
the weight of the head and neck onto the left shoulder, of
weighting the left haunch, and of forcing the whole mass for-
ward and to the left, when there is sufficient impulsion to
maintain forward movement.

The right leg in pushing the haunches toward the left
strengthens the effect and accelerates the movement.

It must be understood that in prescribing the action of one
leg the other is not supposed to remain inactive; on the con-
trary, it plays its part in the impulsion and as a regulating
aid as was said above in speaking of the accord of the legs.

Lateral and diagonal aids. Lateral and diago^ml effects. In
instruction, to shorten explanations, the aids are considered
either from the viewpoint of the various combinations which
may result from the association of the two hands and the two
legs; or, from the viewpoint of the direction of their action,
that is to say, of the effects produced.

When the determining aids are placed on the same side of
the horse, right leg and right rein, they are called lateral aids.

When they are, on the contrary, one on the right, the other
on the left of the horse, for example, left leg, right hand, they
are called diagonal aids.

Considering rein actions alone, with respect to the direction
of their actions and the effects produced : when the direction
of the hand action is on the same side of the horse as the hand
acting, (in other words, is parallel to or away from the horse)
a lateral effect is produced, example — opening rein, direct rein,
direct rein of opposition ; when the direction of the hand action
is towards the horse, a diagonal effect is produced.

Diagonal effect includes all actions of the hand in the di-
rection of the horse; the right hand for example, acting
diagonally from front to rear and right to left (actions of the
bearing (indirect) reins of opposition).

Following these definitions, if in the two track toward the

—24—

right, the rider uses his left leg and left rein, he employs
Icteral aids ; but the left hand acting diagonally from the front
to rear and from left to right produces a diagonal effect.

If in the same movement, the rider uses the left leg and
right rein, he employs diagonal aids; but the right rein in
leading the head produces, in the direction of march, a lateral
effect.

These remarks will show how much more apparent than real
are the distinctions established by some authors between
lateral equitation and diagonal equitation.

True equitation is nothing more than the combination of the
different lateral effects or diagonal effects of which we have
just been speaking. The rider has two hands and two legs
v/hich may act singly or together, laterally or diagonally, and
thus produce very varied effects. It is "up to the rider" to use,
according to the horse he is riding and the purpose in view,
the aid or the aids which should produce the desired effect.

The weight. In studying the actions of the reins it has been
seen that under their influence the balance of the horse can be
modified even so as to lead him to turn to the right or left
accordingly as the weight of the neck is carried on one shoulder
or the other. As the shoulders are unequally weighted the
forehand moves towards the side to which the excess of weight
draws it.

The equal or unequal distribution of the horse's mass upon
ihe supporting members evidently has a direct influence on
the direction of movement taken by the whole machine.

When the horse carries a rider, the mass which the mem-
bers support does not consist of the horse's weight alone ; to
that must be added the weight of the rider — between 165 and
190 pounds, on the average. The body, which alone amounts
to about 100 pounds, may by shifting its position, contribute
powerfully to the variations in the balance of the horse pro-
voked by the aids. The rider, then, must be warned not to
hinder the movements of the horse by a bad disposition of his
weight, but, on the contrary, to favor them by using his weight
always in the desired direction.

—25—

When moving, stopping, turning, or on two tracks, the rider,
by carrying his weight on the buttocks or thighs in the direc-
tion of movement, may facilitate and hasten the obedience of
the horse. While quite clearly marked in the breaking and
training of a young horse, these displacements of the weight
become more and more limited as training is perfected.

In superior equitation, they are reduced to a mere weighting
of the stirrups.

Artificial aids. The artificial aids are the means of domina-
tion created by the industry and ingenuity of man to prolong,
strengthen, or take the place of his natural aids. They vary
with the nature of the horse and the use made of him.

Those which have a current use are, first, the riding whip,
much used at the beginning of training to teach a young horse
to yield the haunches to the action of the leg, and in ordinary
riding with mares and sensitive horses who kick at the boot;
t?ien the longeing whip, link straps, martingales, nosebands,
Barnuni reins, rigid reins, pulley or running reins, etc. In-
cluded also are the various kinds of spurs, as well as the
innumerable types of curbs, gag snaffles, rearing bits, etc.

These different means may be useful to quickly prepare a
horse for service, to rapidly reassert lost authority and to
dominate certain difficult horses in order that their training
may progress. But it must not be forgotten that most of
these instruments, excellent in certain hands, become danger-
ous with less experienced riders.

Besides, the results, even though rapidly obtained by these
means, are generally only superficial. They can not really
take the place of the true education of the horse, which depends
ias much upon his moral submission as upon his physical obed-
ience to the natural aids.

II
MASTERY OF THE AIDS

However precise theoretically the effects of the legs and
reins may be, they can have practical utility only if the aids
which produce them are perfectly disciplined and submis-

—26—

sive to the will of the rider. It is not sufficient to know these
aids, it is also necessary to be master of them.

If the horse does not submit to the requirements of the
rider, in the majority of cases it is not due to the ignorance
or bad will of the horse ; but it is because the weak, incoher-
ent application- of the aids do not require the desired
movement.

Coordination and independence of the aids are obtained by
controlling the I'eflexes.

If young riders are ordered to act with the left leg alone,
the right leg nearly always flies out an equal amount. Thi$
one example gives an idea of the great amount of work neces-
sary to control the muscles so as to enable the rider to employ
them for a definite useful purpose according to the rider's
will.i

Without dwelling upon the causes of what is commonly
called "awkwardness" (maladresse), it is seen that the role
of the instructor includes the bringing about and multiplying
the occasions which the young rider has for using the proper
aids correctly, first employing them singly, then in combina-
tions.

(a) The pupil holding the reins separated in the two hands
is directed to utilize in simple movements, such as the passage

1 "One must be particularly careful," says d'Auvergnc, "to act witb
only the parts necessary to accomplish the result, for correct execution
is prevented by the involuntary action of certain of the rider's parts
which may occur without his knowledge. For example the body should
not be displaced when one uses the legs or hands ; again the knees should
not be displaced when one uses the legs."

"It is very essential also not to dravv^ the right leg close if one wished
or.ly to use the left, and similarly not to make use of the left when only
the right is required, for the horse will not know what is asked of him.
It is necessary to teach each man who mounts a horse the effects that are
produced by each leg singly and when used in accord together. It is no
less important to know the effect produced by each rein of the snaffle and
curb, for often one employs the left when one should employ the right>
and the right when one should employ the left, and often both when one
should employ only one."

—27—

of corners, moving by the flank, and circles ; first, the opening
rein effects, then, the bearing rein effects and, finally, the
effects of opposition, abandoning completely the rein which
does not determine the movement.
Example :

"By the right opening rein, by the right flank ;"
'By the right bearing rein, circle to the left;"
"By the left direct rein of opposition, half turn to the
left."
(b) He is then taught, by composite movements, to sub-
stitute the effect of the opening rein for the effects of opposi-
tion, or the indirect effects for the opening effects, etc.
Example :

The section marching to the left hand, the instructor will
command :

"Half turn in reverse, leave the track by the bearing

rein."
"Right bearing (indirect) rein of opposition, on two

tracks on the diagonal."
"By the right opening rein, right about."
Or again, the section marching to the right hand:
"Half turn, by the right opening rein, right about."
"By the left bearing (indirect) rein of opposition, on two
tracks on the diagonal," then, immediately, "By the
right bearing rein, by the left flank, etc."
i The pupil will have been shown in the first example that
the right rein has been able to produce three effects according
to the different directions given it ; in the second, he will have
learned to substitute rapidly the action of the left hand for
that of the right and back to the former.

(c) When this practice of one hand alone is well under-
stood and executed, it is necessary to learn, by the same move-
ments, and with the same progression, to act with both reins,
but having them in accord, the hands acting, resisting or
yielding according to circumstances.

—28—

(d) In the end the movements must be rapid and compli-
cated, such as the broken line, serpentine, pursuit, to give the
pupil decision and agility.

Concurrent with these increasing difficulties the instructor
should make sure that the riders use properly the prescribed
actions of hands and legs and that they realize the effects
produced. He indicates to them the positions desired for the
head and neck, the dangers to avoid, and by constant criticism-
corrects every fault committed.

The student will thus come to discern the muscles which
should act in the execution of the different prescribed move-
ments, to isolate them, to put them into action, and to increase
the power and rapidity of their actions. By experience, then,
he will have only to acquire the habit of true and timely action
to be in full possession of his powers as a rider and to be able
to overcome all difficulties.

Ill

USE OF THE AIDS

When the rider knows the means of control and is master
of them, he has only to apply them with tact.

It is solely the application of the means of control which
decides and regulates the movement, and directs it towards
the accomplishment of a desired purpose.

Practice in the use of the aids gives birth to the feel of the
horse (le sentiment du cheval) and equestrian tact.

The feel of the ho7'se enables the rider to judge the degree
of submission or of resistance of his mount.

Equestrian tact regulates the degree of force used by the
rider. It leads him to determine the effect to produce, the
intensity of that effect, and the exact moment to produce it.
It enables him to conquer resistance, or at least to forestall
them.

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

Tact of the Legs. The legs can act only in one direc-
tion. In their use, then, there is only a question of intensity;

—29—

which the aid of the spur renders more powerful. Neverthe-
less, without entering into a study of the mechanism of the
gaits, which is not in the domain of secondary equitation, the
rider, by his seat can have a certain feeling of the movements
which constitute the raising, suspensio7i, and planting of the
feet ; he can profit by this to hasten or retard their play, inter-
rupt their combinations, and hence to correct or modify the
gaits.

Tact of the Hand. The study of the action of the reins
has determined their theoretical effects, but these effects may
produce very different results according to the qualities of
the hand which provokes them.

The qualities of a good hand are steadiness, lightness, soft-
ness, firmness.

To have a steady hand does not mean that the hand shall
remain immovable ; it should, on the contrary, move up, down,
to the right, and left, according to need, but in the execution
of this, it should be free from all involuntary or useless
movement.

Steadiness of hand is the first quality to be sought, and is
the most important of all for without it, the others cannot be
fully developed. The unsteady hand can have neither light-
ness, softness,nor firmness; its indications are uncertain and
the most attentive horse can not obey its incoherent action.

The light harid maintains the merest contact with the
horse's mouth.

The soft hand gives support (le soutien).

The firm hand gives a frank, decided bearing (un appui).

The hand should know how to resist authoritatively when
necessary, but should yield as soon as the resistance of the
mouth disappears, and should return to softness which is
always the bond or union between lightness and firmness. It
Is in this sense that a good hand has been defined as a "force
in the fingers equal to the resistance of the horse, but never
greater." (De Lancosme-Breves.)

Actions of the hand vary in extent and intensity with the
degree of training of the horse. Wide and well defined with

—so-
young horses, to clearly express the rider's intentions, they
should be reduced, gradually almost to invisibility as training
progresses.

At the beginning, the forearm, wrist, and hand participate
in the action of the rein aids. With a trained horse, however,
it is only by a closing more or less energetic, or by an opening,
more or less complete, of the fingers that the rider transmits
his will. Effects of traction, pidling, sometimes even of force,
are through education finally succeeded by effects of mere
indication.

To sum up, equestrian tact consists in choosing the correct
determining and regulating aids, in assigning to each its
proper action, resistance, or passivity, and then by means of
the aids, causing the effect to fall upon the point selected,
(keeping in mind the seats of resistance which are the mouth,
shoulders and haunches) and as nearly as possible at the
instant desired, so as to take advantage of the laws of balance
and locomotion.

The role of the instructor is here much restricted because,
not riding the horse himself, many resistances escape his ob-
servation. The pupil must, therefore, redouble his efforts to
be honest with himself as to his faults. If he does not judge
his own actions properly he will make no progress. It is
practice, founded on sound principles that should be his real
teacher.

-^1-

Chapter III
SUPERIOR EQUITATION

EDUCATION OF THE OFFICER

Superior equitation is only the normal development and
exact application, in the use of the horse, of the principles
which serve as a basis for the instruction of troopers and non-
commissioned officers. It is the specialized teaching of The
Cavalry School and is addressed always to a select personnel.
Its object is to develop the spirit of eneterprise in officers and
to make them competent instructors, well versed in the various
requirements of their role.

From the theoretical point of view, this instruction includes
a knowledge of the teachings of the most famous schools of
equitation, as well as the diverse methods of training enunci-
ated by them. It also comprises a thorough study of all subjects
of which a true horseman should have knowledge.

In practice, besides the boldest riding, it involves a thorough
study of the employment of the horse based upon logical
principles, as well as the application of the known laws and
m.ethods which have for their object the training of the horse.

Superior equitation also teaches the man to preserve, in the
midst of the greatest difficulties, a seat of perfect form and
security, and an exactness and "finesse" in the application of
the aids, together with an absolute understanding of their use ;
and finally, the ease and correctness of position which prove
the rider's self-control and his freedom from all self-conscious-
ness.

It seeks in the horse perfect calmness and obedience,
constant impulsion in the forward movement, an absolutely
straight position and lightness in all movements.

Without including the teachings of the "high school" it
nevertheless borrows certain of the airs pertaining to higher
equitation, such as two tracks and the change of lead, the
practice of which marks a further degree of submission of the

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horse to the aids, while developing in the rider, to a higher
degree, equestrian tact and the feeling of the horse.

In imposing upon both horse and rider, precision of move-
ment, perfection of position and gracefulness, superior equita-
tion follows the traditions which are the fundamentals of the
French School. The qualities which it develops are a powerful
element of discipline because they increase the prestige of the
officer and strengthen his authority by enabling him to prove
his superiority in the daily work of his command.

PART II
EDUCATION OF THE HORSE

Chapter I

THE RIDING HORSE

Qualities of the Riding Horse. The military mount
should be able to carry considerable weight, march rapidly and
over long distances, have endurance, hardiness, and handiness.
These qualities are derived from natural balance, gaits, con-
formation and quality.

Natural balance allows the horse to remain always master
of his strength, to be able to use it under the rider's weight,
to pass easily from a slow to a fast gait and conversely, to have
supplenss of action, or in other words, the natural character-
istics which make him easy to ride from the beginning.

Usage alone proves the value of a horse; experience, how-
ever, allows the establishment of general rules which guide in
determining the good points to seek in the colt and in estimat-
ing his quality.

If the horse's back slopes slightly upward towards the croup,
his withers well shaped a little higher than the croup, and his
chest well let down so as to hold the girth away from the
elbows, the saddle will remain in place. The rider and pack,
located between the two pans of the scale as it were, will not
interfere with the horse's equilibrium nor bruise the shoulders.
This conformation, together with a good direction of the hocks,.

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makes the horse naturally manageable and facilitates his con-
trol in combat. In daily work the strain is distributed properly
over all the springs of the machine, so that no part is worn
out prematurely.

His gaits should allow him to cover the maximum distance
with a minimum of effort. This requirement excludes high
action in favor of the flowing extended strides which are the
least fatiguing for horse and rider.

The trot is the principal marching gait, the gallop is the gait
of combat. More than ever the present necessities of war re-
quire a prolonged and rapid gait. The military horse should
be, above all else, a galloper.

A relatively long ischium is a characteristic of the galloper.
(Fig. I.)

Activity is indispensable for a cross-country horse.

It is characteristic with horses having a wide angle between
the humerus and scapulum and with powerful hind quarters.

A long, sloping shoulder blade, withers of good height and
direction place the weight of the rider properly, thereby as-
sisting the horse in maintaining his balance, but it is the length
and verticality of the humerus rather than the direction of the
shoulder which gives freedom of gaits and leads to agility by
facilitating the placing of the forefeet.

The power of the hindquarters, the source of propulsion for
either forward or retrograde movements, enables the horse to

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move his mass at will, and consequently renders him master of
his equilibrium; it gives him free use of his hocks to engage
or extend them, it permits him to regain lost balance, to take
his entire weight on his haunches, or to lengthen his stride
according to circumstances; in a word, he is made master of
his direction and speed.

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Finally, his confidence in his long sloping shoulders permits
him to land lightly and without apparent effort after taking
an obstacle, but it is the extension of his hindquarters which
gives him the necessary power to clear it. The ilium, then, for
the riding horse must be wide, (Fig. 3.) that is to say, the
outer angle (at the point of the hip) well defined; the inner
angle high and above the lumbar vertebrae. This conformation
of the loin is characteristic of Irish horses and is commonly
called "the bump of jumping," though why it should be an aid
tj jumping is unknown.

The Model. If we add to these qualifications a neck, prefer-
ably long, but of greater importance — well "set on" (junction
of cervical and dorsal vertebrae), and withers, the processes of
which are prolonged far to the rear, we have the model of a
horse which is the ideal sought.

-35-

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One of the first qualities of the saddle horse is the ability to
carry his saddle properly, that is, with the girth resting well
behind the elbows.

The other points of beauty and strength are a well-shaped
bead, above all, well attached to the neck.

A large intelligent eye ;

A neck, well proportioned and well set on ;

Withers, prominent, sloping far to the rear, and a little
higher than the croup ;

A sloping shoulder ;

Humerus long and well let down ;

Forearm powerful, long, wide and muscled;

The chest ogival and deep ;

The back wide and muscular.

The loin short and wide, with good muscles behind the
saddle ;

The croup symmetrical, long, slightly inclined, and mus-
cular;

Hips v/ide and prominent ;

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The muscles of the buttocks, thighs, and gaskins well de-
veloped, and descending as low as possible ;

The flank short and full ;

Knees low, wide, thick, and clean ;

Cannons strong and short ;

Hocks wide, straight, and well let down ;

The feet tough and dry, correctly sloped, symmetrical den-
sity in all tissue.

These points taken together will generally favor balance as
well as the useful gaits of the horse, which are a walk, free and
extended; a trot, starting from the shoulder, long, easy, and
regular ; a gallop, sweeping, powerful, and extended.

Quality. Quality results from the power and resistance of
the organs in the fulfillment of their functions — from the
blood which supplies energy for the resistance by the organ-
isms to the ordinary causes of weakness, and from "bottom"
which is endurance under any usage.

Good character alone permits a complete utilization of
quality.

Quality in the horse is derived from various sources. It is
influenced by substantial feeding from an early age. Some
limestone regions increase the gro\\i;h of bone and the density
of tissue in horses born or raised there ; but above all, quality
results from the breedirig of the horse.

The Breeding. The Army requires a comfortable, strongly
limbed type of horse, capable of carrying weight. It should
have the qualities of endurance, energy, and speed which the
thoroughbred stallion alone transmits.

The pedigree of the horse should therefore show a consider-
able number of thoroughbred ancestors. In breeding, the blood
lines of the sire and dam should be carefully considered so as
to secui'e the proportion of blood to produce the qualities de-
sired, thoroughbred to keep up the "blood' and half-bred to
provide substance.

Relation Between Breeding and Training. The Anglo
Arab race, the result of crossings of the hardy native Arab,

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with the thoroughbred or half-bred Anglo-Arab, produces re-
markable riding horses.

The coach horse breeds, bred for their trotting ability, only
occasionally transmit to their descendants the balance and
gaits necessary for the riding horse. Many of them are found,
however, amongst the cavalry remounts.

The "quality" of the colt has a great influence therefore, on
the ease or difficulty of his training. The education of horses
bred for the saddle, is a quick and easy matter.

His training can be almost entirely obtained by a well-
ordered course while putting him in condition.

The natural balance of the horse makes him manageable; he
is free from pain, and therefore sets up no resistance. The
simple execution of the ordinary movements suffices to make
him obedient to the aids, at the same time to strengthen him.

On the contrary, with horses lacking the necessary aptitude,
training presents more difficulty. It consists in seeking, find-
ing, and demanding such a position as will lead to better
balance and which will best favor impulsion, cause a better
distribution of the natural forces, overcome physical defects,
and change, by means of repeated lessons, his natural apti-
tudes, so as to favor greater returns.

Chapter II

Generalties. Quality and gentleness are essential elements
in the cavalry horse.

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

Influence and Responsibility of the Commanding Of-
ficer. The colonel facilitates, by every means at his command,
a systematic and complete course of training which must be
considered as the foundation of the mounted efficiency of the
regiment. By frequent inspections, by reward and encourage-
ment of all kinds accorded to officers and soldiers who dis-
tinguish themselves in horse training, the colonel exercises a
personal influence on the nature of the results obtained. He

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gives orders for the proper maintenance of riding halls, pre-
scribes regulations for out-door riding squares, and provides
for the construction on the drill grounds, of paths on which
horses may be galloped in all weather.

Together with the Department of Public Works, he controls
the upkeep of the soft paths which follow the national and
departmental highways. He thus testifies, by the large share
of responsibilities which he assumes, to the importance which
he attaches to he success of this training, and in consequence,
to the zeal which everyone should show in the work.

No horse is admitted to the ranks without having been
presented for the colonel's examination by the rider who
trained it.

Influence and Responsibility of the Troop Commander.
In each troop the training is conducted under the responsibility
of the Captain. All lieutenants, sergeants, and corporals and
certain selected privates participate in this work.

The training given to young horses by noncommissioned
officers and privates is under the direction of an officer espec-
ially equipped for this work, and chosen by the troop com-
mander.

Qualities of the Instructor and the Trainers. The
officer detailed for this work is selected from among those
who have already had experience and possess special aptitude ;
but is must be borne in mind that among these aptitudes, the
first requirements are common neyise and a methodical disposi-
tion, without which the most brilliant qualities will fail to
produce good results, and may even prove harmful.

During training the young horse should be always mounted
by the same rider. A series of conventions between man and
horse, results from this constant association, which when em-
ployed serve as a starting point in the education of the horse.
Training takes precedence over all other troop work excepting
recruit instruction. For this reason, soldiers employed there-
on are relieved from guard and fatigue duty while the work
lasts.

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The soldiers employed for breaking are chosen from among
those who love horses, like to care for them, and who are
known for their patience and gentleness.

The noncommissioned officers and men conducting training
should, in addition to being horse lovers, be well instructed
and skillful riders, else there can be no hope of success. In
fact it requires a well-trained horse to make a good rider, like-
wise, only a skillful rider is capable of training a horse.

Care Given on Arrival in the Regiment. On arriving in
the regiment, young horses are quarantined and placed for
several days under the supervision of the senior veterinarian,
who watches their state of health; this quarantine is main-
tained only as long as necessary. They are then issued to the
troops to which assigned, grouped in each stable and submitted
to a special regime, for the purpose of acclimatization.

The preliminary objectives in their care and training are to
maintain their health, to mold their temperaments to the re-
quirements of military life, to strengthen them by well regu-
lated feeding and exercise, to make them accustomed to man,
to familiarize them with shoeing, grooming, saddling and
bridling, as well as with the weight of the rider.

Object of the Education of the Young Horse. The les-
sons in training are given sometimes in groups and sometimes
singly, taking into consideration the skill and experience of
the riders, the character of the animals, and the exigencies of
the service, time, and the surroundings.

Troop horses, to be regarded as completely trained, should
be able to execute everything prescribed in the school of the
trooper, and especially, they should be perfectly quiet to mount,
should move freely and true on a straight line, be manageable
at all gaits and in all changes of direction. They should jump
or pass obstacles of all nature, endure the pressure of the rank,
leave it freely, bear all parts of the equipment, not be fright-
ened at the sight or sound of objects out-of-doors, and be
accustomed to the use of arms.

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The very numerous means of training are left to the initia-
tive of each instructor, but they should all proceed from two
fundamental principles: — the establishment of the confidence
of the horse, and the methodical progression of requirements
on the part of the rider, based upon the association of
sensations.

There are numerous means of establishing confidence, of
which the most useful are caresses, rest following the least
sign of obedience, relaxation of the reins and legs, passing
to the walk after a fast gait, or even dismounting after a
difficult result is obtained.

One should never lose sight of the benefit to be derived from
making the training progress methodically and without haste.

Nevertheless genetleness and patience must not exclude
firmness. Persistence in the use of the aids, energetic use of
the legs or spurs, and, in exceptional cases, the riding whip, the
longeing whip and cavesson, are means which may be em-
ployed upon those horses whose disposition requires them to
be dominated.

The occasions on which any of these means should be em-
ployed, and the proportion in which they should be combined
cannot be laid down in rules ; the tact of the trainer is shown
by their judicious application. However, the officer charged
with the training exercises a constant and strict supervision
over the manner in which the riders use the various means
given them to secure the submission of the horse.

At the end of a course of training, the condition of the
horses, the cleanness of their limbs, and their good dispositions
are the best criterion of the skill with which the work has been
directed.

Divisions. Breaking and Training. The education of the
young horses should continue for two years. Experience has
proven the absolute necessity for this rule under the present
conditions of raising horses, and it should not be disregarded,
except in case of mobilization.

The preparation of the troop horse for his career comprises

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two periods, each corresponding to a definite and distinct
objective.

(1) Breaking, to which is devoted the first military year
of the colt (4 or 5 years old) ; its object is his physical de-
velopment, which is obtained by appropriate work, and the
formation of his character.

(2) Training, properly speaking, to which his second mili-
tary year is devoted (5 to 6 years old) has as its objective his
complete submission to the aids.

These two years, in spite of their special denomination, do
not constitute two clearly divided periods; they represent to-
gether the necessary time for the remount to respond physio-
logically to the requirements of military service. The words
breaking and training, nevertheless, each carries its own idea
which constantly reminds the instructors of the great dif-
ference in the work which an immature colt may endure and
the requirements which may be made upon a horse of 6 years.
One should submit the young horse to the necessarily severe
gymnastics of training only when his "morale" on the one
hand, and his physical development on the other, allow him to
undergo it without fatigue.

The progression observed in the exercises, to which the
young horse is submitted in his development, constitutes a true
conditioning, with laws, principles, and a hygiene based upon
the horse's nature itself.

In training, the progression is naturally similar to that em-
ployed in the instruction of the rider. This methodical order,
naturally, proceeds from the simple to the complicated, it reg-
ulates the demands of the rider according to the ease with
which the horse is able to answer them, and varies the com-
binations of the aids in an increasingly difficult progression.

Care must be taken, particularly in the beginning, to exe-
cute the movements under the same conditions and in the same
manner, until the horse is confirmed in his knowledge of the
rider's demands by the effect of repetition. It is only very
gradually that an obedience, at first laborious and uncertain,

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will be later transformed into almost instinctive habit.

At the end of the second year, between the return from ma-
neuvers and the 1st of January, the "training colts" work with
the old horses, during troop instruction, and thus learn to obey
different riders. This forms a useful transition from training,
properly speaking, to the time when the horses enter definitely
into service.

Circumstances Which May Influence the Duration of
THE Education of the Young Horse. In the education of the
young horse it is necessary to take into consideration certain
conditions which may greatly influence his training. Health,
age, race, previous feeding and work, character, and natural
balance or lack of aptitude for the saddle, are some factors
which may impede or hasten the progress of the work.

Certain aged horses sent directly to the regiment from the
remount depots may be assigned on their arrival to the 6-year
old training sections. Others, on the contrary, and particularly
discarded brood mares should be kept in the breaking sections
until their development is sufficient.

General Rules. The instructor must study and weigh all
these considerations. He draws from his experience the ap-
propriate methods to obtain in his objectives which are to have
the young horses at 7 years healthy, free from blemish, and
able to fulfill on varied ground all demands of the soldier in
campaign.

The instructor will be guided by the principles set forth and
developed in Chapter IV of the second part of this work, and
by the following rules, which should be constantly in mind :

Never commence work without being absolutely sure of
what is to be done.

Proceed, in the education of the horse, from the known to
the unknown, from the simple to the complicated.

Always use exactly the same effects to obtain the same
results.

Remember that in the execution of every movement, position
should precede action.

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Never ask anything of a horse which is still under the im-
pression of a preceding requirement.

Never combat two resistances at once.

Do not confound the rider's lack of skill with the ignorance
or bad will of the horse.

Demand the 7ieiv step at the end of the lesson. Pat the horse
and dismount.

Aside from these rules it must be remembered that during
the whole course of the young horse's education one must be
content with a little progress every day; demand that, but no
more.

Chapter III
BREAKING

Objects in Breaking. The objectives in breaking are : 1st.
To obtain by hygiene, feeding and work, the complete develop-
ment of the physical forces of the young horse.

2nd. To give him the elementary ideas of the aids and to
prepare him for submission to their discipline.

Its principal objective, then, as stated, is to progressively
I-'ut the colt in condition. The various steps through which the
colt has passed, including the time spent in the remount depot,
where he has undergone a certain amount of work, serve as the
beginning of this conditioning, and facilitate breaking.

Certain military and physiological requirements necessitate
the division of breaking into several phases, each phase having
an object imposed by these requirements.

Phases. The dates which fix these steps are :

1st. The beginning of January, by which time the gentling
should be accomplished.

2nd. The early part of March, when he undergoes periods
of drills for mobilization ;

3rd. The departure for maneuvers (the middle of August),
which marks the end of breaking and provides an almost com-
plete rest.

The periods of shedding and when the horses are put on
grass, complete the series of landmarks which will appear
again in the second year.

Importance of Work. Work is the most important factor
in breaking. Besides the role which it plays in the develop-
ment of the organs Of the young horse, it is the means by which
his health is regulated and character developed.

If the young horse does not work enough, he becomes too fat,
too playful; he blemishes himself under his own weight, in-
creased by that of the man, and he spoils his mouth by
struggling against the hand that seeks to hold him down.

Nevertheless, the colt should be in rather high condition.

He should have long slow rides out-of-doors (one and a half
hours at least) and shorter ones in the riding hall (a half
hour) .

The use of felt or flannel boots is recommended for the pro-
tection of the legs, especially during work on the longe. ^.

Work Not Mounted. Leading. Leading at the side of old
horses during the first few days is an excellent exercise, per-
mitting the colt to expend h.is energy without danger to his
legs, to become accustomed to outside objects, and to become
calm, which is indispensable to his progress. Numerous oc-
casions when it is necessary to lead military horses, make this
a useful lesson, though it is not necessary to keep it up very
long. In these walks, the colts should be led first on one hand,
then on the other to avoid always bending the neck to the same
side.

Work on the Longe. The results to be sought during the
first phase are : Obedience to the longe, immobility while be-
ing mounted, to bear the weight of the rider and to move out
freely and straight to the front in the new equilibrium imposed
by the addition of the rider's weight.

Work on the longe is most useful in training. It familiarizes
the horse with man, while revealing the latter's strength as his
master, and thus he learns his first ideas of obedience.

—4b—

The longe permits him to be worked at fast gaits without
fatigue, to expend his energy' when he cannot be mounted or
when his rider is absent; if vicious, to be dominated by hard
work, without fear of injuring him. Work on the longe is the
basis of training for taking obstacles. One should profit by
the authority which it gives the man over the horse to ac-
custom him to being girthed, to carry the saber, for the first
mounting lessons (with difficult horses) and finally to teach
him to range the haunches by use of the riding whip.

All horses should be perfectly trained in this work.

The cavesson used for this work should be wide enough, well
stuffed, padded and adjusted so that in working on a circle,
the cheek strap cannot injure the eye on the outside. The
noseband should be placed high enough not to hinder his
breathing, and should be snug so that its action on the nose
will not be too violent.

The longeing whip is held butt to the front, in the right hand
w hen the horse works to the left, and vice versa. It is kept out
of sight as much as possible, should serve only to threaten or
to give light touches only, and should never have a lash on the
end.

The first lessons are of such importance that they should be
given by the instructor himself, or by noncommissioned officers
of experience and proven skill. If these lessons are well given,
they are reduced to a few periods of short duration.

The instructor grasps the longe with his right hand, 18
inches from the horse's head ; the remainder of the longe, fold-
ed in figure of eights, is held in the left hand.

After giving the horse confidence by petting, the instructor
moves forward, pulling lightly on the longe, at the same time
clucking to the horse; he moves thus, accompanied by the
horse, around the riding hall or inclosure, tracing straight
Imes and gradually making more abrupt changes of direction.
He stops frequently, saying "Whoa," pats the horse, then
passes to the off side, changes the longe in his hands, and re-
peats the lesson to the right hand.

-46-

If the horse moves forward at the cluck of the tongue, stops
at command, and moves willingly without pulling, the instruc-
tor stops moving on straight lines, lets the longe slide a little,
and puts the horse on a small circle of 2 or 3 yards radius. He
avails himself of the longeing whip or riding whip if necessary,
and himself moves on a concentric circle, a little in rear of the
horse's shoulders, so as to keep him moving. He will often
stop the horse, go to him and pat him, and then move him for-
ward again.

In the same manner the horse is worked in the circle to the
other hand. If the horse hesitates to move forward, the in-
structor slips to the rear and in toward the croup, at the same
time yielding with the hand which holds the longe. If need be,
an assistant may help him. The important thing is not to be
abrupt with the horse, and not, by frightening him, to run the
risk of making him pull.

When the horse moves easily on the small circle, to either
hand, calmly at the walk, the rest of the training is easy.

The instructor makes the horse take the trot, and then the
gallop. To quicken the gait he uses the voice or shows the
whip. At the beginning he always accompanies the horse in
his circular movement, keeping towards the rear, even
with the haunches. If he wishes to stop the horse he moves
toward the shoulders ; it is only very gradually that he reduces
his own circle until finally he stands practically immobile.

The length of the radius varies according to the extension of
the gait. A slow trot on a small circle furnishes an excellent
gymnastic for the colt. On the other hand, the extended trot
or gallop on a small circle, would cramp him and be dangerous
for a young horse with soft joints.

If the remount escapes abruptly, the trainer must, after
having yielded freely to his movement, resist with the hand
and bring him back gradually.

If the horse stops, the whip may be pointed toward the croup
to cause him to move forward. If he cuts in on the circle the
whip may be pointed toward the shoulders to force him out.

—47—

If the horse pulls violently on the longe at fast gaints, it is
because his training has proceeded too fast in the beginning.
Rest him frequently and recommence the work at the walk and
slow trot on the small circle.

The early lessons may be made easier by working in the
corners of the riding hall.

The wall may render service also in stopping a horse which
is out of hand.

The voice, loud at first, should now obtain the same obedience
when used more gently.

The longe also communicates the instructor's will to the
horse. By light horizontal oscillations the horse is kept away
from the center. By a more or less marked traction on the
longe, one may slow the gait or stop the horse when he does
not obey the voice.

If the work on the longe has been well conducted, the horse
should be calm and regular on the circle ; pass freely from one
gait to another at the simple indication of the voice ; come to-
ward or go away from the center according to the liberty
accorded; in a word, be on the hand (in contact) through the
medium of the lightly stretched longe, as later on he should
be, through the lightly stretched rein.

Accustoming to the Saddle. When the horse has been
calmed by work and is perfectly gentle on the cavesson, the
trainer may profit by that condition to gradually induce him to
bear the girths, a lesson which might prove difficult if attempt-
ed in the stable.

The saddle is put on at first without stirrups or stirrup
straps. The girth is quite loose at first, and then tightened
gradually during the work. When the horse is accustomed to
the contact of saddle and girth, the stirrups are added and
allowed to hang down on each side while the horse moves at
the walk and trot.

He is thus prepared for the mounting lesson, which becomes
an easy operation. It is a fact that defenses nearly always
result when young horses are saddled and mounted for the
first time, on the same day.

—48—

Mounting Lesson. The instructor determines according to
circumstances, the most opportune moment for giving the
mounting lesson, but he profits by the fatigued condition of the
remount at the end of a work period, at which time the colt is
most apt to be calm.

The lesson may be given also during the work on the longe,
but only after the horse has been relaxed by the exercise of
longeing. He personally directs the first mounting lesson,
which is given to each horse individually and displays the
greatest calmness and patience in this lesson.

Accompanied by an assistant carrying a basket of oats if
need be, the instructor places himself squarely in front of the
horse and pats him ; he takes hold of him only in case of neces-
sity. The rider approaches the horse's head, pats him on the
forehead, over the eyes, on the neck and haunches. He slaps
the saddle, lowers and raises the stirrups, then takes the reins,
leaving them very long. He mounts smoothly without hesita-
tion or hurry. If, during the lesson, the horse moves out of
place or backs away, the trainer comes back to the head, draws
him forward with the snaffle reins and quietly begins again.

When putting his foot in the stirrup the rider is careful to
point his toe downward so as to avoid touching the horse's side
which might disturb him. He should not pause after raising
himself in the stirrup for. when his entire weight is in the
stirrup on one side it breaks the equilibrium and makes his
task more difficult. He should use his right hand to assist him
in taking the right stirrup ; feeling for it with the toe might
frighten the horse.

Generally, he should avoid moving the horse forward as soon
as he is in the saddle, so as to prevent the idea of the forward
movement from being associated in the horse's brain, with that
of his reception of the rider's weight.

It is best for the first few times to terminate the day's lesson
by the mounting lesson, so that the cessation of work and his
return to the stable may serve as a reward.

Those horses that are found very difficult are immediately
put back on the longe.

-49-

The mounting lesson should be given on both the near and
off sides. This phase of instruction of the young horse should
be carried out very thoroughly. Absolute calmness must be
obtained even in the midst of noise and movement, — such as
might be expected in war, when it might be most valuable to
have a perfectly still horse to mount. However, it is well not
to require too much at the beginning.

Training to Bear the Saber. The longe may be utilized to
assist in accustoming the colt to the saber, and as in general it
may be for all new requirements. It is wise to wait until the
close of work to give the lesson.

To begin with, only the scabbard is put on. When the horse
bears that without fear, the saber is added and he is then ex-
ercised at the three gaits. This work, it should be understood,
is interspersed with halts, caresses, and frequent rests.

This, however, is only a preliminary step toward the series
of exercises which accustom the horse to the management and
use of the saber and which take place during work on the road.

Mounted Work. Out-of-doors and in the Riding Hall. As
soon as the horse accepts the rider, his conditioning must be
begun. This work of conditioning goes on without interruption
until the end of the military year — that is, until the departure
for maneuvers. It should take place out-of-doors whenever
possible.

The remount working in the fresh air and on straight lines
naturally acquires his full strength most rapidly. Nevertheless,
the first sessions should take place in the riding hall to enable
the instructor to exercise closer supervision, to give him a
better opportunity to study his men and horses, and to avoid
the greater possibility of accidents outside.

At the start some old horses mixed in with the colts may
have a very good influence on the whole section.

The riding hall is used also when the temperature requires
it. Advantage should be taken then to give the colts the first
lessons of the aids.

—so-
Elementary Lessons in the Aids. This preliminary edu-
cation is important in order to permit the horse to be handled
out-of-doors. It consists in teaching him to move forward at
the call of the legs, to slow and stop at the tension of the reins,
and to turn with the simple action of the reins.

The horses are bitted with double snaffles when the resources
of the troop permit; otherwise with single snaffles. Special
attention must be given to the use of proper bits, correctly
adjusted.

To Move Forward. The base of all traiymig is freedom in
the forward movement.

It is necessary then, from the beginning to teach the horse to
respond to the action of the two legs. This lesson is the first
one given and should be repeated frequently. For the first
sessions the following rules are appropriate:

1st. Do not let the legs remain glued to the side of the
horse ; act by repeated impulses.

2nd, Touch the horse near the girths ; not too far in rear.

3rd. Begin by giving this lesson in passing from the walk to
the trot, then in extending the trot, finally in passing from the
halt to the trot.

4th. Reenforce the action of the legs, if necessary, by fol-
lowing these actions immediately by clucks with the tongue, or
even with light whip taps on the shoulder. This last suggestion
is more particularly applicable when the lesson is given in the
riding hall. Outside on the road, and especially when marching
behind an old leader, the colts have a natural tendency to move
forward in order to follow him. That is another reason in
favor of working out-of-doors at an early date.

In the forward movement the reins should always be
stretched. Otherwise, instead of being inclosed by the aids,
the horse is uncertain of his direction; he wabbles from side
to side, and the rider cannot direct him.

It is easy to maintain the reins stretched with energetic
horses which have natural impulsion ; it suffices for the rider
to maintain steady hands, and without discouraging the spirit

—51—

of the horse, to gradually moderate his excess of ardor. It is
more difficult to teach lazy, cold-blooded, or grass-raised colts
to go up to the hand. These, as a rule, only stretch their reins
M^hen tired, in order to support their heads. With such horses,
from the very beginning, the rider must seek the mouth. Later
on, strengthened by regular work, the remount having learned
the habit of taking contact with the bit, when urged by the
legs, will stretch the reins of his own accord. When the horse
obeys the action of the legs, or even the taps of the heel, work
on straight lines at the walk, trot, and gallop will lead him
gradually to take the desired support on the hand, hence the
rider should be careful not to discourage him by undue
severity.

A set hand with fingers closed, would only cause confusion
to the horse's mouth, and would have the effect of sending him
back from the bit.

Thus, in the first lessons in the forward movement, the
hand should not oppose the extension of the neck ; the fingers,
en the contrary, should be ready to yield in order that the neck
may stretch out and that nothing may interfere with the will-
ingness of the horse in his movements forward. The legs are
active, the hands passive.

With some particularly cold blooded horses, who obstinately
remain deaf to the call of the legs, it may be well to use the
spurs at an early date. But even in this case the spurs should
have dull rowels, or be preferably without rowels.

With well-bred horses it is the rule not to use spurs during
the first lessons.

The use of the spurs in most cases does not necessitate a
special lesson ; the horse nearly always responds to them by a
bound forward.

With mares or balky horses, which kick at the leg and refuse
to advance, it is generally sufficient to put them on the longe
and make a vigorous use of the driving whip coincident with
the rider's attack with the legs.

Halting. To halt, the rider progressively closes his fingers
and raises the upper part of his body rearward.

—52—

He regulates the severity of his hand to the degree of sensi-
bility of the horse's mouth.

In halting, the horse should remain straight and up on the
bit.

Nervous horses, those which engage their haunches too
greatly and those with a tendency to back, should not be halted
frequently. On the other hand, those which, from their con-
formation, have too much weight on their shoulders should be
frequently halted. Training is nothing else than a search for
balance, and the halt is an excellent gymnastic for those horses
which, high and powerful behind, are difficult to slow down.

Turning. Horses are accustomed to being led in a snaffle
bridle; this familiar opening effect of the rein, which is always
accepted by them, serves as the starting point in their
education.

To turn to the right, the rider opens the right rein gently,
carrying the hand forward and to the right. The other hand,
which does not act, must be carried forward and low so as not
to contradict the active rein.

It is very imporant that all sensations which the colt is made
to experience should come to him distinctly and perfectly
clearly.

The opening effect of the rein should be produced laterally,
and with the least possible action from front to rear. It pro-
vokes, nevertheless, a slight slowing up, which should be
combated by action of the legs.

When the remount is well confirmed in the forward move-
ment, in order to confirm and fortify the action of the leg,
advantage is taken of the fact that the action of the opening
rein tends to have the same results as the action of one isolated
leg. The colt is thus taught the action which results from the
opening of one rein and the closing of one leg, and he is habit-
uated to carrying his haunches away from the acting leg.

When the horse readily obeys the action of the opening rein,
at the walk and trot, he is taught the action of the bearing rein.
In view of the gymnastics to which he later will be submitted

—53—

when he is guided by one hand, he is taught to turn to the
right, for example, by action of the left rein. To obtain this
result, it is well to take advantage of the corners of the hall,
or exercise the horse in turns by the flank, abouts, or other
circular movements with the opening effect of the rein ; and as
soon as the horse commences to obey, to substitute the action
of the bearing rein by immediately carrying the left hand (for
n turn to the right) forward and to the right. The opening
rein serves as a sort of interpreter for the bearing rein. As
soon as the latter comes into play the action of the opening rein
should be discontinued, and the right hand lowered to allow the
bearing (left) rein to produce its full effect. After repeatedly
alternating the effects of the two reins closer and closer to-
gether, the action of the opening rein is diminished, and then
gradually eliminated, as the horse comes to understand more
ciearly what is being asked of him.

Backing. Backing is a movement of secondary importance
:n breaking. It should only be executed dismounted, and then
limited to a few steps.

Before taking the young horse outside, he must understand
and be responsive to the signals for four different actions. All
possible movements and all gaits are derived from these four
elementary actions, and it is necessary that they be taught as
soon as practicable, and taught separately, before they are
associated in producing combined effects.

These actions are : To move forward at the pressure of the
legs ; to slow up or stop at the tension of the reins ; to range
the shoulders; and to range the haunches.

These elements being thoroughly understood by the young
horse, the ordinary exercises of equitation judiciously adapted
to his means, to the ::iaturity of his development, and to his
physical condition will accomplish his education.

The accomplishment of these latter (the ordinary exercises
of equitation) will be the role of training properly speaking.

First Lessons at the Gallop. If special tracks, sanded or
lurfed paths are not available, all work at the gallop for young
horses must be given on the soft footing of the riding hall.

—54—

With horses from the South (thoroughbreds and Anglo-
Arabs — Translator) who gallop naturally, a simple closing of
the legs suffices to break their equilibrium and causes them to
take the desired gait.

It is different with horses from the Northwest, which are
often cold-blooded, or descended from a race of trotters. With
them, taking the gallop by extending the trot is painful and
should be strictly forbidden, as it is frequently a cause of
disorder and accident. On the contrary, by starting from the
slow trot on the circle, or a turn at the end of a movement,
by the flank for example, the horse may be induced to fall into
a gallop with the desired lead. In any case the aids to employ
are the action of the outside rein (indirect rein of opposition)
and the action of both legs. These actions, while holding back
the inside, provoke a rupture of equilibrium in the direction
of the movement and oblige the horse to take the gallop. A
few clucks of the tongue will assist the first efforts.

The rider helps maintain the gait by swaying with the
rhythm of the gallop, continuing the action of the legs, and
gently accompanying with the hand the play of the neck.

At the end of a few lessons, the gallop departs become more
and more calm.

It is not necessary to gallop young colts often. It is the time
spent at the gallop and not the number of departs which counts
with them. Outside, as in the riding hall, the instructor gives
this lesson to only a few horses at a time; he regulates the
number and the duration of these gallops by the temperament,
character and breeding of the horses. Those not galloping
walk about individually, or are given the mounting lesson, etc.

Preliminary Conditioning. Work out-of-doors should
commence just as soon as the colts are accustomed to the man's
weight and have a sufficient idea of the aids to insure their
being guided without danger of accident.

Fresh air, the use of gaits according to the nature of the
gTound, regularity of gaits and the progressive increase in
their speed and duration, and the periods of rest and relaxa-

—55—

tion, intelligently intermingled, are the elements at the disposal
of the instructor to attain his end, i.e., the normal development
rl' the organs of the young horse.

Organization of Sections: Leaders. The instructor
groups the colts according to their breeding, character, tem-
perament, and gaits. The examinations which he has been
able to make of them during the first sessions in the riding hally
the descriptive lists from the remount depots, record of per-
formances, and the age at which the colt was bought, all aid
him in making this preliminary grouping.

Each day, on leaving the stable, the instructor examines the
colt's legs; he then has them marched around him at a walkj
studies their appearance, condition and expression, and quesr
tions the riders about their feeding, character, difficulties en^
countered, and results obtained. After this, the instructor
re-groups them according to their ability for work, or desig-r
nates those which should be given individual work.

Each group is divided into small sections of four or five
horses each. These sections take their exercise on different
roads or at sufficient distance from one another to assure inde-
pendence, and hence calm, in each section. At the head of each
section, at least during the first few days, an old horse is placed
to act as leader.

Value of the Various Gaits. The walk plays an important
part in conditioning because it can be sustained a long time
without fatigue. At its full extent it supples all joints,
strengthens and hardens the tendons, and engenders calmness
and power. By accompanying with the hands the play of the
neck, which is very pronounced at the extended walk, the
horse gains confidence and develops the habit of keeping con-
tact with the bit. For these reasons, this gait should play a
very larger part in breaking.

The trot is useful in the beginning, at first for "taking the
edge off," then for putting him in the forward movement while
teaching him to accept the support of the hand which he will
meet and which is necessary for him to march straight; thus

—56—

inclosed by the legs which push him forward and the hand
which supports him, the horse acquires the habit of fixing his
neck in the direction of movement, which facilitates his later
training.

From the physical point of view, the trot stimulates the
circulation at the same time that it develops the muscular
system.

The periods at the trot, in the beginning, should be frequent
and short. The length is increased as the horse commences to
come into condition.

The gallop is the gymnastic par excellence for the young
horse; it puts him at once both on the haunches and on the
hand, and it develops his respiratory faculties to the highest
degree. It is a gait which the horse should be able to sustain
for a long time without fatigue ; therefore training for it must
be started early, but because of the mechanism and power of
this gait, it will not be used outside except on good ground.
Lacking favorable ground, it will be preferable to gallop only
in the riding hall, until the horse is more developed.

Outside there is no question of proper leads ; the instructor
proceeds as in the riding hall by breaking the equilibrium, and
lie regulates the length of the gallop by the progression of his
work, and above all by the physical condition of the horse.^

In the beginning, the bringing on of a struggle in order to
regulate the gait, which might be harmful to the colt's mouth,
interfere with his gaits or kill his natural impulsion, should be
avoided. In all this part of the work, the objects of which are,
above all physical development and the establishment of con-
fidence, the rider plays, a passive part so to speak, and makes
every concession which will not have bad results on the health
or character of his horse.

Defenses of the Young Horse. Here a distinction must
be made between meanness and playfulness. While the first
should be suppressed from the beginning, it would be wrong

^ These gallops at first very short — 400 to 500 yards — are increased
progressively to reach at the end of the period 1^500 to 2,000 yards.

. —57—

to punish the waywardness of a colt. When the rider feels
the colt ready to jump, he should close his thighs and lower
legs, lower his hands, close his fingers, and wait.

Likewise, when the colt escapes the hand, and bolts out
straight to the front, or jumps to one side, no attempt must be
made to collect him, as ignorant riders do, by a regular action
of the aids (since the colt barely understands them when he is
calm and at slow gaits), but the hand should be steadied and
tlien, when the colt is calmer, he should be stopped, put in the
right direction and moved forward. This method of procedure,
even with old horses, always gives the most certain and prompt
results.

Under any circumstance, the instructor cautions patience
and gentleness.-

USE OF THE Double Bridle. When the remounts give them-
selves over freely in bold and extended gaits, and when they
accept the support of the hand without hesitation, the double
bridle may be put on without fear, remembereing always to
demand nothing but work on straight lines until the bars of
the mouth are accustomed to the bit. Thus the danger of let-
ting the colts acquire the bad habit of overloading the should-
ers and boring on the hand is avoided. However, it is best not
to use curb chains at first and to choose mild mouth pieces.

In training there is no regulation way of holding the reins.
The rider must determine, according to his objective and the
lesistance he meets, the method of holding which permits him
to utilize most effectively the appropriate actions of curb and
snaffle.

Preparation of the Colt for His Ultimate Use in Case
OF Mobilization. After several weeks work, the preparation
of the remounts for their ultimate role which they will be called
upon to play on mobilization, must be begun. While following

- In addition he should be guided in this by the most famous masters
of the French School who have as their maxim "Do not weary the young
horse or suppress his gracefulness, because it is with horses as with the
bloom on fruits, which when faded never returns." (Pluvnel. Le Manege
royal. )

k

-58—

strictly the established program of the development of the
horse, at the same time one may, for example, carry the saber
and use the double bridle on road work, from time to time to
accustom the remount to the pack, to the distinctive head dress
of the rider, to the cuirasses, to the handling of arms, standing
still or at the walk, and to work in ranks (school of the pla-
toon) . Likewise, by taking them to the target range they may
be accustomed to the sound of firing.

Hygiene. The hygiene of young horses should be the sub-
ject of continual thought for the instructor who has them in
charge.

Grooming plays a large part in the upkeep of the horse's
health. To obtain the best results rivalry among the men
should be stimulated by every possible means. The troop
commander and the officer in charge of training visit the
remounts in their stable daily, regulate their feeding hours,
satisfy themselves that the horses are eating well, that their
teeth are in good shape, that they receive the prescribed ration,
order the proper substitutions according to season (carrots,
etc.,) prescribe the days and hours for mashes and their com-
position, and see that they have a good bedding, which alone
will secure them the rest necessary to their health.

Once a week they have the horses, in snaffle bridle and strip-
ped, led out by the men who ride them, so as to better examine
their appearance and the state of their legs. They carefully
examine the feet and the shoeing.

Shedding and the Period on Grass. The period of chang-
ing the hair (March-April) and the time when young horses
must be fed principally green food (May-June) are, for them,
depressing. An easing up of work becomes imperative at these
periods, as well as an increase of feed to combat the physical
depression the effects of which may often be felt for quite a
while.

, Choice of Ground. The choice of ground plays an import-
ant part in the work of young horses. Without exaggerating
the precautions necessary, there should be chosen, especially

—59—

for galloping, soil just as soft as possible; the drill ground
track, sanded parades, side paths of the roads; and as a last
resort, the riding hall. On hard ground the joints tire, and
the lower parts of the legs are blemished. A heavy or slippery
surface also provides grave difficulties, the joints are apt to be
strained and windgalls and bursal enlargements appear. But
when the colt has gained some experience out-of-doors, is
stronger, and more developed in his gaits, taking him over
broken and varied ground is good practice. His initiative is
awakened, and if given great freedom of neck, he learns to
depend on himself.

Individual Work. Individual work, which can only be out-
lined in the riding hall or on the drill ground, is performed
very regularly out-of-doors. On the first day when the return
to the stables is begun the instructor divides them into groups,
whose size will be diminished each day, and has them go home
by different roads. These groups further divide up, until
finally the colt is accustomed to work alone. The requirements
are increased until each shows absolute freedom and quiet.

The mounting lesson is frequently given during work out-of-
dcors. Results acquired in the riding hall have value only as
they serve as the base for the utilization of the horse in
campaign.

Harness. War Department instructions prescribe the
breaking to harness of a certain number of young horses
destined to draw the regimental transport in maneuvers. They
are chosen from among those animals showing most aptitude
for the work. This training is quieting for certain particular-
ly nervous and excitable horses. For this purpose, the regula-^
tion breaking cart, which should be found in each regiment, is
used, or, if need be, the forage wagon.

First Instruction Over Obstacles. It is advantageous to
commence the colt's training over obstacles at an early date,
provided only freedom and skill are sought. An exaggerated
effort must not be demanded, but at the same time he must be
taught to respect the obstacle ; so he is exercised over low, stiff
ones. ;

—go-
Leading. The horses having been taught by the work on
the longe to follow their trainer without hesitation, advantage
is taken of this to make them pass in the same manner, in hand,
over all the small natural obstacles that may be found, such as
ditches at the side of roads, little brooks, up and down banks,
slopes, etc.

The instructor should not forget that his aim is to develop
skill, that this is only obtained by calm ; and that calm can only
come from the patience of the trainer.

So no violent methods are allowed in this work.
Nevertheless care must be taken that the horses do not profit
by the amount of liberty which is thus necessarily given them,
to turn on the man and strike him.

Passing obstacles by leading the horses should not be re-
garded solely as a step to jumping mounted, but also as an end
in itself. It is a manner of crossing obstacles which must be
cultivated and perfected.

A troop must count on using this method as well as must a
lone rider who finds himself faced by a difficult crossing.

On the Longe. As the colt gains in strength, the instructor
adds, for each of them, some lessons in jumping on the longe
or at liberty. These exercises increase their agility, and develop
their strength, their balance, and consequently their confidence.

To jump on the longe, the horse is put on a circle, or rather
on an ellipse, so that he will always have a certain space of
ground to cover on a straight line before taking off. This al-
lows him to measure his strides ; and obviates his having to
turn too short after jumping. The instructor, to maintain him
on this ellipse, is required to move considerably on the long
axis. He should always be level with the horse's croup when the
l^vtter arrives at the obstacle.

, At the moment of the jump and for the first few strides
y/hich follow, he allows the longe to slide.

One commences with the bar on the ground. It is not raised
yntil the horse passes it at the three gaits without hastening
or slowing the pace. To calm the horses and induce them to

-61—

ir.ise the forehand, it is advantageous to make them jump a
long time from the walk and trot.

Every time, during the course of training, that the horse
shows apprehension or lack of energy the bar is put back on
the ground. The kind and height of the obstacles is varied
often, and the horse should be worked on both hands. The full
extent of the horse's power should never be sought; it is by
patient, quiet, and repeated work, over small obstacles that his
aptitudes are developed and he becomes a sure jumper. The
instructor should consider jumping as a difficult exercise and
give the lessons himself, aided by skillful noncommissioned
officers.

At Liberty. Jumping at liberty in a circular chute or in the
riding hall may be employed usefully to perfect the style of
some horses, or to teach others who hold back, to jump in their
stride. But it is a very delicate instruction which necessitates
the presence of the officer with all his vigilance.

Work in the circular chute renders the horse calmer than
that in a straight chute because he may be made to continue
going in the chute and jump several times in succession.

This chute is built on ground measuring about 45 meters
long and 20 to 25 meters wide. It is composed of tw^o tracks,
one within the other, each consisting of two straight sides
joined by suitable curves. Each track is SV^ to 4 meters wide.
The inside fences which inclose them should be II/2 meters
high, the outside one 2 meters high.

On the straight sides suitable obstacles both in height and
width are distributed, and made so that they may be jumped
in either direction. The interior track, reserved especially for
the gymnastics of jumping, has only obstacles whose height
may be varied according to the ability and degree of training
of the horse. The outside track, for the development of the
horse's skill across country, includes the more impressive solid
obstacles which the trooper may meet across country — banks,
mounds, road crossings, streams, ditches, etc. Obstacles of
width must be insisted upon ; ditches, covered ditches, and

—62—

streams, frequently found out-of-doors, must be insisted upon.
The instructor remains in the central part and directs the
horse's work by the voice and longeing whip.

Mounted. When the horses jump skillfully and without
hesitation they are made to cross, mounted, several of the most
simple obstacles. In this case it is well to have them preceded
by a leader. The riders endeavor to leave the neck absolutely
free, taking hold of the pommel if necessary.

—63—

Chapter IV
TRAINING

General. The schooled or trained horse is one that under-
stands the rider's intentions from his slightest indications
and immediately responds to them with exactness, lightness
and energy ; in other words, he is sensitive to the leg and light
on the hand.

Training is distinguished from breaking, in that during the
colt's fifth year — the usual breaking period — acclimatization
and physical development are of the utmost importance, for
the rider must at this time make many concessions to the
young animal, whilst in the sixth year the horse must submit
to the demands of the rider and must give him complete
obedience.

Training should not be started until the horse, strengthened
by fresh air and rational conditioning, is free in the forward
movement and has confidence in his rider, and is in shape to
learn the language of the aids and to subject himself to their
requirements.

To obtain good results, training must be based on a sound
doctrine; it should follow a method, and should conform ab-
solutely to the rules of both.

A doctrine is a group of principles whose validity has been
established by experience and justified by reason.

The fundamental principle of training concerns itself with
the development of a calm, forward moving, straight and
manageable horse.

The method of training prescribes the various means of
execution and regulates the order of their use. In application
it varies according to the particular end in view and to the
circumstances of time and place. It is influenced by the tem-
perament of the instructor and the skill of the rider.

The method of training herein set forth has as its objectives:
1st. The development and exploitation of the horse's
physical strength and moral qualities.

—64—

2nd. His submission to the aids, obtained by a rational
and progressive education and without the use of
force.
3rd. The search for balance.
The progression of the training as suggested herein does
not include rules or manner of execution. Wherever move-
ments cr figures are mentioned their execution is not entered
into in detail.

The training value of such figures depends entirely on the
manner in which they are executed, it is the position imposed
on the body of the horse by the rider's aids which makes them
of value. A rider may execute all of the figures prescribed in
the regulations in the most approved sequence and never ob-
tain the least result. Another, working on these same figures
but with a clearly defined objective and using his aids towards
the attainment of this objective, will train his horse very
quickly.

Principal Factors in Training. The Instructor. The
ability of the instructor, as well as that of the rider, plays a
very important part in training. The instructor should pos-
sess a profound knowledge of the horse and of the theoretical
and practical science of equitation, and he should have a
thorough understanding of the method of training. And in
addition, if his explanation is not sufficient, he must be able
to demonstrate in a skillful manner any point in question.

The Rider. The personal ability of the rider is however
the principal factor in the training of the horse, for however
excellent may be the method of training, the quality of the
horse, or the capability of the instructor, the horse will never
be wholly obedient if the rider does not understand his part
thoroughly. The primary requisite, therefore, for the training
of a horse is a skillful rider.

The Work. Any method of training not based on the con-
ditioning of the horse is not a military method. In training,
as in breaking, outside work will always remain the essential
part. The instructor must maintain the proper proportion

—65—

of outside and riding hall work so that the conditioning of the
young horse will keep pace with his training.

Under normal conditions the work in the riding hall should
not exceed a third of the whole ; and the sessions in the riding
hall should not exceed three-quarters of an hour each during
which time frequent rests are allowed.

Time. One should not forget that whatever may be the
rider's skill, the physical and mental development of the colt
vary with each individual. No scheme of training can hasten
the natural growth and development of the remount or sub-
stitute itself for the work of time. Patience and gradual
increase of effort are most effective in training; to go slowly
is, in this case, to go quickly. (Aller lentement, c'est aller
vite !)

Psychology of Training. Influence of Character and
Conformation. The horse's mental make-up has much to do
with his education. We must study it in order to take ad-
vantage of it.

The chief mental characteristics of the horse is his memory.
This faculty aids training if proper use is made of it. On the
other hand, it makes errors dangerous ; it is difficult to retrain
a horse — that is, to make him forget bad lessons.

Natural aptitude varies in different animals as do also the
qualities of intelligence. Some understand at once what is
asked of them, others are very slow to learn.

The horse is usually docile and tractable; he is sensitive to
good treatment, to the voice and caresses. Blows will not
subdue him ; they only serve to make him irritable and
suspicious.

He is capable of attention and reflection, since often he will
execute in the morning movements which were difficult for
him the evening before. He is imitative and it is on this
trait that the use of leaders is based.

He is patient, but his patience is not unlimited. One of the
difficulties in training is to determine the limit of requirements
that the horse will endure, and profit thereby during each
period.

—66—

Training disciplines the horse but can not completely trans-
form his character. A mean or tricky horse, however well
trained, is always to be mistrusted. The rider may hasten the
submission of the horse by studying his mental faculties and
taking advantage of them.

His physical make-up and his temperament both require an
analytical study. The good qualities that are latent in the
horse or the difficulties that are apt to be encountered can often
be foreseen by observing the length and direction of his legs,
the play of the joints, the functioning of his digestive organs.

Limit of Training. The instructor studies each individual
horse, decides the means of training which best suit his case
and regulates the work accordingly.

It is not possible to bring all horses to the same degree of
perfection ; but one should always endeavor to develop the full
capabilities of each horse, without however, trying to obtain
by force that which the animal lacks the strength or ability
to give.

There are some methods of training that aim to subdue
finally and completely the horse's mental and physical forces
and thus obtain absolute domination over him. These methods
are based on the complete rassembler on the spur. They are
not in the domain of secondary equitation, however, for the
requirements of work in the troop and on varied ground make
a constant demand on the horse's instinct and initiative.

Basis of an Equestrian Language. In order that man
may transmit his wishes to the horse, make use of the animal's
intelligence, and thus dominate him, it is necessary to establish
between them a sort of conventional language which the rider
may easily learn and utilize, and which the horse may as easily
understand and accept.

This language is based on the law of association of sensa-
tions; **When impressions have been produced simultaneously
or have immediately succeeded each other, it is thereafter
sufficient that one of the impressions be presented to the
senses in order for the others also to be called to mind.

—67-

For example, if a horse moves forward at the cluck of the
tongue it is because one day he saw a whip, felt the lash, and
at the same time heard the cluck. Whenever the last sensa-
tion, affecting only the hearing, is alone presented, those of
sight and touch will come immediately to his mind and he will
move forward as he did under the effect of the lash.

Likewise the horse has learned to range his haunches under
the effects of the riding whip ; later he will range them under
the pressure of one leg because the two sensations will have
been associated in the beginning.

The movements the horse executes naturally under the in-
fluence of the aids are very few. The most docile horse can
not obey his rider's commands if he does not understand them.
It is by building upon the principle of the association of sensa-
tions or ideas, cited above, that one may construct the language
which makes for this indispensable understanding. Sight,
hearing, touch, and even taste successively come into play, and
each has its part in this education.

The elements of instruction are given on the longe. The
touch, then the sight alone of the whip, produces the forward
movement. With this should be associated the cluck of the
tongue for which later on is substituted the action of the legs.
In the same way the traction of the longe paves the way for
the opening rein, which in turn will serve to introduce the
bearing rein.

From the opening and bearing actions of the reins the horse
will come at length to understand the actions of opposition.
The actions of the legs will follow and finally he will learn to
respond to various combinations of actions that cannot be
exactly defined but which depend on the tact and finesse of the
rider.

It is apparent that there exists from the beginning the need
for the greatest clearness in the impressions transmitted to the
horse because it is on the distinctness of these first indications
that the clarity of the entire later language will depend, and in
consequence the rate of progress of the animal's education.

—68—

Dut it is not sufficient that the horse grasp the meaning of the
demands made upon him; he must also have the pliancy of
will to carry out the often distasteful requirements that his
rider imposes.

Here again it is the law of the associations of sensations
which offers the means of assuring the horse's obedience.
When a well executed movement is rewarded at once and an
act of disobedience immediately punished, the horse soon
learns to submit to the rider's demands.

The continuous repetition of this procedure will gradually
result in a more and more prompt obedience and finally to an
absolute and instinctive submission.

To attain this last result, training requires not only gentle-
ness in order not to irritate nervous horses, but also much
firmness, for the horse must feel that his master is possessed
of infinite power ; his submission depends upon it. During the
course of training, the time always comes when a difficulty ap-
pears, when resistance is offered. The tactful rider determines
whether it is due to physical inability or unwillingness. In
the first case one must be particularly patient and moderate
in one's requirements. In the second case, on the contrary,
one must take up the struggle resolutely and emerge victorious
lest the horse, by association of sensations, becomes conscious
of his strength, and, in consequence, obstinate.

Moreover the trainer must not be deceived into believing
that the horse is disciplined because he appears to be resigned.
The trainer should be keen enough to foresee the warning
signs of impatience and revolt, and to modify or cease his re-
quirements in time.

A horse may be easily prevented from becoming impatient,
and yet made to repeat the same series of exercises daily, pro-
vided the work is varied; and provided he is given brief
periods of rest after well executed movements. These rest
periods lessen the monotony and afford the horse needed op-
portunity to relax.

In order that the horse's education may be complete his
obedience must be more than prompt and absolute ; it must be

-69-

automatic. At this point, the indication of a single one of the
aids heretofore strictly combined with others suffices to start
the mechanism of association and produce the execution of the
movement demanded. In the beginning, in order to obtain
even a labored gallop depart it was necessary to use both hands
to displace the forehand and both legs to give the position and
inspire the impulsion; later, the closing of the fingers on the
rein or the mere contact of the boot suffices to obtain this same
movement because this action has awakened the remembrance
of all the other previous sensations.

It is by repetition that associations penetrate the memory;
the operation is necessarily one of long duration. But by sub-
stituting for the repetition, or rather by adding to it, the i?i-
teiisitif of a transmitted sensation, the progress is hastened.
Strong impressions, even though seldom repeated, engrave
associations in the mind more quickly than weak ones which
may weary or enervate the horse.

In accordance with these principles the curb bit and spur
when properly used expedite training.

If the horse, through distraction, laziness, or bad intent, at-
tempts to avoid doing what is expected of him, the energetic
action of the fingers on the reins or a simple application of the
spurs will quickly remind him of the established conventions.

Fixing the associations by the intensity of one of the as-
sociated impressions is one of the fmidamentals of training.

Principles of Movement. In equitation the locomotive
energy of the horse is called forward movement or impulsion.

Impulsion. The forward movement is the first degree of
impulsion. This quality exists in the horse when he responds
to the first pressure of the legs by extending his action without
sensibly increasing the height of his movements.

Impulsion is forward movement subjected to the exact dis-
cipline of the aids and exploited in view of the object to be
attained. It is the basis of training. Its origin is in the hind
ouarters which propel or are ready to propel the mass forward.

—70—

Impulsion may be either natural or acquired; it is the nat-
ural instinct in warm blooded, generous horses; in the cold
blooded or lazy horse it is obtained as a result of training in
response to the aids and dies out as soon as the aids which
provoked it are relaxed.

The rider is fully master of his horse only when he is master
of the horse's entire impulsive forces. Certain horses are un-
willing to recognize this mastership and often oppose it by a
most complete inertia ; others use their whole muscular power
to struggle against the rider, to resist him, or to escape from
him completely, but most horses lend themselves generously to
the rider's wishes and seem to put all their strength at his
service. It is this moral and physical submission to the aids
in the forward movement which should be sought above all
else in training.

Speed is not a criterion of impulsion. Impulsion is shov^m
much more by the manner in which the horse lends himself to
the rider than by the rapidity of the gaits. One horse, march-
ing at the trot or gallop, even extended, may lack impulsion,
while another may show a great deal of it at the walk.

This freedom in the forward movement should be carefully
guarded, not only during training, but during the whole mili-
tary life of the horse.

Proper use of the horse's strength leads to proper division
of weight, and consequently in turn to balance, mobility and
tractability.

Balance. The horse's muscular force and his weight are
the two elements which unite to produce movement.

Muscular force is essentially productive of energy. It causes
the displacement from inertia and its use, therefore, de-
termines whether the distribution of the weight is proper or
not.

The object of training is to govern this force at the several
gaits, at all degress of speed, and in the changes of direction
in such manner as to oblige the horse to execute the demands
of the rider.

—71—

Theoretically, movement is determined by the various posi-
tions of the center of gavity with respect to the base of sup-
port. In the state of rest the center of gravity is sustained by
that base. Movement is but the disturbance of that equilib-
rium, the members intervening to steady the mass and prevent
a fall. Thus the four movements — forward, backward, to the
right and to the left — always take place because the center of
gravity draws the mass to one of these four directions.

In practice, a balanced horse is one that is light in his gaits
and agile in his changes of direction.

The horse at liberty balances himself naturally. His move-
ments are more or less easy and the mobility that he exhibits
shows that he is master of his strength and can make judicious
use of it. With rare exceptions, as soon as the horse is mount-
ed this natural equilibrium is disturbed by the rider's weight,
v/hich displaces the center of gravity (two-third of this weight
falls on the forehand) . In addition, the voluntary or involun-
tary actions of the aids provoke numerous contractions so that
a part of the horse's muscular power is employed in resisting
the rider.

The less the horse resists his rider the better he can balance
himself and the more manageable he becomes.

The capability of a horse to make proper use of his strength
depends upon his conformation. A well made horse balances
himself more easily under the man since his strength is trans-
mitted to his members under the best possible mechanical
conditions. But irrespective of the conformation of the horse,
the rider should endeavor without delay to make him regain a
natural balance, or at least a balance which approaches it.
Therefore, at the beginning of his training the horse must be
allowed great liberty, for if his movements are restrained he
will be unable to recover this balance. The more steady, exact,
and conciliating the rider is in his actions, the more confidence
the horse will have and the quicker he will regain his
equilibrium.

As training progresses the number of resistances will di-

—72—

niinish. The horse in yielding to the aids will make better use
of his strength and a better distribution of his weight; and
the rider will find less difficulty in giving him the position lead-
ing to the desired movement.

Locomotion. The laws of locomotion are concerned with
the order in which the horse places his feet in the different
movements and in the several gaits.

In superior equitation the application of these observations
may lead to good results ; but in secondary equitation a wider
view must be taken lest the difficulties be aggravated by trying
to attempt objectives not wholly practical under the conditions,

The rider need only concern himself with giving the horse
the position which should precede each movement, leaving to
the horse the care and time of placing his feet accordingly.

Role and Position of the Head in Movement. When the
horse uses all of his natural means to aid himself in the exe-
cution of his movements, he employs his head and neck to
balance or modify the employment of his forces. If he wishes
to move forward he straightens his head to the front and
stretches out his neck so as to draw the center of gravity in the
direction of the movement. Or, if he wishes to stop or back,
he brings in his head, shortens his neck, and thus impels the
movement of the mass to the rear. In movements to the side,
oblique or circular, it is again the displacement of the head
and neck to the right or left which facilitates, regulates and
maintains the movement.

The rider who wishes to be master of his horse should place
the horse's head in such a position by means of the bit so that
he may regulate its displacements and in turn, those of the
neck. In this way the neck bends, shortens or stretches out,
according to the impressions which the mouth receives from
the rider's hand.

In order that the impression of the hand may be clearly
transmitted to the horse's mouth and at the same time that the
breatching may not be hindered, the horse's head should slope
from the muzzle upward and rearward, and it should be made

—73—

to take this position at the ordinary gaits and in the simple,
regular movements.

The more shortened the gait, the more the head should ap-
proach the vertical line; conversely, the more it is desired to
increase the speed, the more the head should approach the
horizontal. In both cases the position the head assumes is
considered normal since it favors the slowing or the increasing
of the gaits respectively.

The head may assume an exaggerated position (too close or
too far from the vertical) due to defective conformation of
the forehand, badly adjusted bitting, excess of sensibility in
the chin grove or bars, or — and as is most frequently the case
with horses that "stargaze" — because of defective conforma-
tion in some part of the hindquarters.

The rider combats the faults of position not only by a jud-
icious use of the aids but also by the use of a milder or more
severe bit ; by raising or lowering the bit in the horse's mouth
and by loosening or tightening the curb chain.

Thus with a "stargazer" the head should be brought in by
increasing the lever arm ; that is, by using a long branch bit
placed low in the mouth. The horse that carried his head too
low, or that is too much gathered should be fitted with a short
branch bit adjusted as high in the mouth as possible.

The position of the head in the natural state is determined
by the posture of the neck. When the horse is under control,
the bit, with its action on the bars of the mouth, makes the
head take a position to which the neck is forced to yield. The
neck will therefore contract, stretch out, or bend to the right
or left, according to the action of the hands.

Role and Position of the Neck. The neck is the indis-
pensable lever for facilitating movement. Its position and its
attachment to the head should be such that, while it remains
supple and accepts the lateral and retrograde displacements
without resistance, it should always preserve its natural sta-
bility, and even a certain degree of firmness at the base and up
tD its middle portion. Its direction should be identical to that

—74—

taken naturally by the horse, unmounted, when he is placed
in the position of attention.

If the head and neck are raised too much the play of the
shoulders will be freer but at the same time the loin and the
whole hindquarters will be cramped, the haunches and hocks
hindered in their action, and the displacements of the hind
quarters restrained, unequal, and jerky. Consequently, the
gait will lose speed and regularity.

If the neck is too low, the overcharged shoulders will render
the horse heavy and difficult to guide.

Thus the neck should be neither too high nor too low. It
should shorten or stretch out as the head approaches or leaves
the vertical. When coming in, the head should cause the neck
to bend at the poll without breaking its line ; in stretching out,
it should extend the neck without raising it.

With the head and neck properly placed, the reins will re-
tain their full force, and the members of the forehand like
those of the hind quarters will coordinate their actions in the
movements whether collected or extended.

In determining the position to give the neck, the rider should
always take into consideration the manner in which it is nat-
urally joined on (the "set on") . Some riders make the mistake
of demanding great elevation of neck from horses that natural-
ly carry low heads. In attempting to raise the neck too high
for the natural conformation of the horse the hand often stops
the impulsive forces. When a position contrary to the horse's
conformation is demanded the hocks and loin are cramped and
there is a resultant loss of freedom in the gaits.

The Ramener. The ramener is simply the placing of the
horse's muzzle a little in advance of the vertical of the plane
of the face of the horse, the position which has just been in-
dicated as most favoring the management of the horse; one
should seek to obtain it from the moment the horses are put
in double bridles.

In secondary equitation the horse is taught to take this posi-
tion principally by work on straight lines, alternately ex-
tending and collecting the gaits. The rider's legs here play

-75—

an important part; their action should always precede that
of the hands, for the head comes in and the neck bends only
as a consequence of the forward movement, during which the
horse meets the hand. The latter is held steady and low and
oifers to the mouth a gentle support which restrains an over
extension of the neck and determines the position of the head
by causing it to bend at the poll. The legs and fingers then
relax and are brought into action again only should the head
assume an improper position. Provided they do not hinder
the impulsion, the alternate active and passive effects of the
hand will soon give the neck the flexibility it should have.

Gymnastics of the Young Horse. Gymnastic work tends
to develop the colt's strength and suppleness and it also serves
to conquer any resistance he may offer.

Gymnastic work is practiced at all three gaits ; at the walk,
because the rider is steadier and has greater control over the
horse while the latter is more attentive and better able to
understand the movements demanded ; at the trot, because
from the conformation of the horse it is at this gait that the
joints play most easily in lateral movements; and at the gal-
lop, because it is the combat gait, and consequently the ulti-
mate objective of training.

Resistances. The fatigue caused both by the work of train-
ing and the constraint imposed upon young horses during
their education may occasion certain resistances. These are
most apt to occur in horses having physical defects, blemishes
and weaknesses, or on account of nervousness arising from
awkward or misunderstood demands.

Whether the cause of these resistances be mental or physical,
the joints and muscles may be strengthened and suppled by
appropriate gymnastics applied to the various parts of the
horse's body. The principal points of resistance are the
haunches, the spinal column, the shoulders, and the mouth.
Certain movements lend themselves more particularly to the
suppling of certain parts; the instructor regulates their use
according to the end in view.

-76-

To Obtain Engagement of the Hind Quarters and Mo-
bility OF the Haunches. The haunches are the seat of im-
pulsion and at the same time they form a sort of rudder in the
changes of direction.

The mechanism of impulsion lies in the play of the hip joint
(coxo-femoral articulation) . The closing of this joint leads to
the engagement of the hocks under the mass (fig. 4) and allows
the horse to cover rnore or less ground according to the energy
of the extension of the propellers. Such engagement of the
hocks under the mass leads to a lowering of the hindquarters
— a position which greatly facilitates rapid changes of
direction.

The hindquarters should be able to move with facility in a

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—77—

lateral direction as well, but because of his construction the
horse can execute this movement only by passing the right
hind foot, for example, in front of the left hind. Here again
the horse must lower his croup and draw his hocks under the
nitiSo.

The movements which cause this engagement and this mo-
bility of the haunches are : extending and collecting the gaits,
halts, the broken line, the serpentine, the circle, the half turn
and the half turn in reverse with smaller and smaller radius,
the false gallop and backing.

Extending and Collecting the Gaits. This work
includes :

Being at the walk; slow walk, walk, extended walk; from,
the slow walk change to the extended walk, and vice versa.

Being at the trot: Slow trot, trot, and extended trot;
changing from slow trot to extended trot, and vice versa.

Being halted : Walk and halt ; extended walk and halt.

Being at the walk : Taking up the extended trot ; halt from
the trot or extended trot.

Finally it includes the gallop departs from the trot, the
v/alk, the halt and from backing; passing from the gallop to
the trot, to the walk, halting from the gallop, extending and
collecting the gallop.

During Irreaking the horse learns to obey the hand by slow-
ing the gait, and to obey the legs by an increase of gait. This
is again taken up and insisted upon until the slowing of the
gait is obtained without the least movement of the head —
which would indicate a struggle against the hand — and until
the extension is very willing and immediate. Each time the
horse lights the hand while slowing down from faster gaits,
he must be put back to slowing the walk.

Obedience once obtained, attention should be paid to the
mayiner in which the movements are executed ; the haunches
should be drawn under the mass in slowing, and the action of
the hocks and loin in the extension should be vigorous. This
is achieved by alternate extensions and collections brought
nearer and nearer together.

—78—

After these results have been attained one should demand
the most marked extensions and collections ; for example, im-
mediate halts from fast gaits.

In this work of balancing the horse between the hands and
legs it is essential that these two aids never act simultaneously.
The horse, in slowing should let the gait die out while moving
close to the ground.

At the indication of the legs he should push himself vigor-
ously forward. If his motions are high it is because the hand
has not yielded in time to let the impulsion pass.

If the horse moves sidewise in slowing he is straightened by
opposing the shoulder to the haunch.

These supplings are interspersed with periods of work on
the bit at free gaits. With lazy horses one should insist espec-
ially on the promptest obedience in the extensions and with
high spirited horses, in the collections.

When once this work has been well executed on the straight
line it is repeated on the circle. This requires a relatively
greater engagement of the interior haunch. The diameter of
the circle is reduced in proportion to the progress of the
horses. But the horse himself, must not be allowed to modify
this diameter in accordance with the gait, that is, to make it
smaller in slowing and larger in extending.

Inside the riding hall the increase and decrease of the gallop
should be confined to speeds appropriate to the enclosure (not
too extended). Outside, on straight lines, the speed should
be varied through every form of gallop from the most collected
canter to the run, and the reverse. This work well done is
proof of the thorough execution of all preceding work.

If the horse bores or fights the hand he must be returned to
the riding hall for work in slowing the walk and canter; the
object is thus accomplished more surely and with less risk to
his legs than if one were to insist on submission in the work
at fast gaits.

The Halt. The Half Halt. Considered from the point of
view of training the object of the halt is not to stop the horse

—79-

in some position or other, but rather to teach him to balance
himself by the engagement of his haunches.

The halt is effected by the action of the fingers closing on the
adjusted reins. If the hocks remain out in rear or are thrown
to one side to avoid an engagement, which is always difficult
at first, the legs intervene to push the haunches gently under
the mass. The hand remains passive.

Exercises in halting serve to gather the horse's forces, to
place his head and haunches, and to make him lighter.

The halt must be practiced gradually and very gently at
first. One should be very careful with horses whose necks are
"upside down," who are long coupled, sway backed or too nerv-
ous. Horses of this kind are generally weak in the loin. They
halt with difficulty and the remedy becomes worse than the
evil. The halt must be avoided entirely with horses that are
lacking in impulsion.

Summing up, halting is suitable only for horses having good
loins and sufficient vigor in the haunches and hocks to stop
easily on the hindquarters.

This does not apply to the half halt — defined in the chapter
on aids — which irritates the horse less than the halt. One
may therefore employ it without fear on all horses except,
again, those that hold back. The result sought is to lighten
the forehand, and consequently to lower the croup, without
producing a slowing of the gait.

The broken line, circle, and serpentine, when the turns are
demanded by the reins alone acting on the forehand, have the
effect not only of suppling the shoulders but also of favoring
the engagement of the haunches.

The same movements, when the leg pushes the haunches to
the outside, give great mobility to the hindquarters. In using
them one should, therefore, have in mind the end to be ob-
tained and employ them accordingly.

Mobility of the hindquarters is desirable only in so far as
there is strict obedience to the leg. Its sole object is to enable
the horse to be kept straight under all circumstances.

The half-turn, with the radius progressively decreased, leads

—so-
lo a more and more marked engagement of the haunches. The
half turn on the haunches (about on the haunches) is the final
expression of the half turn and demands the ultimate degree
of engagement of the hocks.

The half turn in reverse, as the radius is decreased, tends to
mobilize the haunches. The half turn (about) on the fore-
hand, which is its limit, gives absolute mobility of the hind-
quarters by displacing them about the forehand.

False Gallop. The horse is prepared for work at the false
gallop by the broken line at the gallop and by accentuating
progressively the false turns involved in this movement. Fol-
lowing this, the figure of eight and serpentine are taken up.

The work on the figure of eight is commenced on a large
eight inscribed in the legth of the riding hall and executed
only once in a period of work (two consecutive changes of
hand). When the movement is executed without excitement
the horses are kept for a longer time on this large eight. When
they gallop calmly and well extended the figure is made smaller
little by little. The suppling should be sought for by frequent
periods of work on the large eight rather than by an exagger-
ated closing of the figure, especially is this advisable in the
case of cold-blooded horses.

Similarly, the serpentine at first consists of only one turn
v>hich is made gradually smaller as the horse progresses.

This work leads the horse himself to modify his balance and
it gives the alternation of extension and engagement which is
sought in all these gymnastics.

To avoid at this time the unnecessary difficulty or departing
with the false gallop one should always commence by a true
turn. Then, during the false turn the inside rein, by calculated
opposition, maintains the inside shoulder and haunch in rear
so as to avoid the change of lead This opposition diminishes
as the horse takes the false turn more willingly.

Backing. Backing often may be a punishment for a horse
if, in spite of halts and half halts, he seeks to force the hand
or to bear heavily on the bit, but it is a means whereby the
spinal column is made supple and it helps the horse to place

—81—

himself on his haunches. Backing represents a further degree
in the gymnastics of alternately reducing and increasing the
base of support.

The suppling undergone by the young horse in the extension
and collection of gaits will generally lead to his backing with-
out difficulty. Sometimes, however, through pain or stubborn-
ness he may refuse to back, he may brace himself with his
haunches, contract the spinal column and resist the action of
the reins.

These bad habits if left alone would result in an habitual
reluctance to back. The rider should overcome them by dis-
placing the croup with the action of the leg, or by opposing
alternately each of the shoulders to the corresponding haunch.
He must profit by the displacement of the haunch to resume
the action of the hands.

In the execution of this movement the horse should be calm
and straight. He should back slowly, at the same time be
ready to move forward at the call of the legs. In the begin-
ning it is best, especially with high spirited horses, to follow
the movement of backing by again moving forward and then
by rest with reins free.

When these results have been obtained, the horse should
then be made to pass more freely from the forward to the
backward movement and vice versa, and thus be balanced
between the two. In this exercise only a few steps should be
taken in each direction.

Suppling of the Spinal Column is obtained by the move-
ments just enumerated, but chiefly, by work on a small circle
executed at the gallop the speed of which is progressively in-
creased. This is the best lateral suppling and it should be
practiced frequently.

When galloping horses on the circle the instructor avoids
the fatigue of prolonged work on short turns by alternately
diminishing the circle for several turns, then enlarging it. The
tendency on the part of the horse to slow down as the circle is
diminished, must be overcome. The short turn is easy at the

—82—

slow gallop ; it is the rapid gait at the short turn which is diffi-
cult and which must be obtained.

To Obtain Free Play of the Shoulders. The horse at
liberty moves and balances himself with ease but the young
horse generally becomes heavy on the hand when mounted.
This change results partly from the addition of the rider's
v/eight and partly because the horse can balance himself for
movements which he himself wishes to execute but does not
yet know how to balance himself for those which his rider
demands.

The gymnastics best qualified to give mobility to the should-
ers and lightness to the forehand include : slowing ; halts ;
half halts; backing; the broken line and serpentine with the
turns being demanded by the reins alone thus making the
forehand pivot about the haunches; half -turns progressively
smaller until the half turn on the haunches is reached; two
tracks ; and shoulder in.

Broken lines at the gallop with continually shorter turns are
of especial advantage. This is the best training to render the
horse supple and mobile in the gallop, easy to guide and clever
on varied ground.

All these movements are demanded by the bearing rein
which acts indirectly but effectively upon the shoulders.

It should be understood that the various movements enum-
erated above will not in themselves accomplish the desired
results. The rider must keep his object constantly in mind
and when resistance is met he must act with tact; that is, with
more or less energy or gentleness according to the circum-
stances.

The various movements should be wide at the beginning in
order not to discourage the horse, later they can be made pro-
gressively smaller so that finally the complete submission to
the aids — necessary in individual combat — will be obtained.

The forward movement must be carefully preserved during
all gymnastic work and it is always required after collected
work in order to let the horse stretch himself and extend the

gait before he is rested. This avoids the danger of losing
impulsion.

To Obtain Suppleness of the Jaw. Suppleness of the jaw
is the guarantee of lightness; it indicates a general decon-
traction. When the horse's mouth is normal the gymnastic
exercises which supple and strengthen him lead naturally to
this mobility of the jaw. It is, in a way, the proof of his will-
ing obedience. But some horses in spite of a relative supple-
ness of the rest of the body will retain an abnormal stiffness
of the jaw.

Since the origin of all defenses is pain, contraction of the
horse's jaw may be provoked by a bit badly adapted to his
conformation, or the mouth may be too sensitive for the bit, or
again the sensibility may have been deadened until the effects
of the bit are no longer felt.

The first remedy consists in the proper selection and adjust-
ment of the bit. The kind of bit, its position in the mouth,
the dimensions of the branches ,the thickness of the canons,
the freedom or liberty of the tongue, and the relative tightness
of the curb chain, all afford the means whereby we may over-
come many resistances.

Nevertheless, under the action of a brutal or even merely
awkward hand the best bitted horse may acquire positions or
habits which permit him to avoid the constraint of the bit, and
which are therefore true defenses. In such cases it is neces-
sary to reeducate the mouth by means of appropriate suppl-
ings, the object of which is to destroy the bad habits in order
to replace them by good ones.

A horse is said to yield to the action of the hand if when in
gentle contact with it he half opens the mouth under the pres-
sure of the fingers, moves for an instant his tongue and the
bits and then immediately retakes contact. The yielding
should be confined to the mouth without provoking the least
movement of the head or neck.

The first elements of this suppling may be taught dismount-
ed at the halt or at the walk. However the impulsion is nil
or very slight and therefore in secondary equitation it is

—84—

sometimes unwise to supple the mouth in this way. In order
to obtain the best result the rider should work his horse at a
free gait. By gentle contact of the hand he will induce the
horse to take a confident bearing on the bit in whatever posi-
tion is most familiar to the horse even though it is not the
correct one. Then when this has been obtained the rider may
have recourse to the "division of supports."

The division of supports means the relaxing of one or sev-
eral reins while the fingers are closed on the others. The
normal symmetry of the bearing of the bits is thus broken.
The rider uses successively the different combinations of the
reins by actions more or less close together ; for example, give
and take, play the snaffle from side to side, alternate the snaf-
fle and curb.

These different actions tend to defeat resistances by con-
stantly changing the bearing point in the mouth and to reduce
the contraction of the muscles by their intermittent effect.

The half halt or vibrations may be executed on one or sev-
eral of the reins of the combination in use, according to the
kind of resistance offered by the horse, and they will lead
sooner or later to the relaxation demanded.

When by repetition the horse obeys without hesitation and
when all ttie combinations of reins lead to this same submis-
sion, the education of the mouth is finished.

The advantages of the relaxation of the jaw are reflected
in the poll and neck, the muscles of which are not slow to re-
lax. At first the neck retakes its natural position. Then as
a result of progressive gj^mnastics it arrives at the ramener
(gather) , the position indispensable to easy control of the
horse.

When practicing the supplings of the jaw great care must
be taken to preserve impulsion. One must not reward the
horse by dropping down to a slower gait, but, on the con-
trary, must yield and caress while extending the gait. This
local gymnastic (jaw flexion) must be limited to necessity.
Harmony of all the forces is the true object of training and
must be kept always in mind.

—85—

Two Tracks and Shoulder-In. Two tracks executed by
lateral aids is a movement that may be employed when riding
the horse alone or in class.

When the horse is marching to the right hand the movement
on two tracks is obtained by the use of the left rein and leg
which act by pushing the shoulders and haunches toward the
right ; the horse is then bent away from the side toward which
he moves.

In this movement the shoulders and haunches follow two
parallel paths ; when gaining ground to the right the members
of the left lateral biped cross in front of those of the right
lateral biped ; when gaining ground to the left the reverse is
true.

Two tracks is a useful training movement to enhance the
horse's knowledge of the effects which a combination of aids
may produce ; it constitutes in addition an excellent gymnastic
exercise for the colt.

This movement should be demanded for a short period only
and on the diagonals or on inside track — i.e., away from the
wall. When executed on the track, two tracks has the bad
effect of teaching the horse to be guided by the wall and not by
the aids. Also it frequently happens that the horse is not able
to pass the outside leg in front of the inside through fear of
striking the wall; but instead he passes it behind the inside
leg, and this does not give the desired result.

If the displacement of the forehand in relation of the hind
quarters is slightly accentuated by more pronounced action of
the hand and leg, the horse passes from the gymnastic of Udo
tracks to that of shoulder-in.

The horse is said to be on right "shoulder-in" (the right
shoulder inside the arc of the circle inscribed by the spinal
column) when he marches bent to the right ; he is said to be on
the left shoulder-in when he marches bent to the left.

In whatever direction one is moving the horse may be placed
and worked alternately with the right shoulder-in and with the
left shoulder-in.

—86—

The movement is executed at the commands "Right shoulder-
in," "Straighten," "Left shoulder-in," "Straighten."

For example, if the horse is to be placed in the position of
right shoulder-in and is to be worked most favorably in that
position, the shoulders are moved off the line of march by the
action of the right rein (openiyig rein) strengthened by the leg
on the same side. The horse is then in the first step of a turn.
As soon as he is in this oblique and circular position the line
of direction previously followed is again taken up, all the while
keeping the horse bent and crossing his legs. The right rein
now becomes a bearing rein of opposition and acts in the di-
rection of the left haunch. It affects the horse's whole body
bending and pushing it forward and to the left. The right leg,
acting slightly in rear of the girth, likewise aids in holding the
haunches toward the left. The left hand, after having yielded,
limits the bend of the neck and strengthens the action of the
right rein ; it also draws the forehand forward and to the left.
The left leg acts on the girth to keep up the forward movement.

This exercise gives the horse complete suppleness and great
freedom in all parts of the body. It brings about :

(1) Freedom of the shoulders, obedience to the hand, and
consequent lightness in the forehand.

(2) Suppleness of the haunches, obedience to the leg, and
consequent engagement of the hind quarters.

(3) Pliability of the spinal column giving harmony be-
tween forehand and haunches.

It leads to free play of the shoulders because when the horse
works vigorously while thus bent, the right leg is obliged to
describe a movement of rotation and to lift itself in order to
pass in front of the left.

It leads to agility of the haunches because the right haunch
is, on the contrary, obliged to loiuer itself in order to allow the
right hind to pass in front of the left hind. This results in
the desired engagement of the hindquarters.

It gives suppleness and pliability to the spinal column be-
cause of the continuous play of the vertebrae in all directions.

It puts the horse up to the bit because the leg acts in the

same direction as the hand obliging him to accept the tension
of the rein.

It discipHnes the horse to the leg because the rein, acting in
the same direction as the leg, obliges him to understand and ac-
cept its action.

Shoulder-in is, therefore, the synthesis of all of the gym-
nastic movements that may be demanded of the horse, and it
is certainly, as La Gueriniere says, "The first and last of the
lessons that one may give to the horse." Its execution is easy
and its results excellent and quick.

One must avoid executing this movement on the track for
the horse is then attracted by the track and he will seek con-
stantly to reenter it and will only bend his neck instead of
freeing his shoulders as is desired.

Shoulder-in is first demanded on the circle. Gradually the
horse is made to understand it by moving him off the circle for
several steps at a time ; he is then rewarded, straightened and
the lesson repeated. As soon as the horse understands what
is asked of him and the movement is well executed at the walk.
it is repeated at the trot.

For good execution of the movement it is necessary that the
hand which retains the inside shoulder should act rather
steadily on a short rein and not operate by any traction from
front to rear.

The horse should be exercised frequently in this movement.
The shoulders must be carefully alternated. Between each
change he should be moved on the straight line for several
steps. These supplings should be of short duration only. One
should profit by the engagement of the hind legs to push the
horse into a free, extended trot.

The Extended Trot. The extended trot is a very regular
trot of great extension, produced by the energetic action of
the haunches and the hocks. It is obtained when impulsion
has been accumulated in the hindquarters by the action of the
legs and the rider eases the hand, contenting himself with giv-
ing the head and neck only the support necessary to facilitate
the extension of the gait.

—88—

At first it is demanded during a few strides only. As the
horse becomes more vigorous, better disciplined, and better
able to use his strength, this trot may be prolonged but it
should not be sustained, at least in training, for more than a
hundred yards. A free extended walk with loose rein should
always follow the extended trot.

This gait alternated with shoulder-in makes the horse bold
and light.

Obtaining Balance. In the extensions, collections and
changes of gaits which have just been studied, there was al-
ways an underlying obligation on the rider to avoid contradic-
tion of the aids by inclosing the horse between active legs and
hand. The rule must be observed that only by an exact balance
of hand and leg action is his impulsion carefully preserved
and his submission retained. But as training progresses to-
v;ards perfection, these actions tend to approach each other
Until finally they seem to merge into one another. The horse,
thus balanced between hand and legs moves with high strides
in a sort of equilibrium. This is nothing else than the "ras-
sembler" while marching which has for its object the shorten-
ing of the animal's base of support so that he then works on a
short base. This accentuates his mobility while necessarily
reducing his speed.

When it is desired to return to an extended gait it is neces-
sary to abandon the rassembler and to allow the impulsion to
pass ; then the neck stretches out, the gait is extended, and the
horse works again on a long base.

The object of the changes of gait and the increase and de-
crease of speed of which we have just spoken is to oblige the
horse to work on a short or long base according to circum-
stances and to accustom him to pass from the most collected
work to the most extended as in outdoor equitation. In a
\^ ord, it is to put the horse in balance.

Remarks on the Gaits. From the mechanism of the walk,
trot, and gallop, one may make some observations which are
very useful in training.

It is very necessary that the rider should know how to take

—89—

a certain gait, and to maintain or to change that gait. Now
in the walk and trot, the lateral bipods move in parallel planes ;
in the gallop, on the contrary, the horse tends to travel with
one haunch slightly to the side. This suffices to show the
rider that in the walk and trot the horse should be held ab-
solutely straight, while in the gallop he should yield towards
one haunch very slightly.

With a young horse, therefore, whenever the rider wishes
to take the gallop he should give him this natural position. On
the other hand, when he wishes to pass from the gallop to the
trot or walk he should straighten his horse.

The rider should also be able to obtain when desired those
gaits which allow the horse to cover the most ground with the
least fatigue. For the horse to expend a minimum of energy
the impulsion must all act in the direction of the movement.
But the horse may travel too high, too low. or both too high-
and too low at the same time.

The horse travels high when suppled and trained, and cor--
rectly ridden, he assumes the rassembler in marching. Then
the muscles of the high, flexed neck will, in their contraction,
lift the forelegs, and at the same time the hind legs, engaged
under the mass, will have a similar upward action. In this
position, with flexed joints, his speed is limited since the ex-
cessive elevation causes a reduction in extension. However,
this position is most favorable to rapid changes of balance, and
therefore of direction and gait. It finds frequent employment-
in secondary equitation for, in both maneuvering and individ-^
ual combat, the horse should be able to work on a short base.

The horse may travel high in front and low behind. When
ridden by an inexperienced rider he may hold his head high
from inclination or from force. As in the preceding case, the
muscles of the neck, by their contraction, lift the forelegs, but
the hind legs, placed far away from the front legs, can not en-
gage. Their motion will be perky, the spinal column will have
no play, and the horse will move with great expenditure of
energy and with great difficulty in the loin and hind legs.

Finallv, the horse travels low when he moves with his neck

—90—

extended so that its direction approaches the horizontal. The
muscles of the neck in this position draw the forelegs forward
and not upward. The hindquarters under the action of the
rider's legs may easily engage under the mass because the
position of the neck allows the spinal column to arch and then
extend in the direction of the movement. This position will
therefore favor speed, and all the horse's efforts will tend to
produce forward movement with a minimum of fatigue and
expenditure of energy. It is this position which the rider
should seek to impose on the horse whenever he wishes to work
on a long base.

Some of the characteristics of the gaits were discussed under
breaking, but considered from the view point of training they
offer still further possibilities.

A free walk, extended without exaggeration, constitutes a
rest. It is therefore an excellent reward, at the disposal of the
rider, to show the horse his satisfaction with a well-executed
movement, and it should be used frequently.

Furthermore, at this gait the seat is steady and the rider
is in full control of his aids, therefore, he should use it when
correcting faulty positions of the horse and when giving him
the proper position preceding a new movement. The horse is
more apt to obey in proportion to the clearness of the effects
of the aids, and he is better balanced as the gait is reduced.
Therefore, at the walk he is in the best possible position to
receive his lessons, and each new movement or position should
be taught at the walk before proceeding to the more rapid
gaits. However, this gait is slow and there is little gymnastic
effect on the horse's joints and muscles, especially in lateral
movements.

At the gallop an excellent exercise for the spinal column may
be practiced by extending and collecting the gait on straight
lines. Work on two tracks at the gallop has however no par-
ticular useful effect since in this movement the horse moves
b> a series of bounds parallel to himself and without crossing
his legs so that he expends no great effort.

The movement on two tracks at the trot is a suppling ex-

1

—91—

ercise which becomes more effective as the impulsion increases
and the gait is extended. But in order that the left members,
for example, shall open widely toward the left and the right
members shall pass in front of them, the horse must move
with long strides and the speed must be maintained, otherwise
there would be no deep work of the muscles and no unusual
play of the joints; in other words, neither suppling nor
impulsion.

The Gallop Depart. The importance of the gallop requires
that the rider be familiar with all details of this gait, for the
manner in which the horse takes it, keeps it, modifies it, or
leaves it has great influence on its value. Furthermore, this
one more or less complicated movement brings out all the
rider's skill and requires implicit obedience on the part of the
horse. In obtaining it the rider may apply all the principles
set forth in training and he may demonstrate in detail the role
and value of the aids. To analyze completely the gallop de-
parts is to sum up all training. The study of this one move-
ment will show how all others are obtained.

The horse at liberty takes the gallop in different ways ac-
cording to the circumstances which provoke it; that is, by a
sort of loss of balance in throwing his weight forward, or by
engaging his hocks under the mass in balancing himself.

Mounted, he acts in the same way when he takes the gallop
voluntarily and not in response to action of the aids, as by a
cluck of the tongue, crack of the whip, fear, etc.

When the rider desires to obtain the gallop by use of the
aids he must consider the effects which the hand and legs may
produce. The partially trained horse can understand only a
part of the effects of the aids. In order that the horse may
understand that the sensation he receives calls for the gallop,
he must first be placed in such a position that all confusion
and hesitation are removed and only one movement is left to
be executed — the one demanded. Position should always pre-
cede action, regardless of whether the horse takes the gallop
through loss of balance or while in perfect balance.

The very mechanism of the gallop incidates the position

—92—

which the horse should be made to take. The gallop is char-
acterized by one lateral pair of legs being more advanced than
the other ; thus in the right gallop the two right legs are more
advanced than the two left legs, and vice versa.
; (a) Young horses may be ignorant or imperfectly disci-
plined to the aids but they must nevertheless be galloped for
their development and to advance their conditioning. The
horse should be started on some circular movement (circle,
passing through a corner, movement by the flank) where the
interior lateral biped, having less ground to cover than the
exterior biped, may easily be advanced more than the latter.
By pushing more or less vigourously with both legs, when the
horse is thus placed, the gallop will be taken naturally, espec-
ially if the rider carries his body forward and slightly to the
right for the right gallop. The horse is, so to speak, surprised
and thrown forward by the leg action. He more or less falls
into the right gallop.

Since the reins do not have to act on the horse's balance
this method has the advantage of leaving his head free and of
putting him in the gallop before he has realized it and, at the
same time ( leaving him calm and preserving his impulsion.

The rider has profited by the favorable position taken by the
horse himself to obtain the gallop. By this method the horse
is induced to gallop and is familiarized with the gait under the
rider's weight ; by practice the departs become easier and the
horse goes into the gallop willingly.

This method represents the first step in the lesson of the
gallop. : It is sufficient to give the colt the necessary work at
the gallop. In fact, it is the only one which may be employed
at this time since he is ignorant of even the elementary actions
of the aids.

(b) The gallop is not always taken up on curves; one
should be able to take that gait without changing direction,
,that is, on straight lines. The work which leads to this result
constitutes the second step of the gallop depart. The rider
.must be able to place the horse at will in the position that calls

—93—

for the gallop depart. The horse must have undergone a cer-
tain amount of training and should understand the elementary
effects of the aids.

To take the right gallop one must retard the left lateral or
advance the right lateral. Now to obtain that result it is
sufficient either to cramp the play of the left shoulder at the
same time liberating the right, to push the left haunch slightly
toward the right, or to bring the right haunch forward of the
left.

Any action of the rein or legs which will accomplish these
results will be satisfactory although to different degrees.
They will prepare the horse, according to the degree of his
training, to take the desired lead.

1. To retard the left shoulder, resist with the left rein either
by a light direct effect of opposition or by an indirect effect of
opposition calculated according to the resistances met.

2. In joining to one of these actions of the rein that of the
left leg one obtains a more or less marked displacement of the
left haunch towards the right. This places it in rear of the
right haunch in the position of the gallop right.

3. To obtain the gallop depart by advancing the right
haunch, act with the right leg at the girth. This will engage
the right hind leg under the mass (superior equitatioyi) .

It must be understood that these several actions may be
combined to obtain a more prompt and exact effect. After the
position is once obtained it is only necessary to give the im-
pulsion corresponding to the speed of the gallop by an equal
pressure of the legs.

Taking the right lead by the resistance of the left rein is a
simple, natural method. It is the one which should be em-
ployed in the first periods of training and, as a general rule,
every time that there is difficulty in starting with the proper
lead.

Taking the right lead by the predominating action of the
left leg has the advantage of traversing the horse. At the
same time if the action of the right leg is too energetic he may
depart false.

—94—

Taking the right lead by the predominating action of the
right leg at the girth is certainly the most correct method since
the horse takes the gait without traversing ; but the response
to this action of the leg is a result of education rather than a
natural effect. This quiet, smooth manner of taking the gallop
can therefore be employed only at the end of training with
calm, obedient and quite sensitive horses and by experienced
riders of precision and tact.

Distinction must be made between conditioning at the gallop
during breaking and the gymnastics of the gallop during train-
ir.g. In the latter case the rider should require a great many
gallop departs on each lead in order to accustom the horse
thoroughly to the action of the aids involved. The instructor
must know what he can and should require, the only fixed rule
being never to demand anything from the horse until he has
become calm and never to stop after a badly executed
movement.

Only the determining aids have been spoken of ; they do not
exclude the others. In regulating or strengthening the demand
on the horse for a gallop depart the regulating aids contribute
powerfully to the execution of the movement.

The progression proceeds from the known to the unknown.
To teach the departs, only such aids are employed as the horse
can understand according to the degree of his training.

The action of the horse at liberty is observed and made use
of, especially in the first part of the instruction in gallop de-
yjarts. Gradually this natural action is modified so that the
straight is substituted for the traversed position and the exact,
balanced, instantaneous depart for the uncertain and
disordered.

To pass from the gallop to the trot or from the gallop to the
v/alk the horse is replaced in an absolutely straight position.
The horse then modifies the combination of leg movement and
falls back into the trot or walk.

As soon as the gallop is broken one should act with a degree
of firmness on the reins according to the gait desired and the
promptness with which one wishes it taken. The legs must

I

—95-

of course be relaxed but they remain in contact ready to main-
tain the forward movement when the horse is installed in his
new gait.

Conditioning. Conditioning of troop horses is only distant-
ly related to the training of race horses. The application of
rules of hygiene and the consideration given to the processes
01 physical development are of course the same. Progression
in the work is also derived from the same principles. Con-
ditioning the troop horse does not require his preparation for
trials of speed on certain days. Rather by the rational de-
velopment of all his organs and physique generally must he
develop and retain throughout his service, that endurance,
hardiness and agility on varied ground which are indispensable
to the cavalry mount.

Therefore one cannot fix absolute rules for the conditioning
of the young horse. His condition, appetite, the preservation
of his legs, and his general appearance are the only regulations
and guides, for training is an art and it evinces all the qualities
that distinguish the true horseman.

The conditioning of the 6-year-old horse is coincident with
his suppling. Logical conditioning requires daily sessions
lasting between one and one-half hours as a minimum and
three hours as a maximum. All instructions given in breaking
which concern the general condition of the horse, i.e., the im-
portance of proper feeding, development of muscles and lungs
and the care of the legs and feet, should now be observed even
more carefully, for the work is more intensive at 6 than at
5 years. The objective of the instructor is to bring all the
young horses into condition so that in the month of August
they can execute a march of approximately 20 miles in four
hours.

The training at the gallop is likewise regulated so that at
this time of the year the horses may execute a maneuver gallop
of 3,000 to 4,000 yards over good ground.

Scrupulous regularity of gaits is the basis of conditioning.

The instructor assures the success of this work by employing

—98—

:. reasonable schedule of periods at the trot and gallop com-
hined with periods at the walk and at rest.

This work should continue throughout the whole year. Each
week requires a slightly greater effort and a consequent de-
velopment of the body. It is sometimes advisable to break the
long ascent to condition by rest periods so that the horse may
take hold of himself, renew his strength, energy and spirit,
and prepare himself to respond to the new demands that will
be made upon him. At times it is worth while to cut down or
oven stop the work and substitute mere walks in hand, espec-
ially in the case of horses of delicate temperament or of those
that have weak legs.

A horse in good working condition presents a general ap-
pearance of health with wide-awake eye, brilliant coat, supple
skin and muscles standing out ; his flank is well let down and
his gaits are easy, calm and indicative of strength.

Jumping. The Horse Mounted. Skill over varied ground
and boldness over obstacles also should be the objectives in a
well considered plan of training.

Work on the longe over obstacles in the riding hall or out
of doors is too important an aid in training to be neglected.
Horses must frequently be given this work.

Practical out-of-door riding enables us to foresee the diffi-
culties that are apt to be encountered in jumping. They may
be grouped into a small number of defenses which must be
fully understood in order that they may be promptly corrected.

It is a fact proven by experience that a horse usually limits
his resistances to one or two defenses that he almost always
sets up. When he refuses to jump the rider and the instruc-
tor should at once consider the cause and character of the
defense.

If the horse has shown sufficient strength on the longe and
if his jumping lessons thereon have been well conducted, the
only explanation of his refusal to jump mounted lies in his
rebellion against the aids or in a lack of tact on the rider's
part. In the first case it is wise not to insist, but to perfect
his training before continuing to jump. If it is through lack

—97—

of skill or tact of the rider it is usually sufficient to indicate
to him the faulty use of the aids so that he may employ them
correctly and obtain prompt obedience.

The various defenses in jumping generally fall into one of
the following groups :

The horse stops short (refuses).

The horse runs out at a distance from the obstacle.

The horse runs out close to the obstacle.

(a) If the horse stops short it is through lack of impulsion
or fear of the rider's hand.

When there is lack of impulsion one must leave the obstacle
and again give the lesson of the legs or that of the spur if
necessary. Then when the horse is felt to be anxious to go
forward, bring him back to the obstacle calmly and very
straight, pushing him only in the last strides. Dismount and
pet him as soon as he has obeyed.

If the horse refuses through fear of the hand the bitting
should be modified if necessary. The bar must be lowered or
small obstacles must be chosen over which the rider may pass
at the walk or slow trot. The reins should be long, thus giving
the neck full freedom of action and if necessary the rider may
steady himself by holding the pommel. He should continue to
jump in this manner until the horse regains confidence and
stretches out his head and neck.

(b) The horse that runs out at a distance from the obstacle
throws himself brutally on the rider's hand; he places his
head and neck in a position that enables him to avoid the au-
thority of the bit, and escapes in any direction he can.

In this case, the rider must analyze the difficulty. He must
stop his horse, calm him, replace the head and neck normally,
and bring him back, holding him closely until the last moment
between his active legs and taut reins.

The horse that runs out close to the obstacle may do so in
one of two ways: either by escaping to the side with one
shoulder in advance or by swerving off at an oblique with the
haunches moving toward the flank in advance of the shoulders.

In the first case the shoulder in advance must be restrained.

—98—

This may be done by an action of the opening rein if the horse
shows a mere tentative desire to swerve, or by an energetic
intervention of the bearing rein if he roughly forces his
shoulders out of the straight line. He must be pushed vig-
orously at the same time with both legs.

In the second case, if he escapes by the haunches leading to
the left for example, the haunches may be held in the proper
direction by the use of lateral aids to place the horse in the
left "shoulder-in" (left indirect rein of opposition, left leg).
It is true that the horse's head is drawn in the direction in
which he wished to escape. But under the action of the left
rein and leg the whole mass — and it is that which counts — is
thrown toward the right. He is straightened at the last mo-
ment and the impulsion provoked by aids for the shoulder-in
sends the horse boldly to the jump.

All the defenses which have just been analyzed are preceded
at some point or other by a sudden abandonment, on the part
of the horse, of the rider's hand. He profits by this moment
ot liberty to assume the position that enables him to resist.
In approaching the obstacle the rider should control carefully
the source of impulsion, that is, the hindquarters, with his
seat and legs, and keep his reins stretched in order not to lose
contact with the mouth. This is called "riding close to the
horse."

—99—

PART III

APPLICATION OF THE PRINCIPLES OF EQUITATION
AND HORSE TRAINING TO THE USE OF THE HORSE

Chapter I
USE OF THE HORSE

As a result of breaking the horse has become calm and
energetic. His suppleness and physical strength have been
developed and his resistance has been overcome by the spec-
ial gymnastics of training. He recognizes the authority of the
aids and is amenable to them. These acquired results must
now be applied to the daily v^^ork.

The rules set forth hereafter serve as a basis for perfecting
the riding instruction of the troopers.

The Horse Straight. The first use to make of his obedience
to the aids is to place the horse straight. This is necessary
because of the position he will occupy in ranks ; and, too, when
the horse is straight it is considerably easier to impose the
gait desired and to regulate the speed.

The horse is straight when the left shoulder and left haunch
are parallel to the right shoulder and right haunch. In equita-
tion it is correct also to say that the horse is straight when
following a curved line if his two pairs of laterals (shoulder
and haunch) are placed so as to follow concentric curves.

When the horse is straight the two hind feet follow exactly
the line traced by the two fore feet; the haunches and should-
ers are then in a position which assures the correctness of their
reciprocal play. When the two haunches move equally the
impulsion is equally divided and the transpositions of weight
are regular and easy. The forces emanating from the two ends
(fore and hindquarters) of the horse are not at variance in
their combined play. Both work toward a common end — the
direct march for which the horse is perfectly adjusted.

If the horse does not move straight, all the harmonious
agieement between the forces of the forehand and those of
the hindquarters ceases, the correct distribution of weight is

—100—

disturbed and the ease of changing direction is impaired.
Furthermore, the haunches oppose the shoulders and afford
a point of support for resistance.

It is most important therefore that before undertaking any-
thing further, the horse should be placed and maintained
straight.

The actions of the reins and legs, studied previously, permit
the horse to be straightened. By utilizing these aids and re-
ferring to the table of effects produced, especially to those of
opposition, the rider will find all necessary means to straighten
the shoulders and put the haunches into line and to maintain
the horse in his proper direction. But to obtain the result
which a proper application of the aids should afford, the en-
ergy of impulsion must be maintained. Easy gaits depend
entirely on the activity of the haunches and on the horse's
being held straight.

To Change the Gait and in a Given Gait to Change
Speed. The change from one gait to another involves two
principles of training.

1st. When the legs close to move the horse forward the hand
should not oppose the movement;

2nd. When the hand acts to moderate or cwtail the impul-
sion the legs should not be active.

Consequently, when passing from the halt to the walk, ex-
tending the walk, passing from the walk to the trot, or extend-
ing the trot, the rider should close his legs with more or less
force according to the result sought and the sensitiveness of
the horse. Simultaneously he should lower his hand and if
necessary, open his fingers to permit the movement.

The hands meanwhile should be ready to resist, and even to
act, to regulate the gait should the effect produced by the legs
be stronger than that desired.

To extend the walk, the rider allows the horse great liberty
permitting him to extend his neck but taking care not to lose
contact with his mouth. In this position the horse is steadier
on his legs, is better able to see his ground and is in a position
favorable to movement without fatigue.

—101—

To extend the trot, one must push the horse forward and
keep him true by not allowing one shoulder to be more ad-
vanced than the other. The rider may find it convenient to
hold the reins separated in the two hands so as to obtain more
easily the effects of opposition.

The horse that pushes ahead at the trot and takes the gallop
without its being asked, is always behind the bit. Under these
circumstances it is necessary to rein him in, close the legs to
engender impulsion, let the neck stretch out and induce him
to take a bearing on the bit.

On the other hand, to slow the gallop, the trot and the walk,
or to pass from the gallop to the trot, from the trot to the walk,
from the walk to the halt, or to back, the rider "fixes" the
hands with the fingers closed on the adjusted reins, straightens
up and carries the upper part of the body to the rear. Here
also the legs should be ready to resist and to act if necessary
to regulate the effect produced by the tension on the reins.
However, such action is not required until the horse has com-
menced to yield to the action of the reins.

To Maintain a Given Gait and a Given Rate. With well
balanced horses, those that move forward freely and remain
submissive to the aids and respectful of the rider's hand, a
soft tension on the reins is sufficient to maintain the gait and
rate. To maintain lightness and to encourage the horse to
relax the jaw and gently champ the bit, one must act by the
play of the fingers or by the division of supports, meanwhile
maintaining the impulsion.

But it frequently happens that the horse will not maintain
regular gaits ; he may be a puller or he may be sluggish and
hold back.

Pulling may be due to a number of causes such as nervous-
ness, pain or lack of balance. In any case the resultant re-
sistance is felt by the rider's hand in one of two ways.

First, he may feel on his hand an inert mass, heavy to carry
and difficult to displace. This is called iveight resistance. It
may be combatted by the half halt which obliges the horse to
raise his forehand.

—102—

Second, the reins may transmit to the rider's fingers the
feeling of the forces resulting from the muscular contractions
of the jaw. These are called resistances of force and are over-
come by flexions or vibrations.

Horses may take a gait slower than the one desired because
of laziness, lack of strength, fear of the hand or ignorance of
the positions favorable to the movement.

Laziness should be overcome by attacking vigorously with
the legs or with the spurs if necessary, to reestablish a proper
respect for the legs.

If it is through lack of strength then the horse's vigor should
be improved by proper feeding and conditioning, so that, in
time, he will maintain the gait desired under the action of the
aids.

When the horse is afraid of the bit he shows his fear by
raising his head and refusing the hand. He thus crushes the
hindquarters and instead of engaging the haunches he jigs
without gaining ground. In this case it becomes necessary to
modify the bitting, to give him confidence in the hand by light
play of the fingers and to encourage the extensions of the neck
which lead to relaxation of the loin and increased propulsion
from the hindquarters.

To sum up, a steady gait can be maintained with a trained
horse by a light hand and by the play of the fingers and by
never allowing the horse to pull.

A horse that fights the bit requires either a light hand that
constantly maintains the same passive tension on the reins or
the use of vibrations.

For the horse that is heavy on the forehand, the hand must
be firm and half halts must be used. In both cases the legs
should be steady but passive.

Finally, with horses that are behind the bit one must seek
the cause and act accordingly either by energetic action of the
aids or by attention to physical development and conditioning.
Change of Direction. A turn is the consequence of a new
objective which the rider proposes to reach. The choice of a
point of direction should, therefore, precede the turn.

—103—

In practice there are three ways of turning: The wide
turn, the short turn and the turn in place.

1. The wide turn is executed while advancing and on the
arc of a fairly large circle requiring room and time. Either
the opening rein or bearing rein is used.

The opening rein indicates to the horse the new direction
and the rider's legs push him in this direction. This is the
most elementary of the turns in advancing and it is the one
best understood by young horses. It must therefore be used
not only at the outset of breaking but afterward each time the
horse resists by running out, swerving around, etc.

To obtain the complete result in this turn, one should take
care not to destroy the action of the determining rein by a
premature action of the regulating rein. At the beginning of
the movement the regulating rein must be freely ceded.

The turn by the bearing rein and the two legs is also exe-
cuted while advancing. The weight of the neck leads the horse
in the new direction toward which both legs push him. This
is the turn most employed in riding out of doors. It is also
the only one which the rider can use when holding the reins in
cne hand.

As in the preceding turn, it is necessary, in order to allow
the determining rein its full effect and power of action, to re-
lax the regulating rein at the start so as not to interfere with
the position taken by the horse's muzzle required by the bear-
ing rein. When riding with the reins in one hand, however,
the inside rein automatically relaxes.

2. The short turn, used when the rider desires to make a
quick change of direction or lacks the necessary space for a
wide one, may be accomplished either by lateral or diagonal
effects.

The lateral effect (right direct rein of opposition and right
leg) draws the shoulders to the right and throws the haunches
more or less quickly to the left. The horse faces to the right
while slowing down.

This turn is of common use in training. It provides a pri-
mary gymnastic, short but energetic, to the spinal column,

—104—

shoulders and haunches. This movement also gives the horse
his first lesson in the action of one leg alone and it causes him
to accept the leg as an aid.

The short turn by the diagonal effect (left indirect rein of
opposition and right leg to turn to the right) is the most col-
lected, the .shortest, and at the same time the most correct of
the turns. The left rein pushes the shoulders to the right,
the right leg pushes the haunches to the left ; the horse faces
to the right without slowing, except as a result of the rearward
effect of the rein in opposition.

Thus, of the two wide turns, the first, using the opening rein,
is the most elementary, and the second, with the bearing rein,
the most used in out-door-riding. Of the two short turns the
first, with lateral effect, is excellent for forcing obedience to
the leg; and the second is the most rapid and correct.

The various changes of direction which may be demanded
are:

The obliques (changes of hand) ;

Broken lines;

Movements by the flank;

The about ;

The circle, the half turn (the half turn and change of

hand) ;
The half turn in reverse (change of hand and half
turn).
These movements find their military application in individ-
ual combats and in the pursuit where successive changes of
objectives are demanded of the rider, often in rapid succession.

3. The turn in place is used when the rider is halted and
v/ishes to change direction without gaining ground to the
front. It is executed on the shoulders, on the haunches or on
the center of gravity.

The half turn on the shoulders (about on the forehand) is
the final word of the half turn in reverse. When executed cor-
rectly and rapidly it is proof of the horse's submission to the
leg and of the mobility of his haunches.

—105—

The half turn on the haunches (about on the haunches) is
the final word of the half turn. When executed correctly and
rapidly, it is proof of the lightness of the forehand, the supple-
ness of the shoulders, the strength of the loin and the obedience
of the haunches.

If these two movements are executed step by step, the horse
will understand better the mechanism but there will be no
gymnastic effect. In order that real benefit may be derived
from them they must be executed briskly.

The half turns on the shoulders and on the haunches are
difficult to execute perfectly. But the half turn in place, where
the horse pivots on his center of gravity while carrying his
shoulders to the right and his haunches to the left for ex-
ample, is easy of execution and commonly used. It is obtained
by the action of the left indirect rein of opposition which car-
ries the shoulders to the right and causes the haunches to
swing toward the left, and by the action of the right leg which
also carries the haunches to the left.

In all changes of direction the action of the leg should pre-
cede the action of the hand, otherwise the haunches will form
a point of support for resistances and cause a labored turn.
The leg, where it precedes the hand, assists the latter in main-
taining the new direction.

Galloping a Horse. The average quality of troop horses
is such that great care must be observed in the use of rapid
gaits, for their speed and endurance are naturally limited.
Nevertheless, the training for the charge requires practice at
Ihe extended gallop as well as at the intermediate speeds. The
instructor carefully supervises the details of this work, chooses
his day and ground, and gradually teaches men and horses to
take and maintain a sustained gallop.

In these exercises the rider should take care to push his
horse up to the hand. The more confidence the horse takes in
this bearing the better he will place himself to favor
speed. Consequently, it is better at first to use a
snaffle or double snaffle. The first gallops are made

—106—

easier by grouping the horses in twos or threes ac-
cording to their dispositions. To gallop properly the
rider must shove his feet home in the stirrups and must have
the thighs against the saddle and the lower leg fixed against
the horse's body. He should carry the upper part of the body
slightly forward in order to relieve the horse's loin and to
allow the haunches to act with more power, thus favoring
speed. The seat is raised slightly in the saddle but it should
be able to resume its normal position instantly when desired.
This condition is fulfilled when the thighs, knees and calves
remain in adherence to the saddle. The reins are separated
as has been described in the school of the trooper.

The rider is taught to gradually increase the speed up to the
full run, then progressively to decrease the gait whilst main-
taining contact with the mouth and keeping the horse straight.
These exercises, including the increase and decrease of gait
should not exceed 700 to 900 yards. One must be very careful
to regulate the work according to the age, development and
breeding of the horses. Galloping should be followed by work
periods at the walk more or less prolonged in proportion to
the speed and length of the previous gallop.

The rider should take advantage of this work to learn to
judge and regulate the speed of his horse, and to observe, con-
sider and report all that goes on about him; in other words,
he should acquire and maintain at all gaits the calm, unper-
turbed observation and judgment indispensible to the cavalry
soldier in war.

Cross Country and Over Obstacles. Principles of equita-
tion find their application in riding across country and in
jumping. Boldness, secure seat, steadiness, suppleness, re-
spect for the horse's mouth, and balance, all of which have
been mentioned constantly in the education of man and horse,
here play most important parts.

Boldness in jumping is the first requisite of the out-of-doors
rider; it is communicated instantly and unmistakably to the
horse and becomes the best guaranty of his clearing the ob-

—107—

stacle. If the rider is not keen the horse perceives it and
becomes apprehensive.

The seat is the close, elastic contact of the buttocks and
thighs with the horse. It assures a good hand and allows the
rider use of his legs with which to control impulsion; and if
the horse should make a serious mistake, the rider is enabled
to avoid a fall by settling down deeply and securely into his
saddle.

The seat is independent of the position of the upper part of
the body. The rider may carry his body slightly forward and
still be well seated or he may carry it to the rear and not be
well seated.

Steadiness is defined in equitation as the absence of all in-
voluntary or useless movement. It precludes any exaggerated
position of the body, hands or legs, whether forward or to the
rear.

Suppleness results from secure seat, steadiness and elastic-
ity of the loin. It is this quality which enables the rider to ap-
pear to be part of his horse at all variations of the gaits, and it
is called "going with the horse."

The laws of balance and the mechanism of the gaits require
the rider when working over obstacles not to overweight the
parts at work. These are the hindquarters, at the moment of
taking off ; and the forehand, which receives the weight at the
moment of landing.

The play of the neck is more pronounced as the gait is slower
and the leap more violent. In order that the horse shall use all
his strength and that his mouth may not suffer, the rider's
liand must give freedom to the head in accordance with the
energy of the extension.

The more uneven the ground and the more varied and dif-
ficult the obstacles, the more violent and unexpected are the
reactions and the more difficult it becomes to apply these rules.
The necessities of maneuver and drill render their application
still more difficult, for the initiative and independence of the
trooper is limited.

—108—

At whatever gait employed, the rider approaches the ob-
stacle with steady legs, increasing their pressure if necessary
to assure impulsion. He inclines the body slightly forward
although the buttocks remain in the saddle. The hands are
held low and they accompany the movements of the neck. If
necessary the fingers are opened to allow the horse to make
full use of his head and neck.

Thus, given plenty of impulsion and being well enclosed be-
tween steady legs and long, stretched reins, the horse is in the
best possible situation for jumping. The position might be
compared to that of a horse at liberty in a "chute," the aids
take the place of the sides of the chute and the impulsion of
the legs substitutes for the whip.

In conclusion, the best rule for the rider in jumping is as
follows: jump neither before the horse nor after the horse;
jump ivith the horse.

Individual Combat. The value of the trooper in individual
combat is largely dependent upon the training of his horse.
Combat exercises should therefore tend to make the horse
confident and fearless. These exercises should be conducted
carefully; they might well follow the outline given below:

(1) Distribute a number of dummies about the riding hall
in various positions (standing, kneeling, lying down), and
make the horses pass beside and over them at the three gaits
until they no longer take notice of them. By riding with two
hands and with the reins separated, and by frequent caressing
this result will be obtained quickly.

(2) Have the troopers strike the dummies with the saber
at all gaits and while jumping obstacles, both at will and by
command. These exercises tend to make the horses indifferent
to the blows delivered by the riders. It is inevitable in spite
of all precautions that during the course of combat exercises
the horses will receive some jerks or saber blows. If as a re-
sult they manifest a dislike for the work they should be put
back on these exercises until all trace of resistance has dis-
appeared. It is well always to commence and to conclude the

—109—

work with several minute's exercise against the dummies.

After the horses show entire indifference and freedom, the
sections should pass each other, merely crossing the blades.
They imitate a melee without saber blows. The melee is con-
ducted at first in the whole riding hall, then in half, then in
•\ quarter, and at the three gaits.

(3) When the horses are confirmed in this work one should
pass to the pursuit of mounted dummies, then to the pursuit
of riders, and finally to the individual combat.

The serious demands made on the horses by these exercises
require that the periods be of very short duration and that
they be broken by longer periods at a free gallop with long
reins and by periods of rest and utter relaxation.

A horse that shows hesitation should be stopped and put
back on the dummy exercises as described above.

Chapter II
DEFENSES OF THE RIDING HORSE

The restless nature of a horse may lead to a variety of vices
that should be overcome as much for the animal's preserva-
tion as for the safety of the rider. The solution of the dif-
ficulties lies more in the rider's skill than in trying to lay
down a set of rules applicable to the many cases that may
arise. The following is therefore given as useful advice,
worthy of consideration but not to be followed blindly :

Ignorant Horses. When a horse disobeys through ignor-
ance of what is asked of him and shows only a slight objection
or a passive resistance, he is made to obey by again taking up
his training at the point where he was at fault and by follow-
ing thereafter the series of exercises prescribed to complete
his education.

Horses that Are Afraid. It is by gentleness and patience
that the horse is given confidence. When the rider sees some-
thing that might frighten his horse he should sit tight, leave
his reins long, pet him, and quiet him by the voice. If the
horse is continuously afraid of the same object, show it to

—110—

him often, dismount and lead him up to it rather than drive
him with the spurs. If the horse seeks to turn around through
fear hold him in the straight path by opposing the shoulders
to the haunches.

Horses With Bad Conformation. The horse with a poor
conformation naturally suffers the consequences of weakness
in the parts concerned and resists the execution of movements
which throw special stress on these parts. The rider should
avoid immoderate requirements that would result in provok-
ing defenses in the horse or in still further damaging the
weak parts.

Stubborn Horses. To master a horse of difficult character
the rider must prove that he is the stronger and he must never
let an act of disobedience pass nor yield to a whim. It is rare
that the horse can be induced to yield without force; on the
other hand, every concession on his part should be immediately
rewarded. With a horse that no longer obeys the simultaneous
action of both legs it is necessary to go back to the leg lesson
given with the longe and longing whip. The rigid reins might
also be employed in this case.

Horses that Rear. This defense begins with the horse's
halting and getting behind the bit. The first thing to do there-
fore is to prevent his getting behind the bit by vigorous work
on straight lines to produce forward movement and throw
weight on the forehand.

If the horse resists the forward movement he must be turned
in place to break up the forces that enable him to rear. In
swinging his haunches to the side all parts of the horse are
decontracted and he is prevented from throwing his weight on
the haunches. The use of the rearing reins will help to combat
this defense.

Horses that Kick. When a horse has the habit of kicking,
the snaffle must be used to prevent his lowering the head. At
the same time he should be vigorously pushed with the legs.
It is an error to hold his head high for it often happens that
this defense is caused by pain in the loins and hocks and by

—Ill-
raising the head one would only increase the irritation and
provoke the defense.

The horse that kicks at the leg should be put back on the
lesson of the single leg with the longe and riding whip. Every
time that he tries this defense his rider should immediately
reply with a vigorous blow from the spur.

Horses that Fight the Hand. The causes that lead to
this fault are numerous. They consist generaHy of supersen-
sitiveness of the bars of the mouth, a badly chosen bit, or a too
severe hand.

The methods indicated in training, for the education of the
horse's mouth, permit these to be remedied. Seek a suitable
bit. and if necessary discard the curb chain. The standing
martingale with a noseband may be used advantageously in
this case; also work on the longe with the reins fastened to a
surcingle.

Horses that Lower the Head Against the Chest. The
horse may do this through weakness, or lack of training as is
often the case v/ith colts. He must be given confidence in the
hand by forward movement and extension of the neck. If the
position becomes a defense the snaffle reins must be used to
raise the head, if necessary by a quick sharp action from be-
low upward. When the horse has raised his head any slow-
ing of the gait should be prevented by action of the legs. Re-
quire but little improvement at the beginning and as soon as
the horse has raised his head, even a very little, and yielded
his jaw, ease the hand and pet him. This defense may also be
combatted by the gag or lifting snaffle.

Horses that Star Gaze. The star gazer has a high, nearly
horizontal head and a stiff jaw. A bad conformation often
predisposes him to this fault but the defective position general-
ly results from the horse having been badly ridden so that he
fears the hand. To correct this fault fix the hand on the pom-
mel of the saddle, the reins remaining stretched, close the legs
to push him up to the bit, and keep the fingers tightly closed
until the horse lowers his head a little; then open the fingers

—112—

immediately and yield to him. Repeat this lesson until the
horse yields to the least pressure of the fingers and until he
understands fully that the hand is severe only when he carries
his head up and that it relaxes as soon as he places his head
properly. The rules laid down in training for the education of
the horse are applicable.

The use of the rearing rein, running martingale, and Colbert
reins may assist in this case.

Excitable Horses : Horses that Jig. Horses jig and fret
for numerous reasons. Some have too short a walk; training
should remedy this fault. Others lack impulsion and become
sulky at the pressure of the legs; they must be taught the
lesson of the spur and put back in the forward movement.
Still others fret and move about from excessive nervousness
and cannot bear the pressure of the rank ; they must be worked
alone for a long time under a steady rider until they have be-
come calm.

Most frequently this fault occurs because the horse fears the
hand and does not dare to take the support or bearing on the
bit that favors a free, extended gait; in this case the rider
whose hand is too hard must be changed for a more tactful
one, and the horse then made to extend his neck frequently to
give him confidence in the hand and to induce him to carry
more of his weight on the forehand. When these first results
have been accomplished one should extend him for long periods
at a slow trot on serpentines, circles and figures of eight in
order to accustom him little by little to the actions of the aids.

Horses that Pull. To correct this fault place the horse in
the walk and use half halts on one rein. When the horse yields
let him straighten himself and take the original gait. Repeat
this same lesson at first at the slow trot and then at the ordin-
ary trot. The stiff'ness of a pulling horse is thus finally broken
by forcing him to bend and to engage his hindquarters. The
slow trot on circles, serpenties and broken-lines and the full
halts and half halts constitute excellent gymnastics for the
horse that is heavy in the forehand and heavy on the hand.
Pulley reins might well be used on a horse of this sort.

—113—

Horses that Open the Jaw or Pass the Tongue Over the
Bit. For the former, use a noseband or strap tightly buckled
above or below the commissure of the lips. For the latter, in
addition to the noseband use a bit with a tongue-loll of leather
or rubber. The tongue may also be tied with a string.

TABLE

Showing the Successive Phases in the Education of the

Young Horse

This outline is made up for average horses : it sums up the
methods which have been discussed above. It is not to be fol-
lowed absolutely; the requirements may be varied in accord-
ance with the means at hand, climatic influences, the kind and
quality of the animals. But it indicates, nevertheless, the
normal stages in the training of the troop horse.

OBJECTS

BREAKING (5 year olds) .
TRAINING (6 year olds) .

f Establishing confidence.

] Preliminary conditioning.

1 Elementary education in the aids.

f Conditioning.

^ Suppling the young horse.

[ Complete obedience to the aids.

Breaking

(4 Periods)

1st period: October 1 to December 31.

2nd period: January 1 to February 28.

3rd period: March 1 to August 14 (departure for maneuvers),

4th period: August 15 to September 30.

1ST PERIOD

(October 1 to December 31, three months.)

f Acclimatization.

OBJECT i Gentling.

[ Establishing confidence.

—114—

I. Acclimatization
Horses placed under observation. — -Installed in the troop. — Care on ar-
rival.— Hygiene. — Ventilation. — Rations and substitutions. — Endurance
and hardiness.

II. — Gentling
Assignment of the same horses to the same riders. — Choice of riders. —
Familiarizing the colt with the life of the garrison (noise, watering,
shoeing shop, etc.).

III. — Establishing Confidence
Out of doors and riding hall. — Proportions in which they should be
employed.

Work not mounted. Leading by the side of old horses that are mounted.
Work on the longe. Accustoming to the equipment, weight of rider,
mounting lesson. Saber.

Work mounted. Walks out of doors. Organization of sections. Nature
of the work. Role of the walk in the strengthening of the joints. Ac-
customing the horse to objects out doors. Influence of old horses as
leaders.

2ND PERIOD

(January 1 to February 28, two months.)

f 1. Preliminary conditioning.
OBJECT: Preliminary pre- | 2. Elementary education in the aids,
paration for use in case of { 3. Preparing the young horse to take
posible mobilization. his place in the ranks of the mobilized

[ troop.
I. — Prelim ina ry Condition ing
Digestion. Gradually accustoming the colt to assimilate the Govern-
ment ration (watching the droppings; ynashes; gruels; carrots).

Muscling. Progressive alternation of gaits. Particular influence of
each. Usefulness of varied ground.

Organization of groups and re-division of work.
Long slow work. First lessons in independence and freedom.
Leading over small obstacles; the horse skillful and bold.
Developing the lungs. The gallop; when and how to commence it.
Considerations which govern this work. Race, blood, ground. Riding
hall or straight lines. Progressively developing the colt's gallop to
1,500 to 2,000 yards in 5 to 6 minutes.
Appearance of the horse under work.

II. — Elementary Education in the Aids *

* NOTE : The simultaneous action of both legs and both hands may be
taken up out of doors with the conditioning. The action of the reins
provoking changes of direction is taken up in the riding hall on days
when bad weather prevents going out.

—115—

(a)

(b)

Simultaneous action of

both legs

(horse moving forward)

action of

I" Passing from walk to trot.

both legs -j Passing from halt to walk.

Passing from halt to trot.
Extending the walk and trot.
Passing from trot to walk.
Passing from walk to halt.
Passing from trot to halt.
Showing the trot and walk.

Simultaneous

both reins

(Principle of the
always stretched)

(c)
(d)

Combined action of both
legs with one or the other
rein.

Changing hands.

Broken line.
Turns,
Abouts,
Half turn,
Turn in reverse
On circle.

[Opening rein
Action of the single rein . . -j

[ Bearing rein
Opening rein
and both legs.
■ Bearing rein
and both
legs.
Take gallop by breaking equilibrium.

III. — Preparing the Young Horse to Take His Place in the Ranks
of the Mobilized Troop
Making him familiar with: arms and their handling, standing still
and marching, the pack, the bridle, the trooper's equipment, firing.

During work out of doors: some marches in column, in line, deploy-
ment, movements by the flank, to the rear.

3RD PERIOD

(March 1 to maneuvers, 5% months.)

{Further conditioning.
More marked obedience to aids.
I, — Further Conditioning

Increase the outdoor work according to the condition and temperament
of the horse (1% to 2 hours).

Continue the training at the gallop to attain at the end of the period
3,000 yards in 7 to 8 minutes.

Lessons in developing self confidence out of doors. Confirming quiet-
ness and self reliance.

Obstacles. Lessons on the longe and at liberty; skill over varied
ground; crossing small natural objects mounted, such as logs, ditches,
banks, sides of the road, etc.

Hygiene. Period of shedding (March-April). Observation of hygiene
and feeding. Modification of work.

Period of feeding grass. The horse should be rather fat. Increase
the grain. Cut down work outside.

Appearance of horse in condition. Eye skin, muscles, flank, legs.
II. — More Marked Obedience to Aids

Same riding-hall work as during the second period; in snaffle at first,
in double bridle during the last month.

—116—

IN ADDITION:

1. Confirm the forward movement. First search for balance by in-
creasing and decreasing the gaits on straight lines.

2. Mobilizing the haunches f Passing corners,
(effects of one leg alone) \ Serpentines.

I Half turns in reverse on the forehand,
( etc.

3. Mobilizing the shoulders f Passing corners.
(action of the bedring i Serpentines.

rein) , [ Half turns on the haunches.

4. Extending and redressing the neck.

5. Gallop departs on straight lines by lateral aids.

4TH PERIOD

(August 15 to September 30, l^/^ months.)
PiaiiOD OF Rest. Leading; large substitutions for grain rations.
Mashes, purges. Fatten the horses.

Training
(4 Periods)
1st Period; October 1 to November 30.
2nd Period: December 1 to May 31.
3rd Period: June 1 to August 14 (maneuvers).
4th Period: August 15 to September 30.

1ST PERIOD
(October 1 to November 30, 2 months.)

f 1. Putting the horse back in work.

^2. - ■ ■

OBJECTS ^2. Bringing him again under the ef-

[ feet of the aids.

I. — Taking np Work
New assignment of horses to officers, noncommissioned officers, and
selected men.

OUT OF DOORS. Man and horse become accustomed to each other.
Taking up work gradually. Retarding influences.
Lessons on the longe and mounting lessons by new riders.
., Jumping on the longe and at liberty. Fixed obstacles for the young
horses.

Horse quiet and bold when alone.

II. — Obedience to the Aids
RIDING HALL. Gradual repetition, at first in snaffle, then in double
bridle, of work of the preceding year. Putting the horse in the forward
movement. Increasing and decreasing gaits on straight lines, circles,
and changes of direction.

—117—
2ND PERIOD

(December 1 to May 31, 6 months.)

fl. Conditioning.

OBJECTS •12. Suppling- and complete obedience to

[ aids.

I. — Condition ing

OUT OP DOORS. Long periods of IV2 to 2 hours.

Increase the requirements gradually while taking notice of period of
shedding and green food (as in breaking).

Attain 3,300 yards at gallop in 8 minutes, at end of period.

Work on broken ground.

Passing natural obstacles, horses mounted.

Advance as far as possible the development of self reliance, quietness
and boldness. Leave the column and go in opposite direction at the
walk, trot or gallop, the troop being in march or halted.

Mounting lesson out of doors.

II. — Suppling and Complete Obedience to Aids

RIDING HALL. Short sessions (three-fourths hour at most) with
a definite object.

Impulsion. The action of the spur.

Double bridle. Choice of bits. Accustoming the horse to the bit. Pro-
gression to follow. Various means of holding reins in training.

Repetition with double bridle of work in snaffle. Study of reins of
opposition.

Mobility mid engagement of hind quarters. Increasing and decreasing
gaits, starts, halts, backing, half turns in reverse, half turns on shoulders,
serpentines, and circles with haunches inside and outside. False gallop.

Suppleness and freedom of shoulders. Half turns. Half turns on the
haunches. Serpentines and circles, the shoulders pivoting about the
haunches (action of indii-ect reins), shoulder in.

Mobility of the jaw: Suppling, position of the head and neck favorable
to training. The gather.

APPLICATION:

Balance. Work on long and short bases.

To change gait, and to change speed at a given gait.

Halt, half halt, and backing.

Gallop departs from the walk, trot, halt and backing with the horse
remaining straight.

—118—

To maintain a given gait and in this gait a given speed.

Regulation gaits; work over long distances.

Change of direction: The turn.

Obedience to aids in the rank, out of doors, in the riding enclosure.

The horse bold, calm, straight, and light.

Riding with one hand.

3RD PERIOD

(June 1 to maneuvers). (2^/^ months)

[ 1. Conditioning.
■12. - - ■

OBJECTS ■{2. Confirming obedience to aids.

I 3. Application of acquired results to
[ military work.

I . — Conditioning

Take up gradually the work which was cut down during the period of
green food. Prepare the horses to maintain the gallop for 3,000 to 3,500
yards in 10 to 12 minutes. Execute several road marches (20 to 25 miles
in four hours). Exercises on the track in preparation for charge. Ex-
tended gallop of 500 to 600 yards.

II. — Confirming Obedience to the Aids

Same work as in the second period. Pass from work in the riding
enclosure out of doors to work of section together in riding hall, cadenc-
ing and balancing the horses. Half turn on haunches, on forehand, on
center of gravity. Riding with one hand at all gaits and in all directions.
Work at will.

III. — Application of Acquired Results to Military Work

The work in the riding enclosure leads to the school of the group
(single rank, double rank, ranks open and closed).

Work with Arms. Use of arms mounted. Work with dummies. Pre-
paration for individual combat. Pursuit.

Individual missions. Messengers, flankers, patrols. Quiet to noise and
firing.

SWIMMING.

HARNESS.

JUMPING IN TROOP.

4TH PERIOD

(August 15 to September 30.)
Rest. Same prescriptions as at end of breaking.
Proving the Results
Principal Poirits on Which hispections Should Bear
(a) Breaking: General state of horses, conditions, legs:

—119—

Riding Hall
Quiet, regular, swinging gaits.
Obedience to aids in simple movements.
Quiet to mount.
Trial at the gallop (out of doors if the ground permits).

Out of Doors
Free, quiet gaits, individually and in troop.
Passing small obstacles in hand and mounted.
Handling arms.
Quiet to firing,
(b) Training: General state of horses, condition, legs.

Riding Hall
Quiet, regular, swinging gaits.
Individual examination, proving obedience in aids in collected

movements.
Work of section together.

Trial at the Gallop
(In riding hall if terrain outside does not permit.)
Out of Doors
Individual work.

The horse calm and straight in execution of all individual missions,
(scout, flanker, courier).

JUMPING.

Work in troop. Use of arms. Proof of condition. (March averaging
15 to 20 miles).

Approved
Paris, January 9, 1912. Messimy, Secretary of War.

Q M. C. Plant, Ft. Riley, Kan., 4-11-31 — 2000

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