DEPARTMENT OF

EQUITATION AND
HORSE TRAINING

SAUMUR NOTES

MOUNTED SERVICE SCHOOL

FORT RILEY, KANSAS

I

JOHNA.SEAVERNS

(5rct^uatilln JUi^es

CUASS OF 1910

MOUNTED SERVICE SCHOOL

FORT RILEY, KANSAS, JUNE 28 and 29

NOTES

EQUITATION AND HORSE TRAINING

IN ANSWER TO THE

EXAMINATION QUESTIONS

AT THE

SCHOOL OF APPLICATION FOR
CAVALRY

AT

SAUMUR, FRANCE

TRANSLATED FROM THE FRENCH BY CAPTAIN GEO. H. CAMERON,

ASSISTANT COMMANDANT, MOUNTED SERVICE SCHOOL,

FORT RILEY, KANSAS.

MOtJNTBD 8BBVICE SCHOOL PRB89.

November, 1909.

M!>:.l i:.
WAR DEPARTMENT

THE ADJUTANT GP:NERAL's OFFICE,

Washington, Mittrh V, I'.ki'j.
The Commandant,

Mounted Service School,
Fort Riley, Kansas.
Sir:

Referring to so much of General Orders. No. ISC).
November 23, 1908, War Department, as requires that tin
course of instruction in equitation be based upon tliat oi
the Mounted Service School, I have the honor to inform
you that the Secretary of War directs that you appoint ;i
board of officers at the Mounted Service School to prepare
such instruction in equitation as should be publislicd to tin
Army.

Very respectfully,

(Sgd) Henry P. McCain.
Adjutant General:

Proceedings of a Board of Officers convened at tlic
Mounted Service School, Fort Riley, Kansas, by the follow-
ing order:

HEADQUARTERS, FORT RILEY, KANSAS.

March II, 191 lu.

Special Orders, i
No. 40. f

2. In compliance with instructions from the Secretary of W ar
contained in letter from the office of the Adjutant General, War
Department, dated Washington, D. C, March 3, 1909, a hoard of
officers is convened for the purpose of preparing such instruc-
tions in equitation as should be published to the Army.
Detail for the Board:
Captain George H. Cameron, 4th Cavalry;
Captain Walter C. Short, 13th Cavalry;
First Lieutenant Gon/on Johnston,, 3rd Cavahy.
♦ * * ♦ *

By Command of Brigadier General Kerr,

(Sgd) Ernest Hinds.

Adjiitdlii (f'r)irr(ll.

MOUNTED SERVICE SCHOOL

Fort Riley, Kan., March 12, 1909.
The Board met at 12 noon in compliance with the fore-
going order.

Present: All the members.

1. Since the publication of General Orders, No. 186, War
Department, series of 1908, many commmiications have
been received from mounted officers throughout the service
requesting information concerning the system of equitation
taught at the Mounted Service School.

2. The need of a manual or pamphlet, setting forth the
principles of the system, had been recognized prior to the
date of issue of said general order. Manuals are used in
other courses of instruction at the school and greatly facili-
tate rapid progress in instruction. Careful notations of the
results of experience gained by instructors in handling suc-
ceeding classes improve these manuals from year to year
until they are in condition to be used by graduates as
authoritative books of reference.

3. In the month of January the members of this Board,
after thoroughly considering and discussing the feasibility
of preparing a satisfactory manual of Equitation in the pres-
ent stage of development of the course of instruction at the
Mounted Service School reached the following conclusions:

a. Since the adoption of the French system (October,
1907) there has not been sufficient opportunity to apply its
principles in the instruction of the enlisted men of the
United States Army.

6. Differences in equipment, in character of mounts, in
requirements of service and in facilities for instruction will
require certain modifications in the methods of the French
system. This system has been gradually evolved and has
been subjected to the test of time. Any changes therein
should be made only after extended experience and pains-
taking study.

c. As, however, there is urgent need of at least an out-
Une of the work to be pursued and inasmuch as General
Orders 186, War Department, series 1908, specifically ap-
proves and adopts the French system of Equitation it is
considered that:

d. The manual used at the Cavalry School at Saumur,
France, entitled: "Notes d'Equitation, r^pondant au (iues-
tionnaire de TEcole d' Application de Cavalerie," should he
translated and published.

4. The translation was accordingly begun and is now
about one-third completed. Progress is not rapid because the
English vocabulary of technical terms in equitation is very lim-
ited and, furthermore, many explanatory notes are required.

5. Acting under the orders convening this Board, the
members are still of the opinion that the issue to the Army
of the translation above mentioned will be the most satis-
factory compliance with its instructions that can be con-
trived at this time. After a season of practice the Board
will be able to accumulate a record of experience from re-
ports of graduates acting as instructors in regiments. *

* * In due course of time a manual can be prepared
that will be adapted to the conditions and needs of the
American mounted service and that will have undergone
sufficient test to prevent confusion and controversy.

6. The Board accordingly recommends the publication
and issue of said translation when completed.

7. These proceedings are forwarded in this form in order
that approval or disapproval of the scheme may be com-
municated before further action is taken, and in order that,
in case of approval, necessary authority for translation and
publication may be obtained. The title page is appended
and marked "A."

There being no further business the Board at 12:80 p.
m. adjourned to meet at the call of the President.

(Sgd) Geo. H. Cameron,
Captain, 4th Cavalrt/, PresUhut.
(Sgd) W. C. Short,
Captain, IHth Cavalry, Memhfr.

(Sgd) Gordon Johnston.
1st TAetit., Srd Cavalry, Rpconhr.
APPROVED:

(Sgd) J. B. Kerr,
Brigadier General, U. ^'. A., Commandant.

APPROVED: By Order of The Secretary ok War.

(Sgd) J. Y. Bell, Chief of Staff.

FRENCH REPUBLIC. M. I. C.

5218-2.
Paris, March 15, 1909.
Ministry of War,

General Staff of The Army,
2d Bureau.
My Dear Captain:*

You informed me of a letter which was addressed to
you on the 15th February last by the Office of the Chief of
Staff in Washington, in which permission was requested to
translate, have printed and published the work entitled:

"Notes d' equitation repondant au questionnaire de
I'Ecole d'Application de Cavalerie, Carrousels militaires et
reprises d'officiers" (latest edition.)

I hasten to inform you that the American General Staff
may act with entire liberty in this matter.

Very respectfully, my dear Captain, etc.,

Lieut. Colonel, Chief of 2d Bureau,

(Sgd) L. Chere.
* Translation by Captain W. S. Guignard, 2d Field Artillery, of
a letter addressed to him as Military Attach^ of the Legation of
the United States at Paris, France.

TRANSLATOR'S NOTE.

The arragement of the original text has been retained
except that "Training for Military Races," Conditioning a
Hunter" and ''Conditioning for Endurance Races" have
been placed last as containing information rarely required.

Notes on "High School," "Training of Sauteurs,"
"Work between the Posts" and "Class Exhibitions," as
well as the descriptions of the French equipment and of the
French and German school method of holding the reins,
have been omitted as not applicable to our service.

Only three weeks before the manuscript of this book
was sent to the press, a translation of the same text by 1st
Lieutenant F. P. Lahm, Signal Corps, U. S. Army, was
received from the Second (Military Information) Division
of the (General Staff. Lieutenant Lahm's work has been
heely consulted. As might have been expected, many dis-
similarities in the two translations are noticeable, but
niaterinl differences are due mainly to the endeavor on the
part of this Board to adopt terms that could be used in
commands and that would not conflict with the language of
cxistini^ drill regulations.

HISTORY.

Question I page 1')

History of Equitation. Antiquity. Middle ages. Italian
Schools. French Schools of the 16th, ITtli and ISth cen-
turies. Military Schools. Period from 17S9 to 1815. Res-
toration. Contemporary Equitation. Baucher. d'Aure.

Name the most noted riding masters in these different
schools.

HORSE TRAINING.

Question II page 'I'l

Definition and object of Horse Training.
Circumstances affecting duration of training.
Condition of the horse, age, breeding: experience an<l
skill of the horseman.
Object to be attained.
Three periods of training.

Question III page 2")

Preliminary work. Exercise by leading.
Care of young horses. Special recommendations.
Work on the longe: method of giving longe lessons to
young horses; its object.

(7)

Question IV page 27

Precautions in saddling horses.

Mounting lesson. How should it be given and when?
Instructions for men holding the horses.
Precautions with restless horses.

Question V page 29

How should the squad be arranged in the first lesson?
In what case should a leader be used?
Necessity for the trot at the beginning of a lesson and the
Wantages of this gait in early training.
Resistance of young horses. Means of overcoming.

Question VI page 31

Importance of the movement straight to the front.

To accustom the horse to go straight ahead under the
action of the legs. Importance of this lesson. How should
it be given? Should it be given often?

Lightness. When should it be exacted?

•Principle of constant tension on the reins.

Question VII page 8o

To lialt. How should a young horse be halted?
Should halts be frequent? Advantages and disadvantages.
Icpending upon the horse's balance.
The change of direction. Aids to use.

Question VIII pa^M-

Outdoor work.

When maj' it begin?

How should it be combined with work in the hall?

Choice of ground.

Gaits.

Sweats.

Purges.

Condition of the legs.

Appetite and condition of the horse.

Results to be obtained from outdoor work.

Question IX page .I'l

Suppling the haunches. Accustoming the horse to yield
to the effect of one leg.

About on the forehand. With what horses should it In-
used?

Suppling of the haunches continued.

Haunches in.

Difference between this movement and two track work.

Dismounted work.

Question X page 44

Suppling the forehand.

Shoulder in.

Difference between shoulder in and haunch<^s out.

About on the haunches.

Lateral effect. Diagonal effect.

10

Question XI page 46

Two track work.

1. On the track. Haunches in. Haunches out. Disad-
vantages of these movements at the beginning of training.

2. On the diagonal of the hall. Advantage of this exer-
cise.

3. On a circle.

Two track work at a slow trot.

Question XII _ page 49

Is it advantageous to prolong the first part of training ?
Bending lessons on the snaffle bit. When and how ?
Easing the hand on the snaffle bit.

Question XIII page 51

How should the gallop })e exacted in the first part of
training?

The gallop taken by increasing the gait.
Utility of work on a circle.

Question XIV . page 53

Backing. Method of execution.

With what horses especially should this; movement be
|)ractised?

Work at will.

Condition of the horse at the end of instruction with
snaffle bit.

1 1

Question XV l)ag(' od

Instruction in the double bridle.

Steps to be followed in order to make a young horse ac-
cept the curb bit. Different ways of holding the reins.

Bending lessons. General principles. With the snaffle
bit. With the snaffle and curb. With the curb bit.

Dismounted bending lessons.

Definitions. In hand. Lightness. The set. The gather.
The assemble.

Question XVI page 60

Easing the hand on the curb bit.

To what horses should this exercise be given?

What is meant by give and take? Action of the fingers
on the reins. Necessity of often returning to the lesson of
going straight ahead. Lesson wdth the spurs. When should
it be given?

Question XVII page 6^^

Work at the trot. Rising to the trot.

Necessity of frequently alternating the diagonal pair from
which the rise is made. Exception to this rule.

Lengthening and shortening the gait at the walk and tin-
trot.

Question XVIIl page Ho

Work at the slow trot.
Small circles.
Serpentines.
Two track work.

Preparing for the assemble. Halts, half lialts. and l>a<k-
ing.

12

Question XIX page 67

Work at the gallop.

Course to be followed in teaching a horse to lead with a
given foot.

Question XX page 69

Where should the training of the troop horse stop?
The false gallop.

Taking the gallop alternately from either foot at short in-
tervals.

Change of lead. Precautions.

Continuation of training.

Work at the slow trot. Gallop exercises.

Question XXI . page

How are young horses taught to jump?

Jumping at liberty.

.lumping on the longe.

High jumps.

Broad jumps.

Jumping mounted.

Question XXII page 75

To accustom young horses to the saber, to tiring and to
noises.
Swimming exercises.

Question XXI II paj^c 77

Various faults of saddle horses. Means of reniedyin{< them.

Question XXIV page 80

Conditions to be fulfilled by a good saddle.
How should a horse be saddled ?

Question XXV page SI

Holding the snaffle reins.
Holding the double bridle reins.
Handling the reins.

Question XXVI page s:;

What is meant by the aids and how are they dasHitied ?
Function of the hands. Direct rein. Indirect rein. Ivciii
of opposition.

Question XX\' 1 1 pagr S.'>

Function of the legs; th<Mr (h'fferent effects.

Unison of the legs.

Horse in the legs.

Horse behind the legs.

Length of stirrups.

Position of tlie foot in tlic stitrup.

14

Question XXVIII page 88

Function of the neck in equitation.
Kind of neck to be selected.
Different positions of the neck.
Different positions of the head.
Influence of conformation.

Question XXIX page ^)!2

Training for a military race,
tst, Amount of work.
2nd, Condition of the legs.
8rd, Feed during training.

Question XXX i^age 90

Conditioning a hunter,
(conditioning for endurance races.

ERRATA.

Cited paragraphs of tht' U. S. Cavalry Drill Regulations
are those of the 1902 edition. To conform to the edition of
1909, the following substitutions should be made:
Page 26, par. 459 should be par. 350
" 47, " 340 ' " " 241

" 81, " 294 195

" 84, " 315 21B

" 86, " 346 " " " 247

T V

ner in which the Greeks, Gauls and Romans rode. Covering
this long period, only the works of Xenophon need be cited:
they are especially worthy of mention because they inchuh'
all the fundamental principles of equitation, and even in
our day may be consulted to advantage. It should also be
stated that prior to the 5th century, a covering stretched
over the horse's back was the only form of saddle. The
Orientals made slaves bend their backs to serve as mount-
ing blocks, and the Romans made use of stones called
"stades," which were set along the roads for the same pur-
pose. It was not until the end of the 5th century that the
saddle tree was invented and later, stirrups were added.
This invention materially modified methods of equitation
and permitted the rider to remain longer in the saddle
without becoming fatigued.

Middle Ages. During the long period that constitutes the
Middle Ages, two customs contributed largely to progress
in equitation. These two fashions were chivalry and tour-
naments. All the youths of the French Nobility, eager t<>
rise to the dignity of knighthood, received an education in
which the first essential was to learn how to ride. Equit;i-

(15)

16 NOTES ON EQUITATION

tion, it is true, was very limited. The lancer's deep saddle,
required to resist an adversary's shock, led to a very con-
strained seat. Methods of controlling the horse were neither
accurate nor progressive; the legs held straight and far out
from the horse, could be closed only by jerks: the over-
loaded horses necessarily lacked suppleness. Equitation
was simplj^ an exhibition of brute strength, but it was well
adapted to the form of combat and to the breed of horses
then existing.

During this period of the Middle Ages, we find no works
on equitation. The horsemen of that period were certainly
not writers and, moreover, equitation with them was a busi-
ness rather than an art.

Italian Schools. The lack of authors and of historical
documents brings us up to the time of Pignatelli, an Italian
nobleman, who, in the 16th century founded at Naples the
first school of equitation that ever existed. His example
was promptly followed in Italy and other schools were
founded, one at Ferrare by Caesar Fiaschi and one at Naples
by Frederick Grison. Their system consisted in exaggerated
supplings, exacted in a brutal manner. They obtained re-
sults, however, and horses trained in these schools were
certainly well in hand, but training was very long and was
not always successful. All the horses of Italy, especially
those of Naples, had a reputation for viciousness which was
probably due simply to the exceptional severity of the
liorsemen.

French Schools. 16th Century. The principles of the
Italian School were brought to France at the end of the 16th
<'entury by La Broue and Fluvinel, pupils of Pignatelli.
The nobility eagerly took up the theoretical study of an art
that seemed new to them; competitions took the place of
tourneys and at the death of Henry II, the latter disappeared
entirely.

Fluvinel, who was successively first equerry to Henry
III and director of the royal stables under Henry IV. found-
ed the first academies in France.

AND HORS?: TRAINING} 17

Equitation as tauglit in these academies was still slow
and restricted. The seat in the liigli saddle was always
straight and stiff. Immoderate use was made of tlie spur
and switch and the methods of training were based priiuti-
pally on the use of the cavesson and of the posts.

17th Century. In the 17th century, the principal riding
masters w^ere: SOLLEYSEL (1617-1680) who published
the "Parfait Marechal" and translated the works of New-
castle; DU PLESSI8; DE LAVALLEE; VENDEUIL, who
was De la Gueriniere's teacher, and GASPARD SAUNIEK
(1663-1746) who wrote: "Treatise on the 'Complete Knowl-
edge of Horses;" "The True Principles of Cavalry;" and
"The Art of Cavalry." In England, the Marquis of New-
castle is worthy of mention.

Equitation was still about the same, but they began to
work outside the riding hall. Solleysel took up condition-
ing and published a "Method of Preparing Horses to Cover
Extraordinary Distances." Gaspard Saunier insists on the
necessity of working horses out of doors. . He tells us that
the best horses of the Versailles school, when put on the
road in the campaign of 1691, had great difficulty in be-
coming accustomed to this new^ work, and that "they stum-
bled and seemed to have scarcely enough strength to stand
up."

18th Century. It was not until the 18th century that the
French School was really and definitely founded and thr
honor of establishing it is due to M. de la Gueriniere. H<'
was the first to conceive the idea of the natural seat. He
had the pommel and cantle of the manege saddle cut down
and taught that the rider should seek a firm seat in the bal-
ance and uprightness of his position. His instruction in
equitation was reasonable and natural; he greatly simplified
methods of training and the system that he published may
still be consulted wdth advantage.

Following the riding masters of the 18th century, we
advance step by step. The Versailles school became cele-
brated the world over. It was a real academy, which, after

18 NOTES ON EQUITATION

laying down the principles of french equitation, sought to
maintain these principles and prove their superiority.

Among the numerous riding masters of the 18th cen-
tury should be mentioned LA GUERINIERE, who published
"The School of Cavalry and the Elements of Cavalry." He
died in 1751; DE NESTIER; DE SALVERT; DE LUBER-
SAC, who trained his horses by riding them 18 months at a
walk; DE MONTFAUCON DE ROGLES, who, in his
"Treatise on Equitation," gives some useful information on
work with the longe; DE NEUILLY; BOURGELAT,
founder of veterinary schools; DU PATY DE CLAM, who
published numerous works and was a writer rather than a
riding master; D'AUVERGNE, head riding master at the
military school in Paris; MOTTIN DE LA BALME, pupil
of d'Auvergne, who wrote "Essays on Equitation;" DE
BOHAN, who published a "Critical Review of the French
Army." He thought that equitation should proscribe all
artificial gaits; DE BOIDEFFRE, a pupil of d'Auvergne,
who wrote "Principles of Equitation and of Cavalry." DE
LA BIGNE and D'ABZAC.

Military Schools. It is important to note that progress in
equitation was due not solely to instruction received at the
Versailles School, but also to the reforms in cavalry tactics
Introduced by Frederick the Great. The necessity of having
squadrons able to maneuver proved to the king of Prussia
that equitation should be the basis of the instruction of the
trooper. He built riding halls in all cavalry garrisons and
caused the principles of the equestrian art to be taught.

The example of the Germans was followed by the
French cavalry. At the end of Louis XV's reign, the Duke
i)f Choiseul, minister of war, had the king sign a decree, in
1764, creating five cavalry schools: at Douai, Metz, Besan-
von, La Fleche and Cambrai. A central school at Paris
was to receive the best pupils from the elementary schools,
after they had passed through a fixed period of instruc-
tion. Tliis decree of 1764 was never completely carried out.
lu 1770, regimental riding schools were established in

AND HORSK TKA1\1X(} 1<)

nearly all cavalry garrisons. Among tliose schooKs the
most celebrated were those at Saint-Germain, Versailles and
Saumur. The one at Saunmr which had been organized in
1763 by the regiment of carbineers was transformed in 1771
into a cavalry school to which every colonel was directed to
8end four officers and four non-commissioned officers annu-
ally.

Period from 1789 to 1815. The Revolution suppressed
all cavalry schools. However, in 1798 the school at Ver-
sailles was re-established and took the name of "National
School of Instruction for Mounted Troops." In this new
school the instructors did not attempt equitation, }»ut
simply endeavored to teach the horse to carry his rider and
to travel at marching gaits.

In 1799, two new schools were created, one at Lune-
ville and one at Angers, having the same object and the
same organization. The Versailles school was the only one
left in 1808, w^hen an imperial decree replaced it by the
school at Saint-Germain, intended to complete the instruc-
tion of cavalry second lieutenants after the course at Saint-
Cyr.

Restoration. Upon the return to power of the Burbons,
the Versailles riding school was re-established and placed
under the direction of M. d'Abzac, who was assisted by
Messrs. de Goursac and Charrette de Boisfoucaud.

The most noted riding masters of that school were tbe
Viscount O'Hegerty, de Vendiere, de Millange and de Vau-
giro. The Versailles school lasted until 1830.

In 1814, the Restoration suppressed the school at Saint-
(Jermain and founded a new one at Saumur. The latter was
abolished in 1822, following General Berton's conspiracy
and the decree of 1823 established a school of aiiplication
I'or cavalry at Versailles.

The riding School of the Pages, under tlic direction of
O'Hegerty formed a branch of the Versailles school. But
this new organization lasted only -a year and on November

20 NOTES ON EQUITATION

11, 1824, the cavalry school was definitely established at
Saumur.

Contemporary Equitation. We now come to contempory
equitation, for a long time divided into two schools; a new
school, that of Baucher, and the d'Aure school which con-
tinned the methods taught at Versailles.

Baucher. Little is known of Baucher 's antecedents. At
the age of 15 he set out for Italy with one of his uncles who
was an instructor in riding schools. He returned to France
a few years later and located in Paris. First he gave les-
sons in a small riding academy in the Rue Montmartre;
then he went into a circus in order to popularize his meth-
ods. The Minister of War had his system tested in the
Army on two different occasions; one trial was at Saumur.
The Baucher system, however, was never officially adopted
in the cavalry.

Baucher's methods were entirely different from those
taught at the Versailles school. Much more complicated
than the Count d'Aure's method, it marked in a way, a
return to the suppling of the early riding masters. The for-
mula that Baucher often repeated was this: "Destroy the
instinctive forces and replace them by transmitted forces."
To carry out this program, it was necessary to begin with a
series of supplings; "Flexions of the jaw; flexions of the
neck, lateral flexions and mobilizing the hind quarters
about the shoulders; swinging the fore quarters about the
haunches; combination of the play of both extremities or
backing."

All this preliminary work was done in place, and result-
ed in the ''Gather^^ (he ramenerj ; later by the use of so-
called ^'attacks'' and ''collecting effects,^' he arrived at the
'Wssemhle^^ ( Le rasspnihlerj These first lessons were sup-
plemented by a few movements at the walk, trot and gallop,
and were supposed to complete the training of a horse in
two months.

As for the high school, this was Baucher's triumph. He

AND HORSK TKA1XIN<; 21

was an admirable riding master and eould make his horses
execute the most complicated steps. In one of his works
lie mentions 16 new riding school movements whicli he had
added to the repertory of former riding masters.

Baucher wrote several works on equitation. Tlie prin-
cipal ones are: a "Dictionary of Equitation," and a "Mctliod
of Equitation Based on New Principles."

D'Aure. The Count d'Aure, a former pupil of tlie Saint-
Cyr school, graduated there as a second lieutenant of infan-
try. He subsequently went into the guard corps and was
thus enabled to enter the riding school at Versailles under
the direction of the Viscount d'Abzac.

In 1880 he resigned, but, although he gave up the pro-
fession of arms, he retained his fondness for equitation, and
liis brilliant success in that direction led to his being ap-
pointed in 1847 to the post of head riding master of the
school at Saumur.

His equitation is far from being complicated and
studied; it is instinctive, bold and brilliant. The Count
d'Aure was an improvisor who, at the first glance, knew how
to secure good results from the most difficult horses. Like all
true horsemen, he rode equally well in the riding hall and
in the open; and while he encouraged hunting and racing,
he could excel all others at the head of a riding school ex-
hibition. He directed his efforts particularly tt) the making
of bold and energetic horsemen and always preached the
movement to the front: "Push, push up to the bit," was
the excellent precept that he continually repeated to his
pupils.

Count d'Aure wrote two works on equitation, one in
1830, and one in 1858; and during the eight years from 1S47
to 1855. was head Pviding Master of the Cavalry Hchool.

II.

HORSE TRAINING.

Definition and Object of Morse Training. By horse train-
ing is meant a series of exercises that render the horse
obedient, while preserving and developing his inherent
qualities. Its object is not, therefore, to simply master and
control the instincts of the animal; it must also subject him
to a muscular training, that, by suppling, will strengthen all
parts of the body. As a result, his gaits will be perceptibly
developed by the very harmony of his movements and by
the exact distribution of his weight produced under the in-
fluence of the aids.

Circumstances Affecting Duration of Training. The length
and value of the service that a horse can render, depend,
in great measure, upon the manner in which he has been
trained. A colt should be called upon for only such exer-
cise or w^ork as is reasonable, considering his age, strengtli
and ability. To exact anything beyond his capabilities iy
to set up resistance and to inevitably bring on injuries and
early condemnation.

The breeding of a horse (thoroughbred or underbred),
the nature of his feed and the amount of work he has been
equal to in the hands of his breeder, are considerations that
will allow us to fix upon the date, more or less distant,
when he should be fit for service. Training, when once be-
gun, must be regulated by these same considerations. It is
self evident that a horse kept on grass until he is four years
old needs more nursing than the pure bred horse that is
raised almost from birth on oats.

It is also obvious that conditions of training will differ
widely according to the skill of the person in charge. An
expert horseman will finish the work more satisfactorily and
more quickly, and his composure and experience will enable

(22)

NOTES ON ?:QU1TATI()N 28

him to mount witlunit trouble a younger liorso, horuuHe, in
his hands there will be none of those struggles tlint produe*-
blemished animals.

Finally the time required for training will vary accord-
ing to the object to be attained. Many long months are
often necessary to work a young horse up to high school ex-
ercises, whereas, occasionally, a few weeks will be sufficient
to produce a horse free at the three gaits and galloping with
either lead.

Three Periods of Training. The training of a young horse
may be divided into three periods: Preliminary work; Work
in the snaffle bridle; Work in the double bridle.

1. Preliminary work. In this first period the horse is
gentled. He is taught to allow himself to be saddled and
mounted, to go straight ahead at the walk and trot, to turn
to the right and to the left.

Work on the longe should properly be taken up in the
preliminary period.

Under certain circumstances and with certain horses,
outside work may be begun.

2. ^Vorh in the snaffle bridle. The horse is first brought
to a thorough understanding of the effects of the legs. He
is next taught to obey the simple effects of the snaffle.

At the end of this period the horse should understand
work at the three gaits on the three lines;* he should know
how to take the gallop with either lead, and how to work
on two tracks** at the walk and at the trot.

In this second period, outside work will have been con-
tinued or begun.

S. Work in the double bridle which may be subdivided
into two parts:

a. All work with the snaffle is repeated with the double

bridle. Instruction is completed as regards the upper

aids,*** The horse is confirmed in his work at the galloi)

* The straight line, the diagonal and the circle. ( Trfoislator)

** Where the fore and hind feet do not follow the same

track, e. g. in passaging. ( Trcmslaior)
*** See Question XXVI.

24 NOTES ON EQUITATION

and finally is taught the change of lead. Here is where or-
dinary training stops; training sufficient for the horse of the
trooper.

l. Preparatory period for high school work in which the
obedience of the horse is further developed by a system of
exercises that increase his suppleness and strength. He ac-
quires cadence in gaits and becomes light, or, more precise-
ly speaking, balanced.

High school work might be considered as a fourth per-
iod and the animal would then be taught the different man-
ners and steps of which this school is composed, such as the
high trot, in place and gaining ground, and the change of
lead with each stride.

ITT.

Preliminary Work. Exercise by Leading. When young
horses, sent from remount depots or by purchasing hoards,
arrive at the station, the squadron commander should phicc
them all together in the best stable of the sgua(h-on, turn
them over to troopers l?:no\vn to be fond of horses and nuike
sure that all precautionary and hygienic measures are taken
to gradually accustom them to changed conditions and to
handling by men.

Young horses should be exercised daily; at first l)y men
on foot and later led beside kind old horses. This exercise,
which is at a walk, is of great advantage not only to
strengthen the animals but to quiet them by making them
familiar with outside objects. The only drawback is that,
ordinarily, the mistake is made of invariably leading the
horses on the same side. They eventually acquire a false
set of the neck which could be easily avoided by holding
them for a time on the left as well as on the right.

Care of Young Horses. After each exercise, the legs are
rubbed and the tendons massaged. Following a wash down
with plenty of water, the application of flannel bandages
produces highly beneficial results to the fetlocks and ten-
dons; the bandages retain the heat, help circulation, sup-
port the tendons, prevent windpuflfs and swellings.

Put on in the stable, they should encircle the fetlock
and the lower half of the cannon. They must not be too
tight; the fastening tapes in particular should be somewhat
loose. It is useless to leave flannel bandages on the legs all
the time; the important thing is to put them on after exer-
cise; during the five or six hours following hard work they
are especially efficacious.

. In addition to the precautions generally adopted, it is
well to see that the blanket strap or surcingle is fastened

(25)

26 ' NOTES ON EQUITATION

around the place where the saddle girth belongs and not
pushed forward to the horse's elbows; the object being to
prevent the formation of two worn places.

Work on the Longe. This work may be of great service
in horse training, provided, however, that the longe is used
as a means of training and not as a medium for fatiguing
exercise.

The following principles must dominate in this work:

1. The horse is to be controlled by the longe and not by
the whip; the only function of the latter is to move the
horse forward.

2. The length of the longe is to be frequently changed.
The horse should alternately stretch himself on a large circle
and bend himself on a small circle.

3. The gaits should be frequently changed and the horse
brought to the walk from time to time in order to avoid the
stiffness of gait that would result from prolonged work.

The progressive method of handling a horse on the
longe is given in the regulations (U. S. Cavalry, par. 459)
and is described in detail in several works; there is, there-
fore, no necessity of repeating details here. It will be suffi-
cient to point out the different cases in which the longe can
be used to advantage.

Work on the longe can be used:

1. To exercise young horses without injury and without
fatigue to the joints.

2. To give first lessons to horses difficult to manage.

3. For horses that hold back or fight.

4. For horses with one shoulder more developed than
the other.

5. For those that will not work equally well on either
hand.

6. For horses that bend themselves with difficulty.

7. After horses have acquired the habit of this work,
lessons in jumping on the longe can be given later without
difficulty; horses should not be put at the jump until they
are thoroughly manageable with the cavesson and longe.

IV.

Precautions in Saddling. In order to accustom yoiin^,'
horses to their equipment, they should he saddled during
the period when they are exercised hy leading. The saddle
is put on without stirrups or stirrup straps; it must not })e
placed too far hack, and on leaving the stahle, the girth
should be tightened only slightly. The girths are readjusted
during the exercise.

With nervous horses, it will be well to use the longe to
quiet them by a little work before placing the saddle on the
back.

After the horses have become accustomed to the saddle
and the girth, the stirrups should be replaced and allowed
to hang down on each side during several exercises. In this
manner the horse will be perfectly prepared for the lesson in
mounting which becomes that much more simple; early
resistance frequently results from both saddling and mount-
ing a horse for the first time on the same day.

Mounting Lesson. At first the trooper should get into
the saddle as skillfully as possible without any attempt to
mount by the numbers, and especially without being in any
way exacting.

The lesson should be given after the horse has been
worked for some time or at the end of his work. An assist-
ant stands facing each horse.

The trooper approaches the horse's head, caresses him
on the forehead, on the eyes, the neck and the haunches.
He slaps the saddle, pulls the stirrups out and lets then)
drop back; he then grasps the reins, leaving them very
long. He mounts the horse without hurry but also without
hesitation.

If, during the lesson, the horse backs or moves away,
ihe trooper returns to the animal's head, leads him up a
step or two with the snaffle reins and gently begins the les-
son anew.

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28 NOTE§ ON EQUITATION

After seating himself in the saddle, the trooper should
use his right hand to assist in engaging the off stirrup. By
feeling for the stirrup with the toe there is danger of fright-
ening the horse by touching him unintentionally with the
leg or stirrup.

Resf/ess Animals. The assistants should stand squarely
in front of the horses and not on the off side. Their busi-
ness is to simply caress the animal's head without holding
the reins.

With horses that are hard to mount, the cavesson
should be used, the longe held by an experienced and skil-
ful man.

Mounting lessons should be given on the off side as
well as on the near side and should be repeated daily until
the horse stands absolutely quiet. The (individual) lesson,
however, should not be prolonged for the horse will have
greater tendency to become restless the more he is held in
one place.

V.

Arrangement of the Squad for the First Lesson (in mounted
work). If a riding hall is available horses should l)e worked
from the beginning without regard to distances. The
troopers are more at ease when they need not concern them-
selves about distances — often hard to keep with horses of
very uneven gaits. Morever, it is a bad plan to always
group young horses, as they thus acquire the habit of "stick-
ing in ranks." If, from the start, it is necessary to work on
the road, a couple of perfectly sure old horses must be
placed at the head of the young ones in order to set them
an example in quiet behavior and free movement.

Necessity of Using the Trot at the Begining of a Lesson.
There are several advantages in using the trot to l)egin work:

1. It starts the horses going straight ahead and brings
them in hand; busy at the trot they have less idea of resist-
ing.

2. It expends the surplus vigor (takes the edge off) of
young horses, and they become more quiet and attentive.

3. This gait must be considered as the best of suppling
exercises. In his book on equitation, La Gueriniere has a
chapter entitled "The necessity of the trot and the utility of
the walk." In this chapter he says: "By the trot, the
most natural of the gaits, a horse is made light on the
hand without spoiling his mouth and his legs are stretched
without straining them because in this action, which is the
highest of all natural gaits, the weight of the horse is borne
equally by two legs, one front and one hind; as a result the
two others are easily raised, sustained in the air and stretch-
ed to the front, thus giving a first stage of suppling to all
parts of the body. The trot, therefore, without controversy,
is the foundation of all lessons to make a horse obedient
and clever."

Resistance of Young Horses. The instructor nmst forbid

(29)

30 NOTES ON EQUITATION.

any punishment in the first lessons because it often happens
that when a horse frets, it is only on account of timidity or
of high spirits or of ignorance.

To prevent struggles, it is well to have available during
the first lesson, several dismounted men, ready to take by
the head the most unruly horses as well as those whose
riders are in trouble.

VI.

Importance of the Straight Ahead Movement. Above? cvin -
thing else, the horse must go freely straight ahead. 'I'lic
lesson with this object in view must be the first of all
lessons; from the beginning of horse training the horse must
be accustomed to yield to the action of both legs. This
is essentially a sign of docility; the full or the limited
obedience of the horse shown in this first test, will be an
indication of a brief or a protracted period of training.

To Accustom the Horse to Go Straight Ahead Under the
Action of the Legs. The leg lesson is admittedly the most im-
portant lesson and there is good reason to return to it during
the whole period of training. For the first occasion observe
the following rules:

Never keep the lower leg glued to the horse's flank, but
use repeated taps with the calves.

Tap the horse near the girth and do not reach too far
back.

Begin by giving the lesson when passing from the walk
to the trot, next when lengthening the trot and finally wlien
passing from the halt to the trot.

Anticipate and assist the action of the legs Iw clucking
with the tongue or by the use of light taps with the wliip.

These rules are especially applicable to riding hall les-
sons, for, in outside work on a road, young horses have a
natural tendency to go straight ahead, following the old
horses at the head of the squad.

Lightness— When to be Exacted. A horse is light when he
obeys easily and promptly the indications of the rider. This
is not a question merely of flexibility of jaw and suppleness
of neck but rather of balance and, in our opinion, the degree
of lightness corresponds to the more or less finished balance.

Therefore, in the first lesson there should be no anxiety
about lightness, for, as we have just remarked, it will be :i

(31)

32 NOTES ON EQUITATION.

natural result of training. If a horse is not easily controlled
by the legs, is not well suppled in the shoulders and does
not know how to properly employ his haunches he can not
be really light.

Not until later can perfect balance (or lightness if you
please) be obtained and then only by co-ordinating the dif-
ferent results of training.

The Principle of Constant Tension on the Reins. Although
the instructor during the first weeks of training need not
concern himself with the lightness of the horse, he must
urge the troopers to keep a constant light tension (feel) on
the reins. At first the trooper must do the work, that is,
must tighten the reins, but later, the horse itself, having be-
come accustomed to the pressure of the bit and having
always present the idea of going straight ahead, will, of its
own accord, keep the reins taut.

It is important to distinguish between pulling on the
reins and the principle of keeping a constant tension on the
reins. A hand too rigidly fixed, with fingers too firmly
(clasped, will oppose the free play of the neck and will be
contrary to the principle just stated. Therefore, in the leg
lesson when forcing the horse straight ahead, the hand must
not oppose the stretching of the neck; on the contrary, the
fingers should be slightly opened up so that nothing can
clash with the animal's intention to obey the aids.

VII.

The Halt How to Halt a Young Horse. To halt, Iran hack
slightly and pull on the reins with gradually increasing force
in order to slow and then stop movement.

When the trooper pulls on the reins, the horse should
neither raise nor lower the head. The muzzle should remain
to the front and the whole mass of the neck should How back
towards the withers. In other words, under the action of
the reins the horse should neither throw his nose up in the
air nor bring it down against his chest, closing up on the
hand. This latter fault is particularly to be avoided. It is
more difficult to raise the muzzle than to lower it and any
horse that, at the beginning of training, withdraws from
neck control, becomes especially difficult to instruct.

Should Halts be Frequent ? The halt should not be fre-
quently practised on horses inclined to fret nor on those with
hind legs set under and thus liable to sit down on the haun-
ches. On the contrary it should be often used in cases
where the conformation throws too much weight on the
shoulders. Training ig nothing more than the quest of bal-
ance and the halt will be a well chosen suppling exercise for
a horse with a high, powerful croup that makes him difficult
to slow up.

The Change of Direction— Aids to Use. To change direction
to the right, open gently the right rein by carrying the wrist
to the front and right, without moving the elbow and witli-
out twisting the hand.

The effect of opening must be produced laterally and as
little as possible from front to rear. It induces a movement
of the haunches and furnishes therefore a preliminary means
of accustoming the horse to yield to the pressure of one leg.

(33)

34 NOTES ON EQUITATION

To change direction to the right then, the aids to be
used are the right rein and the right leg.*

In the first lesson, the turning movement will not be
executed with precision but this is of small importance.

It is not a question of bending the horse on a quarter
circle as should be done with a trained horse; all that is
necessary is to make the horse understand what action re-
sults from the opening of one rein and the closing of one leg.

When the leg and rein on the same side are used as aids,
they are called ^a^ero/ aids; thus, also, lateral effects and
lateral equitation ( The Board)

VIII.

Outdoor Work. Conditioning is not ;i diaptcr apart in the
education of the young horse; conditioning' and trainin;: run
together and the horse acquires at the same lime iiahits ot
work and of obedience. It would he a mistake to tliink that
the conditioning of a horse requires tlie jockey seat on a
sanded track. Riding hall work and out(lo(>r exercise are
generally sufficient.

When to Begin. Outside work should be begun as early as
possible. It is an advantage to take the horses out as soon
as they know how to go straight ahead and to turn to tlie
right and left. Outdoor rides, intelligently conducted, "put
horses into the bridle"* and improve the carriage.

Moreover, this is a good way to quiet the animals as
troopers are less exacting on the road than on the riding
hall track.

Combination of Riding Hall and Outside Work. This outside
work must be combined with the lessons in the hall. There
is no necessity of feeling compelled to follow blindly a set
schedule such as to work on the road for six weeks and
then stay inside for several months. On the contrary it is
of distinct advantage to alternate the two and to have at
least least two outdoor rides each week. However, the
officer in charge of training must base his decision as to
schedule upon the deportment, conformation and general
(condition of his horses. Horses in poor condition, those
that fret and that throw too much weight up(m tlie hind

* To put a young horse into his bridle is to make him take
hold of his bit and bear on it properly whenever he moves
forward under the impulse of both legs. He thus, as pre-
viously stated, produces a proper tension on the reins.

If a horse fails to bear on the bit and to tighten the reins
when the legs urge him forward he is said to be "/;</////</
the hit.'' (Thr Board)

(35)

36 NOTES ON EQUITATION

quarters should be taken out frequently. Clumsy horses
and those that throw the weight on the forehand should re-
ceive most of their work in the hall.

Choice of Ground. If possible, soft ground should be
selected. On hard ground the fetlock joints become fatigued
and the lower legs are liable to injury; the horse develops
windpuffs and splints. But it would be WTong to work over
heavy ground; the hocks would suffer and eventually spa-
vins would appear.

When training has been completed, good results may
be obtained by riding a horse with loose reins over bad
roads. This forces the horse to take the initiative and as
he is allowed complete freedom of the head, he easily gets
out of difficulties even on very bad ground.

Gaits. In outdoor rides there should be alternation of the
walk and trot, gradually increasing at each outing the
amount of time devoted to the trot. Towards the end of
the period of training the distances at a trot should be
lengthened; but there should always be intervals of at least
ten minutes at a walk to allow the horse to resume his nor-
mal breathing.

The gallop should not be used in outdoor work except
upon very good ground. If you have available only bad or
fair footing, do not gallop. By rigidly enforcing a schedule,
regardless of conditions, the result will inevitably be injury
to the animals. In any case, galloping should not begin
outside until the rider is sure of his ability to make his
horse lead off freely with either foot. He can then Avork his
mount equally on both sides and can avoid those struggles
that put a horse in the air during the whole ride.

Sweats. A horse should not be sweated at the beginning
of training, at least, not until his disposition has been
studied. As a rule any excess of fat disappears with ordi-
nary work.

When giving a sweat, a suitable day and hour should
be sele(^t(Ml; the horse should be well covered, wrapping

AND HORSE TFiAlXlNd 37

especially the parts where there is most fat; work tli.- liorne
a little at a walk and then gallop him steadily until li.- is in
profuse perspiration; do not hurry al)out scraping, hut \vi
the sweat have plenty of time to exud(s uncover tlie
horse Httle by little and scrape slowly, bearin^^ udl ,,n the
edge of the scaper to force out the sweat; rchlanket the
horse and lead him around at a walk for a few minutes; un-
cover and scrape again; finally walk the horse until lie is
perfectly dry before returning him to the stable.

There should always be an interval of about five days
between sweats and ordinarily three or four will })e suffi-
cient. Be careful that the horse does not drink to excess at
the next watering.

The first sweat is hard to bring; the third and fourth
time it comes more easily.

Purges. In addition to sweating, it is sometimes of ad-
vantage to administer purgatives to reduce the intestines of
horses wdth too much belly.

Before purging, a horse should be put on di«^t and
mashes for 48 hours. Either aloes or sulphate of soda may
be used as a purgative. Aloes acts directly upon the large
intestines and for this reason it is used by preference for
taking off belly. It is administered as a ball in doses of 80
to 50 grammes (7 3-4 to 12 8-4 drams.)*

Sulphate of soda (Glauber or horse salts) is given dis-
solved in the drinking water and has the great advantage of
never irritating the intestines. It must be given in large
doses, 800 grammes at least. (9 1-2 ounces.)

Condition of the Legs. Overexertion of tlie legs manifests
itself in splints, windpuffs, spavins and in the swell ini; and
stiffening of the fetlock joints.

* In our service a ball is usually made of aloes, 6 to 8 drams,
with ginger, 1 dram; or the issue "purgative capsule" in
used. Glauber salts is an excellent laxative but is not on
our supply table The use of physics to reduce fat has
been abandoned in this country on account of the acconi-
panving weakening effects, but dieting is always enforced.

r 77/r flnard)

38 NOTES OX EQUTTATIOX

In case of swelling of the fetlocks and windpuffs. avoid
work on hiird ground, and cut down the work: use douches
and hand rubbing and apply flannel bandages.

For splints, use red ointment (mercuric ointment — a
blister) as soon as the injury appears.

For bog spavins stop work in the hall and all collected
work at the gallop: exercise quietly on the road and use
douches.

Appetite and Condition of the Horse. A young horse must
be given substantial nourishment in order to readily resist
the first fatigues of training and also because he is still
growing at the age when his education is undertaken. More
or less hay according to the animars condition and always
plenty of oats. From time to time, every eight or ten days,
a handful of sulphate of soda can be given in the drinking
water or in a mash to counteract the heating effect produced
by oats.

If horses are too fat. cut down the hay and also the
water. If the horses are in poor condition, give linseed
mashes and put dry bran in the oats: Xiy beans and carrots:
in a word — variety. Frequently a horse refuses to eat be-
cause he has been put on full oats too suddenly; in this
case, cut down the ration or even place the animal on diet
for a time.

Results. In conclusion — if outdoor work has been alter-
nated with riding hall work in proper ratio, the yoimg
horse, at the end of training, has lost any surplus fat: has
acquired muscle: his joints and tendons have been strength-
ened and his wind developed. In short, after a length of
time which varies with age, breeding and disposition, the
horse is in condition to undergo without injury the hard-
ships of the service for which he is destined.

IX.

Second Leg Lesson or First Suppling of the Haunches. \\v

have already given tlie liorse the first leg h-sson — the
lesson in moving straight to the front— hy drilling him
to yield to the action of the legs. We will now teach him
to yield to the effect of one leg, carrying the haunches to
the right or left; this second lesson, which necessitates the
crossing of the hind legs and gives mohility to the hind
quarters, is a most useful suppling for the horse.

The best w^ay to give a horse this second lesson is to
use half turns on the forehand in reverse; half turns on the
forehand are nothing more or less than abouts on the fore-
hand made w^hile marching.* For example, marching on
the right hand, leave the track on a diagonal (oblique) and

* In the expressions "demi- voltes renverses" and ''demi-
tours sur les epaules faits en marchant" an apparent
inconsistency is encountered. The "demi-tour sur les
dpaules" is the "about on the forehand" of our drill regu-
lations. If, however, instead of being held stationary, the
forehand is allowed to gain ground (en marchant ), we will
have the movement contemplated in the lesson but it will
necessarily be on two tracks, the semicircle made by the
hind feet having a greater radius than that made by the
fore feet. Now the "volte" is nothing more than our
individual "circle" and is a one-track movement. For
clearness then, it is evident that a word is needed to accur-
ately describe this "about made while marching," and the
Board has decided to use the expression "half turn."
The "turn" of the riding hall will be a movement of 860
and it may be urged that the command will flash with the
90"" turn of the drill regulations; but, as one is for an exer-
cise by the individual trooper and the other is for a change
of front by a body of men in line, it is thought that no
confusion will result. ( The Board)

(39)

40 NOTES ON EQUITATION

return to it by a half turn to the left* exacted by a very pro-
nounced action of the left leg and left rein. This strongly
marked lateral effect carries the horse's haunches to the
right; that is to say, the horse while still gaining ground
yields to the effect of the left leg (and left rein) and thus
describes a half turn. The same movement is executed
while marching on the left hand and the horse eventually
swings the haunches easily about the forehand, without
halting, without striking the fetlocks and without dancing.
(Without either increase or decrease of cadence. — The
Board.)

We have specified half turns reversed, but abouts, full
turns, and later, serpentines can also be used.

About on the Forehand. The second lesson may also be
given by means of the abouts on the forehand; but it would
be wise not to insist upon this movement and to use it only
when absolutely necessary.

The great drawback to abouts on the forehand is the
frequent halting of a young horse and the holding him in

* The commands for this exercise are: 1. Right oblique,,

2. MARCH, and 1. On forehand, 2. Half turn in reverse,

3. MARCH.

"Half turn in reverse" could, in this case, be expressed
"Left half turn" but "in reverse" (renvers^) has par-
ticular significance and the terms should be retained on
that account.

It must be remembered that at this stage of his instruction
the colt has learned little and would be unable to execute
a left half turn in the open. In the hall, however, he un-
derstands the opening of the right rein that guides him oft
the track, to which he has grown accustomed, into the
the right oblique, and he understands the opening of the
rcvrr.se rein to guide him back. The prompt and force-
ful use of the left leg then swings his haunches about and
instead of being confused he moves out willingly in the
opposite direction because he is again on his familiar track
next to the wall. ( 71ie Board)

Obliquing to the right, if the command be simply on
forehand "Half turn.," "MARCH," the movement is con-
tiiHied to the right in the turn.

AND HORSE TRAININ(J 41

place by the action of the legs. Tliis l«'ss(.n used n-pcatrdly
at the beginning of training will eventual ly cheek any
movement straight to the front that has Ix'cn ah'eady ..h-
tained.

Major Dntilh, although he explains in detail the system
of abouts on the forehand, himself points out the danger of
using them, for, following his explanation, he says: "Cau-
tion riders that abouts on the forehand have the disadvant-
age of rendering horses unresponsive to the action of the
legs. In order to counteract this tendency, which prowpth/
leads tip to resistance, it is urged that the horse be pushed
straight ahead at a trot after each one of these pivotings.''

In spite of these drawbacks, the abouts on the forehand
can be employed advantageously in certain cases. In fact,
they should be used with horses that are too hot-headed,
with those that bulge on the hand and with those that are
slow^ to learn. * * « ,^ * *

(The different series of exercises in the Dutilh method
of executing the abouts on the forehand are omitted as a
refinement for which there is rarely sufficient time. Thf^
Board. )

Suppling of the Haunches Continued. If the preceding les-
sons have produced mobility of the croup by lateral effects,
and if the horse yields readily to the action of the leg and
rein on the same side while marching on an arc. it is time
to exact the same obedience while marching on a straight
line or following the track, that is to say, to start the horse
on the movement called "haunches in". This movement
which continues the suppling of the croup has the further
advantage of confirming obedience to the legs.

Haunches In. Marching on the right hand, indicate o]v
position with the left rein and close, at the same time, the
left leg. If the horse yields and swings the croup inside of
the track by even one step, while still gaining ground to the
front, straighten him again at once with the right rein and
leg; Repeat this swinging of the hamiches several times

42 NOTES ON EQUITATION

but in the first lessons, do not insist. Gradually lengthen

the time before straightening.

*****

Haunches in, is a suppling exercise for the hind quar-
ters; its object is to make the spinal column pliable and to
accustom the hind legs to stepping across each other. It
also makes the haunches quick to obey and constitutes an
excellent preparation for two-track work and for the gallop
lead.

Difference Between Haunches In and Two-Track Work. The
movement of swinging the haunches in must not be con-
fused with two-track work. The latter is a regular move-
ment to be taken up after the completion of the suppling of
the forehand as well as that of the haunches; in this move-
ment the horse, placed or held correctly in a position from
head to croup, is oblique to his path rather than curved to
it. The former, on the contrary, is merely an exercise with
the object of making the haunches supple and easily con-
trolled.

Dismounted Work. Before beginning mounted work on
the haunches, it is sometimes useful to pave the way by dis-
mounted work with the whip; such work may be advantage-
ously combined with longeing. Work with the whip is
directed especially at the hind quarters and should not be
confused with the dismounted bending lessons which we
will take up later in curb-bridle work.

There are two principle movements:
1. To move the horse to the front with the whip: The
horse being on the track and on the left hand, seize the
reins about six inches from the bit with the left hand, pull
them forward and at the same time strike light taps with
the whip behind the girth where the leg is usually applied.

If the horse moves forward, let him walk a few steps,
make much of him and then halt him.

If he stands still, gradually increase the force of the
whip taps until he moves.

If the horse backs away, hold him tight with the hand

AND HOHSK 'I' KAIN 1\( ; 48

on the reins and continue tlie use of tlic wliip Ixliind tUr
iiirth until lie moves forward; then caress liiiu an«l haU liini.
2. To strifu/ fhf" hdHurhes: The trooper standing on the
left of the horse seizes the reins witli lh<' left liand and
applies light taps with the whip hehind the i^drtli until the
horse moves the haunches from left to right.

The left hand prevents the horse from getting away to
the front and b}' opposing the forehand to the haunches,
assists the action of the w^hip in moving the hind cjuarters.

In this movement the forehand should move and tin-
fore legs should cross, but on an arc of very small radius.

Dismounted work should be considered as of only sec-
ondary importance. It will be of great benefit with some
horses and practically useless wdth others. In any case,
dismounted lessons should alwavs be verv brief.

X.

Suppling the Forehand. The hind quarters having been
drilled by the foregoing work, we must promptly train the
forehand in order that both ends of the horse shall be in
harmony as regards mobility and suppleness.

Shoulder In. "Shoulder in" is the starting point in fore-
hand suppling; this exercise furnishes the means of bending
the forehand and spinal column and of training the fore legs
to cross each other easily. La Gueriniere says: "This les-
son produces so many good results at once, that I consider
it the first and the last to be given to the horse".

"Shoulder in" is obtained in the following manner:

Marching on the right hand, open the right rein as in
changing direction to the right, and press the left rein upon
the neck. Close the right leg to push the mass from right
to left and slip the left leg behind the girth to restrict as
much as possible the swinging of the haunches.

The support of the left rein is indispensable in order to
keep the proper balance of the shoulders, that is to prevent
the weight of the right shoulder from plunging heavily upon
the left shoulder.

The horse's head must be firmly held between the two
reins, otherwise the exercise would become a lateral flexion
of the neck and would do more harm than good.

The bending of the horse's body should not be ovei-
strained. For example it is perfect if, on the right hand,
the left front foot and the right hind foot make tracks on a
line obviously parallel to the wall of the riding hall.

The dift'erence between shoulder in and two track work
is analogous to that between haunches in and two track
work. In the movement of shoulder in, if the trooper eases
the hands slightly, the horse, being bent and not obliqued,
will quit the trac^k and start to make a circle. If, in

(44)

NOTES ON EQUITATION 45

haunches out on two trucks, the trooper (>as('s the hands,
the horse, being traversed and not hent, quits the track and
moves off at an oblique.

About on the Haunches. The a})out on tlic haunclics con-
sists in causing the forehand to descri})e a half circle around
the haunches. It is a difficult movement and, custonuiry
methods of instruction to the contrary notwithstanding,
should not be taken up until after the completion of the
exercises of haunches in and shoulder in.

The first part of the movement is easy enough; i)ut the
last part is difficult. Take for instance the right about.
Begin .the movement like a change of direction to the right,
holding the haunches firmly with the left leg. In the re-
mainder of the exercise the controlling aids are the left rein
and the left leg. The left rein has first a bearing effect
that, assisted by the right rein, swings the forehand on its
path; thereafter, it has an effect of diagonal traction, pull-
ing the mass back upon the right hock and thus holding
the haunches stationary.

The about on the haunches is executed on the inside
liind leg, the outside hind leg gaining ground around it.

Lateral Effect and Diagonal Effect. The movements that
have been already executed with the rein and the leg on the
same side, suffice to show the difference between the lateral
(effect and the diagonal effect.

It is easy to see that the former is the means and that
the latter is the end in view. With young horses the right
rein comes to the assistance of the right leg: lateral effect.
With trained horses, the rein places or controls the fore-
hand while the leg controls the haunches: diagonal effect.

XI.

Two Track Work. Two track work consists in making the
forelegs cross each other and the hind legs cross each other,
gaining ground to the front or without gaining ground to
the front; the horse is set (placed) to the flank toward
which he is marching.

1. On the Track. Haunches in. When both the forehand
and the haunches have been sufficiently suppled, the move-
ment of haunches in should be changed into haunches in on
two traclxS.* That is to say, that as the horse gradually be-
comes more obedient to the leg, the lateral effect should
gradually make way for the diagonal effect. In other words,
when the horse yields readily to the left leg, for instance, it
is useless to continue the left rein in opposition and we ac-
cordingly attain the full and regular movement in which the
forehand is set in the direction of march.

Haunches out. After the horse has mastered the preced-
ing movement, he should be taught haunches out on two
tracks.* The principles are the same; but this latter lesson
is much to be preferred, because the horse executes it with-
out being guided by the wall or by routine; he merely obeys
the reins and legs.

In this movement the horse must not be allowed to
hang back or to get behind the bit. To keep him w^ell into
the reins, the two-track lesson must frequently be terminat-
ed by moving out either on a half turn in reverse or on an
oblique to change hands.

Two track movements with the haunches in or out are
very fatiguing to the young horse and should not be pro-

* "-On two tracks" will be a general preparatory command.

Thus:
1. On two tracks. 2. Haunches in (or out.) 3. MARCH.
1. On two tracks. 2. Eight (or Left) oblique. 3. MARCH,

( The Board)

(46)

NOTES ON EC^riTATION 47

longed beyond a few steps. Undue persistence in these
movements would make a horse refuse; he would strike his
fetlocks while stepping across and would sooner or later
resist in order to escape the pain caused hy these repeated
blows.

2. On the Diagona I of the Hall. Advuu f (({/<- of th is pxf^rris<\
Movements of the haunches should be repeated on the diag-
onal of the hall (while changing hands) and in half turns.
Two track work on the diagonal of the hall makes a jx-rfect
lesson. Any tendency to slacken the gait is avoided, and the
horse takes to this exercise more willingly than to that on
the track because it is easier and there is less chance of
striking the fetlocks in cross stepping.

In two-track work, do not persist in a movement poorly
begun or poorly executed. If the horse frets, dances or
backs, put him on a straight line again, quiet him and then
return to the two-track lesson.

3. On a Circle. Two-track work on a circle* is executed
on the same principles. The following remarks are perti-
nent:

(a) Haunches out on two-tracks on a circle puts the
horse into his bridle and upon his forehand. He supports
himself to a great extent on the fore legs and lightens the
hind quarters which, having a longer route to travel, derive
more benefit.

This movement should be used for horses that hang
back, or that have too much weight on the hind quarters.

(h) Haunches in, on two tracks on a circle produces
effects diametrically opposite. It is a special exercise for
suppling the forehand and should be used for horses that
have too much weight on the shoulders.

Two Track Work at a Slow Trot. All two-track exerc ises
should be repeated at a slow trot. Such work, with the

* After a platoon or squad has been placed upon a circle as

prescribed in par. 240 D. K., the instructor commands:
1. On tivo tracks. 2. Haiinelic.s in (^or <nit.) 3. MARCH.

48 NOTES ON EQUITATION

liaunches set diagonally develops rapid progress in young
liorses.**

** After the young horses have been sufficiently trained to
execute two-track movements for several steps and the
instructor desires to have such movements discontinued
simultaneously, he commands: ^'As you tvere."
In order to study the progress and faults of the individual
horse and rider the instructor causes members of the
squad to execute in succession a given movement by
the use of the preliminary command: Fin^f Trooper.
Thus, with the squad marching on the diagonal of the hall
the instructor commands —

1. First Trooper. 2. Haunches rights in time to add 3.
MARCH, when the leading trooper is at about six yards
from the track. Each trooper in succession executes the
movement on the same ground and the instructor places
himself where he can closelv observe details.

XII.

/s it Advantageous to Prolong the First Part of Training?
There is a distinct advantage in prolongimj flu jxtrt <>i
training that is done on the maffle bit. So long as tin-
young horse is unsteady and wabbly, so long as there is
danger of encountering resistance, it would be better t..
leave him on the snaffle. With this bit struggles are le.«s
frequent, those that are unavoidable are less harmful and.
on the days of bad humor on the part of horse or rider,
there is less chance of ruining the work accomplished in
preceding lessons.

Moreover, the young horse nearly always needs to have
his neck raised, strengthened and set. If he has no breed-
ing and the curb bit is used too soon, he has a tendency to
bring the muzzle down against the chest or to bear heavily
on the hand. If, on the contrary, he has class and energy,
and is put on the curb bit before he thoroughly understands
the leg aids, he will struggle against the hand, use his
strength in fighting the bit and subsequently much time
will be required to quiet him and smooth out his gaits.

Bending Lessons on the Snaffle. When and How to be Ex-
acted. It is better to take up bending lessons on the snaf-
fle too late rather than too soon. As long as the horse is
not well up in the reins, there is no opportunity to begin.
When he bears properly on the bit, and not before, he
should be taught to yield the jaw and to place the head t«>
the right or left.

In preliminary bending lessons, to draw the head to the
right, the rider pulls gently and slowly upon the right rein,
and holds the left rein steady to regulate the amount of dis-
placement of the head as well as to prevent, as far as possi-
ble, any bending of the neck; the head alone should be
turned to the right. The movement will be well execute* 1

(49)

50 NOTES ON EQUITATION

if the head, held high rather than low, remains vertical; if
the jaw is flexible, and if the displacement of the head to
the right or left does not pass outside of the vertical planes
parallel to the axis of the horse and passing through the
points of the shoulders.

In these bending lessons which are ruvarnthly practiced
while the animal is moving, the legs must be used to keep
up a steady gait and to prevent slowing up.

Easing the Hand on the Snaffle. Bending lessons should
always be followed by easing the hand, which is a rest for
the horse after a somewhat fatiguing exercise, and a relief
to the hind quarters; this exercise is also a means of extend-
ing and lowering the head of the horse and of accustoming
him to keep in touch with his bit.

When the easing of the hand is well done, the horse
after yielding the jaw, should extend his neck little by little
and answer to the bending lesson even after his head is
down. These bendings at the end of the reins give most
excellent results.

The easing of the hand should be most carefully dis-
tinguished from the movement when the horse bores savage-
ly against the hand. This habit of boring or diving is easily
acquired if the rider releases his hand suddenly instead of
keeping a constant tension on the reins and graduallj^ fol-
lowing the horse's head.

XIII.

When and How Should the Gallop be Exacted in the First
Part of Horse Training? Almost invariahly tlu' ^/allop l.-ssoii
should be begun early. There is tlu^n available an addi-
tional means of suppling the horse, of strengthening him,
extending him and pushing him straight ahead. JUit a fixed
rule can not be laid down with horses and especially in this
matter; the time to take up first work at a gallop depends
upon the conformation of the horse, his condition, his leg
development and the kind of ground available. It would
be stupidity to gallop frequently on a colt that drags his
legs and is disunited at a trot and that has diiiiculty in
holding up the part essential to training. On the other
hand, it is proper to gallop repeatedly on a vigorous horse
that has been worked before purchase, on the horse with
good strong legs and particularly after he has been thorough-
ly confirmed in the correct trot.

This is a matter of common sense and experience; a
horseman will promptly decide at what moment he can pro-
fitably begin gallop work with the horse he is riding or with
the squad he is instructing.

The Gallop by Increase of Gait. Utility of Work on a Circle.
Passing from the walk to the gallop may be considered as a
test of advanced training; it will therefore be entirely out of
place at this stage and we must take up the gallop only by
increasing the gait from the trot. Moreover, it is essential
that the horse shall work equally well on l)oth sides and
since, on the circle, the horse is set to lead on the inside
leg, we have an opportunity to insure the galloj) \vm\ on
either foot.

Increasing the gait from a trot on a circle furnishes
therefore the means of fulfilling the two essential conditions
just cited.

(ol)

52 NOTES ON EQUITATION.

The aids to be used are both legs and the outside rein.
The two legs, by steadily forcing an increased gait push the
horse into the gallop. A slight tension on the outside rein
prevents the horse from swinging the haunches out and con-
sequently precludes a false lead or a disunited gallop.

The circle is the best means to give the gallop lesson
when the squad to be drilled is rather large in numbers.

Besides the advantages already enumerated, troopers
are enabled to work without interfering with each other, in
spite of the difference in speed which manifests itself in the
gallop of young horses. But if the number of troopers work-
ing in the hall is limited, it is possible to secure the lead on
the desired foot by increasing the gait from the trot at the
corner or on the completion of a flank movement, or at the
end of a movement to change hands.

The gallop must be attained at the moment the horse
begins the change of direction; for if he does not relinquish
the trot until the change of direction is completed, his
haunches can easily swing out and the favorable oppor-
tunitv is lost.

XIV.

Backing. Method of Execution. T\w first lesson in hack-
ing may be given dismounted and in the toHowin^ manner:

Being on the left side, with the reins in tlie left hand
and the whip in the right, stimulate the hind quarters by a
touch with the whip and take advantage of this mobility to
exact one or two steps backward.

The horse should be made to move to the front again
immediately by leading him forward with the left hand,
and, if necessary, by touching him lightly with the whip.

To give this same lesson mounted, begin by closing the
legs as in moving to the front and then move the horse
backward by leaning back slightly and by pulling on the
reins with gradually increasing force.

Here we see a striking example of the principle of
starting everything wdth the movement to the front. The
action of the legs before the action of the hands is a funda-
mental idea to be inculcated in the mind of every trooper.
In backing, the legs are used first to produce the movement
to the front and the hand is used next to transform the for-
ward impulse into a backward movement.

After a few steps backward, start the horse forward
again, halt him and caress him.

If a horse refuses to obey, the instructor takes him by
the reins and causes him to execute the movement as in
dismounted work.

If the horse braces himself on his hind legs at the
moment that the hand acts to make him move backward,
the instructor moves him forward a step or two or makes
him swing his haunches slightly and takes advantage of this
mobility to force him backward.

This movement is well executed when the horse moves
backward step by step and voluntarily moves to the fr(»nt
again as soon as the trooper releases the hand.

(58)

54 NOTES ON EQUITATION

If, instead of backing slowly and step by step, the
horse hurries the movement and is about to come down up-
on the haunches, the trooper promptly stops all action of
the hand* and corrects the horse by attacking him vigor-
ously with the legs or with the spurs to push him forward
again.

This Exercise to be Insisted Upon in What Cases? Backing
is a suppling exercise for the back as well as the haunches,
and it is an indispensable movement for the saddle horse.
Yet it should not be abused, particularly in the early stages
of training, as resistance will eventually be developed.
Moreover, it is not suitable for all horses indiscriminately
but should be used especially for those that have difficulty
in bringing the hind legs under or that have too much
weight on the forehand.

Individual Work. (At will.) Nearly all instructors have
the bad habit of grouping young horses too much. The
greater part of a drill is devoted to work with fixed dis-
tances, which gives the horses the idea of sticking in ranks.
We have already said that it is better to work without re-
gard to distances. And from the verj^ beginning it is also
essential to execute all movements in both directions and
at will. If, in addition, we give a few outdoor rides in pairs,
the young horses will become quiet free movers and the re-
mainder of the training exercises will be that much easier.

Condition of the Horse at the End of the Work in the Snaffle
Bridle. At the end of instruction in the snaffle bridle, the
horse should be willing on the road and tranquil in the rid-
ing hall. He executes correctly the movement of haunches
in, shoulder in and two track work at a walk and at a slow
trot. He takes up the gallop easily on either foot by in-
creasing the gait from the trot. He has found his balance
while moving freely to the front, a double condition which
is satisfactorily fulfilled if he keeps the reins taut without
* As a matter of fact the trooper has probably lost all action
of the hand because in this faulty movement tlie horse is
invariably behind the bit.

AND HORSK TKAININ(; 5')

ever bearing on the hand. His j^^aitw are elean; hr caii
lengthen the walk without jigging and the trot without h<-
coming disunited; his wind has been developed and lie can
keep up a lengthened gallop for several minutes.

When this entire program has been carried out and
especially when the horse begins to pull on the hand, it is
time to take up the double bridle.

XV.

Instruction in the Double Bridle. The instructor's first care
must be as to the manner in which the horses are bitted. A
mild curb bit should be selected, • that is to say, a bit with
large cannons, a low port (only slightly restricting the free-
dom of the tongue) and short branches. The bit should be
placed in the mouth high rather than low and the curb-
chain should be left long so as to facilitate at first a swing-
ing motion of the bit. When the horses bear freely on the
curb bit and when they submit to this new /mouthpiece just
as they formerly received the effects of the snaffle, the curb
bit may be lowered to its proper place and the chain tight-
ened to customary tension.

If the horse has a sensitive mouth, it is well to replace,
for a time, the ordinary curb by a broken curb.* The latter
gives a mouthpiece more severe than the snaffle but milder
than the curb and the horse also becomes accustomed to
the chain. The broken curb should be kept on for a certain
length of time and may be resumed later if, during the
course of training, it is noticed that the horse has a tend-
ency to get behind the bit.

Successive Steps to Accustom the Young Horse to the Curb
Bit. In the first lessons in the double bridle, work should
be begun on the snaffle bit. When the horse has settled
down and is well in hand he can be ridden on the curb. It
is to be remarked, and the remark is important, that bend-
ing lessons are never to be given in the early stages of work
on the curb. For these lessons, you must wait until the
horse fearlessly accepts contact with the bit and tightens
the curb reins as he formerly did the snaffle reins. If this
method of procedure sometimes has the drawback of pro-
ducing mouths with little feeling, we guarantee that it is
* A curb bit with snaffle mouthpiece.

NOTES OX Ec^riTATlON /i7

less ditticult to supple a part that presents stiffness tli.ii. t<.
make a part firm where all resistance is lacking.

To attain this bearing on the l)it the following schcduh
should be followed:

1. Ride the horse with the reins in both hands, piaciiig
the snaffle rein outside, under the little linger. (See (^k^-
tionXXV).

2. At first, during work at a walk and later during work
at a trot, ride the horse with the curb rein alone; the reinh
may be held in one hand or in both hands.

3. Finally adopt the ordinary method of holding the
reins.

With each of these different methods of holding the
reins, the horse must be made to repeat simple movement :-
with which he is already familiar.

Moreover, the horse should be frequently put hack on
the snaffle alone and be ridden at extended gaits in order to
restore the confidence that he may have lost in heginnin-:
lessons on the curb.

During this preparatory period the legs play an import-
ant role. It is essential that the curb bit should i)r()duee
upon the horse no slowing or backing effect and that th<
forward movement produced by the legs should overcome
any tendency in the other direction which might he the re-
sult of the first use of this bit.

Bending Lessons. As previously stated, bending lesson^
should not be begun until the horse has become thoroughly
accustomed to his new mouthpiece and fearlessly :i('<«'pts
contact of both bit and chain.

Before setting forth a schedule of hendings, it will he
advisable to cite the following principles relating thereto:

1. Never slacken the gait during bending lessons. The
hand does not pull the horse back; the legs push him for-
ward until he encounters the bit when a bending results.

.2. Bendings with the snaffle bit should not be made ex-
cept with one rein alone. Both snaffle reins are used in
order to raise the head and to support the horse and there-

58 NOTES ON EQUITATION

fore they should never be combined to exact bending.

3. It is just the reverse with the curb bit, the reins of
which are rarely separate in their action. The main object
in view is a light feel on both reins.

4. Do not bend the neck (laterally). In setting the
head the upper part of the neck is involved and that is
generally enough.

5. Frequently follow up the bendings by easing the hand
and as soon as the horse has extended his neck to the full
extent, exact another bending with the head down.

Bending lessons with the double bridle should be taken
up according to the following schedule:

1. With the snaffle hit: Flexing the jaw by the use of
one rein.

Setting the head to the right and to the left (as in a
change of direction).

2. With both snaffle and curb bits: Lateral flexion by
the use of both right reins. (XII).

Lateral flexion by the use of both left reins.
Setting the head by the use of both right reins.

Setting the head by the use of both left reins.

*****

3. With the curb bit: Flexing the jaw by use of one
curb rein.

Flexing the jaw by the use of both curb reins. (Direct
flexion).

The 7nost important bendings are: 1. Setting the head
by use of one snaffle rein.

2. Direct flexion (of the jaw) by use of both curb reins.
Dismounted Bending Lessons. Dismounted bending lessons
should be the exception. If obliged to resort to them, they
should be curtailed to the two following:

1. Flexing the jaw, executed by taking one or both
snaffle reins in the hand in front and one or both curb reins
in the hand in rear.

2. Raising the head by the use of the snaffle. The
trooper stands in front of the horse, facing him, and takes

AND HORSE TRAIN1N(} :,!»

in each hand one of the snaffle reins, grasping' it ii<*ar tin-
ring; the wrists are gradually raised until the horse's head
and neck reach the desired elevation. The horse must stand
still and must not back; if he starts to move to the rear, the
whip is used to move him to the front again.
DEFINITIOxXS.

In Hand— The horse is in hand after he has completed and
fully understands the bending lessons and when he yields
willingly to the effects of the bit.

Lightness — Lightness has been defined in answer to Ques-
tion VI. It is the correct balance of the horse that obeys
promptly and easily all impulses given him by his rider.

The Set (Le Placer) — is the operation that places the cen-
ter of gravity in the position required for the execution of
any desired movement. (Saint Ph/tlleJ.

The Gather (Le Ramener) — To gather is nothing more or
less than to set the forehand. When the horse carries his
head and neck well up, the face approaching the vertical
and the jaw flexible he is said to be in the position of tlu-
gather (or is gathered).

The Assemble (Le Rassembler) — The assemble consists of
the gather perfected by bringing the hind legs under. The
set of the forehand is combined with the set of the hind
quarters.*

* The horse can be gathered at a halt although he should be
taught the correct carriage of the head and neck ata walk,
in which case there will be no chance of backing.

On the other hand, the assemble, the highest form of col-
lection, can be obtained only when the horse is in motion;
the horse is assembled in the half halt to be sure, but this
position can be held only for a moment before the horse
moves again.

Saint- Phalle says: "The .9r^, as will be seen, is inseparable
from the in hand and the asscnihle".

For instance, in the half halt the horse is assembled; he is
also in hand, ready for any indication of the bit and he is
set for movement in any direction. ( VV/r Hoard).

XVI.

Easing the Hand on the Curb Bit. We have previously dis-
cussed the easing of the hand on the snaffle bit. The sup-
pling exercise is the same when made on the curb bit but in
this case it should be followed by raising the head again.

The horse having yielded the jaw, loosen the fingers and
continue the action of the legs in order to push the horse
gently in pursuit of his bit. From the very beginning of
training, he has grown accustomed to lean lightly on the bit
and he therefore extends his neck and lowers his head to re"
cover this customary support.

The extension of the neck will be sufficient and will be
well executed whenever the horse, without increasing or de-
creasing the gait, extends his nose downward and forward
to the level of the knees and keeps his jaw flexible.

The raising of the head is effected by carrying the hands
forward and pulling upward on the reins, the legs still pre-
venting any slowing up.

These suppling exercises should be repeated at a walk,
trot and gallop and on the three lines.

Easing the hand is an exercise suitable for horses too
high in front, with a high neck, that is either upside down
or ewe-necked, and for those with weak hind quarters, pre-
disposed to injuries. It should be used very sparingly with
horses that are high behind, especially if the withers are
low and sunken, the shoulders straight, the neck thin and
the head large.

I/I/hat should be Understood by Give and Take. Action of the
Fingers on the Reins. As the horse should always be in
close touch with the hand of the rider, the expression giv^^
(tnd f(fkf has a (certain significance which should be clearly
stated .

T(fk(' does not consist in drawing the hand back and

NOTES ON K(^nT.\Tl()N fil

</ire does not mean carrying the lian.l forward .md rrl<:isinu
the reins.

Assuming the permanent contact wliich should cxit^t
l)etween the horse's mouth and the rider's hand, fnh' means
to fix the wrist and tighten the fingers at tlic nioninit of
lialting or of half halting; givf means to ndax tlic wrist and
loosen the fingers without losing touch with tlic Ijorsc's
mouth; if the horse has heen well trained touch will not he
lost because the horse will himself feel for his rider's iiand.
Any slowing of gait should therefore he the result of the
action of the fingers on the reins. If this action is insufli-
cient it must be reinforced by carrying the upper part of the
))ody backward; but any movement of the elbows should be
avoided as this is the unfailing symptom of the unskilled
horseman.

Necessity of Frequently Returning to the Lesson of Going
Straight Ahead. All these bending lessons made on the curb
l)it, these halts and half halts, only too often result in slowing
the horse and in diminishing any desire to go ahead that he
may have acquired. (This is commonly called "steam" and
is manifested by a proper voluntary tightening of tlie reins.
The horse with "no steam" is voluntarily l)ehind the hit. —
The Board). It is therefore necessary to resume fre(ju<'ntly
the first lesson of the legs, the lesson of moving straight
ahead. The horse should be attacked vigorously with the
calves, being careful to fully loosen the fingers so that he
shall have complete liberty to escape to the front.

Lesson With the Spurs. With horses that hold l»ack. that
are too cold (phlegmatic), or that do not respond to the
legs, the spurs should be used. The lesson with the spurs
does not occur at any fixed period but is given when the
occasion presents itself. If the horse is behind the legs.'
pat him at a trot in order to have him securely in motion (not
liable to stop) and then let him feel the spurs by viL^on.us
and repeated action until lie leaps to the front.

Here it is particularly important to pay atl<'iitioii ic the
* See Question XXVIII.

62 NOTES ON EQUITATION.

hand; you must not contradict with the hand what you de-
mand with the legs, but must let the reins slip as much as
is necessary to enable the horse to extend himself freely.

With certain horses it is sometimes prudent to grasp
the pommel of the saddle when giving the spur lesson. The
rider is then more certain of not contradicting himself and
the lesson thus administered is sure to be profitable in the
training of the animal.

XVII.
Work at the Trot. Rising to the Trot. Tin- ridrr hhouln
always rise to the trot unless the slowness of tlu' <,':iit ren-
ders it impossible or at any rate difficult.

To rise to the trot, the rider inclines the ui)ii«t pari ui iln
body forward and takes a firm grip with the knees in order
to avoid throwing his whole weight into the stirrups and in
order to have the lower legs perfectly free. He then allows
himself to be raised by the thrust of one diagonal pair of
legs, the right for example (i. e. right hind and left fore),
he avoids the thrust produced by the planting of the left
diagonal pair and drops back into the saddle just as tin
right pair is replanted, which raises him again.

The rider thus avoids every other thrust, tires himself
less, and tires his horse less.

Necessity of Frequently Alternating the Diagonal Pair from
Which the Rise Is Made. But unless he is careful, he gradu-
ally acquires the habit of always rising from the same pair,
or as it is commonly expressed, of trotting on the same
shoulder, and this habit has serious drawbacks.

1. The pair from which the rider rises becomes nmcli
more fatigued than the other because it raises and thrust;-
forward the weight of both horse and rider; whereas th«
other pair, which acts while the rider is in the air. lias only
the weight of the horse to thrust forward.

2. If the rider is rising from the right diag(Mial pair. tli<
left diagonal pair acts while he is in the air and thrusts tin-
weight of the horse further in its own direction than is pos-
sible for the right diagonal pair on account of its additional
burden. From this there results, after a certain length of
time, a disagreeable irregularity in the gait since on.
shoulder gains more ground than the other.

The results explained in the second remark above, ina>

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64 NOTES ON EQUITATION

be practically utilized. If the rider discovers that his horse
trots unevenly and advances one shoulder more than the
other, he should rise on the shoulder that gains less ground.

These results may also be utilized to correct the fault
of a horse always leading with the same foot at a gallop.
Suppose for instance, a horse that always gallops on the
right foot: to lead with the right foot the horse sets the
right shoulder in advance of the left. If therefore the rider
persists, for a certain length of time, in rising from the left
diagonal pair, the left shoulder, as has been explained above,
will be pushed further forward than the right and the horse
will be in a position at a trot that will induce him to lead
with the left foot at a gallop.

From the preceding explanations it is evident that the
rider should know how to trot his horse on either shoulder
and to change shoulders without changing gait if he wishes
to develop the animal's efficiencj^ equally and have him
always perfectly straight.

The only exception is when the legs of one diagonal
pair have been injured and they can be saved by rising from
the other.

Lengthening and Shortening the Gait at a Wall( and Trot.
Lengthening and shortening of gaits must be executed grad-
ually and by the steady use of the aids. The lowering of
the head and the extending of the neck assist in producing
a lengthened gait. The raising of the head and curving of
the crest favor a shortening of the gait.

In all changes of gait the rider must accomodate his
.<eat to the movements of the horse. The lengthening of
the trot should be moderate and of short duration. By de-
manding more than a horse is equal to, an irregular gait
will soon be developed and this will be difficult to correct
later.

XVIII.

Work at the Slow Trot, hi one of tlic lirsl answer- •. •
mentioned the utility of the trot and explained the advan-
tages in training resulting from the use of this gait. We
can only repeat here what we have said })ef(ne: tlie slow
trot especially gives excellent results in tlie last stages oj
training. Suppling exercises for the haunches, slioulders and
jaw, when executed at this gait produce rapid progress in
the horse; they increase his strength and suppleness }»y
forcing him to acquire and preserve his balance.

Small Circles. Small circles lower the horse's en )up; tin
inside hock is necessarily brought under and the outside
shoulder is developed because it has a greater distance to
travel. Moreover, this work on a restricted circle enables
the rider to set a horse that experiences difficulty in liendin^'
the body and it aids in breaking up the contraction of the
horse that pulls too hard on the hand.

Small circles should be rarely used with horses that
hang back for it is to be noted that on the circle they an
especially prone to get behind the bit. Nor should turns l»<
used too much with young horses with blemished or worn
out hocks. As for the aids to be used, it depends upon
whether the horse has a tendency to let the haunches swing
out or the reverse— to let them drag inside. In the rtrst case
the inside rein and the outside leg should predominate; in
the second case the important aids will be the inside rein
and leg.

Serpentines. Serpentines produce about the same results
as small circles but in addition they accustom the horse t«>
pass from one set (position) to the other, easily and irj,il>
advancing.

Two Track Work. Two track work at a slow tn)t on ili.
diagonal of the hall is another method of suppling the hind

(65)

66 NOTES ON EQUITATION

quarters and bringing them tinder; it is an excellent prelim-
inary to the gallop lead.

Halts, Half -Halts and Backing. When the horse moves
freely and begins to be balanced and regular in both gaits,
the walk and trot, we must take up the elements of the as-
semble, which is the gather perfected by bringing the hind
legs under.

We begin by numerous halts, the action of the legs
always preceding the action of the hand, and by this means
alone the hind legs are gradually brought towards the cen-
ter. If at the moment of halting the horse is contracted
and endeavors to bore on the hand, the rider must keep up
his action and exact a step or two backward in order to
overcome all resistance. He must then promptly move the
horse to the front again to avoid sitting down on the
haunches.

Half-halts are made according to the same principles
l)ut the opposition of the hand is less marked than in halts.
If the horse proves to be obedient, loosen the fingers and
<^xtend him; if, on the contrary, he resists the half-halt,
keep up the action of the aids to the halt or even to back-
ing.

XIX.

WORK AT TMK (;ALL()I>.
Progressive Method of Perfecting the Gallop Lead on Either Foot.

1. Taking up the Gallop by Incrf^asnuj the (lait {mm fhr
Trot. In Question XIII we explained how. in tlx- rarly
stages of training, the gallop should be exacted by increaH-
ing the gait from the trot. This early lesson, repeated every
day, will have accustomed the horse to some extent to the
gallop and he will take up the gait readily to the right and
to the left, on the circle or at the corner, without the neces-
sity of prolonged pushing from the trot.

2. Taking tlie Gallop from the Slow Trot hy Lateral
Effect. We now reach the second step. This new lesson
should still be assisted by a somewhat restricted circular
movement and the rider will exact a gallop only at the end
of a circle or at the corner.

The difficulty of execution will then be slightly in-
creased by requiring the same leads on a circle of greater
radius or at the end of a diagonal of a half turn or of the
diagonal of the change of hands.

3. Taking the Gallop from the Slow Trot hy IHiKjotial
Effect. The series of leads made by lateral effect on small
circles, circles and at the end of ol)lique lines will again be
exacted by diagonal effect and we thus gradually reacli the
gallop lead on a straight line, being careful to always divitlr
the movement into two parts: first the set and then the im-
pulse that produces the gallop. Thus, for the gallop lead
with the right foot:

a. Collect the horse to the right and pull diagonally
on the right rein in order to restrain the left shoulder and
to free the right shoulder; carry the body to the rear,
throwing more weight on the left buttock: dose tli«' I»*ft

(H7)

68 NOTES ON EQUITATION.

leg to make the haunches jdeld to the right and to bring
the right hind leg in advance.

h. The horse having been set in this manner, close the
right leg in order to add its effect to that of the left leg and
to thus obtain, by the action of both legs, the forward im-
pulse necessary to bring about the gallop.

4. Tfd'ing the Gallop from the Wall'. A horse that takes
the gallop readily from the slow trot will also take this gait
without difficulty from the walk. The method of procedure
is the same; that is, first set the horse and then push him
into the gallop.

With horses that hesitate or fret, this last lesson should
be subdivided by passing through the trot; that is to say, the
horse will be set for the gallop while at a walk, from this set
he will be urged into the trot and from the trot into the gal-
lop. Little by little this intermediate trot will diminish in
duration until the horse takes the gallop immediately from
the walk.

In this progressive method of obtaining the gallop lead
on either foot, we began by increasing the gait from the trot
and finished by taking the gallop from the walk because we
are convinced that taking the gallop is easier in proportion
to the speed of advancing. In our opinion, taking the gal-
lop from the walk is the most difficult exercise and if insist-
ed upon too early will result in horses that back or stand
and resist. Our method appears, perhaps, rather long, but
it has the advantage of producing horses that act smoothly,
that take the gallop without fretting and without losing
touch with the rider's hand.

XX.

Where Should the Training of the Troop Horse Stop? 11 if

training of the troop horse should stop after the j^allop lead
has been included. It is useless, or rather inipossihle to
proceed further with the material availahle. A horse for
the ranks, that goes straight and free jit all gaits, that is
easily handled in any direction and that takes tlie gallop
lead readily on either foot, is in condition to satisfy all
demands imposed in the service. But this elementary
education is not sufficient to meet the requirements of an
officer, who should always have a perfectly trained horse.
It is therefore important to point out, what movements will
perfect and complete the animal's schooling.

The False Gallop. Galloping false is used as a means ot
lowering the croup, of balancing the horse and holding him
in his gallop. There are no special instructions about lead-
ing with the' outside foot; the only difficulty is to pass the
corners without the horse becoming disunited. To avoid
this, the haunches must be strongly supported by the inside
leg and the horse must be held set by the outside rein (sup-
l)orting rein) in order to free the shoulder on that side and
keep it in the lead. In making a change of direction when
galloping false, the hands should be slightly lowered (eased),
so that the movements of the hind quarters will not be
hampered and checked. (It is also most important to
forcibly keep up' the gait. If allowed to slow up, the h<»rse
is almost certain to escape from the aids and change the
lead. The Board.)

Alternating the Gallop at Short Intervals. The gallop leads
comprise all the essential princii)les of training: setting the
head, the neck, the shoulders, and the haunches, bringing
the hind legs under and moving to the front. This very
complexity shows their importance. It will then-fore be

70 NOTES ON EQUITATION

readily understood that gallop leads, alternated at short in-
tervals, will rapidly perfect the young horse's training and,
moreover, that this is the best method of paving the way
for the lesson of change of lead.

Change of Lead. Change of lead is nothing more than
exacting the gallop lead when the horse is at the gallop. It
is the most difficult of leads and must not be attempted un-
til the horse is thoroughly confirmed in the gallop lead from
the trot and walk. If the lesson of change of lead is given
too soon or if the rider is too exacting at first, the horse will
slow up and become uncertain in gait. He will learn the
trick of holding back and especially of galloping disunited;
hence, all the benefit of preceding lessons will be lost.

To bring the horse up to the change of lead, gradually
decrease the intervals between the alternate leads exacted
from the slow trot. The set of the horse must be changed
before he returns to the trot. Thus, for instance, if the
horse is galloping right, set him with the left diagonal effect
(right leg and left supporting rein). The change of set
causes the horse to balance himself and brings him down to
the trot (where he feels steadier) but, if the lower aids con-
tinue to force the gait the horse will take the gallop with
the left lead.

This is the analysis of the change of lead. Little by
little the length of time of the intermediate trot is diminish-
ed until the change of lead in the air is obtained.

The lesson of change of lead can be given on the track
of the riding hall or on a circle. At first it is advantageous
to lead off with the outside foot and then attempt the change
of lead to the inside foot. This plan is especially applic-
able to work on a circle.

In all this work, the thing to be avoided is a desire to
to progress too rapidly. If the horse resists, you must not
be bull-headed; you must begin again and take up the
analytical parts of the movement, going back to the simple
gallop leads. By insisting too strongly you teach the horse
to resist the reins and legs and destroy what lightness he

AND HOKSK THA1N1N(J 71

may have acquired. Moreover, the horyc's n'sistancr provch
that you are attempting the change of lead too soon and
that he is not yet up to it.

Continuation of Training. Work at the Slow Trot Gallop
Exercises. Review the instructions given und<r (^ucstii.u
XVIII on what concerns the trot and what lias just heen
said about work at a gallop. Work at the slow trot on tin
three lines will develop the strength and suppleness of tin
horse; alternating gallop leads with short intervals, exacte(i
from the trot, the walk, the halt and when backing, wil'
finally perfect his balance and obedience; he will then \n
well trained.

But this work must not be abused. Riding hall wor.k
should be of short duration. The horse should be often
taken out, galloped over good ground and jumped over oh
stacles. It must not be forgotten that the desirable quali-
ties in an officer's mount are that he shall be perfectly will-
ing, go perfectly straight, and remain perfectly calm, all
of which qualities would disappear if he were kept constantly
shut up in a riding hall, working at slow and shortened
gaits.

XXI.

HOW YOUNG HORSES ARE TAUGHT TO JUMP.

Jumping I/If hen at Liberty. Young horses may be taught to
jump when at hberty or on the longe.

Jumping at hberty is ordinarily practised in a straight
chute, in which are placed several obstacles — at least one
ditch and one bar. The horse is led quietly to one end of
the chute and caught at the other end by men who stop him
without frightening him and then offer him oats as a reward.
Near each obstacle is stationed a man with a longeing whip
ready to urge horses that hold back and hesitate; but the
use of the whip should not be abused as it bewilders the
animals and after a few lessons is ordinarily no . longer re-
quired.

Jumping at liberty produces horses keen and straight
on their jumps. The drawback is that the animals jump
too quickly and acquire only a certain amount of skill; for,
instead of observing the obstacles that they are taking, they
have only one idea and that is to get out of the chute. The
system is especially suitable to train horses for steeplechas-
ing.

If the jumps in the chute are high, it will be better not
to send young horses through until after they have had sev-
eral preliminary lessons on the longe.

Jumping on the Longe. Jumping on the longe is a perfect
lesson to train a horse for obstacles. Drilled by this
method, the horse is cool and clever and forms the habit of
observing the obstacle. It is the best system for service
mounts and hunters.

This lesson may be given in the hall or in the open and
in the following manner:

High Jumps. Place a bar on the ground. Holding the
longe in one hand and the snaffle reins in the other, lead

(72)

NOTKS ON Kl^riTATlON 7H

the horse and step over the har with him several tiin.s in
succession in both din^etions. Wlicn the hm-sr n.i lun-jir
shows hesitation, move away from liim a iitth'. put liim mi
a circle and make him cross the har on tlie l(»nL'r. I.at.r
the bar is gradually raised.

To give the lesson properly, it is necensary:

1. To let the horse assume, at a short distan<'e fn.m tli.
bar, whatever gait suits him, and immediately aft.-r lie
jumps to make him resume the original gait of the eircle.

2. To advance a step or two toward the ()})sta('l«' and to
open the fingers, so that the longe may slij) thnui^di tin
hand while the horse is approaching his jump and will not
be too taut when he leaps; he must never be liamixTed }>ut
must have complete liberty.

3. To take up the horse on the longe again f/rnfh/. re-
turn him to the circle and to the original gait.

It is a good plan to practice the horse in jumping on
the longe at a walk before trying him at the trot and gallop.
At the walk the horse can best estimate the jump and the
amount of effort necessary to clear it; at the walk he also
learns how best to assist himself with his head and neck.
Jumping at the other gaits then becomes less ditlieult.

Broad Jumps. The method of procedure and the precau-
tions to be taken are the same as for high jumps, liegin
with very easy ditches and progress to broader and more
difficult ones. The first time do not prevent the liorse fnun
stopping to examine the ditch. He will feel the ground,
bring up his hind legs little by little, and after much hesi-
tation will finally clear the ditch. This feeling for firm
ground is allowed on the first trials only, and as soon as the
first apprehension has disappeared, any halting in front ot
the obstacle must be energetically corrected. Young horses
are much more disposed to hesitate at breadth than lieight.

Jumping Mounted. After horses have l^een traine.l in
jumping at liberty and on the longe, they are made to jump
mounted.

At first they must be in the snafHe liridle. .\l\viv< 1.. -

74 NOTES ON EQUITATION

gin with insignificant obstacles. In the riding hall, place
the bar on the ground and afterwards raise it gradually ac-
cording to the confidence shown by men and horses. Out
of doors, start with very easy jumps and work up gradually
to the class of obstacles that every service mount should
clear.

XXII.

To Accustom Young Horses to the Saber. For thr lirnt f<-w
days the saber should be worn on tlie belt and not slung to
the saddle. In this manner the saber may more easily be
held away from the horse, in case he becomes too excited,
and any dangerous struggles resulting from prolonged con-
tact may be avoided. With very nervous horses, the saber,
instead of being attached to the belt, may be held in the
hand and the lesson can then be easily continued or stopped
at will.

The first lesson should be given in the middle of the
period of work when the horse's nervousness has already
been worn off.

The saber is next slung to the saddle; as soon as the
horse has become accustomed to it, the different movements
of the saber exercise should be executed until absolute in-
difference is obtained.

To Accustom Horses to Fire-Arms and J\loises. Several
methods are used. One of the best is to place the mounted
troopers on a large circle; dismounted men are placed in the
center, some with revolvers, flags and trumpets, others with
boxes or sieves of oats. At a given signal the noises cease
and the horses are turned to the center of the circle where
the oats are offered to them.

This same exercise is repeated on circles of smaller
radius and when the horses show no further anxiety, they
are turned into the center and fed oats while the noises con-
tinue.

Another plan is to place in line the dismounted men
with the revolvers, flags and trumpets and have them niareb
around the drill ground. The young horses, also in line,
follow them about, at first at a distance, gradually ai)prna(li-
ing and finally eating their oats in the ranks.

76 NOTES ON EQUITATION

However it is not necessary to enter into minute des-
criptions of details. It will suffice if the following caution
is observed:

Avoid a struggle by starting at a distance from the dis-
mounted men and do not insist brutally on the occasion of
a horse's first fright.

Swimming Exercises. Swimming exercises are difficult to
carry out and the results obtained are not always commen"
surate with the danger to which the men are exposed.

If, however, the horses must be made to swim, the fol-
lowing schedule should be followed:

1. Make the horse swim, holding him at the end of a
longe attached to the halter. In this way you will be more
certain to avoid any jerks that would cause him to make
false movements. This remark is very important for if a
horse in the water is brought up short he will splash in his
struggles and may easily lose his head completely.

2. After the horses exhibit a certain amount of cojidence,
they should be mounted, bareback and in snaffle bridle, by
men who are excellent swimmers and then taken across a
rather narrow stream. In order to have this exercise carried
out under favorable conditions, the banks of the stream
should have a gentle slope so that the horse can enter the
water gradually, get out without difficulty and not be forced
to swim more than a few yards.

3. The same exercise is repeated once or twice only,
with the horses saddled and bridled.

XXI II.
VARIOUS FAULTS OF SADDLK iloKSKS.

The Hot Headed Horse. IJidr liim alone, calm him l.y
the voice and by patting and pull as little as possilde on
the reins. Bring down the head and neck l.y protracted
periods of trotting. Then execute in the hall serpentinen
and figures of eight to accustom the horse to sul)init to the
pressure of the legs and to obey the aids readily.

The Jigging Horse. Begin by giving the leg lesson until
the horse moves freely to the front. A\'hen In- is well up on
the bit, make him half lower the head, keeping the reins
taut but following the balancing of the head and neck.
Whenever the horse resumes the trot, push him sharply with
the legs and then, carrying the body back, exact a half halt
to bring him down to the walk.

The Horse that Gallops When He Should Trot. It is al-
most always because he holds back or because tiie hind
quarters are overloaded that a horse, even a hot headed one,
makes trouble at the trot. In either case, make him extend
his neck and every time he rises to the gallop push him
with the legs, but do not pull on the reins. Then carry the
body back, pulling gently on the reins and, by means of the
legs, holding the horse's haunches perfectly straight. Loosen
the fingers at the first strides of the trot and ke<'p the body
erect with the legs firmly set.

The Puller. Being at a walk, execute half halts with
lateral effects; when the horse has yielded. Jet him straight-
en himself again and resume the original gait. Repeat this
same lesson, first at a slow trot and then at the regulation
trot. In this way the puller's rigidity is broken up. he is
forced to bend and to bring his hind legs under.

Work at a slow trot on small circles, serpentines and
diagonals, halts and half halts, make up an excellent scIumI-

(77)

78 NOTES OX EQUITATION.

ule of exercises for the horse with too much weight on his
shoulders and that pulls too much on the hand.

The Star Gazer. (The horse that pokes his nose out). A
horse with this fault has a rigid jaw and holds his head high,
approaching the horizontal. A bad neck conformation in-
duces this fault but it generally results from bad riding, the
horse being afraid of the hands.

To correct this fault, set the hand, that is to say hold
it stationary above the pommel of the saddle, the reins re-
maining taut; close the legs to push the horse up to the bit
and tighten the fingers on the reins until the horse lowers
his head slightly; loosen the fingers immediately and slack-
en the reins. Begin again and continue the lesson until the
horse yields at the slightest pressure of the fingers and un-
derstands thoroughly that the hand is severe when he pokes
out his nose but relaxes completely as soon as he sets his
head properly.

The Horse that Fights the Bit (throws his head). This
fault is found only in the horse that holds back because, in
order to make the movement of the head, he must diminish
the gait slightly.

To correct the fault, it is not wise to use the hand only,
as is frequently done, because any effect of the hands tends
to a further decrease of gait. The most rational and at the
same time the most certain method is as follows:

Make the horse move freely and push him energetically
•with the legs at the very moment that you feel that he is
about to throw his head; at the same time loosen the fingers
to allow the neck to be extended and the head lowered. If
this plan is not sufficient, hold one rein taut and set the
hand that holds it. This method is effective because the
head movements can be made only side-wise and become
very painful.

The Horse that Lowers His Head Against His Chest. It
is hard work to correct this fault and much more difficult to
raise the head than to lower it. To raise the head, begin
by extending the neck in order to open the angle it makes

AND HORSK THA1X1N<; 7«|

with the head. When the neek is well .'xtcndcd us.- th.
snaffle reins to gradually raise the head, irnlrhiiitj r,infn/h,
that the horse keeps his muzzle to the front. The upward
pull of the snaffle reins must he felt at the (-ornrrs nf thr
lips; the legs must act vigorougly to prevent any slowing of
the gait. Exact little at first and ease the hand at H(M>n as
the horse raises his head slightly and yields his jaw. (Jivr
this lesson several times each ride and at all traits until th«
horse holds his head at a proper height whencvr-r the snaflh
reins are tightened and the legs closed.

Dismounted bending lessons also give good results.
The trooper stands facing the horse, and taking one snaffh
rein in each hand steadily raises his hands until th*^ hors*
lifts the head without backing.

The Horse that Rears. This fault begins with hahin^-
and squatting. Hence the first thing to do. is to prevent
this backward movement by a counter attack, tliat is. })y ai<
attack that will produce a movement to the front and that
will throw weight on the forehand.

If the horse resists the forward movement, turn him on
the spot so as to disorganize the forces necessary in rearing.
When the haunches move laterally, no part of the horse car
be contracted and he is therefore prevented from throwing'
the weight on his hind quarters.

The Kicker. If a horse has the bad habit of kicking, us.
the snaffle bit to prevent his lowering the head and at tin
same time push him vigorously with the legs.

It is a mistake to always hold up a kicker's head; it
frequently happens that kicking is caused by some pain ii
the back or hocks and if so, raising the animal's head wil'
merely increase his irritability and incite resistance.

XXIV.

^ * ^ ¥^ ^

Requirements of a Good Saddle. A good saddle should
satisfactorily meet the following requirements:

1. The padding should be done in a way to secure per-
fect balance of the saddle. Too high behind, the saddle
will throw the whole weight of the rider into the stirrups.
Too high in front, it will throw him back and diminish the
grip of the thighs and prevent proper set of the knees.

2. The pommel arch should be wide enough to allow
the saddle to be used on nearly all horses and to be set far
enough back.

3. The seat should not be too flat and the rider should
not feel the outer edges of the bars of the tree under his
thighs.

4. The straps for the girth should be set well forward. If
the line of traction of the girth were too far to the rear, the
saddle would rock and, rising in front, would work up toward
the withers.

How a Horse Should be Saddled. The saddle should be
placed far enough back but it is impossible to give any fixed
rule. Its proper place depends upon the conformation of
the horse. A horse with a good back and a well marked
girth place is easy to saddle; it is the reverse in the case of
one with short ribs or big bellj' or hollow shoulders.

The matter of saddling, although often neglected, is of
great importance. Everything in riding hinges on balance
and balance will be handicapped from the start if the rider
is seated too close to the withers and is unduly overloading
the forehand.

(«0)

XXV.
Holding the Snaffle Reins. W'lun the horse is rid.l.n in tin-
snaffle bridle, the rider takes one rein in eacli hand, "thr
reins coming in on the under side of the little finger, and
coming out over the second joint of the forefinj^^er, nn which
the thumb firmly holds the rein; the other fingers el()s<'d on
the reins, nails toward the body. « ♦ • Hands
about six inches apart, on a level with the elbows, backs
straight up and down and outward". (U. S. Cavalry D. W..
Par. 294).

With the double snaffle, the rider takes two reins in
each hand. The reins of the lower snaffle bit (correspond-
ing to the curb bit) pass between the third and little finger;
the reins of the upper snaffle bit pass under the little finger
and both reins are held upon the forefinger by the thumb as

explained above.

*****

Holding the Double Bridle Reins. With horses that i)ull
hard and more especially with horses that struggle or fight,
it is a distinct advantage to hold the reins in English
fashion, that is, with two reins in each hand as described

above for the double snaffle.*

* To take the double bridle reins in one hand ( the left • turn
the right wrist to the left until the back of the right hand
is up; move the right hand to the left and insert the hcc-
ond finger of the left hand between the two reins (right
snaffle rein uppermost). All four reins are held upon the
second joint of the forefinger by the thumb.

To pass the reins from the left hand to the right hand; turn
over the back of the left hand to the right and insert the
extended fingers of the right hand between the reins
in such a manner that there will be a rein aiiorr each
finger (left snaffle rein uppermost), the four reins coming
out under the little finger instead of above the forefinger.

If the hands are habitually held back up, as is frequently
done, the passing of the four reins from one hand to the
other is much simplified. ( 77/ r /loarf/ ).

(81)

(S2 NOTES ON EQUITATION

Handling the Reins. It is absolutely necessary to accustom
riders to handle the reins skilfully.

All work on the reins must be varied, smooth and pro-
gressive. These results cannot be obtained unless the rider
is thoroughly supple in the shoulders, arms and wrists and
has clever fingers. The reins must be changed from hand
to hand, must be separated and reunited not only without
jerks but also without failing to maintain the proper ten-
sion.

It should also be added that handling the reins under-
standingly and skilfully is an indirect method of making a
horse's mouth perfectly straight. Changing hands frequent-
ly, will prevent the prolonged action that worries the horse
and causes faulty bends of the neck. Riders who hold the
reins constantly in the same hand and in the same manner,
always have horses with stiff necks set to one side.

XXVI.
What is Meant by the Aids? Tlio dids arc the dilTrn-nt
means employed by the rider lo convey his d. -sires or iiiteu-
tions to the horse.

Into What Classes are they Divided? The aids may he di-
vided mto natural and artificial. The natural aids arc tlie
hands and legs; the artificial aids are: tlie spur, the whip,
the voice, the pat, the longe, the longeing whip and the
padded posts.*

The hands are called the upper aids and the legH, the
lotver aids. Some horsemen make use of the terms priuri-
pal and supplementary to designate the natural and artifi-
cial aids respectively.

From the standpoint of the execution of a movement
the aids are classed as decisive and controlliiH/.

The former are indispensable to the execution of the
movement and have a dominating action; the latter are
merely useful, and participate only in setting the horse to
advantage and in making the movement regular.

A final division into lateral and diagonal aids results
from the manner in which the aids are comhin<'d. In the
first case, the rider uses simultaneously the rein and the leg
on the same side; in the second case, he uses the rein on
(me side and the leg on the opposite side.

Function of the Hands. It is the business of the hands,
through the medium of the reins, to communicate to the
horse his rider's will, to regulate tlie horse's gaits, tn li:ilt
him and to back him.

Their principal function is the control of the ionhand.
the impulse having been given previously by tin* legs.

* Les Piliers are two padded post« to which the hor^e in
fastened by a harness for instruction in the high seliool
"piaffer" and in the different plunges and kickh of ihe
''sauteur".

(s:;)

84 NOTES ON EQUITATION

Considered separately, each rein can produce four im-
portant and distinct effects:

1. Front to rear effect. The rider pulls on the two reins
alike, without pressing them on the neck and without open-
ing the wrists. If the horse is moving, he will decrease the
gait or halt; if the horse, is halted, he wall move backward.

2. Opening effect. The rider opens the right rein by
carrying the wrist to the front and right. The horse's head
will be drawn to the right and he will move in that direction.
This is the direct rein.

3. Bearing or pushing effect. By pressing the left rein
against the neck, the mass (forehand) is pushed to the right
and the horse faces in that direction — this is the indirect
rein, sometimes called the supporting rein.*

4. Opposing effect. The rider opens the right rein lightly
and then pulls either in the direction of the right haunch or
in the direction of the left haunch. He is then said to set
the shoulders in opposition to the haunches. The rein of
opposition comes to the aid of the leg on the same side
when the latter's action is insufficient or incomplete.

* In the U. S. Cavalry drill regulations a horse is described
as "rein wise when he obeys the lightest pressure of the
rein on either side of the neck, the bit not being disturbed
from its normal position." It is to be noted that the horse
has learned to obey this pressure (3rd effect) through its
association with the opening of the leading rein as pre-
scribed in paragraph 315 D. R. (2d effect.) When the
rider uses the direct or leading rein, there must be suffi-
cient tension on the other rein to prevent the bit from "be-
ing disturbed from its normal position" and the other rein
(la rene opposee) is also pressed against the neck to sup-
port the action of the direct rein. In general^ there must
be combined action of the reins just as there must be com-
bined action of the legs (See "Unison of the legs" in the
next question), and this fact should be kept in view in the
discussion of the distinct effects produced by the reins.
The text reads: "Considered separately, each rein, etc."
which might be erroneously construed as: "Each rein,
acting alone, etc." {The Hoard)

XXVII.
Function of the Legs. The Ic^rs act on the liind (luarl.TH.
Their business is to connnunicatc the rider'n will to thr
horse in order to move him straiglil to the I'mnt. to njake
him extend or increase liis gaits and to start him in move-
ments of all kinds. It is also their special business to con-
trol the haunches; to restrict them to the direction pursued
by the shoulders or to swing them in reference to the sh(»ul-
ders. Finally they are used to collect the horse by bringing
his hind legs closer to the center of gravity.

To recapitulate, the legs have three effects:

1. To produce a forward movement.

2. To swing the haunches in reference to the shnuhhrs.

3. To bring the hind legs under.

The simultaneous action of both legs produces a iloublc
pressure to which the horse should respond by moving to
the front.

The action of a single leg, while it incites motion, forces
the weight of the hind quarters toward the opposite sitle.
Thus, for instance, if the rider closes his left leg, he pro-
duces two effects: a general forward movement of the mass
and a right lateral movement of the haunches.

Unison of the Legs. Whenever one leg acts to swing tlu-
haunches, the opposite leg must receive the mass in order
to limit and rectify the movement. The legs, therefore,
should always be close enough to the horse to act without
sudden jolts and to lend mutual assistjince.

A horse is in the legs, when he obeys at tlie slightest
indication and when the gentle closing of the calves is sulli-
cient to make him move out boldly to the front.*

♦ In the U. S. Cavalry Drill Regulations a horwe is described
as ''Irq wise when he obeys the lightest correct eombined
action of the rider's legs." Althou-h this dettnitioi. is al-
most identical with the first (clause of the detinition of "ni
the legs" as given in this text, ilie second clause estab-
lishes the difference in meaning To ,ni<lr,.st(n,il a signal
is one thing, to be rradji fu nmrr at the signal, is an..»h.-r

(So)

86 NOTES ON EQUITATION.

Perfect obedience to the legs is to be considered as the
characteristic sign of successful training.

In the use of the horse everything is based upon the
movement to the front; the upper aids merely utilize and
direct the impulse produced by the lower aids; and, if this
impulse is wanting or is incomplete, the horse escapes more
or less from the rider's control. We have said several times
that the lesson of the legs must take precedence over all
others and that it is necessary to return to this lesson every
few minutes during the whole period of the instruction of
the young horse.

A horse is behind the legs, when he remains indifferent
to their action either through sluggishness or unwillingness.

A horse behind the legs, is, as a natural result, behind
the bit. He is completely out of his rider's control; this is
the beginning of obstinacy.

Length of Stirrups. Our regulations (French) say: "The
stirrups are suitably adjusted if the tread of the stirrup is
level with the top of the boot heel, when the trooper is sit-
ting properly on his horse, with the knees closed and the
legs hanging naturally."

In his treatise on equitation. Count d'Aure admits the
same principle but states it less precisely. According to
him, "the tread of the stirrup, before the foot is inserted,
should be at the height of the rider's heel."

In the Austrian cavalry the stirrups are worn somewhat
shorter. Their regulations say: "The trooper adjusts the
stirrups so that the tread shall be about one inch above the
seam at the heels. If, from this adjustment, the trooper
stands in his stirrups, there will be a space of four fingers
between his crotch and the saddle."

The German regulations give the same instructions as
the Austrian. (See also par. 846, U. S. Cavalry Drill Regu-
lations).

When the stirrups are too long, the rider is said to be
on his crotch (fork seat); he loses all stability; his legs flap

AND HOKSK THAININ*; S?

about tlie sides of the horse and act will. iHiil.. r ^trm^th
nor accuracy.

When the stirrups are too short, th«y support nion-
than the weight of the legs; they raise the knees and thi^lis
and force the seat back. The trooper is then said to be
hung up, and, although he has a stronger su]iport in the
stirrups, he is less secure because he is not so far down in
the saddle. Moreover, the legs necessarily V)econie rigid:
they lose all freedom of movement and in (•onsequ<'nce all
nicety (of action as aids).

The stirrups then, should be neither too long nor to<>
short. But of the two faults the latter is the more serious;
a trooper can shorten his stirrups without anxiety, whereas
he feels a certain reluctance about lengthening them. It is
to be noticed that the man who loses his suppleness or his
confidence always has a tendency to diminish the length of
his stirrup straps.

Position of the Foot in the Stirrup. At least one third of
the foot should be inserted into the stirrup; the heel should
be slightly lower than the toe; the part of the sole of the
foot included between the joint of the great toe and the
little toe (ball of the foot) should rest upon the tread.

The support should be secured mainly on the inside
portion of the foot; this method results in closing the knee
and holding the lower leg in proper position.

XXVIII.
Pari Played by the Neck in Equitation. When a horse is
left to himself and is free to apply his own natural methods,
he makes uses of his head and neck as a balancer to keep
his forces in equilibrium or to modify their action. If
he wishes to go forward, he pushes out his head and ex-
tends his neck in order to shift the center of gravity in the
direction of the desired movement. If, on the contrary, he
wishes to go back, he pulls in his head and shortens his
neck thus starting the mass in the movement to the rear.
In lateral movements, oblique or circular, it is the same;
the shifting of the head or neck to the right or left prepares,
favors and controls the animal's action.

At a walk, the head and neck are in constant motion
in order to take weight off the legs that are moving to the
front and place weight on those that rest on the ground.

At a gallop, the balancer is alternately raised and low-
ered according as the horse is supported on the hind quar-
ters or on the forehand and is extended or brought in
according as the gait is rapid or slow.

This shifting of the head and neck that we observe in
the horse at liberty should be noted when the horse is rid-
den. The rider should be completely master of the neck
and, when he gives his horse the signal for a movement,
should be able at the same time to set the neck in the posi-
tion most favorable to the execution of the movement. The
neck is therefore a steering gear as well as a balancer, and
suppling exercises that involve this region necessarily take
up a large portion of the time devoted to training. But, it
is to be noted that these supplings must be confined to the
upper part of the neck. The neck must alwaj'S offer an
elastic resistance, suitable to its functions. If it were too
Hexible and too easily moved, it could neither react on the
hind quarters nor control the movements of the forehand.

(SS)

NOTES OX i:(,)riTATl()N H<|

The Kind of Neck to Select. The importance of tlir part
played by tlie neck, shows the importance that hIiouM he
attached to its good conformation. A ri(h'r should always
select a long and powerful neck with the liead well set <m.
And it should be remembered that we said that in traininji
it is more difficult to raise than to lower the head; a hinh
neck branching firmly from a sloping shoulder, will dimininh
the difficulties of training and will permit the rider to pro-
duce more easily a brilliant, well set up horse.

Different Positions of the Neck. "The neck sliould always
preserve its muscled pose and even have a certain amount
of rigidity. Its position should be the same as that assumed
naturally, when the horse at liberty is in high spirits and
standing still.

If, contrary to this principle, the experiment is made
of raising the head and neck too high, the play of the
shoulders may be freer, but, at the same time, the loins an«l
all parts of the hind quarters will be weighted down, and
the haunches and hocks will be hampered in their action.
As a result, movememts of the hind quarters will he con-
strained, unequal and jerky and the gait will lose both
speed and regularity.

If the neck is too low, the hind quarters will he more
at liberty but will not (for that reason) fulfill their functions
any better; for, since they cannot be brought up toward the
center of gravity except by a special, momentary and forci-
ble application of the lower aids, they will promptly g^^
back again and will be relieved of the weight which is their
proper share in an equal distributi(m of forces; weight, we
repeat, that tends to set the hind quarters; weight that,
when the neck is held at a suitable height, naturally and
properly falls back from the shoulders upon the haunches.
If the hind quarters are too free and do not carry their
proper share of weight their action is not favorable to
smooth gaits.

Therefore, the position of the neck should be neither
too high nor too low. The neck must be able to shorten or

90 NOTES ON EQUITATION

lengthen itself according as the face approaches or departs
from the vertical.

The head, when drawn back, should bend the neck
without breaking* it; when extended forward, it should
stretch the neck without raising it. When the horse is
posed in this manner, the reins will retain full power and
both the front and hind legs will cooperate in any move-
ments, either lengthened or shortened, that the rider may
exact." fCoiint D^Aure).

Different Positions of the Head. "In order that he may feel
with uniformity the touch of his rider's hand and in order
not to impede his breathing, the horse's face should be set a
little forward of the vertical. This position should be taken
for ordinary gaits and for simple and regular movements.

The more we wish to shorten the gait, the more the
face should approach the vertical plane; on the other hand,
the more we wish to increase the speed, the more the face
should depart from this plane.

In these last two cases the position of the head may al-
so be considered as normal since the gaits depend thereon.

The head may assume a faulty position; that is to say,
(me too near or too far from the vertical; this may be due
to defective conformation of the forehand, faulty fitting of
the bit, undue sensitiveness of the chin groove or bars, or
finally, and this is most frequently the case when horses
throw the nose into the air, to a defect in the conformation
of some part of the hind quarters.

These faulty positions can be combatted by the rider
not only by a judicious use of the aids, but by a careful
selection of the bit, an attentive fitting in the mouth and a
studied adjustment of the curb chain", f Count B^AureJ.

Influence of Conformation. All horses cannot be ridden in
tlie same manner. General principles of conduct and train-

* The bend should be near the poll; the rest of the neck
remains practically the same in all positions, or as it is
called, "unbroken."

AND HOKSK I'lv'AIMN^J 111

ing remain the sanu', but supijlin^'s v:iry itcc.nliii' »-■ •'■<
defects of conformation tliat must lie ovcrconic

A horse of good conformation is easy to train: all that
is necessary is to teacli liim tlic language of iUv ai«ls and
when he understands, everything becomes simplr to him.
When, on the contrary, ])roper Ijalancc is wanting, it is nec-
essary not only to instruct liim, but also, by means of pro-
tracted and well understood exercises to establish an artifi-
cial equilibrium that will (U)rrect natural defects.

A horse with croup too high and wIkjsc weight is«)n hi.-
shoulders will not be trained along the same lines as oni-
with high forehand or weak hind quarters. In one case we
must raise the head and force the weight ))ack: in the other
we must lower the head and load the forehand. A good
horseman must therefore study his horse's conformation and
adapt his methods of training to the kind (»f resistance he
encounters. This, in order to develop in the animal, in ac-
tion, a l)alance which is rarely to l)e found in y<»ung hoi.^t's.

XXIX.

Training for a Military Race It is impossible to lay down
fixed rules for training a service mount to run a military
steeple chase. The care of the animal as well as his work
will vary with his breeding, but an officer or a non-commis-
sioned officer training his horse must pay constant attention,
in all cases, to:

1. The amount of work;

2. The condition of the legs;

3. The appetite.

1st, Amount of Work. Training a service mount for a
military steeple chase does not involve such complete con-
ditioning as is required in training a thoroughbred for a flat
race. Moderate work should be sufficient to put him in
condition, keeping in view the main object which is to
bring him up to his maximum strength and energy on the
day of the race. First, it must never be forgotten that the
less the horse has of pure blood, the less he should be work-
ed into condition for a speed test.

About two months are required to prepare a horse, fol-
lowing a well chosen program and working only rarely at
full speed. It is better,' if possible, to have the horse a lit-
tle above condition to start with, that is, fat rather than
poor, because it is easier to take off fat than to gain weight
by building muscle.

Each day's work should be of about two hours duration.
Exercise should be given in the morning as far as possible,
at any rate in summer, so as to avoid the heat and the flies.
Give the horse one, or at most, two quarts of oats about one
lu)ur before work.

1st and 2nd Week. Exercise the horse at a walk; work
him once or twice every day at a trot for a mile or two, and
at a gallop for half a mil(\ Twice a week give him a mil(^
at a very moderate gallo]).

NOTKS ON Kt^riTATlON *>;i

If the horse is too fat, give him a purge during tlic lirht
days of training to decrease thr siz<" of the intcstiiwH. and at
the end of the first week give liini a sweat t(. ehminate part
of the fat from the tissues. (See Question VIII).

Thin horses or small eaters do not need either purges or
sw^eats.

3rd and 4th Weeks. If the legs keep in good sliai^e and
the appetite continues good, increase the speed and dura-
tion of the gallops, diminishing proportionately the length
of time at the trot. Twice a week give a good gallop, hut
not at full speed. A second sweat should he given at the
end of this period if the horse is still too fat.

5th and 6th Weeks. Same work, increasing the sp»'fd
and taking the horse once or twice over a distance nearly
equal to that of the race.

7th and 8th Weeks. Give several gallo])s from one-
half to three-quarters of a mile, increasing the gait during
the eighth week at the end of the stretch, (iive also two or
three gallops about two miles long, but never force the pace.

Two days before the race, gallop from a half mile to
a mile, increasing the pace as nmch as possible the last
quarter of a mile, but of course without overtaxing the
horse. The day before the race give him only a half mile
gallop at a moderate gait. The morning of the raee, exer-
cise for an hour at a walk.

Training for obstacles is only secondary, provided the
horse already knows how to jump. It is sutlicienl to take
him over a few obstacles at an ordinary gait, fmni time to
time, after the second or third week.

During training it is essential that the liorse he calm
and that he lower his head and stretcli the r(»ins without
boring on the hand.

It should also be clearly underst<.od that the pn.gram
of work is subordinate to the horse's appetite and to the
condition of his legs; the gallop must be replaced hy the
trot or walk, entirely or partly, every time the tendons be-
come heated, or the hors*- refuses his oats.

94 NOTES ON EQUITATION.

2nd, Condition of the Legs. The horse's legs should be
examined every day and handled with the greatest care. As
soon as one tendon becomes more heated than the other,
decrease or stop the work and relieve . the over-worked part
with douches, with bandages soaked in the "white lotion"*
or in water and arnica, until the heat has disappeared.
Then change the work and replace the rapid gaits by the
walk, increasing the duration of exercise. If the tendons
heat again, it is better to stop training entirely and thus
avoid a strain that would lay the horse up for a long time.

3rd, Feed during Training. As a general rule a horse never
eats too much during training. But if he eats heartily and
if his legs will stand it, increasing the work is sufficient to
prevent him from taking on too much flesh, and training in
such a case will go on under the best possible condition.
This, however, is rarely the case; increasing the work gen-
erally decreases the appetite, and it is difficult to make a
horse eat more than 14 quarts of oats a day. As soon as a
horse stops eating with relish, the gallop should be decreas-
ed or stopped, and resumed only when the horse cleans
up his oats.

During training, hay is an entirely secondary nourish-
ment; four or five pounds a day are generally given. Bed-
ding should always be abundant and extra good, so that,
if his appetite suggests, the horse can eat some of it.

The ration should be gradually increased with the work,
and given in three or four feeds. Oats that are not eaten at
the end of an hour and a half or two hours should be taken
away so as not to make the horse lose his appetite. With
light eaters, mix carrots, bread, green forage, etc., with the
oats, but in small quantities. A piece of salt in the feed
box is often useful in creating an appetite.

When a horse, as is often the case, needs cooling (the
counter-acting of the heating caused by grain) he should be
given two handfulls of sulphate of soda in a mash three or

* Acetate of lead, 1 oz, ; Sulphate of zinc, 1 oz.; Water, 1 qt.

AND HOHSi: ri{AlNlN(; 95

four days in siicceysic^n. Tlw masli is plaml in tli. f. . ,1
box after the evening feed and left tlicrr all ni^lit.

If a horse is a large eater and fills his l»«*lly willi tin-
bedding, put on a muzzle after he has finished his feed.

A horse must be left absolutely quirt wln-n eating'; tin-
evening feed should be the largest.

XXX.

Conditioning a Hunter. "I shall take the case of a horse
that you have bought with the idea of using him for hunt-
ing. He is trained, has been worked and comes from a
dealer or any other similar source. His conformation ap-
pears good to you from the standpoint of service and his
gaits are natural. He is in good condition, fat. It is spring
or summer, June, let us suppose. You wish to condition
your horse for the hunting season. What will you do?

"First, run your hand all over your horse, but mainly
over the body, and pay special attention to the croup and
neck. If you find the flesh soft and yielding under the fin-
gers, the legs rather round and pasty, have your horse sad-
dled, mount him and ride him into a ploughed field or upon
a road deep with sand. Put your horse into a slow gal-
lop, keeping him well in hand; make him work his hind
quarters and bend his neck a little. The horse immediately
begins to blow and in a moment is dripping wet. The sweat
is white, and resembles soap suds. Do not go any further;
your horse is not in condition, and you must require noth-
ing further of him for the present. Take him quietly back
to the stable and for two days put him on bran mash and
diet, and on the third day give him a purge. Do not be
afraid that I am going to overdo this last. Perhaps, if your
horse is too fat, too heavy, I will allow you one more at the
end of August, but that is all. For in sane hygiene, you
should avoid the pit into which many hunting horses in
England fall, the destruction of the stomach and intestines
by an excess of purges and of drugs intended to give an
appetite. Moreover, in France our hunters must be in much
finer condition than in England. They are not required to
do the same kind of work. A hunter in England must with-
stand two hours of fast gait and constant effort. The hunter
in France is generally required to withstand eight or ten

(96)

NOTKS ON E(^riTATl()N !C

hours of continuous work and effort witlioul eating, t.m ai a
much slower gait. Therefore, the question of tlu' condition
of a hunting horse in Enghmd and in PVanee is very differ-
ent.

"All summer, you should feed your horsr (;iaul)cr'>
salts, one handful in a mash at least once every ten ortwclv.
days. He should have a suhstantial hut gradually increan-
ing feed of ten to sixteen pounds of hay, and tm to twelve
quarts of oats every day to hegin w^ith, depending up<.n the
temperament of the horse. Give him regular work every
day or work him tw^o days and let him rest the third day.
His work must last at least two hours; at first, one hour at
a walk on soft or heavy ground, preferahly over ploughed
ground, then a moderate but continuous trot over ground
that is not too hard, for at least three miles; then at least a
half hour at a walk. Continue this work for six weeks, that
is till about the 15th of July. Then increase the length of
time at the trot and begin to trot in place of walking in tin-
work in the open field, but never push the horse into the
rapid gaits. Continue this until about the loth of August.
The muscles of your horse will already begin to grow harder
and firmer; they will be stronger and his endurance and
wind will be improved. Begin to increase the speed at
which he works and then, if he is still too fat, you may give
him another purge. A few days later you may increase his
oats a little, up to fourteen or sixteen quarts, depending up-
on the temperament of the horse. The work is then increa.^-
ed by a gallop over ploughed ground, always following a
progressive course, beginning with a short and rapid gallop.
and ending, on the 15th of September, with a goo<l gallnp
at hunting speed for five or six miles. If the horse is still
too fat, if the muscles of the neck, loins and thighs d.» not
stand out well, if he perspires too freely, if the sweat is a
white lather and not a colorless fluid, give him two or three
gallops under blankets, covering well the parts you wish tn
lighten. For instance, if the neck is too heavy, too Habhy.
put on one or two hoods. If, on the contrary, he has too

98 NOTES ON EQUITATION

large a bellj^ put on two or three blankets. Naturally you
should always finish at a walk and see that there is a very
good grooming when you come in. Put on good flannel
bandages after careful hand rubbing of the legs.

"By following this course of preparation, your horse
should begin to be in condition toward the end of Septem-
ber. He is far from being entirely ready, but he may begin
to hunt without much fear of injury. By this time he has
started to shed and is beginning to suffer from the action
going on inside of him, which takes away part of his
strength and exhausts him. Redouble your care by cover-
ing him carefully so that the heat may hasten the shedding,
and above all give him abundant and substantial feed.
Accordingly, from the 15th of September to the 15th of
October, I recommend a feed of beans everj^ day (two quarts
soaked in three different waters) and put iron, nails, horse
shoes, etc., in his drinking water. All this gives him
strength to support the work going on inside of him, for it is
very important that the shedding and sweating in October
should not put him out of condition. If it does, you will
not be able to get him back in condition again the rest of
the winter, and in January he will be completely run down.
Consequently it is from the 20th of September to about the
15th of November that you should feed a hunter the most.

"Now your horse is almost in condition and may hunt.
In the interval between hunts, exercise your horse or have
him exercised a little every other day, taking care to take
him out for a short time the day after each hunt to observe
his condition and the freedom of his movements. If for any
reason you do not hunt for a time, you should put your
horse through the same work that you did in the month of
August, giving him short gallops and work at a walk over
ploughed ground.

"In this manner you keep him fit all winter, giving him
good feed and varying it according to his condition and ap-
petite. If he always eats well, continue the oats without
overdoing the mashes; the latter should be given only in the

AND HOHSK TRAINING 99

evening on coming in from the hunt, and on tlu- n.-xt morn-
ing feed a cold mash of barley meal. If your horse hIiowh
a failing appetite or runs down in condition, ^iv*- him cook-
ed grain or cooked vegetahles.

"Thus you reach tin' month of April and tin- .-nil of the
hunting season. As soon as hunting stojjs, let your liorwe
rest. Exercise him only at a walk and for his health. Take
particular care of the legs and lower his condition hy cool-
ing mashes, for a horse cannot he kept with impunity on
such substantial and heating feed the year around, ^'ou
might then turn him out in a paddock without grass or with
grass that you have had cut short. Give him a masli, a
full feed of carrots, and only six quarts of oats. Continue
this until the 15th of May at least, then stop the carrots and
little by little the mashes. Then begin to increase the oats,
in order to take up the same work as the preceding' v.-ir
and wdth the same gradual progress.

"During this period of rest, the horse can be given such
treatment as the condition of his legs may require.

"These are the general instructions for putting a hunter
in fit condition for his work." {Count Le CoHltcHX.)

Conditioning for Endurance Races. For this training, refer
to what has just been said concerning hunters, and to the
29th question, on training for military races.

The work varies with the length of time available, witli
the age and condition of the horse and the nature of the
race. The only general rules to be repeated here are:

Gradually increase the horse's ration with the work.

Exercise a great deal at a walk in order to develop the
muscles.

Regulate the walk and trot carefully, and have the horse
perfectly calm at these two gaits.

Never use the extended trot.

Accustom the horse not to pull, s(» that he will n..t
waste part of his strength fighting the hand.

The morning of the race, massage the tendons: rub
l>()th the tendons and joints with a fatty substancr. su« li .is

100 NOTES ON E(^UITATION

vaseline; if the race is in the morning, feed little grain.
about one or two quarts.

During the race, the periods at a trot should be consid-
erably shorter than during training, in order to avoid wind-
ing the horse. Dismount as often as possible, especially
going up and down hill. Do not be afraid to water in mod-
erate quantities once or several times on the road; there is
no danger if you do not take too fast a gait just after water-
ing.