^ 4 I n TUFTS UNIVERSITY LIBRARIES llilliillllllillllilllllllllllllllllllillilllillllllllll 3 9090 014 548 560 Notes on Equitation and Horse Training In answer to the examination questions at the School of Application for Cavahy at Saumur, France Washington Government Printing Office 1910 War Department, Document No. 375. Office of the Chief of Staff . War Department, Office of the Chief of Staff, Washington, July 16, 1910. Authority having been obtained for the use of the Notes on Equitation and Horse Training, School of Ap- pHcation for Cavahy at Saumur, France, translated by Maj. George H. Cameron, Fourteenth Cavalry, assistant commandant, Mounted Service School, Fort liiley, Kans., and approved by a board of officers convened at the Mounted Service School, they are herewith published for the information of the Regular Army and the Organized Militia. By order of the Secretary of War: Wm. H. Carter, Major-General, Acting Cfdef of Staff. 3 HISTORY. Question I (p. 11): Hintory of equitation. Antiquity. Middle ages. Italian schools. French echoolH of the sixteenth, seventeenth, and eighteenth centuries. Military schools. Period from 1789 to 1815. Restoration. Contemporary equitation. Baucher. d'Aure. Name the most noted riding masters in these different schools. HORSE TRAINING. Question II (p. 19): Definition and object of horse training. Circumstances affecting duration of training. Condition of the horse, age, breeding; experience and skill of the horseman. Object to be attained. Three periods of training. Question III (p. 22): 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. Question IV (p. 25): Precautions in saddling horses. Mounting lesson. How should it be given and when? Instruc- tions for men holding the horses. Precautions with restless horses. Question V (p. 27): 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 advan- tages of this gait in early training. Resistance of young horses. Means of overcoming. 5 6 EQUITATION AND H0I5SE TRAINING. Question VI (p. 29): 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 (p. 31): To halt. How should a young horse be halted? Should halts be frequent? Advantages and disadvantages, de- pending upon the horse's balance. The change of direction. Aids to use. Question VIII (p. 33): Outdoor work. When may 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 (p. 37): Suppling the haunches. Accustoming the horse to yield to the effect of one leg. About on the forehand. With what horses should it be used? Suppling of the haunches continued. Haunches in. Difference between this movement and two-track work. Dismounted work. Question X (p. 42): Suppling the forehand. Shoulder in. Difference between shoulder in and haunches out. About on the haunches. Lateral effect. Diagonal effect. Question XI (p. 44): Two-track work. (1) On the track. Haunches in. Haunches out. Disadvantages of these movements at the beginning of train- ing. (2) On the diagonal of the hall. Advantage of this exercise. (3) On a circle. Two-track work at a slow trot. EQUITATION AND HORSE TRAINING. 7 Question XII (p. 47): 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 (p. 49): How should the gallop be exacted in the first part of training? The gallop taken by increasing the gait. Utility of work on a circle. Question XIV (p. 51): Backing. Method of execution. With what horses especially should this movement be practiced? Work at will. Condition of the horse at the end of instruction with snaffle bit. Question XV (p. 54): Instruction in the double bridle. Steps to be followed in order to make a young horse accept 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 (p. 58): 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 with the spurs. When should it be given? Question XVII (p. 61): Work at the trot. Rising to the trot. Necessity of frequent alternating the diagonal pair from which the rise is made. Exception to this rule. Lengthening and shortening the gait at the walk and the trot. Question XVIII (p. 64): Work at the slow trot. Small circles. Serpentines. Two track work. Preparing for the assemble. Halts, half halts, and backing. 8 EQUITATION AND HORSE TRAINING. Question XIX (p. 66): Work at the gallop. Course to be followed in teaching a horse to lead with a given foot. Question XX (p. 68): WTiere should the training of the troop horse stop? The false gallop. Taking the gallop alternately from either foot at short intervals. Change of lead. Precautions. Continuation of training. Work at the slow trot. Gallop exercises. Question XXI (p. 71): How are young horses taught to jump? Jumping at liberty. Jumping on the longe. High jumps. Broad jumps. Jumping mounted. Question XXII (p. 74): To accustom young horses to the saber, to firing, and to noises. Swimming exercises. Question XXIII (p. 76): Various faults of saddle horses. Means of remedying them. Question XXIV (p. 79): Conditions to be fulfilled by a good saddle. How should a horse be saddled? Question XXV (p. 80): Holding the snaffle reins. Holding the double bridle reins. Handling the reins. Question XXVI (p. 82): What is meant by the aids and how are they classified? Function of the hands. Direct rein. Indirect rein. Rein of opposition. Question XXVII (p. 84): Function of the legs; their different effects. Unison of the legs. Horse in the legs. Horse behind the legs. Length of stirrups. Position of the foot in the stirrup. Question XXVIII (p. 87): 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. EQUITATION AND HORSE n^AlNING, QueBtionXXIX (p. 91): Training for a military race. First. Amount of work. Second. Condition of the legs. Third. Feed during training. Question XXX (p. 95): Conditioning a hunter. Conditioning for endurance races. I. HISTORY. The history of equitation reaches back to remotest an- tiquity. Tiie horse has always been used in combat, and here we find the origin or, more properly speaking, the cause of the equestrian art. If man had utilized the horse merely to cover long distances or to bear burdens, suffi- cient training for the purpose would have been an easy matter. But when he decided to fight from the horse's back he was obliged to develop a complete and logical system of steps in training and handling. Antiquity. — ^We will not concern ourselves with the manner in which the Greeks, Gaals, and Romans rode. Covering this long period, only the works of Xenophon need be cited; they are especially worthy of mention because they include 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 fifth 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 mounting blocks, and the Romans made use of stones called "stades," which were set along the roads for the same purpose. It was not until the end of the fifth 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 prog- 11 12 EQUITATION AND HORSE TRAINING. ress in equitation. These two fasliions were cliivahy and tournaments. All the youths of the French nobility, eager to rise to the dignity of knighthood, received an education in which the first essential was to learn how to ride. Equitation, it is true, was very limited. The lancer's deep saddle, required to resist an adversary's shock, led to a very constrained seat. Methods of con- trolling the horse were neither accurate nor progressive; the legs held straight and far out from the horse could be closed only by jerks; the overloaded horses necessarily lacked suppleness. Equitation was simply 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 cer- tainly^ not writers and, moreover, equitation with them was a business 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 sixteenth 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. The}" obtained results, however, and horses trained in these schools were certainly well in hand, but training was very long and was not alwaj^s 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 horsemen. French schools — Sixteenth century. — The principles of the Italian school were brought to France at the end of the sixteenth century by La Broue and Pluvinel, pupils of Pignatelli. The nobility eagerly took up the theo- retical study of an art that seemed new to them; competi- EQUITATION AND IIOKSE TRAINING. 13 tions took the place of tourneys, and at the death of Henry II the latter disappeared entirely. Phivinel, who was successively first equerry to Henry III and director of the royal stables under Henry IV, founded the first academies in France. Equitation as taught in these academies was still slow and restricted. The seat in the liigli saddle was always straight and stiff. Immoderate use was made of the spur and switch, and the methods of training were based principally on the use of the cavesson and of the posts. Seventeenth century. — In the seventeenth century the principal riding masters were Solleysel (1617-1680), who published the Parfait Marechal and translated the works of Newcastle; Du Plessis; De Lavallee; Ven- DEUiL, who was De la Gueriniere's teacher; and Gaspard Saunier (1663-1746), who wrote Treatise on the Complete Knowledge of Plorses, The True Principles of Cavalr}', and The Art of Cavalry. In England, the Marquis of Newcastle 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 becoming accustomed to this new work, and that "they stumbled and seemed to "have scarcely enough strength to stand up." Eighteenth century. — It was not until the eighteenth century that the French school w^as really and definitely founded, and the honor of establishing it is due to M. de la Gueriniere. He was the first to conceive the idea of the natural seat. He had the pommel and can tie of the manege saddle cut down and taught that the rider should seek a firm seat in the balance and uprightness 14 EQUITATION AND HORSE TRAINING. of liis 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 with advantage. FolloAving the riding masters of the eighteenth century, we advance step by step. The Versailles school became celebrated the world over. It was a real academy, which, after laying doAvm the principles of French equita- tion, sought to maintain these principles and prove their superiority. Among the numerous riding masters of the eighteenth century should be mentioned La Gueriniere, who pub- lished The School of Cavaliy and the Elements of Cavalry (he died in 1751) ; De Nestier; De Salvert; De Luber- SAC, who trained his horses by riding them eighteen months at a walk; De Montfaucon de Rogles, who, in his Treatise on Equitation, gives some useful informa- tion on work with the longe; De Neuilly; Bourgelat, founder of veterinary schools; Du Paty de Clam, who pubhshed numerous works and was a writer rather than a riding master; D'Auvergne, head riding master at the mihtary 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 Eigne, 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 neces- sity 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. EQUITATION AND HORSE TRAINING. 15 The example of the Germans was followed by the French cavalry. At the end of Louis XVs reign, the Duke of Choiseul, minister of war, had the King sign a decree, in 1764, creating five cavalry schools — at Douai, Metz, Besancon, 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 instruction. This decree of 1764 was never completely carried out. In 1770 regimental riding schools were established in nearly all cavalry garrisons. Among these schools the most celebrated were those at St. Germain, Versailles, and Saumur. The one at Saumur, which had been organized in 1 763 by the regiment of carbineers, was transformed in 1771 into a cavaliy school to which every colonel was directed to send four officers and four noncommissioned officers annually. Period from 1789 to 1815.— The Revolution suppressed all cavalry schools. However, in 1798, the school at Ver- sailles was reestablished and took the name of National School of Instruction for Mounted Troops. In this new school the instructors did not attempt equitation, but 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 Lunevfile and one at Angers, having the same object and the same organization. The Versailles school was the only one left in 1808, when an imperial decree replaced it by the school at St. Germam, intended to complete the instruction of cavalry second lieutenants after the course at St. Cyr. Restoration. — Upon the return to power of the Bour- bons the Versailles riding school was reestablished 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 the Viscount O'Hegerty, de Vendiere, de Millange, and de Vaugiro. The Versailles school lasted until 1830. 16 EQUITATION AND HORSE TRAINING. In 1814 the Restoration suppressed the school at St. Germam and founded a new one at Saumur. The hitter was aboHshed in 1822, following General Berton's con- spiracy, and the decree of 1823 established a school of application for cavalry at Versailles. The Riding School of the Pages, under the direction of O'Hegarty, formed a branch of the Versailles school. But this new organization lasted only a year and on No- vember 11, 1824, the cavalry school was definitely estab- lished at Saumur. Contemporary equitation. — We now come to contem- porary equitation, for a long time divided into two schools; a new school, that of Baucher, and the d'Aure school, which continued 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 lessons in a small riding academy in the Rue Mont- martre; then he went into a circus in order to popularize his methods. 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 offi- cially 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 formula that Baucher often repeated was this: ''Destroy the instinctive forces and replace them by transmitted forces." To carry out this programme 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." EQUITATION AND HORSE TRAINING. 17 All this preliminary work was done in place and resulted in the "gather" {Le ramener) ; later by the use of so-called "attacks" and "collecting effects," he arrived at the "assemble" (Le rassembler) . These first lessons were supplemented 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 was an admirable riding master and could make his horses execute the most complicated steps. In one of his works he mentions 16 new riding-school movements which he had added to the repertory of former riding masters. Baucher wrote several works on equitation. The principal ones are a Dictionary of Equitation and a Method of Equitation Based on New Principles. D'Anre. — The Count d'Aure, a former pupil of the St. Cyr school, graduated there as a second lieutenant of infantry. He subsequently went into the guard corps and was thus enabled to enter the riding school at Ver- sailles under the direction of the Viscount d'Abzac. In 1830 he resigned, but, although he gave up the pro- fession of arms, he retained his fondness for equitation, and his brilliant success in that direction led to his being appointed 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, laiew 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 exhibition. He directed his efforts particu- larly to the making of bold and energetic horsemen and 53521°— 10 2 18 EQUITATION AND HOUSE TRAINING. 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 ^vl'ote two works on equitation, one in 1830 and one in 1853, and during the eight years from 1847 to 1855 was head riding master of the cavalry school. n. HORSE TRAINING. Definition and object of horse training. — By horse train- ing is meant a series of exercises that render the horse obedient, while preserving and developing his mherent qualities. Its object is not, therefore, to simply master and control the instincts of the animal; it must also sub- ject 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 influence 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 exercise or work as is reasonable, considering his age, strength, and ability. To exact anything be- yond his capabilities is to set up resistance and to inevi- tably 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 considera- tions that will allow us to fix upon the date, more or less distant, when he should be fit for service. Training when once begun must be regulated by these same con- siderations. It is self-evident that a horse kept on grass until he is 4 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 19 20 EQUITATION AND HORSE TRAINING. expert horseman will finish the work more satisfactorily and more quickly, and his composure and experience will enable him to mount without trouble a younger horse, because, in his hands, there will be none of those strug- gles that produce 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 exercises, 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) Worlc 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. oThe straight line, the diagonal, and the circle. — Translator. bWTiere the fore and hind feet do not follow the same track, e. g., in passaging. — Translator. EQUITATION AND IIOKSE TRAINING. 21 (3) Worlc 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 gallop and finally is taught the change of lead. Here is where ordinary training stops; training sufficient for the horse of the trooper. (b) Preparatory period for high-school work in which the obedience of the horse is further developed by a s^^stem of exercises that increase his suppleness and strength. He acquires cadence in gaits and becomes light, or, more precisely speaking, balanced. High-school work might be considered as a fourth period , and the animal would then be taught the different manners 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. "See Question XXVI. III. Preliminary work — Exercise by leading. — When young horses, sent from remount tlepots or by purchasing boards, arrive at the station, tlie squadron commander should place them all together in the best stable of the squadron, turn them over to troopers known to be fond of horses and make sure that all precautionary and hy- gienic measures are taken to gradually accustom them to changed conditions and to handling by men. Young horses should be exercised daily; at first by men on foot and later led beside kind old horees. This exercise, which is at a walk, is of great advantage not only to strengthen the animals but to quiet them by mak- ing them familiar with outside objects. The only draw- back 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 tendons; the bandages retain the heat, help circula- tion, support the tendons, prevent windpufFs and swell- ings. 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 some- what loose. It is useless to leave flannel bandages on the legs all the time; the important thing is to put them 22 EQUITATION AND HOUSE TRAINING. 23 on after exercise; 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 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 horee training, provided, however, that the longe is used as a means of training and not as a medium for fa-' tiguing 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 hoi-se 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 tiiiie to time in order to avoid the stiffness of gait that would result from pro- longed work. The progressive method of handling a horse on the longe is given in the regulations (United States Cavalry, paragraph 350) and is described in detail in several works; there is, therefore, no necessity of repeating details here. It will be sufficient 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 with- out fatigue to the joints. (2) To give first lessons to horees difficult to manage. (3) For horees that hold back or fight. (4) For horses with one shoulder more developed than the other. 24 EQUITATION AND HORSE TRAINING. (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 with- out 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 young horses to their equi])ment, they should be saddled during the period when they are exercised by leading. The sad- dle is put on without stirrups or stirrup straps; it must not be placed too far back, and, on leaving the stable, 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 horee will be perfectly prepared for the lesson in mounting which becomes that much more sim- ple; early resistance frequently results from both sad- dling and mounting 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 assistant 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 them drop back; he then grasps the reins, leaving them very long. He mounts the horse without hurry, but also with- out hesitation. 25 26 EQUITATION AXD HOKSE TRAINING. If, during the lesson, the horse backs or moves away, the trooper returns to the animal's head, leads him up a step or two with the snaffle reins, and gently begins the lesson anew. 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 frightening the horse by touching him unintentionally with the leg or stirrup. Restless animals. — ^The assistants should stand squarel}' 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 skillful man. Mounting lessons should be given on the off side as well as on the near side and should be repeated daily until the horee stands absolutely quiet. The (individual) les- son, 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 be worked from the beginning without regard to distances. The troopers are more at ease when they need not concern themselves about distances — often hard to keep with horses of very uneven gaits. Moreover, it is a bad plan to always group young horses, as they thus acquire the habit of "sticking 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 3^oung ones in order to set them an example in c[uiet behavior and free movement. Necessity of using the trot at the beginning of a les- son.— There are several advantages in using the trot to begin work: (1) It starts the horses going straight ahead and brings them in hand; busy at the trot, they have less idea of resisting. (2) It expends the surplus vigor (takes the edge off) of young horses, and the;/ become more quiet and atten- tive. (3) This gait must be considered as the best of sup- plying exercises. In his book on equitation, La Gueri- niere 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 lege 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 stretched to the front, thus giving a first stage 27 28 EQUITATION AND HOJRSE TRAINING. of suppling to all parte 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 must forbid 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 everything else the horse must go freeh^ straight ahead. The 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 important 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 when passing from the halt to the trot. Anticipate and assist the action of the legs by clucking with the tongue or by the use of light taps with the whip. 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 sup- pleness of neck, but rather of balance, and in our opinion 29 30 EQUITATION AND HORSE TRAINING. 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 a natural result of training. If a horse is not easily con- trolled by the legs, is not well suppled in the shoulders, and does not know how to properly employ his haunches he can not be reallj^ light. Not until later can perfect balance (or lightness, if you please) be obtained and then only by coordinating the different 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 become 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 contrar}' , 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, lean back slightly and pull on the reins with gradually increas- ing 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 flow back toward 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- quentl}'' practiced on horses inclined to fret nor on those with nind legs set under and thus liable to sit down on the haunches. On the contrary, it should be often used in cases where the conformation throws too much weight on the shoulders. Training is nothing more than the quest of balance, and the halt will be a well-chosen suppling exer- cise for a horse with a high, powerful croup that makes him difficult to slow up. The change of direction — Aids to use. — To change direc- tion to the right, open gently the right rein by carrying the wrist to the front and right, without moving the elbow and without twisting the hand. The effect of opening must be produced laterally and as little as possible from front to rear. It induces a move- ment of the haunches and furnishes, therefore, a prelimi- 31 32 EQUITATION AND HORSE TRAINING. nary means of accustoming the horse to yield to the pres- sure of one leg. 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 results from the opening of one rein and the closing of one leg. o When the leg and rein on the same side are used as aids, they are called lateral aids; thus, also, lateral effects and lateral equitation. — The Board. VIII. Outdoor work. — Conditioning is not a chapter apart in the education of tlie young horse; conditioning and training run together and the horse acquires at the same time habits of work and of obedience. It would be a mistake to think that the conditioning of a horse requires the jockey seat on a sanded track. Riding-hall work and outdoor 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 the 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 two outdoor rides each week. How- ever, the officer in charge of training must base his de- oTo 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 previously 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 "behind the bit."— The Board. 53521°— 10 3 33 34 EQUITATION AND HORSE TRAINING. cisioii as to schedule upon the deportment, conformation, and general condition of his horses. Horses in poor con- dition, those that fret and that throw too much weight upon the hind quarters should be taken out frequently. Clumsy horses and those that throw the weight on the forehand should receive 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 windpufTs and splints. But it would be wrong to work over heavy ground; the hocks would suffer and eventually spavins 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. Toward 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 normal 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 inevit- ably 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 work his mount equally on both sides and can avoid those struggles that })ut a horee in the air during the whole ride. Sweats. — A horse should not be sweated at the begin- ning of training, at least not until his disposition has been EQUITATION AND IIO«SE TKAINING. 35 studied. As a rule any excess of fat disappears with ordinary work. When givinj^ a sweat, a suitable day and hour should be selected; the horse should be well covered, wraj^ping especially the parts where there is most fat; work the horse a little at a walk and then gallop him steadily until he is in profuse perspiration; do not hurry about scraping, but let the sweat have plenty of time to exude; uncover the horse little by little and scrape slowly, bearing well on the edge of the scraper to force out the sweat; reblanket the horse and lead him around at a walk for a few minutes; uncover and scrape again; finally walk the horse until he 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 be 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 advantage to administer purgatives to reduce the intes- tines of horses with too much belly. Before purging, a horse should be put on diet and mashes for forty-eight 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 30 to 50 grams (7f to 12| drams)." Suli)hate of soda (Glauber or horse salts) is given dis- solved in the drinking water and has the great advantage o In our service a ball is usually made of aloes, 6 to 8 drams — with ginger, 1 dram; or the issue "purgative capsule" is 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 accompanyingweakening effects, but dieting is always enforced.— The Board. 36 EQUITATION AND IIOKSE TRAINING. of never irritating the intestines. It must be given in large doses, 300 grams at least (0^ ounces). Condition of tlie legs. — Overexertion of the legs mani- fests itself in splints, wind puffs, spavins, and in the swell- ing and stiffening of the fetlock joints. In case of swelling of tlie fetlocks and wind puffs, avoid work on hard 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 animal's 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; try beans and car- rots; in a word — variety. Frequently a horse refuses to eat because 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. Eesults. — In conclusion, if outdoor work has been alternated with riding-hall work in proper ratio, the young horse, at the end of training, has lost any surplus fat; has acquired muscle; his joints and tendons have been strengthened and his wind developed. In short, after a length of time which varies with age, breeding, and dispo- sition, the horse is in condition to undergo without injury the hardships of the service for which he is destined. IX. Second leg lesson or first suppling of the haunches. — We have already given the horse the first leg lesson — the lesson in moving straight to the front — by 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 mobility to the hind quarters, is a most useful suppling for the horse. The best way 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 nor less than abouts on the forehand made while marching.'^ For example, marching on the right hand, leave the track on a diagonal (oblique) and return to it by a half turn to the left ^ exacted by a a In the expressions " demi- voltes ren verses" and "demi- tours sur lea ^paules faits en marchant," an apparent inconsistency is encountered. The "demi- tour sur les epaules" is the "about on the forehand" of our drill regulations. 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 accurately 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 360° and it may be urged that the command will clash with the 90° turn of the drill regulations; but, as one is for an exercise 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. & 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" (renverse) has particular significance and the terms should be retained on that account. 37 38 EQUITATION AND HORSE TRAINING. very pronounced 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 ivhile 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 ca- dence.)— 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 of him in place by the action of the legs. This lesson used re- peatedly at the beginning of training will eventually check any movement straight to the front that has been already obtained. Major Dutilh, 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: Caution riders that abouts on the forehand have the disadvantage of rendering horses unresponsive to the action of the legs. In order to 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 understands the opening of the right rein that guides him off the track, to which he has grown accustomed, into the right oblique, and he understands the opening of the reverse rein to guide him back. The prompt and forceful 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. — The Board. Obliquing to the right, if the command be simply: (1) On forehand, (2) Half turn, (3) March, the movement is continued to the right in the turn. , EQUITATION AND HORSE TRAINING. 39 counteract (his tendency, which promptbi leads up to resistance, it is urged that the horae be pushed straight ahead at a trot after each one of these pivo tings. 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. — The Board.) Suppling- of the haunches continued. — If the preceding lessons 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, whi(;h continues the suppling of the croup, has the further advantage of confirming obedience to the legs. Haunches in. — Marching on the right hand, indicate opposition 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 haunches several times, but in the first lessons, do not insist. Gradually lengthen the time before straightening. Hs * * * sH 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. 40 EQUITATION AND HOKSE TRAINING. Difference between haunches in and two-track work. — The movement of swinging the haunches in must not be confused with two-track work. The latter is a regular movement to be taken up after the completion of the suppling of the forehand as well as that of the haunches; in tliis movement 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 controlled. Dismounted work. — Before beginning mounted work on the haunches, it is sometimes useful to pave the way by dismounted work with the whip; such work may be advantageously 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 principal 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 6 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 wdiere 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 on the reins and continue the use of the whip behind the girth until he moves forward; then caress him and halt him. (2) To swing the haunches. — The trooper standing on the left of the horse seizes the reins with the left hand and applies light taps with the whip behind the girth until the horse moves the haunches from left to right. EQUITATION AND HOUSE TRAINING. 41 The left hand prevents the horse from getting away to the front and by opposing the forehand to the haunches, assists the action of the whip in moving the hind quarters. In this movement the forehand should move and the 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 with others. In any case, dismounted lessons should always be very 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 forehand suppling; this exercise furnishes the means of bending the forehand and spinal column and of training the forelegs to cross each other easily. La Gueriniere says: This lesson 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 fi'om 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 pre- vent 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 over- 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. 42 EQUITATION AND HOKSE TRAINING. 43 The difference 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 track and start to make a circle. If, in haunches out on two tracks, the trooper eases the hands, the horse, being traversed and not bent, quits the track and moves off at an oblique. About on the haunches. — The about on the haunches consists in causing the forehand to describe a half circle around the haunches. It is a difficult movement and, customary methods of instruction to the contrary not- withstanding, 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, but 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 remainder 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, pulling the mass back upon the right hock and thus holding the haunches stationary. The about on the haunches is executed on the inside hind 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 eff'ect 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 3^oung horses the -right rein comes to the assistance of the right leg — lateral effect. With trained horses the rein places or controls the forehand while the leg controls the haunches — diagonal effect. XI. Two track work. — Two track work consists in making the fore legs 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 tracJc—Haunches in. — Wlien both the fore- hand and the hamiches have been sufficiently suppled, the movement of '^Haunches in" should be changed into "Haunclies in on two tracks. "°' That is to say, that as the horse gradually becomes 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 con- tinue the left rein in opposition, and we accordingly 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 pre- ceding 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 without 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 well into the reins, the two track lesson must frequently be terminated by moving out either on a half turn in reverse or on an oblique to change hands.