an 5

GIFT OF FAIRIVIAN ROGERS.

Fair- . :^^^
32 West Ri.r..i'--.oU^£ Square,
Philadelphia.

A SYSTEM OF

SCHOOL -TRimiNG
FOR HOESES.

BY

EDWARD L. ANDE

AUTHOR OF " HOW TO RIDE AND SCHi

LONDON :
W. H. ALLEN & CO., 13 WATERLOO PLACE.

1882.
(All rights reserved.)

liONDON :
W. H. ALLEN & CO., 13 WATEELOO PLACE QA

INTEODUCTION

I THINK it fit that I should offer
some explanation for advocating the
school system of training, since it
is generally regarded as something
fanciful and useless, if not positively
mischievous.

I shall first say a few words con-
cerning the importance of a thorough
method in the training of horses for
the saddle, and I shall then answer,
as far as I am able, the objections

IV INTEODUCTION.

that are raised against the systems of
the schools.

Whether it be in the field, upon
the road, or in the troop, the rider
must follow some sort of method in
the management of his horse.

Every horse that can be ridden is
to some extent schooled, as we under-
stand it in the manege, and the more
amenable he is to the will of the rider
the more nearly the object of every
system of the schools has been obtained,
no matter whether his trainer knew or
was ignorant of what he was effecting
or how it was brought about.

Teaching the horse to turn to the
right or to the left, driving him for-
ward with the heels, and measuring
his speed and perfecting his paces, are

INTKODUCTION. V

things that every rider endeavours to
accompHsh, and these are, all of them,
primary principles of the schools.

Is it not well to go further, and to
teach the horse a ready and precise
obedience to the every wish of his
rider ? For the object of school
methods is simply to acquire control
over the horse under all circumstances,
and the various movements practised
are, for the purpose of rendering him
quick and willing to answer the
demands of his rider.

As to the uselessness of this train-
ing and its results, where shall the
line be drawn between the highly
trained charger and the awkward, stub-
born colt ? It may not be necessary
for the ixentleman who follows the

VI INTKODUCTION.

hounds, or takes a ride in the park,
to move about at the traverse or to
exhibit the action of his horse in
the Spanish trot, but if he can make
his horse perform these movements he
will have an animal that is the safer
and pleasanter to ride, by reason of
his lightness and obedience.

Nor do I see any grounds for the
principal objection against school train-
ing, that it decreases the speed of the
horse. It is true that in the balanced
movements of the manege the horse is
made to step short, both to retain the
balance in the direct line and to
enable the animal to make short and
sudden changes of direction. But to
enable a horse to carry himself in the
equilibrium of the school his every

INTRODUCTION. Vll

muscle must be suppled and strength-
ened, and I hold that it is self-evident
that when the horse is permitted to extend
himself his speed would be the greater
and his going the stronger for his
training. This is evidenced, too, in
the buck-jumps and the other high
movements of the manege. In the
limited area of the riding-school, the
trained horse will take leaps that
would do credit to the most active
hunter, while the latter would not
find room to turn in his lumbering
gallop. Why this suppleness and
strength should decrease the natural
speed of the horse I cannot conceive,
and I think that the idea originated
in the behef that the short step of
the balanced horse is the natural result

Vm INTRODUCTION.

of a cramped training -ground, and not,
as is the fact, purposely brought about by
strengthening and suppling the animal,
so that he may carry himself lightly.

It should be observed that in modern
school-riding, the forces of the horse
are brought into balance, so that no
undue weight falls upon either extre-
mity. Thus another objection to the
system is groundless.

To kick a horse along and to pull
him to the right or to the left by
sheer force, is, to a certain extent,
riding, and I suppose will satisfy the
requirements of most horsemen, but it
is not the highest standard of horse-
manship, and the more it is improved
upon the better for the horse and his
rider.

INTRODUCTION. IX

It is not necessary that every man
should learn or that every horse should
be taught all the movements of the
manege. It will be enough for all
practical purposes of ordinary riding if
the horse carries himself in equilibrium
and obeys the indications of the hand
and legs, and the rider has a seat
that permits him to make a measured
use of the aids under every circum-
stance of motion and action. But that
which remains to make a thorough
horseman and a schooled horse is so
little, that I have here given a method
for those movements of the manege that
have been found most useful in giving
the horse control of his powers and in
making him obedient to the will of his
rider.

X INTKODUCTION.

There can be no objection to a rider
becoming skilful in the management of
his horse, or to the horse being ren-
dered obedient to his master's wishes.
A perfectly schooled horse is a horse
perfectly fitted for any nse ; and a
rider who has a seat that permits him
to apply the aids in the vigorous
movements of the manege is prepared
for any emergency, upon the road or
in the field.

There are those who hold the
opinion that no one can learn to ride
from the rules laid down in books.
How is one to learn to ride ? From the
first there is little that the beginner
must not learn, from rule or from ex-
ample, and, according to his aptitude
for the exercise, he improves in skill by

INTKODUCTION. XI

practising that which he has acquired by
observation or through instruction. The
general rules of the art are the results
of ages of experiment, and it is doubt-
ful whether a man would ever, by
his unaided efforts, reach any great
proficiency in riding. One may con-
sider himself to be self-taught; but the
fact is that nearly everything he knows
about riding is derived from imitating
those who have in some way gained a
knowledge of proper usages, and after-
wards by deducing natural sequences
from these established rules.

If the pupil is fortunate enough to
have the personal instruction of a
skilled master, he will, perhaps, learn
more rapidly than by following the
precepts of a book. But he is much

XU INTRODUCTION.

more apt to find a proper system in
some work that has received the ap-
probation of the authorities upon the
subject than in the instruction he
receives from grooms and self-styled
masters. The instructions given to the
recruits in the military riding- schools
are, for the greater part, a repetition
by the instructor of the printed rules,
which he must learn by rote. I
have known many good riders who
owed all they knew in the art to a
study of the intricate laws laid down
by Baucher. I have many times taught
movements to horses by following the
directions of competent writers, and I
have never failed in accomplishing that
which I undertook.

I wrote Hotv to Bide, and I write

INTRODUCTION. xiii

this work, from a love of my subject,
and because I am convinced that a
pupil may learn to ride and to school
a horse from books.

While I do not think that this book
can in any sense be considered a com-
pilation, I wish to say that I have
studied the works of nearly all the
modern writers upon my subject and
have had instruction from several pro-
fessional school-riders; but I have also
had the experience of many years in
training my own horses, and I beheve
that there will be found no chapter in
which I have not presented original
ideas, not inconsistent, I hope, with
proved methods.

CONTENTS

CHAPTER I. PAG«

The Equilibkium ..... 1

CHAPTER II.
Suppling the Fore -hand .... 8

CHAPTER III.
Suppling the Croup . . . . .24

CHAPTER lY.
To Back 32

CHAPTER V.
The Passage 38

CHAPTER VI.
The Piaffer ...... 43

CHAPTER VIL
To Back at the Piaffer . . . .47

CHAPTER VIII.
Changes in the Gallop . . . .50

XVI CONTENTS.

CHAPTER IX. PAGE

To Halt in the Gallop . . . .59

CHAPTER X.
The Gallop in Place . . . .62

CHAPTER XL
To Back at the Gallop . . . .66

CHAPTER Xn.

The Spanish Tkot . . . . .70

CHAPTER Xni.
Traversing in the Passage . . .78

CHAPTER XIY.

Traversing at the Gallop . . .86

CHAPTER XV.

Voltes and Pirouettes . . . .90

CHAPTER XVI.

Teaching to Leap . . . . .98

CHAPTER XVn.
General Notes . . . . . . 114

SCHOOL - TRAINING

FOR HORSES.

CHAPTER I.

THE EQUILIBRIUM,

It is useless to attempt to school a
horse until he has been taught to carry
himself under his rider in equilibrium.
For, no matter how perfectly balanced
the horse may be naturally, the con-
ditions of affairs are changed when we
put a bit in his mouth to hamper his
voluntary movements, and place upon
his back the weight of a man and his
trappings ; and the horse must be care-

J-

2 SCHOOL-TKAINING FOR HORSES.

fully taught to conform his carriage to
the new disposition of weights and
forces.

With equal care and greater labour
must the ill-formed animal be taught
to correct his natural defects by a new
bearing, and to carry his burden in an
acquired equilibrium.

The conformation of each horse will
suggest the means to be employed in
each case, so that by giving him a
balanced carriage it will be possible
for him to obey the demands of his
rider.

But our efforts in every case will be
directed to the end that we may obtain
control over the collected and balanced
forces.

The horse is propelled by the hind-

THE EQUILIBRIUM. 6

quarters and guided by the fore-hand,
and it is to collect and govern the
forces of these parts that we now turn
our attention.

We desire to bring and maintain in
equilibrium these forces, so that the
movements of the horse may be made
with lightness and precision.

If the horse be not collected and his
forces be not balanced, he will move
in an awkward and uneven manner ;
his fore-hand dragging the croup, or
the croup forcing itself upon the fore-
hand. Most of the resistances and
struggles of young horses in training
are due to the fact that the animal is
not in a position to obey the demands
of his trainer, and a horse will seldom

refuse compliance to any demand that

1 *

4 SCHOOL-TRAINING FOE HORSES.

he understands if lie be placed in the
position that renders his obedience
easy.

If the horse be deficient in the fore-
hand and high and strong in the croup,
we must carry back and aid the forces
of the former, or the animal will be
heavy in front from the preponderance
of the forces of the hind-quarters, and
will struggle against the hand. It is
usually the horse of this make that in
unskilful hands becomes a bolter and a
runaway.

If the horse be strong and well
made in the fore-hand, but weak and
deficient in the croup, we must bring
up and strengthen the latter, so that its
forces may meet and balance the forces
of the fore-hand. When the hand, ope-

. THE EQUILIBRIUM. 5

rating through the bit upon the mouth,
carries back the forces of the fore -hand
until they meet and balance the forces
of the croup brought up by a pressure
of the rider's legs, the horse is in
equilibrium at a halt, and the prepon-
derance of either of these forces with
a corresponding yielding of the other
extremity will result in motion.

But this preponderance, as well as
the corresponding yielding of the forces
of the other extremity, must be great
enough only to bring about the motion
at the desired speed; and the approxi-
mate equilibrium must be kept at all
times. That is, the point of union and
balance must be kept, as far as is
consistent with the rate of speed that
the rider demands, when the forces of

6 SCHOOL-TliAINIKG FOB HOESES. •

one extremity are advancing, and those
of the other are pressing forward to
find the point of balance. To obtain
this the horse must be light in hand,
and the croup must readily answer to
the pressure of the legs. How to teach
the horse to yield to the bit will be
explained in the next chapter; and
although I explain at length the method
of suppling the croup, I may say
here that the horse may be taught to
answer to the pressure of the legs by
tapping him upon the croup with the
whip held behind the rider's back,
while he presses in both heels to the
flanks of the horse. When the horse
will answer to the pressure of the heels
by bringing both legs in under him, the
taps of the whip must be abandoned.

THE EQUILIBRIUM. 7

The approximate equilibrium must
be constant, for the moment that it
is lost altogether the horse becomes
heavy, and one extremity or the other
must drag in action. This not only
applies to the forward or backward
movements upon direct lines, but to all
changes of direction and traverses to
either side. Of course, in every move-
ment the equilibrium is more or less
disturbed ; but the better it is kept, the
lighter and the more graceful will be
the action.

8 SCHOOL-TEAINING FOE HOESES,

CHAPTEE II.

SUPPLING THE FOEE-HAND.

The horse will first be ridden in a plain
snaffle bridle, the trainer holding a rein
in each hand, at such a height as he
finds gives the horse the greatest free-
dom of action. He will induce the horse
to move forward by some encouraging
sound, or by a gentle pressure of the
unarmed heels. Upon coming to a turn
the inside rein will be drawn to bend the
head of the horse in the new direction, and

SUPPLING THE FORE-HAND.. 1)

the outside rein will support and steady
the movement, while the outside heel may,
by a slight pressure, bring up the croup
of the horse. When the horse will turn
readily going in one way about the school,
he will be ridden in a similar manner to
the other hand. He will then be ridden
in the figure of eight, taking the whole
length and breadth of the manege, or
training-ground, in the movement, and
the rider will use great care in shifting
the aids at the extremities of the diagonal
lines.

During these lessons, the duration of
which v^ill depend upon the aptitude of
the horse in acquiring the habit of obey-
ing the bit, he will be permitted to
walk in the manner that pleases him,
or rather, in the only way he knows,

10 SCHOOL-TEAINING FOR HORSES.

usually a loose shambling gait, with very
extended strides of the hind-legs.

He will then be taught to carry himself
in a more collected manner, and to step
in a regularly cadenced and even walk,
and then in a slow measured trot, likewise
cadenced.

On the outside path of the manege he
will be put into the walk, and as a hind-
leg is raised to step forward the rider will
press in his heel on that side, and imme-
diately after meet it with the correspond-
ing rein, and he will do the same thing
at each step of the other hind-leg. This
action of the aids will shorten and equalise
the strides of the horse, and by bring-
ing back the forces of the fore-hand to
meet the advancing forces of the croup,
render the horse collected and hght in

SUPPLING THE FOKE-HAND. 11

movement. The speed must be kept
regulated, and the horse must not be
permitted to hasten or to decrease his
walk at the unaccustomed application of
the aids. This regularity may be aided
by the encouragement or the soothing
of the animal by the rider's voice, as the
horse hangs back or hastens forward.
The horse should be brought to a halt
by the rider pressing in his heels, to carry
the hind-legs under the animal, and the
hand quickly acting upon the mouth to
check the forward motion. The hand to
follow the pressure of the heels in time
to prevent a second step by the hind-legs,
but so gently as not to harass the horse.

In the same way the horse will be
made to take and keep a slow, measured
trot, the action of the animal, not his

12 SCHOOL-TRAINING FOE HORSES.

speed, increased by means of the aids.
But these lessons must not be carried
too far, as it is not now the intention to
develop the trot into the passage, but
simply to give the horse light, even, and
regular strides ; and when this has been
acquired the horse will be habitually
ridden with an equal pressure on both
sides of the mouth when the bit is in
action, though never with a constant
pull upon the reins.

After the horse has acquired the walk
and the trot as described, he should be
ridden in the double-reined bridle. The
curb-bit being carefully fitted, but suffi-
ciently severe to make him discover that
it is for his own comfort that he yields
his head and jaw at its pressure. I have
found that bits with branches from four

SUPPLING THE FOKE-HAND. 13

and a half to five inches in length, from
the centre of the mouth-piece, answer the
purpose ; and as my horses never rear or
fight against the hand, I think that bits
of this description may be used by those
riders who do not trust to the reins for
support.

When the rider first mounts the horse
bitted with curb and snaffle, he will
draw the curb reins up until he has a
gentle feeling of the horse's mouth.
Then with the direct rein, the horse
being at a halt, he will make light
vibratory motions to induce the horse
to give his jaw upon one side, and
afterwards he will, in the same manner,
make the horse yield his jaw to the
other rein. Then, with both reins at
equal length, he will play with the bit

14 SCHOOL-TKAINING FOE HORSES.

until the horse yields his jaw and carries
in his head, giving the hand the moment
the horse yields, so that the animal
may understand that he has done that
which was demanded, and that he is
rewarded for obedience.

These results cannot be accomplished
at once, and in case of resistance the
trainer should, after a few trials, cease
his efforts and turn his attention to some
other part of the education of the horse.
But when the horse has refused obe-
dience, through ignorance or stubborn-
ness, while he must not be punished,
he should not be led by any act of kind-
ness to think that his refusal has met
with the approbation of his rider.

I wish to say here, at the outset of
these instructions in training, that I am

SUPPLING THE FOEE-HAND. I t>

opposed to severe punishments under
any circumstances. I have seen seve-
rity tried in many cases, and for years
I was under the behef that positive
disobedience should meet with quick
and sharp penalties, but I have never
seen good results follow such treat-
ment ; while, on the other hand, I
have never known patient kindness
fail to conquer the most stubborn
animals. Besides other advantages of
the course I recommend, it reduces
the dangers of training to a minimum;
and the only injury I have received in
schooling many horses, a very shght
one I am happy to say, was the result
of an angry blow given to a young
horse who tried my patience beyond
the bounds of my philosophy. This

16 SCHOOL-TKAINING FOR HOESES.

lesson was not lost upon me, and I
have found the same horse perfectly
docile when treated with firmness and
kindness. The spur and whip must be
used, but the horse should not look
upon them as instruments of punish-
ment, and it is surprising how quickly
a young and spirited horse will answer
to the application of these aids without
flinching or resentment. I find that a
harsh word will answer every purpose
of correction, and all horses under-
stand and fear the angry tones of a
man's voice, as they are soothed by
his kind words.

We will now return to give the
horse his first walking lesson in the
double-bridle.

Taking the curb-reins in the left

SUPPLING THE FOEE-HAND. 17

hand, divided by the httle finger and
grasped by the thumb, while the snaffle
reins, divided by its width, are held
above them in the right hand, the
rider will move the horse upon the
outside path of the riding-school to go
around to the right. When the horse,
at a walk, arrives upon the path, the
left hand will, by a series of gentle
vibrations of the curb-reins, giving
an equal bearing on both sides of
the mouth, induce the horse to yield
his jaw and to carry his face
perpendicular to the plane of move-
ment. The height of the head,
which should depend upon the confor-
mation of the horse, must be regulated
by the snaffle-reins, as the curb-bit has

a tendency to make the horse carry

2

18 SCHOOL-TRAINING FOR HORSES.

his liead too low, but the two bits
must not act simultaneously; when the
right hand is to play with the snaffle,
the left hand must ease the tension on the
curb-bit, and this rule for the indepen-
dent use of the bits must be observed
under all circumstances. Should the
horse hang back, the hand will yield,
and the closed heels will press him for-
ward, then the rider will renew the
action of the bit. When the corner of
the school is reached, the tension of
the curb-reins will for a moment cease,
and the horse will be turned in the
new direction by the snaffle-bit held in
the right hand; but before the change
is completed, the snaffle-reins will be
eased, and the outside curb-rein will
be carried against the neck of the

SUPPLING THE FORE-HAND, 19

horse to teach him to bend at the
appHcation of the curb. At each
corner of the riding-school these appli-
cations of the aids will be practised,
and upon the straight lines the curb-
bit will call upon the horse to yield
his jaw and head, the tension upon
that bit ceasing the moment the horse
obeys the demand.

After a few turns about the school
to the right, the reins will be changed,
the left hand holding those of the
snaffle above the curb-reins now in the
right hand, and the horse will be
walked the reversed way.

In the straight lines the horse will be
kept collected between the hand and legs,
and as he learns to yield to the bit and

answer to the heel, he will become light.

2 *

20 SCHOOL-TRAINING FOR HORSES.

When the horse turns readily at the
corners in answer to the snaffle fol-
lowed by the curb, he should be turned
by the use of the curb alone, the out-
side rein being pressed against the neck
and the corresponding heel bringing up
the croup. After he makes the turns
at the corners at the pressure of the
curb-rein, he should be ridden in the
figure of eight, taking the full length
and breadth of the school, and then
gradually taught to go in circles to the
right and left, the equilibrium being
always required.

In the same way, using precisely the
same means, the horse should be taught
to trot and gallop in measured speed
in the equilibrium — the head carried
in a perpendicular position, the jaw

SUPPLING THE FORE-HAND. 21

yielding to every touch of the curb-
rein, and the action even and regular.
Should the horse lose his equilibrium in
the trot or in the gallop, and become
heavy in hand, he should be brought
to a halt, and after the equilibrium is
re-established he should be again put
in the action, so that he may know
his fault and correct the habit. As a
rule the horse should after every mis-
take be brought back to the first
principles of the movement he is
attempting.

The reason for demanding the yield-
ing of the jaw is obvious, for the horse
then is incapable of resistance against
the bit. The position of the head
also is an acknowledgment of subjuga-
tion ; for while the horse may freely

22 SCHOOL-TRAINING FOR HORSES.

hold it at any height to insure ease
and grace of carriage, he cannot so
well oppose the demands of the bit as
he could were his head held stiffly out
or braced against his chest.

In this stage of his education it is
excellent practice to bring the horse to
a halt and to carry his head first to
one side and then to the other, until
he looks to the rear, by the gentle
play of the direct rein ; and requiring
him to yield the jaw while the head is
turned to the rear. After bending to
either side, the neck should be straight-
ened and the jaw made to yield before
the head is bent to the other side.

The different action of the two bits
must be constantly borne in mind. The
snaffle-bit will be used, in short pulls

SUPPLING THE FOKE-HAND. 23

upward, to make him carry himself
light in front if the horse be naturally
heavy in that part ; while the curb-bit
will be employed to overcome the
active resistance of the horse, and to
direct and rule the forces of the fore-
hand after the snaffle has accomplished
its work. But the two bits must never
be used together, no matter how rapidly
the effects of one must follow those of
the other.

24 SCHOOL-TEAINING FOR HORSES.

CHAPTER III.

SUPPLING THE CROUP.

To bring the horse under the control of
the rider it is necessary that the forces
of the croup should answer to the ap-
plication of the legs as readily as the
fore-hand yields to the demands of the
bit.

The trainer, standing at the near
shoulder of the horse, will, in his left
hand, grasp the reins of the curb close
to the branches of the bit, and, by draw-
ing them towards the animal's chest in

SUPPLING THE CROUP. 25

gentle vibrations, induce him to yield
the jaw and carry his head in the per-
pendicular position ; at the same time
he will tap the horse upon the rump with
the whip, held in the right hand, until
the hind-legs are carried under the body,
and the horse is brought into equili-
briam.

The taps of the whip will then be
transferred to the left flank until the
horse carries his croup over one step to
the right. The fore-hand will be kept
in place by the reins, and although the
fore-legs have not been raised from the
ground, the off fore-foot will, in the new
position, be sHghtly in rear of the line
it should occupy. A tap of the whip
upon the under side of the right fore-
arm will bring that leg up to its place,

26 SCHOOL-TKAINING FOE HOKSES.

and the horse will be straight in the
new position.

In this way the horse will be taught
that, although the fore-hand must not
move away from its ground, the inside
fore -leg must be raised and advanced to
accommodate itself to the new position
that the mass has taken.

The horse will be made to carry the
croup, step by step, around the fore-hand,
the near fore-leg acting as a pivot, and
the off fore-leg moving enough only to
bring him straight after each step made
by the croup. He must not take more
than one step at a time, and he should be
permitted to move only when it is re-
quired of him.

In a similar manner, standing at the
off shoulder, the trainer will make the

SUPPLING THE CKOUP. 27

horse pass the croup ahout the fore-hand
in the opposite direction, the off fore-leg
acting as the pivot.

These exercises will be employed be-
tween other early lessons, until the horse
will pass to the right or to the left with-
out removing the pivot-leg, and without
losing the equilibrium.

The power of the whip will now be
transferred to the legs of the rider, in
the following manner:

The mounted trainer will bring the
horse into equilibrium by hand and legs.
He will then pass the v^hip, held in his
right hand, behind his back and tap the
horse upon the near flank, pressing in
the left heel at the same time, until the
croup passes one step to the right. The
right leg of the rider will be held close

28 SCHOOL-TRAINING FOR HORSES.

to the Hank to prevent the horse draw-
ing back or making more than one step,
while a play of the right curb -rein will
overcome the resistance of the right
shoulder of the horse, and, lightening
that side, induce him to bring up his
right fore-foot to the Hne that will put
him straight in the new position.

Step by step the circle of the croup
about the near fore -leg will be completed,
care being taken to put the horse straight
after each change of position, and the
opposition of the fore-hand overcome
by the play of the direct rein of the side
to which the horse moves.

By similar means the horse will be
made to circle the croup to the left about
the off fore-leg as a pivot.

When the horse will make the reversed

SUPPLING THE CROUP. 29

pirouettes in the manner above described
with lightness and precision, he will be
made to pass, to the right and to the left,
about the outside pivot-leg without halting
at each step; the proper fore-foot being
brought up with each movement of the
croup to maintain the straight position.

The next practice will be to make the
horse move the croup one step to the
right, then one step back to the left, one
step again to the right, and so on, until
he obeys the pressure of the legs without
hesitation.

In all movements of the croup about
the fore-hand the head of the horse
should be bent towards the advancing
croup, and the fore-hand should be kept
light by the play of the direct rein.

These lessons will render the horse

30 SCHOOL-TRAINING FOR HORSES.

ready and quick, and he will soon obey
the pressure of the leg without waiting
for the prick of the spur, the more severe
form of the aid being held in reserve to
be used only when required.

Having obtained control of the forces
of the fore -hand and of the croup, we
have the horse under command, and we
may perform any movement by the proper
employment of our powers.

The pressure of the heels will not in-
crease the speed beyond the liberty
allowed by the hand, and the horse
should be accustomed, by the restraint
of the hand and the pressure of the legs,
to moderate his speed, or even come to
a halt, in a collected form. In bringing
the horse to a halt, the heel pressure will
precede the action of the hand. In

SUPPLING THE CEOUP. 31

reducing the speed, circumstances will
dictate how much, and when, the aids will
act. This collected state gives the horse
security in his movements, as he is always
ready to recover from a mistake, and it is
necessary for the maintenance of equi-
librium.

32 SCHOOL-TEAINING FOE HOESES.

CHAPTEH IV.

TO BACK.

All horses should be taught to move
backwards with ease and lightness ; not
only that the animal shall be prepared
to go in every direction, but also that
he may the more readily learn to col-
lect himself and be quick and ready in
his movements.

Backing is a movement not natural
to the horse, and he must be made to
abandon all repugnance to the unusual

TO BACK. 33

action, and be taught how best to
perform it.

If the horse be made to back by
means of the bit only, the forces of
the fore-hand will bear down and cramp
the croup, and if any movement to the
rear takes place it must be with diffi-
culty and awkwardness.

It is evident, therefore, that, if the
movement is to be made with ease and
grace, the forces of the croup must be
brought up to a point nearly in balance
with those of the fore-hand, but yield-
ing to the latter sufficiently to permit
the retrogression at the desired speed.

It is not possible for the horse to
back with rapidity and retain his light-
ness, and the school-terms of the
** gallop backwards" and the *'trot

3

34 SCHOOL-TEAINING FOR HORSES.

backwards " mean only that the
motions of those paces are observed
while the horse moves slowly to the
rear.

To teach the horse how to back, he
should be brought, saddled and bridled,
upon the training ground. The trainer
will then, by means of the left hand
acting upon the reins beneath the chin
and the taps of the whip upon the
croup, bring him into equihbrium.
Then, by continuing the taps of the
whip upon his croup, the horse will be
made to raise one of his hind-legs, but
before the mass gets a forward impulse
the hand will carry the horse back one
step, and before he loses his lightness
he will be made to advance a few
steps.

TO BACK. 35

In the next lesson he may be made
to take two or three steps to the rear,
and to advance several steps before
the equiUbrium is destroyed. By short
progressive lessons of a few minutes
each day, he will be practised until he
will carry himself a number of paces to
the rear without losing the equilibrium,
which should be retained by the hand
and whip acting upon the fore-hand and
the croup, as either requires the stimu-
lant of an aid. Care must be taken to
keep the horse perfectly straight at all
times ; and to assist the trainer in this
it is well to have the horse along the
side of a wall.

After the horse has been taught by
the trainer on foot to move backwards
with lightness, the man should begin

3

*

86 SCHOOL-TEAINING FOE HORSES.

the mounted lessons. The rider m\\
bring the horse into equihbrium at the
halt ; then pressing in his heels until
the horse raises one of his hind-feet,
as if to advance, the rider will carry-
back the balanced mass one step by a
light pressure upon the bit, and imme-
diately make the horse advance by
yielding the hand and closing in the
heels.

Each day the horse will be made to
take an additional step, or more if he
still retain his lightness, until in time
he is able to go any distance to the
rear without becoming heavy. If the
croup yields too much to the coming
fore-hand, the heel of the rider will
support the croup upon the side of the
lifted hind-leg, and the pressure of the

TO BACK. 37

bit should only be felt as each step is
made, and then only sufficiently to
bring about the movement. Of course,
the horse must be kept perfectly straight
by the ready pressure of the rider's
heels. The horse should not be per-
mitted to come to a halt after back-
ing until he has made a few forward
steps without a break in action.

38 SCHOOL- TEAINING FOR HORSES.

CHAPTEK V.

THE PASSAGE.

The passage is a kind of trot, of very
brilliant action in the highest possible
equilibrium. It is usually employed in
traversing, as the position in which the
horse is found at each stride is favour-
able to his balance in moving to the
right or to the left.

In the passage the weight of the
horse, at each cadence of the gait, is
borne by a fore-leg and its diagonally

THE PASSAGE. 39

opposed hind-leg, and from the spring
given at each step he is for the moment
in the air. The effect of this action is
striking and graceful.

The passage is produced by putting
the horse into a slow trot and re-
straining the forward movement, while
great exertion is demanded by the
spurs. The opposite spur is applied as
the horse raises each fore-leg in move-
ment, and the hand meets and opposes
the spur as the hind -leg of each side
is thus brought into action. That
is, the spur and the rein of the same
side serve to produce the action, shorten
the stride and restrain the speed. If
the horse is about to lead off with the
right fore -leg, the rider will apply the left
spur to increase the croup action and

40 SCHOOL-TEAINING FOE HOESES.

to support the raised fore-leg, and will
immediately after draw the left rein to
check the forward impulse, and in that
way further increase the action and
produce the momentary halt that adds
so greatly to the effect of this trot.

The speed must be very moderate
and regular, at each stride the moment-
ary rest must be marked, and the
equilibrium must be maintained.

The exercises with hand and heels,
recommended in Chapter II. for giving
the horse a steady regular step, are
admirably adapted for preparing the
animal for his lessons in the passage.
Indeed, the aids ai'e the same in both
cases ; and in the passage the diagonal
action, if I may use the term, is pro-
duced by the accentuated use of the

THE PASSAGE. 41

spur forcing the croup while the hand
restrains the fore-hand ; and another
effect of the combined aids is the
height and brilHancy of the step.

After the horse has been perfected
in the passage, the intermittent pulls
upon either side of the mouth may
cease, and the hand will take an even
bearing upon the reins whenever it is
necessary to feel the mouth, and the
sHghtest pressure of the rider's leg
only will be required as the horse leads
with the opposite fore-leg. But the
application of the rider's legs should
not cease while the horse is to be re-
tained in the action of the passage ;
and it should be a rule that, except in
the walk, the trot, and the gallop,
in direct hues, the horse should never

42 SCHOOL-TKAINING FOR HOESES.

be allowed to maintain a school move-
ment after the indication of the aid
ceases ; otherwise he may volunteer an
undesired performance. After circling,
traversing, the changes of leg in the
gallop, or the movements in place and
to the rear, the horse will be put into
direct lines in the same action in
which these are performed before he is
brought to a halt. This rule does
not apply to the horse while he is
learning the rudiments of the move-
ments, because it is often necessary
to bring him to a halt to correct an
error, but after he can perform the
various airs he should be taught to
observe it.

43

CHAPTEK VI.

THE PIAFFEK.

The piaffer is simply the passage with-
out advancing ; and the horse will be
brought to perform it by giving him
the action of the passage and then
preventing him from gaining ground by
carrying back the forces of the fore-
hand with the bit. At first the rein
and spur will act at each step, as in
the passage, but after the horse has
acquired the action it will only be

44 SCHOOL-TEAINING FOR HOESES.

necessary to keep him light in front
and to use a gentle pressure of the
rider's leg as the animal raises the
opposite fore-leg and its diagonally
disposed hind-leg to sustain the
movement.

The piaffer is useful in rendering the
horse light, and in putting him in a
position from which he can make any
movement with great celerity and pre-
cision, as he will be ready to advance,
to retreat, or to traverse to either hand
without further preparation.

This is a movement difficult to con-
trol, and the equilibrium is of the
highest importance. It should not be
undertaken until the horse is quite per-
fect in the passage, and has been taught
to back with ease and lightness.

THE PIAFFEE. 45

The lessons in the piaffer should be
given every day, but for only a few
minutes, as the action is very fatiguing
and harassing to the horse, and he is
apt to become careless and heavy.

The advance in the passage should be
gradually decreased, and when the horse
has made a step or two in place, or in
the lyiaffer, he should be permitted to
again advance in the passage and be
rewarded by a kind word. In a short
time, increasing the number of steps in
the piaffer at each lesson, the horse will
perform the movement without difficulty,
and can be made to begin the action
from the halt. But if the first lessons
are given from the halt, the horse must
offer more or less resistance, and will
frequently become violent in his oppo-

46 SCHOOL-TKAINING FOK HOKSES.

sition. The rider must endeavour to
obtain a regular and even step, each leg
having the same height of action, and
the whole movement being made with
that springy motion that is proof of a
high state of equilibrium.

47

CHAPTER VII.

TO BACK AT THE PIAFFER.

The means for producing a backward
movement in the piaffer should be ap-
parent to all who have read the pre-
ceding pages, but great tact and discretion
are required, and perfect concord must
exist between horse and rider.

When two legs of the horse are raised
in one of the steps of the piaffer, the
hand will carry the balanced mass to the
rear, and they will come to the ground

48 SCHOOL-TRAINING FOR HORSES.

a few inches to the rear of the position
they would take in the piaffer in place.
The increased tension upon the reins
should cease the moment the impulse
to the rear has been given, to be felt in
the same way at the next step of the
other pair of legs. The spurs will keep
up the action of the piaifer, and prevent
too precipitate a retreat. When it is
desired to go forward the hand will yield
at some cadence of the movement, and
the increased pressure of the heels will
carry forward the raised legs of the
balanced horse.

In this, as in all other movements, the
rider should sit quietly upon his horse,
so carrying his hands and legs that his
motions in applying the aids shall be
almost imperceptible. It detracts greatly

TO BACK AT THE PIAFFER. 49

from the appearance of a horseman to be
seen making violent efforts with hands
and heels, and the shifting of his weight
under such circumstances disturbs and
hampers the horse.

50 SCHOOL-TRAINING FOR HOESES.

CHAPTER YIII.

CHANGES IN THE GALLOP.

The gallop is a succession of leaps, in
which the legs of one side leave the
ground after, but pass beyond, the legs
of the other side ; and the horse is said
to lead with the side making the more
extended strides.

If the horse take the long strides
with one side, and turns to the other in
changing direction, he is false in his
gallop. If he take the long strides with

CHANGES IN THE GALLOP. 51

a fore -leg and the diagonally opposed
hind-leg he is disconnected. That is, to
be true and connected in the gallop the
horse must always lead with the side
towards which he is turning or traversing,
and the legs of the same side must
correspond in action.

In the gallop the horse rises more
upon the side with which he leads, and
the croup is bent to that side to enable
his hind-leg to make a stride correspond-
ing with that of the leading fore -leg ; and
here we have the key for demanding its
performance.

If we wish, therefore, to make the horse

gallop leading with the right side, we

shall lighten that side by a play of the

direct -rein, and bend the croup by an

application of the left spur. When the

4 *

52 SCHOOL-TKAINING FOE HOKSES.

horse strikes off, the hand and legs will
align him upon the path he is to follow,
and collect him for the desired speed. To
this end the leg opposite to the spur must
be carried closely to the flank, to be ready
to give support, and to prevent too much
yielding to the rowels. This method
must not be confounded with that pre-
scribed by military writers, for although
the instructions appear to have great
similarity, the effects are very different.
In military riding, the rule for making
the horse gallop with a snaffle-bridle is
to raise the opposite rein, loiver the direct-
rein, and apply the opposite spur. The
theory I advance would require the
reverse of this, so far as regards the
reins. The ** double-feeling " of the direct
curb -rein in the cavalry schools is not the

CHANGES IN THE GALLOP. 53

play or vibration that I advise to lighten
the side with which the long strides are
to be taken ; for the soldier by the
^* double-feeling " of the direct-rein bends
the horse's head to that side, and with
the opposite spur brings about the croup,
and the horse must take the gallop with
the side so collected. But while the
desired action has been brought about,
the horse cannot have that grace and
freedom of action that follows the
method of lightening the side that is
to lead.

All authorities, other than the one I
have just referred to, follow the old
rule of ' ' the opposite rein and opposite
spur," until the horse has been taught
to gallop with either side, when some
other and more proper method is sub-

54 SCHOOL-TEAINING FOE HOESES.

stituted. But there can be no good
reason for adopting a false method by
which to teach a movement if a horse
can be taught by the proper method
from the beginning.

If the horse is Hghtened in front by
a play of the bit, he may be lightened
more upon one side than upon the
other by the increased action of the
bit upon that side ; and by this method
the horse may be trained to gallop by
the use of the same means that shall
be used to make him perform the
movement after he has been trained.
I have employed the rule founded
upon this theory with complete success,
not only in teaching the gallop, but in
schooling for all those movements re-
quiring the lightening of one side of

CHANGES IN THE GALLOP. 55

the horse, as in the pirouettes and
traversing.

As the horse can best maintain his
balance and keep his footing when he
is true and connected in his gallop, it
is of the first importance that the
rider should be able to demand the
changes of leg while in action; but
this requires long schooling and great
tact.

The horse must first be taught to
gallop leading with either side, at the
will of the rider, in a regularly ca-
denced gait, in direct lines and in
circles. While galloping in a direct
line he will be brought to a halt, and
then made to lead off in the gallop
with the opposite side. When he will
perform this change from the halt with

56 SCHOOL-TKAINING FOE HOESES.

clearness and. precision, he will be
slowly galloped in a circle and, without
the halt, changed to a circle in the
opposite direction, the hand acting upon
the fore-hand, as it rises, and the spur
of the opposite side pressing in as soon
as the fore-hand bends to the bit. As
the hand acts the body of the rider will
be carried back, to be brought forward
again as the spur is applied. This use
of the aids and disposition of the weights,
as the horse is about to change the lead,
will give the poise, at the moment the
fore-hand is in the air, which enables
the horse to take the new lead with
smoothness and exactness. The appli-
cation of the aids must be made with
celerity, but without unnecessary force
or effort upon the part of the rider.

CHANGES IN THE GALLOP. 57

After the horse will make the
changes neatly in turning from one
circle to another, he will be made to
change his lead in the direct line at
any step without halting. But the
horse must not be put forward until
he perfectly performs each successive
step in the lesson, and he must be
brought back to the Jirst principles of
the movement whenever he becomes
careless or awkward.

In demanding a lead of either side,
or a change in the lead, the horse
will be bent no further than is abso-
lutely necessary to obtain the move-
ment, and in making the circles the
body of the horse should conform to
their circumferences.

58 SCHOOL-TEAINING FOE HOESES.

It is hardly necessary to say that
the highest equilibrium is essential to
the performance of the changes.

59

CHAPTEK IX.

TO HALT IN THE GALLOP.

In all the exercises for bringing the horse
into equilibrium he has been learning to
carry his hind-legs under him at the
pressure of the rider's heels, and from
his obedience to this indication we can
readily get a finished halt from the
gallop.

The horse will first be accustomed to
come to a halt from the walk at the
pressure of the rider's legs, closely fol-
lowed by the raising of the bridle-hand.

60

SCHOOL-TEAINING FOE HOKSES,

In the same way he will be brought to
a halt from the trot.

Then, being put into a measured gallop,
the rider will bring him to a halt by
pressing in the heels as the horse is
beginning some cadence of the gait with
his hind-legs, and raising the bridle-
hand as the horse is beginning the suc-
ceeding cadence with the fore-legs. The
result of these applications of the aids
will be tbat the horse will come to a
finished halt at the completion of the
second cadence of the gait. For at the
pressure of the heels the horse will bring
his hind-legs well under his body, and at
the drawing of the reins he will arrest
his action in the fore-hand, and he will
come to the halt with his powers collected.
As the rider presses in his heels he should

TO HALT IN THE GALLOP. 61

lean well back, so tliat his weight may
aid in fixing the croup of the horse at
the finished stride. The legs and hand
of the rider must be used with prompt-
ness, but without violence, and the time
must be well chosen. After a few trials
the rider will be able to seize the proper
moment without being conscious of having
noted the leaps of the horse ; and in time
he will bring his horse to a finished halt
from the gallop with the same ease, and
with as little thought of the steps to be
followed, as he would use to turn to the
right or to the left. The halt in the
gallop prepares the horse for the mo-
mentary rest that precedes the change
of leg in the gallop, as the fore-hand
rises for the new lead.

62 SCHOOL-TRAINING FOR HORSES.

CHAPTEK X.

THE GALLOP IN PLACE.

This movement, and that which follows,
may be performed only by a collected
horse in the hands of a skilful rider.
Under such circumstances there should
be no difficulty in producing these bril-
liant effects.

When we first put the young horse into
the gallop, we find it difficult to keep him
at a measured rate of speed in a regularly-
cadenced stride. But by the restraint of

THE GALLOP IN PLACE. 63

the hand, and the support and encourage-
ment of the spurs, we teach him to take
and maintain the gallop at the desired
speed. By the same means that we
employ to regulate his speed we may
prevent his progress, or even compel
retrogression in the action of the gallop.

Before it is attempted to teach the
horse the gallop in place he must be
taught to gallop in direct lines in such a
measured and collected manner that a
slight change in the tension of the reins
will not discompose his action. The rider
will then practise bringing him to a very
slow gallop by the restraint of the hand,
while the pressure of the heels will pre-
vent him becoming heavy in the croup
by demanding the action of that part.
He will then be taught to begin the

64 SCHOOL-TEAINING FOE HOESES.

gallop at this very low rate of speed, and
after a few strides be brought to a halt.
In time, he should be made to take
several steps in place at starting, and
then be allowed to go forward at the slow
gallop, and be rewarded by a caress and
a kind v7ord for the few steps he has
taken in place ; for this movement is very
trying to the temper of the horse, and he
must, by short lessons and rewards, be
encouraged in his efforts to obey the
demands made upon him. Each day the
number of steps may be increased, but
he should never be required to keep up
this fatiguing and harassing action for
any great length of time. The forces of
the fore-hand must not too greatly over-
balance those of the croup, or the hind-
quarters will be fixed to the ground, and

THE GALLOP IN PLACE. 65

the movement will degenerate into a series
of rearings. The spurs should keep up
the forces of the croup, and the hind-
feet should move at each leap.

The changes of leg in the gallop in
place may be made in exactly the same
manr.er as when the horse is advancing.

66 SCHOOL-TRALNING FOE HORSES.

CHAPTER XI.

TO BACK AT THE GALLOP,

To back the horse in the action of the
gallop from the gallop in place, it is
required that, as the fore-hand begins
to sink in a cadence of the action,
the forces should be carried back
by the hand so that the fore-feet will
touch the ground a few inches within
the line they would have reached from
the gallop in place, and the hand then
giving way, the croup will be lightened

TO BACK AT THE GALLOP. ()7

and the hind-legs will be carried back
far enough to find their proper position
required to keep the horse collected at
each finished step. The movement of
the croup to the rear will be measured
by the spurs, and it must not be
allowed to go so far as to make it
impossible for the horse to rise at the
succeeding cadence.

To move forward, and the horse
should be made to advance before he
comes to a rest, the hand will give
liberty to the horse as he rises, and
the spurs will act upon the croup, so
that the horse will take a gallop in the
direct line in a regular and even stride.

The gallop to the rear is a mere tour

de force, to exhibit the skill of the rider

and the training of the animal. The

5 ♦

68 SCHOOL-TllAININa FOR HORSES.

movement must be made venj slowly, and
exactly the right time must be taken to
increase or yield the tension of the
reins, or the balance of the mass will
be destroyed and a mishap may ensue.

The gallop in place is in the true
action of the gallop, and the horse is
in a high state of equilibrium. But in
the so-called gallop to the rear, while
the horse must be in perfect equilibrium
to begin the movement, the forces of
the fore -hand must be carried back
too far, and the changes in the points
of balance are made too slowly to per-
mit the horse to be always light.

Of course, the horse must be kept
collected, and the action of the fore-
hand and of the croup must be kept up
in the best equilibrium possible, or the

TO BACK AT THE GALLOP. 69

movement must come to an end. But
a high state of equihbrium is not con-
stant, though it may be regained when
the horse moves forward in the gallop.
I believe that no other writer has
given a description of the action of the
horse in the movement, and I know
that the impression derived from the
methods by which it is proposed to pro-
duce it is of an action very different
from that I have described. I can only
say that I have explained the move-
ment as I have seen it performed by
the horse, and I know of no other way
in which the horse can move with
lightness to the rear in any action
that resembles the gallop.

70 SOHOOL-TRAINING FOR HORSES.

CHAPTER XII.

THE SPANISH TROT.

While I do not consider this move-
ment to be within the scope of my
work, for I do not see that it answers
any useful purpose, I have undertaken
to give several of the many methods
by which it may be produced, because
it is so greatly admired for the bril-
liancy and elegance of its action.

By one method the trainer will,
standing at either shoulder of the horse,

THE SPANISH TROT. 71

tring him into equilibrium with a hand
operating upon the jaw by the reins
held beneath the chin, and by the whip
taps upon the rump. He will then
walk the horse, thus collected, about
the training-ground, and as the horse
is about to raise each fore-leg, he will
give it a tap with a stiff whip on the
under part of the fore-arm, checking
the advance at each step with the hand.
In a short time the horse will raise
and extend the fore-arm at the tap of
the whip, making the exaggerated action
of the Spanish march. A rider will
now mount the horse, and the power
of the whip will be transferred to the
spur, in the following manner : — As
the trainer, walking by the side of the
horse, applies the whip, the rider will

72 SCHOOL-TEAINING FOR HORSES.

press in the opposite spur and meet
the impulse of the spur with a tension
of the rein of the same side, to make
the momentary rest, and by checking
that side lighten the other. After a
few lessons the horse will make the
extended step with each fore-leg at the
application of the spur and hand with-
out the whip, provided that he is kept
very light in front. This march can
readily be forced into a trot by in-
creasing the speed and continuing the
use of the aids. Two or three steps
only at a time should at first be
demanded at the trot, and the horse
must be kept collected and light in
hand; and, if necessary, the play of
the rein may be marked, as he raises
the hind-leg of that side. After the

THE SPANISH THOT. 78

horse has made a few steps m the
Spanish trot he should be permitted to
resume his natural action, and he
should be rewarded for his exertions
by hand and voice. In time he should
perform this movement at very slight
indications from the aids, the thumb
of the bridle-hand being turned, at the
wrist, towards the right shoulder or
towards the horse's ears as the right or
left leg gives a light pressure to the flank.
We must not in the Spanish trot lighten
the fore-hand by the direct rein, as in
the gallop, because there must not be
a cross pull in any trot, and we con-
tent ourselves by producing the momen-
tary rest with the rein of the moving
hind-leg, and by checking that side give
freedom to the moving side of the fore-

74 SCHOOL-TEAINING FOB HOKSES.

hand. The Spanish trot is simply an
exaggerated passage, with the strides
forced forwards hy increased appHcation
of the aids and by throwing back the
forces of the fore-hand more than in
the perfectly balanced action of the
passage, which takes place under the
horse.

A second method for producing the
Spanish step is very similar to the
preceding, but is better adapted to ner-
vous, excitable horses. In this second
method the trainer will stand in front
of the horse, facing him, and, walking
backwards, will lead the horse in the
best equilibrium he can procure under
the circumstances. With a very slender
whip he will touch the horse upon the
front of the fore -arm as he raises each

THE SPANISH TKOT. 75

fore-leg in walking. This will have the
effect of making the horse strike oat,
often to the peril of his trainer, with
the fore -leg that has received the touch
of the whip. The transfer of power
to the spurs and the subsequent steps
in training, will be exactly the same as
described in the first method.

A distinguished school-rider, who gave
me my first practical lessons in this
movement, made it his custom to teach
the horse, while at a halt, to give or
extend his fore-leg at the whip taps
applied below the knee, and as the
horse raised the leg the trainer would
seize and bear it up as high as he
could. Afterwards he had a groom to
walk backwards, facing the horse, and
as the trainer, walking by the side of

76 SCHOOL-TRAINING FOR HORSES.

the moving horse, made him raise each
fore-leg in turn, the groom caught it in
his hands and bore it up for a moment,
and then dropped it to treat the other
fore-leg in the same way. Even
with the horse in a trot have I seen
that groom dodging av^ay from the
excited animal, but seizing and lifting
the fore-legs as they were thrust for-
ward. The result of this work was
the most elevated action that I have
ever seen, and the long pause between
each step in the horse so trained was
very effective. The power of the whip
was transferred to the spurs by the
usual method. I hope that my old in-
structor will not consider me indiscreet
in explaining how he produced the
wonderful action that was the envy

THE SPANISH TROT. 77

of continental riders a score of years
ago.

This is the least difficult to teach
and to ride of all the school move-
ments, and is of the least importance.

78 SCHOOL-TRAINING FOR HORSES.

CHAPTER XIII.

TRAVERSING IN THE PASSAGE.

When the horse is directed to the
right or to the left upon two parallel
paths, by one of which moves the fore-
hand slightly in advance of the croup
which follows the other, he is said to
traverse.

This is one of the most important of
the movements practised in military
riding, and is useful to all horsemen in
rendering their mounts obedient to the

TEAVERSING IN THE PASSAGE. 79

indications of the leg. It is usually
performed at the passage, but the early
lessons must be given at the walk.

If the horse be standing across the
hue upon which he is to move (that
is with his body making right-angles to
that line), he will be made to carry
his croup one step to the left, which
will bring him into the proper position,
with regard to the line of march, to
traverse towards the right.

This position to the line of march
is necessary to permit his legs to
pass each other as he proceeds side-
ways.

The rider will lighten the fore-hand
with the right rein, and induce a move-
ment to the right by a pressure of the
left heel, his right leg being held close

80 SCHOOL-TRAINING FOR HORSES.

to the flank to prevent the croup going
over too far and to keep the horse up
to the line of march.

The horse must he kept at the same
angle to the line of march, and his
head must be bent in the direction he
is following, and whenever the horse
loses his lightness he must be brought
to a halt and collected.

In the same manner, right and left,
aids being interchanged, he will be
taught to traverse at a walk in the
opposite direction.

When the horse will pass to the
right and to the left upon straight lines
wdthout losing his lightness, he should
be made to traverse in circles : care
being taken to keep him, at each step,
at the proper angle to the point of the

TRAVERSING IN THE PASSAGE. 81

circumference upon which he happens
to be.

He will then be made to perform
the traverse in the action of the
passage.

The rider will put the horse into the
action of the passage upon a direct
line, and will, upon arriving at the
point where he intends to begin tra-
versing, keep the fore -hand at the same
rate of speed, while he forces the croup
to take by extended strides the proper
position to the line of movement. The
action of the passage and the travers-
ing will be kept up by accentuated pres-
sures of the opposite spur given as the
horse raises the fore-leg of the side to
which he moves; the inside leg of the

rider will be held close to the flank to

6

82 SCHOOL-TRAINING FOR HORSES.

keep the croup in place and prevent
the horse falling back from the line of
march. The hand will lead and direct
the fore-hand, and by the play of the
direct rein will maintain the lightness
of that part and carry the head of the
horse in the direction he is following.
It will be observed that the rein upon
the same side with the acting spur is
not used to bring about the temporary
rest at each stride as in the passage in
direct lines, because this action of that
rein would interfere with the traverse
movement. The effect of the momen-
tary rest is accomplished by the action
of the outside spur giving one pair of
legs greater action than the other two
take in the alternate strides. The
inside spur, while keeping up, if neces-

TRAVEtlSIN(i IN THE PASSAGE. 8^

sary, the horse to the line, is also used
to prevent the croup passing over too
far, but, of course, does not serve ta
heighten the action of the two legs it
would act upon in the passage in direct
lines ; it rather checks them, though it
is not intended that the inside spur
should take any part in producing the
action of the passage in the traverse.

At each step the weight of the horss
is supported by a fore-leg and the hind-
leg diagonally opposed, while the other
two legs are carried beyond them in
the direction of the movement. The
manner in which the weight is thus
borne permits the horse to keep his
balance as he goes to the right or to
the left, and avoids the danger of
tripping.

84 SCHOOL TKAINING FOR HORSES.

The experiences of the rider in per-
forming the traverse in circles at the
walk, will teach him how to make the
changes of direction at the passage.
But when it is desired to change from
traversing to the right or left to the
left or right, the progressive movement
must cease, in order that the horse
may take his position and balance for
the new direction. If the horse be
traversing at the walk, he should
be brought to a halt, and the croup
should be carried over to the proper
side for the change ; but if the horse
be traversing at the passage he should
be made to do a few steps in the
piaffer and the croup may be carried
over during its action. For it must be
understood that, the fore-hand being in

TRAVEKSING IN THE PASSAGE. 85

advance of the croup, the horse cannot
traverse to the opposite side until these
relative positions of forehand and croup
are established for the new direction
and the balance effected anew.

€6 SCHOOL-TEAINING FOR HORSES.

CHAPTEE XIV.

TRAVERSING AT THE GALLOP.

Although the passage is the action in
which traversing may best be performed,
horses are brought to traverse at the
gallop, both as a school movement and
to prepare them for voltes and pirouettes.
Of course, the general principles for
traversing are the same in all actions,
and it is only necessary in the gallop to
take the greatest precautions for pre-
serving the balance of the horse in

TBAVEKSING AT THE GALLOP. 87

moving to either side, for his weight is
not then so evenly supported as in the
passage.

The horse should be put into the gallop
with the lead on the side to which he is
to traverse ; that is, if he be to traverse
to the right he will be made to gallop
leading with the right legs. When he
arrives at the point where the traversing
is to begin, the croup will be carried over
by the opposite spur, and the fore-hand
will be bent and conducted by the direct
rein. The inside spur must be kept close
to guard the movement, and between
hand and legs the horse must be kept
at the proper angle to the line of pro-
gress. As the croup moves into the
position for traversing, the horse will
probably be compelled to take a dis-

88 SCHOOL-TEAINING FOR HORSES.

connected stride with his hind-legs, and
this action will be corrected at the second
stride in the new movement by bringing
up the croup. In like manner, when
the horse is put into the direct line a
false stride in the hind-quarters must be
looked for and corrected.

In turning, the speed of the croup
must be retarded so that the hind-quarters
will hold their relative position to the
fore -hand at every point of the line ; and
likewise, in traversing in circles care
must be taken to keep the body of the
horse at the proper angle to each point
of the circumference. This retarding of
the speed of the croup will be governed
by the graduated pressure of the outside
spur, aided by the support, when neces-
sary, of the inner spur. If the horse

TRAVERSING AT THE GALLOP. 89

be traversing to the right, and it be
desired to pass in the opposite direction,
the movement to the right must end,
and the horse must recover his balance
and be put into position to the line of
the new direction. The action of the
horse does not cease, for if he comes
to a rest he loses his lightness ; but
the movement in the old direction must
be stopped, and while the horse is still
light and collected the fore-hand will
be carried over as far as is necessary
for the new order of affairs, and the
change of leg made by the change of
aids, and the horse will lead off with
the side towards which he is to traverse.

90 school-trjlIning for hoeses.

CHAPTEE XV.

VOLTES AND PIROUETTES.

The movement of traversing in a circle
is called a volte, when the fore-hand
follows the outer circumference, and the
croup is kept towards the centre. As
the circles decrease in size the distance
to be passed by the croup is lessened,
and when the croup becomes the pivot
about which the fore-hand passes the
volte becomes a pirouette.

The smaller the circles for the volte

VOLTES AND PIROUETTES. 91

the lighter must be the fore-hand of the
horse ; and in the pirouette the spurs
must act strongly in collecting the forces
of the croup, while the hand carries
back upon the hind- quarters the point
of balance of the weights and directs
the movement. The spurs having col-
lected the horse act only to steady the
croup, and in the earlier lessons the
outside spur will be used to bring up
the outside hind-leg as the mass moves
about the inner hind-leg as a pivot.
The voltes are made in exactly the same
manner, and by the same means, as
the changes of direction in traversing.
The position of the body of the horse,
with reference to the angle at each
point of the circumference, must be
observed, and while the fore-hand must

92 SCHOOL-TEAINING FOR HORSES.

be kept light, the croup must be allowed
freedom to move upon its path, until
in the pirouette it is fixed by the forces
of the fore-hand.

If it be desired to make a pirouette
from the gallop, the stride must be
shortened and the forces collected be-
tween hand and legs. At some finished
step of the hind-quarters the fore-hand
will be brought back to destroy the
forward impetus, and as the horse rises
he will be turned to the side with which
he leads in the gallop. But there must
be a momentary rest, and the balance
must be obtained before the pirouette
is made. By a trained horse in the
hands of a skilled rider all this may
be done so quickly and so smoothly
that the different steps may hardly be

VOLTES AND PIROUETTES. 93

observed, and the horse comes to a
rest, is turned, and put again in the
gallop, as if by an almost continuous
movement in the beat of the gallop.

But before the pirouette is attempted
the horse must be made quite perfect
in the voltes, to the right and to the
left, first at the walk, then in the
passage, and finally at the gallop. In
making the volte at the gallop the
horse will go about to the side with
which he is leading, the fore-hand in
the outside circle, the croup on an
inner line. In changing from the volte
to one hand to the volte to the other
hand, the impetus of the first must
cease, and the forces of the fore-hand
having been brought back, and the
fore-hand carried over, the change of

94 SCHOOL-TRAINING FOR HORSES.

leg will be effected, and the horse,
balanced for the new movement, will
make the volte in the new direction.
As the circles of the volte decrease
in size, the spurs will collect more
strongly the forces of the croup, and
the hand will carry back further the
point of balance, so that the fore-
hand may be lightened. As the move-
ment approaches the pirouette the
outside spur will gradually cease to
aid in the turning, leaving the hand
to carry the balanced mass about the
pivot.

In the pirouette the horse takes
his weight and turns upon the inner
hind-leg, and the outer hind-leg is
brought up in support. That is, if
the pirouette be to the right the horse

VOLTES AND PIROUETTES. 95

will turn upon the right hind-leg, and
the left hind-leg will be brought up
to help sustain the weight.

Although traversing and the voltes
prepare the horse for the pirouette, it
is well to give him some lessons
peculiar to the movement, in the fol-
lowing manner. Bringing the horse
parallel to a wall, so that he may
not move his hind-quarters away from
his ground, the rider will, step by
step, bring the fore-hand about the
croup as a pivot by drawing the direct
snaffle-rein, and steadying the horse
with the opposite rein of the same
bit. The inside heel will be kept
close to the flank of the horse, and
the outer heel will be used to make
the outer hind-leg keep up to its

96 SCHOOL-TEAINING FOB HORSES.

place as the moving mass changes its
proper position. If the movement be
around to the left, the left snaffle-
rein will demand the movement, and
the right snaffle-rein will steady the
horse. As the fore-hand completes the
change, the right heel of the rider
will bring up the right hind-leg of
the horse. After the horse will carry
the fore-hand about the croup, to the
right or left, with the snaffle-bit, with-
out the support of the wall, the rider
will bring him into equilibrium with
the curb, and with the reins of that
bit held in one hand will carry back
the forces of the fore-hand, and turn
that part, so lightened and raised,
about the croup ; using the outside
spur, if necessary, to govern the hind-

VOLTES AND PIROUETTES. 97

quarters. Of course, it rests in the
discretion of the rider how far the
horse shall turn before he brings his
fore -feet again to the ground, and the
activity of the horse, as well as his
balance, must be taken into considera-
tion in performing the pirouettes. In
the true pirouette the horse goes about
and faces the opposite direction, before
his fore -feet come to the ground.

98 SCHOOL-TBAINING FOR HORSES.

CHAPTER XVI.

TEACHING TO LEAP.

My experience has taught me to differ
from those who think that a generous
horse objects to leaping in cold blood.
A horse used as I recommend will
take a positive pleasure in doing all
that his rider requires of him, and as
long as it is not carried on until he
is fatigued, there is nothing he likes
better than leaping. I can understand

TEACHING TO LEAP. 99

how horses that are punished with the
spurs or whip every time they approach
a leap, acquire a horror of everything
that reminds them of the torture, and
that such will face obstacles only when
the excitement of the chase has obH-
terated from their memory all recollec-
tion of the pains that attend leaping.
So, too, a horse crippled either in
fore -feet or in hind- quarters, will natu-
rally avoid the exertion that must
bring suffering. But a high-spirited
horse does not object to leaping when
it is unattended by the pain of spurs
or of lameness.

I have had horses that would leap
the bar when turned loose in the
school; and this year I had a young
mare in training that would leap a

7 •

100 SCHOOL-TRAINING FOR HORSES.

closed umbrella or a stick held out
before her.

I believe that every horse can be
brought to leap willingly and quietly,
even though through bad management
it has acquired the habit of rushing
at the leaps or of refusing them.
After a few lessons, I have ridden a
horse, that had always rushed at his
leaps, over an obstacle while the reins
lay knotted upon his neck; and I
have reason to believe that no well-
formed horse, if properly trained, will
refuse a leap that he thinks he is
capable of accomplishing. Setting aside
all considerations of the pleasure in
riding a horse that jumps with cool-
ness and deliberation, there is much
greater safety with such an animal

TEACHING TO LEAP. 101

than with one that springs into the
air with a struggle to aHght he knows
not how or where.

The young horse should first be
taught to step over a leaping-bar as
it lies upon the ground, when he is
going to or returning from the spot
where his daily lessons are given. If
the horse refuse to cross the bar, the
trainer should stand upon the opposite
side at the length of the leading-rein
with his back to the horse, and wait
until the animal satisfies himself that
there is nothing sinister intended and
follows his master without being urged.
The attention of the horse should not
be drawn to the object, and there
should be no effort to drive or to pull
him over it.

10 -^ SCHOOL-TBAINING FOR HORSES.

When the horse will cross the bar
without reluctance, it should be elevated
two or three inches each day until
the animal is compelled to make an
effort to step over it. At this height,
say eighteen inches, the bar may be
taken in the lunging circles, and the
horse encouraged to leap it as he
approaches the bar by some word or
sound that he understands. After his
first leap in the lunge, he should be
stopped, and by caresses be given to
understand that he has done well.

In the early part of each general
daily lesson, for the space of a week,
he should be made to leap the bar
upon the lunge line, at the same
height, but not more than three or four
times each day ; and he should be made

TEACHING TO LEAP. 103

to understand after each leap that his
effort has met with approval.

The bar may then be raised by
degrees, two or three inches each day,
until it is about three feet from the
ground, and the horse should be made
to leap it a few times during each
lesson. During these exercises pieces
of horse-clothing and highly coloured
rugs, with which the horse has become
accustomed, should be placed near the
bar ; and, after the horse has passed
them in his lunging circles without
paying attention to them, they should
be put upon the bar for him to leap.
In this way he may be taught to
jump anything that presents itself, no
matter in how questionable a shape it
comes.

104 SCHOOL-TRAINING FOR HORSES.

But all this is simply to render the
horse willing to leap. It still remains
for him to he taught how to do it
in the best manner.

After the horse will take the leap
willingly upon the lunge-line, the trainer
should lead him very quietly up to the
bar, and giving him his head, let him
take the leap from a slow walk. Then
he should be stopped as he is led up
to the bar, and made to jump from the
halt.

After such a course the trainer
should stand at an end of the bar,
so that he may be able to detect and
to correct the faults the horse may
have in his style of leaping.

If the horse does not bend his fore-
legs closely enough, some light taps

TEACHING TO LEAP. 105

with the whip upon the shins as he
rises will cure the habit ; and a few
touches of the whip upon the outside
of the hind-legs below the hocks will
induce him to gather his hind-legs well
under him. The leading-rein should
hold him well under control as he ap-
proaches the bar at a walk, or stands
ready to leap ; but he should have full
liberty of his head as he rises, and
until he has regained his footing on the
other side. In this way he not only
learns how to gather himself for his
leap, but he must alight properly, and
not on all four feet at once, as he
might do if hurried oyer the bar. If
the horse will not rise for the stand-
ing leap, he may at first be assisted
by the hand which holds the leading

106 SCHOOL-TRAINING FOR HORSES.

rein, carrying back the forces of the
fore-hand, and so lightening that part.
But when no longer necessary, this
assistance should be withdrawn, as the
horse should learn to depend upon him-
self for calculating height and distance.
The horse should not be ridden over
the bar until he has received these
lessons, and has been taught to carry
himself in equilibrium. The introductory
course of instruction, as described above,
having been followed, and the horse
having been taught to collect himself
under the hand and legs, the horse
should be ridden to the bar at a
brisk walk, and encouraged to take a
leap by a pressure of the legs, and,
if necessary, a play of the bit to lighten
the fore-hand. When he will take the

TEACHING TO LEAP. 107

leap freely, without requiring assistance
from the hand, he may be ridden at
the bar in a slow, collected gallop.
In the leap at the gallop the hand
should do nothing more than direct
the horse and maintain the equi-
librium, while the legs should be used
to collect the forces of the croup
for the spring, but there should be no
prick from the spur. If the horse be
accustomed to depend upon assistance
from the bit in rising for the take-ofif,
he will become negligent, and will
throw all the responsibility upon the
rider. This must result in a disaster,
for the horse only can judge of his
own capabilities, and he should decide
where to take off and with what exer-
tion. If the horse be in fit condition

108 SCHOOL-TRAINING FOR HORSES.

to leap, and has been properly schooled,
he will not require the spur to urge
him to his work, and its use may
give him a distaste for jumping.

When the fore-feet of the leaping
horse have touched the ground, the
hand should act sufficiently to gather
the horse for exactly the same speed
and equilibrium as that in which he
approached the leap, great care being
taken not to harass or check him in
his movements.

A great deal that is misleading has
been written in the endeavour to esta-
blish a rule to be observed when the
horse falls in leaping — some would-be
authorities advocating the use of the
reins to raise the horse, while others
assert that any movement upon the

TEACHING TO LEAP. 109

part of the rider will hamper the
efforts of the animal. A horseman of
experience should know that neither
rule will apply to all cases. If, after
a fall, the horse raises his head from
the ground and shows a determination
to get upon his feet, any action upon
the part of the rider might interfere
with his intelligently directed efforts.
But if the horse lies with his head
upon the ground and makes no effort,
or if he struggles violently in his panic
he should receive assistance from or be
steadied by the rider's hand. A word
of encouragement will often rouse him
to a deliberate effort if the fall has
cowed him.

After the horse will take his leap
in the gallop neatly and evenly, he

110 SCHOOL-TEAINING FOR HORSES.

should be taught to take the standing
jump. I have put this the last in the
mounted lessons because it is the
greatest test and trial of the horse's
willingness and temper, I have
recommended that the leaps of the
mounted horse should first be made
from a walk because the impetus of
even that action will induce him to
go on and jump. If the first leaps
were taken in the gallop, the horse
would be tempted to rush at the bar ;
but by following the course I have here
laid down the leaping with deliberation
becomes a habit not to be broken in
upon even in the excitement of rapid
movements.

In the leap from the halt the horse
should be ridden quietly up to the bar

TEACHING TO LEAP. Ill

and stopped. He will then be induced
to rise by the play of the bit, and,
after he has risen as high as is neces-
sary, the legs of the rider should be
pressed in to the flanks to force the
action of the hind-quarters. The head
of the horse should be released as soon
as he begins to rise, and as the fore-
feet touch the ground the hand should
gently take such tension of the reins
as shall be necessary to re-establish
the equilibrium.

The horse should be accustomed to
take the standing leaps without other
aid from the hand than the slight play
of the rein that carries back the forces
of the fore-hand. But in the leaps from
rapid motion the hand should establish
the equihbrium before the horse ap-

112 SCHOOL-TRAINING FOR HORSES.

proaches the leap, and should do
nothing more until it aids in collect-
ing the horse after the fore-feet have
reached the ground upon the far side
of the obstacle.

In riding a horse at a broad leap
the speed must be great enough to
give him the advantage of the impetus
of his motion, but the speed must not
be so great as to prevent him de-
ciding upon where he should take off
and with what exertion. If driven
hard at a broad leap the horse
will often become disheartened or con-
fused, and unable to control his
powers.

A horse should never be ridden at
a high leap in a speed that prohibits
him being collected; and the horse is

TEACHING TO LEAP. 113

capable of his greatest efifort in this

direction in a very slow collected
gallop.

114 SCHOOL-TRAINING FOR HORSES.

CHAPTER XVII.

GENERAL NOTES.

A HORSE with any of the following
defects is unsuitable for use under the
saddle : — A straight shoulder ; a ewe
neck ; turned-in toes ; corns, or any
injury or disease of the feet; defective
vision ; round joints, bent knees, or
other evidences of v^eakness in the
legs ; action that wears away the shoe
at the toe. This list might be greatly
increased, but I have named the faults

GENERAL NOTES. 115

that are common and most likely to
render the animal dangerous to ride.
If the horse have a straight shoulder,
turned-in toes, or action that wears
away the toe of the shoe, he will not
be sure upon his feet. If he have
round joints, bent knees, or other signs
of weakness in the legs, he will fall
at very slight provocation. Should he
suffer from corns or other disease of
the feet, he may be apparently sound
and safe in his action, and yet Hable
to drop to the ground as if shot, to
the peril of his rider's neck. With
defective vision he will be shy of pass-
ing unusual objects; and with a ewe
neck he will carry his nose in the air
regardless of treacherous paths. Some
of these faults may, to a certain ex- ^ . -V^

8 * /^V^

IIG SCHOOL-TRAINING FOR HOESES.

tent, be remedied in training, but
natural defects cannot be wholly over-
come, and all horses that have any
of those mentioned may safely be
shunned.

A nervous man cannot hope to have
any success with horses. I do not, by
this, make reference to the well-known
fact that a horse will assume the
mastery of a timid rider, but I mean
to say that if the trainer is lacking
in the composure necessary to esta-
blish a confidence in the horse, his
labour will be vain, and the horse
will become shy and suspicious. The
reason for this effect upon the horse
is that in any unusual position he
depends upon the man for encourage-
ment, but if he finds that the rider

GENERAL NOTES. 117

is disturbed the animal will think that
there is something wrong, and will be
ready to take alarm at anything that
his quick imagination clothes with
danger.

It is a common case for a rogue
of a horse to play the tyrant with a
timid rider, by making a pretence of
being frightened at everything that can
attract his attention, until he some-
time or other over-does his acted part
and finds that he is running away in
earnest, when he becomes terror-
stricken, and the farce becomes a
tragedy.

Undoubtedly, much of the vice in
horses has been cultivated by the severity
and cruelty of their masters, and it is
true that vice may often be cured by

118 SCHOOL-TRAINING FOR HORSES.

care and kindness. But there is not
in the heart of the horse that true
love for man that the dog, even when
neglected and ill-treated, always bears
for the one he acknowledges as master.
The horse, therefore, may not be go-
verned by love ; he must be made to
feel and to acknowledge the superior
power of man. This superior power
must be asserted through kindness and
firmness ; either extreme of harshness
or of indulgence will render the horse
vicious and destroy the influence of the
man over the animal.

It is astonishing how much courage
a horse will receive from a cool and
determined rider, but the boldest horses
become timorous at unusual sights and
sounds when they do not feel the sup-

GENEEAL NOTES. 119

port of a steady hand. In time the
horse may be brought to face the
most appaUing objects, and his confi-
dence in man grows with each escape
from suspected danger.

But it is when this nervous, ex-
citable animal is roused by the stir
and clang of battle that he banishes
all fear, and even takes a delight in
the perilous game of war. With a
spirit that seems heroic, he will eagerly
plunge into the thickest of the fray,
and, unmindful of the horrid hail of
missiles, bear his rider to death or glory.

The next day, perhaps, he trembles
as he is made, unwillingly, to pass
the harmless body of some poor beast
lying in the battery he so gallantly
charged in the fight.

120 SCHOOL-TRAINING FOR HORSES.

All horses should be taught to bear
the spur without flinching. This will
prove a great safe -guard to the rider,
as the horse will not bolt at the
prick of the rowel, and will be ren-
dered quick to obey the will of his
master.

It is not necessary to use a sharp
spur upon a schooled horse, as his train-
ing will render him so quick and ready
that he will answer to the pressure of
the leg without waiting for the severer
form of the aid, and a blunt spur
will be all that is required should he
hang back a little at times. But it
is first necessary that he should sub-
mit to the application of the sharp
rowel without either bolting or show-
ing resentment. Horses of even the

GENERAL NOTES. 121

most nervous temperament may be
taught to submit to the spur after a
few lessons given in the following
manner : —

While at the walking pace the rider
will gently press his unarmed heels
against the sides of the horse, and
restrain increased speed or restlessness by
a light hand and soothing words. When
the horse will suffer the pressure of
the heels without making an effort to
go beyond the limits placed by the hand,
the rider will, in the same way, accustom
the animal to the application of the
spur. This use of the spur renders the
horse very docile and steady, and
the sharp spur may be superseded by
the blunt rowel, so that the aid shall
not have even the appearance of cruelty.

122 SClHOOL-TRAINING FOE HORSES.

Many horses are dangerous to a
spurred rider until they have been
trained to the sharp rowel in this or
in some similar way. And no horse
is under proper control until he will
bear the spur without trying to force
the hand.

The spur should never be delivered
by a thrust or Uch, but by carrying
back the leg until the rowel touches
the flank of the horse, and applied with
such force as is necessary by lowering
the toe.

The spur may in this way b e given
with all required celerity, and without
throwing the horse out of his balance,
rousing his resentment or discomposing
him by the rudeness of the attack.

A perfect seat may only be obtained

GENEKAL NOTES. 123

by riding without reins or stirrups.
Otherwise, the rider will acquire the
habit of depending, more or less, upon
the aid of bit and irons. If he can-
not ride without their support he will
be unable to use his hands and legs
in the management of his steed ; and
he will be a clog rather than a help
to the horse ; for his hand will check
and harass the fore-hand, while his
seat, forced by the weight he bears in
the stirrups, will not permit the body
to keep the poise required for the
balance of the mass.

I do not think that too much im-
portance can be given to lunging
upon the cavesson. I know of nothing
that will so effectually quiet an un-
ruly or a nervous animal, and it

124 SCHOOL-TRAINING FOU HOUSES.

greatly improves the action and move-
ments of the horse. After the horse
has passed about the trainer several
times at the length of the rein he
should be induced to come up to the
man to be caressed and encouraged,
and then made to pass about in the
opposite direction, to be again brought
up to the man. A few lessons given
in this way will give the most timid
horse a confidence in his trainer that
can be produced by no other means
with which I am acquainted, and to
obtain the confidence of the horse is
the first and longest step in his sub-
jugation.

As the rules I have laid down for
obtaining control over the horse should
prepare the reader for every emergency,

GENEKAL NOTES. 125

I have not thought it necessary to cite
particular cases, or to draw the atten-
tion from more important matters to
the narration of anecdotes or the
relation of personal adventure.

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the Persian War.— The Rising of the Storm.— The First
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Bursting of the Storm. — Appendix.

13, Waterloo Place, Pall Mall. 1 7

Contents of Vol II. : — Book IV. — The Rising in tee
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— The Seizure of Delhi. — Calcutta in May. — Last Days of
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13, Waterloo Place^ Pall Mall. 21

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the Aspirant for Public Examinations. Third edition. 1 vol.
8vo. With Map. 12s.

*#* The Library Edition of the above in 6 volumes, 8uo., mau be
had, price £2 8s. . > ^

Thornton (T.) East India Calculator.

By T. Thoenton. 8vo. London, 1823. lOs.
History of the Punjaub,

And of the Rise, Progress, and Present Condition of the
Sikhs. By T. Thornton. 2 Vols. Post 8vo. 8s.

Tilley (H. A.) Japan, the Amoor and the Pacific.

With notices of other Places, comprised in a Voyage of Circum-
navigation in the Imperial Russian Corvette Rijjida, in 1858-
1860. By Henry A. Tilley. Eight Illustrations. 8vo. J 6s.

Tod (Col. Jas.) Travels in Western India.

Embracing a visit to the Sacred Mounts of the Jains,
and the most Celebrated Shrines of Hindu Faith between
Rajpootana and the Indus, with an account of the Ancient
City of Nehrwalla. By the late Lieut.- Col. James Tod,
Illustrations. Royal 4to. £3 3s.

*#* This is a companion volume to Colonel Tod's Rajasthan,

Torrens (W. T. McC.) Reform of Procedure in Parliament

to Clear the Block of Public Business. By W. T. McCqllagh
Torrens, M.P. Crown 8vo. 6s.
Trimen (Capt. R.) Regiments of the British Army,

Chronologically arranged. Showing their History, Services,
Uniform, &c. By Captain R. Trimen, late 35th Regiment.
8vo. 10s. 6d.

Trotter (L. J.) History of India.

The History of the British Empire in India, from the
Appointment of Lord Hardinge to the Death of Lord Cannmg
(1844 to 1862). By Captain Lionel James Trotter, late
Bengal Fusiliers. 2 vols. 8vo. 16s. each.

Lord Lawrence.

A Sketch of his Career. Fcap. Is. 6d.
Warren Hastings, a Biography.

By Captain Lionel James Troiter, Bengal H. P., author
of a " History of India," " Studies in Biography," &c.
Crown 8vo. Qs. ^ "^

84 W. H. Allen & Co.,

Underwood (A. S.) Surgery for Dental Students.

By Arthur S. Underwood, M.E.C.S., L.D.S.E., Assistant

Surgeon to the Dental Hospital of London. 5s.

Vambery (A.) Sketches of Central Asia.

Additional Chapters on My Travels and Adventures, and of the

Ethnology of Central Asia. By Arm enius Vambery. 8vo. 16s.

" A valuable guide on almost untrodden ground ."- -AthencBum.

Yibart (Major H. M.) The Military History of the Madras

Engineers and Pioneers. By Major H. M. Vibart, Royal
(late Madras) Engineers. In 2 vols., with numerous Maps
and Plans. Vol. I. 8vo. 32s. (Vol. n. in the Press.)

Victoria Cross (The) An Official Chronicle of Deeds of Per-
sonal Valour achieved in the presence of the Enemy during
the Crimean and Baltic Campaigns and the Indian, Chinese,
New Zealand, and African Wars. From the Institution of the
Order in 1856 to 1880. Edited by Robert W. O'Byrne.
Crown 8vo. With Plate. 5s.

Waring (E. J.) Pharmacopoeia of India.

By Edward John Waring, M.D., &c. 8vo. 68. (See page 2.)

"Watson (M.) Money.

By Jules Tardieu. Translated from the French by Mar-
garet Watson. Crown 8vo. 7s. 6d.

Watson (Dr. J. F.) and J. W. Kaye, Races and Tribes of

Hindostan. The People of India. A series of Photographic
Illustrations of the Races and Tribes of Hindustan. Prepared
under the Authority of the Government of India, by J. Forbes
Watson, and John William Kaye. The Work contains
about 450 Photographs on mounts, in Eight Volumes, super
royal 4to. £2. 5s. per volume.

Webb (Dr. A.) Pathologia Indica.

Based upon Morbid Specimens from all parts of the Indian
Empire. By Allan Webb, B.M.S. Second Edit. 8vo. 14s.

W'ellesley's Despatches.

The Despatches, Minutes, and Correspondence of the Marquis
Wellesley, K.G., during his Administration in India. 5 vols.
8vo. With Portrait, Map, &c. £6. 10s.

This work should be perused hy all who proceed to India in the
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Wellington in India.

Military History of the Duke of Wellington in India. Is.

13, Watekloo Place, Pall Mall. 35

Wilberforce (E.) Franz Schubert.

A Musical Biography, from the German of Dr. Heinrich
Kreisle von Hellborn. By Edward Wilberforce, Esq.,
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Wilk's South of India.

3 vols. 4to. £5. 5s.

Wilkins (W.N.) Visual Art; or Nature through the Healthy Eye.
With some remarks on Originality and Free Trade, Artistic
Copyright, and Durability. By Wm. Not Wilkins, Author of
" Art Impressions of Dresden," &c. 8vo. 6s.

Williams (F.) Lives of the English Cardinals.

The Lives of the English Cardinals, from Nicholas Break-
speare (Pope Adrien IV.) to Thomas Wolsey, Cardinal Legate.
With Historical Notices of the Papal Court. By Folkestone
Williams. 2 vols., 8vo. 14s.

Life, &c., of Bishop Atterbury.

The Memoir and Correspondence of Francis Atterbury, Bishop
of Rochester, with his distinguished contemporaries. Compiled
chiefly from the Atterbury and Stuart Papers. By Folkestone
Williams, Author of "Lives of the English Cardinals," &c.,
'2 vols. 8vo. 14s.

Williams (Monier) Indian Wisdom.

Or Examples of the ReHgious, Philosophical and Ethical
Doctrines of the Hindus. With a brief History of the Chief
Departments of Sanscrit Literature, and some accoant of the
Past and Present Condition of India, Moral and Intellectual.
By MoNiER Williams, M.A., Boden Professor of Sanscrit in
in the University of Oxford. Third Edition. Hvo. 15s.

Wilson (H.H.) Glossary of Judicial and Revenue Terms, and of

useful Words occurring in Official Documents relating to the
Administration of the Government of British India. From the
Arabic, Persian, Hindustani, Sanskrit, Hindi, Bengali, Uriya,
Marathi, Guzarathi, Telugu, Karnata, Tamil, Malayalara, and
other Languages. Compiled and published under the autho-
rity of the Hon. the Court of Directors of the E. I. Company.
4to., cloth. £1 10s.

White (S. D.) Indian Reminiscences.

By Colonel S. Dewe' White, late Bengal Staff Corps. 8vo.
With 10 Photographs. 14s.

36 W. H. AiLEN & Co.,

WoUaston (Arthur N.) Anwari Suhaili, or Lights of Canopus.
Commonly known as Kalilah and Damnah, being an adaptation
of the Fables of Bidpai. Translated from the Persian. Royal
8vo., 42s. ; also in royal 4to., with illuminated borders, de-
signed specially for the work, cloth, extra gilt. £3 13s. 6d.

Elementary Indian Reader.

Designed for the use of Students in the Anglo- Vernacular
Schools in India. Fcap. Is.

Woolrych (Serjeant W. H.)

Lives of Eminent Serjeants-at-Law of the English Bar. By
Humphry W. Woolrych, Serjeant-at-Law. 2 vols. 8vo. 30s.

Wraxall (Sir L., Bart.) Caroline Matilda.

Queen of Denmark, Sister of George 3rd. From Family and
State Papers. By Sir Lasceixes Wraxall, Bart. 3 vols., 8vo.
I8s.
Young (J. R.) Course of Mathematics.

A Course of Elementary Mathematics for the use of candidates
for admission into either of the Military Colleges ; of appli-
cants for appointments in the Home or Indian Civil Services ;
and of mathematical students generally. By Professor J. R.
Young. In one closely-printed volume. 8vo., pp. 648. 12b.
" In the work before us he has digested a complete Elementary
Course, by aid of his long experience as a teacher and writer ; aud he has
produced a very useful book. Mr. Young bas not allowed his own taste
to rule the distribution, but has adjusted his parts with the skill of a
veteran." — Athenceum.

Young (M.) and Trent (R.) A Home Ruler.

A Story for Girls. By Minnie Young and Rachel Trent,
Illustrated by C. P. Colnaghi. Crown Svo. 3s. 6d.

Works in the Press,

The History op India, as told by its own Historians ;
the Local Muhammadan Dynasties. Vol. I. Guzerat. By
John Dowson, M.R.A.S., late Professor of the Staff
College. Forming a Sequel in two or more volumes to
Sir H. M. Elliott's Original work on the Muhammadan
period of the History of India ; already edited, annotated,
and amplified by the same Author. Published under the
Patronage of H.M.'s Secretary of State for India.

13, Waterloo Place, Pall Mall. 37

An Integral Calculus. Simplified for Schools. Bj W.
P. Lynam, Indian Public Works Department.

Diplomatic Study op the Crimean War. Translated
from the original as published by the Eussian Foreign
Office. 2 vols.

On and Off Duty ; being Leaves from an Officer's Note
Book. Part I. — Turania ; Part II. — Lemuria ; Part III.
— Columbia. By Captain S. P. Oliver. Crown 8vo.
Illustrated.

History of Shorthand. With an analysis and review of
its present condition and prospects at Home and Abroad.
By Thomas Anderson, Parliamentary Reporter.

Egypt : Physical, Political and Strategical ; together with an
Account of its Engineering Capabilities and Agricultural
Resources. By Griffin W. Vyse, late on special duty for
H.M.'s Government in Egypt and Afghanistan.

The Plays and Poems of Charles Dickens. Collected
and Edited by Richard Heme Shepherd. 2 vols.

The English in India. New Sketches. By E. de Valbezen,
late Consul General at Calcutta, Minister Plenipotentiary.
Translated from the French, with the Author's permission,
by a Diplomat.

Pioneering in the Far East, and Journeys to Cali-
fornia IN 1849, AND to the White Sea in 1878. By
Ludwig Yerner Helmes. With Illustrations from original
Sketches and Photographs.

Franz Lizst : Artist and Mao. By L. Ramann. Trans-
lated from the German.

On Board a Union Steamer. By Captain S. P. Oliver.

Shadows of the Past : the Autobiography of Gen. Kenyon.
Bj J. S. Lloyd, Author of " Ruth Everingham," " The
Silent Shadow," &c.

Three Five-act Plays, and Twelve Dramatic Scenes.
Suitable for Recitation and Home Theatricals. By Martin
F. Tupper, D.C.L., F.R.S., Author of " Proverbial Philo-
sophy."

An Illustrated Edition of Twenty-one Days in India.
Being the Tour of Sir Ali Baba, K.C.B. By George
Aberigh Mackay.

W. H. Allen & Co.,

Queer People. From the Swedish of " Leah." By Albert
Alberg. 2 vols.

The Queen's Speeches in Parliament. From her Acces-
sion to 1882 inclusive. Being a Compendium of English
History during the present Eeign as told from the
Throne, with complete Index. Edited and Compiled By F.
Sydney Ensor.

The Jesuits. A Complete History of public and private
proceedings from the foundation of the Order to the
present time. By Theodor Greussirger.

Accented Five-Figure Logarithms of the numbers
from 1 to 99999 without Differences. Arranged and
Accented by Lowis D'A. Jackson.

Private Theatricals. Being a Practical Guide for the
Home Stage, both before and behind the Curtain. By an
Old Stager. Illustrated with Suggestions for Scenes after
designs by Shirley Hodson.

With the Boers in the Transvaal. By C. L. Norris-
Newman, Author of " In Zululand with the British." 8vo»
With Map and Plans.

Oriental Works in the Press.

A Hindi Manual. By Frederic Pincott, M.R.A.S.

An English-Arabic Dictionary. By Dr. Steingass.

An Arabic-English Dictionary. By De. Steingass.

An English-Persian Dictionary. Compiled from Original
Sources. By Arthur N. Wollaston, M.R.A.S., Translator
of the " Anwar-i-Suhaili."

An English-Hindi Dictionary. By Frederic Pincott, M.R.A.S.

A Malay, Achinese, French, and English Vocabulary.
Prepared by Dr. A. J. W. Bikkers.

Alif Laila, ba-Zuban-i-TJrdu (The Arabian Nights in Hin<]u-
stani.) Roman Character. Edited by F. Pincott, M.R.A.S.

13, Watekloo Place, Pali. Mall. 3^

A SELECTION FKOM

MESSRS. ALLEN^S CATALOGUE

OF BOOKS IN THE EASTERN LANGUAGES, &c.

HINDUSTANI, HINDI, &c.

[Dr. Forhes's Works are used as Class Books in the Colleges and Schools

in India.']

Forbes's Hindustani-English Dictionary iu tbe Persian Character,
with the Hindi words in Nagari also ; and an Enghsh Hindustani
Dictionary in the Enghsh Character ; both in one volume. By Dun-
can EoRBES, LL.D. Eoyal 8vo. 423.

Forbes's Hindustani-English and English Hindustani Dictionary,
in the Enghsh Character. Koyal 8vo. 368.

Forbes's Smaller Dictionary, Hindustani and English, in the
Enghsh Character. 12s.

Forbes's Hindustani Grammar, with Specimens of Writing in the
Persian and Nagari Characters, Reading Lessons, and Yocabulary. '
8vo. 10s. 6d.

Forbes's Hindustani Manual, containing a Compendious Gram-
mar, Exercises for Translation, Dialogues, and Vocabulary, in the
Roman Character. New Edition, entirely revised. By J. T. Platts.
18mo. 3s. 6d.

Forbes's Bagh o Bahar, in the Persian Character, with a complete
vocabulary. Royal Svo. 123. 6d.

Forbes's Bagh o Bahar in English, with Explanatory Notes,
illustrative of Eastern Character. Svo. Ss.

Forbes's Bagh o Bahar, with Vocaby., English Character. 5s.

Forbes's Tota Kahani ; or, " Tales of a Parrot," in the Persian
Character, with a complete Yocabulary. Royal Svo. 8s.

Forbes's Baital Pachisi ; or, "Twenty-five Tales of a Demon,"
in the Nagari Character, with a complete Yocabulary. Royal Svo. 93.

Forbes's Ikhwanu s Safa ; or, "Brothers of Purity," in the
Persian Character. Royal Svo. 12s. 6d.

[^For the higher standard for military officers' examinations.']

Forbes s Oriental Penmanship ; a Guide to Writing Hindustani
in the Persian Character. 4to. S».

40 W. H. Allen & Co.,

Platts' Grammar of the Urdu or Hindustani-Language. 8vo. 12s.

Eastwick (Edward B.) The Bagh-o-Bahar — Uterallj translated
into English, with copious explanatory notes. 8vo. lOs. 6d.

Small's (Rev. G.) Tota Kahani; or, '* Tales of a Parrot." Trans-
lated into English. 8vo. 8s.

Platts' J. T., Baital Pachisi ; translated into English. 8vo. 8s.

Platts' Ikhwanu S Safa; translated into English. 8vo. 10s. 6d.

Piatt's (J. T,), A Hindustani Dictionary. Part I. Royal
Byo. 10s. 6d.

Hindustani Selections, with a Yocabulary of the Words. By
James R. Ballantynb. Second Edition. 1845. 5s.

Singhasan Battisi. Translated into Hindi from the Sanscrit.
A New Edition. Revised, Corrected, and Accompanied with Copious
Notes. By Syed Abdoolah. Royal 8vo. 12s. 6d.

Robertson's Hindustani Vocabulary. 3s. 6d.

Akhlaki Hindi, translated into Urdu, with an Introduction and
Notes. By Syed Abdoolah. Royal 8vo. 12s. 6d.

Sakuntala. Translated into Hindi from the Bengali recension
of the Sanskrit. Critically edited, with grammatical, idiomatical, and
eiegetical notes, by Feedeeic Pincott. 4to. 12s. 6d.

Principles of Persian Caligraphy. Illustrated by Lithographic
Plates of the Ta"lik Character, the one usually employed in writing
the Persian and the Hindustani. Prepared for the use of the Scottish
Naval and Mihtaiy Academy by Jambs R. Ballanttne. Second
Edition. 4to. 3s. 6d.

SANSCRIT.

Haughton's Sanscrit and Bengali Dictionary, in the Bengali

Character, with Index, serving as a reversed dictionary. 4to. 30s.
Williams's English-Sanscrit Dictionary. 4to., cloth, i'3. Ss.
Williams's Sanskrit-English Dictionary. 4to. £4 14s. 6d.
Wilkin's (Sir Charles) Sanscrit Grammar. 4to. 15s.
Williams's (Monier) Sanscrit Grammar. 8vo. 15s.
Williams's (Monier) Sanscrit Manual ; to which is added, a

Vocabulary, by A. E. CouaH. 18mo. 7s. 6d.
Gough's (A. E.) Key to the Exercises in Williams's Sanscrit

Manual. 18mo. 4s.
Williams's (Monier) Sakuntala, with Literal English Translation

of all the Metrical Passages, Schemes of the Metres, and copious

Critical and Explanatory Notes. Royal 8vo. 21$.
Williams's (Monier) Sakuntala. Translated into English Prose

and Verse. Fourth Edition. 88.
Williams's (Monier) Vikramorvasi. The Text. 8vo. 5s.
Cowell's (E B.) Translation of the Vikramorvasi. 8vo. 8s. 6d.

13, Waterloo Place, Pall Mall. 41

Thompsou's (J. C.) Bhagavat Gita. Sanscrit Text. 58.
Haughton's Menu, with English Translation. 2 vols. 4to. 24s.
Johnson's Hitopadesa, with Vocabulary. 15s.
Hitopadesa. A new literal translation from the Sanskrit Text

of Prof. P. Johnson. Por the use of Students. By Peedbeic

PiNCOTT, M.R.A.S. 63.
Hitopadesa, Sanscrit, with Bengali and English Trans. 10s. 6d.

Wilson's Megha Duta, with Translation into English Verse,
Notes, Illustrations, and a Vocabulary. Eoyal 8vo. 68.

PERSIAN.

Richardson's Persian, Arabic, and English Dictionary. Edition

of 1852. By P. Johnson. 4to. £4.
Forbes's Persian Grammar, Reading Lessons, and Vocabulary.

Eoyal Svo. 12s. 6d.
Ibraheem's Persian Grammar, Dialogues, &c. Royal Svo. 12s. 6d.

Oulistan. Carefully collated with the original MS., with a full

Vocabulary. By John Platts, late Inspector of Schools, Central

Proyinces, India. Eoyal Svo. 12s. 6d.
GuHstan. Translated from a revised Text, with Copious Notes.

By John Platts. Svo. 12s. 6d.
Ouseley's Anwari Soheili. 4to. 42s.
Wollaston's (Arthur N.) Translation of the Anvari Soheili.

Eoyal Svo. £2 2s.
Keene's (Rev. H. G.) First Book of The Anwari Soheili. Persian

Text. Svo. 5s.
Ouseley's (Col.) Akhlaki Mushini. Persian Text. Svo. 58.
Keene's (Rev. H. G.) Akhlaki Mushini. Translated into Enghsh.

Svo. 3s. 6d.
Clarke's (Captain H. Wilberforce, R.E.) The Persian Manual.

A Pocket Companion.

PAET I.— A CONCISE GrEAMMAE OF THE LANGUAGE, with Exer-

cises on its more Prominent Peculiarities, together with a Selection of
Useful Phrases, Dialogues, and Subjects for Translation into Persian.

PAET II.— A VOCABULAEY OF USEEUL WOEDS, ENGLISH AND

Persian, showing at the same time the difference of idiom between
the two Languages. ISmo. 7s. 6d.
The Bustan. By Shaikh Muslihu-d-Dm Sa'di Shirazi.
Translated for the first time into Prose, with Explanatory Notes
and Index. By Captain H. Wilberforce Clarke, E.E. Svo.
With Portrait. 30s.

A Translation of Robinson Crusoe into the Persian Language.
Eoman Character. Edited by T. W. H. Tolboet, Bengal Civil
Service. Cr. Svo. 7§.

42 W. H. Allen & Co.,

BENGALI.

Haughton's Bengali, Sanscrit, and English Dictionary, adapted
for Students in either language ; to wliich is added an Index, serving
as a reversed dictionary. 4to. 30s.

Forbes s Bengali Grammar, with Phrases and dialogues. Royal
8vo. 12s. 6d.

Forbes's Bengali Reader, with a Translation and Vocabulary
Royal 8vo. 12s. 6d.

Nabo Nari. 12mo. Vs.

ARABIC.

Richardson's Arabic, Persian and English Dictionary. Edition
of 1852. By F. Johnson. 4to., cloth. £4.

Forbes's Arabic Grammar, intended more especially for the use of
young men preparing for the East India Civil Service, and also for the
use of seK instructing students in general. Royal 8to., cloth. 188.

Palmer's Arabic Grammar. 8vo. 18s.

Forbes's Arabic Reading Lessons, consisting of Easy Extracts
from the best Authors, w^ith Yocabulary. Royal 8vo., cloth. 15s.

The Arabic Manual. Comprising a condensed Grammar of both
Classical and Modern Arabic ; Reading Lessons and Exercises, with
Analyses and a Vocabulary of useful Words. By Prof. E. H. Palmee,
M.A., &c., Author of *' A Grammar of the Arabic Language." Ecap.
7s. 6d.

TELOOGOO.

Brown's Dictionary, reversed ; with a Dictionary of the Mixed

Dialects used in Teloogoo. 3 vols, in 2, royal 8vo. £5.
Campbell's Dictionary. Royal 8vo. 30s.
Brown's Reader. 8vo. 2 vols. 14s.
Brown's Dialogues, Teloogoo and English. 8vo. 5s. 6d.
Pancha Tantra. 8s.
Percival's English-Teloogoo Dictionary. 10s. 6d.

TAMIL.

Bottler's Dictionary, Tamil and English. 4to. 42s.
Babington's Grammar (High Dialect). 4to. 12s.
Percival's Tamil Dictionary. 2 vols. 10s. 6d.

13, Waterloo Place, Pall Mall. 43^

GUZRATTEE.

Mayor's Spelling, Guzrattee and English. 7s, 6d.
Shapuaji Edalji's Dictionary, Guzrattee and English. 21s.

MAHRATTA.

Molesworth's Dictionary, Mahratta and English. 4to. 42s.

Molesworth's Dictionary, English and Mahratta. 4to. 42s.

Esop's Fables. 12mo. 2s. 6d.

Fifth Reading Book. 7s.

A Grammar of the Mahratta Language. For the use of the
East India College at Hayleybury. By James R. Bailantyne, of
. the Scottish Naval and Military Academy. 4to. 5s.

MALAY.
Marsden's Grammar. 4to. £1 Is.

CHINESE.

Morrison's Dictionary. 6 vols. 4to. £10.

Marshman's — Clavis Sinica, a Chinese Grammar. 4to. £2 2s.

Morrison's View of China, for Philological purposes ; containing a
Sketch of Chinese Chronology, G-eography, Government, ReHgion and
Customs, designed for those who study the Chinese language. 4to. 6s.

PUS'HTO.

The Pushto Manual. Comprising a Concise Grammar ; Exer-
cises and Dialogues ; Familiar Phrases, Proverbs, and Vocabulary. By
Major H. G. Ravertt, Bombay Infantry (Retired). Author of the
Pus'hto Grammar, Dictionary, Selections Prose and Poetical, Selections
from the Poetry of the Afghans (English Translation), Esop's Fables,
&c. &c. Fcap. 5s.

MISCELLANEOUS.

Reeve's English-Carnatica and Carnatica-English Dictionary.
2 vols. (Very slightly damaged). £8.

Collett's Malayalam Reader. 8vo. 12s. 6d.

Esop's Fables in Camatica. 8vo. bound. 12s. 6d.

A Tnrkisli Manual, comprising a Condensed Grammar with
Idiomatic Phrases, Exercises and Dialogues, and Vocabulary. By
Captain C. F. Mackenzie, late of H.M.'a Consular Service. 68.

44 W. H. Allen & Co.

W. H. ALLEN & CO.'S ORIENTAL MANUALS.

Forbes's Hindustani Manual, containing a Compendious Gram-
mar, Exercises for Translation, Dialogues, and Vocabulary, in the
Roman Character. New edition, entirely revised. By J. T. Platts,
18mo. 3s. 6d,

Williams's (Monier) Sanskrit Manual ; to which is added, a
Vocabulary, by A. E. Gottgh. 18mo. 7s. 6d.

Gough s (A. E.) Key to the Exercises in Williams's Sanscrit
Manual, 18mo. 48.

The Arabic Manual. Comprising a condensed Grammar of both
Classical and Modern Arabic ; Reading Lessons and Exercises, with
Analyses and a Vocabulary of useful Words. By Prof. E. H. Palmie,
M.A., &c., Author of " A G-rammar of the Arabic Language." Ecap.
76. 6d.

A Turkish Manual, comprising a Condensed Grammar wilh
Idiomatic Phrases, Exercises and Dialogues, and Vocabiilary. By
Captain C. F. Mackenzie, late of H.M.'s Consular Service. 6b.

Clarke's (Capt. H. W., R.E.) The Persian Manual, containing
a concise Grammar, with Exercises, useful Phrases, Dialogues, and
Subjects for Translation into Persian ; also a Vocabulary of Useful
Words, English and Persian. ISmo. 7s. 6d.

The Push to Manual. Comprising a Concise Grammar ; Exer-
cises and Dialogues ; EamiUar Phrases, Proverbs, and Vocabulary. By
Major H. G. Raveety, Bombay Infantry (Retired). Ecap. 5s.

A RELIEVO MAP OF INDIA.

By HENEY E. BRION.
In Frame, *21s.

" A map of this kind brings before us euch-a picture of the surface of a given
country as no ordinary map could ever do. To the mind's eye of the average
Englishman, India consists of ' the plains ' and 'the hills,' chiefly of the former,
the hills being limited to the Himalayas and the Nilgiris. The new map will at
least enable him to correct his notions of Indian geography. It combines the
usual features of a good plain map of the country on a scale of 150 miles to the
inch, with a faithful representation of all the uneven surfaces, modelled on a scale
thirty-two times the horizontal one ; thus bringing out into clear relief the com-
parative heights and outlines of all the hill-ranges, and showing broad tracts of
uneven ground, of intermingled hill and valley, which a common map of the
same size would hardly indicate, except to a very practised eye. The plains of
Upper India are reduced to their true proportions; the Central Provinces,
Malwa, and Western Bengal reveal their actual ruggedness at a glance ; and
Southern India, from the Vindhyas to Cape Comorin, proclaims its real height
above the sea-level. To the historical as well as the geographical student such n
map is an obvious and important aid in tracing the course of past campaigns, in
realising the conditions under which successive races carried their armi or settle-
ments through the Peninsula, and in comprehending the difference of race, climate,
and physical surroundings which make up our Indian Empire. Set in a neat
frame of maplewood, the map seems to attract the eye like a prettily-coloured
picture, and its price, a guinea, should place it within the reach of all who care to
combine the useful with the ornamental." — Home News.

MAPS OF INDIA, etc.

Messrs. Allen S( Co's Maps of India were revised and much improved
during 1876, with especial reference to the existi^ig Administrative
Divisions^ Railways^ S^c.

District Map of India ; corrected to 1876 ;

Divided into Collectorates with the Telegraphs and Railways from G-o-
vemment surreys. On six sheets — size, 5ft. 6in. high ; 5ft. Sin. wide,
£2; in a case, £2 12s. 6d. ; or, rollers, ram., £3 3s.

A General Map of India ; corrected to 1876 ;

Compiled chiefly from surveys executed by order of the G-ovemment
of India. On six sheets — size, 5 ft. 3 in. wide ; 5 ft. 4 in. high, £2 ;
or, on cloth, in case, £2 12s. 6d. ; or, roUers, varn., £3 3s.

Map of India; corrected to 1876 ;

From the most recent Authorities. On two sheets — size, 2 ft. lOin.
wide ; 3 ft. 3 in. high, 16s. ; or, on cloth, in a case, £1 Is.

Map of the Routes in India; corrected to 1874 ;

"With Tables of Distances between the principal Towns and Military
Stations On one sheet — size, 2 ft. 3 in. wide j 2 ft. 9 in. high, 9s. ;
or, on cloth, in a case, 12s.

Map of the Western Provinces of Hindoostan,

The Punjab, Cabool, Scinde, Bhawulpore, &c., including aU the States
between Candahar and Allahabad. On four sheets — size, 4 ft. 4in.
wide ; 4 ft. 2 in. high, 303. ; or, in case, £2 ; roUers, varnished, £2 10s.

Map of India and China, Burmah, Siam, the Malay Penin-
sula, and the Empire of Anam. On two sheets — size, 4 ft. 3 in. wide ;
3 ft. 4 in. high, I63. ; or, on cloth, in a case, £1 5s.

Map of the Steam Communication and Overland Routes
between England, India, China, and AustraHa. In a case, 143. ; on
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Map of China,

From the most Authentic Sources of Information. One large sheet —
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Map of the World ;

On Mercator's Projection, showing the Tracts of the Early Navigators,
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Handbook of Reference to the Maps of India.

Q^iving the Latitude and Longitude of places of note. 18mo. 38. 6d.

Russian Ofl&cial Map of Central Asia. Compiled in accord-
ance with the Discoveries and Surveys of Russian Staff OflScerB up
to the close of the year 1877. In 2 Sheets. 10a. 6d., or in clotk
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In January and July of each year is published in 8vo., price 10s. 6d.j

THE INDIA LIST, CIVIL & MILITARY;

BY PERMISSION OP THE SECKETAET OP STATE POR INDIA IN COUNCIL.

CONTENTS.

CIVIL. — Gradation Lists of Civil Service, Bengal, Madras and Bombay.
Civil Annuitants. Legislative Council, Ecclesiastical Establishments,
Educational, Public Works, Judicial, Marine, Medical, Land Eevenue,
Political, Postal, Police, Customs and Salt, Forest, Registration and
Railway and Telegraph Departments, Law Courts, Surveys, &c., &c.

MILITARY.— G-radation List of the General and Field Officers (British
and Local) of the three Presidencies, Staff Corps, Adjutants -General's
and Quartermasters-General's Offices, Army Commissariat Depart-
ments, British Troops Serving in India (including Royal Artillery, Royal
Engineers, Cavalry, Infantry, and Medical Department), List of Native
Regiments, Commander-in-Chief and Staff, Garrison Instruction Staff,
Indian Medical Department, Ordnance Departments, Punjab Frontier
Force, Military Departments of the three Presidencies, Yeterinary
Departments, Tables showing the Distribution of the Army in India,
Lists of Retired Officers of the three Presidencies.

HOME. — Departments of the Office of the Secretary of State, Coopers
Hill College, List of Selected Candidates for the Civil and Forest Services,
Indian Troop Service.

MISCELLANEOUS.— Orders of the Bath, Star of India, and St. Michael
and St. George. Order of Precedence in India. Regulations for Admis-
sion to Civil Service. Regulations for Admission of Chaplains. Civil
Leave Code and Supplements. Civil Service Pension Code — relating to
the Covenanted and Uncovenanted Services. Rules for the Indian
Medical Service. Furlough and Retirement Regulations of the Indian
Army. Family Pension Fund. Staff Corps Regulations. Salaries of
Staff Officers. Regulations for Promotion. English Furlough Pay.

THE

ROYAL KALENDAR,

AND COURT AND CITY REGISTER,

FOR ENGLAND, IRELAND, SCOTLAND, AND THE COLONIES,

For the Year 1881.

Containing a Coreect List of the Twenty-First Imperial
Parliament, summoned to meet for their First
Session — March 5th, 1874.
House of Peers — House of Commons — Sovereigns and Rulers of States
of Europe— Orders of Knighthood — Science and Art Department — Queen's
Household — G-overnment Offices — Mint — Customs — Inland Revenue —
Post Office — Foreign Ministers and Consuls — Queen's Consuls Abroad —
Naval Department — Navy List — Array Department — Army List — Law-
Courts — Police — Ecclesiastical Department — Clergy List — Foundation
Schools — Literary Institutions — City of London — Banks — Railway Com-
panies— Hospitals and Institutions — Charities — Miscellaneous Institutions
— Scotland, Ireland, India, and the Colonies ; and other useful information.

Price with Index, 7s. ; without Index, bs

Published on the arrwaJ of every Mail from India. Subgcription 26*. per
annum, post free, specimen copy, 6d.

ALLEN'S INDIAN MAIL,

AND

§Mnl §mtk

FEOM

INDIA, CHINA, AND ALL PARTS OF THE EAST.

Allen's Indian Mail contains the fullest and most authentic Reports
of all important Occurrences in the Countries to which it is devoted, com-
piled chiefly from private and exclusive sources. It has been pronounced
by the Press in general to be indispensable to all who have Friends or Rela-
tives in the East, as affording the only correct information regarding the
Services, Movements of Troops, Shipping, and all events of Domestic and
individual interest.

The subjoined list of the usual Contents will show the importance and
variety of the information concentrated in Allen's Indian Mail.

Summary and Review of Eastern Neivs.

Shipping— Arrival of Ships

,, ,, Passensers

,, Departure of Ships

„ ,, Passengers

Commercial— State of the Markets

»>

Precis of Public Intelligence

Selections from the Indian Press

Movements of Troops

The Government Gazette

Courts Martial

Domestic Intelligence— Births

„ „ Marriages

„ „ Deaths

Some Intelligence relating to India, Sfc.
Original Articles Arrival reported in England

Miscellaneous Information Departures ,, „

Appointments, Iiist of Fur- ! Shipping— Arrival of Ships

loughs, Extensions, &c. 1 „ „ Passengers

Indian Securities

Freights

&c. &c. dtc.

Civil I , Departure of Ships

„ ^A,»* ,,

Military

Ecclesiastical and
Marine

„ ,, Passengers

,j Vessel spoken with

&c. &c. &c.

Review of Wcoks on the East.— and Notices of all affairs connected
with India aud the Services.

Each year an Imdsx is furnished, to enable Subscribers to bind up the Volume
which forms a complete

ASIATIC ANNUAL REGISTER AND LIBRARY OF REFERENCE.
London:Wm.H. ALLEN & Co., 13, WATERLOO PLACE, S.W.

(publishers to the INDIA OFFICE),

To whom Communications for the Editor, and Advertisements
are reqtiested to be addressed.

Subscription, 32s. per annum. Postage Free. Or in
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BEING

ABSTRACTS OF ALL PARLIAMENTARY RETURNS

DIRECTED TO BE FEINTED BY

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courage to attempt it The precis is very well done."— Journal of th«

Statistical Society, June, 1880.

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Interets Materieis, Brussels.

London : W. H. ALLEN & CO., 13, WATERLOO-PLACE.

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