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+The Project Gutenberg EBook of Hand-book for Horsewomen, by H. L. De Bussigny
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org/license
+
+
+Title: Hand-book for Horsewomen
+
+Author: H. L. De Bussigny
+
+Release Date: May 3, 2012 [EBook #39605]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK HAND-BOOK FOR HORSEWOMEN ***
+
+
+
+
+Produced by Julia Miller, Paul Clark and the Online
+Distributed Proofreading Team at http://www.pgdp.net (This
+file was produced from images generously made available
+by The Internet Archive)
+
+
+
+
+
+    Transcriber's Note:
+
+    Every effort has been made to replicate this text as faithfully as
+    possible, including inconsistencies in spelling and hyphenation.
+
+    Italic text has been marked with _underscores_.
+    Bold text has been marked with =equals signs=.
+
+[Illustration]
+
+
+
+
+ HAND-BOOK
+ FOR
+ HORSEWOMEN.
+
+ BY
+ H. L. DE BUSSIGNY,
+
+ FORMERLY LIEUTENANT OF CAVALRY AND INSTRUCTOR OF RIDING
+ IN THE FRENCH ARMY.
+
+ NEW YORK:
+ D. APPLETON AND COMPANY,
+ 1, 3, AND 5 BOND STREET.
+ 1884.
+
+
+ COPYRIGHT, 1884,
+
+ BY D. APPLETON AND COMPANY.
+
+
+
+
+PREFACE.
+
+
+For many years two styles of riding have prevailed in Western
+Europe--the English and the continental or school system. The two are
+usually supposed to be somewhat antagonistic, so much so that the
+followers of each are not unapt to regard the other with feelings of
+more or less dislike, not to say contempt; the one side being sneered at
+as pedants, the other despised as barbarians. To the unprejudiced both
+seem somewhat unreasonable.
+
+The English method, originating in the national taste for field sports,
+has developed a race of horsemen worthy of that noblest of animals, the
+thorough-bred horse. The chief essential for the race-course and the
+hunting-field, however, being high speed on lines that are practically
+straight, the tendency of Englishmen is to leave their horses very much
+alone, provided they can gallop and jump and are sufficiently under
+control not to run away, the rider usually keeping a pretty even
+pressure on the bit and making comparatively little attempt to regulate
+the animal's action by the use of his own legs.
+
+The school, on the other hand, is the nursery of cavalry; and, for the
+army, speed is not so much needed as uniformity of movement and general
+handiness in rapid and complicated evolutions. Hence the great military
+riders of the continent have aimed at bringing the horse under complete
+control, and to this end they have applied themselves to the problem of
+mastering his hind legs, which are the propelling power, and therefore
+the seat of resistance. And it is precisely this subjection that horses
+dislike and try to evade with the utmost persistence. To accomplish the
+result, the rider is taught so to use his own legs and spurs as to bring
+the animal's hind legs under him, and thus carry him forward, instead of
+letting him go forward in his own way, as the English do. By balancing
+the effect of leg and spur upon the hind quarters, against the effect of
+hand and bit upon the mouth, the horse is brought into a position of
+equilibrium between the two, either at rest or in motion; he is then in
+complete subjection, and can be moved in any direction at his master's
+will. This is the basis of the whole manege system, and it is thus that
+horses are made to _passage_, to _piaffer_, or even to trot backward.
+
+The objection to the method is that, as equilibrium is gained,
+initiative is diminished, and this, together with the pedantry of the
+old-fashioned professors of the _haute ecole_, served to bring the whole
+theory into disrepute.
+
+Looked at impartially, nevertheless, it must be admitted that each
+system is well adapted to accomplish its own peculiar objects, and thus
+it seems at least reasonable to suppose that ordinary people may be the
+better for learning something from both.
+
+Amateurs, and especially ladies, do not expect to confine themselves to
+the silk jacket or even to the hunting-field, any more than they propose
+to give _haute ecole_ exhibitions in the circus. What the majority of
+men and women need for the park, the road, or even for hunting, is
+well-bitted, well-gaited animals, with light mouths, broken to canter on
+either leg, and easily gathered for a jump.
+
+But such horses when bought are not to be ridden off-hand. To begin
+with, the finer the training the more likely the beast is to turn
+restive if the rider leans on the reins. A seat independent of rein and
+stirrup is therefore the first requisite. Secondly, supposing the seat
+satisfactory, no one can know, by the light of nature, how to stop a
+highly-broken horse, to say nothing of making it change its leg or
+gather for a jump. A certain amount of the art of management must
+therefore be learned to make an accomplished rider.
+
+Now, beginners can get a seat in one of two ways. As children in the
+country they may be brought up on horseback, as they often are in the
+Southern States and in England, in which case the difficulty will
+quickly settle itself; and this is doubtless best if practicable. But
+supposing it to be impossible, a pupil may be well taught by exercises
+in the school, just as officers are taught at West Point or at Saumur.
+One thing alone is certain: seat can never be acquired by desultory
+riding or by riding exclusively on the roads or in parks.
+
+Next, as to management. Without doubt the English dash and energy--in a
+word, rough-riding--is the first essential for any one who hopes to be
+either safe or happy on a horse. It is the foundation, without which
+nothing can avail. It means seat, confidence, and decision. Yet there is
+something more that may be learned without at all impairing these
+qualities. To handle the horse rapidly and neatly, a control more or
+less complete must be established over his hind legs. In no other
+fashion can the thing be done. To attain this, it is not necessary or
+even desirable to go into all the niceties of the _haute ecole_.
+Horsemen want to arrive at certain practical results for their own
+safety and comfort, and the problem to be solved is, how to accomplish
+them by rational and gentle means.
+
+Ladies certainly do not care to _passage_ in the streets, but they do
+want to know how to stop their horses cleverly when they take fright, to
+turn their corners neatly at the trot without danger of a fall, and to
+avoid instantly any obstacle they may unexpectedly meet. It is also well
+to understand something of the simpler methods of regulating gaits. All
+these things may be learned best by studying the rudiments of the school
+system, and it is with rudiments only that this treatise pretends to
+deal.
+
+During the last twenty-five years many hand-books on equitation have
+been written for men, but few for women. This is the more remarkable as
+a woman's seat is such that she can not produce the same effects or use
+the same means as a man. Instruction for him is therefore largely
+useless for her. Men astride of a horse hold him between their legs and
+hands in a grip from which he can not escape, and can direct and force
+him with all the resolution and energy they possess. Women, sitting on
+the left side, must supply the place of the right leg as well as they
+can. They are, of course, obliged to resort to various expedients, all
+more or less artificial and unsatisfactory certainly, but still the best
+they can command. Yet it is for these very reasons far more important
+for women than for men to understand the art of management, since they
+must rely entirely on tact, skill, and knowledge, not only to overcome
+the difficulties of the cramped and unnatural seat imposed on them by
+fashion, but to supply their lack of physical strength. Still, there is
+no reason for discouragement, for that these obstacles can be surmounted
+by intelligence and patience, and that women can learn to ride on
+something like an equality with the best men, the number of undoubtedly
+fine horsewomen sufficiently proves.
+
+
+
+
+CONTENTS.
+
+
+                                                             PAGE
+
+ INTRODUCTION                                                  11
+
+ CHAPTER I.
+
+ Mounting--Dismounting--The position on horseback--Manner
+   of holding the reins                                        22
+
+ CHAPTER II.
+
+ Exercises of pupils in private lessons--Words of
+   command--Walking--Turning to the right or left--Voltes
+   and reversed Voltes--Trotting                               38
+
+ CHAPTER III.
+
+ Classes--Successive and individual movements--The
+   gallop--Leaping--Suggestions for riding on the road         51
+
+ CHAPTER IV.
+
+ Resistances of the horse                                      66
+
+
+
+
+INTRODUCTION.
+
+
+It has been held by some professors of the art of horsemanship that it
+is impossible for a lady to ride with as much ease and as much control
+of her horse as a man, on account of the disadvantages of her high
+saddle and the absence of the right leg as a controlling agent; but the
+result of my experience has shown me that this is a mistaken opinion.
+Under the systems according to which riding was formerly taught,
+however, the judgment was a just one, because the object to be attained
+was the maintenance of the horse in what may be called a state of
+momentary equilibrium, or equilibrium of the second degree, by means of
+a double bit, curb and snaffle, aided by repeated slight pressure of the
+spurs. Under the more modern system the double bit is often replaced by
+a simple snaffle with one direct rein and one passing through a running
+martingale. The results obtained are more scientific and delicate, and
+the horse may be kept in a state of sustained equilibrium, or
+equilibrium of the first degree, in which condition he is entirely under
+the control of the lady who knows how to make a judicious use of her
+whip in place of the absent spur.
+
+There are two very different ways of riding; the more usual, because the
+easier, consists in letting the horse go forward at a walk, a trot, or a
+gallop, the rider contenting herself with guiding him, and staying on
+his back; while, in the other, the will as well as the action of the
+animal is controlled, and he is _carried_ forward in obedient and
+intelligent sympathy with his rider. This requires study, tact, and
+discretion; but the result well repays the labor, and, until it is
+reached, no lady, however well she may look on horseback, can be
+reckoned a horsewoman.
+
+I can not too strongly recommend to parents the greatest care in the
+choice of a teacher for their children, as in later years it always
+takes more time and trouble to correct bad habits than it would have
+done to acquire good ones in the beginning. As a general rule,
+riding-teachers are promoted grooms, or men of that class, who may be
+able to show boys how to become good rough-riders, but who are quite
+incompetent to teach a young lady the scientific principles by which
+alone she can obtain a thorough mastery of her horse.
+
+And here I hope that my readers will allow me to offer them, with the
+deepest respect, a few suggestions in regard to dress, as years of
+teaching have shown me that much of a lady's power on horseback depends
+upon her feeling at ease in the saddle, and consequently free to give
+her attention to her teacher and her horse.
+
+For full dress, such as park-riding, no hat is so distinguished as a
+plain high silk one; but in the riding-house, or in the country, the low
+Derby shape, or a soft felt, is now generally worn. If the shape is
+stiff, it should be carefully fitted to the head, for greater security
+and to avoid the risk of headache, and in any case an elastic should
+hold it firmly in place. Little girls usually wear their hair flowing on
+their shoulders, which saves trouble; but older riders should braid it
+closely to the back of the head below the hat, and pin it very securely,
+as the motion of the horse is apt to shake it loose, and a teacher can
+scarcely expect much attention from a pupil whose hat vacillates on her
+head at every step, or who is obliged to stop her horse in order to
+replace rebellious hair-pins.
+
+It may be laid down as a rule that ornaments of every kind, and even
+flowers, charming as they are at other times when worn by a lady, are
+out of place now that horsewomen have deigned to copy in their dress the
+simplicity of the sterner sex. Rings are especially to be avoided, as
+they are apt to cause the fingers to swell, and thus hinder a firm grasp
+of the reins.
+
+The best gloves are of thin, flexible dog-skin, and they should be a
+size larger than those usually worn, to allow the hand and wrist as much
+freedom as possible.
+
+If a lady does not object to sacrificing appearances, she will find
+great benefit from riding sometimes without gloves. A horse's mouth is
+often a very delicate instrument, and the vibrations which it gives to
+the reins are felt much more readily by the bare hand.
+
+Tailors almost always try to make a habit very tight fitting, especially
+at the waist; but a lady's position on horseback is at best an
+artificial one, and unless she is at ease in her habit she will never
+look at home on her horse. The constraint caused by a tight collar or
+arm-hole soon becomes intolerable, and the chances are that a tight
+waist will give the rider a pain in her side if her horse leaves a walk.
+
+Whether trousers or breeches are worn, they should fit closely, and no
+seams should be allowed where they will come between the wearer and the
+saddle, for a seam, or even a fold, is apt in a short time to mean a
+blister. Trousers should be kept in place by straps of cloth about two
+inches wide, which pass under the feet. Gaiters are warm and comfortable
+for winter; but care must be taken to have very flat buttons on the
+outside of the right leg, as that presses against the flaps of the
+saddle; and, for the same reason, when breeches and boots are worn, the
+buttons which fasten the former above the ankle should be on the inside
+of the right leg. It is better to wear laced boots instead of buttoned,
+with trousers, because the Victoria stirrup, which is now generally
+used, is liable to press against the buttons and catch them in a way
+that is uncomfortable, and may be on occasion even dangerous.
+
+Woven merino under-clothing will be found more comfortable than linen,
+as that is apt to get into folds and wrinkles, and ladies may also find
+it convenient to have their collars and cuffs attached to a sort of
+shirt, as that will remove the necessity for pins and elastics, which
+are always likely to get out of place.
+
+Although her single spur is at times a most valuable adjunct to a lady,
+it should never be worn by beginners, nor until its use has been
+thoroughly taught in the course of study.
+
+It is with regret that I see the riding-whip becoming superseded by the
+handle of the English hunting-crop, as this is neither rational nor
+practical, being too short and light to replace the right leg
+advantageously or to give efficient punishment if it is needed. A good
+whip, flexible, without being limp, rather long than short, not too
+heavy, but well balanced, is best, especially in the riding-school.
+
+I would strongly recommend to parents that, when a daughter begins to
+ride, it should be on her own saddle, made on her measure, or at least
+amply large for her, as riding on a short saddle leads to a cramped and
+ungraceful seat. The correct size should allow the space of three
+fingers between the end of the saddle and the base of the spine, when
+the right knee is round the second pommel. Some teachers recommend that
+the saddles of young pupils should be covered with buckskin, and this is
+often very useful; but when a firm and well-balanced seat is once
+acquired, there is nothing like pig-skin.
+
+The third pommel, or leaping-horn, is an important and now almost
+invariable addition to a lady's saddle, and should be so placed that it
+does not press, nor even touch, the left leg, while it is not needed,
+and yet so that its aid may be obtained at any time by slightly drawing
+up the left leg. It should stand out enough from the saddle to cover the
+top of the thigh, and be slightly curved but not too much. I have seen
+this pommel made so long and so sharply curved that the left leg was
+fairly inclosed, and this may be dangerous. As it is movable, a pupil
+need not be allowed to become dependent on it; nor should it be too
+tightly screwed into place, as, during a long ride or lesson, it is
+sometimes a relief for a lady to be able to turn it slightly. The
+slipper stirrup is often used for children and beginners, and has the
+advantage of being warm in winter, but the disadvantage that a habit of
+pushing the foot too far home is easily acquired, and not so easily got
+rid of when the Victoria, or, better still, a plain, open stirrup, is
+used later.
+
+The material and workmanship of a saddle should be of the best quality,
+and the less stitching and ornamentation the better. Style on horseback
+depends on simplicity.
+
+Girths seem to hold better if crossed--that is to say, if the girth
+which is buckled to the forward strap on the right side of the saddle is
+fastened to the second strap on the left; and the saddle should be so
+firm in its place that a lady may hang for a moment by her hands from
+the first pommel on the right side, or the second on the left, without
+causing it to shift its position. The stirrup-leather should pass under
+the horse outside the girths, and be connected with another strap on the
+right side of the saddle, in order to counterbalance the pressure on the
+stirrup. I may as well say here that a lady's saddle is well placed when
+there is a space, of the breadth of four fingers, between the right side
+and the upper end of the shoulder.
+
+I am accustomed to use for my pupils a simple snaffle with double reins
+and martingale, as by this means beginners do less harm to the mouth;
+and my own experience, as well as that of many others who have given it
+a thorough trial, is that this bit is preferable to any other for the
+riding-school, the road, or perhaps even for hunting, both on account of
+the simplicity of its effects upon the horse and of its mildness, so
+much greater than that of the curb, which often irritates and
+exasperates a spirited animal. No horses are more ready to bolt than the
+thorough-breds on the race-track, yet jockeys never ride with anything
+but a snaffle. They allow their horses to gain a pressure on the bit,
+and, as the jockey pulls, the horse quickens his pace. If you do _not_
+permit your horse to bear on the bit, you will gain by its simple means
+all those "effects of opposition" of which I shall speak later, and
+which are difficult to master, especially for beginners. I am aware
+that this opinion is contrary to that usually held both here and in
+Europe, as it certainly is to the teaching of Mr. Baucher. Yet, as it is
+the final result of many years of experience, I venture to submit it to
+the public, although I can hardly hope that it will win general assent.
+It may be necessary to add that success with the snaffle presupposes a
+fine seat and some experience, as tact and skill must replace the loss
+of leverage. I consider the "Baucher" snaffle the best, as the bars on
+either side prevent it from slipping into the horse's mouth under a
+strong lateral pressure.
+
+Almost all riding-teachers have been educated in the army, where the
+reins must be held in the left hand, to leave the right free for the
+saber, and they continue to teach as they were taught, without
+considering that in civil life the right hand is practically unoccupied.
+When the horse is moving in a straight line, it is easy to gather the
+reins into one hand; but when the rider wishes to turn him to the right
+or left, or make him give to the bit, two hands are just twice as good
+as one, and I can see no reason for always riding with the reins in one
+hand.
+
+I have been often asked at what age a little girl should begin to ride,
+and I should suggest eight years as a reasonable time. If a child begins
+thus early, it is as well that she should take her first half-dozen
+lessons in her jacket and trousers, as the correct position of the legs
+is of great importance, and it is, of course, much more difficult for a
+teacher to judge of this through a skirt.
+
+Riding lessons are best begun in the autumn, as winter is apt to be cold
+for beginners, who are not able to keep themselves warm by trotting, and
+in summer flies often make the horses nervous, which may disturb young
+or timid pupils.
+
+The duration of the first lesson should be from twenty-five to
+forty-five minutes. The older the pupil is the shorter the lesson ought
+to be, although this rule is not without exceptions.
+
+The usual proportion is: From 8 to 12 years, 45 minutes; from 12 to 20
+years, 30 minutes; after 20 years, 25 minutes.
+
+After the first five or six lessons they may be gradually lengthened,
+day by day, until an hour is reached, and one hour in the riding-school
+under instruction, if the pupil holds herself in the correct position,
+is sufficient. When the lesson is over, the pupil should rest for a
+short time before changing her dress, and walk about a little in order
+to re-establish a free circulation of the blood. It is always wise for a
+lady to walk her horse for at least ten minutes before she dismounts,
+both for his sake and her own.
+
+The morning after her first lesson the pupil will feel tired and stiff
+all over, especially in the shoulders, legs, and arms. The second day
+the stiffness will be worse, and on the third it will be at its height,
+after which it will gradually wear away--that is to say, if she
+continues to ride every day; but if she stops between her lessons the
+stiffness will come back after each one.
+
+If a child has any organic weakness, the teacher should, of course, be
+told of it, in order that he may allow intervals for rest during the
+lesson; and it is probably needless to add that a child should not be
+allowed to ride during digestion. Here I should like to say a few words
+to the pupils themselves.
+
+Never hesitate to ask your teacher to repeat anything you are not
+certain you understand. Teachers often take too much for granted, and in
+riding all depends on mastering the rudiments.
+
+Have confidence in your teacher, and do not be disappointed if your
+progress is not perfectly regular. There are days in which you may seem
+able to do nothing right, and this is discouraging, and may last for
+several days at a time; but, on looking back at the end of a week, or,
+better still, a month, you will see how much ground you have gained.
+
+Remember that upon your teacher rests a grave responsibility. Other
+instructors are only brought into contact with one will, and that one
+harmless; while the riding-master has to deal with two: that of the
+pupil, which is dangerous from inexperience, and that of the horse,
+which is dangerous from his strength, consequently he is often obliged
+to speak with energy in order to keep the attention of the horses as
+well as their riders. To ride well on horseback is to place yourself,
+or cause yourself to be placed, upon a saddle; to remain there at ease
+in a position which has been calculated and regulated by certain rules,
+and to make your horse go when, where, and as you will. You cannot learn
+to do this if you are impatient of correction or sensitive to criticism,
+even though sometimes severe.
+
+
+
+
+CHAPTER I.
+
+ Mounting--Dismounting--The position on horseback--Manner of holding
+   the reins.
+
+
+MOUNTING.
+
+The custom which prevails in many riding-schools of allowing pupils to
+mount from steps or platforms seems to me not only unscientific, but
+irrational, unless, indeed, the pupil is too small, too old, or too
+stout to be mounted in any other way; unscientific, because there is a
+correct and prescribed method of mounting from the ground, and
+irrational, because, if a lady dismounts away from the riding-school,
+and has not been taught this method, she will be obliged to go to the
+nearest house in search of a chair or bench, or at least must find a
+fallen tree-trunk or a big stone before she can mount again.
+
+The pupil should advance to the left side of her horse, which is
+supposed to be standing quietly with a groom at his head, to whom she
+will hand her whip, taking care not to flourish it in such a manner as
+to startle the animal. She should then turn and face in the same
+direction as the horse, let her skirt fall, and put her right hand on
+the second pommel of her saddle, her left hand on the right shoulder of
+her assistant, who is stooping in front of her, and her left foot, the
+knee being bent, into his left hand. She should then count three aloud:
+at one, she should prepare to spring, by assuring herself that she is
+standing squarely on her right foot; at two, she should bend her right
+knee, keeping the body straight; and at three, she should spring
+strongly from her right leg, straightening also her left as she rises,
+and steadying herself by a slight pressure on the shoulder of her
+assistant, who rises as she springs. She must be careful not to push his
+hand away with her left foot, as this weakens his power to help her, and
+as she rises she should turn her body slightly to the left, so that she
+will find herself, if she has calculated her spring rightly, sitting on
+the saddle sideways, facing to the left. She will then shift her right
+hand from the second to the first pommel, turn her body from left to
+right, lift her right leg over the second pommel, and put her left foot
+into the stirrup. Afterward she will arrange her skirt smoothly under
+her with her left hand.
+
+Two elastic straps are usually sewn on the inside of a riding-skirt to
+prevent it from wrinkling. The right foot is intended to be slipped into
+the upper one, the left into the lower, and, if possible, the pupil
+should do this just before she mounts, as it will save her and her
+assistant time and trouble after she is in the saddle. As soon as she
+can mount with ease, she should also learn to hold her whip in the
+right hand, which rests on the second pommel. These are trifling
+details, but they help to render a lady self-reliant, and it may happen
+to her at some time to ride a horse who will not stand patiently while
+straps are being arranged and a whip passed from hand to hand.
+
+I offer here a few suggestions for the use of any gentleman who may wish
+to assist a lady to mount. He should stand facing her at the left side
+of the horse, his right foot slightly in front of his left. He should
+then stoop and offer his left hand for her foot. Unless the lady is an
+experienced rider, he should place his right hand lightly under her left
+arm to steady her as she rises. He should count aloud with her, one,
+two, three, and at three he should straighten himself, giving a strong
+support for her left foot.
+
+There are two other ways of helping a lady to mount: the first consists
+in offering both hands, with the fingers interlaced, as a support for
+her foot; and in the second he appears to kneel, almost touching the
+ground with his left knee, and holding his right leg forward with the
+knee bent, in order that she may step on it and mount as if from a
+platform. Both these ways seem to me to be dangerous, as, in case the
+horse moves his hind-quarters suddenly to the right, as the lady rises,
+which is not uncommon, she will be suspended in space, with nothing to
+steady her but her hand on the pommel, and may fall under the horse's
+feet.
+
+If a lady wears a spur she should always tell her assistant, who will
+then be careful that her left heel does not touch the animal's side. I
+have often been asked if it is possible for a lady to mount alone; and
+it is certainly possible, although not very convenient. She may either
+avail herself of a fallen tree, a stump, a fence, or any slight
+elevation, which is, of course, as if she were to mount from a platform
+in the school; or she may let down her stirrup as far as she can by
+means of the strap on the right side of the saddle, take firm hold of
+the second pommel with her left hand and the back of the saddle with her
+right, put her left foot into the stirrup, and give a quick spring with
+her right leg, which, if she is active, will land her in the saddle,
+after which she can shorten her stirrup-leather. A lady will probably
+never in her life be called upon to mount alone in a flat country, but
+she can never have too many resources, and it is easy to make the
+attempt some time when riding alone in the school.
+
+
+DISMOUNTING.
+
+The horse having come to a full stop, the pupil may let the reins fall
+on his neck if he is very docile, slip her left foot out of the stirrup
+and both feet out of their elastic straps, pass her right leg over the
+second pommel, and sit sideways on her saddle for an instant; then give
+her left hand to her assistant, who stands at the side of the horse, and
+let herself slip to the ground. If she should be very stout, or if her
+feet are cold, or she is tired, it will be easier for her to drop both
+reins and to place her hands on the shoulders of her assistant, who can
+steady her arms with his hands.
+
+A lady may, of course, dismount without help by keeping her right hand
+on the second pommel and slipping down; but she must be careful not to
+jerk her horse's mouth with the reins, which she should hold in her
+right hand.
+
+I strongly recommend teachers and parents to insist that these exercises
+of mounting and dismounting be practiced frequently, as their usefulness
+is great.
+
+
+THE POSITION ON HORSEBACK.
+
+It has often surprised me to see the indifference of parents to the
+manner in which children carry themselves and manage their bodies and
+limbs, whether standing, walking, or sitting.
+
+Although they have sometimes more than enough of science, literature,
+and music, their physical culture has been neglected, so that they are
+not conscious of the bad habits into which they have fallen, and which
+become deeply rooted and almost second nature. At last the riding-master
+is called upon to render graceful the bodies which have been allowed for
+years to acquire ungraceful tricks. If a lady wishes to ride really
+well, and to look well on her horse, she must be supple and straight,
+without stiffness, as rigidity precludes all idea of ease and elegance,
+to say nothing of the fact that no horse looks at his ease under a
+stiff rider.
+
+During the first lessons a pupil is apt to have a certain unconscious
+fear, which causes a contraction of the muscles; and it is in order to
+overcome this fear, and consequent rigidity, that the following
+gymnastic exercise is recommended:
+
+The pupil should be mounted on a very quiet horse and led into the
+middle of the school, where the teacher, standing on the left side,
+takes in his left hand her right foot, and draws it very gently, and
+without any jerk, back toward the left leg; the pupil should then place
+her left hand in his right, and her right hand on the first pommel, and,
+thus supported, lean back until her body touches the back of the horse,
+straightening herself afterward with as little aid from the teacher as
+possible, and chiefly by the pressure of the right knee on the second
+pommel. This movement should be repeated, the pupil leaning not only
+straight back, but to the left and the right, the teacher holding the
+right foot in place and making the pupil understand that it is to the
+fixity of contact between her right knee and the pommel that she must
+look for the firmness and consequent safety of her seat on horseback.
+When the pupil has acquired some ease in this exercise, the teacher will
+allow her to practice it without his hold on her right foot, and will
+afterward withdraw the support of his right hand, until finally she
+becomes able to execute the movements while the teacher leads the horse
+at a walk in a circle to the left, his right hand being always ready to
+replace her foot in position if she should extend it forward.
+
+This exercise will indicate at once to the teacher any muscular rigidity
+on the part of the pupil, which he can therefore correct by the
+following movements: Stiffness of the neck may be removed by flexions to
+the right, to the left, back and to the right, back and to the left,
+straight forward, and straight back, always gently and without any
+abruptness. For stiffness in the spine, the pupil should lean far
+forward and then backward, bending easily at the waist and keeping the
+shoulders well down and back. If the shoulders are stiff, the pupil
+should keep her elbows close to her body, the fore-arm being curved, and
+the wrists on a level with the elbow; then let her move her shoulders as
+far forward, backward, up, and down as she can, first separately, then
+together, and at last in different directions at the same time. Very
+often rigidity in the shoulder comes from stiffness in the arm, when the
+following flexion will be found useful: The arm should be allowed to
+fall easily by the side, and afterward lifted until the wrist is on a
+level with the elbow, the fingers being shut. The elbow should then be
+moved out from the sides and raised until it is on a level with the
+shoulder, with the fore-arm horizontal; after which the wrist should be
+raised in the air, keeping the elbow bent at a right angle, and the
+fingers in front, the arm being afterward stretched to its full length
+perpendicularly, and finally returned to its place by the side, after
+going through the same motions in reversed order. This exercise should
+be done first with one arm, then the other, then with both together; it
+is somewhat complicated, but no force of habit can resist its good
+effect.
+
+Another simpler flexion consists in first raising and then lowering the
+arm, stretching it out in front and behind, and at last turning it round
+and round, the shoulder acting as a pivot. It is impossible to see
+whether a pupil has too much stiffness in the knees, but she can
+ascertain for herself by stretching out both her feet in front and then
+bending them as far back as they will go, and she may also correct the
+same fault in her ankles by turning her feet from left to right, from
+right to left, and up and down, without moving the leg.
+
+All this gymnastic practice must be done slowly, quietly, and patiently,
+however tiresome it may seem, as the result in the future will be of the
+greatest importance, and it must also be done intelligently, for the
+object is not to learn a certain number of movements, but to gain
+flexibility and ease throughout the body.
+
+Parents can help a teacher considerably by making children go through
+these flexions at home; and it seems scarcely necessary to add that the
+greatest care and discretion must be used in order not to fatigue
+pupils, especially young girls.
+
+When the teacher is satisfied that his pupil has overcome all
+nervousness and stiffness, so that she feels at home in the saddle, he
+should explain to her the details of the position during motion, and
+should insist that she correct her faults without help from him, in
+order that she may learn the quicker to take the initiative and be
+responsible for herself.
+
+Experience has shown me that it is easier for a pupil to keep her
+shoulders on the same line, and sit square, if she holds a rein in
+either hand; therefore I recommend this method. And I have also found
+that to learn by heart the following rules produces excellent results,
+especially in cases where ladies really wish to study, and to improve
+any bad habits into which they may have fallen:
+
+=The head straight, easy, turning upon the shoulders in every direction,
+without involving the body in its movement.=
+
+If the head, being at the end of the spinal column, is stiff, this
+stiffness will be communicated to all the upper part of the body; if it
+can not turn freely without making the shoulders turn also, the
+stability of the seat will be impaired each time that the head moves.
+
+=The eyes fixed straight to the front, looking between the horse's ears,
+and always in the direction in which he is going.=
+
+If the eyes are dropped, the head will tend to droop forward, and little
+by little a habit of stooping will be acquired, which will destroy the
+balance and steadiness of the seat; while, if the rider does not look
+out ahead, she may not be able to communicate with her horse in time to
+avoid accidents--as he is not supposed to know where he is going, and
+the responsibility of guiding him rests with her.
+
+=The upper part of the body easy, flexible, and straight.=
+
+If the upper part of the body is not easy, its stiffness will extend to
+other parts which should be free to give to the motion of the horse, and
+thus avoid any shock; if it is not straight, the effect is lost of the
+perpendicular line upon the horizontal one of the horse's back, which
+corrects the displacement of equilibrium when the animal is in motion.
+
+=The lower part of the body firm, without stiffness.=
+
+If it were not firm, the spine would bend forward or back from the
+perpendicular, and derange the center of gravity, with dangerous results
+in case the horse made a sudden bound; but there must be no stiffness,
+as that detracts from the ease and suppleness indispensable to a good
+seat.
+
+=The shoulders well back, and on the same line.=
+
+Well back, in order to give the lungs full space to breathe, and to
+prevent stooping. The most common fault among ladies who ride is, that
+the right shoulder is held farther forward than the left, which is not
+only ungraceful, but bad for the horse, as the rider's weight does not
+come evenly on his back.
+
+=The arms falling naturally, the elbows being held close to the body
+without stiffness.=
+
+If the arms are held as if tied to the body, or if the elbows are stuck
+out, the wrists and hands can not guide the horse with ease.
+
+=The fore-arm bent.=
+
+Forming with the upper arm a right angle, of which the elbow is the
+apex, in order to give the wrist an intermediate position, whether the
+hand is held high or low.
+
+=The wrists on a level with the elbows.=
+
+Because, if the wrists are held too low, the rider will get into the
+habit of resting her hands on her right knee, and will consequently
+neglect to occupy herself with her horse's mouth.
+
+=Six inches apart.=
+
+In order to give the rider a fixed intermediary position between the
+movements of the hands forward, to the left, or to the right, by which
+she governs her horse: if the wrists are held farther apart, the elbows
+will appear pinioned to the sides; if nearer together, the elbows, on
+the contrary, will stick out in an angle.
+
+=The reins held in each hand.=
+
+I attach great importance to this disposition of the reins, as it gives
+a novice confidence, makes it easier for her to sit square in the
+saddle, and easier also to manage her horse.
+
+=The fingers firmly closed, facing each other, with the thumbs extended
+on the ends of the reins.=
+
+The fingers should face each other, because, if they are turned up or
+down, the elbows will get out of position; and the reins must be held
+firmly and kept from slipping by the thumb, as the horse will be quick
+to take advantage if he feels the reins lengthen whenever he moves his
+head.
+
+=The right foot falling naturally on the panel of the saddle, the point
+forward and somewhat down, and the right side of the leg held closely to
+the saddle.=
+
+As the firmness of the seat depends greatly upon a close hold of the
+pommel by the muscles of the right knee, it is important that they
+should have as free play as possible; and, if the foot is turned
+outward, not only is the effect ungraceful, but the muscles soon become
+fatigued and the whole position constrained, even that of the right
+shoulder, which will be held too far forward.
+
+=The left foot in the stirrup, without leaning on it.=
+
+If a lady leans her weight on the stirrup, her natural tendency will be
+to sit over too much to the left, which may cause the saddle to turn,
+and is very hard on the horse's back; besides, as she is out of
+equilibrium, any sudden movement will shake her loose in her seat.
+
+=The point of the foot turned slightly to the right, and the heel held
+lower than the rest of the foot.=
+
+If the point is turned somewhat in, the whole leg will rest more easily
+and closely against the saddle; and, if the heel is lower than the ball
+of the foot, additional contact of the leg will be gained, which is
+important in managing a horse, and, when a spur is worn, it will not be
+so apt to touch him at a wrong time.
+
+=The part of the right leg between the knee and the hip-joint should be
+turned on its outer or right side, and should press throughout its
+length on the saddle; while, on the contrary, the inside of the left leg
+should be in permanent contact with the saddle. The knees should, in
+their respective positions, be continually in contact, without any
+exception. The lower or movable part of the leg plays upon the immovable
+at the knee-joint, the sole exception being when the rider rises to the
+trot, at which time the upper part of the leg leaves the saddle.=
+
+This position on horseback may be called academic, or classical; and,
+from the beginning, a lady should endeavor to obtain it, without, of
+course, becoming discouraged if, for some time, she fails to attain
+perfection.
+
+I have met with excellent results by allowing my pupils to leave this
+correct position, and then resume it again, at first standing still,
+then at other gaits progressively. "Progression" in horsemanship means
+the execution of a movement at a trot or gallop after it has been
+learned and practiced at a walk. In this way pupils soon become
+conscious both of the right and the wrong seats, and the difference
+between them, and it is consequently easy to correct any detail in which
+they may find themselves defective. I have done this in accordance with
+a principle in which I firmly believe, i. e., that the best teacher is
+he who soonest makes his pupil understand what is expected of her, and
+how to accomplish it. The former is theoretical, the latter practical
+horsemanship, and there is a great difference between them.
+
+If the teacher finds it hard to make a pupil understand the foregoing
+position, he may help her in the following manner: He should take her
+right foot, as indicated in the flexions, and, going as far back as he
+can, place his right elbow on the horse's croup, with his fore-arm
+perpendicular, and his fingers open and bent backward. He will then
+request the pupil to lean back until she feels the support of the
+teacher's hand between her shoulders, and to allow her head and
+shoulders to go back of their own weight, when it will be easy for him,
+by pressure of his hand, to straighten the body until it is in the
+correct position. Some teachers adopt the Hungarian method of passing a
+round stick through the arms and behind the back; but this is only
+practicable when a horse is standing still, or at a walk, and even then
+great care should be used, as the rider is quite helpless. It has also
+the disadvantage of making tall and slender persons hollow their backs
+unduly.
+
+Pupils should be warned to avoid, as much as may be, clasping the pommel
+too tightly with the right knee, as a constant strain will fatigue them
+and take away the reserve force which they may need at a given moment;
+indeed, a rider should be taught from the first to economize his
+strength as much as possible.
+
+As soon as the pupil can sit her horse correctly, at a walk, holding the
+reins in both hands, she should practice holding them in the left hand
+only, in case she should wish to use her right hand during the lesson.
+
+The English method of holding the reins of a double bridle is, to bring
+all four up straight through the fingers; for instance, the curb-reins,
+being outside, go outside the little finger and between the first and
+second fingers, while those of the snaffle come between the fourth and
+middle and the middle and first fingers.
+
+In France and in this country the reins are crossed, the curb being
+below, outside the little finger, and between the third and middle
+fingers, while the snaffle comes between the fourth and middle and the
+second and first fingers.
+
+The latter method seems to me preferable, as it is easier to separate
+the reins, and also to regulate the amount of tension required on one
+pair or the other. In either position, the hand is held in front of the
+body, with the palm and shut fingers toward it, and the reins are held
+firmly in place by the pressure of the thumb.
+
+The teacher should explain that, as the curb is a much more severe bit
+than the snaffle, its effects must be used with delicacy, and he should
+give his pupils plenty of practice in taking up, separating, and
+reuniting the reins, in order that they may learn to handle them quickly
+and with precision at any gait.
+
+
+
+
+CHAPTER II.
+
+ Exercises of pupils in private lessons--Words of
+   command--Walking--Turning to the right or left--Voltes and reversed
+   voltes--Trotting.
+
+
+Although private lessons can not begin to take the place of exercises in
+class, it is advisable that the pupil should have some lessons by
+herself first, in order that she may learn to manage her horse to some
+extent at the walk, trot, and canter.
+
+Words of command in the riding-school are of two kinds; the first being
+preparatory, to enable the pupil to think over quickly the means to be
+employed in order to obey the second or final order. Example: "Prepare
+to go forward"--preparatory. "Go forward"--final order, given in a loud
+voice, with emphasis on each word or syllable. Between the two orders,
+the teacher should at first explain to the pupil what is wanted, and the
+means of obtaining it, and later should require her to repeat it
+herself, so that she may learn it by heart. The teacher commands the
+pupil, the pupil demands obedience from the horse, and the horse
+executes the movement; but this triple process needs time, all the more
+because a novice is likely to hesitate, even if she makes no mistake. By
+giving the pupil time to think, she will gain the habit of making
+progressive demands on her horse, through means which she has
+calculated, and she will thus gradually become a true horsewoman, able
+to make her horse know what she wants him to do; for, in almost every
+case, obstinacy or resistance on the part of the horse comes from the
+want of due progression between the demand made of him and its
+execution.
+
+When the teacher is satisfied that the pupil is in a regular and easy
+position, before allowing her to go forward, he will give her the
+directions necessary to stop her horse, and will make sure that his
+explanation has been understood. To stop: The horse being at the walk,
+to stop him, the pupil should place her leg and whip in contact with his
+sides, lift her hands and bring them close to the body, and lean her
+body back, drawing herself up. When the horse has come to a stand-still,
+she should resume the normal position. To go forward: The whip and leg
+should be placed in contact, the hands moved forward, and the body
+inclined also forward.
+
+When the pupil has a clear idea of these movements, the teacher will
+give the orders:
+
+     1. _Prepare to go forward._--2. _Forward._
+
+And, after some steps have been taken,
+
+     1. _Prepare to stop._--2. _Stop._
+
+While making his pupils advance at a walk, the teacher will explain
+succinctly the mechanism of locomotion.
+
+The horse at rest is said to be square on his base when his four legs
+are perpendicular between two parallels, one being the horizontal line
+of the ground, the other the corresponding line of his back. If his hind
+legs are outside of this square, he is said to be "campe," or planted,
+because he can neither move forward nor back unless he changes this
+position. If his fore legs are outside this line, he is "campe" in
+front, as, for instance, when kicking; if, on the contrary, his fore
+legs are inside his base, he is said to be "under himself" in front; and
+it is a bad sign when a horse takes this position habitually, as it
+shows fatigue or weakness in those limbs.
+
+The horse goes forward, backward, trots or gallops, by a contraction of
+the muscles of the hind quarters, the duty of the fore legs being to
+support his weight and get out of the way of the hind ones; and the
+whole art of riding consists in a knowledge of the means which give the
+rider control of these muscular contractions of the hind quarters. The
+application of the left leg and of the whip on the sides of the horse
+serve to make him go forward, backward, to the right or left, and the
+reins serve to guide and support him, and also to indicate the movement
+required by the whip and leg.
+
+     1. _Prepare to turn to the right._--2. _Turn to the right._
+
+To turn her horse to the right, the pupil should draw her right hand
+back and to the right, incline her body also to the right, turning her
+head in the same direction, and use her whip lightly, without stopping
+the pressure of her left leg. When her horse has turned far enough, she
+will cease pressure on the right side, and carry her horse straight
+forward.
+
+In the beginning, regularity of movement is not so important as that the
+pupil should understand the means by which she executes it; that is to
+say, that she disturbs the equilibrium of her horse by carrying the
+weight of her body to the right; and, while her hand and whip combine on
+that side, the left leg prevents him from stopping or straggling over
+the ground.
+
+Riders in a school are said to be on the right hand when the right side
+of the body is toward the middle of the ring; and this is the easier way
+for inexperienced pupils, because they are less shaken when their horses
+move to the right, as they sit on the left side of their saddles.
+
+It follows, naturally, that to be on the left hand is to have the left
+side toward the middle; and, when riding on the right hand, all
+movements are executed to the right, and _vice versa_.
+
+The teacher must watch carefully that pupils do not allow their horses
+to turn the corners of their own accord, as a regular movement to the
+right should be executed by the pupil at each corner when riding on the
+right hand, and to the left when going the other way.
+
+If left to guide himself around a school, the horse will describe a sort
+of oval, rounding the corners, instead of going into them, and thus much
+valuable practice is lost to the rider.
+
+The pupil being at a walk, and on the right hand, the teacher will give
+the word of command:
+
+     1. _Prepare to trot._--2. _Trot._
+
+To make her horse trot, she must advance her wrists, lean the body
+forward, and use the leg and whip, resuming the normal position as soon
+as her horse obeys her.
+
+In order not to fatigue the pupil, the teacher will only allow her to
+trot a short distance, and will remind her to keep her right foot well
+back and close to the saddle, and to sit close without stiffness. He
+will also take care that she passes from the walk to the trot gradually,
+by making her horse walk faster and faster until he breaks into a slow
+trot.
+
+Each time that a pupil changes from a slow to a faster gait, she should
+accelerate the former as much as possible, and begin the latter slowly,
+increasing the speed gradually up to the desired point; and the same
+rule holds good, reversing the process, if she wishes to change from a
+fast to a slower gait.
+
+As the pupil gains confidence, and feels at home in the trot, the
+teacher will let her practice it at shorter intervals, and for a longer
+time, taking care, however, that she does not attempt to rise to it; if
+she loses the correct position, she must come to a walk, and, having
+corrected her fault, resume the trot.
+
+In the intervals of rest, in order not to lose time, the pupil should
+repeat at a walk the movements which she has learned already, the
+teacher becoming gradually more exacting in regard to the correctness of
+the positions and effects, adding also the three following movements,
+which are more complicated, and which complete the series, dealing with
+changes of direction.
+
+The volte is a circular movement, executed by the horse upon a curved
+line, not less than twelve of his steps in length. The pupil being at a
+walk, and on the right hand of the school, the teacher will say:
+
+     1. _Prepare to volte._--2. _Volte_,
+
+explaining that the pupil should direct her horse to the right, exactly
+as if she merely meant to turn him in that direction, continuing,
+however, the same position, and using the same effects, until the twelve
+paces have been taken, which will bring her to the point of beginning,
+when she will resume the normal position, and go forward on the same
+hand.
+
+The half-volte, as its name implies, comprises the first part of the
+movement, the pupil coming back to her place by a diagonal line.
+
+     1. _Prepare to half-volte._--2. _Half-volte._
+
+The pupil uses the same effects as in the volte, but, when she has
+described half the circle, she returns to her starting-point by a
+diagonal, using the same effects, but with much less force, since, to
+regain her place by the diagonal, she will only have one fourth of a
+turn to the right to make; then, at the end of the diagonal, she must
+change her effects completely, in order to execute three fourths of a
+turn to the left, which will bring her back to her track, but on the
+left hand.
+
+     1. _Prepare for the reversed half-volte._--2. _Reversed
+     half-volte._
+
+To make her horse execute a reversed half-volte, the pupil uses the same
+means and effects as in the preceding movement, exactly reversing them
+at the end; that is to say, when on the diagonal, about six paces from
+her track, she makes a half-circle to the left, following the rules
+prescribed for the volte.
+
+The teacher must be careful to explain that, in the voltes, the pupil
+does not change the direction in which she is going, because she
+describes a circle; but in the half-volte, if she is on the right hand
+at the beginning, she will be on the left at the end. He must also see
+that her horse executes all these movements at a steady pace; and, if
+she will practice faithfully these different changes of direction, with
+the positions and effects which govern them, she will, in time, acquire
+the habit of guiding her horse promptly and skillfully in any direction.
+
+_To go backward._--The pupil, being at a stand-still, the teacher will
+give the word of command:
+
+     1. _Prepare to back._--2. _Back._
+
+_Explanation._--To make her horse go backward, the pupil should draw
+herself up and lean back very far, using her leg and whip together, in
+order to bring the horse's legs well under him, and at the same time
+raise both wrists and bring them near the body. As soon as the horse has
+taken his first step backward, the pupil should stop the action of her
+leg, whip, and hands, only to resume them almost immediately to
+determine the second step; to stop backing, she will stop all effects,
+and resume the normal positions.
+
+After a few steps, the teacher should say:
+
+     1. _Prepare to stop backing._--2. _Stop backing._
+
+The movement is only correct when the horse backs in a straight line,
+and step by step. If he quickens his movement, he must be at once
+carried vigorously forward with the leg and whip.
+
+When the pupil begins to have a firm seat at the trot, the teacher will
+gradually let her pass the corners at that gait, and, at his discretion,
+will also let her execute some of the movements to the right and left.
+To do this, she will use precisely the same means as at the walk, the
+only difference being that, as the gait is quicker, the changes of
+equilibrium are greater for both horse and rider, and the effects should
+be lighter and more quickly employed and stopped.
+
+I have given most of the movements to the right, to avoid useless
+repetition, but they should be frequently reversed; and care must always
+be taken to avoid over-fatigue.
+
+When the teacher is fully satisfied that his pupil has advanced far
+enough to profit by it, he may begin to teach her to rise at the trot;
+but he must not be in too great a hurry to reach this point, and he must
+make her understand that to rise is the result of a good seat, and that
+a good seat does _not_ result from rising.
+
+For the last fifteen years I have looked in vain, in all the treatises
+on riding, for the reason of that rising to the action of the horse
+known as the "English trot," and yet I have seen it practiced among
+races ignorant of equestrian science, who ride from childhood as a means
+of getting from one place to another. The Arabs, Cossacks, Turks,
+Mexicans, and Apaches, all employ it, in a fashion more or less precise
+and rhythmical, rising whether their stirrups are short or long, and
+even if they have none. It is certain that this way of neutralizing the
+reaction spares and helps the horse; and it was calculated, at the
+meeting of the "Equestrian Committee" at Paris, in 1872, that each time
+a rider rises he relieves the horse's back of one third of the weight
+which must rest on it permanently if he sits fast; and since that time
+rising at the trot has been practiced in all the cavalry of Europe.
+
+After the siege of Paris, in 1871, I was obliged to undertake the
+training of the horses of my regiment, which was then stationed at
+Massy. These horses were all young and unbroken; and, as a result of
+their youth and the fatigues they had undergone, they were in poor
+condition, and nearly all had sore backs. I directed all the teachers
+who were under me, and the men who rode the horses during their
+training, to rise at the trot; and, three months later, the young horses
+were in perfect health, while their riders, who had been exhausted by a
+severe campaign, had gained on an average seven pounds in weight; and it
+was this experiment which was submitted by me to the "Equestrian
+Committee."
+
+I was tempted to make this digression, which I hope will be forgiven me,
+because I have heard in this country a great deal of adverse and, in my
+opinion, unjust criticism of the English trot, which I ascribe to the
+neglect of teachers, and the indifference of ladies brought up in the
+old school of riding to prefer horses which cantered all the time, or
+were broken to artificial gaits, like racking and pacing.
+
+The rider who wishes to rise to the trot should be careful that the
+stirrup is not so short as to keep her left leg in constant contact with
+the third pommel, or leaping-horn, as, unless there is the space of
+three or four fingers between the pommel and the leg, the latter may be
+bruised, and the rider forced down too soon.
+
+In order to explain this movement, the teacher may proceed as follows:
+Placing himself at the left side of the horse, he will ask the pupil to
+take the reins in her left hand and put her right hand on the first
+pommel, with the thumb inside and the palm of the hand on the pommel; he
+will then take her left foot in his left hand, in order to prevent her
+from pushing it forward, explaining that, by pressing on the stirrup,
+she will develop the obtuse angle formed by her leg, of which the knee
+is the apex; whereas, if she pushes her foot forward, the angle will
+cease to exist, and she can not lift herself. With his right hand placed
+under her left arm, he will help her to lift herself perpendicularly;
+while she is in the air he will count one, will let her pause there for
+a short space of time, and will then help her to let herself slowly
+down, continuing the pressure on the stirrup, and, when she has regained
+her saddle, he will count two; then he will recommence the movement of
+rising, and will count three while she is in the air, and four when she
+is again seated; and this may be continued until he sees that she is
+beginning to be tired. The foot must only be one third of its length in
+the stirrup; for, if it is pushed home, she will lose the play of the
+ankle, which will tend to stiffen the knee and hip. When the pupil
+begins to understand, the teacher will let her go through the movement
+rather more quickly, still counting one, two, three, four; then he will
+allow her to practice it without his help: all this preparatory work
+being done while the horse is standing still. It is important that she
+should not drop into her saddle, but let herself down by pressing on the
+stirrup; and on no account should the right knee cease to be in contact
+with the second pommel, as this is the sole case in which the lower part
+of this leg is motionless while the upper part moves. As soon as the
+pupil can rise without too much effort, and tolerably quickly, she may
+practice it at the walk, and then at the trot, counting for herself,
+one, two, three, four; and she must put a certain amount of energy into
+it, for all the theory in the world will not teach her to rise in time
+with the horse unless she also helps herself. The theory of the
+rhythmical cadence is easy enough to give: the rider rises when the
+horse takes one step, and sinks back at the second, to rise again at the
+third; but the cadence itself is not so easy to find; and to rise at the
+wrong step is like beginning on the wrong beat of a waltz. Many young
+persons get into the bad habit of lowering the right knee when they
+rise, and lifting it when they regain their seat; but this is a mistake,
+as the right knee should be immovable, and in constant contact with the
+second pommel.
+
+As soon as the pupil has struck the cadence (and, once found, it comes
+easily afterward), she should discontinue the use of her right hand on
+the pommel, and the teacher may be more exacting as to the regularity of
+her position than is necessary in her first efforts. During rising to
+the trot, the upper part of the body should be very slightly bent
+forward; and, if the teacher notices that the pupil is rising from right
+to left, or left to right, instead of perpendicularly, he should make
+her put the fingers of her right hand on the top of her saddle behind,
+and thus give herself a little help in rising, until she gets used to
+it. Each time that the rider wishes to make her horse trot, she should
+sit close while he changes from a walk to a trot, and until he is
+trotting as fast as is necessary, because he does not arrive at that
+speed instantly, but by hurrying his steps, so that there is no regular
+cadence of the trot to which she can rise; and she should follow the
+same rule when she makes him slacken his pace before coming to a walk.
+
+The teacher must be careful to see that the hands do not follow the
+movements of the body, as they must keep quite still, the arms moving at
+the elbow.
+
+There is not, nor can there be, any approximate calculation of the
+height to rise, as that depends entirely upon the gait of the horse. If
+he takes short steps, the rider must rise oftener, and consequently not
+so high; but, if he is long-gaited, she must rise high, in order not to
+get back into the saddle before he is ready to take his second step.
+
+
+
+
+CHAPTER III.
+
+ Classes--Successive and individual movements--The
+   gallop--Leaping--Suggestions for riding on the road.
+
+
+When the pupil has taken from ten to fifteen lessons, she ought to be
+able to execute the movements she has studied with a certain degree of
+correctness, and to remain a full hour on horseback without fatigue; and
+she should then, if possible, be placed in a class composed of not less
+than twelve nor more than twenty-four members. Children in a class
+should be of the same sex, and, as near as may be, of the same age and
+equestrian experience. It is not necessary that the class should meet
+every day; it may come together one, two, or three times a week, under
+the guidance of the same teacher, and this need not prevent a pupil who
+is in it from coming to the school at other times to practice the
+various movements by herself.
+
+All concerned should do their best to have all the members of the class
+present, and the school should be kept clear of other riders during such
+classes. The presence of spectators is objectionable, particularly where
+there is a class of young girls. Granted that they are the parents, for
+instance, of one or two of the pupils: to the rest they are strangers,
+who cause constraint, as the teacher is obliged to criticise, correct,
+and, in a word, instruct, in a loud voice, so that the observation made
+to one may serve as a suggestion to all.
+
+The difference of progress between classes and individual pupils is so
+great that one may calculate that, after one hundred private lessons, a
+pupil will not ride so well as if she had taken fifty lessons in class.
+In a class she is obliged to keep her horse at a certain distance from
+the others, and in his own place, and, in her turn, go through exercises
+directed by a will other than her own, while the constant repetition of
+principles by the teacher fixes them in her memory. On the other hand,
+the private pupil takes her time to make her horse go through a
+movement; and, that movement once understood, there is no reason for the
+repetition of the explanations which can alone make the theory and
+principle of riding familiar. I am certainly not an advocate for theory
+without practice; but I insist that a rider must know what she ought to
+do before she can do it really well, as all good results in riding are
+obtained by long practice, based on a rational theory.
+
+The teacher should choose out of his class the four most skillful
+pupils, whose horses are free and regular in their gaits, to serve as
+leaders, one at the head and one at the end of the two columns, which
+should be drawn up on the long sides of the school, each rider having a
+space of at least three feet between the head of her horse and the tail
+of the one in front of her, the heads of the leaders' horses being about
+six feet from the corner of the school. While the columns are standing
+still, the teacher should explain distinctly the difference between
+distance and interval, and he had better be on foot at the end of the
+school, facing the columns.
+
+By "distance" is meant the space between the tail of one horse and the
+head of the next in the column.
+
+"Interval" is the space between two horses who are standing or going
+forward on parallel lines.
+
+All movements are executed singly or in file: in the first case each
+pupil goes through the movement, without regard to the others; in the
+second, the pupils execute the movement in turn after the leaders of the
+column.
+
+A movement in file, once known, may be repeated individually, but only
+at a walk in the beginning, in order to insure attention. The columns
+should both be on the right hand; consequently the head of one will be
+opposite the end of the other as they are drawn up on their respective
+sides. First order:
+
+     1. _Prepare to go forward._--2. _Go forward._
+
+When the final word of command is given, the pupils will advance
+simultaneously, each one using the same effects as if she were alone,
+and being careful to preserve the correct distance.
+
+The two leaders should so regulate the gait of their horses as to pass
+the opposite corners of the school at the same moment, and this gait
+should be uniform. If a pupil loses her distance, she should regain it
+by making her horse walk faster; but she should try to keep her place,
+as the whole column must quicken its pace when she does, and all suffer
+from the carelessness of one.
+
+When the columns are on the short sides of the school, the teacher
+should give the order:
+
+     1. _Prepare to halt_;
+
+and when they are on the long side,
+
+     2. _Halt._
+
+When they are again going forward, always on the right hand, the order
+should be given:
+
+     1. _Prepare to turn to the right._--2. _Turn to the right._
+
+At the final order each pupil will turn to the right on her own account,
+and according to the rules already prescribed; at the end of this
+movement all will find themselves on parallel lines, and about twelve
+feet apart; they should then turn the head somewhat to the right, in
+order to see that they are on the same line, and cross the width of the
+school in such a way that the columns will meet and pass each other in
+the middle. When they have reached the opposite side, they will turn to
+the right without further order, the leaders at the end of the column
+being now at its head. This movement should _never_ be executed except
+at a walk.
+
+To replace the columns in their accustomed order, the teacher should
+have this movement executed a second time. When the columns are going
+forward on the right hand, the order will be given:
+
+     1. _Prepare to volte in file._
+
+In this movement the same principles and the same means are used as in a
+private lesson; the leaders, however, describe a larger circle
+proportionate to the length of their columns, and at the end their
+horses' heads should be about three feet behind the tails of the last
+horses in their respective columns. The other pupils then, in turn,
+execute the movement upon the same ground as the leader. The leaders
+having moved two thirds down one of the long sides, the teacher will
+order:
+
+     2. _Volte in file_;
+
+and, when the columns are again going forward on the right hand,
+
+     1. _Prepare to half-volte in file._
+
+The leaders turn to the right, describe their half-circle, and go
+forward on a diagonal line ending just behind the last rider in the
+column; once there, they turn to the left and fall into line, being duly
+followed by each pupil over the same ground.
+
+When the leaders are about eighteen feet from the corner of the school,
+the teacher will order:
+
+     2. _Half-volte in file._
+
+The next order should be:
+
+     1. _Prepare for the reversed half-volte in file._
+
+The leaders must execute diagonals proportional to the lengths of their
+respective columns, in such a manner as will enable them to begin their
+half-circles when about thirty feet down the long sides, and thirty-five
+or forty feet before the turn or corner, followed in turn by the other
+pupils, as in the foregoing movements.
+
+As soon as the leaders are on the long sides, having passed the second
+corners, the teacher will order:
+
+     2. _Reversed half-volte in file._
+
+The columns being on the long sides, and on the right hand, the next
+order should be:
+
+     1. _Prepare to back._--2. _Back._
+
+And, to execute this movement correctly, each pupil will make her horse
+back as she would in a private lesson, being careful to keep in a line
+with her companions.
+
+When the class can execute these movements correctly at a walk, the
+teacher will allow them to be practiced at a trot, insisting, however,
+that the pupils shall stop rising as soon as the preparatory order is
+given, not to begin again until they have returned to the side of the
+school at the end of the movement. When there is a full class, it is
+better not to allow turns to the right or left to be attempted at a
+trot, as the riders may strike one another's knees in crossing.
+
+When these movements in file, at the walk and the trot, have given the
+pupils the habit of controlling their horses with decision and
+regularity, the teacher should explain to them the difference between
+these and individual movements. The column being at a walk, and on the
+right hand, the teacher will say:
+
+     1. _Prepare to volte singly._
+
+Each pupil leaves the line at the same moment as the others, executes a
+circular line of twelve steps as in a private lesson, and takes her
+place in the line again.
+
+     2. _Volte singly._
+
+Next in order comes:
+
+     1. _Prepare to half-volte singly._
+
+This is done exactly as in a private lesson, the pupils taking care to
+do it in time with one another, in order to reach their places at the
+same moment.
+
+     2. _Half-volte singly._
+
+     1. _Prepare for the reversed half-volte singly._
+
+The pupils leave their places simultaneously by a diagonal line, and
+return to the same track; but, on the other hand, by a circular line of
+six steps.
+
+     2. _Reversed half-volte singly._
+
+These movements are here given on the right hand; but they may, of
+course, be done equally well on the left hand by reversing the terms.
+
+I recommend teachers not to keep their pupils too long on the left
+hand, but to seize that opportunity to rectify any incorrect positions
+of the feet.
+
+When the class can execute the foregoing movements correctly at the walk
+and the trot, the teacher may explain to them the canter or gallop.
+
+A horse is said to "lead" at a canter with his right foot when the
+lateral movement of his right foot is more marked than that of his left.
+This causes a reaction from left to right, which makes this lead easier
+for a lady, who sits on the left side, than that of the left foot, where
+the reaction is from right to left. When a horse who is leading with his
+right foot turns to the left, he must change his lead, and _vice versa_.
+
+To make her horse lead at a canter with his right foot, the rider must
+put her left leg very far back to act in opposition with her whip, which
+should make very light attacks, incline the upper part of her body
+forward, and lift her hands, without, however, drawing them nearer her
+body. When the horse has obeyed, she will resume the normal position for
+hands and body, renewing the pressure of her whip and leg from time to
+time to keep the gait regular. During the canter or gallop the right
+foot should be held well back, close to the saddle, without rigidity,
+and the rider should sit firm in her saddle, while allowing the upper
+part of her body to give freely to the motion of the horse, in order to
+neutralize any shock. To change his lead from right to left at a gallop,
+the horse pauses for an imperceptible space of time, immediately puts
+his left hind leg in front of his right, and, by the contraction of the
+muscles of his left leg, projects his body forward to the left, his
+equilibrium being again disturbed, but in a new direction; to compensate
+which, his left fore leg comes at the first step to support the weight
+by putting itself before the right, which, until then, has been carrying
+it all.
+
+It requires a great deal of tact, the result of long practice, to make a
+horse change his feet when he is galloping in a straight line, and I
+therefore recommend teachers to proceed with their classes in the
+following manner:
+
+The column being at a gallop, each pupil should execute a half-volte in
+file, turning at the gallop, coming down to a trot on the diagonal, and
+resuming the gallop when she is on the opposite track and on the other
+hand. As the horse is galloping with his right foot, the rider will
+calculate the movement of his right shoulder by watching it without
+lowering her head, and, when she sees that shoulder move to put down the
+right leg, she must instantly change her effects of leg and whip, and
+lift her hands, the right rather more than the left, to support the
+horse while he pauses with his right shoulder, while an energetic action
+of her leg will make him bring his left hind leg under him and put it in
+front of the right; and, if she holds her left hand low, the left fore
+leg will be free to take its place in front of the right. Care must be
+taken not to throw a horse while he is changing his feet, that is to
+say, he must not be turned suddenly to the right in order to be jerked
+suddenly to the left; and, during the short time which it takes him to
+change his feet, the rider should sit close in order not to disturb him
+by a shifting weight.
+
+When the pupils can make their horses change their feet by changing
+their gait, they should be made to execute half-voltes and reversed
+half-voltes in file, at a gallop, without changing to a trot; and, when
+they can do this, they may execute them individually, according to the
+rules already prescribed.
+
+I must again recommend great prudence, that accidents may be avoided,
+and plenty of pauses for rest, that the horses may not become
+discouraged.
+
+A lady's equestrian education can not be considered complete until she
+can make her horse leap any obstacle which is reasonable, considering
+her age and experience and the capacity of her horse. When her seat has
+become flexible and firm at the walk, trot, and gallop, when she is
+mistress of her horse in changes of direction, of gait, and of feet, the
+teacher should allow her to leap a hurdle not less than two nor more
+than three feet high.
+
+The class being formed into a single column, close together, each rider
+should make an individual turn to the right on the long side of the
+school opposite where the hurdle is to be placed, as she can thus see
+for herself any faults which may be committed by her companions. Leaping
+should be practiced by the pupils one at a time, at a walk, a trot, and,
+finally, a gallop. The class being drawn up in line, the teacher will
+proceed to explain to them the animal mechanism of the leap.
+
+If a horse is at a walk, and wishes to jump over an obstacle, he draws
+his hind legs under him to support his weight, pauses for an instant,
+then lifts his fore legs from the ground, thus throwing all his weight
+upon his hind legs; whereupon, by a powerful contraction of the muscles,
+these latter project his body forward and upward, and it describes a
+curve through the air, alighting on the fore legs, braced to receive the
+shock, the hind legs dropping on the ground in their turn, only to
+contract again sufficiently to form a forward motion.
+
+The pause before a leap is more noticeable at a walk than at a trot, and
+least of all at a gallop. The most favorable gait for leaping is what is
+known as a hand-gallop, which is an intermediate pace between a
+riding-school canter and the full gallop of the race-track, as, while he
+is at this gait, the horse is impelled forward with his hind legs
+constantly under him.
+
+In order to aid and support her horse at a leap, the rider should bring
+him straight up to the obstacle at a slow and regular gait, and should
+put her own right foot very far back, that she may make her seat as firm
+as possible; at the moment when he pauses she should lean back and lift
+both of her hands a little, in order to enter into the slight approach
+to rearing, without encouraging it too much; then, as soon as she feels
+the horse project himself forward, she must give her hand, straighten
+herself, and lean back as the horse goes over, lifting her wrists with
+energy as soon as he touches the ground. When he has begun the motion of
+rearing, a simultaneous action of the whip and leg will help to
+determine his leap.
+
+It may be noticed that I use the words "aid" and "support" instead of
+"_make_," and also that I indicate first the positions of the body, next
+of the hands, and last the effects of the leg and whip, to the end that
+the pupil may not be confused as to the very short time in which these
+latter may be rightly used. Before leaping, the teacher may allow the
+pupils to practice their positions in the following manner:
+
+He should make them count one, leaning the body and drawing the wrists
+backward; two, the body and wrists forward; three, the body and wrists
+backward again. This series, slow in the beginning, may be quickened
+little by little until it is as near as may be to the speed necessary in
+these movements during the short duration of a leap.
+
+When the pupils have gone through these motions intelligently, the
+teacher will take his place in front and to the right of the hurdle,
+facing the wall. The hurdle should always be placed in the middle of one
+of the long sides; and ladies prefer to jump on the left hand, in order
+to avoid touching the wall with their legs if the horse should go too
+near it. Notwithstanding this, if the horses are free jumpers, and the
+school well arranged, I prefer the right hand, because a fall to the
+right is then clear of the wall. This is a case in which an instructor
+must depend upon his own judgment.
+
+The teacher stands as I have indicated above, holding a whip with a long
+lash, not to strike the horses, but to prevent refusals.
+
+One after another the pupils should leave the line, and advance at a
+walk, until they get on the side of the school where the hurdle has been
+placed, when they will canter, but without any excitement; and they will
+find it useful to count one, two, three, until the three movements of
+the body have become mechanical from practice.
+
+During the course of the more advanced lessons, it will still be useful
+to practice some flexions, in order to be sure that pupils keep supple.
+They should also learn to take the foot out of the stirrup at any gait,
+and replace it without stopping, and to rise at the trot, the foot being
+out of the stirrup, which is not so difficult as it appears. They should
+also be drilled to walk, trot, or gallop by twos and threes, to learn to
+accommodate their horses' gait to that of a companion. The teacher
+should be sure that, at the end of their lessons, the pupils can trot or
+gallop for at least a mile without stopping; and, to gain this result,
+he must proceed by degrees, with the object of developing the lungs and
+giving a freer respiration. Nothing is more ridiculous than to see a
+rider, who has proposed a trot or canter to her companion, obliged to
+pull up after a few steps, puffing and panting for breath. She is apt to
+ruin her own horse; and gentlemen who have spirited animals are likely
+to avoid riding with her. Except in the prescribed effects of the whip
+and leg, there is no definite position in which a lady is obliged to
+hold her whip, and she should learn to carry it as suits her best. She
+should be able to arrange her skirt while at a walk, without assistance,
+and also to shorten or lengthen her stirrup by the strap on the right
+side of the saddle, without taking her foot out.
+
+From the very beginning of the lessons the teacher should suppress all
+the little chirpings and clackings of the tongue, which, however useful
+they may be to a coachman or a horse-trainer, are out of place in the
+mouth of a lady. I was once invited to accompany a lady in Central Park,
+in New York; and, as I had been told that she rode very well, I did not
+hesitate to ride General, a noble animal, whose education in the _haute
+ecole_ I was just finishing. We started. She managed her horse with her
+tongue as an effect on the right side, instead of using her whip. The
+consequence was, that my horse, hearing these appeals, and not knowing
+whether they were meant for him or not, remained at the _passage_ all
+the way from the gate to the reservoir, where I took it upon myself to
+beg her to do as she chose with her own horse, but to allow mine to be
+under my own control.
+
+I recommend not giving dainties to horses before mounting, unless they
+are allowed time to eat them. If a horse has a piece of sugar or apple
+in his mouth, the bit will be worse than useless; it will irritate him,
+as he can not open his mouth without dropping the delicacy, and he can
+not swallow it if he gives his head properly.
+
+I have noticed that most gentlemen riding with ladies place themselves
+on the right side; but this seems to me a mistake, where the rule of the
+road is to pass to the right, because it is the lady who protects her
+companion, and not he who shields her. Besides, he takes the place where
+his horse is most likely to be quiet, as no one has the right to pass
+inside him. Still further, should the lady's horse become frightened, he
+will be seriously embarrassed on the right side, with the reins in his
+left hand; and, if she should fall, what can he do? He can only transfer
+his reins to the right hand, and endeavor to push her into her saddle
+with his left; and, if they are going fast, this will not be easy.
+
+I may say here, that in ninety-five cases out of a hundred the lady
+falls to the right. If the gentleman is riding on her left, he gives up
+to her the best place, and protects her legs; she can use her whip more
+freely; he has the use of his right hand to stop or quiet her horse; he
+can arrange her skirt, should she need his help; if she falls, he has
+but to seize her left arm, and draw her toward him, calculating the
+strength which he employs, and he may even lift her from the saddle.
+
+
+
+
+CHAPTER IV.
+
+ Resistances of the horse.
+
+
+In all the best riding-schools of Europe two posts are firmly fixed into
+the ground, parallel with and about twenty paces from one of the short
+sides of the school. These are called pillars, and between them is
+fastened a horse who is trained to rear or to kick at command, in order
+that the teacher may explain to his pupils what they must do when they
+encounter one or other of these resistances. These pillars are almost
+unknown in riding-schools in this country, and the reason of their
+absence may be found, I think, in the moral qualities of the American
+horse, which are really astonishing when looked at from the point of
+view of animal character.
+
+A teacher should, however, give his pupils some instructions about the
+most common tricks or vices of the horse, which are usually only
+defensive action on his part. Before any active form of resistance, the
+horse always makes a well-marked pause; for instance, in order to rear,
+he stops his motion forward, draws his hind legs under him, throws his
+weight on them, and lifts his fore legs from the ground, holding his
+head high. When he is almost upright on his hind legs, he stands for a
+longer or shorter time, moving his fore feet as if beating the air, and
+then either comes down to earth again or falls backward, which is
+acknowledged to be the most dangerous thing which can happen on
+horseback. If the rider feels that her horse is on the point of going
+over with her, she must instantly slip her foot out of the stirrup,
+loosen the hold of her leg on the pommel, and lean as far to the right
+as she can, turning her body to the left in order to fall on the right
+of the horse, who almost always falls to the left, and, as soon as she
+is on the ground, she must scramble away from her horse as quickly as
+possible.
+
+The best way of preventing a horse from rearing is not allowing him to
+stop; and, if it should be too late or too difficult to manage this, all
+effects of the hands should stop at once, and the rider should attack
+his right flank with her whip vigorously. If a horse rears habitually,
+he should be got rid of.
+
+In order to kick, on the contrary, the horse braces himself with his
+fore legs, lifting his hind quarters by a contraction of his hind legs;
+and, when his croup is in the air, he kicks as hard as he can with his
+hind legs, and brings them suddenly to the ground again, holding his
+head low and sticking out his neck meanwhile.
+
+An inexperienced rider may be frightened by the shock of this movement,
+which is very disagreeable, besides being dangerous to people behind;
+but, with calm presence of mind and a little energy, this trick may be
+fought without too much annoyance. In this case also the great thing is
+to hinder the horse from stopping, by keeping his head up; and, if, in
+spite of the rider, he gets it down and his legs braced in front of him,
+she should lean very far back and strike one or two vigorous blows with
+her whip on the lower part of the neck where it joins the chest, trying
+at the same time to lift the head with the reins.
+
+Some teachers recommend using the whip on the flank, as in rearing, and
+I usually do this myself; but I have always noticed that the horse kicks
+again at least once while going forward; so I do not recommend this for
+a lady.
+
+In bucking, the horse puts his head down, stiffens his fore legs, draws
+his hind legs somewhat under him, and jumps forward, coming down on all
+four feet at once, and jumping again almost immediately.
+
+Without being particularly dangerous, this vice is very unpleasant, as
+it jars the rider terribly. To neutralize the shock, therefore, as much
+as she can, she must sit very far back, lean her body back, lift her
+hands vigorously, and try to make her horse go forward and slightly to
+the right.
+
+When a horse refuses to slacken his pace, or to stop when his
+rider wishes it, he is running away with her, and he does this
+progressively--that is, if he is at a walk he will not stop when he
+feels the bit, but shakes his head, quickens his pace to a trot, throws
+his head into the air, or holds it down, bearing against the bit,
+breaks into a gallop, and goes faster and faster until he is at full
+speed; and, once arrived at this point, he is quite capable of running
+straight into a wall or jumping over a precipice.
+
+Some high authorities maintain that this state of the horse is one of
+temporary insanity; and this theory is admissible in certain cases
+where, when the animal is stopped, the nostrils are found to be very red
+and the eyes bloodshot; but, in most cases, horses run away through
+sudden fright, or from fear of punishment, or because they are in pain
+from one cause or another. When a horse is subject to this fault, his
+rider should give him to a man, either a skilled amateur or a
+professional rider, as I have seen very few ladies who could undertake
+the proper treatment without danger.
+
+Such a horse being put into my hands for training, I take him to some
+place where the footing is good and where he can have plenty of space,
+which means plenty of time for me; and, once there, I provoke him to run
+away, in order that I may find out why he does so. If he fights against
+my hand, shuts his mouth, or throws his head in the air, as soon as he
+has stopped I carefully examine his mouth, his throat, his breathing,
+his sight, his loins, and his houghs. Sometimes the mouth is without
+saliva, the lips are rough and irritated, the bars are dry, bruised, and
+even cut; and in that case I try to see whether the bad habit does not
+come from severe bitting, or too tight a curb-chain, or perhaps the
+teeth may be in bad order. A few flexions of the jaw and neck will tell
+me at once if the mouth is the cause of the trouble; but I must make
+sure that this bad state of the mouth is the cause, and not the
+consequence.
+
+The sight of a horse is often defective; the sun in his eyes dazzles and
+frightens him; or else a defective lens makes objects appear larger to
+him than they really are; or he may be near-sighted, and consequently
+nervous about what he can not see; and a moving bird, or a bit of
+floating paper, is enough to make him bolt.
+
+Sometimes the throat is sore inside, and then the horse suffers from the
+effect of the bit on the extremity of his neck when he gives his head.
+Bolting is often caused by suffering in some internal organ; and in that
+case the breathing is apt to be oppressed.
+
+But in seven cases out of ten the cause of a horse's running away is to
+be found in his hind quarters. The loins are too long, weak, and
+ill-attached, so that when he carries a heavy weight the spinal column
+feels an insupportable pain. What man would not become mad if he were
+forced to walk, trot, and gallop, carrying a weight which caused him
+frightful suffering? The remembrance of an old wound made by the saddle
+is sometimes enough to cause a nervous and sensitive animal to bolt. The
+legs are sometimes beginning to throw out curbs or spavins, or they may
+be too straight and narrow, lacking the strength necessary to carry the
+horse at a regular gait; so he suffers, loses his head, and runs away.
+
+We will suppose the horse to be well-proportioned, with his sight and
+organs in a normal condition, his mouth only being hurt as a
+consequence, not as a cause. I change the bit, and substitute an easier
+one, treating the mouth meanwhile with salt, or alum, or marsh-mallow;
+and yet my horse still runs away. In that case it is from one of two
+reasons: either it is from memory and as a habit, or else it is the
+result of ill-temper. If the former, I take him to some spot where I can
+have plenty of space and time, preferably a sea-beach with soft sand, or
+a large ploughed field; and there I let him go, stopping when he stops,
+and then making him go on again, and in this way he soon learns that
+submission is the easiest way for him. If he should be really
+ill-tempered, I would mount him in the same place with sharp spurs and a
+good whip, and before long his moral condition would be much more
+satisfactory.
+
+But often a horse takes fright and runs away when one least expects it.
+Allow me to say that nothing which a horse can do should ever be
+unexpected. On horseback one should be ready for emergencies; and the
+best way to avoid them is to prevent the horse from a dangerous
+initiative. Besides, the horse does not get to his full speed at once;
+and, if the rider keeps calm, she will probably be able to master him
+before he reaches it. But, if, in spite of herself, her horse is running
+at a frightful pace, what should be done? In the first place, she must
+try to see that he does not slip and fall; and, in any case, she should
+take her foot out of the stirrup, let her whip drop if necessary, choose
+at once a straight line, if that be possible, and give to her horse with
+hands and leg, calming him with the voice, and speaking loud, in order
+that it may reach his ear. She should endeavor to remain calm, and to
+take long breaths; then, when his first rush is over, she should lift
+her wrists, holding the reins short, lean very far back, and saw his
+mouth vigorously with the bridle, two reins being in either hand.
+"Sawing" is the successive action of the two hands acting separately on
+the mouth of the horse, and, by pulling his head from side to side, it
+throws him out of his stride and checks his speed. I can not say too
+often that it is easier to prevent a horse from running away than it is
+to stop him when he is once fairly off.
+
+It would be very difficult to foresee all the possible defensive actions
+of the horse and the means of counteracting them; but, as the rider
+gains experience, she will get to recognize these actions from the
+outset, and counteract them so naturally that she will scarcely think
+about it. To a good rider there is no such thing as a restive horse. The
+animal either knows what to do, or he does not. If he knows, the rider,
+by the power of her effects, forces the horse to obey; if he does not
+know, the rider trains him. If a horse resists, there is always a cause;
+and that cause should be sought and destroyed, after which the horse
+will ask no better than to behave himself.
+
+If a horse fidgets and frets to get back to the stable (which is a
+common and annoying trick), he should be turned round and walked for a
+moment or two in an opposite direction, away from home, and in a
+fortnight he will have lost the bad habit.
+
+Horses often have a trick of fighting the hand by running out their
+heads and trying to pull the reins through the fingers of their riders.
+This comes from stiffness in the hind quarters, and will stop as soon as
+the horse has been taught, by progressive flexions, to keep his hind
+legs under him.
+
+A timid horse may always be reassured and quieted by a persevering
+rider, provided his sight is not bad; and he should never be punished
+for shying, as that comes from fright; he should be allowed time to get
+used to the sight or sound of a terrifying object, and, when he is
+convinced that it will not hurt him, he will disregard it in future, as,
+although timid, he is not a coward. For instance: if a horse shies at a
+gnarled stump in a country lane, his rider should stop and let him come
+slowly up to it, which he will do with every appearance of fear. She
+should cheer him with her voice, and caress him with her hand; and, when
+once he has come near enough to smell the dreaded shape, he will give a
+contemptuous sniff, and never notice it after.
+
+If a horse should fall with his rider, she should at once slip her foot
+out of the stirrup, lift her right leg over the pommel, and turn her
+body quickly to the left. If the horse falls to the right, she will fall
+on him, which will deaden the shock, and, as his legs will be on the
+left, she can get away from his feet easily; if he falls to the left,
+she must try to let her head fall to the right, and, if she has time,
+she will attempt to fall to the left, on her knees, and must get away
+from the horse on her hands and knees with all speed.
+
+If she should be thrown from her saddle, she must not stiffen herself,
+and must keep her head as high as possible.
+
+
+CONCLUSION.
+
+Before closing this slight treatise, I would most respectfully say a
+parting word to the ladies for whose use I have prepared it.
+
+The principle of the proper control of a horse by a lady may be thus
+roughly summed up: Keep him well under your control, but also keep him
+going forward; _carry_ him forward with the pressure of your left leg
+and with the whip, which must take the place of the right leg. Never let
+a horse take a step at his own will; and, as soon as he shows the first
+sign of resistance, try to counteract it. Great care and tact must be
+used to avoid sudden changes of gait, which irritate a horse by throwing
+him off his balance and measure; and he should never be teased with the
+whip and spur in order that he may prance and fidget, for such
+foolishness on horseback proves nothing, and is only fit to amuse
+ignorant spectators.
+
+Be prudent; accidents always happen too soon. Be calm, if you wish your
+horse to be so. Be just, and he will submit to your will. Remember that,
+in riding, the greatest beauty consists in being simple in your means of
+control; do not appear to be always occupied with your horse, for you
+and he should seem to have the same will.
+
+Do not read or study one method only; there is good to be found in all.
+
+
+THE END.
+
+
+
+
+HYGIENE FOR GIRLS.
+
+By IRENAEUS P. DAVIS, M. D.
+
+_18mo. Cloth, $1.25._
+
+
+"Many a woman whose childhood was bright with promise endures an
+after-life of misery because, through a false delicacy, she remained
+ignorant of her physical nature and requirements, although on all other
+subjects she may be well-informed; and so at length she goes to her
+grave mourning the hard fate that has made existence a burden, and
+perhaps wondering to what end she was born, when a little knowledge at
+the proper time would have shown her how to easily avoid those evils
+that have made her life a wretched failure."--_From Introduction._
+
+"A very useful book for parents who have daughters is 'Hygiene for
+Girls,' by Irenaeus P. Davis, M. D., published by D. Appleton & Co. And
+it is just the book for an intelligent, well-instructed girl to read
+with care. It is not a text-book, nor does it bristle with technical
+terms. But it tells in simple language just what girls should do and not
+to do to preserve the health and strength, to realize the joys, and
+prepare for the duties of a woman's lot. It is written with a delicacy,
+too, which a mother could hardly surpass in talking with her
+daughter."--_Christian at Work._
+
+"If the reader is a father, and has a daughter of suitable age, let him
+place this volume in her hands with an earnest and affectionate charge
+to read it through deliberately, with much thought and self-examination;
+if a mother, let her sit down with her daughter and read together with
+her these chapters, with such comments and direct application of its
+teachings, and such instructions and tender entreaties coming of
+personal experience and observation, as are befitting only the sacred
+confidences of mother and daughter. It is the most sensible book on the
+subject treated we have ever read--simple and intelligible, the language
+always fitting and delicate in treating subjects requiring judgment and
+discretion, and pervaded with such a parental and solicitous kindness
+that it can not fail to win the attention and confidence of every young
+woman."
+
+_For sale by all booksellers; or sent by mail, post-paid, on receipt of
+price._
+
+New York: D. APPLETON & CO., 1, 3, & 5 Bond Street.
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