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[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.