^ii[ a[IiHi|le^55 ^tmk^ 
 
A SYSTEM OF 
 
 SCHOOL -TRAmiNG 
 FOR HOESES. 
 
 BY 
 
 EDWARD L. ANDERSON, 
 
 AUTHOR OF " HOW TO RIDE AND SCHOOL A HORSE. 
 
 LONDON : 
 W. H. ALLEN & CO., 13 WATEELOO PLACE. 
 
 1882. 
 
 (All rights reserved.) 
 
LONDON : 
 W. H. AI/LEN & CO., 13 WATEBLOO PLACE S.W 
 
INTEODUCTION, 
 
 I THINK it fit that I should offer 
 some explanation for advocating the 
 school system of training, since it 
 is generally regarded as something 
 fanciful and useless, if not positively 
 mischievous. 
 
 I shall first say a few words con- 
 cerning the importance of a thorough 
 method in the training of horses for 
 the saddle, and I shall then answer, 
 as far as I am able, the objections 
 
IV , INTEODUCTION. 
 
 that are raised against the systems of 
 the schools. 
 
 Whether it be in the field, upon 
 the road, or in the troop, the rider 
 must follow some sort of method in 
 the management of his horse. 
 
 Every horse that can be ridden is 
 to some extent schooled, as we under- 
 stand it in the manege, and the more 
 amenable he is to the will of the rider 
 the more nearly the object of every 
 system of the schools has been obtained, 
 no matter whether his trainer knew or 
 was ignorant of what he was effecting 
 or how it was brought about. 
 
 Teaching the horse to turn to the 
 right or to the left, driving him for- 
 ward with the heels, and measuring 
 his speed and perfecting his paces, are 
 
INTEODUCTION. V 
 
 things that every rider endeavours to 
 accomphsh, and these are, all of them, 
 primary principles of the schools. 
 
 Is it not well to go further, and to 
 teach the horse a ready and precise 
 obedience to the every wish of his 
 rider ? For the object of school 
 methods is simply to acquire control 
 over the horse under all circumstances, 
 and the various movements practised 
 are, for the purpose of rendering him 
 quick and willing to answer the 
 demands of his rider. 
 
 As to the uselessness of this train- 
 ing and its results, where shall the 
 line be drawn between the highly 
 trained charger and the awkward, stub- 
 born colt ? It may not be necessary 
 for the gentleman who follows the 
 
VI INTEODUCTION. 
 
 hounds, or takes a ride in the park, 
 to move about at the traverse or to 
 exhibit the action of his horse in 
 the Spanish trot, but if he can make 
 his horse perform these movements he 
 will have an animal that is the safer 
 and pleasanter to ride, by reason of 
 his lightness and obedience. 
 
 Nor do I see any grounds for the 
 principal objection against school train- 
 ing, that it decreases the speed of the 
 horse. It is true that in the balanced 
 movements of the manege the horse is 
 made to step short, both to retain the 
 balance in the direct line and to 
 enable the animal to make short and 
 sudden changes of direction. But to 
 enable a horse to carry himself in the 
 equilibrium of the school his every 
 
INTBODUCTION. Vll 
 
 muscle must be suppled and strength- 
 ened, and I hold that it is self-evident 
 that when the horse is permitted to extend 
 himself his speed would be the greater 
 and his going the stronger for his 
 training. This is evidenced, too, in 
 the buck-jumps and the other high 
 movements of the manege. In the 
 limited area of the riding-school, the 
 trained horse will take leaps that 
 would do credit to the most active 
 hunter, while the latter would not 
 find room to turn in his lumbering 
 gallop. Why this suppleness and 
 strength should decrease the natural 
 speed of the horse I cannot conceive, 
 and I think that the idea originated 
 in the behef that the short step of 
 the balanced horse is the natural result 
 
Vlll INTEODUCTION. 
 
 of a cramped training-ground, and not^ 
 as is the fact, purposely brought about by 
 strengthening and suppHng the animal, 
 so that he may carry himself lightly. . 
 
 It should be observed that in modern 
 school-riding, the forces of the horse 
 are brought into balance, so that no 
 undue weight falls upon either extre- 
 mity. Thus another objection to the 
 system is groundless. 
 
 To kick a horse along and to pull 
 him to the right or to the left by 
 sheer force, is, to a certain extent, 
 riding, and I suppose will satisfy the 
 requirements of most horsemen, but it 
 is not the highest standard of horse- 
 manship, and the more it is improved 
 upon the better for the horse and his 
 rider. 
 
INTEODUCTION. IX 
 
 It is not necessary that every man 
 should learn or that every horse should 
 be taught all the movements of the 
 manege. It will be enough for all 
 practical purposes of ordinary riding if 
 the horse carries himself in equilibrium 
 and obeys the indications of the hand 
 and legs, and the rider has a seat 
 that permits him to make a measured 
 use of the aids under every circum- 
 stance of motion and action. But that 
 which remains to make a thorough 
 horseman and a schooled horse is so 
 little, that I have here given a method 
 for those movements of the manege that 
 have been found most useful in giving 
 the horse control of his powers and in 
 making him obedient to the will of his 
 rider. 
 
X INTKODUCTION. 
 
 There can be no objection to a rider 
 becoming skilful in the management of 
 his horse, or to the horse being ren- 
 dered obedient to his master's wishes. 
 A perfectly schooled horse is a horse 
 perfectly fitted for any use ; and a 
 rider who has a seat that permits him 
 to apply the aids in the vigorous 
 movements of the manege is prepared 
 for any emergency, upon the road or 
 in the field. 
 
 There are those who hold the 
 opinion that no one can learn to ride 
 from the rules laid down in books. 
 How is one to learn to ride ? From the 
 first there is little that the beginner 
 must not learn, from rule or from ex- 
 ample, and, according to his aptitude 
 for the exercise, he improves in skill by 
 
INTRODUCTION. XI 
 
 practising that which he has acquired by 
 observation or through instruction. The 
 general rules of the art are the results 
 of ages of experiment, and it is doubt- 
 ful whether a man would ever, by 
 his unaided efforts, reach any great 
 proficiency in riding. One may con- 
 sider himself to be self-taught; but the 
 fact is that nearly everything he knows 
 about riding is derived from imitating 
 those who have in some way gained a 
 knowledge of proper usages, and after- 
 wards by deducing natural sequences 
 from these established rules. 
 
 If the pupil is fortunate enough to 
 have the personal instruction of a 
 skilled master, he will, perhaps, learn 
 more rapidly than by following the 
 precepts of a book. But he is much 
 
XU INTEODUCTION. 
 
 more apt to find a proper system in 
 some work that has received the ap- 
 probation of the authorities upon the 
 subject than in the instruction he 
 receives from grooms and self-styled 
 masters. The instructions given to the 
 recruits in the military riding- schools 
 are, for the greater part, a repetition 
 by the instructor of the printed rules, 
 which he must leam by rote. I 
 have known many good riders who 
 owed all they knew in the art to a 
 study of the intricate laws laid down 
 by Baucher. I have many times taught 
 movements to horses by following the 
 directions of competent writers, and I 
 have never failed in accomplishing that 
 which I undertook. 
 
 I wrote How to Bide, and I wi'ite 
 
INTEODUCTION. XIU 
 
 this work, from a love of my subject, 
 and because I am convinced that a 
 pupil may learn to ride and to school 
 a horse from books. 
 
 While I do not think that this book 
 can in any sense be considered a com- 
 pilation, I wish to say that I have 
 studied the works of nearly all the 
 modern v^riters upon my subject and 
 have had instruction from several pro- 
 fessional school-riders; but I have also 
 had the experience of many years in 
 training my own horses, and I believe 
 that there will be found no chapter in 
 which I have not presented original 
 ideas, not inconsistent, I hope, with 
 proved methods. 
 
CONTENTS 
 
 CHAPTEE I. PAOK 
 
 The Equilibrium 1 
 
 CHAPTEE II. 
 Suppling the Fore -hand .... 8 
 
 CHAPTEE III. 
 Suppling the Croup 24 
 
 CHAPTEE IV. 
 To Back 32 
 
 CHAPTEE V. 
 The Passage 38 
 
 CHAPTEE VI. 
 The Piaffer 43 
 
 CHAPTEE VII. 
 To Back at the Piaffer . . . .47 
 
 CHAPTEE VIII. 
 Changes in the Gallop . . . .50 
 
XVI CONTENTS. 
 
 
 CHAPTEE IX. 
 
 PAGE 
 
 To H.\LT IN THE Gallop 
 
 . 59 
 
 CHAPTEE X. 
 
 
 The Gallop in Place 
 
 . 62 
 
 CHAPTEE XL 
 To Back at the Gallop . . . .66 
 
 CHAPTEE Xn. 
 The Spanish Trot 70 
 
 CHAPTEE Xni. 
 Travebsing in the Passage . . .78 
 
 CHAPTEE Xiy. 
 
 Traversing at the Gallop . . .86 
 
 CHAPTEE XV. 
 
 Voltes and Pirouettes . . . .90 
 
 CHAPTEE XVI. 
 
 Teaching to Leap . . . . .98 
 
 CHAPTEE XVII. 
 General Notes . . . . . .114 
 
SCHOOL - TRAINING 
 
 FOR HOESES. 
 
 CHAPTER I. 
 
 THE EQUILIBRIUM. 
 
 It is useless to attempt to school a 
 horse until he has been taught to carry 
 himself under his rider in equilibrium. 
 For> no matter how perfectly balanced 
 the horse may be naturally, the con- 
 ditions of affairs are changed when we 
 put a bit in his mouth to hamper his 
 voluntary movements, and place upon 
 his back the weight of a man and his 
 
 trappings ; and the horse must be care- 
 
 1 
 
2 SCHOOL-TRAINING FOR HORSES. 
 
 fully taught to conform his carriage to 
 the new disposition of weights and 
 forces. 
 
 With equal care and greater labour 
 must the ill-formed animal be taught 
 to correct his natural defects by a new 
 bearing, and to carry his burden in an 
 acquired equilibrium. 
 
 The conformation of each horse will 
 suggest the means to be employed in 
 each case, so that by giving him a 
 balanced carriage it will be possible 
 for him to obey the demands of his 
 rider. 
 
 But our efforts in every case will be 
 directed to the end that we may obtain 
 control over the collected and balanced 
 forces. 
 
 The horse is propelled by the hind- 
 
THE EQUILIBRIUM. D 
 
 quarters and guided by the fore-hand, 
 and it is to collect and govern the 
 forces of these parts that we now turn 
 our attention. 
 
 We desire to bring and maintain in 
 equilibrium these forces, so that the 
 movements of the horse may be made 
 with lightness and precision. 
 
 If the horse be not collected and his 
 forces be not balanced, he will move 
 in an awkward and uneven manner ; 
 his fore-hand dragging the croup, or 
 the croup forcing itself upon the fore- 
 hand. Most of the resistances and 
 struggles of young horses in training 
 are due to the fact that the animal is 
 not in a position to obey the demands 
 of his trainer, and a horse will seldom 
 
 refuse compliance to any demand that 
 
 1 * 
 
4 SCHOOL-TRAINING FOE HOESES. 
 
 he understands if lie be placed in the 
 position that renders his obedience 
 easy. 
 
 If the horse be deficient in the fore- 
 hand and high and strong in the croup, 
 we must carry back and aid the forces 
 of the former, or the animal will be 
 heavy in front from the preponderance 
 of the forces of the hind-quarters, and 
 will struggle against the hand. It is 
 usually the horse of this make that in 
 unskilful hands becomes a bolter and a 
 runaway. 
 
 If the horse be strong and well 
 made in the fore-hand, but weak and 
 deficient in the croup, we must bring 
 up and strengthen the latter, so that its 
 forces may meet and balance the forces 
 of the fore-hand. When the hand, ope- 
 
THE EQUILIBEIUM. 5 
 
 rating through the bit upon the mouth, 
 carries back the forces of the fore -hand 
 until they meet and balance the forces 
 of the croup brought up by a pressure 
 of the rider's legs, the horse is in 
 equilibrium at a halt, and the prepon- 
 derance of either of these forces with 
 a corresponding yielding of the other 
 extremity will result in motion. 
 
 But this preponderance, as well as 
 the corresponding yielding of the forces 
 of the other extremity, must be great 
 enough only to bring about the motion 
 at the desired speed ; and the approxi- 
 mate equilibrium must be kept at all 
 times. That is, the point of union and 
 balance must be kept, as far as is 
 consistent with the rate of speed that 
 the rider demands, when the forces of 
 
D SCHOOL-TKAINING FOE HOESES. 
 
 one extremity are advancing, and those 
 of the other are pressing forward to 
 find the point of balance. To obtain 
 this the horse must be light in hand, 
 and the croup must readily answer to 
 the pressure of the legs. How to teach 
 the horse to yield to the bit will be 
 explained in the next chapter; and 
 although I explain at length the method 
 of suppling the croup, I may say 
 here that the horse may be taught to 
 answer to the pressure of the legs by 
 tapping him upon the croup with the 
 whip held behind the rider's back, 
 while he presses in both heels to the 
 flanks of the horse. When the horse 
 will answer to the pressure of the heels 
 by bringing both legs in under him, the 
 taps of the whip must be abandoned. 
 
THE EQUILIBRIUM. / 
 
 The approximate equilibrium must 
 be constant, for the moment that it 
 is lost altogether the horse becomes 
 heavy, and one extremity or the other 
 must drag in action. This not only 
 applies to the forward or backward 
 movements upon direct lines, but to all 
 changes of direction and traverses to 
 either side. Of course, in every move- 
 ment the equilibrium is more or less 
 disturbed ; but the better it is kept, the 
 lighter and the more graceful will be 
 the action. 
 
8 SCHOOL-TBAINING FOB HOESES. 
 
 CHAPTER II. 
 
 SUPPLING THE FORE-HAND. 
 
 The horse will first be ridden in a plain 
 snaffle bridle, the trainer holding a rein 
 in each hand, at such a height as he 
 finds gives the horse the greatest free- 
 dom of action. He will induce the horse 
 to move forward by some encouraging 
 sound, or by a gentle pressure of the 
 unarmed heels. Upon coming to a turn 
 the inside rein will be drawn to bend the 
 head of the horse in the new direction, and 
 
SUPPLING THE FORE-HAND. U 
 
 the outside rein will support and steady 
 the movement, while the outside heel may, 
 by a sHght pressure, bring up the croup 
 of the horse. When the horse will turn 
 readily going in one way about the school, 
 he will be ridden in a similar manner to 
 the other hand. He will then be ridden 
 in the figure of eight, taking the whole 
 length and breadth of the manege, or 
 training-ground, in the movement, and 
 the rider will use great care in shifting 
 the aids at the extremities of the diagonal 
 lines. 
 
 During these lessons, the duration of 
 which will depend upon the aptitude of 
 the horse in acquiring the habit of obey- 
 ing the bit, he will be permitted to 
 walk in the manner that pleases him, 
 or rather, in the only way he knows, 
 
10 SCHOOL -TRAINING FOR HORSES. 
 
 usually a loose shambling gait, with very 
 extended strides of the hind-legs. 
 
 He will then be taught to carry himself 
 in a more collected manner, and to step 
 in a regularly cadenced and even walk, 
 and then in a slow measured trot, likewise 
 cadenced. 
 
 On the outside path of the manege he 
 will be put into the walk, and as a hind- 
 leg is raised to step forward the rider will 
 press in his heel on that side, and imme- 
 diately after meet it with the correspond- 
 ing rein, and he will do the same thing 
 at each step of the other hind-leg. This 
 action of the aids will shorten and equalise 
 the strides of the horse, and by bring- 
 ing back the forces of the fore-hand to 
 meet the advancing forces of the croup, 
 render the horse collected and light in 
 
SUPPLING THE POEE-HAND. 11 
 
 movement. The speed must be kept 
 regulated, and the horse must not be 
 permitted to hasten or to decrease his 
 walk at the unaccustomed application of 
 the aids. This regularity may be aided 
 by the encouragement or the soothing 
 of the animal by the rider's voice, as the 
 horse hangs back or hastens forward. 
 The horse should be brought to a halt 
 by the rider pressing in his heels, to carry 
 the hind-legs under the animal, and the 
 hand quickly acting upon the mouth to 
 check the forward motion. The hand to 
 follow the pressure of the heels in time 
 to prevent a second step by the hind-legs, 
 but so gently as not to harass the horse. 
 
 In the same way the horse will be 
 made to take and keep a slow, measured 
 trot, the action of the animal, not his 
 
12 SCHOOL-TRAINING FOE HOESES. 
 
 speed, increased by means of the aids. 
 But these lessons must not be carried 
 too far, as it is not now the intention to 
 develop the trot into the passage, but 
 simply to give the horse light, even, and 
 regular strides ; and when this has been 
 acquired the horse will be habitually 
 ridden with an equal pressure on both 
 sides of the mouth when the bit is in 
 action, though never with a constant 
 pull upon the reins. 
 
 After the horse has acquired the walk 
 and the trot as described, he should be 
 ridden in the double-reined bridle. The 
 curb-bit being carefully fitted, but suffi- 
 ciently severe to make him discover that 
 it is for his own comfort that he yields 
 his head and jaw at its pressure. I have 
 found that bits with branches from four 
 
SUPPLING THE FOEE-HAND. 13 
 
 and a half to five inches in length, from 
 the centre of the mouth-piece, answer the 
 purpose ; and as my horses never rear or 
 fight against the hand, I think that bits 
 of this description may be used by those 
 riders who do not trust to the reins for 
 support. 
 
 When the rider first mounts the horse 
 bitted with curb and snaffle, he will 
 draw the curb reins up until he has a 
 gentle feeling of the horse's mouth. 
 Then with the direct rein, the horse 
 being at a halt, he will make light 
 vibratory motions to induce the horse 
 to give his jaw upon one side, and 
 afterwards he ^ill, in the same manner, 
 make the horse yield his jaw to the 
 other rein. Then, with both reins at 
 equal length, he will play with the bit 
 
14 SCHOOL-TEAINING FOE HORSES. 
 
 until the horse yields his jaw and carries 
 in his head, giving the hand the moment 
 the horse yields, so that the animal 
 may understand that he has done that 
 which was demanded, and that he is 
 rewarded for obedience. 
 
 These results cannot be accomplished 
 at once, and in case of resistance the 
 trainer should, after a few trials, cease 
 his efforts and turn his attention to some 
 other part of the education of the horse. 
 But when the horse has refused obe- 
 dience, through ignorance or stubborn- 
 ness, while he must not be punished, 
 he should not be led by any act of kind- 
 ness to think that his refusal has met 
 with the approbation of his rider. 
 
 I wish to say here, at the outset of 
 these instructions in training, that I am 
 
SUPPLING THE FOKE-HAND. 1 5 
 
 opposed to severe punisliments under 
 any circumstances. I have seen seve- 
 rity tried in many cases, and for years 
 I was under the beHef that positive 
 disobedience should meet with quick 
 and sharp penalties, but I have never 
 seen good results follow such treat- 
 ment ; while, on the other hand, I 
 have never known patient kindness 
 fail to conquer the most stubborn 
 animals. Besides other advantages of 
 the course I recommend, it reduces 
 the dangers of training to a minimum; 
 and the only injury I have received in 
 schooling many horses, a very slight 
 one I am happy to say, was the result 
 of an angry blow given to a young 
 horse who tried my patience beyond 
 the bounds of my philosophy. This 
 
16 SCHOOL-TEAINING FOR HOKSES. 
 
 lesson was not lost upon me, and I 
 have found the same horse perfectly 
 docile when treated with firmness and 
 kindness. The spur and whip must be 
 used, but the horse should not look 
 upon them as instruments of punish- 
 ment, and it is surprising how quickly 
 a young and spirited horse will answer 
 to the application of these aids without 
 flinching or resentment. I find that a 
 harsh word will answer every purpose 
 of correction, and all horses under- 
 stand and fear the angry tones of a 
 man's voice, as they are soothed by 
 his kind words. 
 
 We will now return to give the 
 horse his first walking lesson in the 
 double-bridle. 
 
 Taking the curb -reins in the left 
 
SUPPLING THE FOKE-HAND. 17 
 
 hand, divided by the httle finger and 
 grasped by the thumb, while the snaffle 
 reins, divided by its width, are held 
 above them in the right hand, the 
 rider will move the horse upon the 
 outside path of the riding-school to go 
 around to the right. When the horse, 
 at a walk, arrives upon the path, the 
 left hand will, by a series of gentle 
 vibrations of the curb-reins, giving 
 an equal bearing on both sides of 
 the mouth, induce the horse to yield 
 his jaw and to carry his face 
 perpendicular to the plane of move- 
 ment. The height of the head, 
 which should depend upon the confor- 
 mation of the horse, must be regulated 
 by the snaffle-reins, as the curb-bit has 
 
 a tendency to make the horse carry 
 
 2 
 
18 SCHOOL-TEAINING FOR HOESES. 
 
 his head too low, but the two bits 
 must not act simultaneously; when the 
 right hand is to play with the snaffle, 
 the left hand must ease the tension on the 
 curb-bit, and this rule for the indepen- 
 dent use of the bits must be observed 
 under all circumstances. Should the 
 horse hang back, the hand will yield, 
 and the closed heels will press him for- 
 ward, then the rider will renew the 
 action of the bit. When the corner of 
 the school is reached, the tension of 
 the curb-reins will for a moment cease, 
 and the horse will be turned in the 
 new direction by the snaffle-bit held in 
 the right hand; but before the change 
 is completed, the snaffle-reins will be 
 eased, and the outside curb-rein will 
 be carried against the neck of the 
 
SUPPLING THE FORE-HAND. 19 
 
 horse to teach him to bend at the 
 appHcation of the curb. At each 
 corner of the riding- school these appli- 
 cations of the aids will be practised, 
 and upon the straight lines the curb- 
 bit will call upon the horse to yield 
 his jaw and head, the tension upon 
 that bit ceasing the moment the horse 
 obeys the demand. 
 
 After a few turns about the school 
 to the right, the reins will be changed, 
 the left hand holding those of the 
 snaffle above the curb -reins now in the 
 right hand, and the horse will be 
 walked the reversed way. 
 
 In the straight lines the horse will be 
 
 kept collected between the hand and legs, 
 
 and as he learns to yield to the bit and 
 
 answer to the heel, he will become light. 
 
 2 * 
 
20 SCHOOL-TRAINING FOR HORSES. 
 
 When the horse turns readily at the 
 corners in answer to the snaffle fol- 
 lowed by the curb, he should be turned 
 by the use of the curb alone, the out- 
 side rein being pressed against the neck 
 and the corresponding heel bringing up 
 the croup. After he makes the turns 
 at the corners at the pressure of the 
 curb -rein, he should be ridden in the 
 figure of eight, taking the full length 
 and breadth of the school, and then 
 gradually taught to go in circles to the 
 right and left, the equilibrium being 
 always required. 
 
 In the same way, using precisely the 
 same means, the horse should be taught 
 to trot and gallop in measured speed 
 in the equilibrium — the head carried 
 in a perpendicular position, the jaw 
 
SUPPLING THE FORE-HAND. 21 
 
 yielding to every touch of the curb- 
 rein, and the action even and regular. 
 Should the horse lose his equilibrium in 
 the trot or in the gallop, and become 
 heavy in hand, he should be brought 
 to a halt, and after the equilibrium is 
 re-established he should be again put 
 in the action, so that he may know 
 his fault and correct the habit. As a 
 rule the horse should after every mis- 
 take be brought back to the first 
 principles of the movement he is 
 attempting. 
 
 The reason for demanding the yield- 
 ing of the jaw is obvious, for the horse 
 then is incapable of resistance against 
 the bit. The position of the head 
 also is an acknowledgment of subjuga- 
 tion ; for while the horse may freely 
 
22 SCHOOL-TRAINING FOR HORSES. 
 
 hold it at any height to insure ease 
 and grace of carriage, he cannot so 
 well oppose the demands of the bit as 
 he could were his head held stiffly out 
 or braced against his chest. 
 
 In this stage of his education it is 
 excellent practice to bring the horse to 
 a halt and to carry his head first to 
 one side and then to the other, until 
 he looks to the rear, by the gentle 
 play of the direct rein ; and requiring 
 him to yield the jaw while the head is 
 turned to the rear. After bending to 
 either side, the neck should be straight- 
 ened and the jaw made to yield before 
 the head is bent to the other side. 
 
 The different action of the two bits 
 must be constantly borne in mind. The 
 snaffle-bit will be used, in short pulls 
 
SUPPLING THE FOKE-HAND. 23 
 
 upward, to make liim carry himself 
 light in front if the horse be naturally 
 heavy in that part ; while the curb-bit 
 will be employed to overcome the 
 active resistance of the horse, and to 
 direct and rule the forces of the fore- 
 hand after the snaffle has accomplished 
 its work. But the two bits must never 
 be used together, no matter how rapidly 
 the effects of one must follow those of 
 the other. 
 
24 SCHOOL-TRAINING FOR HORSES. 
 
 CHAPTER III. 
 
 SUPPLING THE CROUP. 
 
 To bring the horse under the control of 
 the rider it is necessary that the forces 
 of the croup should answer to the ap- 
 plication of the legs as readily as the 
 fore-hand yields to the demands of the 
 hit. 
 
 The trainer, standing at the near 
 shoulder of the horse, will, in his left 
 hand, grasp the reins of the curb close 
 to the branches of the bit, and, by draw- 
 ing them towards the animal's chest in 
 
SUPPLING THE CROUP. 25 
 
 gentle vibrations, induce him to yield 
 the jaw and carry his head in the per- 
 pendicular position ; at the same time 
 he will tap the horse upon the rump with 
 the whip, held in the right hand, until 
 the hind-legs are carried under the body, 
 and the horse is brought into equili- 
 brium. 
 
 The taps of the whip will then be 
 transferred to the left flank until the 
 horse carries his croup over one step to 
 the right. The fore-hand will be kept 
 in place by the reins, and although the 
 fore-legs have not been raised from the 
 ground, the oflf fore-foot will, in the new 
 position, be shghtly in rear of the line 
 it should occupy. A tap of the whip 
 upon the under side of the right fore- 
 arm will bring that leg up to its place, 
 
26 SCHOOL-TKAINING FOE HORSES. 
 
 and the horse will be straight in the 
 new position. 
 
 In this way the horse will be taught 
 that, although the fore-hand must not 
 move away from its ground, the inside 
 fore -leg must be raised and advanced to 
 accommodate itself to the new position 
 that the mass has taken. 
 
 The horse will be made to carry the 
 croup, step by step, around the fore-hand, 
 the near fore-leg acting as a pivot, and 
 the off fore -leg moving enough only to 
 bring him straight after each step made 
 by the croup. He must not take more 
 than one step at a time, and he should be 
 permitted to move only when it is re- 
 quired of him. 
 
 In a similar manner, standing at the 
 off shoulder, the trainer will make the 
 
SUPPLING THE CKOUP. 27 
 
 horse pass the croup ahout the fore -hand 
 in the opposite direction, the off fore-leg 
 acting as the pivot. 
 
 These exercises will be employed be- 
 tween other early lessons, until the horse 
 will pass to the right or to the left with- 
 out removing the pivot-leg, and without 
 losing the equilibrium. 
 
 The power of the whip will now be 
 transferred to the legs of the rider, in 
 the following manner : 
 
 The mounted trainer will bring the 
 horse into equilibrium by hand and legs. 
 He will then pass the whip, held in his 
 right hand, behind his back and tap the 
 horse upon the near flank, pressing in 
 the left heel at the same time, until the 
 croup passes one step to the right. The 
 right leg of the rider will be held close 
 
28 SCHOOL-TRAINING FOR HORSES. 
 
 to the fiank to prevent the horse draw- 
 ing back or making more than one step, 
 while a play of the right curb -rein will 
 overcome the resistance of the right 
 shoulder of the horse, and, lightening 
 that side, induce him to bring up his 
 right fore-foot to the line that will put 
 him straight in the new position. 
 
 Step by step the circle of the croup 
 about the near fore -leg will be completed, 
 care being taken to put the horse straight 
 after each change of position, and the 
 opposition of the fore-hand overcome 
 by the play of the direct rein of the side 
 to which the horse moves. 
 
 By similar means the horse will be 
 made to circle the croup to the left about 
 the off fore -leg as a pivot. 
 
 When the horse will make the reversed 
 
SUPPLING THE CKOUl'. 29 
 
 pirouettes in the manner above described 
 with lightness and precision, he will be 
 made to pass, to the right and to the left, 
 about the outside pivot-leg without halting 
 at each step ; the proper fore-foot being 
 brought up with each movement of the 
 croup to maintain the straight position. 
 
 The next practice will be to make the 
 horse move the croup one step to the 
 right, then one step back to the left, one 
 step again to the right, and so on, until 
 he obeys the pressure of the legs without 
 hesitation. 
 
 In all movements of the croup about 
 the fore-hand the head of the horse 
 should be bent towards the advancing 
 croup, and the fore -hand should be kept 
 light by the play of the direct rein. 
 
 These lessons will render the horse 
 
30 SCHOOL-TKAINING FOR HORSES. 
 
 ready and quick, and he will soon obey 
 the pressure of the leg without waiting 
 for the prick of the spur, the more severe 
 form of the aid being held in reserve to 
 be used only when required. 
 
 Having obtained control of the forces 
 of the fore-hand and of the croup, we 
 have the horse under command, and we 
 may perform any movement by the proper 
 employment of our powers. 
 
 The pressure of the heels will not in- 
 crease the speed beyond the liberty 
 allowed by the hand, and the horse 
 should be accustomed, by the restraint 
 of the hand and the pressure of the legs, 
 to moderate his speed, or even come to 
 a halt, in a collected form. In bringing 
 the horse to a halt, the heel pressure will 
 precede the action of the hand. In 
 
SUPPLING THE CEOUP. 31 
 
 reducing the speed, circumstances will 
 dictate how much, and when, the aids will 
 act. This collected state gives the horse 
 security in his movements, as he is always 
 ready to recover from a mistake, and it is 
 necessary for the maintenance of equi- 
 librium. 
 
32 SCHOOL-TEAINING FOE H0ESE8. 
 
 CHAPTEK lY. 
 
 TO BACK. 
 
 All horses should be taught to move 
 backwards with ease and Hghtness ; not 
 only that the animal shall be prepared 
 to go in every direction, but also that 
 he may the more readily learn to col- 
 lect himself and be quick and ready in 
 his movements. 
 
 Backing is a movement not natural 
 to the horse, and he must be made to 
 abandon all repugnance to the unusual 
 
TO BACK. 33 
 
 action, and be taught how best to 
 perform it. 
 
 If the horse be made to back by 
 means of the bit only, the forces of 
 the fore-hand will bear down and • cramp 
 the croup, and if any movement to the 
 rear takes place it must be with diffi- 
 culty and awkwardness. 
 
 It is evident, therefore, that, if the 
 movement is to be made with ease and 
 grace, the forces of the croup must be 
 brought up to a point nearly in balance 
 with those of the fore-hand, but yield- 
 ing to the latter sufficiently to permit 
 the retrogression at the desired speed. 
 
 It is not possible for the horse to 
 back with rapidity and retain his light- 
 ness, and the school-terms of the 
 ** gallop backwards" and the *'trot 
 
 3 
 
Si SCHOOL-TKAINING FOR HORSES. 
 
 backwards " mean only that the 
 motions of those paces are observed 
 while the horse moves slowly to the 
 rear. 
 
 To teach the horse how to back, he 
 should be brought, saddled and bridled, 
 upon the training ground. The trainer 
 will then, by means of the left hand 
 acting upon the reins beneath the chin 
 and the taps of the whip upon the 
 croup, bring him into equihbrium. 
 Then, by continuing the taps of the 
 whip upon his croup, the horse will be 
 made to raise one of his hind-legs, but 
 before the mass gets a forw^ard impulse 
 the hand will carry the horse back one 
 step, and before he loses his lightness 
 he will be made to advance a few 
 steps. 
 
TO BACK. 35 
 
 In the next lesson he may be made 
 to take two or three steps to the rear, 
 and to advance several steps before 
 the equilibrium is destroyed. By short 
 progressive lessons of a few minutes 
 each day, he will be practised until he 
 will carry himself a number of paces to 
 the rear without losing the equilibrium, 
 which should be retained by the hand 
 and whip acting upon the fore -hand and 
 the croup, as either requires the stimu- 
 lant of an aid. Care must be taken to 
 keep the horse perfectly straight at all 
 times ; and to assist the trainer in this 
 it is well to have the horse along the 
 side of a wall. 
 
 After the horse has been taught by 
 the trainer on foot to move backwards 
 with lightness, the man should begin 
 
 3 * 
 
6b SCHOOL-TEAINING FOR HOESES. 
 
 the mounted lessons. The rider will 
 bring the horse into equilibrium at the 
 halt ; then pressing in his heels until 
 the horse raises one of his hind-feet, 
 as if to advance, the rider will carry 
 back the balanced mass one step by a 
 light pressure upon the bit, and imme- 
 diately make the horse advance by 
 yielding the hand and closing in the 
 heels. 
 
 Each day the horse will be made to 
 take an additional step, or more if he 
 still retain his lightness, until in time 
 he is able to go any distance to the 
 rear without becoming heavy. If the 
 croup yields too much to the coming 
 fore-hand, the heel of the rider will 
 support the croup upon the side of the 
 lifted hind-leg, and the pressure of the 
 
TO BACK. 37 
 
 bit should only be felt as each step is 
 made, and then only sufficiently to 
 bring about the movement. Of course, 
 the horse must be kept perfectly straight 
 by the ready pressure of the rider's 
 heels. The horse should not be per- 
 mitted to come to a halt after back- 
 ing until he has made a few forward 
 steps without a break in action. 
 
38 SCHOOL' TRAINING FOR HORSES. 
 
 CHAPTER V. 
 
 THE PASSAGE. 
 
 The passage is a kind of trot, of very 
 brilliant action in the highest possible 
 equilibrium. It is usually employed in 
 traversing, as the position in which the 
 horse is found at each stride is favour- 
 able to his balance in moving to the 
 right or to the left. 
 
 In the passage the weight of the 
 horse, at each cadence of the gait, is 
 borne by a fore-leg and its diagonally 
 
THE PASSAGE. 39 
 
 opposed hind-leg, and from the spring 
 given at each step he is for the moment 
 in the air. The effect of this action is 
 striking and graceful. 
 
 The passage is produced by putting 
 the horse into a slow trot and re- 
 straining the forward movement, while 
 great exertion is demanded by the 
 spurs. The opposite spur is applied as 
 the horse raises each fore-leg in move- 
 ment, and the hand meets and opposes 
 the spur as the hind -leg of each side 
 is thus brought into action. That 
 is, the spur and the rein of the same 
 side serve to produce the action, shorten 
 the stride and restrain the speed. If 
 the horse is about to lead off with the 
 right fore -leg, the rider will apply the left 
 spur to increase the croup action and 
 
40 SCHOOL-TEAINING FOR HOESES. 
 
 to support the raised fore-leg, and will 
 immediately after draw the left rein to 
 check the forward impulse, and in that 
 way further increase the action and 
 produce the momentary halt that adds 
 so greatly to the effect of this trot. 
 
 The speed must be very moderate 
 and regular, at each stride the moment- 
 ary rest must be marked, and the 
 equilibrium must be maintained. 
 
 The exercises with hand and heels, 
 recommended in Chapter II. for giving 
 the horse a steady regular step, are 
 admirably adapted for preparing the 
 animal for his lessons in the passage. 
 Indeed, the aids are the same in both 
 cases ; and in the passage the diagonal 
 action, if I may use the term, is pro- 
 duced by the accentuated use of the 
 
THE PASSAGE. 41 
 
 sjDur forcing the croup while the hand 
 restrains the fore-hand ; and another 
 effect of the combined aids is the 
 height and brilHancy of the step. 
 
 After the horse has been perfected 
 in the passage, the intermittent pulls 
 upon either side of the mouth may 
 cease, and the hand will take an even 
 bearing upon the reins whenever it is 
 necessary to feel the mouth, and the 
 slightest pressure of the rider's leg 
 only will be required as the horse leads 
 with the opposite fore-leg. But the 
 application of the rider's legs should 
 not cease while the horse is to be re- 
 tained in the action of the passage ; 
 and it should be a rule that, except in 
 the walk, the trot, and the gallop, 
 in direct lines, the horse should never 
 
42 SCHOOL-TRAINING FOK HORSES. 
 
 be allowed to maintain a school move- 
 ment after the indication of the aid 
 ceases ; otherwise he may volunteer an 
 undesired performance. After circling, 
 traversing, the changes of leg in the 
 gallop, or the movements in place and 
 to the rear, the horse will be put into 
 direct lines in the same action in 
 which these are performed before he is 
 brought to a halt. This rule does 
 not apply to the horse while he is 
 learning the rudiments of the move- 
 ments, because it is often necessary 
 to bring him to a halt to correct an 
 error, but after he can perform the 
 various airs he should be taught to 
 observe it. 
 
43 
 
 CHAPTER VI. 
 
 THE PIAFFER. 
 
 The piaffer is simply the passage with- 
 out advancing ; and the horse will be 
 brought to perform it by givmg him 
 the action of the passage and then 
 preventing him from gaining ground by 
 carrying back the forces of the fore- 
 hand with the bit. At first the rein 
 and spur will act at each step, as in 
 the passage, but after the horse has 
 acquired the action it will only be 
 
44 SCHOOL-TEAINING FOR HOBSES. 
 
 necessary to keep him light in front 
 and to use a gentle pressure of the 
 rider's leg as the animal raises the 
 opposite fore-leg and its diagonally 
 disposed hind-leg to sustain the 
 movement. 
 
 The piaffer is useful in rendering the 
 horse light, and in putting him in a 
 position from which he can make any 
 movement with great celerity and pre- 
 cision, as he will be ready to advance, 
 to retreat, or to traverse to either hand 
 without further preparation. 
 
 This is a movement difficult to con- 
 trol, and the equilibrium is of the 
 highest importance. It should not be 
 undertaken until the horse is quite per- 
 fect in the passage, and has been taught 
 to back with ease and lightness. 
 
THE PIAFFER. 45 
 
 The lessons in the piaffer should be 
 given every day, but for only a few 
 minutes, as the action is very fatiguing 
 and harassing to the horse, and he is 
 apt to become careless and heavy. 
 
 The advance in the passage should be 
 gradually decreased, and when the horse 
 has made a step or two in place, or in 
 the piaffer, he should be permitted to 
 again advance in the passage and be 
 rewarded by a kind word. In a short 
 time, increasing the number of steps in 
 the piaffer at each lesson, the horse will 
 perform the movement without difficulty, 
 and can be made to begin the action 
 from the halt. But if the first lessons 
 are given from the halt, the horse must 
 offer more or less resistance, and will 
 frequently become violent in his oppo- 
 
46 SCHOOL-TEAINING FOR HOESES. 
 
 sition. The rider must endeavour to 
 obtain a regular and even step, each leg 
 having the same height of action, and 
 the whole movement being made with 
 that springy motion that is proof of a 
 high state of equilibrium. 
 
47 
 
 CHAPTEK VII. 
 
 TO BACK AT THE PIAFFER. 
 
 The means for producing a backward 
 movement in the piaffer should be ap- 
 parent to all who have read the pre- 
 ceding pages, but great tact and discretion 
 are required, and perfect concord must 
 exist between horse and rider. 
 
 When two legs of the horse are raised 
 in one of the steps of the piaffer, the 
 hand will carry the balanced mass to the 
 rear, and they will come to the ground 
 
48 SCHOOL-TEAINING FOE, HORSES. 
 
 a few inches to the rear of the position 
 they would take in the piaffer in place. 
 The increased tension upon the reins 
 should cease the moment the impulse 
 to the rear has been given, to be felt in 
 the same way at the next step of the 
 other pair of legs. The spurs will keep 
 up the action of the piaffer, and prevent 
 too precipitate a retreat. When it is 
 desired to go forward the hand will yield 
 at some cadence of the movement, and 
 the increased pressure of the heels mil 
 carry forward the raised legs of the 
 balanced horse. 
 
 In this, as in all other movements, the 
 rider should sit quietly upon his horse, 
 so carrying his hands and legs that his 
 motions in applying the aids shall be 
 almost imperceptible. It detracts greatly 
 
TO BACK AT THE PIAFFEK. 49 
 
 from the appearance of a horseman to be 
 seen making violent efforts with hands 
 and heels, and the shifting of his weight 
 under such circumstances disturbs and 
 hampers the horse. 
 
60 SCHOOL-TKAINING FOE HOESES. 
 
 GHAPTEE VIII. 
 
 CHANGES IN THE GALLOP. 
 
 The gallop is a succession of leaps, in 
 which the legs of one side leave the 
 ground after, but pass beyond, the legs 
 of the other side ; and the horse is said 
 to lead with the side making the more 
 extended strides. 
 
 If the horse take the long strides 
 with one side, and turns to the other in 
 changing direction, he is false in his 
 gallop. If he take the long strides with 
 
CHANGES IN THE GALLOP. 51 
 
 a fore-leg and the diagonally opposed 
 hind-leg he is disconnected . That is, to 
 be true and connected in the gallop the 
 horse must always lead with the side 
 towards which he is turning or traversing, 
 and the legs of the same side must 
 correspond in action. 
 
 In the gallop the horse rises more 
 upon the side with which he leads, and 
 the croup is bent to that side to enable 
 his hind-leg to make a stride correspond- 
 ing with that of the leading fore -leg ; and 
 here we have the key for demanding its 
 performance. 
 
 If we wish, therefore, to make the horse 
 gallop leading with the right side, we 
 shall lighten that side by a play of the 
 direct -rein, and bend the croup by an 
 application of the left spur. When the 
 
52 SCHOOL-TKAINING FOE HOKSES. 
 
 horse strikes off, the hand and legs will 
 ahgn him upon the path he is to follow, 
 and collect him for the desired speed. To 
 this end the leg opposite to the spur must 
 be carried closely to the flank, to be ready 
 to give support, and to prevent too much 
 yielding to the rowels. This method 
 must not be confounded with that pre- 
 scribed by military writers, for although 
 the instructions appear to have great 
 similarity, the effects are very different. 
 In military riding, the rule for making 
 the horse gallop with a snaffle-bridle is 
 to raise the opposite rein, loiver the direct- 
 rein, and apply the opposite spur. The 
 theory I advance would require the 
 reverse of this, so far as regards the 
 reins. The '* double-feeling " of the direct 
 curb -rein in the cavalry schools is not the 
 
CHANGES IN THE GALLOP. 53 
 
 play or vibration that I advise to lighten 
 the side with which the long strides are 
 to be taken ; for the soldier by the 
 ** double-feeling " of the direct-rein bends 
 the horse's head to that side, and with 
 the opposite spur brings about the croup, 
 and the horse must take the gallop with 
 the side so collected. But while the 
 desired action has been brought about, 
 the horse cannot have that grace and 
 freedom of action that follows the 
 method of lightening the side that is 
 to lead. 
 
 All authorities, other than the one I 
 have just referred to, follow the old 
 rule of '' the opposite rein and opposite 
 spur," until the horse has been taught 
 to gallop with either side, when some 
 other and more proper method is sub- 
 
54 SCHOOL-TRAINING FOE HOESES. 
 
 stituted. But there can be no good 
 reason for adopting a false method by 
 which to teach a movement if a horse 
 can be taught by the proper method 
 from the beginning. 
 
 If the horse is lightened in front by 
 a play of the bit, he may be lightened 
 more upon one side than upon the 
 other by the increased action of the 
 bit upon that side ; and by this method 
 the horse may be trained to gallop by 
 the use of the same means that shall 
 be used to make him perform the 
 movement after he has been trained. 
 I have employed the rule founded 
 upon this theory with complete success, 
 not only in teacliing the gallop, but in 
 schooling for all those movements re- 
 quiring the lightening of one side of 
 
CHANGES IN THE GALLOP. 55 
 
 the horse, as in the pirouettes and 
 traversing. 
 
 As the horse can best maintain his 
 balance and keep his footing when he 
 is true and connected in his gallop, it 
 is of the first importance that the 
 rider should be able to demand the 
 changes of leg while in action ; but 
 this requires long schooling and great 
 tact. 
 
 The horse must first be taught to 
 gallop leading with either side, at the 
 will of the rider, in a regularly ca- 
 denced gait, in direct lines and in 
 circles. While galloping in a direct 
 line he will be brought to a halt, and 
 then made to lead off in the gallop 
 with the opposite side. When he will 
 perform this change from the halt with 
 
56 SCHOOL-TEAINING FOE HOESES. 
 
 clearness and precision, he will be 
 slowly galloped in a circle and, without 
 the halt, changed to a circle in the 
 opposite direction, the hand acting upon 
 the fore-hand as it rises, and the spur 
 of the opposite side pressing in as soon 
 as the fore-hand bends to the bit. As 
 the hand acts the body of the rider will 
 be carried back, to be brought forward 
 again as the spur is applied. This use 
 of the aids and disposition of the weights, 
 as the horse is about to change the lead, 
 will give the poise, at the moment the 
 fore-hand is in the air, which enables 
 the horse to take the new lead with 
 smoothness and exactness. The appli- 
 cation of the aids must be made with 
 celerity, but without unnecessary force 
 or effort upon the part of the rider. 
 
CHANGES IN THE GALLOP. 57 
 
 After the horse will make the 
 changes neatly in turning from one 
 circle to another, he will be made to 
 change his lead in the direct line at 
 any step without halting. But the 
 horse must not be put forward until 
 he perfectly performs each successive 
 step in the lesson, and he must be 
 brought back to the Jirst principles of 
 the movement whenever he becomes 
 careless or awkward. 
 
 In demanding a lead of either side, 
 or a change in the lead, the horse 
 will be bent no further than is abso- 
 lutely necessary to obtain the move- 
 ment, and in making the circles the 
 body of the horse should conform to 
 their circumferences. 
 
58 SCHOOL-TEAINING FOB HOESES. 
 
 It is hardly necessary to say that 
 the highest equilibrium is essential to 
 the performance of the changes. 
 
59 
 
 CHAPTEE IX. 
 
 TO HALT IN THE GALLOP. 
 
 In all the exercises for bringing the horse 
 into equilibrium he has been learning to 
 carry his hind-legs under him at the 
 pressure of the rider's heels, and from 
 his obedience to this indication we can 
 readily get a finished halt from the 
 gallop. 
 
 The horse will first be accustomed to 
 come to a halt from the walk at the 
 pressure of the rider's legs, closely fol- 
 lowed by the raising of the bridle-hand. 
 
60 SCHOOL-TEAINING FOE HOESES. 
 
 In the same way he will be brought to 
 a halt from the trot. 
 
 Then, being put into a measured gallop, 
 the rider will bring him to a halt by 
 pressing in the heels as the horse is 
 beginning some cadence of the gait with 
 his hind-legs, and raising the bridle- 
 hand as the horse is beginning the suc- 
 ceeding cadence with the fore -legs; The 
 result of these applications of the aids 
 will be that the horse will come to a 
 finished halt at the completion of the 
 second cadence of the gait. For at the 
 pressure of the heels the horse will bring 
 his hind-legs well under his body, and at 
 the drawing of the reins he will arrest 
 his action in the fore-hand, and he will 
 come to the halt with his powers collected. 
 As the rider presses in his heels he should 
 
TO HALT IN THE GALLOP. 61 
 
 lean well back, so that his weight may 
 aid in fixing the croup of the horse at 
 the finished stride. The legs and hand 
 of the rider must be used with prompt- 
 ness, but without violence, and the time 
 must be well chosen. After a few trials 
 the rider will be able to seize the proper 
 moment without being conscious of having 
 noted the leaps of the horse ; and in time 
 he will bring his horse to a finished halt 
 from the gallop with the same ease, and 
 with as httle thought of the steps to be 
 followed, as he would use to turn to the 
 right or to the left. The halt in the 
 gallop prepares the horse for the mo- 
 mentary rest that precedes the change 
 of leg in the gallop, as the fore-hand 
 rises for the new lead. 
 
62 SCHOOL-TRAINING FOE HOESES. 
 
 CHAPTER X. 
 
 THE GALLOP IN PLACE. 
 
 This movement, and that which follows, 
 may be performed only by a collected 
 horse in the hands of a skilful rider. 
 Under such circumstances there should 
 be no difficulty in producing these bril- 
 liant effects. 
 
 When we first put the young horse into 
 the gallop, we find it difficult to keep him 
 at a measured rate of speed in a regularly- 
 cadenced stride. But by the restraint of 
 
THE GALLOP IN PLACE. 63 
 
 the hand, and the support and encourage- 
 ment of the spurs, we teach him to take 
 and maintam the gallop at the desired 
 speed. By the same means that we 
 employ to regulate his speed we may 
 prevent his progress, or even compel 
 retrogression in the action of the gallop. 
 
 Before it is attempted to teach the 
 horse the gallop in place he must be 
 taught to gallop in direct lines in such a 
 measured and collected manner that a 
 slight change in the tension of the reins 
 will not discompose his action. The rider 
 will then practise bringing him to a very 
 slow gallop by the restraint of the hand, 
 while the pressure of the heels will pre- 
 vent him becoming heavy in the croup 
 by demanding the action of that part. 
 He will then be taught to begin the 
 
64 SCHOOL-TEAINING FOR HOKSES. 
 
 gallop at this very low rate of speed, and 
 after a few strides be brought to a halt. 
 In time, he should be made to take 
 several steps in place at starting, and 
 then be allowed to go forward at the slow 
 gallop, and be rewarded by a caress and 
 a kind word for the few steps he has 
 taken in place ; for this movement is very 
 trying to the temper of the horse, and he 
 must, by short lessons and rewards, be 
 encouraged in his efforts to obey the 
 demands made upon him. Each day the 
 number of steps may be increased,- but 
 he should never be required to keep up 
 this fatiguing and harassing action for 
 any great length of time. The forces of 
 the fore-hand must not too greatly over- 
 balance those of the croup, or the hind- 
 quarters will be fixed to the ground, and 
 
THE GALLOP IN PLAGE. 65 
 
 the movement will degenerate into a series 
 of rearings. The spurs should keep up 
 the forces of the croup, and the hind- 
 feet should move at each leap. 
 
 The changes of leg in the gallop in 
 place may be made in exactly the same 
 manrer as when the horse is advancing. 
 
 5 
 
66 SCHOOL-TRAINING FOR HORSES. 
 
 CHAPTEE XI. 
 
 TO BACK AT THE GALLOP. 
 
 To back the horse in the action of the 
 gallop from the gallop in place, it is 
 required that, as the fore-hand begins 
 to sink in a cadence of the action, 
 the forces should be carried back 
 by the hand so that the fore-feet will 
 touch the ground a few inches within 
 the line they would have reached from 
 the gallop in place, and the hand then 
 giving way, the croup will be Hghtened 
 
TO BACK AT THE GALLOP. 67 
 
 and the hind-legs will be carried back 
 far enough to find their proper position 
 required to keep the horse collected at 
 each finished step. The movement of 
 the croup to the rear will be measured 
 by the spurs, and it must not be 
 allowed to go so far as to make it 
 impossible for the horse to rise at the 
 succeeding cadence. 
 
 To move forward, and the horse 
 should be made to advance before he 
 comes to a rest, the hand will give 
 liberty to the horse as he rises, and 
 the spurs will act upon the croup, so 
 that the horse will take a gallop in the 
 direct line in a regular and even stride. 
 
 The gallop to the rear is a mere tour 
 
 de force, to exhibit the skill of the rider 
 
 and the training of the animal. The 
 
 5 ♦ 
 
68 SCHOOL-TRAINING FOR HORSES. 
 
 movement must be made very slowly, and 
 exactly the right time must be taken to 
 increr-se or yield the tension of the 
 reins, or the balance of the mass will 
 be destroyed and a mishap may ensue. 
 
 The gallop in place is in the true 
 action of the gallop, and the horse is 
 in a high state of equilibrium. But in 
 the so-called gallop to the rear, while 
 the horse must be in perfect equilibrium 
 to begin the movement, the forces of 
 the fore -hand must be carried back 
 too far, and the changes in the points 
 of balance are made too slowly to per- 
 mit the horse to be always light. 
 
 Of course, the horse must be kept 
 collected, and the action of the fore- 
 hand and of the croup must be kept up 
 in the best equilibrium possible, or the 
 
TO BACK AT THE GALLOP. 69 
 
 movement must come to an end. But 
 a high state of equihbrium is not con- 
 stant, though it may be regained when 
 the horse moves forward in the gallop. 
 I believe that no other writer has 
 given a description of the action of the 
 horse in the movement, and I know 
 that the impression derived from the 
 methods by which it is proposed to pro- 
 duce it is of an action very different 
 from that I have described. I can only 
 say that I have explained the move- 
 ment as I have seen it performed by 
 the horse, and I know of no other way 
 in which the horse can move with 
 lightness to the rear in any action 
 that resembles the gallop. 
 
70 SOHOOL-TEAINING FOB HOESES. 
 
 CHAPTEK XII. 
 
 THE SPANISH TROT. 
 
 While I do not consider this move- 
 ment to be within the scope of my 
 work, for I do not see that it answers 
 any useful purpose, I have undertaken 
 to give several of the many methods 
 by which it may be produced, because 
 it is so greatly admired for the bril- 
 liancy and elegance of its action. 
 
 By one method the trainer will, 
 standing at either shoulder of the horse, 
 
THE SPANISH TROT. 71 
 
 bring him into equilibrium with a hand 
 operating upon the jaw by the reins 
 held beneath the chin, and by the whip 
 taps upon the rump. He will then 
 walk the horse, thus collected, about 
 the training-ground, and as the horse 
 is about to raise each fore-leg, he will 
 give it a tap with a stiff whip on the 
 under part of the fore-arm, checking 
 the advance at each step with the hand. 
 In a short time the horse will raise 
 and extend the fore-arm at the tap of 
 the whip, making the exaggerated action 
 of the Spanish march. A rider mil 
 now mount the horse, and the power 
 of the whip will be transferred to the 
 spur, in the following manner : — As 
 the trainer, walking by the side of the 
 horse, applies the whip, the rider will 
 
72 SCHOOL-TRAINING FOR HORSES. 
 
 press in the opposite spur and meet 
 the impulse of the spur with a tension 
 of the rein of the same side, to make 
 the momentary rest, and by checking 
 that side lighten the other. After a 
 few lessons the horse will make the 
 extended step with each fore-leg at the 
 appHcation of the spur and hand with- 
 out the whip, provided that he is kept 
 very light in front. This march can 
 readily be forced into a trot by in- 
 creasing the speed and continuing the 
 use of the aids. Two or three steps 
 only at a time should at first be 
 demanded at the trot, and the horse 
 must be kept collected and light in 
 hand; and, if necessary, the play of 
 the rein may be marked, as he raises 
 the hind-leg of that side. After the 
 
THE SPANISH TJiOT. 73 
 
 horse has made a few steps in the 
 Spanish trot he should be permitted to 
 resume his natural action, and he 
 should be rewarded for his exertions 
 by hand and voice. In time he should 
 perform this movement at very slight 
 indications from the aids, the thumb 
 of the bridle-hand being turned, at the 
 wrist, towards the right shoulder or 
 towards the horse's ears as the right or 
 left leg gives a light pressure to the flank. 
 We must not in the Spanish trot lighten 
 the fore-hand by the direct rein, as in 
 the gallop, because there must not be 
 a cross pull in any trot, and we con- 
 tent ourselves by producing the momen- 
 tary rest with the rein of the moving 
 hind-leg, and by checking that side give 
 freedom to the moving side of the fore- 
 
74 SCHOOL-TEAINING FOE HOESES. 
 
 hand. The Spanish trot is simply an 
 exaggerated passage, with the strides 
 forced forwards by increased appKcation 
 of the aids and by throwing back the 
 forces of the fore -hand more than in 
 the perfectly balanced action of the 
 passage, which takes place under the 
 horse. 
 
 A second method for producing the 
 Spanish step is very similar to the 
 preceding, but is better adapted to ner- 
 vous, excitable horses. In this second 
 method the trainer will stand in front 
 of the horse, facing him, and, walking 
 backwards, will lead the horse in the 
 best equilibrium he can procure under 
 the circumstances. With a very slender 
 whip he will touch the horse upon the 
 front of the fore -arm as he raises each 
 
THE SPANISH TKOT. 75 
 
 fore-leg in walking. This will have the 
 effect of making the horse strike out, 
 often to the peril of his trainer, with 
 the fore-leg that has received the touch 
 of the whip. The transfer of power 
 to the spurs and the subsequent steps 
 in training, will be exactly the same as 
 described in the first method. 
 
 A distinguished school-rider, who gave 
 me my first practical lessons in this 
 movement, made it his custom to teach 
 the horse, while at a halt, to give or 
 extend his fore-leg at the whip taps 
 applied below the knee, and as the 
 horse raised the leg the trainer would 
 seize and bear it up as high as he 
 could. Afterwards he had a groom to 
 walk backwards, facing the horse, and 
 as the trainer, walking by the side of 
 
ib SCHOOL-TRAINING FOR HORSES. 
 
 the moving horse, made him raise each 
 fore-leg in turn, the groom caught it in 
 his hands and bore it up for a moment, 
 and then dropped it to treat the other 
 fore-leg in the same way. Even 
 with the horse in a trot have I seen 
 that groom dodging away from the 
 excited animal, but seizing and lifting 
 the fore -legs as they were thrust for- 
 ward. The result of this work was 
 the most elevated action that I have 
 ever seen, and the long pause between 
 each step in the horse so trained was 
 very effective. The power of the whip 
 was transferred to the spurs by the 
 usual method. I hope that my old in- 
 structor will not consider me indiscreet 
 in explaining how he produced the 
 wonderful action that was the envy 
 
THE SPANISH TROT. 77 
 
 of continental riders a score of years 
 ago. 
 
 This is the least difficult to teach 
 and to ride of all the school move- 
 ments, and is of the least importance. 
 
78 SCHOOL-TRAINING FOR HORSES. 
 
 CHAPTEK XIII. 
 
 TRAVERSING IN THE PASSAGE. 
 
 When the horse is directed to the 
 right or to the left upon two parallel 
 paths, by one of which moves the fore- 
 hand slightly in advance of the croup 
 which follows the other, he is said to 
 traverse. 
 
 This is one of the most important of 
 the movements practised in military 
 riding, and is useful to all horsemen in 
 rendering their mounts obedient to the 
 
TBAVERSING IN THE PASSAGE. 79 
 
 indications of the leg. It is usually 
 performed at the passage^ but the early 
 lessons must be given at the walk. 
 
 If the horse be standing across the 
 line upon which he is to move (that 
 is with his body making right- angles to 
 that line), he will be made to carry 
 his croup one step to the left, which 
 will bring him into the proper position, 
 with regard to the line of march, to 
 traverse towards the right. 
 
 This position to the line of march 
 is necessary to permit his legs to 
 pass each other as he proceeds side- 
 ways. 
 
 The rider will lighten the fore-hand 
 with the right rein, and induce a move- 
 ment to the right by a pressure of the 
 left heel, his right leg being held close 
 
80 SCHOOL-TRAINING FOR HORSES. 
 
 to the flank to prevent the croup going 
 over too far and to keep the horse up 
 to the line of march. 
 
 The horse must be kept at the same 
 angle to the Hne of march, and his 
 head must be bent in the direction he 
 is following, and whenever the horse 
 loses his lightness he must be brought 
 to a halt and collected. 
 
 In the same manner, right and left, 
 aids being interchanged, he will be 
 taught to traverse at a walk in the 
 opposite direction. 
 
 When the horse will pass to the 
 right and to the left upon straight lines 
 without losing his lightness, he should 
 be made to traverse in circles : care 
 being taken to keep him, at each step, 
 at the proper angle to the point of the 
 
TKAYERSING IN THE PASSAGE. 81 
 
 circumference upon wliicli he happens 
 to be. 
 
 He will then be made to perform 
 the traverse in the action of the 
 passage. 
 
 The rider will put the horse into the 
 action of the passage upon a direct 
 line, and will, upon arriving at the 
 point where he intends to begin tra- 
 versing, keep the fore -hand at the same 
 rate of speed, while he forces the croup 
 to take by extended strides the proper 
 position to the line of movement. The 
 action of the passage and the travers- 
 ing will be kept up by accentuated pres- 
 sures of the opposite spur given as the 
 horse raises the fore- leg of the side to 
 which he moves ; the inside leg of the 
 rider will be held close to the flank to 
 
 6 
 
82 SCHOOL-TRAINING FOR HORSES. 
 
 keep the croup in place and prevent 
 the horse falling back from the line of 
 march. The hand will lead and direct 
 the fore-hand, and by the play of the 
 direct rein will maintain the lightness 
 of that part and carry the head of the 
 horse in the direction he is following. 
 It will be observed that the rein upon 
 the same side with the acting spur is 
 not used to bring about the temporary 
 rest at each stride as in the passage in 
 direct lines, because this action of that 
 rein would interfere with the traverse 
 movement. The effect of the momen- 
 tary rest is accomplished by the action 
 of the outside spur giving one pair of 
 legs greater action than the other two 
 take in the alternate strides. The 
 inside spur, while keeping up, if neces- 
 
TRAVEtiSlN.i IN TtiE PASSAGE. 83 
 
 sary, the horse to the line, is also used 
 to prevent the croup passing over too 
 far, but, of course, does not serve to 
 heighten the action of the two legs it 
 would act upon in the passage in direct 
 lines ; it rather checks them, though it 
 is not intended that the inside spur 
 should take any part in producing the 
 action of the passage in the traverse. 
 
 At each step the weight of the hors.^ 
 is supported by a fore-leg and the hind- 
 leg diagonally opposed, while the other 
 two legs are carried beyond them in 
 the direction of the movement. The 
 manner in which the weight is thus 
 borne permits the horse to keep his 
 balance as he goes to the right or to 
 the left, and avoids the danger of 
 
 tripping. 
 
 6 * 
 
84 SCHOOL TRAINING FOR HORSES. 
 
 The experiences of the rider in per- 
 forming the traverse in circles at the 
 walk, will teach him how to make the 
 changes of direction at the passage. 
 But when it is desired to change from 
 traversing to the right or left to the 
 left or right, the progressive movement 
 must cease, in order that the horse 
 may take his position and balance for 
 the new direction. If the horse he 
 traversing at the walk, he should 
 he brought to a halt, and the croup 
 should be carried over to the proper 
 side for the change ; but if the horse 
 be traversing at the passage he should 
 be made to do a few steps in the 
 piafer and the croup may be carried 
 over during its action. For it must be 
 understood that, the fore-hand being in 
 
TKAVEKSING IN THE PASSAGE. 85 
 
 advance of the croup, the horse cannot 
 traverse to the opposite side until these 
 relative positions of forehand and croup 
 are established for the new direction 
 and the balance effected anew. 
 
^6 SCHOOL-TEAINING FOR HORSES. 
 
 CHAPTER XIV. 
 
 TRAVERSING AT THE GALLOP. 
 
 Although the passage is the action in 
 T7hich traversing may best be performed, 
 horses are brought to traverse at the 
 gallop, both as a school movement and 
 to prepare them for voltes and pirouettes. 
 Of course, the general principles for 
 traversing are the same in all actions, 
 and it is only necessary in the gallop to 
 take the greatest precautions for pre- 
 serving the balance of the horse in 
 
TRAVERSING AT THE GALLOP. 87 
 
 moving to either side, for his weight is 
 not then so evenly supported as in the 
 passage. 
 
 The horse should be put into the gallop 
 with the lead on the side to which he is 
 to traverse ; that is, if he be to traverse 
 to the right he will be made to gallop 
 leading with the right legs. When he 
 arrives at the point where the traversing 
 is to begin, the croup will be carried over 
 by the opposite spur, and the fore-hand 
 will be bent and conducted by the direct 
 rein. The inside spur must be kept close 
 to guard the movement, and between 
 hand and legs the horse must be kept 
 at the proper angle to the line of pro- 
 gress. As the croup moves into the 
 position for traversing, the horse will 
 probably be compelled to take a dis- 
 
88 SCHOOL -TRAINING FOR HORSES. 
 
 connected stride with his hind-legs, and 
 this action will be corrected at the second 
 stride in the new movement by bringing 
 up the croup. In like manner, when 
 the horse is put into the direct line a 
 false stride in the hind-quarters must be 
 looked for and corrected. 
 
 In turning, the speed of the croup 
 must be retarded so that the hind-quarters 
 will hold their relative position to the 
 fore -hand at every point of the line ; and 
 likewise, in traversing in circles care 
 must be taken to keep the body of the 
 horse at the proper angle to each point 
 of the circumference. This retarding of 
 the speed of the croup will be governed 
 by the graduated pressure of the outside 
 spur, aided by the support, when neces- 
 sary, of the inner spur. If the horse 
 
TRAVEESING AT THE GALLOP. 89" 
 
 be traversing to the right, and it be 
 desired to pass in the opposite direction, 
 the movement to the right must end,, 
 and the horse must recover his balance 
 and be put into position to the hne of 
 the new direction. The action of the 
 horse does not cease, for if he comes 
 to a rest he loses his lightness ; but 
 the movement in the old direction must 
 be stopped, and while the horse is still 
 light and collected the fore-hand Tvdll 
 be carried over as far as is necessary 
 for the new order of affairs, and the 
 change of leg made by the change of 
 aids, and the horse will lead off with 
 the side towards which he is to traverse. 
 
^)0 SCHOOL-TKUNING FOR HORSES. 
 
 CHAPTEE XV. 
 
 VOLTES AND PIROUETTES. 
 
 The movement of traversing in a circle 
 is called a voltey when the fore-hand 
 follows the outer circumference, and the 
 croup is kept towards the centre. As 
 the circles decrease in size the distance 
 to be passed by the croup is lessened, 
 and when the croup becomes the pivot 
 about which the fore-hand passes the 
 volte becomes a pirouette. 
 
 The smaller the circles for the volte 
 
VOLTES AND PIKOUETTES. 91 
 
 the lighter must he the fore-hand of the 
 horse ; and in the pirouette the spurs 
 must act strongly in collecting the forces 
 of the croup, while the hand carries 
 back upon the hind-quarters the point 
 of balance of the weights and directs 
 the movement. The spurs having col- 
 lected the horse act only to steady the 
 croup, and in the earlier lessons the 
 outside spur will be used to bring up 
 the outside hind-leg as the mass moves 
 about the inner hind-leg as a pivot. 
 The voltes are made in exactly the same 
 manner, and by the same means, as 
 the changes of direction in traversing. 
 The position of the body of the horse, 
 with reference to the angle at each 
 point of the circumference, must be 
 observed, and while the fore-hand must 
 
92 SCHOOL-TRAINING FOR HORSES. 
 
 be kept light, the croup must be allowed 
 freedom to move upon its path, until 
 in the pirouette it is fixed by the forces 
 of the fore-hand. 
 
 If it be desired to make a pirouette 
 from the gallop, the stride must be 
 shortened and the forces collected be- 
 tween hand and legs. At some finished 
 step of the hind-quarters the fore-hand 
 will be brought back to destroy the 
 forward impetus, and as the horse rises 
 he will be turned to the side with which 
 he leads in the gallop. But there must 
 be a momentary rest, and the balance 
 must be obtained before the pirouette 
 is made. By a trained horse in the 
 hands of a skilled rider all this may 
 be done so quickly and so smoothly 
 that the different steps may hardly be 
 
VOLTES AND PIROUETTES. 93 
 
 observed, and the horse comes to a 
 rest, is turned, and put again in the 
 gallop, as if by an almost continuous 
 movement in the beat of the gallop. 
 
 But before the pirouette is attempted 
 the horse must be made quite perfect 
 in the voltes, to the right and to the 
 left, first at the walk, then in the 
 passage, and finally at the gallop. In 
 making the volte at the gallop the 
 horse will go about to the side with 
 w^hich he is leading, the fore-hand in 
 the outside circle, the croup on an 
 inner line. In changing from the volte 
 to one hand to the volte to the other 
 hand, the impetus of the first must 
 cease, and the forces of the fore-hand 
 having been brought back, and the 
 fore-Land carried over, the change of 
 
94 SCHOOL-TKAINING FOR HOESES. 
 
 le^ will be effected, and the horse^ 
 balanced for the new movement, will 
 make the volte in the new direction. 
 As the circles of the volte decrease 
 in size, the spurs will collect more 
 strongly the forces of the croup, and 
 the hand will carry back further the 
 point of balance, so that the fore- 
 hand may be lightened. As the move- 
 ment approaches the pirouette the 
 outside spur will gradually cease to 
 aid in the turning, leaving the hand 
 to carry the balanced mass about the 
 pivot. 
 
 In the pirouette the horse takea 
 his weight and turns upon the inner 
 hind-leg, and the outer hind-leg is 
 brought up in support. That is, if 
 the pirouette be to the right the horse 
 
VOLTES AND PIROUETTES. 95 
 
 will turn upon the right hind-leg, and 
 the left hind-leg will be brought up 
 to help sustain the weight. 
 
 Although travershig and the voltes 
 prepare the horse for the pirouette, it 
 is well to give him some lessons 
 peculiar to the movement, in the fol- 
 lowing manner. Bringing the horse 
 parallel to a wall, so that he may 
 not move his hind-quarters away from 
 his ground, the rider will, step by 
 step, bring the fore-hand about the 
 croup as a pivot by drawing the direct 
 snaffle -rein, and steadying the horse 
 with the opposite rein of the eame 
 bit. The inside heel will be kept 
 close to the flank of the horse, and 
 the outer heel will be used to make 
 the outer hind-leg keep up to its 
 
96 SCHOOL-TKAINING FOB HOESES. 
 
 place as the moving mass changes its 
 proper position. If the movement be 
 around to the left, the left snaffle- 
 rein will demand the movement, and 
 the right snaffle-rein will steady the 
 horse. As the fore-hand completes the 
 change, the right heel of the rider 
 will bring up the right hind-leg of 
 the horse. After the horse will carrv 
 the fore-hand about the croup, to the 
 right or left, with the snaffle-bit, with- 
 out the support of the wall, the rider 
 will bring him into equilibrium with 
 the curb, and with the reins of that 
 bit held in one hand will carry back 
 the forces of the fore-hand, and turn 
 that part, so lightened and raised, 
 about the croup ; using the outside 
 spur, if necessary, to govern the hind- 
 
VOLTES AND PIROUETTES. 97 
 
 quarters. Of course, it rests in the 
 discretion of the rider how far the 
 horse shall turn before he brings his 
 fore -feet again to the ground, and the 
 activity of the horse, as well as his 
 balance, must be taken into considera- 
 tion in performing the pirouettes. In 
 the true pirouette the horse goes about 
 and faces the opposite direction, before 
 his fore -feet come to the ground. 
 
98 SCHOOL-TRAINING FOR HORSES. 
 
 CHAPTEK XVI. 
 
 TEACHING TO LEAP. 
 
 My experience has taught me to differ 
 from those who think that a generous 
 horse objects to leaping in cold blood. 
 A horse used as I recommend will 
 take a positive pleasure in doing all 
 that his rider requires of him, and as 
 long as it is not carried on until he 
 is fatigued, there is nothing he likes 
 better than leaping. I can understand 
 
TEACHING TO LEAP. 99 
 
 how horses that are punished with the 
 spurs or whip every time they approach 
 a leap, acquire a horror of everything 
 that reminds them of the torture, and 
 that such will face obstacles only when 
 the excitement of the chase has obli- 
 terated from their memory all recollec- 
 tion of the pains that attend leaping. 
 So, too, a horse crippled either in 
 fore-feet or in hind- quarters, will natu- 
 rally avoid the exertion that must 
 bring suffering. But a high-spirited 
 horse does not object to leaping when 
 it is unattended by the pain of spurs 
 or of lameness. 
 
 I have had horses that would leap 
 the bar when turned loose in the 
 school; and this year I had a young 
 mare in training that would leap a 
 
100 SCHOOL-TRAINING FOR HORSES. 
 
 closed umbrella or a stick held out 
 before her. 
 
 I believe that every horse can be 
 brought to leap willingly and quietly, 
 even though through bad management 
 it has acquired the habit of rushing 
 at the leaps or of refusing them. 
 After a few lessons, I have ridden a 
 horse, that had always rushed at his 
 leaps, over an obstacle while the reins 
 lay knotted upon his neck; and I 
 have reason to believe that no well- 
 formed horse, if properly trained, will 
 refuse a leap that he thinks he is 
 capable of accomplishing. Setting aside 
 all considerations of the pleasure in 
 riding a horse that jumps with cool- 
 ness and deliberation, there is much 
 greater safety with such an animal 
 
TEACHING TO LEAP. 101 
 
 than with one that springs into the 
 air with a struggle to ahght he knows 
 not how or where. 
 
 The young horse should first be 
 taught to step over a leaping-bar as 
 it lies upon the ground, when he is 
 going to or returning from the spot 
 where his daily lessons are given. If 
 the horse refuse to cross the bar, the 
 trainer should stand upon the opposite 
 side at the length of the leading-rein 
 with his back to the horse, and wait 
 until the animal satisfies himself that 
 there is nothing sinister intended and 
 follows his master without being urged. 
 The attention of the horse should not 
 be drawn to the object, and there 
 should be no effort to drive or to pull 
 him over it. 
 
102 SCHOOL-TRAINING FOR HORSES. 
 
 When the horse will cross the bar 
 without reluctance, it should be elevated 
 two or three inches each day until 
 the animal is compelled to make an 
 effort to step over it. At this height, 
 say eighteen inches, the bar may be 
 taken in the lunging circles, and the 
 horse encouraged to leap it as he 
 approaches the bar by some word or 
 sound that he understands. After his 
 first leap in the lunge, he should be 
 stopped, and by caresses be given to 
 understand that he has done well. 
 
 In the early part of each general 
 daily lesson, for the space of a week, 
 he should be made to leap the bar 
 upon the lunge line, at the same 
 height, but not more than three or four 
 times each day ; and he should be made 
 
TEACHING TO LEAP. 108 
 
 to understand after each leap that his 
 effort has met with approval. 
 
 The bar may then be raised by 
 degrees, two or three inches each day, 
 until it is about three feet from the 
 ground, and the horse should be made 
 to leap it a few times during each 
 lesson. During these exercises pieces 
 of horse- clothing and highly coloured 
 rugs, with which the horse has become 
 accustomed, should be placed near the 
 bar ; and, after the horse has passed 
 them in his lunging circles without 
 paying attention to them, they should 
 be put upon the bar for him to leap. 
 In this way he may be taught to 
 jump anything that presents itself, no 
 matter in how questionable a shape it 
 comes. 
 
104 SCHOOL-TRMNING FOR HORSES. 
 
 But all this is simply to render the 
 horse willing to leap. It still remains 
 for him to be taught how to do it 
 in the best manner. 
 
 After the horse will take the leap 
 willingly upon the lunge-line, the trainer 
 should lead him very quietly up to the 
 bar, and giving him his head, let him 
 take the leap from a slow walk. Then 
 he should be stopped as he is led up 
 to the bar, and made to jump from the 
 halt. 
 
 After such a course the trainer 
 should stand at an end of the bar, 
 so that he may be able to detect and 
 to correct the faults the horse may 
 have in his style of leaping. 
 
 If the horse does not bend his. fore- 
 legs closely enough, some light taps 
 
TEACHING TO LEAP. 105 
 
 with the whip upon the shins as he 
 rises will cure the habit ; and a few 
 touches of the whip upon the outside 
 of the hind-legs below the hocks will 
 induce him to gather his hind-legs well 
 under him. The leading-rein should 
 hold him well under control as he ap- 
 proaches the bar at a walk, or stands 
 ready to leap ; but he should have full 
 liberty of his head as he rises, and 
 until he has regained his footing on the 
 other side. In this way he not only 
 learns how to gather himself for his 
 leap, but he must alight properly, and 
 not on all four feet at once, as he 
 might do if hurried over the bar. If 
 the horse will not rise for the stand- 
 ing leap, he may at first be assisted 
 by the hand which holds the leading 
 
106 SCHOOL-TRAINING FOR HORSES. 
 
 rein, carrying back the forces of tlie 
 fore -hand, and so lightening that part. 
 But when no longer necessary, this 
 assistance should be withdrawn, as the 
 horse should learn to depend upon him- 
 self for calculating height and distance. 
 The horse should not be ridden over 
 the bar until he has received these 
 lessons, and has been taught to carry 
 himself in equilibrium. The introductory 
 course of instruction, as described above, 
 having been followed, and the horse 
 having been taught to collect himself 
 under the hand and legs, the horse 
 should be ridden to the bar at a 
 brisk walk, and encouraged to take a 
 leap by a pressure of the legs, and, 
 if necessary, a play of the bit to lighten 
 the fore-hand. When he will take the 
 
TEACHING TO LEAP. 107 
 
 leap freely, without requiring assistance 
 from the hand, he may be ridden at 
 the bar in a slow, collected gallop. 
 In the leap at the gallop the hand 
 should do nothing more than direct 
 the horse and maintain the equi- 
 librium, while the legs should be used 
 to collect the forces of the croup 
 for the spring, but there should be no 
 prick from the spur. If the horse be 
 accustomed to depend upon assistance 
 from the bit in rising for the take-off, 
 he will become negligent, and will 
 throw all the responsibility upon the 
 rider. This must result in a disaster, 
 for the horse only can judge of his 
 own capabilities, and he should decide 
 where to take off and with what exer- 
 tion. If the horse be in fit condition 
 
108 SCHOOL-TRAINING FOR HOESES. 
 
 to leap, and has been properly schooled, 
 he will not require the spur to urge 
 him to his work, and its use may 
 give him a distaste for jumping. 
 
 When the fore-feet of the leaping 
 horse have touched the ground, the 
 hand should act sufficiently to gather 
 the horse for exactly the same speed 
 and equilibrium as that in which he 
 approached the leap, great care being 
 taken not to harass or check him in 
 his movements. 
 
 A great deal that is misleading has 
 been written in the endeavour to esta- 
 blish a rule to be observed when the 
 horse falls in leaping — some w^ould-be 
 authorities advocating the use of the 
 reins to raise the horse, while others 
 assert that any movement upon the 
 
TEACHING TO LEAP. 109 
 
 part of the rider will hamper the 
 efforts of the animal. A horseman of 
 experience should know that neither 
 rule will apply to all cases. If, after 
 a fall, the horse raises his head from 
 the ground and shows a determination 
 to get upon his feet, any action upon 
 the part of the rider might interfere 
 with his intelligently directed efforts. 
 But if the horse lies with his head 
 upon the ground and makes no effort, 
 or if he struggles violently in his panic 
 he should receive assistance from or be 
 steadied by the rider's hand. A word 
 of encouragement will often rouse him 
 to a deliberate effort if the fall has 
 cowed him. 
 
 After the horse will take his leap 
 in the gallop neatly and evenly, he 
 
110 SCHOOL-TEAINING FOE HORSES. 
 
 should be taught to take the standing 
 jump. I have put this the last in the 
 mounted lessons because it is the 
 greatest test and trial of the horse's 
 willingness and temper. I have 
 recommended that the leaps of the 
 mounted horse should first be made 
 from a walk because the impetus of 
 even that action will induce him to 
 go on and jump. If the first leaps 
 were taken in the gallop, the horse 
 would be tempted to rush at the bar ; 
 but by following the course I have here 
 laid down the leaping with deliberation 
 becomes a habit not to be broken in 
 upon even in the excitement of rapid 
 movements. 
 
 In the leap from the halt the horse 
 should be ridden quietly up to the bar 
 
TEACHING TO LEAP. Ill 
 
 and stopped. He will then be induced 
 to rise by the play of the bit, and, 
 after he has risen as high as is neces- 
 sary, the legs of the rider should be 
 pressed in to the flanks to force the 
 action of the hind-quarters. The head 
 of the horse should be released as soon 
 as he begins to rise, and as the fore- 
 feet touch the ground the hand should 
 gently take such tension of the reins 
 as shall be necessary to re-establish 
 the equilibrium. 
 
 The horse should be accustomed to 
 take the standing leaps without other 
 aid from the hand than the slight play 
 of the rein that carries back the forces 
 of the fore-hand. But in the leaps from 
 rapid motion the hand should establish 
 the equilibrium before the horse ap- 
 
112 SCHOOL-TKAINING FOR HORSES. 
 
 proaches the leap, and should do 
 nothing more until it aids in collect- 
 ing the horse after the fore-feet have 
 reached the ground upon the far side 
 of the obstacle. 
 
 In riding a horse at a broad leap 
 the speed must be great enough to 
 give him the advantage of the impetus 
 of his motion, but the speed must not 
 be so great as to prevent him de- 
 ciding upon where he should take off 
 and with what exertion. If driven 
 hard at a broad leap the horse 
 will often become disheartened or con- 
 fused, and unable to control his 
 powers. 
 
 A horse should never be ridden at 
 a high leap in a speed that prohibits 
 him being collected; and the horse is 
 
TEACHING TO LEAP. 113 
 
 capable of his greatest effort in this 
 
 direction in a very slow collected 
 gallop. 
 
114 SCHOOL-TRAINING FOR HORSES. 
 
 CHAPTER XVII. 
 
 GENERAL NOTES. 
 
 A HORSE with any of the following 
 defects is unsuitable for use under the 
 saddle : — A straight shoulder ; a ewe 
 neck ; turned-in toes ; corns, or any 
 injury or disease of the feet; defective 
 vision ; round joints, bent knees, or 
 other evidences of weakness in the 
 legs ; action that wears away the shoe 
 at the toe. This list might be greatly 
 increased, but I have named the faults 
 
GENERAL NOTES. 115 
 
 that are common and most likely to 
 render the animal dangerous to ride. 
 If the horse have a straight shoulder, 
 turned-in toes, or action that wears 
 away the toe of the shoe, he will not 
 be sure upon his feet. If he have 
 round joints, bent knees, or other signs 
 of weakness in the legs, he will fall 
 at very slight provocation. Should he 
 suffer from corns or other disease of 
 the feet, he may be apparently sound 
 and safe in his action, and yet liable 
 to drop to the ground as if shot, to 
 the peril of his rider's neck. With 
 defective vision he will be shy of pass- 
 ing unusual objects ; and with a ewe 
 neck he will carry his nose in the air 
 regardless of treacherous paths. Some 
 
 of these faults may, to a certain ex- 
 
 8 * 
 
1 10 SCHOOL-TRAINING FOR HORSES. 
 
 tent, be remedied in training, but 
 natural defects cannot be wholly over- 
 come, and all horses that have any 
 of those mentioned may safely be 
 shunned. 
 
 A nervous man cannot hope to have 
 any success with horses. I do not, by 
 this, make reference to the well-known 
 fact that a horse will assume the 
 mastery of a timid rider, but I mean 
 to say that if the trainer is lacking 
 in the composure necessary to esta- 
 blish a confidence in the horse, his 
 labour will be vain, and the horse 
 will become shy and suspicious. The 
 reason for this effect upon the horse 
 is that in any unusual position he 
 depends upon the man for encourage- 
 ment, but if he finds that the rider 
 
GENERAL NOTES. 117 
 
 is disturbed the animal will think that 
 there is something wrong, and will be 
 ready to take alarm at anything that 
 his quick imagination clothes with 
 danger. 
 
 It is a common case for a rogue 
 of a horse to play the tyrant with a 
 timid rider, by making a pretence of 
 being frightened at everything that can 
 attract his attention, until he some- 
 time or other over-does his acted part 
 and finds that he is running away in 
 earnest, when he becomes terror- 
 stricken, and the farce becomes a 
 tragedy. 
 
 Undoubtedly, much of the vice in 
 horses has been cultivated by the severity 
 and cruelty of their masters, and it is 
 true that vice may often be cured by 
 
118 SCHOOL-TEAINING FOR HORSES. 
 
 care and kindness. But there is not 
 in the heart of the horse that true 
 love for man that the dog, even when 
 neglected and ill-treated, always bears 
 for the one he acknowledges as master. 
 The horse, therefore, may not be go- 
 verned by love ; he must be made to 
 feel and to acknowledge the superior 
 power of man. This superior power 
 must be asserted through kindness and 
 firmness ; either extreme of harshness 
 or of indulgence will render the horse 
 vicious and destroy the influence of the 
 man over the animal. 
 
 It is astonishing how much courage 
 a horse will receive from a cool and 
 determined rider, but the boldest horses 
 become timorous at unusual sights and 
 sounds when they do not feel the sup- 
 
GENERAL NOTES. 119 
 
 port of a steady hand. In time the 
 horse may be brought to face the 
 most appalHng objects, and his confi- 
 dence in man grows with each escape 
 from suspected danger. 
 
 But it is when this nervous, ex- 
 citable animal is roused by the stir 
 and clang of battle that he banishes 
 all fear, and even takes a delight in 
 the perilous game of war. With a 
 spirit that seems heroic, he will eagerly 
 plunge into the thickest of the fray, 
 and, unmindful of the horrid hail of 
 missiles, bear his rider to death or glory. 
 
 The next day, perhaps, he trembles 
 as he is made, unwillingly, to pass 
 the harmless body of some poor beast 
 lying in the battery he so gallantly 
 charged in the fight. 
 
120 SCHOOL-TRAINING FOR HORSES. 
 
 All horses should be taught to bear 
 the spur without flinching. This will 
 prove a great safe-guard to the rider, 
 as the horse will not bolt at the 
 prick of the rowel, and will be ren- 
 dered quick to obey the will of his 
 master. 
 
 It is not necessary to use a sharp 
 spur upon a schooled horse, as his train- 
 ing will render him so quick and ready 
 that he will answer to the pressure of 
 the leg without waiting for the severer 
 form of the aid, and a blunt spur 
 will be all that is required should he 
 hang back a little at times. But it 
 is first necessary that he should sub- 
 mit to the application of the sharp 
 rowel without either bolting or show- 
 ing resentment. Horses of even the 
 
GENEEAL NOTES. 121 
 
 most nervous temperament may be 
 taught to submit to the spur after a 
 few lessons given in the following 
 manner : — 
 
 While at the walking pace the rider 
 will gently press his unarmed heels 
 against the sides of the horse, and 
 restrain increased speed or restlessness by 
 a light hand and soothing words. When 
 the horse will suffer the pressure of 
 the heels without making an ejffort to 
 go beyond the limits placed by the hand, 
 the rider will, in the same way, accustom 
 the animal to the application of the 
 spur. This use of the spur renders the 
 horse very docile and steady, and 
 the sharp spur may be superseded by 
 the blunt rowel, so that the aid shall 
 not have even the appearance of cruelty. 
 
122 SCHOOL-TRAINING FOR HORSES. 
 
 Many horses are dangerous to a 
 spurred rider until they have been 
 trained to the sharp rowel in* this or 
 in some similar way. And no horse 
 is under proper control until he will 
 bear the spur without trying to force 
 the hand. 
 
 The spur should never be delivered 
 by a thrust or hick, but by carrying 
 back the leg until the rowel touches 
 the flank of the horse, and applied with 
 such force as is necessary by lowering 
 the toe. 
 
 The spur may in this way b e given 
 with all required celerity, and without 
 throwing the horse out of his balance, 
 rousing his resentment or discomposing 
 him by the rudeness of the attack. 
 
 A perfect seat may only be obtained 
 
GENEKAL NOTES. 123 
 
 by riding without reins or stirrups. 
 Otherwise, the rider will acquire the 
 habit of depending, more or less, upon 
 the aid of bit and irons. If he can- 
 not ride without their support he will 
 be unable to use his hands and legs 
 in the management of his steed ; and 
 he will be a clog rather than a help 
 to the horse ; for his hand will check 
 and harass the fore-hand, w^hile his 
 seat, forced by the w^eight he bears in 
 the stirrups, will not permit the body 
 to keep the poise required for the 
 balance of the mass. 
 
 I do not think that too much im- 
 portance can be given to lunging 
 upon the cavesson. I know of nothing 
 that will so effectually quiet an un- 
 ruly or a nervous animal, and it 
 
124 SCHOOL-TRAINING FOU HOKSES. 
 
 greatly improves the action and move- 
 ments of the horse. After the horse 
 has passed about the trainer several 
 times at the length of the rein he 
 should be induced to come up to the 
 man to be caressed and encouraged, 
 and then made to pass about in the 
 opposite direction, to be again brought 
 up to the man. A few lessons given 
 in this way will give the most timid 
 horse a confidence in his trainer that 
 can be produced by no other means 
 with which I am acquainted, and to 
 obtain the confidence of the horse is 
 the first and longest step in his sub- 
 jugation. 
 
 As the rules I have laid down for 
 obtaining control over the horse should 
 prepare the reader for every emergency. 
 
GENEEAL NOTES. 125 
 
 I have not thought it necessary to cite 
 particular cases, or to draw the atten- 
 tion from more important matters to 
 the narration of anecdotes or the 
 relation of personal adventure. 
 
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13, Waterloo Place, Pall Mall. 1 7 
 
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 country as no ordinary map could ever do. To the mind's eye of the average 
 Englishman, India consists of ' the plains ' and 'the hills,' chiefly of the former, 
 the hills being limited to the Himalayas and the NilgiriB. The new map will at 
 least enable him to correct his notions of Indian geography. It combines the 
 usual features of a good plain map of the country on a scale of 150 miles to the 
 inch, with a faithful representation of aU the uneven surfaces, modelled on a scale 
 thirty-two times the horizontal one; thus bringing out into clear relief the com- 
 parative heights and outlines of all the hill-ranges, and showing broad tracts of 
 uneven ground, of intermingled hill and valley, which a common map of the 
 same size would hardly indicate, ejccept to a very practised eye. The plains of 
 Upper India are reduced to their true proportions; the Central Provinces, 
 Malwa, and Western Bengal reveal their actual ruggedness at a glance ; and 
 Southern India, from the Vindhyas to Cape Comorin, proclaims its real height 
 above the sea-level. To the historical as well as the geographical student such a 
 map is an obvious and important aid in tracing the course of past campaigns, in 
 realising the conditions under which successive races carried their arms or settle- 
 ments through the Peninsula, and in comprehending the difference of race, elimate, 
 and physical surroundings which make up our Indian Empire. Set in a neat 
 frame of maplewood, the map seems to attract the eye like a prettily-coloured 
 picture, and its price, a guinea, should place it within the reach of all who care to 
 combine the useful with the ornamental." — Home News> 
 
MAPS OF INDIA, etc. 
 
 Messrs. Allen Sc Co.'s Maps of India were revised and muck improved 
 during 1876, with especial reference to the existing Administrative 
 Divisions^ Railways^ Sfc. 
 
 District Map of India ; corrected to 1876; 
 
 Divided into Collectorates with the Telegraphs and Railways from Gro- 
 vemment surreys. On six sheets — size, 5ft. 6jn. high; oft. 8ia. wide, 
 £2; in a case, £2 123. 6d. ; or, roUera, vara., £3 3s. 
 
 A General Map of India ; corrected to 1876 ; 
 
 Compiled chiefly from surveys executed by order of the Grovemment 
 of India. On six sheets — size, 5 ft. 3 in. wide ; 5 ft. 4 in, high, £2 j 
 or, on cloth, in case, £2 12s. 6d. ; or, roUers, varn., £3 33. 
 
 Map of India ; corrected to 1876 ; 
 
 From the most recent Authorities. On two sheets — size, 2 ft. lOin. 
 wide ; 3 ft. 3 in. high, IBs. ; or, on cloth, in a case, £1 Is. 
 
 Map of the RoLites in India; corrected to 187i ; 
 
 With Tables of Distances between the principal Towns and Military 
 Stations On one sheet — size, 2 ft. 3 in. wide ; 2 ft. 9 in. high, 9s. ; 
 or, on cloth, in a case, 12s. 
 
 Map of the Western Provinces of Hindoostan, 
 
 The Punjab, Cabool, Scinde, Bhawulpore, &c., including all the States 
 between Candahar and Allahabad. On four sheets— size, 4 ft, 4in. 
 wide ; 4 ft. 2 in. high, 303, ; or, in case, £2 ; rollers, varnished, £2 10s. 
 
 Map of India and China, Burmah, Siam, the i\Ialay Penin- 
 sula, and the Empire of Anam. On two sheets — size, 4 ft. 3 in. wide ; 
 
 3 ft, 4 in. high, IGs. ; or, on cloth, in a case, £1 5s. 
 
 Map of the Steam Communication and Overland Routes 
 between England, India, China, and Australia. In a case, 143. ; on 
 rollers, and varnished, 18s. 
 
 Map of China, 
 
 From the most Authentic Sources of Information. One large sheet — 
 size, 2 ft. 7 in. wide ; 2 ft, 2 in. high, 63. ; or, on cloth, in case, 8s. 
 
 Map of the World ; 
 
 On Mercator's Projection, showing the Tracts of the Early I^avigators, 
 the Currents of the Ocean, the Principal Lines of great Circle Sailing, 
 and the most recent discoveries. On four sheets — size, 6ft. 2 in, wide ; 
 
 4 ft. 3 in. high, £2 ; on cloth, in a case, £2 lOs ; or, with rollers, and 
 varnished, £3. 
 
 Handbook of Reference to the Maps of India, 
 
 Q-iving the Latitude and Longitude of places of note. 18mo. 33. 6d. 
 
 Eiussian Official Map of Central Asia. Compiled in accord- 
 ance with the Discoveries and Surveys of Russian Staff Officers up 
 to the close of the year 1877. In 2 Sheets, 10s, 6d., or in cloth 
 case, 14a. 
 
In January and July of each year is published in 8vo., price 10s. 6d.y 
 
 THE INDIA LIST, CIVIL & MILITARY; 
 
 BY PEEMISSION OP THE SECEETAET OP STATE POE INDIA IN COUNCIL. 
 
 CONTENTS. 
 
 CIVIL. — G-radation Lists of Civil Service, Bengal, Madras and Bombay. 
 Civil Annuitants. Legislative Council, Ecclesiastical Establishments, 
 Educational, Public Works, Judicial, Marine, Medical, Land Kevenue, 
 Political, Postal, Police, Customs and Salt, Forest, Registration and 
 E-ailway and Telegraph Departments, Law Courts, Surveys, &c., &c. 
 
 MILITARY. — Grradation List of the G-eneral and Field Officers (British 
 and Local) of the three Presidencies, Staff Corps, Adjutants-G-eneral's 
 and Quartermasters- G-eneral' 8 Offices, Army Commissariat Depart- 
 ments, British Troops Serving in India (including Royal Artillery, Royal 
 Engineers, Cavalry, Infantrv, and Medical Department), List of Native 
 Regiments, Commander-in-Chief and Staff, Carrison Instruction Staff, 
 Indian Medical Department, Ordnance Departments, Punjab Frontier 
 Force, Military Departments of the three Presidencies, Veterinary 
 Departments, Tables showing the Distribution of the Army in India, 
 Lists of Retired Officers of the three Presidencies. 
 
 HOME. — Departments of the Office of the Secretary of State, Coopers 
 Hill CoUege, List of Selected Candidates for the Civil and Forest Services, 
 Indian Troop Service. 
 
 MISCELLANEOUS.— Orders of the Bath, Star of India, and St. Michael 
 and St. G-eorge. Order of Precedence in India. Regulations for Admis- 
 sion to Civil Service. Regulations for Admission of Chaplains. Civil 
 Leave Code and Supplements. Civil Service Pension Code — relating to 
 the Covenanted and Uncovenanted Services. Rules for the Indian 
 Medical Service. Furlough and Retirement Regulations of the Indian 
 Army. Family Pension Fund. Staff Corps Regulations. Salaries of 
 Staff Officers. Regulations for Promotion. EngHsh Furlough Pay. 
 
 THE 
 
 ROYAL KALENDAR, 
 
 AND COURT AND CITY REGISTER, 
 
 FOR ENGLAND, IRELAND, SCOTLAND, AND THE COLONIES, 
 
 For the Year 1881. 
 
 Containing a Correct List of the Twenty-First Imperial 
 Parliament, summoned to meet for their First 
 Session — March 5th, 1874. 
 House of Peers — House of Commons — Sovereigns and Rulers of States 
 of Europe — Orders of Knighthood — Science and Ai>t Department — Queen's 
 Household — G-overnment Offices — Mint — Customs — Inland Revenue — 
 Post Office — Foreign Ministers and Consuls — Queen's Consuls Abroad — 
 Naval Department — Navy List — Army Department — Army List — Law 
 Coui'ts — Police — Ecclesiastical Department — Clergy List — Foundation 
 Schools — Literary Institutions — City of London — Banks — Railway Com- 
 panies — Hospitals and Institutions — Charities — Miscellaneous Institutions 
 — Scotland, Ireland, India, and the Colonies ; and other useful information. 
 
 Price witfi Index y 7s. ; without Index, bs 
 
PuhUshed on the arrival of pvery Mail from. India. Subscription 2Qs. per 
 annum, post free, specimen copy,Qd. 
 
 ALLEN'S INDLAN MAIL, 
 
 AND 
 
 Official §-nit\\t 
 
 rEOM 
 
 INDIA, CHINA, AND ALL PARTS OF THE EAST. 
 
 Axlen's Indian Mail contains the fullest and most authentic Reports 
 of all important Occurrences in the Countries to which it is devoted, com- 
 piled chiefly from private and exclusive sources. It has been pronounced 
 by the Press in general to be indispensable to all veho have Friends or Rela- 
 tives in the East, as affording the only correct information regarding the 
 Services, Movements of Troops, Shipping, and all events of Domestic and 
 individual interest. 
 
 The subjoined list of the usual Contents will show the importance and 
 variety of the information concentrated in Allen's Indian Mail. 
 
 Summary and Review of Eastern Neivs. 
 
 Precis of Public Intelligence 
 
 Selections from the Indian Press 
 
 Moyexnents of Troops 
 
 The Government Gazette 
 
 Courts Martial 
 
 Domestic Intelligence— Births 
 
 „ „ Marriages 
 
 ,, ,f Deaths 
 
 Some Intelligence relating to India, Sfc. 
 Original Articles Arrival reported in England 
 
 Miscellaneous Information Departures „ „ 
 
 Appointments, Iiist of Fur- Shipping— Arrival of Ships 
 
 Shipping— Arrival of Ships 
 
 ,. ,, Passengers 
 
 ,, Departure of Ships 
 
 „ ,, Passengers 
 
 Commercial— State of the Markets 
 ,, Indian Securities 
 
 „ Freights 
 
 &c. &c. &c. 
 
 JUS 
 
 I, Extensions, &c. 
 
 }t 
 
 jj Passengers 
 
 tf 
 
 CivU 
 
 »> 
 
 Departure of Ships 
 
 99 
 
 Military 
 
 }9 
 
 ,, Passengers 
 
 99 
 
 Ecclesiastical and 
 
 1) 
 
 Vessel spoken with 
 
 99 
 
 Marine 
 
 
 &c. &c. &c. 
 
 Eeview of Wcoka on the East.— and Notices of all affairs connected 
 with India aud the Services. 
 
 Each year an Indxz is furnished, to enable Subscribers to bind up the Volume 
 which forms a complete 
 
 ASIATIC ANN UAL REGISTER AND LIBRARY OF REFERENCE. 
 London:Wm.H. ALLEN & Co., 13, WATERLOO PLACE, S.W. 
 
 (publishers to the INDIA OFFICE), 
 
 To wJiom Communications for the Editor, and Advertisements 
 
 are requested to be addressed. 
 
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 Statistical Society, June, 1880. 
 
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 few persons have the time or inclination to wade through them, and thus much 
 valuable matter is missed, but in this precis Messrs. Allen and Co. give an outline 
 of just what is required." — Iron Trade Revciew. 
 
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 found on the table of every public reading room and private Ubrary." — Western, 
 Times. 
 
 " A most usefiil work of reference." — The Railway Nexcs. 
 
 " This is a very important work, and its perusal will place readers on a fax 
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 Circular. 
 
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 be highly appreciated." — AHcn's Indian Mail. 
 
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 Joint Stock Journal. 
 
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SYDNEY R. SMITH SPORTING BOOKS 
 
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