Hand-book for Horsewomen.

by H. L. De Bussigny.

PREFACE.

For many years two styles of riding have prevailed in Western Europe--the English and the continental or school system. The two are usually supposed to be somewhat antagonistic, so much so that the followers of each are not unapt to regard the other with feelings of more or less dislike, not to say contempt; the one side being sneered at as pedants, the other despised as barbarians. To the unprejudiced both seem somewhat unreasonable.

The English method, originating in the national taste for field sports, has developed a race of hors.e.m.e.n worthy of that n.o.blest of animals, the thorough-bred horse. The chief essential for the race-course and the hunting-field, however, being high speed on lines that are practically straight, the tendency of Englishmen is to leave their horses very much alone, provided they can gallop and jump and are sufficiently under control not to run away, the rider usually keeping a pretty even pressure on the bit and making comparatively little attempt to regulate the animal's action by the use of his own legs.

The school, on the other hand, is the nursery of cavalry; and, for the army, speed is not so much needed as uniformity of movement and general handiness in rapid and complicated evolutions. Hence the great military riders of the continent have aimed at bringing the horse under complete control, and to this end they have applied themselves to the problem of mastering his hind legs, which are the propelling power, and therefore the seat of resistance. And it is precisely this subjection that horses dislike and try to evade with the utmost persistence. To accomplish the result, the rider is taught so to use his own legs and spurs as to bring the animal's hind legs under him, and thus carry him forward, instead of letting him go forward in his own way, as the English do. By balancing the effect of leg and spur upon the hind quarters, against the effect of hand and bit upon the mouth, the horse is brought into a position of equilibrium between the two, either at rest or in motion; he is then in complete subjection, and can be moved in any direction at his master's will. This is the basis of the whole manege system, and it is thus that horses are made to _pa.s.sage_, to _piaffer_, or even to trot backward.

The objection to the method is that, as equilibrium is gained, initiative is diminished, and this, together with the pedantry of the old-fashioned professors of the _haute ecole_, served to bring the whole theory into disrepute.

Looked at impartially, nevertheless, it must be admitted that each system is well adapted to accomplish its own peculiar objects, and thus it seems at least reasonable to suppose that ordinary people may be the better for learning something from both.

Amateurs, and especially ladies, do not expect to confine themselves to the silk jacket or even to the hunting-field, any more than they propose to give _haute ecole_ exhibitions in the circus. What the majority of men and women need for the park, the road, or even for hunting, is well-bitted, well-gaited animals, with light mouths, broken to canter on either leg, and easily gathered for a jump.

But such horses when bought are not to be ridden off-hand. To begin with, the finer the training the more likely the beast is to turn restive if the rider leans on the reins. A seat independent of rein and stirrup is therefore the first requisite. Secondly, supposing the seat satisfactory, no one can know, by the light of nature, how to stop a highly-broken horse, to say nothing of making it change its leg or gather for a jump. A certain amount of the art of management must therefore be learned to make an accomplished rider.

Now, beginners can get a seat in one of two ways. As children in the country they may be brought up on horseback, as they often are in the Southern States and in England, in which case the difficulty will quickly settle itself; and this is doubtless best if practicable. But supposing it to be impossible, a pupil may be well taught by exercises in the school, just as officers are taught at West Point or at Saumur.

One thing alone is certain: seat can never be acquired by desultory riding or by riding exclusively on the roads or in parks.

Next, as to management. Without doubt the English dash and energy--in a word, rough-riding--is the first essential for any one who hopes to be either safe or happy on a horse. It is the foundation, without which nothing can avail. It means seat, confidence, and decision. Yet there is something more that may be learned without at all impairing these qualities. To handle the horse rapidly and neatly, a control more or less complete must be established over his hind legs. In no other fashion can the thing be done. To attain this, it is not necessary or even desirable to go into all the niceties of the _haute ecole_.

Hors.e.m.e.n want to arrive at certain practical results for their own safety and comfort, and the problem to be solved is, how to accomplish them by rational and gentle means.

Ladies certainly do not care to _pa.s.sage_ in the streets, but they do want to know how to stop their horses cleverly when they take fright, to turn their corners neatly at the trot without danger of a fall, and to avoid instantly any obstacle they may unexpectedly meet. It is also well to understand something of the simpler methods of regulating gaits. All these things may be learned best by studying the rudiments of the school system, and it is with rudiments only that this treatise pretends to deal.

During the last twenty-five years many hand-books on equitation have been written for men, but few for women. This is the more remarkable as a woman's seat is such that she can not produce the same effects or use the same means as a man. Instruction for him is therefore largely useless for her. Men astride of a horse hold him between their legs and hands in a grip from which he can not escape, and can direct and force him with all the resolution and energy they possess. Women, sitting on the left side, must supply the place of the right leg as well as they can. They are, of course, obliged to resort to various expedients, all more or less artificial and unsatisfactory certainly, but still the best they can command. Yet it is for these very reasons far more important for women than for men to understand the art of management, since they must rely entirely on tact, skill, and knowledge, not only to overcome the difficulties of the cramped and unnatural seat imposed on them by fashion, but to supply their lack of physical strength. Still, there is no reason for discouragement, for that these obstacles can be surmounted by intelligence and patience, and that women can learn to ride on something like an equality with the best men, the number of undoubtedly fine horsewomen sufficiently proves.

INTRODUCTION.

It has been held by some professors of the art of horsemanship that it is impossible for a lady to ride with as much ease and as much control of her horse as a man, on account of the disadvantages of her high saddle and the absence of the right leg as a controlling agent; but the result of my experience has shown me that this is a mistaken opinion.

Under the systems according to which riding was formerly taught, however, the judgment was a just one, because the object to be attained was the maintenance of the horse in what may be called a state of momentary equilibrium, or equilibrium of the second degree, by means of a double bit, curb and snaffle, aided by repeated slight pressure of the spurs. Under the more modern system the double bit is often replaced by a simple snaffle with one direct rein and one pa.s.sing through a running martingale. The results obtained are more scientific and delicate, and the horse may be kept in a state of sustained equilibrium, or equilibrium of the first degree, in which condition he is entirely under the control of the lady who knows how to make a judicious use of her whip in place of the absent spur.

There are two very different ways of riding; the more usual, because the easier, consists in letting the horse go forward at a walk, a trot, or a gallop, the rider contenting herself with guiding him, and staying on his back; while, in the other, the will as well as the action of the animal is controlled, and he is _carried_ forward in obedient and intelligent sympathy with his rider. This requires study, tact, and discretion; but the result well repays the labor, and, until it is reached, no lady, however well she may look on horseback, can be reckoned a horsewoman.

I can not too strongly recommend to parents the greatest care in the choice of a teacher for their children, as in later years it always takes more time and trouble to correct bad habits than it would have done to acquire good ones in the beginning. As a general rule, riding-teachers are promoted grooms, or men of that cla.s.s, who may be able to show boys how to become good rough-riders, but who are quite incompetent to teach a young lady the scientific principles by which alone she can obtain a thorough mastery of her horse.

And here I hope that my readers will allow me to offer them, with the deepest respect, a few suggestions in regard to dress, as years of teaching have shown me that much of a lady's power on horseback depends upon her feeling at ease in the saddle, and consequently free to give her attention to her teacher and her horse.

For full dress, such as park-riding, no hat is so distinguished as a plain high silk one; but in the riding-house, or in the country, the low Derby shape, or a soft felt, is now generally worn. If the shape is stiff, it should be carefully fitted to the head, for greater security and to avoid the risk of headache, and in any case an elastic should hold it firmly in place. Little girls usually wear their hair flowing on their shoulders, which saves trouble; but older riders should braid it closely to the back of the head below the hat, and pin it very securely, as the motion of the horse is apt to shake it loose, and a teacher can scarcely expect much attention from a pupil whose hat vacillates on her head at every step, or who is obliged to stop her horse in order to replace rebellious hair-pins.

It may be laid down as a rule that ornaments of every kind, and even flowers, charming as they are at other times when worn by a lady, are out of place now that horsewomen have deigned to copy in their dress the simplicity of the sterner s.e.x. Rings are especially to be avoided, as they are apt to cause the fingers to swell, and thus hinder a firm grasp of the reins.

The best gloves are of thin, flexible dog-skin, and they should be a size larger than those usually worn, to allow the hand and wrist as much freedom as possible.

If a lady does not object to sacrificing appearances, she will find great benefit from riding sometimes without gloves. A horse's mouth is often a very delicate instrument, and the vibrations which it gives to the reins are felt much more readily by the bare hand.

Tailors almost always try to make a habit very tight fitting, especially at the waist; but a lady's position on horseback is at best an artificial one, and unless she is at ease in her habit she will never look at home on her horse. The constraint caused by a tight collar or arm-hole soon becomes intolerable, and the chances are that a tight waist will give the rider a pain in her side if her horse leaves a walk.

Whether trousers or breeches are worn, they should fit closely, and no seams should be allowed where they will come between the wearer and the saddle, for a seam, or even a fold, is apt in a short time to mean a blister. Trousers should be kept in place by straps of cloth about two inches wide, which pa.s.s under the feet. Gaiters are warm and comfortable for winter; but care must be taken to have very flat b.u.t.tons on the outside of the right leg, as that presses against the flaps of the saddle; and, for the same reason, when breeches and boots are worn, the b.u.t.tons which fasten the former above the ankle should be on the inside of the right leg. It is better to wear laced boots instead of b.u.t.toned, with trousers, because the Victoria stirrup, which is now generally used, is liable to press against the b.u.t.tons and catch them in a way that is uncomfortable, and may be on occasion even dangerous.

Woven merino under-clothing will be found more comfortable than linen, as that is apt to get into folds and wrinkles, and ladies may also find it convenient to have their collars and cuffs attached to a sort of shirt, as that will remove the necessity for pins and elastics, which are always likely to get out of place.

Although her single spur is at times a most valuable adjunct to a lady, it should never be worn by beginners, nor until its use has been thoroughly taught in the course of study.

It is with regret that I see the riding-whip becoming superseded by the handle of the English hunting-crop, as this is neither rational nor practical, being too short and light to replace the right leg advantageously or to give efficient punishment if it is needed. A good whip, flexible, without being limp, rather long than short, not too heavy, but well balanced, is best, especially in the riding-school.

I would strongly recommend to parents that, when a daughter begins to ride, it should be on her own saddle, made on her measure, or at least amply large for her, as riding on a short saddle leads to a cramped and ungraceful seat. The correct size should allow the s.p.a.ce of three fingers between the end of the saddle and the base of the spine, when the right knee is round the second pommel. Some teachers recommend that the saddles of young pupils should be covered with buckskin, and this is often very useful; but when a firm and well-balanced seat is once acquired, there is nothing like pig-skin.

The third pommel, or leaping-horn, is an important and now almost invariable addition to a lady's saddle, and should be so placed that it does not press, nor even touch, the left leg, while it is not needed, and yet so that its aid may be obtained at any time by slightly drawing up the left leg. It should stand out enough from the saddle to cover the top of the thigh, and be slightly curved but not too much. I have seen this pommel made so long and so sharply curved that the left leg was fairly inclosed, and this may be dangerous. As it is movable, a pupil need not be allowed to become dependent on it; nor should it be too tightly screwed into place, as, during a long ride or lesson, it is sometimes a relief for a lady to be able to turn it slightly. The slipper stirrup is often used for children and beginners, and has the advantage of being warm in winter, but the disadvantage that a habit of pushing the foot too far home is easily acquired, and not so easily got rid of when the Victoria, or, better still, a plain, open stirrup, is used later.

The material and workmanship of a saddle should be of the best quality, and the less st.i.tching and ornamentation the better. Style on horseback depends on simplicity.

Girths seem to hold better if crossed--that is to say, if the girth which is buckled to the forward strap on the right side of the saddle is fastened to the second strap on the left; and the saddle should be so firm in its place that a lady may hang for a moment by her hands from the first pommel on the right side, or the second on the left, without causing it to shift its position. The stirrup-leather should pa.s.s under the horse outside the girths, and be connected with another strap on the right side of the saddle, in order to counterbalance the pressure on the stirrup. I may as well say here that a lady's saddle is well placed when there is a s.p.a.ce, of the breadth of four fingers, between the right side and the upper end of the shoulder.

I am accustomed to use for my pupils a simple snaffle with double reins and martingale, as by this means beginners do less harm to the mouth; and my own experience, as well as that of many others who have given it a thorough trial, is that this bit is preferable to any other for the riding-school, the road, or perhaps even for hunting, both on account of the simplicity of its effects upon the horse and of its mildness, so much greater than that of the curb, which often irritates and exasperates a spirited animal. No horses are more ready to bolt than the thorough-breds on the race-track, yet jockeys never ride with anything but a snaffle. They allow their horses to gain a pressure on the bit, and, as the jockey pulls, the horse quickens his pace. If you do _not_ permit your horse to bear on the bit, you will gain by its simple means all those "effects of opposition" of which I shall speak later, and which are difficult to master, especially for beginners. I am aware that this opinion is contrary to that usually held both here and in Europe, as it certainly is to the teaching of Mr. Baucher. Yet, as it is the final result of many years of experience, I venture to submit it to the public, although I can hardly hope that it will win general a.s.sent.

It may be necessary to add that success with the snaffle presupposes a fine seat and some experience, as tact and skill must replace the loss of leverage. I consider the "Baucher" snaffle the best, as the bars on either side prevent it from slipping into the horse's mouth under a strong lateral pressure.

Almost all riding-teachers have been educated in the army, where the reins must be held in the left hand, to leave the right free for the saber, and they continue to teach as they were taught, without considering that in civil life the right hand is practically unoccupied.

When the horse is moving in a straight line, it is easy to gather the reins into one hand; but when the rider wishes to turn him to the right or left, or make him give to the bit, two hands are just twice as good as one, and I can see no reason for always riding with the reins in one hand.

I have been often asked at what age a little girl should begin to ride, and I should suggest eight years as a reasonable time. If a child begins thus early, it is as well that she should take her first half-dozen lessons in her jacket and trousers, as the correct position of the legs is of great importance, and it is, of course, much more difficult for a teacher to judge of this through a skirt.

Riding lessons are best begun in the autumn, as winter is apt to be cold for beginners, who are not able to keep themselves warm by trotting, and in summer flies often make the horses nervous, which may disturb young or timid pupils.

The duration of the first lesson should be from twenty-five to forty-five minutes. The older the pupil is the shorter the lesson ought to be, although this rule is not without exceptions.

The usual proportion is: From 8 to 12 years, 45 minutes; from 12 to 20 years, 30 minutes; after 20 years, 25 minutes.

After the first five or six lessons they may be gradually lengthened, day by day, until an hour is reached, and one hour in the riding-school under instruction, if the pupil holds herself in the correct position, is sufficient. When the lesson is over, the pupil should rest for a short time before changing her dress, and walk about a little in order to re-establish a free circulation of the blood. It is always wise for a lady to walk her horse for at least ten minutes before she dismounts, both for his sake and her own.

The morning after her first lesson the pupil will feel tired and stiff all over, especially in the shoulders, legs, and arms. The second day the stiffness will be worse, and on the third it will be at its height, after which it will gradually wear away--that is to say, if she continues to ride every day; but if she stops between her lessons the stiffness will come back after each one.

If a child has any organic weakness, the teacher should, of course, be told of it, in order that he may allow intervals for rest during the lesson; and it is probably needless to add that a child should not be allowed to ride during digestion. Here I should like to say a few words to the pupils themselves.

Never hesitate to ask your teacher to repeat anything you are not certain you understand. Teachers often take too much for granted, and in riding all depends on mastering the rudiments.

Have confidence in your teacher, and do not be disappointed if your progress is not perfectly regular. There are days in which you may seem able to do nothing right, and this is discouraging, and may last for several days at a time; but, on looking back at the end of a week, or, better still, a month, you will see how much ground you have gained.

Remember that upon your teacher rests a grave responsibility. Other instructors are only brought into contact with one will, and that one harmless; while the riding-master has to deal with two: that of the pupil, which is dangerous from inexperience, and that of the horse, which is dangerous from his strength, consequently he is often obliged to speak with energy in order to keep the attention of the horses as well as their riders. To ride well on horseback is to place yourself, or cause yourself to be placed, upon a saddle; to remain there at ease in a position which has been calculated and regulated by certain rules, and to make your horse go when, where, and as you will. You cannot learn to do this if you are impatient of correction or sensitive to criticism, even though sometimes severe.