As the firmness of the seat depends greatly upon a close hold of the pommel by the muscles of the right knee, it is important that they should have as free play as possible; and, if the foot is turned outward, not only is the effect ungraceful, but the muscles soon become fatigued and the whole position constrained, even that of the right shoulder, which will be held too far forward.

=The left foot in the stirrup, without leaning on it.=

If a lady leans her weight on the stirrup, her natural tendency will be to sit over too much to the left, which may cause the saddle to turn, and is very hard on the horse's back; besides, as she is out of equilibrium, any sudden movement will shake her loose in her seat.

=The point of the foot turned slightly to the right, and the heel held lower than the rest of the foot.=

If the point is turned somewhat in, the whole leg will rest more easily and closely against the saddle; and, if the heel is lower than the ball of the foot, additional contact of the leg will be gained, which is important in managing a horse, and, when a spur is worn, it will not be so apt to touch him at a wrong time.

=The part of the right leg between the knee and the hip-joint should be turned on its outer or right side, and should press throughout its length on the saddle; while, on the contrary, the inside of the left leg should be in permanent contact with the saddle. The knees should, in their respective positions, be continually in contact, without any exception. The lower or movable part of the leg plays upon the immovable at the knee-joint, the sole exception being when the rider rises to the trot, at which time the upper part of the leg leaves the saddle.=

This position on horseback may be called academic, or cla.s.sical; and, from the beginning, a lady should endeavor to obtain it, without, of course, becoming discouraged if, for some time, she fails to attain perfection.

I have met with excellent results by allowing my pupils to leave this correct position, and then resume it again, at first standing still, then at other gaits progressively. "Progression" in horsemanship means the execution of a movement at a trot or gallop after it has been learned and practiced at a walk. In this way pupils soon become conscious both of the right and the wrong seats, and the difference between them, and it is consequently easy to correct any detail in which they may find themselves defective. I have done this in accordance with a principle in which I firmly believe, i. e., that the best teacher is he who soonest makes his pupil understand what is expected of her, and how to accomplish it. The former is theoretical, the latter practical horsemanship, and there is a great difference between them.

If the teacher finds it hard to make a pupil understand the foregoing position, he may help her in the following manner: He should take her right foot, as indicated in the flexions, and, going as far back as he can, place his right elbow on the horse's croup, with his fore-arm perpendicular, and his fingers open and bent backward. He will then request the pupil to lean back until she feels the support of the teacher's hand between her shoulders, and to allow her head and shoulders to go back of their own weight, when it will be easy for him, by pressure of his hand, to straighten the body until it is in the correct position. Some teachers adopt the Hungarian method of pa.s.sing a round stick through the arms and behind the back; but this is only practicable when a horse is standing still, or at a walk, and even then great care should be used, as the rider is quite helpless. It has also the disadvantage of making tall and slender persons hollow their backs unduly.

Pupils should be warned to avoid, as much as may be, clasping the pommel too tightly with the right knee, as a constant strain will fatigue them and take away the reserve force which they may need at a given moment; indeed, a rider should be taught from the first to economize his strength as much as possible.

As soon as the pupil can sit her horse correctly, at a walk, holding the reins in both hands, she should practice holding them in the left hand only, in case she should wish to use her right hand during the lesson.

The English method of holding the reins of a double bridle is, to bring all four up straight through the fingers; for instance, the curb-reins, being outside, go outside the little finger and between the first and second fingers, while those of the snaffle come between the fourth and middle and the middle and first fingers.

In France and in this country the reins are crossed, the curb being below, outside the little finger, and between the third and middle fingers, while the snaffle comes between the fourth and middle and the second and first fingers.

The latter method seems to me preferable, as it is easier to separate the reins, and also to regulate the amount of tension required on one pair or the other. In either position, the hand is held in front of the body, with the palm and shut fingers toward it, and the reins are held firmly in place by the pressure of the thumb.

The teacher should explain that, as the curb is a much more severe bit than the snaffle, its effects must be used with delicacy, and he should give his pupils plenty of practice in taking up, separating, and reuniting the reins, in order that they may learn to handle them quickly and with precision at any gait.

CHAPTER II.

Exercises of pupils in private lessons--Words of command--Walking--Turning to the right or left--Voltes and reversed voltes--Trotting.

Although private lessons can not begin to take the place of exercises in cla.s.s, it is advisable that the pupil should have some lessons by herself first, in order that she may learn to manage her horse to some extent at the walk, trot, and canter.

Words of command in the riding-school are of two kinds; the first being preparatory, to enable the pupil to think over quickly the means to be employed in order to obey the second or final order. Example: "Prepare to go forward"--preparatory. "Go forward"--final order, given in a loud voice, with emphasis on each word or syllable. Between the two orders, the teacher should at first explain to the pupil what is wanted, and the means of obtaining it, and later should require her to repeat it herself, so that she may learn it by heart. The teacher commands the pupil, the pupil demands obedience from the horse, and the horse executes the movement; but this triple process needs time, all the more because a novice is likely to hesitate, even if she makes no mistake. By giving the pupil time to think, she will gain the habit of making progressive demands on her horse, through means which she has calculated, and she will thus gradually become a true horsewoman, able to make her horse know what she wants him to do; for, in almost every case, obstinacy or resistance on the part of the horse comes from the want of due progression between the demand made of him and its execution.

When the teacher is satisfied that the pupil is in a regular and easy position, before allowing her to go forward, he will give her the directions necessary to stop her horse, and will make sure that his explanation has been understood. To stop: The horse being at the walk, to stop him, the pupil should place her leg and whip in contact with his sides, lift her hands and bring them close to the body, and lean her body back, drawing herself up. When the horse has come to a stand-still, she should resume the normal position. To go forward: The whip and leg should be placed in contact, the hands moved forward, and the body inclined also forward.

When the pupil has a clear idea of these movements, the teacher will give the orders:

1. _Prepare to go forward._--2. _Forward._

And, after some steps have been taken,

1. _Prepare to stop._--2. _Stop._

While making his pupils advance at a walk, the teacher will explain succinctly the mechanism of locomotion.

The horse at rest is said to be square on his base when his four legs are perpendicular between two parallels, one being the horizontal line of the ground, the other the corresponding line of his back. If his hind legs are outside of this square, he is said to be "campe," or planted, because he can neither move forward nor back unless he changes this position. If his fore legs are outside this line, he is "campe" in front, as, for instance, when kicking; if, on the contrary, his fore legs are inside his base, he is said to be "under himself" in front; and it is a bad sign when a horse takes this position habitually, as it shows fatigue or weakness in those limbs.

The horse goes forward, backward, trots or gallops, by a contraction of the muscles of the hind quarters, the duty of the fore legs being to support his weight and get out of the way of the hind ones; and the whole art of riding consists in a knowledge of the means which give the rider control of these muscular contractions of the hind quarters. The application of the left leg and of the whip on the sides of the horse serve to make him go forward, backward, to the right or left, and the reins serve to guide and support him, and also to indicate the movement required by the whip and leg.

1. _Prepare to turn to the right._--2. _Turn to the right._

To turn her horse to the right, the pupil should draw her right hand back and to the right, incline her body also to the right, turning her head in the same direction, and use her whip lightly, without stopping the pressure of her left leg. When her horse has turned far enough, she will cease pressure on the right side, and carry her horse straight forward.

In the beginning, regularity of movement is not so important as that the pupil should understand the means by which she executes it; that is to say, that she disturbs the equilibrium of her horse by carrying the weight of her body to the right; and, while her hand and whip combine on that side, the left leg prevents him from stopping or straggling over the ground.

Riders in a school are said to be on the right hand when the right side of the body is toward the middle of the ring; and this is the easier way for inexperienced pupils, because they are less shaken when their horses move to the right, as they sit on the left side of their saddles.

It follows, naturally, that to be on the left hand is to have the left side toward the middle; and, when riding on the right hand, all movements are executed to the right, and _vice versa_.

The teacher must watch carefully that pupils do not allow their horses to turn the corners of their own accord, as a regular movement to the right should be executed by the pupil at each corner when riding on the right hand, and to the left when going the other way.

If left to guide himself around a school, the horse will describe a sort of oval, rounding the corners, instead of going into them, and thus much valuable practice is lost to the rider.

The pupil being at a walk, and on the right hand, the teacher will give the word of command:

1. _Prepare to trot._--2. _Trot._

To make her horse trot, she must advance her wrists, lean the body forward, and use the leg and whip, resuming the normal position as soon as her horse obeys her.

In order not to fatigue the pupil, the teacher will only allow her to trot a short distance, and will remind her to keep her right foot well back and close to the saddle, and to sit close without stiffness. He will also take care that she pa.s.ses from the walk to the trot gradually, by making her horse walk faster and faster until he breaks into a slow trot.

Each time that a pupil changes from a slow to a faster gait, she should accelerate the former as much as possible, and begin the latter slowly, increasing the speed gradually up to the desired point; and the same rule holds good, reversing the process, if she wishes to change from a fast to a slower gait.

As the pupil gains confidence, and feels at home in the trot, the teacher will let her practice it at shorter intervals, and for a longer time, taking care, however, that she does not attempt to rise to it; if she loses the correct position, she must come to a walk, and, having corrected her fault, resume the trot.

In the intervals of rest, in order not to lose time, the pupil should repeat at a walk the movements which she has learned already, the teacher becoming gradually more exacting in regard to the correctness of the positions and effects, adding also the three following movements, which are more complicated, and which complete the series, dealing with changes of direction.

The volte is a circular movement, executed by the horse upon a curved line, not less than twelve of his steps in length. The pupil being at a walk, and on the right hand of the school, the teacher will say:

1. _Prepare to volte._--2. _Volte_,

explaining that the pupil should direct her horse to the right, exactly as if she merely meant to turn him in that direction, continuing, however, the same position, and using the same effects, until the twelve paces have been taken, which will bring her to the point of beginning, when she will resume the normal position, and go forward on the same hand.

The half-volte, as its name implies, comprises the first part of the movement, the pupil coming back to her place by a diagonal line.

1. _Prepare to half-volte._--2. _Half-volte._

The pupil uses the same effects as in the volte, but, when she has described half the circle, she returns to her starting-point by a diagonal, using the same effects, but with much less force, since, to regain her place by the diagonal, she will only have one fourth of a turn to the right to make; then, at the end of the diagonal, she must change her effects completely, in order to execute three fourths of a turn to the left, which will bring her back to her track, but on the left hand.

1. _Prepare for the reversed half-volte._--2. _Reversed half-volte._