How Women Should Ride

by C. De Hurst

After being familiarized with such rudimentary ideas of horsemanship, comes the time for putting them into practice.

Instructors

It is a pity that there are not more competent instructors in the riding-schools, for it is of great importance to begin correctly; to find a teacher, however, who possesses thorough knowledge of the subject is, unfortunately, rare. Their inefficiency is amply demonstrated by the specimens of riding witnessed every day in the Park; and either their methods, if they pretend to have any, must be all wrong, or they are but careless and superficial mentors, as the results are so often far from satisfactory.

There are, to be sure, plenty of teachers who ride well themselves, but that is a very different matter from imparting the benefit of their knowledge and experience to others. With the best intentions in the world, they may fail to make their pupils show much skill in the saddle. Skill, and the power of creating it in the pupil, is an unusual combination.

Balance

If a young girl is to ride, she should be put in the saddle and not permitted to touch the reins. Her hands may rest in her lap, and the horse should be led at a walk, while the teacher shows her the position she must try to keep, and tells her what she must do when the pace is increased. As she becomes used to the situation, and understands the instructions, the horse may be urged into a slow trot, she being made to sit close, without, at first, any attempt at rising. Then a quiet canter may be given her, but on no account should the child be allowed to clutch at anything to assist in preserving her balance. It is that she shall not rely on the horse's mouth for balance that I have advocated keeping the reins from her, and it is a plan which men and women would do well to adopt. Dependence on the reins is one of the commonest faults in riding, and every one should practise trotting (and even jumping, if the horse be tractable) with folded arms, while the reins are left hanging on the animal's neck, knotted so they will not fall too low. If the importance of riding from balance above the waist were more generally recognized, the seat would of necessity be firmer, the hands lighter, and horses less fretful.

Hands

Too much emphasis cannot be put on the importance of good hands. Good hands are hands made so by riding independently of the reins. Intuitive knowledge of the horse's intentions, sympathy and communication with him, which are conveyed through the reins in a manner too subtle for explanation, must accompany light hands to make them perfect. Such qualities are absolutely impossible with heavy hands, which are incapable of the necessary delicate manipulation of the horse's mouth. Light hands, therefore, should be cultivated first, and experience may bring the rest. A child, beginning as I have advised, will early have this instilled into her mind, and not be obliged to overcome heavy hands when from experience she has learned their disadvantages.

After sitting close to the trot and the canter, the beginner must be told to rise to the trot. At first she will find it difficult to make her effort correspond to the action of the horse's fore-legs, but, having once caught the motion, she will soon have no trouble in rising regularly. When she rises correctly and without much effort, the reins may be given her. A snaffle will be the best to use until she is sure of not letting them slip through her fingers, or of not interfering with the horse's mouth. She should hold the reins in both hands, as this lessens the probability of sitting askew, although as she becomes more certain of her seat she may transfer them to the left hand, and carry a whip or crop in the right.

If a double bridle has been substituted for the snaffle, the instructor must show the child that the left snaffle rein goes outside of her little finger, the left curb between the little and third fingers, the right curb between the second and third fingers, and the right snaffle between the first and second.