THE SCHOOL HORSE. 265 



merits, and entire absence of any tendency to be sulky. 

 Well-bred horses are the best for this work. A horse 

 to shine in the manege should be broken exclusively for 

 that object, so that he may not acquire the habit of 

 taking the initiative. School work greatly tries a horse's 

 temper. Hence, while engaged in it, we should be con- 

 stantly on our guard not to unduly annoy our pupil. If 

 he " plays up," we should assert our authority ; but with a 

 minimum of force ; and, having gained our point, should 

 suitably reward the animal for his compliance, which, as a 

 rule, is best done by ending the lesson, and by giving him 

 some coveted dainty. The acquisition of serious " defences," 

 such as rearing, prancing, and refusing to turn to one 

 particular side, is generally the result of the breaker 

 demanding too much, continuing his demands too long, 

 treating the animal harshly, and especially applying the 

 aids in a confusing manner. 



M. James Fillis justly points out, in his Principes de 

 Dressage et d? Equitation, that geldings are more suitable 

 for high-school work than either mares or entires ; the 

 former being specially liable to jib and to become irritable 

 on being touched with the spur ; the latter, to rear, and to 

 become unduly heavy on the forehand. 



COLLECTING THE HORSE AT THE HALT. 



To teach a horse to collect himself at the halt, we may, 

 while holding the reins and whip, as in Fig. 95, place our- 

 selves to the left of the near shoulder and make the horse ex- 

 tend himself by tapping him with the whip behind the fore 

 legs. To prompt him to relieve himself out of this constrained 

 position, we may tap him with the whip on the croup, so as 

 to make him bring up his hind legs, which, on account of the 

 remembered relief, he will soon learn to do. on being 



