6 Foreword 



to indicate those things which should influence the in- 

 structor in the course of his daily lessons. 



Secondary Equitation treats of the management of the 

 horse (conduite du cheval) ; it permits a detailed study of 

 the natural aids, with a brief naming of the artificial aids. 



This chapter has been drawn up following the princi- 

 ples of the School of Versailles, transmitted to the Cavalry 

 School by the Comte d'Aure, whose "cours d'equitation" 

 approved by ministerial decision dated April 9, 1853, sets 

 forth the means which a rider has for overcoming or avoid- 

 ing the diflaeulties born of the use of the horse. 



The chapter devoted to Superior Equitation only gives 

 a general view of the purpose and means of action. The 

 genius of the "haute ecole" is the genius of art and does 

 not lend itself to words. 



The second part treats of the education of the horse. 

 It itself is divided into two parts, in which are set forth the 

 best methods for acclimating and breaking (debourrer) the 

 young horse, and the rules which govern his training. It 

 studies the mental constitution of the horse, the principles 

 which may serve in the adoption of an equestrian language, 

 indispensible for the accord of rider and mount; it shows 

 the gymnastic exercises which teach the horse to respond 

 to the requirements of man. 



A table sets forth the several phases of this education 

 and the work which corresponds to each phase. This table 

 is merely an indication and should be considered only as a 

 type of progressive and rational training. 



The third part assumes both man and horse to be train- 

 ed and lays down the necessary rules for the daily use of 

 the horse out of doors and in combat. The principles here 

 given may serve as a base in the mounted instruction given 

 to noncommissioned oflScers and to former soldiers (on 

 mobilization). 



The manual does not pretend to solve all the problems; 

 long practice with the horse is alone capable of that. Its 

 object is only to put current ideas in order and to faciliate 

 the tasks of the instructors, to whom it is exclusively ad- 

 dressed. 



Officers may draw from it the principles to inculcate 

 in those under their command. But they alone, be it un- 

 derstood, will be responsible for their knowledge and ability 

 to demonstrate these principles. 



