EDUCATING AND TRAINING THE COLT 
115 
adjusts his apron or robe, takes up his reins and gives the word to go on. 
The time to teach the horse these pleasant ways is when he is first 
broken. Likewise teach him to back pleasantly and always with a pull 
of the reins. Do not try to teach the colt too much, but insist that he 
stop as instantly as possible at the word ‘whoa,’ back when told to do so 
and the pull on the reins shows what is wanted, and to get up promptly 
when the word is given. 
“After the colt has been driven around by the reins and has learned to 
guide to the right and left, to turn around, ‘get up’ and ‘whoa/ hitch him 
into a long-shafted breaking cart single, or double, with some steady¬ 
going horse, not necessarily an old one, but always reliable. It is a mis¬ 
take to hook a colt up the first time with some old plug that cannot get 
out of his own way. He will never step fast enough for the young one 
and the latter will fret and worry. There are easier and shorter ways to 
break horses than this, but it pays to take him as described for the 
reason that the process outlined if followed will develop a mouth not too 
hard and not too soft . . . When he is young his brain is more 
plastic and sensitive to impressions than when he grows older. Habits 
he contracts at two years old will be retained through life. 
“When colts have been well broken as two-year-olds they may be turned 
out for the rest of the year. They will never forget their lesson.” 
Gay recommends: 4 “Little foals should be taught subordination at the 
very start, and not allowed to become wilful or headstrong. An early 
effort in this direction will not only simplify that culmination of their 
education, too often most properly termed ‘breaking/ but it will insure 
that end being more completely accomplished. On the other hand the 
idea of fear must be kept as remote as possible, as the timid horse is 
usually the one which has some terrifying experiences to remember. Even 
before the time for haltering arrives, the youngsters may be taught to 
stand over, have their feet raised, and in a general way to respond to the 
master mind. 
“. . . When halters are to be placed on the colts in order that they 
may become accustomed to them, one of the light web variety is prefer¬ 
able to the heavier strap halter commonly used, and care should be taken 
not to pull heavily on the nose band at any time. Many deformed face 
lines have been caused by this means. It is not necessary to drag a colt 
by the halter in order to suggest to him that his business is to follow. As 
a matter of fact, the reverse effect is usual, and the harder a colt is 
pulled, the harder he pulls back. If on Ihe contrary, he is coaxed along 
some accustomed route, as to the water trough and back, he will soon 
catch on and follow promptly whenever the halter is taken in hand. 
“The first time the colt is tied up by the head, see to it that the halter 
will hold him in case he pulls. If it does and he fails in the first few 
attempts, a string will probably serve as well as a chain to keep him in 
his place thereafter, while if he succeeds in freeing himself at the first 
few attempts he will never cease trying to repeat what he has once ac¬ 
complished. 
“. . . The first step toward getting a colt going successfully in har¬ 
ness is to properly bit and mouth him. In the old countries a common 
practice is to back the colt into a slip stall and hold him there by cross¬ 
ties snapped in the bit rings. He thus works against the iron, first bear¬ 
ing, then yielding, until he becomes accustomed to its presence and the 
pressure exerted by it. The dumb jockey or more simple bitting ring, 
commonly used here, serves much the same purpose, but no mechanical 
device is as effective as the pressure of the hand on the rein; better 
mouths are made in this way. One of the most effective ways of develop¬ 
ing a good mouth in a colt and of teaching him to flex his neck is by 
riding him as soon as he is old enough to be ‘backed.’ 
“While teaching the horse subordination by leading him to under¬ 
estimate certain of his powers, it is also essential that he be made to 
