The Chariot Metaphor

       For months now I haven't posted on this blog.  Blame Plato's Phaedrus.  My ability to blog about horses was blocked by an obsession with Plato's chariot metaphor. 

        Perhaps George Eliot, author of Middlemarch, said it best when she wrote, "For all of us, grave or light, get our thoughts entangled in metaphors, and act fatally on the strength of them."  That was my fear when I began stewing about the influence of long dead Plato's chariot metaphor on the once live horses of the Western past and the still live horses of today.

        The obsession was starting when I posted "A Metaphor That Actually Works" back on 19 Oct. 2011.  Shortly before that, I ran into an online discussion rippling with mentions of Plato's chariot metaphor.  As  far as I could tell, absolutely everyone posting about chariot driving lacked basic knowledge of the horse and horsemanship.  Just like  Plato.  This of course didn't stop him or them from using horse imagery.  Some of the responses in this discussion left me scratching my head because I expect metaphor to have SOME basis in reality.   

So I became confused, and then I became angry.  For example, one person had a pair of  runaway chariot horses going in circles.  That actual horses bolt in circles only when confined to a round pen was not of any interest to them.  My pointing out the problems with misleading metaphor made me about as many friends as pointing out their lack of knowledge of horsemanship.  This site has a highly educated set of followers, and, when not talking about horses or forming metaphors, their educations generally serve them well.  Finally, I became sad because they really didn't see anything wrong with Plato's metaphor, and, if they don't, who will?

       Horses are now an exotic topic for most, but, nevertheless, I worry about the actual metaphor and about actual horsemanship. Most well-educated people and a good many not-so-well-educated people know the general contours of Plato's chariot metaphor.  It's quite like, but a bit more accessible than Freud's id-ego-superego construct. Basically, the rational part of the mind is the driver of the chariot and the pair of horses represents the base and the noble aspects of our nature.  If one hasn't actually read what Plato wrote, the chariot metaphor is actually quite good.

Unfortunately, I've read Phaedrus.  Here's the scene where the "rational" charioteer "trains" the "bad" horse to restrain its sexual impulses:

As I said at the beginning of this tale, I divided each soul into three-two horses and a charioteer; and one of the horses was good and the other bad: the division may remain, but I have not yet explained in what the goodness or badness of either consists, and to that I will proceed. The right-hand horse is upright and cleanly made; he has a lofty neck and an aquiline nose; his colour is white, and his eyes dark; he is a lover of honour and modesty and temperance, and the follower of true glory; he needs no touch of the whip, but is guided by word and admonition only. The other is a crooked lumbering animal, put together anyhow; he has a short thick neck; he is flat-faced and of a dark colour, with grey eyes and blood-red complexion; the mate of insolence and pride, shag-eared and deaf, hardly yielding to whip and spur. Now when the charioteer beholds the vision of love, and has his whole soul warmed through sense, and is full of the prickings and ticklings of desire, the obedient steed, then as always under the government of shame, refrains from leaping on the beloved; but the other, heedless of the pricks and of the blows of the whip, plunges and runs away, giving all manner of trouble to his companion and the charioteer . . . . [The charioteer] falls backwards in adoration, and by his fall is compelled to pull back the reins with such violence as to bring both the steeds on their haunches, the one willing and unresisting, the unruly one very unwilling; and when they have gone back a little, the one is overcome with shame and wonder, and his whole soul is bathed in perspiration; the other, when the pain is over which the bridle and the fall had given him, having with difficulty taken breath, is full of wrath and reproaches, which he heaps upon the charioteer and his fellow-steed, for want of courage and manhood, declaring that they have been false to their agreement and guilty of desertion . . . . And when they are near he stoops his head and puts up his tail, and takes the bit in his teeth. and pulls shamelessly. Then the charioteer is. worse off than ever; he falls back like a racer at the barrier, and with a still more violent wrench drags the bit out of the teeth of the wild steed and covers his abusive tongue and-jaws with blood, and forces his legs and haunches to the ground and punishes him sorely. And when this has happened several times and the villain has ceased from his wanton way, he is tamed and humbled, and follows the will of the charioteer, and when he sees the beautiful one he is ready to die of fear. And from that time forward the soul of the lover follows the beloved in modesty and holy fear.

Source:  http://classics.mit.edu/Plato/republic.mb.txt 
See also: “An Unfortunate Historical Remnant” to see a typical Greek bit 

I left in my highlighting, but most horsemen won't need it.  "Holy fear," my ass and horses as well.  This passage leaves me sputtering, and that's without getting into the racist aspects of the good white horse and the bad dark horse. 

       Is it clear to everyone from reading the excerpt that Plato, great philosopher that he was, lacked a grasp of basic horsemanship?  Given what I read, that "dark" horse may have suffered such a mangled tongue that he starved to death.  But he learned his lesson, didn't he?  I'll bet kids could ride him after he was properly beaten.  OK, OK, I'm starting to steam again.

       In fairness, I should note that upper class Greeks did not trouble themselves with mundane tasks such as horse training.  That was work for lesser men.  Still, I find Plato's charioteer far from rational.  Anyone seeing that sort of behavior today would most likely be on the phone to the SPCA or the police.  Savage abuse may well have been common in Plato's day, but horses were expensive, and the "rational" charioteer may well have fatally injured one, albeit a "dark" one.  


       It's difficult to gauge the actual level of Greek horsemanship, but Plato [circa 428 BCE - 347 BCE] and Xenophon [circa 430 BCE-355 BCE] were contemporaries, so truly rational horsemanship was known by at least a few literate Greeks.  

       The real question is what was Plato's influence on Western horsemanship.  If it had any, the influence would have affected the upper classes.  Reading this snippet from Phaedrus, I wondered if Grisone had read it as well.  That was about the time that reading Greek classics came back into Western civilization.  Later on, I can picture some British public school lad thrashing his horse and justifying it by quoting Plato--in the original Greek, of course.  How much damage has this metaphor done to actual horses?  Some?  None?  A little?  A lot?  

       I suspect several PhD theses lurk in the equine aspects of Phaedrus and its tendrils.  I leave it to some other English major/horse trainer/psychologist/historian to pursue.  Just counting the misconceptions and atrocities in this passage should be enough to keep some real horsemen awake at night. 

        For now, I just hope those who use metaphor will stick to things they understand at least somewhat.  Most of us today understand horses about as well as Plato did.  As philosophy professor John Searle said,     "[W]e're constantly tempted to use the latest technology as a model for trying to understand . . . .  Freud often compared the brain to hydraulic and electromagnetic systems. Leibniz compared it to a mill, and now, obviously, the metaphor is the digital computer."  I hope those who aren't horsemen stick to the computer.  Computers don't have legs and tongues, and "smart" as they might be, they lack the ability to sense pain.

Lt.-Col. Maxwell Fielding McTaggart (1874-1936)

Some of the pithiest lines on horses--and men--came from Great Britain's Lt.-Col. M. F. McTaggart. I first read some of them in John Richard Young's still worthy books.

Now I'm finally getting around to ordering copies of McTaggart's books. From this snippet, I can say I'm truly looking forward to reading a good many of them.

Preface for Stable and Saddle (1930)

It is now nearly half a century since I bestrode my first pony, and consequently I think it may be said that I was brought up in an old-fashioned school. At any rate I absorbed whatever I was told, and accepted it as truth, and I practiced the principles of those days with enthusiasm. But as the years went on, I began to realize that all I had been told, and all that I had read, did not quite ring true. I found results so disappointing that I became determined to probe things for myself, to test theories, to examine statements, and to be satisfied with no replies that did not have a sound and logical line of reasoning to support them.

As I proceeded to take this detached line of thought; and to accept no convention until its utility had been ultimately proved, I found what a remarkable hold habit, custom, and imitation could have upon horse-owners.

To ask “Why?” was unpopular. Reasons were difficult to give, and “It has always been done that way” was a frequent reply.

Because someone has been successful in his schooling or management, it does not necessarily imply that his methods are so good that improvement is impossible.

I hold the view that change is the forerunner of progress, and that unless we are ready to examine new standpoints and to alter our views when reason justifies it, we are no longer mentally alert. Our minds must flow along in a living stream of new ideas, and not stagnate in the dark and murky pools of backwaters, or gyrate in eddies which take us nowhere but downwards.

In my investigations I have been surprised to find what influence stud-grooms and other such persons have with their employers, for no other reason than that they have been with horses all their lives.

Because a man happens to have held some view all his life, which possibly he was taught by his father, it does not mean that it is right, although it certainly may be. It can be worthy of acceptance only when supported by sound reasons.

In this short work, which I now submit to the public, I have attempted to give good reasons for every view I hold. They have all been tested by me, and are therefore not only the result of prolonged thought, but of practical experience. The book has been written in the hope that the knowledge that I have gained may help others to review their present customs, to break away where necessary from the iron conventions which surround the stable, the manege and the paddock, and to survey their own ideas and methods from a new angle.

M. F. McT.

Hand Holding

One of the first things I teach my students is the proper way to hold a lead or a lunge line.  Over the years I've noted that the safe and functional folding of the line back and forth across the palm has become less and less common in horse circles. In fact, one of my students came back from a large show where she had happily worked as ground crew and told me that a number of people came up to her and asked why she held her lunge line "funny."

I don't know if her explanations impressed those who asked, but, unfortunately, I now have a news story to point to that should: "UF Student's Hand Severed after Horse Gets Spooked."

Actually, a number of safety violations occurred in this incident. A more detailed version of this story added that the student who wrapped the lead around her wrist was sitting inside a vehicle and holding the horse through a rolled down window. When I read she was inside a car, I hyperventilated, but, for now, I'll just address the problem with the lead wrapped around a wrist.

The across-the-palm method of holding a lead or lunge is--or was--common knowledge.  I learned it from an old US Cavalry officer, but the importance of a safe hold shows up in a good many well known books.  For example, The Complete Riding and Driving System, Book Six: Lunging explains WHY a safe hold is important:

If the lunge is gathered incorrectly, one cannot pay out the lunge quickly or smoothly enough when the horse is moving off. A lunge which is gathered untidily is dangerous and can, if there is an emergency, cost the trainer his hand, or give the horse too hard a jerk in the mouth. The loops should lie nearly on top of one another so that they can slide freely when the hand is opened slightly. (33)

This comment in The Official Instruction Handbook of the German National Equestrian Federation repeats almost word for word what I heard from the old cavalry officer some forty years ago.  Only the cavalry officer clarified HOW to fold the loops.  Not folding the loops correctly creates the problem.

Some otherwise excellent books teach people how to lose their hands.  For example, page 21 of Sheila Inderwick's 1977 Lungeing the Horse and Rider shows how a person should position of the hand during lunging:

While the hand hold is lovely, the looping itself here is NOT safe.  First, the lunge line itself has a loop end.  It's as if the manufacturers wanted to tempt people to slip the loop up around the wrist.  Of course, this loop most likely comes from the driving handhold loop tradition.  In any event, on a lunge line, it's merely a temptation. I try to get people to buy lines without end loops.  The lunge lines with circular stoppers at the end are my favorites.  More seriously though, the looping shown goes AROUND the hand, not across the palm.  Were a horse to take off, the lunge person could most likely let go, but this line could tighten around the hand. Do you want to take this chance?

The across the palm method leaves the lunger or leader with two sets of loops sticking out from either side of the hand. There's nothing wrapped around the hand at all. Opening the fingers can release one loop at a time. Opening the whole hand allows the line to fall away cleanly.

Flipping through my book collection, from beginner manuals to advanced works, I found quite a few commentaries on this safer method of holding a lead or line.  This one appears on page 135 of Susan E. Harris's The United States Pony Club Manual of Horsemanship:  Basics for Beginners/D Level.

I'm not sure why horse safety has diminished of late, perhaps it's because most horse people today consider them pets, more like big dogs than the easily panicked prey animals they are. Unfortunately, around horses, what you don't know can cost you a hand or a life. Be safe, cross your palm.

Legal Documents for Riding Instructors

Most people who teach riding or allow instructors to give riding lessons on their property already know the importance of legal protection in the form of lesson releases. Some have codes of conduct, but here I’m going to suggest that even these may not go far enough. I propose that those who give riding lessons should ask their students and the parents of students to read and sign that they understand a list of commonly used and/or idiosyncratic terms they are likely to hear during their lessons, their children’s lessons, or in discussions with an instructor about lessons. I’ve found from personal experience that horsemen without all three of these open themselves up to anything from bitter misunderstandings to serious lawsuits.

THE LESSON RELEASE

The bare minimum is a lesson release. Any rider, whether it’s his first time on a horse or her fourth Olympic competition, can end up injured or even dead. Ignorant survivors of the most ordinary sort of accident are likely to sue. Ignorant kin of those who've had fatal accidents are even more likely to sue.

Before I allow a human on one of my horses I require a signed release. I drew up mine based on my knowledge of riding, and I had my attorney husband review it before I presented it to anyone for signing.
Anyone teaching riding needs to be as bulletproof as possible because, even with a signed release, some people will sue. For example, here’s a unpublished--except on the Internet!--Vermont Superior court case opinion as an illustration showing what can happen. Click on the title for more. Here, I’ve edited a bit and cleaned up typos.

Gorlin V. Jacobson

Ventura County Superior Court

2005 WL 3163537

Unpublished Opinion

November 29, 2005

Plaintiff Gorlin was injured during a riding lesson when her already bucking horse was caused to stop abruptly. Plaintiff fell when owner’s daughter ran at the horse shouting “whoa.” Court held that falling from horse was within those risks contemplated by the release.

Thankfully for Sweet Spot Farms, the judge in the Superior Court ruled in their favor, citing previous cases and adding, “The prospect that Gorlin's horse might encounter an animal or a person that would influence its behavior was something any rider could reasonably anticipate.”

Hallelujah.

However, even though the defendants were awarded costs, they had to go through a lot of time and agony. Furthermore, the plaintiffs were definitely out of pocket for the whole thing, and, most likely, they still think the horse should have been an automaton, not a well-trained horse who stopped on command.

Aside: Did anyone else reading this opinion wonder what the rider’s actual position was when the horse stopped? I’m betting she was neither sitting deep nor sitting back as she should have been on a bucking horse. How many times have I called out "Sit back!" and watched a rider curl forward? Sigh.

CODE OF STUDENT CONDUCT

The second legal form I recommend is a Code of Student Conduct. For example, Serenity Farm of Texas integrates a section of Rules and Policies into their Lesson Contract.

Here are some rules of Serenity Farms:

3. Respect the instructor—no arguing.

13. No loud noises or running. These actions can spook a horse and cause serious injury/death to that horse and/or student.

22. Please be responsible and treat the horse and equipment as if it were your own

[I’m going to rewrite this one because some students really do treat the horse and equipment as if it were their own, and they’re wearing month old shoes that are already torn up. Much of my equipment is over forty years old and in exquisite condition. I want my students to treat my tack like I treat it.]

24. Failure to follow the rules and guidelines of Serenity Farms can result in removal from a lesson or permanently.

27. By signing this contract, you (student/parent) agree to adhere to the rules and policies set forth. However, instructor/owner has the right to remove student at any time if any infractions are made toward this contract including a parental conflict at any time.

Reading these points, I sighed deeply. My guess is that these folks have had some of the same experiences I have. Through my thirty years as an instructor, I’ve taught many wonderful people, children and adults. I’m still in contact with many by phone, in person, or by email, and those now living in other states often stop by if they are visiting my area. Unfortunately, it’s the few negative experiences that haunt me. My Swifthorse rant of 13 February 2009 details some of those.

Some unfortunate incidents are, of course, inevitable. It’s simply impossible to anticipate everything. However, I now suggest that there’s a new way to anticipate at least some of them: Add a glossary of terms to your list of legal documents.

THE GLOSSARY OF INSTRUCTIONAL TERMS

Good instructors always explain the principles of riding and define concepts before, during, and after lessons, but not everyone hears or understands. To help prevent this, I suggest riding instructors prepare a list of possibly confusing horsey terms that students and parents are likely to hear from them during lessons or discussions. Sadly, I’ve discovered some ordinary words often mean one thing to horsemen and another to the rest of the world. This can lead to grievous misunderstandings.

So far, I have not found anything online like the glossary of terms I suggest. Basic lists of horsey terms are available, but many are rudimentary at best, for example, saddlery terms, gaits, that sort of thing. The list I suggest will be more specific, more idiosyncratic. Although many of the terms will be ordinary horseman’s jargon, some may be unique to one instructor; others may be terms used within a specialty field.

Since every instructor’s list will likely be different, I suggest instructors jot down any term they have ever had problems with in the past lessons or discussions. No instructor should assume riding students or parents of riding students will intuitively understand horseman’s usage and be on the same page. It’s more likely they don’t yet own a copy of the same book.

Sometimes even experienced horsemen work from different books. For example, several decades ago, I foolishly allowed a local “trainer” to ride my Arabian stallion. I watched in dismay as what should have been a simple circle went horribly wrong. I said, “Half halt” and waited for results. The situation got worse. Raising my voice, I said, “Half halt!” Instead of saying something halfway reasonable like “Which rein?” this “trainer” looked up from my horse’s ears, which were by now alarmingly close to the guy’s nose, and said, “What do you mean? Just stop for second?”

This situation was my fault. I failed to ask him if he was familiar with dressage terms before I allowed him to sit on my poor horse. If I had asked him, he never would have gotten on, and my stallion would have been spared a nasty few minutes.

So anyone who teaches or talks about horses needs to sit down and think both of specialty words like half halt and of even more dangerous words where everyone understands the standard use but is likely ignorant of a variant or non-standard use typical of horsemen. Preparing such a list may take a while, and most of us will be adding to ours over the days, months, and years. No matter how short or long, the list may come in handy.

I also suggest that anyone teaching children make sure parents read and sign that they’ve read and understood this personal glossary. Trying to teach students with highly protective, non-horsey parents creates a whole new set of problems for a riding instructor. For example, here are my definitions for two words now prominent in my glossary:

Monster: noun. Any person, place, or thing that spooks a horse; any action emanating from objects animate, inanimate, or imaginary that might spook a horse.

Recently, I saw a non-horsey father nearly shaking with rage because he’d heard an instructor had called his child “a monster.”

Actually, this term is not at all uncommon among horsemen. Anyone who’s talked to a few riders has probably heard stories about the plastic bag “monster” or the running child “monster.” In fact, here’s an example of the term in use. The source is the January 2010 Equus, page 53:

Respect: verb. To respond instantly and appropriately to a clear, established cue or command. Applies equally to horse and student.

A schooled horse shows respect by moving away from the pressure of a rider’s leg. A schooled horse shows respect by stopping upon hearing “whoa.”  When a frightened, clutching student loosens the reins in response to an instructor’s command, that student respects the knowledge of the instructor—and possibly avoids injury or even death for rider, horse, or both.

For an example, I again post a link to the YouTube video “Bolt.” I love this video because I teach using Thoroughbreds and Arabs--hot and hotter. My horses are kind and responsive. They are so because I try to keep students off their mouths. Even after months on a lounge line, most students will still be heavy-handed, so it's vital they respect my commands and loosen when I say loosen--lest they DIE.

As a further example, a couple of years ago, I dismissed a student on multiple grounds after several futile attempts to explain the problems to the mother over a period of months. At the end of my rope, patience, and expertise, and fearing my kindest TB was at the end of his rope—literally--I offered the mother the fundamental reason for the dismissal. I said, the student “doesn’t respect me.” I meant the student would or could not follow my commands and was ending up in more and more dangerous situations.  

The mother, however, replied calmly, “Of course she respects you. She quotes you all the time at home.” She then added, “Couldn’t she at least come out and ride [my kindest TB]?”

I just stood there flummoxed. It took me a long time to realize what caused the level of disconnect the two of us experienced. I like to think a glossary might have helped.

In any event, it can’t hurt to compile, hand out, or post such a list somewhere around the barn. The horse and mind you save may be your own. Better yet, make it a legal document, separate or part of your total lesson contract. The time and money you save could be yours, too.

Who Are You? -- Part Four

Antoine de Pluvinel (1552 - 1620)

Here’s another great master that I have yet to read.  Despite my ignorance though, a little research shows Antoine de Pluvinel to be a pivotal figure in the history of dressage.

Pluvinel studied under a protégé of Grisone, so one might expect him to have continued the practices of his masters, but he didn’t. In rejecting the theory of harsh punishments and returning to and expanding upon the principles of Xenophon, Pluvinel was in the first wave of the humanism that would soon sweep across Europe.

I’m not alone in this opinion. In a 1985 journal article, Hilda Nelson argues that the revival of classical horsemanship should not be credited to the Renaissance humanism of Grisone but to the classical humanism of the 17th Century. Following the ideas of Paul Benichou, Nelson presents a good argument for the 17th Century as the first wave of humanism leading to the era we know as the Enlightenment. This modern humanism emphasized rational thought and refinement of manner.

Here article is available here:  http://www.jstor.org/pss/392816

Since many good Web resources exist on Pluvinel, I’ll resort to copy and paste for much of this.

Margarethe de Clermont also has an excellent page. There, she says this: 

Pluvinel is most well-known for his kind, humane training methods, contrary to Pignatelli, who often used harsh methods to gain obedience from the horse, Pluvinel used praise, careful use of the aids, and softer bits (simple curb bits) to get the horse to work with him. He claimed that the use of the spur or the whip was a confession of failure. Pluvinel introduced a form of equestrian ballet known as a "carousel" in which groups of horses and riders perform intricate patterns to music. In one such instance, over a thousand horses and riders performed together.

Suite 101 has another good page . There, Elaine Walker says this:

While Grisone’s manual of 1550 accepts and even advocates extreme brutality for overcoming any resistance from the horse, Pluvinel chooses instead a courtly refinement. His return to the gentler methods favoured by Xenophon also completes the movement from the battlefield to the riding house. Pluvinel uses the exercises purely as a recreation through which the nobleman may develop physical skills alongside judgement, grace and self-control. This was seen to show the natural moral superiority of human over animal nature without any descent into violence or anger.

Here’s also a nice bit from a sporting art gallery, which, not coincidentally offers some fine prints:

Antoine de Pluvinel was born in France and taken to Italy to study horsemanship from the age of 10 to about 16, when he was taken in by M. de Sourdis, the premier ecuyer (first equerry) of King Charles IX. In his early 20s, Pluvinel was appointed first equerry to the king’s brother, who soon succeeded to the throne as Henri III. His reputation grew, and when Henri IV took the throne in 1589, Pluvinel remained as a member of the court. In 1594, Pluvinel realized his dream of founding a riding school. He was at work on his book Le Manege Royal when he died. A first, incomplete edition appeared in 1623, illustrated by Crispijn de Passe. A second version, illustrated by the same artist, with improved text was issued about two years later under the title L'Instruction du Roy, en L'Exercice de Monter a Cheval and this version was translated and reissued many times. The book shows the instruction of the young Louis XIII (1601-43) who was crowned in 1610 under the regency of his mother and reigned from 1617 onward. The text and illustrations explain Pluvinel’s principles of training horses in the form of a dialogue with the king, interspersed with commentaries by M. le Grand and other distinguished authorities. Pluvinel’s book was groundbreaking in its advocacy of humane training methods, a departure from the harsher practices commonplace at the time.

Drawing from these sources, it’s easy to state that, as a member of the court, riding teacher, and author, Pluvinel exerted considerable influence on the aristocracy in France.  For example, the controversial Richelieu, who would become Prime Minister for King Louis XIII, studied at Pluvinel’s Academie.

Pluvinel’s influence also came to England in the form of his student, William, Duke of Cavendish, the next master I’ll examine.

For now, mere snippets from the writings of Pluvinel are all I have to offer directly. But they reveal a marked shift, going well beyond the scope of Xenophon in attributing riding as the meeting of two minds. The recognition of an animal as having a mind is in itself remarkable for this era.

ArtisticDressage.com offers quotations with commentary from current dressage master Dr. Thomas Ritter.

http://www.artisticdressage.com/pluvinel-quotes.html

Another set of Pluvinel’s words appears here: 

http://www.equiworld.net/foundation.htm

It never fails that someone who does not work with consideration either destroys his horse's gentleness or teaches him incorrigible vices.

I concentrate mainly on exercising his mind and his memory, in such a way that I achieve what I want: so that it is the horse's mind which I work the most: the mind of the rider must work perpetually as well, in order to detect all kinds of opportunities to arrive at his goal, without letting any movement pass unnoticed, nor any opportunity unused.

But in so far as the perfection of an art lies in the knowledge of where to begin, I am very well advised in this regard, to teach the horse his first lessons, since he finds them the most difficult, in searching for a way in which to work his mind, rather than his thighs and shanks, while being careful not to annoy him, if possible, and not to rob him of his spirit: since it is to the horse as the blossom is to the fruit, which, once withered, never returns.

Next time, on to the Duke of Newcastle.

Who Are You? -- Part Three

FREDERICO GRISONE

Getting  my energy up to discuss the Italian nobleman Frederico Grisone is difficult.  First of all, his 1550 manual on horse training has yet to be translated into English although I've heard someone is working on it.  I'm not sure I care since, to me, the bit to the left pretty much says it all.  Grisone was a product of the Renaissance, a glorious time that glorified Man--specifically, the civilized Christian man doing God's work, i.e. dominating the world.  Lesser creatures--be they New World natives or horses--look out!

Did I mention that horses often had teeth pulled to accommodate this type of bit, which I believe weighed up to five pounds or so.

Here is another example of Grisone's methods. This one shows how to teach a horse to lead. I wanted to use another illustration, one with a man poking a horse with a vicious cat that's been bound to the end of a long stick, but I can't find it right now.  I suspect the less inventive illustration shown here is still vivid enough to make my point.

This Who Are You topic is not simply to condemn Grisone. I consider his horse torture reprehensible, but it is important to understand the underlying assumptions or beliefs that led to this type of approach.

Most horsemen are products of their time.  A few rise above their day, but most do not.  Perhaps Xenophon was just lucky and reflected the most enlightened atmosphere of ancient Greece. Perhaps Grisone was trapped by unfortunate elements of the Italian Renaissance and hence became a different type of trainer. As Sylvia Loch points out in Dressage: The Art of Classical Riding "sixteenth century Italian thinking was concerned as much with creating a grand illusion, as with seeking the truth. In drama, literature, art, and politics, rhetoric and spectacle abounded." That's the key to Grisone's methods and his time: "A grand illusion."

Unsurprisingly, Grisone was a contemporary of Nicolo Machiavelli, author of The Prince, the ultimate guide for leaders who want to retain power without having to be ethical or even particularly competent. The advice found in The Prince contends that the ends justify the means and that appearance trumps reality.  

So, with Grisone the central issues of Who Are You arise. For horsemen perhaps we can simply ask this:  Who was closer to the truth:  Xenophon or Grisone?  Which is better: democractic cooperation or totalitarian coercion?

I'd like to think the answer is simple, but it isn't.  Both nature and nurture are at play.  Our eras may pull us in one direction while our natural inclinations may pull us in another.  Few of us think or intuit our way out of cultural givens.  And in this case, Grisone succumbed to the standard assumptions of his culture and resorted to force, still an easy path for all too many people.
 
Let’s face it. Force can work IF the ends justify the means. Grisone solved disagreements between horse and rider not through the patient coaxing advised by Xenophon but through force, brutal force if necessary. For example, Grisone actually used something not unlike waterboarding on horses that feared crossing water, and anyone familiar with the work of psychologist Martin Seligman knows that relentless torture produces a sort of resigned compliance, “learned helplessness.”

This however leads to a more central issue of the governance of a horse: Do the ends indeed justify the means? Grisone's results were probably quite pleasing to the eyes of most. Only a few, undoubtedly those with both knowledge of and an innate sympathy for the horse, would see the underlying truth of Grisone's methods: a master-slave relationship.

The concept of master-slave then leads to a still deeper question. Isn’t that what all horse-rider relationships are? Is partnership possible with a lesser being? Are horses indeed lesser beings?

These are questions that people I deem real horseman answer in ways that most people, including many top riders, do not. Unfortunately, I still know people who heartily approve of the master-slave relationship between horse and rider. They apply draw reins and tie-downs and scoff at what’s now called natural horsemanship.

Reading Xenophon or just looking at the illustrations of Grisone's work should prompt a person to ask  "Who am I? Do I  seek CONTROL or COOPERATION?" These are central issues, not just for horsemen but for humanity. Who rules? How? And why?

Luckily for many generations of well-bred horses, Grisone's harsh methods quickly fell from favor--if not always from practice--at least at the upper levels of riding.  But this leads to yet another question.  Why then is Grisone often still referred to as the father of modern dressage?

From what I see, Grisone's importance lies not so much in what he wrote but that that he wrote SOMETHING.  The printing press was invented in 1440 and a century later books were becoming much more common among the wealthy.  So the printing press allowed Grisone's then fashionable method to spread rapidly.  Indeed, his work was printed, reprinted, translated, and spread around much of Europe. As a writing instructor, I know that it's much easier to rewrite or even rip apart a text or one's own draft than it is to sit down and come up with original ideas while staring at a blank page.

What's true for reading and writing is also true for actual experience, and the Italian riding schools attracted Europe's aristocracy.  So Grisone and his proteges gave other noble horsemen a framework to refine, retool, and rebel against.  And they did. The ideas of others prompt us to respond. So we have to give Grisone credit for giving later, more humane horseman some starting points and a choice.  In this case, most went back to Xenophon. 

As proof of the evolution of horsemanship in Europe, here's an illustration from a fine German site showing the progressive changes to dressage bits that occurred as other horseman started reworking what Grisone began. Click on the picture to make it larger.

For still more information, there is a good discussion here:  Federigo Grisone's Gli Ordini di Cavalcare

I'll post more on these later folks in Part 4, whenever I get around to it.

"Stop Pulling! Stop Pulling!!"

I just watched this video of a bolting horse and I felt like I was channeling this rider's instructor, mouthing her words, feeling her concern.

Although I can't quite tell what started the bolt on this video, it's quite common for beginner riders to go off balance and tip forward after even a small jump. In fact, it's an inevitable part of learning, but more serious problems then arise because a horse understands leaning forward as a request for more speed. English riding instructor Heather Moffett, cleverly and appropriately, calls this curled position the "fatal crouch." The situation typically becomes even worse when the rider tries to slow down the horse by pulling. Again, it's a natural response. People instinctively want to bend forward to protect their soft bellies and to use their hands to force a stop. Unfortunately, this clashes with the horses' instincts to go faster when humans tip forward and to flee in terror when people grab and pull at their mouths. So, if a rider wants a recipe for a bolt here it is: Lean forward and pull.

Anyone wanting to see how experienced riders slow a horse down has only to watch a televised horse race. After the finish line, how do jockeys slow and stop their horses? Do they crouch and hang on tight? Hardly. That's what they did to get their mounts to try to break the sound barrier. To slow and stop, they stand straight up and slowly lengthen the reins.

Going back to the video, it also shows how pulling can also cause a horse to rear. This far more dangerous situation is from seconds 30 through 38 on the video. The horse had stopped, but the rider's adrenalized tension and lack of experience likely caused her to pull when the horse fidgeted. Luckily, this rider respected her instructor enough to follow her instruction to "stop pulling." Almost anyone who's ever taken a riding lesson understands how much bravery and discipline it takes to surrender to instruction and respond appropriately when the body is screaming clutch the reins and hang on for dear life.

Learning to disregard instincts is among the most difficult challenges for a rider. This is one reason my students typically spend months and months on the longe. And even when they go off the longe line, they ride in bosal hackamores or natural horsemanship halters for a long time before their introduction to the snaffle. A beginner can do enough damage with even a halter, but my no-bits-for-beginners policy helps keep my horses sane and,in turn, keeps my students safer. Meanwhile, they learn that even riding with a halter means working on lightness.

It takes a couple of years to develop a good seat, but it's generally a lot longer before a rider grasps--pun intended--the limited role of hands in good riding.