This is volume one of a series, a collection of the first 17 stories of school horses and the pivotal lessons they taught to Anne Wade-Hornsby as she developed her riding school and became a noted trainer in Riverside, California, from 1971 until the present. It includes an introduction, a personalized glossary, an 18th chapter that extends the activities of the riding school, and finally, emails and reminiscences by former students who rode these particular school horses.
Оглавление
Anne Wade-Hornsby. A School Horse Legacy, Volume 1: ...As Tails Go By
FOREWORD
INTRODUCTION
GLOSSARY
1
HASHISH. A Great Beginning
2
BENEFACTOR. The Hard Work Begins
3
RHIANNON – Mother-er of All…
4
SHOGUN – The Gorgeous Ditz Who Taught Me The Prime Directive
5
FARRAH – A Very Particular Gal
6
ANDIAMOS CROSSBARS aka COUGAR ACE – The Gold Standard
7
K.G. HERO – The Cagey Silver Streak
8
FLAIR – My (Very First) Little Pony
9
SPICE OF LIFE – In The Heart Of A Child
10
COPPER - The Energizer Horsey
11
NOAH - The Mind-Changer
12
SUMMATION - Her Name Says It All
13
CLASSICAL JAZZ - Only Perfect Practice Makes Perfect
14
ROBIN - The Teaching Model
15
LADY ANNE’S FARO - The Southern Gent
16
AMISTAD - The Lessons Of Friendship
17
TORI (Turlock) - Life Without Limits
18
BEYOND LESSONS
EPILOGUE AND COMMENTS
Отрывок из книги
In the course of teaching and training both horses and people, I worked with all kinds of personalities and characters. The experience was usually mutually successful. I learned from my failures, as well. A few of the relationships were as grand as life is likely to allow. I viewed the riding school as a place where I got to interact with people whose love of horses led them to me – a person who could teach them to develop their riding skills to a level that made riding safe, enjoyable and rewarding. The sense of achievement one feels, in any discipline or subject, when an idea becomes understandable, attainable, and can be implemented with positive results, reverberates from the inside out –emotionally, physically, and mentally. When a rider made the head, hands, legs, and seat connection to his or her mount and was able to accomplish, say, an extension or a lead change or could gracefully jump an obstacle, I was the only person happier or more rewarded than the student. Over the years, I have been challenged by riders and horses to be really inventive about my approach, to make them think about what they were doing.
My classes may well remember how stubborn I could be when problems arose. “I don’t care if we practice past dark!” usually did the trick. “The reason you are on a horse is to go forward. Why are you standing there? Walking at a snail’s pace? Going in the wrong direction?” “Tears are not an aide your horse understands.” “ Crying doesn’t help your horse accomplish anything.” But, finally, “Wow, that is so much better. How nice was that!”
