we appear within the
framework of the Great Armies indeed, but operating in independent
'Masses,' and this change in conditions extends its influence even to
the smallest reconnoitring patrol.

In this new field our training must seek to follow the demands of War.
It must accustom the troops to the greatness of their mission both
with regard to time and space, attain higher results with the
individual, raise the education of its officers above the sphere of
the technicalities special to the Arm, and give them a wider horizon
of general military conditions.

In what way we can reach these new ideals, in the best and most
practical manner, I propose to investigate in the following chapters,
and need only point out here that it is not my object to discuss every
detail of military education, but rather to bring out the essentials,
and lay stress on those questions which, in my opinion, compel us to
strike out new ways to find our objective.

CHAPTER II

RIDING, FEEDING, AND TRAINING

When we discuss the training of the Cavalry, the first point which
naturally occurs to us is the question of 'horsemanship'--_i.e._, the
breaking-in of the horses and the teaching of equitation to the men.
Horsemanship is so absolutely the bed-rock of all Cavalry
performances, that the advantages of improved methods of breaking and
of equitation must bear fruit in every branch of their activity. Above
all, they exercise the most enduring influence both on the
conservation and endurance of the horses themselves.

Anglomaniacs and faddists, who, in spite of many a healthy impulse
they have imparted, have nevertheless exercised, and still seek to
exercise, an influence the reverse of favourable upon our Cavalry,
maintain that for certain purposes one can obtain better results with
horses broken by one of their short-cuts to the object, and then
'trained' in the sense that racehorses and hunters are prepared for
their work, than with those who have been gradually brought forward by
the methods in use in our Cavalry schools, and at the same time secure
the advantage of 'unconditional obedience' in the horse, a result
which they allege cannot be always counted on with our existing
methods.

On the other hand, the fact remains that our recruits, in the short
time available for their education, can only be well and quickly
taught on well-trained pliable horses. That such horses, with
sufficient exercise, go better and more safely acro