EQUUS

A foal’s first lessons

Even the earliest training sessions can set a youngster on the path to becoming the sensitive, willing horse you want him to be one day.

- By Jonathan Field Photos by Angie Field

Even the earliest training sessions can set a youngster on the path to becoming the sensitive, willing horse you want him to be one day.

Ilove handling foals. Each time I do, I feel like I’m touching the future. I think about what a youngster will be like to ride one day and how he’ll relate to people. And I put a lot of thought into every interactio­n because I know that how a foal or weanling is handled early can have a lasting effect on what kind of horse he becomes.

When my students handle foals and weanlings, I always remind them that horses are a precocial species, which means that they are relatively mature and autonomous at birth. Within a few hours of coming into the world, foals are up and moving, sorting out quickly where to nurse and how to interact with the herd. Why is that important? Because it means that they are

Even when a foal is little and cute, I encourage people to interact with him in a way that would be appropriat­e when he is grown and weighs 1,1PP pounds N

neurologic­ally capable of learning.

Which explains one of the two big mistakes that I often see people make when working with young horses. They assume foals are similar to human babies and treat them accordingl­y, which underestim­ates a young horse’s capacity. Unlike human babies, who can’t do much for themselves, equine babies are ready to absorb informatio­n.

The second common foal-handling mistake is allowing youngsters to act pushy or encroach on space because they are so small it doesn’t seem to matter. Remember, that baby will soon be much bigger and more powerful.

Allowing one kind of behavior when a horse is young and prohibitin­g it later when he matures creates confusion and conflict---and may lead to serious training issues. A horse will understand­ably think, “All this time this behavior was OK and now it’s not?” It’s far better to set boundaries from the start. So even when a foal is little and cute, I encourage people to interact with him in a way that would be appropriat­e when he is grown and weighs 1,100 pounds.

This doesn’t mean, however, using techniques that take advantage of a foal’s small size. Relying on physical force with a youngster instead of patiently teaching him what is required sets some dangerous precedents. For starters, these tactics soon become ineffectiv­e as the youngster grows larger and stronger. Worse, using too much force can take away a young horse’s natural curiosity and sensitivit­y, making him dull and hard to motivate when interactin­g with people.

If you keep all of this in mind when you start a youngster, you can avoid inadverten­tly creating problems that will have to be dealt with later on. Education and feel are the key. And, above all, as you handle a foal or weanling, try to imagine the dream horse you’d like him to become one day.

About the author: Jonathan Field is a trainer and clinician from Abbotsford, British Columbia. His program, Jonathan Field Horsemansh­ipZ Inspired by Horses, teaches the skills necessary to build a relationsh­ip with horses. Field grew up riding both English and Western and worked as a cowboy on one of the largest cattle ranches in Canada. Field regularly does presentati­ons at events like the Western States Horse Expo in Sacramento, California.

 ??  ?? Meet my new guy! He is a registered Quarter Horse and is just over 5 months old. After he was weaned, he made the long trip from Alberta to my ranch. I started with him in a small pen, simply hanging out and rubbing him with a halter until I could get...
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 ??  ?? After a moment or two, the colt yields. When he takes a step toward me, the rope becomes slack, removing pressure. Now I can take him for a short walk and ask him for a little more: going from a step or two up to a half turn and maybe five steps. I try...
After a moment or two, the colt yields. When he takes a step toward me, the rope becomes slack, removing pressure. Now I can take him for a short walk and ask him for a little more: going from a step or two up to a half turn and maybe five steps. I try...
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 ??  ?? Here I am asking the colt to back away a few steps. I’ve been teaching him to lead by having him come toward me, so I want to counter that by asking him to take a few steps backward—showing him he can also move away. I don’t push or shove him but...
Here I am asking the colt to back away a few steps. I’ve been teaching him to lead by having him come toward me, so I want to counter that by asking him to take a few steps backward—showing him he can also move away. I don’t push or shove him but...
 ??  ?? I stand at a slight angle holding the lead without pulling. The colt is stepping toward me on his own while keeping slack in the rope. Gradually, he takes more steps in my direction.
I stand at a slight angle holding the lead without pulling. The colt is stepping toward me on his own while keeping slack in the rope. Gradually, he takes more steps in my direction.

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