In addition to working regularly with Freedom, Emma also teaches non-traditional horsemanship and the techniques she employs in Freedom’s training to interested students.  Young equine lover Benah sought out Emma as a horsemanship teacher after learning of her techniques from a friend and following her own disappointment with traditional horse riding lessons.

Even at her young age, Benah realized the horsemanship techniques she was being taught in her riding lessons just didn’t feel right to her.  She did not want to inflict any pain on these beautiful animals, yet was instructed to use force applied with the bit, the reins, her feet and legs, and the whip to control the horse.  She couldn’t bring herself to use these pain-driven techniques to get the horse to follow her lead, so quit the lessons and gave up the idea of learning to ride.

When Benah first started her lessons with Emma last Fall, Emma was using training techniques with Freedom that she had learned in her own natural horsemanship training.  In this first video clip, Emma is teaching Benah how to establish her leadership role with Freedom and maintain control of the grooming using some natural horsemanship techniques. 

Emma instructs Benah in the use of the rope halter attached with a lead.  While not painful like a bit, the rope halter has knots on either side that, when exercised, put pressure on Freedom’s cheek.  Freedom follows Benah’s direction to “back up” due to this pressure.  Benah also lets Freedom know it’s not okay to push her around and she must have Freedom’s complete attention before leading her from the barn.

The second video clip is a continuation outside of the training session started in the barn using natural horsemanship techniques.  Emma is teaching Benah how to get Freedom’s attention and follow her direction even when Freedom really would prefer to graze and just do her own thing.

Using the lead as an extension of her arm, Emma shows Benah how to encourage Freedom to keep her attention on Benah with the driving of the lead at Freedom’s hind quarters.  Benah is a quick learner and is obviously pleased when Freedom responds appropriately without Benah having to cause her any pain.

This third video clip was captured this winter after Freedom had moved to her new, more open stable, and Emma had begun to follow horsemanship techniques involving no force, not even with the use of the rope halter or lead driving.  The entire relationship between human and horse had now become voluntary with Freedom choosing to interact with Emma and Benah.  Emma is teaching Benah companion walking with Freedom without using any force.

At the start of the clip, Emma is using a cordeo with Freedom – a very loose rope that is draped around Freedom’s chest as a guide for Freedom to “hear” what Emma wants her to do.  There is no force, no pressure.  When Benah tries to put the cordeo on Freedom, Freedom refuses. As a result, and based on Emma’s new, no-force approach to horse training, the cordeo is not used.  Freedom gets to decide to companion walk with Benah because she wants to, not because she is asked with the cordeo. 

It was wonderful to watch Emma, Benah, and Freedom as I was capturing this footage.  Emma works with Benah in the same way she works with Freedom – with loving patience.  Benah establishes a relationship with Freedom that is based on love not fear.  Freedom enjoys the companionship and loving attention from her human friends.  Most importantly, seeing these very young people working with Freedom made me realize how readily our children can recognize force and pain with these intelligent, spirited animals – and choose not to participate in it.

My parents gave me the great gift of homeschooling throughout my elementary, middle, and high school years.  I had a group of fellow homeschooled friends and a variety of teachers who gave us individual attention and who were also our friends and mentors.  Choosing to homeschool your child, especially fourteen to fifteen years ago when my parents were making the decision, was considered radical, out-of-the-norm, and, by some people, even abusive and neglectful. 

Having experienced being a home-educated student, however, I see my parent’s choice as having  fostered my free-will and given me the space to expand my understanding of the world at my own pace.  My parent’s belief that putting me in school would be condemning me to learning through conditioning and intimidation gave me a kind of freedom of experience and expression that would have been unattainable for me in a more conventional educational setting. 

Through homeschooling, my parents acted as my teachers and supporters, allowing me to make choices about my education and schedule at an early age.  Giving me this freedom not only supported  happy and healthy emotional growth, but helped develop my mind in an environment without stress, coercion, or force.  This philosophy of child rearing is based around the belief that children do not need to be forced to succeed or molded into functioning human beings “for their own good.”  This philosophy incorporates discipline and learning through explanation, reasoning, and patience. If we are given the freedom to choose to say “no” and not be punished for laziness or failure to “follow the leader,” we become more willing to please and motivated to learn.

Linda Kahonov writes in her book Riding Between the Worlds about the extensive emotional depth of horses, their ability to seemingly “sense” things before they happen, and perfectly mirror emotions presented to them by human beings.  She relates stories about her own therapeutic practice with horses and their perceptive nature when it comes to patients who have suffered severe physical and emotional trauma.  Kahonov finds that horses can serve as “spiritual warriors” in bravely assisting patients’ encounters with their darkest demons and supply a shoulder to cry on where many humans would feel awkward or overwhelmed.  (Horses and the Mystical Path: the Celtic way of Expanding the Human Soul by Adele Von Rust McCormick and Marlena Deborah McCormick also explores the significance of horses in history, the mythology of many cultures, and the spiritual connectedness so many people find in their company. )

If these highly perceptive and emotional creatures were given the freedom and encouragement to learn and play in a healthy environment, would they flourish into independent and interested creatures?  If given the choice to eat or play liberty games, to run in the pasture or learn the components to a Spanish walk, would horses become more motivated and proficient if they knew they were allowed to say “no” ?

If I want love, companionship, trust, bravery, respect, and willingness from my horse doesn’t it seem obvious that I would want my horse to choose to give them to me? 

Alexander Nevzorov, the founder of Nevzorov Haute Ecole (high-school) of dressage, believes this openness to choice is the key to harmony and expression with and from your horse.  Haute Ecole is a form of dressage that focuses on the natural movements of a horse.  It is centered on precise movements with a lot of power and expression.  The horse practicing Haute Ecole builds muscular strength and control through gradual developmental training.  What differentiates Nevzorov’s from other Haute Ecole schools is his strict insistence on abstaining from the use of bits, bridles, shoes, and any other form of restraining equipment.  He believes the use of horses for sport and showing to be cruelty and that horses should only be ridden for short periods of time and only after they have been properly taught to natural collection (the posture which teaches the horse to carry themselves correctly and to form muscles) on the ground .  

The idea of releasing control and domination from a relationship with a horse is a frightening one.  Of course we must use common sense and safety at all times with our horses, and immediately running out to the barn and riding your horse at liberty through the woods is not in the best interest of your horse.  But by beginning to form a way of communicating with your horse that is void of force or coercion, and abandoning your previous agendas and embracing play and learning opportunities “in the moment,” perhaps it is possible to foster a relationship based on freedom of choice and affection.

After ten months I have finally decided to listen to my small voice.  It is reaching out from my own soul and bidding me to give my horse the same respect and love I received from my parents in presenting me with the freedom to choose.  I don’t know if Nevzorov’s Haute Ecole is the answer, or if it is possible, in the real world, for man and horse to exist as equals without force.  But at least I am listening and ready to head into the unknown in the hopes that it will lead me to the magic of unity between horse and human.