Course involves understanding humans, horses

MOOSE CREEK RANCH -- The eight Matanuska-Susitna College students watched closely as Practical Horsemanship II Instructor Katie Long carefully lifted the reins over her horse's head.

The 11-year-old mare took two steps backwards.

"She doesn't want her left ear touched," observed Chrissy Cornelius.

"You can't let a horse get away with this," Long said. "When you're desensitizing a horse you have to be persistent. The horse needs to know who's in charge."

Long repeatedly passed the reins over the trouble spot. As the mare gradually lowered her neck, the students inched forward.

"There. She held still," Long finally said. "Now it's time to use positive reinforcement.

After rubbing Dahlila's forehead, the sprightly trainer moved to the equine's left side and tightened her saddle girth.

The students, as if given a cue, moved in the direction of their charges. Erica and Bryna Kitter and Rise Smith paired up with Dahlila; Cornelius, Heather Ash and Sheryl Moore with Elan; and Gibby Burek and I with Fria.

This scene has repeated itself several times this past semester in that once again, Long has demonstrated how to put behavioral theory to use. The students, under her guidance, will now attempt to do the same. The primary difference between this, the sixth-week session, and the first week's session is that the students, the majority of whom are non-horse owners now have a more take-charge attitude.

The three-credit course meets for the first half of the fall semester so that all involved can take advantage of the warmer weather. The short time-frame also makes Practical Horsemanship II more time-intensive than its spring counterpart, Basic Horse Behavior and Training I.

According to Long, the focus of the latter is mostly on the training of horses and rider equitation.

In Practical Horsemanship II, students learn the fundamentals of equine care: behavior, nutrition, anatomy and physiology, and training included. College-based class lectures are supplemented by readings and instructional videos. There are weekly quizzes, a midterm and a final. Students give horse-related presentations on a self-selected topic and turn in a term paper on the same subject. Journals are an integral part of the course.

The Saturday sessions, which are held at Long's Moose Creek Ranch indoor arena, are hands-on. Students begin by participating in round pen training, a technique which requires them to put equine behaviorists John Lyons and Luci Rees's theories about predator/prey relationships to use.

The horse, who is enclosed in a round pen moves in accordance to trainer's verbal, visual and body cues. When done correctly, animal and handler have "joined up" or agreed to work together. The relaxed stance of both indicates that it's time to move on to the next lesson.

The round pen class was one in which students met the horses they'd be working with; Elan, 16, a beefy, slow-moving, chestnut Dutch Warmblood; Fria, 14, a muscular, long-striding bay Trekehaner; and Dahlila, a fast-moving, compact bay half Arabian.

Elan and Fria, both of whom were raised at Moose Creek Ranch, have show experience. Dahlila, who was born elsewhere, had up until recently been a border.

"Her owner didn't have time to ride her, so I purchased her," Long said.

The overviews and Long's assertion that round pen training is a safe technique, instilled self-confidence. Subsequently, the words "trust," "respect" and "communication" become a part of the students' vocabulary, as in the next four weeks they learned the basics of other on-the-ground training techniques, ground driving, long-lining and lunging for respect included.

The ins-and-outs of proper grooming and tacking up followed. Then came the Saturday in which students mounted the horses. The riding-related emphasis, which partially has its roots in the work of Vermont-based riding instructor Sally Swift, is on staying relaxed and finding one's center of balance.

Long's philosophy of teaching complements her overall course objective, which is to improve horse/human relations.

"I love horses," she said. "I want people to know how to handle horses. I want people to understand horses. That's why I'm devoted to teaching. I want people to respect, communicate with and understand horses -- and I want for horses to do the same."

Long, 68, acquired her first horse, Junior, when she was 18. After a lengthy horse hiatus, one in which she moved to Alaska and had four children, the native Californian resumed riding.

Long and her husband Bill moved to their current residence, 160-acre Moose Creek Ranch, in 1972. For the next 10 years, the pair ran a trail riding business. In 1975 the pair's equine-related interests included showing in hunter/jumper classes. A back injury forced Bill to opt out of competitive riding. Katie eventually took to dressage equitation, a form of riding in which horse and rider work in concert with one another while using barely discernible body cues.

From 1989 to 1995 Long and her husband were the Alaska State Fair horse show managers. Long was also the director of the Franz Equestrian Center. She began teaching Horse Behavior and Training I and II at Mat Su College in 1989. Ginny Lucking Windahl of Wasilla was then teaching Practical Horsemanship I. In 1990 Long began teaching Practical Horsemanship I and II. Long retired from showing in 1999. She continues to teach the four courses, instructs a dozen or so riding students, and tends to her three horses and seven borders.

As experienced as Long is, she concedes that the course has its challenging aspects. For instance, in her early years as a horse trainer she said she was "taught and used restraint and domination techniques." In becoming familiar with the more contemporary practices of, among others, John Lyons, Cheryl Resnick, Clinton Anderson and Monty Roberts, she's "shifted to techniques that require more patience, repetition and good communication." This long-term process of reconceptualization has made itself apparent in her choice of course readings and syllabi.

Long has also had to deal with the more immediate challenges that go hand-in-hand with being both a college teacher and horse trainer. For instance, Fria, who has been trained to stand still needs to occasionally have this concept reinforced. And a student like myself, who is easily distracted, might need to be reminded to gently lower herself into the saddle.

At the same time, Long also has to stay two steps ahead of everyone else. For example, Elan, when paired with hesitant students, can act stubborn. And Dahlila, when paired with inexperienced students, can be indecisive. "Can" is a key word here for Long has become practiced at staying attuned to the personalities, temperaments and abilities of all who are working in the arena -- those of the students and the horses.

Why take the course?

During the past 12 years, students at all levels of ability have taken Katie Long's courses. This semester is no exception. Though the reasons for signing up for Practical Horsemanship differ, all found a moment to talk at length about what they'd learned thus far in Practical Horsemanship II.

Gibby Burek, 35, spoke as she engaged in what for her has become a routine task; hoof cleaning.

Burek has been taking lessons from Long on and off for the past three years. She half-leased Elan in the summer 2000. The intermediate equitation student has also taken Long's Horse Behavior and Training I and II courses.

She signed up for Practical Horsemanship II in hopes of filling in some of the blanks in her equestrian-related education.

Burek, echoing Long's assertion that there is always something to be learned in working with horses added, "Nothing is set once you experience it. Some things need to be reinforced. There are new ideas about training and management coming out all the time."

Chrissy Cornelius, 23, spoke of her reasons for attending the class while making sure the throatlatch on Dahlila's bridle was secure. Cornelius is currently a full-time college student at Mat-Su College. She signed up for the course at the last minute, thinking it would be fun.

Her expectation has been met, she said. Additionally, the beginning rider learned "the more technical aspects of horse management that go with the territory." When asked to elaborate, she said, "they have sensitive stomachs, colic easily, and their hooves can easily be damaged or bruised."

Cornelius said she's learned a great deal in working directly with the horses, but in particular with Dahlila.

"Working with her has helped to reinforce what I've been taught," Cornelius said. "I have to be right on with my commands or she'll over-react."