In fencing some skills are difficult by nature, some because we make them so. For the former, one must put in the time, sweat, and sometime frustration—there is no other way. For the latter, however, there is much we can do to limit the ways in which we make skill acquisition harder. As much as this applies to any student, it applies all the more to the instructor, for they plan the lessons and set the pace. It’s their responsibility to present material in a logical, progressive way so that shoes are not donned before pants, so that equines are not placed before carts. We do this in most things, and fencing is no different.
Culture & Approaches to Learning
So much of what we study is exciting and people can’t wait to dive in—deep—but the fact is that fencing, any fencing, requires considerable coordination, skill, and experience to do well. For the clubs (especially here in the U.S.), which are various takes on Chuck Palahniuk’s Fight Club, often newcomers are handed a weapon day-one and ten minutes later are bouting. It should be obvious why that’s a bad idea, but given how widespread the practice is, it’s not.
Often those running such clubs probably don’t realize how short-sighted this is; it might be the way they themselves got involved, so it seems normal. In addition, most clubs struggle to stay afloat, and the tired adage of “give the customer what they want so that they come back” may underpin this get-them-playing-right-away practice. It’s a tough spot for any club—we want people to stay, but the fact of the matter is that most people are there to play. It’s recreation. By and large “HEMA” consists of people in their late teens to those in their thirties, so college students, adults with jobs, people with time and just enough money to pursue this expensive hobby. It makes sense that many if not most folks don’t want to spend the little free time they have doing thirty minutes of footwork drills, working on point control, or exploring this play or that from technical aspects.
A caveat: I am not dogging play-time; however, I think it’s important to ask the question, to be mindful of what it is we offer, and why. If a club wishes to be the “HEMA” equivalent of fight-club meets theme-park, fine, but admit it; have the integrity to own that what you’re doing is less “martial” than it is playtime with a few historical “tricks” thrown in. There is room for this, and in my experience, that in fact is what most people actually want. This is to say that the numbers are telling. Those groups who focus more on technique, on building depth within the Art, not only tend to be far smaller than others, but also get people bouting at full tilt slowly. Between the length of time to learn enough skill to bout effectively and the fact that there is a lot of work up-front, few people stick. To reiterate: this is perfectly understandable. That doesn’t make it any less unfortunate.
The Difference between “Do this” and “Here is how to do this”
For those interested in comprehensive technical skill acquisition the old way is still the best way. Ideally students do this one-on-one with an instructor, but it also works in a group setting if slightly less well. In short, this approach takes “do this” and expands it to “this is how you do this.” For example, one could demonstrate how one stands in posta di donna in Armizare, ask the student to copy it, and when it looks right enough, say well done and continue. Alternatively, one could start there and then make the micro-adjustments that will save the student problems later. The instructor could speak to how far apart the feet out to be, what direction they’re pointing, and where one’s weight should be—between the feet? Front-weighted? Back-weighted? There is also more than one way to adopt posta di donna—one can adopt this stance with the sword over the right shoulder, over the left; one can stand in posta di donna pulsativa, which is more back-weighted, and, in the same way but with the sword on the left (posta di donna la senestra pulsativa).  The student might be wielding a longsword, a longsword as pole-arm, a spear, or a pole-axe, and while the stance is more or less the same the length and heft of the weapon change critical aspects, such as measure and tempo. Each one of these positions is useful for some instances, less so for others, and so it’s not enough to say “stand like this;” we also have to explain when and why to stand this specific way. If the student is shown one version of this posta they’re getting short shrift, and, it’s not going to work well for them.
An Argument for Slow & Steady
What’s the risk in not learning how to fence via a method which introduces complexity one step at a time? There are a few things. First, if their level of understanding is shallow, the student’s ability to add to their repertoire is affected. Lacking basic comprehension makes learning permutations for that skill or related ones harder. This is all the more true with fundamental actions. For example, if the student learns to lunge without ensuring that the front foot is pointed at their opponent/along the line of direction, there are cascading consequences. They increase the risk of injury to knee or ankle. They inhibit their ability to advance quickly or perform maneuvers which employ the same foot orientation, such as the advance lunge, jump lunge, or redoublement. In the worst cases the misdirected foot misdirects the body and thus the weapon.
Second, hard is it may be, the acquisition of skill in a logical, progressive sense builds confidence. Having mastered how to lunge, for example, the student is more inclined to use it, and often, more amendable to learning other methods of moving that employ it. Confidence—sensible confidence—is everything in fighting. Without it one is immobile, potentially at the mercy of a more confident opponent. Proper education instills proper confidence, because it is built on more than luck or the myopic reality of having something work in specific situations like tournaments where most people are at the same skill level. If one has learned to lunge well, and with it, when to lunge and from what distance, there is science in play—it’s adaptable, not tied to the conditions of any one situation. This is important, and, not only for the more source-driven, history-minded folks, but tournament folks too—fight long enough, in tournaments of different types, and one learns quickly whether their toolbox is as replete with tools as one thinks.
This brings us to a third reason the slow and steady approach to learning is important: resilience. When the tournament fighter reaches the day where their bag o’ tricks lets them down, the countdown to their quitting starts. They have nothing to fall back on; the more passionate among them seek out new tricks, but since these “tricks” are misapplied or misunderstood fundamental actions or composites of such actions, they are ultimately a dead end. This fighter doesn’t know how to recombine them. This is one reason, judging by local numbers, people jump into “HEMA” for two to three years, then leave. For the fighter, however, who possesses skill and understanding in the fundamentals, there is a built-in approach to analyze and problem-solve what went wrong in that bout or this tournament. So armed the student is less likely to hang up their mask and feder, but examine what went wrong and why, because they have the tools and technical vocabulary to do so.
Related to resilience, but perhaps more germane to the let us say the “mature” fencer…, a solid grounding in technique, not just in its use but in understanding, will allow them to keep fencing when they can no longer, or should no longer…, engage in some branches or fight with certain weapons. Call it adaptability. I work or have worked with fencers older even than I am, and the ones who are still fencing have been able to continue because their understanding isn’t shallow. Even moving say from KdF to smallsword wasn’t the speedbump some might think because they were well-trained in KdF. Their instructor at that club—one I knew and have a lot of respect for—taught them correctly. I didn’t have to teach them how to move, just adapt what they had been doing; I didn’t have to teach them to attack with the weapon first, because they already understood that; I didn’t have to introduce them to tempo because they’d learned this as well. All I have done is help them adapt the lessons they learned studying Liechtenauer, Dobringer, and the rest to new tools. With other fencers, in contrast, who have not received decent instruction, who, poor souls, were just thrown in the pool and told to swim, two things generally happen: they struggle in the first lesson where we go over basics, then in frustration they leave and I don’t see them again.
Specific examples help, so here I’d like to explore two. The first is from rapier, the second smallsword. I’ve not chosen these at random either—I see these very problems all the time. Seeing what sorts of issues these examples cause fencers has served to bolster my position on taking the time to learn to do things properly. The first example, from rapier, concerns adding too much too soon. The second, from smallsword, focuses on a complicated action as if it were simple.
Rapier and Dagger
One of the most popular combinations in historical fencing is rapier and dagger. Not going to lie, I love it too, and in fact it’s now difficult for me using any thrust-oriented weapon held in one hand not to want a dagger in the other. That defense-in-depth is a game-changer. Happily, we have a large number of rapier treatises that cover using an off-hand dagger, among other options, which means that we have comparatively less guess work than we do in so many areas.
If one examines a random selection of rapier works, it is worth noting when the source covers dagger, that is, where it is within the book. For example, I pulled these four from my shelves:
- Camillo Agrippa, Trattato di Scientia d’Arme, 1553
- Vincentio Saviolo, His Practice, 1595
- Francesco Alfieri, La Scherma, 1640
- Francesco Marcelli, Regole di Scherma, 1686
Agrippa is one of the oldest rapier texts, Marcelli arguably one of the latest, and so though brief this gives us some notion of changes over time. I also considered different translators as a sort of double-blind or check that I wasn’t favoring one (I have my favorites like anyone else).
Agrippa’s Treatise on the Science of Arms features the pairing of sword and dagger from the off, and, in most sections. It is safe to assume, then, that working these in combination as one starts study of Agrippa makes some sense. In contrast, Saviolo covers sword alone first, then sword and dagger, then returns to sword alone. Likewise, Alfieri turns to sword and dagger later, in the twentieth chapter, in On Fencing. Marcelli’s Rules of Fencing covers the span of a bible before getting to sword and dagger—he begins coverage of it in part two, book one, chapter 1. 
Going by these four, and granted this is a tiny sample, starting with sword alone makes sense. There is another reason to study sword alone first—it’s hard enough studying one weapon without adding an additional set of positions and actions, never mind coordinating them both. Proper control of a single weapon is difficult, especially at first, so unless there is good reason to do so, why double that difficulty?  Put blunty, if the student can’t make a decent direct thrust or perform the most basic parries yet, then the addition of a second weapon isn’t going to help them: they’ll just have two tools with which they must struggle. Moreover, pairing sword and dagger changes one’s position—from a slightly profiled guard positon one adopts one that is more square, because the offhand weapon now provides some measure of security. To remain profiled limits if it doesn’t prevent one from using that offhand weapon. Thus, if a student’s footwork for sword alone isn’t decent, the addition of variations will only complicate things.
Turning to smallsword, a number of works discuss the demi-thrust, sometimes in English called a “half-thrust.” The term is deceptive—taken literally it might be mistaken for a thrust made half-way or perhaps some manner of in-fighting action, but it’s actually a species of false attack made by the defender. Girard’s Traité des armes (1740) illustrates this action well.
Demi-Botte de Quarte
Au dedans des armes pour tirer tierce, ou quarte dessus les armes
Ayant paré un coup de quarte au dedans des Armes, au lieu de riposte droit de quarte sans dégager, je fais level la main & la pointe plus basse, en frapant du pied droit, comme pour achiever le coup au dedans; & lorsque l’ennemi vient à la parade pour fraper l’Epée, dans le même-temps je fais dégager subtilement & tirer ferme au dehors, soit de tierce ou de quarte dessus les Armes, la main la premiere dans le principe, puis redouble de second sous la ligne du bras, ensuite faire retraite l’Epee devant soy. 
The defender, having parried in quarte, feigns a riposte in the same line (fourth), but as the opponent moves to parry in quarte, the defender makes an appel and disengages and thrusts in tierce with opposition. Seems simple, right? It is, if one has already a good command of the key actions that make up the demi-botte.
Girard covers this later in the text, well after discussion of the thrusts in tierce and quarte, the parries of the same number, how to move, and importantly, after explanations of feints, beats, and compound attacks in various tempi. Organized as it is, The Treatise on Arms proceeds from less to greater difficulty, so, if the demi-thrust is covered after these other complex actions, there is likely a good reason. There is complexity there.
An indication beyond placement within the treatise, Girard does not explain how to perform the specific actions that make up the demi-thrust; he just describes the action. He assumes that the reader, hopefully possessing at least a modicum of instruction, will supply the required skills and ideas. As it’s laid out, the demi-thrust reads like yet another technique employing a disengage, but it’s more than that. It recalls the section on feints, though it isn’t one, but it also assumes excellent timing and a keen sense of measure.  All of these must work in concert to make this defensive option viable.
An instructor must know what each action within the text entails, and, plan what to cover (and in what depth) according to a student’s level. Following this example, if one wishes to cover the demi-botte, then the student needs at least to have a solid grasp on movement, the key lines of tierce and quarte, and the ability to use these techniques in more than one tempo.
Thanks Capt. Obvious
Often, most often really, I feel like my posts state the obvious, things people already know. I have my biases too, my blind spots, and that cuts both ways—I may assume people know something, or, I may assume they don’t. Apart from the handful of people who read this that I know, and who chat with me about things, I have no idea to what extent any of this is helpful, but the goal with these posts is to provide anyone who might need it some help. It’s offered in my role as a fellow-traveler, someone who’s been studying all of this for decades, and without any expectation or need for thanks, recognition, or anything else. Importantly, I’ll be the first to say I don’t know everything, and the longer I spend on the Art the more I realize how much greater what I will never know truly is (too large to measure).
Teaching is difficult, despite the sad maxim popular among my own people, and I’ve been fortunate to receive a LOT of training as a teacher, not only in fencing, but in higher education.  Lately, as I’ve been nursing injuries, teaching more than I’m bouting, I’ve been thinking it might be useful to share some of these things. Hopefully, it’s helpful, but if not, and you’ve read this far, thanks for reading it anyway.
 Online, cf. http://www.nwarmizare.com/Pocket-Fiore/assets/www/index.html
 See Camillo Agrippa, Trattato di Scientia d’Arme, see Ken Mondschein, ed., Fencing: A Renaissance Treatise (New York, NY: Italica Press, 2009); Vincentio Saviolo, His Practice, see James L. Jackson, Three Elizabethan Fencing Manuals (Delmar, NY: Scholars’ Facsimiles & Reprints, 1972), 197-247, 247-298, 298-310; Francesco Alfieri, La Scherma, translated by Tom Leoni (Lulu Press, 2018); for Marcelli, see Francesco Marcelli, Rules of Fencing, translated by Christopher A. Holzman (Witchita, KS: Lulu Press, 2019), cf. p. 267.
 There are exceptions. Agrippa assumes a dagger in much the same way that Georgian Laskhroba assumes a buckler (pari) when using a sword (khmali). In the latter tradition, sword and buckler work together, and at least as I have learned it while one can separate the hands, and in some cases absolutely should, but that is a lot easier to do if one has learned how to keep the together first.
 P.J.F. Girard, Traité des armes, La Haye, Chez Pierre de Hondt, 1740; the BnF pdf features this action on page 109. Finishing the action in tierce is one option; one can also complete this with quarte over the arm, that is in the line of tierce but hand supinated/in fourth position. Moreover, one can redouble and strike in seconde as well, before retreating behind the point.
 Arguably one could call this a compound parry-riposte, a return that employs a feint to draw a counter-parry and then which changes lines. Regardless, like the demi-botte in Girard, the compound parry-riposte is normally taught after a student has good command of the basics of single tempo parry-riposte.
 The quip in question is “those who can’t, teach,” easily one of the stupidest phrases yet uttered, and a deep window into the anti-intellectual culture gaining prominence in the United States. If this seems like the bitter thing a former academic might say, well, consider how our movies and television programs, many popular world-wide, portray professors, scientists, and scholars—almost universally they’re villains or clowns. Mine is the only nation I’ve visited, so far, where more than one person has referred to a PhD as “post-hole digger,” a remark that shows at once the disdain for higher education, the glorification of manual labor (which is perfectly fine and necessary), and the fact that with a glut of PhDs and MAs running around many are in service jobs.