Smallsword in Salem, OR

Waterfront Park, Salem, Oregon

Despite the cold and wind (it was 28F/-2C), a few of us met down by the waterfront in Salem this evening for smallsword. Though I am able to teach more often indoors again, there are still times where we lack that option, and so one either finds a way or doesn’t practice. The crew in Salem is dedicated, in no small part thanks to my friend Joshua, who approached me last year about the weapon and has done more than anyone to get others interested. It’s important to me to honor that commitment and drive, and to be honest easy to do since I enjoy smallsword so much. If they’re willing to meet on a chilly evening, I’m happy to make the trip.

It’s difficult working in the cold, especially in a two hour block, but we did our best to keep moving and stay out of the wind. Lucky for us, the amphitheater where we met has surprisingly good lighting, and thus we were able to continue practice after sundown. We were less successful avoiding the wind, but it kept us moving! We spent most of the time drilling specific actions and a few permutations following from them, but some measure/footwork exercises too.

Anatomy of a Lesson
From time to time I discuss lessons and lesson-planning on this page, and tonight’s class provides another great opportunity to do that. Since this was a two-hour block it’s important to organize what we’ll cover–there is only so much “new” material one can digest. What I typically do is consider first, whom I’m teaching, and next what they need. In this case, one of the two students who showed up has been away for a while, so some review of fundamentals (which I always include at some level) seemed appropriate. The other student has been practicing with me and at another school, and so is less in need of a refresher, but was happy to go over things again. [1] Regardless of topic, I usually structure lessons, long or short, the same way:

  • warm up
  • progressive drill
  • main lesson
  • cool down [or depending on the type of lesson, bouting, then cool down]

The warm up tends to consist of plyometric-oriented drills and/or fundamental actions. For rapier and smallsword, for example, I often start people out with something like an arrest drill–this requires me to make purposeful mistakes by exposing the weapon arm in various lines and the student to counter attack via arrest to the exposed section and then cover/parry and riposte. From there, I might add a counter-parry/riposte on my side, and so on. Varying the measure, the speed, and line make this warm-up more realistic and sort of primes the pump as it were for the main lesson.

Format for Sunday Evening
This time we began with a fencing version of a “push hands” drill. Joshua and Robert started with a glide in third, one fencer starting the attack, the other making a yielding parry in third, gaining leverage, and then attacking with a glide in their turn. There is a see-saw quality to it, but done well it’s a valuable drill: it helps both parties gain better sentiment du fer, helps them work on closing the line, provides them a convenient way to monitor how far to move the hand to parry, and tests the height of the hand on the thrust. [2] The same drill is useful in carte, half-circle/7th, and seconde. There are additions one can make to the base drill, but tonight we used the four main lines only and as a warm-up.

Next, we took this drill one step farther—we used the glide in third as a feint to draw the opponent’s tierce, then disengaged and made a thrust to the inside line with opposition in carte. Both fencers are taller than I am, and so one aspect of this exercise that proved particularly useful was changes in measure. Though the same attack can be made “firm-footed,” as the treatises refer to it, it’s important to vary the distance. Not every opponent stands still.

Girard, Traité des armes, 1740

I’ve often had students work from a glide, but at a certain point, once they have the concepts the glide teaches so well down, I expand upon it. [3] This time we discussed a guard where the glide doesn’t work well—Girard’s more extended tierce. One can make an attack by glide against this straighter guard, but it’s much easier for the defender to defeat it. [4] So, we discussed using a beat-feint instead. This was familiar ground, both offensively and defensively, but works a number of fundamental actions. It was a good set up to the prise de fer in seconde, and, the defenses against it.

The first line of defense against this attack, one anyway, is the derobement, that is, avoiding the envelopment by performing a tight circle around the opposing steel. Next, we used a yielding parry in seconde. Lastly, we upped the difficulty level and used a change of line from yielding seconde to yielding carte. This is not easy to do—it requires a keen sense of timing, distance, and evaluation of the line of attack. [5] It also raised additional questions—if one transports the blade to carte, one could riposte by flanconnade, but this is harder to do if the attacker’s hand is in tierce instead of carte.

As a way to reset and take a break from a complicated drill, we next played a version of glove tag. Often termed restricted or constrained bouting, this type of game limits one or both fencers to specific options. We started out having both fencers attack the inside line, but they could not parry—the only option was to use the feet and measure. Ideally, one provokes the opponent to fall short, then attack them as they recover back into guard, or, catch them on the march. It can be a workout. Next, each fencer could respond by parrying in carte and riposting, but nothing else.

Joshua lunges; Robert parries in carte

In the last twenty minutes we enjoyed a few unrestricted bouts. I urge fencers to do their best to use what we cover that day, and when I’m up I do my best to present students with opportunities to work on those actions. If the student is new, the cues I give are more obvious and I might hold them a second longer, but as much as possible I try to maintain the same conditions students face in actual bouts. Everything we do should relate to what students will need on the piste or in the ring, otherwise we do them a disservice. Footwork, warm-up, lessons, teaching bouts, pair drills, whatever it is we have students do, should always serve to improve their game.

Have Plastron, Will Travel
Fencing, State-side at least, is an obscure pursuit and outside the Olympic world, which is far better known and supported, it can be difficult to attract and retain students. There are a number of models for running a club and providing lessons, but the one I’ve opted for is as flexible as my other responsibilities allow. The “they can come to me” approach might work for some, but I’ve become a big believer in meeting people half-way whenever I can.

These days I teach six days a week in some capacity, which can be a lot when one has a day-job and family duties. Four nights a week I teach for parks & rec, Sunday mornings I meet people outside that system either at the local Grange or at the community college satellite, and twice a week I provide individual instruction (sabre with one 11 year old girl, rapier for one man in his 60s). It can be a lot, but I love it. Not a day goes by that I’m not grateful to my spouse and children for their generosity with time and the various clumps of fencing gear that occupy different corners of the house.

The Portland metro area, and PNW in general, boast a number of options for those interested in martial arts, and, in fencing. What I offer will not appeal to everyone, and that’s okay–happily, knowing many other instructors and coaches I can refer people to places and people that might better suit them. My close friends among other instructors do the same for me, and in fact, many if not most of my students came to me via people like Mike Cherba (Northwest Armizare). We’re a small community, but we do our best to look after one another, because in the aggregate we all benefit. The more like-minded fencers we train, and the better we train them, the more people we have to enjoy the Art with, so in a sense it’s self-serving. However, the study of the Art beyond mechanics and tactics can impart so much more; it can become a way of life, a philosophical position, and like any such study is one we can pursue all our lives long. The more time I spend in the Art, as student always, as teacher often, the more I appreciate the lessons–all of them–it imparts.

NOTES:

[1] I’m a big proponent for the continual training in the most basic, fundamental actions and techniques. We should review them often if not in some fashion each time we train. Typically, I manage that in my lessons via drills and exercises, and, regardless of skill-level. The kendo master I studied with briefly told us about his yearly retreat with his own, elderly master. Despite all my sensei had achieved, his rank, etc., his master could still find things even in his grip on the weapon to correct. We are never finished being students.

[2] Smallsword texts, as I’ve mentioned before, can vary considerably when in comes to hand height on the attack. For my part, the advice of many masters, who suggest that the hand should be as high as the chin, seems to fulfill the requirements for covering the high-line when lunging well enough. Some later texts, likely more reflective of salle play, can have the hand super high (e.g. La Boessiere), but raised so high one is far more likely to eat a counter-thrust.

[3] I will likely never be able to thank Chris Holzman, one of my mentors for Italian fencing, enough for his suggestion to start new students off with the glide vs. a direct thrust. It has no lie revolutionized my approach. Thank you, again, Chris 🙂

[4] Girard’s guard, as you see in the image, is more or less extended. What we see there is supported by the text accompanying it as well. On page 12 of the pdf available at the BnF Gallica site, the text reads Il faut présenter la pointe de l’Epée droite, vis à vis la mamelle droite de l’ennemi, & que le demi tranchant regarde la terre and Que le bout du pommeau de l’Epée regarde entre le teton droit & l’aisselle, & tombe directement au-dessus du bout du pied droit. Here, the tip of the blade and the end of the pommel both suggest a more or less horizontal blade.

This is harder to describe than demonstrate, but Girard’s guard, because it is more extended and horizontal, makes it more difficult for an opponent to effect the glide, but more than that, to defend against such an attempt requires merely a shift of the wrist right or left to defend. A beat may not sufficiently move the line, especially if one beats to the side of the opponent’s blade opposite the thumb, but combined with a feint it is more likely to succeed.

[5] My approach to working more complex actions is progressive and determined by skill-level. Though where we stopped is a viable response, it is also an unlikely one. The simplest, most efficient response is normally best, however there are at least two reasons to explore more complex iterations. First, it is “medicine for the hand,” and in training more sophisticated actions we hone the basic ones that comprise them. Second, there is always the chance one will face an opponent where the simplest defenses and responses will not b enough, and so having additional options in one’s repertoire makes sense.

Sources & the Lesson

In a recent discord discussion one participant asked a series of insightful questions about how we use sources in lessons and classes. [1] Specifically, they asked:

So as an instructor, do you prefer referencing texts right away, or introducing technique in a more generic way until your students have some foundation?

It’s one of those obvious questions that is in the background of most lesson planning, but for me at least not one I’ve asked aloud, and, it’s an important question. To what degree should we discuss the sources during class? How much should we quote from a text? Do we merely cite a source? Do we share a brief summary of how we’ve used the source before or after a lesson? Do we avoid mentioning, citing, or quoting the sources we use during lessons and classes? How much should one incorporate sources if at all in the actual business of teaching?

Here I’d like to share some of the salient points others made as well as my own take on this. Starting with my own view, how much I mention or include sources in class or an individual lesson depends a lot on purpose and context. We teach in different ways, so it follows that we might incorporate our sources differently depending on the audience, goals, and topic.

In a seminar where I’m introducing people to a general area of study, say Radaellian sabre, I normally begin with a brief explanation detailing critical information (who, what, when, and where) as well as its significance (why). The rest of the time we spend more or less on the “how,” that is, exploring the system in such a way that participants gain an idea of what distinguishes this sabre school from others. In the course of a seminar people may ask questions about the system or the sources for it, and that’s fine, but focus remains on actually working on the material sword in hand. Often, there is either a formal chance at the end to go into more detail, or, an informal chance afterwards to chat about things in more depth.

In a more focused seminar, say a particular aspect of a source or tradition, I may say a bit more, because I must. Radaellian molinelli, for example, require some explanation. It’s not just what they were used for, which one could wax upon at length, but also detailing and explaining the mechanics behind them. The nature of close study is normally a decent place to cite sources or passages within them directly. That’s not always the case. In a general seminar I may say that Del Frate, Masiello, and Rossi all say this about the molinelli, but in a more focused class I might just zero in on what one master says. In this case, not using what Del Frate or whomever said makes little sense: ostensibly the people attending are there because they want to know more about this author and their take on the topic. [2] There is often overlap. The last time I discussed the molinelli, for example, I drew heavily from Del Frate but brought in Barbasetti and others as appropriate. My class was one of two that day and we had ample time to spend using these circular cuts in different ways.

For a regular class, say one with 5 to 10 people that meets once or twice a week, I normally save the bulk of the source discussion for post-class review sheets. This said, there are times when in order to explain how or why we do something I do reference the texts. These snippets can be diverting and can eat up time, so I try to keep them to a minimum. It’s a judgment call in many cases—will sharing what Girard or Rossi or Marcelli said here help the student understand or introduce a speedbump to the learning process and pace of class? Sometimes I get that wrong. Few things let you know that like a student turning to look at a clock or shuffling impatiently because they’re eager to jump back into activity.

Individual lessons, by their nature, tend to mean that we spend very little time discussing source material. This too, however, can vary by student, skill level, and the length of the lesson. It also varies by age. One on one lessons are the best way to learn and an opportunity to go through material with focus. Much as I can, I try to stick to the meat of the lesson and less so everything underpinning it. Yes, it’s often relevant, but there are better ways to share all the substrata and more appropriate times.

But you Harp on about Sources all the Time? What Gives?!

True, I do, and I will continue to do so, but using sources doesn’t necessarily mean consulting the sacred tomes between each action. For historical fencing, the sources should guide and inform what we teach, but how we do that is another matter. I look at it this way:

One way to visualize text to teaching [3]

I start with the source. Maybe it’s Del Frate, maybe Girard, but regardless I read through the work or works and see what they say. Next, I consider what I know about the passage I’ve read and its context. Del Frate was writing for the cavalry and a close friend, Giuseppe Radaelli; this system went on to transform sabre most everywhere via the Radaelli’s students and their students. As someone trained within that lineage, I can compare what I was taught with earlier iterations, and then interpret what I want to do with that topic. If I plan to cover feints, I again compare what the source tradition says with what I was taught, and devise a lesson plan.

My lesson plans follow a traditional format—we start with a warm up, jump into the topic, then cool down. How much we do in the main lesson depends on the student, but I introduce the topic and then we explore it via drill, and importantly, by varying the drill. This is where pedagogical concerns come in—is the student new or experienced? What weight of weapon are they using? Where are they strong, where weak, and what balance do I strike so that they build confidence in what they find easy and improve in what challenges them? What kind of lesson is it? Is it a teaching lesson where they’re learning a new skill? An option lesson where we explore actions or tactics in different ways? A bouting lesson where one is preparing a student for a match?

Lastly, there are the nuts and bolts of delivery—how do I introduce the topic, drill, etc.; what language makes it most clear? What examples, analogies, or previous study will aid the student? In what order should we cover the material? For an experienced fencer, I can normally state things generally, such as we’ll be working feints, give them direction to feint by thrust, molinelli to the head, and we start. There will be more variation of movement, tempo, and the order of actions. For a newer student, we may just work on making that thrust convincing, or starting from the right distance. With a new student, I spend more time on basic mechanics; perhaps we just work on the extension or a convincing feint.

Macro vs. Micro

One approach, and what I’ve more or less described above, is to adjust source-inclusion according to the follow logic:

General points/summary/introduction = more source inclusion

Teaching specific movements/actions/technique = less source inclusion

The use of the comparative adjective “more” here is intentional, because so much depends on whom it is one is teaching, and what one is teaching. A seasoned, experienced fencer new to a specific tradition may need less explanation of how to make the action and more of what this particular source says about it. In contrast, a newer fencer, someone very young, generally needs far less explanation of why de Liancour advocated X or Y and way more time spent trying to do X or Y.

As should be evident, this places a considerable burden on the instructor to know, understand, and be able to use the sources. It goes beyond that: it also means the instructor must be able to assess audience, experience, and attentiveness in various contexts, and with luck, be able to adjust on the fly. Much of this depends on an instructor’s goals and what the club is there to do. [4] In some degree, however, if the school is “historical” in focus than there should be some attention to the sources regardless of what one does with it.

Incorporating Sources into Lessons

Specific examples never hurt, so below I’d like to provide a screen shot of one of the ways in which I do this. This selection is a portion of some post-class notes from a smallsword class. As one can see, I provide a scan of the original text, and in this case a transliteration as these students are less used to 18th cen. English orthography and typesetting. Within the transliteration I provide a few explanations and definitions. A few notes follow.

Of note, these explanations follow a lesson in which I mention but do not spend much time on the text—with only an hour in class I focus on technique and its application. This often consists of something like “Today we will cover the glide from third. In the sources this is often called a ‘glizade,’ and in modern works there are more terms still.” That’s it. If someone asks me which text I tell them, but again the focus is to learn how to make and use the action, not a history lesson. Most of my time is taken up setting them up to learn the drill, reviewing the weak and strong portions of the blade, what an engagement means, what opposition entails, and how measure and timing play into this action. That’s a lot of information, and, a lot to do.

D. Angelo, _The School of Fencing_, p. 50, on the glizade

[50] Of the Motions made on the Blade Standing Still, called Glizades, and the Glizade from Carter over the Arm, to Thrust Carte.

If you are engaged in carte [4th], and are in distance, you must have a flexible arm, your body singled [profiled], and entirely on the left hip:* in this position you must make a beat** on the adversary’s blade, with an intent to stir his wrist [get them to parry]; if he should come to the sword [parry], you must disengage lightly carte over the arm [in third, but nails up], with your wrist high, and your point in line to his face; and, the moment he closes the blade [parries], disengage in carte, and thrust directly straight. If, after this, he should not return [riposte], but only force your blade [stay in the parry], you may reiterate a second thrust***, by turning your wrist in tierce, on the blade, without leaving it, and recover to his sword in carte.

*in the day, most masters recommended keeping the weight on the rear leg while in guard

**we have not covered this yet, but will; it’s a quick, powerful wrap against the opposing blade with your own to open the line

***this is called a remise; it’s to make the attack a second time, in the same line, often by redoubling or double-lunging

There are other ways I use texts, but this is a common one and useful for introducing the “what” and “why” behind what I teach. It’s sort of bite-sized, and for people more keen to use swords than read about them, this is a decent happy-medium. I cite my sources so to speak and provide them information that might help them should they wish to practice on their own, but the choice is theirs–they can read or ignore these sheets as they wish.

On the course and lesson-planning side, having the word and pdf copies of these notes does much to help me revise or correct material as I continue. Each class, each student is a different, so I tend to recycle the historical portions but update and tailor the explanations and comments. I’ve also found it useful to compare my interpretations against the sources from time to time, because colleagues provide insights that change things, as do students. One of the best things about teaching historical fencing is that it can be collaborative—students will question why we do X or Y and each time there is the chance that they may see something I’ve missed. It happens more often than one might think, particularly if the students have a martial arts and/or fencing background. As a last point, for instructors who aren’t quite sure how to engage the sources, this is one way—pick a topic, say the glide, and sit with what a source or two says about it. Work it out in real time, sword in hand, and devise drills if they’re not provided. With practice, it gets easier to do and increases not only the usefulness of these texts, but also our enjoyment of them.

NOTES:

[1] the conversation took place within the local historical fencing Discord 12 Dec. 2022 run by Northwest Armizare’s Mike Cherba.

[2] Usually seminar and class titles are announced ahead of events, so my own operating assumption is that if someone is in that seminar they have at least a nominal interest.

[3] The sources codify, preserve, and help create a tradition, school, or style. There are often particular features in technique that distinguish one style from another, such as footwork, guard, the axis of rotation for cuts, etc. Teaching a particular tradition combines the body of technique with that tradition’s approach to delivery as well as the specific concerns that come with teaching, both individually and in groups. All of that informs how we deliver this material, how we share it, teach, and transmit the tradition.

[4] One issue inherent in this, and a bit of a bugbear in “HEMA,” is the place of the sources and by extension what we mean by “historical.” As the same participant noted in Discord, in re sources and faithfulness to them

What’s tricky though is that even the “H” in HEMA is still a bit vague … Someone might interpret the “Historical” as having an implied “accuracy” associated with it, whereas someone else might interpret “Historical” as just broadly drawing from a past time period…And even if the latter doesn’t mix in any modern technique, a combination of historical techniques is still technically historical to some people.

Maybe the least divisive way to handle this is for each instructor and group to determine what it is they want to do, that is, what “historical” is going to mean to them. It will seem passively relative to say this, but I stand by it—I can hold one definition of “historical” and seek to abide it while at the same time recognizing that not everyone will agree.

Trust but Verify—the Perils of Translation

This week’s smallsword class presented a piquant reminder of the caution required in using translations, even good translations. In this instance the translator and author were the same person, Domenico Angelo. One can usually assume that anyone wearing both hats has a firm idea of what they want to express—how well, consistently, or accurately they convey that in another tongue, however, is another matter. We can be too close to a topic, it can be too familiar, and since it makes sense in our heads we may unwittingly proceed as if all we have to do is put pen to paper (or hands to keys). This is just as true for the reader nowadays.

I often harp on the importance of reading the text and not just relying on images in our interpretations, and without meaning to sing the same old tired song, the topic here concerns one nuance of this theme. As my own example will show, what we’ve read can bias us in viewing images too, and so, as ever, we need to be cautious and read closely even if we “think” we know what a passage or illustration means.

Half Circle, Circle, Circular…
Angelo uses the terms “half circle” and “circle” in several ways and there is some potential confusion possible in his English version. I don’t know and thus am hesitant to suggest what Angelo was thinking as he wrestled with the French and English in producing the respective copies of his The School of Fencing, but as someone who mines his work today if I had to guess, I’d imagine that it was oversight on part of the author/translator, or, a printer’s error.

On the face of it, some of these issues with language are self-explanatory, but syntax, punctuation, and translation can complicate some of these terms, and deserve a closer read. Call it due diligence. We lose nothing in checking our reading, and in some cases, as I discovered comparing Girard and Angelo, we not only might correct errors we’ve made in interpretation, but also gain new insights into the sources.

Similarities in Girard, in this case, likely skewed my reading of Angelo. I fix these things as I find them (or as they are pointed out to me), but this is a good example because I do my best to do things as accurately as I can and still screw up sometimes. It can happen to any of us (and will on occasion).

In what follows, I’ll present the French from the 1763 edition and the English from the 1787 as these are the two copies I have on hand. The story of the evolution of L’Ecole des Armes/The School of Fencing has been well-covered by others, so those interested in the editorial history of the text should refer to the works in the notes, at least as a place to start. [1] While variations in edition are important, I’m working with the versions to which I have access and focusing on a single, practical concern: navigating some issues of translation in making use of the work.

Examples: Demi-cercle
Angelo first covers this parry for plate 19, or, page 97 in the pdf provided by the Bibliothèque nationale de France’s Gallica. [2] He writes:

De la Parade du Demi-cercle sur le Coup de Quarte basse
Voïez la Dixneuvieme Planche

La parade du demi-cercle doit être formée au dedans des armes par un coup ferme sur le foible de la lame de l’advesaire, avec le trenchant du dedans & du fort de l’epée. Il faut tourner les ongles en dessus, tender bien le bras, tenir le poignet a la hauteur du menton, & la pointe de l’epée basse & soutenuë du fort au foible.

The English reads thus:

Of the Half Circle Parade, or the Parry Against the Inside Thrust under the Wrist, called the Low Carte
Plate XIX

This parry of the half circle should be made within the sword, by a smart beat on the feeble of the adversary’s blade with your inside edge; your nails must be upward, your arm strait, your wrist raised to the height of your chin, and the point low, but well opposed from fort to feeble. [3]

The accompanying plate accords well with the explanation provided here. Much like the modern parry of 7th in French foil, the fencer on the right has the hand in fourth/supinated, the arm is straight, and opposes the adversary’s thrust with the inside edge (one can just make out the knuckle-bow). This parry is made higher than modern 7th, but covers more or less the same line only more conservatively since the arm is extended to parry farther from oneself. [4]

De la parade du demi-cercle sur le coup de quarte basse

The second mention of the term “demi-cercle” is used not to describe this parry, but the arc of the yielding parry made against a flanconade. The second paragraph of the section relating to the 20th plate reads

Le liement d’epée se fait aussi dans le tems qu’il tire le coup de flanconnade. Il faut ceder la pointe sans quitter sa lame, en forte que la pointe forme un demi-cercle en passant par dessous son poignet; & lorsque la parade sera formée, les deux poignets & lames se trouveront dans la position de quarte, comme on êtoit avant que le coup fut tiré, avec cette difference, que le poignet se trouvera plus bas que dans la garde ordinaire.

The English:

The second parade mentioned, called the binding of the blade, is made at the time the adversary attempts to thrust his flaconade. In order to [do] this, you must yield your point, and suffer your feeble to be taken, so as to let your point pas under his wrist, without quitting his blade in the least, that your sword may form a demi-circle; and, gathering his blade in carte, you will find that the two swords, and wrists, are in the same position as when the attack began, with only this difference, that the wrists will be a little lower than in the ordinary guard. [5]

In this instance, Angelo clearly means this descriptively, and so while the same term the context helps prevent confusion.

With the text for Plate 24, however, there is a potential problem. The French reads:

De la Risposte en Tierce sur le Coup de Tierce
Voïez la Vingt-quatriéme Planche

Dans le tems qu’on pare la tierece, en tendant le bras & baissant la pointe de l’épée au corps de l’adversaire, il faut lui risposter le coup de tierce le main tournée en tierce & le poignet cavé, faire en forte que la main parte le premiere en soutenant son épée dépuis le fort jusqu’à la pointe, puis se remettre en garde en prime, ou en demi-cercle. On peut aussi risposter en seconde et se remettre en garde en seconde, en tierce, ou en demi-cercle.

De la risposte en tierce de pied ferme sur le coup de tierce.

And the English:

Of the Return in Tierce, after the Tierce Thrust
Plate XXIV

At the time that you parry the tierce with a strait arm, and your point a little lowered to the adversary’s body, you must return the same thrust, only your wrist a little inclined to the outside. Take great care that the hand moves first, and oppose his blade well, from feeble to fort; to recover your guard in prime, or demi-circle parade.

You may also, after your tierce parry, return the thrust in seconde, and recover in seconde, demi-circle, or in tierce. [6]

Significantly, the punctuation is the same in the relevant section; both read “puis se remettre en garde en prime, ou en demi-cercle/to recover your guard in prime, or demi-circle parade.” Early on I had mistaken these clauses as appositive, but closer reading and practice have illustrated that this was an error. Angelo is referring to two, distinct parries.

Part of what threw me was Girard—I have spent more time with that text, and his “circular parry,” parries rather, are redolent of Angelo’s half circle parry, and, prime visually. Plate 19 in Girard looks like Angelo’s “half circle” but there is called “circle.” Plate 19 illustrates a circular parry with the hand in fourth or “nails upward; Girard has ensured that the off-hand check is depicted as well.

Plates 21 and 22 in Girard might be taken as if they represent one parry from different angles, but these are two, different parries. The images may appear similar, but each parry is made a little differently. Prime, generally, is made from tierce sweeping left (assuming a right-hander); circle, on the other hand, is achieved via a clockwise circle to gather up the incoming steel.

The parry in plate 22 could be the same “nails down” parry as 21, just seen from the other side and with the addition of the off-hand check, but 22 is Girard’s “prime,” 21 another version of “circle.” They’re not the same.

Parade of Circle with nails on top

Girard writes:

Parade du Cercle,

La main tournée de quarte, les ongles en dessus, le poignet haut & la pointe basse. Avec cette parade on pare la quarte haute, la quarte coupée, la seconde, & la flanconnade.

Pour parer lesdits coups, je fais lever le poignet à la hauteur de la bouche & tourné de quarte les ongles en dessus, le bras droit tendu, la pointe de l’Epée basse parant du cercle, en frapant d’un coup ferme sur le foible de sa lame avec le fort du trenchant pour jetter le coup au dehors des Armes, en opposant la main gauche à son Epée, crainte qu’elle ne vous offense: Et le coup paré, lorsqu’il a le pied levé pour se retirer en Garde, lui riposte de quarte droite dans les Armes; ayant toûjours la main gauche opposée à sa lame, & sans la quitter redouble la main bien soutenuë, puis se retirer dans la Garde ordinaire.

Voyez pour l’opposition de la main gauche, page 39.

Voïez la Figure de la parade du cercle les ongles en dessus [35]

Philip Crawley’s translation for this passage makes the action clear. He renders it thus:

Circular Parry

The hand turned to quarte, nails upward, wrist high & the point low. With this parade one parries high quarte, quarte coupe, seconde & the flanconnade.

To parry the above said attacks, I raise my wrist to mouth height & turned to quarte, the nails above, the right arm outstretched, the sword point low parrying in a circle, firmly hitting the weak of the sword with the strong edge of the blade to push out the attack, opposing with the left hand on the sword, for fear that they will hit me: And having parried the attack, when he raises his foot to return to guard, riposte him with a straight quarte inside the sword; always opposing his blade with your left hand &, without quitting, redouble using a well-supported hand, then return to the ordinary guard.

See the opposition of the left hand [, page 39]

See the figure on the circular parry the nails upward
[7]

The image in plate 21, as I read it, captures the moment that the defender (on the left) has described the circle and met the incoming steel. Note that his hand is in tierce/nails down–a key difference from plate 19. If one took the image without the text, always a danger in historical fencing, this might be taken for seconde.

Parade of Circle with nails underneath
Parade of prime, with opposition of the left hand

Read sans the filter of Girard, with whom I’m more familiar, Angelo’s passage in either language is much clearer: one can recover into guard and use a number of sweeping parries as one does so to ensure safety.

Example: Cercle or Half Circle?!
Lastly, there is section entitled “De la Parade du Cercle” [134] in the French text, and, what Angelo renders “Of the Half Circle Parry” [42]. It may be an error on either Angelo’s or his typesetter’s part, but regardless the English wording is, on the face of it, confusing. The description, however, makes it clear that this parry is not the same as the half circle parry covered earlier on page 29.

The French reads:

De la Parade du Cercle

Cette parade, qui est la principale des armes, pare non seulement tous les coups, mais aussi dérange toutes les feintes qu’un adversaire peut faire. Pour bien éxécuter cette parade, il faut bien tender le bras, tenir le poignet sur la ligne de l’epaule les ongles tournés in dessus, & par un movement ferré & vif du poignet la pointe de l’épée doit former de la droite a la gauche un cercle assez grand pour être a couvert depuis le tête jusqu’au genou. De cette maniere, en doublant le cercle jusqu’a ce qu’on ait arresté la lame de son adversaire, la parade sera formée.

Pour arrester cette parade du cercle, quand même il la doubleroit avec la plus grande vivacité, il faut arrester tout court sa lame en soutenant le poignet à la hauteur de l’épaule & tenant la pointe basse, comme dans la parade de quinte, & revenir promptement â l’épée en quarte.

Il faut s’exercer, autant qu’on peut, le poignet aux parades du cercle, au contre-dégagement, & du contre-dégagement au cercle. On peut prendre cette leçon tout seul, soit avec un fleuret, soit avec une épée. Cette exercise fortisie le poignet, le rend souple & le délie, & procure insensiblement le plus grande aisance & adresse pour se défendre dans le besoin.

The English:

Of the Half Circle Parade

This parade, which is the chief defensive parade of the sword, parries not only all the thrusts, but also obstructs all the feints that can be made; and, to execute it well, you should straiten your arm, keep your wrist in a line with your shoulder, your nails upward, and, by a close and quick motion of the wrist, the point should form a circle from the right to the left, large enough to be under cover from the head to the knee; in this manner, by doubling your circle till you have found the adversary’s blade, your parade will be formed.

And now, in order to stop this circle parade, notwithstanding its being redoubled with great vivacity, you may stop his blade short, by keeping your wrist the height of your shoulder, and lowering your point, as in the quinte parry; and, recovering, bind and gather his blade in carte.

You should exercise and practice these circle parades, from the counter disengages to the circle, and from the circle to the counter disengage. You may practice this lesson yourself, either with sword or foil: this will strengthen and supple your wrist, and will insensibly procure great ease and readiness to defend yourself upon all occasions. [8]

Of note, both Girard and Angelo’s parries of circle include a circular motion, something difficult to capture in the plates. We catch the action upon completion, at its start, or somewhere in between. Angelo’s “half circle,” on the other hand, does not include a circular motion, and thus, here, as ever, reliance on the plates alone will confuse one unless one is careful.

The Take-Away

This short examination of one term, whatever the reason for the discrepancy, hopefully serves as an example for why caution, even in a well-translated work, is sound. If, like me, you read a lot of different, contemporary sources, then this caution is all the more critical. It’s a truism of fencing old and less ancient that different authors, different masters will sometimes use the same terms to mean different things. Due appreciation for these nuances only aides us in our interpretations.

NOTES:

[1] See especially Ashley L. Cohen, “Fencing and the Market in Aristocratic Masculinity,” in Sporting Cultures, 1650-1850, Daniel O’Quinn and Alexis Tadie, eds., Toronto, CN: University of Toronto Press, 2018, 66-90, especially 69-72. See also Zbigniew Czajkowski, “Domenico Angelo—A Great Fencing Master of the 18th Century and Champion of the Sport of Fencing,” in Studies in Physical Culture and Tourism 17: 4 (2010): 323-334, esp. 327-328 for the circle parry and other content of the work; 329 for a quick look at publication; Jeannette Acosta-Martinez, “Domenico Angelo in History,” in The Fight Master 28:2 (Fall/Winter 2005): 12-15, esp. 13-14.

[2] The French edition I’m using is: Mr. Angelo, L’Ecole des armes, London, GB: Chez r. & J. Dodsley, 1763, found at the wonderful site provided by the Bibliothèque nationale de France’s Gallica site, cf. https://gallica.bnf.fr/ark:/12148/bpt6k15198162?rk=21459;2

[3] This is page 29 in this edition, The School of Fencing, London: 1787. I have a facsimile, in print, from Land’s End Press, New York, 1971, but also use the pdf available at The Smallsword Project, found here https://smallswordproject.com/historic-texts/  

[4] Zbigniew Czajkowski, “Domenico Angelo—A Great Fencing Master of the 18th Century,” 328, suggests the modern septime/7th was a result of “’diminishing’ quinte and circular parries,” but I’m less convinced that this is so. Angelo’s “half circle” is, extended arm notwithstanding, clearly meant to do the same job, and, in the same plane. The difference, as I read it, is that Angelo’s fencer may have had to do this to preserve their life, not just their placement in the pools. The extended arm parry, the rear-weighted stance, and attention to measure all imply a conservative game, one meant to maintain the uneasy compromise between one’s safety and still being able to reach target. In similar vein, though not called “sixth,” smallsword’s “carte over the arm” is the clear antecedent to the chief guard in the modern French school. We have ample evidence from our texts not only of thrusts made carte-over-the-arm, but of fencers adopting a guard that is more or less sixth, that is, arm on the tierce side, but supinated/hand in fourth.

[5] French, 101 in the pdf; English, 29-31.

[6] French, 117; English, 38 .

[7] See P.J.F. Girard, Traité des Armes, La Haye: Chez Pierre de Hondt, 1740; the French text is, again, from the pdf made available by the Bibliothèque nationale de France’s Gallica site, page 35 in the text/page 62 of the pdf, cf. https://gallica.bnf.fr/ark:/12148/btv1b8626151m?rk=21459;2

The English I borrowed from the translation of the smallsword portion of Girard, Philip T. Crawley, The Art of the Smallsword: Featuring P.J.F. Girard’s Treatise of Arms, Wyvern Media, UK, 2014, p.77.

[8] French, 134; English, 42-43.

Reach for the Sky—Hand Height in the Smallsword Lunge

The cliché of a picture being worth a thousand words may be correct, but that doesn’t mean the same image doesn’t require explanation. Rather than take a screen shot of the myriad instances one can capture on Youtube and elsewhere, which might upset people, I’ve opted to go with an iconic, period image, and perhaps one reason for the madness:

de La Boëssière, 1818

There are many examples of this hand-above-the-head extension:

Olivier, 1771
McArthur, 1780

These are period images, mostly of foil play—to which I’ll return—and thus are “historical” in the sense that we normally mean it in historical fencing/martial arts. This said, there is an important distinction to be made between what we see in images like these and those from earlier works, equally historical but different in purpose. [1]

Every instructor has to make choices about what they want to include; they should be able to explain why as well. For me, lunging with one’s hand held so high is less covered than lunging with the hilt terminating at chin height as in earlier works for smallsword. If the goal is not to be hit, to reduce the chances of doubling, then a more conservative approach on the extension of the arm, the very first action made in the series of movements that comprise the lunge, makes sense.

The treatise from which I work most is P.J. F. Girard’s Traité des armes (1740), though much of my curriculum brings in ideas from Domenico Angelo’s L’École des armes/The School of Fencing (1763/1787) and de Liancour Le maître d’armes (1686), among others. I make a constant effort to read and compare the works I rely upon with others, incorporating material from some, merely noting others, and in some cases rejecting some ideas for inclusion in lessons. There are also times when I shelf a treatise for a time—with Le Perche du Coudray (L’Exercise des armes, 1750), there are sufficient reasons I’ve found to work on things and come back to it.

For example, the first lunge he covers, from quarte, depicts the hand higher than the rest of his work suggests. Is this so or an accident of the artist’s hand? The accompanying text has details, but isn’t specific as to hand height on the extension, he merely writes

Aprés sétre mes en garde et en mesure il faut dabord que ce soit la main qui parte la premiere en soutenant bien la poignet et baissant la pointe de l’Epée jusqu’a l’Estomach de l’Ennnemy, que les ongles soient tournés en En haut le bras bien etendue et bien soutenu

After being in guard and in distance, the hand must move first, supporting the wrist well and lowering the point of the sword to the enemy’s stomach, so that the nails are turned upwards, the arm well-extended and well-supported… [2]

Here is the accompanying image:

Le Perche du Coudray, plate 6

In the illustration the lunging fencer’s hand is at his hairline, the lunge long, and nothing in the description offers an explanation as to why. Did Le Perche wish the fencer to lunge this way? Maybe. Parallels with other sources don’t offer much help. His lunge in tierce and seconde recall de la Touche’s (1670) super extended poses, the attacker’s head is much farther forward, and in some cases the attacker is not looking at target. [3]

Le Perche du Coudray, plate 7

The fencers in the plates all hold foils, but is that significant? In Plate 11, for example, the fencer attacking in quarte—his arm a bit lower than the hairline this time—uses the off-hand parry/check to prevent a double. This recalls similar images in Girard and suggests at least some attention to self-preservation. [4]

Le Perche du Coudray, plate 11

In sum, I’m not sure what to make of Le Perche yet and so, I’m noting what I see and will return to it later, hopefully armed with more information to help me read it more accurately. It’s possible that Le Perche is one of those texts that captures the subtle shift from practical swordplay to academic, salle play.

The hand in the air like one just doesn’t care… approach to the extension is popular in HEMA’s smallsword circles. While one can definitely point to sources for it, thus fulfilling the “H” of the acronym, the same cannot be said for the “MA” portion. To use a word I have come to detest, this raised hilt in the lunge is less “martial” than the custom preceding it.

Art vs. Practicality

It will come as no surprise that I do not teach this hand and hilt above the head approach to the extension. Graceful it may be, artful it may be, but from the standpoint of “don’t get hit” it’s less likely to protect one. Placed in this manner the weapon is more likely to fail to close the line as well as fall prey to an easy disarm.

Girard’s instruction illustrates well the more practical approach. In describing the guard, his very first point is revealing:

Il faut présenter la pointe de l’Epée droire, vis à vis la mamelle droite de l’ennemi, & que le demi tranchant regarde la terre.

The point of the sword must be presented straight, directed toward the right breast of the enemy, & so that the ridge of the blade is half turned to the ground [5]

Girard, two men on guard

This point forward, semi-extended position places the sharp tip as close to the opponent as possible while keeping the body as far back as possible. This compromise will be very familiar to students of Italian fencing—we see similar guard positions from Rosaroll & Grisetti to that of 20th century masters like Agesilao Greco. [6]

Taking Girard’s thrust in tierce as an example, the same conservatism is in evidence. To thrust in third, one

Coup de Tierce Haute tire Droit au dehors des Armes

Etant bien en Garde & en mesure, l’Epée engagée de tierce dehors les Armes, les ongles regardant la terre, je fais partir la main la premiere, les bras étendus en forme de croix, la main gauche également tournée de tierce, le genou gauche bien étendu, le pied à plat, & ferme & sur la terre, le genou droit plié; de forte qu’il soit vis à vis le milieu du pied droit & dans las ligne de l’ennemi, le corps soutenu, le côté droit panché au-dessus du genou droit, les deux épaules effacées, & la tête le long du bras à l’oposite de l’Epée, pour se garantir le visage. Le coup achevé dans cette Attitude se retirer en Garde, l’Epée devant soy, sans laisser baisser le poignet.

The Thrust of High Third pushed Directly Outside the Sword

Being in a good guard and in measure, the Sword engaged in Tierce outside the Sword, the nails facing the ground, I extend the hand first, arms extended in the shape of a cross, the left hand also turned in Tierce, the left knee well-extended, the foot flat and firm on the ground, the right knee bent; so that it is over the middle of the right foot & in line with the enemy, the body propped up, the right side over the right knee, shoulders profiled, & the head along the arm opposite to the Sword, to protect the face. The attack complete, in this this posture return to Guard, Sword out in front, without dropping the wrist. [7]

The image accompanying this section of text accords with it well, but the text itself is clear—hand first, so weapon first, opposition as one thrusts, and body positioned so that it is not only behind the guard, but so situated that the head is leaning away from that opposition, both for safety—as the master remarks—and so, I suspect, one can see the thrust and the opponent’s reaction better.

Girard, thrust in tierce

As a check on this, it’s worth taking a look at Girard’s first attack, the thrust in quarte. He writes

Le Coup de Quarte Haute tire’ Droit Au-dedans des Armes

Etant bien dans la Garde qu’il dit & en mesure, l’Epée engagée de quarte dans les Armes, je fais partir la main la premiere en levant le poignet, les oncles tournés dessus, regardant le Ciel, ainsi que le dedans de la main gauche; les bras étendus en croix, le corps panche du cote droit, & soutenu au-dessus du genou droit; les épaules effacées, la tête panché du côté de l’Epaule droite pour regarder le coup à l’oposite de l’Epée, de forte que le pommeau regarde l’oeil gauche, le bout du pied droit vis à vis l’ennemi, que le genou tombe perpendiculairement au dessus du milieu du pied avec le pied gauche à plat & ferme sur la terre, la jambe & la cuisse gauche élevées. Le coup achevé & tiré dans l’Attitude qu’il est dit, se retirer bien en Garde l’Epée devant soy, sans laisser baisser le poignet.

Being well in guard & in measure, the Sword engaged in quarte within the Swords, I start the hand first by raising the wrist, the nails turned up, looking at the Sky, the left hand following suit; the arms outstretched like a cross, the body leaning to the right side, & supported above the right knee; the shoulders profiled, the head titled on the side of the Right Shoulder, to see the blow against the Opposite Sword, so that the pommel is in line with the left eye, the tip of the right foot towards the enemy, the knee falls perpendicular over the middle of the foot with the left foot flat and firm upon the ground, the leg and left thigh straight. Having made the thrust in this position, as stated, return well in Guard with the Sword in front of you, without letting the wrist fall. [8]

Girard, thrust in quarte

It’s possible to regard the attacker in the image “pushing” fourth as having his hand at the hairline, but given the description that doesn’t follow. More likely, the artist, who knew their craft well, meant to show the head leaning right over the shoulder. The fact that the right hand is nearly as large as the head suggests that it’s meant to present closer to the onlooker, again helping create perspective. With the head so tilted, lining up the left eye with the pommel occurs at an angle and thus lower than the top of the head were the head upright. As a side note, while the opponent may have been hit in the chest, it’s possible he was hit in the arm—few smallsword or rapier texts for that matter spend much time on the forward target (a topic for another time), but it would be unwise to assume that any instructor would have looked down on such a strike.

Text, Awareness, & Choice

As with most things in HEMAland one can adopt whichever hand-height one wishes. However, I will maintain that knowing why we do what we do and where it comes from makes sense. It’s historical fencing, and part of any historical examination is understanding the context for things; it’s all the more important when the waters are muddy. The overlap between smallsword and foil play is significant, and thus, it’s a lot easier to treat them as one in the same. Did many smallsword fencers, who sought to learn to use a sword in earnest, learn via foils? Absolutely. But… they didn’t show up to Stephen’s Green or The Dueling Oak armed with one, and if they attempted to use moves better suited to impressing their fellow salle mates with their grace and poise than keeping them safe, they were likely to leave the Green or the Oak on their backs.

The hand held high versus at chin height reflects a change in culture. It coincides with the decline of dueling in some areas on the one hand, but with the increasing importance of fencing as elite accomplishment on the other. Both are historical, but reflect different contexts, different attitudes. The later our “smallsword” texts are in time, generally the more we see this reach for the sky business. De St. Martin, for example, whose L’art de faire des armes came out in 1804, has it, and while perhaps not in each plate, it’s there. In discussing the parry and riposte from third, de St. Martin specifies that “la main bien élevée au dessus de la tête,” that is, that one should have the “hand well raised above the head.” [9] We see the concern for grace, poise, and elegant execution of technique not only increase in the treatises, but in other areas as well. Many 18th century advertisements, even in the American colonies, often paired fencing and dancing as two pursuits for the genteel portions of society or those who wished to join their ranks. [10]

People pursue historical fencing for their own reasons and enjoy different aspects of it. That’s really pretty awesome. For those keen for smallsword or the study of early foil as a distinct track, some attention to these distinctions will only help one’s study. An awareness of the differences between foil as art form and foil as safer training weapon for smallsword is especially important for anyone purporting to study the MA aspects of HEMA. Few people will notice or care which one chooses, but it’s logical to know what we’re doing, where it comes from, and why it was done that way.

NOTES:

[1] Images are from:

Antonine Texier La Boëssière, Traité de l’art des armes, Paris: de l’Imprimerie de Didot, 1818, plate 1.

Mr. Olivier, Fencing Familiarized, or, A New Treatise on the Art of Sword Play, London: John Bell, 1771

John McArthur, The Army and Navy Gentleman’s Companion, or, A New and Complete Treatise on the Theory and Practice of Fencing, London: James Laver, 1780, plate 6.

[2] Le Perche du Coudray, L’Exercise des armes, Paris: 1750, from the pdf made available from the Biblioteca de la Univeridad Polltécnica Madrid, España, plate 6 and text, 29 and 31 in the pdf.

[3] Le Perche, L’Exercise des armes, plate 7, p. 33 of the pdf. Cf. plates 8 (37) and 9 (41).

[4] Le Perche, L’Exercise des armes, plate 11, p. 49.

[5] Girard, Traité des armes, La Haye: Chez Pierre de Hondt, 1740, 5-6. In note IV of the same section he specifies that the hand and hilt are turned to half-quarte (Avoir le bras droit, & le poignet flexible & tourné demi quarte…de forte que le demi tranchant de la main droite regarde le Ciel…) so I have translated note I’s last clause, que le demi trenchant regarde la terre, as “half turned” to reflect this, demi tranchant meaning “half edge.” [Pagination is that of the BnF pdf]

[6] See Giuseppe Rosaroll & Pietro Grisetti, The Science of Fencing, Milan, 1803, trans. by Christopher A. Holzman, 99-101; table 2, figure 2.

Of note, in the Italian edition, § 66. Descrizione della stessa [guardia], explains this about the weapon and arm:

Il braccio destro disteso verso il nemico rappresenta la linea di offesa colla spada, la punta della quale dee essere diretta all’occhio del nemico, parlando di spade nuda, ed al centro del petto nelle accademie; il gomito del detto braccio dee essere volto alla terra, e propriamente sulla direttrice. [p.45 in the pdf]

The arm, much like Girard advocates, is more or less straight out, only pointing at the eye for serious encounters (diretta all’occhio del nemico) versus the chest.

Agesilao Greco, on the right as one looks, some timebefore 1900–not the arm:

[7] Girard, Traité des armes, p. 16.

[8] Girard, Traité des armes, p. 14-15.

[9] M. J. de St. Martin, L’art de faire des armes, Vienne: de l’Imprimerie de Janne Schrämble, 1804, p. 30. NB: this is not an isolated mention. When de St. Martin first mentions the direct thrust (le coup droit), he mentions that the wrist should be “well elevated” (le poignet bien élevé), p. 29. It’s always dangerous to take illustrations at face value, but overall most of his depictions of the lunge show the hand higher than Girard and other, earlier masters advise.

[10] See for example, https://adverts250project.org/tag/fencing-master/page/2/

Defining (Redefining?) a Successful Club

I’ve hesitated about posting this entry, but since it relates to a common problem many historical fencing instructors face, and since increasingly my chief role seems to be advising others like myself, I decided to chuck caution to Zephiros. I’ll not lie though: moving forward with this piece feels a lot like leaving a perfectly good guard position, dropping my weapon, and pointing to my chest so an opponent has only to extend to hit me.

Any group of people, however small, introduces complexity that should have one considering “success” on multiple levels, but here I mean in the usual sense behind this word in the United States. Success in this sense connotes “viable,” thriving, active; potential growing and improving. By implication stasis may be viewed as “less” successful, though most people would likely agree that stable trumps shrinking numbers. When most folks Stateside speak of a “successful club” they mean a certain thing—generally, they mean a club is large-ish, active, and popular. Logically, this is both valid and true given the premises most American historical fencers, if not others, assume in assessing these things, but the logic left out is as important. A club, group, or school can be successful if it doesn’t meet these qualifications. Popular doesn’t mean success on all fronts, and too often, not where it’s most important. Combating the normal attitude, however, is fighting uphill against greater numbers.

The problem is that being the common conception of success, if one’s school is smaller, less well-known, or uninterested in the usual pursuits, one still has to contend with the definition at large, with how others value and define everything. Well-meaning people will still seek out Club X because it’s popular. New to historical fencing, people do not necessarily have the tools to evaluate quality—big has to mean better, right? Maybe. Maybe not.

To demonstrate how extensive a problem this is, I have received advice—unsolicited—from both those who run other clubs and people completely unacquainted with fencing groups. Both have sometimes given me the advice that I might consider “redefining success.” I’ve balked every time for two reasons. First, I don’t share their definition of success, so there is no reason to redefine it. Second, even assuming I buy into the same definition, how, I ask myself, is this not a cop-out? How is it not really “relabeling failure?”

Debate over the relative merits of either position could occupy more time and space than necessary, but in brief here is a quick distillation. On the one hand, success should, in some if not most respects, relate to and reflect a collective definition of what constitutes achievement (key here is what we mean by “collective”). Without some degree of consensus, what denotes success becomes purely relative and ceases to mean much beyond the individual and their definition. On the other hand, widely held definitions of success can easily be outdated, myopic, or biased, and so, awareness at the very least of these potential pitfalls in assessing one’s own success seems prudent. The answer is to determine what success means to us and those in our circle and frame questions about it in light of that definition, not that of someone else. Sounds obvious, but it’s not.

It’s possible if not all too common to misapply a definition of success, even in a related field. For example, if the only rubric of success in historical fencing is increased understanding of the source material, but one’s interest is winning tournaments, then applying the former to the latter doesn’t make sense. There may be overlap, true, but neither tournament wins nor the ability to explicate a source require the other to be successful. It’s entirely possible to win a bout never having read a single word from a treatise. This said, any understanding of a treatise requires solid familiarity with the weapon and experience using it; theoretically, the more experience, the better the understanding, but then defining “experience” is just as prone to abuse. [1] It’s possible to gain understanding of a fencing text, in some degree, never having picked up a weapon, but far less possible to understand it well without some training. By this I mean not only a grasp of technique, but of theory, historical context, and the place of the text in situ. [2]

Apples and Oranges

How we define success, what it means to us, should determine much of what we do. Any such examination should consider one’s goals first. What is it that one wishes to accomplish in the study of historical fencing? There is no “right” or single answer. People jump into medieval, renaissance, and early modern martial arts for a variety of reasons. While I maintain there are better and worse ways to pursue most any avenue, the fact is that the choice of avenue is entirely up to the individual. [3]

There are many different “HEMA”s and thus there’s something for everyone. This said, how one defines progress and success should follow from one’s chosen path within those HEMAs, not necessarily the popular notion or that touted by folks with a different focus. Instructors most of all need to give thought to their purpose—it just makes sense: teachers need and want students, and students are easier to attract if one is explicit about what it is one teaches. Clubs doesn’t exist without students. An instructor on their own is just a practitioner—for those of us working with fewer people there will be, alas, times when we aren’t technically instructors.

The hard part for instructors who have students stick with their program beyond a Groupon is that invariably the question of how well one is doing will rear its ugly mug. This is where caution is important, and, where many of us go wrong. We look across the street, see Club X doing “well” (again by the standard definition), and think we’re failing. Unless we’re trying to do exactly what Club X does, that’s probably not true. We have to consider our goals, how those in our track specifically envision “success,” and evaluate our progress against that. Club heads, like any other individual fencer, can mix things up. The backyard brawler whose “cool tricks” beat fellow members of their fight-club should not assume that this means he is Leichtenauer reborn. The armchair historian who has never fenced but knows Capo Ferro in and out is not likely to find great success at the International Rapier Seminar. The SPES-clad tourney jock with a gold medal should assume neither that they’re Leichtenaur reborn nor that that their success at the IRS means they exemplify what Capo Ferro intended. If the instructor is making the same mistakes, not only will they be miserable, forever questioning their success, but also they’re likely to lose people. People do all this stuff for fun, and one-act plays featuring a teacher with ennui are not fun.

Instatwitterfacechat and False Reality

When we step back and think about this, we see how obvious this is, but that’s part of the problem: it’s hard to step back when so many arenas suggest everything is the same. Facebook, Instagram, Youtube, all of them, present a funneled version of reality, one no more as safe for historical fencing as it is for understanding politics. As presented, HEMA is mostly longsword, with some nods to rapier and the watered down world of infantry sabre. Tourney news makes headlines in a way that an article on Perinat will not. Name recognition is created more by flooding social media and “likes” than anything else. Authority, such as it is, follows suit, and yet most people wouldn’t use the same logic to find a surgeon or plumber. Strange women lying in ponds distributing swords is probably a better source of authority than these HEMA equivalents of swiping right on some dating app.

If one isn’t careful, one will assume that whatever they’re doing must conform to this pastiche of HEMAs, because everywhere one looks seemingly presents the same truth. Youtube, facebook, Instagram, none of these present reality, just specially tailored packages meant to convey what the creator desires and wants others to believe. These things are fine so long as one sees them for what they are, but no instructor, no fencer, should use them as a basis for comparison without first recognizing what they are and assessing whether or not it makes sense to use the media this way. [4]

Each of us, in conjunction with those on the same track, should decide what our goals are going to be, not the herd or those following paths going in different directions. If we’re lucky enough to find like-minded folk, people with similar goals, then they’re probably a lot safer to listen to than those who don’t share either our values or our reason for pursuing the Art. These are the people, not HEMA at large, who might help one define goals more appropriately.

NOTES:

[1] Experience means a lot of different things. Time in the saddle means nothing if that time wasn’t spent well. Over several decades I’ve watched many passionate fencers and fighters waste their time in programs which won’t help them improve. Saddest of all is watching a person like that try better schools, but leave because it’s either harder or because they feel less bad-ass. Serious students have to have the courage to be a beginner even when they’ve studied a long time. This doesn’t apply to the part-time folks just there to acquire enough skill and play for fun, but to those people who wish to grow in the Art.

[2] We have to consider, among other things, how was such a text used at the time. We need to ask… How were works on fencing understood? Why were they written and for what audience?

We often talk about the corpus of works as if it were homogenous, but it is anything but that save in broad outline—we have notes, lesson plans, fragments of larger works, government publications, poems, illustrations, treatises written for other teachers, popular works, and works meant to showcase a particular master’s approach for their patron.

[3] If the H and/or MA of “HEMA” are missing I’m not sure what separates what one is doing from Olympic save choice of weapon and a less viable, motley collection of pedagogical approaches.

[4] For example, I might suggest to a new rapier or smallsword fencer to look up Levi Fontaine or David Pascal’s bouts on Youtube, but this is so that they see what is possible, not because I’m expecting them to show up next week and move and fight as well as they do. New students shouldn’t compare themselves to people with so much more training, but, seeing beautiful fencing can inspire us. It also beats having them bump into the garbage out there that will only hurt their progress.

E.g.

Pants before Shoes: Skill Progression in Fencing

from the genius of Gary Larson and his “Far Side”

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). [1] 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.

Further Examples

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).

from Agrippa’s _Trattato di Scientia d’Arme_

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. [2]

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? [3] 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.

Smallsword

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. [4]

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. [5] All of these must work in concert to make this defensive option viable.

Girard 1740, _Traité des armes_, plate 39

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. [6] 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.

NOTES:

[1] Online, cf. http://www.nwarmizare.com/Pocket-Fiore/assets/www/index.html

[2] 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.

[3] 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.

[4] 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.

[5] 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.

[6] 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.

Using Historical Fencing Treatises, Text & Subtext

Teaching from early fencing sources can be daunting. On the one hand, their organization, language, and lack of details can impede interpretation. There are also the challenges we face in using images, not to mention dealing with sources that lack them. On the other hand, we cannot always guess what assumptions the author had about the reader’s knowledge or even what they intended with the work. For the period in which the smallsword was popular (roughly ca. 1615 to 1800), some treatises were likely meant for public consumption, others were written in an attempt to solicit patronage, still others to challenge existing custom and/or defend a new approach. All on some level were meant to immortalize a particular author’s views and put their name on the rolls of influential masters. Some are mere tracts, others replete with a host of actions and maneuvers. Even when a source is less difficult to understand there remains how one should use it. Both deciphering challenging texts and deciding what to use from them (and how) are things we must consider when teaching from them.

As someone averse to anything remotely smacking of Bourdieu, Derrida, or Foucault, my use of the term “subtext” here is meant to convey the implications within our sources, not some hidden meaning or the imposition of some anachronistic, fashionable theme into the past. There is, plainly, what a book says, and, what it doesn’t, and we can learn a lot from both.

“Barcelona,” 1994, by Whit Stillman

Explicit vs. Implicit

When we’re lucky an author is explicit. They provide details as to the individual movements and positions that make up a stance, technique, or action. Sir William Hope, for example, is one of our chief sources for knowing that one should not insert the fingers through the annulets, those rings, descendents of a rapier’s pas d’âne, found on many smallsword hilts. In his Scots Fencing Master (1687) he wrote

You must hold your Sword after this manner; hold your Thumb upon the broad side of the Handle with your Fingers quite round it, as in the second Figure of the first Plate marked F. and not as some do, who their foremost and middle Fingers thorow to two arms of the Hilt, thinking that by doing that, they hold their Sword firmer, some use onely to put their foremost Finger through, which the Spaniards did of old, and many even to this day do it; but both ways are most ridiculous, and dangerous.
[2]

Presented in the much-used trope of master and student in discussion, the corresponding student comments that one is at risk of having one’s fingers broken should one come to grips. Details like this are critical in our interpretations as the presence of the annulets naturally suggests they are there to secure one’s grip.

The granularity of instruction, generally, is less precise than it is in more recent works. One reason for this is that the sword, being a feature of culture at the time, something carried, seen on stage, and of course discussed within treatises, meant that readers possessed better familiarity with the topic than most people today. This is, perhaps, why so many of the smallsword works appear deficient in specifics. There is still, however, much we can learn from them. For example, many suggest or list a series of lessons. De Liancour (1686/1692) and Wylde (1711), for example, both suggest lessons within their treatises, the former in a series of “games” a master might take a student through, the latter via a suggested lesson. [3]

from Sir William Hope’s _New Method_ (2nd Ed., 1714)

When we find ourselves left with less detail than we’d like, we must find a way to bridge text and subtext, that is, connect what is explicit with what is implied or assumed. There is an inherent danger in this, however, so we must apply precedent when available, analogy where applicable, established fact when known, and always the faculty of reason. An example I’ve often cited before is how to step. Whatever the word used, “step,” “pass,” “advance,” there are certain things we know (or should) about how humans walk. Given how long our species has been walking upright we can safely assume that people in the 17th and 18th century did too.

As another example, Wylde suggests that

The most absolute and truest way of thrusting Cart and Ters, is to perform your Pass as close to the Fort of your Opponents Weapon as you can; for in so doing, it will in a great Measure preserve you, if he happen to Counter Tang: but if your Push fails hitting, besure to make your recovery strongly engaged upon his Weapon, or spring your self backward withal the Celerity imaginable out of his distance, in a true Line.
[4]

If one is familiar with the parts of the blade, this may sound odd. Close to the “Fort” (forte/strong) of the blade seemingly goes against what most fencers know about the respective mechanical advantages and disadvantages of strong and weak. Placing the weak of our blade near the strong of theirs provides the opponent more leverage. To attack in such a way is to hand the opponent a parry. So, what does Wylde mean?

It will help to revisit Wylde’s division of the blade. He separates it into three sections, but one is more a point than a section:

The Blade, I likewise divide into Three Parts thus, From the Shell to the middle, I call the Fort or Strength of the Weapon: The middle is the equal Part betwixt the Shell and the Point: From the middle to the end, I call the Feeble or Weak. [5]

So, the “weak” here is really middle to tip, the “strong” middle to guard, and the middle merely where they meet. Armed with this notion of blade division Wylde’s admonition that one keep as close to the opponent’s forte makes more sense. The thrust isn’t tip to forte, but made so that the middle of one’s weapon is more or less along the middle of the opposing steel. He also provides reasons for this close thrust—it can help protect one from a counter-attack, and, should one’s attack fail, then it is easier and safer to retreat having already closed off the line. Wylde doesn’t remind the reader here what he means by forte and feeble; he assumes the reader knows.

Further clarification derives from Wylde’s guard position:

Stand upon a true half Body, or edge wise, which I call, lie narrow your leading or right Foot, two Foot or more distance from the left, being in a direct Line from the same, then your right and left Foot will resemble a Roman ‘I’; your Hand fast gript about the hand of your Foil or Rapier, then put your Thumb long ways or forward upon it, your Arm quite extended from the Center of your Body, the Point of the Weapon being directed in a true Line against your Opponent’s right Pap, sinking somewhat low with your Body, your right Knee bowing or bent over the Toes of your right Foot, (tho’ some Masters teaches a strait Knee,) your left Knee more bent, inclining towards the Toes of your left Foot; lying in this Order is the Posture, which I call, Stand your Line, the Medium Guard then is fixt.
[6]

This guard, sometimes called a middle guard, has the arm midline, not to the right or left depending on handedness. To thrust in Cart (quarte) or Ters (tierce) one is moving off that midline, so without attention to the opponent’s blade as one thrusts, without some opposition there is an increased chance of being hit as one strikes. We’re not dealing with right of way here, or foils, but sharp swords, and thus Wylde’s recommendation makes good sense.

Subtext & Using a Treatise

Moving from micro to macrocosm, there are times we must look to assumed or implicit knowledge to use a treatise effectively. The progression of techniques, for example, in P.J.F. Girard’s Traité des armes (1740) might seem a logical approach for introducing more complicated actions. In part this is true, however some distinction should probably be made between what we call today bread-and-butter techniques, those we use most of the time, and those that are “medicine for the hand,” those more complicated actions, especially compound actions, which are less viable in actual combat. It’s not that a double or triple-feint can’t work, but that the effective use of it assumes an opponent of considerable skill, more so than most people possess. One is likely to face a counter-attack using so many actions—the more parts to a maneuver, the more time, and thus the more opportunity for it to go wrong, for the opponent to take advantage or disrupt one’s plans.

This does not mean that one shouldn’t incorporate Girard’s excellent section on feints, but that the instructor should know, and be clear in teaching, that some of these drills we do to push skill forward, to hone it. [7] If one can make complex actions well, then one can make simple actions well. The importance of this, in a bout, is that we not only tend to find the most success with relatively simple actions, but also that in any arena in which nerves, fear, or excitement is likely our ability suffers. [8] So, the more effective and solid our technique is, the less far it is likely to fall off and hurt our chances. This is why effective teaching and constant drill are so vital.

Outside research, particularly into accounts of duels, as well as practical advice from those masters active when duels were prominent, can do much to fill in the missing context. Girard does not say that his more sophisticated actions are medicine for the hand. At a time when more people learned the sword and might use it in earnest it’s likely that a double-feint proved effective; not against every opponent, but against those well-trained it likely did. It remains an open question just how expert the average fencer in the age of the smallsword, or any age for that matter, was; our sources suggest much, but confirm little. There are enough references to fencers of “natural” skill and little training to suggest that many who carried a sword either hadn’t received instruction or at least not very much. A good analogy my friend Ken Jay has made in this regard is to the number of people in the U.S. who opt for concealed carry of firearms—many if not most have shot a pistol before, but the vast majority have little to no formal training in how to shoot in self-defense or combat scenarios. Maybe they’ve taken a class or series of classes, but here too the analogy holds up well with the Early Modern Period: for all the solid, experienced instructors teaching “tactial” handgun techniques, there are a multitude of charlatans and well-intentioned, but unskilled people offering training, just as there were when dubious sword masters set up shop and took in the credulous.

Oblique references, for example, indicate a wider knowledge of fencing, at least among those sections of society eligible to wear a sword, but also suggest that not all were particularly good students. We see extremes in the literature. Máire Anna MacNeill begins her doctoral dissertation with the example of cavaliers in England attending a performance of William Davenant’s “The Unfortunate Lovers” in 1660. The play included two dramatic sword fights in acts four and five which these same attendees, post show, mocked at a local tavern. They also drew their swords to show how the choreography failed. [9]

Satirical Print, 1814, The English Fencing Master and his Student, courtesy of the British Musuem, https://www.britishmuseum.org/collection/object/P_1856-0712-639

Against this example we have, again for England, references to the curious fashion of wearing a sword but it being rude to use one save in extreme situations. Aylward cites the example of a character in Fanny Burney’s Evelina (1778) grabbing his sword hilt—he remarks that this was “an unseemly gesture pardonable only in an excitable foreigner.” These two examples are separated by a century, but it’s important to note that works closer in time to that of Davenant echo similar sentiments. Aylward also cites Andrew Mahon’ 1734 translation of L’Abbat’s L’art en fait d’arms (1696), where Mahon remarks one should only draw a sword in service to the crown, for one’s honor, or in self-defense. [10] Between the poles of sword-as-fashion-accessory and sword as sidearm there is a vast middle ground. Likely, most people had some modicum of training, but like today’s concealed-carry types, extremely little chance of having to use that weapon.

For the instructor, examining a treatise in light of not only what it says, but when it was written and what prevailing views of the time suggest will improve their interpretation and teaching. Some works seem clearly more self-defense oriented—Hope, L’Abbat, de Liancour, McBane, and Wylde read very differently from de la Touche, Domenico Anglo, Olivier, and de St. Martin. The former are more clearly concerned with optimizing a guard for most situations (Hope and Wylde especially perhaps), one to two tempo attacks, and the importance of opposition. The latter cover much of the same material, but add some techniques more salle than on the ground friendly. We can learn a lot from both types of sources, and we should read and use both, but always with a keen appreciation for what they reflect. By the mid­-18th century, the foil play originally intended to create a slightly safer style of practice (key in a time before masks were standard) became a game in its own right. Domenico Angelo, writing in 1763, in some ways spans both worlds—he wanted all touches targeted to the chest, a fact that speaks on the one hand to his eschewing masks and on the other to an interest in fencing as an elegant exercise and ideal way to cultivate grace becoming the status of his many elite students. [11] His inclusion of smallsword versus various other weapons, “ethnic” guards, and weapon-seizures recall earlier works, like Girard’s, but the mix of smallsword and foil in his School of Fencing, not to mention the success of his London salle as the premiere academy, we must note too.

In terms of lesson-planning, one approach is to compare how several masters treat a specific action, say the thrust from tierce or quarte. What is different? What the same? Given the instructor’s own perspective, what does it make sense to emphasize? For those more concerned about smallsword as weapon, a more conservative approach makes sense; for those whose interest is tournaments, a mix of solid self-defense and salle fencing is appropriate. Of course, one can teach both as well. The point (no pun intended) is to be mindful about what we are teaching, how we teach it, and to keep the textual basis, explicit and implicit, before us as we plan, devise lessons, and teach them.

NOTES:

[1] Clip from “Barcelona” (1994), by Whit Stillman

[2] Sir William Hope, Scots Fencing Master, 1687, pp. 11-12. See also J. D. Aylward, The Small-Sword in England, its History, its Forms, its Makers, and its Masters, London, UK: Hutchinson & Son, LTD, 1960, 134-135. As an argument for reading the sources, one work from 1982, concerned only with the tool, makes the mistake of listing fingers through annulets as correct. Doubtless some fencers did. See Anthony North, European Swords, London, UK: Her Majesty’s Stationary Office, 1982, 19.

[3] See de Liancour, Le Maistre d’armes (1686/1692), p. 69/78; 119/128 in the BnF 1686 pdf); see Wylde, English Fencing Master, 15 in the pdf, https://smallswordproject.files.wordpress.com/2016/11/zach-wylde.pdf)

[4] Wylde, p. 13 of the pdf.

[5] Wylde, p. 5 of the pdf.

[6] Wylde, p. 6 of the pdf.

[7] See for example P.J.F. Girard, Traité des armes, 1740, pp. 47-51 (p. 80-86 in the BnF pdf).

[8] For a more recent historical example of this within the context of a duel, Aldo Nadi’s account of his duel in 1924 against Contronei in Milan is instructive. The few photographs of the engagement reveal the typically plate-perfect technique of Maestro Nadi drastically changed when confronted by a sharp spada. The goal—don’t get hit—changes everything. See Aldo Nadi, On Fencing, Sunrise, FL: Laureate Press, 1994 (originally published 1943), 24-35.

[9] See Máire Anna MacNeill, “The Sword as Didactic Tool on the London Comic Stage, 1660-1740,” PhD Dissertation, Royal Holloway, University of London, 2016, pp. 9ff.

[10] Aylward, The Small-Sword in England, 20; cf. Fanny Burney, Evelina, 1778, Letter 23, https://www.gutenberg.org/files/6053/6053-h/6053-h.htm . Aylward on Mahon and L’Abbat, 20; cf. L’Abbat, The Art of Fencing, Dublin, 1734, p. 72 in the edition by Lector House (2020).

[11] Aylward, The Small-Sword in England, 108-112.

“The 1690 Swipe”—A Brief look at Parries in Rapier and Smallsword

Most often I start a new post with some phrase along the lines of “in a recent conversation:” this one will be no exception. There are a handful of fencers I chat with regularly and these conversations, even if they don’t start with us, allow us to explore both issues of the moment and those that transcend whatever particular squabble on social media sparked the latest firestorm. In this case, on some page on Friendface there was a discussion about parries in rapier, and while the discussion there was predictably miserable it prompted some excellent discussion offline and prompted me to return to a few sources.

The issue was whether or not one keeps the point directed at target when parrying, or, if one can parry with the point off-line. It’s a longer subject than I want to dive into here, but in large degree this debate (such as it is) reflects variances in more modern practice and pedagogy more than it does discrepancies in the sources. Many fencers, myself included, who were brought up in the French school of foil, were taught to keep the point on target when parrying—not always, but as a starting place. There are enough of us around that some of “HEMA’s” micro-lineages have inadvertently made this notion canon—it isn’t. [1]

This begs the question: what do our sources say? There are many texts one could consult, but I decided to look at a few where it’s pretty clear one is not expected to have the point on target all the time. Texts from that netherworld between rapier and smallsword, a time of considerable overlap in the use of the two weapons, provide a good starting point. I’d like to look at the parry in three texts which conform to what I’ve opted to call “1690s swipe.” Feel free to use that 😉  The three texts in question are:

–Marcelli, Rules of Fencing (1686)
–L’Abbat, Le art en fait d’armes (1696)
–Wylde, English Master of Defense (1711)

Okay, so really only one of these was from the 1690s, and even it, L’Abbat’s work, is better known from the 1734 edition published in English by an Irishman, but what I wish to demonstrate with these texts circa 1690-1710 is that each in different ways touches on the issue of point-on or not when parrying. It seems likely to me that one reason we see similarities in them is that the foil qua foil was not yet established as an artistic form on its own merit, but still a tool by which to learn to use a sword in earnest. As for “swipe,” by this I mean a motion made to one side or the other, say for parrying third/outside or fourth/inside, versus the same block made with the tip using the nose of the opponent like the apex of a cone, and which generally requires more movement of the arm.

Smallsword ca. 1700: So Basic… so… Gauche

A number of my colleagues do not care much for this period of sources—the less well-known en garde positions, the lack of polish to them, the simplicity, all of it can be off-putting to many people trained in traditional programs. Wylde’s odd diction, his bravado (he claims he was the first to teach the “half-moon parry” for example…*), and relatively uncomplicated system seem to some fencers primitive and lacking in sophistication. How good can it be, so the thinking goes, if it’s that simple?

L’Abbat, while not quite the “Hutton” of the smallsword world, gets short-shrift in part because it too seems simplistic, and, perhaps because it’s easily obtained for free (Dover Thrift generally doesn’t suggest the latest, sexiest scholarship). L’Abbat and Wylde, like Hope, McBane, and a number of other masters writing around the turn of the 18th century were concerned with defense first and foremost. They were not what we’d call “salle fencers” or academicians. Some had spent a lifetime fighting, either on battlefields or in brawls and duels—McBane in particular had a colorful career, spending most of his life as a solider, but as a gambler and pimp too. Sir William Hope’s advocacy for a hanging guard as go-to for smallsword, broadsword, etc. likewise reflects a lifetime spent fighting, so to approach his work with the same assumptions one would Cordelois or Parise will skew the view of his system.

The best self-defense systems even now are simple, practical, and devoid of the fancy acrobatics likely to win points with judges—the hurricane kick, the flourish with a bo staff, they’re fun but are “flashy, crowd pleasing steps.” [2]. A kick to the knee or shin, a simple well-made blow with a staff typically serve one better on the ground. Just so, when one carried a sword ca. 1700, it was likely a smallsword unless one was on active duty or living in places like Spain or southern Italy were the rapier remained popular far longer. While the smallsword was a fashionable item of dress for many, it was also a side-arm, a weapon, and a great number of people lived in contexts where knowing how to use it, even just the basics, might be the difference between life and death.

Marcelli’s Rules of Fencing, on the other hand, is a well-documented, thorough examination; it’s well-written, detailed, and exhaustive. Experienced fencers tend to like it and with good reason: it’s easily one of the best works ever written on swordplay. However, Marcelli is a tough read for people without significant training and a decent grasp on fencing terminology. This isn’t a dig at people new to fencing or who didn’t come up through more traditional training, nor is it gate-keeping: Marcelli’s is a highly technical treatise full of terms and ideas that are difficult even for many experienced fencers to understand right away. [3]

Looking at each source in turn one notices several points germane to the debate over parries. In the passages below the authors do not specify where they want the tip save L’Abbat in one instance. Two caveats. First, it’s important to note a difference between arguments from silence and inference. The former implies that we lack information; the latter implies that we are deducing something from the information that exists. What follows is an example of the latter—I’m reading key passages, “unpacking” them and explaining what they mean, and attempting to demonstrate how theses passages reveal how these three authors, in this period of time, viewed the placement of the tip of the weapon when parrying. In my reading all three do not seem keen to have the point remain on target when parrying.

Second, three sources are hardly representative. I know that. As such, this examination–brief because it’s already too long for most readers–is merely one selection of data, a snapshot. It is suggestive, not conclusive, and if one takes the time to examine works from Camillo Agrippa to Camille Prevost one will see a variety of stances on where one points the tip when parrying.

To Point or Not to Point at Target

Marcelli, who has much to say about parries, discusses them in several distinct sections. The first instance is in the Part I, Book I, Chapter XIII, “The Parry,” where he explains


that in the tempo of the parry neither the rear foot, nor the front foot, must be moved. Instead, he must stay in that tempo with the body in the center, and with the torso composed, as it is found will situated in this guard. Having to parry, only the sword arm must move, which does its duty of defense with the strong, striking the opponent’s sword away from the line of the body, either to the inside, or to the outside, or toward the right, or toward the left side. It is advised, however, to parry precisely, without discomposing oneself from the guard, or the sword being moved too much, because defending excessively, a side is being exposed in that act with great jeopardy of being hit.

nel Tempo del riparare non si deve movere, nè il piè di dietro, nè il piè d’avanti; mà si deve stare in quell tempo co’l corpo in centro, e con la vita composta, come si trova ben situate nella sua guardia: e dovendo parare, deve movere solamente il braccio della Spada, il quale sa il suo officio della difesa co’l forte, urtando la Spada del nemico in fuori la linea del suo corpo, ò di dentro, ò di fuori, ò verso la parti destre, ò vero, verso le parti sinistre. Avuerta però à parare aggiustatamente, senza, scomponersi dalla guardia, ò moversi troppo con la Spada per souerchiamente defendersi, scoprendosi in qull’atto da una parta con molto preguidicio d’esser colpito: [4]

Nowhere in this passage does Marcelli specify what the tip is doing, but the idea of striking the incoming steel is suggestive. Knocking the opponent’s weapon to the side with the strong doesn’t preclude thrusting with opposition; one need not keep the point on target to achieve this. In discussing the direct thrust, which for him is the end-result of every thrust, Marcelli makes it clear that he intends one to thrust with cover. [5]

A later passage makes it even more clear that the blade need not be on target when parrying;

The blow having immediately been parried, and the ending of the action obtained, performing the riposte must be delayed a moment. It must not be extended then, when the opponent is found in the termination and holds the torso forward, because being found in that tempo with the body in profile, there is little, almost no, space to strike. For that reason, it is necessary to wait for when he goes to the rear to withdraw, and in the beginning of taking the torso backward and coming to turn the chest with that movement to offer the target, here (without in any way releasing the weapon once obliged by the parry) the riposte rapidly follows.

Subito parato il colpo, & ottenuto l’esito dell’Attione, non deve trattenersi un momento à tirar la riposta: la quale non deve spiccarsi all’hora, quando il nemico si trova nella terminatione, etiene avanti la vita, perche, trovandosi in qul tempo co’ l corpo in profilo, si hà poco, e quasi niente spatio do colpire. Perloche e necessario aspettare, quando quello si dà à dietro per ritirarsi, e nel principiare, che sa; di dare a dietro la vita, venendo con quel moto a voltare il petto, & ad offerire il bersaglio, qui, (senza rallentarli in modo alcuno l’arme una volta impegnata con la parata), si segque rapidamente la riposta. [6]

Of particular note here is the master’s comment about space to riposte—had he assumed the fencer to remain point-on-target this comment would make little sense. However, if one uses the strong to parry point off-line, and moreover one hasn’t broken ground to defend—as Marcelli advises—then the comment about space to riposte makes complete sense. The riposte too is not immediate, but applied only as the opponent begins their own recovery back into guard.

This is not to say that in those situations where one might simultaneously parry and riposte that one didn’t, but to say that the parry—as Marcelli defines it and consistently uses it through the Rules of Fencing—is made with a short movement of the arm and blade; that the parry is effected with the strong; and that the point very likely is not on target when parrying.

Turning to L’Abbat, this master recommended a “Middling Guard,” here meaning one held in the center. This suggests a lot about his parries as well. He writes

The Hilt should be situated in the Center, that is to say, between the upper and lower Parts, and the Inside and Outside of the Body, in order to be in a better Condition to defend whatever Part may be attacked. The Arm must not be strait nor too much bent, to preserve its Liberty and be cover’ed. The Parts being thus placed, the Wrist and the Point of the Right Foot will be on a perpendicular line.

Le poignet doit être situé dans le centre, c’est à dire dans le milieu du haut du bas du dedans & du dehors, afin d’être plus en état d’en defender l’endroit insulté. Il ne faut pas que le bras soit étendu, ni plié, qu’il tienne également de l’un & de l’autre, pour consèrver sa liberté, & pour n’être point découvert. [7]

From this position, then, one adjusts the wrist and blade depending upon the nature of the attack. For example, if the opponent thrusts to the inside line correctly, that is if their forte (strong) is opposed to one’s feeble (weak), then one’s hand moves up slightly and raises the point so that the opposing steel’s feeble more easily meets one’s own forte. [8]. In tierce, it’s much the same, only there one turns the hand out and up to achieve the same advantage (though the hand stays in third position, not fourth as other masters sometimes recommend).

Moreover, L’Abbat mentions two types of parries, the first which binds, the second which beats, each of which he recommends for specific lines. With regard to the beat, he says

And the Beat, giving a favourable Opportunity of riposting, is to be used when you ripost to a Thrust in Seconde; or when after having parryed a Thrust in Quart within, you an Opening under the Wrist. To these two Thrusts, you must ripost almost as soon as the adversary pushes, quitting his Blade for the Purpose, which is to be done only by a smart Motion, joining again immediately, in order to be in Defence if the Adversary should thrust.

& celles dont le coup sec favorise la risposte, tout devant tendre à sa sin, est lors qu’on risposte au coup de sécondé de l’ennemi, ou qu’on pare son alongement de quarte au dedans des armes & qu’on voit le jour sous le poignet, il faut à ces deux coups risposter presque dans le tems que l’ennemi porte en quitant son fer pour risposter , ce qui ne se peut que par un mouvement sec ; l’on doit immédiatement après le revenir joindre afin de se garantir s’il avoit dessein de pousser. [9]

The combination of making the beat with a “smart motion,” that is a strong knock, and of then immediately closing the line or “joining again immediately” suggests that the point isn’t necessarily on target when one parries. In tierce and quarte, for example, assuming a proper attack to either line one raises the point in order to gain mechanical advantage on the incoming steel.

As a last example, Zachary Wylde provides another instance of a master who favors a middle-guard. Similar to L’Abbat’s guard, Wylde recommends that one:

Stand upon a true half Body, or edge wise, which I call, lie narrow your leading or right Foot, two Foot or more distance from the left, being in a direct Line from the same… your Hand fast gript about the hand of your Foil or Rapier, then put your Thumb long ways or forward upon it, your Arm quite extended from the Center of your Body, the Point of the Weapon being directed in a true Line against your Opponent’s right Pap, sinking somewhat low with your Body, your right Knee bowing or bent over the Toes of your right Foot, (tho’ some Masters teaches a strait Knee,) your left Knee more bent, inclining towards the Toes of your left Foot; lying in this Order is the Posture, which I call, Stand your Line, the Medium Guard then is fixt. [10]

His parry consists of deviating the point only a few inches. The hand and hilt remain more or less centered, which means that the point by definition is offline when parrying:

The Parr or Parrade at Small – Sword, is perform’d thus, Stand your Line as directed, and if your Opponent makes an Assault or Thrust at you, wave or move your Weapons point Cross-wise, the Compass of four Inch, from the Line downwards and upwards, according as the nature of the Pass is made and so requires; this motion is perform’d by the Wrist, about the Center of your Weapon, your Arm kept in its certain Place; this I call the common Cross way of Parring, and is the strongest Parr that can be made. Observe that you make a Parr against every pretended Thrust, for no Man knows anothers Intention, or whether he designs to make his Pass true or false. [11]

This “Cross-wise Parr” involves moving the point off-line briefly to effect the block. From here, and with a decent extension, one can easily thrust with opposition to riposte. I suspect that it is this last factor, the decent extension, which is causing all the fuss.

The Importance of the Extension

The effort to dispense with all the evils of modernity is to historical fencing what Brexit is for the English: a mistake. It’s an easy mistake to make (easier than Brexit anyway), and to be fair, one often made honestly. It’s important to say that from the off, because just as I do not wish to disparage the smarter set in the sport, so too do I not wish to denigrate the many clever people in HEMA. With this disclaimer, a lot of the problem as I see it is the inability, even the lack of awareness, of how important the extension is in rapier or smallsword when starting an attack. The weapon, which travels via extension, must move first. The student who knows this, who has drilled how to thrust from various lines, can parry point on or off and still thrust effectively.

Even today in a much altered landscape, beginning foilists are still taught this—it’s primary, fundamental, and in no way new. The primacy of the sharp point demands attention—if my attack is parried the very next thought I should have (post sotto voce explicative utterance) is defense. A properly extended arm followed by the rest of us creates that primacy—the defender cannot, should not ignore it. All the hullaballoo about George Silver’s “true times” a few years ago in the end comes down to a failure to understand this universal principle of fight. Marcelli, perhaps more than most, harps on the importance of drilling this action, of working toward the best direct thrust one can, but it’s everywhere implied in our sources when not spelled out, and indeed, must be, because otherwise people will double every time.

There are, however, different ways to do this. The easiest, and indeed the way I teach it initially, is to keep the point on target, at least in smallsword. Rapier I do a bit differently, but it’s a different weapon and the weight and length change things. However, even in smallsword I eventually teach students to parry by beat, because it pays to know both. What makes it easy for students to go from the easier point-on-target to point-eventually-on-target is proper technique, a good extension, and a ton of practice performing it.

Drill is not as much fun as bouting, however it’s vital for fencers if they wish to improve. A bout can test our technique, sure, but it doesn’t allow us the time to ensure that our technique is proper, that all parts are moving as they should, and doesn’t allow us to make the same action the same way each time. Unless we know how to make that extension, or any action, well, we will struggle to use it effectively in the heat of a bout. Pants before shoes: get the technique working well first, then pressure test it and learn to adapt it as needed on the piste or in the ring. More time drilling core actions and less time “sparring” would do much to help HEMA players hone and improve their game.

NOTES:

[1] I’ve mentioned micro lineages before, but increasingly I see the problems inherent in some of them. People learn in good faith and are not capable (at first) or willing to examine this received learning against either the source record or established pedagogy. I feel I need to say this every time, but most of the traditional approach is still taught and taught well; we fail to see it for the excesses and abnormalities so obvious in the sport, and, in HEMA. I’m told people are using the fleche in HEMA…really? Come on… no.

*5ly. Another way of Parring, I call, The Semi-Circular, or half Moon Parr, which is thus, Lie in your Order, according to your first Direction, in a true Line; then lower or dip the Point of your Weapon about two Inch, lying the inside your Opponent’s; then if he Thrusts at you, make a half Circle, which will meet his Thrust, and Parr him. If you lie with your Weapon’s Point the outside his, in like manner as aforesaid, and he Thrusts at you, return your Weapon into its first Place, and you’l reingage him with the Blade of your Weapon, and perfect a Parr. This Parr is the most absolute and compleatest Parr that ever was invented; and without Ostentation, I can truly say, I was the first person that Taught it; and I dare further affirm, that there’s many Proffessors of this Noble Art, that knows no more of the half Moon Parr, than they do of the Man in the Moon. [page 10 in the pdf]

[2] To quote the character Les Kendall in 1992’s “Strictly Ballroom.” If you like Australian movies, dance, or a good laugh, check it out—not quite “The Castle” funny, but close 😉

https://www.imdb.com/title/tt0105488/?ref_=ttfc_fc_tt

[3] There is a difference between“gate keeping” and explanation, and, not all explanation is “man-splaining.” As always, I turn to the venerable Urban Dictionary for help here—to explain how something works because one knows how it works is not a) deciding who does or doesn’t have access or rights to a community or identity; or b) isn’t a method (for me anyway) of elevating myself above others as a tool of self-inflation [I’d need more than three readers even to start down that path lol].

In similar vein, I’m not devaluing another’s opinion because they’re not qualified, nor am I setting up arbitrary, subjective rubrics by which to evaluate said opinion. Opinion and fact are NOT the same. “Marzipan is delicious” is an opinion (one I share), a choice based on an individual’s sense of what tastes good or not. There is no objective way to measure that, though arguably there is for evaluating quality of marzipan. “All point-oriented fencing assumes that the point stays on target” is a statement one can evaluate against evidence. It’s a thesis, a proposition, NOT a fact, not unless the evidence bears it out, and thus one can evaluate it. I know this because I’m trained to conduct this sort of research and so have the tools to make that evaluation, and as importantly, was trained in a school of history that put significant value on transparency, honesty, and the humility necessary to concede a position when better evidence and/or an argument demonstrate a superior position.

[4] Always quick to examine precedent, Marcelli provides a brief look at the wisdom of Giovanni dall’Aogcchie, Nicoletto Giganti, and Alessandro Senese, and then remarks that valuable though their work is that he disagrees with the idea that one should move the feet when parrying. Modern fencers, in contrast, are generally taught to take a half-step back when parrying, so this can strike one as odd. However, his reasoning is sound if one considers the context in which Marcelli and his students operated (movement is different when weapons are sharp, there are no rules, and the terrain isn’t set at an official limit).

For the quotations, see Francesco Marcelli, Rules of Fencing, translated by Christopher A. Holzman (Wichita, KS: Lulu Press, 2019), 55; Francesco Marcelli, Regole della Scherma, (Roma: Nella Stamperia di Dom. Ant. Ercole, 1686); this version, vastly cleaner than the one on Google Books, is from achive.org, 42-43.

[5] See for example 106 in Holzman; Marcelli discusses the importance of the hand in 4th position to inside (nails up, supinated), hand in 2nd to outside (thumb to the inside, knuckles up, nails down).

[6] Holzman, Rules of Fencing,198; Marcelli, Regole della Scherma, 136.

[7] For the quotations, see Monsieur L’Abbat, The Art of Fencing, translated by Andrew Mahon (Dublin, 1734); this edition from Lector House, LLP, 2020, 5; Le Sieur Labat, L’art en fait d’armes (Toulouse, Chez J. Boude, 1696), pdf via FFAMHE – Fédération Française des Arts Martiaux Historiques Européens, 10.

[8] The mechanical advantage imparted by manipulating strong and weak parts of the blade is important in both offense and defense; for the parries of quarte and tierce respectively, see L’Abbat, The Art of Fencing, 10 and 13; L’art en fait d’armes, 22-24; 26-28.

I use the Italian hand position nomenclature here to help illustrate the point—that is not in L’Abbat. The four main positions are first, thumb pointing toward the ground (pronated); second, thumb pointing to the inside line; third, thumb on top; and fourth, thumb pointing to the outside line (supinated). There are typically two mid-way positions, but those go by different names and do not concern us here. One is “first in second” (prima in seconda) where the thumb is at 7 o’clock; the other is “second in third” (seconda in terza) which is close to second position more 9 o’clock where second is 8 o’clock. [Some also include “third in fourth” (terza in quarta) which is just shy of fourth position.

[9] L’Abbat, The Art of Fencing, 21; L’art en fait d’armes, 38-39.

[10] For the quotations, see Zachary Wylde, English Master of Defence (Tork: printed by John White, 1711); via The Smallsword Project, 6. [page numbers refer to those in the pdf] Wylde,8-9; he first describes the parry 6-7.

One Method for Curriculum Building in Fencing

Among the many challenges we face as instructors is how to organize lessons and classes, what to emphasize when and how best to accomplish that. What follows here is not new, nor is it any invention of mine; this is just how I conceive of a well-known process and one possible way we can use this approach to teach historical fencing. I refer to it as the “recursive model,” because each lesson incorporates key elements of the one preceding it. [1]

Rotae/Wheels

I’m intensely visual as a learner and so tend to chart a lot on a white board and paper. I like to be able to see ahead and see how things interconnect; it can be especially useful when managing both the micro- and macro-views of a topic, say something as finite as an individual technique and each part which comprises it as well as something as large as a series of classes which explore that technique in different ways. One method to capture this visually is with intersecting circles.

As I’ve worked with these I referred to them as “circles,” “rounds,” or rotae, but whatever the terminology the idea is that each circle represents say a new lesson that also returns to core material from the previous lesson. [2] This reinforces what students learn by repeating core actions and ideas, but at the same time increases the awareness of how everything works together. It’s also a great way to build or plan ready-made drills. All of it is scalable—it works for a technique or action, say the lunge, as well as a system, such as Girard’s approach to smallsword. One lesson rolls naturally into the other, and builds off what one has covered previously, so we increase complexity as we proceed. In a glance we have a model in which we can shift elements of a lesson, examine the interval between those examinations, and isolate individual themes actions, plays, or techniques to cover.

In my last post I discussed smallsword as a “gate-way drug” for historical fencing—that class is an experiment in using this approach in a formal way. For example, here are my initial notes for this class for the first three sessions, each an hour long:

First Three Lessons example*

In the first, we cover moving from first position into the en garde position; the extension of the weapon from guard, the guards/parries of tierce and carte; we then cover the advance, retreat, lunge and recovery out of the lunge (backward initially). Offensively I start with the glide in tierce. Each of these we can depict in the round as well, most especially those maneuvers like stepping into guard or the lunge which involve multiple steps:

Use of Rota to Breakdown the Lunge**

If one looks at the second circle (in green), one will notice that some of the first lesson (in black) starts that session off; it’s followed by the logical steps that proceed from that first lesson. Thus, in green ink, we see the “glizade” or glide in 3rd and the glide in 4th; moving from the outside to the inside engagement means covering the disengage. Students drill these attacks with special focus on the point landing before the front foot; the lesson portion concludes with teaching the basic defense against these glides (stepping back and taking tierce or carte) and reemphasizing the importance of closing the line.

Each new lesson incorporates review of the critical actions necessary to take on new material. However, if a class is struggling, then it’s easy to stop, work the same material from the previous lesson, and try the new material again in the next class. Thus, if in the third lesson (red) students are struggling to make the feint by glide in third, one can have them drill the glide in third minus the feint. Perhaps have them work on tight disengages, then the glide; time permitting, I have them advance lunge the glide. This will help them hone the necessary skills to start working on the feint.

How this Works

There are a few important considerations in using this method. First, the instructor must have a decent command of the material or they cannot delineate what is fundamental, what composite. If new to the material, then sitting down with the source and organizing it is the first step; this recursive rota approach can help one do that. Perhaps in reading the source one notices that the author covers movement first, then defense, then offense in increasing complexity. If one outlines each of those areas, what are the first things the author covers in each section? What cross-over is there between them? One will notice, for example, that the first attack likely starts from a position of defense covered in the second theme and uses movement from the first. Taking the initial steps in each section—movement, defense, and offense—is not a bad way to start a first lesson; at the very least it’s a decent goal to set for it as it will mean covering fundamental actions and thinking required for that system.

Second, the instructor must have at least an approximate sense of how difficult each new element typically is for new students, that is, how easily or not they can acquire a given skill. The advance and retreat, for example, are generally something students get quickly; there will be refinements to make to them, but the basic concept of stepping forward and backward one foot following the other shouldn’t be a major hurdle, but the feint-1-2 might be a lot harder as it will require coordinating hand, feet, and eye. The sequence within each circle should proceed from simple to more complex—this is not only easier to teach and to learn, but helps students see more effectively what each technique, action, or concept involves.

Third, and related to the second point, the instructor must know how to assess problem areas and be willing to stop a lesson and focus on those When necessary. This can be done without haranguing a class or student; it can be as simple as noticing they’re really struggling to extend first and deciding to make that the focus for the day. Depending on the class, one can ask them directly if they’re struggling as well—this tends to be safer with adults than with children. For example, the advance is simple, but there are common problems one must be on the lookout for and correct, such as not pointing the front foot towards the front. Critical as it is to point the foot, correcting it doesn’t require shutting down all footwork until they point their feet—students should continue to work on footwork, drill, but the instructor will make corrections as they do so. It doesn’t have to be perfect to start—it just needs to work effectively enough. As students grow in comfort and stability,  the instructor can make adjustments as necessary. If on the other hand no one is extending the arm before they lunge, then it is critical to correct that before moving to the glide or they’ll develop a dangerous habit that will affect their entire game.

Rotae and Recursive Learning as Continuing Program

Depending on one’s source material one may run through the circles in short time. It’s important to note too that going through some of the same material more than once is not only an option, but recommended. Using Girard as an example, one might get through most of his program in a few months (assuming say a few lessons a week and students who are dedicated). Fencing, any fencing, is about practice, drill, using the system; it’s not go through it once and done.

After an initial run through Girard’s system one might return to specific elements, say his section on beats. The choice comes down to a number of considerations. After one run through the circles, the instructor may notice areas the students are weak or where they struggled—that might be an ideal place to start for the second run through the circles. Once the students have acquired some familiarity and enough skill, it’s possible to mix up some of the circles, use them out of order, so that things stay “fresh.”

Girard, Broadsword vs. Smallsword (1740)

With some manuals, going through them the same way again and again will get old fast; boredom is the bane of learning (and teaching), so mixing things up, throwing in something different, can help. Returning to Girard, maybe peppering the lessons with attention to his sections on weapon-seizures or facing different weapons or national/ethnic guards will add a little “pop” and interest. For more advanced students, comparative analysis of Girard’s advice for facing a broadsword fencer or odd farm weapons with that of another master can be both fun and an effective way to widen and deepen their understanding of smallsword.

D. Angelo, Broadsword vs. Smallsword (1763/1787)

Multae Viae

There are many ways to learn, and instructors should use what works best for them and for their students. The recursive model is simply one method and one I find works well for teaching fencing. Most of us, I suspect, use a variety of methods; we adapt for different types of students, different contexts. Our goal as instructors is to share a body of knowledge and technique, to pass it on, and whatever helps us achieve that has merit.

NOTES:

[1] Online searching comes down to the terms we use, and I have to guess that I’m just not using the correct ones as I can’t find a formal name for the process I describe in this post. “Recursive learning,” “education,” and “model” all bring up a lot on machine languages and programming; I had much the same problem with the terms “reinforcement learning,” “rota learning method,” and similar iterations. A wider search for “curriculum design” or “styles” was likewise unhelpful. SO, if someone reading this knows what this approach is called, please let me know.

[2] Traditional fencing lessons work this way, at least they should. Students acquire new skills over time, but much of the lesson will incorporate or drill what they already know.

* My chicken-scratch is infamous, so here is a transliteration:
–1. Black Circle: starting with 1st position, en garde, extension, guards/parries 3 and 4; movement: the advance, retreat, lunge, recovery out of the lunge; concept of opposition; glide in 3rd and defense
–2. Green Circle: starting with review of 1st position and the en garde, guards 3 and 4, and opposition from first lesson; then the glide in 3rd, in 4th, and the disengage; importance of weapon-arm-foot; importance of recovering behind the point
–3. Red Circle: review of 1st. pos. and en garde, guards 3,4, glides in 3/4; feint by glide in 3rd and 4th; flanconade; parry 2; drills building off of Fencer A makes feint by glide to outside line; Fencer B parries 3; Fencer A disengages, thrusts in 4th with opposition–> Fencer B receives the touch; then, same set-up, but Fencer B parries 4th and ripostes by flanconade [this sets up a future lesson were Fencer A will parry in 2nd]

**Key Components of the Lunge viewed as Depicted via Rota:
–starting from 1st position; front foot extends out about two shoe lengths or so (Fr. deux semelles); position of arms; bending the knees; weight on back leg traditionally, but today often equi-weighted; balance and stability the goal so that en garde facilitates an explosive lunge; head position; importance of relaxing the shoulders; where to point the weapon; guard of tierce/3rd

Smallsword as Gate-way Drug

The lunge as represented in the Règlement of 1908

In the current adult “Introduction to Fencing” class I decided to proceed along more historical lines rather than stick to the form I inherited, traditional foil. Up to this session I’ve used foils (French, as I have more of them than Italian)—they’re inexpensive, light to ferry to and from the center where I teach, and as I teach it the presentation is closer to smallsword than modern foil. At the very least, so my reasoning goes, solid foil is an excellent foundation for the study of any other weapon, new or ancient. [1] The masters with whom I studied foil were “old-school” so we learned a very traditional method. I was not taught flicks, ducking to cover target, or any of the other bizarre ways to game ROW and directors. This said, traditional foil is not smallsword, but it is what I learned, and, learned first, so up to now I’ve taught foil more or less as one sees it in the Règlement of 1908 or Barbasetti [2].

Foil is comfortable, known, a place of comfort. I know I’m competent to teach it, and that confidence helps, not only with how I myself present in class, but also in terms of how students view me and respond. [3] If the teacher is unsure, the students will be too, and worst case scenario may just leave, confidence being one of those all-important traits in the United States (despite the fact confidence as such is often just faked, misplaced, or assumed without cause).

I usually teach smallsword one on one, and I fence it a fair amount. I spend and have spent countless hours studying, researching, and writing about the corpus; the more I work on smallsword the more I like it, and not only because it taxes past injuries less severely than many of the other weapons I teach. I like the mental game, the complexity, navigating all those angles. A question came up the first day of the adult class, about why one holds a French foil as one does in sixth, and sometime between explaining what “carte over the arm,” terza, and “hand in fourth” meant, I decided: next class we’re just going to do smallsword.

Rarely have I taken a chance like this and had it pay off, let alone immediately, but in four classes the four adults in this class have a clearer understanding of rule number one, “don’t get hit,” and are quickly gaining skill with the fundamentals I’ve shown them. It may be that these four are just precocious—all four are athletic—but I’ve worked with a lot of capable people, and with few exceptions have I seen a group take to what I teach them so fast.

I think it is two things. First, I am passionate about the topic and know it well; I appreciate how difficult it can be and so I ensure a lot of room to make mistakes, ask questions, and all without censure or impatience. Enthusiasm is infectious, so present a topic as fun and chances are good it will be fun. [4] Second, as complex as smallsword can be, approached from the point of view of “the point is live,” it becomes very simple.

La pointe d’une épée est une réalité qui fait disparaître bien des fantômes.

Baron César de Bazancourt, Les secrets de l’épée [153]
1862

It’s this second point that has been a revelation. What’s caught my attention is that my emphasizing “don’t get hit” first is not new—this guides every single class or lesson I teach. What’s different is how it’s working.

Critical Rule: Always be Open to Correction

This is, in some ways, a difficult realization, because it suggests strongly that some aspects of my approach have been somewhat more schizophrenic than I realized. As I examine it, as I review old lesson plans and notes, I see it. My approach to smallsword, foil, epee/spada, though not rapier interestingly, mixed elements of foil-as-sport with the sources. This wasn’t true across the board, but it was in certain places. It’s easy to fall into, because there is enough overlap that one can assume that a given maneuver is more or less the same; it likely is, but where it’s less the same, that is the thing on which to focus. A prime example is a simple one-two feint. Classically, in foil, the one-two consists of the following:

  • From sixth/third Fencer A feints inside line
  • From sixth/third Fencer B parries in fourth
  • Fencer A disengages and thrusts to the outside line

There’s nothing wrong with this, and, it can work in smallsword too. However, what is missing in the sporting formulation is the extra caution one needs in historical fencing. Feints are one of the most difficult actions for fencers to learn—they’re not just about technique, but psychology. We must “sell” a feint to make it work. We cannot, however, control what the other fencer does, and responses will vary—this is one reason that probing actions and solid footwork are so important. A feint is not always the right choice.

Girard, Traité des armes, (1740) thrust in fourth

The defender, for example, might parry fourth thereby opening the outside line, but they might also panic and just counter attack. They may just back up. Some will see it coming, parry fourth, then take a half-step back and take sixth/third and riposte. There are solutions to each of these scenarios and more (thanks Newton 😉 ), but for the attacker, some degree of commitment, even if to the false attack is vital or the feint will lack credibility. It must be made at just the right distance, not so close that one puts oneself at even greater risk, but not so far as to look ridiculous and unconvincing.

When one is fighting for points—not to touch and not be touched—some of these concerns are minor or absent. The foilist, so long as they attack with right-of-way and land the touch, will get the point, and this is irrespective of whether the defender counters. Only if that counter arrives in tempo, thus granting the defender ROW, will they score. In this case the defender countering is less concerned, if at all, about whether the initial attacker completes the attack, because they got the point. In this is the entire difference between sport and combat.

A Glizade by Any Other Name (coulé, filo, glide, graze …)

One challenge as an instructor is to instill an appropriate sense of danger, artificial as it will be, in new students. It can be difficult with experienced students too. One of the best solutions I’ve found, and one that at the same time helps develop a proper thrust, was suggested to me by a friend and virtual mentor, Chris Holzman. [5] A while back, while chatting with both Chris and Patrick Bratton about teaching the direct thrust, usually the first attack one learns in foil, Chris suggested starting students off with the glide in third [6]. It’s so obvious how this might help that I felt silly I hadn’t thought of it, but then that is why we consult more knowledgeable people.

Teaching the glide first has done wonders for my youth class, and it has been a boon in this adult class as well, not least of which because the glizade is common in smallsword works, but also because it focuses so clearly on opposition and not being hit. This benefit extends beyond this particular action as well. For example, I decided to set up their first feint as a feint-by-glide. The day we started a look at feints I reviewed the previous lesson, had them do the usual warm up, then footwork, and then had them practice the glide in third against one another. Next we added the defense against it, in this case the simplest, taking a half-step back and reasserting third. To help them set up for the subject of the day, I next had them engage in fourth, and as before, they practiced attacking and defending. [7]

After a short break, I had them complete a simple disengage drill, one in which each partner takes turns making disengages against a static line. In this case, Fencer A stands in guard, in third, and Fencer B disengages from third to fourth, making sure to maintain opposition. This is the critical part, and, a departure from modern foil. Going over just this action helps isolate where students may be struggling, and cements key aspects of the technique.

Coulé or glizade from Angelo, L’École des armes (1763)

From there, we started on the feint by glide in third to force a parry in third, followed by a disengage into fourth and thrust with opposition. Among other notable observations the students made was that they could not leave that glide until/unless the defender reacted. When they made the disengage automatically, before a response, they normally ran into the opposing steel. If they failed to take opposition in fourth, they were hit on their way to target. Finally, we discussed the defense against this attack and practiced it (defender takes a half-step back and parries in third, then follows the disengagement via a ceding parry in fourth, ripostes with opposition).

The exercise, start to finish, was fruitful, not only for what it imparted about offense, defense, footwork, and tactics, but sentiment du fer and a keen sense of the point. Discussion turned to other options, techniques we’ve not yet covered but will, and more than once the students, just via the logic of this play deduced either possible next steps or alternative actions to those we had just covered.

Smallsword as Gate-Way Drug

My nod to 1980’s Nancy Reagan “just say no” propaganda aside, smallsword can prove an excellent introduction to the universals we navigate and employ in all fencing. Foil, traditionally, was meant to do this, and still can depending on instructor, but the advantage of smallsword over foil in this respect comes down to clarity. In the 1860s de Bazancourt was one of those voices lamenting that foil training could prove a liability in duels; foil, for some time, had become more academic, what we often call today “salle fencing.” This was, as I’ve pointed out before, something at least one French official noted about the Italian approach—they learn one system, and the difference between sport and duel comes down not to technique, but the blade. One has a button, the other is sharp. [8] The rise of epee, in many respects, was the French attempt to return foil to the seriousness of smallsword—what they created was different, but the ethos was the same. Don’t be hit.

Alexander Doyle, Neu Alamodische Ritterliche Fecht- und Schirm-Kunst, 1715 [Courtesy of SUB Göttingen, Universität Göttingen, Deutschland]

If one knows foil well, reading a smallsword text is relatively easy—vocabulary is often different, orthography too, but the relationship stands out starkly. This said, the differences (as so often happens) are more important: if we ignore them we risk misinterpretation. We will treat smallsword as foil and they’re not the same. We see foils—the weapon—in many early works, from de la Touche (1670) to Angelo (1763/1787), but the similarity in tool then and now can obscure the intent behind it. The ruleset for foil, much of modern pedagogy, will not work for smallsword, not if we wish to approach it historically, as a weapon.

The grip in tierce is easy for beginners, and no bar to learning how to hold the hand in fourth, something they will learn in due course. There are many extant texts for smallsword, and while one needs to read them carefully and select those more geared to combat, having to read them closely to parse out what is academic and what suitable for on the ground only imparts a better understanding and appreciation for the corpus. [9]

The sense of realism, moreover, adds significantly to a class. It’s a form of time-travel, in a way, because students are wrestling with the concerns those two-hundred years ago had to consider too. At its best, historical fencing not only creates a redoubtable fencer, but also one who appreciates the richness and variety of the Art. The fact it’s possible to work so hard and have so much fun is another lesson worth one’s time.

Notes:

[1] Until recently, most every fencer started study with foil because it encapsulates the whole of the Art, from how to move to lines of attack, from the primacy of the sharp point to the interconnection between distance and tempo. Armed with a knowledge of foil, epee and sabre are easier to learn, but so too bayonet and spear.

[2] This is a note I’ve shared more than once, but I have no idea who may read this or if they’ve read anything on this site previously, and for completeness I like to cite anything I should or what people may wish to know, have questions about, etc. I initially was trained in French foil, and the first master with whom I studied sabre, Buzz Hurst, had been a student at the Naval Academy under the Deladriers, so when making comparisons in sabre lessons to foil it was the French system he referenced. More recently, I studied with the late Maitre Delmar Calvert, again in sabre, but who also referenced foil. He learned to fence in the French army according to the Réglement of 1908. My initial work in Italian foil looked to Barbasetti as outlined in his The Art of the Foil (1932).

[3] Teaching is intimate. Building and maintaining trust depends on a number of factors—I have found that honesty, transparency, and openness account for a lot. No one teacher has all the answers, and the best acknowledge that. If I don’t know, I say so, and then do what I can to find out. This may be off-putting to some, but I think it’s the right course. Students learn best when they can focus, when they don’t have to worry about other issues, and so much as I can I try to make a safe space—they know they will be heard, that they matter, and that no one is going to mock or judge them.

[4] Related to n. 3, people learn better when the topic is less work than it is play, children and adults. None of us are going to be fighting duels; we do this for fun, so, make it fun!

[5] I have had the good fortune to get to know Chris Holzman via the internet. He is a mentor in so many ways, a repository of knowledge, and a skilled fencer, teacher, and translator. One of these days I will make it out to Kansas for lessons, and whatever it is we cover I’ll come back the richer.

[6] The direct thrust is elemental, but it is also difficult. Before students understand that the extension is the key to it, that their posture and position guide the point, they attempt to aim the point. It’s far simpler than that—it’s all in the set-up, but acquiring that skill takes time and considerable effort. Marcelli, in his Rules of Fencing, Book II, Part I, Chapter Vi, remarked that the direct thrust underpins everything. Ripostes, feints, beats, all employ it. See Holzman’s translation, page 105.

[7] One of the major errors I see in “HEMA” is the lack of movement. Fencers enter into measure and duke it out, making very little use of the piste or ring. Varying movement in drills is vital. Using the example above of the 1-2 (feint to the inside line, disengage, thrust to the outside line), this can be performed from lunging distance or from advanced lunge distance. We often start in measure as it’s easier—depending on the action—but as much as possible vary the distance.

In this case, I had them start out in measure and work slowly to get the mechanics down, then we sped it up a bit to test it, and, show how tempo plays into the attack. Next, I had them advance the feint, then lunge the attack. In time, they’ll start out of distance and need to decide when to make the attack; initially I will give them a cue, say raising my blade to guard from a low guard, but as they increase in skill I will hold tierce and they have to pick the time.

[8] There is a lot of work to be done on the difference and nuances between “academic” versus “dueling” with smallsword and foil works. This is one of my current research projects.

[9] A good analogy for all this is the college history course. In some, one is made to memorize all manner of minutiae, then take some type of multiple choice test. It’s as boring as it is pointless. In others classes, one might listen to lectures germane to the topic; with luck these are engaging and explore the themes via something that makes the topic relatable, that touches the experience of being human that transcends time. One usually reads some period sources, some secondary literature about those sources and their context, and is then asked to write analytical essays, both as papers and in essay exams. The second method is far more demanding; some students absolutely hate it. Of the two, however, this is history, this is closer to how we conduct research.

Modern fencing makes next to no use, if any, of source material, books, etc. It’s impossible to study historical fencing without sources—even if one oneself isn’t reading and studying them, the person teaching them ostensibly is (they should be…). One advantage of having a rich source tradition is that it provides additional teaching tools. We have images and illustrations, key passages, anecdotal references to how people were trained and fought, all of which add much to how we teach. It can be a far richer meal.