CLASS INSTRUCTION
Although we have already put ourselves on record as believing that
nothing can take the place of individual instruction by a competent
professional, this does not mean that one who cannot fence under
ideal conditions should not fence at all. Throughout the country,
teams are being instructed by amateurs who are giving their time and
such knowledge as they possess from pure love of the game. In other
institutions, members of the Departments of Physical Education are
replying to the demand for instruction by obtaining such textbooks as
are available and making a very sporting effort to teach as they learn.
It is principally for these individuals and, to a somewhat lesser
degree, for those small groups that must go a step further and indulge
in self-instruction that the following exercises are prepared. An
effort has been made to prepare a series of fifteen lessons, or formal
exercises, that will carry a class or small group through the field of
foil fencing in a logical progression. Of course, the most that can be
hoped for from such a course is the attainment of basic instruction
and the avoidance of the formation of bad habits during the formative
period. The instructor will want to devote two or more class periods to
some of the lessons. He will be wise to devote the opening minutes of
each period to a _physical_ review of what has gone before. The various
procedures will be mastered only by constant repetition with meticulous
attention to correct performance. A spirit of friendly cooperation on
the part of members of the class will be of incalculable help in making
adequate progress. If each member will try to correct the mistakes that
his particular fencing partner makes during the exercises with the
sword and to welcome similar corrections from his partner, the efforts
of the instructor will be multiplied to an extent that will permit him
to concentrate on the obvious serious errors of individuals. Where a
small group is working without an instructor, it is of great importance
that each member become thoroughly familiar with the discussions in
the section on theory before the corresponding lesson is practised. In
class work, this study will probably be imposed on the instructor.
LESSON I
Position of guard.
To be especially emphasized:
1. Semi-sitting position.
2. Effacement of rear shoulder.
3. Inside position of front elbow.
4. Slight forward “cock” of rear knee.
The Advance.
The Retreat.
The Lunge.
To be especially emphasized:
1. The single time, “explosive” character.
2. Horizontal position of front thigh and vertical position of
front leg.
3. Extended position of front and rear arms and rear leg.
4. _Very_ slight forward inclination of trunk.
The points to be emphasized in this lesson will be found illustrated
by Figures 1, 2, 4 and 18 (on pages 3 and 18).
Exercises. Class in line, two feet distance between individuals.
Describe “Position of guard.” At command “On guard,” (1) right handers
face half to left, feet at right angles, toe of front foot pointing
directly to original front; (2) arms are raised to position of guard
and knees simultaneously bent to semi-sitting position; (3) front
foot is advanced twice its length. Left handers face half to the
right, otherwise following same directions. At this point, individual
criticism of position should be made. At first, position of guard
should not be maintained for more than two minutes. At the end of this
time, command “To the rear--Close,” whereupon individuals carry front
heel back to rear, straighten knees and drop arms simultaneously and
half-face back to original position. Allow class to stand at ease while
explaining that these short periods are for the gradual hardening
of untrained muscles to somewhat constrained positions. During this
period, the more obvious errors of position may be criticized. After
a short rest, have the class resume the position of guard and proceed
with individual criticism for the two-minute period and during the
succeeding rest. The first third of the instruction period can well be
devoted to these successive periods of position and rest.
After the completion of this exercise, explain the execution of the
advance and the retreat, emphasizing the speed with which these
exercises must be performed. Form the habit from the very beginning
of speed and snap in all footwork. Then continue the periods of two
minutes of work and of rest, insisting upon the maintenance of the
semi-sitting position throughout these short periods and continually
criticizing the general position as well as the performance of the
actual exercise under consideration. As this double criticism is being
maintained, another third of the period can well be devoted to these
exercises.
The final instruction in the first period is devoted to the execution
of the lunge. Explain this execution with great care. Emphasize the
“explosive” character of the movement. Warn against rising up in the
air with the kick and a gradual settling-to position at the end. Warn
against the turning forward of the rear shoulder from its position of
effacement and against the excessive leaning forward of the trunk.
After this explanation, proceed with the actual exercise. Do not keep
the class in the extended position while making individual criticisms.
This is a hard position for the beginner. Intersperse the lunges with
an occasional advance or retreat to emphasize the need for maintaining
the semi-sitting position. Continue to criticize all elements of the
various positions as well as the actual execution of the lunge. Make
the rest periods a little longer for this exercise and do most of the
individual criticisms during the rest periods. The successive commands
are “Lunge” and “On guard.”
At the end of the period, explain to the class that these exercises, if
properly performed, will result in considerable crippling of the thigh
muscles.
LESSON II
This lesson will be with sword and glove. The mask and jacket may be
omitted, as there will be no opposed exercises. After the beginning of
opposed exercises with the sword, the class should never be allowed to
assemble without masks and properly constructed jackets.
The Description of the Sword.
The Grasp of the Sword.
To be especially emphasized:
Difference between grasp of guard and grasp of attack.
Coming on guard with the sword.
Do not teach the salutes at this time. Practise the various movements
included in the assumption of the guard with the sword. It is well at
this time to teach a single position of guard. The position of quarte
is recommended.
The Thrust. Describe the execution of the thrust, emphasizing the
change from the grip of guard to the grip of attack during the
execution. Emphasize the fact that it definitely precedes the lunge.
From this point, proceed with the exercises very much as in the first
lesson, practising the advance, retreat and lunge with the sword.
Divide the execution of the lunge into two movements, commanding (1)
Thrust; (2) Lunge. The alternating periods of two minutes of exercise
and two minutes of rest should be persisted in during this lesson.
After each thrust emphasize and check the change of grip from guard
to attack. Occasionally, after the command “Thrust,” follow with the
command “On guard,” to check not only the correct resumption of the
position of the guard of quarte, but also the correct resumption of the
grip of guard. It is well to remember that each lesson is the occasion
for insisting upon the fundamental positions of the legs, the rear
shoulder and the front elbow, as well as any later movements that may
be taught. It is also well to remember that this exercise of the thrust
is the first occasion to teach any fingerplay, which is going to be of
great importance.
LESSON III
Preliminary unopposed exercise. It is recommended that a short period
at the opening of each instruction period be devoted to practice in the
positions and movements of the first two lessons. These lessons contain
important fundamental instruction that is often neglected and their
content may well be emphasized for a short period at each session.
Evolution of the Guards.
To be especially emphasized:
(1) The high and low lines.
(2) The constant level of the hand for both lines.
(3) Point at eye level for high line and knee level for low line.
(4) Lateral limits for hand in inside and outside guards.
Difference between guards and parries.
Simple high line parries--quarte and sixte.
Distance.
The engagement.
The simple attacks--high line
(1) The straight lunge in engagements of quarte and of sixte.
(2) The disengage and lunge from engagements of quarte and of sixte.
To be especially emphasized:
(1) Change to grip of attack.
(2) Absence of deliberate lateral movement of point.
(3) The cut-over and lunge from engagements of quarte and of sixte.
To be especially emphasized:
(1) Movement with fingers alone.
(2) Thumb turned slightly up.
This is the first occasion of opposed practice. Let class count twos
and have numbers two step forward three steps and turn about. Let them
alternate the exercises, first with the parry succeeding and then the
attack. Limit exercise periods.
LESSON IV
Preliminary unopposed exercise.
The Feint--Definition.
The Compound Attacks.
(1) The One-Two.
To be especially emphasized:
The down and up movement of second disengage.
Description of the counter parries.
The counter of quarte and the counter of sixte.
The Compound Attacks.
(2) The Double.
To be especially emphasized:
The absence of any circular movement of the point. This lesson is
the opportunity to lay once and for all the ghost of the “circular”
attack and the “circular” parry. Some members of the class may have
had some previous instruction and some may have done a little reading
on the subject. These are going to have to be convinced first and
reeducated afterwards. Few things are more difficult. But, if the
beginners can master the earlier positions and the simple movements
of these fundamental attacks and parries, they will have made a real
start toward correct fencing. There will be very little difficulty
in building the later and more complicated manoeuvers into their
game. On the other hand, bad habits learned at this time may never be
eradicated. Any time spent in mastering the material in these first
four lessons will more than repay both instructor and class.
LESSON V
Preliminary unopposed exercise.
Short review exercise of the parries of quarte and sixte and their
counters and of the One-Two and Double from these lines.
The simple low line parries--septime and octave.
The deceive of the simple low line parries, disengage over the sword
into octave and septime.
The compound deceive of the simple low line parries--One-Two over the
sword.
The counters of septime and of octave.
The deceive of the low line counters by doubles of septime and octave.
This lesson is a simple progression from Lesson IV. The same
alternation of attack and defence by fencing partners may be practised,
with first the attack, and then the defence succeeding. The leg muscles
should be getting a little toughened by now, so that the exercise
periods may be extended to five minutes while the rest periods are held
at two minutes.
LESSON VI
Preliminary unopposed exercise.
This lesson should be devoted to a continuation and extension of the
exercises in the parries of quarte, sixte, septime, and octave, their
counters and the necessary deceives. The simple parries may be extended
to two successful parries, which require a One-Two-Three for their
deceive. Two counter parries may be taken, requiring two doubles for
their deceive. One counter parry and a simple parry may be taken,
requiring a double and disengage to deceive. These more complicated
parries and attacks are excellent training for the hand and some of
them are very practical for competition work. A double and disengage or
two doubles will be frequently used, the one-two-three less frequently
but occasionally. This will also be an opportunity to use the cut-over
as the second movement of an attack, when the temptation to bend the
arm is much greater. Some experience with the cut-over is valuable for
both attack and defence.
LESSON VII
Preliminary unopposed exercises.
Attacks with change of line.
This lesson should be devoted to further practice with the attacks and
parries used in Lessons V and VI and should add to them certain attacks
where the final movement shifts from high line to low, or from low line
to high. For example, a disengage may be made from quarte into sixte;
as the parry of sixte replies, a second disengage may be made into
septime. A similar movement may be practised from sixte to quarte to
octave. Similarly a disengage may be made from quarte to octave and on
the parry of octave a second may return to quarte. Or a disengage may
be made from sixte into quarte and on the counter of sixte a double may
be made into septime.
All of these changes from one parry to another and from one line to
another should be accompanied by a constant insistence upon the sword
hand clinging to the horizontal line slightly below breast level, upon
the point being at eye level in the high line and knee level in the
low line parries and upon the parry never carrying the attacking sword
unnecessarily wide of the target.
LESSON VIII
Preliminary unopposed exercises.
The Ripostes. By this time, the class is presumed to have a reasonable
knowledge of the usual attacks and parries. However, up to this time,
each exercise has had to stop with the successful attack or with the
successful parry. It is now time to take up the ripostes after the
successful parry. First practise the straight riposte following the
simple parries and the counter parries. Do this in both high and low
lines. See whether the parries stop sharply in proper position, with
the point ready to follow through immediately. There is a very strong
tendency to carry the point out too wide in the counter parries and the
same may be true of the simple parries if the elbow is not carried well
inside the body line. Watch this and emphasize it.
LESSON IX
Preliminary unopposed exercise.
Period of exercise in straight ripostes.
This period should be devoted to a continuation of the instruction in
the ripostes, proceeding to the riposte with disengage, riposte with
one-two, riposte with double, and riposte with cut-over. Of course, the
riposte with cut-over can be practised only against high line parries.
The value of the parry and riposte should be explained to the class.
The fact that its proper use may be a decisive factor in any match
should be emphasized. The fact should be explained that its mastery may
be the basis in more advanced work, through the concealed attack of
the counter-riposte, of penetrating what seems an impregnable defence.
Controlled parries and accurate ripostes may more than counter-balance
some weakness in the offensive.
LESSON X
Preliminary unopposed exercise.
Attacks advancing.
In the section on theory, the use of attacks on the advance has been
extensively discussed. This lesson should be employed for their
explanation to the class. In class instruction, only the attack with
“gain” should be employed with a simple attack. The advance, the gain
advance, and the double advance should be used with compound attacks
and care should be taken to try to synchronize them with the successive
movements of the attack. In the class instruction, some of the attacks
should be made against a sway, some against a single retreat, and some
against a multiple retreat. This exercise will be valuable for the
fencing partner, as it will train him in executing the various actions
without deranging the accuracy of his own defence.
LESSON XI
Preliminary unopposed exercise.
Concealed Attacks--Counter Ripostes.
These exercises should start with the simpler attacks and
counter-parries. The effective execution and control of the two-thirds
lunge after considerable practice with the full lunge is a distinct
problem in itself.
It is suggested that the lesson should open with the lunge, parry and
remise, starting with the straight lunge, simple parry, and remise
from each of the high line guards of quarte and sixte. After this
procedure has been mastered, the remise against the counter parries may
be practised, to be followed by the low line simple parries and the
low line counters. The remise is practised because it is the natural
predecessor to the counter-ripostes. Its use and _abuse_ should be
_most_ carefully explained, or we may develop a sewing machine instead
of a swordsman. It is recommended that no effort be made to include the
redoublement d’attaque in this basic instruction.
After the remise, the counter riposte may be developed, first against
simple parry and riposte with simple parry and riposte; then against
compound riposte; and finally against counter and compound parries.
As the concealed attacks are such a very important aid in penetrating
exceptionally strong defences, it is felt that some additional time and
practice could be advantageously given to them.
LESSON XII
Preliminary unopposed exercise.
Review of counter-ripostes.
Counter-Attacks.
1. The stop thrust.
Practice this movement first against an opponent using an “elbow”
cut-over and then against an opponent who makes the second feint
wide of the target.
2. The time thrust.
Practice against disengage, one-two, double, double and disengage,
and two doubles.
LESSON XIII
Preliminary unopposed exercise.
Attacks on the sword.
Suggested attacks.
The press, the glide, and the light beat.
Real attacks.
The heavy beat, the force, the cross, the bind, and the envelopment.
The use of the fingers in all of these exercises and the greater
accuracy from positions of supination should be emphasized. The proper
execution of bind and envelopment will be found much more difficult
than the simpler attacks.
LESSON XIV
Preliminary unopposed exercise.
Defence against attacks on the sword.
LESSON XV
The Courtesies--Salute to jury and opponent.
Formal exercises.
It may be that the preceding outline of fifteen instruction periods
may be considered as more noticeable for what is omitted than for what
is included. Immediately, it becomes evident that no instruction in
the parries of prime, seconde, tierce, and quinte has been included.
It is admitted that, except for the parry of prime, this is a matter
of personal preference. Prime is omitted because of the difficulty
attending its mastery and the very awkward position in which it leaves
the hand for either riposte or further defence. Tierce, and quinte in
the high line, and seconde in the low line are omitted because the
parries with the hand in pronation are somewhat more difficult to
perform with accuracy, to control as to extent and to follow with a
riposte against a right-handed fencer. The enumeration of the omissions
with reasons for the choice might be continued but the basic fact
remains that no man ever mastered fencing in fifteen lessons. The old
prescribed period of instruction by the French master of the classical
school was a minimum of three years. It still takes three years to make
a _good_ college fencer. A conscientious adherence to and practice
of the exercises outlined in these lessons will, however, give the
beginner a sound foundation upon which to build, bring him to the point
where he may appreciate the beauties and intricacies of the game,
qualify him to pass this knowledge on to other beginners and, above all
and before all, will save him from the early formation of those bad
or slovenly habits of performance that have ruined the future of more
fencers than any other one factor.
From time to time, as opportunity offers, the instructor may refer
to some of the omitted sections and emphasize the fact that the
class instruction is after all only basic. He may encourage the
members of the class to study the other parries. He may mention
their advantages and disadvantages in special combinations and under
specified conditions. He should continuously impress upon the class the
limitations as well as the advantages of such a brief course.