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Guy frequently keeps this blog updated with thoughts, challenges, interviews and more!

Category: Learning Swordsmanship

This is supposed to be a review of the Panoplía Iberoamericana, which I attended over the weekend, teaching several workshops. The event was excellent, a complete delight to attend and teach at. But my hosts here have gone the extra thousand miles to show me the best of their city and culture, and the only way I can think to keep things straight is to just take it in order.

I’ll skip over the food entirely, because it deserves and will get its own separate post. Let me just say that Mexican food outside Mexico can be fabulous, but the sheer breadth of dishes that I’d never even heard of but which blew me away makes me think that I don’t know Mexican food at all. Pozole. Chile en Nogado. Tetelas de Chapolines. And on and on.

I’m writing this in a slight lull in what has been a whirlwind few days. I arrived in Mexico City last Wednesday night, and spent Thursday visiting (after a breakfast of enmoladas, oh my goddess) an extraordinary presidential private collection of guns and other weapons (no photos allowed), and the utterly stupendous Anthropological Museum. I had no idea of the complexity of pre-conquista Mexican cultures. We think of the Aztecs and the Mayans, but honestly that’s like tacos and burritos. The most famous of a very broad range. It would take a week or more to properly absorb this museum, so I’ll stick with two highlights.

The stunning Sun Stone:

This thing is huge- so big that you could put it on the ground and have a sword fight on it. Which is apparently what it was used for! Sacrificial gladiatorial combat. It’s so much a part of Mexican identity that it’s on the 10 peso coin.

And I had no idea about the Codices of the Mixtec people (or even that the Mixtecs themselves existed). These are folded-up parchment documents that have a kind of pictographic writing on them. Sadly no fighting manuals, but a written record of aspects of their culture.

one of the Mixtec codices

The Panoplía Itself

The Panoplia began on Friday, and I did my usual thing of talking to lots of people, working with anyone who asked on whatever they were interested in, signing a lot of books (hurrah!), and I also led a discussion on balancing academic rigour with fencing skill. In other words, balancing knowledge, and skill development. It’s something I think every historical fencer should think about, and decide for themselves where they want to focus. There is room in the Art for pure academics, and pure competitive fencers. And pure “train to win real swordfights”. Most of us lie somewhere in the middle.

Saturday began for me with an impromptu bit of smallsword with Neuro, Arturo, and Leon. It started with me showing them some stuff from Angelo, and ended with a very friendly bit of light fencing. Which set me up perfectly for my longsword mechanics class. It was rather full (about double the signed-up students actually attended). My goal with mechanics classes is to get everyone moving better than they were before, and to generate at least one significant ‘aha!’ moment. I think we managed it. (I’m still waiting for the class photos- if you took one, please send it to me!)

After lunch (oh my goddess) I had my Capoferro rapier mechanics class, which was a bit smaller, and started with everyone present, so it was easier to build the experience for the students. I saw many, many, eyes flashing wide as something tiny and apparently trivial made all the difference in how the sword functioned. It was extremely satisfying!

This was followed by the official event party, which was held in the Hacienda de Cortes.

I mean, really.

I was a bit of a party pooper, going home at about 1.30am. And on Sunday morning my hosts and I were (we thought) a bit early getting to the event. It was the free-fencing not-tournament process that the event’s godfather Pedro Velasco uses (which you may recall from the Panoplia Iberica, in December 2023). But it turns out that after an evening of Mezcal, beer, wine (thanks again, Carlos!) these folk were hard at it in the sunshine:

Personally, I needed a bit of maintenance so I found a quiet shady spot and did some physio, stretching, breathing form, and push-ups. I then got chatting to a group lead by one of the instructors (Gaute Raigorodsky) about Fiore mechanics. At one point I said ‘get some swords, let’s try it’ which inevitably lead to an hour or so of mechanics training in another shady spot. You can go much deeper with a small group that already know the basics.

And then the Panoplía was over… except for the after-party. Oh my god, the Mezcal!

Post-Panoplía “recovery”

Monday started nice and slow with my lovely hosts Elena and Eduardo taking me to breakfast (which alone deserves a post of its own). Here we are: nice to know that I’m not the only hat wearer! My Mexican sun hat was a gift from my hosts.

(my very witty t-shirt is by the excellent Stephan Eichelmann).

After which we went to find the elusive Axolotl in the extraordinary lagoons of Xochimilco.

the lagoons of Xochimilco- jungly venice

And we did!

the axolotl

Then on Tuesday it was off to see one of the wonders of the world: the pyramids of Teotihuacan. Words fail me.

the sun pyramid at Teotihuacan, with Guy Windsor in the foreground

I rounded off Tuesday evening by teaching a Fiore mechanics class for Jorge Chavez and Eduardo Mayeya's club Arthenea. It was rather off-the-cuff: we decided to do it in the car on the way to the pyramids. But I think it was well received.

The organisers of the event (in no particular order), Jorge Chavez, Ana Tavera, Eduardo Mayeya, and Pedro Velasco have done an amazing job putting together the first (and I really hope not the last) of the Mexican edition of the Panoplía, and an even better job of looking after their guests. What a place. What people. Oh my. Muchisimas gracias a todos!

And a final note: if you have photos of my classes from the event, please send them to me to incorporate into this post. Thanks!

At the end of June I went to Kansas… and came back with footage of a whole lot of my interpretation of Fiore’s Il Fior di Battaglia, including all 73 plays of the dagger, and 7 new clips on Fiore’s footwork. These are now available with the re-edited and re-released Medieval Dagger Course.

Dagger Course Info

For the next ten days, you can get 40% off with this link: Click here for Dagger Course

Or use the code DAGGERLAUNCH2024 at checkout. Feel free to share the link, the code, and this post with your friends.

If you already own the old course you can get the new one for just $70 with a different link, please drop me an email and I'll send it to you. I tried to do that with a bulk email a while ago, and a) most people didn't get it and b) the link stopped working.

Fiore’s dagger plays comprise by far the largest single section of the manuscript, so there is a lot of new material, all organised according to where you’ll find it in the treatise. I’ve also included all the plays that include a dagger in any form, so, the defence of the dagger against the sword, the defence of the sword in the scabbard against the dagger, and even the dagger and the staff defending against a spear.

Veterans of my mailing list will know that when launching a new course, I have to send out a bunch of emails. I will try to make every email worth your time, whether you buy the course or not. To do that I’ll include a link to a piece of the course content, like the one with me throwing stuff at Jessica’s head that I shared last week. For now, the following sections of the course are already free to preview on the sales page:

  • Falling
  • Dagger Handling and Basic Strikes
  • The Nine Masters
  • First Master plays 1 and 2: disarm and counter

This way you can get the idea whether the course is for you, or not.

Learn to teach historical martial arts!

My new book, Get Them Moving: how to teach historical martial arts is now available at the swordschool shop. It will go live on other platforms (Amazon, Barnes and Noble, etc etc.) in a few months, but you can get it now: Click here to Get Them Moving


Guy_Windsor_book_Get_Them_Moving

Here's the blurb:


In ​Get Them Moving I’ve distilled over twenty years of teaching experience into a comprehensive guide that’s as practical as it is motivational. Whether you’re stepping into the salle as an instructor for the first time or you’ve been teaching students for years, this book offers clear and actionable guidelines to improve outcomes for your students.

From constructing effective lesson plans to overcoming the hurdle of imposter syndrome, I’ve laid out strategies and insights to elevate your teaching craft. Learn how to engage beginners with effective drills, run advanced classes, and how to incorporate the historical sources into your teaching.
This isn’t just a manual; it’s a mentorship in book form, designed to accompany you as you forge the next generation of martial artists.
Ready to transform your practice into impactful teaching? Let’s begin.

Here's a thought- you could get a copy for your historical fencing instructor… if they will take it as a friendly gesture, not a critique of their current skills!

Join me in Madison, Wisconsin, July 6th and 7th, to work on your freeplay skills!
The theme is “improve your fencing”: we will cover a systematic approach to improving your fencing/freeplay/sparring skills with the rapier (Saturday) and longsword (Sunday), regardless of what fencing style you currently study. We will start by establishing safety guidelines, then gradually introduce complexity to simple drills, and learn to create the optimal environment for you to improve your skills.
Beginners are welcome: you won’t be thrown in the deep end.
It’s worth coming to both days, because the challenges are different for each weapon (controlling the impact of a lunge is mechanically very different to controlling the impact of a longsword cut, for example). While the overall approach is the same, the specific exercises and applications are different.
We will include exercises and approaches for:
  1. developing your fencing memory, so you can recreate what just happened, and learn from it.
  2. using freeplay/sparring for technical and tactical development
  3. setting up modified freeplay to allow you to focus on the things you personally need to work on
  4. competitive fencing: how to use it to develop, and how to get better at it.
  5. equipment: what equipment you need, and what the pros and cons are of full-kit freeplay versus using less protection.
  6. communicating goals and boundaries with training partners you don’t know.

Minimum equipment: blunt training sword, mask.

Ideally, have full freeplay gear: mask, gorget, elbow and knee pads, gauntlets, chest protection (jacket, plastron, padding etc.).

Location: The Goodman Centre: 214 Waubesa St Madison, WI 53704

Time: hall open at 10.30, start at 11.00, finish at 17.00 both days.

Cost: $85 for one day, $160 for both days.

I’m delighted to let you know that From Medieval Manuscript to Modern Practice: the Wrestling Techniques of Fiore dei Liberi is now out on the Swordschool shop! For the next week only, you can get 10% off the hardback, paperback, and ebook here. Use the code wrestle10 at checkout to apply the discount.

This book is the academic basis of my interpretation of Fiore’s wrestling plays, following the format I pioneered in the first book to come out in this series, From Medieval Manuscript to Modern Practice: the Longsword Techniques of Fiore dei Liberi.

I start at the very beginning, and provide a transcription and translation of the full introduction from the Getty Manuscript, then for each play, I provide the drawing from the manuscript, transcribe the text, translate it, and interpret it, with a video clip of the action in practise. The book also includes an essay by Jessica Finley comparing the Italian wrestling with German medieval wrestling, and a bonus section where I transcribe and translate the wrestling plays from the mounted combat section.

The book provides the “what” and “why” of Fiore’s wrestling plays. For instruction in how to train Fiore’s wrestling, you will need my online course which I created with Jessica Finley, so I have also discounted that by 45%, here.

These discounts expire on March 14th.

Fiore dei Liberi's text on footwork and the voltas

For an academic, it is the best feeling in the world when the ground you have built a mansion on starts to tremble. (Less so for an architect, I’d imagine.) I had that experience on my recent trip to the Panoplia Iberica where I finally met Dario Magnani in person. He runs the THOKK gloves enterprise, and is a keen Fiore scholar. We talked for literally hours about the most minute details of our interpretations, starting with his take on the famous “three turns of the sword”. It was so much fun I got him onto my podcast to revisit the topic, which you can hear here:

What is a volta? A very detailed examination of Fiore, with Dario Magnani

I’ll go through the passage first, then describe my current interpretation of it, then his take on the same text, and then sum up. We’re talking about folio 22 recto from the Getty manuscript. I’ll quote the transcription, translation, and interpretation from pages 116-117 of From Medieval Manuscript to Modern Practice: The Longsword Techniques of Fiore dei Liberi.

What does Fiore dei Liberi say?

The text reads:

Noy semo doi guardie, una si fatta che l’altra, e una e contraria de l’altra. E zaschuna altra guardia in l’arte una simile de l’altra sie contrario, salvo le guardie che stano in punta, zoe, posta lunga e breve e meza porta di ferro che punta per punta la piu lunga fa offesa inanci. E zoe che po far una po far l’altra. E zaschuna guardia po fare volta stabile e meza volta. Volta stabile sie che stando fermo po zugar denanci e di dredo de una parte. Meza volta si e quando uno fa un passo o inanzi o indredo, e chossi po zugare de l’altra parte de inanzi e di dredo. Tutta volta sie quando uno va intorno uno pe cum l’altro pe, l’uno staga fermo e l’altro lo circundi. E perzo digo che la spada si ha tre movimenti, zoe volta stabile, meza volta, e tutta volta. E queste guardie sono chiamate l’una e l’altra posta di donna. Anchora sono iv cose in l’arte, zoe passare, tornare, acressere, e discressere.

We are two guards, one made like the other, and one is counter to the other. And [with] every other guard in the art one like the other is the counter, except for the guards that stand with the point [in the centre], thus, long guard and short, and middle iron door, that thrust against thrust the longer will strike first. And thus what one can do the other can do. And every guard can do the stable turn and the half turn. The stable turn is when, standing still, you can play in front and behind on one side. The half turn is when one makes a pass forwards or backwards, and thus can play on the other side, in front and behind. The whole turn is when one goes around one foot with the other foot, the one staying still and the other going around. And so I say that the sword has three movements, thus stable turn, half turn, and full turn. And these guards are called, one and the other, the woman’s guard. Also there are four things in the art, thus: pass, return, advance, and retreat.

What do Fiore's words mean?

Let me unpack this:

1. The two guards shown are both posta di donna. One is shown forward weighted, the other back weighted. I interpret the difference between them to be a volta stabile (more on that later).

2. Any two guards that are alike can counter each other.

3. Except for guards that have the point in the centre line (longa, breve, and mezana porta di ferro; more on those in the next section). This is because the longer sword will strike first. Here I’m translating punta as point (stano in punta, stand with the point), and thrust (punta per punta, thrust against thrust). The meaning is obvious whichever way you translate it though: don’t stand with your point in line against someone else who has their point in line unless you have the longer sword.

4. Any similar guards can do what the guards they are like can do.

5. Every guard can do the volta stabile and the meza volta. (I use the Italian terms for technical actions, guards, etc. where possible. Refer to the glossary [link] if you need it.)

6. The volta stabile: I interpret stando fermo, standing still, to mean without stepping, or moving a foot. As I do the volta stabile, the balls of my feet stay on the same spot on the ground. It makes no sense for a turning action to involve no movement at all, so standing still cannot mean literally ‘not moving’.

7. The meza volta: this is a passing action, forwards or backwards. I interpret that to include a turn of the hips and body, so you go from one side to the other.

8. The tutta volta: here again we have a ‘fixed’ foot, that, unless your legs are made of swivel-joints (top tip: they’re not), must at least turn around itself for the action to occur. This supports my reading of stando fermo above. Simply, this is whenever you pivot on one foot by turning the other one around it. There is a video of me doing these three movements linked to further on in this chapter.

9. The sword also has three movements: stable turn, half turn, and full turn. Unfortunately there is no further discussion of this, and these terms simply aren’t used in the rest of the book. Fiore will tell us to ‘turn the sword’, for instance in the play of the punta falsa, on f27v, but never with the qualifiers stable half or full. So I simply do not use these terms to apply to sword actions. Other instructors and interpreters do, but you should be aware that there is no evidence supporting any one interpretation of these turns over another.

10. In case you missed it the first time: both these guards are posta di donna. Both of them. Got that?

11. There are four things in the art: pass, return, advance and retreat. See the video: three turns, four steps: https://guywindsor.net/lgg01

Okay, so that’s the current state of affairs, and it accords with what most Fiore scholars I know think of the three turns.

Dario’s reading is different though. In essence, he thinks that the volte Fiore is describing here are specifically the turns of the sword. Or better, the movements of the sword.

In other words: a volta stabile is what you can do moving the sword forwards and backwards while standing still. For example, thrust from breve to longa without stepping at all.

A meza volta is what you do with the sword when passing forwards or backwards, and the sword goes from one side of the body to the other. This could be a blow, or just changing guard.

A tuta volta is what you do with the sword while turning one foot around the other.

This makes sense for the following reasons:

1. Why would footwork come between the sword in one hand and the sword in two hands? Surely if this was meant to be a purely footwork description, it would be earlier in the manuscript.

2. The volta stabile as we do it as a footwork action cannot reasonably be described as ‘standing still’. It took some wrangling to get it to apparently mean that (as you can see in points 6 and 8 above).

3. The line “And so I say that the sword also has three movements, thus stable turn, half turn, and full turn” can be read as a summary of the preceding sentences, not an application of footwork actions to the sword. The “also” there doesn’t come from “anchora”, it’s more pleonastic: it comes from E perzo digo che la spada si ha tre movimenti, zoe volta stabile, meza volta, e tutta volta. That bit “la spada si ha” literally means “the sword it has”. There’s really no “also” in that sentence, thought I’m not alone in inserting one: Leoni translates it as “the sword also has” (Leoni and Mele, Flowers of Battle vol. 1 page 252). Drop the questionable “also”, and the sentence reads as a summarising of the preceding three turns as turns of the sword.

4. Volta has many meanings and shades of meaning. You can find literally dozens of meanings for it on pages 1000-1002 of Battaglia’s dictionary, online here: https://www.gdli.it/sala-lettura/vol-xxi/21 Dario’s contention is that these actions don’t have to be read as specifically turning actions (which allows for a simple thrust from breve to longa to be a ‘volta’). To be honest, that’s the hardest part of this for me- I haven’t found a solid linguistic reference to justify a non-circular interpretation of the word, though the expression “dai volta”, lit. ‘give turn’, means “get a move on”.

It is very convenient to translate words that may have many meanings into simple, specific, and concrete technical actions. The volta stabile then gets to be one simple thing, easy to explain and teach, rather than a class of things (what you do with the sword while standing still). But this can be a false sanctuary. Likewise with the final sentence of this troublesome passage: “Anchora sono iv cose in l’arte, zoe passare, tornare, acressere, e discressere. Also there are four things in the art, thus: pass, return, advance, and retreat.”

These have long been interpreted by me and just about everyone else as passing forwards, passing backwards, stepping forwards, stepping backwards.

We know from the definition of the meza volta that ‘passare’ means to pass forwards or backwards. What is ‘tornare’ then? It means return, and when we see it in action, such as in the defence of the dagger against the sword thrust on f19r, “Lo pe dritto cum rebatter in dredo lu faro tornare”, it isn’t a pass at all: it’s the withdrawal of the front foot (see From Medieval Manuscript to Modern Practice pages 44-47 for the transcription, translation, and video).

Likewise the discrescere that we find on f26r when we slip the leg against a sword cut; it’s not a step backwards; your back foot doesn’t move.

So our neat classification of footwork actions starts to fail.

So is this passage, the beginning of the sword in two hands section, all about how the sword moves? That would not be a stretch. And for sure the volta stabile is not a great big movement of the body. I’ve started calling that movement (which is still a fundamental part of the art) a “volta stabile of the body”.

I’m not sure where I stand on all this yet. I’m convinced of one thing though: it’s past time to return to the assumptions that I have based my interpretations on and work through them with ever-closer attention to the text.

And if you listen to the podcast episode, you'll hear the moment when I'm convinced that the “also” has to go!

German longsword

In July I flew to Kansas to shoot video with Jessica Finley. I originally intended to just get the material for my medieval Italian wrestling course, but when I saw this amazing mural on Jessica's salle wall, I was hit by a really good idea- why not use this memory-tree of Liechtenauer's 12 hauptstucke (“chief pieces of the art”) as a course plan?

12 hauptstucke mural

Jessica is one of my oldest sword friends, and a highly respected colleague. We first met at a Western Martial Arts workshop event in about 2007. She was my first choice for a podcast guest (and has been back on the show twice since then). She started out as Christian Tobler’s student, and used the training he gave her to develop her own areas of expertise, notably in medieval German wrestling. She wrote the book Medieval Wrestling, published in 2014, which was one good reason why I shot my own medieval wrestling course with her. And she has her own way of organising and interpreting Liechtenauer’s longsword material, based on Liechtenauer’s own categorisation of the hauptstucke.

You can find the course here.

We have quite different teaching styles, as you can see in this video where she teaches the guard Ochs:

I think it’s important to expose your students to other instructors, and this is no less true in online courses as it is in person. When I ran my school in Helsinki, we averaged 3-4 visiting instructors per year.
But there is a very small overlap between the quite large group of instructors whom I would deem worthy to teach my students, and the much smaller group who have the skills to produce a course like Medieval German Longsword: the Hauptstucke of Johannes Liechtenauer. To be clear- Jessica herself doesn’t have the technical background to produce a course either (though she is solidly in the first group, and indeed taught a seminar for my students in Helsinki in 2015). But I do, and we had the time, the space, and the very clearly organised system that you need for producing a course, when I was over in Kansas in July this year.
My part in this course includes directing, producing, editing, and providing the Fiore perspective in each section, so the course itself is very much a collaboration. But every bit of Liechtenauer interpretation is 100% Jessica.
Here’s the next video in the sequence: Thrusting from Ochs and Pflug:

The course is available here
See you on the course!

This post is intended to be useful to the attendees at the recent seminar I taught with Chris Vanslambrouck in Madison, Wisconsin. It may also be of interest to folk who couldn't make it.

First up, huge thanks to Heidi Zimmerman who organised the seminar. It literally couldn’t have happened without her. And thanks also to Chris Vanslambrouck, who co-taught the seminar, with related plays from Meyer. Given that there was also a lot of Meyer technique being taught that weekend, it’s a miracle we covered so much ground, so hats off to the students. I’ve assembled a list of the material we covered, some planned, some answers to questions posed by the students.

Saturday: Fiore Longsword

We started with the most  basic blows, and saw how they created the guards.

The blows were:

  • Mandritto fendente
  • Roverso fendente
  • Mandritto sottano
  • Roverso sottano
  • Thrust

You can find a more complete version of the drill we used here:

And the guards they created were:

  • Posta di donna destra,
  • Posta di donna lasinestra,
  • Posta longa,
  • Tutta porta di ferro,
  • Dente di zenghiaro, coda longa

You can find all the guards here: https://swordschool.com/wiki/index.php/The_12_guards

We then did a parry and strike from donna, against the mandritto fendente, and a parry and strike from dente di zenghiaro, against the same blow. The latter is the beginning of our Second Drill:

 

This lead us to the universal counter-remedy: the pommel strike (as shown in the 8th play of the master of coda longa on horseback).

We then defended against thrusts with the Exchange of thrusts:

Then Breaking the thrust:

In the afternoon session we covered the rear-weighted guards (donna and fenestra), and briefly went over the 3 turns (volta stabile, meza volta, tutta volta), and the four steps (accrescere/discrescere; passare/tornare).

We then did a not-very-deep mechanical dive into the guard bicorno, including how to use it to prevent an exchange, and as a feint. This included an introduction to the woman in the window drill:

 

We finished up our survey with the 4 corners drill: https://swordschool.com/wiki/index.php/Four_corners_drill

All of this material can be found in book form in The Medieval Longsword, as an online course here.

Capoferro Rapier

The following day, Sunday, we did a pretty thorough overview of Capoferro's rapier. We began with basic footwork:

  • passes,
  • lunge,
  • step,
  • lean

Which you can find here:

Then played Hunt the debole (to get an idea of what the sword is supposed to be doing- keeping you safe!).

We then worked through Plate 7 (stringer on the inside, thrust through the left eye):

 

And plate 16 (stringer on the outside, thrust to the neck):

Plate 8 (slip the leg)

Plate 10 (enter against the cut),

Plate 13 (the scannatura)

And plates 17 and/or 19, the avoidances of the right foot or waist:

We also did a pretty deep dive on the mechanics of the lunge. We didn't video the Madison seminar, but I covered the lunge in a similar way in this seminar:

 

We also looked at the mechanics of passing, specifically the difference between the passing foot pointing forwards or out to the side.

Then we constructed a mechanically sound seconda position, starting from first principles. I covered this in a blog post, here: Function First, then Form

We then went through my system for teaching students the basic skill of parrying with the dagger, in four stages. You can find the four stages on this wiki page: https://swordschool.com/wiki/index.php/Rapier_and_dagger_drills

And we then applied those skills in executing Plate 23:

And then had a look at murdering left-handers in Plate 38:

All of this rapier material is covered in the Complete Rapier Workbook, and in the new Duellist’s Companion 2nd edition. If you prefer an online course, you can find it here: https://swordschool.teachable.com/p/rapier

Thanks again to the lovely Heidi for organising it, Chris for introducing us all to Meyer, and to the most excellent students.

There’s a lot of doom and gloom going around at the moment. As the pestilence has subsided a bit, we’ve got war and famine instead. If you’re feeling a bit overwhelmed and crap, it’s not your fault. But I have one key idea and two practices that may help.

The key idea:

Your experience is created by your external circumstances, and your reaction to them.

You may not be in control of the first, but you can be in control of the second, at least up to a point.

For most people there are limits; no amount of sang-froid will help in some situations, and it’s possible to be miserable in paradise.

But for most of us, most of the time, even when we are faced with circumstances beyond our control, we have some latitude around how we respond to them.

  1. The first rule is: whoever stays calm longest wins.
  2. The second rule is: focus on your area of control.
  3. And the third and final rule is: your negative emotional state doesn’t help anyone, even you.

Let’s imagine you’ve behaved badly (shockingly unlikely I know, but this is a thought experiment). Feeling guilty about it doesn’t affect the person you’ve wronged- but making amends might.

Or let’s imagine someone has behaved badly towards you (something everyone has experienced at some point). Being angry or miserable as a consequence doesn’t change what happened, and if the action was deliberate, it’s also helping your enemy reach their goal.

The Practices

I think we can agree that being able to control your response to circumstances is a superpower. The primary skills involved are remaining calm (i.e. controlling your state of physiological arousal), and choosing what your mind dwells on. The practices I use to develop those skills are breathing exercises and meditation.

They go together very well: a lot of breathing exercises are meditative, and a lot of meditation styles involve breath work.

Here’s a very simple example for you. It will take about a minute.

Generally speaking, when your exhale is longer than your inhale, your system calms down (i.e. it stimulates the parasympathetic nervous system). And when you are paying attention to your breath, you are by definition not paying attention to the thing that is bothering you that is beyond your control.

  1. Take a moment, and do one slow inhale, and then breathe out as long and slow as you can.
  2. Now try that again, and focus on the feeling of the inhale, and the feeling of the exhale.\

How do you feel?

Told you it was very simple!

I’ve been studying these things for a long time (I was taught my first breathing exercise in I think 1990), and I have courses on breathing and meditation. If you are already enrolled in either course, or the Solo Training course, or the Mastering the Art of Arms subscription, you already have access, so should maybe go do some practice, or skip ahead to the podcast announcement.

But if you don’t have access to the courses yet and would like to, I’ve dropped the prices to make them super-affordable. Because almost everyone is struggling with the inflation and cost of living crisis, and this is the stuff I have that is most likely to be helpful.

Meditation for Martial Artists is here: https://swordschool.teachable.com/p/meditation

The usual price is $140, but you can get it for $25 with this code: JANUARYDESTRESS

Fundamentals: Breathing is here: https://swordschool.teachable.com/p/breathing-basics

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Correct sales practice is to create a sense of scarcity to increase demand by putting a time-limit on the sale (as I usually do, because it massively increases sales), but the last thing we need right now is more scarcity, so I’m not going to. Those codes expire in about three years!

It is also normal practice to bombard you with reminders, testimonials, etc. to persuade you to part with your cash, but again it seems not a kind thing to do right now. If the courses aren’t a no-brainer purchase for you, don’t buy them.

But, for those of my readers and students currently sitting on glorious piles of cash, feel free to either pay full price, and/or buy some other courses or books of mine, I’d appreciate it.

There is a ton of jargon in most specialised fields, and historical martial arts are no different. A smallsword fencer cares about the difference between a colichemarde and a spadroon; falchion folk distinguish between messer, storta, and hanger. The same is true of academics who study old books and ways of writing (palaeographers. Not to be confused with palaeontologists, who study fossils). The historical martial arts world and academia overlap in many ways, and it’s useful to be able to speak a bit of academese when discussing our work, so I’ve put together an explanation of the more common academic expressions used in our field. The words in bold are the ones I’m defining, and you can find an alphabetised glossary of them at the bottom of the post. Pretty much every word in the list is the gateway to an entire universe of bookish geekery, and more than worthy of an entire post in its own right, so I have provided links to more extended discussions of them in case you have time on your hands. I have manfully resisted getting sucked into the etymology of these words (did you know that “book” comes from the proto-Germanic word “bokiz”, or beech (as in the tree), because beechwood was used for carving words into? Did you want to know? Ok, back to the topic…) 

This list is a work in progress- if you think there are words to add, please do email me to let me know, or post the word in the comments below. We're already at 38 from the original 33!

Let’s start with something that should be obvious, but isn’t. What is a ‘book’? 

In the Bible, a ‘book’ is a collection of writings attributed to one author, or a major chapter heading. The Book of Genesis, for instance, or The Book of Job. The Bible itself is (we would say) a ‘book’, which is divided up into ‘books’. If the Bible is presented in a single volume, it is a single physical book-like object. Fabris’ Scienza d’Arme comprises “book one” and “book two”, but has always been published in a single volume. 

Things get even more complicated when we’re talking about manuscripts. A manuscript is a text that has been written by hand. It’s usually abbreviated as ms or MS, and plural mss or MSS. It could be written on paper, vellum, or anything else, but if it’s written by hand it’s a manuscript. A shopping list scrawled in biro on the back of an envelope is a manuscript. My gorgeous first edition of Capoferro in the photo below is not a manuscript- it was printed in 1610.

Because they are produced by hand each manuscript is different, so you can have a single treatise (a treatment of a subject in depth- I’ll define it further later on) that exists in different forms, such as the four quite distinct versions of Il Fior di Battaglia by Fiore dei Liberi. Each version is of course ‘a book’, bound in a single ‘volume’ but the ‘treatise’ presented in each volume is somewhat different.

If the manuscript is illustrated, it has drawings in it. Most historical martial arts manuscripts are illustrated. But often not illuminated. The difference is, an illuminated manuscript is illustrated in colour, with gold and/or silver leaf. Fiore’s Getty ms barely qualifies as illuminated- he uses gold leaf for the crowns and garters (and silver leaf for the sword blades in the Morgan ms), and the capital F at the very beginning is illuminated too.

A handy rule of thumb: illustrated mss have drawings, illuminated ones are in colour. Text that is written in red (such as chapter headings, or indeed the names Fiore gives to his guard positions) is called ‘rubric’ which these days has come to mean a class or category, because of how red text was used in many medieval mss.

Vellum, or parchment, is a kind of rawhide, usually made from calves or goats, scraped clean, dried, and variously treated. Many but not all manuscripts that have survived from the middle ages were written on vellum.

In the earliest days of writing on something other than clay, wax, or stone, writings on parchment, paper, or papyrus were rolled up into a tube, called a scroll. Then in about 300 AD some bright spark thought they’d fold the sheets in half and stitch them together along the fold, like a modern book. These early books are called codices, singular ‘codex’. It’s got everything to do with how they are made, and nothing at all to do with their content (they do not usually deal with code). 

With the advent of pages came the knotty problem of how to number them. In a modern book we tend to number the first right-hand page 1, the other side of it 2, the next one 3, and so on. In manuscript studies we tend to call the first sheet ‘folio 1’. The side that is up when the page is on the right is ‘recto’, and the other side is ‘verso’. So, folio 1r is the recto side of the first folio. “As we see on f27v” means “as we see on the verso side of folio 27”. Numbering pages by folio is called ‘foliation’.

It doesn’t help matters that ‘folio’ also refers to the size of a volume.  Books come in various sizes, which are pretty standardised these days. But historically, if you take one sheet of vellum, the size of which is determined by the size of the animal it grew on, and fold it in half, you get a ‘folio’. If you fold it in half again, you get a quarto. One more fold, and you get an octavo. The Getty manuscript of Fiore dei Liberi’s Il Fior di Battaglia is a ‘folio’. Vadi’s De Arte Gladiatoria Dimicandi is an octavo. This matters because vellum is very expensive, and by folding it smaller you could produce the book in a smaller size using less vellum, saving a lot of money. The size of the book tells us something about how much money the author or publisher had to spend on it. The quality of the handwriting and the extent of the illustrations, and the decoration on the cover also tells us a lot- some very expensive books were small to fit in a pocket, not to save money. But in general, smaller=cheaper.

It doesn’t stop there- the next size down is “duodecimo” (McBane’s Expert Sword-man’s companion is a good example), and it continues down to sexagesimo-quarto! You can find out more about book sizing here: https://en.wikipedia.org/wiki/Book_size

Because vellum was so expensive, and tough, people would sometimes scrape all the ink off a book, and write a different book on the blank pages. A book that has been erased and a new one written over it is called a palimpsest. One very famous example of this is the Archimedes Palimpsest https://www.historyofinformation.com/detail.php?id=3996 in which some numpty-head erased Archimedes’ incredibly rare maths treatise and wrote in some incredibly common religious stuff instead. The deleted (but recoverable) work is called the undertext.

Books are normally bound in quires, gatherings, or signatures, which are a certain number of leaves folded and assembled together, before being stitched along the fold. These quires are stacked and stitched together to make the volume. This sizing convention (folio, quarto, octavo) persisted when paper became more widely available and largely replaced vellum, so Shakespeare’s “First Folio” was printed in that size because of the high status it suggested. 

The collation of a book is the structure in which the quires or signatures are bound. Most modern books have a regular number of pages in a quire, but it’s very common for older books to have an irregular structure, and when we collate a book and analyse that structure, it can tell us useful things about  the history of the book: what might be missing, what might have fallen out and been put back in the wrong place, whether the book has been rebound during its lifetime, and so on. 

Collation is usually abbreviated a,b,c etc to indicate the signatures, with a number afterwards indicating the number of pages. The collation of De Arte Gladiatoria Dimicandi is: a10 b4 c-d10 e8. This means there are five signatures, the first is 10 folia, so five sheets of vellum folded in half; the second has four pages (so, is made of two sheets), and so on.

Unhelpfully for aspiring scholars, collation also refers to a comparison study between different versions of the same text (such as for instance a comparative study of the four Fiorean mss.)

The printing press was developed in about 1450, and by the standards of the time it took off like a rocket, with the numbers of books printed going up every year. The earliest printed books looked a lot like manuscripts, because at the time, that’s what books were supposed to look like.  An incunable (or incunabulum, plural incunabula) is a printed book from the early days of print; the traditional cut-off point is 1500. 

You can buy a facsimile edition: a facsimile is an accurate copy of a book. For instance, both the HEMA Bookshelf high-end gorgeous leather-bound edition of the Getty ms is a facsimile, and so is my affordable-end throw-it-in-your-fencing-bag-priced edition. You can imagine what it did to my geeky heart when I realised that the HEMA Bookshelf facsimile went so far as to recreate the actual collation of the original ms!

An exact facsimile is not really an ‘edition’ of the treatise. Edition implies some editorial changes. It would be fair to call my translation and commentary on De Arte Gladiatoria Dimicandi an edition of the treatise, because it’s not just the facsimile, it’s also a translation and commentary, with an introduction giving background on the book, the author, and the dedicatee.

gloss is an explanation of a word or phrase, which is why the pdf at the bottom of this post is a “glossary”, a list of such explanations. But, when Peter von Danzig wrote a treatise in which he explains and expands on Liechtenauer's zettel (a set of mnemonic verses), that is also a “gloss”. Historically, glosses would often be written in the margins or between the lines of the original text. It would be fair to describe my own From Medieval Manuscript to Modern Practice as a gloss of Fiore's longsword plays.

So what about their content? What’s the difference between a treatise and an essay and a monograph? This definition from Wikipedia is accurate: “A treatise is a formal and systematic written discourse on some subject, generally longer and treating it in greater depth than an essay, and more concerned with investigating or exposing the principles of the subject and its conclusions. A monograph is a treatise on a specialised topic.”

So, a single treatise may come in many different editions. For instance, Fabris’ Scienza d’Arme was published as a printed book in 1606, but there is also a manuscript version, and of course his original text would have been a manuscript (which as far as we know does not survive).

It is often necessary to transcribe a work, especially manuscripts. This can be done ‘diplomatically’, in which you copy out every character, diacritic (a mark used to distinguish different forms of a character, such as ë, é, etc.) and punctuation mark as accurately as possible, or allowing for more interpretation, such as expanding abbreviations. The word “p˜” appears in the Fiorean manuscripts very often, and represents the word “per”, for. A diplomatic transcription would use p˜, a more liberal transcription would expand it to “per”. 

Translation is the process of converting the source text into a different language. There is no translation without interpretation, and there are differing degrees of translation. A literal translation (or metaphrase) converts each word into the target language without reference to the phrase it appears in or the work as a whole. This can lead to gibberish, especially when one word can have many different literal translations. “Match”, for example, could be translated into French as “allumette” (something to light a fire with), “partie” (a game), “rencontre” (meeting), “mariage” (romantic match), “égal” (equal), and so on.  It’s generally more useful to do an analogous translation (or paraphrase), which is one where you find the closest match in the target language to the phrase you are translating.

You may do a modernisation while you’re at it- you can for example convert all spellings to their modern form, or even go so far as to update the syntax (the rules of sentence structure. You know a sentence bad is when read it you do).

What about the images?

In a manuscript the images are usually hand-drawn. There are exceptions, usually presentation manuscripts that have the images printed, and the text written in by hand (such as we see in the manuscript version of Fabris’ book, mentioned above). The earliest prints were made by carving the reverse of the image you want out of wood, leaving the lines you want printed untouched. This was then coated in ink and stamped onto the page. These woodcuts are quite characteristic. There's a useful article on how woodcuts were made here: https://www.adelaide.edu.au/library/special/exhibitions/history-of-book-illustration/woodcuts/ The The first edition of Marozzo’s Arte dell’Armi had woodcuts, like this one, as borrowed from Wiktenaur:

Some time in the 15th century (perhaps as early as 1430) they developed a technique for engraving (with a hard-pointed tool) or etching (with acid) the reversed images onto copper plates. https://www.adelaide.edu.au/library/special/exhibitions/history-of-book-illustration/copperplate-engravings/This gives much finer definition that you can get in a woodcut. The technique of copperplate engraving became widespread in the 16th century, and produces images like this one from my 1568 copy of Arte dell’Armi:

Phew! that's a lot of stuff to be getting on with. I've put together a PDF of these terms as a handy reference guide, which you may find useful. It's here:

Academese Glossary v.1.02

And if you'd like some Further Reading:

For a really thorough look at the technical terms used to describe manuscripts, try Michelle P. Brown’s very thorough Understanding Illuminated Manuscripts: a guide to technical terms. 

C. S. Lewis's Studies in Words is also useful: it is specifically about the difficulties in reading and understanding old books. Thanks to Jay Rudin for the recommendation.

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