The art of fencing is most ancient, and was discovered in the times of Nino, King of the Assyrians, who, through use of the advantage of arms, was made monarch and patron of the world; from the Assyrians the monarchy passed to the Persians; the praise of this practice, through the valor of Ciro, from the Persians, came to the Macedonians, from these to the Greeks, from the Greeks it was fixed in the Romans, who (as testifies Vegetius) brought to the field masters of fencing, whom they named “Campi ductores, vel doctores” which is to say, guides, or masters of the field, and these taught the soldiers the strikes of the thrust and the cut against a pole. — Ridolfo CapoFerro
This is the fourth part of my Paschen Rapier Seminar. Read more about the seminar and part one, two, and three
Student engages in hanging second, thrust in third to the inside high line by detachment
Student engages in hanging second, partner frees blade and raises it. Student engages in third and glides
Student performs #1 while making an advance with the engagement
Student engages in hanging second with an advance. Partner frees blade and retreats. Student performs #2, making an advance with the engagement and then gliding with a lunge
Partner’s choice between #3 and #4
As #5, but partner can continue to retreat, freeing their weapon from engagement with each retreat. The student alternates between engagements of hanging second and third until the partner stops, prompting the lunge.
Student engages in hanging second, partner frees weapon and extends with the weapon high (higher than #2). Student lunges in second below the blade
Student engages in second, partner leaves the tip near the student’s strong during the engagement. Student glides in second to the outside low line
Student chooses between #1, #2, #7, and #8, based on the partner’s response to the initial engagement
#6, but each time the student engages in hanging second, the partner could choose to prompt #7 and #8 as well.