German School of Fencing

The German school of fencing (Deutsche Fechtschule) is the historical system of combat taught in the Holy Roman Empire in the Late Medieval, Renaissance and Early Modern periods (14th to 17th centuries), as described in the Fechtbücher ("combat manuals") written at the time. Despite the name, the German school of fencing was practiced throughout Europe. During the period in which it was taught, it was known as the Kunst des Fechtens, or the "Art of Combat". It notably comprises the techniques of the two-handed Zweihänder (two hander), but also describes many other types of combat, notably mounted combat, unarmed grappling, fighting with polearms, with the dagger, the messer with or without buckler, and the staff.

Most of the authors are, or claim to be, in the tradition of the 14th century master Johannes Liechtenauer. The earliest surviving treatise on Liechtenauer's system is contained in a manuscript dated to 1389, known as Ms. 3227a. More manuscript treatises survive from the 15th century, and during the 16th century, the system was also presented in print, notably by Joachim Meyer in 1570. The German tradition is eclipsed by the Italian school of rapier fencing by the early 17th century.

Fencing with the German longsword has been one focus of historical martial arts reconstruction since the late 19th century (Alfred Hutton).

Read more about German School Of Fencing:  History, Disciplines, First Principles, Unarmoured Longsword, Armoured Combat (Harnischfechten)

Famous quotes containing the words german and/or school:

    If my theory of relativity is proven correct, Germany will claim me as a German and France will declare that I am a citizen of the world. Should my theory prove untrue, France will say that I am a German and Germany will declare that I am a Jew.
    Albert Einstein (1879–1955)

    Children in home-school conflict situations often receive a double message from their parents: “The school is the hope for your future, listen, be good and learn” and “the school is your enemy. . . .” Children who receive the “school is the enemy” message often go after the enemy—act up, undermine the teacher, undermine the school program, or otherwise exercise their veto power.
    James P. Comer (20th century)