Wizzers I

 

When I attended Temple University one of the course requirements was I had to take 4 semesters of Phys Ed requirements. Probably the best one was when I took ballroom dancing, of course I was the only guy in the class, and all the girls got to dance with me.

 

On my dorm floor were many members of the Temple Wrestling team, 2 of them being National  Wrestling Champions. So that is probably where I got the idea to take a semester of wrestling. I can’t say I was any great shake at wresting but one thing I remember was being taught the Wizzer.

 

As was described to me the Wizzer was an escape technique. One if they didn’t suspect you know it would allow you to spin out of their lock on the ground. It had  to be strongly practiced and never used to remain a surprise.

 In wrestling, an overhook, also called a whizzer, is a clinch hold that is used to control the opponent. An overhook is performed from any direction by putting an arm over the opponent's arm, and encircling the opponent's arm or upper body.

In that context I am going to remember many times I have been surprised in my martial experience. All them are Wizzers.

 

1.      I was a yellow belt, you know that  time you don’t know a great deal. Dennis Lockwood was preparing us for a demonstration and he wanted us to be able to perform a throw. He showed us how it worked. Then selected me to demonstrate it on. He entered my attack and went to perform the throw. Not knowing what to do to stop it, my body remembered something I had learned in that wrestling class. As he stepped behind to begin his throw, I just dropped lower than he did. Then as he continued his throw with me now lower than he was, instead he threw himself. It surprised him, it petrified me having thrown my instructor. Quite a few years later I worked out what happened and the underlying principle. Basically every throw can be countered by itself if that was applied exactly at the midpoint of the throw. Of course that is not easy to do, but it can be trained. That explains why preWWII aikido, IMO, included so many atemi strikes. The strike causing the attackers mind to be occupied to make the lock/throw easier.

 

2.       Later as a blue belt Dennis Lockwood was trying to get me to understand I did not need to attempt to fight the manner of lighter fighters. We had so many in class, I was trying to imitate their fighting style. He was telling me that was not appropriate for me. So he showed me this movement. When in kumite what he wanted me to do was to use my front foot to reap their lead leg. The reap was to be a fake, but also to use if it worked. As the leg performed the reap, it would be going back into chamber by that motion. From there an immediate front roundhouse (or squat) kick would instantly follow into their solar plexus or abdomen. Again a onetime technique to be unexpected, but also requiring continuous practice. A version of that move also works for self defense. Where the fake reap sets up a swift squat kick into the groin.

 

3.      When living in Scranton for a time I was also training in Tang Soo Do and training in Isshinryu with Charles Murray. One night Charles and  I were sparring. My kicks had gotten much stronger because of my TSD training and I attempted to hit him with a side kick. But instead of moving back or swarming over me as he normally did, Instead he did something other. As I began to kick to him, instead he dropped to the ground while moving in, then he planted a side kick from the floor which I was not expecting. Now I began throwing side kicks and front kicks from the floor on my first night of training, but that was if I was forced down I could still fight. This was something to do in kumite, a one time movement. Charles then explained how to cherish the floor while moving in, and then side kicking the groin. The next week in my TSD class we had sparring, and I made it work. Espceially as none of them had seen it before.

 

4.      I was a rather new black belt and it was a Cherry Blossom tournament in Forty Fort Pa. At the end I went into the locker room to change. Joe Brague, a senior instructor in Goshin Jutsu, was explaining something to his students in there. He asked “Smith, would you come here I want to demonstrate something.” The next thing I knew I was coming to on the floor. He threw a carotid choke on me, something I didn’t even know existed. I then started looking, finally finding examples in different karate magazines. I made a study of them, collected 5 different ways to do it. Of course inappropriate for the youth I was teaching. A number of yoars later I was invited to conduct a session at a local summer karate camp. They weren’t Isshinryu, so I decided I would teach ‘how to choke’ as a seminar. When the camp director saw what I was doing, he ran over and had a comiption, telling me that I couldn’t show them that! I had never discussed this with anyone before and had not thought through what I was doing. Now I agree that was inappropriate for open instruction. But I never stopped working on that either.

 

5.      Just before I was to leave Scranton I was down helping Tris Sutrisno and one of his students prepare for a demo. The two of us were to attack him. His student would knock him down and I was to come in and stomp him. I remember he ended up sitting on the floor and I began my part, the stoup. What I did not expect was his response. He just struck up with his extended middle finger, into the spot 1’2 was between my testes and my anus. His finger struck and I learned how to fly. That strike was that painful. He responded something like “Oh, Victor, I thought you were wearing a cup.” Lesson learned, how painful a strike there would. Many defensive lessons there, and many offensive lesson there. For example I could be a rising toe kick to that point.

 

6.      Several years later I was training with Ernie Rothrock, studying tai chi chaun and a variety of Chinese forms. We did not study form technique applications much, that was not my purpose. Saturday afternoons I would travel to his main school to work for 4 hours. It as a general practice session for his seniors to use. One Saturday afternoon I watched him prepare for a demo with a senior student. When he was attacked what I saw was that Ernie just walked through the attack, and that motion put the person on the ground. After seeing that done a few times, I started working out what he had done. It took me a while but I believed I understood what he did. It did not fit the kids I was teaching at that time, so it went on the back burner. About 5 years later I saw him do it again at a private group seminar being held at my school. I had worked it out and had it down cold.

 

There are so many more to come.

 

Larning

As I think back on it I guess I was on the pre-college track in high school, but it was never described that way. All high school was for really was to get you ready to graduate. I was fairly average, some things I was better at, some things not so much. But it passed anyways.

I had somewhat of a affinity towards science courses. More some natural talent that would manifest itself later, That did not come from instruction.

 

What I remember most that no one ever asked me if I wanted to go to college, or what to expect if I did not. Not one word.  My family never talked about it either. Just assumed that it would be so.

 

When I was a freshman at Temple

one Saturday I visited my brother David who was a student at BMI>

So I attended Temple University, me and 30,000 others. I remember one thing they told us during orientation and that was ½ of us new freshmen would not be there after the first semester, and ½ of those left would not be there after the 2^nd semester.

 

There was no guidance to speak of, you were just on your on. So I selected mandatory classes thinking I might eventually be a chemistry major moving toward a career as a Minister in my church.

 

What became apparent very quickly was Temple didn’t care. They wanted that class admission for the money it would bring, and maybe because they were a state school. And because most of them would not remain in school, gigantic lectures, indifferent instructors, etc. were just part of the norm.

 

I did not realize that I should have walked away from some of the instructors after the first day and changed instructors. Didn’t know that was an option. Instead I did what I was trained to do, and just soldiered on. I don’t want to discuss the negative.

 

One thing I did do that made a difference in the long run. Because of a club orientation, I joined the Debate Club. While the best had been high school debaters, it did teach me to research (probably the most important skill I learned and that did not come from a class.) Politely I survived trying to learn how to debate, not to go on and become a true debater, but it made me aware of the existence of the Speech Department.

 

As an aside on thing the Harry Potter movies got right was that the course books in Potions were really not correct, for they really didn’t want people to become good. But Harry found an old text with very, very good notes. That made him brilliant.

 

My 2^nd semester I had Chemistry 102 (Qualitative and Quantitative Analysis). We had 3 hour lab classes a week, as we covered the topic. Another aside, that summer I made a friend who was a freshman at the University of Pennsylvania. One time I went over to visit him, and discovered he was taking Chemistry 102 there. His text book was by the same authors, but it was a way more advanced edition than was used at Temple.

 

Lesson, different schools were preparing their students way differently.

 

That semester the big chemistry project was we were to receive a miscellaneous substance and a list of chemicals to test for to see if they were present in the liquid. You would not know ahead of time what tests were necessary. They blocked 3 - 3 hour classes for that lab exam.

 

We were not told how to prepare. The night before I had an idea. I prepared a gigantic flow chart showing how to test everything we had studies.

 

Then at class we individually received a numbered tube of our substance to be tested, and an individual list of what we were to test for. They we were instructed to prepare a flow chart of what we were going to test for, to be approved before we could begin testing.

 

I just went back, took the master flow chart I had prepared, crossed off everything I was not to test, and from that prepared a new test flow chart. It only took my a ½ hour.

 

I went up to the lab instructor to show him my chart. He looked at me and asked what was wrong. I told him I had my flow chart (everyone else was working on their own charts). He compared my test list to my flow chart, and agreed I was ready to begin testing.

 

I went back to my area and began my tests. By the end of the 3 hours I had completed my tests, and I had 2 labs remaining. So I locked my substance in my lab drawer and left.

 

The next class when I decided to retest my substance to determine my results were correct, I found someone had broken into my drawer and stolen everything there. Nothing to retest, so I just turned in my results at the start of that class and then left.

 

I scored 100% on my tests, and only used 1/3 of the time.

 

Later when I left Temple I know my gigantic flow chart was still being passed around. And I did not learn how to do that at Temple. That was me. It would have a later impact on my life.

 

Any how to make a long story shorter, because of course choices I should have never made, because of classes where I did not know to change instructors. And partly my own inexperience of dealing with college, I was .01 below the average I needed to remain in Temple. That meant I had to wait a semester before I could apply for re-admittance.

 

Long story short again, I found a job in Philadelphia, and attended Philadelphia Community College taking 2 courses at night. And after that semester I was re-admitted to Temple.

 

Things went better. Being aware of the Speech Department, I decided to be a Speech Major in Rhetoric and Public Debate. That proved to be an interesting choice, because the Speech Department was mostly a graduate program, There were only 5 undergraduates taking it as a major. 5 out of 30,000, the only one I knew was a friend who I had described the program to.

 

School went much better. My research skills proved very useful. And my basic speech course was even more important. For I discovered how to structure a public speech also was what was needed to write a paper. The same skill. That proved extremely important for several semesters later I had to write over 25 papers for that semester. And having a template how to communicate, made those papers a snap. In fact for the rest of my life I was able to draw on that experience many, many times.

 

I also began thinking about how much high school did not prepare you for college, And how much better it would be if everyone had obtained that basic speech instruction. Then I came to realize probably the last thing anyone wanted was to have everyone able to structure their thoughts and really express them.

 

Learning occurred in many different ways. Many classes were structured around current trends. For example I had to study the play “Waiting for Godot” in so many different courses. Having read it so much (even seeing a Temple performance of it) made it no effort to use in in papers for those classes. Later I attended a performance of Tom Stoppard new play “Rosencrantz and Guildenstern Are Dead”. Then reading all the reviews I could find, I discovered I realized something no else noticed.

 

Stoppard just applied the structure for “Waiting for Godot  to Shakespear’s Hamlet,  Using the time R.& G. were not in the play as the reworked Godot. This was original thinking. Not that anyone cared.

 

Probably the most interesting class I had in Speech was “General Semantics”, the idea resonated with me. A much later religion class on ‘the Language of Religion’ covered Wittgenstein’s ‘Philosophical Investigations.’

 

I had so many classes in so many different things. None of them connected to the whole.

And because the department was so small at the undergraduate level, I even had to take a graduate level course, in modern speech theory. That was a eye opener as it was expected I read a complete book every week.

 

No on ever discussed my major with me, I was simply picking among requirements in the Temple course guide. For my senior year I was supposed to write a Senior paper on speech for a research topic. I was given an advisor and was to select a topic for the paper.

 

I worked very hard during semester break, for I could see a connection between Korzybski’s writings on General Semantics to Wittgenstein’s “Philosophical Investigations”.  I prepared a presentation for my advisor. I was beginning to realize I was interested in Linguistic Philosophy as applied to speech.

 

When I shared it, he turned me down, suggesting a general paper on General Semantics instead. I was extremely let down to say the least. The more I thought about it the more I realized as he had to read/grade the paper, and he was probably unaware of Wittgenstein, he did not want to work himself, rather to pick an easier topic for him to understand.

 

That began a process of my thinking why I was there. I realized I didn’t want to be a teacher, I did not want to be a grad student to go further for other degrees. I had come to realize my earlier interests in the ministry were not what I wanted. Those and many other things made me realize I did not want my degree.

 

So in the middle of my senior year I choose to leave Temple.

 

I was going to follow a different track.

 

I was grateful for what I had learned, but I was going in a very different direction.

 

Much later I came to realize the courses I had studied were pretty much was a classical liberal arts education would have covered. Though I never realized it at that time.

I did add texture to my life forever.

 

Today at Temple there is no Department  of Speech, though some of it remains in the Communications Department. And there are very few places that offer the classical liberal arts major, now days much despised as a concept. I can say it never hurt me for those studies.

 

Then I did many things, managed bargain stores and self service shoe stores, dug ditches and was a construction laborer. None of which required college. Then entered banking as a teller.

 

After that I went a whole different direction. I was shifted to the personnel department at that bank as a special assignments clerk Assisted installing a new pay system in personnel. Realized that system could also do new things for me. Being told by MIS you could not do that, instead I did it and eventually became the bank Benefits Officer, but much of my time spent using that system for many other things.

 

MIS and the bank did not realize what they had bought. It was originally purchased to sell payroll services and also a decision was made to use it for the bank payroll. They never realized it’s full potential, and had no plan to do so.  Payroll wanted some specific things, that MIS was not agreeable to build. I worked out how to do them on my own and began using the tool. And everything I did worked. Then I realized how I could make my job more efficient doing the same with the system. One thing led to another, and while it was never my job description, I began using it for everyone in the department and more.

 

I made a career out of doing what I was told I couldn’t do.

 

Eventually went to work for that system supplier as a Customer Support Representative. After using the system for a decade they realized what I could actually do. I also learned ever more. Part of my job was testing new releases and as I actually knew the system they found that useful.

 

Then moved on to be a Payroll Manager for another Company.

Then to another company to be the Manager of Payroll Systems.

 

One thing led to another. All that really mattered was I had skill and could get things done.

 

Personnel,  Payroll,  Benefits, Consultant Business Analyst,  Senior  Quality Assurance Technican, All of them variations on the same skill sets I taught to myself and kept learning.

 

In my work I was an individual contributor. I could not talk about what I did within the Company for I had access to all the employee records. I was not hired to train, just do and the I did again and again. Among the other things I can point to is throughout my working career, every project which I participated in completed on the scheduled delivery date.

 

When I was the new Manager of Payroll Systems, I had to upgrade the software package and roll one of the divisions into the main corporate structure. They were not very happy about that and did their best to resist that.

 

When we had our initial program planning meeting I sensed what a problem was ahead of me. So I called a meeting of the people who actually would have to do the work requesting me dates to meet and projects to accomplish.

 

Then I got to work. At my previous job a contractor had gifted me a Gant chart tool he used. I took everything and plotted it out on a Gant Chart.  Just as I had done back in University.

 

When we had out next team meeting, with all of those from that division ready to slow me down.  Instead I presented each of them with a 3 foot individual Gant chart, laying out what had to be accomplished. Their Senior Vice President from that division, took a look and admitted there was nothing left to discuss. Mission accomplished.

 

The only qualification they ever care about is what I had actually done. No one ever discussed my education for any position I ever held.

 

Of course things I had studied in University added to the texture of my life. I did learn many things.

 

But for me leaving University behind made my career as much as anything.

 

Charles on the Charts 02-11-2004

Original Upper Body Combinations

1. RFF Right Punch
2. RFF Right Uppercut
3. LFF Right Punch
4. LFF Right Uppercut
5. RFB Left Low Block, Right Punch
6. RFB Left Side Block, Right Punch
7. RFB Left Arm Block, Right Spear
8. RFB Left High Block, Right Punch
9. RFB Left Open Hand Block, Right Uppercut
10. RFB Left Bridge Strike (Nose), Right Punch
11. LFF Left Low Block 5 Punches
12. LFF Left Side Block 5 Punches
13. LFF Right Roundhouse Punch, Left (Same)
14. LFF Left Open Low Block, Right Shuto
15. Break Bear Hug

Original Lower Body Combinations

1. Front Snap Kick
2. Knee Strike (45degrees)
3. Front Kick (Side)
4. Cross Kick
5. Side Snap Kick
6. Heel Strike (Knee)
7. Knee Strike
8. Rear Kick
9. Side Kick (45 degrees rear)
10. Squat Kick
11. Side Kick (on  Floor)
12. Front Thrust (from floor)
13. Double Jump Kick
14. Roundhouse Kick
15. Side Kick (Rear 45 degrees), Rear Kick

When I began class I was shown how to perform the movements of Chart 1 (Upper Body) and Chart 2 (Lower Body) which were hanging on the wall of the Salisbury Dojo. Only occasionally would we cover them during the pre-class workup. But us white belts used to get to class early and work on them very hard.

Years later at a black belt meeting Lewis Sensei covered a different version of the Upper Body chart he had developed for better training for the new students. As on the original Chart 1 we would move forward, backward as indicated to execute those techniques. The new version (for beginners) always had the techniques executed moving forwards. Easier for them to always move the same way, was the idea.

I just followed what Sensei suggested, and in time taught the original version of Chart 1 too, when the students were beginners no longer.

Time passed and I began thinking what Charles had experienced when he was on Okinawa. That was something we never discussed. So I wrote him in 2004 and asked him about it…… this was his response.

Vic.

Every formal class I went to started by doing the charts. And we did them for a long time—seemed like hours – but probably a half hour.

 

Charles H. Murray, Colonel USAF

Chief, Air Operations Command and Control Division
DSN:  314-480-6263

Upper Body Combinations (Tom Lewis for beginners)

 

            Closed Fist

 

1. Upper Block – Reverse Punch
2. Side Block – Reverse Punch
3. Side Block – Uppercut
4. Lower Block – Reverse Punch
5. Cross Block – Bridge Strike – Reverse Punch

Open Hand

6. Side Block – Shuto (Neck)
7. Side Block – Palm Strike (Chin)
8. Side Stance (Ribs) – Shuto (Neck)
9. Lower Block – Shuto (Neck)
10. Lower Block – Parry – Spearhand (Throat)

            Basic Fighting Combinations
 

11. Backfist – Side Kick
12. Backfist – Roundkick
13. Backfist – Reverse Punch
14. Backfist – Front kick
15. Reverse Punch – Roundkick

  

Secrets Of The Old Okinawan Fist

Introduction

To most it looks odd, or strange at best - a fist with one finger kept straight. Most of us in karate or other martial arts were taught to form a basic closed fist. But Gichen Funakoshi and a number of old karate masters used this method.

Some say this method of forming a fist was practiced in old Shuri, the capital city of Okinawa. Others say it came from Naha (a port city near Shuri). It also might just be an alternative, an old method of forming an advanced fist. Whatever its origin, however, this method of forming a fist presents the reader with a unique perspective, something to be considered, tested and/or practiced.

The Alternative Fist

Where the normal fist folds all four fingers back and presses the thumb across the index and middle finger, the alternative fist folds the last three fingers back while the index finger doesn't fold closed. Instead it lays straight across the base of the thumb while the thumb still presses across the index and middle finger.

Many years ago I noticed that Gichin Funakoshi's (considered by many the father of Japanese Karate and founder of Shotokan) "Karate-Do Kyohan" illustrated both manners of fist construction. A number of years later John Hamilton, a Senior Shorin Ryu instructor of the Shorin No Tora Dojo in Pittsburgh, Pa, wrote the most extensive article I've seen on this topic in Bujin magazine. The article was "Seiken Tsuki" in the Winter 1982-1983 issue.

My Experience And Practice

I had already studied Shotokan karate for ten years when I was first introduced to the alternative fist formation. The instructor I trained with explained his family tradition changed the fist formation at 3rd degree black into the alternate fist. Their reason was the most common folded fist was a stronger fist for the last two fingers of the hand. Prior to 3rd degree they felt the strength of the four folded fingers made striking safer to those students. But by 3rd degree, they felt the student should be able to strike exactly as intended, and by shifting to the alternate fist, a tighter lock on the first two knuckles delivered a stronger strike. The skill of the karate-ka would compensate for the weaker last two knuckles.

The manner in which they taught the alternate fist formation quickly made me realize it was a stronger fist. The first several weeks do feel very strange, but once the basics of its formation were mastered, the difference is so dramatic that the former fist construction just doesn't feel right.

Feelings of course aren't necessarily objective reasons for change. In practice I've seen very strong strikes with the folded fist, the vertical fist, and the straight index finger fist. Thus I cannot readily dismiss any fist formation used correctly as lesser than another.
Before I get to the manner in which I was taught to form this fist, I'd like to discuss the merit of this alternate fist construction being the "Older Fist."

Historical Documentation

The first documented example of this alternative fist (see the photo that begins this article) is seen in Gichin Funakoshi's 1925 book "Rentan Goshin Karate Jutsu." The book is now translated into English and is now available from several publishers. (1) This fist was also included in Funakoshi's 1935 book "Karate Do Koyan," and all its subsequent re-publications.

Mizuho Mutsu (Okinawan karate pioneer who moved to Hawaii in 1933 and taught, later moving back to Japan to teach at the Imperial University's karate study club) also documented this fist in his 1933 text "Toudi Kempo." These illustrations from Mutsu's book compare the alternative fist (left) with the traditional karate fist (right).

Mutsu Sensei was trained under Gichin Funakoshi, but also visited Okinawa for his own studies with various instructors. Joe Swift (the karate historian and author who is Associate Editor at FightingArts.com) has assisted me by translating that section of this book, in which Mutsu states the regular closed fist is used in the Naha area, where the straight finger fist is used in the Shuri area. (2) Others, however, believe the opposite and trace this fist to Naha., not Shuri. (3)

One of Funakoshi's students, Masatoshi Nakayama (the Japanese karate master and well known author who was Chief Instructor of the Japan Karate Association), in his 1966 work "Dynamic Karate" (published by Kodansha), states:

"This method of making a fist was widely used until about 30 years ago, but few karateists employ it today. It declined in popularity because, although the index and middle finger form a tight ball, the little finger tends to be quite loose. Also, it is initially somewhat difficult to make a fist this way. However, if one becomes accustomed to this method the fist can be quickly formed. Both methods of making a fist are useful, and will result in effective methods."

The 1979 Contemporary publication of Hidy Ochiai's (the Japanese born karate master, tournament champion, author, and head of Washin Ryu karate) "The Essence Of Self-Defense," demonstrates it as a striking technique (but with no additional commentary).

The 1982-1083 Winter issue of "The Bujin" magazine contained the article "Seiken Tsuki" by John Hamilton of the Shorin No Tora dojo. That article detailed how to form the fist, and discussed the necessity of having a very tight fist.

Hamilton sensei wrote:

"The fist formation most commonly encountered, with four fingers clamped by the thumb, is really a simplification originated for beginners. The 'Proper Fist' of Karate is the balled fist formed by folding only the bottom three fingers and clamping the index finger over with the thumb."

 

He also described the fist with the thumb clenching the first finger as similar to how many people clench the bo (wooden staff).

Almost everything else I've discovered falls into the realm of oral transmission. It was in that manner its use in Shotokan (founder by Funakoshi) that was originally passed to me. It is likely that Funakoshi Sensei's original fist formation came from Okinawa and his original training. But it has taken quite a bit of research to try and locate where this fist falls in Okinawa's history.

As I am primarily an Isshinryu Karate-ka, and we rely on the vertical fist, there would not be a tradition of this fist within Isshinryu. But one of my seniors, Sherman Harill of Carson City, Iowa, related to me one evening when he was assisting Tatsuo Shimabuku (the karate master and founder of Issinryu karate) close the dojo in Agena, Okinawa in 1960, Shimabuku Sensei began to describe four other main Okinawan karate traditions to him. Among striking styles, he demonstrated the fist we're discussing.

In addition to Hamilton Sensei's Shorin Ryu lineage, I have been told the Matsumura Seito group (karate practitioners whose teachings are linked to Hohan Soken based on the teachings of Bushi Matsumura) also uses this fist construction.

Phillip Koeppel, a senior American karateka (founder of U.S. Karate-Do Kai), also recounts that when he was transferred to Hawaii in 1958 he started training in Sensei Adriano Emperado's dojo in Wahiawa. "This is where I ran into the straight index finger closed under the thumb. When I asked about it there, Senseis Tony Ramos, Vern Tokomoto and Jerry Martin all stated that it gave a better spread to first two knuckles that you struck with. This was the standard fist for all application in his dojo at that time."

But there is also another more esoteric explanation for this alternative fist. Koeppel Explains:

"Patrick McCarthy (the well known karate author and historian) spend about a week in my dojo in 1997. I noticed he used this type of fist from time to time. We talked about it. He stated that it was not a "Shorei" fist but an application to help form a cupping palm..... You will notice when you keep the index finger straight and really squeeze with the thumb the palm of the had cups." (4)

 

Koeppel then drew a parallel with one form of the kata Tensho where the palm of the pushing hand (shotei) is cupped for energy release.

How to Form the Fist

I've discussed this fist formation with many individuals. I found some who use and teach it. I've also found those who feel it isn't a practical fist, and those who fully discourage its use.

I wonder if part of the problem rests in the manner in which the fist is formed. On the whole it seems awkward and difficult to do quickly. While it can be corrected with right practice, the manner in which the fist is formed seems to be the most important detail to get started.

Rather than discuss various methods, I will explain the one I studied, which seems to be the fastest (and strongest) method to form the fist I've seen.

This manner of forming the fist involves rolling the fingers closed beginning with the little finger, then the ring finger and the middle finger until finally the index finger is laid straight down on the base of the thumb. Then the thumb is laid across the index finger.

It took me about one week of practice to learn how to roll the fingers closed, but once you get over the newness of this fist formation, you'll discover you can roll it closed very quickly. Once formed you will discover how a stronger arch is formed across your fist, focusing the compactness over the lead two knuckles.

The rest is practice.

As I was taught, this is not the best way for beginners to strike, as the lack of strength in the last two fingers will weaken a strike if you hit incorrectly.

In the same manner, if you decide to try this type of alternative fist, you need to totally devote yourself to the project. You need to take about a month, accepting awkwardness and some difficulty until you become accustomed to it.

If after that time you have reservations, you've given it a fair chance to work, so it would be appropriate to return to your previous fist.

Acknowledgment:

Many thanks to Dr. Paul Harper for the photographs of my hand making the fist.

Footnotes:

(1) English translations of this book are published by Kodansha International as "Karate Jutsu: The Original Teachings of Master Funakoshi," and by Masters Publications under the name "Tote-Jitsu."

(2) It is my belief that the continued reference to the 'Shuri' fist has to come from Funakoshi. Mutsu quoted it (and he had studied with Funakoshi) and had actually been in Hawaii (perhaps the source for Kajukenbo's (an eclectic art combining karate, judo, jujutsu kenpo and the bo) use of it, as he had his new book with him.

(3) Koeppel, founder of the United States Karate-Do Kai, Koeppel noted that R.A. Trias Sensei (the American karate Pioneer and founder of the U.S. Karate Association) had told him that this type of fist was called a "Shorei" fist -- the term "Shorei" being linked to Naha te, ti , and de. He noted, however that the Goju people do not use this type of fist.

(4) This paragraph has been edited for brevity.

____________________________________

I wrote this some time ago for Fighting Arts.Com   http://www.fightingarts.com/reading/article.php?id=215&fbclid=IwAR3dRJuVBQe1dP86vZ6NC5D-BPeUgJS2Phc8an5nvLvs8Jijf_rEJbFApNQ   I want to save this here.

related posts on the same issue might be:

https://isshin-concentration.blogspot.com/2014/07/a-result-of-research.html

https://isshin-concentration.blogspot.com/2014/05/bujin-seiken-tsuki.html

https://isshin-concentration.blogspot.com/2018/07/from-ti-to-karate-to-karate-and-beyond.html

To Blog of Not To Blog. That is the question.

 

 

When Mario McKenna suggested I start a blog, I thought about just what that would be and developed some guidelines for it.

 

1.      What I was most interested in was preserving what I tried to share with my students for them to have to use as they wished. There were so many things over the years that I wanted to remind them of.

2.      I also did not expect that others who were not my students would make an effort to try and understand what I was to write. But I truly believe information does not need to be hidden so I permitted anyone who wanted to to see what I wrote. If anyone underwent the effort to learn from what wrote, by their effort they deserved it.

3.      I did not structure this to be a book on purpose. Life does not follow a straight narrative after all, it just happens. And remembering that as things struck me they would be written in that order.

4.      Of course there was knowledge I preferred to privately share with my students. To that end I shared other knowledge directly with them, again for them to use on not.

5.      Over my decades I accomplished ever so much more that I had time for in class, which was always foused first and foremost on my student’s needs. This allowed me to share a portion of my other studies, efforts etc. For their use or perhaps for their future students.

6.      I noticed that as time went on, more individuals were visiting my blog. But it also was very much a one way street, almost no one ever contacted me about what I wrote. That was fine with me, so I learned that when I posted but did not share I posted something, almost no one noticed.

 

When I think about Okinawan karate how very little was ever written about the arts and oral transmission remained the most coherent way information was transferred to the student, I realized how little changed as time passed.

 

Of course today we have the internet, youtube, facebook and all the rest. But for the most part very little is really being shared. Which is why the same discussions occur over and over again. More is being shared than ever before, but also as little as there ever was.

 

I do not consider myself a great authority on anything but what I actually did. But this modest effort in which I have engaged, seems much larger simply because no one else seems to be doing so in any detail.

 

There are so many stories of what instructors, in the past and today, experienced. And they are not being shared. I am not questioning instructors right to share with their students in their own ways. But honestly I don’t find anyone who is making a serious attempt to preserve what they have experienced.

 

And what is not saved and shared, we cannot learn from. It is their right not to share it with us, or choose what they want to share, after all. But so much, nigh unto an infinity of history is continually being lost to us to be able to learn from

 

Perhaps I missed the meeting where it was explained  ‘Thou shall Not Share’.

 

 

I am not suggesting anyone has to do anything. Just observing what is not shared could answer so many questions.

 

 

Well I will do what I do, others will do what they do.

 

This is reality Mr. Jones, (borrowed and changed from an old Irving Berlin song).