A course of instruction designed to teach how to fight and kill without the use of firearms. Since the course includes the use of the knife, the term "unarmed combat" would not be technically correct. "Silent killing" has been chosen, therefore, as a more accurate description.
When commencing the course with a class of untrained students, the instructor should make a short introduction, not necessarily in the same words but the same effect as the following:
"This system of combat is designed for use when you have lost your firearms, which is something you should not do, or when the use of firearms is undesirable for fear of raising an alarm.
At some time or other, most of you, probably, have been taught at least the rudiments of boxing, under the Queensberry rules. That training was useful because it taught you to think and move quickly and how to hit hard. The Queensberry rules enumerate, under the heading of "fouls", some good targets which the boxer is not trained to defend.
This, however, is WAR, not sport. Your aim is to kill your opponent as quickly as possible. A prisoner is generally a handicap and a source of danger, particularly if you are without weapons. So forget the Queensberry rules; forget the term "foul methods". That may sound cruel but it is still more cruel to take longer than necessary to kill your opponent. "Foul methods" so-called, help you to kill quickly. Attack your opponent's weakest points, therefore. He will attack yours if he gets a chance.
There have been many famous boxers and wrestlers who time after time have won their contests with their favourite blows or holds. The reason is that they had so perfected those particular blows and holds that few could withstand them. The same applies to you. If you will take the trouble to perfect one method of attack, you will be far more formidable than if you only become fairly good at all the methods which you will be shown.
Since this course of instruction is designed to teach you to kill, it will be plain to you that its methods are dangerous. Your object here is to learn, not to damage, and you will get no credit if you break your sparring partner's neck, for example. In learning and practising, you will avoid, therefore, taking any risks of that kind. The submission signal (the two taps, on your own body or your partner's or on the floor) must never be disregarded. It is the signal to stop instantly, and that is a rule which must never be broken."
NOTE. Dummies are an invaluable aid to instruction in the various blows. They are essential to the practice of Section 5. The instructor should have half-a-dozen in readiness, therefore, beforehand.
THE COURSE. Is divided, for convenience, into eight progressive sections. This arrangement is to be regarded, however, as elastic. Depending on such considerations as time available, progress made by students or their standard of knowledge, there is no reason, for example, why two or more sections should not be amalgamated. Again, if at the later stages the instructor thinks it necessary, in order to relieve the tedium of constant repetition, he may show at his discretion, a selection of the holds, etc., in Section 8. He should keep steadily in mind, however, that students whose time is limited are only apt to get confused if shown too much. It must not be lost sight of that the primary object of the instruction is to make them attack-minded, and dangerously so.
When commencing the course with a class of untrained students, the instructor should make a short introduction, not necessarily in the same words but the same effect as the following:
"This system of combat is designed for use when you have lost your firearms, which is something you should not do, or when the use of firearms is undesirable for fear of raising an alarm.
At some time or other, most of you, probably, have been taught at least the rudiments of boxing, under the Queensberry rules. That training was useful because it taught you to think and move quickly and how to hit hard. The Queensberry rules enumerate, under the heading of "fouls", some good targets which the boxer is not trained to defend.
This, however, is WAR, not sport. Your aim is to kill your opponent as quickly as possible. A prisoner is generally a handicap and a source of danger, particularly if you are without weapons. So forget the Queensberry rules; forget the term "foul methods". That may sound cruel but it is still more cruel to take longer than necessary to kill your opponent. "Foul methods" so-called, help you to kill quickly. Attack your opponent's weakest points, therefore. He will attack yours if he gets a chance.
There have been many famous boxers and wrestlers who time after time have won their contests with their favourite blows or holds. The reason is that they had so perfected those particular blows and holds that few could withstand them. The same applies to you. If you will take the trouble to perfect one method of attack, you will be far more formidable than if you only become fairly good at all the methods which you will be shown.
Since this course of instruction is designed to teach you to kill, it will be plain to you that its methods are dangerous. Your object here is to learn, not to damage, and you will get no credit if you break your sparring partner's neck, for example. In learning and practising, you will avoid, therefore, taking any risks of that kind. The submission signal (the two taps, on your own body or your partner's or on the floor) must never be disregarded. It is the signal to stop instantly, and that is a rule which must never be broken."
NOTE. Dummies are an invaluable aid to instruction in the various blows. They are essential to the practice of Section 5. The instructor should have half-a-dozen in readiness, therefore, beforehand.
THE COURSE. Is divided, for convenience, into eight progressive sections. This arrangement is to be regarded, however, as elastic. Depending on such considerations as time available, progress made by students or their standard of knowledge, there is no reason, for example, why two or more sections should not be amalgamated. Again, if at the later stages the instructor thinks it necessary, in order to relieve the tedium of constant repetition, he may show at his discretion, a selection of the holds, etc., in Section 8. He should keep steadily in mind, however, that students whose time is limited are only apt to get confused if shown too much. It must not be lost sight of that the primary object of the instruction is to make them attack-minded, and dangerously so.
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