Mechanical Lesson

       This is a portion of the chapter "The Mechanical Lesson" from the book Fencing Master by Laszlo Szabo.

     The most important mode of drilling the technical movement elements and actions - if not the only one - is undoubtedly the mechanical lesson. This can be realized effectively only in the framework of individual lessons conducted with the instructor. Because of the many varied requirements for the correct and effective giving of lessons, only the form carried on with the instructor is the right method. Attempts in this area by two pupils cannot lead to positive results even with the best of intentions. The pitfalls are too many. What can be entrusted to the pupils is exhausted with attack - defense exercises. Even in the frame of the instructor-pupil method the assignments given are made up only of simple technical elements, and the fundamental exercises of the fencing lessons carried out in their own tempo.
       The coordinated precision, speed and authority of different fencing actions are best automated as a high standard, with the aid of the mechanical lesson. It helps develop a mechanical sense of tempo, attention and observation, the recognition and correction of technical faults, self-reliance, the polishing and perfection of individual traits, the specific rhythmic characteristics of actions and many other things. The mechanical lesson plays a role in the development of so many kinds of capabilities and the evolution of so many skills that effective instruction without this fundamental form is unimaginable.
       The question inevitably arises: when and for how long should this method be employed? The answer is a single word:

ALWAYS.

       Naturally, in the beginning, when the technical foundations are laid, a major part of instruction (in individual lessons) is made up of mechanical lessons.
       In time, the use of mechanical lessons is reduced as the knowledge of the pupils grows, but it never ceases to exist, however outstanding a competitor might happen to be. Every fencer always requires technical correction (maintenance) so to speak, therefore it cannot be absent from a single lesson.
      After competitions, disrupted technical harmony has to be rearranged again and again. There is no better or more useful means of regaining lost attention than the mechanical lesson. It is also an indispensable outlet for nervous and mental fatigue.
Hammering! is the word often used to describe the mechanical lesson. There is some truth in it when improperly done. As a consequence of the pupil's being in the wrong frame of mind it may become machine-like repetition, which makes practice an end in itself, and does not serve to elevate the technical standard. Correct execution requires considerable thought. It demands flexible application of methodological means, to avoid them.
       The practice material of the mechanical lesson should never be complex. It should operate rather with simple actions and under very controlled conditions (distance, rhythm, stable position, etc.). The actions should be in keeping with the convention; that is they should be realistic. If, for example, the pupils practice counter-attacks and renewed attacks, the instructor should consider their distance and conventional conditions. In a remise, the instructor should parry with a step backward, and thereby realistically justifying the remise. In a forecut, the forearm should be lifted moderately; in tempo attacks delivered to the body, the instructor should really initiate with the body, etc.
       The principal aim of mechanical lessons is the coordination of accuracy, speed, vigor, and the hammering in of actions with their specific, characteristic rhythms. To attain this, the instructor should frequently apply mechanical lessons.
       A constantly recurring fault in mechanical lessons is that the pupil, in their efforts, forget about the many aspects of attention and focus almost completely on technical execution. In order to eliminate this danger, some other tactical variations may be introduced in addition to the announced exercises. This obviously restraining device is dampened with application of other kinds of assistance, such as an accommodation presentation of the blade, or lengthening the pauses for preparation, etc.
      Mechanical lessons should never proceed from motion. Starts from motion belong rather to lessons in tactics, initiation and preparation. In mechanical lessons, concentration, preparation, readiness to act and a smooth, unobserved start are essential. The precise, quick, resolute execution, preparation of the technical element is important. Tempo is given by some kind of blade or foot movement of the instructor. He reveals it in such a way that it should assist the pupil's smooth start. This motion should not cease until the pupil starts out. The perceptible revelation of the initiation of actions is always inversely proportional to the distance. The shorter the practice distance, the more expressive it must be, and with an increase in distance it diminishes in intensity proportionately.
       The principle of progressions means, on the one hand, successive executions from close, middle and great distances and on the other hand, the increasing difficulty of the material. The sudden increases in difficulty must be proportionately offset with the appropriate assistance.
       An important requisite is that the exercise, the distance and the rhythm should not be altered if possible; on the other hand, the speed, the pauses and the means of assistance may change. These changes should always increase or decrease gradually and as necessary.