Sable militar

Based on Sir Alfred Hutton's “Cold Steel” method, this course is modified by RAVEH to improve and modernize the teaching and to expand concepts, techniques and tactics of the use of this sword.

Enter the realm of the military saber, a weapon that embodies honor, courage and precision on both the battlefield and the dueling field. Through the teachings of Sir Alfred Hutton, this course explores the methods and techniques that shaped saber combat from the 18th to the 20th centuries. Master quick strikes and calculated parries, and discover the legacy of this weapon.

Final exam

The final exam of the academy is carried out in several parts and can only be taken by people who have completed the two courses on the military saber.

Part one: Physical test

Part two: Theory test

Part Three: Combat Test

If the student manages to pass all the exams he will be considered a “Master of the military sword” by the representatives and students of the Royal Venezuelan Academy of Historical Fencing and will receive a diploma of recognition for his work. He will also be able to enjoy the additional benefits of the academy.

About the master

Sir Alfred Hutton (03/10/1839 – 12/18/1910) was a Victorian officer in the King's Dragoon Guard, writer, antiquarian and swordsman. He originated the first English revival of historical fencing, along with his colleagues Egerton Castle, Captain Carl Thimm, Colonel Cyril Matthey, Captain Percy Rolt, Captain Ernest George Stenson Cooke, Captain Frank Herbert Whittow, Sir Frederick and Walter Herries Pollock.

Hutton began learning fencing at the age of twelve at the fencing school in St James' Street of Henry Charles Angelo the Younger (1780-1852). After returning from India in 1865, Hutton had become the pupil and friend of William McTurk, Henry Charles Angelo's successor at the school of arms in St James' Street. Upon leaving the army, he focused on the practice of modern fencing with foil, saber and bayonet, but mainly on the study and revival of older fencing systems and schools. In 1889 Hutton published his most influential work, Cold Steel: A Practical Treatise on the Sabre, which presented an original method of military use of the foot saber, combining the 18th century English backsword with the modern Italian dueling saber.

about the sword

A saber is a distinctive type of sword characterized by its curved blade, historically associated with the light cavalry of the early modern and Napoleonic eras. Initially linked with Central European cavalry units like the hussars, sabers gained widespread popularity in Western Europe during the Thirty Years' War. Lighter versions of sabers also found favor among infantrymen in the early 17th century. In the 19th century, models featuring less pronounced curvature became prevalent and were utilized by heavy cavalry as well.

The military saber transitioned from a combat weapon to a dueling implement in academic fencing during the 19th century. This transformation paved the way for the establishment of a distinct modern saber fencing discipline, which made its debut at the 1896 Summer Olympics. This discipline loosely incorporates the cutting and thrusting capabilities of the historical saber.

The introduction of the proper saber and the term "saber" itself into Western Europe can be traced back to the 17th century. This influence was driven by the szabla type, ultimately derived from medieval swords. The adoption of the term "saber" is linked to the deployment of Hungarian hussar cavalry by Western European armies during that period. These Hungarian hussars served as light cavalry, tasked with disrupting enemy skirmishers, overrunning artillery positions, and pursuing retreating troops. As the 17th and 18th centuries progressed, many Hungarian hussars migrated to other countries in Central and Western Europe, forming the core of newly established light cavalry units. The Hungarian term "szablya" ultimately has its roots in the northwestern Turkish word "selebe," with influence from the Hungarian verb "szab," meaning "to cut."

DISCLAIMER

At the Royal Venezuelan Academy of Historical Fencing, we are passionate about preserving and teaching the art of fencing, including military saber techniques from the legacy of Sir Alfred Hutton. We believe in maintaining the essence of this traditional discipline while adapting it to modern learning styles and safety standards.

We have taken steps to ensure that our teaching methods prioritize safety without compromising the integrity of the art. This includes the integration of modern protective equipment and refined training techniques. Our modernized approach aims to improve the overall effectiveness of your training. By incorporating contemporary teaching methods, we strive to make the art of saber fencing more accessible and relevant to today's enthusiasts.

While we have introduced some modern elements, we remain committed to honoring the legacy of Sir Alfred Hutton. Our instructors are well versed in the historical context and original techniques, ensuring that the essence of the art is preserved.

We understand that different professionals may have different preferences and opinions on this. For this reason, we will inform you about the positive and negative aspects.

• Modernizing teaching methods can make the discipline more accessible to a broader audience. This may attract more people to participate in historical fencing and preserve this art form.

• Updating techniques for modern practices can improve security measures. By integrating protective equipment and perfecting training methods, the risk of injury can be reduced.

• Incorporating modern teaching methods can improve the overall effectiveness of training. This can lead to better retention and understanding of techniques and ultimately make practitioners more skilled.

• Adapting the method to modern society can help maintain relevance. It ensures that the art form remains applicable and attractive to contemporary audiences.

• Critics may argue that the modification of the method deviates from Sir Alfred Hutton's original intention and style. This may raise concerns about historical accuracy and the preservation of traditional techniques.

• Altering the method could potentially dilute the historical integrity of the art. Some purists may argue that staying true to the original method is crucial to preserving its historical value.

• There may be debates within the HEMA community about the merits of modernizing teaching methods. This could cause divisions or disagreements among professionals.

• A technical summary of the method could result in the loss of the unique legacy associated with Sir Alfred Hutton. It could be more difficult to track the evolution of the art if significant modifications are made.