SAMURAI EDUCATION

In ancient times, a young samurai who aspired to become a great warrior would seek guidance from a competent master. If this master was the founder or legitimate successor of a combative martial ryū, entrance prerequisites may have included a letter of reference and pledge of allegiance (血判 keppan). Upon gaining entrance, the young samurai would have entered the 手解き物 tehodoki, untying of hands, a probationary period during which a candidate's suitability for membership would have been evaluated.
After proving himself, our young samurai would have been called a 門人 Monjin. The term monjin is composed of two characters, 門 mon or gate and 人 jin or person. While this term normally had the meaning, "pupil, student, follower," the new student's relative distance from the ryū's 奥義 inner secrets is also implied.
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弟子 DESHI
Another common term for student was 弟子 deshi. The term, deshi, is comprised of two characters, 弟 Otōto meaning "younger brother" and 子 Ko meaning "child." Deshi is usually translated, "pupil, disciple, follower, apprentice." The Kanji for this term emphasizes the idea of the student's inferior or subordinate position.
内弟子 UCHIDESHI
In some cases, a student had an opportunity to enter into a special, private relationship with a master. This type of student was called, 内弟子 Uchideshi. The term, uchideshi, has the added character 内 Uchi, meaning "inside" or "within." It was not uncommon for an uchideshi to live with the master, performing domestic chores or providing financial support in exchange for receiving board and instruction. An example from our own Daito Ryu tradition, Kakuyoshi Yamamoto was a private student of Sohkaku Takeda, headmaster of Daito Ryu. Yamamoto supported Takeda Sensei for 29 years by working in the Hotel Ito. A year before Takeda Sensei's death, he awarded Yamamoto the Kyoju Dairi and Menkyo Kaiden licenses in Daito Ryu Jujutsu.
He who does not know the Way of Bun can never ultimately gain victory in the Way of Bu.
- Imagawa Ryoshun, 14th Cent. Warrior
During the Tokugawa period (1603-1867), a belief that scholastically trained samurai would make better administrators gradually led to a proliferation of fief-sponsored schools and increased literacy, especially among members of the upper class. By the end of the period, a majority of samurai children were receiving formal education in one of more than 200 fief schools. The basic elements of a formal samurai education included calligraphy, Chinese studies, arithmetic, formal etiquette, and the military arts. The fief schools were characterized by a reverence for knowledge and for the teacher, and by a common insistence on the need for a serious-minded approach to learning aimed at developing both character and skills.
MARTIAL RYU TYPES, 1843
  - Kenjutsu, 61 ryū
  - Sojutsu, 29 ryū
  - Jujutsu, 20 ryū
  - Teppojutsu, 19 ryū
  - Kyujutsu, 14 ryū
  - Bajutsu, 9 ryū
  - Iaijutsu, 5 ryū
  - Naginatajutsu, 2 ryū
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The dominant organizing principle of the fief schools throughout this period was personal discipleship. A student was the student of a particular teacher, rather than the student of a particular school. If fees were paid, they were paid directly to a teacher. Even when no fees were owed for instruction, students often were expected to give small gifts ("sokushu") to their teachers, first upon entering the school then twice yearly thereafter. The academic environment ensured that a samurai's education was balanced, bun and bu, though students had considerable latitude when it came to selecting subjects for study. Irrespective of subject, the teacher-student relationship was central to the learning process.
The teacher-student relationship was especially important in the military arts. Military arts were taught by warriors who possessed a license (menkyo) from a particular ryū. The number of ryū varied during this period, but in 1843 there were a total of 159 active martial ryū. If a student wanted to learn a particular type of martial art, such as kenjutsu (sword-art), he would have to study with a teacher licensed by a kenjutsu ryū. The ancient practice of oath-taking was maintained during this period. Oath-taking ensured that a martial ryū maintained control over its teachings; we can think of it as quality control.
Two types of military studies were taught in the fief schools, academic study (heigaku) of the science of war and practical (physical) training in various combat arts. Heigaku instructional texts were written by the founders of the various ryū. They covered such topics as development of troops, construction of fortifications, and mobilizing supplies. More suitable for those likely to command troops, Heigaku study was normally reserved for young samurai of higher rank. For the majority of students, military studies meant physical training in one or more active combat ryū. In order to receive a military appointment, a samurai needed to have at least one license (e.g., Shoden-menkyo, Chuden-menkyo, etc.) in a combat ryū.
INSTRUCTION AT UNRY DOJO
Today, there are a wide variety of approaches to teaching, even among dojo that specialize in traditional Japanese martial arts. The main elements of our approach include:
  • Emphasis on good manners, formal and informal Japanese-style martial etiquette;
  • Individualized instruction, one-to-one, delivered primarily through demonstration, non-verbal instruction;
  • Formal kata, two-person forms or patterns resembling single-combat, as the primary method of knowledge transfer; and,
  • Training (稽古 keiko and 修行 shugyo), the process of practicing kata over and over with occasional "corrections" from the instructor, as the primary activity of the dojo.
先生 HEAD INSTRUCTOR
Mark Toth began studying traditional Japanese martial arts at Futen Dojo (Milwaukee, WI) in 1993. In 2002, at the request of his teacher, Mr. Toth began taking a leadership role by creating a club system (Kobudo Club) to promote Genbukan martial arts at Wisconsin universities. By 2004, clubs had been established at three Wisconsin universities. The following year, 2005, Grandmaster Tanemura awarded Mr. Toth the title, Dojocho ("School Director"). Today, Mr. Toth operates a traditional school, Unryu Dojo, in south-eastern Pennsylvania.
Mr. Toth has received a San (3rd) Dan rank (modern kyu-dan system) in both Genbukan Taijutsu and KJJR Jujutsu as well as a Shoden-menkyo (1st mastership level, traditional menkyo system) in more than a dozen koryu bujutsu, including Asayama Ichiden Ryu Taijutsu, Daito Ryu Aiki Jujutsu, and Kuki-Shinden Happo Ryu Taijutsu, Biken-no-Ho, and Bojutsu.
先輩 ASSISTANT INSTRUCTOR
Brian Wallace has been studying traditional Japanese martial arts under the direction of Mr. Toth since 2011. In that time, Mr. Wallace has distinguished himself for his commitment to traditional-style training, loyalty to the Genbukan organization, and concern for his fellow students. Mr. Wallace has received a Ni (2nd) Dan rank in GWNF Taijutsu and Sho (1st) Dan rank in KJJR Jujutsu. Also, he has been initiated into several koryu bujutsu, including Hontai Yoshin Takagi Ryu Jujutsu, Kijin Chosui Ryu Daken Taijutsu, and Kotoh Ryu Koppojutsu.
CONTACT US
Anyone can learn traditional Japanese martial arts. All that is needed is a sincere desire to learn and perseverance. If you are sincere in your desire to learn traditional Japanese martial arts and willing to commit to regular training, we invite you to contact us.