Australian College of Arms: College Information

Introduction

The Australian College of Arms (aka The ACA or 'The College') is an organisation teaching western swordsmanship that offers instruction in three sword systems:

Rapier
Sword
Longsword

These sword types are taught as part of a structured syllabus that includes use of companion weapons, unarmed techniques, dagger work and heavy combat.

The College aims to create a modern martial art approach by utilising period resources, modern high quality sword reproductions and establishment of a martial culture that allows a wide variety of student needs to be met.

Students are introduced to swordplay via a generic basic course of study after which they are at liberty to pursue a period school or Master of choice. This approach combines the strength provided by a unified training structure with the flexibility of pursuing a sword style of most interest to the student. Another advantage is that the services offered by leading swordplay exponents can be fully utilised without compromising the integrity of the College's own training system.

The College has created a modern martial culture that allows individuals to express their swordplay skills in a safe and enjoyable social environment by way of organised pseudo-medieval activities.

The primary aim is to create a modern martial art organsation that allows the individual to learn western swordsmanship free of role playing, sports fence and re-enactment obligations. The College occupies a unique position within the western martial art community.

Weaponry

The College's formal syllabus of study focuses on those sword designs that characterised western swordsmanship from the 14th through to 17th centuries; those being thrust-centric (ie: Rapier), one-handed cut-centric (ie: Sword) and those allowing for a two-handed grip (ie: Longsword).

Students commence their sword study by undergoing the Basic Rapier Course (BRC) utilising a lost cost Cup-hilt Rapier & Dagger equipped with a flexible blade. A picture displaying this Rapier is shown below:

The purchase of this set achieves the following three outcomes:

allows a low cost entry into swordplay
all students commence training equipped to a common standard
allows the College to interact with other fence organisations in a mutually acceptable environment

Students having completed the BRC are encouraged to purchase a period Rapier & Dagger set to better improve their mastery of a particular school or period Master of choice. This allows the student after having been taught the proto-typical elements of Rapier-play to develop their understanding of the Rapier's historic usage.

During the second year of study students are required to choose whether they will study Longsword or Sword as their main focus. In their third year of study the student reverts to the other sword type. Sword study also incorporates buckler and use of the ACA standard shield design. The student will by this time have purchased a quality period reproduction before commencing either the Basic Longsword (BLC) or Basic Sword Course (BSC) in addition to possessing the armour required for participation in heavy combat.

Below are examples of Longsword and Sword types that forms the basis for student study at the rank of Free Scholar:

Students may be introduced to other weapon types as part of developing an awareness of other weapon forms, however this familiarisation is considered a supplement to the College's sword-centric training regime and not a replacement for any formal training.

Uniform

The College has two uniform requirements. They are:

Training Uniform Light (TUL)
Training Uniform Heavy (TUH)

Uniform requirements have been established to ensure all students are equipped to a minimum safety standard required for swordplay and to create a uniformed College appearance.

TUL: This represents the first uniform students must purchase and is the minimum requirement for light combat (ie: Rapier or other thrust-centric weapons). Students are expected to purchase this uniform within their first year of study. TUL forms the basis for TUH.

TUH: This represents the minimum requirement to participate in heavy combat (Longsword/Sword) and students are required to acquire before their second year of study.

Below is an illustrations of uniform standard:

Ranking

The College has linked its ranking structure directly to the competence and degree of responsibility displayed by the student. Rank is designated by the wearing of an embroided patch on the left sleeve of the uniform. The following ranks apply:

Novice

: Student undergoing the Basic Rapier Course for a period of up to 3 months.

Scholar

: Student having completed basic training and is refining their Rapier skills for a period of no less than 12 months.

Free Scholar

: Student having commenced study into Longsword & Sword for a period of no less than 2 years.

Senior Free Scholar

: Student having having elected to not establish an ACA School and wishes to continue their study within an existing school.

Provost

: Rank required to establish an ACA School in accordance with College statutes. Is admitted to the Council of Arms. Must head a school for a period of no less than 3 years before attempting their Master' Prize.

Master

: Is entitled to wear a black uniform with red piping. Is considered eligible to establish their own swordplay organisation or continue their participation with the College.

Master-General

: The Head of the Australian College of Arms. Black uniform with red and gold piping.

Rank is awarded based upon the student having passed his 'prize' for that rank. This entails both a theoretical examination and skill-at-arms against peers and more experienced fighters.

Senior Free Scholar and below can be awarded by a Master. Provost and above must be awarded by a forum of at least three Provosts or higher of which one member must hold the rank of Master.

Political Organisation

The College is divided into three hierarchical levels that represent collectively the executive, legislative and judicial elements of the organisation:

Master-General: This member is elected annually from the Council of Arms and must be of Master rank. The Master-General can elect a deputy who is of Provost rank or higher with Council of Arms approval (known as the Marshal). The Master-General's chief responsibility is to act as the College's official representative and execute decisions that oversee the integrity of College's functioning and maintenance of standards.
Council of Arms: This body is made up of all Provosts and above and represents the legislative arm of the College. The primary responsibility of the Council of Arms is to make recommendations to the Master-General and administer all executive decisions. This body includes the secretary and treasurer positions.
General Membership: This body encompasses all members of the College below the rank of Provost. Once per year the College holds an annual general meeting whereby the general membership passes approval of presented initiatives and can make recommendations to the Council of Arms.

Training

Training can be divided into three components:

civilian duel-centric training involving Rapier and allied competitive fencing activities
battlefield-centric training involving battlefield weapons (Longsword/Sword)
heavy combat entailing the College pitting it's various schools against each other (in this situation called 'garrisons') in a psudeo-medieval environment (training weekend encampment etc) or as an 'Army' against other swordplay organisations.

Training is conducted according to an approved syllabus of study and is taught by Provost level or above instructors. Selected students may be requested to act as an assistant to the Provost on occasion. This syllabus is reviewed once per year by the Council of Arms and updated if required. The focus of training is not to teach a proscriptive style of fighting but to pass on proto-typical elements of swordplay required to better understand the sword system and then allow the student to develop their skill-base through individual & collective training.

The key responsibility for instructors is to maintain a positive learning environment and guide each student. There is no conscious effort to develop a particular 'ACA' way of fighting. An example would be for two students completing the BRC with one deciding to focus on the Spanish School of Rapier while the other on the works of Capo Ferro. In this manner other, the College allows for a number of period styles to be pursued whilst providing a unified training environment allowing for a range of swordplay activities to be offered.

It is important to note that there is no expectation that the student must pursue a period sword style; they are at liberty to develop their own style if they wish. Personal satisfaction or observed advantages of different swordplay approaches will best determine what the student wishes to get out of their training. The College does not seek to impose a reconstructionalist mindset on students and as such should not be viewed as a purist historical swordplay organisation. In fact, the College prides itself on being a modern swordplay organisation and not limited to any set period school.

The aim of heavy combat is to create a unique pseudo-medieval training environment that allows for the challenges and excitement of melee combat to be offered. This martial culture provides a cultural component to swordplay that aids the College in providing a well-rounded training experience. Martial events are run that aids in developing an esprit de corps to College activities. It must be noted this martial culture does not subtract from the fact that the College views itself as a modern martial organisation first and foremost.

Martial culture & heraldry

Being a modern organsiation offers an opportunity to develop a unique martial approach designed to support College swordplay activities.

Each school when founded is required to design a heraldic device and garrison title. For example: the Australian College of Arms - Central Brisbane (the Imperial Eagles). The school heraldic device is displayed via an embroided patch on the right sleeve of TUL.

Each school is entitled to a Garrison Banner displaying this heraldic device and is utilised when that garrison 'takes the field'. As a rule each school member within the College tends to adopt two shields, one with the garrison device and one of their own personal heraldic device. The aim is to establish an environment were the conditions of melee combat can be met within the resources of one organisation. This also introduces other arms to the student's repertoire without compromising the integrity of the College's core purpose; that is to teach western swordplay.

The College organises regular training encampments and public displays designed to raise the profile of the College and provide an opportunity to engage in melee combat.