The Contribution of Judo to Education. by Dr Jigoro Kano
The object of this lecture is to explain to you in a general way what judo is. In our feudal times there were many military exercises, such as fencing, archery, the use of spears, etc. Among them there was one called ju-jitsu which was a composite exercise, consisting principally of the ways of fighting without weapons using, however, occasionally daggers, swords and other weapons.
The kinds of attack were chiefly throwing, hitting, choking, holding the opponent down, and bending or twisting the opponent’s arms or legs in such a way as to cause pain or fracture. The use of swords and daggers was also taught. We had also multitudinous ways of defending ourselves against such attacks. Such exercise, in its primitive form, existed even in our mythological age. But systematic instruction, as an art, dates only from about three hundred and fifty years ago.
In my young days I studied this art with three eminent masters of the time. The great benefit I derived from the study of it led me to make up my mind to go on with the subject more seriously, and in 1882 I started a school of my own and called it KODOKAN. Kodokan literately means “a school for studying the way, the meaning of “the way” being the concept of life itself. I named the subject I teach JUDO instead of JU-JITSU. In the first place I will explain to you the meaning of these words. JU means gentle or to give way, JUJITSU means an art or practice of gentleness or of first giving way in order ultimately to gain a victory; while JUDO means the way or principle of the same.
Let me now explain what this gentleness or giving way really means. Suppose we assume that we may estimate the strength of man in units of one. Let us say that the strength of a man standing in front of me is represented by ten units, whereas my strength, less than his, is represented by seven units. Then if he pushes me with all his force I shall certainly be pushed back or thrown down, even if I use all my strength against him. This would happen because I used all my strength against him, opposing him, I were to give way to his strength by withdrawing my body just as much as he had pushed, remembering at the same time to keep my balance, then he would naturally lean forward and thus lose his balance.
In this new position, he may have become so weak as to have his strength represented for the moment by, say, only three units, instead of his normal ten units. But mean while, I, by keeping my balance, retain my full strength, as originally represented by seven units. Here then, I am momentarily in an advantageous position, and I can defeat my opponent using only half of my strength, that is half of my seven units, or three and one-half, against his three. This leaves one-half of my strength available for any purpose. In case I had greater strength than my opponent I could of course push him back. But even in this case, that is, if I had wished to push him back and had the power to do so, it would be better first for me to have given way, because by so doing I should have economised my energy.
That is one simple instance of how an opponent may be beaten by giving way. Other instances may be given. Suppose that my opponent tries to twist my body intending to cause me to fall down so. If I were to resist him I should surely be thrown down, because my strength to resist him is not sufficient to overcome his. But if, on the order hand, I give way to my body voluntarily on the ground, I can throw him very easily. I will give another example. Suppose that we are walking along mountain road with a precipice on the side and that this man had suddenly sprung upon me and tried to push me down the precipice. In this case I could not help being pushed over the edge and at the same time throw my own body safely to the ground. I can multiply these examples to any extent, but I think those witch I have given will suffice to enable you to understand how I may beat an opponent by giving way, and as there are so many instances in jujitsu contest where this principle is applied, the name jujitsu came to be the name of the whole art. But strictly speaking, real jujitsu is something more. The way of gaining victory over an opponent by jujitsu is not confined to gaining victory only by giving way. We sometimes hit, kick and choke in physical contest, but in contra-distinction to giving way, there are forms of direct attack. Sometimes an opponent takes hold of one’s wrist. How can one possibly release oneself without using one’s strength against one’s opponent’s grip? The same thing can be asked when somebody grips one from behind. If, thus, the principle of giving way cannot cover all the methods used in jujitsu contest, is there any principle of the maximum-efficient use of mind and body, and jujitsu is nothing but an application of this all-pervading principle in attack and defence.
Can this principle be applied to other fields of human activity? Yes, this same principle can be applied to the improvement of the human body, making it strong, healthy and useful, and so constitutes physical education. It can also be applied to the improvement of intellectual and moral power, and in this way constitutes mental and moral education. It can at the same time be applied to the improvement of diet, clothing, housing, social intercourse, and methods of business, thus constituting the study and the training in living. I gave this all-pervading principle the name JU-DO. So judo, in its fuller sense, is a study and a method of training in mind and body as well as in the regulation of life and affairs. judo, therefore, in one of its phases, can be studied and practised with attack and defence for its main object. Before I started kodokan, this attack and defence phase of judo only was studied and practised in Japan under the name of jujitsu, sometimes called taijitsu, meaning the art of managing the body or Yawara, the gentle management. But I came to think that the study of this all pervading principle is more important than them are practice of jujitsu, because the real understanding of the principle not only enables one to apply It to all phases of life, but also of great service in the study of the art of jujitsu itself.
It is not only through the process I took that one can come to grasp this principle. One can arrive at the same conclusion by philosophical interpretation of the daily transaction of business, or through
abstract philosophical reasoning. But when I started to teach judo I thought it advisable to follow the same course as I took in the study of the subject, because by so doing I could assist him gradually to grasp this all-important principle. For this reason I began the instruction of judo with training in randori and kata. Randori, meaning “free exercise” is practised under conditions of actual contest. It includes throwing, choking, holding the opponent down, and bending or twisting his arms or legs. The two combatants may use whatever methods they like provided they do not hurt each other and obey the rules of judo concerning etiquette, witch are essential to its proper working. Kata, which literally means form, is a formal system of prearranged exercises, including hitting, kicking, thrusting, etc., according to rules under which each combatant knows beforehand exactly what his opponent is going to do. The training in hitting, kicking, cutting, and thrusting are taught in kata and not in randori, because if they were used in randori cases of injury might frequently occur, while when taught in kata no such injury is likely to happen because all the attacks and defences are prearranged. Randori may be practised in various ways. If the object be simply training in the method of attack and defence, the attention should be especially directed to the training in the most efficient ways of throwing, bending or twisting, without special reference to developing the body or the mental and moral culture.
From what I have already said, anything to be ideal must performed on the principle of maximun-efficieny. We will see how the existing systems of physical education can stand this test. Taking athletics as a whole, I cannot help thinking that they are not the ideal form of physical education, because every movement is not chosen for all-around development of the body but for attaining some other definite object. And furthermore, as we generally require special equipment and some times quite a number of persons to participate in them, athletics are fitted as a training for select groups of persons and not as the means of improving the physical condition of a whole nation. This holds true with boxing, wrestling, and different kinds of military exercises practised all over the world. Then people may ask, “are not gymnastics an ideal form of national physical training?
To this answer that they are an ideal form of physical education their being contrived for all-round development of the body, and not necessarily requiring special equipment and participants. But
gymnastics are lacking in very important things essential to the physical education of a whole nation. The defects are:
1. different gymnastic movements have no meaning and naturally are devoid of interest.
2. no secondary benefit is derived from their training.
3. attainment of skill cannot be sought for or acquird in gymnastics in some other exercises.
From this brief survey of the whole field of physical education, I can say that no ideal form has yet been invented to fill the necessary conditions for such physical education.
This ideal form can only be devised from a study based on maximum-efficiency. In order to fulfil all those conditions or requirements, a system of all round development pf the body as a primary consideration
must be devised as in the case of gymnastics. Next, the movements should have as require no large space, special dress or equipment. Furthermore they must be such as could be done individually as well as in groups.
Those are the conditions or requirements for a satisfactory system of physical education for a whole nation. Any system that can meet successfully those requirements may, for the first time, be regarded
as a programme of physical education based on the principle of maximum-efficiency.
I have been studying this subject for a ling time and have succeeded in devising two forms which may be said to fulfil all those requirements.
One form is what i named “representative form. This is a way of representing ideas, emotions, and different motions of natural object by the movements of limbs, body and neck. Dancing is one instance of such, but originally dancing was not devised with physical education for its object, and therefore not be said to fulfil those requirements. But it is possible to devise special kinds of dancing made to suit persons of different sex and mental and physical condition and made to express moral ideas and feelings, so that conjointly with the cultivation of the spiritual side of a nation it can also develop the body in a way suited to all.
This repetitive from is, I believe, in one way or other practised in America and Europe, and you can, I think, imagine what i mean: therefore I shall not deal with it any further here.
There is one other from which i named “attack and deference from. In this, i have combined different methods of attack and deference, in such a way that the result will conduce to the harmonious development of the whole body. Ordinary methods of attack and deference taught in Jujitsu cannot be said to be ideal for the development of the body, therefore, i have especially combined them so that they fulfil the conditions necessary for the harmonious development of the body. This can be said to meet two purposes:(1)bodily development, and (2) training in the art of contest. As every nation is required to provide for nation defence, so every individual must know how to defend himself. In this age of enlightenment, nobody would care to prepare either for national aggressions or for doing individual violence to others. But defence in the cause of justice and humanity must never be neglected by a nation or by an individual.
This method of physical education in attack and defence form, i shall show you by actual practice. This is divided into two kinds of exercises one is individual exercise and the other is exercise with an opponent (as demonstrated).
From what i have explained and shown by practice, you have no doubt understood what i mean by physical education based on the principle of maximum-efficiency. Although i strongly advocate that the physical education of a whole nation should be conducted on that principle, at the same time i do not mean to lay little emphasis on athletics and various kinds of martial exercise. Although they cannot be deemed appropriate as a physical education of a whole nation, yet as culture of a group or groups of persons, they have their special value and i by no means wish to discourage them, especially Randori in judo. One great value of Randori lies in the abundance of movements it affords for physical development .Another value is that every movement has some purpose and is executed with spirit, while in ordinary gymnastic exercises movements lack interest. The object of a systematic physical training in Judo is not only to develop the body but to enable a man or a woman to have a perfect control over mind and body and to make him or her ready to meet any emergency whether that be a pure accident or an attack by others.
Although exercise in Judo is generally conducted between two persons, both in Kata and in Randori, and in a room specially prepared for the purpose, yet that is not always necessary. It can be practised
by a group or by a single person on the playground, or in an ordinary room. People imagine that falling in Randori is attended with pain and sometimes with danger. But a brief explanation of the way one
is thought to fall will unable them to understand that there is no such pain or danger.
I shall now proceed to speak of the intellectual phase of Judo, mental training in Judo can be done by Kata as well as by Randori, but more successfully by the latter. As Randori is a competition between
two persons, using all the recourses at their command and obeying the prescribed rules of Judo, both parties must always be wide awake, and be endeavouring to find out weak points of the opponent, being ready to attack whenever opportunity allows. Such an attitude of mind in devising means of attack tends to make the pupil earnest, sincere, thoughtful, cautious and deliberate in all his dealings .At the same time one is trained for quick decision and prompt action, because in Randori unless one decides quickly and acts promptly he will always lose his opportunity either in attacking or in defending. Again, in Randori each contestant cannot tell what his opponent is going to do, so each must always be prepared to meet any sudden attack by the other Habituated to this kind of mental attitude, he develops a high degree of mental composure-of poise. Exercise of the power of attention and observation in the gymnasium or place of training, naturally develops such power, which is so useful in daily life.
For devising means of defeating an opponent, exercise of the power of imagination ,of reasoning and of judgment, is indispensable, and such power is naturally developed in Randori. Again ,as the study of Randori is the study of the relation, mental and physical, existing between two competing parties ,hundreds of valuable lessons may be derived from this study, but i will content myself for the
present by giving a few more examples. In Randori we teach the pupil always to act on the fundamental principle or Judo, no matter how physically interior his opponent may seem to him and even if he
can by sheer strength easily overcome the other. If the acts against this principle the opponent will never be convinced of his defeat, whatever brutal strength may have been used of him. It is hardly necessary to call your attention to the fact that the way to convince your opponent in an argument is not to push this or that advantage over him be it from power; from knowledge, or from wealth, but to persuade him in accordance with the inviolable rules of logic. This lesson that suasion, not coercion, is efficacious-which is so valuable in actual life-we may learn from Randori. Again, we teach the learner, when he has recourse to any trick in overcoming his opponent, to employ only as much of his force as is absolutely or an under -exertion of force. There are not a few cases in which people fail in what they undertake simply because they go too far, not knowing where to stop, and vice versa.
To take still another instance, in Randori, we teach the learner, when he faces an opponent who is madly excited, to score a victory over him, not by directly resisting him with might and main, but by playing him till the very fury and power of the latter expends itself. The usefulness of his attitude in everyday transactions with others is patent. As is well known, no amount of reasoning could avail us when we are confronted by a person who is so agitated as to seem to have lost his temper. All that we have to do in such a case is to wait until his passion wears itself out. All these teaching we learn from the practice of Randori. Their application to the conduct of daily affairs is a very interesting subject of study and is valuable as an intellectual training for young minds.
I will finish my talk about the intellectual place of Judo by referring shortly to the rational means of increasing knowledge and intellectual power. If we closely observe society, we notice everywhere the way in which we foolishly expend our energy in the acquit ion of knowledge. All our surroundings are always giving us opportunities of gaining useful knowledge, but agree not constantly neglecting the best use of such opportunities? Are we always making the best choice of books, magazines and newspapers we read? Do we not often find out that energy which might have been spent for acquiring useful knowledge is often used for amassing knowledge which is prejudicial not only to self but also to society? Besides the acquisition of useful knowledge, we must endeavour to improve our intellectual powers, such as memory,attention,observation,judment,reasoning,imagination,etc. But this we should not do in a haphazard manner, but in accordance with psychological laws, so that the relation of those powers one with the other shall be well harmonised. It is oly by faithfully following the principle of maximum-efficiency-that is Judo-that we can achieve the object of rationally increasing our knowledge and intellectual power.
I shall now speak about the moral phase of Judo. It is not my intention to speak of the moral discipline given to students in the exercise room, such as the observance of the regular rules of etiquette, courage, and perseverance, kindness, and respect for others ,impartiality, and fair play ,so much emphasised in athletic sports throughout the world. The training in Judo has a special moral import in Japan because Judo ,together with other martial exercises, was practised by our Samurai, who had a high code of honour, the spirit of which has been bequeathed to us through the teaching of the art. In this connection i wish to explain to you how the principle of maximum efficiency helps us in promoting moral product. A man is sometimes very excitable and prone to anger for trivial persons. But when one comes to consider that ”to be excited” s an unnecessary expenditure of energy, giving benefit to nobody but often doing harm to himself and others, it will be seen that student of Judo must refrain from such conduct. A man is sometimes despondent from disappointment, is gloomy, and has no courage to work. To such a man Judo comes with the advice to find out what is the best thing he can do under the existing circumstances. Paradoxical as it may seem, such a man is, to my mind, in the same position as one who is at the zenith of success. In either case, there is only one course to follow, that is, what after due consideration he deems to be the best course of action at the time. Thus the teaching of Judo may be said to lead a man from the depths of disappointment and lethargy to a state of vigorous activity with a bright hope for the future. The same reasoning applies to those persons who are discontented. Discontented persons are often in a sulky state of mind and blame other people for what is their own fault and without attending to their own business. The teaching of Judo will make such persons understand that such conduct is against the principle of maximum-efficiency and will make them realize that by the faithful pursuance of that principle they will become more cheerful. Thus the teaching of Judo
is, an a variety of ways, serviceable to the promotion of moral conduct.
Finally, i wish to add a few words to the emotional phase of Judo. We are all aware of the pleasurable sensation given to the nerves and muscles through exercise, and we also feel pleasure at the attainment of skill; in the use of our muscles, and also through the sense of superiority over others in contest. But besides these pleasures there is that love of beauty and delight in it derivable for assuming
graceful attitudes and performing graceful movements and also in seeing such in others. The training in these, together with the pleasure obtainable from watching various movements symbolical of different ideas, constitutes what we call the emotional or the aesthetic phase of Judo.
I believe you have already come to see what kind of thing Judo really is, in contra-distinction to the Jujitsu of feudal times. If now state in concise form what i have said, it might be summed up as follows:
Judo is a study and a training in a mind and body as well as in the regulation of one’s life and affairs. From the through study of the different methods of attack and defence i became convinced that they all depend on the application of one all pervading principle, namely: “Whatever be the object, it can best be attained by the highest or maximum-efficient use of mind and body for that purpose. Just us this principle applied to the methods of attack and defence constitutes Jujitsu, so does this same principle, applied to physical, mental and moral culture, as well as to ways of living and carrying on of business, constitute the study of, and the training in those things.
Once the real import of principle be understood, it may be applied to all phases of life and activity and enable one of lead the highest and the most rational life.
The real understanding of this principle need not necessary be arrived through the training in the methods of attack and defence, but as i came to conceive of this idea through training in these methods, made such training in contest and the training for the development of the body the regular means of arriving at the principle.
This principle of maximum-efficiency, when applied to the keying-up or perfecting of social life, just as when applied to the coordination of mind and body-in the science of attack and defence-demands, first
of all order and harmony among its members and this can only be attained through mutual aid and concession, leading to mutual welfare and benefit.
The final aim of Judo, therefore is to inculcate in the mind of man a spirit of respect for the principle of maximum-efficiency and of mutual welfare and benefit, leading him so to practise them that man individually and collectively can attain to the highest state, and at the same time,develop the body and learn the art of attack and defence.