Samurai Sword. John M. Yumoto

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style="font-size:15px;">      List of Figures

1. Map of Japan showing old provinces and modern prefectures 22
2. Swordsmiths at work 27
3. Sword-bearing official of the mid-Heian period 29
4. Warriors of the Old Sword period 30
5. Inscribed titles on tangs 37
6. Edo-period samurai 38
7. Stamp found on blades of the Showa era 42
8. Tang rubbing of a Showa-era blade 42
9. Parts of the blade (shinogi-zukuri type) 55
10. Points classified by shape 55
11. Points classified by shape and size 55
12. Points classified by tempered lines 57
13. Ridge lines 58
14. Upper surface or ridge area 58
15. Grooves 60
16. Groove ends 61
17. Groove tips and chiri 61
18. Nioi and nie 62
19. Tempered-line pattern 68 & 69
20. Back ridges 71
21. Curvature, torii variety 73
22. Curvature, koshi-zori or Bizen-zori 73
23. Tang shapes 80
24. Shaoes of tang tips 80
25. File marks on tangs 82
26. Mountings 85
27. Hilt and portion of blade 86
28. Shapes of common blades 94 & 95
29. Cross sections showing blade construction 96
30. Blade grains 98
31. Eighteenth-century polisher, scabbard-mark, and lacquerer 102

      INTRODUCTION

      THIS HANDBOOK on Japanese swords was conceived by John M. Yumoto to aid collectors in the knowledge and preservation of these treasures.

      John Masayuki Yumoto was born on January 30, 1916, the second son of (Father) Yohei and (Mother) Koshio in Fresno, CA. In 1919 his family moved to Okayama, Japan, where he attended school.

      When Yumoto was 5½ years of age, his paternal grandfather arranged and directed his sword education.

      Yumoto Sensei’s grandfather was a lover-respecter of Nihonto to the extent that in his backyard was a bundle of swords that were going to be shipped to China. He, instead, purchased them and brought them home. The grandson was furnished with a live-in instructor who had a collection of swords. He had daily instruction in appreciating and identifying swords. This involved recognizing the geographic site of origin, the era of manufacture, and possibly even the exact smith who made the sword. When he had mastered this to the instructor’s satisfaction, he was taken around the neighborhood to see the swords in the possession of local families. His grandfather then arranged for him to go to a sword polisher’s home to learn that skill. Such an apprenticeship involved living with the teacher as a member of his family. This arrangement lasted until the late fall when persimmons at home were ripe and none were available at the polisher’s residence, so homesickness over-came the desire to learn. He was then sent to study fittings for swords. This instructor furnished Yumoto with a large box of menuki and told him to sort all of those into two piles, those that were better and those poorer in quality. When this was done and discussed, they were again mixed and he was told to sort them into piles of best, medium, and poorest. After this was mastered, he was told that now he understood quality in all fittings, whether menuki, kogai, fushi-koshira, kozuka, or tsuba.

      His grandfather next arranged a time with a maker of fittings. Here he learned the basics of fabrication and patination from the master. When he was old enough he was encouraged to buy and sell swords. While away from home for schooling, he plied this trade successfully.

      During his time in Kyoto at college, which trained officers for the military (roughly the equivalent of West Point or Annapolis), his father and grandfather became concerned that the nation of Japan, under the influence of militarily ambitious officials, was heading to war. They advised Yumoto Sensei to return to the United States and arranged passage on a ship as a lowest class passenger. Yumoto then went, as we would say, AWOL from the military college to board ship. Military officials searched the exact ship for him, but did not dream he would be among the cheapest section of passengers. He, therefore, was never found. He spent the passage gambling unsuccessfully and arrived poorer, but happy, in California where he found work as a photographer for a local newspaper and promptly enrolled in school, primarily to learn proper English, and finished high school there.

      At the time of Pearl Harbor

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