Samurai Sword. John M. Yumoto
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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