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Kumango Silat<br />

4 points<br />

The heartland of Kumango Silat is Bukittinggi<br />

(Fordekok), in the Menangkabau area of Sumatra. The<br />

style’s origins are unknown, but it’s believed to be a native<br />

Sumatran art. It’s still practiced in the 21st century.<br />

Kumango Silat is a soft, flexible Silat form. It emphasizes<br />

evasions and escapes from grapples. Stylists yield to an<br />

attacker’s movements and then slip free. Fighters parry from<br />

outside to inside, usually sidestepping (see Retreat Options,<br />

pp. 123-124) to get to the enemy’s flank. They favor the<br />

elbow parry – an Aggressive Parry – against incoming kicks<br />

and Knee Strikes. The usual counter to a high kick is a Leg<br />

Grapple followed by a throw or a takedown.<br />

Feints are an important part of Kumango Silat, and often<br />

precede a Deceptive Attack. The attack itself might be a kick,<br />

a punch, or both, thrown as a Dual-Weapon Attack. Strikes<br />

focus on the foe’s centerline, the primary targets being the<br />

groin, neck, and vitals. Stylists also grapple – a favorite target<br />

being the foe’s parrying arm – and follow up with<br />

throws, locks, and (especially) strikes.<br />

Kumango Silat stances are very low and incorporate<br />

thigh slaps and deep movements. Practitioners often fake<br />

these motions as part of a feint or Deceptive Attack. The<br />

hands cover the groin and body, or the back of the neck<br />

while turning. Stylists practice stances on sandy beaches in<br />

order to get used to shifting ground.<br />

Kumango Silat is rare outside of Indonesia but a good<br />

model for other “soft” Silat styles. Like all forms of Silat, it<br />

includes weapons training from the start. At some schools,<br />

students learn Combat Art versions of its core skills<br />

instead of combat skills.<br />

Skills: Judo; Karate; Knife.<br />

Techniques: Aggressive Parry (Karate); Arm<br />

Lock; Counterattack (Karate or Knife); Elbow<br />

Strike; Evade; Exotic Hand Strike; Feint (Karate or<br />

Knife); Leg Grapple; Low Fighting (Judo, Karate,<br />

or Knife); Spinning Kick; Spinning Punch; Sweep<br />

(Judo or Karate); Targeted Attack (Karate<br />

Kick/Groin); Targeted Attack (Karate Punch/Neck);<br />

Targeted Attack (Karate Punch/Vitals); Targeted<br />

Attack (Knife Thrust/Vitals); Trip.<br />

Cinematic Skills: Breaking Blow; Hypnotic<br />

Hands; Mental Strength; Power Blow; Pressure<br />

Points; Pressure Secrets.<br />

Cinematic Techniques: Dual-Weapon Attack<br />

(Karate); Springing Attack (Karate).<br />

Perks: Sure-Footed (Sand); Technique<br />

Adaptation (Low Fighting); Unusual Training<br />

(Dual-Weapon Attack, Both attacks must target the<br />

same foe).<br />

Optional Traits<br />

Advantages: Cultural Familiarity (Southeast<br />

Asia); Language (Indonesian).<br />

Disadvantages: Delusion (“My kris has magical<br />

powers”); Vow (Uphold Islam and the traditions of<br />

the style).<br />

Skills: Jitte/Sai; Judo Art; Karate Art; Knife Art;<br />

Kusari; Main-Gauche; Staff; Whip.<br />

190 STYLES<br />

Tapak Sutji Pentjak Silat<br />

6 points<br />

Ifan Badjam officially founded Tapak Sutji Pentjak Silat<br />

in 1963, at the age of 72, in Central Java. A long period of<br />

development and practice preceded this event, however, and<br />

the art’s true origins stretch back to the 1920s and the<br />

founding of an earlier school with identical drills and teachings.<br />

Practitioners fought the Japanese during WWII, the<br />

Dutch in the late 1940s, and the Communists in the 1960s.<br />

Like other Silat styles, Tapak Sutji stances are low to the<br />

ground. They aren’t static – the practitioner keeps moving to<br />

gain an advantage over his foe. Traditionally, students practiced<br />

the style outdoors on uneven ground, on beaches, or in<br />

tangled undergrowth, and were expected to cope with (and<br />

learn to fall on!) the rough and varied natural terrain.<br />

Tapak Sutji practitioners make extensive use of Judo<br />

Throw, Sweep, and Trip to put the opponent on the ground.<br />

Follow-ups are more likely to be strikes than grapples or<br />

locks. Attacks often follow feints, and are usually Deceptive<br />

Attacks. Stylists like to counter an enemy attack with a parry<br />

followed by either an immediate Counterattack or an Arm<br />

Lock and then a strike or throw. As usual for Silat, the aim<br />

is to destroy the foe’s ability to continue the attack, so the<br />

limbs are common targets.<br />

Tapak Sutji includes training in a vast array of traditional<br />

Indonesian weapons. It also adds a short, flexible metal<br />

truncheon called the segu (treat as a baton) and the<br />

Japanese katana. Stylists don’t use the katana with Kenjutsu<br />

stances or tactics, but rather in the mobile, low-to-theground<br />

Silat style.<br />

Silat Traditions<br />

Silat tradition regards the connection between master and<br />

disciple as a blood relationship. The bond is as much that of parent<br />

and child as it is that of student and teacher. This is very different<br />

from the more businesslike arrangements common in the<br />

West.<br />

According to hoplologist Donn Draeger, the teacher traditionally<br />

expected the student to give him certain gifts before he<br />

would offer instruction:<br />

• A chicken, the blood of which would be spread on the<br />

ground as a symbolic substitute for the student’s blood.<br />

• A roll of white cloth, for use as a burial shroud should the<br />

student be killed during training.<br />

• A knife, to represent the sharpness expected of the student.<br />

• Tobacco, for the teacher to smoke.<br />

• Money, to replace the teacher’s clothing torn during<br />

training.<br />

The student also had to swear an oath on the Koran to uphold<br />

the style’s traditions and the laws of Islam.<br />

These practices aren’t common in Silat schools in the modern<br />

West, but such academies often have charters and rules that are<br />

nearly as stringent. The GM could certainly have a teacher from<br />

the “old country” expect Western students to respect these traditions,<br />

or use them as inspiration for a fictional style. In a fantasy<br />

or space-opera setting, the gifts might be strange indeed . . .

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