The American Kenpo Salutation

"Excerpts from the Diary of a 'Mad' Kenpo Scientist"

by Dr. Ron Chapél

The American Kenpo Salutation is a combination of the "old and the new.” The initial
part of our salute honors the originators of the art, the Chinese. Prior to the establishment
of what was called "Shao-lin," an open left hand resting on a clenched right fist was used
as a salutation or salute just before the commencement of a set or form. There were
several meanings to this gesture:

(1) Respect to the originator of the particular system, including all who had studied
before him, with him, and presently study under him.
(2) Respect to those who would spectate and observe the movements.
(3) Respect to both scholars and warriors who were practitioners alike, since the left hand
(open) of this salutation represented the scholar and the right hand (clenched), the man
who actually executed the science.

During the period of the Shao-lin in the Ch'ing Dynasty, the meaning of the gesture
changed when two additional movements were added. The change was that the left hand
represented the sun, the right hand the moon. With this change, the combination of sun
and moon represented the Chinese character Ming, thus meaning "revolutionary
defenders for the cause of the Ming restoration." The two additional movements which
were added to the sun and the moon were formed by placing the back of the hands
together with both palms out. The fingers at this point were in a claw-like-fashion and
raised to the chest and heart. This gesture meant,

"We are against foreign invasion and our hearts are for China." The last movement was to
clench both hands and draw them to the sides of the waist. This pulling gesture meant,
"By pulling and working together we can take our country back." The Hungs, who were
secret triad societies in China, perpetuated these movements. In short, "Scholar and
warrior, united together, back to back, pulling together, to defend against the foreign
intruders.”

The execution of this can be seen in and is explained in the book, "Ed Parker's Secrets of
Chinese Karate" still available from the Parker family.

The first part of the salutation was preserved in recognition and respect to the traditions
set forth by the Chinese. The concluding portion of the salutation was added to tie in the
heritage of the "old" with the logic of the "new" and innovative fighting science. There is
a misconception this came from Mitose. These movements have always existed in one
form or another in the Chinese, and were not new. Although Mitose did come to use the
hand gestures, they were usually used independent of each other, and not in the inclusive
pattern those of American kenpo are familiar with.
The second part of the saluatation interprets as an explanation of the original Kenpo
Creed by Ed Parker which does not use the word "karate" which was inadvertently
recited later.

I come to you with empty hands; (I am friendly and unarmed)

I have no weapons. (Both hands are place together as they form the shape of a triangle.)

I now cover my weapon, my fist which is my treasure, for I do not wish to use it. (Your
left open hand is used to conceal your right clenched fist.)

Now that I am being forced to use my weapon, to momentarily become an animal, I pray
for forgiveness for what I may do. (Both hands are placed together as if praying.)

The salutation ends by outwardly circling the clawing hands and arms in an outward
clawing movement coming to attention. (Warding away all evil in my presence and
letting nothing deter me from my goal and moral convictions)

The reasons for the Scholar/Warrior anaology are important. Within the Chinese Culture
there was a very strong caste system in place. The truly educated were priviledged and
considered too "valuable" to fight in wars and conflict. Therefore it was the "warrior"
who fought but he was directed by the "scholar" in the ways of Martial Science. That is,
the warrior didn't always understand the methods of his fighting, all he knew was that it
"worked." The scholars devised the methods and manner of the execution of the training
and the implimentation of the "fighting sciences," while the "warriors" went forth and
performed as instructed.

The combination of the "warrior and scholar" in a singular person was rare. Not because
the scholar couldn't fight, (after all they had first hand knowledge,) but simply because
the knowledge was so valuable, the chance could not be taken that they would be killed
or injured in battle or conflict. So it is today. The truly scholarly teacher directs his
students in the methods that will cause him to be successful, however because it is a true
science, the student may not always understand "why" things work, only that they do.
Some students will come to understand more than others based on simple things as
intellect and personal coviction. The scholar and warrior insure the co-existence of each
other. The warrior would not exist without the directions of the scholar, and without the
warrior to train, the scholar would have no purpose.