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## Kinderpanzers

The **Kinderpanzers** or **Pionierpanzers** are scaled down (approximately 1:3) vehicles meant for children to use. These replicated vehicles were widespread in the German Democratic Republic as it was used extensively by the German Young Pioneer movement, specifically the *pionierpanzerverein*, a special club that mainly focuses for children in the age of 6-14 that uses these miniatured tanks. The point of this club was to encourage these children to practice themselves with tanks so they can easily served the country as young tank crew members when they reached the certain age requirement for enlistment.

Built from welded boilerplates and uses a Trabant 601 Engine. Some model of the Kinderpanzers allow its cannon to fire low-pressured ammunition, though this latter soon became widespread, eventually replacing the non-firing tank model that only uses flash devices. The tank can only reach a top speed of 15 km/h and sometime 18-20 km/h when going downhill.

Under the gist of attracting tourism in their country, the hidden and main purpose of the Kinderpanzers' development is to teach the young children about the values and teaching of using armored vehicles through fun and easy ways such as teamwork, maintenance, and even shooting. With the success of using this type of vehicle to the children, this miniatured tanks paved the way of integrating armored warfare to the younger audience. In modern usage, Kinderpanzers refers to replicated vehicle whose scale is approximately 1:3, with Miniaturpanzers followed suit with its 1:2 scaling and finally the 1:1 scale Model Panzers.

Modelpanzers or Mockup Tanks are the basis of manufacturing Recrelympic-sanctioned vehicles for matches.

## Recrelympic headstamp

A Recrelympic headstamp is a marking on the bottom of a cartridge case designed for Recrelympic-sanctioned firearms and vehicles. RHs as they usually known has a stamp that says "Federation-Sanctioned" on its rim. Every ammunition that the Federation-sanctioned factories make, it is mandatory to stamp these RHs on their cartidges to seperate them from other cartridges that isn't used for sports. Failure to stamp these headstamps meant the company's immediate termination and the contract between the manufacturer and the Federation(s) will end prematurely.

## By Nation

### Germany

The roots of Germany's Sportarism can be traced to the early 20th century with the belief planted within the country by Frederick Pax Frieden, a philanthropist and founder of the IRC. In his book, the *"Peace from the Ashes of War"* (German: *Frieden aus der Asche des Krieges*) published around the August of 1914 in Germany. Inspired from Thomas More's *Utopia,* and Homer's Scheria in his work *Odyssey,* his novel depicts a world where a Utopia was established as the aftermath of a deadly global conflict that wiped out 70% of the world's population. The overwhelming problem of getting limited resources, the threat of the decreasing population, and the continuity of skirmishes and minor conflicts led the remaining nations to band together and signed the "Treaty of Peace Stagnation", a peace treaty that prevents the destruction of many nations in expense of sharing resources while maintaining their autonomy. It was also in this book where the idea of Sportarism was invented as the fictional treaty also marked the introduction of a sportarized conflict, where issues and disputes where settled in recreational war as organized by the Nations who signed the Treaty.

Frieden's work raised popularity during the late stages of World War 1, and soon his fame started to attract some important figures in the world of Recrelympics, such as Petra Dimourgo, inventor of Demiourgoenergy, the catalyst of kickstarting the sportified war games. With Frieden's new network of potential sponsors and people to back his ambitious idea, he started experimenting the concept of a sportified war games through small sports like dueling around Germany before he takes a leap on the expanding the means of using Dimourgo's invention from body armor to large tanks. This gamble was a success for him as this sportified Tank Duel led him to create the Recreational Olympics, a series of sportified war games that encourages Peace Stagnation.

### Japan's Development to Sportarism

The Japanese Sportarism has existed ever since the 15th century where recreational conflicts were made as a form of exercise to the many clans in Japan during the Age of the Warring States with many local lords (called *daimyōs*) introduces their own takes on how their men would prepare themselves to the impending conflicts their nation is heading.

Oda Nobunaga, one of the key figures of the Sengoku, utilizes the introduction of the Tanegashima Guns to create the Nagoya-ryū, one of the original schools that practices Hōjutsu, the ancient martial art of Gunnery and the predecessor of the current Hohei-dō. One of the known practitioners in this period is Kinoshita Tōkichirō, also known as Toyotomi Hideyoshi, one of the great unifiers of Japan who started out as a simple ashigaru for the Oda Clan, eventually the daimyō also established the Nagahama-ryū in Kunitomo, the northern sector of the city where it was the ground for the production of the Tanegashima Guns and a training camp for newly recruited ashigarus.

But the ancient martial arts became old fashioned and for a period of time was banned in Japan during the Modernization Period in the 19th century. Though the current view of the Sportarism begun to see its value during the pre-modern Japan especially during the Showa Period in which the Government begun adding the old martial arts back in the curriculum again to the students as Physical Education lessons like Naginata-dō, Kyūdō, and even the revival of the Hōjutsu which is now called as Hohei-dō under the program of the growing popularity of Japanese Nationalism in which Sportarism (though was never used as a term) was used as a disguise to manipulate the minds of the people to the militaristic ways of Imperial Japan.

These exploitation increased the Japanese Volunteers for the upcoming conflict in the horizon in the 20th century. One form of this volunteered Japanese is the popular *Jōshitai Sensha* (Women's Tank Corps), a group of Japanese women who are known for their usage of tanks and tankettes and one of the intended units in defending Japan during the Second World War. Alongside this is the known volunteered unit of the Black Crow's Unit (Karasu-Butai), they were the practitioners of Nobunaga-ryu in Nagoya that served as the finest Marksmen under the Volunteer Fighting Corps. Both of these units were formed in the last stages of the War in the Pacific.

### NOTES:

Kunitomo refers to the city, not the person. Though the Kunitomo Ikkansai would established the Kunitomo firearms Industry, a fictional gun factory in Japan.

Jōshitai is a group of Female Warriors formed in Aizu in 1868, created by Nakano Takeko.

## Recrelympics

In Germany, the Recreational Olympics/Recrelympics is called the Freizeit-Olympiade, often and commonly shortened as Freilympiade.

In Japan, the Recreational Olympics is called Rekurinpikku (レクリンピック) or the official version the Rekuriēshon Orinpikku (レクリエーション - オリンピック).

## Althtocracy

Althtocracy (from άθλημα, *áthlima*, "sports" and κράτος, *kratos*, "dominion", "power") is a form of government in which it is governed by officials with a background of Recrelympics and/or current Recrelympic Combatants/Athletes. The branches of Government are administered by these aforementioned officials with legal jurisdiction at present.

Those who governed themselves with Althtocracy values Sportarism and Education.

## Vollsky Tournament

The Vollmer-Zaslavsky Tournament is a regional tournament set in the former location of the Kama Tank School near Kazan, Russia.

Russian Team - Red Square High Academy, the Petersburg No. 185 High School, the Sverdlovsk Royalty Academy, and the Kharkov All-Tankers College

## Seven Deadly Sins

* Wrath - IS-3 - Konigsburg -
* Pride - ARL 44 - Saarland - Charles
* Greed - Varied -
* Envy - Varied -
* Lust - Valentine MK. XI -
* Sloth - Varied -
* Gluttony - Varied -

## Tankathlon

Bertha Benz - First Female Driver in Cross-Country Movement.

Track Rallying - Racing but with tracked vehicles.

1924, pair of noblewomen participating in a Renault FT-17. Belgium noblewomen, supported by the French Army.

Not Competition in Speed.

Monte Carlo Tank Rally. (From Janurary to June)

Morris-Martel Tankette was made in 1925, and then there's a two-manned version in 1925. [Peter Martel and Gillian Martel]

(Conflicted timeline: In 1925 there's the Morris tank, built for Martel's daughter, but that means that his daughter would be 3-2 years old. Since Martel was married in 1922.)

Carden-Loyd also made a miniature tankette for his (probably Loyd) daughter. Several models, including a double-seater that is similar to the Martel.

Carden Loyd tankette Mark VI 1928.

Not only to the Military but also to members of Nobility. And so the rise of female nobility drivers also increased.

With a lot of tracked vehicles participating in events, other events start forming outside the Monte Carlo Tank Rally.

There's a Reunault FT that participated in the 1925 and 1926 24 Hours of Le Mans. Other countries aside from UK and France would enter into all sort of tracked competitions to showcase their tanks.

British Noblewoman entered Monte Carlo (prob 1927) with a Mark I, but had to be withdrawn, though it managed to qualify the race with a Whippet the following year (prob 1928).

Tankette was very craze in Germany, which ordered quite a lot of LK IIs to compete to the sport.

Modifications were wild, sometimes to them being overboard, they don't resemble stock vehicles.

Two things happened once the restrictions was made. Those who oppose the restrictions made their own organization, such competitions came to be known as the 'Unlimited Class'.

This class became popular in America, which made the organization move there and even contested to the Indianapolis 500 as support race. (This is probably in 1920s - 1930s)

As the 6-ton became common through license and exportation, this paved the sport to accommodate large tankettes, a.k.a light tanks.

As LTs became common and tankettes becoming more and more compatible to racing events, Dummy shot competitions started to form with them using tankettes that are armed. Though the games were difficult as it's a two-man event where one drives and the other one shoots.

British-Born Tankette Committee asked some requests to competitors to do things on their behalf, no one wanted to join that except a skater with an injury on its leg.

This gave birth to a new sport, where skaters danced around the field in refined movements, captivating the hearts and minds.

This revolutionized the Equestrian world, this created the British Tankette Style; which combined elements of British Equestrian and the usage of Tankettes.

Basically the BTS is an obstacle course with show jumping.

[Note: Try use Show Hunter to reference this]

BTS first start with disassembly and the repair of vehicles, the second day is about cross-country and the third day is about combined training (movement and shooting), jumping, and maintenance.

Combined Training is seen as an Army Training, and with adolescents of the nobility class found tankettes to be adorable and easier to control, the event became popular in Great Britain.

The sporting events evolved with tanks replacing the tankettes in some competition formats. The French were the most ambitious on this one, creating team events that featured crew of more than 3, though that means that tankettes can't join since they have only 2 crew.

24 Le Man and other events that were hosted in France, changed their rules and mandated crew to have three, ruling tankettes out of the competition.

This French format (and probably UK because of the BTS) starts to spread across Europe and this calls to standardize the games.

US on the other hand, have little interests on this since they have the Unlimited Class event, only centered around modifications.

This rapid spread ultimately formed the basis of the modern Panzerkraft rules.

## Origin of Sensha-dou

They have three theories: They came from European Jousting, they came from Naginatadou, or they came from Roman-Greek Two-wheeled chariot racing.

In Japan, Female Naginatadou became famous in the Edo Period thanks to the story of Hangaku Gozen and Tomoe Gozen and many other Onna-Mushas. This popularity enabled the martial art to exists as this symbolizes women in families, as well as self-defense to them.

Thanks to this, the Naginata has now been seen as a tool for feminine art and a weapon serving more of a symbol of devotion to a woman's family. I.E if the Samurai has the katana, the Onna-Mushas has their Naginatas.

In the Showa period, Naginatadou was invented as a curriculum for girls.

Though in Japan, the moment the tanks were introduced, the men don't like them because using one who go against their Bushido, and so these tanks were given to female cavalry units.

Soon this fused mounted-naginata-do and became Japan's Senshadou.

As time continues, girls start thinking that these tanks who perceived to be ungentlemanly became a tool meant for women to use. However this was descreased with the advent of attack helicopters (what the heck?)

## Origin of Panzerkraft

Origin can be derived from European Jousts. But some say it came from the Greece and Roman Chariot racing. Female riders participated in these races since their light body were advantageous and they were also allowed to wear some clothes, even though the Olympics was known for being naked.

[We can say that the female riders were Spartan Women of the elite Spartiate class, since they were encouraged to perform athleticism so they can produce strong children]

Cynisca, daughter of Spartan King Archimadus II, became a champion of Olympic Chariot Racing. (As the owner of the horses, not the rider.) [Also include Euryleonis, Belistiche, Zeuxo, Encrateia and Hermione, Timareta, Theodota, and Cassia.]

Due to this single victory, this increased the participation of female.

Female Gladiators (Gladiatrices) were a thing in Rome, they would hold exhibition races/events while wearing dazzling costumes. Suggestiveness, and eroticism are the main reason why they were extremely popular. (Do note this is only for Chariot Racing)

Even after the collapse of the Western Roman Empire, Chariot Racing remained EVEN MORE POPULAR than Gladiatorial Battles (gonna make this female battles) in the Byzantine Empire. But due to expenses and the nation deteriorating, the moment the empire died, so does the Chariot Racing. Because of the fact that this Female Chariot Racing wasn't able to spread to other nations, general people think they aren't the direct origin of Senshadou, though people agree that this is origin of Panzerkraft in Europe.

Jousting matches has been started around the 12th century in Europe.

[NOTE: Make this 10th century, gonna reference the first Joust in Greenwich Palace, The United Kingdom] [Another NOTE: The reason why this is the 12th century is because it is around the time where Knights came to the association of ideals of chivalry.]

As Knights became the idealers of chivalry, Philippa of Hainault, King Edward's third queen, acted as member of the Order of Garter (1358) made an event that allowed female knights to came into existences.

These female knights participated in Jousting matches, but they have their own special armor to prevent injuries. Eventually from horseback riding, they start using two-wheeled coaches/chariots, and soon can say this is the origin of Senshadou in western countries (a.k.a Panzerkraft).

After the introduction of modern weapons in WW1, they were used as shooting events, while vehicles; cars, planes, tanks, and ships were used in races. As planes went into rapid development and their mass production, they were sold as surplus, leading people make their living through aerobatics. Same goes to Tanks, though not as fast as planes in terms of development, they were sold as tractor to civilians.

Though on the other hand, WW1 was quite tragic as these weapons were used in this war. Worried women, centered around mothers wives used media to push a large campaign denouncing tank combat and usage of machine guns as "ungentlemanly", unchivalrous, and barbaric. Though this is the opposite when it comes to planes since the duels and suffering defects were viewed as 'chivalrous', and combined with its aerobatics way, it was amazing in their amazing.

With this on mind, they perceive male tankers as despicable and uncool. Though before and after the Great War, racing with tankettes was popular in Europe, though racing with heads sticking out and their face getting dirtied along the danger of these sports kept girls from participating, though after tankettes became widely available, girls started using them and begun participating. Even though the vehicle inside is quite hot and stinky, it was popular among the progressive women because the armor keeps them safe.

And with the rise of 1-2 crew man tankettes further increased the popularity of girls using them due to their compactness and ease of operations, and so a lot of tankette matches were held. Soon from racing, simulated battles jousting start happening and Panzerkraft was born from the ashes of Tankathlon.

And soon they start getting imported into Japan, but men who respect Bushido dislike them, and so they were given to female cavalry instead, and so Senshadou was born.

## Armoured Jousting

**Armoured Jousting** is a Panzerkraft sport between two tanks with only one shell allowed for them to use. The aim of this sport was to replicate the clash of heavy cavalry and reenacting the medieval Jousting. Like the medieval Jousting, each tanks are situated on each side of the field, and their goal is to immobilize their opponent out while charging at them **without** stopping the vehicle whatsoever.

This was the first Panzerkraft sport that were introduced to the world during the 1948 London Olympics' demonstration event on the Royal Military Academy Sandhurst.

## Panzer Duel

A **Panzer Duel** is an arranged engagement in combat between two tankers, with similar or matched tanks, in accordance with agreed-upon rules from the Umar Duello.

The history of the Panzer Duel is often seen as a brutal beginning but progresses towards a more satisfactory ending. Before the introduction of the Umar Duello, a Panzer Duel or Tank Duel was often referred to any engagement between two tanks ever since they were introduced during the First World War. The intention of the Duel was to kill the other opponent while still retaining their honor, this was seen first hand on April 24, 1918, where the German A7V met its adversary, the British Mark IV, at Villers-Bretonneux, the Duel resulted to the British Victory as they took out the German A7V.

Many chivalrous Duels came and go, and with the fortunate rapid increase of interests towards a safe mock engagement between tanks during the 1950s, one Irish man who goes by the name of Clonmel U. Samhradh, decided to fully create the rules of this once deadly yet honorable engagement to the most formal way of fighting between Tanks, and which he called it the "Umar Duello".

Today, the Panzer Duel is often contested to Panzerkraft events, tournaments, the Recrelympics, and sometimes as a way to prevent vendettas between two factions or tankers.

## School-Ships from the Blue Ray

Academy ships have been around for some time now, and seeing junior high schools and up aboard academy ships, as they sail across the ocean is the norm.

Earliest record of similar concepts to the academy ships can be traced to Britain just before the First Century. Citing Julius Caesar in his Commentarii de Bello Gallico (Commentaries on the Gallic War), "The Britons educate their young abroad small rafts".

It was during this time that Caesar had acquired shipbuilding and sailing techniques from the Veneti Gauls that occupied the Brittany peninsula, as the Roman fleet was formed by his adjutant, Decimus Junius Brutus Albinus. It has been said that Legionaries were being trained on board the Galleys.

By the times of Imperial Rome, Gaius Plinius Secundus (Pliny the Elder) had made detail account of ships used for educational purposes in his work, Naturalis Historia. These examples have shown that just ships were used as an educational establishment just before and during the First Century, although they were centered around soldiering or the needs of the seafaring races.

The idea of having education aboard ships came even earlier than Roman times; the Phoenician who traded on the Mediterranean did such in the 12 Century BCE. Phoenicia had difficulty in expanding its territory, being situated over the shores of West Asia (Fertile Crescent), facing Babylon to the east, Egypt to the south and Hittite up north. Such (geopolitical) limitations led to the formation of naval fleets, as the civilization geared itself towards oversea territorial expansion and oceanic trades. It notably took North Africa (Carthage).

Phoenicia gave rise to Carthage, but the expansion of the Neo-Assyrian Empire, the Neo-Babylonian Empire and the Achaemenid Empire, and eventually lost its holdings over Phoenicia proper. Most Phoenician, including the women and children, fled from being dominated by their vessels in the light of oppressive environment (such as the forced immigration policy of the Assyrian regime), but as the North African colonies were not able to house the family of the refugees, they had to live on the ocean for a time.

Their seaborne lifestyle at the time was to have the ships moored at shores close to the cities, and then tie various ships together with ropes to anchor them so that they can act as temporary dwellings. These are hardly ancestors to the academy ships.

Some scholars have advocated that the Academy Ships came from the Phoenician practice as it was evident that the seafaring Phoenician lived on their ships starting at tender age.

The proof that gives this Phoenician assumption some credence would be that of the fleet of 60 ships that sailed under the Carthaginian known as Hanno the Navigator in 450 BCE, which sailed to the shores of West Africa in hope of finding new lands to colonize.

Since Pliny the Elder had cited that the written account of this great undertaking was called The Voyage of Hanno, commander of the Carthaginians, Hanno came to be known as Hanno the Navigator.

It was recorded in the Naturalis Historia that this fleet had specialized, large ships made for the education of youth since the long voyage had meant that children and able adults were on this expedition. However, despite having this literary account, it is not known whether if these large ships made for educational needs had sailed with the fleet, or moored at fixed points over safe holdings, nor is the any idea as to the kind of education that the youth would've received on these ships.

The Phoenicians prospered from oceanic trades for a time after this event, but they were eliminated by the Roman Republic in the wake of the Punic Wars, making Rome the master of the Mediterranean Sea. However, as the Roman were no seafaring race, they had no need to conduct education afloat.

It is generally agreed that the Roman Republic had started tuition-based private schools during the 3rd Century BCE by Spurius Carvilius Ruga. The Romans had numerous private and public schools as well. Educational system grew rapidly when Julius Caesar granted Roman Citizenship to educators at large while aggressively pursued policies that aimed to raise the quality of Roman education.

As such, Rome, having built this powerful empire, did not feel any particular need to build schools out in the open sea. The Romans must have found the excerpts on ship-borne education in Commentarii de Bello Gallico and Naturalis Historia to be a very peculiar thing; as a result, ship based education did not prosper in any Roman occupied lands. It is seen that only part of the Roman Britannia Province had remnants of such practices.

Following the breakup of the empire into the Eastern and the Western halves, plus the rise of the Saracens (The Arabian empire), the control of the Mediterranean was yielded to the Saracens, whose empire extended from the Arabian peninsula to the whole of North Africa, and later grew to the Iberian peninsula, Persia and even to Transoxiana (Central Asia) in the East. Saracen influence stretched to the Indian Ocean, as they developed an oceanic network that stretched from India to the South Sea, China and even as far as to Japanese waters.

There is no surviving Saracen account of anything resembling academy ships, despite the Saracens having had actively pursued oceanic trades. Such is because, as it were with the case in Rome, that empires that grew from territorial expansion had little need to educate their youth at sea. Later history would show the same pattern; land-based countries were not very active in the construction of academy ships. On the other hands, islanded and peninsula based countries were very keen in the construction of academy ships, while exiled nationalities without a homeland had little choice but to survive by building academy ships.

One of such exiled people would be that of the Venetians, which came about when the Germanic people invaded the Italian provinces during the 5th century. Some of the Roman fled to present-day Venetian lagoon, and established a nation-state over those islands. The influx of refugees only increased after the foundation of Venice, which simply hadn't the living space to accommodate. As such, these settlers used the ships that they made their escape in as temporary dwellings while living quarters were being constructed.

These ships were not just used for housing, but they were the center of everyday life, and they even evolved to the point where each ship may have its own dedicated use, which, among other utilities, include educational facilities. This development has been accepted to be the beginning of European academy ships.

These ships however were quite small, and the vessels marked for educational use cannot sail in blue-waters, and exist only to navigate around the lagoons. Moreover, as Venetian islands became better developed, these vessels, include the ships used for education were broken up. It can be concluded that these schools were temporary substitutes that would only exist before the land-based constructions were complete.

What formed the basis of modern academy ship operation could be traced to that of the Crown property, the 550 ton Galleon Elizabeth Bonaventure, a ship modified from the Bonaventure. This ship took part in the battle against the Spanish "Invincible Fleet", with a fleet commanded by Sir Francis Drake, during his last voyage in 1595. The ship was heavily damaged in this expedition to the Spanish possessions in the Americas, and Drake died of dysentery in the following year.

When the fleet returned to England by June, the Elizabeth Bonaventure was extensively refitted, and modified to allow naval training of the noblemen aboard, who were to be sent to the various oversea colonies. Elizabeth Bonaventure was not an ordinary naval training vessel however. Aside from teaching the essentials of maritime knowledge such as that of navigation and maneuvering, advanced subjects such as foreign languages and etiquette were provided as they were mandatory for the nobles; the ship was to educate the nobles as it went under way.

It has been said that what gave rise to such ships were from the growing seafaring distance, as Britain reached out to the corners of the earth, following Drake's circumnavigation of the world in 1577-1580.

Queen Elizabeth I had monopolized the trading operations to the Ottoman Empire and granted the rights to the chartered company, known as the Levant Company. This company used to purchase the eastern goods from the Ottoman empire as they transport them to England while exporting English wool and cotton. During 1595 however, the Dutch traders had developed the trade route to Java and had started their own trading operations. \*(Dutch East India Company), which led to the creation of the British East India Company, developing more emphasis on Far Eastern trades.

It was during this time that the English colonial settlement grew. Having the men properly educated before reaching settling overseas however proved difficult, which explained rather convincingly that, the demand had to be met with the retrofitting and creation of ships dedicated to educational needs.

An alternate conjecture is men such as Drake, being noblemen and admirals, lacked the social skills and court etiquette, despite their combat prowess. As it was essential for those in command to achieve a certain degree of education, the birth of ships that are capable of teaching etiquette were of necessity. As such, the academy ship came into being in England, and the system of teaching while on the high seas came about.

Following the growth of the British Navy, the needs to educate the crew more effectively grew, which led to more academy ships. Retired older ships would fill this duty, and several of these ships would form into a squadron to act as a single school. Britain, with a long tradition of academy ships, had rendered pre-dreadnoughts obsolete in one stroke by the birth of the Dreadnought in 1906. The pre-dreadnoughts were modified into academy ships and training vessels.

Britain, America and Japan immediately after the two, went and converted the pre-dreadnaughts into academy ship. France on the other hand would make dedicated academy ships, being theJeanne d'Arc class. Although the lead ship was a naval school ship, the second ship of class, the Orléans, was made as a pure academy ship, used for the education of oversea French nationals.

Following the Meiji Restoration, Japan became active in reaching out to sea and contact with the outside world. Academy ships were converted from merchant vessels with Sakamoto Trade Association driving the initiative. Although plans were tabled for the Katori class pre-dreadnoughts to be converted into academy ships, but they failed to materialize due to the change in circumstances at the time.

However, following the war, the call to conduct education aboard brand-new academy ships were made to foster talents with global view, to have them develop a sense of independence and for them to be self-governing, so that they can face the upcoming global society. These new academy ships were much larger than the ships before, and were made with 50 cubic meter sized hollow brick modules forming into the shape of a ship.

The reason why that the Ooarai academy ship would bear such uncanny resemblance to that of aircraft carriers was due to that it was made following the designs of the Unryū-class carrier Amagi, which capsized over the port of Kure. This block construct, with its ample space, can be used in a variety of roles, and was quite able to host Senshado tournaments, while being easy to relocate to other locations; academy ships had become indispensible to Senshado.

## School-Ships

They sail across the Ocean is the Norm.

Academy Ships can be traced to Britain Just before the 1st Century.

There was a period of time where Caesar had acquired Shipbuilding and sailing techniques from the Venetis in Gaul that occupied the Britanny Peninsula, as the Roman Fleets was being formed by Decimus Junius Brutus Albinus, it has been said that Legionaries were being trained on board the Galleys. (Probably both Biremeres Triremeres)

[Note: Veneti had quite the fleet; they ships are strong, sturdy and structurally sound, capable of withstanding the harsh conditions of the Atlantic.]

By the times of Imperial Rome (27 B.C. to A.D. 476.), Pliny the Elder [Or Gaius Plinius Secundus] made a detailed account of ships used for educational purposes in his work, Naturalis Histori. The work explains the ships being used as educational establishments before and during the 1st century, though they were centered around making soldiers or used in sailing for seafaring (and races).

[NOTE: Maybe include School-Ships in Pliny's 37 books or even make a 38 one.]

Though the idea of education aboard ships came even earlier than Roman times; the Phoenicians in the 12th century BCE.

Being situated in the shores of the Fertile Crescent, they were limited to expand thanks to the cradle of civilizations (Egypt; South, Hittite; north, Babylon; East.) And so this led to the formation of naval fleets, and since they were known as skilled mariners and traders, their civilization was geared to overseas expansion and oceanic trades, and example of this is taking North Africa or Carthage.

From Education on board, the Phoenicians also tried living on board these ships due to the many events, such as the resettlement policy of the Neo-Assyrian Empire in the 9th century BCE, these includes women and children living refuge on ships since colonies in Africa couldn't house them much.

This searborne lifestyle was defined as ships being moored at shored close to cities/coastlines, rope and ties various ships together to anchor them so that they can act as temporary dwellings. These are the ancestors of the seasteads.

Scholars during and after the Phoenicians advocated the use of Academy Ships since Phoenicians mariners lived on their ships starting at young age.

This assumption was solidified when they learned that Hanno the Navigator, a Carthaginian explorer, used seasteads in his fleet of 60 ships in his journey to colonize West Africa in 450 BCE.

Pliny commented his feat through his work, called the The Voyage of Hanno.

In Naturalis Historia, he gave more details on Hanno's ships, this ship was large and it was made to educate the youth since the long voyage had meant that children and able adults were on this expedition. Though despite this account, it is still unknown if these large ships made for education had sailed with the fleet, or moored at fixed points over safe holdings, nor is the any idea as to the kind of education that the youth would've received on these ships. In short, they were at best suspicious if it was even a thing.

The Phoenicians prospered in trading even after Hanno's Voyage, though they were defeated by the Romans and soon the Romans were master of the Mediterranean Sea, though they suck since they have no seafaring races nor can allow themselves to conduct education afloat.

Thanks to Spurius Carvilius Ruga in the 3rd Century BCE, private schools start popping around Rome, though Romans during this time have quite numerous schools; both private and public. Though the system grew rapidly thank to Caesar granting Roman Citizenship to educators at large while he continued pursuing policies aimed to raise the quality of Roman Education.

Since Rome is quite a powerhouse, they did not advocate the schools out in the open sea. Though they found the Britons ships quite peculiar, they still didn't prosper in the mainland, only the Roman Britain that these School Ships were a thing.

Following the destruction of the Roman Empire, i.e its split. The Mediterranean was controlled by the Saracens, whose influence started to reach out from Africa towards the Japanese Waters.

No surviving Arabian account of ships resemble School-Ships despite them being active in oceanic trading. Like Rome, they don't really need to educate the youth at sea at how large their territory is.

This pattern is seen through history, where land-based countries were not that active in constructing academy ships. On the other hand, islanded and peninsula located nations were very keen in the construction of school ships, while exiled nationalities without a land had little choice but to survive by making school ships.

An example of this are the people of the Venetians. Since they were exiled by the Germanic people in the 5th century as they fled to the Venetian lagoon, there they established their nation over those islands.

The influx of refugees grew overtime and when the foundation of Venice was formed, living space was quite problematic and thus settlers used the ships as temporary housing while living quarters on the land were being constructed.

These ships weren't only used as housing, but they were the center of their everyday life. This evolved to the point where each ship has its own dedicated use, and this includes educational facilities.

This evolution is seen as the marked of European School-Ships.

Though these Venetians ships were quite small, and the ships meant for education can't sail the blue-waters and were only able to navigate the lagoon. As the nation developed, these ships became redundant, and so they can be seen as just substitutes that would only appear before the land-based buildings were completed.

What formed the basis of a 'modern school-ship' structure can be traced to the 550 ton Galleon Elizabeth Bonaventure, a retrofitted version of the Bonaventure. This ship took part in the battle against the Spanish Armada, sent to an expedition commanded by Sir Francis Drake during his last voyage in 1595.

The ship was damaged in the expedition and when the ship returned to England by June, the ship was refitted again and modified to allow naval training of the nobleman aboard, who were to be sent to the various oversea colonies. EB was not an ordinary naval training ship however, aside from teaching the essentials of maritime knowledge such as navigation and movement, advanced foreign language and etiquette was also performed as mandatory to the nobles.

It has been said that what gave rise to these particular ships were from the growing seafaring distance, as Britain reached out to the corners of the earth, following Drake's circumnavigation of the world in 1577-1580.

[Note: B will become EB AFTER the 1595 journey, NOT BEFORE]

This was emphasized even more as the Dutch Traders established the Dutch East India Company, this was the result of them developing a trade route to Java. In return, the British made the British East India Company, developing more emphasis on Far Eastern Trades. It was around this time that English Colonies settlement starts to grow, and having men properly educated before reaching these settlements proved to be difficult, and thus the demand of Ships dedicated for educational needs start to rise in this period. (Around 1600s)

An alternative reason for demand is also about the leaders, noblemen, and admirals who lacked the social skills and court etiquette despite their combat prowess. And so it was essential for them to have a standard degree of education, and so the ships are made to accommodate teaching of etiquette is deemed a necessity. Therefore the Academy Ships came into being in England, and that also brings the system of teaching while on the high seas came reality.

As the British Navy starts to take its form, the need to educate the crew grew even more, this leads to many Ships. Retired Ships would fill this duty, and several of these ships would form into a squadron to act as a single school. This tradition was continued even the 20th century where obsoletes pre-dreadnought ships were turned into academy ships and training vessels once Dreadnoughts became a thing in 1906.

America and Japan followed this suit, converting their old ships into academy ships. French on the other hand start building their academy ships, this is the Jeanne D'Arc Class. Although the first ship is a Naval School, the second class, the Orleans, was a fully pledged school-ship, it was made to educate oversea French nationals.

In Japan, following the Meiji Restorations, Japan became more active in reaching out to sea and made contact to the outside world.

Academy ships were converted from merchant vessels with the Sakamoto Trade Association driving the initiative (Change this to Red Seal probably). Although the plans were tabled for the Katori class pre-dreadnoughts to be converted to School Ships, but they failed to let this happen due to the circumstance of the Navy at this time.

Following the War (Probably WW1/WW2?) the call to make new school-ships to foster talent and skills with global view, starts to develop with the essence of them formulating a sense of independence and for them to be self-governing, so they can face the upcoming global society. These new Academy ships were much larger than the previous School-Ships before.

School-Ships were often used as hosts for Senshado tournaments, with their ability to relocate easily, these ships became indispensable to Senshado.

## Infantry-Craft

A discipline of Infantry-Craft refers to any martial arts or Infantry-oriented sports that are instated by the International Infantry-Craft Federation, the governing body of Infantry-Craft for the international stage.

### List of disciplines under the Infantry-Craft

Below this are examples of the disciplines that were instated by the IIC, along with their brief description.

* Recrelympics Dueling - The successor of the demonstration event, the Olympics Dueling. The sport is about two contestants who engaged themselves in dueling using federation-sanctioned Dueling Pistols.
* Combatry - It is a sport that involves two or more factions in a simulated skirmish. This sport emphasizes teamwork, doctrine, technique, and skills. Combatry is widely recognized the staple of Infantry-Craft's discipline.
* Hohei-dou - The Japanese form of the worldwide recognized Combatry. It is a martial arts that derives from Hojutsu, an ancient martial arts that involves the use of Tanegashima guns, the musket guns of the Japanese during the 16th Century.
* Pell-mell Combat - Also called as For Honor, is it a martial arts that uses melee weapons as a means of play under a simulated skirmish between melee wielders.
* Blading - Often referred as Blademanship, is a form of Military sport that is a mixture of following the premise of fencing while using the rules of Recrelympic Dueling. Blading involves two Bladist in a duel with the use of their preferred melee weapon.
* Jousting - A type of hastitude between two horseriders wielding lances with blunted tips. This hastitude was revived as the results of the introduction of the Pell-mell Combat and Blading.
* Bullseye - A bunch of shooting sports.

School's OC Format:

Overview

Background (History, Location, School-Carrier)

Culture (Architecture, Student's personality, Uniform, Courses)

Recrelympics (The Sports [includes their uniforms])

Tactics

Inventory (Vehicles, Weapons, Ships)

Trivia

Gallery

## Character Insights

### Royal Baron Academy

* Mary H. Watson - Watson is Yuichi's best friend, assistant, and gunner. She has blonde hair and pale skin, petite body with a pair of light bluish eyes. She's the Vice-President of the Puzzling Club and a Freebaroness as well, having the rank of Fellow of Baronetcy alongside Yuchi.
* Winston Chāchiru - The School's Minister of Royal Baron, and the only Master Baron of the Freebarons and Freebaroness. A well-known journalist and former Infantry of the Royal Commandos. He is known for his fondness of wearing his iconic black top hat and gray fedora, and an experienced user of the STEN sub-machine gun.

### Red Square

* Aleksandra Vasilyevna - Also known as Sandra in her VChk files, she's a Tank Commander of RS's Sahkalin Hammer and a member of the VChk. Her short curly brown hair and silvery eyes makes her a status of a model for female members in the Armored club of RS.

## Article for School

### Brief Info

The **Lorraine-Labrys Institute** (ロレーヌ-ラブリュス インスティテュート ) or simply called the LL Institute, is one of the major schools in the series.

### Overview

One of the oldest schools in Japan that survived over two centuries of history. The Lorraine-Labrys Institute is a union between two different and distinct schools, the Hakodate's Lorraine Cross Academy, and the Ichigaya's Imperial Labrys School. Today the school stands as the pinnacle of France's influence in Japan ever since the first mission in 1867.

### Background

The institute at first was designated as a Military Academy for the Japanese Army in the mid 19th century before it transformed into a western studies-oriented school during its new management of the French Embassy in Iidabashi, Tokyo. Today the school offers a wide range of curriculums that specialized in cookery, notably winery, the school also offers many traditionally sports-aligned courses such as horsemanship and martial arts.

#### History

The creation for the school dated back to its origin in the mid 19th century. The school was under the supervision of the French Government following the two centuries of Japan's seclusion under the "*Sakoku*" system. The main building for the School was a legation building for the French Government before it turned into a Military Academy in 1867 for modernizing the *Shogunate's Army* during the midst of the *Boshin Wa*r with the help of the French Military Mission, commanded by Captain Jules Brunet. But during the war, the original school was captured by the Imperial Court and thus it was the decision of both Captain Jules Brunet and Enomoto Takeaki to form a new Military Academy/Barracks in Ezo (now Hokodate), to continue the service of the Military Academy in Yokohama that was closed after it was captured.

After the *Boshin War* and the start of the *Meijin Restoration*, the new Japanese Government decided to allow the operation of both Military Academies in both Yokohama and Hokodate, though Yokohama was still being controlled by the *Meijin Period*, while the other one in the Hokodate was being supervised by the French Government with remnants of the defunct French Military Mission, this also included Jules Brunet and Enomoto Takeaki.

Both the schools, though far apart to each other, has gained good relations whatsoever while heavily being influenced by French Culture. But the school on the south meanwhile is slowly being influenced by the Imperial's ideology, so much so that the school's leadership became a dictatorship-esque. This sudden change of course would soon leave the inevitability of both school ending their ties to one another. Both the school's ideology and belief were very different as the north was pro-democratic while the south was pro-authoritarian.

The school in the north, whose name is called "Lorraine *Gakko*" (as a way to support their ties with the Free France Government) was immediately invaded and conquered by the Imperial Japanese by subjugation, this event causes the school to shut down while its students and inhabitants were captured as they were showed to be "anti-nationalists" and thus imprisoned during the duration of the war. While the school on the south, whose name is "The Vichy Academy of the Imperial Far East," (whose name supported their ties with both Vichy France and Imperial Japan) were pro-authoritarian and pro-nationalist which became the staple of Japan's relationship with Vichy France during the war.

During the occupation of the Allied forces of Japan, "Lorraine Gakko" was opened while "VAIFE" was reformed. The Government of the Provisional French Government meanwhile soon decided to put both VAIFE and Lorraine Gakko into the seas via the uses of School-Carrier in efforts to destroy their sites so that the Japanese could use their area for reformation purposes, and thus the school-carrier of *Painleve* and *Joffre* were constructed and both the schools of Labrys (formerly known as VAIFE) and Lorraine were built on top of it respectively.

Around the start of the 21st century, the decision of the French Government as well as the Japanese Government to integrate both the schools into one big school that would represent the French-Japan relationship was proposed and thus the formation of Lorraine-Labrys was formed in January 13, 2000, 133 years after the First French Military Mission to Japan arrived in Yokohama. [Disregard for this now]

#### Location

Originally the institute was built on two different places during its history, the first location was constructed in Hakodate, Hokkaido. Meanwhile the second location was built in Ichigaya, Tokyo. But the current inaugurated school is located to its original former location in Hokkaido while the remnants of latter is now under the direction of the Japanese Self-defense forces.

Its head port is also located in the port of Hakodate, though they used the port of Yokohama as their port of call.

#### School-Ship

LL's School-Ship was constructed through the contract of the Brest Arsenal in France. It took them 7 years to fully construct the *Le Clem*, its design and namesake came from the shipyard's famous creation, the French Aircraft Carrier, the *Clemenceau*. Le Clem arrived to the shores of Hokkaido in the 22th November near the end of the 21st century before it got commissioned officially by the 21st of December on the same year.

Through the classification of Japan's School-Ships, it was concluded that Le Clem is categorized as a **School-Carrier**.

### Culture

Best known for their extravagant art, delicious cuisine, and wonderful sights. LL's culture never ceases to amaze its inhabitants and tourists alike, not only integrating the lifestyle of the French but also blending both the domestic culture and the foreign culture to create a new and unique landscape that aptly describes what one may encounter in France. From famous buildings such as the Eiffel Tower towards their clothing, there's a lot one can expect to see in LL's Lutèce, LL's sobriquet for its surface deck.

#### Architecture

The architecture of Lutèce is varied throughout its 20 arrondissement across the "Metropolitan Deck" of LL. Architecture styles like the French Baroque style, the French Neoclassism, the Napoleon III style, and the popular Beaux-Arts style, alongside with historicism and revivalism. These styles were used to flourished the colorful identity of LL as a school meant to appeal the citizens of Japan to what's life is to an ordinary French, thus through lavish embellish and overexaggerated designs, they built Lutèce with the intent purpose of recreating the Metropolitan France along with its famous buildings, impressive villas, maze-like gardens, compact houses, and grand palaces or buildings.

The list provided below are the historical buildings that were repurposed after their construction to the inhabitants of LL's Institute.

The dormitories of Columbia are all based from the post-war suburb houses, to be specific, they were based from the American domestic ranches and the split-level houses. The former is popular among the students while the latter is the cheaper option of the two, typically the students boarding the ranches are either wealthy students or the privilege ones, while the split-level are students that can stay afloat or prefer to live away from the regular parties and loud gatherings.

Ranches are close-to-ground, wide open, and its rather long layout type of houses, while the split-level houses are noted for their two to three-storied levels and its potential to house a basement area. The difference between the two is that the ranch offers a large yard and a backyard, perfect for hosting a myriad of events, a tradition that every students from the aforementioned house usually do, meanwhile the split-level is built primarily for accommodating the basic necessities to students.

Both of these houses offer a kitchen, a dining room, a kitchen, a living room, and a shared bedroom, though since the ranches are known for its wide and open area, they can provide a pool, a basketball court, and even a jacuzzi, a feature that the split-houses couldn't provide to its students, but since their goal is to pack all the students into one building, they have the necessities required to build a basement for these students while maintaining that comfortability.

(For more insights about their dormitories, you can check these images: *ranches*, and *split-levels*)

#### Uniforms

Students of Yankee High are known for their tan blazer, gray button-down undershirt, and dark olive trousers, often accompanied with a jet black necktie and brown shoes. The girls wore the same uniform, though the trousers are replaced with a padded skirt, and they have the chance to replace their socks with loose socks or stockings.

The "General's Infantry" of the Yankee High fitted themselves with an olive drab field jacket with two skirt pockets, similar color is adapted to their accompanying trousers with a unique feature of featuring a button tab instead of the normal belt tabs on the waist. Beneath the Recrelympics-sanctioned field jacket is a dark olive drab shirt that excels comfortability to its wearer. To top it all off, the GIs also wore leather brown combat boots, bullet-resistant 'steel pot' helmets, and sometimes wore additional clothing that serves either cosmetic or extra benefits to its wearer such as an ammo belt that warps around the waist for additional ammunition storage.

The uniform of a Yankee's Armadillos is portrayed as a "weird battledress" that was heavily inspired by Patton's proposed uniform for the tankers during his time. Their battledress comprised of a brown padded single-breasted tunic with a stand-up collar and a row of 13 buttons that is hidden for a simplistic view and is aligned in a diagonal pattern instead of vertical one, to accompany the tunic is a brown trouser with a distinct feature of employing cargo pockets on the front of its thighs. Apart from that, the tankers also wore a tanker helmet with leather ear flaps, and black tanker boots, and also, additional clothing are allowed, thus giving a little bit of freedom in fashion among the tankers of Yankee High if they chose so.

Pilots of the Aeronautical Corps wore their khaki flight suit with a permanent belt attached to it during matches, this suit is paired with brown flying boots and a flying helmet that is fitted with an integrated ear set and comfortable ear pads, often than not they accompanied their flying helmet with goggles and a life-vest/extra parachute. When off-duty, they just wore their khaki colored shirt and trousers, often this comes with a side cap with the same color. Similar to the other teams, they're also allowed to wear extra clothing, but only for off-duty as the matches are strict and limited in terms of wearable requirements.

Lastly, the sailors of the Bessie Fleet in particular are known for their white and blue uniforms. A standard uniform of a sailor consists of a white shorts and short-sleeved, roll collar shirts with the same color. To top it off, they wore their white garrison caps. One unique feature about the high-positioned sailors and the Captain meanwhile exchanged their garrison hats with peaked caps but everything else remained the same, with the exception of the Captain as his shirt is replaced with a single-breasted coat and his shorts is replaced with a white trousers, and his peaked cap can be replaced with a cocked hat, reminiscence to that to the crew of the USS Constitution wore. Members of the Mechanical Department are known for their distinct naval blue overalls, comprises of a blue jumpers, trousers, and a long-sleeved shirt with appropriate foot-ware and gloves.

### Recrelympics

The **Yankee's Recrelympic Forces** is the Recrelympics Army of Yankee High. It consists of 4 Recrelympic branches: the General's Infantry for Infantry-Craft, the Armadillo Tankers for Panzerkraft, the Aeronauts for the Aerial-Aces, and the Mariners of Aquatic-Warfare. Known for having a large amount of equipment and assets in its inventory that can even compete the sheer volume against its main adversary, the Red Square High. The YRF shouldn't be underestimated at due to their variety of assets for flexibility and talented leaders.

### Infantry-Craft

The **Patriot Battalion** is the YRF's Infantry-Craft team, it comprises of the *General's Infantry* and the *Littoral Marines*, the former is the common fireteams that were usually deployed to Recrelympic matches while the latter is an all-elite unit of Infantry that primarily deployed in matches with a littoral setting.

The Commander of the Patriots is the overall Commander of the team with its aide-de-camp are all called the Minutemen, the title is also used as the title for the leader(s) of both the GIs and the Marines.

### Panzerkaft

The **Armored Panoply** is the YRF's Panzerkraft team, with its main component called the *Yankee's Sensha-do Army*. It is probably the most famous sports team from Yankee High in the Recrelympics stage in Japan, known for the usage of the Shermans and Pershings, as well as the prototypes such as the M6s or the T30s.

The General of the Tankers is a title designated to the overall Commander of the Armored Panoply, specifically the Yankee's Sensha-do Army. Notable example of this is Tominaga Sumisu, the current General of the Tankers of the Yankee's Sensha-do Army, he goes commonly by his sobriquet, Patton.

#### Aerial-Aces

The **58th Propellers** of the Aeronautical Corps, nicknamed the "Akuma's Angels" is the YRF's main Aerial-Aces team. The namesake "58th" came from the first batch of Federation-sanctioned planes where if counted all the propellers, the total number for it was 58, and also due to the connection of these planes to the inventory of the 5th and 8th Air Force that were stationed in Tokyo and Okinawa respectively.

The designation Ace Marshal is given to the overall commander of the team, to qualify as an Ace Marshal, one must gain a title of Ace through duels and must be recognized by the Board of Aces in Japan.

#### Aquatic-Warfare

The Bessie Fleet is the Recrelympics-oriented fleet in the Yankee's Aquatic Fleet. Consisting to 10-15 ships that currently stationed in its homeport in Okinawa, the Bessie Fleet is the most prestigious sports team among the myriad of teams in Yankee High. Mariners of this fleet are predestined to become aspiring sailors of the navy in the future. The prefix of their ships is the YHS, which stands for the *"**Y**ankee **H**igh's **S**hips".*

The Admiral of the Fleet is automatically given to the Captain of the *YHS Alaska*, the lead ship of the Bessie Fleet.

### Known Members

The list below mentions all the characters within the series that (once) affiliates themselves with the High School.

#### Tominaga Sumisu

The current General of the Tankers in the Armored Panoply, he's known for his cheerful albeit obsessive behavior in flirting with girls, notably Miho Nishizumi. He's a 3rd year student and is often associates himself with the Royal Baron's Field Marshal, Yuichi Yamamoto. He also goes by the name of Patton.

École militaire - LL's Main Educational Building Complex

Mazarin Library - LL's Library

Bastille - LL's Recrelympics' building.

Palace of Versailles - LL's Faculty Building and Student Council's Office Building