Evening star. [volume] (Washington, D.C.) 1854-1972, 1891-07-25

N"@ hANstLMtNI OF Tx rREATH-EIOILM
TAUGHT 10 SWIM IN INV MINUTES.
And have loved thes Ocean, ana my oy.
oi youthful sports thy treass 20 10
Borne. lie Thy bubbles. xarsl. from hoy
wan,ohsd with thy 6reAl.rs. they 70 m.
Were delight"
THERE Is NO REASON WHY EVERY
Il healthy man. woman Rad child who
lives in 4 latitude where sea and river hath
ing may be comfortably pTac;iced in the
warmer months should not be able % share
in the foregoing sentiments OF Lord Byron.
The consciousness OF possessing tho power
and skin TO compel the winter 20 render such
service is ono Of the few sources OF unalloyed
enjoyment and enthusiasm: while swimming
as gymnastie exercise Is unsurpassed. Boys
and girls who have not eRjoyed such famil-
iarity with and mastery Of tLis element have
been cheated out of large share OF their
heritage OF innocent and improving pleasure.
Many children are deferred and hindered from
attempting to learn swimming by th,ir and
their parents impression that IT, acquisition 10
necessarily involved in danger and difficulty.
SCIENCE WITH rrw suLts
Swimming is essentially n science with q few
very simple rules. which may readily be taught
even by those who are not swimmers In
also an art which NAV be elaborated 20 an ex-
tent only limited 10y the physical laws involved
dent
The main principle Of this science in its best
form is the synchronous retrnction and ex-
tension OF the arms ana legs This is appar-
entity n simple requirement. hut in fact the at
tainment OF the necessary skin in tins respect
Is the only obstacle Ia the learner in HE efforts
10 support and propd him-elt To do this in
the water requires confidence that the swim
Iher viii not sink while the limbs are drawn up
preparatory for the stroke. This confidence
beginners nearly always lack and consequently
resemble IN their struggles the antics
OF bucking mule. Occasionally persons learn
to sustain themselves by instinctyely using the
limbs OF each side alternately in a matter SINH
lar 10 that In which lower animals employ their
legs in swimming. but this results in establish
ing very awkward style. which may only be
improved with great difficulty. learner
should be taught 20 strike out and kick before
being placed in the winter in order that he NAV
begin In good form. When learned in this
manner progress is made with ease and grace.
THE STROKE.
The pupil should first learn 20 strike out with
his hands while standing on the floor The
first position Of this feature is TO place the
open hands with their inner edges close to-
gether, with palms down. thumbs under the
foreiinger; pointing directly forward. about
six inches below the chin with the wrists touch-
ing the chest. The first motion is 20 extend
the arms with yigor directly forward at full
length, keeping the hands horizontal and close
together. The second motion is 20
bring the hands, keeping them still on the same
level with the palms down, and the arms al
full length, around 81 the sides until they are
nearly on a line with the shoulders Then
bring the hands back in the easiest way 10 fret
, position, to be ready for another stroke. This
exercise should he proceeded with VERY delib-
ertely Mt first, but when the learner can do IA
with facility 1t should be practiced with speed
and energy. When the arm stroke can he read
NY made the pupil should be balanced upon
tne stomach on piano stool or other suitable
support, and required TO make the arm stroke
and TO kick at the same time. The kick should
be made as follows: LIST motion. Keen legs
close together and draw them up az far MS pos
sibie without discomfort I'd motion. kick
| them out energetically as FAR epart as possille
Sd motion. Bring them close together Quickly
while extended. and when in contact draw
them up into first position 20 be ready for
another kick.
LESSON IN THE WATER.
The pupil after learning to execute thee
movements with is ready for q practical
lesson in the water. Water rs nearly smooth a.
practicable should be selected / have found
that about shoulder deep Ne on the average the
best depth IN which TO teach, the pupil ac-
quires confidence in the teacher more rapidly
when the depth of water is such as 10 permit
standing on the bottom during intervals
OF rest The simplest appliance for
sustaining the pupil In the water
during the lesson lie towel tied
around the body under the armpits to which q
piece OF sufficiently strong cord Of suitable
length may be tied or attached by snap hook
The other end of the rope may be attached 10
pole. In my experience have found an old
ash hoe handle about the most suitable appa-
ratus OF that kind.
When placed in the water the pupil should
be required to make the first few strokes very
al. ~l.ra a. Ii
the limit of speed is reached. After few such
attempts these efforts will support and propel
the pupil, who may then be left ct liberty TO
improve at leisure.
THE MANAGEMENT or THE BREATH.
The next thing to learn in order is the man.
agement Of the breath. The pupil soon learns
by experience that the inspirations should cor
respond with the retraction of the limbs and
the expirations with the strokes The reason
for this is that the filing Of the lungs while the
limbs are being drawn in conduces 20 the sup
! port Of the body during the subsequent tenn
porary inaction. The novice will also learn that
greater swiftness may be obtained by gradually
bringing the hands TO n vertical position in the
latter part 81 the stroke. and by many other
devices which emergencies viii require and in
genuity suggest Considerable additional pro-
gression results from bringing the legs to-
9ether before drawing them up, for the reason
that while they are separated by the kick the
section of the water between them Is in the
form Of a wedge and the closing of those limbs
sqneezes TO the rear. to certain extent the
water between them, with the effect Of propell-
ing the body ahead.
Itmay be added that goodly store Of patience
and unstinted use Of announcement a.
near to fattery as conscience will permit on the
part OF the teacher will go far TO secure the
speediest and best results.
i have taught persons, who have faithfully
practced the preliminary movements, to swim
IN few moments after they were first in the
water. In NV judgment il is a waste of time
TO put them into water until they have learned
how to use their limbs. Of course learners
should be watched until they have secured
enough skill and confidence 70 be safely trusted
alone. 1 have known many instances Of boys
who knew just enough TO carry them into deep
water and were obliged TO have assistance to
keep from drowning, mainly because OF want
of the presence of mind which comes with
thorough confidence In ones skill.
WILLIAM TNpAIx.
tod I'll