Swimming Scientifically Taught | Page 5

have the pupil bring it to the surface with the teeth. By being careful not to attempt to breathe while under water, the mouth may be opened to any extent without the least danger of swallowing water.
It is wonderful the amount of confidence instilled in a novice on realizing his ability to open the eyes and keep the mouth open under water.
[Illustration: FIGURE 6]
A preserver tied around the waist obviates the necessity of an instructor holding the pupil, and he can, therefore, better direct the movements, so that the pupil, while being held up by a preserver, makes headway, care being taken to do the movements slowly and together. Then the pupil is shown how to turn around. The knees should be drawn up, as in Fig. 4, and then to turn to the left, use the right arm only, the left arm should be held in a straight line with the shoulder; then continue to use the three arm movements with the left arm, until one has turned completely around in the water. To turn the other way, use the other arm.
[Illustration: FIGURE 7]
Next the pupil is shown how to float. The knees are drawn up and turned out, the arms extended back beyond the head, as in Fig. 7; the hands, about six inches apart, are kept under water. Deep breaths should be drawn through the mouth and forced into the lungs. The pupil will notice that, at each inflation of the lungs, the body will rise in the water, and sink correspondingly when the air is expelled. This practise shows how buoyant the body is. The more limp one lies, the more buoyant the body becomes.
Since I started the Dalton Swimming School twelve years ago, at 23 West 44th Street, New York City, I have always shown my method of teaching swimming scientifically, which is exactly the reverse of the methods of other instructors; that is, teaching pupils how to swim on their backs first, before teaching them the breast stroke, which I contend is the hardest stroke of all, when done correctly. Another innovation of mine is the use of the Dalton nose-clip, a clip that pinches the nostrils tightly together, keeping the water out of the nose and forcing the pupil to breathe through the mouth, which is the correct way of breathing while swimming. The more air one gets into the lungs the lighter one is in the water, making swimming easier. That is the reason so many would-be swimmers, simply because they try to breathe through the nose, get winded very quickly. The main thing about breathing in all the strokes is to keep the mouth open all the time. With the mouth open, air can come in and out of its own accord and the pupil does not have to worry about the breathing.
THE DALTON STROKE
[Illustration: FIGURE 8]
In my next lessons I teach pupils my own stroke--that is, the Dalton stroke. This is employed when on the back, only instead of going head-first through the water, as in the back stroke, the pupil goes feet first. The legs are held out, perfectly straight, then one leg is dropt down in the water, the upper half of leg from knee to thigh remaining stationary (Fig. 8). Then, as that leg is drawn back to its original position, the other leg is brought down in precisely the same manner, the dropping of both legs alternately in much the same way as when walking. To do this effectively, pressure must be applied to the positive stroke; that is to say, while the foot is being drawn down. The reverse movement, or straightening of the leg, must be made gently. The knees should be brought to the surface of the water each time; this is in a slow but restful movement. The arm movements consist of having arms straight alongside the body, the palms of the hands being turned out, the thumbs down, making small circles with the hands and wrists, as in Fig. 8, propelling one's self ahead with small scoops. It is hard at first to combine the two arm and leg movements, but practise makes perfect; and after the movements are accomplished in unison the pupil will find this a very easy and restful stroke.
THE BACK AND DALTON STROKE
In teaching this stroke I revise both the back and the Dalton stroke with the life-preserver on. After the pupil has covered a distance with the back stroke, instead of making a turn to retrace, I show the pupil how to revert to the Dalton stroke, thus avoiding the necessity of turning around. When changing from the back stroke to the Dalton stroke the legs should be brought together and the hands put straight to the sides of the body; then either stroke can be