To those who have nol studied the principles of true and useful progress, the preceding statement may appear contrary to received opinion, but it is not so. Theoretical knowledge is essentially progressive ; it suggests new modes of doing every thing, modifications and alterations of existing tenets. Practical knowledge alone, unaided by theory, is obstructive to the last degree. It considers nothing possible that has not been actu ally demonstrated, and more often than not ignores all sug gestions made for improvement. But theoretical knowledge, unaided by practice and experience, is equally as dangerous to all lasting work, for the theorists who lack the steadying power of experience are apt to fly too wildly. As a general rule, the theorist looks upon the practical man as if he were a mere tool, whilst the latter bestows upon his critic a contempt similar to that with which practical' farmers of the old-fashioned sort regard professors of the science of Agricultural Chemistry. In both cases the attitude assumed is due to ignorance and prejudice.
At any rate, it will doubtless be admitted that swimmers who seek to be appointed as teachers should be thoroughly conversant with the details of the movements which are of use in the water, and of the natural laws which govern swimming. It should never be forgotten, when selecting instructors, that proficiency in the art of natation is not merely the ability to swim a certain distance in record time, but that it comprises a knowledge of diving, plunging, floating, and scientific swimming, which fast professional swimmers, with but a few notable ex ceptions, do not possess to any degree. Above all, they must have the ability to impart this knowledge to others in an easily intelligible and attractive manner. In a word, they must be able not merely to do but to teach. It has been largely recognised of late, in and around Lancashire, that these qualifi cations are necessary, and properly trained men have there been employed to watch the young swimmers. They have carried out the duties entrusted to them in an efficient manner, and as a result the county of Lancashire can now hold its own against all comers ; for its swimmers are, as a body, the speediest that can be found in the kingdom. Those to whom the work of selecting teachers is entrusted have, in this instance, grasped the fact that it is best to appoint men with proper credentials for such important posts. In other parts of the country matte :s unfortunately wear quite a different aspect. Many bath com mittees are composed principally of persons who are elected on account of their oratorical powers, but have little if any know ledge of the matters they have to decide upon, and who are wholly unacquainted with the principles and practice of the art of swimming, or even the technical expressions and terms in use among swimmers. Yet these men rule over t.be baths in which the swimmers of England practise, and compel them to beg for the privilege of being allowed to promote the art with the view of making it popular. To remedy this evil very great care should be exercised in appointing responsible officers, men who will study all details appertaining to baths and bathing places, so that the arrangements at the baths under their con trol may be of the best possible character, and who will, when opportunity arises for the appointment of instructors, exercise great care in the selection, and require from all applicants con vincing proof of their fitness to undertake so responsible a trust. It requires as much thought, study, and constant prac
tice to become an efficient instructor of swimming, as it does to master any other branch of physical education. A high standard of excellence is not otherwise reached. Many absurd notions which at present exist as to the methods that should be employed in teaching the correct movements in swimming would soon be eradicated if the selection of swimming masters were based on the lines just indicated.
As a general rule, most teachers begin by instructing their pupils in the motion of the arms. This mistaken idea may perhaps be attributable to the fact that most of the books which have been published on swimming strongly advise this course, as if the arms and hands were of the highest importance in propelling the body through the water. It is, therefore, not surprising that most swimmers should have the inclination to use their arms with all the power at their disposal to pull the body along. That the movements of the arms are only of secondary consideration as a motive power will easily be learned by watching a number of swimmers. It will then be noticed that in almost every instance the movement of the arms is the saint; but that yet, with all this apparent similarity, some of them are able to swim very fast without any visible exer tion, \ vhile the progre:sion of others is painfully slow and laborio us.
By.z..mploying the arms with all the force at command much power is wasted, without any proportionate acceleration of speed, and the vital force is naturally diminished. Exhaustion follows because, when much energy is centred in the arm move ments quick breathing is caused, the heart is forced to act much faster, and the supply of pure air to enable respiration to be pro perly carried on is greatly lessened. It is, therefore, desirable that the learner should be strongly advised not to depend upon the arm movements ; and in order that the tuition may be effec tual, it is absolutely essential that the leg movements should be taught first. That the movement of the lower limbs is the principal factor in obtaining greater propelling power can be easily demonstrated by the simple device of first swimming with the hands tied behind the back for twenty yards, and then return ing with the hands free and the legs tied, taking care that no assistance be rendered with the legs. If the time of each trial be correctly taken by a competent person, it will be seen that one can swim much faster when using the legs only than when swimming with only the hands free. Greater importance has hitherto been attached to the teaching of the arm movements than is needful. They can be easily explained in a few words, oui of the water, for it is quite natural for man to push his arms forward, as in that style of swimming known as the breast stroke,' whereas with the legs the action is very different from man's natural method of progress in walking, and requires a considerable amount of practice and training. Unless the learner be correctly taught to accomplish the leg-stroke before an attempt is made to swim, he will never understand the cause and effect of the combined action of the legs and arms as a motive power. This knowledge should be possessed by every pupil, as it will be the means of imparting much interest t.o the subject, and give him food for thought which may evenitu ally lead to the best results.