The rope was fastened to the bottom of the wheel by means of a swivel. This allowed the person using the appliance to return without first having to remove the belt, and his practice could therefore easily be taken up and down the bath at will. While the pupils were practising, the instructors walked up and down the side of the bath, giving the necessary hints as to the proper movements of the limbs. This appliance, or a modifica tion of it, is used in many baths, but it should find a place in every bath, as it is easy to fix and inexpensive.
A favourite implement is the teacher's pole, which is about six or seven feet long, one and a half to two inches in diameter, and mounted at one end with a ring, through which a cord made into a loop is passed. On this a belt of webbing is strung, the webbing being fitted at each end with a ring, so as to enable the looped cord to slide through it. The instructor holds the pole, and then passes the belt to his pupil, who places it round the body, and then leans forward on his breast to take the lesson, the instructor keeping on the side of the bath and giving the tuition therefrom. 'he simplicity of this contrivance may account for its very general adoption ; but, simple as it is, it produces very fatiguing effects upon the teacher, who throughout the lesson has not only to support his pupil and watch for any incorrect movements, but often has to keep constantly speaking.
This may possibly account for the introduction of a simpler, and perhaps easier, method of teaching which is com monly used in baths and at seaside resorts. It consists merely of a rope some ten or twelve feet long, with a looped band of webbing at one end, which is passed round the chest of the learner close under the armpits, the rope being usually in front of the chest. The instructor stands on the side holding the opposite end of the rope, and the pupil, after moving out as fat as possible, faces towards the instructor, leans forward, and, while being dragged to the side, does his best to go through the swimming movements.
To this method there are two very vital objections. The first is the waste of time occasioned by the pupil having to continually walk back into position—an objection which does not apply to the method first detailed— and the second is the even more serious one that the pupil is only able to take four or five strokes at a time, instead of carefully practising the movements in regular order.
The appliances just mentioned are in common use and known to most frequenters of swimming baths, but among the many novelties recently introduced, the most striking is that of the 'shepherd's crook,' a stick about eight feet long. The instructor places the crooked portion under one arm, close to the body, and thus assists the learner to keep on the surface. The idea is fairly good, and the stick is useful when teaching persons to dive, as sometimes beginners, in their first few attempts, have to be helped to the surface of the water.
Corks, buoys, belts, and air-bladders, as aids to teaching swimming, have received special patronage from inventors.
Many of tne ideas patented are totally unsuitable for the purposes intended, whilst others are positively dangerous to non-swimmers on account of their construction.
The difficulty of recommending any particular aid of this kind has been recognised by previous writers on swimming, and in nearly every elementary work very strong opinions have been expressed against the employment of such aids. There is, however, a remarkable want of consistency in the argu ments, for whilst critics generally agree that the use of corks, floats, &c., is inadvisable, they all recommend some form or other of artificial support as an easy and effectual way of learning. Some of their ideas are exceedingly original, and have surely been expressed without due consideration. It is admitted by almost every writer that a learner needs support of some kind, whether it be the side of a bath or boat, or any of the methods commonly advocated. If that be the case, why should not the support be given by means of a swimming belt, so constructed that it will place the pupil in the proper posi tion in the water? If it be considered good to suspend a learner from a wire, or place him in a sling, and thus to buoy him up, surely no harm can be done by employing a proper belt ? If constructed on scientific principles, and made easy of adjustment, a person can be buoyed up, feeling that he is practically safe from sinking, and can then, with greater comfort and ease, pay careful attention to the instructor. A young man may join a swimming club, but even if the members are able to give him instruction they are not, of course, always ready to do so. They do not mind giving hints to the learner, but the labour of teaching with an appliance often prevents them from competing in their own club events. Most organisations of the kind meet once, or possibly on two evenings, a week, various races and other events being arranged for decision. Usually, the best swimmer in the club is appointed honorary teacher, and if he carry out the duties properly, and give those members who are seeking instruction the necessary attention, he is probably tired when the time arrives for him to compete in the club race, and is unable to do as well as he would have done if he had simply watched the learners instead of dragging them about. If his form in a race be disappointing, he naturally attributes this to the fatigue of teaching ; and, as before stated, if the appliances which are considered correct are used the work of teaching is very laborious. What is the result ? The learner is neglected, either gives up swimming or else develops a bad stroke, which it may take him years to improve upon, whereas had attention been given to him at first he might have made rapid progress. Many of these cases have come under our notice, and we firmly believe that if the learners could use some easier method of support, the best swimmers would take a delight in giving the benefit of their experience and training to novices. A few hints from a practised swimmer when a learner first tries to acquire the art are invaluable. The argument against the use of artificial aids has usually been that they give less freedom of action, destroy the spirit of self-reliance, foster timidity, and lead to incapacity ; but such condemnation can only apply to the old fashioned corks, which are strung on a rope, or to the well known life-preserving buoys, which by reason of their bulk and general construction are not suited for the purpose, as they have no proper arrangement to prevent them from slipping, and thus placing the learner in a dangerous position from which only those who have knowledge and self-control can extricate themselves.