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No. \64u \ £ -' u '
NEW CENTURY SERIES
OF
ANATOMY PHYSIOLOGY AND HYGIENE
BY
WINFIELD S. HALL, Ph.D. M.I). (Letpsic)
Professor of Physiology,
Northwestern University Medical School, Chicago.
HENRY F. HEWES, A.B., M.D. (Harvard)
Instructor in Physiological and Clinical Chemistry,
Harvard University Medical School, Boston.
JEANNETTE WINTER HALL
Special Teacher of Physiology, Berwyn, Illinois.
HENRIETTA AMELIA MIRICK, A.B. (Wellesley)
Assistant Editor School Physiology Journal, Boston.
NEW CENTURY SERIES
OF ANATOMY PHYSIOLOGY AND HYGIENE
1. Anatomy Physiology and Hygiene
For High Schools
By Henry F. Hewes, A.B., M.D. (Harvard), Instructor in Physiologi-
cal and Clinical Chemistry, Harvard University Medical School,
Boston.
2. Elementary Anatomy Physiology and Hygiene
For Higher Grammar Grades
By Winfield S. Hall, Ph.D., M.D. (Leipsic), Professor of Physiology,
Northwestern University Medical School, Chicago.
8! Intermediate Physiology and Hygiene
For Fifth and Sixth Year Pupils, or Corresponding Classes in
Ungraded Schools
By Winfield S. Hall, Ph.D., M.D. (Leipsic), Professor of Physiology,
Northwestern University Medical School, Chicago, and
Jeannette Winter Hall, Special Teacher of Physiology, Berwyn,
Illinois.
4. The New Century Primer of Hygiene
First Book for Pupils' Use
By Jeannette Winter Hall, Special Teacher of Physiology, Berwyn,
Illinois.
5. Oral Lesson Book in Hygiene
For Primary Teachers
By Henrietta Amelia Mirick, A.B. (Wellesley), Assistant Editor
School Physiology Journal, Boston.
NEW CENTURY SERIES
OF ANATOMY PHYSIOLOGY AND HYGIENE.
ORAL LESSON BOOK
HYGIENE
FOR PRIMARY TEACHERS
HENRIETTA AMELIA MIRICK, A.R. (Wellesley)
Assistant Editor School Physiology Journal, Boston
NEW YORK •:• CINCINNATI •:• CHICAGO
AMERICAN BOOK COMPANY
RA43|
O (1 «J
>N OEf»t-
DtDOBSEMENT
Ms
' • We, the 'tmdesfsi'gned, have carefully examined the school text-book
entitled
ORAL LESSON BOOK IN HYGIENE
by Henrietta Amelia Mirick, with reference to the following points: —
1. Fullness and accuracy of subject-matter relating to the nature and
effects of alcoholic drinks and other narcotics upon the human system.
2. Amount of matter on general hygiene.
3. Presentation of matter with regard to its adaptability to the class
of pupils for which it is designed.
We are satisfied that on all these points, as well as in physiology,
the treatment is as complete as is required for the teacher's assistance
in giving oral instruction to primary pupils, while both in statement and
method it is fully in harmony with the results of the latest investigations.
We therefore heartily indorse the book for the use of teachers in primary
classes, and are especially happy to commend its successful presentation
as being the first work of the kind to which our attention has been called.
A. H. Plumb, P.D. Mrs. Mary H. Hunt,
Rev. Joseph Cook, LL.D. World's and National Superin-
Daniel Dorchester, D.D. tendent of Scientific Temperance
William A. Mowry, Ph.D. Instruction of the Woman's
L. D. Mason, M.D. Christian Temperance Union.
T. D. Crothers, M.D.
Chas. H. Shepard, M.D.
George W. Webster, M.D.
Text-book Committee of the Ad-
visory Board.
Copyright, 1901, by
AMERICAN BOOK COMPANY.
Entered at Stationers' Hall, London.
or. LESS. IN IIY.
W. P. 4
PREFACE
The teachers in the public schools of nearly all the United States,
and in some other countries, are required by law to teach all pupils
under their instruction the laws of health, including those which
relate to the nature and effects of alcoholic drinks and other nar-
cotics, with physiology enough to make such laws intelligible.
A subject like this carried through all grades is manifestly designed
to be a progressive study, adapted to the varying capacities of each
class from the primary to those more advanced. The words physi-
ology and hygiene, from previous association, suggest to the minds of
many primary teachers a dry study, wholly beyond the capacities
of their pupils.
The object of this volume is to correct this prejudice, and to show
by its suggested oral lessons for the first three years of school life
that as much knowledge of the body and the laws of its health as
primary pupils are able to comprehend can be made interesting to
them, and is of educational and practical value.
A school superintendent asked : —
'•How can we teach this study so that it will stick and influence
future life ? "
Teach it just as you do anything else which you wish to have stick
and influence life, just as you teach mathematics, for instance. In
that case, when the pupil first enters school you bring to his attention
a few facts which he can understand. You do this with repeated
drills, w.hich insure that he comprehends and remembers. Each year
you add more facts from the same science, with an enlarged develop-
ment, as your pupil passes from grade to grade, until the truths he
has been taught become a part of his stock of intelligence, and as
time goes on he scarcely remembers when or how he learned them ;
he seems always to have known and acted on them. Teach physio-
logical temperance in the same way and you will get the same results.
For the benefit of the teacher who recognizes her opportunity
and duty to teach this subject, but who may not have access to ex-
tended authorities, quotations from eminent physiological writers are
appended at the close of each subject.
At no period is the human being more amenable to reasons that
can be understood than in early childhood. The question "Why?"
so sure to follow a statement made to a child, is the reaching out of
his intellect after " the reasons for things."
54! 776
6 PREFACE
A study of the simplest facts about his body and the laws that
govern its health, will give him the reasons for many prohibitions
which are a marked feature of his daily experience. This study will
change these prohibitions from arbitrary commands, to which he must
yield whether he wishes or not, to appeals to his understanding.
Because health and strength of maturity are largely dependent
upon the early formation of right habits and consequent early growth,
no study can be of more practical value than one which clearly points
the way to such habits. A study which will help a child to act
intelligently has real educational value.
An able writer on child nature says : —
"The child bears within himself instincts which may be trained
upward or downward."
Many of these instincts are closely connected with bodily habits.
That such training as will lead to the formation of right habits
should be a part of early instruction is now conceded by all advocates
of education.
The true teacher seeks to develop character. The best character is
that in which the will is controlled by an enlightened conscience.
The study of the laws of health as written in the child's own body
furnishes worthy motives for the guidance of his will, while that will
is strengthened by acting on the promptings of such motives.
There comes to you, teacher, with this study, a rare opportunity to
help your pupils to the development of the best of which they are
capable. To this end we offer you the lessons on the following pages,
with the hope that their hints and outlines will help in your God-
given mission. These lessons and suggestions have been successfully
tested in actual schoolroom work. If you bring to their application
a burning desire to guide the little ones under your care "upward"
and not "downward," you will help them a thousand times more than
cold, spiritless words can do. By so doing you will more than save
a child, for hope to-day looks to the school to prevent the evils of
intemperance from being projected into the future.
If all the school officers in our land will do their utmost duty for
this study, if they will arrange adequate time and place in the cur-
riculum for its pursuit, if school boards will prescribe good, well-
graded text-books for pupils above the primary, and needed helps for
teachers of all grades, and if teachers with these helps will do their
part, a nation redeemed from the thralldom of strong drink will rise
up to call them blessed.
Credit is due Miss Kate L. Brown, teacher in the Boston Primary
Schools, author of "Plant Babies" and many stories and poems for
children, and to others, for assistance in preparing several of the
lessons ; also to Miss Ada Van Stone Harris, Supervisor of Primary
Schools and Kindergartens, Newark, N.J., who has kkidly read the
book in manuscript, and has made valuable pedagogical suggestions.
CONTENTS
FIRST YEAR
Introduction ....
TOP
ICS
?AGB
9
I. First Days in School.
13
II. Water ....
21
III. Cigarettes .
28
IV. Growth, Height, and Wkk
JHT
31
V. Food and Rest
38
VI. The Apple . . . .
43
VII. The Body as a Whole
50
VIII. Cleanliness . . .
54
IX. The Head .
57
X. The Face .
61
XI. The Arms .
67
XII. The Hands .
74
XIII. Grains
81
XIV. The Trunk .
89
XV. The Legs .
96
XVI. The Feet .
102
XVII. The Five Senses .
109
SECOND YEAR TOPICS
I. The Body as a Whole 117
II. Food .129
III. The Sense of Taste 134
IV. The Grape and Wine. . . . . . . 141
7
8 CONTENTS
PAGE
V, The Eye 140
VI. The Voice 157
VII. The Ear 160
VIII. The Nose 1(58
IX. The Sense oe Touch 172
X. Tobacco 178
XI. Beer 184
THIRD YEAR TOPICS
I. Pure Air and Breathing 195
II. Drinks which Hurt 204
III. Food 200
IV. The Stomach 214
V. The Blood 220
VI. Brain and Nerves 230
VII. The Bones 245
VIII. The Muscles 252
IX. Beer ,201
X. Cigarettes 266
XI. The Skin and Cleanliness 274
XII. The Special Senses 281
Index 291
INTRODUCTION
The September day has come when
closed doors swing open and small foot-
steps echo in late empty halls, while a babble
of childish voices arises from long-deserted
playgrounds.
Nine o'clock strikes, and you look down upon a sea of won-
dering little faces, — wondering because it is their first school
day, and all is new.
The yellow butterflies flitting in the sunshine, the birds as
they track the stainless blue, the brook, and that free careless
rover, South Wind, have been the outdoor companions of the
happy country child. But bird, wind, and butterfly are subject
to certain laws ; they do not roam utterly at will, neither
should the child.
10
FIRST YEAR
Nature bids her young things grow. Every day should
mean increase of life and consequent power, wrought through
free and constant activity.
The healthy, normal child is never still during waking hours,
unless attracted by some object of surpassing interest.
Does the primary school continue this free happy life of
investigation and steady growth, when the time has come for
the child's faculties to have a more systematic training ?
Four bare walls replace the universe. Enforced quiet takes
the place of former freedom. Tasks are imposed, apparently
as remote from the child's real realm as the poles are far
asunder.
Bear these facts in mind, and try to make the contrast
between the school and the child's former freedom less sharp,
that he may enjoy the school and reap its fruits.
Essentials to the Child's Comfort. — Every child should
have a seat adapted carefully to his body. The sole of the
foot should come down squarely and rest upon the floor.
INTRODUCTION 11
If the lowest seat in school is too high for the smallest pupil,
a board firmly fitted over the floor between the desk irons will
give needed support.
The desk should be low enough to allow the arms to rest
upon it without straining the body from the waist up. If
the desk is too low, the upper part of the body will naturally
droop to rest the arms ; thus rounded shoulders will be encour-
aged.
The desk should be broad enough to allow the child to write
and draw facing directly forward, rather than turning and
facing the aisle.
FIRST YEAR TOPICS
I.
First Days in School
13
II.
Water ....
21
III.
Cigarettes
28
IV.
Growth. Height, and Wbighi
31
V.
Food and Rest
.38
VI.
The Apple
43
VII.
The Body as a Whole .
60
VIII.
Cleanliness
54
IX.
The Head ....
57
X.
The Face ....
. Gl
XL
The Arms ....
67
XII.
The Hands
74
XIII.
Grains ....
81
XIV.
The Trunk
89
XV.
The Legs ....
96
XVI.
The Feet ....
102
XVII.
The Five Senses
, 109
IS
FIRST YEAR
FIRST DAYS IN SCHOOL
LESSON 1.— POSITION
Show the children how to sit erect, feet squarely on the floor,
weight of body on posterior parts and on the balls of the feet,
hands lying loosely in the lap.
The lower part of the back should
be. against the chair, even if the
rest of the spine does not touch.
Never allow the child to slide
forward so that his weight rests
on the end of the spine and
on the heels.
Do not require the atten-
tion of the class more than
live or ten minutes at a time,
but strive to secure correct
position during that time.
Show the children that the
chest held high, as when we
straighten up, is the active
chest, and the position we must J
have for exercise, or anything done
in a standing position ; the chest drooped
or relaxed is the passive chest. Encourage the active chest.
At the close of a lesson that has been taken sitting, give
18
U FIRST YEAR
.' \8fip& ex6i|cise Ifttat will require standing, some little gymnastic
. movement, or a march around the room ending in a light run-
ning jump.
Exercise that implies entire change of position and motion,
and surroundings that include fresh air should take place at
the end of every hour for primary children. Be sure to keep
them, meanwhile, protected from draughts.
Every period of seat work should be followed by occupation
in standing position, as at the board. When this is impossible,
give some form of hand work which permits freedom of move-
ment.
If your pupils loll or fidget, the air in your schoolroom is
not fresh, or your period has been unduly lengthened and the
children need change, or you are working unskillfully and
failing to hold their attention.
Bessie
Bessie was a little girl just five years old. She was anxious
to go to school, but her mother said, "When you are older, ;ui<l
can sit as Miss Gray wishes, and listen to what she says, then
you can go."
One day mamma's club met at the house. A club is a com-
pany of people who meet to study, talk, or have just a pleasant
time.
Mamma's club was a study club, and Mrs. Tyron was com-
ing to tell about birds.
Bessie was very anxious to go into the parlor and hear the
talk.
" You will get tired, dear," said her mamma.
" Oh no, I won't," said Bessie, " I love birdies, and Aunt
Isabel is going to show me how to sit and listen. Please let
me."
" Very well, then, you may try it this afternoon, if you can
remember to sit as Aunt Isabel tells you."
FIRST DAYS IN SCHOOL
15
Sitting
After the ladies had come, Bessie walked quietly in and
sat down in her little chair.
She sat up straight, with the back of her body against the
back of the seat. She dropped her hands in her lap, and
looked into Mrs. Tyron's face.
Aunt Isabel had told Bessie
that a child's bones are not very
hard, and might grow in a bent
and crooked way if she should
twist her legs around her chair
instead of putting them straight
down with her feet before her.
So the good little feet in their tan
shoes stayed quietly in place.
Mrs. Tyron told pretty stories
about the birds.
She said the color of a robin's
feathers makes him look as if he
had on a reddish brown bib.
The little chickadee looks as if
he were wearing a gray feather
overcoat.
How many of you have ever
seen a robin? Those who have
may lift up their hands.
How many have seen a chickadee ? What did he say ?
What time of the year did he come ?
What birds have you seen in winter ? When do the birds
sing most ?
Mrs. Tyron said she had been watching some robins whose
nest was just outside her window. She had taken pictures of
Mr. Robin and his little wife and babies with her kodak.
16
FIRST YEAR
Standing
Mrs. Tyron asked Bessie to stand and hold up a picture
for her.
She stood as straight as a little Christmas tree. She remem-
bered why she should stand straight, and now I'll tell you
why you should.
This part of my body over which I
place my hands is the chest. (Teacher
illustrates.)
How many of you feel some-
thing swell out? All who do
may lift their hands. The lungs
are the parts of our bodies with
which we breathe. They are in
the chest under where our hands
rest. When they fill with air, they
swell the chest out. When the air
goes. out of the lungs, the chest
falls back.
How many feel it ? Breathe
again and see.
Aunt Isabel told Bessie that
if she did not stand straight,
but rounded her shoulders, her
back would grow crooked and
her lungs would be so crowded
that she could not take enough air
into them,
isessie was as quiet as a little mouse.
She did not knock against her chair or the table. See if
you can sit down as she did.
Mrs. Tyron told about a bluebird that came in March when
the sky was gray and the earth bare and brown.
FIRST DAYS IN SCHOOL 17
He looked as if he had on a little blue coat — blue as the
sky on a pleasant day, and a brown vest — brown as the
earth.
You may play that you are bluebirds and that your arms
are wings. Show me how the bluebird made his wings go as
he flew to the sky.
You may stand as Bessie did. Now be a flying bluebird. He
sang but one sweet note. It was something like this — listen !
(The teacher makes a gentle whistle. Children imitate.)
Ask the class repeatedly to sit and stand as Bessie did, until
the little ones naturally take the right position.
"No one has listened better than Bessie," said Mrs. Tyron.
She sat nicely in her chair.
She did not loll or fidget.
When she stood she did not lean.
She looked at Mrs. Tyron and listened.
LESSON 2. —A NOISY SCHOOL
There was once a school with thirty children in it. When
the bell rang, they would start and run just as fast as their
feet could carry them. Each child wanted to be first inside
the door. They crowded together in the porch and pushed
and tugged.
The larger ones trod on the smaller ones ; heads got bumped,
aprons and dresses torn. Sometimes a child would be pushed
against the wall or door and really hurt. When these chil-
dren were excused from school, each child wanted to be the
first one out. It was a noisy school.
We should not be rough and rude with our mates any more
than with older people. Ladies and gentlemen are thought-
ful of every one. Every child should try to be kind and
polite.
OR. LESS. IN HY. 2
18 FIRST YEAR
I will tell you how we can leave the room without any noise
or confusion.
Show me your right hand, the hand that holds the spoon and
throws the ball. Stretch out your right arms as far as you
can without moving your bodies. It points toward your
right.
Turn your heads toward the right. Wave your right hands
toward the right. Point to a picture on the wall at your
right. Point to a window at the right of your seats.
Turn softly in your seats to the right. Turn back facing
me. Stand facing the right.
I will name each row, or file, from the child in front.
Daisy's file may come first — the rest watch until your turn
comes. Her file may walk quietly out in a line in front of me.
Now let us see how we get to our seats. Turn and face the
left. Willie will be the leader now. File back to your seats.
Stand in the middle of the aisle opposite your chairs. Take
your seats.
Let us do this again, and then I'll try another file.
In this manner the teacher, with a kind face and sweet
loving voice, drills her pupils day after day, until any file can
come out for recitation, return, and go to any part of the room
at the word of command.
Marching
How many of you have marched in a procession ?
Horace may tell how he did it.
Horace : " The band played, and we all kept time with our
feet."
Show us, Horace. Which foot comes first ? Yes, the left
foot. Left, right ; left, right. We like to march because it
is such fun to keep time.
Who will march with Horace ? Ben and George may try.
We keep time with our feet — left, right ; left, right — as if
FIRST BAYS IN SCHOOL
19
we were marching, only without leaving our place. Let us all
try it. Roy's file may march to the front, across to the left,
up the side aisle, across the back of the room to their places
again ; the school keep on marking time.
Other files should be drilled in the same way.
A Fourth of July Story
Philip was Bessie's cousin. He was seven years old, and
had been to school a whole year.
Summer vacation had come, and the Fourth of July, on
which Miss Gray had promised them a picnic.
Philip and Bessie got up very early and ran out of doors to
blow their tin horns, snap their torpedoes, and fire off their
firecrackers.
After breakfast Philip put on his white linen suit and a red,
20 FIRST YEAR
white, and blue tie. Bessie wore a white dress and a sash of
red, white, and blue.
They ran to the schoolhouse, where the rest of the children
had gathered. Every one had a flag.
Philip's school inarched to a grove, and played there all day.
They took just the same signals that you do.
They carried their flags in their right hands and marched
on the ball of the foot — the part that comes next to the toes.
Once in a while, as they marched, they waved their flags
and shouted, " Hurrah for the Fourth of July ! "
When Philip and his friends got to the grove, they put up
the flags and began to play. They swung, played seesaw,
rode on donkeys and flying horses, and went out on the water
in boats. They had a royally good time. At dinner they
had sandwiches, cake, lemonade, strawberries, and ice cream.
They played all the afternoon, and at sundown marched
home, waving their flags and shouting, "Hurrah for the Fourth
of July ! "
Would you like to play that you are carrying flags, and
would you like to say, " Hurrah for the Fourth of July " ?
We will march around the room and play we are going to
the picnic. Dick's file may lead.
Perhaps we can have a real picnic some day, and every child
who has learned to march well may have a flag to carry.
MEMORY POINTS i
We must stand up straight, so that we can breathe enough air
into our lungs.
We must not twist our legs about the chair. Our bones will
not grow straight and strong if we do.
We should not push and rush when we enter or leave school
and when we go to and from our seats.
1 The memory points throughout the book should he put on the board by
the teacher as each is developed.
WATER
21
WATER
LESSON 3.— WHY WE NEED WATER TO DRINK
A little girl whose name is Maud has a doll. She lent it
to me. Here it is. Maud is very fond of the doll ; she dresses
and undresses it ; she puts it into her doll's carriage and takes
it to visit Dora, who lives on the same street, and who also
has a pretty doll. Maud and Dora play together for hours
with their dolls. When Maud wakes in the night she often
asks her mamma for a drink of water, but the doll never
does.
Why does Maud want water to drink, and why do you
want it ?
I will tell you. It is because we are alive and growing.
Maud had a lovely little .rosebush given her on her birth-
day. It had roots and bright green leaves and one beautiful
red rose.
" It will blossom every month if you take good care of it,"
her mother said.
22
FIRST YEAR
The first week Maud watered it every day. The little
put out two new leaves and a bud, and grew an inch taller
One day
Maud and
her mother
were invited
to spend a
week in the
country.
When they
got back,
Maud ran
out to see
her rose.
There were
no new buds
this time.
The pretty
blossom
hung its head, and all its red ■;
petals had fallen to the ground.
The green leaves were withered
and yellow. How sad Maud felt !
She brought it fresh water,
and cut away the dead leaves.
By and b} r it raised its head and
began to grow again.
Plants get thirsty just as we do.
They want water to keep them alive
Nothing can live without water.
One day, as Maud was playing with
her doll, she said, "My dress doesn't feel good, mamma,
pinches me, and my shoes are tight."
rose
It
WATER 23
" That is because iny little girl is growing," her mother said.
The next day Maud had a new dress and a new pair of shoes
that did not pinch, because they were larger. Then Maud
wanted a larger dress for her doll. Her mother said, "No;
the doll does not grow. She does not need a larger dress."
" Poor dolly ! " said Maud ; " I am sorry you will never grow
to be a big doll."
The doll is not alive ; it does not eat ; it never asks for a
drink of water as a child does ; it will not grow.
All healthy boys and girls are growing, and that is what
makes them thirsty so often.
A well child wants to drink very often because he is
growing.
Water is Better than Tea or Coffee
" Why, Maud ! " said mamma, one morning, as she saw
Maud washing her doll's dress in dark-looking water, "what
are you doing ? "
" I am washing dolly's dress in tea to make it black, so that
she can go to the grasshopper's funeral. Wasn't it too bad
the grasshopper we took away
from kitty had to die ? We put
him in a box with green leaves
around him to make him think of
the fields, and gave him fresh
water, too. We were going to
be real doctors to him until his leg was mended. But this
morning he was dead, and we are going to have a funeral
for him. The dolls must go in black dresses."
" How came you to think that tea would change the color of
dolly's dress ? "
"Dora's mamma told her that if she drank tea her skin
would be darker than if she drank water; so I thought tea
24 FIRST YEAR
would make my doll's dress black, and cook gave me some tea
to wash it in."
Mamma laughed, and said, " I will find some pieces to make
a prettier black dress for your doll than the tea will make."
As mamma was helping Maud to make the dresses, Maud
asked : —
"Mamma, will tea truly make a little girl's face dark ? "
"It is true," said mamma. "A child that drinks tea and
coffee will have a darker face than one who drinks only water
or milk. And what is worse, the child who drinks tea and
coffee is not likely to be strong, and may be cross and fretful,
not pleasant and happy."
Tea and coffee are bad for children.
The Kind of Water to Drink
We have all learned that water is the best drink, but if any
dead or dirty things get into the water, they make it bad and
unfit to drink.
We must not drink bad, dirty water.
What made Tom Sick
One day Tom was sick. The merry old doctor, whom Tom's
mother had sent for, came in laughing. " Hello, Tom, been
eating green apples ? "
" No, sir," said Tom ; " I knew those would make me sick,
so I did not touch them."
The doctor felt of Tom's pulse, looked at his tongue, and
sat thinking for a moment. Then he went to the well and
drew a glass of water. He held it up and looked at it, then
smelled of it.
"Ah, that's the trouble," exclaimed the doctor; "this water
is impure; better have your well cleaned out, or you will
WATER 25
all be sick. Pure water is the best drink in the world, but
when water has a bad smell you may be sure it is not fit to
drink."
The well was cleaned out at once, and they found dirty
things which had dropped into it spoiling a well full of
water.
The water which comes from rivers through pipes to differ-
ent houses, towns, and cities sometimes gets impure and makes
people sick.
We must drink clean, pure water.
Tell me about something else you have seen drinking
water.
I saw a chicken drinking from a basin.
I saw a dog drink from a pail.
My rabbit drinks water from a saucer.
All animals like to drink water. We must remember to
place dishes of water where the chickens, birds, cats, and dogs
can drink. Their bodies need the water just as much as ours.
Every tree and plant needs water to make it grow. Rain
keeps the grass green.
LESSON 4. — OTHER USES OF WATER
What else is water good for ?
Water is good to bathe in.
Water is good to wash clothes in.
We wash our hands and faces in water.
It is good to scrub the kitchen floor with.
I wash my mamma's dishes in water.
People sometimes get sick from being dirty or living in
dirty places. No one likes to see dirty people. Let us all
look at our hands and see if they are just as clean as soap
and water can make them.
Stimulate the child's thought by asking how things would
26
FIRST YEAR
look if we had no water. Then he will be ready to be im-
pressed by the fact that —
We need water to keep ourselves and our clothes clean.
On your way home notice all the water you can see. It may
be in a brook, or where some one is watering the lawn, or just
from a pump. To-morrow you may tell me what you see.
<2£3
Forms of Water
Bring the children into touch with nature in their search for
beautiful forms of water. Call their attention to the dewdrops
glistening on the grass blades in all the
wA £* colors of the rainbow. What colors do
^1 {§7 ^b we see tnere '• Look for the raindrops
on the spider's web.
^zWi,! JP Read Tennyson's Brook to the chil-
*|^^^yjjjy^)^% dren. How many have seen a brook ?
Did it look like the one Tennyson tells
about ?
Where does the rain come from ?
Point out the clouds in the sky. Show
that they are made of water, by holding
a slate in front of a boiling teakettle
and letting the steam condense on its
cold surface. What becomes of water when it boils away ?
Who has seen a foggy morning ? What becomes of the fog
when the sun shines ? Tell the children that fog rises to
form clouds in the sky. How do the clouds look when it rains ?
When the sun shines on them ? What colors have you seen in
the clouds ?
How does Jack Frost change the rivers and brooks when
winter comes ? What does he do on the windowpanes ? We
can imagine we see his long white fingers in the icicles hanging
from the trees and roof.
WAT£R 27
What do we find on the ground after a storm in winter ?
What becomes of the snow when summer comes ? Snow
covers up the grass and flowers and keeps them safe from
Jack Frost.
MEMORY POINTS
Every part of our bodies needs water. This makes us thirsty.
A well child icants to drink often because he is growing.
Tea and coffee are bad for children.
Water is the best drink for everybody.
We should drink only pure water.
Without water ice could not keep clean.
EMINENT AUTHORITIES FOR THE TEACHER
Water an Important Constituent of the Body
Water exists in all parts of the body, in the hardest structure,
as in the bones and the enamel of the teeth, and in the fluids,
some of which, as perspiration, contain little else. — Austin
Flint, M.D., LL.D., Professor of Physiology in Bellevue Hospital
Medical School.
The Necessity of Water
Of all articles used for food or drink, water in some form
or other is the most indispensable. Men can live longer on
water without food than on food without water. — Roger S.
Tracy, M.D.
The Uses of Water in the Body
Water dissolves material in the alimentary canal, and carries
the solutions through its walls into the blood vessels, so that
they can be conveyed from place to place; and it permits
interchanges by enabling the things it has dissolved to soak
through the walls of the vessels. — H. Newell Martin, M.D.,
F.R.S.
28
FIRST YEAR
CIGARETTES
LESSON 5.— WILLIE AND HARRY
I am going to tell you a story about two little boys. One
was named Harry. The other was Willie. Harry lived in a
brown stone house. Willie lived in a red brick house.
Because they were born the same day, their birthdays
always came at the same time. When these birthdays came,
Harry with his father and mother went to Willie's house to
dinner to celebrate Willie's birthday. Then they all played
games with Willie and gave him presents. The same day,
Willie and his father and mother went to Harry's house to
supper to celebrate Harry's birthday, to play games with him,
and to give him presents.
Their mothers always had nice things the boys liked, for the
birthday dinner and supper.
CIGARETTES 29
When they left the table after dinner or supper, each boy's
father marked on the wall just how tall the boys were. The
marks stayed there and showed how much each grew in a
year.
They grew fast ; they were almost always well.
When they had had six birthdays, they went to school.
They began the same day. They went to the same school
until they had passed the fourth grade. Then Harry went
into the fifth grade, but Willie could not.
He was dull in school.
He did not give attention nor remember what the teacher
said.
He was behind his class.
When his birthday came and he stood up after dinner for
his father to mark his height, the marks on the wall showed
that he was not growing so fast as Harry.
He did not like to play so well as he used to.
He was often sick.
He did not try to be good.
Can you tell me what had happened to Willie ?
Why was he shorter than his little friend ? Why had he
fallen behind in his studies ? Why was he often sick ?
We are all sorry to know that Willie could not keep up
with Harry in school and that so many other bad things hap-
pened to him. Willie's father and mother were very sorry
too. The next time Willie was sick, they sent for the doctor.
That wise doctor found out what made him sick and dull,
why he did not like to play, and why he did not grow well
or keep up with his class.
Willie was smoking cigarettes. A large boy had shown
him how to smoke. Willie spent for cigarettes the pennies
his father gave him, and smoked them when his father and
mother did not know it.
30 FIKST YEAR
The doctor told Willie cigarettes are made of tobacco.
Then he told him what tobacco would do to a boy. Willie's
mother wrote it down and had it printed in large letters on a
card. She hung this card over the marks on the wall in the
dining room, which showed how much Willie and Harry grew
each year.
This is what the doctor said and what was printed on the
card : —
MEMORY POINTS
There is tobacco in cigarettes.
Tobacco will make a boy dull.
A boy who uses tobacco will not give good attention.
A boy who uses tobacco will not remember well.
A boy who uses tobacco will not keep up with his class in school.
Tobacco will hinder a boy's growth.
Tobacco icill make a boy ill.
Tobacco will keep a boy from caring for play.
Tobacco will keep a boy from trying to be good.
A boy should never use tobacco in any form.
Beview this story by asking the class to tell —
Why Willie did not care to play as he used to.
Why he did not give good attention.
Why he did not grow so fast as Harry.
Some' pupil may want to know if Willie stopped smoking
cigarettes. This will give an opportunity to tell of the diffi-
culty he had, because tobacco can make those who use it like
it so much.
EMINENT AUTHORITIES FOR THE TEACHER
I have found that a boy who smokes becomes morally and
mentally weaker than those who do not. I have observed that
boys who are employed in business houses and smoke are often
GROWTH, HEIGHT, AND WEIGHT 31
dishonest, and that they never attain the success that non-
smoking boys do. — Charles Bulkley Hubbel, New York
Board of Education.
Cigarette smoking blunts the whole moral nature. It has
an appalling effect upon the whole system. It stupefies the
nerves. It sends boys into consumption. It gives them
enlargement of the heart, and it sends them into the asylum.
I am a physician to several boys' schools, and I am often
called to prescribe for palpitation of the heart. In nine cases
out of ten it is caused by the cigarette habit. — C. A. Clinton,
M.D., San Francisco Board of Education.
Out of thirty-two young men in New York City who were
recently examined for West Point cadetship, only nine were
accepted as physically sound. Such a note might well make
the young men of our cities pause for a moment's thought.
Beer, the cigarette, too much amusement, and the hidden vices
are making havoc with the physical manhood of all our towns
and cities. — Journal of the American Medical Association.
GKOWTH, HEIGHT, AND WEIGHT
LESSON 6. —LIVING THINGS GROW
The day before this lesson is to be given ask the children
to find out how tall they are and how much they weigh. They
might ask an older brother or sister to write the desired in-
formation on a slip of paper which they can bring to school.
Never mind if some slips are lost ; the interest of the children
in the coming lesson will have been awakened. These slips
may be copied into a chart and kept for reference. Ask some
boy to bring a tiny maple tree, or a little oak with the acorn
still fastened to the rootlet. Another may bring a bud and
flower, or even a little kitten in a basket, if one of the chil-
dren is its proud possessor.
82
FIRST YEAR
Holding up one of these little trees, begin the lesson with
the story of —
Bob and the Cherry Tree
One day Bob went out into the orchard to see his papa plant
some little cherry trees which had just come in the express
wagon. Bob was only rive years
old and had never seen trees
planted before. He wondered
where the expressman got
them.
"Papa," he asked,
" where did that man get
these little trees ? "
"They came on the
train from the nursery-
man," answered his fa-
ther. " The place where
little trees are taken care
of so that they will grow,
is called a nursery, just
as rooms where babies are
cared for as they grow and play are called nurseries."
Show the class the little oak, with acorn still attached to
its rootlets, and lead them to compare it with some tall tree
which they have seen. Then compare the bud with the flower,
bringing out the thought that trees and plants grow. Next,
direct their attention to the kitten. Why is it not so large
and heavy as the mother cat ? Will it ever be ? How will
it become large and heavy ?
Young animals and plants grow.
Ask all who know, to tell their own height and weight.
Take some measurements of height by having different chil •
GROWTH, HEIGHT, AND WEIGHT
33
dren stand against the blackboard, while a line is drawn to
indicate how tall they are ; or have the class compare their
height with some object in the schoolroom.
How many are
taller and heavier
than they were last
year ? By questioning,
lead the children to tell
how they know that they
have grown, until some one
gives the desired answer.
When children grow, they get taller
and heavier.
Paul and Bert
Paul and Bert were two friends who lived
|V V across the street from each other. They were just
the same age, and on their sixth birthday Paul's big
OR. LESS. IX HY. 3
34
FIRST YEAR
brother measured their height on the gatepost, marking
it with a pencil. He found the boys were just the same
height.
Paul was fond of playing out of doors in the fresh air and
sunshine. He wanted to be large and strong like his big
brother, so he ate the oatmeal and bread and milk which his
mother gave him, without teasing for candy or other sweets.
He was seldom sick.
Bert stayed in the house and played with his toys. He did
not want to eat plain foods, but teased for cake, pie, and candy.
When he did go out of doors he sometimes took cold and was
sick because he was not used to it. His mamma said that
Bert was not very well or strong.
When the boys were eight years old, they were measured
GROWTH, HEIGHT, AND WEIGHT 35
again, but they were not the same height this time. Which
do you suppose was the taller ?
We must try to keep well and strong if we want to grow
fast. Ask the class to name some things which help children
in their growth. From the story they may be able to state at
once a few of the essentials. If not, question them about the
story.
Write at one side of the board in large letters : —
Some Things which help to make us Grow
Sketch below this a loaf of bread, an oatmeal dish with a
spoon in it, and a glass labeled "milk." This will aid in
obtaining from the children the following statement, which
should be written under the picture : —
GOOD FOOD HELPS TO MAKE US GROW
Draw on the board the picture of a boy working or playing,
and beside it a child resting or asleep, or show the children
such pictures, obtaining from the class by questions the state-
ment : —
We need to work, to play, and to rest if we want to grow
well.
Ask about their bedtime, and help the mothers by explain-
ing to the children that little people who are growing need
much more sleep than grown people, so they should be glad
to go to bed early in order to grow fast and become stronger
and heavier each year.
Some Things which hurt our Growth
Call attention to the appearance of grass which has been
covered by a board for some time. How do plants look when
they are first brought up from the cellar in spring ? Why do
the grass under the board and the plants in the cellar change
36 FIRST YEAR
their color ? They have had food from the earth and water to
drink. Why are they not strong and green like plants which
are out in the air and sunshine ?
Plants cannot grow well without fresh air and sunshine.
Can you think of anything which may hurt the growth of
little boys and girls ?
Bad air may hurt the growth.
Lack of sunshine makes people look sickly.
Improve this opportunity to impress upon the little people
the healthfulness of out-of-door sports, and especially the
benefit of playing in sunshine. Teach also by example and
precept such principles of ventilation as the pupils will be
able to apply at home. Watch the condition of the air in the
schoolroom, being careful to keep it pure.
Why Eddie stopped Growing
Eddie was a little boy who lived in Illinois. He was a
pretty little fellow, with bright brown eyes and pleasant man-
ners. He always lifted his hat when he met his teacher, but
although he learned his lessons quite well when he began
school in the first grade, before the year's work was done he
was far behind the other children, and in June could not pass
into the second grade. He had not grown much besides.
His teacher felt sorry and wondered what was the matter.
One day she found something in his pocket which looked
like this (sketching a cigarette on the board). It was of a
dirty white color and had something rolled up inside of it
which did not smell good. Who knows what it was ?
A cigarette.
Yes, that was it. Eddie had been smoking cigarettes for
several months. Then his teacher knew why he could not
pass into the second grade, for there is a poison in cigarettes
GROWTH, HEIGHT, AND WEIGHT 37
which makes the boy who smokes them dull and stupid. She
also knew why he had not grown like other boys. She told
him how he was dulling his brain and hurting his body, so
that he could not grow well, and he promised not to smoke
any more. But one of the most dreadful things about ciga-
rettes is that boys who smoke them are likely to break their
promises. Another bad thing is, that the boy who smokes a
few wants to smoke more. Eddie broke his promise because
he had smoked so long he could not stop, — or thought he
could not, — and when his teacher saw him again four years
afterward, he was still very small and was only in the third
grade in school.
MEMORY POINTS
Young plants and animals grow.
Children become taller and heavier when they grow.
We must keep well if we want to grow fast.
Wholesome food helps ns grow.
We grow when we work, play, and rest.
We need fresh air and sunshine.
Children who smoke cigarettes are likely to be small and sickly.
EMINENT AUTHORITIES FOR THE TEACHER
The teachings of elementary physiology indicate the neces-
sity for the growing child of continuous exercise out of doors
and pure air in school, a larger allowance of sleep than is
necessary for the adult, and pure air in the sleeping room. —
London Lancet.
Tobacco interferes with and impairs general development,
physically and mentally, probably by retarding progressive
cell changes and impairing nutrition. — British Medical and
Surgical Journal.
38
FIRST YEAR
FOOD AND REST
LESSON 7. — WHY WE NEED FOOD
The wise teacher will have her food lesson after, not before,
a meal. Talking about food on an empty stomach puts a
severe strain on the self-control and amiability of the class.
Take a box of strawberries, or some other article of food, to
school, placing it out of sight in the desk.
Intimate to the class that you are going to talk about what
we have every day, and the child who guesses first may have
some.
I was in Mildred's home the other day, and saw something
that pleased me very much.
It was about as long as this.
It was kept in a basket when I saw it. What do you think
it was ? No, it was not a kitty nor a dog nor a doll. Mildred
loves it better than all the dolls in
the world. She would not exchange
it for a whole toy shop full of dolls.
Yes, it is a baby, Mildred's dear
sister Helen.
Lucy: "I saw Mildred's Helen
when she was no bigger than a doll.
Her hands were just as wee ! She
is bigger now."
Why is Helen bigger now ?
Kate : « She is older."
Lucy : " She has grown."
Name something else that grows.
Dogs, cats, birds, flowers, grass, trees, hair, nails, may be
mentioned.
If we should take Helen and put her in a room by herself
and leave her there for a week, what would probably happen ?
FOOD AND REST
39
Roger : u She would cry."
Faith : " I think she'd die, because she would have nothing
to eat."
What does a baby need ?
It needs food.
What else needs food ?
After a little the children will grasp the thought that every-
thing alive needs food.
If Helen had just enough food to keep her alive, would that
be all she needs ?
Children state that she would not be happy, she would cry,
would not be fat, would
be pale.
Food insures growth.
What else needs food
for growth ?
The pet kitty must
have her milk regularly.
The dog needs his
meals as regularly as
we do.
The canary in his cage, and all other pets, must be cared for.
The plants must be watered regularly. God sends sunshine
and moisture to the grass, trees, and flowers. The trees suck
up juice from the soil with their roots.
What will mother do when winter comes, to keep Helen
from getting cold ?
Mildred : " She will have a fire in the nursery, and put
thicker dresses on her."
That is one of the ways to keep warm.
Refer to the wadded cover mamma puts over the tea or coffee
pot, at the table, and point out that the cover keeps the heat
from coming out of the pot.
40
FIRST YEAR
So our clothes keep the heat from leaving the body too
rapidly.
Show that some kinds of clothing let the heat out more
readily than others, hence the reason for wearing woolen in
winter and cotton in summer.
In very cold countries peo-
ple must eat more to keep
them warm.
Agoonack, the little Es-
kimo in Seven Sisters, must
eat much fat to keep her
warm. Perhaps she would
enjoy a tallow candle more
than a stick of candy.
Why do we need food ?
To keep us alive.
To make us grow.
To keep us warm.
There is another reason.
Harold, why did your
mamma throw away her
rubbers and your rubber
boots?
Harold : " Because they were all worn out. The heels were
out in her rubbers, and my boots had a lot of holes in them."
Daisy : " My school sack is worn out. It isn't good enough
for any one to wear."
Everything wears out sooner or later. Our bodies do the
same thing, for every minute little parts of us wear out, and
if new parts are not put in very quickly, we grow thin and ill.
What do you suppose keeps our bodies from wearing out ?
Here is a new point to add to our knowledge. .
We need food to keep the body from wearing out.
FOOD AND REST 41
LESSON 8. — THE KIND OF FOOD WE NEED
After we take a bath how does the water look ?
It looks dirty.
When we wash ourselves, rubbing hard, what comes off ?
Harold : " Mamma calls it dead skin."
Yes, parts of us are wearing out all the time. These must
be built up as fast as they wear out, or we shall be ill.
When any part of your house grows old and leaks, what does
father do ?
He mends it.
So we have to keep our bodies mended, or they will not grow.
We do not mend them as we do our clothes or china when it is
broken.
When we feel hungry we eat, and our food builds up again
the worn-out parts of our bodies. It does this just as rain
makes the flowers grow.
I once saw a baby that was very ill and thin and cried all
the time. The mother told me they could not find any food
the baby could eat. Poor sick baby ! Its little body was
wearing out fast, because they did not know how to mend the
worn-out parts. We need food which will make the body grow
and keep it mended.
Kitty sat up very late last night. Mamma had company
who were anxious to see the little girl.
This morning Kitty is sleepy. She does not feel like work-
ing, and she cried because she did not get her number lesson
done in time.
What is the matter ?
Walter : " She didn't have sleep enough."
Roger : " Perhaps she ate her supper too late."
That must be it. Our bodies need to rest. We must not
keep them working all the time. Do you remember the pop-
gun your uncle brought you from New York, Willie ?
42
FIRST YEAR
Willie: "Yes, indeed. It didn't last a week. I played
with it every spare minute. Mother said I wore it all out."
Our bodies need rest or they will
not grow well.
Is it a good plan to eat be-
tween meals half a dozen times
a day?
Poor stomach, how hard
it has to work if we eat
so often! By and by it
will get out of order.
If our bodies are to
grow, if our food is to do
us any good, we must rest
as well as work.
We must sleep well at night.
"\Ye must not eat anything
that will make our stomachs
work too hard.
Is it well to ride one's bicycle
too long at a time ?
Shall we sit up late at night ?
Shall we jump rope or roll hoop long at a time ?
Shall we eat too much and too often ?
MEMORY POINTS
Food keeps us alive and makes us grow.
It helps to keep us warm.
It keeps the body from ivearing out.
We must not eat between meals.
Our bodies must have time to rest.
(Mildren need a great deal of sleep.
THE APPLE 43
EMINENT AUTHORITIES FOR THE TEACHER
Food repairs the Body
•
The only way we can repair the waste of the body is by the
process of eating. — Journal of Hygiene.
Make the bodily income as large as possible by the best food
in the right proportions, by good air, appropriate rest, and
restraint over evil habits which squander the bodily resources.
— M. L. Holbrook, M.D.
Food for School Children
Breakfast should consist chiefly of porridge and milk, brown
bread should be substituted for white, and tea and alcohol
should be banished. — London Lancet.
Alcohol is not a Food
It is in great part oxidized in the body, but it cannot take
the place of any of our necessary foods. — P. J. Mobius, M.D.,
Leipsic.
THE APPLE
LESSON 9— A NATURE STUDY
Select a large, handsome, ripe apple to use in this lesson.
If possible have an apple in the hand of each child.
Question and help the children to tell the shape of their
apples, the color. Dwell upon the beauty of the apple, asking
all who think that rosy-red apples or yellow apples are pretty
to raise their hands.
44
FIRST YEAR
Potatoes grow in the ground. How many ever saw potatoes
dug ? Where do apples grow ? Do all kinds of trees have
apples growing on them ?
Help the children to name the
common trees of their own local-
ity and describe the fruit of each.
Teacher: "I have here an
apple. What color is it ? "
It is green.
Teacher: "Come here, Roy, and press this green apple
with your finger. Tell us whether it is hard or soft."
It is hard and green because it is not ripe.
Teacher : " Is it good to eat ? " Almost every child will be
able to tell from experience that green, unripe apples may
make us sick if we eat them, that they are not good to eat.
Teacher : " When are apples good to eat ? "
Apples are good to eat when they are ripe.
Question about cooked apples, leading the children to tell
that baked or stewed apples, or ripe uncooked apples are good
THE APPLE 45
to eat. Appeal to the sense of gratitude in the child for the
beautiful apples which taste good and which all like.
Teacher : " Will ripe apples keep good always ? " Hold up
a good apple and another which is decayed. Cut both in sec-
tions and pass them, calling attention to the difference in color
and odor. Explain that rotten or decayed apples are not fit
to eat. They would make us ill.
Teacher: "What is inside of our apples?" Before you
answer, I will tell you a story about —
Tom and his Ball
A little boy whose name was Tom had a large rubber ball
that he kicked with his feet, and a small one that bounded
back when he threw it. One rainy day he was playing in the
house. All at once his mother heard him crying and went to
see what was the matter. There Tom sat, in tears, with his
knife in his hand and both balls in bits on the floor.
" What is the matter, Tom ? " his mother asked.
" I cut the balls open to find what was inside of them, and
there isn't anything there," sobbed Tom.
Teacher : " If we should cut open our apples, should we find
anything in them ? What is inside the skin of an apple ? "
Question until the children name the core of the apple, the
seeds, the pulp, and the juice.
Teacher : " How do you suppose the apple will keep sound
longer, — whole, or after it has been cut open ? "
" Yes, the apple spoils very soon after the skin is broken, and
then it is no longer good to eat."
Men sometimes crush apples and press out their juice. Do you
know what they call such pressed-out juice ? It is called cider.
This cider is a very common drink. But it is a drink which
boys and girls should let alone. It contains a substance formed
in the decay of the apple juice, which is a poison. This sub-
stance is alcohol.
46 FIRST YEAR
Explain in very simple language what a poison is ; that
it is something which may hurt ns. Some plants are poison-
ous, and we should not handle or taste them. Some drinks
contain the poison alcohol, and this makes them unsafe to
drink.
There is not much alcohol in new cider. Yet it is best to
let it alone, because even a little alcohol has the power to
arouse a liking for itself in those who drink it. This liking
often makes people take more and more cider until they have
formed a very harmful habit.
Care should be taken not to exaggerate the truth. Empha-
size the fact that the danger in cider lies in the power of the
alcohol it contains to make one want more and more until he
has taken enough to hurt him, and is perhaps unable to let it
alone.
Teacher : "I will not drink cider, because there is alcohol
in it. If you think I am right, raise your hands."
There are two things about cider that make it a very bad
drink. We have learned one of these : —
There is alcohol in cider, and alcohol is a poison.
The second bad thing about cider is this : —
The alcohol in cider can make one who drinks it want more.
Poor Horace
When the juice of apples is first pressed out, and people
think there is no alcohol in it, they call it sweet cider.
Many years ago there lived in a pleasant country town a
boy whose name was Horace. His father had a large apple
orchard, and in the autumn many of the apples were taken to
a mill to be made into cider.
Horace began to drink cider when he was a little boy, and
soon became very fond of it. At first he drank only what was
THE APPLE 47
called sweet cider, but after a time the stronger it was the
better he liked it, and he wanted it every day. When he was
a big boy he wanted something stronger, and often went to a
store in the village where he drank whisky and rum. Before
he was twenty years old he became a drunkard. He began
this bad life by drinking what he called sweet cider. He
thought it would not hurt him any more than the apples did.
After telling this story, ask the children to repeat what they
can remember of it, until they have brought out the points in
their own words. Make sure that all understand why it is that
ripe apples are good to eat, while cider made from the juice of
these same apples is a bad drink. Leave them with this
thought :
I ought not to drink cider, and you ought not, because there
is alcohol in it.
Some child will doubtless ask if sweet cider is not good.
Then will be the time for the teacher to tell the class that
alcohol ordinarily forms in cider in about six hours after it is
pressed out, and if they never drink any cider they will never
become cider drunkards.
MEMORY POINTS
Ripe apples are good to eat.
Apple juice soon changes after it is pressed out of the apple.
It is not so sweet as before.
Its color is different.
It is no longer safe to drink.
Alcohol forms in pressed-out apple juice.
Alcohol is a poison.
A poison has the power to do us harm.
The alcohol in cider may hurt us.
It may make us ivant more.
We must not drink cider.
48
FIRST YEAR
APPLE SONG.
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1. One, two, three,one, two,three,Come now to
2. One, two, three,one, two,three, Come now to
3. We may eat ap-ples sweet, Give them to
the ap - pie tree ;
the ap - pie tree ;
the friends we meet ;
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m^mmmm^m
Here we go, in a row, Where the nice red ap - pies grow.
All around, they are found, Ly - ing thick - ly on the ground.
Pick them now from the bough, We will glad - ly show you how.
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v v v v y v 1
Now we're stand - ing by a tree, And the fruit so
Here the small de - cayed ones lie, And we quick - ly
But of ci - der take we none, This bad drink let
'
Cho. Now we're march-ing all a - round, Where the ap - pies
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fair we see, One,two,three,one,two,three,Pick them from the tree,
pass them by, One,two,three,one,two,three,Pick them from the tree,
chil-dren shun,Ono,two,three,one,two,three,Pick them from the tree.
^^Efe^g
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ma
nice are found,As we go in a row,Sing - ing joy - ful - ly.
Music used by permission of Oliver Ditson Company, owners of the copyright.
THE APPLE 49
Suggestions for Motions to accompany the Song
The children rise, and as they sing, march to the music till
they come to the words, "Now we're standing by a tree";
they then stand still, and as they sing, " One, two, three,"
etc., they raise both hands as high as possible, allowing them
to fall again with the rhythm of the music, and continuing
the motion to the end of the stanza.
The music for the chorus is the same as the last four lines
of each stanza. The chorus may be omitted at the option of
the teacher. This is designed for a marching song, and if it
is desired that the pupils march around the room before sing-
ing the second stanza, the chorus may be repeated as many
times as required,
In singing the second stanza, the children march as in the
first, till they come to the end of line beginning, "Come now,"
etc., when they stop and look downward, continuing to sing,
"All around," etc., at the same time dropping and lifting the
hands with a downward movement, to the end of the sixth line,
then resume the motion of gathering the fruit as in first stanza.
In the third stanza, as the first line is sung, hands may be
passed to the mouth, repeating to end of first line.
Through the second line the hands may be thrown out with
extended palm, and drawn back as the words are sung, " Give
them," etc., to end of second line. The motions in the third
and fourth lines are the same as in the last line of the first
stanza. When the words " none " and " shun " are sung,
the right hand is thrown out as though throwing something
away.
EMINENT AUTHORITIES FOR THE TEACHER
Cider can Intoxicate
When the juice of apples is pressed out and exposed to the
air, ferments from the surface of the fruit and ferments float-
OR. LKSS. IN HY. 4
60 FIRST YEAR
ing in the dust of the air reach it and break up its sugar into
carbon dioxide and alcohol ; the result is cider, an intoxicating
liquor. — H. Newell Martin, M.D., E.R.S., Johns Hopkins
University.
Alcohol in Cider
Dr. S. Dana Hayes, State Assayer of Massachusetts, says
hard cider has as much as ten and one half per cent alcohol.
Alcohol a Poison
Alcohol is a virulent poison, and as such, should be placed
in the list with arsenic, mercury, and other dangerous drugs.
— Alfred Carpenter, M.D., Examiner of Public Health in the
University of London, President of the Council of the British
Medical Association.
THE BODY AS A WHOLE
LESSON 10. —OUR LIKENESS TO TREES
Bessie and Philip went out to walk one day with Aunt
Bertha. It had been dull, rainy weather for nearly a week,
but now the sun had come out, and the sky was blue once
more.
The children were glad as kittens, and they skipped and
played along the road, very much like our little four-footed
friends.
" I want to stop and look at the oaks," said Aunt Bertha.
So they turned up a side path, which wound up a hill where
the trees stood.
" This is my tree," cried Philip, running and putting his
arms about it.
Do you know the name of the part that he clasped in his
arms?
THE BODY AS A WHOLE
51
Roger: "It must have been the trunk. He couldn't get
hold of the branches unless he were very tall."
It was the trunk, and it was so large even Aunt Bertha's
hands could not meet when she tried to clasp it.
The children ran about, trying to find trees they could
entirely clasp with their arms.
They found only one or two,
for these were old oaks,
and very large.
Suddenly a bird sang
over their heads. They
tried to see it. Where do
you think it was ?
Mildred : " Up in the
leaves."
What do the leaves
grow on ?
Mildred : "On the
branches."
It was like looking up
into a cool green bower.
They could hear the bird's
sweet note, and by and by he
flew out and perched upon a lower
limb. Bessie laughed, and the bird
flew away.
"He must have a nest up there somewhere," said Philip.
"No doubt there are many nests in that tree," said Aunt
Bertha. "The oak is a kind old tree. It shelters many little
bird families."
" Here are some violet leaves," said Philip.
" There must have been hundreds of violets here a month ago."
" Do you know what the oak did last fall to help the vio-
lets ? " Aunt Bertha asked.
52 FIRST YEAR
" It dropped its leaves down to make a warm blanket," said
Philip.
" The oak gives us acorns," said Bessie. " Papa made me a
set of dishes out of acorns and acorn cups."
Can you think of any other good the oak does ?
" It is a shady tree. When we are out walking and get hot
we sit down and rest. I like the oak," said Bessie. " I wish
I were a tree."
A growing tree is a beautiful thing, but a growing child is
even better. We are not unlike trees in some ways. What
part did you clasp, Philip ?
" I clasped the trunk."
Each of you has a trunk. Show where it is.
Bessie threw her arms about her brother Philip, and gave
him a big hug under his arms, saying : —
" This part is the trunk."
What is above and below the trunk ?
Philip thought a moment, then said, "My head is at the
top, and my legs are at the bottom."
Do we have branches, like trees ?
" Oh, yes, we do," said Bessie. " Our arms are the branches.
What are our legs, Auntie ? "
" There is another name for branches," said Aunt Bertha.
" Oh, I know — limbs. I tore my red and white dress on
the limb of the old pear tree."
Yes, our arms and legs are our limbs.
Which are the upper limbs ?
" Our arms must be our upper limbs, because they are higher
up," said Philip.
" Then our legs would be the lower limbs," said Bessie.
"Trees haven't lower limbs," said Bessie, gazing at the old oak.
Why doesn't a tree blow over in a storm ?
" Oh, I know," cried Philip, " the roots hold them fast. I
guess the roots are as good feet as the tree can have."
THE BODY AS A WHOLE 53
Can you tell the parts of a tree ?
Philip : " Trunk, limbs, roots, — yes, and leaves."
What are the parts of the body ? Begin at the top.
Philip : " Head, trunk, limbs ; the upper limbs are my arms ;
my legs are my lower limbs."
Bessie : " Our fingers are the leaves, are they not ? "
"We can call them so," said Aunt Bertha. "I saw some
verses the other day that I think will please you."
The Maple's Fingers
" « Green leaves, what are you doing,
Up there- on the tree so high ? '
« We are shaking hands with the breezes,
As they go singing by.'
" 4 What — green leaves, have you fingers? '
Then the maple laughed with glee,
* Yes, just as many as you have,
Count them, and you will see.' "
" I like that," said Bessie ; " but I didn't think trees were
so much like people. I will tell mamma it when I get home."
" Aunt Bertha," said Philip, " we are going to have lessons
about our bodies next term. Herbert has them and he told me
about it. His teacher told them about the trunk and the
Jimbs. I like this way better."
Aunt Bertha : " You must try to remember what we have
found out so you can tell your teacher. When we get home
I'll ask you again to tell me the parts of the body."
" I hate to leave the oak," said Bessie, " it is so beautiful
and so kind. Good-by, old oak, take care of the birds, and
give me some more cups and saucers next fall."
"Good-by," cried Philip, "be getting your blankets ready
for the flowers."
"Now we will go down to the brook," said Aunt Bertha,
and the children skipped merrily away.
54 FIRST YEAR
MEMORY POINTS
The parts of a tree are the trunk, limbs, roots, and leaves.
The parts of the body are the head, trunk, and limbs.
The arms, hands, and fingers are our upper limbs.
The legs, feet, and toes are our lower limbs.
CLEANLINESS
LESSON 11. — COVERING OF THE BODY
Edmund was a little boy who lived in the country. One
day when it was storming so hard he could not play outside,
the rain began to come down on the inside, too. It made a
wet place on the ceiling and the floor below.
" The roof leaks," said Edmund's father. " 1 must put some
new shingles on it to-morrow."
The next day was bright and sunny, and Mr. Clapp was
early at work. He tore off the old shingles and put fresh ones
in their places until the whole roof was as good as new.
The next time it rained no water could get into the house.
" How do shingles keep out the rain ? " asked Edmund.
His father took some of the boy's blocks and showed him
how the roof of a house is built; then how the shingles are
laid, overlapping one another and so close together that no
water can get between them.
" Do you know why water does not soak into our bodies when
we have been out in the rain ? " asked Mr. Clapp. " You
know it wets only the outside and runs off quickly."
"I don't know," said Edmund. "Why doesn't it? We
are not shingled the way houses are."
"Our bodies are covered with something better," his father
explained. " Sit down and I will tell you about it."
Mr. Clapp took a microscope out of his pocket and told
Edmund to look at the back of his hand through it.
THE NEED OF CLEANLINESS 55
The little boy saw that the outside of his skin was made up
of many tiny scales placed one on top of another. He saw
also tiny hairs all over the surface, and many little holes.
His father told him that perspiration comes out of these
little holes, and that in this way the body gets rid of some of
its waste matter. They help, too, to cool the body.
" They are something like little ventilators," said Mr. Clapp.
We are made much more carefully than the best houses, for
our skin grows as fast as it wears out, and keeps our bodies as
good as new.
The Need of Cleanliness
One day Mr. Clapp came home with something queer in his
hand.
"It looks like a snake," said Edmund, " but it hasn't any
insides."
His father told him that it was a snake's skin, and that
when one of these creatures gets too big for his clothes or
needs a new suit, he wriggles and twists until he crawls out
of the old skin. Then he goes away with a soft new skin
which has been growing underneath.
" Our skin, too," said Mr. Clapp, " is all the time wearing
out, but we get rid of it a little at a time, and not all at once
as a snake does. When you take off your clothes to-night turn
them inside out and shake them, then tell me in the morning
what you saw."
" My clothes were all full of dust," said Edmund the next
day.
His father told him that much of this dust was really tiny
pieces of dead skin which people need to get rid of, just as
the snake needs to lose his worn-out covering.
Ask the children in your class to shake out their clothing
when they go to bed. How many find the same thing that
5G FIRST YEAR
Edmund did ? Why do we need at night to air the clothes we
have worn all day ?
Sometimes there is something on our faces and hands and
other parts of our bodies which does not belong there. Where
does this dirt come from? Should we always stay indoors
and never romp and play or work for fear of soiling our hands
or clothes ?
If we tried that plan, we should grow up thin and pale. We
need to play while we are children, but when we are ready for
something else we should wash our faces and hands and make
them lit to be seen.
The Use of Cigarettes is Uncleanly
When Edmund was a little older, Mr. Ames, the grocer,
asked if he would like to work for him every Saturday.
Edmund was delighted, for he had to earn his own spending-
money, and here was a fine chance.
" Do you know why I gave your boy the place ? " Mr. Ames
said one day to Edmund's father.
"It is chiefly because he does not smoke cigarettes. Ed-
mund is two years younger than Burt Page, the last boy I had,
but he is worth as much again.
"When he comes in the morning his hands and face are
clean, his hair is well brushed, and there is no odor of tobacco
about his clothes.
" I want a boy who is bright and quick to run errands.
When I send Edmund off with a package I know he is not
loafing on some corner with a cigarette in his mouth.
" Then, too, he is neat in the store. When Burt was with
me, I used to find tobacco juice in the corners and behind the
counter, but there is nothing of that sort now. My store is as
clean as a parlor."
It pays to be neat.
THE HEAD
57
MEMORY POINTS
Our bodies are covered with skin to protect them.
There are tiny holes in the skin to cool the body and let out
waste matter.
The skin is all the time vjearing out, and new skin is all the
time growing.
We must bathe often to keep the skin clean and healthy.
At night we should air the clothing we have worn through the day.
We must keep our breath sweet and clean by not smoking
cigarettes.
THE HEAD
LESSON 12 — PARTS OF THE HEAD
Hold up in sight of
the class a copy of Sir
Joshua Reynolds's "An-
gels' Heads."
There was once a
painter who was very
fond of children.
He had.no little boys
or girls of his own, but
he was so gentle and
jolly that he made
friends of all he met,
even the beggar children
in the street.
Sometimes he would
take them into his studio
and paint their pictures.
Nobody else could
paint children so well.
Sir Joshua Reynolds.
58
FIRST YEAR
One day a little friend of his was taken sick and had to
spend his birthday away from home, so Sir Joshua Reynolds,
for that was this good painter's name, went to see him.
" : Never mind," he said ; "if you can't go home, I'll paint
your picture and send that to your father instead."
Little Frances Gordon was one of his favorites, and he
painted these five heads from hers, in different positions, so
they are all pictures of one little girl. They are called angels'
heads, but we like also to think of them as pictures of a real
THE HEAD 59
live little girl who had a beautiful face and head, and who took
the right care of them.
Look at her picture while we talk about it, and we'll see if
we can find some of the reasons why it is beautiful. Then we
shall know how to treat our own heads properly.
You may stand and put your hands on your heads. What
does the head feel like ?
My head feels hard.
My head feels round — something like a ball.
Our heads feel hard because there is a layer of bone just
underneath the skin. Some day we shall learn what is inside
this bony covering, but now we need to remember only that
the outside is made hard and strong to protect the parts
within which are very soft and delicate.
We must know the names of the different parts, or we can-
not talk about them. How many can you name from the pic-
ture?
Call upon one of the most self-possessed girls or boys to
stand before the others while they look to see whether he or
she has features and parts of the head corresponding to those
of the child in the picture. Give the class the name of any
part unfamiliar to them.
Suppose we rise and find the parts of our own heads. You
may point them out while I name them, and all who get them
right may stand here with me and give the names for the rest
to find.
Point to the front of the head, the back, the right side, left
side, crown, left ear, the hair, the right ear.
When all can do this quickly, ask different ones to point to
these parts in the pictured heads and in the pictures of other
people or of animals which hang in the room or are found in
their story books.
If a live dog or kitten can be brought into the class for the
same purpose, so much the better.
60 FIRST YEAR
Care of the Head
Put your hands on the tops of your heads. What sort of a
covering do you find there ?
Tell me how many different colors of hair you can see.
Why do we have hair on our heads ?
Our hair keeps us from taking cold.
The hair on our heads makes us look better.
Look at this picture of the " Angels' Heads " and tell me
what kind of hair little Frances Gordon had.
Question and suggest until the children notice that her hair
looks soft and silky.
There are little bags of oil at the roots of our hair. How
does this oil make our hair soft and smooth ?
The painful experiences with brush and comb through which
children pass will suggest the right answer, and help to make
them patient while having the hair brushed.
What else does the hair need to keep it in good condition ?
The hair needs to be kept clean.
The skin at the roots of the hair is apt to dry and form in
little scales which we call dandruff. We need to brush our
hair and wash our heads often to get rid of this dry, dead skin.
Sometimes the hair splits at the ends and grows brittle and
rough to the touch. Then we need to have some one cut off
the ends with the scissors, and we must take extra pains to
keep it clean and well brushed until it grows soft again.
MEMORY POINTS
The parts of the head are the face, back, crown, sides, hair,
and ears.
We must keep the head clean.
The hair needs to be brushed every day.
THE FACE 61
EMINENT AUTHORITIES FOR THE TEACHER
Alcohol stunts Growth
There is no better way of interfering with the growth and
development . of body and mind in lads and lassies than by
giving them alcoholic liquors. — Medical Pioneer.
Tobacco prevents Development
Smpking prevents healthy nutrition of the structures of the
body. Hence result, especially in young persons, an arrest of
the growth of the body, low stature, and weak bodily powers.
— J. Copeland, M.D., F.B.S.
THE FACE
LESSON 13. — GENERAL SHAPE
Begin the lesson with some motion song which ends in
hiding the face. Waken the children by telling them that
now you wish to see their faces. Ask one of them to come to
the front of the room and turn his back to the school, select-
ing a child with an oval face. Ask the class how much of
Johnny they can see.
We can see the back of his head, his hair, his back, arms,
and legs.
Turn the boy around, facing the school, and ask again what
the children see.
Select for emphasis the answer : —
We can see his face.
Call another child to the front of the room, and ask him to
trace with his finger the outline of Johnny's face.
Where is Johnny's face the widest ? Where is it the nar-
rowest ? Where is it the longest ? Name some object which
is shaped like a boy's face. Name a fruit oval in shape.
62
FIRST YEAR
Some child thinks of the egg, while the pear is quickly
recalled as the egg-shaped fruit.
Provide each pupil with drawing paper and pencil.
Teacher : " Look sharply at Johnny's face and draw the
outline on your papers. Remember where it is widest and
where it is narrowest."
Teacher: "Do your pictures look like
a boy's face ? "
" Mine looks like an egg," volunteers
Fred.
What do your drawings need to make
them look more like the picture of a
boy's face ? (The teacher rapidly draws
a vertical oval on the board to correspond
with those drawn by the children.)
" My picture ought to have some eyes,"
suggests Harry, eyes being the most prominent feature of the
face to him.
Very well, let us put some eyes in our pictures. Look
at Johnny's face and put the eyes in the right place. (The
teacher makes dots in the oval on the
board to represent eyes.)
Does our picture look like a face
now? The children suggest one after
another of the additions necessary in
order to represent the features of the
face, — nose, mouth, and lastly, perhaps,
eyebrows and eyelashes.
Suggest to the children by lines
which you draw in the picture on the
board, how the different features should
be represented.
Then ask them to put these into their own drawings.
The picture when completed looks something like this : —
THE FACE
63
An Exercise in Ovals
Tell the following story as a recreation exercise, illustrating
it on the board. Let the children follow your drawings with
pencils and paper.
Johnny's old hen wanted to sit. His mamma told him
that he might go to the neighbor's and buy some eggs to put
under her, and then by and by he
would have some nice chicks.
Johnny took the basket and
some money and went to the
neighbor's. The lady filled the
basket with eggs. They looked
like this : —
But she did not take Johnny's money; she gave him the
eggs. He thanked her and was
very glad ; he looked like this : —
On the way home he wondered
if his mamma would like it, be-
cause he let the lady give him
the eggs. He was as sober as
this : —
At the gate he stubbed his toe
and fell, basket and all. He
thought all the eggs were broken.
Johnny found three good eggs
which were not broken. He picked
them up, put them into his basket,
64 FIRST YEAR
and went into the house to tell his mother what had happened.
She was sorry he had broken the eggs, for she wanted the
old hen to have a nice brood of chickens. However, she told
him to put the three eggs into the nest, and in three weeks there
were three little chicks peeping from the shell, like this : —
LESSON 14— A GUESSING GAME
Some one child is sent from the room while the class decide
which feature of the face they will select.
The guesser is then recalled to the room and asked to indicate
by pointing to his own face what feature he thinks they have
in mind.
Child enters.
Joe, we are thinking of some part of your face ; you may
point to the part we are thinking of.
Joe points to his cheeks.
Class : " We are not thinking of your cheeks."
Joe points to his chin.
Class : " We are not thinking of your chin."
He points to his eyebrows.
Class : " We are not thinking of your eyebrows."
Joe points to his lips.
Class : " We are thinking of your mouth."
Continue the exercise until the children have named and
located all the features from brows to chin.
After the names of all the parts are familiar to the children
THE FACE 65
the teacher draws from the class, as far as possible, the
uses of the different features.
The little ones readily tell why we need eyes, nose, and
mouth, but are not so sure about the need of eyebrows and
eyelashes.
Suppose the day were very hot and you should run fast, what
would there be on your foreheads and faces ?
Water would run down our faces. Our foreheads would be
all perspiration. Our faces would be red and wet.
Does the perspiration from your foreheads often run into
your eyes ? Why doesn't it ?
Lead the pupils to understand the use of the eyebrows.
The eyebrows make the face look prettier and keep the
perspiration from running into the eyes.
What do you do to keep the snow out of your eyes when
you have to face a driving snowstorm ?
I almost shut my eyes.
I just peep through the lashes.
The snow would hurt our eyes. We could not see in a storm.
The eyelashes act as a screen to keep out snow or dust.
The lashes also make a little curtain to shut out some of the
light, when it is so strong that it may hurt the eyes.
Now that we have found out about the parts of the face, tell
me what kind of faces we like best to see.
The answers are varied — pretty faces, bright faces, and
sweet faces, until some one, perhaps from a memorable experi-
ence, exclaims, " clean faces."
We cannot all have pretty faces, but each of us can have
a sweet, clean face, and people like to see clean faces. There
was once a little boy who wasn't the least bit pretty, but his
teacher was always glad when he came into the room. People
liked to see him at play. There were other things about the
boy that made people like him, but that which they oftenest
spoke about was his clean face.
OR. LESS. IN HY. 5
66 FIRST YEAR
There is something else that we must learn about faces.
When any one is cross, how do we know it ?
He looks cross.
When we feel glad or happy, how do people know it ?
We look happy.
Happy looks, kind looks, cross looks, are called expressions
of the face. It is a long word, but we can understand it for
it means how a face looks. What kind of an expression do you
like best to see ?
A pleasant expression.
A happy expression.
Miss Cloud and Miss Sunbeam
Once there were two little children who played together in
a large yard. One little girl tried to make everybody happy
and was always smiling and pleasant at her play. The people
called her little Miss Sunbeam. The other little girl was self-
ish and unhappy. She used to pout and frown when anything
did not please her. She was very hard to please. She was
called little Miss Cloud. Miss Cloud would not do anything
to help people, and was so cross that no one liked to look at
her or have her for a playmate.
W T hat made Miss Cloud look so cross ?
Because she was cross.
She felt cross.
That is just the reason. We must not let ourselves feel
cross, if we want to look pleasant and have sweet expressions
on our faces. If we are kind and pleasant and thoughtful of
others, our faces will tell it. Here is a verse for us to learn : —
" Little children, you should seek
To be good as well as wise,
For the thoughts you do not speak
Shine out in your cheeks and eyes."
THE ARMS 67
MEMORY POINTS
We all have faces.
Most faces are shaped like an egg.
Some are round.
The parts of the face are: eyebrows, eyelashes, eyes, nose,
mouth, cheeks, and chin.
We see with our eyes.
We smell with our noses.
We eat with our mouths.
The eyebrows keep the perspiration on our foreheads from run-
ning into our eyes.
They make the face look prettier.
The eyelashes keep the snow, dust, and light from hurting the eyes.
TJie cheeks make ivalls for the mouth.
If we try to be happy and make other people happy, we look
pleasant and kind. We have a pleasant expression on our faces.
The expression of our faces tells people how we feel.
EMINENT AUTHORITIES FOR THE TEACHER
Be beautiful and you will by and by appear so. Carve the
face from within, not dress it from without. For whoever
would be fairer illumination must begin in the soul ; the face
catches the glow only from that side. — W. C. Gannett, D.D.
As regards the importance of observing the laws of health,
it is very pertinently pointed out that, if good temper is essen-
tial to courtesy, good health is essential to good temper.
— London Lancet.
THE ARMS
LESSON 15. — THEIR PARTS
Teacher : " Suppose we begin our lesson this afternoon
with a story. I'll begin, and if any words are left out you
68
FIRST YEAR
must think quickly what they are, and we'll put them back
right away.
"Last spring I saw two little birds hard at work build-
ing a—
" It was made of mud and sticks and
straw, all nicely lined with tiny bits of
cloth and thread and hair. The little
birds had to carry all these things to the
nest in their —
" A few days after the nest was
done, I looked inside and saw four
bluish white —
" The little mother is sit-
ting on the nest now, keep-
ing the eggs nice and warm
THE ARMS 69
so that little birds will hatch out by and by. After school I'll
show you where her home is, and every boy or girl who thinks
hard about the rest of the lesson, and answers all the questions
he or she can, may carry some crumbs for father and mother
birds' supper."
Why do the birds carry the material for their nests in their
bills ?
They have no other way to carry things.
Birds have no hands or arms.
If you were going to build a playhouse and had to bring
together all the things to make it, would you carry them as
the birds do ?
No ; we have arms to use.
Our lesson to-day is about the arms. Stand up and point to
your arms, first to the right arm, then to the left.
Fold your arms in front and tell me what we call the place
where the bend comes. I'll write it here on the board.
The part of the arm which we can bend is called the elbow.
Find another place in the arm which will bend, and tell its
name.
The lower part of the arm which we can bend is called the
wrist.
The parts of our body which we can bend are called joints.
We must find what our wrists and elbow joints are for.
Why were not our arms made in long, straight pieces with-
out any joints ?
Ask all to hold their arms as stiff as they can, then try to
pick up something from the floor and lay it on their desks.
The effort to do this will suggest the answer to the question.
If our arms were in long, straight pieces, we could not pick
up anything so quickly and easily as now.
What is a joint ?
70
FIRST YEAR
If necessary, explain until all know that —
A joint is a part of the body which bends.
Now we must find out about the other parts of the arm
This part between the shoulder and the elbow is called the
upper arm. We have a lower arm, too, or the forearm. How
many can find it ?
We have learned now the names of all the different parts of
the arm. Tell me, in order, what they are, beginning at the
shoulder.
The parts of the arm are the upper arm, elbow, forearm,
wrist.
Exercise and Rest
Teacher : " I saw Ned and Arthur trying to see who could
throw a ball the higher, this afternoon Which of you did ? *
THE ARMS 71
"Neither of us could throw it so high as the schoolhouse
roof," answered the boys, " but we are going to keep practicing
until we can. Burt Page, over at the high school, can throw
it up almost out of sight."
Teacher : " What is the reason you cannot throw the ball so
high as Burt ? "
" We aren't so large and strong as he is ; we haven't muscle
enough yet, but we shall have when we are as old," said the
boys.
Teacher: "You said just now that you were going to prac-
tice until you could throw the ball high, too. Try to think
what good practice will do you, and then tell the rest of us
about it."
Emphasize still more the fact that exercise of different kinds
is needed to develop the muscles of the arm, by writing on the
board the following incomplete sentence, and letting the chil-
dren think of games and modes of exercise for the arms to fill
in the blank space : —
If I want my arm to grow large and strong I can —
Teacher: "I'll write what you give me in two columns, and
we'll call one ' Work for the Arms,' and the other ' Play for
the Arms.' "
Work for the Arms Play for the Arms
Fill the woodbox. Koll the hoop.
Set the table. Climb trees.
Carry packages. Jump rope.
Practice on the piano. Play croquet.
Write a letter. Swim.
Put the room in order. Play ball.
All such work and play will give you good stout arms if you
do not try to do too much of either at once. When you have
given them plenty of exercise, how do your arms feel ?
"Mine feel tired sometimes when I go to bed," some little
mischief-maker may reply.
72 FIRST YEAR
Of course they do, and then they must have a chance to rest: —
Our two arms need plenty of both exercise and rest to make
them strong and help them grow as they ought.
If we do not give them enough to do, or if we wear our
clothing so tight that we have not room to grow, our arms will
be small and weak.
The Boy who broke his Arm
There was once a little boy named George, who fell from a
ladder and broke his arm. It had to be kept bandaged tightly
for several weeks to give the bones a chance to grow together.
When it was quite well again George found he could not
play ball so well as before. His arm felt very weak and soft ;
it was not so large as the other. What do you think he did ?
Yes; as it grew strong he gave it plenty of exercise as
the doctor advised. He ate enough good food, which makes
healthy blood. Then he wore loose clothing, and his mother
had him go to bed early every night to get plenty of rest.
You will be glad to learn that his broken arm was soon as
large and strong as the other.
Suppose George had begun to smoke cigarettes or drink any
liquor which had alcohol in it. Do you think that would have
helped his arm to get well quickly ?
How many think he was right to let these things alone ?
MEMORY POINTS
The parts of our arms are the upper arm, elbow, forearm, wrist.
We have joints in our arms so that we can bend them.
Work and play make our arms grow.
When our arms are tired we must give them rest.
Tight sleeves are bad for the arms and keep them from growing.
We must not use tobacco or alcohol if we want to have strong
bodies and be able to do good work.
THE HANDS
73
CLAP, CLAP, HURRAH.
i
Lively.
Words and Music by W. H. Walker.
St
^P^^fpp^i
I I
Hold the right hand up, hold the left hand up ; Whirl the
To the east - ward point, to the west - ward point ; Fold your
Here we all stand up clap-ping mer - ri - ly; Let the
Let us seat - ed be, and our arms fold up, Then a -
Now we rise a - gain, and our hands stretch up, Back and
1
imi^i^ ^=Njii
t
i i
fin - gers brisk-ly, clap, clap, clap ; See the black-smith strike while the
arms be - hind you, heads up - right ; See the drum-mer drum on his
arms ex - tend a clap once a -gain; 6 See the saw- er saw c at the
gain clap merri-ly, merri-ly oh 1 See the schoolgirl wash-ing her
for - ward quickly the el-bows draw; d See the schoolboy driv - ing his
$^^m^mm^i
iron is hot ; Lit -tie boy wake up from your drow - sy nap 1
big bass drum ; Let us step to - geth - er — left foot, right
big wood - pile ; How it makes the blood move through each vein I
hands and face, For to school all clean she loves to go.
hoop a - long, — ha, ha, ha, ha, ha ! — Hur - rah I Hur - rah l c
a.— Horizontally, to the left and right.
b— Keep the arms perfectly straight, and swing them upwards till they meet over
the head.
c— Bend the body over slightly, then move the hands and arms with great force
in imitation of the wood-sawer. This movement expands the chest
admirably.
d. — Stand perfectly erect, shut the hands, and throw the elbows back suddenly as
far as you can, then forward, till the arms are straight.
e. — Swing the right hand in the usual way.
N. B.— As soon as the Hurrah is over, give the Triple Applause: i.e., all clap
briskly, then stop; clap again briskly, then stop; clap s once more briskly,
then stop. The teacher can hold up one hand as a signal for stopping.
Music used by permission of Oliver Ditson Company, owners of the copyright.
74 FIRST YEAR
EMINENT AUTHORITIES FOR THE TEACHER
Exercise aids Growth
Proper exercise tends in every way to increase nutrition,
and to a greater growth, while over exercise tends in the oppo-
site direction. — Journal of the American Medical Association.
Narcotics are opposed to Health
He who desires the supreme vigor of health can have no
use for alcohol, tea, coffee, or tobacco.
— Charles H. Shepard, M.D.
Alcohol gives no Strength
Alcohol increases muscular fatigue and lessens power of
endurance. — T. D. Crothers, M.D.
I found that alcohol weakens the muscular contraction and
lessens the time during which the contracting' can remain
active. — Sir B. W. Richardson, M.D., LL.D., F.R.S.
Total abstinence from alcohol and tobacco is required from
all competitors while in training for athletic games and races.
— H. Newell Martin, M.D., F.R.S.
THE HANDS
" Beautiful hands are those that do
Work that is earnest, brave, and true,
Moment by moment, the whole day through."
LESSON 16. — PARTS OF THE HAND
Pass paper, pencil, and scissors to each pupil. Have the
children place one hand flat upon the paper, tracing its outline
with their lead pencils. Ask all who can to write the names
of the fingers in their proper places.
THE HANDS • 75
When they have finished drawing, allow them to cut out the
paper hand so that the shape will be as nearly like the original
as possible.
Ask the children to put their hands on the desks beside the
paper hands. Name a difference between them.
" My hand is thick, the paper hand is flat."
" My fingers have nails."
" The paper hand cannot move itself."
Teacher : " What is there in your hand which makes it
thick ? "
" There are bones and flesh in my hand."
Draw a large hand horizontally on the blackboard and write
the names of the fingers in their places on the drawing, or
sketch faces on the nails in the picture, and name the little
men, as the fingers are often called in children's songs.
This will be of service when the care and training of the
hands are considered. If the child feels that his fingers are
his servants and that he is responsible for their appearance
and ability to do certain work, he* may be more careful, both
in keeping them clean and in the manner of doing work
assigned to him.
After teaching the names of the fingers, return to the real
hands upon the desks.
Count the bones in your fingers and thumbs. Why do we
need so many? You may pick up your pencils, watching
your fingers as you do so. John may come here. Play that
you have but one long bone in each finger, and that you have
no knuckles ; then pick up this ball.
John soon discovers that he must take both hands. By a
few such experiments the children will observe that we need
many little bones with joints to help us grasp objects, and to'
enable us to do fine work.
Ask all to lay their hands flat on the desk, palms upward,
and touch each part as you give the name. Then let them
76 FIRST YEAR
turn the backs of their hands up and repeat the process.
Have the names of all the parts of the hand written as a
spelling lesson, — back, palm, fingers, tips, thumb, ball, joints,
nails.
Bring a pet cat into the class and ask them to find what
parts of the kitty correspond to our hands. How many toes
has she on her fore feet? on her hind feet? How do her
nails differ from ours ? What can the cat do with her paws
which we cannot do with our fingers ? What can we do which
she cannot ? How is the covering of her fore paws unlike
that on our hands ? How many joints have the fore paws of a
cat ? How many in our hands ? Why do we need so many
joints ? How are our hands joined to our arms ? How many
ways can we move our hands ? our fingers ? Ask the chil-
dren to notice all the animals they see and find which ones
have fore limbs like the cat. What do cows have instead of
hands ? instead of fingers ?
Put on the board the picture of a fish. Let the children
point out its fore limbs anct show how these are unlike their
own. What do we call the fore limbs of a fish ? What are
they used for ?
Study the wings of a bird in the same way. What can the
canary do with its wings which we cannot with our hands ?
What can we do with our hands which birds and fish cannot
do with their fore limbs ?
Review by describing the fore limbs of well-known animals
and letting the children guess the names. Test their powers
of observation also by putting drawings of the same on the
board and asking them to write the correct name under
each.
Have the class count the bones in each finger ; in the thumb ;
in the hand. How many in all ?
Call attention to the way the thumb is placed in the hand.
Why is it not \n line with the fingers ? How does it help in
THE HANDS 77
picking up objects or holding them ? How are the fingers
tipped on the back ? How do the nails help ?
Ask the children to name all the things they can think of
which could not be made if we had no hands. Then turn to
the subject of the protection of the fingers and hands.
Teacher : " Did any of you boys ever pound your finger-
nail ? Fred may tell us what happened."
" The nail turned black and came oif."
" My finger hurt every time I hit it against anything until
the new nail grew."
Of what use are the finger-nails ?
The nails make the fingers look prettier and keep them from
being easily hurt. They help us to pick up small things such
as pins.
LESSON 17. — CARE OF THE HANDS
Read to the children the first stanza of Longfellow's Vil-
lage Blacksmith. Why did the smith need " large and sinewy
hands " ? How did they come to be so strong ? What other
people need powerful hands ? Tell the class the story of the
emperor who used to bend a gold coin double in his fingers
and leave it at the door instead of a card when he made a call,
the only man in Europe strong enough for such a feat. The
hands of the strongest men were soft and delicate in child-
hood, but they grew strong and large because they were given
a great deal of exercise. How can we get strong hands ?
W x hat kind of hands must a watchmaker have ? a pianist ?
a nurse ? What people need clean hands ? What can we do
to our hands to keep them soft and flexible and able to do fine
work. What hands do we like best ?
Freddy in No-Hand Land
Freddy didn't like to have his hands washed. His finger-
nails were often dirty, too, so that his mamma was ashamed
78
FIRST YEAR
to have him come to the table. Freddy would play all day
and all the next day without ever having clean hands if his
mother did not take him into her room and wash them herself.
One day this little boy was very cross, and when it came
time for his hands to be washed he became angry and ran out-
of-doors and into the barn.
" I wish I hadn't any hands," he exclaimed, as he threw him-
self down on the soft haymow; "then they wouldn't have to
be washed."
In a few minutes a little man came up close to him.
"You are in my country now," said the queer little man,
''and, first of all, I must take off your hands."
" What do you mean ? " exclaimed Freddy, surprised and
frightened.
" Don't you see you are in * No-Hand Land/ where all the
people live who wish they had no hands? Some people
come here because they do not want to work, but," he contin-
THE HANDS 79
ued, glancing at Freddy's hands, "I see that you came to
escape being washed. Well, you won't be bothered any more,
for you will have no hands to wash."
Freddy felt helpless, for the little man was very strong.
He had said that he wished he had no hands, and he wouldn't
be a coward now, so he shut his teeth very tight and winked
hard to keep back the tears while the little man unfastened his
hands and took them off. Then the little man laughed, and
told Freddy that he would find some other children over the
hedge in the field and that he might go and play with them.
Freddy went, but it was a very sorry little group of children
that he found. Play — what could children play without
hands ? There was no use in thinking of ball, marbles, or
shinney. Even pullaway and tag could not be played there,
for how could any one be caught if the catcher had no hands ?
A bell rang, calling the children to dinner.
Freddy was very hungry, but he could not see how he could
get anything to eat without hands, and when nobody else had
any hands to help him. He lay down on the ground and
cried loudly. He was very sorry for the foolish wish he had
made in the barn. Soon the bell rang again, louder this time,
and some one was shouting, " Freddy."
Freddy opened his eyes. The rafters of the barn were over
his head, the soft hay was under him. It was his father's
voice calling his name. The queer little man was no longer
in sight.
At first Freddy was almost afraid to look at his hands, lest
he should find them missing, but finally he pulled them both
from under his head and looked at them. It had all been a
dream, but it seemed to him they had never looked so dirty
and neglected before.
He swung from a beam down to the barn floor and scam-
pered into the house. He was very hungry, and his father
and mother had been waiting for him, but before he sat down
80 FIRST YEAR
to the table he went to his mother's room and washed his
hands and carefully brushed his nails. He did the same
thing at supper time. His mamma wondered, but said
nothing.
That night, after she had put him to bed, Freddy told
his mamma about the queer little man and his visit to "No-
Hand Land," and how his wish that he had no hands was
fulfilled.
" I mean to keep my fingers clean after this," he said ;
"but if I ever forget, you just say ' No-Hand Land,' and
I'll remember at once."
MEMORY POINTS
TJie parts of the hand are the back, palm, fingers, tips, thumb,
ball, joints, nails.
The joints help us to bend our hands and fingers.
TJie nails help us to pick up things. They protect the ends of
the fingers.
We can have strong, skillful hands if we use them rightly when
we are young.
The hands should be kept clean.
EMINENT AUTHORITIES FOR THE TEACHER
Naturalists tell us the hand of man is one cause of his great-
ness, and that the secret lies in the opposable thumb, which
makes it possible for him to grasp objects as the lower animals
cannot. — Joseph Cook, LL.D.
Simple nourishment, good fresh air and plenty of it, are
the two essentials of human life, and they should never be
lost sight of.— N. S. Davis, M.D., LL.D., F.R.S.
A shaky hand may be developed by irregular modes of liv-
ing, by the moderate use of alcohol, and by smoking. — T. D.
Crothers, M.D.
GRAINS 81
GRAINS
LESSON 18. — RIGHT USE OF GRAINS
Material for the Lesson. — Wheat, oats, rye, barley,
corn, and rice in small boxes or bottles, an ear of corn, stalks
of wheat, oats, and other grains ; pictures of the different grains
growing, of mills where the grains are prepared, of bakeries,
or of a home kitchen.
Begin this lesson by telling the children about the —
Field of Gold
Little Helen took a journey with her parents one summer.
They traveled westward from Boston until they came to Wis-
consin, where Aunt Jean lived.
I wish you could have seen the Happy Valley, Aunt Jean's
home. The green fields were full of lovely flowers; a little
river ran along over the yellow sands, laughing softly to
itself; there were groves of forest trees with great bowers
of fern underneath, and all about the valley were beautiful
hills. Do you not think Aunt Jean's home was well named ?
On some of these hills the sheep grazed, up others forest
trees climbed. There was one great hill opposite the house
that seemed to Helen the most wonderful thing she had ever
seen.
"Oh, mother," she cried, "it is all gold. It moves; is it
alive ? "
" It is a field of wheat, my dear," replied Mrs. Lyon. u It
is nearly ripe. To-morrow we will go to see it."
The next day Mrs. Lyon and Helen walked over to the
wheat field.
"Why, it's something like grass," said the little girl, when
they drew near.
OB. LESS. IX HY. 6
82
FIRST YEAR
" It is a kind of grass," replied the mother.
She broke a stalk, and they sat down under a tree to
examine it.
She showed Helen the little hard grains, each with its husk
coat, and then told her that when these grains are crushed
flour is made from them — flour that we use for our daily bread.
One day when they were out driving Helen saw another field.
"There's some
instead of gold."
more wheat," she cried, "only it's green
\
' s «
'Mi'-
.
Wg A ^5P" '^w
: !
.
H
! 4im
"That is rye," said her mother, "another kind of grass full
of seeds out of which we make flour."
"Oh, I'd like some rye bread," said Helen; "How does it
taste ? "
That night Helen went with John the farmer to drive in the
cows. She stopped at his cottage,' and had some rye bread and
fresh milk for her supper. It tasted so good — better than
cake or pie, she thought.
When she returned home she was never weary of saying, "I
saw a field of gold when I was in Wisconsin. It was ripe,
golden grain climbing up a hill toward the sky." When any-
GRAINS 83
thing was said about good things to eat, Helen would shake
her curly head wisely, and say, " You never have driven the
cows home, and had rye bread and warm milk for your supper
in the farmer's cottage."
Teacher: "How many of you have ever seen wheat grow-
ing?"
In many sections of the country the children will be familiar
with fields of grain. If such is the case in your school, ask
the pupils to describe a wheat field, the harvesting and thresh-
ing. If not, show them pictures of these scenes and specimens
of the dried grains in the ear and out of it.
Teacher (holding up a vial of oats) : " Here are some seeds
that are very useful. Old Tom out in .the stall is just as fond
of them as some little people I know."
Percy : " Why, those are oats — we don't eat oats."
Mabel: " But we eat oatmeal ; I do every morning."
Douglas : " My grandma lived in Scotland when she was a
little girl, and all the bread she had, except at Christmas, was
oat cakes, scones she called them."
Teacher : " Our kind Father in heaven gives every country
seeds of some kind, that they may be ground into flour to make
bread. In this country we have several kinds. Tell me the
name of each as I show it to you. What do we make from the
wheat stalk ? the rye ? oats ? "
Develop the idea that all these grains are food-producing,
and that bread is the result. This statement is then written
on the board : —
wheat
Grains
rye
I oats
They give us food. We make bread from tKem.
Teacher: "We have still other kinds of grain. What is
this?
84 FIRST YEAR
Inez : " That is corn. I like to pop corn."
Herbert: "I like jolmnycake. My grandma makes it for
me."
Teacher : " Here is another kind of grain. Does any one
know it ? I like it very much in soups. It is barley. This
kind my mother always called pearl-barley, because the grains
when cooked were as white and shining and just the shape of
pearls.
" Here is a picture I want to show you. It is the picture of
a rice field.
" Do you see those men working halfway up to their knees
in mud and water? They are cultivating rice. Katherine,
find the rice in our specimens. In some hot countries across
the sea, millions of people live on little else but rice.
" Let us add corn and rice to our list ; then we have the chief
grains, those that feed the greatest number of people. As I
name each I want some child to come and hold up what I
name : Wheat, rye, oats, barley, corn, rice."
LESSON 19. —WRONG USE OF GRAINS
Ask the children what they like best to eat. What would
you choose if you could have but one thing to eat ?
Talk with them until they see that bread from the various
grains is really the " staff of life " and does most to build up
and nourish the body. But this noble gift may be perverted.
Two Heads of Rye
Near Jenny's home was a pretty field of rye. Jenny liked
to watch it from the moment the first blades peeped from the
soil until the heads were bending down heavy with the ripe
grains within. In the midst of the field were two little heads
that liked to play together. As the breeze rocked them they
would cross their stems and whisper all about the sunshine, or
GRAINS 85
the blue sky, or the birds flying over that almost touched them.
One day they saw Jenny running through the field, and after
that they could talk of nothing else, think of nothing else but
the little girl.
" What blue eyes she has ! " said one head.
" What golden hair ! " said the other.
"Her step is almost as light as the wind," said the first
head.
" I wish she would stay by us always," sighed the second.
Harvest time came and the rye was gathered in. Now I
have something to say that makes me very sad. With winter
a great trouble visited Jenny's home. Her mother's cheeks
grew pale and her eyes dim with weeping. Little Jenny lost
her bright color and plump cheeks. The father whom they
had loved so much was now seldom at home, and when he did
return to his wife and little one there was more fear than joy
in their hearts.
During the summer Jenny used to look at the waving fields
and sing : —
11 By and by, pretty rye,
Bread you'll give to Jenny."
Now the rye had gone, but it made no bread for the dear
little girl. At last a night came when there was nothing to
eat in the house — not even a fragment of cold oat or rye cake.
Jenny and her mother went hungry to bed but not to sleep.
Pretty soon they heard some one coming up the path shouting
and singing. Jenny began to cry, for she knew what it meant.
Her mother jumped up and, seizing the blanket, ran up the
ladder into the little attic with Jenny. There they lay cold
and trembling until the morning dawned. Poor little Jenny.
The rye had been made into a bad drink which her father
had learned to like. That is why Jenny was cold and hungry
and afraid.
In similar ways show the children that barley is made into
86 FIRST YEAR
beerj and that various drinks are 'prepared from other grains.
Show that what God meant for food is thus turned into a
poison.
Why Beer, Rum, and Whisky are Bad
Teacher: "Why was Jenny afraid of her father? I will
tell you. He had been drinking. When he was in this condi-
tion he would be very cross, perhaps strike her, and she and
her mother always tried to keep out of his way. Poor little
Jenny. Do you not suppose she hated the poison that changed
her dear father into a cross, angry man ? "
Strong drink makes us cross and angry.
Sometimes it makes people hurt others.
Teacher : " One day Jenny came to school barefooted. Her
father had carried away her shoes to sell for liquor. He used
to love his little girl, but alcohol had so changed him that he
no longer cared for her."
Do you not think we ought to keep far away from a poison
that does so much harm ? Is it safe to drink just a little ?
When we are sliding down hill is it easy to stop after we get
started?
What is the safest way ?
What made Olga Sleepy
Olga was a very little girl who had just begun going to
school. She had a round pink face that was always shining
with pleasure, bright blue eyes, and flaxen hair braided in two
little tails and tied with pink ribbon.
Olga liked everything in school and tried heartily to follow
her teacher's directions. Whenever a song was sung or a game
played, Olga's little face was like a sunbeam. At first she
learned the new words quickly, and her number lesson was no
trouble to her as it is to some children.
GRAINS 87
But after a few weeks one thing puzzled Miss Angier.
Every afternoon Olga seemed sleepy. She yawned over her
primer and nodded in the writing exercise, and her lessons
were not learned so easily as before. Every day before three
o'clock the little head would be on her desk, and when recess
came some child would say, " Olga's asleep again."
Miss Angier did not know what to do. She found out that
her little pupil went to bed early and slept well during the
night. What could be the trouble ? At last a thought came
to her. " Olga, dear," she asked, " what do you eat at noon ? "
" Bread and beer," replied Olga. " We have our dinner at
night when father gets home, since he works in the mill."
"Ah," thought the teacher, "I think I know what makes
Olga sleepy, and why it takes her so long to get her lessons."
She wrote a note to the child's mother and said : —
"Dear Mrs. Grimm: Our little Olga seems very sleepy
every afternoon and cannot do her work. I should be very
glad if you would not give her beer at noon, for I think that
is the trouble. Very truly,
"Alice Angier."
This answer came back : —
" Dear Teacher : W T e will try to go without the beer. You
so good to my child. Yours truly,
"Christina Grimm."
So Olga had fruit with her bread at noon, and Miss Angier
was pleased to see that she went to sleep no more, but was as
wide-awake as any one.
Teacher : " Tell one reason why beer is bad for us."
Hugh : " It makes us sleepy."
Teacher: "There is something in beer which makes people
sleepy when they ought to be awake. W T hat is it ? "
Class : " It is alcohol."
88 FIRST YEAR
Teacher: "Name some of the other ways in which beer,
drinking may hurt the body and the health."
Beer makes the body less able to endure the cold.
It makes people less able to work.
When we take food, something very different happens.
Food is carried in the blood to all parts of our bodies.
It builds up every part and makes it strong.
It helps to keep us warm in winter.
It makes us able to work and play.
Substances which interfere with the growth of the body, and
which tend to make it weak, are not good foods.
This is the reason why we should not drink beer or any
other strong drink.
All such drinks contain more or less alcohol, and alcohol is a
poison.
MEMORY POINTS
Wheat, rye, oats, com, barley, and rice are good to eat. They
are food-producing grains.
Some of them are found in every country.
Tliey nourish the body and help to 7nake it grow.
The right use of these grains is to make them into food for
■people and animals.
Sometimes these grains are made instead into beer and other
bad drinks.
This is a wrong use to make of grains.
Beer makes people sleepy and stupid.
Beer and other substances containing alcohol, as whisky and
rum, make us less able to endure cold,
They ivill keep us from doing good work.
All these drinks hurt people instead of making them grow or
giving them strength.
Tliey all contain alcohol.
Alcohol is a poison.
THE TRUNK 89
EMINENT AUTHORITIES FOR THE TEACHER
Of all alcoholic drinks, the most dangerous is beer, because
no other is taken in such quantities. — Gustav Bunge, M.D.,
Basel.
Most drunkards commence on beer and wine, and finally
drink stronger beverages A beer drunk is the worst kind of
a drunk. — L. D. Mason, M.D.
Alcohol, not in strong liquors alone, but in the diluted kinds,
as beer and wine, is a poison. — August Forel, M.D., Zurich.
THE TRUNK
LESSON 20. —UPPER PARTS OF THE TRUNK
How many can think of a part of the body which we have
talked about before ? Each may name the part he is thinking
of j what parts have we not yet studied ? What do we call
the middle part of our bodies ?
Name something else which has a trunk.
Teacher: " To-day we are to learn all we can about this part
of the body. Guy, will you stand before the class and help
me ? You may put your hands on your head. Put them on
the part just below. What is the name of that part ?"
The neck.
Teacher: "Clasp your fingers about your own necks. Tell
me one reason why we need to have necks."
They fasten the head and trunk together.
Teacher: "What is the shape of the neck? It is like one
of the blocks we draw. Who can find another part of the
body shaped something like a cylinder ?
"Yes, the arm, the leg, the trunk. Who can draw the trunk
and join it to the neck ?
90 FIRST YEAR
"Every one may rise and place his hands on the upper part
of his trunk just below the neck. This upper part is called
the chest. How may we know what the chest is for ? "
Helen : " We have a chest in our attic. My mother keeps
pieces of cloth in it."
Teacher: "The chests in our bodies are made to hold some-
thing too. Put your hands on the upper part of the chest.
Now take a long breath. What do you feel ? "
Albert: "I feel something swell out."
Teacher: "What you feel is the lungs. They are what we
breathe with. Put your hands now on your left sides. What
do you feel there ? "
Bessie: "I feel my heart beat. It ticks just like a
watch."
Teacher : " Bessie is right. We all can feel our hearts beat.
They never stop so long as we live, and they keep all the rest
of our bodies going."
George : " Just like the big engine in the mill ? That keeps
the rest of the machinery going."
Teacher: "Yes, the heart is sometimes called an engine for
that very reason. Sometimes, too, it is called a pump. The
chest holds not only the lungs and heart, but other organs
that work for us and keep us alive. You see what an
important part of the trunk it is."
The chest holds the lungs and heart, the parts of the body
that keep us alive.
" Find the part of your bodies opposite the chest. George,
feel Guy's back and tell me about it."
George : " It feels hard. There are bones in the middle and
some near the top. It isn't soft and fat like our chests."
Teacher : " The row of bones we feel in the middle of the
back is called the spine. Why do we need a spine ? Tell me
something alive which does not have a backbone. Which can
THE TRUNK 91
stand up better, boys and girls with good straight spines, or a
caterpillar which has none ?
" Show me the place where the arm is joined to the trunk.
What do we call this ? "
Glass : " That is the shoulder."
Teacher : " Point to the right shoulder ; the left shoulder.
In what ways can you move your shoulder ? "
I can move mine up — so.
I can put mine down.
I can move mine up and down, and forward and back.
Teacher: "Point to your right side; the left side. Who
can tell me the upper parts of the trunk as quickly as I write
them ? You may each name one part."
The upper parts of the trunk are the chest, back, spine,
right shoulder, left shoulder, right side, left side.
The Care of the Trunk
Teacher : " The other day I saw a poor little boy who
walked all bent over. He had a great hump on his back."
Esther : " I think he was sick, or perhaps he had hurt his
back."
Teacher : " Both were true. When he was a little baby his
mother let him roll off the bed. He fell on the floor against
a rocking-chair, and lay there crying a long time."
Rose : " Why didn't his mother pick him up ? Was she
asleep ? "
Teacher : " Yes ; but something had put her to sleep when
she ought to have been awake. She had been drinking.
Now poor little Tim must suffer all his life from the fall.
We must be very careful not to hurt the back, it is such a
delicate part of the body.
" When you boys were playing the other day I saw George
92 FIRST YEAR
hit Koger on the back with a big stick. It was only in fun I
know, but you must not do it."
It is not safe to strike the back.
Teacher : " How many of you boys want to be humpbacked ?
I notice that some of you lean over on your bicycles so far
that your backs are all humped up. This squeezes your chests
and gives the parts inside no room to do their work. If you
keep on riding in that way, by and by you will not be able to
sit and stand erect when you want to."
What do we mean when we say any one is round-
shouldered ? Let me show you.
Does that look well ?
How does my back look ? Do you see how it is curved over
instead of being perfectly straight ?
Chest high, chin down, and shoulders back. That is the
way God's children are meant to stand.
LESSON 21.— CARE OF THE TRUNK
Margery's Waist
Margery was rather a fat little girl, and was ashamed to be
so large, I am sorry to say. She wanted all her clothes made
very tight to give her a slimmer figure.
One day, when her mother was very busy, she said : " Mar-
gery, start for school early to-day, and stop at Miss Lake's.
She will fit a new waist to you."
When Margery was ready to try on the new waist a great
temptation came to her. She would try one a size smaller
than usual.
" I think this is too large," she said to Miss Lake, as she
tried on the first one.
"It is your usual size," Miss Lake told her.
THE TRUNK
93
"I'd like to try another size," said foolish Margery; so
Miss Lake brought out a smaller waist.
"This is just right," said Margery. "Please button my
dress, or I'll be late to school."
"I'm afraid your mother will not like it," Miss Lake ob-
jected.
" Oh, yes, she will," and Margery ran away to school, feeling
very proud — and very uncomfortable. Some- <,\ .
how she could not study that morning. Her
new waist grew tighter and tighter, and all
she could think about was how it pinched
and hurt her.
When noon came, she ran home
crying, "Take it off! take it off!
my new waist hurts."
Margery's mother unbuttoned her
dress, and began to unfasten the new
waist.
"Why, Margery," she said, "this
waist is too small. How did Miss
Lake happen to give it to you ? "
" I made her," said Margery, hon-
estly. " I wanted to look small."
"You silly little girl," said her mother;
" but I'll not scold you, for I think you
have been punished enough."
" Oh, I have ; I could hardly breathe,
couldn't study, and at recess I couldn't play.
I'm so glad to have on my old waist again."
Teacher: "What did the tight waist do to
Margery's chest ? How must we take care of the trunk ?
1
The shoulders must be kept down and back. We must not
stoop over when we stand or walk or ride the bicycle.
94 • FIRST YEAR
We must wear loose clothing, and not squeeze the chest.
In standing and walking, we must hold the chest high.
We must not strike the back.
The Lower Parts of the Trunk
Teacher: "Place your hands on your trunk just below the
chest. This part is the waist. Try to see how far you can
bend at the waist. Keep the knees perfectly straight, and try
to touch the floor with your fingers. How must we dress to
give the waist plenty of room to grow ?
" The soft fleshy part of the trunk just below the waist is
the abdomen. You may repeat the word after me, and I will
write it here where we can see how it looks.
"Put your hands on your sides just below the waist. What
do you find ? Who knows the name of these bones ?
"Maud is right. They are our hip bones. Point to your
right hip ; the left.
" Which parts hold the trunk upright and keep it in place ?
These parts need to be very strong to do all this work."
The lower parts of the trunk are the back, sides, waist, abdo-
men, hips.
Teacher : " How can we take care of the trunk and all its
parts ? "
The body needs to be bathed often to keep it clean.
We must wear loose clothing to give every part room to
grow.
This part of our body needs plenty of exercise.
If we want tall, straight bodies we must never use tobacco.
MEMORY POINTS
The neck joins the head and trunk.
The chest holds the parts of the body which keep us alive, the
lungs and heart.
THE TRUNK 95
TJie shoulders join the arms to the body.
The spine helps to hold the body erect.
The upper parts of the trunk are the chest, back, spine, shoul-
ders, and sides.
We must be careful not to hurt the back.
The shoulders must be held down and back, the chest high.
We must sit and walk erect.
The lower parts of the trunk are the waist, abdomen, back,
sides, and hips.
The body must be kept clean.
We must wear loose, comfortable clothing.
We must take plenty of exercise.
We must not stunt the body by using tobacco.
EMINENT AUTHORITIES FOR THE TEACHER
Alcohol injures the Bodily Structure
Alcohol in time depraves nearly every .tissue of the body
and induces morbid conditions. At once narcotic and irritant,
whatever it comes in contact with of vital structure is affected
disastrously. — H. S. Drayton, M.D.
Alcohol and Tobacco hinder Development
Even the moderate use of alcoholic liquors and tobacco
retards both physical and mental development during youth
to such a degree that both should be entirely abstained from
until full maturity is reached. But if these narcotics are ca-
pable of so impairing these processes during growth as to render
such growth incomplete, will they not as certainly impair the
same processes in middle and old age, and thereby make the
nutrition necessary for tissue repair less perfect, and thereby
encourage tissue degeneration and early failure of life ?
— X. S. Davis, M.D., LL.D., F.R.S.
96
FIRST YEAR
Tobacco interferes with Growth
To the young, tobacco is injurious in any form or quantity
and at all times, because, owing to the stage of development,
the nicotine, which it is impossible to prevent passing off with
the smoke, is in all doses hurtful, and even poisonous. — Lon-
don Lancet.
THE LEGS
LESSON 22. — PARTS OF THE LEGS
Bring a jointed doll dressed as a sailor boy into the school-
room on the day before this lesson is to be given and place it
where it can be seen and handled by all.
Teacher: "We have a little visitor
with us to-day. Let me introduce him
to you. His name is Jack Seaman. To-
morrow we are to talk about the parts
of our bodies which help us to move
about from place to place. Who can
tell what we call them ?
" I am going to see who can find out
most about legs for our next lesson, and
you may look at Jack as long as you
like. Perhaps you can learn something
from him. Then you may ask your
fathers and mothers and big brothers
and sisters, and see how much you can find out from them.
I shall want to know the names of all the different parts of
the leg, what they are for, what will help to make them grow,
and anything else you can find. I should like to have you
notice all the animals and living creatures you meet, too, and
tell me how their legs differ from those of people."
THE LEGS 97
The next day bring out all the points which the children have
collected. Then help them to classify these as clearly and
simply as may be, perhaps beginning in this way:- —
Teacher: "We have our little visitor Jack here again this
morning. Everybody who can name one or more parts of the
leg and can show where they are, may come and point to them
in Jack. What do you know about the legs of real live boys
and girls and people ? Let us rise and find the parts of our
own legs.
" Where shall we begin ? Yes, at the top. What is the
name of this long fleshy part ? "
If the word " thigh " has not been brought out by the chil-
dren in their talk about the doll, it may be given now by the
teacher and written on the board.
Teacher : " Who can tell me about the lower parts of the
legs ? Do they look alike or feel alike all the way around ? "
The legs are hard in front and softer behind.
What do we call the hard part ? It is hard because the bone
is so near the surface. What do we call the soft, fleshy part ?
The upper part of the leg which joins the body is called the
thigh.
The front part of the lower leg is called the shin.
The back part of the lower leg is called the calf.
Teacher : " Tell me whether the leg is made in one piece or
in several ? How can you find out ? "
We can tell by bending our legs. We could not stoop down
or bend them at all if each was made in one piece. Find all
the places where we can bend our legs. How many such places
are there ?
We call those parts of our bodies which can bend joints.
Who can give the names of these three joints in the legs ?
Which of these joints can we move most freely ? In how
many directions can we move the hip joint ?
OR. LESS. IN HY. 7
98 FIRST YEAR
What is the name of the joint near the middle of the leg ?
In how many ways can you move the knee joint ?
What is the lowest joint in the leg ? Why do we need a
joint at the ankle ?
The upper joint is called the hip joint. It is between the
trunk and the thigh.
The middle joint is the knee joint. It is between the thigh
and the shin.
The lower joint is the ankle joint. It is between the leg
and the foot.
What other joints in our bodies are like these in our legs ?
Call attention to the fact that these joints correspond
to the shoulder, elbow, and wrist joints in the arm, and that
they have very nearly the same motions.
LESSON 23. — USES OF THE LEGS
Who knows what our legs are for ?
We run with our legs.
Our legs help us to stand.
No one could walk if he had no legs.
Teacher : " Which of you can run fastest ? You may all try
a race at recess and I'll watch to see. What kind of legs must
a boy or girl have to run fast, or to play a long time without
getting tired ? Is that the kind we all want ? "
We need good, strong legs for work and play.
Teacher: "Look at Jack Seaman again and tell me how
much larger and stronger his legs are now than they were last
year. Do you think they have grown any ?
" No ; Jack's legs do not grow because he is a doll.
"Your legs are quite a good deal longer and larger than
they were last year ; what do you do to make your legs grow
which Jack cannot do ? "
THE LEGS 99
Jack can't eat, and we can.
Teacher: "That is one reason why children's legs grow and
dolls' do not, but there is another reason.
" Suppose you had hurt your legs so you could not walk,
and had to go about all the time in a wheel chair, could your
legs grow very fast then ?
" Tell me two things which will help to make our legs and
all parts of our bodies grow as they ought."
Good food will help to make our legs grow.
Our legs will grow strong and large if we give them plenty
of exercise.
Sometimes people drink beer or rum, which are not good for
them ; then they are likely to get sick.
Those who take much of such drinks cannot stand up
straight and strong like other people. Their legs are weak
and shaky, and sometimes they topple clear over. Do you
know why ? Here is a little story which shows the reason.
Elsie and Karl
Karl came home from school one day and found his little
sister in tears.
" What's the matter, Elsie ? " he called out cheerily.
" Father's been drinking again," said the child. " He could
hardly get home at all, his legs wobbled so. And the boys
made fun of him all along the street, and one of them threw
a stone which 'most hit him. He's asleep now, but he'll be
awful cross when he wakes up. He always is, you know."
Karl put his arm around Elsie's neck.
"Don't feel bad," he said. "I know why whisky makes
people tumble down, and go to sleep when they oughtn't to,
and be cross. We learned about it in school to-day, and we'll
tell father when he wakes up, and perhaps he won't drink any
more. Whisky hurts people 'cause there's a poison in it."
100
FIRST YEAR
" What poison ? " said Elsie, with wide-open eyes.
" Alcohol," continued Karl. " There's lots of it in whisky
and rum and gin, and that's why they make people drunk.
If they should drink enough 'twould kill 'em right off quick."
"There's alcohol in beer, too, Miss
White said, and in wine and cider.
Not so much, you know, but
enough to hurt you, and make
you want more. I'm not
going to drink any more
beer for breakfast after
this, and you mustn't
either, Elsie. We don't
want to get to be cross and
trembly."
"No, let's not," said
Elsie.
'|£jpr *£*"^ & " You will be glad to know
that Elsie and Karl kept their
promise to each other and that
they grew up tall and straight
and healthy.
They told their father what they had learned about alcohol,
and begged him not to drink any more whisky.
"If I had known all this when I was your age," he said, " I
shouldn't be such a poor, miserable creature, but it's too late
now to stop drinking. I should die if I didn't have liquor."
But he did try, to please Elsie and Karl.
Teacher: "Tell me now why beer and whisky and gin and
all such drinks sometimes make people walk crookedly and
always hurt them more or less."
Whisky, gin, beer, and all such drinks hurt people because
they contain a poison, alcohol.
THE LEGS 101
Boys and girls who want to grow tall and strong must not
take any drink which has alcohol in it.
MEMORY POINTS
The upper part of the leg is called the thigh.
The shin is the front part of the leg below the knee.
The calf is the back part of the lower leg.
There are three joints in the leg.
The hip joint joins the thigh to the trunk.
The knee joint joins the thigh to the shin.
The ankle joint joins the leg to the foot.
Our legs help us to stand, ivalk, and run.
We need stro?ig legs to carry us about.
Wholesome food, exercise, and rest will make the legs grow.
Drinks which contain alcohol sometimes make people walk
crookedly.
Such dri?iks may injure the growth.
EMINENT AUTHORITIES FOR THE TEACHER
Alcohol lessens Strength
Every dose of alcohol, even the most moderate, diminishes
the strength. All that man asserts of the strengthening effects
of alcohol is founded on delusion. — Adolf Fick, M.D., Uni-
versity of Wurzburg.
Tobacco weakens Muscle
Even moderate amounts of tobacco in the form of smoke
lower the working power of the human muscle by a high per-
centage. — W. P. Lombard, M.D.
Nicotine is a Poison
Nicotine is so deadly a poison that what is contained in one
cigar, if extracted and given to a person in a pure state, would
cause speedy death. — Journal of Science.
102 FIRST YEAR
THE FEET
LESSON 24. — PARTS OF THE FOOT
The best way to teach this part of the body is to have some
little foot, clean, sweet, and bare, for a model. Some child
may be willing to assist in this way. If not, use a drawing on
the board or a plaster cast.
If a living model is presented, put the child in a chair
on the platform, and elevate the bare foot on a stool or
cushion.
Teacher: "We are to learn about the foot to-day. Roger
has been so kind as to let us study his foot. We are very
grateful to him, because we can learn so much more in this
way than from a picture. What use are the feet ? "
Daisy : " We could not walk without them."
Teacher: "A foot is a wonderful thing. It is nearly as
wonderful as the hand and can do almost as much. How
many of its parts do you know? Come and point to
them."
Guy: " This is the heel and these are the toes."
Teacher: "What shall we call this part between the ankle
and the toes, on the outside of the foot ? "
Some one may know it as the instep ; if not, the class must
be told.
Teacher: "I'll turn Roger's foot over. Tell me about the
under part next the toes."
May: "It is soft like a cushion."
Teacher: "We call it the ball of the foot. This is the part
we should walk on. When Roger has his foot down in the
proper position, Avhat parts touch the ground ? "
Kate : " The ball and toes and part of the heel. There is a
part between that does not touch."
Teacher: "That is the arch. I will draw a picture of the
THE FEET 103
foot on the board and write the names of its parts beside it as
you give them to me."
Parts of the Foot
Instep Heel
Arch
Ball Toes
Teacher : " Each of you may draw a foot and write the
names of its parts in their proper place."
Care of the Feet
There was once a little girl named Agnes, who had a pair of
fancy kid shoes. She thought them the most beautiful shoes
in the world, and was never so happy as when she had them
on. Agnes grew larger and larger, but her shoes stayed just
the same size, and by and by they hurt her feet.
"Your shoes are too small for you," her mother said one
day ; " you must have a larger pair."
Agnes was afraid the new shoes would not be so pretty as
those she had, so she answered quickly : —
" Oh, no, they're not a bit too small. I can wear them just
as well as not."
But every day they hurt her more. She couldn't run like
the other girls, because the pretty shoes pinched her feet.
The pain made her cross and fretful, and small, hard bunches
grew on her toes where the shoes were the tightest.
At last her pride gave way and she begged for a larger pair.
Her mother took her on her lap and showed her the picture
of some Chinese girls with their tiny feet. Then she told her
how tightly their poor little feet had to be bandaged until
they stopped growing, and how much pain they suffered in
order to wear smaller shoes than other people.
"I shouldn't think they could have a good time at all," said
Agnes.
104
FIRST YEAR
" They can't," her mother continued. " They have to lie on
couches or be carried about wherever they want to go, instead
of running and jumping like their little brothers.
" Many of them have beautiful dresses to wear as they lie on
their couches all day, and
lovely ornaments, but I'm
quite sure my little girl
would not like to change
places with them."
" No, indeed ! " said
Agnes, "I'm glad I'm
not a Chinese girl, and
I'll not wear tight shoes
again, even if they are
pretty."
"No one can have
beautiful feet who wears
ill-fitting shoes," said her
mother.
"In the first place
they must be large
enough. Then they must
be of the same shape as
the foot. Let us see if
this is true of your shoes.
"Put your bare foot
down on this paper. I
will mark around it with
my pencil. Now place your shoe on the drawing. Are the
two of the same size ? "
" Why, my shoe is ever so much smaller," said Agnes.
"It isn't so wide, or so long as my foot, and the heel is
smaller too. I'm going to make a picture of my shoe right
beside the other."
THE FEET 105
" Which picture do you like better ? " asked her mother,
when Agnes had finished.
" I think I like your drawing better," said Agnes, thought-
fully. " It is prettier to have my foot and shoe the same
size."
" I will tell you how to keep a pretty foot," said her mother.
" Then you can tell Horace when he comes home from school.
Do you think you can remember ? "
"Of course I can," said Agnes.
Teacher : " Can you tell me what Agnes told her brother ? "
In order to have beautiful feet we need —
Shoes a little longer than the feet.
Shoes as wide as the feet.
Shoes with broad low heels.
Shoes which are not too large.
Shoes which do not hurt the feet in any place.
Teacher : " How many have a pet cat at home ? What
does your pussy do to clean her feet when she gets them even
a little soiled ? "
George : "She licks them off with her tongue."
Teacher : " Our feet must be taken care of, too, but we do
not do it in the same way that pussy does. What shall we
do to keep our feet in good order ? "
We must wash our feet often to keep them clean.
We must keep our toe-nails cut.
We must not let the nails grow longer than the toes.
Teacher : " There is one more thing we must be careful
about."
We must not sit with wet feet.
If we get our shoes wet we should change them as soon as
we come into the house.
106
FIRST YEAR
LESSON 25. —THE RIGHT KIND OF FEET
"Oh, grandma," said Bertha, "won't you please tell me a
story ? I've almost run my feet off to-day, and I'm so tired.
Tell me what you used to do when you were a little girl."
" Suppose I tell you how my feet carried me into mischief
one day," said grandma, with a smile.
" Oh, do," exclaimed Bertha ; so grandma began her story of
The Feet which got into Mischief
When I was about your age, I went to a private school kept
by a little old lady named Miss Prim. She used to wear a
cap and kerchief, and knit
while we studied our les-
sons. We were so afraid
of her we hardly dared
raise our eyes from out-
work while she was in the
room. One day she was
called out and we planned
some fun. We watched
her out of the corners of
our eyes until she was fairly gone ; then the mischief began.
Our spelling books and
slates were flung into a
corner and each of us tried
to outdo the others in hav-
ing a good time. Miss
Prim's chair was pulled
out into the middle of the
room, and one of the boys
gave the other a mad ride
in it. My sister harnessed
:
EL
I
i
I Mi
mS--%.
/
f\ J!.!?>p i 8p
\\
THE FEET
107
two of our stools together and drove them tandem, while I
practiced a new dance step upon the other stool.
We played until we were tired; then, fearing Miss Prim
would come back and find us out of order, we began studying.
Pretty soon the door
opened and in she came.
No one dared look up for
we all felt guilty, but work
went on just as usual, and
by and by we breathed
more easily. Perhaps she
wouldn't know after all.
Just before luncheon
Miss Prim said : —
"You were so good and studious while I was away this
morning that I shall give you a treat now. We will not have
any more school to-day, but go for a picnic instead."
Can you imagine how small and mean we felt? We were
almost too ashamed to
speak, but at last my sister
faltered out : —
" We weren't good while
you were away, Miss Prim.
Our feet just wouldn't keep
still. We ran all round the
room and played and did
lots of naughty things till
we were tired."
" Was it your feet which led you into mischief ? " said Miss
Prim, very soberly.
" No'm," I said, " they got into mischief 'cause we wanted
them to."
Grandma stopped a moment. " Do you know what Miss
Prim said next ? I have never forgotten it."
108 FIRST YEAR
" What was it ? " said Bertha.
" Remove thy feet from evil.
" Even a child is known by his doings, whether his work be
pure, and whether it be right."
"Then Miss Prim told us we must not blame our hands or
our feet when we got into mischief or did wrong, because they
were only our little servants and did just what they were told."
Teache)- : " If we want the right kind of feet, what sort of
orders must we give them ? "
We must tell our feet to do right.
MEMORY POINTS
The parts of the foot are the instep, ball, arch, heel, and toes.
We should walk on the ball of the foot.
Tight shoes hurt the feet and make corns.
We should wear shoes which just Jit the feet.
Small high heels hurt the health.
The feet should be kept clean.
Tlie nails should be kept trimmed.
No one should sit with wet feet.
We must help our feet to do right.
EMINENT AUTHORITIES FOR THE TEACHER
Alcohol injures the Body
Alcohol destroys health and strength. — Adolf Baer, M.D.,
Royal Sanitary Commissioner, Berlin.
Tobacco checks Growth
Upon the young tobacco has a decidedly injurious effect, so
much energy being wasted through all the years when so much
is needed for growth and repair, and the whole organism being
in a state of disorder. — Selma Severson, M.D.
THE FIVE SENSES 109
THE FIVE SENSES
" Heaven sends us ten thousand truths, but because our doors and
windows are closed to them they sit and sing awhile upon the roof and
then fly away."
LESSON 26. — SEEING
Teacher (taking a checkerberry wafer) : " Children, your
eyes look so bright I should like to find out what they are for.
Who can tell me ? "
Katie : " We see with our eyes."
Teacher : " We must find out if Katie is right, and if it is
really our eyes which see. Shut your eyes. Can you see
now?
" No, we cannot see if our eyes are shut tight. Keep them
shut a moment more. I am going to take something in my
hand. Now open
your eyes and look
at it. How many
know what it is
(showing the bit of
round color in her
open palm) ?
" I will tell you.
It is a wafer.
" We will play that each of us has a little servant who shows
the wafer to us, and that her name is Sally Seeing."
We give her this name because she sees for us.
Bring out the idea that a servant is a helper.
Teacher : " Let us try to think how Sally Seeing helps. We
want to find out something about this wafer. Does Sally
Seeing show you a white wafer ? "
No, it is red.
Teacher: "Sally Seeing is right. This good little servant has
110 FIRST YEAR
told us its color. Can Sally Seeing tell us if the checkerberry
wafer is large like this big peppermint lozenge, or smaller ? "
Sally Seeing says it is smaller.
" I wish it was as big, if you are going to give it to me,"
pipes a little candy -lover.
Teacher : " Can Sally Seeing tell us its shape ? "
Sally Seeing says it is round.
Teacher: "Could Sally Seeing show anything very well if
you were sleepy ? "
If we were sleepy, Sally would be sleepy too, because she is
our eyes.
Teacher: "If the room were full of smoke, could Sally do
her work well, and help us see ? "
Smoke hurts so we cannot see well ; a good deal of smoke
makes us shut our eyes. Sally Seeing cannot help us find out
about things if our eyes are shut.
Teacher: "Would tobacco smoke help Sally do her work
well ? "
Tobacco smoke makes our eyes smart. Sally Seeing does
not like it, for then she cannot do good work.
Tell the class that doctors have found that tobacco hurts the
eyes, and sometimes makes people who smoke almost blind.
Cigarettes which boys smoke hurt the eyes too. Poor little
Sally Seeing has a very hard time trying to work for boys who
smoke.
It is not good for the eyes to be in a closed, room where
people are smoking.
LESSON 27. —FEELING
Teacher : " Shut your eyes, and send Sally Seeing away.
She has worked hard enough, and we must try to find another
little servant to help us. Keep your eyes shut. Willie, I will
put something into your hand, and you may tell me what it is
without looking at it."
THE FIVE SENSES
111
Willie : " It is the wafer."
Teacher: "You are right. Pass the wafer along until all
can tell the wafer by feeling."
Teacher: "Here is another little servant. We will call her
Fanny Feeling."
Question as before until the class agree that it is Fanny
Feeling who helps them to find out that the wafer is smooth,
hard, round, and small ; that it is Fanny
Feeling who tells them when they have
a toothache or a headache, and can tell jr
them very quickly when the head and
p A
tooth stop aching. If Fanny Feeling is awake she can tell
us when we burn a foot or a finger, but if she were asleep
she would know nothing about it. People have sometimes
been burned to death because Fanny Feeling was asleep.
Alcohol puts Fanny to sleep when she ought to be awake.
Tobacco hurts Fanny, and makes her sick and lazy. Whole-
some food to eat and water or milk to drink will keep her wide
awake and active in the daytime, but we must see that she
goes to bed early at night.
LESSON 28.— TASTING
Teacher : " Shut your eyes and put your hands behind you.
I will put a piece of wafer into your mouths. Tell me some-
thing about it which we have not learned before."
I taste the wafer.
112
FIRST YEAR
The wafer is sweet.
Tommy Tasting may now be added to the list of serv-
ants.
A little lesson on self-control should follow. Question until
the class agree that Tommy Tasting cannot be trusted always,
and that if he urges us to eat too much candy because it tastes
sweet and good, we must say no to him. We must learn what
is good and what is not good for us, so that we may keep
Tommy Tasting from making mistakes. . We must teach
Tommy to be a good servant.
Teacher: "Could Tommy tell you how a nice ripe pear
tastes if your mouth had been burned ?
"Tommy Tasting gives us a great deal of pleasure if we
treat him well. He tells us how good our dinner is ; what a
lovely flavor the ripe ap-
ples, peaches, grapes, and
pears have; he told you
that the pieces of wafer I
put into your mouths had
a good checkerberry flavor.
Tommy Tasting is a very good fellow if only
he is treated rightly. But people sometimes
treat Tommy so badly he cannot tell them about these good
things. When they drink a liquor which has alcohol in it,
as wine, beer, or cider, it hurts Tommy, and he cannot tell
so well how other things taste. Tommy cannot tell the boys
or men who smoke or chew tobacco how good their dinner
really is, so they lose more pleasure from smoking and drink-
ing than they get."
Alcohol and tobacco hurt Tommy Tasting because they are
poisonous.
If Tommy Tasting is to be a good little servant for us, we
must not take either alcohol or tobacco.
How many little servants have we found already ? What
THE FIVE SENSES 113
is the name of the first one? What does Sally Seeing do
for us ?
What is the name of the second little servant? What does
Fanny Feeling do for us ? How do we know when to put on
our heavy coats and jackets ? Could Fanny Feeling tell us it
is cold and we need our overcoats if she were asleep ? What
sometimes puts Fanny Feeling to sleep when she ought to be
awake ? What sometimes makes Fanny Feeling sick so she
cannot work ?
What is the name of the third little servant ? What does
Tommy Tasting do for us ? What must we teach Tommy in
order to make a good little servant of him ?
LESSON 29.— HEARING AND SMELLING
Teacher : " Shut your eyes and mouths, and put your hands
behind you so that Sally Seeing, Fanny Feeling, and Tommy
Tasting will not know what
we are doing. Be very still
and tell me what I am doing
with this wafer."
You are breaking the wafer.
Teacher : " How do you
know I am breaking the
wafer ? "
I hear you break the wafer.
Teacher : " Very well ; we will add Hatty Hearing to our
list of servants."
How do we know when the clock strikes ? When the
bells ring ? What little servant tells us when a dog barks ?
You may each name a way in which Hatty Hearing helps
us.
We train this little servant to do better work when we pay
attention to what is said.
on. less, in hy. — 8
114
FIRST YEAR
If we listen carelessly when people speak to us, Hatty Hear-
ing will grow careless too, and by and by she will not tell us
what we ought to hear.
Smelling
Teacher: "One more little servant can tell us something
the other four have not found out.
" Lucy, I am going to put this wafer close to your nose.
You may tell me something new about it."
Lucy : " I smell checkerberry in the wafer."
When the wafer has been passed along, and all have become
familiar with its odor, Sammy Smelling is introduced. By
questioning show that it is
he who tells when mamma
is cooking something we
like for dinner ; that it is
Sammy Smelling who tells
us how sweet or fragrant
the flowers are; when food
is spoiled and unlit to eat;
when the air indoors is bad
and should be changed ; when we should go out to play and
get the nice fresh air.
Sammy Smelling will be a very active little servant if we
train him rightly. It is his work to give us pleasure, to warn
us of danger, and to tell us many things which we could not
find out in any other way.
MEMORY POINTS
These Jive little servants are called our Five Senses.
Through them ice learn what ice know of this world.
We must help them to do good work.
Alcohol and tobacco dull all the senses.
It is wrong to use anything that icill dull these little servants.
THE FIVE SENSES 115
EMINENT AUTHORITIES FOR THE TEACHER
Alcohol dulls the Senses
Alcohol diminishes the acuteness of all the senses. Half a
small glass of wine impairs feeling, vision, and sensibility to
weight. — Charles H. Shepard, M.I).
The use of alcohol blunts the delicate and swift perception
of the physical senses. — R. Hingston Fox, M.D.
Tobacco injures the Sight
The use of tobacco may help to cause defective color sense.
— London Lancet.
LESSON 30.— REVIEW QUESTIONS
Why should we sit, stand, and walk properly ?
What are the best drinks for children ?
What may happen to the boy who uses tobacco ?
What do we need to make us grow ?
Why do we need food ?
Why is cider a bad drink, while apples are good to eat?
What are the parts of the body ?
How should the head be taken care of ?
How can every one have a pleasant face ?
Why do we need joints in our arms and legs ?
W T hy should we keep every part of our bodies clean ?
Name the good uses of grains ?
How do the rum, beer, and whisky made from these grains
hurt people ?
What are the parts of the leg ? of the foot?
How can we help our limbs to grow strong and firm ?
What do we learn through our senses ?
Why is it wrong to do anything which will injure them ?
SECOND YEAR TOPICS
I.
The Body as a Whole
117
II.
•Food ....
129
III.
The Sense op Taste .
. 134
IV.
The Grape and Wine
141
V.
The Eye
146
VI.
The Voice .
157
VII.
The Ear
160
VIII.
The Nose
168
IX.
The Sense of Touch .
172
X.
Tobacco
178
XI.
Beer .
184
116
SECOND YEAR
THE BODY AS A WHOLE
LESSON 1.— PARTS OF THE BODY
Teacher: "Suppose this picture on the board were a reai
live child like one of you, and we were to invite him to take
dinner with us. What parts of his body would he need to use
in eating ? Come to the board and point to them. What parts
would he use in catching a ball ? in riding a bicycle ? in
drawing a long breath ? in laughing ? Point to each of these
parts. What parts of the body have we not named ? "
Ask each child to name something he likes to do, then to
tell what parts of the body he uses in doing it.
Compare the human body in various ways with that of ani-
mals. Name animals which are larger than man ; those which
are smaller. Who can think of an animal whose body is all
in one piece ? If no one can do this, show an oyster and ask
the class to find whether it has any distinct head or legs.
How many parts are there in the body of an eel or a snake ?
How many in a caterpillar ? in a frog ? a boy ?
What parts of the body can we bend ? What do we call
these parts ? Find the joints in your arms ; your legs. What
other joints are there in the body. What is the use of each
joint ?
What animals have their bodies composed of the same gen-
eral parts as man? What differences can be thought of
between the body of a horse and the human body ? Which
can run faster ? Which can stand upright ? Which has
117
118
SECOND YEAR
hands ? which is stronger ? which has the better brain, and
can think and learn more quickly ?
Name as many acts of animals as you can think of. Make
a blackboard list of these. Ask the children to come to the
board, one at a time, and check off from this list everything
which man can do. Which is more skillful and able to do the
greater number of things, man or the lower animals ?
How many have seen a person who has lost a finger, an arm,
or a leg ? What parts can be taken away and the person still
live? What parts would cost a person his life if he should be
deprived of them ?
What parts does a person need to do the best work ?
LESSON 2. — REPAIR OF THE BODY
Teacher : " Suppose our boy on the blackboard lived in a
real house, and he were to find some day that his house was
all coming to pieces;
holes in the roof where
the rain could come in,
plastering coming off the
walls, and everything
about the place untidy
and disagreeable. What
would you advise him
to do?"
He might build a new
house.
He could mend the old
roof and repair the house
he now lives in.
He might buy another house and move into that.
Teacher: "He could do any of these things if he had
money enough, but how is it with our bodies ? We have to
V>N\T/^.
THE BODY AS A WHOLE 119
live in them all the time, just as a turtle lives in his shell.
If we hurt them or wear them out, can we buy new bodies ?
Can we even repair them so they will be as good as new ? I
am afraid they would always look patched and show that we
had not taken good care of them. I know a man who has
lived in- the same house for seventy-one years, and it is just as
strong and comfortable now as it ever was. How do you sup-
pose he has kept it in such good condition ? y
It was built strong in the first place.
He has had it repaired just as soon as anything needed to be
done.
Teacher : " These are two good reasons why his house has
lasted so long. I wonder why it is that some people's bodily
houses last so much longer than others'."
Jasper : " Perhaps it's because they take better care of them.
But I don't see how people can take care of that kind of a
house."
Teacher : " Let us see if we can find out. In the first place,
what are houses built of ? "
Class : " Mine is built of stone."
"Our house is made of wood."
" Ours is brick."
Teacher: " These are all good materials for houses, and when
they are worn in any place we can put in a new brick or board
and make them almost as good as new. Our bodies get worn
too, with all our work and play, and need repair. Only the other
morning I heard a little girl trying to tell how hungry she was.
She said, ' Oh, mother, there is such a big hole in my stomach,
I can't wait any longer for breakfast.'
" You couldn't mend that kind of a hole with wood or stone.
What do you suppose her mother did use ?
" Yes, we need food to make good the waste of our bodies,
— bread and butter and milk and eggs and fruit and fresh
vegetables and meat."
120 SECOND YEAR
Who has been in a mill and watched the men at work ?
Grain is put in at one end of the mill and comes out at the
other fine white flour, all ready to be made into bread. Some-
thing like that happens to our food when we eat. We put it
into our mouths, and in a very little time it doesn't look in the
least like beef or potato. It has been ground very fine by our
teeth and mixed with different juices until it is ready to be
made a part of the arm that we play ball with, or the legs
that we run with. Every time we work or play or think we
wear out tiny parts of our bodies, and every time we eat, our
food goes to mend these worn-out parts, and make them as
good as new.
LESSON 3.— NEED OF EXERCISE AND REST
There are other ways in which we can take care of these
wonderful bodies of ours. Let us think what they are.
Sometimes you have chicken for dinner. Have you noticed
a difference in color between the meat on a chicken's leg and
that on his wing ? Which meat is more tender ? Which part
did the chicken use more ? Why does a horse have very
strong legs ? How do a baby's arms get strong ?
By such questions develop the idea that every part of the
body grows strong by exercise.
Many children are unwilling to go to bed at an early hour.
They must be taught that plenty of sleep in the first part of
the night is another important essential to growth. Show
them the picture in this lesson of little Jessie Hilton, and tell
them how she got her bright face and clear complexion.
Early to Bed
Jessie Hilton was never ready to go to bed. " Let me sit
up just a few minutes longer," she used to beg her mother
THE BODY AS A WHOLE
121
when seven o'clock came. " It's so early, and I'm not one bit
tired."
One night Mrs. Hilton called Jessie to see the new dress
she had just finished for her. The child was delighted.
"Now I won't have to wear my old one any more," she
said. " Fm so glad, for it's almost worn out."
" How is it that little girls don't wear out as well as dresses ? "
asked her mother. " I should think they would, running about
and playing as hard as they do every
day."
" How funny ! " laughed Jes-
sie. " Of course they don't
wear out, 'cause, 'cause
they're alive, I guess."
"That is one reason,"
said Mrs. Hilton. "But
they wouldn't stay alive
very long if they romped
and played all the time.
Every time you run or
jump, or even move, you
are wearing out your body
whether you feel tired or
not, and these worn places have
to be kept mended. We don't
use cloth and needles and thread
to repair our bodies as we do to mend dresses. A good break-
fast and dinner will answer the purpose much better, but
something else is necessary besides food, and that is sleep.
If we get all the rest and sleep we need every night, this
will give our bodies a chance to grow, and they will be even
stronger than they were before."
" Is that why you make me go to bed early ? " asked Jessie j
" so I won't wear out ? "
122 SECOND YEAR
"That's just it," said her mother. "I want my little girl
to have bright eyes and rosy cheeks and a strong, active body,
so I take care that she gets a good long sleep every night, with
plenty of fresh air in her room."
Do you want to know how Mrs. Hilton's plan succeeded ?
She had Jessie's picture taken that summer, and here it is.
Don't you think she looks like a healthy little girl ?
LESSON 4. — NEED OF CLEANLINESS
Make neatness and cleanliness the fashion. Commend those
who come to school with hair nicely combed, face, hands, and
nails clean, and with spots washed off their clothes, and shoes
brushed. It is marvelous to note the growing and healthful
desire which may be developed even in young children to
improve their personal appearance'.
How Dan got his Cherries
Baby Marion had found a prize. She trudged out to the old
cherry tree one morning, hoping to find some of the ripe fruit
low enough for her to reach, and there on the ground was a
newspaper nearly full of bright red cherries. Here was luck
indeed. Just as she had gathered her treasures into her arms,
along came Dan Evans with both hands in his pockets. When
he saw Marion he gave a low whistle of surprise. She had his
cherries.
Dan was only a rough boy, but he never thought of taking
his property away from a little girl, neither did he want to
lose those cherries. He flung himself down on the grass to
think the matter over.
M arion drew back a little. She was afraid of boys, and Dan
looked tumbled and dirty. Perhaps he would take her cherries
if he got a chance. But Dan never moved. Marion ate one or
two, then she began to feel a little selfish.
THE BODY AS A WHOLE
123
" If you were a nice clean boy," she said after a while, " Pd
give you some cherries."
Dan grinned till he showed all his teeth.
" Am I dirty ? " he said. " Wait a minute then, and I'll
clean up."
He scrubbed his face and hands vigorously in the brook
near by, then presented himself again to the little maid.
" Will I do now ? " he asked.
Marion held out a big cherry for reply, and soon the two
children were eating away in the most friendly fashion.
" Do you know what made me look so bad ? " Dan asked
after a while. " I got all tumbled up picking those cherries
this morning."
" Were they yours all the time ? " said Marion. " Then I
like you 'cause you didn't take them away from me, but I like
you better now you're clean."
Name some of the ways in which the hands and face get
soiled. Can we work or play at anything and keep perfectly
124 SECOND YEAR
clean ? "Why do we need to bathe often ? Why should the
hands and face be washed before meals ? Why do we need
clean hands in school ? clean faces ? How do birds keep
clean ? What animals have you seen take a bath ?
How do the pretty flowers and plants in our gardens keep so
fresh and bright ? How do they look when it has been dry
and dusty for a long time ? What do the crops in the fields
and the grass on our lawns need to keep them fresh and
green and growing ? How do we keep our streets and houses
clean? How do we clean our soiled clothing? the dishes
from which we eat our food ?
Get from the children as many reasons as you can why
cleanliness is both desirable and necessary.
A large china doll can be used as an object lesson in show-
ing how every part of the face, neck, and hands should be
washed ; how the ears should be kept clean and how the nails
should be cared for to keep them neat and of the proper length.
Give only a few of these facts at a time, but emphasize by
repeated drills until each child knows just how to keep his
own hands and face clean.
At the same time, do not neglect to instruct the class as
to the proper place for cleaning the nails, remembering that
many children have little or no training in etiquette at
home.
Ask the children what kind of men and women they would
like to be when grown. All will want to be tall and strong,
with clear eyes, quick ears, and able to think well and readily.
Bring out these facts, then write on the board at their dicta-
tion a review of the essentials to such growth and development
already brought out in this lesson.
How many have a bird at home or some other pet? Let
them decide whether their pets need proper kinds of food,
plenty of sunshine, a chance to exercise and rest, water to
drink and loathe in, in order to grow and keep well. Would
THE BODY AS A WHOLE 125
it be a good plan to feed them anything which might make
them sick, or stop their growth ? Ought we to be any less
careful of ourselves than of our pets ? Who can give a reason
why children should never taste beer or any other liquor which
has alcohol in it ?
LESSON 5. — THE TEETH
Have ready on the board drawings of the teeth as they
appear in each jaw, also an enlarged drawing of a single tooth.
Ask the children to come one at a time to the board and find
some of the differences between the front and back teeth.
Why do we need teeth with thin sharp edges in front?
Which teeth do we use mostly in chewing our food ? How are
they shaped ? What kind of teeth has the cat ? the horse ?
Bring to the class a tooth and show the hard smooth sub-
stance which covers it. Explain how this keeps the tooth strong
and well and prevents it from aching, just as the skin on our
bodies keeps them from getting hurt. Tell the class that this
covering is very thin, and that if we bite hard substances with
our teeth we may crack it or even split it off in places ; then
the tooth will soon ache.
Show that clean teeth and a clean mouth are necessary
because the inside of the mouth is so warm that bits of food
left there soon begin to spoil and hurt the teeth. Explain
just how the toothbrush should be used, first up and down
the teeth, then across them both front and back.
Teach the children to brush their teeth gently but thoroughly
after each meal, using a soft brush and plenty of warm water,
taking care to clean the back side of the teeth as well as the
front. Show them also how to remove particles from the
spaces between the teeth by using bits of floss silk.
Tell them the story of Colonel Roosevelt and his Rough
Riders as they went into the battle at El Caney. All the
126 SECOND YEAR
luggage had to be left behind except the mackintoshes
which protected the men from the heavy rains, but they
needed their toothbrushes so much that they stuck them into
their hatbands and carried them in this way rather than go
without them. Form a toothbrush brigade in your own school
for each boy and girl to join who will try to take as good
care of their teeth as did this regiment of United States
soldiers.
LESSON 6. — CIGARETTES SPOIL THE LOOKS OF THE TEETH
Arthur's mother has taught her little boy to take care of
himself in a great many ways. In warm weather he often
goes barefooted, but he always washes his own feet and hands
and brushes his teeth before he goes to bed.
One night he started up to bed with his arms full. His pet
kitten, Muff, and Towser the puppy, sleep in little baskets
just outside Arthur's door. He tried to carry them both up-
stairs at once and his Noah's Ark too, but he soon found that
this was too much of a load for a little boy, and Towser had
to be left behind to do his own climbing.
When his mother came up to tuck him into bed, he asked
if Muff and Towser didn't need to have their teeth brushed.
Mrs. Grant told him that dogs and cats know how to keep
themselves clean better than any one can do it for them.
They are very neat and nice in all their ways if given an
opportunity, much more so than many people. You never
saw a dog with black teeth ; they are always white and shin-
ing like ivory. One reason is that dogs never smoke cigarettes
or chew tobacco.
No one who uses tobacco will have nice looking teeth very
long. They soon have a dirty yellow color which spoils their
appearance. Then we cannot get them clean, no matter how
carefully we brush them. There is a strong odor about them,
too, which no one likes. Tobacco users often spit out the
THE BODY AS A WHOLE
127
juice on the sidewalks or in other places where people must
walk. No one who wishes to be truly clean will smoke
cigarettes or use tobacco in any way.
The Care of the Hair
Read to the class the following story of the " Snarlies " and
then sketch Mrs. Brush and Mr. Comb on the board. This pic-
ture, with an occasional allusion to
the story, will be of great aid in
keeping snarls out of the children's
hair.
The Snarlies got into a little girl's
hair;
They said, "Let us make us a little
nest there."
Mrs. Brush came along, and she said,
« Oh, no,
This little girl's hair was. not meant to
look so." <c^< — iM
The Snarlies determined that there they would stay ;
They wanted to sleep, and they wanted to play.
So they said, " Mrs. Brush, you are not doing right ;
If you don't go away, we will tie you up tight ;
To stay in this hair is our greatest delight."
So then Mrs. Brush sent for good Mr. Comb,
And asked him to help send the Snarlies all home ;
And together they drove every Snarly away,
And told them in some other place they must stay ;
Then wasn't that little girl happy and gay ! 1
There will be no difficulty in persuading the class that well-
combed hair looks better than snarls, and, by an encouraging
word and smile now and then, in commendation of those who
1 Charlotte E. L. Slocum, in Our Little Men and Women.
128 SECOND YEAR
have tried to make themselves tidy, quite a change may be
wrought in the general appearance of the class.
MEMORY POINTS
Our bodies are made up of many parts because we have many
different things to do.
Our bodies are all the time wearing out because we use them so
much.
We need plenty of wholesome food to keep them in repair.
Exercise helps every part of the body to grow strong.
Children need plenty of sleep.
Fresh air and sunshine aid growth.
Every part of the body should be kept clean.
The hair and teeth should be well brushed every day.
Cigarettes spoil the appearance of the teeth.
Alcohol and tobacco htirt the body and stunt its growth.
EMINENT AUTHORITIES FOR THE TEACHER
Cleanliness
Cleanliness covers a large part of the field of sanitary labor.
Cleanliness, that is purity of air ; cleanliness, that is purity of
water ; cleanliness in and around the house ; cleanliness of
person ; cleanliness of dress ; cleanliness of food and feeling ;
cleanliness in work ; cleanliness of life and conversation j
purity of life, temperance, — all these are in man's power.
Modern knowledge of bacteria has given enormous impetus
to cleanliness in medicine. — Journal of Hygiene.
The stunted growth, the increasing number of weak, sickly
children, arrested alike in their moral and their physical devel-
opment, and the increase of crime — all these are to be laid at
the door of alcoholism. — K S. Davis, M.D., LL.D., F.R.S.
FOOD 129
Alcohol destroys the body and undermines the health. —
A. Baer, M.D., Royal Sanitary Commissioner, Berlin.
The tobacco habit is injurious to health, to scholarship, and
to character. It weakens the will, diminishes the power of
application, and lowers the tone of thought and feeling.
Excessive smokers are uniformly poor scholars. — W. D.
Hyde, D.D., President of Bowdoin College.
FOOD
LESSON 7. — WHAT FOOD IS FOR
Teacher (holding a doll) : " I must tell you what happened
to Doll Marion last week.
" My little niece took her to play in the orchard and forgot
to carry her home. The next day she went to my uncle's for
«, little visit. The day she came home her brother found
Marion in a bush and brought her to me.
"You may look at her carefully and see if she has been
harmed."
Carrie : " Her clothes are rather soiled and she looks as if
she had been out in the rain, but I don't think she is hurt at
all."
Teacher: "Suppose Carrie had been left alone in the fields
or woods as the doll was, with no food for a week, with no
shelter from sun and rain, what would have happened to
her?"
" She would have died just as the ' Babes in the Wood '
did," said Ada.
Teacher : " But here's Doll Marion as gay and smiling as
ever."
Percy : " She's only a doll ; she isn't alive. A doll doesn't
eat."
OR. LESS. IN HV. 9
130 SECOND YEAR
Teacher : " Suppose Daisy doesn't feed her canary or Donald
his dog for a week — what then ? "
Cecille : " They would both die."
Teacher : u What do living things need to keep them alive ? "
All living creatures from the great elephant down to the
tiniest insect must take food to keep them alive.
Teacher : " Suppose I put Carrie in a room and give her a
little food — just enough to keep her alive. Will that be all
that is necessary ? "
Norman: "No, indeed, she would be hungry all the time
and cry."
Teacher : " If I asked her to carry a heavy basket for me
when she had not had enough to eat, could she do it ? "
Guy : " She would be too weak, she could not carry it."
Teacher : " What does food do besides keeping us alive ? "
Mabel: "It makes us strong."
Teacher: "There was once a little boy who lived in a dark
alley in a great city. This child was very small, no larger
than children usually at five. One could hardly believe he
was nine years old.
" He went into the country to stay with a kind farmer and his
wife. There he had all the good food he wanted, and in two
months he had to have a new suit of clothes although he had
not worn out the one he came in. Why was this ? "
Hugh : " I think he grew fast."
Teacher : " That is it ; the good food and air and sunshine
began to change him at once from a puny, thin, undersized
child, to the size he should have been."
LESSON 8.— WHAT TO EAT
Show a picture of a cow grazing, another of a girl or boy at
a table eating bread and milk.
Call attention to the first and ask, What is the cow eating ?
FOOD
131
What is the child eating ? Suppose Lillie and Tom went into
the pasture and tried to make a dinner of grass, or into the
barn and munched the dry hay, as the cow does, would they
thus get a good dinner ? Would the cow like bread and milk
as well as hay ?
Explain that God has provided the food needed for every
living creature, and such food as each needs to build it up,
to repair the waste, and keep it strong. What do birds eat ?
Wliat does the Eskimo eat ?
The Eskimo lives in a cold country and eats foods that
make fat because he needs
such to keep him alive in
the great cold.
People in cold countries
need fatty and oily food
to keep the body warm.
People in warm coun-
tries eat fruit and vege-
tables which keep the
body cool.
A mixed diet is best
in countries partly hot,
partly cold.
In the winter we should take food that will protect the body
against the cold.
In the summer we should take less fatty food and should eat
cooling foods : grains, vegetables, fruit, and only a little meat.
What foods do most to build up the body and keep it
strong ?
Milk, bread from whole grains, fruit, vegetables, and meat
A Good Breakfast for a Child
Emit, oatmeal, cream, bread, eggs.
132 SECOND YEAR
A Good Lunch
Pea or bean soup, bread, fruit — raw or stewed — and very
light plain cake.
A Good Dinner
Meat — beef or lamb.
Vegetables — potatoes, beans, or peas in season.
Salad — lettuce or other green vegetable dressed with oil and
a little lemon juice.
Dessert — fruit stewed or raw, or a very simple pudding.
LESSON 9. — WHEN WE SHOULD EAT AND HOW MUCH
Explain that what we eat goes into the stomach, and that
the stomach has to get the food ready to make us strong and
well and keep us alive.
Ask the children how they would like to be called in every
time they went out to play, to do some piece of work. Would
they like to be awakened in the middle of the night to work ?
The stomach needs times of rest as well as other parts of the
body. If we make it work at any and every time it becomes
tired, gets sick, and works poorly ; sometimes it refuses to
work at all.
Suppose mother said, " I'll not get breakfast until ten o'clock
when you are in school ; " would you like it ? How often should
we eat ?
Develop the idea of regularity in work and play. Show how
much in life depends upon doing things at the right time and
place. Make plain the idea of confusion that arises when
things are done irregularly. Show that irregularity in eating
causes confusion in the stomach. Teach that because things
do not distress us at the time we take them, that is no sign
they are harmless. Nature does not always require her bills
paid on presenting.
FOOD 133
MEMORY POINTS
Every living thing needs food.
Food keeps us alive, makes us grow, and gives us strength.
In warm weather we should choose fruits and vegetables for a
large part of our food.
In temperate climates a mixed diet is best.
Very rich food is not good for the body.
In the morning the body is rested from the night's sleep and
needs food to strengthen it for the work of the day.
At noon the body needs food to supply what has been used up
during the morning hours.
At night we need food to supply what has been lost during the
afternoon, and what will be needed during the long hours of
resting at night.
Grown people, and children large enough to go to school, who
are in good health, do not usually need to eat between meals.
Do not keep nibbling at all times.
A stomach that is well treated will be a good friend for life.
Alcohol is not a food ; it is bad for the stomach.
EMINENT AUTHORITIES FOR THE TEACHER
Alcohol is not a Food
Alcohol is not in any sense a true food-stuff. Containing no
nitrogen, it cannot contribute to the muscular, the nervous, or
the glandular systems. It fails to meet the demand of the
body for proteid material, and so supplies no necessity of life.
— A. F. Blaisdell, M.D.
Brimstone can be burned in the furnace of a steam engine,
but it would not be proper fuel, and would destroy the engine.
So alcohol is not entitled to be called a food, as, even if burnt,
it does harm to the apparatus. — Lauder Brunton, M.D.,
F.R.S.
134 SECOND YEAR
Alcohol does not build up the Body
.Neither alcohol nor tobacco supplies any material for the
growth or repair of organized structures. Their presence
diminishes the activity of both vegetable and animal nutri-
tion and growth. — K S. Davis, M.D.. LL.D., F.R.S.
Alcohol injures Growing Tissue
According to the highest authorities, alcohol exerts an exceed-
ingly deleterious action on rapidly growing tissues, interfering
with their nutrition, and preventing the development of their
proper function. — G. Sims Woodhead, M.D.
THE SENSE OF TASTE
LESSON 10. — WHAT TASTE IS FOR
Supply each child at the beginning of the recitation with a
tiny gingersnap. Ask what they can tell about the ginger-
snap by looking at it, then by touching, smelling, and last by
tasting it.
Using a similar device, bring out what the children know of
the sense of hearing.
Teacher : " Here are two apples ; one is sweet, the other is
sour. Harry, which is the sour one ? "
Harry : " I do not know."
Teacher: "He cannot tell by the sense of sight which of
these apples is the sweet one. Let us see if he can find out by
the sense of touch."
The teacher cuts the skin from a small place in each apple,
and asks Harry to touch each at that point with his fingers,
and to tell which the sweet one is.
Harry: "They both feel alike."
THE SENSE OF TASTE 135
Develop the fact that neither the sense of sight nor of feel-
ing can tell us which apple is the sweet one.
Teacher : " How can Harry find out which is the sweet
apple?"
He can tell which the sweet apple is by tasting it.
What does taste tell us about a peanut which we could not
find out in any other way ?
Which one of our senses tells us that the kernels of green corn
are good to eat, but that the husks which grow around them
are not good ?
The sense of taste tells us what is good to eat.
Teacher: "Let us see if this sense tells us anything about
things which are not good to eat. I will tell you a story which
will help you to answer."
Harold's Maple Sugar
" What do you think Uncle Frank tucked into my bag just
before I came away?" said Harold Wilson's mother to her
eight-year-old son, the day after her return from a long visit
in Vermont.
" Something for me?" cried Harold, dancing up and down
in great excitement. " Oh, mother, do tell me what it is."
"It's sweetness from the very heart of the maple woods," said
Mrs. Wilson, smiling at his eagerness. " Now can you guess ? "
" Maple sugar, maple sugar ! " shouted Harold. " Please do
tell me quick where it is ; it's been so long since I've had any
I've forgotten almost how it tastes."
"It is on the second shelf in the storeroom, just beyond
the — " but Harold was out of sight and hearing.
A moment later he flew back to his mother, spluttering and
choking and crying between his sobs : —
" 'Tisn't maple — sugar — 't all ; 't's nothing — but — old —
brown — soap."
136
SECOND YEAR
" Why, my dear boy, you got hold of the wrong package.
The sugar is there. The cakes do look something alike, but it
doesn't take very long to find out the difference when one has — "
Let the children supply the word.
What is the second thing which taste tells us ?
The sense of taste tells us what things are not good to eat.
Does taste help us remember to eat our breakfast in the
morning ?
Name some good wholesome foods which give us pleasure,
and also some things which are unpleasant to the taste.
Taste is meant to give us pleasure so that we may enjoy the
food we need to eat.
Teacher : " What kind of food does us more good, that which
we like, or what is disagreeable ? "
THE SENSE OF TASTE
137
Call attention to the fact that taste, as some one has said, is
the "watchdog of the stomach," whose duty it is to see that
we do not eat what might do us harm.
Wholesome food which is not pleasant to our taste does not
do us so much good as wholesome food which we like.
Lead the class to see that a taste for wholesome food, which
we may not like at first, may be cultivated, and that we should
try to like such food as will make us grow and keep us strong
and well.
LESSON 11. — WHY HELEN DID NOT EAT HER CANDY
It was the day after Christmas, and Helen was lost. Her
mother called and called, but no Helen. At last she opened
the door of the back parlor and
saw a woe-begone little figure
curled up on the sofa.
" Oh, here you are," said
her mother. "Just see
what Aunt Kate has sent
you — another box of
candy."
Most children would
have been pleased, but
Helen wasn't ; she shook
her head and began to' cry.
"Why, my dear, — " said
her mother. Then she saw an
empty box on the floor which told
the whole story, for it had been full
of candy that morning.
What was the matter with Helen, and how
did her mother know what made her feel sick ?
138 SECOND YEAR
If we eat too much of anything just because it tastes good,
we may lose our taste for it.
How many of you ever tried to eat a very hot potato that
burned your mouth ? What happens to our sense of taste at
such times ?
We caunot taste so well when the mouth or tongue has been
burned.
This sense is so very delicate we must take care that it is
not injured in any way. Mention some of the things which
are most likely to hurt it and make it unfit to do its proper
work.
If the children cannot do this at once, help them by a few
suggestive questions until they know that biting things such
as pepper, mustard, spices, when taken in any but very small
quantities, may injure the taste for good food.
Tobacco will blunt and harm the sense of taste.
Teacher: "If we injure this sense by such things, how will
good food taste to us ? "
Help the pupils to realize that when the taste has been
blunted by the use of any strong, biting substance, good food
will taste flat, and we cannot so well enjoy its delicate flavors.
Call attention to the fact that people who have injured their
sense of taste by alcoholic drinks, very often use too much
pepper or salt or mustard to make food taste as they think it
ought. In that way they blunt this sense still more, and so
lose much of the pleasure these things taken in small quantities
are meant to give.
Develop some of the differences between the sense of taste
in animals and human beings. What foods taste good to dif-
ferent animals which people could not eat at all ? What
foods do we like which they do not ?
Show that animals are often wiser than people in their care
THE SENSE OF TASTE 139
of the sense of taste, for they do not eat more than they need,
nor do they eat substances which hurt this sense.
Taste is one of the senses which we need most to control.
Eead aloud to the class Mrs. Ewing's Story of a Short Life,
showing how one little boy, who had at first no idea of
self-control and made every one around him miserable because
he could not go to war and be a brave soldier, learned little by
little to master his temper and speak softly when he was in
pain, until every one came to love him and think him braver
than if he had faced an enemy on the battlefield.
Teach the children to see that in controlling themselves in
the sense of taste, they have taken a long step toward self-
mastery.
LESSON 12. —TABLE MANNERS
Children often feel that even the most common rules of
table etiquette are arbitrary and unreasonable. It should be
our aim to show that this is not the case, and to teach the
relation which exists between such rules and the laws of
hygiene and courtesy ; that it is neither healthful for ourselves
nor polite to others to eat rapidly.
Bring out the fact that our food needs to be well chewed
and mixed with the juices of* the stomach, if it is to do us
good and make us grow strong and healthy.
Teacher: "How many think it good table manners to be
cross and glum over your breakfasts or dinners because you
feel out of sorts or because the special kinds of food you
like best are not served ? "
We want sweet bright faces always when we come to the
table.
What should we talk about when we eat ?
140
SECOND YEAR
Which meal tastes better, that which is made cheerful by
pleasant talk and a good laugh now and then, or one eaten
almost in silence ?
Our food tastes better and does us more good when we are
happy and talk pleasantly at the table.
Make the noon lunch hour an object lesson in good table
manners. If the teacher acts as hostess and her pupils as
guests on such occasions, and if the illusion of play is kept up
throughout, the hour may be made most enjoyable as well as
instructive ; while the spirit of politeness and thoughtfulness
for others will become natural to the children, not to be laid
aside when the play is over, but going with them into their
own homes as a leaven of refinement.
MEMORY POINTS
The sense of taste tells us the difference between foods.
It tells us what things are good and what are not good to eat.
Taste helps us to enjoy our food.
THE GRAPE AND WINE 141
If we eat too much of any kind of food, we may lose our taste
for it.
Much pepper or spice of any kind will be likely to blunt the
taste.
Drinks which have alcohol in them may blunt this sense.
Tobacco harms the sense of taste.
We must always control the sense of taste.
Food tastes better and does us more good when it is eaten slowly.
No one should come to the table feeling cross or angry.
EMINENT AUTHORITIES FOR THE TEACHER
Alcohol hurts the Senses
Careful experiments have proved paralysis of the special
senses of smell, taste, touch, sight, and hearing after small
doses of alcohol. — Captaix P. W. O'Gorman, D.P.H. Cantab.
Alcohol diminishes the acuteness of all the senses. —
Charles Shepard, M.D.
Tobacco blunts the Sense of Taste
The use of tobacco tends to blunt all the senses and to
weaken the action of all the nerves of sensation. The persist-
ent smoking of tobacco often renders a person almost incapa-
ble of distinguishing flavors. — W. E. Baldwin, M.D.
THE GRAPE AND WINE
LESSON 13. — OBJECT LESSON ON GRAPES
Before this lesson is to be presented place upon the board
a sketch of two bunches of grapes, putting a face with a smil-
ing mouth on each grape in one bunch, and sad-looking faces
with mouths turned down on the grapes of the other bunch.
142 SECOND YEAR
Have also on hand grapes of different colors, a glass of
grape jelly, a bunch of raisins, an apple, plum, or other fruit.
Hold up the grapes and ask the class to describe their shape
and color. Find what other kinds of grapes they have seen
and tasted. Bring out the following facts by questions and
illustration : —
There are purple grapes, and others which are red, white,
green, and black.
Some grapes are round, and some are shaped like plums.
Grapes have a tough skin.
There are seeds inside of grapes.
A field that is planted with grapes is called a vineyard.
Show the apple, plum, pear, and other fruits, and ask the
children to compare their size, color, and taste, with that of
the grape.
What kind of grapes do you like best to eat ?
Hold up the glass of jelly, ask what it is, and if they have
ever seen it made.
Show the bunch of raisins and find how many can tell what
they are made from.
Raisins are dried grapes.
LESSON 14.— A VISIT TO THE VINEYARD
Hazel and Fred Burton had just moved to California, where
the big white grapes grow. Not far from the house where
they lived was a large vineyard, in the center of which stood
a long, low house or shed. No one lived there, and the
children often wondered what it was for. By and by the
grapes began to ripen, and one day the children saw men and
boys going through the vineyard, cutting the clusters of ripe
grapes from the long rows of vines. Fred asked his father
what they did with the grapes.
THE GRAPE A XI) WINE
143
" They are curing them for raisins, my son," said his father ;
" I will take you over to the vineyard and show you how it is
done."
The next day Fred, Hazel, and their father visited the vine-
yard. They found large racks upon which clusters of grapes
cut the day before were drying in the sun. In the shed, they
found many girls sorting the dried grapes or raisins, and pack-
ing them in boxes, ready to be sent away on the cars to all
parts of the United States.
Fred said he fancied the grapes were smiling on the racks,
because they were going to be so sweet and nice for people to
eat.
"Yes," said his father, "the grapes look merry, and the
owner looks merry, too. He knows he is making the best
possible use of his grapes."
Fred imagined that those grapes looked like this bunch
(pointing to the picture on the board with the merry mouths).
144 SECOND YEAR
One day when Mr. Burton and the children were riding
through the country, they saw another vineyard which did not
look like the first one. They got out of the buggy and went
to see what the men were doing there.
In this vineyard, instead of the racks for drying the raisins,
there were several large presses in which the grapes were
squeezed until all the juice had run out.
"What are they going to do with all the juice, papa?"
asked Fred. " Are they going to make lots and lots of jelly ? "
"No, they do not boil the juice," said his father. " They let
it stand, and after a few days it becomes changed. Alcohol
is formed in it, and it is called wine. Some people drink wine,
but the v alcohol in the wine is a poison which may make the
one who drinks it want more wine. This may hurt his body
and brain so that he cannot work or think well. Wine often
makes people do and say bad things. Sometimes people who
have taken wine make others unhappy."
" I do not believe those grapes want to be made into wine,
to make people bad and unhappy," said Hazel, as one of the
men passed by carrying a big basketful of the fruit.
" It is too bad for men to make a bad drink out of grapes,
when there are so many nice ways to use them," said her father.
" We will eat the grapes and the raisins and never touch the
wine."
How Wine is Made
Call the attention of the children to the dust on the skin of
the grapes, and tell them about the little plants called fer-
ments which are found in that dust.
How many have seen moss growing on the trunks of trees,
and on the roofs of cottages ? This moss is a tiny plant.
Other little plants very much smaller than moss are found in
the dust on the grapes, plants so small that we cannot see them
without a strong glass called a microscope.
THE GRAPE AND WINE 145
Explain that just as the moss has no means of getting into
the heart of the tree, but has to stay on the outside, so these
other little plants which grow on the grapes cannot get through
the skin to hurt the grape.
Crush a few grapes in a cup and let the children see that
the dust and the plants in it have been washed into the juice.
Tell the class that these tiny plants or ferments* which do
not hurt the grapes while the skin is unbroken, can change the
grape juice when they get into it, until it loses its sweet taste
and becomes a very different liquid. Fart of the juice becomes
a gas more like air than sugar, and another part becomes the
sharp-tasting liquid called alcohol which Mr. Burton told the
children about.
Why does wine hurt those who drink it, when the grapes
it is made from are so good to eat ?
Under the picture of the unhappy grapes let us write some
sentences, which show that a bad use of grapes makes people
very unhappy and sometimes causes them to say and do wicked
things. Who can think of one ?
MEMORY POINTS
Grapes are of different colors and shapes.
They grow on vines.
Afield of grapes is called a vineyard.
Ripe grapes are sweet and good to eat.
Other good uses for grapes are to make them into jellies and
sauces.
Raisins are dried grapes.
People get the grape juice by crushing the grapes and pressing
it out.
Little plants called ferments are found on the skin of the grape.
When the juice is pressed out, these ferments can change the
grape juice into a gas and alcohol.
OR. LESS. IN in. 10
146 SECOND YEAR
The poison alcohol in wine hurts people who drink it.
Wine sometimes makes people who drink it do and say bad
things.
Wine has made many drunkards.
EMINENT AUTHORITIES FOR THE TEACHER
In fermentation the juice of grapes is changed from being
sweet and full of sugar into a vinous liquor which no longer
contains any sugar. — Sir B. W. Richardson, M.D., LL.D.,
F.R.S.
Vinous fermentation changes sugar into alcohol. Grape
juice splits up into alcohol and carbonic acid. — Gustav
Bunge, M.D., Basel, Switzerland.
All alcoholic drinks are poisonous and injurious to health.
They should never be used for beverage purposes. — H. New-
ell Martin, M.D., F.R.S.
THE EYE
LESSON 15. — PARTS OF THE EYE
Dull children usually suffer from some physical defect.
Test the eyes of all pupils and assign the most advantageous
seats to those who may be near-sighted. If spectacles seem
necessary, suggest that an oculist be consulted at once.
Teacher : " I am thinking about a part of the face. Let
me tell you something about it while you try to guess what it
is. It is shaped somewhat like a ball, but we can see only
one side of it. Most of it is tucked away in a kind of bony
cradle to keep it from getting hurt, for it is very delicate, and
precious. It is not fastened into its cradle so tightly that it
cannot move at all. We can move it up and down and from
side to side whenever we like. In the daytime it is almost
THE EYE 147
always in motion. A curtain lined with pink and edged with
a curious sort of fringe hangs in front of it, and this can be
let down to cover it all up when night conies and it needs to
rest, or when anything comes near which might hurt it.
"Who knows what a camera is? This part of the face
which I am telling you about is like a camera in some respects ;
at least you can take pictures with it of anything you like,
and you do take them all the time except when you are asleep.
" How many know what part I am thinking about ? "
The part of the face you are thinking of is the eye.
Teacher : " To-day we are going to find out something new
about these wonderful little cameras of ours, as we may call
them. Arthur may draw the curtain and let us see what we
have on the blackboard."
When a good-sized drawing of the eye which has been pre-
viously prepared is thus shown, the teacher continues: "I
want some one to come to the board and find the part of the
eye which takes pictures for us. Is it on the inside or the
outside of the eye ? "
If possible, have a small camera and let the children look
through this at one another and at different objects in the
room.
Tell them there is something inside the machine which
makes an exact picture of whatever is in front of it, and that
in much the same way pictures of everything we look at are
formed on the inside of the eye.
Ask some child to find the spot in the drawing on the board
where the light can get through to form these pictures.
Teacher : "You may all rise by twos and look at each
other's eyes for a moment. How many can see the place in
them where the light gets to the inside ? "
The light goes through the black spot in the middle.
Teacher : u I wonder if you know what this black spot is
called. It is the pupil of the eye.
148 SECOND YEAR
" It is really a little hole to let the light into the eye, and in
front of it there is something like a little window which lets
the light shine right through, but keeps the dust out. You are
looking at this little window when you see the sparkle in any
one's eyes, and it is this which makes them look so bright."
How many have noticed whether the pupil of the eye is
always the same size ? Why is it larger at some times than
at others ?
What do we do when the sun shines too brightly in the
room ?
We pull down the curtain.
This is just what our eyes do for us. Did you know we had
curtains in them all around this little window we call the
pupil ? This colored part of the eye is a kind of curtain
which almost covers the pupil. When the light is very strong,
it lets in only a little. In the dark it opens very wide to
admit a great deal of light.
How many different colored eye curtains can you see ?
How many have a pet cat at home ? Those who have may
look at her eyes to-night, and you will see how this queer little
curtain works. Put her into a dark room for a few minutes
and then bring her out into the light where you can watch her
eyes. Of course you will be sure to hold her very gently and
not hurt or frighten kitty in any way.
This beautifully colored eye curtain is called the iris.
Teacher : "Take another look at the eyes of the one nearest
you and tell me some other part which has not been named.
"Frank is right; I meant the white of the eye. This part of
our eyes is made quite hard and firm to help hold them in place."
Name all the parts of the eye we have learned.
The parts of the eye are —
The pupil, a little black hole in the center of the eye which
lets in the light.
THE EYE
149
The iris, a colored curtain which keeps too much light from
getting into the eye.
The white of the eye, which is firm and hard to help hold
the eye in place.
LESSON 16. —MABEL AND HER UMBRELLA
One morning as a lady went down street she saw a little
girl named Mabel with a large open umbrella. The little girl
thought it would be great fun to play lady and carry the
umbrella open. The wind blew very hard and almost blew
the umbrella away from her, but she clung to it with both
hands. By and by she wanted to turn around and go home,
so she braced her feet hard against the ground, but the wind
took her and the umbrella along. Poor little Mabel, she needed
150 SECOND YEAR
help ! The lady shut the umbrella for her and found that she
was crying hard, and that drops of water were coining out of
her eyes. The lady wiped these drops off her face and led
her home to her mamma.
What do we call such drops of water ? Tears.
What are tears ?
Tears are drops of water that come into our eyes when we cry.
When we feel bad, too much tear water comes into our eyes
and runs out on our cheeks. A little of this tear water is
coming into our eyes all the time, and when we wink it is
spread around over our eyeballs to keep them moist. Who can
tell what winking is ?
Winking is shutting our eyes and opening them quickly.
We have to wink to spread the tear water over our eyeballs.
Here is another story about a little girl who cried : —
Susie and the Dark
One evening a lady heard a little girl, who had gone to bed,
crying very loudly. The lady went to see what was the mat-
ter. The little girl, whose name was Susie, said, " I don't
like the dark." The light had gone out, and she could not
see anything; that made her cry. The lady brought in
another lamp, so that the room was light again. She wiped
away Susie's tears, told her to shut her eyes, and then asked
if everything seemed dark again. Susie said, " Yes ; when I
shut my eyes, it is dark to me. I don't like the dark, I want
to see. I am glad jou brought in the lamp." The lady talked
kindly, and told Susie there was no reason to be afraid in the
dark. Susie listened, but she thought, "I like the light
better."
Teacher : " All of you who like the light better than the
dark may stand up.
THE EYE 151
" I will stand with you, too, because I like the light. But
when we are tired and need to sleep, the dark is better for
our eyes than the light. For that reason the night is good as
well as the day. But when we are rested, if we have good
eyes and are well, we all like a bright, beautiful morning,
because we like to see one another and the things about us.
" Shut your eyes, and keep them shut until I say, Open.
Your eyes are now shut ; does the room seem light or dark to
you ? "
The room seems dark when our eyes are shut.
Teacher : " If anything were the matter with your eyes so
that you could not see, it would always be dark to you.
" Now you may open your eyes again.
" Why are you glad you have eyes and can see ?
" What kind of eyes do you like best ? "
Beautiful Eyes
One day a man was walking on a crowded street ; his eyes
were shut, he could not open them, and he could not have seen
if he had opened them. He carried a cane right before him
with which he seemed to feel the place to put his feet as he
walked.
What was the matter with this man ? He was blind.
He came to a place where he had to cross the street. He
could hear the feet of horses and the wheels of wagons and
carriages in the way, but he could not see where or when he
could safely cross. He stood on the edge of the street and
looked troubled.
A bright-eyed, happy boy, with his books in a strap on his
way to school, saw the blind man, ran up to him, and said, " My
name is Willie. I will be eyes for you and lead you over.
Quick now, please, before that next horse and wagon get
here/'
152
SECOND YEAR
The blind man took Willie's hand, and together they hurried
safely across the street. As the blind man thanked him, he
added, " I am glad
you are not blind,
Willie. I cannot
see your eyes ; this
world is all dark
to me, but I know
that you have kind
eyes and they are the most beautiful eyes in the world.
What do we mean by kind eyes ?
How can we have them as well as Willie ?
LESSON 17.— TRAINING IN OBSERVATION
Exercises in observation may be introduced at this point, the
object of each being to develop in the children quickness and
accuracy of perception. Send them one at a time to the door,
or into another room for a moment, to notice everything in
sight and then tell the class just what they have seen.
Write short lists of familiar words or a sentence or two on
the board, and after erasing them call for their reproduction
from memory by the class.
Vary these exercises by asking different pupils to stand
THE EYE 153
before the class and describe some object, while the others
guess what it is from their description.
Lesson in Color
Write the names of the primary colors on the board one at
a time and hold up strips of paper of the same color where all
can see them. Ask the children to name all the objects they
can think of which have this color, pointing out those which
are in the room.
When the seven principal colors have been learned in this
way, show the class a prism, or let them see these colors in a
glass of water upon which the sun is shining, and name them.
Call attention to the next rainbow and ask the class to tell
the colors they see in it.
Have ready a box of different colored worsteds cut in short
lengths for the children to sort as busy work. Ask them to
match the colors exactly, then to arrange them in the follow-
ing order — red, orange, yellow, green, blue, indigo, and violet.
How Tom learned to see Things
At the dinner table one day, a little boy whose name was
Tom told his parents that as he came from school he saw five
boys playing marbles on the street in front of the brick church.
Sam said, " Mother, I think something must be the matter
with Tom's eyes ; he does not see straight."
" Why do you say that ? " the mother asked.
" Because," Sam replied, " I came home right behind Tom
and saw the same boys, and there were only four playing
marbles, and not five, as Tom says. I don't suppose he meant
to tell an untruth, so I think something is the matter with his
eyes."
" Oh, dear," said Tom, " Sam is so particular ; he wants me
to tell just exactly how many I see every time, and everything
just as it is ; I don't see what difference it makes."
154 SECOND YEAR
" It makes the difference between telling what is true or what
is not true, ray son," said his father, " and that is a great and
serious difference. The boy who is careless about noticing
exactly what he sees may not mean to tell an untrnth when he
tries to tell what he saw, but he will not be sure he is telling
what is true. Now, Tom, for the rest- of this week, I would
like to have you and Sam tell us at the dinner table, each day,
just what you see on the way home from school at noon."
The mother said : " I think that will be a very good exer-
cise, and I hope my dear Tom will have seeing eyes that notice
as well as see. I know he does not want to be one of those
who ' seeing, see not.' "
When Tom kissed his mother good-by as he started back to
school, he said, " Mamma, I do want seeing eyes, and I will try
to beat Sam in telling what I truly see on the way home to
dinner the rest of this week."
LESSON 18. — CARE OF THE EYESIGHT
Teacher: "If we are unfortunate enough to break off a
tooth, we can go to the dentist's and have a new one put in.
Suppose we should once lose our eyesight, would glasses or
anything else help us to see ?
" No, there is nothing to take the place of our eyes, so we
must take good care of them that they may last as long as
we live.
" Who can think of some of the ways in which we may hurt
our eyes ?
" I will tell you a little story which will help to show you
what I mean."
How Dan hurt his Eyes
Dan Benton was just getting well from an attack of the
measles. He wanted to get up and play with the other boys,
THE EYE 155
but the doctor had said he must lie still in a dark room for
another day or two.
" Much he knows about how a fellow feels," grumbled Dan
to himself. " A little light won't hurt anybody, and I'm going
to read my new book if I can't do anything else."
Dan pushed open the blinds and read until Nora came in
with his supper. " To-morrow I shall get up and have a good
time," he thought ; u I'm not going to lie here forever."
That night Dan woke up with a sharp pain in his eyes.
They had never ached so before and he screamed for his
mother.
She bathed them in cool water, but they still hurt so much
that the doctor had to be sent for.
" You'll know enough to obey orders next time, won't you,
young man ? " he asked, when he heard what Dan had been
doing.
" You'll have to keep those eyes of yours bandaged for
several days yet if you want to get rid of that pain. It's lucky
for you, you don't use tobacco, or your eyes would be a great
deal worse than they are now. Have you heard about Burt
Carter down at the Mills ? "
" No ; what is the matter with him ? " asked Dan.
" I'm afraid he's going to lose his eyesight," said the doctor.
"He's been smoking cigarettes pretty steadily for several
years, and now his eyes are paying the penalty. They are
going to take him to a city oculist to-morrow, but I'm afraid
no one can help him."
" Why, his eyes used to be as strong as anything." said Dan.
" He could look right up at the sun when all the rest of us
had to use smoked glass, and he says he always reads on the
cars; I can't because it makes me dizzy."
" He never will again," said the doctor. " He has abused
his eyes too often, and now it looks as if he were going to be
blind for the rest of his life."
156 SECOND YEAR
Dan looked pretty sober. "Miss Gray told us all these
things in the physiology class," he said presently, "but we
boys thought she was just trying to scare us ; maybe she
wasn't, though."
" No, indeed," said the doctor, " she was telling you the
truth ; you'd better be thankful you've found it out in time.
If I had known as much at your age about the care of my
eyes as you boys are learning in school, I shouldn't be
wearing spectacles, I can tell you. You just tell the boys
that."
When Dan went back to school the physiology class was
having a review lesson on the eyes, and his hand was the first
to come up when Miss Gray asked who could tell some of the
ways in which the eyes may be hurt.
MEMORY POINTS
The eye takes pictures of everything we see.
The pupil, iris, and white are parts of the eye.
The pupil is a small black hole which lets light into the eye.
The iris is a colored curtain which helj)s to protect the eye from
light.
The white of the eye helps to give strength and firmness and
hold the eye in place.
Tears keep the eye moist and help to wash out specks.
When we cry more tears come than the eyes can hold.
If we had no eyes we could not see the faces we love, nor the
birds and grass and flowers. We could not see to work or play
or read.
The best eyes are kind eyes which see for others as well as for
themselves.
The colors of the rainbow are red, orange, yellow, green, blue,
indigo, and violet.
Our eyes should help us tell the truth.
THE VOICE 157
We must notice and remember ivhat we see, if we want to have
truthful eyes.
It hurts the eyes to look steadily at the sun or any very bright
light, or to try to see in a poor light.
It strains the eyes to read when one is lying down, or riding in
the cars or a wagon.
It is bad for the eyes to use them much when one is sick or not
feeling well.
Tobacco hurls the eyes, and sometimes makes people lose their
eyesight.
Any liquor which contains alcohol may make the eyes red,
and hurt them in other ways.
EMINENT AUTHORITIES FOR THE TEACHER
It lias become evident that alcohol alone is not in all cases
the cause of acquired color blindness; that very often the
abuse of tobacco has much to do with it. — J. H. Thompson,
M.D., Surgeon Wabash Railway.
THE VOICE
LESSON 19. —THE USE OF THE VOICE
There is something attractive in a pleasant voice. When
we hear coarse loud tones in the home or in public places,
our immediate verdict is, "The owner of that voice lacks
refinement."
Teach the children that we can control the voice, that sweet
tones add to the happiness of those about us. They are a
mark of good breeding and refinement, and within the reach
of every one.
The lesson may be begun with a guessing game which will
arouse the curiosity of the children.
158 SECOND YEAR
Teacher : " We all possess something which no one has ever
seen. We may make people happy or unhappy by it. When
Fred's mamma wants him to come home from Charlie's, she
uses hers, and Fred hears and comes home. Some people
have to talk on their fingers because they do not know how
to use this something I am thinking about. Some people have
such sweet ones that we love to listen to them. What am I
thinking of ? "
You are thinking of the voice.
Teacher : "Try to imagine for a moment how it would seem
if the birds had no voices and could neither twitter nor sing,
if the sheep could not bleat, if the dogs could not bark, and if
boys and girls, and men and women, could not speak or laugh
or sing. Tell me^now of what use the voice is."
If we had no voices we could not talk.
We could not sing, and sweet singing makes us happy.
We can understand each other better by talking than in any
other way.
We could not shout or laugh if we had no voices.
The world would be painfully still if no one could speak.
Care of the Throat
Teacher: "We can express joy and pleasure with our voices,
and in many ways cheer those about us. But people's voices
are not always pleasant. Sometimes they allow themselves
to get angry and talk in loud, coarse tones which hurt the feel-
ings of their friends and all who hear them. Sometimes they
forget and talk too loudly when they are not angry. We can
control our voices if we try, and thus form the habit of speak-
ing in sweet, pleasant tones, which every one will enjoy. Who
can think of ways in which we may injure the voice, if we are
not careful of it ? "
TFIE VOICE 159
We may injure our voices by shouting until we are hoarse.
Our voices are injured by singing too loud or too high so that
our throats are strained.
We should not sing or use our voices much when we have
colds.
Teacher : " When you happen to get too near a bonfire and
get smoke in your faces, and breathe in a little of the smoke,
how does it make your throat feel ? "
The smoke hurts our throats and makes us cough.
Teacher: "What habit do boys and men sometimes indulge
in which may hurt their throats and voices ? "
Cigarette smoking or smoking tobacco.
Tell the class that some people make their throats sore and
hurt their voices by smoking tobacco or cigarettes, for the poi-
sonous smoke hurts the delicate membranes of the throat and
may make the voice harsh and unpleasant. The air in a room
in which others are smoking is not good for our throats.
MEMORY POINTS
Each one of us has a voice.
We use the voice every time we speak or sing.
The voice is meant to give pleasure to those who hear it.
Every one can have a sweet voice who tries to control his tones
and always speaks kindly and gently.
The voice may be strained by shouting or singing too loudly.
We should use the voice very little when we have a cold in the
throat.
The voice is often injured by cigarette smoking.
We will try to speak kindly.
We will try to use pleasant tones when we speak.
We will not smoke cigarettes.
160
SECOND YEAR
THE EAR
So many people listen badly, when not sleepily, that the wonder is
that anything ever is rightly understood. — George Macdonald.
LESSON 20. — HOW WE HEAR
Knowing what one hears is largely a matter of attention.
By holding pupils accountable for knowing the place of lessons
once assigned, or for hearing with the mind definite instruc-
tions once given, the teacher is contributing to the hearing-
capacity of her class.
Teacher : " This morning you all were at play outside. How
did you know when it was time for school to open ? There
was no clock in sight."
We heard the bell ring.
Teacher : " Our lesson to-day is about that
part of you which heard the bell ring. We
are to see how much we can find out about
it. What is the name of this part ? Point
to it."
What do deaf people sometimes use to
help them hear ?
Here is a picture of an ear trumpet.
What is an ear trumpet for ?
Ask some child to come to the board and
trace with pointer an imaginary sound as it
enters and passes through this tube to a person's ear.
Question until the class understand that one end of the ear
trumpet is made large and flaring to collect as much sound as
possible, while the other end is small to fit the ear. Then
transform the drawing by a few strokes of the chalk to a like-
ness of the outer ear.
The resemblance will appeal to the children, and when asked
THE EAR
161
the use of this part of the ear they should be helped to under-
stand that —
The use of the outer ear is to collect sound.
The outer ear must be large enough to collect a good deal of
sound, but our ears would be very much in the way if they
were as large as the ear trumpet,
and we should not like to see them.
Look at the outer ear of the
child who sits next you. Can you
tell how it is made large enough
to collect the sound and yet not
be in the way ?
The outer ear is made large to
catch the sound and then wrinkled
up to be out of the way.
If the parts of our ears which
are on the outside of our heads are
used only to collect sounds, we must
find out what we really hear with.
When sounds enter the large part of the trumpet they pass
along inside the ear trumpet and out of the small end into
the ear.
Ask some child to come to the board and trace from the
drawing the course of a sound from the large part of the ear
to the end of the tube.
If we could see sound and watch it after it enters our heads,
we should find it hurrying along this tube until it reaches the
farther end, where it knocks against a tight skin stretched
across the opening. Do you think we have found the place
now where we hear ? No, not yet. The sound goes on until
it reaches the part of us with which we think. This is called
the brain.
OR. LESS. IN IIY. 11
162
SECOND YEAR
The teacher should next add to the drawing on the board an
outline sketch of the middle and inner ear, with the nerves
of hearing reaching from the latter to the brain.
Call upon several of the children in turn to utter a word or
sound, while others at the same time from the drawing on the
board trace its course from the outer ear to the brain. If care
has been taken to keep the main thought before the children,
they will be able now to answer the question : —
What do we hear with ?
by the statement : —
We hear with the brain by means of the ear.
LESSON 21. — QUICKNESS AND ACCURACY OF PERCEPTION
Allow a child to leave the room, closing the door behind him.
Then tell him to ring a bell or make some noise. Ask the
class where Harry is.
Harry is out in the hall.
Teacher : " Can you see him ? *
No, we cannot see him.
THE EAR 163
Teacher : " How do you know he is there ? "
We know he is there because we can hear him.
Teacher : " We cannot see out of these windows because they
are too high, but I am sure there is something passing in the
street. What is it ? "
A heavy wagon is passing. I hear the wheels.
There is a boy in the street. I hear him whistle.
Teacher : " Let us listen again. Perhaps we may be able to
learn something about what is farther away than our street.
You may tell what you hear."
The train is coming in. I hear the engine whistle.
The mill is going. I hear the noise of the machinery.
I hear the bells on the electric cars.
Let us play we are so deaf we cannot hear anything.
Tell me some things we could not know without' the sense of
hearing.
We could not hear the birds sing.
We could not hear the bells and whistles.
We could not hear the train coming if we were crossing the
track.
We could not know the sound of each other's voices, or
what our friends are saying when they talk to us.
Teacher : " There are some people who are born entirely deaf,
and some who were made deaf by disease when they were chil-
dren. These people cannot talk, for they have either never
learned or have forgotten how, and we call them deaf and dumb.
Can you tell why deaf people cannot talk ? "
By skillful questioning lead the class to see that deaf chil-
dren cannot hear the sounds of words, and so are unable to re-
produce them without much careful training by special teachers.
We should be very thankful for good hearing.
In connection with this subject a lesson in kindness to the aged
and deaf may fittingly be given. When we realize how much
164 SECOND YEAR
we gain by good hearing we can better appreciate the privation
of those who are deaf, while* we sliould be prompted to do
what we can to relieve their discomfort.
LESSON 22.— CARE OF THE EARS
Have each child name some pleasure which comes to him
through his ears and which he would have to give up if he
should lose his hearing.
Hold up an ear trumpet and ask if people could hear well
through it if the tube were filled wholly or in part.
Point to the drawing on the board and ask similar questions
in regard to the human ear, developing the idea that —
Anything put into the ear may hurt the hearing.
Tell the class that if an insect accidentally gets into one's ear,
he should not try to get it out but go at once to his teacher or
some grown person who can remove it without injury to the
ear; and that no one should put sharp or hard instruments
into his ear for any purpose.
What happens when you blow up a paper bag and strike it
with your fist ? Point to the drawing and from it explain
that in just the same way a blow on the ears may crack the
little skin which separates the outer ear from the middle part.
If this were torn or hurt in any way the hearing would be
greatly injured.
Explain what a dangerous thing it is to pull or strike the
ears. Not only is the outer ear thus pulled out of shape, but
the delicate parts within the ear may be strained and the hear-
ing itself hurt.
A Cause of Earache
Once there was a little boy who liked to hear the wind blow.
The house in which he lived was not very new and there were
wide cracks around the doors. One day when the wind was
THE EAR 165
blowing hard, he put his head down to the crack and let the
wind blow into his ear. It hurt a little, but he thought it was
fun to hear the roar. That night he cried so loudly that he
awakened his mother. What do you suppose the matter was ?
He had the earache, and was almost sick with it the next day.
This boy lived to be an old man, but he often had earache, and
he always said that it began with the time when he let that
strong wind blow into his ear.
Teach the class how to clean the ears without injuring the
drum. The best method is to use only a soft cloth in the outer
ear and allow the wax, nature's cleanser, to clean the drum
and the inner part of the opening. One should never use
pins, hairpins, or the little ear shovels which sometimes come
with penknives, as the hard substance pressed against the deli-
cate little drum may injure it beyond recovery.
There are other things which may injure our sense of hear-
ing, just as they hurt every other part of our bodies. These
are alcohol and tobacco. Shall we take either of these poisons
if we want to hear quickly and well ?
We must not drink anything which has alcohol in it, or use
tobacco in any form, if we want to have good hearing.
Who had the Best Ears?
Dorothy and Louise Burke were two little sisters with a
large family of dolls. They decided to play one day that it
was the big doll's, Lena May's, birthday, and that they
would have a party to celebrate it, with all the other dolls
invited.
They had the whole nursery to themselves, for their mother
was going out for the afternoon. Before she went she looked
in at the door, and said : —
"Betty will bring up the birthday supper when you are
ready for it. You may have bread and butter and some of the
166
SECOND YEAR
cold chicken, and lemonade and cookies. But put Frisk out
of the room before you begin your supper."
Frisk wagged his tail when he heard " cold chicken," but he
lay very still in the corner.
By and by everything was ready and the little table looked
very tempting.
Lena May had a chair all to herself and sat up very stiff and
straight. Three dolls sat in their own big chair where they
behaved beautifully, and Louise held the baby doll in her lap.
They were just ready to pour the lemonade when a dreadful
thing happened.
Frisk, who had come up so softly that no one had heard
him, suddenly put his fore paws on the table and as quick as
a wink had all the chicken in his mouth.
Dorothy screamed and put both hands to her head in fright,
while Louise tried in vain to pull Frisk away. He swallowed
the last bit of the chicken.
Just then Mrs. Burke opened the door.
" Oh, mother ! " both girls sobbed out at once, and the dolls
would have joined them if they could, " Frisk has eaten all
the chicken."
THE EAR 167
Mrs. Burke walked up to the table. " Let me look at your
ears," she said to the two girls.
After she had looked she said, " I can't find anything wrong
with them, but they don't seem to hear well. Frisk seems to
have paid attention when I spoke about the chicken and to
have remembered, but you forgot about putting him out of the
room, as I told you.
" Which ought to have better ears, do you think, children or
little dogs ? "
Teacher: "What do you think Dorothy and Louise said?
I think they took good care after that not to let a dog get
ahead of them either in hearing or remembering what they
heard."
MEMORY POINTS
The outer ear collects the sounds we hear.
It is made in wrinkles to take up as little room as possible.
We hear with the brain by means of the ear.
The sense of hearing tells us the song of birds, what people are
saying, and how to avoid danger.
Deaf people are often unable to talk because they can hear no
sounds and so do not know how to make them.
We should be very thankful that we can hear.
Anything put into the ear may hurt the hearing.
Any blow on the head or ear may hurt the hearing.
We must not use any hard substance to clean the ears.
We must not dull the hearing by smoking cigarettes or tobacco
in any form.
Our ears are given us to hear with.
We should listen carefully and remember what is said to us.
EMINENT AUTHORITIES FOR THE TEACHER
Owing to the congestion of the nose and throat produced by
alcohol and tobacco, it is found that deafness is quite common
168 SECOND YEAR
among drinkers and smokers. — Roger S. Tracy, M.D., New
York.
The sense organs are affected by alcohol and the acuteness
of perception dulled. The habitual smoker usually suffers
from what is known as " smoker's sore throat." Cigarettes
especially are apt to cause these symptoms. — H. Newell
Martin, M.D., E.R.S.
THE NOSE
LESSON 23. — THE ORGAN OF SMELL
Teacher: "My little nephew came to visit me last night,
and he was hardly inside the door before he called out, ' Some-
body's been roasting chestnuts; please may I have some?*
" There wasn't one in sight when he came in, and nobody
had said anything about chestnuts. How do you suppose Jas-
per knew we had been having some roasted ? "
I think he smelled the chestnuts, and that was how he knew
you had been roasting them.
Teacher: "Herbert has guessed. To-day we are going to
find out what we can about the organ of smell. Point to it
and tell its name. Everybody who knows may rise and touch
it with the tips of his fingers."
What are our noses for ? Tell something we find out through
this sense which neither our ears nor our eyes nor our mouchs
nor our hands can tell us.
We smell with the nose.
Some things smell good.
Others have a bad smell.
With our eyes shut we can tell any flower we know by
smelling it.
I like the smell of ripe fruit.
THE NOSE 169
Parts of the Nose
Teacher: "Suppose we think about the parts of the nose
next. We cannot talk very much about things until we know
what to call them. Anybody who can name a part may rise
and tell what it is. Point to the part you are thinking of and
tell something about it."
The top of the nose is called the bridge.
The bridge-bone helps to give shape to the nose.
The tip of the nose is soft like a cushion to protect the end
of the bridge-bone.
The nose has two holes called the nostrils.
We breathe through the nostrils.
Teacher : " Is there any other way in which we could breathe
if we had no nostrils ? Hold your handkerchiefs over your
noses and see."
We can breathe through the mouth also.
Teacher : " Why do we need two ways in which to breathe ? "
" I had a cold last week," said Helen, " and it stopped my
nose up so I had to breathe through my mouth."
Teacher: "It was fortunate for Helen that she had two
ways to breathe. I should like to have her tell us which way
she likes better."
Helen: " I would rather breathe through my nose, because
it makes my throat sore to breathe through my mouth all the
time."
Teacher: "There is another reason why we should breathe
through the nose instead of the mouth, and that is because it
looks better. Who would like to see people going about with
their mouths open all the time ? "
We will take care not to breathe in that way.
Teacher: "I have another question I want to ask Helen,
and perhaps some of the rest of you can answer it too. When
170 SECOND YEAR
you had such a bad cold last week, could you smell just as
well as before ? "
" No, I could smell hardly anything," said Helen. " Why
couldn't I?"
" We shall talk about that next," said the teacher, " but first
we must know what part of the nose it is that we smell with.
I have a little bottle of perfumery with me, and you may come
here one at a time. Try smelling with the bridge of the nose
first; then with the sides; with one nostril at a time; with
both. What do you find ? "
We smell through the nostrils with the upper part of the
inside of the nose.
LESSON 24.— CARE OF THE NOSE
Teacher : " When we have a cold in the head the nose often
swells on the inside and almost closes the openings, so that
odors cannot pass through them easily. That is why Helen
found it difficult to smell when she had a cold. Tell one way
in which we may take care of this organ, so that we can smell
flowers and fruit and other good things as soon as we come
where they are."
We must be careful not to take cold if we want to have a
keen sense of smell.
MEMORY POINTS
The sense of smell tells us what odor a substance has.
We smell with the riose.
TJie nose tells us that some things smell good and others have a
bad smell.
We can tell flowers and fruit by the different odor of each.
The bridge, tip, and nostrils are parts of the nose.
We breathe through the nostrils.
THE NOSE 171
We should not breathe through the mouth because it looks bad,
and because it makes the throat sore.
We smell through the nostrils.
We must try not to take cold if we want to have a keen sense of
smell.
We must keep our noses clean.
We must not forget to use our handkerchiefs when necessary.
We must not pick the nose or we may make it sore.
We must not put our fingers into the nostrils for this will make
them grow ill shaped.
We should not smell very strong odors like ammonia, for they
blunt or injure the sense of smell.
We must not use tobacco in any form because it may hurt the
sense of smell.
Breathing Exercises
1. Inhale slowly through the nostrils ; exhale slowly through
the nostrils ; practice until at least thirty seconds can be spent
in each exercise.
2. Inhale and hold the breath an instant; inhale again and
hold ; do this until the lungs are full ; then exhale rather
slowly.
3. Repeat exercise 1, rising meanwhile on the toes, and
raising the extended arms to shoulder level. Reverse during
exhalation. — Household Hygiene.
EMINENT AUTHORITIES FOR THE TEACHER
Improper Breathing destroys Health
How much imperfect development of feeble vitality, how
much indifferent health, how much pulmonary disease, is due
to neglect of systematic training of the breathing would be
difficult to determine, but the amount of mischief thus caused
is large.
172 SECOND YEAR
In some schools the act of breathing is systematically
taught. It is a simple matter to insist upon the habit of tak-
ing regular and full respirations, especially in the open air.
— London Lancet.
Alcohol interferes with Proper Breathing
Alcohol greatly lessens the oxidation of the blood, weakens
respiration, and largely interferes with the elimination of the
various toxemias upon which disease depends. — D. F. Mat-
ter, M.D.
Effects of Tobacco
Cases of lung disease are aggravated by the use of tobacco.
Tobacco smoke makes the air impure. In bronchitis tobacco
smoke acts as an irritant to the already irritable surface of the
bronchial tubes ; it keeps up a cough. — Sir B. W. Richardson,
M.D., LL.D., F.R.S.
THE SENSE OF TOUCH
LESSON 25. — WHAT WE LEARN THROUGH TOUCH
Before it is time for this lesson to be given, collect a number
of objects having different qualities of surface or material ;
those, for instance, which are hard, soft, smooth, rough, cold,
warm, heavy, light, for use in teaching the sense of touch.
Later on in their school life the children will learn to distin-
guish between the sense of touch proper, and temperature and
muscular sensations, but in primary grades such close classifi-
cation is unnecessary. If many of the objects chosen are un-
familiar to the class, place these on a low table and call all
the children about to examine them. Let some of the articles
be bright-colored silks and woolens, others attractive fruits and
flowers.
THE SENSE OF TOUCH 173
How many know the name of every object on the table?
Who does not ? Let each one examine carefully a substance
he does not know, find out how it looks, smells, and feels to
the touch, until all are familiar. Then blindfold the children
in turn and ask them to tell these different objects apart by
handling them. A little practice will enable them to tell silk
from cotton, apples from pears, glass from stone, and so on
throughout the list.
When all can do this readily help them to compare objects ;
to tell how they know a peach from an apple of the same size,
a marble from a plum, a fur rug from straw matting.
Find a triangular block from touch alone ; one that is square,
round, oval. What have we learned about these blocks by
handling them ?
The sense of touch helps us to know the form of an object.
What else can we learn about things simply by touching
them ? How do you know that this is a piece of flannel and
that a bit of cotton? How can- we tell brussels carpet from
oilcloth if we do not look at either? a file from a knife
blade? the bark of a tree from the leaves? What new
fact about objects have we learned from touching these
things ?
Give further illustration if necessary, allowing the children
to describe their own sensations in each case, until they know
that some objects feel smooth, others rough, and that we learn
these qualities by the sense of touch.
Teacher: "Is this glass tumbler smooth or rough? Tell
me without touching it. How did you find out ? What other
sense besides touch helps us to know whether objects are
rough or smooth ? "
Sight and touch help each other in this, but if we could use
only one we should choose touch because it is less likely to be
mistaken.
174 SECOND YEAR
The sense of touch helps us to know whether objects are
rough or smooth.
Teacher: "Here are two glasses of water which look just
alike. Harold may see if he can find any difference between
them."
Harold : " The water feels warm in one glass and cold in
the other."
Teacher : " How many have ever played snowball ? Is
snow cold or warm? Can you tell just by looking at it?
How do we know ? How do you know whether a flatiron is
hot or cold ? ice cream ? the flame of a candle ? What is the
third thing that the sense of touch tells us about objects ? "
The sense of touch helps us to know whether objects are
cold or hot.
How much can we find out about a ball by touching it ? a
piece of ice ? a pineapple ? a crayon ? the books on our desks ?
the door ?
Continue this exercise with familiar objects until every
child has had an opportunity to review all that he has learned
about the sense of touch.
Let the children have a quiet game of blindman's buff until
they can recognize one another by the sense of touch, and can
also tell how they know May from Esther, or George from
Lewis, when they cannot see them or hear them speak. Give
each child blindfolded some article which he has seen before,
and let him try to tell what it is from the sense of touch alone ;
then ask him to describe it.
Allow the children, two or three at a time, to move slowly
about the room with eyes closed, until they can recognize the
different articles of furniture by touch and can name the
qualities each possesses.
Eeview the work of this sense in other ways until the class
can describe correctly the shape and surface of all familiar
THE SENSE OF TOUCH 175
objects, and can compare them with reference to these quali-
ties. Give a memory drill at this point by asking the children
to recall how fur feels to the touch, also snow, putty, molasses,
pitch, a marble, wood, and other substances they have recently
handled. Thorough training in work of this kind and prac-
tice in trying to describe the different sensations felt or re-
membered will not only make the sense of touch more delicate
and helpful to each child, but will greatly aid in developing
his mental powers.
LESSON 26. — THE ORGAN OF TOUCH
Teacher: "How can we find out that an orange is round
and an egg oval when our eyes are closed ? Where is our
sense of touch ? Could we tell anything about objects if we
had no hands ? Are our feet of any use in this ? If we lay
an object against our cheeks or on our arms can we tell any-
thing about it?
" Kate may stand with her eyes closed, while I tap different
parts of her body lightly with my pencil. Which parts did I
touch ? What parts of the body have no feeling ? "
Experiment with the children until they know that the
sense of feeling is in the skin, and present in every part of
the body except the hair and tips of the nails. Let them find
out for themselves in what part of the hand this sense is
most delicate. Tell them the ever new story of Helen Keller,
and how she succeeded in passing the Harvard examinations
for entrance to Radcliffe College by cultivating her sense of
touch to the highest possible degree, and through this sense
her mind. They will be interested also in hearing about
Captain Nat. Herreshoff, one of the famous boat builders of
the world. He has been blind ever since he was a boy, and
yet has trained his sense of touch so thoroughly that he knows
more about boats than most people who can see, and has
176
SECOND YEAR
even helped to build some of the boats which have won the
America cup in our famous yacht races.
What a Blind Man Did
Here is a true story about another blind man, who lived
in Ohio. He was a carriage maker and worked at his trade
until he was about thirty years old. One day while he was at
work a piece of iron struck his eye and destroyed the sight.
By and by the sight of the other eye began to be affected
and he lost that too.
He did not grow discouraged, because he had two dear little
children, and the thought that he must take care of them
made him feel that he could work even without his eyesight.
He went back to his shop, and after a little found that he
could do many kinds of work as well as before.
Both the children's birthdays came the same day, so they
called themselves the twins, although Helen was three years
older than her little brother. When she was seven years old
and Roger four, their father made them a little cart and taught
Leo, the big black dog, to draw them up and down the road.
THE SENSE OF TOUCH 177
Leo had a harness made just to fit him, and he was
very proud when he could have it on and go out with the chil-
dren. Don't you think they must have had pretty good times
together ?
" Our papa doesn't need eyes in his head," said Helen and
Roger one day to some of their little playmates, "because he
can see with his fingers. Anyhow, he can make nicer things
than other people's papas who have eyes. And we see for
him every time he wants us to, 'cause he's the best papa in the
world."
Care of the Senses
What did Helen and Roger mean when they said their
father could see with his fingers ? Can we see with ours if we
try as hard as he did to train them ? In what kinds of work
do we need a delicate sense of touch ? How can we keep it
delicate ? How shall we take care of our hands ? our nails ?
Why do blind people usually have a finer sense of touch than
others ? Do we need to lose our eyesight in order to give our
sense of touch proper training ?
MEMORY POINTS
The sense of touch tells us the form and shape of any object.
It tells us whether objects are rough or smooth, hot or cold, hard
or soft.
We can recognize objects by the sense of touch. .
The sense of touch is in every part of the body except the hair
and nails.
A blind man sees with his fingers.
We must keep our nails and fingers clean and neat.
We need a delicate sense of touch in order to do any kind of
work.
We do not need to lose our eyesight in order to train our sense
of touch.
OR. LESS. IN HY. — 12
178 SECOND YEAR
EMINENT AUTHORITIES FOR THE TEACHER
Careful experiments on the sense of touch, on the muscular
sense, on sight, on hearing, on simple reaction to a given sig-
nal, on discrimination of signals, have all shown that rapidity
of perception, or discrimination, is invariably diminished, even
by exceedingly small doses of alcohol. — T. Morton, M.D.
As a result of the study of the effects of alcohol on the
senses, it is found in each instance that the power of the sense
diminishes. The sense of touch is obscured. In all the five
senses a marked paralysis and diminished acuteness followed
the use of small doses of alcohol. — C. H. Shepard, M.D.
TOBACCO
11 The severest test of the modern gentleman is his willingness to forego
his pipe for the comfort and health of another."
LESSON 27. — THE TOBACCO PLANT
Give a general talk about plants, and what we obtain from
them. Ask the children to name different articles of food, such
as oatmeal, flour, Indian meal, fruit. From what plant is each
obtained ? How is each prepared for food ?
After some of the useful plants have been mentioned, call
for the names of some of the harmful or poisonous ones.
Most children have been warned against the poison ivy, wild
parsnips, and certain weeds, and will doubtless be able to tell
something of the results of handling such plants.
Teachex : "Some plants do not poison the skin when we
touch them, but their leaves contain poisonous juices, which,
if taken into the body, may injure it. To-day we are
going to talk about a kind of plant which men sometimes
smoke and chew. Who can tell me what it is ? "
TOBACCO
179
More than four hundred and fifty years ago there were no
white men living in America. The Indians, who lived in small
huts called wigwams and moved from place to place to find
pasture for their ponies or game in the forests, were the only
people here.
There were no nice farms with plows and other farm
machinery as there are now, but some of the
Indians raised corn and a few other things.
In the Indian family the man hunts and
fishes, while the woman does all the work
around the wigwam. So the women Avere
really the farmers.
This is the way they did it. They chose
a piece of ground near their wigwams, and
with their hands and the aid of a strong
forked stick they scratched up the earth as
deep as they could and made it smooth and
mellow. Then they planted the corn and
watched it carefully to keep the crows and
ravens from scratching it up.
No one in Europe had ever heard of
Indian corn until some men came over in a
ship to America and saw it growing around
the wigwams of the Indians. But besides the corn they found
another plant growing in the cultivated spots. This plant
seemed stranger to them than the corn. The leaves were
large and hairy ; the lower ones were sometimes two feet long,
and the plants were from three to six feet high. The men
looked for fruit, but there were only pretty flowers and very
tiny seeds. This new plant was tobacco.
The men asked the Indians what this curious plant was good
for. Then the old Indians brought out their pipes — long pipes
made of soft red stone with queer pictures carved on them, and
putting some of the dried leaves of last year's crop into the
180 SECOND YEAR
bowls of their pipes, they began to smoke. It was all very-
new and surprising to the white men at first, but after a time,
as often happens with tobacco unless people refuse to touch it,
these men began to like to smoke it themselves. When they
went back home across the ocean they took some of the dried
leaves and also some of the seeds. They planted the seeds
the next year, and in a few years tobacco was raised in many
of the countries of Europe.
In those days, doctors and scientists did not know so much
as they do now about disease or about the things which hurt
the body and brain, but they soon found out that tobacco was
not good for people. The priests and rulers opposed it, and one
of the kings of Europe wrote a book against the use of tobacco.
One of the popes would not allow tobacco users to belong
to the Catholic Church. But still this habit had got such
a hold on some people that they kept on using it. That is
one of the great dangers of touching tobacco at all. When a
man begins to smoke or chew, he is likely to become a slave
to the habit, and it is almost impossible to break away and
become free from it — at least it is so hard that few ever do.
How Tobacco hurts People
Teacher : " Now that we know the story of the tobacco plant
and how the white men first came to use it, who can tell —
" Why tobacco is not good for people to smoke or chew ? "
In tobacco there is nicotine, which is a strong poison, and
this poison has the power to hurt people who smoke or chew.
Teacher: "Tell me some things which you have learned
about the ways in which tobacco may hurt those who use it."
The following should be brought out : —
Nicotine may hinder the development of the bones; so that
boys who smoke do not grow well.
TOBACCO 181
Cigarettes often dull the brain and make boys who smoke
them stupid.
Cigarette smoking hurts the eyes, and sometimes makes the
smoker color blind.
Tobacco hurts the heart, and sometimes people have a kind
of heart disease caused by smoking.
When one has used tobacco for a time, he becomes a slave
to the habit, and it is very hard to be free again.
The tobacco habit is a dirty one, and selfish as well, for
people who do not smoke are often compelled to breathe the
stale smoke from the cigarette or pipe of the smoker.
After the pupils have been drilled upon these truths until
even the slowest members of the class know why it is a dan-
gerous and unwise thing to begin the use of cigarettes or of
tobacco in any form, tell the following story : —
How Tobacco hurts Land
Albert and Mamie Brown lived in Massachusetts, but their
Uncle Frank owned a large farm in the South. The children's
father raised oats, corn, and hay on his farm, and kept several
cows. That was the only kind of a farm the children knew
anything about.
One day Mrs. Brown started south to visit at her brother's
home, taking Albert and Mamie with her. It was the first
time the children had ever been there, and everything seemed
strange aud new to them.
The day after they arrived, Uncle Frank asked Albert if he
would like to go over the plantation with him. They call the
large farms plantations in the South. Albert was delighted,
and said he would be very glad to go.
They passed some hayfields at first which looked very much
like the fields at home ; then they came to fields that looked
very queer to Albert. When they were quite a way off, Albert
182 SECOND YEAR
thought perhaps it was a field of corn, but when they came
nearer, the plants did not look at all like corn.
There were men working in the fields.
" What is the prospect for a crop ? " asked Uncle Frank of
a man who was working near the road.
" Pretty poor prospect," said he. " The land is almost run
out. Tobacco is dreadfully hard on the soil. The Colonel
Briggs place, over east, is about as barren as a desert from
raising tobacco."
Uncle Frank and Albert went on toward some large sheds
in the lower field.
" Why, uncle," said Albert, " tobacco isn't good for anything,
is it ? We learned at school that it is likely to injure the
health and the minds of those who use it> and now that man
says it ruins the land. What makes you raise such a crop as
that ? "
Uncle Frank looked sober.
" That is about what it does," said he ; " but there used to
be money in it."
"Isn't there money in anything else which doesn't spoil the
land it grows on, and everything else it touches ? "
" I suppose there is, if one found the right thing," was the
reply.
Albert said nothing, but he was thinking hard.
Then they entered the sheds, and Uncle Frank showed
Albert that, when they had been cut from the stalks, the
leaves were bound together in bunches or " hands " and hung
in the sheds to cure, ready to be packed for the market.
That night Uncle Frank overheard Albert telling Mamie
what he had seen on the plantation.
"Would you believe it, Mamie," said he, when he had told
her what the workman had said, "people keep on raising to-
bacco when they know that it spoils the land, and may hurt
everybody who uses it ? "
TOBACCO 183
A. few days later, Uncle Frank came home from town with
a mysterious smile on his face. After a little coaxing he told
the family that Albert had set him thinking, and that at last
he had made up his mind not to raise the useless tobacco any
longer.
" I am going to study the soil," said he to his sister, Mrs.
Brown, " and find what it needs to help me raise crops which
will be of use to people without hurting the land."
MEMORY POINTS
A large part of our food comes from plants which grow in the
earth.
All plants are not good for food. Some are poisonous to the
touch or taste.
Tobacco is one of these poisonous plants.
It is almost sure to hurt the health of any one ivho smokes or
chews it.
It is harmful because it contains the poison nicotine.
Nicotine may stunt the growth.
It often dulls the brain and makes the user stupid.
It is bad for the eyes and often causes color blindness.
It hurts the heart.
It makes one a slave to a bad habit.
. It is a selfish, filthy practice to smoke or chew.
EMINENT AUTHORITIES FOR THE TEACHER
Physiology and observation both lead to the same conclusion,
that cigarettes not only dwarf the boy mentally and physically,
but make a criminal of hirm Their sale to young men should
be prohibited, and to a boy under sixteen made criminal.
— Hon. Geo. Torrance, General Superintendent Illinois State
Reformatory.
184 SECOND YEAR
Effects of Tobacco on General Health
An agent that is capable of such potent evil, which through
its sedative effect upon the circulation creates a thirst for
alcohol ; which exerts a depressing and disturbing effect upon
the nerve centers ; which determines functional diseases of the
heart; which impairs vision, blunts memory, and interferes
with mental effort and application, — ought, in my judgment as
a sanitary officer, at whatever cost of vigilance, to be rigorously
interdicted. — Philip S. Wales, Surgeon United States Army.
The smoker is liable at any time to be wafted out into the
deep waters of serious nervous disease, or to injure his eyes or
sense of taste, or form a love for exciting food, or even drink,
or he may go down on the rocks of some acute disease, because
he has wasted his nervous force and has not vitality enough to
resist it. — Journal of Hygiene. •
BEEB
LESSON 28. — WHY BEER IS NOT A FOOD
Ix order to give little children an intelligent idea of the
reasons why they should not drink beer, which in too many
localities flows almost as freely as water, it is especially need-
ful to begin with the facts already familiar to them. This
lesson may be introduced by a story to illustrate the first point.
We suggest
Pietro's Two Breakfasts
Where was Pietro ? Dorothy and Prince had got into dis-
grace waiting for him. When he didn't appear as usual,
directly after breakfast, they had gone for a romp into that
forbidden ground, the study, and Prince had torn up Mr. Gray's
half-written sermon.
" I s'pose I ought to sit in the corner half an hour for that,"
BEER
185
sighed Dorothy, who usually planned her own punishments;
" and it's all your fault too, you careless Prince."
"No, it wasn't either, 'cause I shouldn't have let you come
in here, but it was such a nice place to play," went on
Dorothy mournfully, as
she climbed on the high
stool to do penance.
Prince leaned against
her knee, a world of sor-
rowful sympathy in his
doggish eyes and heart.
He felt wholly to blame,
but how was he to know
what papers were choice
and not to be played
with. He could only
take his punishment in
the corner too, and say
nothing.
Just then a mop of
curly, black hair and two
shining eyes appeared
at the window. They
belonged to Pietro, the
hand-organ boy.
" Me play-a for you ? " he said, with his sweetest smile.
" Oh, do," begged Dorothy, forgetting all about her punish-
ment and running to the window. Prince ran too, barking
loudly, for Pietro was a great friend of his.
" Have you had any breakfast, Pietro ? " asked Dorothy,
when the boy had played all his tunes.
" Me had-a big mug-a beer."
" That wasn't any breakfast, at all. My mamma'll get you
one," said Dorothy, running to find Mrs. Gray.
186 SECOND YEAR
- " Me big-a man some day ! Keep-a store ! " said Pietro as he
finished the nice steak and potatoes Mrs. Gray brought him.
" Does the monkey have beer too for his breakfast ? " asked
Dorothy.
"No, no; beer mak'-a monk' sick," said Pietro, hastily.
Mrs. Gray smiled, then looked grave.
" Do you think beer is a good thing for boys when it is so
bad for monkeys ? M she asked finally.
Pietro didn't know what to say to this, so he kept still.
" Suppose I gave Dorothy for her breakfast only a large glass
of water, with a very little food in it, and that little spoiled
by having a tiny bit of poison mixed with it. Do you think
she would grow or keep well ? That's what she would have
if I gave her beer to drink, and boys need good food as much
as girls."
" Beer plent'-a cheap," said Pietro, after a moment's thought.
Mrs. Gray considered.
" How would you like to work here for your meals ? " she
said presently. " I will give you all the good food you can
eat every day, if you will help me an hour or two in the
morning."
"Monk' plent'-a eat, too ? " said Pietro, hesitatingly.
" Yes, your monkey shall have all he can eat too," said Mrs.
Gray, with a smile, and so it was arranged.
Pietro drank no more beer, and to-day he is a large strong
man, with a fruit store all his own.
Teacher : " Who knows why Pietro needed two breakfasts
that morning ? Why wasn't the beer enough ? "
If all cannot answer the question, hold up two apples, one
sound and ripe, the other nearly all decayed. Ask why every
one would choose the sound fruit, bringing out the facts that —
The partly decayed apple was once good to eat.
Only a little of the good part is left.
BEER 187
Its good taste and flavor are now spoiled.
It is no longer a good food.
It is not safe to eat.
Then show that a glass of beer is like this apple in some
ways because —
It was once good barley or other grain.
Only a very little of the good part is left when it is made
into beer.
Its good taste and flavor are spoiled.
It is no longer a good food.
It is not safe to drink.
" Who can tell me now why Pietro was so glad to get the
steak and potato Mrs. Gray brought him ? "
He was hungry.
The beer wasn't a good breakfast for a boy.
Get the thoughts of all on this question; then ask how
many remember what food does for us when we eat it, bring-
ing out in review the facts learned in previous lessons, that —
{Makes us grow.
Gives us strength.
Keeps us warm.
Teacher: "Beer would make a good breakfast for us if it
could do all these things, but it can't.
"One of my neighbors used to give her little girl sips of
beer at the table, to give her an appetite, she said. But that
didn't help matters. The child was sick and fretful, and did
not care to run and play with her little friends.
" The doctor told the mother to give the little girl milk in-
stead of beer, and to keep her outdoors as much as possible.
After a little the roses began to come back to the child's pale
cheeks, and she grew stronger. Now she is straight and tall
like her brothers, but she never touches beer.
188 SECOND YEAR
"Some people drink beer in winter, thinking it will help
keep them warm. Are they right ?
" Suppose we open all the doors and windows on a very cold
day to let the heat from our stoves and furnaces warm the
air outside, would that give us summer weather?
" No, indeed ; we should not feel the difference outside, but
our houses would get so cold we could not live in them.
" It would be just as foolish to drink beer to keep us warm,
for it sends the heat to the surface of our bodies where it
passes off, just as it does from the open doors and windows
of the house, and doesn't leave enough behind to keep us
warm."
What would beer do for us if we were to use it in place of
the food we need ?
Write these statements on the board when given, in contrast
to the review facts already brought out regarding food.
{Hinders our growth.
Makes us weak.
Does not keep us warm.
LESSON 29— WHY BEER IS A BAD DRINK
Teacher : " Do you remember that beautiful plant I would
not let you touch when we went to the woods last fall ? "
Grace : " You said it was poison ivy, and would make our
hands burn and smart if we picked it."
Teacher : " Grace is right. Listen while I tell you what a
poison is."
A poison is something which can hurt us or make us sick.
Some things are poisonous to the touch, and we have to be
very careful to let them alone. Others are poisonous when
we put them into our mouths, or swallow them. What is the
BEER 189
name of the poison in beer and other like drinks made from
grains ? Tell me one reason why beer is harmful.
Beer is a bad drink because there is a poison, alcohol, in it.
If it is still difficult for all to understand why beer is a
dangerous drink, when the grain from which it is made is good
for food, show or tell them about other food substances which
may be so changed as to be disagreeable or totally unfit to eat.
Familiar instances of such changes are sour milk, moldy
bread or cake, fruits and vegetables which have begun to
decay.
Do not give the children the idea that one and the same
change has occurred in each of these instances ; that beer is
the same as rotten grain, for instance.
They know already, from simple lessons on the grape and
apple, that wine and cider are made from these fruits by the
action of tiny plants called ferments. Tell them that other
tiny plants cause each of the changes referred to ; that we call
one kind molds, another germs of decay, while the ferment
which makes beer is yeast. They will readily understand
that since there is a different result in each of these instances,
there must be a different kind of plant in each case.
Teacher: "There is another reason why we should never
begin to drink beer. It is because it is so hard for people to
give it up when they have once begun its use. Food does not
act in that way.
"Yesterday I was visiting my friend in her pretty home.
While we were talking her little son came running toward the.
house as fast as he could go. He dashed up the steps and fell
head first over a hassock on the piazza, bumping his head
badly.
« t Why, Ernest, what made you in such a hurry ? ' asked his
mother, as she bathed his forehead and comforted him. ' Didn't
you
see the hassock ? '
190 SECOND YEAR
" < Yes, mother ; but I was going so fast I couldn't stop.' "
Teacher: "That's what people say sometimes when they
get into the habit of beer drinking. 'I want to stop but I
can't ; I like it too well.' How can we be sure not to get the
beer appetite ? "
Tell me two reasons why we should never taste this bad
drink.
Beer contains a poison, alcohol.
People who drink beer may want more and more of this
poison.
How Beer hurts People
Teacher: "What are some of the ways in which beer hurts
those who drink it ? Let us see if we can find out.
" What does a boy need to make him a good football
player ? "
Hugh : " He needs lots of muscle."
Teacher: "Tell me some other people who need muscle.
How many of you would rather have firm, strong arms and
legs than soft, flabby ones ? You must be very careful to let
beer alone then, for beer cannot make good muscle. It makes
people weak instead of strong.
" When I was a little girl I was very much afraid of the
blacksmith who lived near by. He didn't like children, and
was always grumbling and finding fault with his own boys
and girls. One day I saw him carrying a jug into the
house.
" ' What do you suppose he has in it ? ' I asked my mother.
" ' I'm afraid it's a jug of beer,' she said. Then she told me
that this blacksmith I was so afraid of used to be kind to
every one, but that since he began to drink beer he had grown
cross and disagreeable."
Why was beer a bad drink for this man ?
BEER 191
Would it be any better for us ?
Name all the ways we have found in which beer hurts
people.
MEMORY POINTS
Beer has no use as a food.
It hinders growth, makes people weak, and does not keep them
warm.
The good grain is changed into a harmful drink when it is made
into beer.
This change is caused by tiny plants called ferments.
Beer is a bad drink because there is some of the poison, alcohol,
in every glass of it.
We should not drink beer because it is so hard for people to
give it up when they have once begun its use.
Beer injures the health.
Beer often makes people want stronger liquor.
EMINENT AUTHORITIES FOR THE TEACHER
Beer contains Alcohol
In beer the percentage of alcohol varies from' two to ten per
cent. — M. Joffrey, in Revue Scientijique.
Beer not a Food
So far from being an innocent and healthful article of diet,
beer and all that class of liquors are poisonous and unwhole-
some, with no practical food value. — Norman Kerr, M.D.,
F.L.S.
Beer lessens Strength
A moderate dose of beer or wine would in most cases at
once diminish the maximum weight which a healthy person
could lift. — William Brunton, M.D., F.R.S.
192 SECOND YEAR
Beer produces Fat
The less of alcohol or of malt the better, if we would be
thin. — London Lancet.
Beer makes People Cross
Our beer drinkers become besotted. Beer makes them
cross. It makes their homes unpleasant. It prevents them
from rising in civilization. — John Todd, M.D.
Beer enslaves People
Beer not only creates an appetite for something stronger,
but it excites men to acts of violence, desperation, and crime.
— Scientific American.
LESSON 30. — REVIEW QUESTIONS
What keeps our bodies from wearing out?
What three things does food do for us ?
What can we do to keep our bodies well and help them
grow?
Why do we need to bathe often ?
How do cigarettes often hurt the teeth ?
How should the hair and nails be taken care of ?
What kinds of foods are best in hot weather? in cold
weather ?
How does the sense of taste help us in choosing our food ?
How can we help this delicate sense organ to do its work ?
How can we control it ?
Why does wine hurt those who drink it ?
How does wine differ from grape juice ?
What parts of the eye can we see ?
Why do we need eyelashes ? eyebrows ? tears ?
BEER 193
What do we learn through our eyes which we could not
find out any other way ?
How should we take care of our eyes ?
Of what use is the voice ?
How can we train our voices to be sweet and pleasant ?
Why has the outer ear many curves and wrinkles ?
Why have we been given the sense of hearing ?
What does the sense of smell do for us ? Why do we need
more than one way to breathe ? Which is the better way ?
How can we take care of the nose ?
Why is tobacco so likely to injure those who smoke or
chew it?
Why is beer not a food ?
Why is it a bad drink ?
How does it often hurt people ?
OR. LKSS. IN HY. V3
THIRD YEAR TOPICS
I.
Pure Air and Breathing .
II.
Drinks which Hurt .
III.
Food
IV.
The Stomach
V.
The Blood .
VI.
Brain and Nerves
VII.
The Bones .
VIII.
The Muscles
IX.
Beer
X.
Cigarettes .
XI.
The Skin and Cleanliness
XII.
The Special Senses
195
204
209
214
220
230
245
252
261
266
274
281
194
PURE AIR AND BREATHING
LESSON 1. — MISS AYER'S SCHOOL
It was a dull rainy day outside, and even if the teacher's
face was twice as bright as usual to make amends for the
external gloom, her pupils were not making much progress in
their work.
Homer was cross because he had a sore throat, and the
teacher wouldn't let him wade in the little pools of water out-
side during recess time.
Ean couldn't get her spelling because her head ached.
Kate's pencil was lost, and her best friend, Dora, just across
the aisle, had refused to lend one of hers, although she had
three long ones in her box. Kate, the careless one of the room,
hated to call the teacher's attention to this fresh loss. She
would be sure to say, as she had before : —
" Another lost pencil, Kate ? I am afraid you were not at
home when Fairy Order called at your house this morning,
so she has been helping some other girl look after her things."
Miss Ayer noticed the doleful faces and the general depres-
sion, and said : " You may close your books, and Homer may
open the windows on the south side of the room, and the door.
We will march around the room, drawing in deep breaths of
air as we go."
When this was over and they were seated again, she told the
following story : —
The Secret of a Fine Figure
Last summer I visited a famous school, which is more than
a hundred years old. In one of the galleries hang portraits of
195
196 THIRD YEAR
many fine-looking men and women who went to this school
when they were young. All of them have fine graceful figures.
As the principal saw me looking at them, she said : —
" Our school is noted for the health, ease, and grace of its
pupils."
I asked the secret, and she said : —
" Pure air and proper breathing help our pupils to stand and
walk well, and to become healthy and graceful."
" That is something for me to remember," I thought to my-
self. " I'll find out more about it and tell my boys and girls
when we are back in school next fall, and we'll see if they can
be as straight, healthy, and graceful when they are through
next year's work."
I asked this principal many questions which she kindly
answered, and just before I came away she told me about a
famous breathing exercise which had been in use in that school
ever since it started. Suppose we all take it now while I tell
you about it, and perhaps some of our round shoulders will go
back into place before we know it.
Stand with heels together and toes turned out in this way at
an angle of forty-five degrees, arms down at the side.
Raise arms to the level of the shoulders, with bent elbows,
holding the arms in front of the chest so that the middle
fingers just touch. Then draw in a deep breath, rising slowly
meanwhile on the toes, and at the same time raise arms over
the head with fingers still touching.
Let arms descend back of the head, keeping fingers together
as long as possible. At the same time bring the heels back to
the floor and breathe out.
That was nicely done by all. Let us try it once or twice
more so that you will not forget how to do it when you are by
yourselves. It will be a good exercise when you get up in the
morning, and will give you an appetite for breakfast if you do
it in the fresh air. Try it and see.
PURE AIR AND BREATHING
197
Now Hugh may close the windows, and I think we are ready
for lessons again.
Sure enough, all the frowns and cross looks had taken to
themselves wings and flown away.
Fan forgot her headache, and the spelling lesson was soon
learned.
Dora quietly laid her box of pen-
cils on Kate's desk, and the two
were once more firm friends.
Even Homer looked happy. He
had decided that it would be
nearly as much fun to show Tim
Rogers how to do this new trick
in breathing as to wade in
any more puddles — it was
pretty cold to wade, anyhow.
Pure air makes us feel
brighter and more wide-awake
than impure air.
Miss Ayer: "It is very impor-
tant to know why pure air makes
us feel brighter, but before we can
understand it we must find out where
the air we breathe goes.
"Harry may open the windows again.
The class may rise. Stand straight and
throw your shoulders back. Spread the palms of your hands
on your chests just below your necks — so.
" Draw in slowly a long, deep breath. Notice as you do this
how your chest swells out, lifting your hands. Can you tell
why ? "
The air breathed in makes the chest swell out.
198 THIRD YEAR
Miss Ay er: "Yes, it is the air we breathe in that does it;
but where does this air go ? Let us place the palms of our
hands on our chests again while I tell you.
" The parts of ns to which the air goes are in our chests just
underneath our hands. Can any one tell their names ? "
The air we breathe in passes into our lungs.
Tell the class that the lungs are composed of very small air
sacs, held together by tissue, with very tiny blood vessels all
through them.
Call attention to the fact that when these little air sacs in
the lungs fill with the air breathed in they become larger, and
that is the reason the chest swells out in deep breathing.
Show from some physiology a picture of the human lungs
and windpipe, cr draw outline of same on the board. Call on
some pupil to trace the journey of the air from his nostrils to
his lungs.
Miss Ayer: "Kow we must find out why we should breathe
pure air.
"We should breathe pure air because it contains something
called oxygen, which we need every minute and cannot live
without.
"Oxygen is a gas which is everywhere in pure air, though
we cannot see it.
" Why does the air which may be pure when we come into
the schoolroom in the morning soon become unfit to breathe,
and so make us feel dull and stupid ? "
PURE AIR AND BREATHING 199
With every breath we draw in we use up oxygen, so we soon
make the air of a closed room unfit to breathe, because there is
not oxygen enough left in it.
Miss Ayer : " There is another way in which we make the air
unfit to breathe. We must find out about that. You may
rise, stand erect, with shoulders back ; put the palms of your
hands over your lungs as before. Draw in slowly a long deep
breath of air, and notice that after we have held it as long as
we can we send out a breath."
After a little practice the class will understand that for
every breath of air we draw into our lungs, we send out
another breath.
What kind of air do we breathe out from our lungs ?
The air we breathe out from our lungs is bad, poisonous air,
unfit to breathe again.
With every breath breathed out of our lungs we poison a
half -barrel of air.
Question the pupils until they understand that they are
unconsciously breathing ail the time, whether sleeping or wak-
ing, and that the value of deep breathing in pure air is that it
enables one to take in more oxygen than ordinary breathing,
and thus to fill all the air sacs of the lungs with good pure
air, thereby making them stronger.
LESSON 2. — TIGHT CLOTHING A HINDRANCE TO
HEALTHFUL BREATHING
Let the children rise and draw in a deep breath while hold-
ing their hands pressed tightly against their sides. This will
show how difficult the process becomes when the lungs are
cramped and forced to do their work in a smaller room than
mother Nature has given them. After one or two experi-
ments in this line, they will understand that no one should
200 THIRD YEAR
wear tight clothing because it does not give room to breathe
properly.
Show pictures of some of the best Greek statues. Explain
that these people who had such beautiful, well-developed
forms not only lived largely out-of-doors, where they breathed
pure air, but they never squeezed their waists, thereby reduc-
ing their breathing capacity, as foolish people sometimes do in
these days.
If a spirometer can be borrowed for the occasional use of
the class, the children will take greater pleasure in their
breathing exercises and be more eager to practice them. If
this is not feasible, one child after another may be called up to
have his present chest measurements taken while inspiring,
and again after expiration. A record of these measurements
may be kept and compared with others taken after a week or
month of regular practice in breathing exercises.
Some of the children will probably be disappointed when
the measurements are first taken, to find that their breathing
capacity is much smaller than that of others, but they will be
comforted to learn that this defect can be overcome by daily
practice in deep breathing in pure air.
Ask how one becomes a skillful player upon the piano, or what
makes a boy the best ball player in town ? The answer will
be, practice upon the piano, or on the ball ground. Show that
practice is also needed to make one a good breather, and
that the lungs need exercise just as truly as the hand or the
muscle or any organ of the body.
PURE AIR AND BREATHING 201
Emphasize the fact that there is a great abundance of pure
air, and that all that is necessary is to have our lungs large
enough and free enough to take it in, and to be wise enough
to do this.
Show that the lungs will not grow large and strong any
more than any other organ, if the deep-breathing exercise
taken for this purpose is not regular and systematic and in
pure air.
Small weak lungs will grow stronger and larger and will be
able to take in much oxygen, if we give them every day plenty
of pure air and practice in deep breathing.
Strong healthy lungs make us better able to resist disease
than weak lungs.
Miss Ayer : " You said we cannot see the air. Do you know
whether we can smell it ? "
We can smell most kinds of impure air, but good pure air
has no smell ; it simply makes us feel brighter and better as
soon as we breathe it.
An unpleasant smell in the air shows that it. is not the
right kind to breathe, and that we should avoid it as quickly
as possible.
All poisonous gases do not give off odors, so we should keep
away from places where we have reason to think the air may
be bad.
Miss Ayer : " Where besides in our schoolrooms should we
be careful to have pure air ? "
Explain that we need plenty of pure air in the rooms we
live in at home and in the rooms where we sleep.
Ask pupils how they would keep the air in their living rooms
pure all the time.
Help them to understand the best ways of doing this in
cold weather. Why should windows be opened at the top
more frequently than at the bottom ?
202 THIRD YEAR
How Maude keeps Pure Air in her Bedroom
Maude cannot open her windows wide at night because when
very cold air blows directly on her bed she is apt to take cold,
so, in addition to her window being opened a little way, she
leaves her door open into the hall, and has a window out there
open, because she knows she cannot sleep well unless she has
pure air to breathe. In the morning, when she is dressed, she
spreads her bedclothes one at a time over the chairs. Then
she turns up her mattress and pillows, and opens her windows
wide for the sun and wind to come in and make everything
fresh and sweet.
How many think that girls' beds should be opened nicely
and their rooms aired so that they are sweet and clean, but
that boys should sleep in stuffy rooms and leave their beds
just as they get out of them ?
What a Teacher saw behind a Bush
The teacher of a third year primary class was on her way
to school. Near a clump of bushes by the side of the street
she 'smelled a strong kind of smoke. Going around to see
what made it, she found two boys who belonged to her class.
Each had something round, not very long, wrapped in paper,
in his mouth. It was burning at the end, and he was drawing
in the smoke and puffing it out again with every breath. The
teacher looked very sorry, but only said : " Good morning,
boys. It is almost school time, so please throw away those
things you are smoking and walk with me to school."
That morning these boys were dull. They did not give
good attention. The teacher showed what may happen to any
one who smokes as those boys were doing.
What made these boys so inattentive ?
PURE AIR AND BREATHING 203
MEMORY POINTS
Proper breathing in pure air helps us to sit and stand erect.
The air we breathe goes to our lungs.
Pure air contains oxygen which keeps us alive.
We must not breathe the same air over and over because the
oxygen in it has been used up, and because it has been poisoned
by the air we breathe out.
When we draw long, deep breaths of pure air, we take in a great
deal of oxygen.
We inust wear loose clothing in order to give our lungs plenty
of room to work in.
We can enlarge the chest by constant practice in breathing
properly.
Strong healthy lungs help to keep us well.
Pure air has no odor. We should keep aicay from all places
where the odor is bad.
We need pure air in every room in the house.
Cigarettes are made of tobacco.
TJiere is a. poison in tobacco called nicotine.
The boy who smokes cigarettes gets some of this poisonous
nicotine.
Cigarettes will make a boy sick when he begins to smoke them.
When a boy smokes cigarettes, they make him dull and stupid.
The smoke may make his throat sore and hurt his lungs.
Tobacco smoke makes the air impure. We should avoid places
where smokers have filled the air with tobacco smoke.
EMINENT AUTHORITIES FOR THE TEACHER
Value of the Recess Period
The chief use of the recess is its complete suspension of ten-
sion of will-power and the surrender to caprice for a brief
interval. . . . The great physical need of the pupil is relaxa-
204 THIRD YEAR
tion ; the pupil needs to stretch his cramped muscles, and send
the blood in torrents through his limbs which become torpid
with unuse. The pupil is in want of fresh air and of the deep
inflation of the lungs that exercise in the open air gives. He
ought to use his voice too. — Hon. W. T. Harris, LL.D., U.S.
Commissioner of Education.
The Danger in Tobacco
The boy who starts out in life as the user of tobacco embarks
on an unknown ocean from which he can never return with the
same vigor and strength of body and mind, the same sweet
breath and clear eye. He may keep in sight of land for a long-
time and live to be old, but it will be only through a combina-
tion of the most favorable circumstances over which he has no
control, and which he cannot foresee. — Journal of Hygiene.
As regards the respiratory system, there is increased liabil-
ity to bronchial catarrh in those who take much alcohol.
— R. Hixgston Fox, M.D., M.R.C.P.
DRINKS WHICH HURT
LESSON 3. — CIDER
Teacher: " Here are four questions for you to think over and
answer."
Why are ripe apples good to eat ?
How is apple juice changed when it is made into cider ?
What poison does cider contain which apples do not ?
What will cider do to those who drink it ?
Ask the class to tell what they can about apples as in a
nature lesson, bringing out the facts : —
DRINKS WHICH HURT 205
Ripe apples are a healthful fruit.
The juice of the ripe apple is good as we get it in eating the
apple.
Standing before the class, break open a ripe apple, and hold
it up so that all can see that the juice is clear like water.
Then, if it is obtainable, show a glass of fermenting apple juice.
Bring out by questions some of the differences in appearance
between the apple juice as it is in the apple, and the ferment-
ing juice.
The apple juice has been changed to cider by the action of
ferments.
A short story will help to make clear how we know that
these tiny ferments can change apple juice to cider even though
we cannot see them at work.
Tom had been There
" Hasn't Tom come home from school yet ? " asked Mrs.
Harley of her little daughter, one crisp November afternoon ;
" it is nearly five o'clock."
" Yes, mother," called Gertrude from the garden, where she
was looking for the last pansies.
" Where is he ? " continued Mrs. Harley ; " Uncle George
will be here in a few minutes to take us all for a drive behind
his new horses."
'•'How jolly," cried Gertrude, hurrying into the house. "But
I don't know where Tom is. I haven't seen him at all, but I'm
sure he is at home by the way the study looks."
Mrs. Harley quite agreed with her when she had opened the
door and given one glance within. Two chairs were over-
turned, the dictionary was sprawling on the floor, and the rugs
had been kicked into a heap. Tom had been there sure enough.
Ask the class how Mrs. Harley and Gertrude knew that Tom
had come home when neither of them had seen him.
206
THIRD YEAR
Explain that just as they knew that Tom had been in the
room because they saw there the kind of mischief he was in
the habit of making, so we can tell that
the ferments have been at work in apple
juice whenever we see that the sort of
mischief they do in such a place has
been done.
Ask different pupils to name
again the changes which the fer-
ments have made in the apple
juice, noting in the cider the
deepening color and the bub-
bles of gas which pass up
through the fermenting juice
and burst at the top.
These bubbles show that
a gas (carbonic acid) has
been formed, which bub-
bles out of the juice.
Alcohol has been
formed which stays in
the juice.
Cider contains a Poison — Alcohol
Review briefly what the children know already of poisons,
giving such additional points as they are ready for.
A poison is a substance which has the power to harm those
who take it. A little of it may hurt people, and much may
kill them.
Alcohol is a poison. Alcohol begins to form in pressed-out
apple juice after it has stood a few hours in a warm place.
Ask different pupils to name some of the things which cider
makes people who drink it do.
DRINKS WHICH HURT
207
Cider cannot help or strengthen the body, while it may do it
a great deal of harm. Worse than all, it may make people
want more cider and stronger drinks containing more alcohol
until they become drunkards.
LESSON 4.— WINE
Find whether the previous lesson on cider has been under-
stood thoroughly by asking similar questions in regard to
wine.
What is wine made from ?
What changes grape juice to wine ?
What poison does wine contain which grapes do not ?
Bring grapes to the class and let each child tell by tasting
that they are sweet. Question until all can tell that sugar
forms in the grapes as they
ripen, just as the seeds do,
but we cannot see it because
it is dissolved in the juice.
Kipe grapes from which
raisins are made contain
more sugar than unripe
grapes, and in raisins this
sugar can be seen in little
lumps, colored, of course,
by the juice. Some peo-
ple think that grapes are
dried in sugar to make
raisins. This is not so, nor
is it necessary because there
is enough sugar formed in the grapes themselves as they ripen
and are dried.
Show grapes with the bloom still on them. Rub off some on
208 THIRD YEAR
the fingers and review the fact that this dust contains the
little plants called ferments, and that these live on the outside
of the grapes.
Why do grapes need such a tough skin ? Why do they keep
longer when the skin is unbroken ? Why do not these little
ferments which we take into our mouths when eating grapes
hurt us as they hurt the grape juice ?
Help the class to understand that the ferments are plants,
and are not harmful themselves any more than asparagus, corn,
or lettuce, but that they can make a poison in the grape juice
when they get into it after it is pressed out.
Test the pupil's knowledge of the work of the ferments, by
asking if there would be any alcohol in wine made very care-
fully at home where nothing but good fruit juice is used in its
making. Explain fully that it is not necessary to put alcohol
into fruit juice, for the ferments themselves will make the
alcohol from the sugar in the juice, and that all homemade
wine contains alcohol.
MEMORY POINTS
Apple juice is a good food as we find it in the apple.
When apple juice is pressed out of the apple and allowed to
stand, its odor, taste, and color soon become changed.
It is changed to cider by the action of the ferments.
Ferments are tiny plants which can change sweet apple juice to
carbonic acid gas and alcohol.
The gas bubbles out of the juice ; the poison, alcohol, stays in it.
A poison is a substance having the power to hurt those who
take it.
Cider cannot build up the body.
It often gives an appetite for much stronger liquors.
Good ripe grapes contain sugar, but no alcohol.
There are ferments on the outside of grapes, but none in whole
grapes.
DRINKS WHICH HURT 209
Ferments in })ressed-out grape juice change its. sugar.
When the ferments change the sugar in pressed-out fruit juices
they leave alcohol in its place.
There is alcohol in wine even though no one puts it into the
grape juice.
The alcohol in wine has the power to make those who take it
•want not only more and more wine, but drinks which contain
more alcohol.
Wine is a dangerous drink.
EMINENT AUTHORITIES FOR THE TEACHER
Alcohol, not in strong liquors alone, but in the diluted
kinds as beer and wine made from fruits is a poison. — August
Forel, M.D., Zurich, Switzerland.
The homemade wines are often stronger of alcohol than the
imported; hence they are far from being innocent, harmless
beverages. — William Hargreaves, M.J).
The taking of alcohol excites a constant craving for more of
itself, day after day. — Benjamin Ward Richardson, M.D.,
LL.D., F.R.S.
A very large number of people are dying day by day, poi-
soned by alcohol, but not supposed to be poisoned by it. — Sir
William Gull, M.D.
FOOD
LESSON 5. — WHAT FOOD IS FOR
There was once a beautiful pink and white blossom which
felt something small and hard and round growing up from her
very heart. Ever since she had been a tiny bud, the very pret-
tiest on the tree, this blossom had danced and played with the
breezes, and smiled back at the sun, and had been a very gay
little flower, but now she felt for the first time that even an
OR. LESS. IK HY. 14
210 THIRD YEAR
apple blossom has work to do. Not a moment did she wait.
Her pink and white holiday gown with its dainty frills and
wide flounces was given to the wind, leaving in its place, on the
top of the little apple, something with sharp green points that
looked more like tiny green leaves than a blossom. The arms
of the tree on which the little apple grew were stretched out
so gracefully that it was quite out of the question for the sun
and air to refuse anything they had which the apple wanted.
Special messengers ran up and down the staircase of this tree
home to bring to the apple things from the dark ground where
all the roots of the tree were. You couldn't see them or what
they brought, but the apple could.
They brought it the right things
every time, and it grew larger and
larger, until by and by most won-
derful colors were painted on it.
Here it was yellow like gold, with
tiny black dots, while on the other
side it was red as the reddest
peach. Then the little pointed
green leaves, on the top of the
apple, turned brown, curled up,
and went fast asleep, for their work was done. If we look at
the big ripe apple very closely, we can see the little brown
mother blossom still asleep in her nest.
Show pictures of a tiny elm or oak and others of the same
kind of tree of several years' growth; pictures of hens and
chickens, kittens and their mothers ; or write on the board in
one column the names of different young animals, and opposite
these the names of their grown-up representatives. How is the
calf unlike the cow ? the puppy unlike the dog ? Why do
not healthy plants and animals remain the same from year to
year ? What kinds of food are needed by animals ? Where
do plants get their food ?
FOOD 211
Plants need food to make them grow, just as people do.
Plants get the food they need from the sun, air, water, and
earth.
Ask each member of the class to bring to the next recitation
an answer to the question, What is food ? Ask them to bring
also lists of food containing articles which they have eaten or
would like to eat.
Get as many individual answers as possible and put the best
on the board : —
Food is a substance whose nature it is to nourish the body
and build it up without doing it harm.
Call for the children's lists and have selections made from
them for the board : —
Milk Potatoes
Eggs Sugar Salt
Beef Bread
Lead the pupils to see that the first column contains the
names of animal foods ; the second, vegetable ; and the third,
mineral. These descriptive names should then be written over
the lists.
Tell the class that the foods in the first column make flesh
and bone and muscle ; those in the second enable us to do work
and keep us warm. Salt is used to season our food. Most
other mineral foods, as lime, for instance, we do not eat by
themselves, but only as found in animal and vegetable foods.
The children will then be ready for the question : —
What does Food Do?
Help the children to compare one of their number with a
pupil in the high school. Which is taller, larger, weighs more,
stronger, able to do more ?
Referring to the story just told, ask why the little apple
still needed food after it was grown ? Lead them to see that
212 THIRD YEAR
without it it could not grow ripe and sweet and of a fine color.
From this help the pupils to see that all people need food to
keep them well and strong as well as to make them grow.
We need food to make us grow and to repair the waste in
our bodies so that they will not wear out.
Eating too much food prevents the stomach from doing the
work it ought.
Too frequent eating may tire the stomach so that it may not
be able to do its work.
We should eat enough good food to nourish our bodies, but
should not overload our stomachs just because food tastes
good.
We should eat at regular times and not between meals.
Poor food cannot make good blood or strong bodies.
Notice the contents of the lunch baskets brought to school,
and give the class hints as to the proper preparation of food,
leading the pupils to tell why fried meats, soggy bread, green
fruit, and that which is overripe, are unhealthful and injurious.
LESSON 6. — SOME THINGS WHICH ARE NOT FOOD
There are some substances often used as foods although they
are really nothing of the sort.
The most frequent examples of such substances are the com-
mon forms of alcoholic beverages, as cider, beer, and wine.
We need food in proper quantities for three reasons : —
Food to make us grow and keep us well, i.e. to build up the
tissues of the body, as muscles, bones, skin, which are all the
time wearing out.
Food to keep us warm.
Food to give us energy for work and play.
FOOD 213
Brinks which contain alcohol do not belong to the first class
of foods, because alcohol does not build up the body tissues.
It forms neither flesh nor bone.
J)rinks which contain alcohol do not belong to the second
class, because alcohol does not keep us warm. It seems to
warm the body because it makes red faces and causes a glow
and a sense of warmth. But if we take the temperature of
the body with a thermometer, we find that after a short flush
of warmth the body begins to cool, and cools so much that it
takes a long time to get warm again. The reason for this is
that much of the inner heat of the body has come to the
surface and passed off.
Drinks which contain alcohol do not belong to the third class,
for the body is made less able to work by their use. People
think they can do more work after taking alcohol, but they are
really weaker than before.
If the roots of the apple tree had been given alcohol instead
of water the apple would not have grown large and beautiful.
It would have stayed small and would have withered away
into a rough, gnarled little apple that nobody would have
wanted.
Which has more need of good wholesome food, little apples
on the tree or boys and girls ?
MEMORY POINTS
Plants need food to make them grow x just as animals and
people do.
The food of plants comes from the sun, air, water, and earth.
We get our food mainly from plants and animals.
We need different kinds of food.
Such foods as milk, eggs, and meat give strength and muscle.
Such foods as potatoes, bread, and sugar form fat and keep
the body warm.
214 THIRD YEAR
We need food for growth, and to repair the ivaste of our bodies.
Too much food tires the stomach and keeps it from doing its
work properly.
We should eat enough food, but not so much as to overload the
stomach.
Wholesome food will make good blood and strong bodies.
Alcohol does not build up the body tissues.
It does not help people to do more ivork.
It does not strengthen the body or keep it warm.
EMINENT AUTHORITIES FOR THE TEACHER
Alcohol does not act as a food; it cuts short the life of
rapidly growing cells or causes them to grow more slowly.
— Lionel S. Beale, M.D., Professor Principles and Practice
of Medicine, King's College, England.
For the animal and human organism, alcohol is not both a
food and a poison, but a poison only, which, like all other
poisons, is an irritant when taken in small doses, while in
larger ones it produces paralysis and death. — Max Kasso-
witz, M.D., Professor in University of Vienna.
Alcohol, taken however moderately, is not to be classed
among nutritious substances. — Adolf Fick, M.D., Wurtzburg.
Alcohol is a slow but sure working poison that robs men of
their physical and mental force, the more it takes the place of
ordinary food. — A. Baer, M.D., Royal Sanitary Commissioner,
Berlin.
THE STOMACH
LESSON 7. -THE HUMAN MILL
Show the picture of a mill and ask those children who have
visited mills to tell what they saw. In the East they may
have seen a paper mill where rags are ground up and made
THE STOMACH
215
into clean white paper. In the West many will have seen the
flour mills in which kernels of wheat are put into the hopper
and ground into fine flour, or the grist mills where corn and
oats are made into meal for the cows
and horses. Surely one child in
every room will have seen a mill of
some kind. If the description is of
a flour or grist mill, ask about the
hopper into which the grain is
poured, and the big rough stones be-
tween which the grain is crushed
and ground. Then speak of the
miller who keeps all the machinery oiled and in the best
order so that it will last as long as possible and run
easily. He watches the hopper too, and does not let any
216 THIRD YEAR
pieces of iron and nails which may have got mixed with the
corn or oats get down to the grinding stones, lest they should
hurt the stones. He takes the best kind of care of the mill-
stones, for they do the grinding for him.
The Grist Mill
Teacher : " There is a part of the body which does work
something like that done by the mill, only it is not the least
bit like a mill. In-
stead of being fed with
whole wheat, or corn,
or oats, this curious
little mill is fed with
potatoes, oatmeal, milk,
bread, and vegetables.
Who knows what we
call it ? "
The stomach.
Teacher : "Yes, this
is a picture of it. Tell me what it is shaped like."
" I think it is shaped something like a big egg," said Albert.
" It looks like a bag with two mouths," said Rose.
Teacher : " It is very much like a strong fleshy bag. It is
not at all like the hard millstones, but the strong muscles in
the sides of the stomach squeeze the food which we put into
it until it is as fine as a big mill could grind it. In the
mouth the stomach has many little helpers which grind the
food before it gets to the stomach, something as the millstones
grind the grain. Who knows their names ? "
The teeth.
Teacher : " The stomach does not like to do the work of
the teeth. It cannot talk, but it often does not take us long
to find out when we have made the stomach do the work of
the teeth, or when we have given it something which is not
tup: stomach 217
good for it and which it cannot digest easily. What happens
in such a case ? "
We get sick.
We have the stomach ache.
Teacher : " That is usually the way we know. Harold may
tell the story of a piece of bread in its journey from the plate
to the stomach of the boy who eats it. We will watch to
see if he leaves out anything."
Harold : " The boy takes the bread in his hand and carries
it to his mouth, where he chews it with his teeth. Then he
swallows it and it goes into his stomach."
Teacher : " Did Harold leave out anything ? "
Some one may know of the juice or saliva in the mouth.
Teacher : " Yes, he forgot to tell how the food is softened
and mixed with the saliva."
When the food is chewed fine it becomes well moistened in
the mouth, and that helps the stomach to do its work.
There is a wonderful juice which comes from the walls of
the stomach, just as the saliva comes from the walls of the
mouth. This is called the gastric juice.
After the food has been squeezed by the strong muscles in
the walls of the stomach, a great deal of gastric juice will be
mixed with it.
By the motions of the stomach and by the gastric juice the
food which we have eaten is changed to a thin gray substance
something like soup or gravy, and does not look at all like the
meat, potatoes, and other things we swallowed a few hours
before.
Who remembers why we eat ? Arthur may tell us.
" We eat to grow," said Arthur.
Teacher : " Is there any other reason ? Do people never eat
unless they are growing ? "
We eat to build up worn-out parts.
218 THIRD YEAR
Teacher : "Now we must learn how this changed food in the
stomach gets to the different parts of the body in order to
build up the bones, muscles, and various organs. How do we
know that the blood goes all over the body ? "
If necessary, suggest that we know because all parts of the
body except the hair and nails bleed if cut.
Teacher : " If anything gets into the blood then it would be
carried to every part of the body.
"Now we must find out how the food we eat gets to the
blood.
"The blood is in little blood vessels or tubes which run to
every part of the body.
" In the walls of the stomach are tiny blood vessels which
have very thin walls. The dissolved food soaks through these
thin walls and gets into the blood, which carries it all over the
body, so that every part gets what it needs."
Teacher: "You will learn more about this wonderful mill
when you are older. It seems almost like a fairy tale. But
you can learn now how you should take care of this marvelous
little mill to keep it strong and well, and prevent its becoming
worn out or diseased. How did the miller take care of the
millstones ? "
He was careful not to let any hard thing get to them that
would hurt them.
Teacher : " There is another thing he sometimes does. When
the stones get very hot from turning so fast and from crushing
the rough grain, the miller stops the wheel and lets them rest
and cool off. Now let us think what we can do to help keep
our stomachs from being injured."
LESSON 8.— HOW TO CARE FOR THIS WONDERFUL MILL
We must chew our food so well that the stomach will not
have to do the work of the teeth.
THE STOMACH 219
We must let the stomach rest, and not eat too often.
We must not eat or drink things which hurt the stomach.
Teacher: "Let us try to think of some things which the
stomach does not digest easily — things that have made some
of us sick."
" Green apples made me sick one time," said Bert.
" I ate too many nuts at a party and they made me sick,"
volunteered Joe.
" Too much candy isn't good for us," suggested Blanche.
Teacher : " When we want things which we know are not
good for the stomach, we must remember that our stomachs
are mills and that we are the millers, and make up our minds
to take good care not to eat what will hurt them.
" People sometimes drink something which hurts the stom-
ach very much. Who knows what it is?"
" Drinks which have alcohol in them, like wine, beer, or
cider," said Jack.
Teacher: "Yes, alcoholic drinks injure the lining of the
stomach, and when people drink much of them they may pre-
vent the food from being digested, and make the person sick
and unhappy. People with unhealthy stomachs are often very
cross and disagreeable. Now what shall we add to the list
of ways in which we may help take care of our wonderful
mill-? "
Alcoholic liquors hurt the stomach, and we must never
drink them if we want to keep well.
MEMORY POINTS
TJie stomach softens the food and helps make it ready to be
carried all over the body.
TJie gastric juice in the stomach helps to digest the food.
The stomach cannot do its work well unless the food is first well
cheived in the mouth and mixed icith saliva.
220 THIRD YEAR
There are tiny tubes or blood vessels in the walls of the stomach.
The digested food soaks through the walls of these blood vessels into
the blood. The blood carries the food to every part of the body.
We must not eat or drink anything which would hurt the
stomach.
Alcoholic liquors may hurt the lining of the stomach.
EMINENT AUTHORITIES FOR THE TEACHER
It is claimed that alcohol aids digestion. On the contrary,
it provokes nausea, indigestion, and causes the gastric catarrh
that troubles all drinkers. — Dr. de Vaucleroy, Professor of
Hygiene in the Belgium Military School.
It is commonly thought that alcoholic drinks act as aids to
digestion. In reality, it would appear that the contrary is the
case. — Professor Bunge, M.D., Professor of Physiological
Chemistry, University of Basel, Sicitzerland.
THE BLOOD
LESSON 9. —THE WORK OF THE BLOOD
Teacher: "A few days ago I visited a school just as the
children were coming in. It was raining hard, and all the
little tots had their umbrellas. This is the way two of them
looked as they came along the road.
" I didn't see a frown or a scowl although it was such a
disagreeable day. Every little face was as bright and rosy
as plenty of fresh air and a dash of rain could make it.
" Why did they have rosy faces when they came indoors ?
What makes our cheeks red ? All of you have seen it when
you have been unfortunate enough to cut your fingers.
THE BLOOD
221
"That is right; it is the blood. It gives us rosy cheeks
when we run because more of it comes to our faces then and
makes them warm and red."
How many have watched men tap maple trees to get the
sap ? What time of year was it ?
How does the tree change in looks after the sap begins to
rise in the spring ?
Bring out at this point the different stages of growth from
bud to leaf, blossom, and fruit.
What has the sap to do with the new leaves and blossoms ?
" My father says the sap makes them grow," volunteers one
boy.
Yes, the sap carries to every part of the tree the food and
water it gets from the earth. If it didn't the tree would stop
growing and die. Every part of our bodies needs food, too.
Can you think of a way in which it can get it?
" The blood carries the food we eat just as the sap carries
food for the tree," suggests some one.
Quite right. Tell me again how food gets to every part of
the body.
The blood carries the food we have eaten to all parts of our
222 THIRD YEAR
bodies just as the sap carries the food it gets from the earth to
the branches of the tree.
Teacher : " How is water brought into our cities and houses ? "
Our blood is all the time moving about in little pipes too. It
is not loose in our bodies. These pipes we call blood vessels.
Here is a picture of them. Tell what you see.
A large colored chart showing the entire circulatory system
should be hung on the board at this point, or a colored draw-
ing of the same used, and each child asked to state what he
notices. They should find that —
Some of the blood vessels are red and others are blue.
Blood vessels are found in every part of the body.
The blood vessels are of different sizes, largest near the
center of the body and growing smaller in the head, arms, and
legs, and near the surface.
Every part of the body has both red and blue blood vessels.
LESSON 10. — THE WORK OF THE HEART
Robert : " You said the blood was all the time moving in the
blood vessels. What makes it move ? "
Teacher : " Rise and put your right hands on your chests
just a little to the left. Stand very still a moment, and tell
me what you feel."
I feel my heart beat.
Teacher : u Look at the chart again and see if you can find
the heart. Tell us about it."
The heart is shaped something like a pear.
One side of the heart is colored blue.
The other side of the heart is colored red.
All the blood vessels seem to start from the heart — the red
Circulatory System.
223
224 THIRD YEAR
blood vessels from the left side and the blue blood vessels from
the right side. 1
Teacher: "How does a pump work? Oliver may tell us."
Oliver : "You move the pump handle up and down, and the
water runs out of the spout."
Teacher : " The heart works in something the same way, so
we may think of the heart as a kind of pump that works itself.
When we feel it beat it squeezes together and sends the blood
all over the body."
The work of the heart is to send the blood to every part of
the body through the blood vessels.
Teacher : " We know the blood is all the time moving, be-
cause there are several places in the body where we can feel
it. Who can find another such place besides the heart ? "
After a little experimenting the children will find the pulse
in the wrist, and at the sides of the neck and forehead.
Why can't we feel the blood move in all parts of our bodies ?
Teacher : " Many of the blood vessels are so small that
they do not hold enough blood for any one to feel it passing
through."
Look at the chart and point out the blood vessels which
you think have enough blood in them for us to feel it move.
Most of these large blood vessels are so deeply hidden
under the skin and muscle to protect them from injury that
we cannot feel them.
These that we have found are near enough to the surface
for us to tell where they are.
Most of the large blood vessels are covered up deep in the
body to keep them from being hurt.
Many of the small blood vessels lie near the skin.
1 At some suitable point in the lesson the teacher will explain that the heart
is not really colored red and blue, but is represented thus on the chart to show
which side contains pure and which impure blood.
THE BLOOD 225
LESSON 11. — THE FOOD'S JOURNEY IN OUR BODIES
Teacher : " This morning we are ready for another question
about the blood vessels.
" Why are some of the blood vessels red and others blue ?
"Before we try to answer, let us follow the blood as it
carries food and air to every part of the body and see what
happens.
" Suppose this man on our chart has just eaten a piece of
steak. What becomes of it ?"
The steak is chewed in the mouth and mixed with saliva.
It is swallowed and goes down into the stomach.
There is a watery juice in the stomach which helps to dis-
solve the steak and make it something like a thick soup.
When it is fine enough part of it soaks through the sides of
the stomach into little tubes.
These little tubes are called blood vessels.
Just as soon as the food which thus becomes part of the blood
has moved along in the blood vessels from the stomach to the
heart, the heart sends it in the blood to every part of the body.
Teacher : " Suppose we begin with the red side of the heart
and find where the red blood vessels and the food which they
carry along in them go.
" Dora may come to the chart and show how those parts of
the steak which a man's right arm needs would get to it after
they leave his heart."
With the pointer Dora traces their course on the chart
through a large red blood vessel along the shoulder, and then
into smaller and smaller ones down the arm, and into the tiny
blood vessels in the fingers.
Teacher : " The blood vessels become so very small after a
while that we cannot see them at all unless we look at them
through a magnifying glass." Call upon different members of
OK. LESS. IN HY. 15
226 THIRD YEAR
the class to trace the course of the blood from the heart to the
left arm, the head, and other parts of the body.
Teacher : " How does the blood get back again from the tips
of the fingers, or the toes, or any other part ? We have found
that it keeps moving all the time, and it cannot go back the
same way because more blood keeps coming right behind it."
"Perhaps it goes back through the blue blood vessels,"
suggests Harold.
Teacher : " That is just what it does do. Now I'll tell you
why the blue blood vessels have this color.
"How are your hands and face likely to look after you
have been hard at work or play ? "
Black, dirty, soiled.
Teacher : " That is what has happened to the blood after it
has gone quite a distance from the heart. It picks up so many
worn-out parts of the body and carries them along with it that
it becomes very dark-colored by the time it gets back to this
blue side of the heart. What do you think it needs then ? "
" I should think it ought to have its face washed," says
one mischievous youngster who has often had this remedy
suggested to him.
Teacher : " Something of the kind really does happen.
Thomas may come to the chart and trace the blue blood
vessels after they leave the heart, and we'll find out where
they get cleaned up."
Thomas takes the pointer, and with the teacher's help traces
the blue blood vessels from the heart to the lungs, showing
that as they get farther from the heart they grow smaller and
smaller, and there are more and more of them until in the
lungs they seem to run into little bits of red blood vessels.
What make them red ?
Teacher: "When our rooms get close and stuffy, what do
we do to make them sweet and fresh again ? "
We open the windows and let in the fresh air.
THE BLOOD 227
Teacher: "When the door and windows are opened, fresh
air comes in and helps to make the air in the room pure and
tit to breathe j so the fresh air we breathe goes into our lungs
and thus reaches the blood.
" Fresh air changes the impure blue blood to pure red blood.
Then we have good fresh blood again to be sent to every part
of the body.
" Alice may show us on the chart how the air gets down to
the lungs and then what becomes of the fresh red blood."
The air passes down a tube in the throat into two other
tubes, one on each side, which go to the lungs.
These tubes grow smaller and smaller, until there are a great
many of them.
The fresh air brought by these little tubes cleans the dark
blood and makes it bright red.
The clean blood goes through the red blood vessels back to
the left side of the heart ready to go out again all over the
body.
LESSON 12. — GOOD FOOD AND FRESH AIR MAKE GOOD
BLOOD
Teacher : " You remember the pictures on the board the
other day of the little school children in the rain. This shows
how they looked when they went home that night after the
rain had cleared away."
It is a good thing for children to run and play, because it
makes their blood move faster and they take more fresh air
into their lungs. Fresh air helps make good blood.
Good blood will make every part of the body grow, and will
keep us well and strong.
Keview this part of the lesson by drawing a circle upon the
board, filling it in with red chalk for a head, and drawing
228
THIRD YEAR
lines for the body, arms, and legs. Outline a basket in each
hand.
Teacher: "Let me introduce Mr. Blood to you; he is just
starting out from the heart on a journey through the body, and
in this left-hand basket he is carrying things which the differ-
ent parts of the body need.
" Tell me what some of them are while I put them into the
basket for him."
Remembering a previous lesson on food, the class may sug-
gest milk, eggs, beef, to make the body grow and keep it well ;
potatoes, sugar, and butter to keep it warm and supply the fat
needed; whole wheat bread and vegetables to build up strong
bones and teeth ; and plenty of water and fresh air for every
part.
Teacher: " Can any one think what Mr. Blood's other basket
is for?"
He needs the right-hand basket to carry away worn-out parts
of the body.
Teacher : " Then we will leave it empty and let him fill it
himself."
THE BLOOD 229
Alcohol and Tobacco poison the Blood
I knew a boy once, not larger than some of you, who thought
it would make him manly to smoke cigarettes and drink beer.
Instead, it kept him so small and thin he was not much more
than half a boy. Do you know why he did not grow any more ?
Boys and girls need good blood and strong hearts to make
them grow.
There is a poison in all alcoholic drinks like beer, wine,
whisky, ale, and in cigarettes which may hurt the blood and
weaken the heart.
When this poison gets into the blood it must go where the
blood goes, and that is all through the body; so every part
may be injured. That is what had happened to this boy, and
that is the reason why he did not grow as he ought.
Teacher: "We found a little while ago that we must have
two things in order to make good blood — good food and fresh
air. Tell me two other things that may hurt our blood and
keep us from growing."
Which shall we choose for ourselves ?
MEMORY POINTS
The heart pumps the red blood all over the body.
Wlien the red blood leaves the heart it is carried in blood
vessels about as large around as a finger.
The blood vessels grow smaller and smaller the farther aicay
from the heart they are, until they get so small we cannot see them
without a microscope.
The red blood takes food and air to all parts of the body.
The small blood vessels take up waste matter from the body.
This makes the blood very dark-colored.
Hie dark blood goes back to the heart, which sends it to the
lungs to be made fresh and clean and bright red again.
230 THIRD YEAR
The fresh blood goes back to the heart and is ready to be sent
to all parts of the body.
Beer and all such drinks hurt the body, and may keep boys and
girls from growing as they ought.
There is a poison in cigarettes and other kinds of tobacco which
hurts those who use it.
EMINENT AUTHORITIES FOR THE TEACHER
When considerable quantities of beer and wine are taken
frequently, it is not merely the alcohol in these beverages that
is injurious, but also the temporary overfilling of the blood
vessels, because that entire stream of fluids is obliged to pass
through the blood. All of that superfluity has to be equalized
by means of increased action of the heart. — F. von Birch-
Hirschfeld, M.D., Professor of Pathology, Leipsic.
Experiments show that the real vital force of the heart is
diminished by the use of alcohol. — T. D. Crothers, M,D.
BRAIN AND NERVES
LESSON 13. — THE BRAIN
Place a live, healthy plant and a dead and shriveled one
side by side.
Call attention to the two. What is the difference ?
Question until all understand that the live plant can grow
and put out more leaves and branches, and that the dead one
cannot. Name other things besides plants which are alive.
Teacher: "There is a great difference between live plants
and live children. We must find what it is, and what makes
it. You have told me this plant is alive. All who think
Mary is alive, raise their hands.
" Mary, will you show that you are alive by bowing to the
class ?
" Mary is alive. She heard what I said, and when I asked
BRAIN AND NERVES 231
her to bow to you she did. The plant you said was alive.
Will it do the same thing I asked Mary to do ?
" No, the plant cannot hear or obey, but there is something
inside our heads which helps us think and decide what we will
do."
The brain is that part of us with which we think and decide
what we will do or will not do.
The brain is inside the head.
Teacher: "Tap your heads lightly just above your right
ears with the ends of your fingers. Do your heads feel hard
or soft ? "
The brain is soft, softer than the flesh of your cheeks. It
is covered on the outside with hard, thin bone to protect it
from being hurt.
The head feels hard because the bone that covers the brain
is hard.
The bone covering the brain is called the skull.
Make sure that the children understand that the skull which
they feel is hollow and that the brain is inside. Ask the shape
of the skull and the shape of the head. Show that while it is
much like a ball, it is not quite so round as a ball. Hold a
ball by the side of the head that all may see the difference.
Dwell on the danger that might come to the soft and delicate
brain, how easily it might be hurt, if the hard bony skull did
not protect it.
The brain is the most important part of us. The plant has
no brain. If we had no brain we could not think any more
than the plant. We could not see. Neither our eyes nor our
ears would be of any use if we had no brain, for the eyes and
ears tell the brain what they see and hear.
Teacher: "We must find how the eyes and ears can tell
the brain what they see and hear. They do not speak to the
brain with the voice, as I talk to you. There are fine white
232
THIRD YEAR
cords that run to all parts of our bodies. Some of them go
from the eyes and ears to the brain. They carry to the brain
the message of what the eyes see and what the ears hear."
Show an outline picture of the nervous system or reproduce
it on the board. Point out the little cords running up to the
brain and ask the class to trace them.
The little white cords that carry messages to and from the
brain are called nerves.
LESSON 14.— DICK AND THE CARVING KNIFE
Dick was a little boy who was very fond of doing whatever
he saw older people do. He liked to dress up in his papa's
coat and hat. He liked to go riding as he saw his big brother
do. He made a chair take the place of his brother's prancing
pony. He used to get down from his make-believe horse, stride
BRAIN AND NERVES 233
around, and talk to his sister Rose as though she were a big
grown-up lady.
Their mamma had given Rose a tiny dinner table and a set
of pretty little dishes. Rose and Dick were playing with them
for the first time and pretending to give a dinner party. The
jointed dolls were the guests. Dick made them sit in the little
chairs around the table.
"Now, Rose," he said, " I am going to be the papa and carve.
You haven't any carving knife, and I am going to get the big
one in the dining room."
" Dick, don't ! I don't think mamma would want you
to. She told us to be good and play here while she was gone
to see grandma. It isn't good to get the carving knife; I know
it isn't. Don't, Dick."
But Dick paid no attention to what Rose said, and as there
was no one in the dining room to stop him, he soon appeared
with the large, sharp carving knife and fork he had often seen
his papa use, and began to flourish the knife over the bread,
oranges, and cake that the cook had given them for their
party. Dick tried to be very polite to the dolls, and asked
them, as he had heard his papa do, what part of the chicken
they liked best. But he was too small to manage such a knife,
and all at once he brought its sharp edge a gainst the side of
his hand and cut a deep gash. The blood spurted out, and
Dick dropped the knife and screamed so loudly that his mamma,
who had just come into the front hall, heard him and rushed
up to the playroom, where he was crying, " Oh, my hand, my
hand ! How it hurts!"
It was a bad cut. The doctor came and helped Dick's mamma
bind up the hand; but it was very sore and ached for many
days before it was well again. After that, Dick liked to play
doctor and come to see make-believe cuts in the hands of the
dollies, but he never again wanted the real carving knife to
play with.
234 THIRD YEAR
One day Rose cut the hand of one of her dolls so that Dick
might have a real patient.
" It won't hurt her," Dick said, when he asked her to do it.
That afternoon Dick's mamma took him to the barber, who
cut his hair. " It didn't hurt when the barber cut my hair,"
Dick told Rose, after he came home.
Teacher : " There are three things about this story to find
out.
" First, why did it hurt Dick to cut his hand ?
" I will tell you. There are so many little nerves all through
our bodies, that we cannot prick ourselves without a nerve
feeling the prick and sending a message up to the brain that
it is hurt."
The knife cut and hurt the nerves in Dick's hand, and
they sent a message of pain to his brain.
Why did it not hurt Dick when the barber cut his hair ?
Help the children to understand that it does not hurt to cut
the hair because there are no nerves in the hair.
It hurts to pull the hair, because there are nerves in the
roots of the hair.
It did not hurt the doll when Rose cut its hand, because the
doll has no brain and no nerves.
LESSON 15.— WORK OF THE NERVES
The nerves of our eyes tell the brain what we see.
The nerves in the nose tell the brain what we smell.
The nerves in our ears tell the brain what we hear.
The nerves in the mouth tell the brain what we taste.
The nerves in the skin tell the brain what we touch.
There are nerves in almost every part of the body except
the hair, the nails, and the outside parts of the teeth and
skin.
BRAIN AND NERVES 235
Teacher: "Suppose you take hold of anything that burns
you, what makes you drop it at once ? "
We drop it because it is hot.
Teacher : " Let us think how we know it is hot. These little
nerves in our fingers, which we have been talking about, cany
the message to the brain that they are being burned, and the
brain quickly sends back the answer by another set of nerves
to the muscles, ' Drop it at once ! ' and we let go the hot thing.
" Messages go very quickly over these little nerves, — quicker
than over telegraph or telephone wires, and they have to be
quick because we cannot know anything or do anything with-
out their aid. Think of some message which you want your
nerves to carry to your brain, and tell about it."
Call upon different pupils to mention any simple act, such
as smelling a rose, pinching one's finger, or hearing the dinner
bell ring, while others tell whether a pleasant or painful mes-
sage has been carried to the brain, and what nerves have
carried it.
Our nerves help us to know about things.
The nerves tell the brain when we are hurt, when we are
warm or cold, what we see and hear and smell, and when
things are pleasant or disagreeable.
We could not move or take a step without nerves because
all parts of the body are moved by their aid.
What Nerves Need
Teacher: "Name some part of your body which grows and
is larger and stronger this year than last."
Before the list is complete some child will probably hazard
the statement that all parts of the body grow. If not, tell
them that this is true, and also that because nerves are a part
of the body they too must grow.
What does the body need to make it grow ? What do the
236 THIRD YEAR
nerves need in order to increase their size and strength, and to
keep them healthy ?
To have good, healthy nerves, we need —
Plenty of good food to eat.
Much exercise in the open air and sunshine.
Pure air to breathe when we are awake and asleep.
Plenty of sleep, especially in the early part of the night.
LESSON 16. — WHAT WILL HURT THE NERVES
. Teacher : " We have found out some of the things we must
have if we want to help our nerves to grow strong and healthy.
There are other things which always hurt these delicate parts
of the body and keep them from growing as they ought, and
these we must be just as careful to avoid using. We will have
two of them written on the board to remind us that they are
poisons and that we must not use them in any form."
One or more pupils may be asked to write on the board
the names of these substances as they are given by others.
Some of the effects of each upon the nerves may then be taken
up more in detail.
Alcohol and tobacco are powerful narcotic poisons.
A narcotic is a substance which can make people stupid and
put them to sleep.
Ask the class to give the name of the narcotic poison found
in beer ; in cider ; in wine.
Alcoholic liquors have the power to hurt the nerves which
tell us about things, and to prevent them from carrying right
messages to the brain, because they contain some of the nar-
cotic poison, alcohol.
Alcoholic liquors have the power to hurt the nerves which
move our bodies, so that those who use them cannot walk
steadily.
BRAIN AND NERVES 237
Alcoholic liquors have the power to keep the nerves from
telling us when we are cold or tired.
Alcoholic liquors have the power to make us so dull and
stupid that we can neither study well nor play well.
Alcoholic liquors have the power to make us think bad
thoughts.
Alcoholic liquors have the power to keep us from doing
right and to make us do wrong.
Jack's First Cigarette
Jack Hunter thought himself almost a man. He had just
had a birthday, and that made him feel much older than the
twins, Amy and Ned, who would not have a like celebration
until the next summer. Then, too, he went to school and had
lessons to learn, while they played all day.
One night he came home much excited. "We are going
to have a vacation next week," he told the twins, " and I'll
not have to go to school. Miss Lake says that everybody who
works hard at lessons needs a vacation to rest his brain and
nerves.
"The brain is what we think with, you know, and the
nerves are little teenty white cords almost all over your body
on the inside. They're so close together you can't stick a pin
into you without touching them somewhere, and then they tell
the brain about it right off. That's how you know you're hurt.
Our last lesson in physiology was about the nerves, but 'I don't
suppose I can make you understand about them. You're not
old enough."
"We want a 'cation, too," demanded Ned and Amy, who
always longed for just what Jack had.
" You can't have a vacation, of course," explained Jack with
much superior wisdom. " Nobody does who isn't in school.
Now don't cry," he added, at sight of the twins' doleful faces,
238
THIRD YEAR
" you'll be big enough to go to school next year, and then you
can have a vacation every time I do."
That seemed to Ned and Amy a long time to wait, and there
were symptoms of an outcry when Jack thought of something
else.
"What do you suppose I've got in my pocket?" he said.
" Sit down here and I'll tell you, but you mustn't tell anybody.
Will you promise ?
" One of the fellows gave it to me this afternoon, and I'm
going to try it after dinner, down behind the barn. You may
come along if you like.
It's a cigarette.. Some
of the boys of my age
smoke 'em. You'll be
big enough to by and by,
Ned, but Amy can't ever
because she's a girl."
"I don't want to,"
said Amy, in strong dis-
gust. "I don't like
boys who smoke. They
are cross and horrid and
smelly. I wish I hadn't lu-omised not to tell."
About four o'clock that day Ned came running to the house.
Amy was there alone.
" Where's mother ? " he asked.
u She's gone away for two hours, and we're to be good until
she gets back," said Amy, who was rocking her doll to sleep
on the doorstep. " What do you want ? "
" Jack's awful sick," wailed Ned. " I'm afraid he's going to
die. Do come quick."
They found Jack under the apple tree, too sick to speak.
Amy was so distressed at Jack's forlorn condition that she
forgot to feel glad that his first cigarette had made him ill.
BRAIN AND NERVES
239
She and Ned helped him into the house and on the big
couch. "Now I'll be the nurse and take care of you," she
said, and when Mrs.
Hunter came home, a
little later, she found
a cool wet cloth on
poor Jack's aching
head, and Amy bend-
ing anxiously over him.
When Jack was bet-
ter he told his mother
the whole story, and
she explained why the
cigarette made him
sick.
There is a poison called nicotine in cigarettes, and all other
kinds of tobacco, which always hurts those who use it and some-
times makes them very sick.
This poison makes people nervous and cross. It so deadens
the nerves that they cannot tell the brain quickly what to do.
It hurts the nerves of sight.
It keeps those who use it from being quick and bright at
their lessons or on the playground.
It makes those who use it like it so well that it is very hard
for them to give it up even when they know it hurts them.
" Do you think now there is fun enough in smoking to pay
for all the harm it does ? " asked Mrs. Hunter.
"There isn't any fun in it at all," said Jack, "and I'm never
going to smoke again."
" Neither am I," chimed in Ned, who always agreed with
Jack.
Amy clapped her hands. " Then you'll be just as good as
girls," she said.
240
THIRD YEAR
LESSON 17. — KINDNESS AND MERCY
Teacher : " We have learned that because we have nerves
and brains, we feel pain if we are hurt. Any child who has a
dog may raise his hand. When you whistle to your dog or
call him by name does he hear and come to you ?
"How can the dog hear and do what you tell him? The
plant could not."
The dog hears because he has ears and nerves and a brain.
Teacher: "If the dog has nerves and a brain he can feel
pain. Then how should we treat him ? "
^^^S^^^Sl We must be good to
' >l the dog, and not hurt
' him or give him pain.
, Bring out the fact that animals, as well as children and peo-
ple, can feel pain because they too have brains and nerves.
Bring out also the cruelty and great wrong of not being kind
to all living things, to their own playmates and younger
children, and especially to the lame, the sick, the poor and
the neglected.
Forming Habits
Teacher : " Tell me again the name of that part of us with
which we think and decide what we will do or not do.
BRAIN AX1) NERVES
241
" Every time we decide to do a thing, and do it, the easier it
will be for us to -do it the next time. If we have decided a
great many times to do the same thing, we do it almost without
thinking. When we do a thing in that way we call it a habit.
I will tell you a story about this."
The Cousins
Harry was a bright boy, but it was easy for him to get angry
and strike if he did not like anything. His mother was a wise
woman, and she knew that this hasty temper might make her
little son a great deal of trouble ; and every time he raised his
hand to strike because he was angry, it would make it easier
for him to do it again, until he would have the habit and
would strike without thinking. She talked
very earnestly and lovingly with him about
it, and taught him, when he began to feel
angry, to clasp both hands together and
hold them so, and to shut his mouth tight
and keep it shut until he was not angry any
more. The little fellow had a hard time
doing it at first, but his mother watched
and helped him to remember by saying,
" Quick ! clasped hands and shut mouth ! "
when Harry was getting angry. Finally
it became as much a habit to do this as
it was once a habit to strike. His mother
was greatly delighted, and used to call
him, '/ Harry the Conqueror."
A conqueror makes some one do what he wants,
conquered himself.
Harry's cousin Sam came to visit him. For a while they
played together with Harry's playthings very pleasantly. Sam
liked playing horse best if he could ride all the time in the cart,
with Harry harnessed as the horse to draw him. In this way
Harry had
OR. LESS. IX HY.
16
242 THIRD YEAR
they went round and round the garden walks, Sam shouting,
" Get up ! go on ! " and snapping the whip as he had seen men
do who were driving real horses, while Harry cantered and
pranced, making believe horse.
But the day was warm, and Harry, after a time, was tired
of drawing his cousin; he wanted Sam to be horse. Sam
would not, but went off and sat down on the grass, pouting
and looking very cross. Harry's mamma came out and told
them that if one boy wanted to have all the pleasure and to
let the other boy do all the work, he was selfish ; that a selfish
child or person always wants the best of everything himself.
She told them how bad and unlovely selfishness is. The boys
were interested, and Sam did not look cross now, for his aunt,
Harry's mamma, talked so lovingly to them, and told them
stories of boys who were not selfish but generous, and wanted
others to share in the best, that Sam began to be ashamed of
wanting always to ride. His aunt told him that every time
he acted in a selfish way it would be easier to be selfish the
next time, until it would become a habit always to be selfish;
and that if, every time when he wanted the best of anything
himself, he would divide with some one else, it would be easier
to do it the next time, until he would get in the habit of being
generous, because his brain would get more used to thinking
generous thoughts than selfish ones.
"Then he would be Sam the Conqueror, wouldn't he,
mamma?" asked Harry.
Sam wanted to know what that meant, and Harry told him
how he got the name of " Harry the Conqueror." Sam said,
" That is a good story ; now let's play again and I'll be the
horse."
Teacher : " Why had Sam begun to be a conqueror ? "
We are learning how important it is for us to decide, up
in our brains, to do right every time, and thus form good
habits; but if we have a bad habit, as Harry had of strik-
BRAIN AND NERVES - 243
ing, and as Sam had of selfishness, what must we do about
it?
Explain that we must begin at once to overcome the bad
and thus become conquerors. Strive to have each child think
of what he or she. needs to conquer, rather than of the faults
of others.
The most valuable lesson you can teach your pupils is that
of self-control. A very wise mother of a large family of chil-
dren of various dispositions named each one after the special
grace of character which that child most lacked. The hot-
headed little fellow, who was the fighter of the family, she
called the peacemaker, and met his most irascible outbreaks
with the reminder that he was Tom the Peacemaker, and
must keep the peace for the family.
The most irritable child of the whole flock was called " Susie
the Sunbeam ; " and the little fellow whose vivid imagination
led him to embellish everything he told was called " Jack the
Truthful," and so on. This led each child to feel that he or
she must sustain the character ascribed to him. This is hold-
ing up the ideal, and will be as effective in school as in the
home.
MEMORY POINTS
We think and decide what we will do, with the brain.
The brain is soft and delicate, and is shut up in a bony box
called the skidl to protect it from harm.
The nerves are tiny white cords that carry messages to the brain
from all parts of the body, and also from the brain to every part.
We see, hear, feel, smell, and taste because the nerves carry
messages from these senses to the brain.
There are no nerves in the hair and' the outside of the teeth and
skin.
Our nerves tell us what is going on in the world.
244 THIRD YEAR
Through them ive know when we are warm or cold; what we
see, hear, smell, and taste; and what things' are pleasant or
harmful.
We could not move any part of our bodies if we had no nerves.
To have strong, healthy nerves we must eat good food, live much
in the fresh air and sunshine, and take plenty of sleep.
Alcoholic drinks put the nerves to sleep and dull the brain.
They have the power to make us think bad thoughts and do
wrong things.
TJie nicotine in tobacco often makes people cross and nervous.
It deadens the nerves and keeps them from carrying right
messages.
It puts a boy behind in his classes and keeps him from getting
on in the world.
Animals have nerves and brains, and feel happy or suffer paiii
just as we do.
We must form' right habits when we are young.
We must be kind to every living thing.
EMINENT AUTHORITIES FOR THE TEACHER
The Power of Habit
There is no more miserable being than one in whom nothing
is habitual but indecision. Could the young but realize how
soon they will become mere walking bundles of habits, they
would give more heed to their conduct while in the plastic
state. Every smallest stroke of virtue or of vice leaves its
never so little scar. — William James, in Principles of Psy-
chology.
Alcohol injures the Entire Nervous System
The nervous system cannot escape injury from the use of
alcoholic drinks. It fails to receive correct impressions; it
fails to send out correct orders ; it fails to receive proper rest.
— GrEORGE H. McMlCHAEL, M.D,
THE BONES 245
Alcohol diminishes nerve force in direct proportion to the
quantity present in the system. — Ni S. Davis, M.D., LL.D.
It takes longer for a person to think who has had a small
quantity of alcohol. — Victor Horsley, M.D., Professor of
Chirurgy, London University.
Under the influence of alcohol the development of caution,
judgment, perseverance, conscientiousness, and all other good
qualities is hindered. — Adolf Fick, M.D., Zurich.
Nicotine paralyzes Nerve Activity
Nicotine paralyzes the activity of the nervous tissues. —
Michael Foster, M.D., F.R.S.
THE BONES
LESSON 18— USE OF THE SKELETON
Have ready as large a picture of the skeleton as possible,
several small bones from the market washed perfectly clean,
the backbone of a fish, and an oyster with its shell.
Teacher : " How many in the room have seen a tiny baby ?
Could it sit or stand or walk ? Why not ? It is alive, and has
legs and feet just as we have. What is it that holds our bodies
upright when we sit or move about ? "
Describe a bone. Tell how it looks ; how it feels. Suggest
that each feel the bones in his own arm, in his wrist, hand,
fingers, or head, and then try to draw one or more of these
bones. Show the chart of the skeleton, and let each find for
himself how nearly correct he has made his drawing.
Teacher: "All our bones taken together make up the skele-
ton. Our skeletons are inside our bodies, and so they are in
cats, and horses, and dogs, and most other animals, but not in
The Skeleton .
246
THE BONES 247
every living thing. Who can think of something alive which
has its skeleton on the outside ? "
Give the class time enough to think out answers for them-
selves ; then show them a snail, mud turtle, oyster, or clam.
Why is it better to have one's skeleton on the inside of the
body rather than on the outside ?
Teacher: "Look at this picture of the skeleton and think
what our bodies would be like if we had no bones at all."
Ralph: "We couldn't stand up anymore than a jellyfish.
I saw one at the seashore last summer, and it was all soft and
squashy when I touched it. I'm glad I have some bones."
Teacher: "You have seen a new house going up; what do
the carpenters erect first on the foundation ? "
Tom : " They put up the frame first to fasten the rest of the
house to. Is that what our bones are for ? "
Teacher : " Yes ; bones are the framework of our bodies.
Many of our muscles are fastened to them, and these move the
different parts.
" Look at the oyster I have here, and think of the jellyfish
Ralph saw last summer; then tell me another use for our
bones."
Sarah : " They help to keep the shape of the body."
Teacher : " What does a snail do when you pick it up ?
What would become of the snail and the oyster if they had
no shells to protect themselves ? "
Clara : " They would get hurt. Some large creature would
eat them up."
Teacher: "That is another reason why snails and clams and
oysters have shells, and why we have bones. It is because
these protect the soft parts and keep them from harm.
"Place your hands on your sides and feel the bones there.
What do we call them ? What do they protect? What is the
use of the bones in the head ?
" Look at the bones below the knee on this chart, and
248 THIRD YEAR
compare them with those above the knee. What are the
differences ? "
There is only one bone above the knee, and there are two
below.
The bone above the knee is longer and larger than those below.
Teacher: " Do you see the same thing anywhere else ? "
Marion: " It's just the same in the arms."
Bring out the reasons for these differences by asking which
part of the leg is moved more frequently, that above the knee
or below. Which part of the arm is more in use, the upper
part or the lower ? When we want strength merely, as in the
upper parts of the leg and arm, do we find large or small bones ?
When skill and great variety of motion are needed, as in the
lower arm and leg, and still more in the foot and hand, what
kind of bones is to be found ?
A lesson on the manifold uses of the hand and the marvel-
ous skill of which it is capable may be introduced at this
point, and the thought suggested that the training of the hand
and brain must always go together.
Ask each child to name an animal that can run very fast, or
is especially quick in its movements ; then one that is strong
and powerful. Ask them to tell what they can about the dif-
ferences between the bones of these animals. Which have
long slender bones ? Which have bones that are thick and
stout ?
Send one after another to the chart to point out as many
bones of different shapes as they can find. Explain the rea-
sons for the different shapes and sizes.
Have the class notice the human spine as shown on the
chart. Then show the backbone of a small fish and let them
examine this closely. When they notice that it is composed
of a number of small bones strung on an elastic cord, get their
opinions as to the reason for this.
THE BONES 249
Bring into class a small stick about the same length and size
as the backbone and ask some boy or girl to try to bend it.
Then have all rise and bend their bodies forward and back-
ward, and notice the greater ease with which the spine can be
moved because it is not made in one straight stiff piece.
LESSON 19. —PROPER CARE OF THE BONES
Review all points about position learned previously.
Why does not a baby walk at once ? What will make his
bones strong enough to support his body ? Show one differ-
ence between the bones of a child and those of an old person,
by bringing into class a bone which has lain in acid until it is
soft enough to bend easily, and another which has been in a
clear fire until all the soft parts have been burned away.
Let the children find by handling both, that the soft bone
will take any position, while the other, instead of bending,
is brittle and easily crumbled or snapped in pieces.
Why is it worse for a child to stand or sit badly than for an
older person ? Why will one shoulder grow higher than the
other if a child always carries everything in the same hand ?
Why will sitting bent over at study cause rounded shoul-
ders ? Why will standing crookedly by and by twist the
spine ? Why should not children do the same thing long at a
time ? Why is it easy for a child to correct these faults and
almost impossible for an old person to do so?
Write on the board the question : —
What will help a child grow and give him a tall, straight
body?
Frequent change in position and plenty of exercise aid
growth.
Sunshine and fresh air make rosy cheeks and strong
bodies.
250
THIRD YEAR
Standing and sitting erect will help to give one a graceful
figure.
The growing child needs plenty of good simple food.
Two Things which stunt Growth
Teacher : " You remember the strange things that befell
Alice in Wonderland. What happened .to her after she had
taken a drink from the little bottle on the table ? "
Esther : " She shut all
up like a telescope, and
kept growing smaller
and smaller until she
was only about ten
inches high."
Teacher: "You
thought that was very
wonderful until you
found it was only a
fairy story. But some-
thing quite as bad as
that really happens to
people, now and then,
Fm sorry to say. Let
me tell you what I mean.
" A little German boy
lived near me last win-
ter. His name was
Hugo, and we got to be
great friends. One day
I asked him how old he
was, and he told me he
was nearly fifteen. I
could hardly believe
THE BONES 251
him, for he was no larger than some of you. Some weeks
afterward I learned that Hugo drank beer every day, and that
he had been in the habit of smoking cigarettes ever since he
was five years old.
" Then I knew why he was so small and puny. The beer
and tobacco had poisoned him. We found that growing chil-
dren need plenty of food every day, and beer and tobacco will
not serve the purpose of foods. Children need to be kept warm
and comfortable, and the alcohol in beer sends the heat to the
surface of the body, where the air cools it. They need to get rid
of waste matter from their lungs and skins and bodies, and
these poisons prevent this work from being done as it ought.
" Poor little Hugo was much worse off than Alice in Won-
derland, because nothing he could eat or drink would make
him so tall as he ought to have been. He will have to stay
undersized all his life, because he did not know in time what
these poisons have the power to do to children.
" Perhaps some of us would like to be Alice, and grow tall
or short whenever we please ; but is there any one who would
care to be like Hugo, and always have to stay smaller than
other people ? What is the best way to prevent such a thing
happening to us ? "
MEMORY POINTS
We need bones, to give shape to the body.
Bones protect the brain and chest and other delicate parts.
Bones hold our bodies together and help make them strong.
Without our bones we could not move about or do what we wish.
Large bones are for strength; many small bones working
together are for skill.
Wliolesome food and pure water help give strong erect bodies.
Work and play in the open air and sunshine give us rosy cheeks
and healthy bodies.
252 THIRD YEAR
We must sit and stand erect, if we want to have graceful figures.
Children need frequent change in work and play, and plenty of
time for sleep.
We must take good care of our bodies.
We must let beer and tobacco and all other poisons entirely
alone.
EMINENT AUTHORITIES FOR THE TEACHER
Alcohol hinders Development
From the standpoint of race hygiene we must oppose with
the utmost energy the use of alcohol as a beverage for children.
If during this most important period of their development, so
far as their future is concerned, our youth are prohibited from
using alcoholic drinks, they will grow up mentally and physi-
cally more energetic. — Richard Demme, M.D., Professor,
University of Berne.
Alcohol poisons the Body
Alcohol is a functional tissue poison. — Frank Payne, M.D.,
Vice President London Pathological Society.
Tobacco retards Development
Tobacco retards both physical and mental development of
boys and youth. This effect is so fully proved that all intelli-
gent writers agree in prohibiting the use of this narcotic until
maturity of growth has been attained. — N. S. Davis, M.D.,
LL.D., F.R.S.
THE MUSCLES
LESSON 20.— WHAT MUSCLE DOES
Have ready on the platform a weight of some kind, about as
heavy as the average child in the room, and ask some of the
strongest children to try to lift it. See that no one strains
THE MUSCLES 253
himself in the attempt, which should last but a moment and
is intended only to show how heavy it is. Tell the class that
each one of them is really lifting as much every time he runs
or jumps.
Teacher : " This morning we are to talk about the parts of
our bodies which are strong enough to do all this work. You
may stand while we find what they are.
"First let us see what moves the arm. Take hold of your
right arm below the shoulder. Bend the elbow as far as you
can and tell what you feel."
This experiment may be repeated several times with the
class, until all find that however slowly the arm is lifted the
fleshy part always swells up and then stretches out again as it
moves back and forth.
Teacher: "Find the part of you that moves your fingers,
your toes, the upper leg, the lower. Watch me as I turn my
head from side to side. Where is the part which does the
work for me ? "
The muscles are those parts of the body which help it move.
Teacher : " We have learned that muscles help to move the
parts of the body. What different motions can we make ?
George may come to the platform and move his head in
as many ways as he can. Do this very slowly while the rest
notice the motions you make."
Others may be asked to illustrate the different movements
of the face, arm, hand, leg, foot, and body, while the class
either write what they see or describe each motion orally.
Show that every action has its own set of muscles, and that
the muscles usually work in pairs, one stretching out while the
other contracts.
Teacher : " Here is a picture which shows many of the mus-
cles. Tell the different shapes you see, and to what each
muscle is fastened."
The Muscular System.
254
THE MUSCLES 255
Ask each member of the class to select a muscle from the
chart, describe its shape, arid show its points of attachment.
What Muscle is
Teacher : " We know how the outside parts of the body
look, and what some parts of the inside look like, such as the
blood and bones. Who has seen a muscle and can tell about
it?"
Muscle is lean meat.
Have ready a piece of boiled corned beef. With a large
needle separate it into small fibers and pass it about for all
to examine. If a microscope can be hapl, let the class look
through this at a piece of the meat, and describe what they
see.
Muscle is made up of many little fibers.
Each fiber is wrapped up in a thin skin or membrane.
These fibers are very strong.
Teacher: "What else do you see in this piece of meat
besides muscle ? Tell me about some animal which has more
fat than muscle."
Bring out some of the differences between swine and dogs.
Which has more fat ? more muscle ? Which can run faster and
has more strength and power of endurance ? What muscles are
very strong in birds ? in the race horse ? why ?
Show that some fat is necessary to protect the body and keep
it warm, but that muscle is needed to give strength.
We need plenty of good hard muscle to make us strong for
work and play.
LESSON 21. — WHAT MAKES GOOD MUSCLE?
Teacher : " How do we get this kind of muscle ? A baby's
arm is weak and has almost none at first. How does he get
256
THIRD YEAR
r : ~
strength enough as he grows older to row a boat or chop down
trees ? "
Show a picture of swallows and ask how the young birds
learn to fly and what develops
their muscles.
Ask each one to name a strong
^. bird or animal. What
makes it strong ?
Teacher : " Ralph, is
the muscle in your right
arm hard or soft ? Try the
muscle of every right arm
in the class. What do
you find ?"
Ralph: "Only a
few of the girls
have hard
muscles, but
most of the
boys have. Why
do they?"
Teacher: " What
do boys do outside
of school? What
do girls do ? Try
to answer your own question."
Ralph : "Boys have more muscle
than girls because they exercise more.
Girls sit in the house too much."
Nelly's Doctors
"Kelly isn't well enough to be in school," her mother told
me when I first saw her ; " she does not get up until ten o'clock
and she has no appetite.
THE MUSCLES
257
" She eats nothing for breakfast but hot rolls and coffee, and
she cares little about dinner except dessert."
" What time does she go to bed ? " I asked.
" Usually between ten and eleven ; she can't sleep early in
the evening."
Just then Nelly came in. She was pale and listless.
" Let's go skating," said her big rosy-cheeked brother.
" dear, no," Nelly answered, with a shiver; "it's too cold."
" Who wants to wipe the dishes for me ? " called mother's
cheery voice.
" My head aches," whined Nelly. So she spent the after-
noon on the sofa or in a rocking-chair by the window, reading
stories and nibbling choc-
olates, instead of working
and playing like other
children.
It was a long time be-
fore I saw Nelly again, but
last summer, when I was
going through a bit of
woodland, I heard two or
three quick barks. Then
a frisky little dog sprang
into view, followed by a
young girl holding abunch
of flowers just beyond his
reach. She was bare-
headed, and looked the
picture of health with
her fresh clear com-
plexion, and her fluffy yellow hair floating on the wind.
" Why, it's Nelly," I said, when she came a little nearer.
" How well you look, my dear. What have you been doing to
yourself ? "
OR. LESS. IN HY. 17
258 THIRD YEAR
She gave a merry little laugh, and said, " Father has been
trying some new doctors this summer. Shall I tell you who
they are ? "
" Please do," I said. So. she began :
"The lirst one is Doctor Sunshine, and I have him four
hours a day. Then there is Doctor Fresh Air, who stays
with me all the time ; Doctor Three Meals, who comes every
day and brings his pellets with him ; Doctor Housework, who
helps me do lots of things ; Doctor Exercise, who cures my
headaches ; and ever so many others who never charge a cent.
But Doctor Spring is the very best of all. Here, Spring, shake
hands with Miss Carey." And the dainty brown and white
dog, who had been dancing all about us, and who wanted to
speak but couldn't, gravely sat up and put out his paw.
" But, Nelly, where are all the aches and pains and the pale
face you used to have ? "
" Oh, my doctors have cured them. That's what doctors are
for, isn't it ? " she said, with a roguish little laugh. " Just
feel my muscle. Hal says it's almost as hard as his," and a
well-rounded little arm, with more than a suspicion of tan on
it, was held out for my inspection.
"Well, well," I said, " this is truly wonderful. I shall have
to tell my boys and girls about your doctors when I go back
to school. I'm afraid some of them need the same prescrip-
tions."
Teacher: "Write the names of Nelly's doctors. What do
you think each prescribed ?
" How many other doctors can you think of who cure weak
muscles ? Each one may find a set of muscles on the chart
and name a good doctor for them. Write the doctors' names
on the board. I move that we adopt them all as our family
physicians. It will not do to take one or two and leave the
rest out, because they do not like to do each other's work, and
some of our muscles might not get any care at all."
THE MUSCLES 259
What hurts Muscle
There are two things that hurt our muscles so much that
even these good doctors cannot always cure them. Do you
know what they are ?
Tell the class some of the effects of alcoholic drinks and
tobacco upon the muscle without giving the names of these
substances.
Write them on the board in this way : —
makes the muscles weak and flabby.
lessens or destroys the power of motion.
stunts the growth of the muscles.
makes the muscles unsteady in their movements.
Ask the class to fill in the blank spaces.
Why are not men in training for football or other contests
allowed to drink beer or to smoke ?
If the muscles of an athlete are injured by the use of beer
and tobacco, how will these poisons be likely to affect the
muscles of growing girls and boys?
MEMORY POINTS
Muscles are of many different shapes and sizes because each has
a different work to do.
The muscles of the arms and legs are long and rather slender,
those of the back are broad and flat, the muscles of the mouth are
round.
Most of the muscles are fastened at the ends to bones. When
they move they pull the bones toward each other.
The muscles that move the eyes and those we use when we
whistle are not fastened to bones.
The muscles in the face help us to smile, laugh, wink, frown,
and to look cross or pleasant.
Ho part of the body can move without muscles.
Muscle is lean meat.
260 THIRD YEAR
It is made up of many little fibers, each torapped in thin
membrane.
The body needs firm, strong muscles to do its work.
The best doctors for weak muscle are sunshine, fresh air, good
food, exercise, and rest.
Beer and tobacco tend to lessen the force of the muscles, and may
hinder their growth.
EMINENT AUTHORITIES FOR THE TEACHER
How to strengthen Muscle
Exercise develops and tones up muscle, thus increasing the
heart's action and causing the lungs to expand and send richer
food to the brain. Manual labor and exercise should be wisely
interspersed with study. Physical culture will give our boys
and girls more grace and finer physiques. Twelve of the dull-
est boys in a school, after a course of physical training, increased
their class rank from 41 per cent to 74 per cent. — Charlks E.
Winslow, M.D.
Alcohol lessens Strength
Contrary to the popular opinion, heavy work is not made
easier by alcohol. The laborer who earns his livelihood by the
exertion of his muscles destroys the source of his strength most
effectually by the use of alcohol. — Professor Kraepelin,
Heidelberg University.
Alcohol stunts Growth
No one who is addicted to the chronic use of alcohol pos-
sesses a healthy body. — H. J. Hall, M.D.
Alcohol induces Idleness
Alcohol makes men indolent, indisposed to any exertion.
— Gr. Bunoe, M.D., Basel.
BEER 261
Alcohol relaxes Nerve Control
Alcohol is a paralyzer of all the vital functions. In the con-
centration which the strong wines possess it even kills the
lower forms of life. — J. Gaule, M.D., Zurich.
Alcohol lowers Working Power
Alcohol has an injurious effect on an unwearied muscle, and
manifestly diminishes the quantity of work produced. On the
other hand the sensation of fatigue is lessened by the use of
alcohol and work consequently appears easier. — Professor
E. Destree, M.D., Brussels. •
BEER
LESSON 22. — THE STORY OF BREAD
It was time for the physiology lesson, and Miss Laird opened
the treasure cupboard, as her class called it, out of which
was sure to come new and fascinating material for each day's
work.
Forty pairs of eyes sparkled in eager anticipation, as she
laid on her desk a large slice of bread, some wheat stalks, and
two small boxes, one containing dry starch, and the other grains
of wheat which had been- kept in warm water until they had
begun to sprout.
" The first thing we are going to do to-day," said Miss Laird,
" is to have a tasting class. Who want to be tasters ? "
Everybody was eager to act in this capacity, so all formed
in line and marched past their teacher's desk.
When they were seated again, and each had a bit of bread,
some starch, a head of wheat, and a few kernels of sprouted
grain, Miss Laird began : —
262
THIRD YEAR
" Eat your piece of bread first, very slowly, and be ready to
write a story about it.
" I'll put on the board the questions I want you to answer
in your story, and you may draw just as many pictures to go
with it as you like."
Here are the questions : —
What is bread made from ?
How is wheat made into bread ?
Why is bread a good food ?
The children went to work with a will ; it was
great fun to illustrate their own stories.
Here is one of the stories told : —
Bread
Bread is made from wheat. This is the
way it looks when it is growing : —
Wheat is run through a mill and ground up
into flour. This
is a bag filled
with the flour : -
Flour is made into bread
which is
good to eat.
A loaf of
bread looks
like this : —
Good bread makes boys and
girls strong and gives them
lots of muscle.
This is a boy who thought
he had more muscle than any
other boy in school : —
BEER 263
LESSON 23. — THE STORY OF BEER
After all the stories had been talked over, Miss Laird
asked : —
" How many know how starch tastes ?
" Taste some of the starch you had given you.
" Now we are ready to taste our wheat.
"Suppose we begin with the dry grains. I will cut open
some of them so that you may see how they look on the
inside. Chew some of the kernels you have, and tell me if
they taste at first like the starch."
There is starch in wheat and other grains.
" What about the wheat which has begun to sprout ? See
if it tastes like the other."
" Mine tastes sweeter than the dry grains did at first," vol-
unteered one of the most observing pupils.
" So does mine," said another. All were agreed upon this
point.
" I shall have to tell you about that," said Miss Laird.
" The farmers sow wheat in their fields so that there will be
grain to be made into bread. After the grains of wheat have
been in the ground a little while they begin to sprout and grow
just like these sprouted kernels we have here. These sprouts
just peeping out of the grain are little new wheat plants that
must have their food made ready for them until they are large
enough to throw out leaves which can take what the plant
needs from the air, and roots that will go down and get what
it wants from the earth.
" These tiny little plants could not live on starch, but they
can live on sugar, so when they begin to grow some of the
starch you see here in the dry grains turns to sugar.
"Who knows now why the sprouted grains taste sweeter
than those which are dry?"
264 v THIRD YEAR
When grain sprouts its starch changes to sugar.
Miss Laird : " We have found two ways in which grain may
be used/'
Wheat can be ground into flour to make bread.
It can be sown in the ground to make new plants that will
produce more grain.
These are both right uses, but sometimes people spoil good
grain by making it into a drink which is called beer. Let us
find out if this is a wise use to make of it.
First, large quantities of grain, usually barley are kept in
a warm moist place until it begins to sprout. What change
will that make in the grain ?
The starch will change into sugar.
Next, this sprouted grain is crushed and put into a huge
tank of water where the sugar soaks out, and then yeast, which
is a kind of ferment, is added.
What did we find out about ferments when we had a lesson
on the grape ? "
Ferments are tiny plants which can change the sugar
in pressed-out grape juice and other sweet fruit juices to
alcohol.
The yeast ferments do just the same kind of work when
they are put into this liquid made sweet because it has soaked
the sugar out of the sprouted grain.
The ferments go right to work to take the sugar to pieces,
and alcohol is left in its place.
What is yeast and what can it do ?
Yeast is a ferment that can so change the sugar in a sweet
liquid that alcohol will be formed.
When alcohol is formed in a sweet liquid made by soaking
sprouted barley in water, such a liquid is called beer.
BEER 265
Alcohol is a poison which is always dangerous to take
because a little may make one want enough to ruin him.
" If alcohol is a poison, and there is alcohol in beer, can peo-
ple drink it without hurting themselves ? " was Miss Laird's
next question.
Beer always hurts those who drink it, even if they feel all
right for a time.
MEMORY POINTS
There is starch in wheat and other grains.
This starch changes to sugar when the grain sprouts.
When yeast is added to water in which sprouted grain has
been soaked, part of this sugar is changed to alcohol.
Yeast is a kind of ferment.
Beer is made by adding yeast to the water in which sprouted
barley has been soaked.
There is alcohol in beer.
It is therefore not to be used for food.
Beer takes away Gyle's appetite for good food.
Its use tends rather to weaken than to help the body.
Beer makes those who drink it want it more and more
The use of beer often leads to that of stronger liquors.
Beer has led many people to commit crime.
EMINENT AUTHORITIES FOR THE TEACHER
One can accustom himself more readily to the drinking of
beer than of any other intoxicant, and no other so rapidly
destroys the appetite for normal food and nourishment. — '
Gustav Bunge, M.D., Professor of Physiological Chemistry at
University of Basel, Switzerland.
Beer is not so intoxicating, but it is demoralizing. Our beer
266 THIRD YEAR
drinkers become besotted. Beer makes them cross. It makes
their homes unpleasant. It prevents them from rising in civ-
ilization. — Journal of Hygiene.
CIGARETTES
LESSON 24. — THE DANGER IN CIGARETTES
Review the story of tobacco, its cultivation by the Indians,
and its introduction into England by those who came over here
to colonize Virginia.
Tell the story of Sir Walter Raleigh and his servant, then
write on the board the question : —
Is tobacco good for food ?
Some boy, whose father chews tobacco, will be ready to say
that people never eat it, that chewers are very careful not to
swallow even the juice, and that is one of the reasons why they
spit so frequently.
Then draw out the fact that tobacco does not make muscle,
or bone, or blood ; that it does not help a boy grow as milk,
vegetables, and meat do. It is plain then that : —
Tobacco is not a food and does not in any way help to make
us strong.
Ask what it is in the tobacco that makes its use injurious,
and in some cases fatal.
Tobacco contains nicotine which is an active narcotic poison.
Do not give the pupils an exaggerated idea. The truth is
sufficiently strong. Tell them that, like many other poisons,
nicotine, taken in very small quantities, as for instance in
smoking one cigar or cigarette, does not often kill a person
outright, but may be injurious.
CIGARETTES 267
The following outline may be used in taking up this topic : —
Materials of which cigarettes are made.
Natural appetite and tobacco appetite.
Smoking may lead to drinking.
Effects on a boy's health.
Effect on growth.
Cigarettes Effect on brain.
Effect on the heart.
Effect on the nervous system.
Selfishness of the habit.
Effect on business prospects.
Cost of the tobacco habit.
The class should be told of what cigarettes are made, for
nicotine is not the only poison which lurks in these tiny rolls.
Some cigarettes are said to contain opium or other narcotic
drugs.
What is the effect when one first smokes ? Does the natural
appetite crave tobacco ? Assure the class that the only true
test of the natural appetite is that of one who has never been
accustomed to the smell of tobacco, or whose parents have
not used it. Such an one usually dislikes the smell of the
smoke from cigar or pipe, and is made very sick by his first
attempt to learn to smoke. After a time the system becomes
accustomed to the nicotine, and the person does not feel so sick
when smoking, but the health may be injured by the tobacco
whether the smoker is conscious of it or not.
What could one eat, if milk or eggs should disagree with
him ? Do people ordinarily so crave any one article of food that
they are wretched and unable to work if they are denied it ?
Bring out plainly the distinction between the natural appe-
tite for food, which may be satisfied with any wholesome, pala-
table article of diet, and the unnatural appetite for tobacco,
which so enslaves a man that nothing else will satisfy him.
268 THIRD YEAR
The use of tobacco may create an appetite for itself which
no food will satisfy and which may enslave the user.
In connection with the last topic, bring out the fact that the
use of tobacco may lead to the drinking of alcoholic liquors.
Horace Greeley said, " Show me a drunkard that doesn't use
tobacco, and I will show you a white blackbird."
Do not give the class the idea that all smokers drink, but
the fact that so large a proportion of the drinkers smoke, and
that, in so many instances, the tobacco habit has led to the
drink habit is one good reason for shunning cigarettes.
Cigarette smoking dries the membranes of the mouth and
throat, and tends to create a thirst which may lead to the use
of alcoholic drinks.
Teacher: "Suppose that one of the boys in this class owns
a colt. He wants some day to have a large strong horse to
draw heavy loads and help him with his work. He knows
that if he gives the colt good food and lets it exercise in the
pasture and takes good care of it, it will grow to be just the
kind of a horse he wants ; but, instead of doing this, he feeds
it something which hinders its growth and makes it nervous
and unmanageable. What would you think of such a boy ?
Would he be showing good sense to treat the colt in such a
way ? "
Is a boy sensible or wise who begins the use of something
which doctors and learned men know will hurt his growth, dull
his brain, and injure his heart and nerves ?
Some boys think that tobacco does not hurt them, because
they cannot see the daily injury to growth and health. It
would be as reasonable to say they did not grow, because they
could not see one day that they were larger than they were the
day before.
Cigarette smoking will hinder a child's growth, dull his
brain, and injure his health.
CIGARETTES 269
Ask the class if it is right or fair that people who dislike
the smell of tobacco or who are made sick by it, as many are,
should be compelled to inhale the smoke of cigarette, cigar, or
pipe used by others. Lead the pupils to see the selfishness of
a habit which inconveniences and annoys hundreds of people
every day, on the street, in cars, in public parks where many
people resort hoping to get fresh air, on steamer decks and
other public conveyances, and in other places.
The fact that sometimes the home is made unpleasant and
unhealthful through the agency of tobacco should also be
brought out. Young children and babies are sometimes made
ill by being obliged to breathe the air of rooms filled with
tobacco smoke.
It is neither fair nor right to smoke tobacco where those
who do not use it are obliged to breathe the smoke.
Most boys have some ambition or dream of the future.
They hope and intend to succeed in life when they become
men. Such boys will find, when they enter the business world,
that the cigarette habit will be of no help to them. Many
business men will not employ boys who smoke. Many cor-
porations do not allow their employees to smoke while on duty ;
others do not want their men to smoke at all. The number of
firms taking this position is yearly increasing.
Cigarette smoking can be of no advantage to a boy in
his life work, and may seriously interfere with his business
chances.
LESSON 25. — COST OF THE CIGARETTE HABIT
Although the desire to accumulate great wealth is not the
noblest aspiration of which the human mind is capable, it is
right that all should plan to acquire a competence and to pro-
vide themselves and those who may be dependent upon them
with the comforts of life. Children should be inspired with
270 THIRD YEAR
the idea that no matter how much or how little wealth their
parents may have, they should prepare themselves to make
the world better by doing useful work of some kind, that
wastefulness is wrong, and that those who have their own
way to win and their own fortune to earn should carefully
guard against useless and unnecessary expenditures. Ask the
pupils to name some of the unnecessary expenditures which
may be done away with.
Cigarettes will doubtless be named among other things.
Then write upon the board the following problem for the
class to solve : —
A boy begins at the age of ten to spend five cents a day for
cigarettes, and continues to do so until he is twenty-one. Had
he put the same sum in the savings bank each day, how much
money, without interest, would he have saved when he reached
his twenty-first birthday ?
Which is the more sensible and profitable way of using the
money, to burn it up in cigarettes, or to place it at interest in
the savings bank ?
Cigarette smoking is an expensive habit which no boy or
young man should afford.
The Twins' Lost Trip
Leslie had a twin sister, Alice. He was very fond of her.
Every day they went to school together, and they were in the
same class.
They had many nice books to read at home ; some of them
were full of stories about other countries, England, France,
Switzerland, and Germany. Leslie thought he should be the
happiest boy in the world if he could only visit those countries
and see the wonderful sights that were pictured in his books.
Papa told the children that if they tried to do well at school,
and nothing prevented, he would take them with their mamma
on a delightful trip to see these very countries that had inter-
CIGARETTES
271
ested them. He said they would take the trip during their
summer vacation, when they were twelve years old.
"Of course we shall do well at school, and nothing will
keep us at home," said Leslie. But something did happen.
A few months after Leslie and Alice had had their eleventh
birthday, mamma asked them to count the pennies they had
saved in their banks. She said that each of them might
send one half of the money
to the charity box at the
church, to help buy cloth-
ing for poor children. It
seemed very strange to
mamma that Alice should
happen to have at least a
dollar more than her
brother. They had had
the same amount only two
weeks before, when it was
counted. Leslie said he
didn't know anything about
it — nobody did. Mamma
was unhappy.
The next week nearly
every night Leslie was
awakened by dreadful
dreams. He became so
nervous that he did not like to go to bed at all. He cared
nothing for his nice breakfast in the morning, and left it un-
tasted upon his plate. Papa got a big bottle of medicine from
the doctor, and Leslie had to take it three times a day. He
did not like it a bit, and it did not seem to help his appetite.
Every morning Leslie had a bad headache. He felt sleepy,
and could not put his mind upon his lessons. He made his
sister promise not to tell their mamma about the lessons he
272 THIRD YEAR
failed in. He told her he would make her sorry for it if she
did. This frightened Alice, for Leslie had never been cross to
her before. Now he seemed cross all the time. Alice no
longer cared to study with him, or to share with him her
pleasures.
One morning papa said : " My boy, have you been using your
toothbrush lately? Your teeth are beginning to look dark."
Leslie declared that he had forgotten to use his toothbrush,
but would be more careful hereafter.
As time went on matters grew worse. Leslie felt sick and
ill-tempered most of the time ; what seemed worst of all, at
the end of his school term his teacher sent word that Alice
had been promoted, but that her brother had fallen far below
his class. Papa felt very badly about it, but told mamma that
he thought it wise to take Leslie out of school, for he knew
the boy had been really ill for some time.
He Was put to bed and the doctor sent for. The doctor
very quickly discovered the cause of all the trouble. What do
you suppose it was ? Cigarettes ! For some time Leslie had
been spending many hours playing with older boys of bad
character who had influenced him to smoke, until the habit
was firmly fixed. Where do you suppose he got the money to
buy the cigarettes ? I see you know ; from his bank. What
do you suppose was the real cause of Leslie's deceiving his
mother ?
What had caused his bad dreams ? his headaches ? What
had taken away his appetite ? Why was he so unkind to his
sister ? Why was he sleepy in school and unable to think
about his lessons ? What had made his teeth discolored ?
Did Leslie go to Europe that summer ? No ; how could he ?
He had grown very weak and thin and had to lie down much
of the time. The doctor said it might be a. year before he was
quite himself again. Poor Alice was heartbroken over her
brother's behavior, but she was a forgiving sister, and never
CIGARETTES 273
reproached him for being unkind to her, and for depriving her
of that much longed-for trip.
Leslie was a long time getting well ; and he found it very-
hard to give up the cigarettes. But he did at last. He is a
man now, and he tells his mother that he hates the very sight
and smell of a cigarette. He declares that he will do all he
can to keep boys from smoking them.
MEMORY POINTS
Cigarettes hinder the growth and hurt the nerves and health.
Cigarettes may make one a slave to the tobacco habit.
Smoking may lead to drinking.
The cigarette habit does not help a boy in his ivork, and may
prevent his obtaining a desirable position in business.
It is a selfish habit which may injure others besides the smoker.
It costs more than boys can afford to pay to have their health
and nerves ruined.
It tends to make one lie and deceive.
It dulls the mind a?id conscience.
EMINENT AUTHORITIES FOR THE TEACHER
Tobacco is a powerful poison. — Medical Record.
The smoker cannot escape the poison of tobacco. — Mar-
shall Hall, M.D.
No smoker can be a well man. — London Lancet.
Youths who before the habit of smoking was contracted
were resolute, manly, and vigorous in mental fiber, become,
after indulgence in tobacco, timid, fearful, hesitating, and
irresolute. — Journal of Hygiene.
Tobacco is one of the slowest and one of the surest poisons
to the human race. Some of its effects are great weakness
of the heart's action, lessened respiration, and impaired intel-
lect.— C. H. Powell, M.D.
OR. LESS. IN HY. 18
274 THIRD YEAR
Stunted growth, impaired digestion, palpitation, and other
evidences of nerve exhaustion and irritability have again and
again impressed a lesson of abstinence from tobacco which has
hitherto been far too little regarded. — London Lancet.
THE SKIN AND CLEANLINESS
LESSON 26. — THE BODY COVERING
Tell your pupils you will let them find out for themselves
the subject of their next physiology lesson. Then step to the
board and write this question : —
What garment have we which always fits us and which
lasts as long as we live?
Some boy or girl will doubtless guess the answer at once.
If not, place these questions on the board also, and let all think
about them until the next day : —
Why does not this garment wear out like others ?
What different styles of such garments have you seen?
Describe one kind.
What are the uses of this garment ?
How should it be taken care of to keep it in good repair ?
What will injure it and make it of less service to us ?
The Skin repairs Itself
Hold up a pair of gloves and let the class decide how long
these would last if you were to put them on and wear them all
the time in doing every sort of work. Pass them about for
examination. What are they made of? How long would
they probably have remained in good condition upon the ani-
mal which first wore them ?
Why do we not wear holes in our fingers or our toes when
we use them almost constantly ?
THE SKIN AND CLEANLINESS 275
In addition to the probable answer — that a person's hand or
foot is alive, and thus does not easily wear out — call for rea-
sons why we are alive and what keeps us so.
Some will remember that the food we eat is one thing neces-
sary to keep us alive and to prevent any part of our bodies
from wearing out.
Put drawings upon the board in colored chalk to represent
the circulatory and digestive systems.
Tell the story of the cars loaded with food which our
Western states sent to the starving people in India, and ask
the children to imagine that something of the same kind is
taking place when the food we eat starts on its journey through
the body. They may think of the mouth, throat, and stomach
as different stations through which this food must pass before
it is ready for its ride with the blood to every part of the
body which needs it. They should be able also to name these
stations in their proper order.
The skin does not wear out because the blood is all the time
bringing it just the food it needs to keep it in good repair.
The Skin of Different Animals
So far as possible, give each pupil an opportunity to describe
fully the skin of some animal with which he is very familiar.
Suggest that the color and texture be spoken of, the general
appearance of the hair and nails, where these grow, and how
they are connected with the rest of the skin. Then suggest
that each one compare, as well as he can, the skin of birds
with that of animals, reptiles, fishes, and insects. Others may
listen and be ready to correct £alse statements or add further
information. Children can easily be trained to be close ob-
servers, and very few evident facts should be left for the
teacher to bring out.
276 THIRD YEAH
The Appearance of the Skin
In most schools a fairly good microscope will be available.
If possible, secure one and permit the class to look through it
at the skin on the hand or arm, and notice what can be seen in
this way. After such an observation exercise tell them about
the sweat glands and oil glands, and how each is useful and
necessary to the skin.
Let them look also at a hair and a finger nail under the micro-
scope. Put on the board a drawing of the former, showing
the oil glands beneath the skin, which keep it soft and smooth,
and ask how the hair must be taken care of in order to keep it
in good condition.
Show from some physiology or a large chart the position of
the nerves of the skin ; then ask why a slight blow or scratch
on the surface of the body does not hurt one, and explain that
the skin is made up of two distinct layers.
Bring out the relation between a clear fresh skin and per-
sonal beauty, and the duty as well as the privilege of every
one to take such care of this part of the body as shall render
him attractive to others.
LESSON 27. — CLEANLINESS HELPS MAKE US BEAUTIFUL
One of the first requisites to a beautiful skin is cleanliness.
Ask the class to describe the drainage pipes in a house, and
explain what happens when these become filled with refuse ;
then ask if the microscope showed them anything in the skin
which corresponds to such pipes, if they can think of any rea-
son why these tiny tubes need always to be kept open, and
what would be the best way to^do this.
Your pupils may be inclined to resent as personal any hints
regarding cleanliness and think that their own skin is kept
in fairly good condition. If any feeling of this kind shows
THE SKIN AND CLEANLINESS 277
itself, ask all to try this experiment at night just before
retiring — to wash their faces and hands in warm water and
a little soap, and notice how much the water is changed in
color during the process. It is safe to say that even the most
skeptical will be convinced that the exposed parts of the skin
cannot be kept clean without frequent bathing.
The next time the sun shines brightly into the room, call
attention to the dust which it reveals and which is always
present, as one reason why people need to bathe often. Ask
if a desk or chair needs washing every day and why people's
hands and faces get soiled more easily than furniture. If no
one thinks of a reason, show the class once more a picture of
the oil glands of the skin and call upon some one to describe
again their use. Ask if the skin would get soiled as quickly
if it had no such glands, and the reason why.
Some one may raise the question, Why does the skin need
oiling ? Ask how many have ever had rough chapped hands
and faces. Call attention to the fact that such skin heals
more readily when an oily substance is applied to it. This
will suggest a use for the oil glands found in the skin.
Cleanliness helps to keep us Well
In bringing out another important reason for cleanliness, tell
the class of the dreadful plagues which swept over Europe
during the Middle Ages. Then describe briefly how people
lived in those times, huddled together in poor mean huts
with little or no ventilation, eating badly cooked food, seldom
or never taking baths or changing their clothes until obliged
to do so. Why are people healthier to-day ? How many
think our different ways of living have anything to do
with it?
One of the most dreaded diseases is yellow fever. In 1853
it killed one out of every ten people in N"ew Orleans. Tell
your pupils how General Butler kept this fever away from
278 THIRD YEAR
that city during the Civil War by insisting that all houses as
well as the people should be kept thoroughly clean, and that
all decaying animal or vegetable matter should be effectually
disposed of at once.
Frequent bathing will help keep the skin in good condition.
Cleanliness prevents disease.
Very rich food will hurt the blood and spoil the complexion.
Tea and coffee often keep people from having a clear beauti-
ful skin.
Any drink which has alcohol in it may hurt the skin.
Cigars and cigarettes clog up the pores of the skin and give
it a strong, bad odor.
How Alcohol hurts the Skin
Call attention to the harm done the skin by the use of
alcoholic drinks by asking the question : —
Why do people who use much alcohol in any form seldom
have good complexions ?
Call for volunteers to trace the alcohol in a glass of liquor
from the mouth to the skin. As the different organs through
which it passes are named, the class may tell in what ways the
alcohol injures each and keeps it from doing its work as it
ought.
Explain that alcohol, when used for long periods of time,
even in small quantities, often cnanges the structure of the
arteries and capillaries. Their walls ought to be firm and
elastic. When much alcohol is used, however, they lose their
elasticity. In the skin these blood vessels are often enlarged,
and the face grows to look red and bloated.
When this happens, the skin cannot properly do its work of
helping to throw off waste matter.
The health is likely to suffer if waste substances which ought
to be got rid of are kept in the system.
]
THE SKIN AND CLEANLINESS 279
Alcohol reduces Bodily Temperature
It is more than likely that some of the pupils, in your room
have been told that people should drink rum or some other
alcoholic liquor to keep them warm in winter, or when start-
ing upon a long cold journey. Every young person should be
taught that this is a false idea, and that instead of keeping
people warm alcohol really makes them colder.
To show how this is true, ask what keeps the body warm.
If no one suggests the blood as the chief source of warmth,
bring this to their minds by asking why they feel hot after a
hard run or frolic. Ask whether the blood will cool off faster
when it is close to the surface where the air can get at it, or deep
in the body away from the air. They have just learned that
alcohol sends the blood in large quantities to the surface of
the body, and a few moments' thought will show them that
when this happens it will be cooled much faster than when
it comes more slowly to the surface.
When all understand that alcohol really makes people cold,
ask why it is that those who have taken such liquors think them-
selves warmer than before.
People who have taken alcoholic drinks think themselves
warmer than before because alcohol deadens the nerves of feel-
ing and keeps them from knowing how cold they really are.
MEMORY POINTS
TJie skin covers and protects the body.
The blood keeps the skin supplied ivith food, thus repairing it
as fast as it wears out.
TJie oil glands in the skin keep it soft and smooth.
The skin needs frequent bathing to keep it clean and healthy.
We must eat plain simple food and drink pure water if we
want clear complexions.
280 THIRD YEAR
Tobacco often turns the skin a dirty yellow color, and gives it a
strong, bad odor.
Alcohol sometimes enlarges the capillaries of the skin, and
makes the face look red and bloated.
People who use much alcohol are not likely to have good
complexions.
EMINENT AUTHORITIES FOR THE TEACHER
Cleanliness prevents Disease
The essential step in fighting infectious diseases, such as
yellow fever, plague, typhoid fever, and many others, is the
enforcement of cleanliness ; cleanliness of person, of house, of
food and drink, of drainage and sewage disposal, and in
water supply ; always and everywhere cleanliness. — Dietetic
and Hygienic Gazette.
Alcohol lessens Bodily Heat
Alcohol warms a man up in cold weather by benumbing the
sense of temperature, while it really lessens the body heat. —
N. S. Davis, M.D., LL.D., F.R.S.
While the oxidation of alcohol within the body may give rise
to a certain amount of heat . . . the increased bodily tempera-
ture lasts only for a single moment. Within two or three
minutes after its ingestion, paralysis of the peripheral nerve
endings causes a dilatation of the surface blood vessels, giving
rise to increased heat radiation ; , so that, though the total
amount of bodily heat may for a short time be increased, the
increase in heat radiation more than compensates for the in-
creased production, so that the actual temperature of the body
is lowered after the imbibition of even very small quantities of
alcohol. — John Madden, M.D., Professor of Physiology, Wis-
consin College of Physicians and Surgeons.
THE SPECIAL SENSES 281
The Effect of Tobacco
Tobacco lodges itself in the tissues ; hence tobacco users
emit a decided tobacco odor from the skin. — J.C.Jackson,
M.D.
THE SPECIAL SENSES
LESSON 28. — TOBACCO INJURES THE SENSE ORGANS
Before taking up in class the points brought out in this
lesson, the teacher should review all work on the special
senses done during the first two school years, making sure
that her pupils know what these organs are for, something of
their uses, and of the ways in which each should be taken
care of to insure the best work. Special training should also
be given at frequent intervals to quicken each sense and ren-
der it alive to impressions. The class are now ready to learn
how the use of tobacco affects the organs of special sense.
Teacher : " The last time I was on a railway train I got into
the wrong car. The air was blue with smoke and, although I
hurried out, my eyes and throat smarted for some time. I
didn't see any fire. Where do you think the smoke came
from ?
" You are right. I had gone into the smoking car, where
nearly every man had his pipe or cigar or cigarette. Is tobacco
smoke better for people than other kinds of smoke? Why
not ? "
Eeview the facts about tobacco learned in their first and
second years' work until all remember that : —
Tobacco contains the poison nicotine.
When tobacco is smoked or chewed some of this poison gets
into the body and hurts it.
Teacher : " There are hurtful substances in all kinds of
smoke which are bad for our eyes and throat, but tobacco
282
THIRD YEAR
smoke is worst of all because it contains these and nicotine
too ; just as it hurts us more to burn both hands than to burn
one.
" This morning we must find out some of the ways in which
tobacco hurts those parts of our bodies which help us find
out about things.
" Who knows the names of these parts ? "
Eyes that cannot See
"Bedtime,
Ethel," said her
father. "And it's
story night, you
know, so hurry
up."
"Just as soon
as I've said good
night to Tick-
tock," answered
Ethel, flitting
across the hall
for a last look at
the long brass
pendulum sway-
ing solemnly back
and forth at the
foot of the stairs.
" Good night,
old Tick - tock ;
wake me up in
the morning."
"What time is
it ? " said her fa-
THE SPECIAL SENSES 283
ther, when Ethel was cuddled up in his lap for the good-
night story. " Your eyes are younger than mine and can see
better."
" Can't I see the figures on Tick-tock, when I'm as old as
you ? " asked Ethel, as she told the time.
" I hope so, my dear, if you are more careful of your eyes
than I've been. Shall I tell you the reason I can't see any
better ? "
" Oh, do," said Ethel.
So father began : " The doctor says it's because I've smoked
too many cigars. I'm trying to stop, but it's hard work, and
I'm afraid it's too late to make my eyesight as good as it was
once."
" Is that what makes your eyes red ? " asked Ethel.
" Yes, dear ; I suppose so. You know how very delicate the
eyes are. We can't touch them without pain, as we can our
arms or feet. Smoke seems to be particularly bad for them."
" It makes my eyes ache when you smoke in the house.
I'm glad you aren't going to any more," said Ethel, with a
little sigh of relief.
"The doctor told me several things about tobacco, that I
didn't know before," her father continued. " He said there
is a poison in it that often hurts the nose and throat as well as
the eyes, and makes them raw and sore. Perhaps that is why
I have had so much trouble with my throat, though I never
thought of it before. It's been sore a great deal of the time
lately, and my hearing isn't so good as it used to be either.
" The doctor tells me that children are learning these things
in school now. If I'd been taught them when I was a boy, I
might have saved my eyes, and my other senses would have
done me more good, too."
Then it was time for Ethel to go to sleep, so father left her
in her little white bed, for old Tick-tock to wake up in the
morning.
284 THIRD YEAR
Tobacco makes the eyes red and bloodshot.
Tobacco irritates the lining of the throat and nose.
Tobacco often makes the throat sore.
Tobacco hinders the Work of the Sense Organs
In showing how the use of tobacco makes the senses dull
and stupid, begin by reviewing briefly some of the things
which each sense ought to do for us.
Let the class go in turn to the window or door, then return
and name all the objects they have noticed in this one glance.
Ask each to name some pleasure he enjoys every day because
he has eyes and can see with them. Continue this exercise
until many such pleasures have been thought of and given, and
until every child realizes in some degree how much he owes to
his eyes, and what care he should take of them that they may
last as long as he lives.
How did the use of tobacco affect the eyes of Ethel's father ?
Has tobacco the power to hurt other people's eyes in the same
way ? What gives it this power ? What pleasures would we
have to do without if we should lose our eyesight ?
Talk with the class in a similar way about each of the senses,
helping them to name the pleasures we receive through each
when it is well trained and able to do its best work. Then let
the children tell what they would have to get along without if
they could not hear, or taste, or smell, or feel any object.
Tobacco hurts the eyesight and may destroy it.
Tobacco sometimes hurts the hearing.
Tobacco may injure the senses of taste and smell.
Tobacco makes all our senses dull and stupid.
LESSON 29. —GENERAL EFFECT OF TOBACCO
When your class have a good idea of the way in which tobacco
dulls the different senses, they need to connect with this the
THE SPECIAL SENSES 285
injury to the person as a whole, and to all his interests, whether
work or play.
Uncle Mason's Toad
Johnnie Eaton was helping the gardener, picking up stones
and bits of sticks and carrying them off in his little cart, when
an old toad hopped out of the bushes and sat blinking solemnly
at him.
" Hallo, old fellow, where did you come from ? " said John-
nie, stopping all operations to look at the intruder.
286 THIRD YEAR
"Here's a toad, Uncle Mason," he called to the gardener.
" Shall I put him out ? "
The old man hobbled up. "No, no, my boy, let him be.
He catches bugs and flies, and helps to keep away the insects
that would spoil our plants. See him run oat his tongue and
snap up that fly ? He never fails to get him, and the first time
trying, too. Suppose we sit down on this bank awhile and
watch the little fellow, and I'll tell you how a toad made me
stop using tobacco."
" Why, Uncle Mason, how could a toad do that ? " asked
Johnnie, with wide-open eyes.
" Well, I'll tell you. I used to smoke and chew, but I've
stopped for good now, and this is how I came to do it.
" One day I came across something a great doctor had writ-
ten, that there was enough nicotine in one cigarette to kill two
toads. I didn't know what nicotine was, but it set me think-
ing, and I kept asking 'round until I found out that it was a
poison that's in all kinds of tobacco. That sounded kind
o' scary, and I got out my pencil and did a little figuring. A
good-sized toad weighs about half a pound, and I weigh one
hundred and sixty pounds. According to weight, it would
take just one hundred and sixty cigarettes to kill me, to say
nothing of chewing tobacco, and I'd get them smoked up in
about a week. W T hen I looked at it that way, I said to myself,
1 Mason, it's time to quit; ' and I did quit, then and there.
"Of course I knew there were men that used tobacco and
yet lived to be older than I was, and I'd used it a good many
years myself and hadn't died yet. But then I thought,
' Maybe there are toads that it takes more to kill than it does
others, and anyhow, it isn't safe to take chances with that
sort of thing.'
" Then I got to wondering whether a toad that was stuffed
half full of tobacco poison would be much use killing flies, and
I said : —
THE SPECIAL SENSES 287
" ' Mason, that's just what's been the matter with you.
When you went to school, you were always at the foot of your
class. You weren't quick at seeing things, or hearing what
was said, and you didn't seem to be more than half awake any
of the time. The boys that didn't smoke could run faster and
play better, and they were always ahead of you.'
"After I left school, it was just the same. The other boys
got good places to work, and I didn't get much of anything,
and when I did, I couldn't keep up with the other men. It
was tobacco that did it all. Now I've stopped, I can see better
and hear better and work better. I've got this good job and
I'm doing well at it, and it's all on account of a toad, so you
see I'm fond of the creatures and like to see them around."
Uncle Mason hobbled off to work again, and Johnnie went
too, but he smiled at the toad under the bushes and decided
he would never begin the use of tobacco.
Tell the story slowly, then let the children try to give it in
their own words. As the different ways in which tobacco
hurts people by dulling their senses and thus hindering their
chance of success in life are brought out, have these written on
the board and read aloud by the class.
MEMORY POINTS
Tobacco makes the eyes red and bloodshot.
It hurts the lining of the nose and throat and often makes them
sore.
It often dulls the hearing.
It injures the sense of smell.
It blunts the sense of taste.
It weakens all the seiises and keeps them from doing good
icork.
It keeps us from learning our lessons quickly.
It prevents our being quick and active at work or play.
288 THIRD YEAR
It keeps us from enjoying life as we should.
It makes us poor workmen.
It keeps us out of many good positions.
It is always a hindrance; never a help.
EMINENT AUTHORITIES FOR THE TEACHER
Tobacco irritates the Sense Organs
When tobacco is smoked there are developed certain acrid
vapors which have an irritant action on the mouth and throat.
The effects of smoking are in part due to irritant matters in
the smoke.
The habitual smoker usually surfers eventually from what
is known to medical men as smoker's sore throat. The
inflammation may spread up the Eustachian tubes and im-
pair the hearing. Cigarettes are especially apt to cause these
symptoms. — H. Newell Martin, M.D., F.R.S.
Tobacco impairs the Functions of the Senses
Tobacco frequently causes disturbances of the special senses.
Owing to the irritation of the nasal mucous membrane the ol-
factory sensibility is impaired; and probably owing to the
irritation and congestion set up in the nose and throat, together
with central nerve disturbance, the hearing is sometimes low-
ered.
But of all the special senses the sight is most seriously
affected, and tobacco amaurosis or amblyopia is a not infre-
quent result of the excessive use of the drug. — E. Stuver,
M.D., Ph.D.
Tobacco dulls the Intellect
The habit of cigarette smoking is increasing, even among
boys of not six years of age. It prevents development mentally,
morally, and physically. — C. T. Cranfield, M.D., Ph.T).
THE SPECIAL SENSES 289
LESSON 30. — REVIEW QUESTIONS
Why do we need pure air to breathe? What does it do
for us ?
How is the air we breathe out different from what we
breathe in ?
Why should we wear loose clothing ?
How can we enlarge our lungs ?
How do cigarettes hurt the boy who uses them ?
Why are all alcoholic drinks dangerous ?
How may cider hurt those who drink it ? wine ? beer ?
Why does alcohol form in pressed-out fruit juices ?
What is food ? What does it do for us ?
How do we know that alcoholic drinks cannot be used as
foods ?
Where is food prepared for use in the body ?
How does it get to every part ?
Describe the work of the heart.
Why do we need two sets of blood vessels in the body ?
What is the work of the brain ? of the nerves ?
Why does it hurt to cut the foot or the hand ?
Why do we feel no pain when the hair is cut ?
Why do we need special senses ? What work does each do ?
How does tobacco injure the sense organs ?
How can we keep our nerves strong and healthy ?
How do alcoholic drinks hurt the brain and nerves ?
What is a habit ? How can we form right habits ?
What are the uses of the bones in our bodies ?
How should the bones be taken care of ?
How is the proper growth of the bones sometimes hindered
or stopped ?
What will make good muscle ?
Why do we need muscles ?
Why do boys usually have stronger muscles than girls ?
OK. LKSS. IN HY. 19
290 THIRD YEAR
Why are boys in training for athletic contests not allowed
to drink or smoke ?
How can we train to become strong, well men and women ?
Why is beer such a dangerous drink ?
How is beer made ?
Why do we need a covering of skin on our bodies ?
How does cleanliness improve our looks ? How does it help
to keep us well ?
How is tobacco always a hindrance to a person ?
INDEX
Abdomen, 94, 95.
Alcohol.
A Poison, 88, 100, 206, 23(5, 265.
Effects on
Blood, 278.
Body Temperature, 279.
Growth, 251, 252.
Nerves, 236, 237, 278.
Senses, 111-115, 165.
Skin, 278-280.
In Beer, 88, 100, 236, 264, 265.
Cider, 46, 47, 50, 206, 207, 236. .
Rum, 88.
Whisky, 88, 99, 100.
Wine, 145, 236.
Alcoholic Appetite, 46, 47, 100, 144,
146, 189-191, 207-209, 265.
Alcoholic Drinks, 99-101, 125, 212-214,
219, 264, 265.
Beer and other Drinks made from
Grains, 85-89, 125, 184, 191,
192, 261-266.
Contain a Poison, 188-191, 229,
230.
Effects, 85-89, 190-192, 264-266.
Destroy Appetite for Food, 265.
Diminish Strength, 191.
Dull the Mind, 87-89.
Hinder Growth, 187, 188, 251.
Hurt the Blood, 229, 230.
Lower the Temperature, 88, 89,
188.
Make Fat, 87-89, 190-192.
Weaken the Body, 99-101, 190,
192.
How made, 186, 187, 264, 265.
Lead to Stronger Liquors, 192.
Not a Food, 184-191, 212-214.
Cider, 45-50, 204-207.
Effect on Individual, 46-50, 20(5,
207.
How made, 45-50, 205, 206.
Not a Food, 212-214.
Why Dangerous, 45-50, 206, 207.
Effects of Alcoholic Drinks on
Blood, 72, 229, 230.
Brain and Nerves, 236, 237.
Breathing, 172.
Feeling, 111.
Growth, 250, 251.
Hearing, 113-115.
Muscle, 259-261.
Nerve Control, 80.
Sight, 115, 157.
Smelling, 114, 115.
Stomach, 219, 220.
Structure, 134.
Taste, 112-115, 138, 139, 141.
Wine, 144-146, 207-209.
Effects on Individual, 144-146, 208,
209.
How made, 144-146, 208, 209.
Not a Food, 212-214.
Ankle, 98, 101.
Apple, 43-50, 204, 205.
A Nature Study, 43-45, 204, 205.
Color, Growth, Locality, Texture,
Shape, 43-45, 204, 205.
Hcalthfulness, 44, 205.
Parts, 45.
Arms, 67-74.
Care, 70-74.
Parts, 67-74.
Back, 90-92.
Backbone, 90.
291
292
INDEX
Blood, 218, 220-230, 275.
Care, 227-230.
Function, 220-230.
Blood vessels, 218, 222.
Body as a Whole, 117-129.
Care, 118-120.
Parts, 50-54, 117, 118, 128.
Arms, 53, 54, 67-72.
Feet, 52-54, 102-108.
Hair, 127, 128.
Hands, 53, 54, 74-80.
Head, 53-60.
Legs, 52-54, 96-101.
Lower Limbs, 52-54.
Teeth, 125-128.
Trunk, 50-54, 89-96.
Upper Limbs, 52-54.
Bones, 75, 97, 98, 245-252.
Care, 249-252.
Function, 75, 245-249.
Structure, 249.
Brain, 161-168, 230-245.
Function, 230, 231.
How protected, 231.
Bread, 262.
Breathing, 16, 169, 170.
How to breathe, 1(5, 169, 170.
What to breathe, 16.
Why we breathe, 16.
Breathing Exercises, 171, 196, 197.
Calf of the Leg, 97, 101.
Chest, 13, 16, 90-92, 197-200.
Cider, 45-50, 204-207.
Cigarettes, 29-31, 183, 202, 266-274,
281-288.
Contain a Poison, 229, 230, 266, 267.
Cost, 269, 270.
Effect on
Growth, 29-31, 36-37, 267-269.
Health, 29-31, 36, 37, 59-60, 267-
274.
Mental Ability, 29-31, 36, 37, 59-
60, 181, 183, 202, 203, 239, 268,
269.
Senses, 110, 155-157, 181, 183, 239,
281-288.
Teeth, 126-128, 272.
Throat, 159.
Will Power, 30, 31, 181, 183, 268,
269.
Cleanliness, 54-56, 1 22-124, 276-278, 280.
Clothing, 39-40, 72.
Kinds, 40.
Need, 39-40.
Coffee, 23-24, 74, 214.
Color, 153.
Condiments, 138-141.
Ear, 160-168.
Earache, 164, 165.
Ear Wax, 165.
Eminent Authorities.
Alcohol.
A Narcotic, 95.
A Poison, 50, 89, 146, 209, 214, 230,
252.
Effects on
Blood, 172, 230.
Bodily Heat, 280.
Brain, 214.
Development, 61, 95, 128.
Digestion, 214, 220.
Excretion, 172.
Growth, 61, 95, 128, 134, 252,
260.
Health, 74, 108, 129.
Heart, 230, 260.
Muscle, 74, 133, 134, 260-261.
Nervous System, 115, 133, 134,
244, 245, 261.
Nutrition, 95, 133, 134, 220, 252.
Respiratory System, 172, 204.
Senses, 115, 141, 157, 167, 168,
178, 245.
Skin, 280, 281.
Strength, 43, 74, 80, 101, 108,
129, 191, 261.
Structure, 95, 133, 134.
Teeth, 252.
Tissue, 252.
Will Power, 245.
In Beer, 209.
In Cider, 49-50.
In Wine, 146, 261.
Not a Food, 43, 133, 134, 191, 214.
INDEX
293
Eminent Authorities.
Alcoholic Appetite, 89, 209.
Alcoholic Liquors, 61, 89, 146.
Beer, 89, 191, 192.
Contains a Poison, 191.
Destroys Appetite for Food, 265.
Diminishes Strength, 191.
Leads to Stronger Liquors, 192.
Makes Fat, 191, 192.
Is degrading, 192, 265, 266.
Breathing, 171, 172.
Cider, 49, 50, 209.
Cigarettes, 31, 183.
Cause Disease, 31.
Effects on
Health, 31.
Heart, 31.
Morals, 31.
Nerves, 31.
Respiratory System, 31.
Strength, 31.
Cleanliness, 128, 280.
Coffee, 74, 214.
Exercise, 37, 74, 260.
Face, 67.
Fermentation, 146.
Ferments, 49-50.
Food, 43, 80.
Good Health, 67, 74.
Good Temper, 67.
Growth, 74, 128.
Habit, Power of, 244.
Hand, 80.
Health, 67, 74.
Nutrition, 74, 80.
Nicotine, 101,245.
Pure Air, 37, 43, 80, 204.
Recess, Value of, 203, 204.
Rest, 43.
Sleep, 37.
Tea, 74, 214.
Tobacco.
Contains a Poison, 96, 101, 273.
Effects on
Digestion, 274.
Development, 37, 61, 95, 252,
288.
Growth, Height, and Weight, 61,
74, 95-96, 108, 134, 184, 252,
273, 288.
Health, 74, 129, 183, 184, 204,
273.
Heart, 184, 273, 274.
Mental Power, 30-31, 37, 95, 129,
184, 204, 273, 288.
Muscular Power, 74, 101, 273.
Morals, 30, 31, 129, 265, 266, 273,
288.
Nerve Tissue, 141, 184, 245, 273.
Nutrition, 37, 61, 95, 134.
Respiration, 172, 204, 273.
Senses, 115, 141, 157, 167, 168,
184, 204, 288.
Strength, 61, 74, 80, 101, 108,
183, 184, 204.
Throat, 168, 172, 288.
Water, 27.
Wine, 89, 115, 146, 191, 209, 261.
Essentials to Child's Comfort, 10,
11.
Exercise, 14, 70-74, 94, 95, 99, 101, 120-
122, 200, 201, 236, 249, 256.
Eye, 109-114, 146-157.
Eyebrows, 65, 67.
Eyelashes, 65, 67.
Eyesight, 154-157.
Face, 61-67.
Care, 65-67.
Parts, 62-65.
Shape, 61-62.
Uses, 65-67.
Feeling, Sense of, 110, 111, 114, 115.
Care, 111, 114.
Uses, 110, 111, 114.
Feet, 102-108.
Care, 103-105, 108.
Parts, 102, 103, 108.
Fermentation, 146.
Ferments, 49, 50, 144-146, 189, 205-209,
264, 265.
Food, 34-35, 38-43, 87, 99, 119-121,
129-134, 136-140, 187, 209-214,
225, 228, 250, 275.
Need of, 38-40, 119-120, 136-137,
209-212.
294
INDEX
Food.
Proper Kinds, 34-35, 41-43, 83, 84,
119, 130-133, 210-212.
Right Amount, 132, 133, 212.
Uses, 40-43, 87, 99, 120, 129-130, 187,
211-212, 275.
When to eat, 132, 133, 212.
Gastric Juice, 217.
Grains, 81-89.
Kinds used for Food, 81-84.
Right Uses, 81-84, 88.
Wrong Uses, 84-89.
Grapes, 141-146.
Description, 142.
Uses, 142-146.
Growth, Height, and Weight, 10, 29-40,
98, 99, 101.
Aids, 23, 34, 35, 91-95, 99, 101.
Hindrances, 34-37, 91-95, 99-101, 125.
Result, 32-35.
Habit, 240-243.
Hair, 59-60, 122, 127-128, 276
Hands, 74-80.
Care, 77-80.
Parts, 74-77, 80.
Head, 57-60.
Care, 59-60.
Parts, 57-58.
Hearing, 113-115, 160-168, 283-288.
Care, 162-168, 284-288.
How we hear, 160-163.
Training, 162-164.
Heart, 87, 90-94, 222-230.
Heel, 102, 108.
Instep, 102, 103, 108.
Introduction, 9.
Iris, 148, 149.
Joints, 69, 70, 76, 77, 97, 98, 101, 117.
Kindness and Mercy, 240.
Legs, 96-101.
Parts, 96-98, 101.
Uses, 98-101.
Lungs, 16, 90, 94, 197-203, 226-227.
Memory, 30, 60, 167.
Effects of Alcohol on, 30.
Effects of Tobacco on, 60.
Memory Points.
Apple, 47.
Arms, 72.
Beer, 191, 265.
Blood, 229, 230.
Body as a Whole, 54, 128.
Bones, 251, 252.
Brain and Nerves, 243, 244.
Cider, 47, 208.
Cigarettes, 30, 273.
Ears, 167.
Eyes, 156, 157.
Face, 67.
Feet, 108.
Food, 42, 133, 213, 214.
Grains, 88.
Grapes, 145, 146.
Growth, Height, and Weight, 37.
Hands, 80.
Head, 60.
Legs, 101.
Muscles, 259, 260.
Nose, 170, 171.
Position, 20.
Pure Air and Breathing, 203.
Senses, 114. 287, 288.
Skin, 56, 279, 280.
Stomach, 219, 220.
Taste, 140, 141,
Thumb, 80.
Tobacco, 183, 273, 287, 288.
Touch, 177.
Trunk, 94, 95.
Voice, 159.
Water, 27.
Wine, 145, 146, 208, 209.
Muscles, 252-261.
Care, 256-261.
Function, 252-255.
Structure, 255.
Nails, 105, 108, 122, 124, 276.
Narcotics, 236.
Neck, 89, 90.
INDEX
295
Nerves, 231-245.
Care, 235, 236.
Function, 231-235.
Nicotine.
A Poison, 96, 180, 239, 286-288.
An Ingredient of Tobacco, 96, 239,
286.
Observation, Training in, 152, 153.
Parts of the Body, 50-54, 117, 118, 128.
Perspiration, 65, 67.
Poems.
Beautiful Hands, 74.
Little Children, 66.
The Maple's Fingers, 53.
The Snarlies, 127.
Position, 13-20, 249, 250.
Marching, 18-20.
Sitting, 15-17, 250.
Standing, 16, 18, 20, 250.
Pupil of the Eye, 147, 148.
Pure Air, 14, 122, 195-204, 226-228, 249,
258.
Effect, 195-199, 258.
Need, 198, 199.
Rest, 71-74, 120-122, 128.
Need, 72, 120-122, 128.
Result, 72, 120-122, 128.
Review Questions.
First Year, 115.
Second Year, 192, 193.
Third Year, 289, 290.
Saliva, 217, 225.
Seeing, 109, 110, 114, 115.
Care, 109, 110, 114.
Training, 152-154.
Uses, 109, 110, 114, 173.
Self-Control, 112, 139, 158, 243.
Sense Organs.
Ear, 160-168, 281-288.
Care, 164-168.
Parts, 161, 162, 167-168.
Training, 162-164, 167, 168.
Use, 160-162.
Eye, 109, 110, 146-157, 281-288.
Care, 110, 154.
Parts, 146-149.
Training, 152-154.
Use, 109, 110, 153.
Nose, 114, 168-172, 281-288.
Care, 170.
Parts, 114, 169, 170.
Use, 114, 168.
Skin, 54-56, 172-176, 274-281.
Appearance, 54, 276.
Care, 56, 276-281.
Uses
As Sense Organ, 172-176.
As Protecting Organ, 54, 274, 275.
Tongue, 111-115, 134-141.
Care, 112-114, 137-141.
Uses, 111-114, 134.
Shin, 97, 98, 101.
Shoulders, 91-95, 98.
Skeleton, 245-252.
Skin, 172-176, 274-281.
Smelling, 114-115, 168-172, 287, 288.
Care, 114, 170-172.
Organ of, 168.
Uses, 114, 168-170.
Songs.
Apple Song, 48.
Clap ; Clap ; Hurrah, 73.
Spine, 90.
Stomach, 42, 132, 137, 214-220.
Care, 42, 218-220.
Description, 216-218.
Work, 218-220.
Stories.
A Cause of Earache, 164.
A Fourth of July Story, 19.
Agnes's Fancy Shoes, 103.
A Noisy School, 17.
Arthur and his Mother, 126.
A Visit to the Vineyard, 142.
Beautiful Eyes, 151.'
Bessie, 14.
Bob and the Cherry Tree, 32.
Dick and the Carving Knife, 232.
Early to Bed, 120.
Elsie and Karl, 99.
Eyes that cannot see, 282.
Feet which got into Mischief, 106.
Field of Gold, 81.
296
INDEX
Stories.
Freddy in No-Hand Land, 77.
Harold's Maple Sugar, 135.
How Dan got his Cherries, 122.
How Dan hurt his Eyes, 154.
How Maude keeps Pure Air in her
Bedroom, 202.
How Tobacco hurts Land, 181.
How Tom learned to see, 153.
Jack's First Cigarette, 237.
Mabel and her Umbrella, 149.
Marjory's Waist, 92.
Miss Ayer's School, 195.
Miss Cloud and Miss Sunbeam, 66.
Nelly's Doctors, 256.
Our Likeness to Trees, 50.
Paul and Bert, 33.
Pietro's Two Breakfasts, 184.
Poor Horace, 46.
Secret of a Fine Figure, 195.
Story of Bread, 261.
Susie and the Dark, 150.
The Bird's Nest, 68.
The Boy who broke his Arm, 72.
The Boy who stopped Growing,
250.
The Cousins, 241.
The Cross Blacksmith, 190.
The Good Painter, 54.
The Human Mill, 214.
The Little Apple Blossom, 209.
Tom and his Ball, 45.
Tom had been there, 205.
Toothbrush Brigade, 125.
Twins' Lost Trip, 270.
Two Heads of Rye, 84.
Uncle Mason's Toad, 285.
Water better than Tea or Coffee,
23.
What a Blind Man did, 176.
What a Teacher saw behind a Bush,
202.
What Cigarettes may do to the
Head, 58.
What made Olga Sleepy, 86.
What made Tom Sick, 24.
Who had the Best Ears, 165.
Why Eddy stopped Growing, 36.
Why Helen did not eat her Candy,
137.
Why we need Water to drink, 21.
Willie and Harry, 28.
Strong Drink, 86-88.
Sunshine, 249, 251, 258, 260.
Table Manners, 139-141.
Tasting, 111-115, 134-141.
Care, 112-114, 137-141.
Uses, 111-114, 134, 135.
Tea, 23, 24, 74, 214.
Tears, 150.
Teeth, 125-128, 272.
Care, 125-127.
Shape, 125.
Uses, 125.
Thigh, 97-98, 101.
Throat, 158-159, 281, 282.
Tight Clothing, 92-95, 199-201.
Tight Shoes, 103-105, 108.
Tobacco, 178-184, 2(56-274.
Contains a Poison, 180-184, 236, 266,
273.
Effects on
Land, 181-183.
User, 180, 181, 183-184.
Blood, 229, 230.
Bones, 180, 183.
Brain and Nerves, 237-239,
268.
Breathing Organs, 172, 283-288.
Feeling, 111, 115.
Growth, 94-95, 108, 251, 252, 268,
273, 274.
Health, 182-183, 268-274.
Hearing, 113-115, 165, 167-168,
283-288.
Heart, 181, 183, 184.
Muscle, 259, 260.
Nerve Control, 80.
Sight, 110, 115, 155-157, 281-288.
Smell, 114-115, 281-288.
Taste, 111-115, 138, 139, 141.
Teeth, 126, 128, 272.
Throat, 159.
Leads to Drinking, 268, 273.
The Plant, 178-180.
INDEX
297
Toes, 102-108.
Topics for
First Year, 12.
Second Year, 116.
Third Year, 194.
Touch, 172-178.
Care, 177.
Organ of, 175-178.
Use, 172-178.
Trunk, 50-54, 89-95.
Back, 91, 92.
Care, 91-95.
Lower Parts, 94, 95.
Upper Parts, 89-92, 94, 95.
Voice, 157-159.
Care, 158, 159.
Use, 157, 158.
Waist, 94, 95.
Water, 21-27, 124.
Danger in Impure Water, 24, 25.
Forms, 23, 24.
Kind to drink, 24.
Uses, 21-27.
Wet Feet, 105, 108.
Wiuking, 150.
Yeast, 263-265.
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