EDUCATION IF 
 
 HP AT T
 
 ok : TF 
 
 
 ^OUT-HERN BRANCm, 
 
 iNIVERSlTY OF CALIFORNIA, 
 LIBRARY, 
 
 i_£>S ANGELES. CAL
 
 EDUCATION IN 
 
 % % HEALTH 
 
 if if 
 if if 
 
 By 
 MEMBERS OF THE FACULTY 
 HARRIS TEACHERS COLLEGE 
 
 Saint Louis 
 
 E. GEORGE PAYNE, Ph.D. 
 
 Editor 
 
 Author of Education 
 Accident Prevention 
 
 Etc., Etc. 
 
 LYONS AND CARNAHAN 
 
 CHICAGO NEW YORK 
 
 66314
 
 COPYRIGHT, 1921 
 
 BY 
 
 LYONS AND CARNAHAN
 
 
 
 o 
 
 This Book is Affectionately Dedicated 
 
 to 
 Dr. JOHN W. WITHERS 
 
 BY 
 
 Its Authors
 
 EDITOR'S PREFACE 
 
 * This book is the second in a series which has for its pur- 
 pose the organization of the subject-matter of the cur- 
 riculum with reference to specific social objectives. The 
 first book of the series outlined a program of Education 
 , in Accident Prevention. This book attempts upon a much 
 2 larger scale the presentation of a program in Health Edu- 
 £. cation that will make the development of health habits, 
 \K practices, knowledges, ideals, and attitudes a matter of 
 school routine. It does not anticipate the addition of a 
 school subject; nor does it leave the development of health 
 to the branch of physical education and hygiene. 
 
 A plan is outlined through which each subject of the 
 !* , curriculum may contribute its appropriate part to the 
 development of individual and social practices essential 
 to healthful living. The plan of this series is a new depar- 
 ture in educational practice, but one entirely in harmony 
 with present educational theory. This series is a contri- 
 bution to present educational development by people who 
 are working in practical and theoretical fields and who are 
 attempting to make education serve more effectively the 
 needs of life. 
 
 The manuscript for this book has been prepared by a 
 number of persons intimately identified with an educa- 
 tional experiment in Harris Teachers College. 1 The in- 
 structors in the various departments headed committees. 
 These committees initiated plans, organized the subject- 
 matter, and presented conclusions for the consideration of 
 
 'Harris Teachers College includes the Wyman Observation School. The Wyman 
 faculty took a prominent part in the educational experiment. 
 
 5
 
 G EDITOR'S PREFACE 
 
 the whole faculty. After full discussion the committees 
 assembled for further discussion and experimentation. 
 Therefore this program of education in health has stood 
 the test of practical school room experience. 
 
 The president of the college is responsible for the idea 
 and origin of this experiment and he has directed it at 
 each step in its progress. He has been assisted by the 
 following committees: 
 
 The Problem of Health Education — E. George Payne. 
 Method in Health Education — Margaret E. Noonan, W. J. 
 
 Stevens, Angela C. Devoy, Eulalie Wood, and Lulu 
 
 Manuel. 
 Physical Education — Ethel R. Weeden, Grace H. Ryffel, 
 
 Virginia 0. Winn, Carrie Arenson, Ruth Cato, and 
 
 Myrtle M. Vogel. 
 Civics — J. Leslie Purdom, Fannie L. Lachmund, Virginia 
 
 0. Winn, Marian Alley, Myrtle M. Vogel, and Jane C. 
 
 Gifford. 
 Geography — Mendel E. Branom, Mary Andrew, Marion L. 
 
 Higgins, and Elsie Brix. 
 History — Margaret McLaughlin and Mary Andrew. 
 Drawing — Jean Kimber, Florence A. Everett, and Madeline 
 
 H. Brachvogel. 
 Penmanship — Roselle D. Hughes and Jane C. Gifford. 
 Reading — Genevieve Apgar, Mary Doan Spalding, Edna 
 
 May Martin, Edna W. Riley, and Katherine Drennan. 
 Arithmetic — J. Andrew Drushel, Julia M. Bayha, and 
 
 Mabel Billmeyer. 
 English — Margaret McLaughlin, Madeline H. Brachvogel, 
 
 Grace H. Ryffel, and Jane C. Gifford. 
 Domestic Science and Manual Training — Marion J. Mayo, 
 
 Edna Schaumberg and Thomas J. Rucker.
 
 EDITOR'S PREFACE 7 
 
 School Organization and Activities — E. George Payne and 
 
 Marion J. Mayo. 
 Bibliography — Elyse C. Crecelius, Myrtle Smith, and Vir- 
 ginia Hilliker. 
 
 Mr. W. J. Stevens, principal of the Wyman School, has 
 directed the experimental end of the program and with 
 Dr. Eulalie Wood worked out in a general way the topics 
 to be included. 
 
 The manuscript of this book was written by members 
 of Harris Teachers College faculty as individuals. How- 
 ever, since these persons were intimately identified with 
 the experimental reconstruction of the curriculum being 
 carried on in the College, the book presents adequately 
 the program worked out. 
 
 The writer of this preface is responsible for the chapters 
 included in the table of contents, for their unity and ar- 
 rangement, and for editing the book, while the persons 
 whose names appear at the head of the chapters wrote 
 them. 
 June 8, 1921 E. GEORGE PAYNE.
 
 TABLE OF CONTENTS 
 
 Education in Health 
 
 CHAPTER PAGE 
 
 I. The Problem of Health Education 11 
 
 II. The Method of Health Education 27 
 
 III. Health Education through Physical Education 
 
 and Instruction in Hygiene 41 
 
 IV. Health Teaching and Language 92 
 
 V. Education in Health in Reading 122 
 
 VI. Civics and Education in Health 138 
 
 VII. Health Teaching and History 152 
 
 VIII. Relation of Geography to the Conservation of 
 
 Health 165 
 
 IX. Arithmetic's Contribution to Health Education 180 
 
 X. Health Education through Drawing 191 
 
 XI. Manual Training and Home Economics as Re- 
 lated to Health Education 199 
 
 (Penmanship) 212 
 
 XII. Administration of the Health Program 215 
 
 References 244 
 
 Index 248
 
 EDUCATION IN HEALTH 
 
 Chapter I 
 
 THE PROBLEM OF HEALTH EDUCATION 
 
 By E. George Payne, Ph.D. 
 
 Health an Educational Problem - — The problem of 
 health, like that of accident prevention, is a problem 
 of human conservation, and is vitally connected with 
 education as well as with the whole social policy. In 
 fact, health education, physical education, and edu- 
 cation in accident prevention are fundamental in the 
 whole problem of human welfare.' Health, moreover, 
 is mainly a matter of education, whether we view it 
 from the angle of the proper conditions that conduce 
 healthful living in a community or from the point of 
 view of the personal qualities in the individual essen- 
 tial to a healthful life. Health, in a constructive 
 sense, is a matter of education since it can result only 
 from the development of habits, ideals, attitudes, 
 and points of view in the individual. For instance, 
 keeping the teeth clean is as much a matter of habit 
 as the observances of the rules of etiquette, and the 
 development of habits is one of the basic functions of 
 education; for when the child is acquiring habits, he 
 is being educated, whether these habits are the result 
 of school, home, or street experience. Furthermore, 
 
 11
 
 12 EDUCATION IN HEALTH 
 
 health requires knowledge, attitudes, and ideals since 
 personal and social practices depend upon them. 
 Health, for instance, demands that the lungs be sup- 
 plied with an abundance of pure air at all times; but 
 getting pure air into the lungs at all times is quite a 
 complex matter and involves many habits, ideals, 
 attitudes, relating to one's body, to his personal prac- 
 tices, and to the social life of the community. The 
 individual must have some knowledge of ventilation 
 and appropriate habits which will insure the appli- 
 cation of that knowledge. He must have a certain 
 amount of room space in which to work and sleep, 
 hence the knowledge of the effects of overcrowding 
 is important. Finally, one needs also a knowledge 
 of the dangers to health from exposure, contagious 
 diseases, over-eating, and bad food, and an appro- 
 priate attitude that will insure the use of this knowl- 
 edge. 
 
 Agencies Concerned in Health — Furthermore, 
 health, as an element of human welfare, is possible 
 only through the co-operation of many agencies, 
 as the individual, the family, and the community. 
 All of these agencies are directly concerned in health- 
 ful living. While all these agencies are concerned, 
 health can only be assured through school education; 
 for the body of scientific knowledge necessary for 
 health is of so recent development that it has not 
 become the common possession of the community, 
 and therefore can be transmitted only through the 
 school. The school, then, must make itself respon-
 
 THE PROBLEM OF HEALTH EDUCATION 13 
 
 sible for the health of the future. Fortunately the 
 function of the school, among other things, is to 
 develop in children those qualities that are essential 
 to good health. The public, although not fully con- 
 scious of the fact, maintains the school for that pur- 
 pose. The school has a curriculum of instruction 
 designed to develop those qualities in the individual 
 that will make him the most effective unit in the 
 social organization. The teaching staff has been 
 employed upon the supposition that it at least has 
 the potential power of determining what these quali- 
 ties are and how they may be secured through instruc- 
 tion. 
 
 From our point of view, we find it convenient to 
 examine the health program under the following 
 heads: the pre-school child, the school child, and the 
 adult that has passed beyond school age. The pre- 
 school period of the child is an exceedingly important 
 one from the standpoint of our social weal; and for 
 that reason, society cannot evade its responsibility 
 with reference to this period. Society must not 
 content itself with the organization and control of 
 the education of children during the elementary 
 school period. It must regard also the educative 
 activities before and after the usual compulsory 
 school period as its legitimate field, and organize 
 the whole of education during the period of plasticity. 
 If the school is concerned with the training of children 
 for social activities and not merely with giving a 
 prescribed amount of knowledge, it cannot escape
 
 14 EDUCATION IN HEALTH 
 
 the responsibility of concerning itself with the 
 training in and out of the school until children 
 are prepared for their vocational activities or life's 
 work. 
 
 Complexity of Modern Life and Health — The need 
 of such supervision of the educative process in the 
 life of children has grown out of the complexity of 
 modern life, the development of science, and the 
 growth of knowledge and experience, — factors before 
 noted. Many parents, perhaps a majority of them, 
 are no longer able to provide their children with the 
 proper mental and physical care without some out- 
 side assistance, not monetary, largely, but educa- 
 tional. The need of scientific treatment in the care 
 of children is so far recognized that we cannot escape 
 the responsibility of insisting upon it. The need of 
 scientific treatment is exemplified by what has been 
 done in extending care to mothers with children of 
 pre-school age. An examination of infant mortality 
 alone will indicate the social and economic signifi- 
 cance of the aid given to mothers in congested envi- 
 ronments and with limited knowledge of child treat- 
 ment. It will also emphasize improvements result- 
 ing from the physical care of children. Monograph 
 No. 1 of the Children's Bureau of the Department 
 of Labor of the United States says: "There are no 
 complete records for the United States as a whole 
 which show how many babies die year by year, but 
 Dr. Cressy L. Wilber, Vital Statistician of the Census 
 Bureau, estimates that approximately three hundred
 
 THE PROBLEM OF HEALTH EDUCATION 15 
 
 thousand die yearly in the United States before reach- 
 ing the age of one year." 1 
 
 The statement says further: "If none of these 
 infant deaths was preventable, we should have no 
 stimulus for trying to find a remedy. But we are 
 assured by the highest authorities that the number 
 of deaths can be greatly reduced if we apply the 
 best methods of the growing science of sanitation. 
 Indeed, one great authority says that, if children 
 were well born and well cared for, the infant mortal- 
 ity rate would be negligible." 2 
 
 The statement continues: "In the District of Co- 
 lumbia between 1907 and 1912 death rates of white 
 infants in the first year of life living on streets fell 
 from one hundred thirty-one to one hundred; and 
 among those living on alleys, from two hundred thir- 
 teen to ninety-eight; and among colored living on 
 streets, from two hundred ninety-nine to two hundred 
 sixty-nine; and among those living on the alleys from 
 three hundred seven to two hundred sixty-two." 3 
 
 Infant Mortality a School Problem — Infant mor- 
 tality is directly a social and economic problem, but 
 it is indirectly a school problem. Those children 
 who survive the hardships to which so many succumb 
 are the children who are to be taught in the schools. 
 Those who survive may be the hardiest of all, but the 
 conditions that kill so many are sure to leave others 
 with stunted or retarded growth, defective bodies, 
 
 'See page 7, monograph No. 1. 
 
 2 Idem., page 8. 
 
 3 See Idem.
 
 Hi EDUCATION IN HEALTH 
 
 and impaired mental life. It is a social problem to 
 save the infants from dying, but it is a school prob- 
 lem to see that those who survive are in a condition 
 to receive school training later. Both are problems 
 of education. This is just as important as it is for 
 educational authorities to provide training in the 
 open air for tubercularly disposed children, to insist 
 that children receive proper nourishment before try- 
 ing to learn, or to give defective children special 
 training under conditions favorable to their future. 
 These functions have long been recognized. 
 
 Health Conditions in the United States — No doubt 
 many of the physical deficiencies of the school child 
 which are shown in the reports of the National Edu- 
 cation Association, of the National Physical Educa- 
 tional Association, and the physical deficiencies of 
 the adult which are shown in health statistics of the 
 army and navy are due to the deplorable state of ignor- 
 ance concerning the treatment of the pre-school child. 
 
 The national health conditions have been forcibly 
 brought to our attention through the large number 
 of rejections in our national army due to physical 
 defects resulting from a lack of the proper health 
 conditions, and physical training, and from accident. 
 General Wood says in the Metropolitan of June 1919: 
 "The application of the principle of Universal Ser- 
 vice brought to the colors through the draft, first and 
 last, approximately three million men, — men from 
 all sections of the country and from all the races and 
 race mixtures which make up our population.
 
 THE PROBLEM OF HEALTH EDUCATION 17 
 
 "It furnished an excellent opportunity to see the 
 men of America as they are; and while the showing 
 was splendid in all that related to willingness to 
 serve the Nation in time of war, either in the ranks 
 or wherever sent, and to do their part in the great 
 struggle for civilization and humanity, for good and 
 fair dealing among nations, it brought to our atten- 
 tion certain conditions which are not only regret- 
 table but alarming, — that only about half of the 
 men of military age are really fit for hard military 
 service. This rating is based upon standards of 
 physical excellence well below those of the regular 
 army, navy, and marine corps in time of peace. The 
 Draft Boards sent forward to the Training Camps 
 seventy and sixty-five hundredths per cent of all 
 who presented themselves for enrollment and were 
 suitably examined by the board. Of those sent to 
 the Training Camps an average of seven per cent 
 were rejected as unfit for any public service; and a 
 large percentage was sent to Development Battalions, 
 and others to Labor Battalions, camp utilities, and 
 special lines of work not requiring the best physical 
 condition; so that, deducting all, it is safe to say that 
 not over fifty per cent, probably less, of the men were 
 fit for line service when the Nation was called to the 
 colors. 
 
 "In some of the racial groups from certain sections 
 vice diseases, active or latent, but dangerous, were 
 found amounting to over thirty per cent. Through 
 all the draft there was a lamentable and alarmingly
 
 18 EDUCATION IN HEALTH 
 
 heavy percentage. The percentage was lower among 
 men coming from agricultural and ranching districts 
 of the Middlewest and Northwest, much heavier 
 among the colored than among the white race. The 
 heaviest percentages, taking the men as a whole, 
 were found among those coming from the large towns 
 and manufacturing centers." 
 
 The data gathered from the examinations of drafted 
 men have aroused us to the necessity of a thorough- 
 going national policy for the conservation of human 
 life. These data have also led us to analyze more 
 closely the physical conditions among school chil- 
 dren in the United States. 
 
 The following statistics concerning school chil- 
 dren are in point : x 
 
 Mentally defective 200,000, or 1% 
 
 Organic heart disease 250,000, over 1% 
 
 Have now or have had tuberculosis 1,000,000, or 5% 
 
 Defective hearing 1,000,000, or 5% 
 
 Defective sight 5,000,000, or 25% 
 
 Malnutrition 3,000,000 to 5,000,000, or 15% to 25% 
 
 Adenoids, diseased tonsils, or other glandular 
 
 defects 3,000,000 to 5,000,000, or 15% to 25% 
 
 Weak foot-arches, weak spines, or other joint 
 
 defects 2,000,000 to 4,000,000, or 10% to 20% 
 
 Defective teeth . . . 11,000,000 to 16,000,000, or 50% to 75% 
 Detrimental physical defects 16,000,000, or 75% 
 
 The statistics given for the United States as a 
 whole are confirmed by other data gathered from 
 
 1 Annual report of the National Educational Association, 191S, page 144.
 
 THE PROBLEM OF HEALTH EDUCATION 19 
 
 various sources and particularly from a survey made 
 by the Missouri Tuberculosis Association in fifteen 
 schools in two counties, twelve of which were one 
 room; one, two rooms; and two village schools of 
 several rooms. The statement is as follows: 
 
 " These physical examinations of rural school chil- 
 dren in Missouri have confirmed those made in other 
 sections of the United States in proving that the 
 common physical defects of school children — mal- 
 nutrition, decayed teeth, defective tonsils and 
 enlarged adenoids, defective eye sight — are dis- 
 astrously prevalent among rural children. There 
 was remarkably little difference in the medical find- 
 ings for the two counties. 
 
 "The figures may be summarized as follows: 
 
 Pupils — 
 
 (1) 10 per cent or more underweight 127 or 22.2% 
 
 (2) Having decayed, unfilled teeth 409 or 72.5% 
 
 (3) Who are mouth breathers Ill or 20.0% 
 
 (4) Having defective tonsils 204 or 47.5% 
 
 (5) Probably having adenoids 265 or 47.7% 
 
 (6) Having defective or questionable eye- 
 
 sight 195 or 34.9% 
 
 Number of pupils weighed 572 
 
 Examined by physicians 556 
 
 Health and Safety Education — In the face of these 
 conditions among school children and among men 
 and women, educators are led to consider anew the 
 whole problem of education for the preservation and 
 conservation of human energy. The consensus of
 
 20 EDUCATION IN HEALTH 
 
 opinion is that these unfavorable health statistics 
 might have been altered by means of a constructive 
 health program in the schools. The problem of 
 conservation of life involves two aspects: first, physi- 
 cal and health education; and second, accident pre- 
 vention. The first of these problems involves health 
 education and supervision on the one hand and 
 physical education and recreation on the other. It 
 is the object of this report to outline a policy as well 
 as a program of conservation of the human element 
 among our national resources through definite health 
 activities and instruction. The program concerns 
 itself primarily with constructive health activities 
 rather than with corrective measures. 
 
 The statistics presented showing health conditions 
 among children of pre-school age in infant mortality, 
 among children of school age in defects and diseases, 
 among school children and of adults in the army and 
 navy indicate the need of a careful scrutiny of the 
 causes of the unsatisfactory health status. Such 
 an examination leads us to consider the health prob- 
 lem under two heads: first, the problem of community 
 sanitation and health; and second, the problem of 
 individual health. 
 
 Causes of Undesirable Health Conditions — Infant 
 Mortality — The problem of community health may 
 be exemplified in the question suggested above - 
 infant mortality and its attendant evils. The analy- 
 sis of this problem from various studies made by the 
 Children's Bureau indicates that there are specific
 
 THE PROBLEM OF HEALTH EDUCATION 21 
 
 reasons for these health conditions. Among the 
 most important are, first, insufficient income; second, 
 unsanitary conditions; third, improper housing; 
 fourth, unsuitable and insufficient food and clothing; 
 fifth, lack of proper medical attention; sixth, the 
 employment of mothers. No better illustration of 
 the need of education in the elimination of those 
 conditions which interfere with the promotion of 
 community sanitation could be given than that indi- 
 cated in these causes of infant mortality. What is 
 the educational problem, then, in relation to infant 
 mortality and the consequent ill health resulting from 
 conditions causing this high mortality? The prob- 
 lem, in so far as school education is concerned, is, 
 first, how to develop intelligence among school chil- 
 dren themselves; second, how to spread this intelli- 
 gence to parents in the home by wise direction of 
 school children; and, third, how to organize school 
 children and direct their activities in the promotion 
 of community sanitation. 
 
 Infant mortality is merely a symptom of com- 
 munity conditions which result in a high degree of 
 social incapacity and inefficiency. These conditions 
 must be remedied. Those same conditions that 
 produce a high percentage of infant mortality cause 
 unemployment among adults, induce incapacity for 
 strenuous and continuous labor, and promote a gen- 
 eral lack of ambition and will. 
 
 Health in Open Air Schools — - Another case will 
 illustrate how health must be made the subject-
 
 22 EDUCATION IN HEALTH 
 
 matter of education. It is generally recognized that 
 a considerable percentage of school children suffer 
 from malnutrition, in some cities as high as five per 
 cent. In St. Louis we have gathered, as in other 
 cities, a few of the worst cases of malnutrition into 
 open air schools. We care for about five hundred 
 children each year, and in an average of ten months 
 children are returned to their home schools restored 
 to health; and the means by which this restoration 
 to health is achieved is mainly through proper feed- 
 ing. Now a remarkable thing about these anaemic 
 and pre-tubercular children is that poverty is not 
 the cause of malnutrition. The parents of sixty per 
 cent of these children pay for their food at the school. 
 This is clear evidence that ignorance, and not a lack 
 of money, causes malnutrition. Through a prac- 
 tical course in nutrition tied up with the school work 
 and with the daily activities of the children, the 
 schools could overcome malnutrition in the thou- 
 sands of poorly fed children. They could, moreover, 
 make the whole school population, and even the 
 parents, intelligent about the simple principles of 
 correct nutrition. There are also many other com- 
 munity problems that should be directly attacked 
 through school instruction and the activities of the 
 school children, but these will serve to illustrate our 
 point. 
 
 The Scope of Health Instruction — The problem 
 of health instruction is larger than that merely of 
 the elimination of undesirable conditions from the
 
 THE PROBLEM OF HEALTH EDUCATION - 23 
 
 immediate community. It is a problem of right 
 habits in the individual of proper ideals and of correct 
 attitudes toward the whole problem of community, 
 state, national, and even international sanitation 
 and health movements. For instance, every school 
 child should be intelligent about the cleaning up of 
 the Panama zone, the elimination of malaria and 
 yellow fevers. They should, moreover, be intelli- 
 gent about the part that men have taken in the pro- 
 motion cjfJiej|]|Ji_along these lines in all parts of the 
 world. / There is, furthermore, a subject of no greater 
 interest to school children than that of the history 
 of the origin and development of the effort to elimi- 
 nate tuberculosis and the intelligent handling of that 
 and other health problems. In other words, the 
 health program should include, as suggested above, 
 such a comprehensive list of topics for development 
 as will result in, not only personal habits, but in an 
 understanding of all conditions essential to a whole- 
 some life in the individual and the group. Further- 
 more, the program should include activities that 
 will insure a sympathetic understanding and appre- 
 ciation of the part that an adult citizen should take 
 in the promotion of health endeavors and also some 
 skill in health performance. Finally, every pupil 
 should be deeply impressed with the notion that 
 disease and unfavorable health conditions are due to 
 individual and social ignorance and bad habits. 
 
 Health Education of the Citizen — TKehealth pro- 
 gram is even more fundamental than what is implied
 
 24 EDUCATION IN HEALTH 
 
 in individual health and sanitation. It has a much 
 wider function than that of merely acquainting the 
 pupils with the conditions determining health and 
 initiating them into activities tending to promote 
 healthful living. It is conceived as a part of a pro- 
 gram of education in a democracy which implies 
 a number of important skills, knowledges, ideals, 
 and attitudes. Among the important needs, if we 
 are to realize the objects of the program, are the 
 following : 
 
 First, an intelligent participation in the promotion 
 of enterprises to insure healthful conditions. It is 
 useless to think of adult citizens becoming intelli- 
 gently active in the elimination of neighborhood 
 nuisances, who have been allowed to go through 
 school during the period of plasticity and the time 
 of greatest educational possibility without being 
 allowed that opportunity. The only means, there- 
 fore, of developing ability in intelligent participation 
 in community life is to afford that opportunity while 
 children are under the guidance of skilled teachers 
 and school workers. We can say, further, that chil- 
 dren who have had no experience in the ways and 
 methods of eliminating undesirable conditions from 
 the school district will not be likely to take an active 
 part in cleaning up the neighborhood when they 
 have completed their school career. 
 
 Second, we must to a certain degree locate respon- 
 sibility for conditions and their elimination in chil- 
 dren,— not finally, of course. Adults must take
 
 THE PROBLEM OF HEALTH EDUCATION 25 
 
 care of the administration of laws, but children need 
 to feel some responsibility as a matter of education. 
 
 Third, there must be an opportunity for co-opera- 
 tion in social tasks. 
 
 Fourth, we must afford the children the oppor- 
 tunity to do committee work in the school in which 
 the idea as developed among the student community 
 itself may eventuate in action directed toward the 
 raising of standards of individual and community 
 sanitation. 
 
 Health Education and Citizenship — No community, 
 whether under autocratic or democratic rule, can 
 carry on its work unless its citizens co-operate 
 through community associations, clubs, committee 
 work, and the like. If this is true, is it not then 
 necessary that the great body of citizens who have 
 only a grade education have some training, not merely 
 theoretical, but practical, in initiating, promoting 
 discussing, and carrying out projects that will equip 
 them for a more intelligent and effective participa- 
 tion in the kind of community work they will be 
 called upon as citizens to perform? Should we be 
 satisfied with training and skills merely in the use of 
 tools of a non-social character? Do we imagine that 
 the most difficult of all tasks can be learned acciden- 
 tally in connection with the performance of vocational 
 acts? Effective citizenship implies training through 
 action, not in arithmetic, geography, and the like 
 merely, but training that will result in skills, ideals, 
 and attitudes in the performance of community
 
 26 EDUCATION IN HEALTH 
 
 functions. Poverty, unsanitary conditions, bad poli- 
 tics, and the innumerable social ills are the result of 
 social ignorance and incompetence brought about 
 by our failure as teachers or educators to conceive 
 that it is our task to develop the very skills and ideals 
 in the children during the years of plasticity that 
 an ideal society -calls for. 
 
 Fifth and finally, the school should be a miniature 
 community in which the children learn to assume 
 responsibility for the future welfare of the group of 
 which they are a part. This is a new call to social 
 service. It has become unpopular in this age of 
 extreme individualism to appeal to the instinct to 
 serve, and yet this instinct is just as fundamental 
 in the nature of man as is the instinct to protect 
 oneself by providing for the future. This aspect 
 of child nature has been to a large extent neglected 
 in the schoolroom because the teacher has empha- 
 sized the learning of tasks of supposed benefit to the 
 child alone. I believe that this point of view of the 
 teacher in the last half century accounts for many of 
 our social ills today. For this reason, a fundamental 
 part of the new education must be exercises in social 
 service, not merely knowledge about ideals of social 
 service. In other words, the child must develop in 
 the schoolroom an intelligent attitude toward and 
 correct habits in community responsibility. This 
 program of health education, then, proposes outlines, 
 projects, subjects, and activities that will secure 
 effective results from school education.
 
 Chapter II 
 
 THE METHOD OF HEALTH EDUCATION 
 
 By Margaret E. Noonan, Ph.D. 
 
 It has been pointed out in the previous chapter that 
 health in a constructive sense is a matter of education 
 since an individual can be healthy only in proportion 
 to the number and effectiveness of the health habits, 
 ideals, and attitudes that have been built into him 
 through training. 
 
 In stressing the importance of education in a social 
 program for health there is no desire to minimize the 
 influence of heredity on physical well being or to 
 discount or disparage any social eugenic movement 
 that is directed toward the physical improvement 
 of the race. The fact remains, however, that no 
 matter how strongly hereditary factors have tended 
 toward physical perfection in any individual the 
 complex social life of the present makes proper physi- 
 cal development impossible unless the individual 
 has acquired the proper health training to conserve 
 and develop his hereditary endowment. It is equally 
 true that individuals even seriously handicapped by 
 heredity along physical lines may largely overcome, 
 by the development of right health practices, such 
 handicaps. 
 
 The Place of Education in Health in a School Pro- 
 gram — Society's chief educative institution, the 
 
 27
 
 28 EDUCATION IN HEALTH 
 
 school, must, therefore, face the responsibility of 
 setting up physical standards to be attained, of 
 encouraging and developing ideals that will tend 
 toward better physical development, and of forming 
 sound health habits that will enable its members to 
 meet adequately the complexities and difficulties of 
 modern social life. The school may and should 
 utilize all other educative forces, such as the home, 
 the neighborhood, the community, boys' and girls' 
 clubs and organization, as far as it can in attaining 
 the ends which it seeks; but the school must take 
 primary responsibility for co-ordinating, reinforcing, 
 and directing these extra school influences and 
 agencies to the accomplishment in the most effective 
 way of a complete and well rounded health program. 
 When environing influences are antagonistic to or 
 destructive of a health program, the responsibility 
 of the school is more marked than when such 
 influences are favorable. Environing influences will 
 be modified so as to furnish conditions conducive to 
 healthy development only when a sufficient number 
 of individuals have, through education, become sym- 
 pathetic toward such modification. Society, then, 
 must look to the school, and above all to the elemen- 
 tary school, if the individuals that compose it are 
 to be physically able to carry on its work in an envi- 
 ronment favorable to sound healthful development, 
 and if it is to have communities in which there are 
 large numbers of people with knowledge as to what 
 constitutes good health, with ideals and attitudes
 
 THE METHOD OF HEALTH EDUCATION 29 
 
 toward health, and with well established health 
 habits. 
 
 Good health is not merely a result of knowing some 
 facts concerning hygienic living and of indulging 
 with more or less regularity in practices that are 
 deemed healthful. Such practices cannot be rele- 
 gated to a separate portion of a day or week, and 
 neglected at other periods. Good health can only be 
 secured through healthful thinking and practicing co- 
 existent with life itself. The completely healthy indi- 
 vidual is not the one who indulges in certain activities 
 to secure health, but the one who makes every 
 activity of his daily life contribute to the building 
 of sound health habits, ideals, and attitudes. Just 
 as one cannot become a social or a moral being save 
 by complete social and moral living, so one cannot 
 become a healthy individual save by continuous 
 integration of all living with healthful practices 
 and purposes. I If the school is to perform its proper 
 function, every activity that takes place within the 
 school must contribute to the establishment and 
 encouragement of healthful living and to the devel- 
 opment of standards of health. 
 
 If this be true, it is clear that we cannot secure 
 sound health habits and ideals by setting apart a 
 portion of the school day or week for the formal 
 teaching of health. Rather, the entire school cur- 
 riculum in reading, language, civics, history, and in 
 fact in all school subjects, must be thought of as 
 materials and means through which children become
 
 30 EDUCATION IN HEALTH 
 
 more social, more moral, and more healthful. Every 
 school situation, as every life situation, is either 
 healthful or unhealthful. It is the business of the 
 school to point out during all the hours of the day 
 in all subjects those situations that are conducive to 
 health and to the acquisition of healthful practices, 
 and those that are detrimental. 
 
 Every school subject in addition to building knowl- 
 edge or skill along its own particular lines should 
 constantly secure knowledge and judgment with 
 regard to such important social objectives as thrift, 
 self-control, honesty, safety, and health. These 
 objectives cannot be adequately realized by limiting 
 instruction in them to a small part of the day. They 
 must constantly be kept in mind by the teacher in 
 connection with all subjects and all schoolroom activi- 
 ties. Only through constant reiteration of the impor- 
 tance of each in all situations as they occur in the 
 schoolroom will they become an integral part of the 
 child's life and consciousness. 
 
 This conception of the method to be employed in 
 establishing an adequate health consciousness per- 
 meated the thinking of all those who have con- 
 tributed to the building of the course presented 
 in the following chapters. 
 
 Education in Health Not a New Subject — The 
 course is distinctly not intended as a new subject to 
 be added to the curriculum, but is designed to show 
 how the ordinary subjects of the curriculum can be 
 utilized in teaching health. Every subject has been
 
 THE METHOD OF HEALTH EDUCATION 31 
 
 carefully scrutinized and analyzed in order to deter- 
 mine how far its content can contribute to the forma- 
 tion of desirable health habits, ideals, and attitudes. 
 The course here proposed should be thought of as 
 only partial and suggestive. 
 
 No course could anticipate all of the situations 
 that would arise in any class room that have health 
 implications. The most significant situations may 
 arise unexpectedly, and the wise teacher will effec- 
 tively utilize these. 
 
 A number of typical situations, many of which will 
 arise in connection with the various subjects of the 
 curriculum, are here given in order to make teachers 
 aware of the great number of topics and activities that 
 have health significance, and to show how these may 
 be used to build a health consciousness in growing 
 children. The skillful teacher will be able to find 
 many situations in her own class room growing out 
 of individual or class projects that have greater sig- 
 nificance for the children of her group. These can 
 well be utilized rather than the ones suggested in 
 this course. It will, nevertheless, be of considerable 
 benefit to all elementary school teachers to read care- 
 fully the entire course as many of the topics suggested 
 in it will necessarily arise in any class room. 
 
 Health Habits and Health Consciousness — An ade- 
 quate health consciousness in any individual implies 
 that he has a knowledge of the facts that are neces- 
 sary in order to select conditions conducive to health, 
 that he has many well established, desirable health
 
 32 EDUCATION IN HEALTH 
 
 habits, and, in addition, an appreciation of, and a 
 feeling for, the worthwhileness of health in individ- 
 uals that is sufficiently strong to induce him to make 
 his own practices always contribute to the building 
 of health. 
 
 It is important to keep in mind that one must not 
 only know facts bearing on health, but that one must 
 constantly see where these facts may function in 
 creating healthful environing conditions. Much of 
 the instruction given in the elementary schools under 
 the names of hygiene, physiology, or health lessons 
 and that has been designed to make healthy individ- 
 uals has failed to accomplish its purpose because it 
 has been unrelated to health or because children 
 could not see specifically where the information given 
 could be used in carrying on their life activities. This 
 course, therefore, has not only indicated the knowl- 
 edge which it is desirable for children to have, but 
 has organized and applied this information to definite 
 specific situations, which come within children's 
 experiences in order that they may be stimulated to 
 do something with their knowledge. The course will 
 distinctly fail in its purpose if teachers, using it, do 
 not keep constantly in mind the necessity of having 
 the health facts that are taught grow out of situations 
 which her children are experiencing, and if there is 
 not a constant emphasis on practice in accordance 
 with the knowledge gained. 
 
 It would be highly desirable if we could establish 
 a definite health habit in connection with every situa-
 
 THE METHOD OF HEALTH EDUCATION 33 
 
 tion which comes up in life. This is, of course, impos- 
 sible since we cannot anticipate all the situations 
 which a child will meet and since some of the situa- 
 tions with which we wish to establish habits cannot 
 be created in the schoolroom. Our problem, never- 
 theless, is to establish as many desirable health habits 
 as we can. The method to be employed here is the 
 same as should be employed in establishing any 
 habits. We must (1) get clearly before the chil- 
 dren a knowledge of the practices that lead to good 
 health; (2) create in the schoolroom situations that 
 will furnish practice in these habits; (3) consistently 
 approve of the correct practices and disapprove of 
 the incorrect until the children have built into their 
 own consciousness a feeling of satisfaction in desir- 
 able health habits. 
 
 The Difficulty of Securing Life Situations - — In 
 establishing health habits we are confronted with 
 some difficulties which are not so marked in estab- 
 lishing habits in connection with such school subjects 
 as arithmetic or reading. Frequently it is very 
 difficult and sometimes impossible to create the 
 real situation in connection with which we wish to 
 establish the habit in a schoolroom. It is a well 
 established psychological fact that habits can be 
 most effectively formed in connection with the real 
 situations in which they are to operate or in some- 
 thing approximating these situations. If, for ex- 
 ample, a teacher wishes to have children establish 
 the habit of selecting nutritious rather than sim-
 
 ;;| EDUCATION IN HEALTH 
 
 ply palatable food, the following plans may suggest 
 themselves: 
 
 1. Getting children to actually choose the desir- 
 able kinds of food in the school lunch room. 
 
 2. Having different children tell in oral or written 
 form the kind of food that should be chosen. 
 
 3. Having children choose from a chart containing 
 pictures of a variety of foods or from a menu card the 
 ones most desirable. 
 
 It is apparent that the situation presented in (1) is 
 most real and would be most effective in the establish- 
 ment of the correct habit. It is equally apparent that 
 the plan in (3) resembles more nearly the real situation 
 than the one in (2), and the possibility of the habit 
 established in this way affecting one's action in the real 
 situation would therefore be greater and should be 
 used in preference to plan (2). 
 
 Where it is impossible to create the real situation 
 or something closely approximating it in reality in 
 the schoolroom, there is no advantage, but rather a loss, 
 in substituting purely artificial situations. For ex- 
 ample, it may be very desirable for children to form 
 the habit of sleeping in rooms with open windows to 
 admit fresh air. The best way to establish this habit 
 is in the home since the real situation cannot be 
 brought into the schoolroom. To attempt to meet 
 this difficulty by having children construct a doll 
 house in which dolls are regularly put to bed in a room 
 with lowered windows has very doubtful value as a 
 means of forming the habit we desire to form. This
 
 THE METHOD OF HEALTH EDUCATION 35 
 
 method may impress on the minds of the children the 
 fact that windows in sleeping rooms should be opened, 
 and it will probably impress it more forcefully than 
 the daily repetition of the rule, "Sleep with your bed- 
 room windows open." In either case, however, we are 
 simply giving information which may or may not lead 
 to a desirable practice. In trying to get this particular 
 habit established we may go a step beyond the mere 
 giving of information. We can have children report 
 daily on whether or not they sleep with open bedroom 
 windows, and approve of the desirable practice. It 
 is, however, often difficult for little children to dis- 
 criminate between disapproval of themselves and dis- 
 approval of a condition, and they are therefore led to 
 make false reports to win approval. It is probably 
 better in such situations to recognize that all the school 
 can do is to give information in the most impressive 
 way possible of practices that are desirable and show 
 why they are desirable rather than waste time in 
 attempting to form habits in connection with artificial 
 situations. When children are sufficiently impressed 
 with the desirability of certain practices, they frequent- 
 ly take the initiative in the home in seeing that the 
 practice is carried out. It has been pointed out 
 previously in this chapter that habits cannot be estab- 
 lished effectively unless wrong responses are consis- 
 tently disapproved of when they occur. It is, therefore, 
 much more difficult for the school to establish habits 
 of health than it would be, for example, arithmetical 
 habits. A wrong response in the home, in the store,
 
 36 EDUCATION IN HEALTH 
 
 at the news stand to "5 and 5" is consistently dis- 
 approved of, but the eating of food with unclean hands 
 is not so consistently disapproved of. Moreover, the 
 child frequently in the home is building habits that are 
 in opposition to those the school is encouraging. 
 While the school is emphasizing the individual drinking 
 cup as a sanitary measure, the home may be encourag- 
 ing the use of a community cup. In arithmetic or 
 geography we can to a considerable extent prevent the 
 situations that would be wrongly responded to from 
 arising outside of the schoolroom until the correct 
 response has been habituated, but health situations 
 cannot be limited to the schoolroom since all living 
 is either healthful or unhealthful. 
 
 Essentials in the Formation of Health Habits — If 
 the home and street are not to nullify the good habits 
 which the school is attempting to inculcate, two things 
 must be done. (1) We must make the information 
 with regard to health impressive and must see that 
 it is thoroughly bound up with a feeling for the value 
 of good health so as to insure the cooperation of the 
 child in disapproving of his own wrong responses 
 when they occur. (2) We must secure the cooperation 
 of the home and perhaps teach the home what the 
 desirable habits are which the school is attempting to 
 establish, through the health records, health charts, 
 health clubs, and through allowing additional credit 
 for health practices outside of school. The use of 
 standardized health cards, charts, and records in com- 
 petitions where children keep a continuous record of
 
 THE METHOD OF HEALTH EDUCATION 37 
 
 progress tends to establish health habits through 
 constant exercise and to secure the approval of the indi- 
 vidual or group for those who are accomplishing the 
 desired results. 
 
 Children and adults frequently make desirable 
 responses in connection with some situations and fail 
 entirely to see wherein other situations are analogous. 
 In order to establish habits that will operate in a 
 variety of situations, it is necessary to make clear to 
 children as many situations as possible where the 
 desired response will apply. For example, they must 
 not only be made to feel the necessity of keeping the 
 food in their homes free from flies, but also the necessity 
 of purchasing food that has not been exposed to flies. 
 
 There is no sharply defined period in the life of 
 children when they cease to form habits and begin to 
 establish ideals and attitudes. There are, however, 
 certain habits that should be pretty well established in 
 the first four grades of the elementary school curric- 
 ulum. These are: (1) habits of cleanliness of the 
 whole body with special emphasis upon the teeth, 
 nails, hands, and face; (2) habits of exercising in the 
 open air; (3) habits of sleeping in properly ventilated 
 rooms; (4) habits of properly chewing food; (5) habits 
 of selecting the proper kinds of food; (6) habits of 
 keeping other things than food out of their mouths; 
 and (7) habits of taking the proper amount of rest and 
 sleep regularly. 
 
 Attitudes and Ideals Relating to Health — In addition 
 to the establishment of health habits, it is necessary to 
 
 6 6314
 
 38 EDUCATION IN HEALTH 
 
 create health attitudes and ideals, in fact, to build a 
 complete health consciousness. This can be done only 
 by constantly talking health, by keeping it ever present 
 in the minds of the children, and by showing the value 
 of good health practices and the dangers of bad ones. 
 In doing this the school needs to avoid the extreme 
 exaggeration that it has sometimes been guilty of in 
 its attempt to make health teaching effective. The 
 drunkard's stomach, as a horrible example, has been 
 greatly overdone. It is better to put the emphasis on 
 positive practices and to limit a statement of their 
 value to those that can be shown to be true. Biog- 
 raphies and stories of men and women who have by 
 their work contributed to our knowledge of disease 
 and have pointed the way, even by sacrificing their own 
 lives, to the more effective control of disease are more 
 likely to create ideals and attitudes toward good 
 health conditions than horrible examples of individ- 
 uals who have disobeyed health laws. The lecture, 
 debate, oral or written composition, or dramatic pres- 
 entation may be simply a means of giving information 
 of some desirable health rules and practices; but the 
 skillful teacher, besides giving this information, may 
 arouse in the children so strong a feeling of the value 
 of health as to affect their practices even though the 
 specific bits of information are forgotten. 
 
 In the entire health program the appeal should be 
 to motives that have significance to children. We 
 are not in pedagogical sympathy with such state- 
 ments as: "Every child in the public school should be
 
 THE METHOD OF HEALTH EDUCATION 39 
 
 made to understand that his first and most patriotic 
 duty is to make and keep himself as strong and vigor- 
 ous as possible so that he may serve his country well," 
 "The first step in the development of health habits is 
 to make the child desire health because it is an avenue 
 to success and happiness in life." 
 
 Little children should be encouraged to brush their 
 teeth because they will look better or because it will 
 give them a sweeter breath, and not because of any 
 patriotic duty. They should be urged to wash their 
 hands, to clean their faces, to stand straight, not to 
 play with cats, because these things will make them 
 look prettier, grow straight and big, or so that they will 
 not get sick or have a pain. Even in the upper grade 
 children will be more interested in practices that can 
 be shown to be for the good of the community in which 
 they live than in such vague appeals as the securing of 
 "success and happiness in life." 
 
 Organization of Material for Health — In the organ- 
 ization of the material in this course there has been 
 utilized in the first grade the projects that are built 
 around the activities of the home, since these are the 
 ones with which children of this age have the greatest 
 amount of experience. In the following grades as the 
 experience of the child widens and enlarges, there 
 have been introduced those activities from the school, 
 the neighborhood, and the community in which 
 children are interested because such activities touch 
 intimately some aspect of their lives. Parallel with 
 the growing experience of the child, as he progresses
 
 40 EDUCATION IN HEALTH 
 
 through the grades, projects growing out of the activ- 
 ities carried on in the city, the state, the United States, 
 and the world as a whole have been introduced. The 
 same subject is frequently discussed in several grades, 
 but from different angles in the light of the enlarged 
 experience of the child. For example, the covering 
 of the garbage pail in the home, the proper disposal 
 of garbage in pails in the school yard, the collection of 
 garbage as a municipal activity, and the relation of 
 unsanitary garbage conditions and Asiatic diseases in 
 Constantinople, are aspects of the same subjects that 
 may be discussed at different times in the school 
 course as the widening experiences of the children 
 warrant. 
 
 This course will be most helpful to those teachers who 
 take the actual experiences and contacts of their chil- 
 dren as the point of departure and use the material 
 here offered as merely suggestive of some ways in which 
 activities may take on health significance.
 
 Chapter III 
 
 POSSIBILITIES OF HEALTH EDUCATION THROUGH 
 
 PHYSICAL TRAINING AND INSTRUCTION 
 
 IN HYGIENE 
 
 By Ethel R. Weeden, A.B. 
 
 What Physical Education Can Do for Health — We 
 have set up in the preceding discussions certain health 
 standards which are regarded as desirable and essen- 
 tial to the health of the individual and the community. 
 Our problem, now, is to determine wherein the subject 
 matter of physical education may contribute to the 
 establishment of habits, the awakening of interest, 
 the enriching of knowledge, and the development of 
 practices and attitudes in conformity with these health 
 standards. 
 
 There are four principles_ _tkat must guide us in our 
 program: first, we must utilize the interests for health 
 measures that develop naturally in the course of the 
 right kind of physical training activities; second, we 
 must build a body of knowledge about these interests; 
 third, we must practice skills required to build health 
 habits; fourth, we must plan the curriculum of physical 
 training so as to inculcate motives and arouse the desire 
 to obey the laws of health. Physical education can 
 and should make a very definite contribution to health 
 education in the following ways: it should provide 
 for those types of physical activity which are particu- 
 
 41
 
 42 EDUCATION IN HEALTH 
 
 larly suitable for developing the physical power nec- 
 essary for health, stimulate an interest in the practice 
 of such activities, and give knowledge as to when and 
 how to engage in these activities; it should awaken 
 interests and build skills for the kinds of activity 
 which provide a healthful form of recreation through- 
 out life; it should develop an appreciation of good 
 posture and correct carriage of the body; \t should 
 provide for a knowledge of exercises which will help 
 to correct certain physical disorders such as round 
 shoulders, flat feet, constipation, menstrual disorders, 
 nervousness, fatigue caused by sedentary practices, 
 colds, etc. ; it should develop a taste for pure and whole- 
 some food and suitable clothing, baths, regular habits 
 of work, recreation, and rest; it should arouse a desire 
 for health and show how health may be attained. 
 
 General Principles — The following presentation will 
 show: first, the types of exercises which are most 
 suitable for developing the physical power necessary 
 for health; second, how these activities should be used 
 in order to develop a taste for recreation in the open 
 air; third, how interests developing naturally in the 
 course of recreative activities may be seized upon and 
 utilized to develop knowledge, attitudes, and habits 
 concerning food, clothing, air, cleanliness, and exercise. 
 The treatment is designed to be suggestive and not 
 exhaustive. Grading cannot be hard and fast, but 
 must meet the interest and needs of any group. 
 
 Weigh and Measure \-f- The first health objective 
 in a physical education program is to determine the
 
 POSSIBILITIES OF HEALTH EDUCATION 43 
 
 physical condition of each individual and to get the 
 individual interested in improving or in maintaining 
 the best physical condition possible.* For this purpose 
 arrange for weighing, measuring, and testing physical 
 development and for keeping a record of the condition 
 and progress of each child. The "Watch your weight" 
 tags and weight charts which are provided at a nominal 
 cost by the Bureau of Education of the Department 
 of Interior will make a good starting point for this 
 work, or these charts and tags may be typed or written. 
 
 The tags furnished by the Government have the 
 "rules of the health game" printed on the back. A 
 request for suggestions or questions from parents 
 should be added to the tag in order to gain the cooper- 
 ation of the home in helping the child. These charts 
 and tags may be used as a starting point in interesting 
 the children in health measures. 
 
 Utilize Opportunities — The teacher should first of 
 all utilize the many opportunities that occur during 
 the physical training activities to interest the chil- 
 dren in health. Tastes and habits relative to cleanli- 
 ness, air, food, clothing, posture, work, and recreation 
 are peculiarly within the province of physical education. 
 She should draw out frequent expressions from the 
 children of the health results which may be expected 
 from physical education! iLWhen the occasion warrants, 
 the children should form judgments as to where, 
 when, how, and under what conditions they ought to 
 play, work or rest; what to wear; what, when, and how 
 to eat; how to keep clean; and how to carry themselves.
 
 44 EDUCATION IN HEALTH 
 
 The children should be led to plan to do these things 
 which they decide are essential to health, and they 
 should be helped in every feasible way to carry out 
 their plans. They should check their results from 
 time to time on score cards, record forms, etc., in order 
 that health habits may be formed. 
 
 Teach Specific Hygiene Lessons — In order to build 
 a body of knowledge about the interests awakened, 
 the teacher should plan for a series of specific lessons 
 on the subject matter of health, making lesson outlines 
 for the various subjects; but she should be sure to 
 use these outlines at opportune times. ' The outline 
 should include an objective, indicating knowledge to 
 be acquired, illustrative and reference material, pro- 
 vision for children's questions, contribution, and dis- 
 cussions, and provisions for organization and applica- 
 tion of knowledge. In this connection, the children 
 may find out and build up a list of health habits that 
 are needed and habits which should be broken in the 
 individual, in the school, in the home, in the city, in 
 the country, and in the world as their progress in their 
 school life broadens their interest from the individual 
 to the world relationships. 
 
 Supervise Health Habits — In the lower grades, the 
 teachers may use the suggestions that come during the 
 the course of plays and games to get an expression of 
 what one should do to be healthy. In singing plays, 
 such as The Mulberry Bush, the child may express in 
 word and action the habits of cleanliness to be formed. 
 In Did You Ever See a Lassie the children may play
 
 POSSIBILITIES OF HEALTH EDUCATION 45 
 
 through the activities for keeping the home clean. 
 A bump or scratch received on the playground gives 
 opportunity for the group to learn what to do in a case 
 of First Aid. The teacher leads the children to raise 
 questions and then approves of right expression in 
 word or action on the part of the children. 
 
 In the intermediate grades, the children may elect 
 leaders and committees for health promotion measures 
 and help plan their own programs for recreation. 
 They may be led to see that the clean, healthy, straight, 
 strong boy or girl makes a good leader and that the 
 right kind of play under the right conditions contrib- 
 utes to health. The children in these grades should 
 formulate a Health Creed on the order of that of the 
 Boy Scouts, Camp Fire Girls or the Speyer Creed 
 and use it to guide them in their practices. 
 
 In the upper grades, the children should organize 
 their leaders and committees into a Health Club, a 
 Health League made up of the different health clubs 
 in a school or district, or a Health Council made up of 
 representatives from the different groups within the 
 school. This club should function in carrying out 
 health practices in so far as these are a part of physical 
 training and hygiene. 1 
 
 Promote Interest and Knowledge — There are various 
 ways of awakening interest in and increasing knowl- 
 edge of health, such as a question box, a health roll, 
 community health conferences, to which parents are 
 invited, health games with objectives, rules, penalties, 
 
 1 The details of club organization presented in the final chapter.
 
 46 EDUCATION IN HEALTH 
 
 and scores for the game, inspections and reports by 
 health officers selected from among the group, credits 
 for distinct health progress or health service to the 
 community, score cards and graphs of records of 
 different groups of children, tables showing achieve- 
 ment of children in other cities as, for example, Stecher's 
 Athletic Records of Philadelphia School Children, 
 the Athletic Badge Tests of the Playground Associa- 
 tion of America, which are suggestive and stimulating 
 for individual activity, health charts, posters, calen- 
 dars, pictures, mottoes, exercise cards, newspaper and 
 magazine clippings and picture programs, and the 
 material on health and exercises issued by various 
 organizations. Children requiring specially prescribed 
 exercises should be noted, and plans to care for them 
 individually should be worked out. A nutrition 
 class, a posture class, etc., may be organized. 
 
 The playground should be arranged and marked so 
 as to suggest games of vigorous activity. There should 
 be marks for such games as Dodge Ball, Volley Ball, 
 Captain Ball, End Ball, Baseball, and Basket Ball and 
 marks for dashes and throwing; and a jumping pit 
 should be provided. There should be a board for 
 scoring. Some cots in the corner of the playground 
 covered with canvas for protection, are desirable for 
 children who need to rest during the day. 
 
 Lower Grades 
 
 Suggestions for the Teacher — There should be fre- 
 quent play periods in order that the little children
 
 POSSIBILITIES OF HEALTH EDUCATION 47 
 
 may have the necessary activity for physical growth 
 and development. This play should be out-of-doors 
 whenever possible in order that they may get the out- 
 door habit. The teacher should play with the children 
 so as to study their needs and to help them make nec- 
 essary adjustments and play in the most healthful 
 way. She should ask the children what they wish 
 to play, and lead them to select the game most suitable 
 for the occasion in order that they may be whole- 
 heartedly active and get the most benefit from the 
 play time. She should help the children to improve 
 their way of playing by means of questioning as to 
 better ways of doing, and help them to develop new 
 games, and encourage them to tell others about the new 
 games they have learned. This method will train the 
 children to take the initiative in starting plays and 
 games so that there will be less standing around on 
 the playground, less "fooling," and more vigorous, 
 healthful exercises and helpful social relationship. 
 She should lead from the fundamental ryhthms into 
 representative and dramatic plays, song plays, and 
 folk dances, and from song plays into games utilizing 
 toys, stories, pictures, and victrola records, when possi- 
 ble, to start plays and enrich the play. 
 
 She should seize every opportunity for setting up 
 standards and approving of cleanliness of person, 
 thought, and speech; approving of cleanliness of body, 
 speech, dress, and room or playground, of sound, good, 
 clean teeth, clean nails, hair, nose, ears, and eyes, of 
 good posture in sitting, standing and walking, and
 
 48 EDUCATION IN HEALTH 
 
 the right kind of footwear, of strength, quickness, 
 endurance, and of helpfulness to those who are not 
 up to standard. She should encourage the children 
 to sit, stand, and walk so as to be as tall as they can be. 
 Children wish to be tall and big. The teacher should 
 approve musical singing and speaking in plays and on 
 the playground because of the effect on the vocal 
 cords and on the nerves of other people. The best 
 music should be used to accustom the children to 
 rhythmic activity which is the form of activity most 
 economical of the expenditure of energy and to educate 
 them to approve good music which suggests refined 
 expression and to dislike crude music which leads to 
 most unhealthful forms of physical expression in the 
 social dances of those uneducated in self respect and 
 right kinds of exercise. 
 
 Blackboard games in which the children work to get 
 their names on the board for having and using a tooth- 
 brush, for good nails, etc., stimulate effort. The chil- 
 dren may choose from contrasting pictures illustrating 
 healthful and unhealthful practices, and post the 
 illustrations chosen. 
 
 The teacher may weigh and measure height and find 
 average weight for each child, record monthly, and 
 send home the "Watch your Weight" tag with rules 
 of the health game or health suggestions as to air, 
 food, clothing, sleep, play, and work on the back of the 
 card, and a request for suggestion from parents. 
 
 The following suggestive occurrences and conver- 
 sations, in which the teacher leads the children to
 
 POSSIBILITIES OF HEALTH EDUCATION 49 
 
 express health ideas, give examples of what one may- 
 do to develop attitudes and initiate habits of cleanli- 
 ness, disease prevention, and what not to do. 
 
 A child's reluctance to take hold of the hand of 
 another child who is not clean. What kind of hands 
 do we want to take hold of in games? Clean, dry- 
 hands with good finger nails that have not been put 
 in the mouth and bitten. What kind of hands do 
 we want to be tagged with in games? Hands that will 
 not soil our clothes, with nails that will not scratch us. 
 
 Dirt on the Hands and Clothes from Playing on the Floor — 
 Where is the best place to play? Out-of-doors on the 
 grass or on a clean playground with no fruit skins scat- 
 tered around to slip on or on a clean floor. What should 
 we do after we have played and soiled our hands before 
 we handle books or food? Wash the hands. 
 
 The Discomfort of Heat and Perspiration after Vigorous 
 Play — What should we do when we are very warm from 
 play? Avoid sitting in a draught, and cool off gradually. 
 
 Going to the Playground to Play — Should we go to play 
 directly after eating? How should we dress to play? 
 How should we dress after play if we sit out-of-doors on 
 a cool day? How should we dress to play on a snowy day? 
 
 Staying Indoors to Play — What should we do if we 
 play vigorously indoors? Open the windows, top and 
 bottom, and have clean floor. 
 
 Learning a New Game — Why do we want to learn new 
 games? So as to know good games to play when away 
 from school and games to teach to other children. 
 
 Bandaging the Eyes with a Handkerchief for a Tag Game — 
 Why should we not use a handkerchief to bandage the
 
 50 EDUCATION IN HEALTH 
 
 eyes in "Hide and Seek" or to drop on the ground in 
 "Drop the Handkerchief"? What? is a handkerchief for? 
 Why do we want to keep the handkerchief and nose clean? 
 What may we use in games instead of the handkerchief? 
 Paper bags. 
 
 Breathlessness in Running — Why do we get breathless? 
 How should we breathe? Should we breathe with the 
 mouth open? How many can breathe through one nostril 
 with the mouth and the other nostril closed? Do we 
 have pure air to breathe at night? 
 
 The Use of the Voice in Plays and Games — Why should 
 we not shriek and scream in play? It will injure the voice 
 and make other people nervous. 
 
 Bumps and Bruises — ■ What will you do if you get a 
 bump? Laugh and rub it. 
 
 Listening Games — What kind of ears must we have to 
 hear in "Hide and Seek"? Clean ears with nothing clos- 
 ing the opening. We must not poke anything in the ear 
 as it might injure the ear so we could not hear well. 
 
 Choosing Games — What kind of people do we want to 
 choose in games? Those with clean faces and hands, 
 clean hair and teeth, and clean clothes. We want to 
 choose those who are quick and strong and straight and 
 honest. 
 
 A Parade in Town. Playing Soldier — What does a 
 soldier do to be a good soldier? He eats the right food, 
 cats and sleeps at regular times, bathes, exercises, and 
 stands, walks, and sits straight. 
 
 A Story about Giants. Playing Giants — Why is the 
 giant so strong? He is tall and big. What will help to 
 make us grow strong and tall and big? Drinking milk 
 and eating fruit and cereal and toast and vegetables.
 
 POSSIBILITIES OF HEALTH EDUCATION 51 
 
 Children Excused from Play because of Feverish Condi- 
 tion, Toothache, Headache, Colds, Indigestion, Earache, 
 Broken Arm, etc. — What shall we do if we are ill with 
 fever or cough? Stay away from other children and have 
 the doctor. What shall we do if we have a toothache? 
 Go to a dentist. Why must we keep the teeth clean and 
 filled? 
 
 A Cold Day — What kind of plays and games should 
 we choose for cold days? 
 
 Additional happenings and observations which may 
 lead to helpful knowledge are a case of hangnails, the 
 recess lunch, sores on the skin, an insect sting, an 
 accident, a case of measles, saving or "swapping" 
 gum, and borrowing the leader's whistle. 
 
 Types and Examples of Physical Activity — These 
 types are selected because they are particularly 
 suitable for developing the physical power necessary 
 for health and because they are the types which will 
 lead on to other physical activities essential to health- 
 ful living. 
 
 Kindergarten Plays — Fundamental rhythms such as 
 running, hopping, and skipping; representative plays, such 
 as horses, giants, and soldiers; dramatic plays, such as 
 " Little Miss Muffet," "This Is the Way My Dolly Walks," 
 "The Little Birds"; song plays, such as "The Mulberry 
 Bush," "Itisket," "I'm Very, Very Tall"; etc. 
 
 Primary Grade Plays — Fundamental rhythms and rep- 
 resentative plays of the kindergarten and additional new 
 ones; dramatic plays, such as "Going Out to Play," "The 
 Happiest Skip," "The Train's Going By"; song plays, 
 such as "The Jolly Miller," "Sally, Go Round the Moon,"
 
 52 EDUCATION IN HEALTH 
 
 "Looby Loo," "Oats, Peas, Beans"; circle games such as 
 "Drop the Handkerchief," "Come Along," "Have You 
 Seen My Sheep"; beanbag and ball plays of tossing, catch- 
 ing, and bouncing. 
 
 Second Grade Plays — Combinations of fundamental 
 rhythms; dramatic plays such as "The Ginger Bread Man," 
 "The Shoemaker," and "The Elves, the Brownie, and the 
 Cherry Tree"; song plays, such as "Carrousel," "Draw a 
 Bucket of Water," "Ten Little Indians"; folk dances such 
 as "Dance of Greeting," "Shoemaker Dance," "Chimes 
 of Dunkirk"; games such as "Two Deep," "Round the 
 World," tag, "Hill Dill"; beanbag and ball games of low 
 organization. 
 
 The song play should grow through interpreting 
 the fundamental rhythms, learning the song, and inter- 
 preting the song, and should have cumulative action 
 which brings everyone into play. (When a new child 
 is chosen in the play, the first child should not return 
 to the circle, but rather two children should become 
 choosers, and then four, and so on, so that all get into 
 the game with a great deal of action.) Many of the song 
 plays lead into circle games if the children are led to 
 see the possibilities. For instance, in "Farmer in the 
 Dell," when all are in the dell, all may try to break out 
 of the circle as in "Bull in the Pen," and the last one 
 out may become the next farmer. This is a more 
 vigorous play than to have all return quietly into the 
 circle while the teacher chooses a new farmer, and it 
 also produces more whole-hearted, whole-body activity. 
 
 Children should be led to teach games they know 
 to the other children. They should be encouraged to
 
 POSSIBILITIES OF HEALTH EDUCATION 
 
 53 
 
 make suggestions for improving the play by such 
 questions as, "Was that fair?" "Should we give every- 
 body a chance?" "How can we play without hurting 
 some one?" "Which way should Mary have run?" 
 "Who can be a helper?" If we want children to play 
 games when they are not with the teacher, we must 
 not only select for teaching the kind of games children 
 play when they are by themselves; but we must train 
 the children to initiate and improve their play with- 
 out specific direction from us as to what to do 
 next. 
 
 Report of a Health Lesson. Children (singing) — "This 
 is the way we make our ring, make our ring, make our 
 ring; this is the way we make our ring so early in the morn- 
 ing." (Children form a circle. Mulberry Bush.) 
 
 PLAYS FOR LITTLE CHILDREN 
 
 Little Children Playing Grasshoppers
 
 54 
 
 EDUCATION IN HKALTII 
 
 A Song Play: Go In and Out the Windows 
 
 A Folk Dance: The Swedish Carrousel 
 
 Chihhrn (singing) — "This is the way we swing our 
 arms, swing our arms, swing our arms; this is the way we 
 swing our arms so early in the morning." (Children swing 
 arms.)
 
 POSSIBILITIES OF HEALTH EDUCATION 55 
 
 Teacher — We shall play a game telling about the things 
 we do before we come to kindergarten. What is the first 
 thing we do after we get up? 
 
 Pupil — We put on our shoes and stockings. 
 
 Children (singing) — This is the way we put on our 
 shoes, etc. (Children go through motions of putting on 
 shoes.) 
 
 Teacher — Shall we wash our faces first? 
 
 Children (singing) — This is the way we wash our face, 
 etc. (Pupils go through motions of washing face, neck, 
 and ears.) 
 
 Teacher — What did we say about washing our arms? 
 
 Pupil — We should wash way up under the arms. 
 
 Children (singing) — ■ This is the way we wash our hands, 
 etc. (Children go through motions of washing hands.) 
 
 Teacher — We forgot to do something else. 
 
 Pupil — We forgot to brush our teeth. 
 
 Teacher — What do we put on our brush? 
 
 Children (singing) — -This is the way we brush our 
 teeth, etc. (Children go through motions of brushing 
 teeth.) 
 
 Children (singing) — This is the way we brush our 
 nails, etc. 
 
 Teacher — What, did we say about our finger nails? 
 
 Pupil — You said that you were going to look at them 
 this morning. (Teacher looks at John's nails.) 
 
 Teacher — I think John cleaned his nails this morning. 
 
 Pupil — We must go to school. 
 
 Another Pupil — Are you ready to go to school? 
 
 Pupil — No, we must eat our breakfast. 
 
 Teacher — Before we eat our breakfast, what is a good 
 thing to drink?
 
 56 EDUCATION IN HEALTH 
 
 Pupil — Milk. 
 
 Another Pupil ■ — A glass of water. 
 
 Teacher — Yes. A glass of fresh water. Milk is good 
 at breakfast time. 
 
 Teacher — Elizabeth, what are you going to eat for 
 breakfast? 
 
 Elizabeth — Milk and oatmeal. 
 
 Children (singing) — This is the way we eat our break- 
 fast, etc. 
 
 Teacher — You know that I am glad that everybody 
 ate his breakfast slowly. 
 
 Pupil — Now we put on our coats. 
 
 Teacher — What do we do when it is cold? 
 
 Pupil — We button up our coats. 
 
 Children (singing) — This is the way we go to school 
 so early in the morning, etc. 
 
 Children (singing) — Little Sally Waters, sitting in the 
 sun, weeping and crying for someone to come; rise, Sally, 
 rise, dry your sleepy eyes; turn to the east, and turn to 
 the west, and turn to the one that you love best. 
 
 The child in the center of the circle, who represents 
 Sally, chooses one from the circle. This game is continued 
 for about ten minutes and ends in a vigorous general free 
 skip for every one, free formation. The teacher plays the 
 piano, and the children sit on the floor wherever they 
 happen to be. 
 
 Teacher — Now we shall be very quiet. 
 
 Teacher — What are we doing while we are sitting clown 
 and being quiet? 
 
 Pupil — We are resting. 
 
 Teacher — Now we shall play that bowing game. What 
 is the first thing Ave do?
 
 POSSIBILITIES OF HEALTH EDUCATION 57 
 
 Pupil — We get into a ring. 
 
 Teacher — I wish some one would explain the game. 
 
 Pupil — One pupil is in the center of the circle. He 
 bows to some one in the circle. They change places. 
 
 The game is started. Mary gets into the ring and 
 chooses Elsie. 
 
 Teacher — Why was Elsie chosen? 
 
 Pupil — Because she is a good helper. 
 
 Teacher — What else do I like about Elsie? 
 
 Pupil — She is quiet. 
 
 Another Pupil — She listens. 
 
 Teacher — There is something else. I can tell by look- 
 ing at her. 
 
 Pupil — She stands straight. 
 
 Another Pupil — She sits on her chair right. 
 
 Teacher — There is something else. Look at her dress. 
 
 Pupil — She keeps it clean. She keeps herself clean. 
 
 Teacher — What makes her look so neat? 
 
 Pupil — She keeps herself clean, and there are no holes 
 in her shoes. 
 
 Game continues. Morris is chosen. 
 
 Teacher — Notice how nice and clean his shoes are. 
 
 Teacher — Some one said they would like to play "Farmer 
 in the Dell." Who do you think would make a good 
 farmer? 
 
 Pupil — Jack. 
 
 Teacher — Why did you choose Jack? 
 
 Pupil — Because he is so big. 
 
 Another Pupil — A farmer grows. 
 
 Teacher — What makes him grow? 
 
 Pupil — What he eats. 
 
 Teacher — What else?
 
 58 EDUCATION IN HEALTH 
 
 Pupil — He drinks milk. 
 Teacher — Is a farmer indoors or outdoors? 
 Pupil — Outdoors. 
 Teacher — How does that help him? 
 Pupil — He gets fresh air all day long. 
 Another Pupil — We get fresh air when we play outside. 
 The children play "The Farmer in the Dell." 
 Teacher — Do you think it would be good for the children 
 to play all morning and do nothing else? 
 
 Pupil — We would never learn anything else. 
 Teacher — Now we shall go to our places and rest. 
 Pupils go to their places and rest. 
 
 Intermediate Grades 
 
 Suggestions for Teacher — Habits of exercise may be 
 formed through having a regular time to exercise and 
 through teaching games suitable for different weather 
 conditions, environment, and number of children. 
 
 Attitudes and knowledge relative to exercise may be 
 developed through child leadership and discussions, 
 surveys, and reports concerning games and sports of 
 other children and other schools and other countries. 
 
 Habits of cleanliness may be encouraged by provisions 
 for washing after play (rub, shower, or swim) ; changing 
 clothes after vigorous exercise; opening windows for 
 indoor play (cleanliness of air); emphasizing the 
 necessity of regular water drinking and regularity of 
 evacuations (for internal cleanliness). Children be- 
 come thirsty when they play hard, and this is the 
 opportunity to teach them what and how to drink,
 
 POSSIBILITIES OF HEALTH EDUCATION 59 
 
 Attitudes and knowledge may be developed through 
 discussions and reports about baths, clothing, and 
 ventilation and the tieing up of this information with 
 some vital interest of the child, such as the desire to 
 be a good football or baseball player or a scout. 
 
 Types and Examples of Physical Activity — Girls. 
 Song plays and singing games such as "I See You," 
 "Ritsch, Ratsch," "Knots in May"; folk dances 
 such as "Bleking," "Reap the Flax," "Virginia Reel"; 
 interpretative dances such as "The Marche Militaire," 
 "Indian Dance," "Scarf Dance"; apparatus plays such 
 as climbing, swinging, sliding, and turning on poles, 
 rings, ladders, bars, slides, and swings; athletics such 
 as jumping rope, potato race, shuttle relays, basket 
 ball throw; games such as those of the Scouts or Camp 
 Fire Girls; sports as swimming. 
 
 Boys — Apparatus stunts as climbing, swinging, 
 turning on poles, rings, ladders, and bars; athletics as 
 the standing broad jump, thirty-yard dash, basket ball, 
 far throw, leap frog, football, baseball, shuttle relays, 
 and stunts; games, as tag and racing games, dare 
 games as Prisoner's Base, throwing and catching 
 games, Fist Bat Ball; setting-up exercises of the Boy 
 Scouts; sports, as swimming and skating. 
 
 Plan for Teaching in Intermediate Grades — In the 
 intermediate grades there must be a transition from 
 the prominent teacher leadership of the lower grades 
 to a planned cooperation in leadership of chosen 
 individuals with the teacher. Since the ability to 
 organize is not shown by the ordinary third grade child,
 
 60 EDUCATION IN HEALTH 
 
 PLAYS AND GAMES FOR INTERMEDIATE 
 GRADE CHILDREN 
 
 Skipping Ropes 
 
 Folk Dancing: Danish Ace of Diamonds
 
 POSSIBILITIES OF HEALTH EDUCATION 
 
 61 
 
 Two Games: Corner Ball and End Ball 
 
 organization must be carefully planned by the teacher, 
 working with a few chosen children. As the ability 
 of the group to choose leaders is not yet developed, 
 the teacher will probably have to select those she con- 
 siders most dependable, telling the group of the qual- 
 ities which have guided her in her choice. With this 
 small group she should plan the activities for a week, 
 or two weeks ahead, mark the playroom or playground, 
 have materials, such as balls, score sheet, in readi- 
 ness and arrange team grouping, so that the group as 
 a whole is prepared to get right into the day's activi- 
 ties without unnecessary delay. The members of 
 the class who have requests or suggestions to make 
 should present these suggestions to the leaders who 
 are working with the teacher. The leader's group 
 may be changed at stated intervals. The teacher 
 may read the code of the Boy Scouts, the Girl Scouts,
 
 62 EDUCATION IN HEALTH 
 
 and the Camp Fire Girls and the Speyer Creed to the 
 children, and then ask the children to formulate a 
 very simple creed to guide the leaders, and a creed to 
 guide the class. 
 
 Rules Formulated by Fourth Grade Boys 
 
 What I must try to do. 
 
 I. I must be obedient to my leader. 
 II. I must be honest and fair. 
 
 III. I must be loyal to my team. 
 
 IV. I must be attentive. 
 V. I must be helpful. 
 
 VI. I must be polite. 
 VII. I must be trusted. 
 
 VIII. I must keep clean in my body, in talk, and in 
 games. 
 
 Rules of Leaders 
 
 I. I must help my boys with the work. 
 II. I must be fair. 
 
 III. I must obey the rules of the class if I want my 
 boys to mind them. 
 
 IV. I must be kind and not get cross with my boys. 
 V. I must play a clean game and be clean in my 
 
 body and in my talk. 
 
 Health Meeting of Third and Fourth Grade Boys 
 
 Purpose: To formulate a Score Card for Health Records. 1 
 Teacher — Before we open the meeting, boys, I want to 
 remind you of these rules. (Reference — rules of group 
 written on the board.) I now can give you a copy of them. 
 Every boy can keep one of these copies with him as a 
 reminder of the rules he has agreed to live up to. Remem- 
 
 1 See final chapter.
 
 POSSIBILITIES OF HEALTH EDUCATION 63 
 
 ber that one of the principal rules is that you are going to 
 try to be helpful and try to help those boys who are trying 
 to help you. 
 
 Chairman — Now we are going to talk first about the 
 last rule. 
 
 Teacher — Will you read the part that we are going 
 to talk about? 
 
 Pupil Reads — I must keep clean in my body. 
 
 Chairman — Now, boys, how many times a week do 
 you think we ought to take a bath? 
 
 Pupil — Once a week. 
 
 Chairman — Why do you take a bath? 
 
 Pupil — To keep clean. 
 
 Teacher — Is there any need of keeping clean? 
 
 Chairman — Yes. How many know the reason for 
 keeping clean? 
 
 Pupil — It keeps your pores open. 
 
 Chairman — Why must we keep our hands clean? 
 
 Pupil — To keep the pores open. 
 
 Teacher — Why must we keep the pores open? 
 
 Pupil — The dirt would get into the pores, and the 
 hands could not get air. 
 
 Chairman — If those little pores are stopped up, you 
 get sick. No perspiration can come out. Why do we 
 want to keep our body clean? 
 
 Pupil — The pores would close, and body would get no 
 air. 
 
 Teacher — What comes from those little pores? 
 
 Pupil — Perspiration. 
 
 Teacher^ — Perspiration. 
 
 Chairman — To keep those pores open we should take a 
 bath once a week in winter and twice a week in summer.
 
 6 1 EDUCATION IN HEALTH 
 
 Pupil — I take a bath every day in summer. 
 
 Teacher — That is a good habit, Charles. 
 
 Chairman — Now we are going to talk about face, 
 hands, neck, and ears. I think we should wash our hands 
 :it least three times a day — at each meal time. How many 
 times a day should we wash our face, neck, and ears? 
 
 Pupil — Three times a day. 
 
 Chairman — We should do it at least once a day, but 
 it is better to do it three times. 
 
 Teacher — Nelson, do you wash your neck, face, and 
 ears three times a day? 
 
 Nelson — Yes. 
 
 Teacher — When do you wash your face, neck, and ears? 
 
 Pupil — Before breakfast, dinner, and supper. 
 
 Teacher — What do you wash at those times? 
 
 Pupil — My face and hands. 
 
 Teacher — How often do you think the neck and ears 
 should be washed? 
 
 Pupil — At least once a day. 
 
 Teacher — What should be washed at least three times a 
 day? 
 
 Pupil — Face and hands. 
 
 Chairman — How many times a day should we clean 
 our teeth? 
 
 Pupil — At least three times a day. 
 
 Anoth< r Pupil — It is best to clean them before every meal. 
 Third Pupil — 1 think it is best to clean them after 
 every meal. 
 
 Chairman — If you do not clean your teeth every morn- 
 ing, scum collects on them, and they turn yellow. 
 
 Several pupils raise their hands, and the teacher tells 
 them that it is not necesary for them to raise their hands.
 
 POSSIBILITIES OF HEALTH EDUCATION 65 
 
 If they have a suggestion or a question to ask, they may 
 just stand. 
 
 Chairman — How many know why we should eat our 
 food slowly? 
 
 Pupil — If we do not chew our food well, it will not 
 digest. 
 
 Chairman — How many know why we should keep 
 things out of our mouth? 
 
 Pupil — Because if the article is dirty, there may be 
 germs on it. 
 
 Chairman — You should keep pencils, erasers, and your 
 fingers out of your mouth. You should not bite your 
 finger nails because germs are in the dirt that gets under 
 the nails. 
 
 Pupil — My mother knows a girl who died because she 
 was always biting her nails. She bit a piece of her nail 
 off, and it cut her throat. 
 
 Teacher — That was a most unusual accident, wasn't 
 it, John? That is not the reason, though, why we must 
 not bite our nails. 
 
 Another Pupil — When I bite my finger nails, my sister 
 gives me a piece of wood, and tells me to bite on that as 
 it is just as good. 
 
 Chairman — How many know why we should not breathe 
 with our mouths open? 
 
 Pupil — We might breathe in germs. 
 
 Another Pupil — We should breathe through the nose so 
 that the lungs can throw off the bad air. 
 
 Third Pupil — The nose has hairs in it, and these catch 
 the germs of the air and dirt that we breathe in. This 
 is why we should breathe through the nose instead of 
 through the mouth.
 
 66 EDUCATION IN HEALTH 
 
 Another Pupil — My mother had a cold, and the doctor 
 told her to use an atomizer. 
 
 Teacher — Perhaps some of the pupils do not know what 
 an atomizer is like. 
 
 One of the pupils describes an atomizer, saying that it 
 is a bottle with a rubber bulb attached. 
 
 Teacher — What does the bottle contain? 
 
 Pupil — Medicine. 
 
 Teacher — What will this medicine do? 
 
 Pupil — It will kill the germs. 
 
 Pupil — When I had a sty on my eye. I had to take 
 medicine. 
 
 Teacher — Instead of taking medicine to cure all of these 
 things, what should we do? 
 
 Pupil — Do something to prevent these things. 
 
 Teacher — What might have given him that sty? 
 
 Pupil — He might have scratched it with his finger nail. 
 
 A nother Pupil — Bad blood. 
 
 Teacher — Boys, what do you say to the plan of taking 
 some of these things that Richard has been talking about 
 and writing them down as we did our other rules. Gustave 
 suggested writing the health laws on the board. What do 
 you say to taking these principal laws of health that we 
 should try to obey and writing them down on the board, 
 then preparing them on paper. Do you know that some 
 of the health clubs have score cards? Suppose we make 
 up one. A score card is used to keep track of all things 
 that you have done during the week or a certain length 
 of time. At the end of the week we want to see how many 
 can say, "I have had one bath this week. I have washed 
 my face, neck, hands, and ears at least once a day." Sup- 
 pose we put all the things we have decided to do on this
 
 POSSIBILITIES OF HEALTH EDUCATION 67 
 
 card, then at the end of the week give one point for every- 
 thing that we have done. If you have washed your hands 
 before every meal, that will count one point. Then we 
 could add the points at the end of the week. We must 
 remember our rule to be honest about it. Suppose Albert 
 gets three points, they will be recorded on the chart on 
 the wall. 
 
 The teacher points to the charts on the wall, and the 
 children gather around the chart to examine the scores 
 of their games. 
 
 Health Score Card as Formulated by Class 
 
 1 . I have had at least one bath this week 
 
 2. I have washed my face, hands, neck, and ears every 
 
 morning 
 
 3. I have washed my hands before every meal 
 
 4. I have cleaned my teeth at least once every day. . . . 
 
 5. I have remembered to eat slowly and to chew my 
 
 food well 
 
 6. I have kept my fingers and other unclean things out 
 
 of my mouth 
 
 7. I have not breathed through my mouth 
 
 8. I have tried to take my setting-up exercises the best 
 
 I could 
 
 Another Plan for a Hygiene Lesson — Third or 
 Fourth Grade — "Now we're going to march around 
 the room with arms folded. You cannot guess what 
 I'm looking for." All pass teacher. She looks at 
 nails. 
 
 Questions — 1. "What are the nails for?" Answers 
 brought out use. 2. "How should we care for them?"
 
 68 EDUCATION IN HEALTH 
 
 Answers brought out care of nails. Child described 
 box she had, and what she did with it on Saturdays. 
 "Why should we clean them?" Dirt helps disease. 
 "Why should we file or trim nails?" "What will happen 
 if skin grows over moon?" "Who has never bitten 
 nails?" "Is this good to do?" 
 
 3. "What are the habits we should break?" Answers 
 brought out abuses of nails. 
 
 Writing on Board 
 
 Finger Nails. 
 I. Use of finger nails. 
 
 1. To keep fingers in shape. 
 
 2. To protect ends of finger. 
 
 3. To pick things up with. 
 II. Care of finger nails. 
 
 1. Scrubbing for cleanliness and health. 
 
 2. Filling or trimming to make them look better 
 
 and to make them more useful. 
 
 3. Pressing back skin to prevent hangnails. 
 III. Abuse of nails. 
 
 1. Biting. 
 
 2. Not keeping clean. 
 
 3. Not pressing back skin. 
 
 "All who stood up with good nails this morning, 
 raise hands. How many would like to have a clean 
 nail club so all will be clean by end of term? What 
 shall we do to remain in the club? Aims. Clean 
 nails every morning. How many have finger nail 
 brushes? You can use an old toothbrush. How 
 often should we file nails? How should we check?"
 
 POSSIBILITIES OF HEALTH EDUCATION 69 
 
 "Twice a week. All nails and teeth." 
 
 "I'll choose for assistants to check those who next 
 time can tell most about what we learned today. 
 This outline will help them." 
 
 Report of a Health Officer in Third Grade - "I take 
 balloons away from the children, and I take stickers. 
 I see that the children do not beat erasers more than 
 they ought to. I see that they do not put crayolas 
 in their mouths, and I see that they do not put pencils 
 in their mouths. I see that they do not chew paper. 
 I stand in the wardrobe to see that the pupils do not 
 throw children's wraps down." 
 
 Hygiene — Suggested ways for getting interest 
 aroused. 
 
 1. Nutrition is fundamental to healthy living. 
 All children are greatly interested in their own weight 
 and height. Weighing and measuring should be one 
 of the first opportunities provided for the children in 
 the physical education program, and this should be 
 followed up by comparison with standards of weight 
 for age and height and by periodical record of weight 
 and comparison with a standard of normal gain for 
 the period. Charts for an entire class of children 
 issued by the Bureau of Education of the Department 
 of the Interior, should be used for recording. Children 
 should be encouraged to do better than the average 
 unless the variation is too great in that direction. 
 This may be determined by distribution of fat, relative 
 amount of muscle, and general condition of the organs 
 of the body. Too great deviation from the average
 
 70 EDUCATION IN HEALTH 
 
 may be checked with red ink on this class room weight 
 record chart, and from this the children may de- 
 termine relative group averages, or they may make 
 individual graphs showing changes in weight. 
 
 2. Individual Weight Card -Each child may also 
 have an individual health card such as the following: 
 
 Individual Health Card 
 
 Name 
 
 September 
 
 Age October 
 
 November 
 
 Height December 
 
 January 
 
 Weight February 
 
 March 
 
 I should weigh April 
 
 May 
 
 I should gain one-half pound every month. June 
 
 Suggestions from parent 
 
 This record paves the way for a study of nutrition; 
 what it is, why it is important, and how to improve 
 the nutrition of an individual or of a nation. The 
 possible leading on of this interest is of course almost 
 limitless and should be recognized and encouraged at 
 the opportune time by the experts in other fields of 
 subject matter. The children may make out diet 
 lists and prepare food charts showing the essential 
 kinds of foods for infants, older children, and adults. 
 They may determine quantity, suitable preparation,
 
 POSSIBILITIES OF HEALTH EDUCATION 71 
 
 and regularity. The study of the care of the teeth, 
 regularity of evacuations, habits of recreation, of work, 
 of posture, and of bathing, and air requirements may 
 come about through their bearing on nutrition. 
 
 3. The Daily Health Record Card may be the means 
 of starting the interest. For instance, the health 
 requirements of the Girl Scouts, the Campfire Girls, 
 and the Boy Scouts may be reported on, and from this 
 a group may make their own Health Score Card. The 
 items required for this card will start questioning 
 which may lead on to a study of foods, air require- 
 ments, bathing, exercise, rest, clothing, and first aid. 
 
 Upper Grades 
 
 Suggestions for the Teacher — With the beginning of 
 the fifth grade, the club interest should be used more 
 extensively in the organization of the physical training 
 activities and health studies and practices. The 
 organizations of the Boy Scouts, Girl Scouts, Campfire 
 Girls, Woodcraft League, Speyer School Physical 
 Training Classes, and Health Crusaders should be 
 studied, and a modified plan on this order should 
 be arranged and adapted by the girls' and boys' 
 classes. 
 
 The Health club formed along the lines of the organ- 
 izations already mentioned will have a statement of 
 its purposes; pledges, mottoes, slogans, laws, creeds, 
 and songs; officers and groups — the patrol of the 
 scouts, which is a group of eight children from a 
 neighborhood, is a unit which encourages activity
 
 72 EDUCATION IN HEALTH 
 
 outside school time and makes a link with the home 
 environment. There should be a statement of the 
 form to be followed in meetings; a list of requirements 
 or qualifications and tests for honors; suggestions for 
 badges for each honor; and the requirements should 
 include a daily health record; achievements in plays, 
 games, athletics, dances, exercises, and drills; knowl- 
 edge and demonstrations of first aid; accident pre- 
 vention and life saving; ability in child care, knowledge 
 and demonstration of care of the home and of food 
 preparation; ability as an athlete, swimmer, and 
 health guardian. There may be committees for health 
 records; health advertising; health investigation; 
 health programs; physical training activities such as 
 daily schedule, matches, athletic meets, pageants; 
 hygiene topics; receptions and luncheons. 
 
 Habits and knowledge of healthful exercise may be 
 attained through regular practices of the ensuing 
 types of exercise. Habits and attitudes concerning 
 cleanliness may be formed through requirements for 
 bathing after exercise and change of clothing for vig- 
 orous exercise. The desire for food, water, and pure 
 air comes with vigorous exercise. Interest in the 
 training table of the athlete may be used to establish 
 right habits of diet since the modern training table 
 is nothing more than a well selected diet for a normal 
 individual. Desires for cleanliness, clothing, food, 
 air, exercise, and posture may be awakened by showing 
 the relation to health, appearance, feelings, and social 
 fitness.
 
 POSSIBILITIES OF HEALTH EDUCATION 73 
 
 Corrective Exercise: Posture - — Correct and health- 
 ful posture in sitting, standing, and walking is an 
 ideal which must be developed through appealing 
 to the desires, through acquainting the children with 
 its value and desirability and through acquainting 
 them with the standards for good posture. This may 
 be done through conversations; reference to attractive 
 people who carry themselves well; pictures such as 
 that of Queen Louise, Napoleon on Horseback, or the 
 Winged Victory; tests for good posture; and records of 
 improvement. A few exercises for stretching and 
 position of the postural muscles may be helpful, but 
 vigorous play and exercise in pure air builds the power 
 which helps one to maintain an erect carriage of the 
 body. Proper clothing is necessary for good posture, 
 and the self-respect that comes with perfect cleanli- 
 ness and the tonic effect of baths and swimming 
 help posture. 
 
 Types and Examples of Physical Activities - — For 
 Girls. The Girl Scout drill and setting-up exercises, 
 nature study hikes with a study of woodcraft, camp- 
 ing, swimming, skating, athletics, games, folk dances 
 of different nationalities, interpretative dances, appa- 
 ratus stunts, and social dancing. 
 
 For Boys — Boy Scout setting-up exercises, walk- 
 ing, cross country hiking and running, swimming, 
 skating, hockey, baseball, athletics, games, and appa- 
 ratus stunts. Military drill: school of the soldier, 
 school of the squad, country dances (social, to be used 
 for social gatherings of girls, boys, parents, and
 
 74 EDUCATION IN HEALTH 
 
 teachers, affords opportunity to teach self-respect and 
 courtesy in this particular form of social relationship). 
 Plan for a Health Lesson — Fifth and Sixth Grade 
 Girls. 
 
 A. Lesson: The Care of Infants and Small Children. 
 
 B. General Aims. 
 
 1. To arrive at some practical rules regarding the care 
 of infants and small children which will help the girls in 
 the care of small brothers and sisters, and which will develop 
 an attitude which will carry on to the time when a more 
 mature understanding of infant care is needed. 
 
 2. To correct some mistaken but traditional ideas in 
 regard to infant care. 
 
 C. Subjects discussed and general rules developed. 
 
 1. Feeding. 
 
 2. Dressing. 
 
 3. Bathing. 
 
 4. Habit forming. 
 
 a. Sleep. 
 
 b. Eating. 
 
 c. Play. 
 
 d. Cleanliness. 
 
 5. Treatment of baby by others — kissing, etc. 
 
 D. Problems. 
 
 1. Is it advisable to allow children to "catch" contagious 
 children's diseases? If not, why not, and how are you 
 going to avoid it? If so, why? 
 
 2. Why are some children always fretting? What 
 should be done to avoid this? 
 
 3. Bring to class a written report of a case of caring for 
 a baby in which you think the person in charge acted wisely
 
 POSSIBILITIES OF HEALTH EDUCATION 75 
 
 or unwisely, and tell why you think so. If possible, get 
 the baby's age and as much information as possible as to 
 its habits, cases of sickness, and cures. 
 
 4. When is the most dangerous time of a baby's life? 
 What precautions should be taken at this time? 
 E. Review work through lantern slide lesson. 
 
 Showing of pictures and informal discussion and interpre- 
 tation. 
 
 The Club Plan as Elaborated for Upper Grades — 
 General plan of work of fifth, sixth, seventh and 
 eighth grades. 
 
 A. Aims. 
 
 1. To encourage further habits of personal cleanliness 
 and good health. 
 
 2. To create and develop an interest in, a knowledge of, 
 and a desire for participation in matters of civic health and 
 to furnish opportunities for such participation. 
 
 B. General method: Organization of regular physical train- 
 ing classes into health clubs. 
 
 1. Purposes: the formation of good health habits by the 
 members; the spread of knowledge concerning the preven- 
 tion of disease; participation in athletics; co-operation 
 with teachers, principal, school nurse, and doctor, and 
 janitor in the interests of health; the improvement of sani- 
 tary conditions in school, homes, yards, and streets. Fur- 
 ther, it is the aim of the members to stand for clean thought, 
 clean speech, and clean sports. 
 
 2. Officers: President, Vice-President, Secretary, Assistant 
 Secretary. 
 
 3. Time of meeting: during physical training period each 
 week. 
 
 4. Permanent committees — Every member on a committee.
 
 76 
 
 EDUCATION IN HEALTH 
 
 ATHLETICS FOR UPPER GRADE CHILDREN 
 
 Boys Preparing the Pit for Broad Jumping 
 
 Girls Practicing the Basket Ball Overhead Far Throw
 
 POSSIBILITIES OF HEALTH EDUCATION 77 
 
 
 Wf^M 
 
 ™ ™|1 11 
 
 Li ' \ * ' *•'".-■ 
 
 .-■.'.■'■* '''■■■ 
 
 Boys Practicing the High Jump 
 
 DANCING AND ORGANIZED GAMES FOR UPPER 
 GRADE BOYS AND GIRLS 
 
 Social Dancing Out-of-doors. American Country Dance Soldier's Joy
 
 78 
 
 EDUCATION IN HEALTH 
 
 h ] 
 
 I w - i 
 
 Baseball 
 
 CORRECTIVE EXERCISES 
 
 Key Note Position for Good Posture Exercises for Weak Arches
 
 POSSIBILITIES OF HEALTH EDUCATION 79 
 
 Balancing Exercise for Nervousness 
 
 Swimming Exercises for Round Shoulders
 
 80 
 
 EDUCATION IN HEALTH 
 
 Dr. Mosher's Exercise for Menstrual Pain 
 
 POSITIONS IN WALTER CAMP'S DAILY DOZEN 
 SETTING-UP EXERCISES
 
 POSSIBILITIES OF HEALTH EDUCATION 81
 
 82 
 
 EDUCATION IN HEALTH 
 
 POSITIONS IN WALTER CAMP'S DAILY DOZEN 
 SETTING-UP EXERCISES 
 
 
 GROUP EXERCISE: ONE OF WALTER CAMP'S 
 DAILY DOZEN
 
 POSSIBILITIES OF HEALTH EDUCATIOX 83 
 
 a. Health Record Committee. 
 
 (1) Purpose: to keep a record showing physical develop- 
 ment of the members of the club and to check on and recog- 
 nize individual health chore records. 
 
 (2) Work: (a) to take height and weight measure of the 
 members; (b) to take records of physical achievements in 
 regular physical training periods, running high jump, 
 basket ball throw, standing broad jump, chinning, etc.; 
 (c) to check and recognize individual health records; (d) 
 to investigate and report on methods of health record work 
 used in other institutions, e.g., the open air school. 
 
 b. Health Advertising Committee. 
 
 (1) Purpose: to keep the health idea constantly before 
 the pupils of the school in an effort to encourage formation 
 of good health habits; (2) to collect and use material from 
 the English and drawing departments in carrying out 
 purpose, e.g., stories, plays, jingles, slogans, posters, etc. 
 
 c. Committee on Investigation of Health Conditions in the 
 
 School. 
 (1) Purpose: to better health conditions in the school; 
 (2) Work: to observe and report on health conditions in 
 the school needing improvement and to suggest measures 
 to be taken in bringing about better conditions. 
 
 d. Committee on Investigation of Health Conditions in the 
 
 Community. 
 (1) Purpose: to acquaint the members of the club with 
 existing health conditions in the community so that they 
 may intelligently work toward co-operating with those 
 who are striving to make the community as healthful a 
 place to live in as possible; (2) Work: to investigate and 
 report on homes and premises, alleys and streets, markets, 
 bakeries, dairies, and other stores, open air school.
 
 84 EDUCATION IN HEALTH 
 
 e. Program Committee. 
 
 Purpose and work: to prepare and present programs on 
 health subjects of interest to the club. 
 
 Type Program. — Short Talks: Life history of the 
 fly, and why it should be destroyed, how to destroy 
 the fly, dangers of fly poisons, how to construct a fly 
 trap, and how I earned vacation money. 
 
 Open Discussion — What can the club do to arouse 
 pupils and the people in the school district to action 
 against the fly? 
 
 f. Committee on Physical Education Activities. 
 Purpose and work: to plan with the physical training 
 
 director (teacher) the work to be accomplished during the 
 physical training periods and in out-of-school-hours and 
 to assist in the carrying out of these plans. 
 
 g. Luncheon Committee. 
 
 Purpose and work: to plan and serve refreshments of a 
 hygienic character at social gatherings of the club. 
 
 Report of a Health Meeting — Seventh and Eighth 
 Grade Boys. 
 
 Chairman — The Secretary will read the minutes of our 
 last meeting. 
 
 Secretary — The meeting was called to order, and it was 
 decided that the club should be called "Walter Camp 
 Club." The club formed to promote good health habits, 
 to take part in athletics, to co-operate with the teacher 
 and nurse, and to form clean habits of speech and sports. 
 Committees were appointed. 
 
 Chairman — Will some one make a motion to accept the 
 minutes?
 
 POSSIBILITIES OF HEALTH EDUCATION 85 
 
 The motion is made and carried. 
 
 Chairman — We shall now have reports from the dif- 
 ferent committees. The Health Record Committee will 
 tell us of their work. 
 
 Pupil — (Chairman of the Health Record Committee). 
 Our duty is to weigh and record the weights of the mem- 
 bers of the class. We do this once a month. We are to 
 prepare and send home a slip telling how much a child 
 should weigh, and what he does weigh. This slip should 
 be signed and brought back to the teacher. The chest 
 expansion of each member is taken once every week. We 
 also issue health sheets to the members, and the sheets are 
 examined at a given time. 
 
 The health sheets are distributed. (Sheets of Modern 
 Health Crusaders.) The chairman of the committee reads 
 the points on the chart, and asks the pupils to cross out 
 several of these. 
 
 Chairman of the Health Record Committee — Scratch out 
 "I took ten or more slow, deep breaths of fresh air today." 
 
 Teacher — Why are you taking out that last point? 
 
 Pupil — We do not think that is needed. 
 
 Teacher — - Why not? 
 
 Pupil — Some things seem artificial. 
 
 Teacher — Do you take this in any other way? 
 
 Pupil — Yes, we get this in our daily dozen and in run- 
 ning. 
 
 Chairman — We shall now have a report from the Pro- 
 gram Committee. 
 
 Pupil (Chairman of the Program Committee) — We 
 have decided that our work is to prepare health programs 
 of interest to the pupils using various health subjects. 
 The following is a list of subjects suggested by the com-
 
 86 EDUCATION IN HEALTH 
 
 mittee: "Prevention of Colds," "What to Do at Recess," 
 "Ventilation," "Fresh Air and Heat," "Cleanliness," 
 "Drinking Water," "Food," "Teeth," "Mosquito," "Why 
 Do We Need Fresh Air?" Two members of our committee 
 have prepared talks for this meeting. 
 
 Pupil — "Why We Need Fresh Air." There are many 
 reasons why we need fresh air. First, we get oxygen. 
 Second, to get rid of carbon dioxide. Third, to carry off 
 the heat of the body. Air is a necessity like food, clothing, 
 and shelter. If you will light a candle and put it under a 
 jar, it will grow dim and soon go out. There is a gas in 
 the air which makes the flame burn. When all this gas 
 has been used up, the candle will go out. If we could not 
 get fresh air, the oxygen in the air would soon be used up, 
 and we would suffocate. You cannot see air, as it is clear. 
 Neither can you smell it, as it is pure. When we breathe 
 in, we breathe in oxygen. When we breathe out, we breathe 
 out carbon dioxide. This gas is a poison in our bodies. It 
 is therefore important that we live much of our lives in the 
 fresh, pure air outdoors. The best air indoors is not as 
 good as the air outside." 
 
 Another pupil — "Ventilation" When we are dull or 
 irritable, the reason may be that we are breathing impure 
 air. When windows and doors are closed, we must find 
 some way for the fresh air to enter. Making fresh air 
 enter and impure air pass out is called ventilation. I should 
 like to relate an incident about the Indians. The govern- 
 ment had divided some land and moved some Indians 
 onto it. They built houses and lived on this land for a 
 short time. When the government agent came around, he 
 found that the Indians had gone back to their wigwams. 
 He asked why they had done so, and the chief replied,
 
 POSSIBILITIES OF HEALTH EDUCATION 87 
 
 'Too much house.' In the wigwam the air can come in 
 at the bottom and pass out through the top part. I have 
 a diagram on the board showing how a room can be ven- 
 tilated. Raise the window about five inches and put a 
 glass or board over that portion in such a position that 
 the air that enters will be thrown toward the ceiling. Stoves 
 are most unhealthful for heating purposes. The stove 
 heats the same air over and over again, and that would 
 tend to make it very impure. The house must not be too 
 warm or too cold. There should be a thermometer in each 
 room, and the temperature should be about sixty-eight 
 or seventy degrees. For the next meeting, one of the mem- 
 bers of our committee has prepared a talk on prevention 
 of colds and causes of colds. 
 
 Chairman — Is there any discussion? 
 
 Pupil — I should think, if we open a window from the 
 top and bottom, that would give good ventilation. 
 
 Another pupil — That would be a good thing to do dur- 
 ing the day, but at night the first plan is better. 
 
 Teacher — You want action on that report. 
 
 Chairman — Will some one make a motion to accept 
 that report? 
 
 The motion is made and carried. 
 
 Chairman — We will now have a report of the com- 
 mittee on "Health Conditions in the School." 
 
 Chairman of the Committee — We have decided that it 
 is the duty of our committee to investigate any conditions 
 that are unhealthful in the school. There is a diagram 
 on the board showing the heating system of the Wyman 
 School. There is a coal bin on the left of the furnace. 
 From six to seven tons of coal are used each day for heat- 
 ing. The janitor has an invention of his own on the side.
 
 88 EDUCATION IN HEALTH 
 
 There are two ropes, one with a weight attached. This 
 lets out the steam. There are little holes in the furnace 
 through which the heat passes. There are pipes running 
 to the different rooms. When you go into the boiler room 
 there is such a draught that you can hardly stand it. The 
 cold air comes in, and it is sent to the rooms by the ven- 
 tilating fan. Near the ceiling are little doors which allow 
 the fresh air to come in. 
 
 Another pupil — In the boys' basement near the boiler 
 room there is a tank that has some gas in it, and this gas 
 purifies the air. The air comes into this tank, and this 
 causes the ozone in the tank to pass to the rooms. 
 
 Chairman — ■ How big is the ventilating fan? 
 
 Pupil — It is an eight foot fan, and it makes one hun- 
 dred revolutions a minute. 
 
 Chairman — Has any one anything to add to this report? 
 
 Teacher — Perhaps some of the boys have questions to 
 ask. 
 
 Pupil — What are the doors for? 
 
 Another pupil — The four bottom doors are where the 
 ashes may be taken out. The two top doors serve as places 
 to put the coal in. 
 
 Pupil — What is the engine for? 
 
 Another pupil — That makes the fan run. 
 
 Pupil — Some one came into our room, and put a notice 
 on our board that we should not wear sweaters in the room. 
 Several of the boys have on sweaters. 
 
 Teacher — That is out of order now, but we might fol- 
 low that suggestion. 
 
 Chairman — There is a tank on the boiler that holds 
 about five thousand gallons of water. The water is heated 
 and runs through pipes. There is a pump that sends the
 
 POSSIBILITIES OF HEALTH EDUCATION 89 
 
 water back into the boiler again. In this way, none is 
 wasted. 
 
 Chairman — Will some one make a motion to accept 
 this report? 
 
 The motion is made and carried. 
 
 Chairman — We will now have the report of the Com- 
 mittee on Investigations of the Health Conditions in the 
 Community. 
 
 Chairman of the Committee — It is the purpose of this 
 committee to investigate the health conditions in the dis- 
 trict surrounding the Wyman. When we find the condi- 
 tions need improving, we shall suggest how they may be 
 improved. Our committee will try to plan trips to some 
 of the following places: water works, packing houses, stor- 
 age houses, fish markets, candy and ice cream stores. We 
 will find out about the health laws of the city of St. Louis 
 and the state of Missouri, and see whether the people in 
 the Wyman district are obeying these laws. We received 
 permission to go to the Open Air School, and they explained 
 how it was ventilated. 
 
 Pupil points to diagram on the board, indicating the 
 heating system and ventilating system of the Open Air 
 School. 
 
 Pupil — This is the boiler room with pipes running up 
 to the radiator. There are holes in the wall, and fresh air 
 comes in through these holes. This air is heated. If it 
 gets too cold in the children's rooms, the doors are closed. 
 These doors are made of glass. Each child has two blankets, 
 and they can cover with these. If the boiler breaks, there 
 is a pipe connected with the Wyman that heats this school. 
 
 Chairman — Will some one make a motion to accept 
 this report?
 
 90 EDUCATION IN HEALTH 
 
 Motion is made and carried. 
 
 Chairman — We will now have the report of the Adver- 
 tising Committee. 
 
 Chairman of the Advertising Committee — It is our duty 
 to encourage the children through advertisements to fol- 
 low rules of health. We make pictures, posters, and slogans. 
 We now have several slogans to submit. "Fresh Air Is 
 Healthful," "Let Mr. Clean Be with You the Rest of Your 
 Life," "Do Not Let Mr. Mike Robe Live on Your Lungs," 
 "Let the King of Health Be Your Ruler." 
 
 Teacher — What do you intend to do with these slogans? 
 
 Pupil — We should like to take the best ones, and put 
 them in the various rooms. 
 
 Chairman — Will some one make a motion to accept 
 this report? 
 
 Motion is made and carried. 
 
 Chairman — We will now have a report of the Physical 
 Training and Recreation Committee. 
 
 Chairman of the Physical Training and Recreation Com- 
 mittee — The duty of our committee is to assist Miss 
 Ryffel in planning work in physical training and to make 
 plans for after school and Saturday hikes, athletics, and 
 games. 
 
 General Plan of Work for Week of December Thirteenth 
 to Eighteenth. 
 
 Monday — Taking of members' weights and chest expan- 
 sions. Daily dozens. 
 Tuesday — Daily dozen, apparatus work, games. 
 Wednesday — Soccer. 
 Thursday — Daily dozen, high jumping. 
 Friday — Health club meeting.
 
 POSSIBILITIES OF HEALTH EDUCATION 91 
 
 Chairman — Will some one make a motion to accept 
 this report? 
 
 Motion is made and carried. 
 
 There were five girls present at the meeting of the boys' 
 health club. These girls were invited by the chairman to 
 visit the meeting. One of the girls stood to thank the 
 chairman for the invitation. 
 
 Chairman — Will some one make a motion to adjourn? 
 
 The motion is made and carried.
 
 Chapter IV 
 
 HEALTH TEACHING AND LANGUAGE 
 
 By Margaret M. McLaughlin, A.M. 
 
 Language, as used in this discussion, means that part 
 of the school curriculum which includes composition 
 and the technicalities or mechanics of speaking and 
 writing. This latter part of language is also called 
 grammar. On the side of composition, language 
 depends for its content upon the whole field of chil- 
 dren's experience; teachers of language can cover the 
 earth without poaching on the preserves of others, 
 and the more varied the material the better. 
 
 The teaching of language may be made to vitalize 
 the teaching of hygiene. Let us take an example. 
 We will suppose that the children in the eighth grade 
 have learned in hygiene about the kind of houses we 
 ought to live in, the sort of surroundings we must have 
 for health, the amount and kind of air each person 
 ought to breathe, the size of playground children 
 should have to be healthy. These matters have 
 been dealt with in such a way as to give the children 
 valuable information and perhaps to establish whole- 
 some attitudes in some of the members of the class, 
 but the teacher of hygiene has been compelled to pass 
 to other phases of her subject. Perhaps in hygiene 
 the class spoke of congested parts of the city where 
 wholesome living conditions for children and adults 
 
 92
 
 HEALTH TEACHING AND LANGUAGE 93 
 
 are lacking. If the teacher of language desires to set 
 for her class a unit of work that is motivated to an 
 unusual degree, she may suggest that they take up some 
 congested part of the city for a more extended study 
 than they have been able to make in the hygiene class. 
 They may read books and newspapers descriptive of 
 such conditions; they may interview social workers 
 acquainted with these districts; they may appoint a 
 committee to investigate personally and report to the 
 class; another committee to compare such part of the 
 home city with a similar district in another city; a 
 third committee to compare the congested district 
 with a more favorable locality in the same city, as to 
 space, buildings, and playgrounds. Some member of 
 the class may be appointed to make a map of the 
 district studied. 
 
 What do the children derive from such a series of 
 lessons? We all agree that they are getting fuller and 
 more definite information than they were able to get 
 in the hygiene class; also that a larger number than in 
 the hygiene class are assuming a definite attitude 
 toward such a state of affairs as is found to exist in 
 their city. They may never go further than this. 
 Even so, they have gone a long way toward the reform 
 of such conditions. Give a large number of voters 
 in a city this wholesome attitude, and you build up a 
 public opinion that will respond readily to a demand 
 for municipal reforms. Besides, an intelligent public 
 opinion provides the kind of soil in which ideals are 
 most easily propagated. Prepare the public opinion,
 
 94 EDUCATION IN HEALTH 
 
 and ideals will come; then those citizens having ideals 
 will be able to accomplish much because so large a part 
 of the public already has the right attitude. 
 
 When we speak of language teaching and what it 
 can accomplish for hygiene, ve must always bear in 
 mind that children accept information more readily, 
 in fact are more receptive of any kind of teaching 
 from their peers than from adults; it seems to them 
 more vital, and it thus becomes more easily a part of 
 their experience. Besides, let us take into account the 
 effect upon the child who speaks. His mind, suffused 
 with the glow of creative effort, more readily assumes 
 the right attitude toward the subject under discus- 
 sion than if the material were given him by an older 
 person. 
 
 The teacher of language can use health material in 
 many forms: personal experiences, biography, individ- 
 ual reports, reports of committees, pantomimes, 
 health rhymes, health alphabets, charades, plays, 
 allegories, school papers, pageants, constitutions or 
 rules of health clubs, health chores, four-minute 
 speeches, slogans, stories, poems, riddles, menus and 
 letters. 
 
 Lesson Plans in Language — These lesson plans are 
 suggestive only. The teacher should not use the 
 questions given. She should, however, do what is 
 attempted in these plans: induce free expression from 
 the children and help them to make for themselves an 
 outline for their compositions, whether oral or written. 
 Lesson plan for grade three or four : Smoke in the Air.
 
 HEALTH TEACHING AND LANGUAGE 95 
 
 How many of you have been in the country? What 
 did you notice about the smoke in the country? Where 
 did the smoke come from? What buildings near your 
 home in the city send out a great deal of smoke? 
 (This should bring speeches of one or two minutes 
 from at least half the members of the class; perhaps 
 from even a larger number.) Is the air in the city or 
 in the country better for us to breathe? Why do you 
 say this? How does a great deal of smoke in the air 
 make you feel? Why does breathing smoky air make 
 you feel that way? What can people in the city do 
 to make the air better for us to breathe? 
 
 Lesson plan for Grade three or four: A story to tell 
 to a lower grade. How many of you ever go into 
 
 Room (the primary room or second grade)? 
 
 How many of you would like to go down to this room 
 and tell the children a story? 
 
 There are several different kinds of story we might 
 tell there. We might tell them one of the stories 
 from our reader or a story from a library book. Sup- 
 pose, this time, we make up some stories to tell in Room 
 
 . You would like that. What are some of the 
 
 things we have learned about our eating? (Eating 
 too fast; eating too much; eating candy instead of 
 bread and butter; candy instead of soup at lunch.) 
 
 Suppose we make up a story about a little boy who 
 ate too fast. What might have happened to that little 
 boy? (See that the story is a connected whole, telling 
 who the boy was, when he ate too fast and why, and 
 what happened to him. Different children may con-
 
 96 EDUCATION IN HEALTH 
 
 tribute different parts. One story will suggest another 
 until there are several stories about supposed little 
 boys, or girls, who ate too much.) 
 
 We want three or four of these stories told to us so 
 that we can decide which is the best to tell to 
 Room . 
 
 Now suppose we make up a story about a little 
 girl who had the habit of eating too much candy. 
 What may happen to us if we eat too much candy? 
 (Hurts our teeth, keeps us from eating food that makes 
 us grow; we spend too much money on candy.) 
 
 Who was Mary? What happened to her because 
 she ate too much candy? What made Mary stop 
 eating too much candy? What happened to her then? 
 How many stories shall we have about Mary? You 
 may call her by any other name you like. 
 
 (After two or three good stories have been selected 
 by the class as the best, arrangements may be made 
 
 with Room . A committee may be selected by 
 
 the class and sent down to ask the children and the 
 
 teacher in Room if they would like to hear some 
 
 stories by Room and when they would like to 
 
 hear the stories. 
 
 Lesson Plan for Grade Five or Six: The Value of 
 Good Health — Does it pay your father to be well? 
 What does he lose if he is not well? (Loses his salary; 
 must pay doctor's and hospital bills perhaps.) Does 
 any one else lose if your father is not well? Suppose 
 your father is a physician, does any one else lose when 
 he is not well?
 
 HEALTH TEACHING AND LANGUAGE 97 
 
 If your father has a store, does any one else lose 
 if he is not well? 
 
 What do you lose if you are not well? What does 
 some one else lose if you are not well? 
 
 Let us divide ourselves into four groups and see 
 which group can write the best composition about 
 how much a person loses if he is not well. Each 
 group may take any person they like — a father, 
 a mother, a boy, a girl, a doctor, a lawyer, a farmer, 
 or any one else. 
 
 (The best way to go at this is, perhaps, to have 
 the members of each group write all the points they 
 can think of and hand these points to one member 
 you will select and arrange them.) 
 
 As soon as these compositions are ready, we will 
 read them to the class and vote as to which is the 
 best. Then we can send them to the principal and 
 let him decide which is the best. 
 
 (A more scientific discussion of the money value 
 of health should be deferred to the seventh or eighth, 
 grade.) 
 
 Lesson Plan for Fifth or Sixth Grade — Trouble 
 we cause by being careless about our health. 
 
 Have any of you seen any one do something that 
 might cause him to be sick? What do children in 
 grade three or four sometimes forget to do that might 
 cause them to be sick? (Fail to wear their hats, to 
 keep their coats buttoned, to wear their rubbers. 
 They may eat candy instead of soup at lunch.) Who 
 will be troubled if these children make themselves
 
 98 EDUCATION IN HEALTH 
 
 sick? (The mother, the father, the teacher, brothers, 
 and sisters, the children themselves.) Do you think 
 we might help those children by talking to them 
 about being careful? How would you like for us to 
 think up some speeches to make to the children in 
 
 Room ? If you will make up the speeches, I 
 
 will ask the teacher if we may go down and say them. 
 
 Each of you select a subject that you would like 
 to speak on. (Help each child to select a subject 
 that he can handle. An outline somewhat like the 
 following may be used: the bad habit; what it may 
 lead to; who will be troubled; what resolve each little 
 boy and girl should make. 
 
 We will make these speeches at our next lesson 
 and vote on the three best. 
 
 Lesson Plans for Grade Seven or Eight — Suppose 
 we have every member of this class in the next two 
 or three days to make a two-minute speech on a 
 health subject. As many as like may have pictures 
 or drawings, or models. Here is a list of subjects. 
 Either take one of these or choose another on which 
 you can speak two minutes and really say something. 
 
 1. How my home is heated. 
 
 2. A well ventilated street car (personal experiences). 
 
 3. A poorly ventilated street car. 
 
 4. What I can do to keep our school room clean. 
 
 5. One way in which Indians are more fortunate than 
 
 we. 
 
 6. Why I like a furnace better than a stove. 
 
 7. The cleaning of our street.
 
 HEALTH TEACHING AND LANGUAGE 99 
 
 8. What is done with garbage in my street. 
 
 9. What becomes of our ashes. 
 
 10. Why we should have a good school yard. 
 
 11. When we were fumigated. 
 
 12. When our house was placarded. 
 
 13. Why we should not mix ashes and garbage. 
 
 14. When we were quarantined. 
 
 (Have pupils suggest other subjects. This is an 
 excellent practice, as it makes them more watchful; 
 besides, they need to learn to state subjects properly 
 and to choose limited subjects.) 
 
 Lesson Plan — Edit one number of the Health 
 Herald with all departments: editorials; news items; 
 (home, foreign) ; illustrations (cartoons) ; stories 
 (health); jokes (health); and limericks (health); 
 health slogans; advertisement (sample: Lost — a bad 
 cold. Finder please send same to the Health Com- 
 missioner to dispose of as he thinks best.); parts of 
 health alphabets; different contributors sending dif- 
 ferent letters, perhaps their initials; "Letters from 
 the People"; "Just a Minute"; sport column. 
 
 A Play for Any Grade — An allegorical play show- 
 ing a struggle between Good Health as the hero and 
 Filth or Bad Health for the villian is suitable for 
 lower, middle, or upper grades. In the last it may 
 be very elaborate; in the first, very simple; in the 
 second, of medium difficulty. This play may be 
 easily made into a pageant with a good deal of cos- 
 tume and many picture effects. Many subordinate 
 characters may appear, such as Cleanliness, Mr.
 
 100 EDUCATION IN HEALTH 
 
 Wise Diet, Sir Tooth Brush, Miss Tooth Paste, the 
 Jester, Sir Glutton, Sir Take It Easy, Mr. Laziness, 
 Mr. Work Hard, and any others the children may 
 care to add. 
 
 If the class in hygiene, in attempting to organize 
 a club, has trouble with the statement of the consti- 
 tution or the rules, a language period or two may 
 well be given to the correct formulation. This makes 
 most excellent language material as it is well moti- 
 vated. 
 
 Suggestions for Riddles — I am the thing that you 
 think least about when you have me and that you 
 miss most when I am gone. You drive me away, 
 not because you dislike me, but because you forget 
 me so completely and abuse me so outrageously. I 
 do not leave you in anger, but because you make it 
 impossible for me to stay. When I am gone, you 
 spend much time and money to bring me back. 
 Sometimes I can return; sometimes I cannot. If I 
 do not return, the fault is not mine, but yours; you 
 have driven me away past hope of bringing back. 
 What am I? Health. 
 
 There are two of us, another and I, alike only in 
 these four particulars: (1) all men desire us; (2) most 
 men use us recklessly when they have us; (3) all men 
 regret our departure and wish for our return; (4) our 
 names rhyme. The other, without me, is useless to 
 its possessors who often say they would gladly give 
 it up if by so doing they could have me once more. 
 If they lose the other and keep me, they can, if they
 
 HEALTH TEACHING AND LANGUAGE 101 
 
 like, regain it. When they lose both, they miss me 
 so sorely they often forget they possess the other. 
 What are we? Health and Wealth. 
 
 HEALTH RHYME 
 
 Mary had a little cold, 
 
 It started in her head; 
 
 And everywhere that Mary went 
 
 That cold was sure to spread. 
 
 It followed her to school one day, 
 There wasn't any rule; 
 It made the children cough and sneeze 
 To have that cold in school. 
 
 The teacher tried to drive it out; 
 She tried so hard, but — Kerchoo-oo ! 
 It didn't do a bit of good 
 For teacher caught it too. 
 
 Other well known rhymes may be parodied in the 
 same way. 
 
 HEALTH ALPHABET 
 
 A is for appetite, a good thing to own; 
 It should be of fair size, but not overgrown. 
 B is for body, we must treat it with care; 
 If it's to be strong, it must have food and fresh air. 
 C is for cold, which you'll never catch 
 If you are wise and show yourself its match. 
 Have the children finish this alphabet in their own way.
 
 102 EDUCATION IN HEALTH 
 
 Exercises in Language Growing out of Hygiene Les- 
 sons — The following exercises were produced by 
 children in the language periods in the grades indi- 
 cated. The teachers felt that the material in hygiene 
 lessons would become more firmly fixed as a part of 
 the children's experience if approached from a new 
 point of view. Such exercises accomplish a double 
 purpose: they provide vital matter for language; they 
 fix the material more firmly through the different 
 approach and through the effort of the child to create 
 something of his own. 
 
 The exercises are included only to suggest what 
 children of the different grades can do, and they are 
 not intended as models or to be learned by the chil- 
 dren or used by them in any way. 
 
 Grade I. Letter to the teacher of hygiene. 
 Dear Miss X: 
 
 Thank you for telling us how to be healthy. 
 We are trying to get healthy. 
 
 Grade II. How to be clean. 
 
 I like to clean my teeth. 
 
 I like to take a bath once a week. 
 
 I wash my face in cold water. 
 
 I like to wash my hair ribbons. 
 
 I like to keep myself clean. 
 
 I wash my hands before I eat my dinner. 
 
 Grade III. Why I must keep my teeth clean. 
 
 I must keep my teeth clean because it is healthy. I 
 must clean my teeth with a tooth brush or with a clean 
 rag. I must pick my teeth with a tooth pick, and not
 
 HEALTH TEACHING AND LANGUAGE 103 
 
 with a pin or a needle or my finger only with a tooth pick. 
 I must brush my teeth every night and day, morning, 
 afternoon, and evening. If I do not pick my teeth and 
 leave the food that I eat in my teeth it will decay and I 
 will have to go to the dentist and might have to have some 
 teeth filled of have many other things done to them. If 
 you leave your food in your mouth. You know your tem- 
 perature is 98 degrees and that is very hot for a very hot 
 summer day is 98 and that food will spoil from being in 
 such a hot place as your mouth. 
 
 A Play: Santa Claus's Helpers 
 Grade IV. (Composed by the children). 
 
 ACT I 
 Place: Santa Land. 
 Time: A few days before Christmas. 
 Characters: Santa Glaus and his pet brownie, Bob. 
 
 (When the curtain goes up, Santa Claus is busy putting the last 
 touches on the Christmas toys. Toys are scattered about the room. 
 Chorus of children sings from behind the scenes:) 
 
 'WAY UP NORTH 
 
 'Way up north in the land of snow, 
 
 Ooo-ooo-ooo, ooo-ooo-ooo. 
 Where the cold winds loudly blow, 
 
 Ooo-ooo-ooo, ooo-ooo-ooo, 
 There lives Santa Claus throughout the year, 
 Working and singing with right good cheer, 
 
 Looking at you and you and you 
 
 And you and you and you!
 
 104 EDUCATION IN HEALTH 
 
 See, he stops and slowly thinks, 
 
 Mmm-mmm-mmm, mmm-mmm-mmm, 
 Nods his head and gaily winks, 
 
 Mmm-mmm-mmm, mmm-mmm-mmm. 
 Takes from his shelf his great big books, 
 Turns the pages and over them looks. 
 
 Yes. He'll call on you and you 
 
 And you and you and you! 
 
 (Enter Brownie Bob, with a letter.) 
 
 Santa Claus — What now, Bob? What now? 
 
 Bob — A letter for j r ou, Santa. 
 
 Santa Claus — I haven't time to read it. I have only 
 three more days to work, and I haven't nearly finished. 
 
 Bob — Shall I read it to you? 
 
 Santa — Yes. Do, Bob, while I paint this hobby horse. 
 
 Bob — It's from Twiddly. You sent him, with some 
 other Brownies, to help the Smith children this year. Last 
 Christmas they couldn't have their toys because they hadn't 
 cleaned their teeth, nor washed their hands and faces. 
 
 Santa Claus (looking in his great book) — Yes, yes. I 
 remember. Let's see. There was Peggy Smith, who couldn't 
 have her doll house last year because she went to bed every 
 night without opening her windows. Then there was 
 Harold, her little brother, who wouldn't drink his milk, 
 but cried for coffee. He wanted an electric train. Yes, 
 yes. I remember them. I remember how disappointed 
 they were on Christmas morning. That was why I sent 
 the Brownies to help them. Well! Well! What does 
 Twiddly say? 
 
 £06 — I'll read it. (Reads.) "Dear Santa Claus. It's 
 almost a year since you sent us down here to help Peggy 
 and Harold Smith. Most of us are trying hard to remind
 
 HEALTH TEACHING AND LANGUAGE 105 
 
 them when they forget to do things they should. But we 
 are having a hard time. Four of the Brownies you sent, 
 Whisk, Skee, Mop, and Nip, are working against us. When 
 we have the children about to do what they should, one of 
 these four tells them not to do it. The children nearly 
 always do the right thing anyway; but we have to work 
 twice as hard." 
 
 Bob — What are you going to do about it? 
 
 Santa — Never mind. I'll attend to them when I get 
 down there. Whew! Those little rascals! But come, we 
 must be packing. Help me carry these to the sleigh. 
 
 They go out, their arms filled with toys. 
 
 CURTAIN 
 
 ACT II — Scene 1 
 
 Place: The Smith home, Peggy's room. 
 
 Time: Bedtime. 
 
 Characters: Peggy Smith, Brownies. 
 
 (Peggy is about to get into bed. The curtain rustles, and a Brownie's 
 hand holds from behind the curtain a poster that says: Have You 
 Opened Your Window?) 
 
 Peggy — Oh, bother! That old window isn't opened, 
 and here I'm in bed. 
 
 (There is a struggle behind the curtain, after which the sign dis- 
 appears; and this one appears: Tomorrow Night Will Do.) 
 
 Peggy — It's going to be so cold in the morning that 
 I don't believe I'll open the window tonight. Santa Claus 
 won't mind one night. 
 
 (She is about to get up, but lies down again. Another sign appears, 
 saying: Open Your Window EVERY Night.)
 
 106 EDUCATION IN HEALTH 
 
 Peggy (getting up and opening the window) — I sup- 
 pose I'd better open it anyway. Santa Claus's note said 
 do everything I ought to if I wanted toys this year. 
 
 CURTAIN 
 Scene 2 
 
 Place: Smith's bathroom. 
 
 Time: Bedtime. 
 
 Characters: Harold Smith, and Brownies. 
 
 (Harold has wet his hands and is wiping the dirt on the towel. 
 Suddenly before him appears this sign: Did You Use Soap? He is 
 about to wash his hands with soap when another sign says : You Can 
 Use Soap Tomorrow.) 
 
 (Harold starts off to bed, but again the first poster appears; also 
 this one: Have You Brushed Your Teeth? He stops and thinks.) 
 
 Harold — If I don't wash my hands every night, I won't 
 get my electric train for Christmas. I guess I'd better 
 clean my teeth, too. 
 
 CURTAIN 
 
 ACT III — Scene 1 
 
 Place: The Smith's lawn, covered with snow. 
 
 Time: Christinas Eve. 
 
 Characters: Brownies, Santa Claus. 
 
 (The first number of the Cisse Noisette Suite, Victor Record No. 
 16974, is played. Each time the motif of the music is repeated, two 
 Brownies, who wear health posters on their backs, dance from behind 
 bushes, one on each side of the lawn. Each two, after they have 
 danced to the middle of the stage, dance together; then, after six are 
 out and the music changes, they form a circle. Into this circle the 
 four bad Brownies dance, while the others, shaking their fingers at 
 the bad Brownies, appear to be scolding them. The theme is repeated
 
 HEALTH TEACHING AND LANGUAGE 107 
 
 twice while this is going on. When it begins again, the rest of the 
 Brownies dance out on the stage, two at a time, until sixteen are on the 
 stage. Then, still to the repeated theme, they form one large double 
 circle and dance around to the music. As they finish, sleigh bells are 
 heard behind the scenes. With much noise, Santa Claus and Brownie 
 Bob appear. The good Brownies flock around Santa; the four hang 
 back.) 
 
 Twiddly — Oh, Santa Claus, how late you are! Has 
 anything happened? 
 
 Santa Claus — Hello, everybody! My sleigh is stuck 
 out here. Hello, Whisk! What's wrong with you and 
 Skee and Mop and Nip? (The four bad Brownies have 
 been standing apart, their heads down.) Come over here. 
 Have you helped the children to earn their toys? (They 
 come reluctantly.) 
 
 Skee — No, Santa Claus. I didn't. 
 
 Santa — And you, Nip? 
 
 Nip — I didn't either — 
 
 Mop — Neither did I, Santa Claus. 
 
 Whisk — Nor I, Santa, but I'm sorry — 
 
 Santa Claus — Then what have you been doing if you 
 weren't helping the children to earn their toys? 
 
 Mop — We — we tried to m-make the children do the 
 wrong things. 
 
 Whisk — But we're very sorry, Santa — 
 
 Santa ■ — Did they do wrong, as you told them to? 
 
 Twiddly — No, they didn't, Santa Claus. They wanted 
 so much to be able to tell you they've been good that in 
 the end they did right. 
 
 Santa Claus — Well, then they deserve their toys. 
 Come on, everybody, and help me get my sleigh out of 
 that snow drift. My reindeer are tired waiting. 
 
 (They go out.)
 
 108 EDUCATION IN HEALTH 
 
 CURTAIN 
 
 Scene 2 
 
 Place: The Smith's nursery. 
 Time: Christmas Eve. 
 
 Characters: Santa Claus, Brownies, Peggy and Harold 
 Smith. 
 
 (Peggy and Harold are seated in the nursery, waiting for Santa 
 Claus.) 
 
 Harold (sleepily) — Peggy, I'm afraid. Let's go to bed. 
 
 Peggy (bravely) — Oh, Silly! What's there to be afraid 
 of? He'll be here any minute now. 
 
 Harold — I know, but you know we're not supposed to 
 sit up, are we? 
 
 Peggy — Well, this is the first time, and I want to see 
 him, because — all year I've tried — so — hard. But I 
 really am a little afraid; not much, though — . What was 
 that? 
 
 (Santa Claus bursts into the room.) 
 
 Santa Claus — Hello, folks, Merry Christmas! May I 
 leave some toys here? 
 
 Childi-en (jumping up and talking together) — May you? 
 Do we really get them this year. What did you bring me? 
 
 Santa Claus — Here, here! One at a time! This is for 
 you, Harold, and this; and this for you, Peggy. (Takes 
 toys from bag, while children exclaim "Oh!" and "Ah!" as 
 they see each one.) 
 
 Children — Oh, Santa Claus, thank you so — 
 
 Santa Claus — Tut, tut! Don't thank me. You worked 
 for them, didn't you? If you thank anybody, you ought
 
 HEALTH TEACHING AND LANGUAGE 109 
 
 to thank these good Brownies. Oh, Twiddly! Come in 
 here ! 
 
 Peggy — What's this, Santa Claus? 
 
 Santa Claus ■ — ■ Why, these are my Brownies, who have 
 helped you to remember the things you forgot to do last 
 year. 
 
 Peggy — Oh, then there really was somebody holding a 
 sign beside my window every night. 
 
 Harold — And some one in the bathroom, too. 
 
 Peggy — Sometimes I thought I just imagined it, but 
 Harold said — 
 
 Harold — And beside my plate on the table, too. I 
 told you there was, didn't I, Peggy? 
 
 Peggy — Yes. But I didn't know whether to believe 
 it or not. Then we ought to thank the Brownies. 
 
 Nip (ashamed) — Not all of us, Peggy. We — some of 
 us didn't — help. But we're sorry, now. And I suppose 
 Santa Claus won't let us stay down to help anybody next 
 year, either. 
 
 Peggy — Oh, Santa Claus, I'm sure they didn't mean 
 to be bad. Can't they stay? 
 
 Santa Claus — Not this year. But, if they work as hard 
 as they can up in Santa Land for a year, I might send them 
 down again sometime for your sake. But I must be going 
 now, or the other children won't have their toys. Be good 
 children, and don't ever forget again what my Brownies 
 have helped you to remember. Good-bye! 
 
 Children — Good-bye! Good-bye! Good-bye, Santa 
 Claus! Good-bye, Brownies! We won't forget, Santa 
 Claus! 
 
 (Santa Claus and his Brownies go out. Sleigh bells are heard out- 
 side.)
 
 HO EDUCATION IN HEALTH 
 
 Harold — Oh, Peggy, look! There they go across the 
 lawn. 
 
 (They stand at the window, waving and talking. While they stand 
 there, chorus of children sings from behind the scenes the last verse of 
 'Way Up North: 
 
 Crack! He snaps his whip so gay, 
 
 Jingle-ingle-ing, jingle-ingle-ing, 
 Starts his reindeer on their way, 
 Jingle-ingle-ing. jingle-ingle-ing. 
 He will come to every house, 
 Children be still as a little mouse, 
 Then on Christmas morn we'll gaily, 
 Gaily clap and sing. 
 
 CURTAIN 
 
 HEALTH RHYMES 
 Grade VI. 
 
 Old King Cole was a healthy old soul, 
 
 A healthy old soul was he. 
 
 He called for his bread, and he called for his milk, 
 
 He called for his potatoes three. 
 
 This was what made him a healthy old soul! 
 
 A healthy old soul was he. 
 
 Grade VII. 
 
 Drink milk each and every day, 
 Then go out and have your play; 
 That makes healthy girls and boys. 
 Health is one of life's great joys. 
 
 Little Tommy Tucker 
 
 Sings for his supper.
 
 HEALTH TEACHING AND LANGUAGE 111 
 
 What shall he eat? 
 White bread and butter. 
 Why shall he eat it? 
 Because it's good and clean. 
 He wants to be a nice fat boy, 
 And not so thin and lean. 
 
 Subjects Classified by Grades and Grouped About Problems 
 
 The same thing should be said of the following 
 subjects that was said of the lesson plans; they are 
 suggestive only. Each teacher must decide which 
 of the subjects are suited to her pupils. She may 
 transfer subjects from one grade to another; she may 
 change the wording; she may take entirely different 
 subjects. A very wide choice is offered so that if the 
 teacher wishes to use these lists, she will not feel at 
 all restricted. 
 
 The subjects are classified as to grades, which classi- 
 fication may be changed, and are grouped about a 
 number of everyday problems. 
 
 Problems About Which Subjects for Grades One and 
 Two are Grouped — 1. Keeping our persons clean. 
 2. Keeping our surroundings clean. 3. Exercising 
 ourselves properly. 4. Eating our food properly. 
 
 Problem 1. Keeping our persons clean. 
 
 1. Why we want to be clean. 2. Why we must keep 
 our hands clean. 3. Why we should take care of our nails. 
 4. The kind of children we like to play with. 5. Why we 
 should not put pencils in our mouths. 6. Why we should 
 not use each other's pencils. 7. Why I must not rub my
 
 112 EDUCATION IN HEALTH 
 
 eyes. 8. Why I should brush my teeth. 9. Why we must 
 take baths often. 10. Why we must keep our faces clean. 
 
 Problem 2. Keeping our surroundings clean. 
 
 1. Helping Mother keep the house clean. 2. Helping to 
 keep our schoolroom clean. 3. Helping keep the school 
 yard clean. 4. How our eyes help us to keep clean. 
 5. How our noses help us to keep clean. 
 
 Problem 3. Exercising ourselves properly. 
 
 1. The kind of games we should play in warm weather. 
 2. The kind of games we should play in cold weather. 
 
 Problem 4- Eating our food properly. 
 
 1. Why we should not eat fast. 2. What I told my 
 big brother about eating fast. 3. Why I should go to the 
 dentist. (Most of the above subjects may be used for 
 class discussion, each pupil contributing something.) 
 
 Problems About Which Subjects for Grades Three and 
 Four are Grouped — 1. Value of health. 2. Surround- 
 ings that may injure us. 3. Keeping ourselves clean. 
 4. Keeping our surroundings clean. 5. Exercising our- 
 selves properly. 6. What food is suitable for children. 
 7. What children can do for health. 
 
 Problem 1. Value of health. 
 
 1. How a sanitary school pays the community. 2. Why 
 we need to be healthy. 3. Why boys should not smoke. 
 
 Problem 2. Surroundings that may injure us. 
 
 1. Why we should have a good school yard. 2. Why 
 dust in the air is bad for us. 3. Why smoke in the air 
 is bad for us. 4. Why there is more dust in the air than 
 should be. 5. Why there is more smoke in the air 
 than should be. 6. Why too high a desk is bad. 7. Why 
 too low a desk is bad. 8. Why too low a seat is bad-
 
 HEALTH TEACHING AND LANGUAGE 113 
 
 9. Why too high a seat is bad. 10. How we can avoid dust 
 in sweeping. 11. How I sweep my room. 12. Why we 
 need a well lighted schoolroom. 13. Why we need a well 
 ventilated schoolroom. 14. Why Mary went to sleep in 
 school. 
 
 Problem 3. Keeping ourselves clean. 
 
 1. Proper use of a tooth brush. 2. How often we should 
 bathe. 3. Why we should keep our hands and faces clean. 
 
 4. Why we should clean our teeth and gums thoroughly at 
 night. 5. What the long mirror in the hall has done for 
 our school. 
 
 Problem 4- Keeping our surroundings clean. 
 
 1. Keeping our schoolroom clean. 2. Keeping our yards 
 clean. 
 
 Problem 5. Exercising ourselves properly. 
 
 1. Why play makes us healthy. 2. How we should 
 play. 3. Where we should play. 4. What we should play. 
 
 5. How we should stand. 6. How we should walk. 
 Problem 6. What food is suitable for children. 
 
 1. What we should have for lunch. 2. Why our food 
 should be clean. 3. Why children should not drink tea or 
 coffee. 
 
 Problem 7. What children can do for health. 
 
 1. What third graders can do for health at school. 
 2. What fourth graders can do for health at school. 3. What 
 third graders can do for health at home. 4. What fourth 
 graders can do for health at home. 
 
 Problems About Which Subjects for Grades Five and 
 Six are Grouped — 1. The meaning of health. 2. The 
 value of health. 3. The effect of surroundings on 
 health. 4. The effect of clothes on health. 5. The
 
 114 EDUCATION IN HEALTH 
 
 effect of good health upon us. 6. Different factors 
 that affect health. 7. How children can promote health 
 of others. 8. Health and food. 9. Work of health 
 department. 
 
 Problem 1. The meaning of health. 
 1. Explain what is meant by health. 2. How we know 
 when we are tired. 3. Is being tired bad for us? 
 Problem 2. The value of health. 
 1. Who suffers if a person does not keep himself well? 
 
 2. How my good health saves the city's money. 3. How 
 my good health helps the community. 4. How my good 
 health helps my family. 
 
 Problem 3. The effect of surroundings on health. 
 1. What are the qualities of a good school site? 2. Why 
 the site of a school building should be selected with care. 
 
 3. How large should our schoolrooms be? 4. Why we need 
 fresh air. 5. Why we should exercise in pure air. 6. What 
 our city can do about smoke. 7. How does one's house 
 affect his health? 8. Why is it not good to have one's 
 room crowded with ornaments? 9. Why we should keep 
 the premises at home clean. 10. Why we should see that 
 the school premises are kept clean. 11. Why it is not 
 good to mix ashes and garbage. 12. What is done with 
 the garbage on the streets? 13. A country child has a 
 better chance to be healthy than a city child. (Debate.) 
 
 Problem 4- Clothes and health. 
 
 1. Explain what you mean by comfortable clothes. 
 2. How we must prepare ourselves before we go out of 
 doors to play. 3. Why should we not wear our clothes 
 tight? 4. Why should boys wear heavy clothes and girls 
 light clothes?
 
 HEALTH TEACHING AND LANGUAGE 115 
 
 Problem 5. Effect of good health upon us. 
 
 1. How rapidly a child should grow in height. 2. How 
 rapidly a child should grow in weight. 3. Do health and 
 promotion have anything to do with each other? 4. Why 
 Johnny was not promoted. (Story.) 
 
 Problem 6. Different factors that affect health. 
 
 1. What recreations do you enjoy most? 2. What are 
 the recreations of your family? 3. What habits help health? 
 (A few of many may be chosen for discussion for each pupil.) 
 4. Why muscles are sometimes flabby. 5. How much 
 water do we need to drink each day? 6. What do we 
 mean by keeping the skin alive? 7. Why should we breathe 
 through the nose? 8. Why is a vacuum cleaner better 
 than a broom? 9. The boy who was too sleepy to bathe 
 and what happened to him. (Story.) 10. The girl who 
 gave time to comfort and not to health. (Story.) 11. How 
 correct habits of study may help a pupil's health. 12. How 
 our teachers help us to be healthy. 13. How our parents 
 help us to be healthy. 14. How our mothers and teachers 
 can help each other to make the children stronger. 
 
 Problem 7. How children can promote health of others. 
 
 1. What fifth graders can do in the other grades for 
 health. 2. What sixth graders can do in the other grades 
 for health. 3. What we can do if our alley is not kept 
 clean. 4. What are some good subjects for health plays? 
 Can we give plays to the other rooms? 5. How to take 
 care of the baby. (A great many subjects will grow out 
 of this, such as holding and carrying the baby properly, 
 feeding the baby, keeping the baby clean.) 
 
 Problem 8. Health and food. 
 
 1. What kinds of food we should eat. (This will 
 bring out the subject of balanced diet. Home economics
 
 116 EDUCATION IN HEALTH 
 
 and English teachers may cooperate here to advantage.) 
 2. How I learned to like tomatoes. 3. What is a one-sided 
 diet? 4. Too much food. 5. Too little food. 6. Why we 
 are sometimes hungry when we have had enough to eat. 
 7. Food and thinking. 8. Why we should chew our food 
 well. 9. Why I stopped drinking coffee. 
 
 Problem 9. Work of the health department. 
 
 1. What a health department is. 2. What the health 
 department does for us. 3. What we can do for the health 
 department. 4. What the health department did at our 
 house. 
 
 Problems About Which Subjects for the Seventh and 
 Eighth Grades are Grouped — 1. The value of health 
 to the individual and the community. 2. Work and 
 health. 3. Fatigue and health. 4. Climate and 
 health. 5. Surroundings and health. 6. Govern- 
 ment and health. 7. Relation of civilization and 
 care of health. 8. What can pupils of the seventh 
 and eighth grades do for health? 
 
 Problem 1. The value of health to the individual and 
 the community. 
 
 1. Show that the money value of health is not the most 
 important value. 2. W T hy are healthy children easier to 
 teach than sickly children? 3. How may the health of 
 children be an asset or a liability? (There are other assets 
 and liabilities than those relating to money.) 4. Compare 
 cost of playgrounds and hospitals. 5. Compare cost of 
 playgrounds and reform schools. 6. How does keeping 
 children well save money for the city? 7. How much is 
 a person's health worth in money? 8. Can one be a good 
 citizen if he neglects his health? 9. The health of a nation
 
 HEALTH TEACHING AND LANGUAGE 117 
 
 is more important than a big army. 10. The health of a 
 nation is more important than a big navy. 11. The health 
 of a nation is more important than great wealth. 
 
 Problem 2. Work and health. 
 
 1. Why should we work when we work and play when we 
 play? 2. What is dawdling? (Give some examples.) 3. What 
 happened to me when I dawdled. 4. What is meant by 
 relaxing? 5. Is there any relation between home study 
 and health? 6. Effect of early employment on health 
 of children. 7. Factories and health. 8. What occupa- 
 tions assist health? 9. What occupations injure health? 
 
 10. What can be done to render some occupations (be 
 specific) less unhealthy? 11. Why some persons who have 
 dangerous occupations cannot give them up. 
 
 Problem 3. Fatigue and health. 
 
 1. What is fatigue? 2. When is fatigue not a dangerous 
 sign? 3. How long one should be able to study without 
 fatigue. 4. How one may become fatigued in school. 
 5. What I do when I feel tired. 6. Why we should have a 
 teacher's room at our school. 7. What the health of the 
 teacher means to the pupils. 8. What the health of the 
 pupils means to the teacher. 9. How teachers and pupils 
 may help each other as to health. 10. What too large 
 classes do for teachers and pupils as to fatigue and health. 
 
 11. How may an ounce of prevention be worth a pound 
 of cure as to health? 12. Tell a story of an ounce of pre- 
 vention. 13. Freedom in the schoolroom and effect upon 
 health. 14. How going to the picture show very often 
 may injure health. 
 
 Problem 4- Climate and health. 
 
 1. Influence of climate on health. 2. Extra care as to 
 health to be taken on account of climate. 3. Compare
 
 118 EDUCATION IN HEALTH 
 
 health at the tropics and at the poles. 4. Why the tem- 
 perate zone is most healthful. 5. Dangers we must avoid 
 in winter. 6. Dangers we must avoid in summer. 
 
 Problem 5. Surroundings and health. 
 
 1. Reasons for keeping our homes clean. 2. Reasons 
 for keeping our school clean. 3. Reasons for keeping our 
 town clean. (These subjects should be discussed much 
 more intensively than in the lower grades.) 4. What our 
 newspapers can do in helping to keep the town clean. 
 5. Drinking fountains instead of drinking cups. 6. What 
 are the best methods of ventilating homes? 7. What are 
 the best methods of heating homes? 8. Why it is good 
 to sleep out of doors. 9. In what ways were the Indians 
 more fortunate than we? 10. How a thickly settled com- 
 munity threatens health. 11. How a thickly settled com- 
 munity may benefit health. 12. Dangers that threaten 
 health in the country. 13. Dangers that threaten health 
 in the city. 14. Compare congested parts of the city 
 with other parts as to places to play. (Map.) 15. Com- 
 pare number of people to block in crowded part of city 
 and in other parts as to infant mortality, truancy, etc. 
 
 Problem 6. Government and health. 
 
 1. Compare the city and the country as to a health 
 department. 2. What do we mean by health supervision 
 in the schools? 3. Why should every child be examined 
 when he enters school? 4. W T hat does the city govern- 
 ment do for us in the way of health? 5. What is quar- 
 antine and how it protects us. 6. Our duty in case of 
 quarantine. 7. Vaccination. 8. Laws in your city or 
 town concerning smallpox. 9. What the city does to pro- 
 tect health. (Discuss sewers and sewage. Compare other 
 cities with your own. Discuss drinking water and man-
 
 HEALTH TEACHING AND LANGUAGE 119 
 
 ner of providing and purifying. Make a map of the city, 
 showing reservoirs, etc. Two or three valuable units of 
 composition, oral and written, can be furnished by this 
 subject.) 10. Discuss street cleaning department of city, 
 including inspection. 11. Tenement houses in your city. 
 
 12. What should be done about our tenement houses? 
 
 13. Compare them with tenement houses in other cities. 
 
 14. Model tenement houses. 15. Management of the 
 city playgrounds. 16. Disposal of garbage in your town 
 or city. 17. Disposal of garbage in other cities. 18. The 
 United States and the Panama Canal (Gorgas and his 
 work). 19. France and the Panama Canal. 20. Work 
 on yellow fever, typhoid fever, and malaria. 
 
 Problem 7. Relation of civilization and care of health. 
 
 1. Laws of health in early times. 2. Compare treat- 
 ment of epidemics now and in early times. 3. Black death 
 in England in the 17th century. 4. Treatment of lepers 
 in Bible times. 5. Treatment of lepers in the Middle 
 Ages. 6. Treatment of lepers now. 7. History of the 
 tooth brush. 9. How we can keep the helps to health 
 civilization has brought us and avoid the dangers it has 
 brought. (This should be broken up into specific subjects.) 
 
 Problem 8. What can pupils of the seventh and eighth 
 grades do for health? 
 
 1. What habits of health ought to be fixed by the pupil 
 who reaches the seventh grade? The eighth grade? 
 2. What can seventh and eighth grade pupils do for the 
 lower rooms as to health? (Through plays, four-minute 
 speeches, rhymes, riddles, stories, etc.) 3. Can pupils in 
 these grades plan a health campaign? 4. What can pupils 
 in these grades do for health in the home? 5, In the school? 
 6. In the community? 7. In the city?
 
 120 EDUCATION IN HEALTH 
 
 Subjects Especially Suited to Composition Units — 1. The 
 skeleton; its formation, its uses, how we may abuse it. 
 
 2. The muscles; their uses, their treatment, their food, 
 their growth, their power. 
 
 3. Tobacco; the extent of, and the cost of, its use, the 
 benefits derived from it, its effect upon growing children, 
 laws concerning its manufacture, laws likely to be passed 
 in the future. 
 
 4. Liquor; its use, abolition of its manufacture in this 
 country, history of that abolition, its abolition in other 
 countries, its cost, its effect on mind and body. 
 
 5. Comparison between old schools and new as to health 
 requirements, buildings, and pupil, etc. 
 
 6. Opium; its growth, its use, its abuse, the growth of 
 the opium trade, its effect upon China, drug laws in this 
 country, reason for them and their effect. 
 
 7. Children in industry; kind of work they can do with- 
 out injury to themselves; wages; etc. 
 
 8. Mothers in industry; numbers, kind of work, effect 
 upon family life. 
 
 9. Child labor laws; reasons for, effect, factory system 
 in South. 
 
 10. Compulsory education laws; reasons for, effect 
 upon health of children, reasons for children remaining 
 in school. 
 
 11. A national health department with a cabinet member 
 at its head. 
 
 12. What life insurance companies have done for health. 
 
 13. The Life Extension Institute; what it is, what it 
 tries to do. 
 
 Language Work Based on Magazines and Papers — 
 1. Take any magazine and look through the adver-
 
 HEALTH TEACHING AND LANGUAGE 121 
 
 tisements. Select all that refer in any way to health. 
 Count them. Decide which ones advertise something 
 valuable, something harmful, something useless. 
 (This exercise may cover many magazines, each 
 member of the class taking a different magazine. 
 The subject may be divided by having some mem- 
 bers select useful articles; others useless, others harm- 
 ful.) 
 
 2. Have class discuss publicity in promoting health 
 in school. For basis of a discussion or a summing 
 up, see American City, August, 1920, pp. 170-4. 
 
 3. Discuss rats as carriers of disease; the fight 
 being made against them with regard to bubonic 
 plague and other diseases. For some information 
 on subject, see F. G. Egbert's article, American City, 
 August, 1920, pp. 146-7. 
 
 4. Value of municipal dairy inspection. See article 
 by V. Craster, American City, August, 1920, pp. 
 172-5. 
 
 5. Vigilance for health of school children. See 
 article concerning Houston, Texas, in American City, 
 August, 1920, pp. 213-14. 
 
 6. What Uncle Sam is doing for mothers and 
 babies, Red Cross Magazine, May, 1920, pp. 7-10 and 
 70. (Sheppard-Towner Bill.) 
 
 7. How we can use newspapers to improve health 
 and for health teaching. See article by B. L. Carlton, 
 M. D., American City, July, 1920, pp. 5G-7.
 
 Chapter V 
 
 EDUCATION IN HEALTH IN READING 
 
 By Genevieve Apgar, A.M. 
 
 Interest and information are reciprocal; interest 
 leads to the acquiring of information, and added 
 information brings added interest. Add to these 
 the stimulative power of the emotions, as found in 
 wholesome admiration of an ideal, and there are 
 present the fundamental factors for setting up a point of 
 view or developing an attitude. 1 Interest in the health 
 of the individual or of the community may be aroused, 
 information may be obtained, ideals may be pre- 
 sented through the ever-present, basic subject in 
 the elementary curriculum — reading. Moreover, 
 health education may be given through that phase 
 of reading to which the schools are at present giving 
 a deservedly greater attention — silent reading. 
 Reading for comprehension of the whole, or for selec- 
 tion of main facts, or for selection of particular facts 
 bearing upon the solution of a given problem may 
 well have for its content information about health, — 
 its value for the individual and for the community, 
 how it is secured, and how it is preserved. Facts of 
 health and interesting matter regarding health-heroes 
 may form the content of occasional oral reading. 
 
 The plans here suggested assume that books con- 
 taining suitable material may be provided for the 
 
 'See Chapter I, page 1. 
 
 122
 
 EDUCATION IN HEALTH IN READING 123 
 
 children in the class room either through supplemen- 
 tary books owned by the school, or through a loan 
 collection from the public library. The books listed 
 in this chapter are merely suggestive of what may 
 be used. Each teacher, if she carefully examines 
 the resources open to her, will be able to make an 
 adequate list of books and articles and add to it from 
 time to time. The teacher should encourage pupils 
 to report to the class everything they find in their 
 general reading — book, story, article — that is of 
 interest in connection with community health, and 
 with individual physical fitness for living. 
 
 Health Clippings — • Have th(T children bring to 
 class articles, short or long, clipped from newspapers 
 and magazines, to read to the class. The clippings 
 will deal with sanitation, the water supply, prevail- 
 ing disease, etc., in the home town, the state, or the 
 nation. The oral reading should be accompanied 
 by a statement of where the clipping was found and 
 why it was chosen. If the class judges the clipping 
 worthy of preservation, it should be put in the hands 
 of a committee appointed to care for it. The com- 
 mittee may compile a scrapbook, or better than that, 
 a portfolio. In the latter case, they will paste the 
 clippings on pieces of pasteboard of uniform size, to 
 be kept in a case that may be made in the art work. 
 These individual pasteboard forms are more easily 
 handled for future reading than is a scrapbook. 
 
 This work furnishes the child a real motive for oral 
 reading since he is presenting to his classmates some-
 
 124 EDUCATION IN HEALTH 
 
 thing of his own selection with which they are not 
 already acquainted, and which has content of real 
 value. Moreover, the work furnishes training in 
 going through papers and magazines for matter of 
 significance on topics of public interest. 
 
 Health Knowledge — Questions to be answered from 
 reading may be set by the teacher. Finding the 
 answers calls for comprehension of what is read, and 
 for ability to select the facts that definitely answer 
 the questions. The questions should be written upon 
 the board, and the books, or magazines, to be used 
 in finding the answers should be both listed and sup- 
 plied for the children. The chapters containing the 
 answers may be indicated at the judgment of the 
 teacher, but the exact page should not be given, as 
 a rule, for part of the value of the work lies in the 
 exercise of the judgment in selecting from abundant 
 material the facts desired. Instead of a question, a 
 direction such as the following may be profitably 
 used: Find three facts regarding the relation of sleep 
 to health. Find two ways in which Pasteur benefited 
 society. 
 
 Health Stories — Stories showing that physical fit- 
 ness is necessary for achievement. The children 
 may read in their study time stories of strong, brave 
 men and women — stories of achievement. The 
 children's aim should be (1) to read as many stories 
 as possible, (2) to note (a) the character of the hero 
 in each, (b) the character of his achievement, and 
 (3) to consider what physical preparation made the
 
 EDUCATION IN HEALTH IN READING 125 
 
 achievement possible, — to consider the relation of 
 health to strength and endurance. The children's 
 notes should be made somewhat as follows: 1. Name 
 of story: How the Medal Was Won; 2. Hero: John 
 Brown, a college student; 3. Achievement: the rescue 
 of a child from drowning; 4. Physical Preparation: 
 strong lungs, skill in swimming. Besides the evi- 
 dent directing of the children's thoughts to physical 
 fitness, the first two aims given above should lead 
 to habits of rapid silent reading, since each child will 
 be stimulated to read as many stories as possible; 
 and to a power of selecting essential points in a story. 
 
 Another way of handling these stories is to assign 
 a different story to each one of a group for the pur- 
 pose of oral reproduction before the class. The 
 reproduction must be kept brief by leading the chil- 
 dren to give only the essentials of the story, — a clear, 
 brief statement of what the hero did. This should 
 be followed by a clear, pertinent statement of what 
 is required by way of physical condition for the per- 
 formance of such an act. Still another method is 
 to allow the child to select from a story a particularly 
 interesting part, or parts, for a two minute oral read- 
 ing before his class. 
 
 Health Heroes — Biography makes a strong appeal 
 to children. Children are interested in men who 
 do things. Motivation is, then, easily supplied for 
 reading about a man who through painstaking 
 endeavor makes healthy living possible in Panama; 
 about a man who by his knowledge of science relieves
 
 126 
 
 EDUCATION IN HEALTH 
 
 human suffering; about a man who by self-sacrifice 
 founds a home where sufferers from diseases of the 
 lungs may be relieved or cured; about a woman who 
 demonstrates that cleanliness will bring comfort, 
 relief, and safety to a war hospital; about a man who 
 brings about the cleaning of the streets of a large 
 city; about a man who, though beset by disease, 
 courageously works, and wins for himself a niche in 
 the hall of literary fame. A suggestive list of health 
 heroes is given below. 
 
 Gorgas, Gen. W. C. 
 Grenfell, Dr. Wilfred T. 
 Lister, Joseph 
 Nightingale, Florence 
 Pasteur, Louis 
 Roosevelt, Theodore 
 
 Stevenson, Robert Louis 
 Strong, Dr. Richard Pearson 
 
 Trudeau, Edward Livinston 
 Waring, George Edward 
 
 Jenner, Louis 
 Reed, Major Walter 
 
 Topics on which material is to be gathered from the 
 books supplied should be adapted to the age of the 
 pupils. Such topics as the following may be used: 
 
 1. Nationality. 
 
 2. Birth: place and time. 
 
 Hero of Panama. 
 Hero of Labrador. 
 Hero of safe surgery. 
 Heroine of Crimean War. 
 Hero of disease prevention. 
 Hero of vigorous life after 
 
 sickly childhood. 
 Hero of courageous living. 
 Hero of America's relief work 
 
 in the World War. 
 Hero of Saranac, N. Y. 
 Hero of New York's sanitary 
 
 work.
 
 EDUCATION IN HEALTH IN READING 127 
 
 3. Home. 
 
 4. Preparation for his work. 
 
 5. Achievement. 
 
 a. What it was. 
 
 b. What it meant to the world. 
 
 c. What it cost him. 
 
 6. Anecdotes about him. 
 
 7. How the present generation can show its gratitude. 
 
 The best results are obtained by grouping the chil- 
 dren in committees, three or four in a group, and 
 assigning to each committee a topic, or division of 
 the hero's life. Objective material should be used 
 as much as possible by the children when they report 
 to the class the results of their reading. A picture 
 of the hero should always be used. This may be 
 cut from a magazine or newspaper, or obtained from 
 public libraries, which generally have portraits 
 mounted on cards for circulation. 
 
 Program Making — Initiative, as well as a sense 
 of. responsibility, may be developed in 7th, 8th, and 
 9th grade children by setting them at work to make 
 out a program to be presented to their class or to 
 two or three rooms at a joint assembly. A health 
 hero, like Pasteur, may be the general subject, pre- 
 sented under the program heading, "What We Owe 
 to Pasteur." A general topic, like three essentials 
 for individual health — fresh air, proper food, sleep, 
 for instance, — may be presented under the program 
 heading, " Wonder Workers." A general topic, like 
 health ideals — standard weight, chest girth, muscular
 
 128 EDUCATION IN HEALTH 
 
 power, endurance, etc., — may be presented under 
 the program heading, "A New Type of Ameri- 
 can." 
 
 The work consists in deciding upon the hero, or 
 the three essentials, or the ideals; finding interesting 
 material to be read aloud by good readers; and 
 arranging the numbers on the program in appropriate 
 order. Tableaux and dramatization may enter into 
 the program. The teacher's part consists in provid- 
 ing books for the children's use, arousing the chil- 
 dren's interest, being friendly counselor at each step 
 of the way, and placing the stamp of approval upon 
 the program before it is presented. 
 
 Health Maxims — The following maxims, and 
 others like them, may be written upon the board, 
 and be used for five or ten minute exercises: (1) in 
 clear oral interpretation, (2) in accurate articulation, 
 and (3) in the cultivation of a bright, lively tone. 
 
 1. Happiness comes from health, not from money. 
 
 2. Nine-tenths of the "blues" come from a bad liver 
 and lack of exercise. 
 
 3. Your nose, not your mouth, was given you to breathe 
 through. 
 
 4. Shoes that do not fit cost much in the long run. 
 
 5. Keep the body clean by sun, air, and water bathing. 
 
 6. Get plenty of sleep. 
 
 7. Cultivate a cheerful and peaceful frame of mind, 
 and learn to control enervating emotions, such as worry, 
 fear, discontent, and anger. 
 
 8. Eat moderately of substantial foods.
 
 EDUCATION IN HEALTH IN READING 129 
 
 9. Drink water freely. 
 
 10. Wholesome exercise out of doors is better than 
 drugs to cure sleeplessness. 
 
 11. Be fair to yourself in standing, sitting, rising, walk- 
 ing, breathing, resting. 
 
 12. Self-respect tends to brace a man's shoulders and 
 straighten his spine. 
 
 13. Don't worry. "Seek peace and pursue it." 
 
 14. Don't hurry. "Too swift arrives as tardily as too 
 slow." 
 
 15. Sleep and rest abundantly. "The best physicians 
 are Dr. Diet, Dr. Quiet, and Dr. Merry Man." 
 
 16. Spend less nervous energy each day than you make. 
 "Work like a man, but don't be worked to death." 
 
 17. Be cheerful. "A light heart lives long." 
 
 18. Avoid passion and excitement. 
 
 19. Associate with healthy people. "Health is con- 
 tagious as well as disease." 
 
 Health Proverbs and Quotations — - 1 . Health is better 
 than wealth. 
 
 2. I would rather be healthy than rich. (From the 
 Latin.) 
 
 3. He who has health is rich and does not know it. 
 (From the Italian.) 
 
 4. Health and intellect are the two blessings of life. 
 Menander. 
 
 5. In nothing do men more nearly approach the gods 
 than in giving health to men. Cicero. 
 
 6. Look to your health, and, if you have it, praise 
 God and value it next to a good conscience; for health is 
 the second blessing that we mortals are capable of, — a 
 blessing that money cannot buy. Isaac Walton.
 
 130 EDUCATION IN HEALTH 
 
 7. Good health and good sense are two of life's great- 
 est blessings. 
 
 8. Rich in heaven's best treasures, peace and health. 
 Thomas Gray. 
 
 9. "Reason's whole pleasure, all the joys of sense, 
 
 Lie in three words, — health, peace, and competence." 
 
 Alexander Pope. 
 
 10. "Health is the vital principle of bliss, 
 
 And exercise of health." James Thomson. 
 
 11. "Better to hunt in fields for health unbought 
 
 Than fee the doctor for a nauseous draught. 
 The wise for cure on exercise depend; 
 God never made his work for man to mend." 
 
 John Dryden. 
 
 12. "O sleep, O gentle sleep, Nature's soft nurse." 
 William Shakespeare. 
 
 13. "Sleep, sore labor's bath, 
 Balm of hurt minds, great nature's second course, 
 Chief nburisher in life's feast." 
 
 William Shakespeare. 
 
 14. "Get health. No labor, pains, nor exercise that 
 can gain it must be grudged." R. W. Emerson. 
 
 15. "To train the mind and neglect the body is to pro- 
 duce a cripple." Plato. 
 
 16. "A vigorous health and its accompanying high 
 spirits are larger elements of happiness than any other 
 things whatsoever." Herbert Spencer. 
 
 17. "To cure was the voice of the past; to prevent is 
 the divine whisper of today." Kate Douglas Wiggin. 
 
 18. "In any man or woman, a clear, strong, well-fibred 
 body is more beautiful than the most beautiful face." 
 W T alt Whitman.
 
 EDUCATION IN HEALTH IN READING 131 
 
 19. "For the long breath, the deep breath, the breath 
 
 of the heart without care — 
 I will give thanks and adore thee, God of the open 
 air." Henry Van Dyke. 
 
 20. "He lives most life whoever breathes most air." 
 
 Elizabeth Barrett Browning. 
 
 21. "All means that conduce to health can neither be 
 too painful nor too dear to me." Montaigne. 
 
 22. "The best cough syrup ever prescribed for weak 
 lungs is a ten minutes' practice of deep breathing." 
 
 George L. Beardsley. 
 
 Plan for Reading Lesson — Story of the Red Cross. 
 (In pamphlet form — Nov. 1917.) (To be studied in 
 December.) 
 
 Teacher's aim. To lead pupils to appreciate the health 
 work of the Red Cross, and to arouse in them a desire to 
 help in this great work. 
 
 Pupil's aim: To gain information concerning the growth 
 and work of the Red Cross. 
 
 I. (Previous day) Assignment of next day's lesson: Have 
 posted in the class room the circular announcing the sale 
 of Christmas seals. Have some pupil read it aloud. Awaken 
 interest in the article to be read by some such questions 
 as the following: Why does the Red Cross want you to buy 
 seals? What other uses does it make of its money? How 
 long has the society been doing this work? Would you 
 like to know? What else would you like to know about 
 this society? (After questions are suggested by the class, 
 the pertinent ones should be selected, organized, and listed 
 on the board. The teacher should add any the pupils 
 fail to ask. She should then hand the pamphlets to the
 
 132 EDUCATION IN HEALTH 
 
 pupils, telling them that the answers to most of their ques- 
 tions may be found therein. In order to save a useless 
 expenditure of time and energy, the teacher should point 
 out to the class the questions that are not answered in 
 the article.) 
 
 Questions like the following may be listed: When was 
 the first Red Cross Society organized? Whose idea was 
 it? Tell how the idea originated. When did America feel 
 the need for such a society? When was the American Red 
 Cross established? Through whose efforts mainly? Give 
 three specific instances where the Red Cross gave material 
 aid in times of peace. Tell three things the organization 
 is doing to promote health. Give two means by which 
 the Red Cross secures funds to carry on this work. 
 
 II. Pupil's Preparation: Pupils read the selection 
 silently for the information desired. 
 
 777. Recitation: The lesson should be devoted to an 
 oral report and discussion of the above. (This lesson may 
 be followed in the civics class by one on state or city laws 
 made to promote health.) 
 
 Primary Grades — In a primary room the studies 
 are so closely related that the subjects considered 
 in the morning talks and the various other experiences 
 of the group are also the topics for the reading les- 
 sons. The health talks have therefore furnished the 
 subject matter for some of the reading. Because of 
 this correlation, it is necessary to include the other 
 studies in the following discussion of reading. 
 
 Frequently the first conversations are about 
 "Mother's Work" and her efforts to keep the chil- 
 dren healthy and their home and clothes clean. After
 
 EDUCATION IN HEALTH IN READING 133 
 
 the talk some children play in pantomime the things 
 mother does, while the others guess what was acted. 
 These things, together with their interpretation 
 through drawing, were the foundation upon which 
 the reading was built. 
 
 Many of the suggestions seem to be mere repeti- 
 tions, but a different thought was in mind in each. 
 For instance, similar preparations are necessary when 
 going to bed and getting up. This repetition, because 
 the thought required it, gave the drill needed to fix 
 the vocabulary and was also depended on to help 
 impress the health ideas. 
 
 Such words as wash, iron, sweep, dust, mend, etc., 
 were written on the board and used for action games. 
 Later various commands were written, which were 
 read silently and played in the same way. One of 
 the lessons was: Play mother, wash the clothes, you 
 may iron the clothes, you may mend the clothes, 
 put the clothes away. 
 
 Motivated Work — After the children were weighed 
 and measured, they were anxious to bring their weight 
 up to the standard. While devising ways to do this, 
 they discovered the necessity for eating good food, 
 playing outside, sleeping with the windows open, and 
 wearing proper clothing. The fact that some foods 
 are more healthful than others started the children 
 to look for pictures of good foods. The names were 
 attached, and the pictures arranged on a chart to show 
 what would be good to eat for breakfast, dinner, and 
 supper. Each time the thoughts developed in the
 
 134 EDUCATION IN HEALTH 
 
 talk were read in the lesson which followed. At one 
 time the lesson was: Come to breakfast; eat fruit; 
 eat an egg; eat good bread and butter, and drink 
 milk. 
 
 Most of the lessons reported here were read silently 
 and then played as action games. The following is 
 another of the reading lessons that were based on the 
 information gathered from the talks and charts: 
 Getting Ready for Bed. Wash your hands and face; 
 you may clean your finger nails; get your tooth brush; 
 wash your teeth; get undressed; put on your night 
 clothes; put up the window; put out the light; and 
 get in bed. 
 
 Topics for Reading — Some of the other topics used 
 for reading are: Getting dressed; taking a bath; get- 
 ting ready to eat; and getting ready for school. 
 Sometimes directions for seat work furnish silent 
 reading material. (1) You may go to the blackboard. 
 Draw something good for breakfast. (2) Then get 
 a little sheet of paper. Draw fruit, vegetables, and 
 eggs. To check up the seat work the class had done, 
 the sentences were read aloud to see if they had been 
 correctly interpreted. 
 
 At times the request for pictures to be used for new 
 games was the subject matter of the reading lesson. 
 Please find some pictures for me. I want a picture 
 of a hair brush. I want a picture of a comb. I have 
 little pictures of a comb and brush. I want big ones. 
 Find a big picture of a bath tub. Sketches of the 
 articles were made when the words were not in the
 
 EDUCATION IN HEALTH IN READING 135 
 
 children's written vocabulary. In the same way 
 pictures of other things, soap, towels, a tooth brush, 
 warm clothing, blankets, an umbrella, a raincoat, 
 children playing in the open air, etc., were collected 
 by the children and displayed with the name of each 
 article under its picture. 
 
 Here is a suggestion for the use of such a chart in 
 connection with a reading game. Sentences such as 
 the following were written on the board: "I will brush 
 your teeth," "We will help keep you warm," "Use 
 this at night," "This is a good way to keep well," 
 "We will help keep you dry. " 
 
 As each sentence was read silently some one 
 found the picture it told about. Then the oral read- 
 ing of the sentence proved whether the correct picture 
 had been selected. Sometimes there was an oppor- 
 tunity for a choice of pictures. The sentences were 
 expressed in the vocabulary of the group that read 
 them, and different ones used each time the game 
 was played. 
 
 Another way this health material was used was in 
 making games about "Getting Washed and Dressed 
 for School" and other similar topics. The words were 
 composed by the children to fit some familiar tune. 
 The verses were then read from the board and played 
 by the group. 
 
 Health mottoes written on the board or displayed 
 on posters are often read or copied by the children 
 in "free time" and soon become a part of their recog- 
 nized vocabulary. These have been used: "Eat
 
 136 EDUCATION IN HEALTH 
 
 good food," "Play outside," "Wash your ears," 
 "Use a clean handkerchief," "Take a bath," "Sleep 
 with the windows open," and "Drink milk." 
 
 The First Grade Plans may be Adapted to the Later 
 Grades — The following reading lesson composed in 
 connection with a project carried out by children 
 ready to begin the second year of school was read from 
 the board : 
 
 "We built a city with cardboard and boxes and our 
 toys. 
 
 We wanted to make our city a safe place to live in. 
 
 We built it so that the people would keep well. 
 
 We wanted plenty of light and sunshine in the 
 rooms, so we built the houses far apart. 
 
 The wide streets helped to give the people fresh air. 
 
 Every day the toy sprinkler went through the 
 streets to settle the dust and cool the air. 
 
 We made a park so that the children and big people 
 could have a place for tennis and other games. 
 
 The factories were built down near the river. 
 
 The houses were built farther out in order that 
 the people would not have to breathe the smoke. 
 
 On the corners we placed waste cans to help keep 
 the city clean. 
 
 We played with our city many times." 
 
 This lesson was one of a series of script lessons which 
 were developed in connection with the project. They 
 might have been printed and read again in that form. 
 
 In the second and third grades the children can 
 read some of the more simply worded health sayings
 
 EDUCATION IN HEALTH IN READING 137 
 
 found with the pictures they get to illustrate the 
 health talks. Some of the health maxims may be 
 distributed to the class for a reading game. When 
 a child thinks he can read his card, he may be chosen 
 to play it in pantomime. The one who can guess 
 what was acted must read the saying aloud so that 
 the class can judge whether the player interpreted 
 the maxim correctly. 
 
 Memory verses and poems the children can read 
 frequently have suggestions of ways to improve health. 
 
 Many topics for third grade health problems may 
 be derived from a study of Stevenson's poems, espe- 
 cially the ones which reveal the drawbacks and par- 
 tially blighted ambitions of his own short invalid 
 life: "The Land of Counterpane," "The Lamplighter," 
 "The Land of Story Books," "My Bed is a Boat," 
 "The Hayloft," and "Farewell to the Farm." To 
 develop the health lessons from these poems such 
 questions as the following . may be put before the 
 children for reading and discussion: 1. Why did he 
 write so often about his nurse? Had he no mother? 
 2. Why are the games he mentions frequently played 
 in bed? 3. Why did he visit his grandmother's farm? 
 4. Referring to the poems, "The Hayloft" and "Fare- 
 well to the Farm," what kind of games did he play 
 while on the farm? 5. How do you suppose his visits 
 to the farm affected his health? 
 
 Many selections from Longfellow's "Hiawatha" 
 demonstrate the health and strength attained from 
 outdoor life.
 
 Chapter VI 
 
 CIVICS AND EDUCATION IN HEALTH 
 
 By J. Leslie Purdom, Ph.D. 
 
 In this chapter we shall endeavor to show how 
 instruction in civics may be utilized to help develop 
 a proper health consciousness, but before attacking 
 the real problem it seems desirable to state our con- 
 ception of civics, and the grades in which we think it 
 should be taught. 
 
 In the preface of a recent elementary civics text- 
 book we read the following: "Our aim has been to 
 give the child in the upper grammar grades such an 
 understanding of his relation to other people as will 
 make him a good citizen." We fully agree with the 
 aim set forth in this statement, but we are of the 
 opinion that civic instruction should not be reserved 
 for the upper grades, even though that seems to be 
 where it is generally found. Children from the 
 average homes have already learned much relative 
 to proper social relations before they enter school; 
 and since they must continue to live with human 
 beings throughout life and must necessarily develop 
 notions about human relations, there is every reason 
 why instruction in regard to these relations should 
 not be omitted from the elementary school period. 
 It seems to us advisable to have such instruction in 
 all of the grades. When we use the term civics, we 
 shall understand it to mean a course of study extend- 
 
 138
 
 CIVICS AND EDUCATION IN HEALTH 139 
 
 ing throughout the grades, dealing with social situa- 
 tions, institutions, and organizations. 
 
 Though we think of all human relations, even those 
 in the home, as being included in civics, in this chapter 
 we will consider only those which have a bearing on 
 health. The aim here is to select out from the great 
 body of civic material situations that have a health 
 bearing. 
 
 We do not approve of an attempt to teach health 
 as we would teach arithmetic, history, or geography, 
 yet we realize that desired results will not be obtained 
 through the regular subjects unless teachers are con- 
 scious of the fact that through the regular subjects 
 health should be kept before the children constantly 
 or at regular intervals. We would suggest that in 
 the civics or social relations classes material which 
 has a health significance should be presented regularly 
 and frequently throughout the eight grades. 
 
 Civics and Health Related to the Home — In the first 
 grade the civic-health work is primarily related to 
 the child and the home. As a concrete example the 
 neat and healthy appearance of the child is met with 
 approval in the schoolroom. Approval awakens an 
 interest, and the individual begins to realize the im- 
 portance of his relation to other members of society. 
 All the habits that are required in the make-up of a 
 neat and healthy appearance are developed and 
 encouraged. 
 
 Other topics for discussion are health work of the 
 mother in care of the home and members of the
 
 140 EDUCATION IN HEALTH 
 
 family, health work of the father in putting up screens, 
 care of furnace, making a garden. In this grade 
 the child can begin to see the importance of his acti- 
 vities in the home and in the class room, and the 
 instruction should be related to them. His interest 
 may be aroused in what he can do to keep himself 
 and other members of the home and his class in good 
 physical condition. 
 
 Practically all of the civic-health work in this grade 
 should be carried on through conversational lessons, 
 dramatizations, illustration, construction, and games. 
 The children may, for example, dramatize the health 
 work done by different members of the home and 
 different members of the class. The children may 
 plan and construct a model home. 
 
 Problem of Health in the School Considered — In 
 the second grade the child's experiences of the pre- 
 ceding year are utilized and enlarged upon, empha- 
 sizing the school, and in addition, some relations of 
 the immediate community should be introduced. 
 The schoolroom may be used as a model in which all 
 provisions are made for safeguarding health, such as 
 proper heating, proper lighting, washing of windows 
 and floors, care and removal of rubbish, care of the 
 school yard, use and care of books and school material. 
 Furthermore, in this grade the pupils should begin 
 to understand that the student committees on health, 
 the teachers, and the janitors are making a contri- 
 bution to the health welfare of the school, and oppor- 
 tunities should be provided for the children to co-
 
 CIVICS AND EDUCATION IN HEALTH 141 
 
 operate with these officials in the prevention of acci- 
 dents and the spread of disease. 
 
 Another topic which may be discussed is, "What 
 can be done to secure sanitary conditions in the 
 neighborhood?" The discussion should be based 
 upon the observation of the children going to and 
 from school. If the teacher will have the children 
 construct a model community, and during this con- 
 struction place much emphasis upon the open space 
 around the homes to allow for plenty of sunlight 
 and fresh air, upon shade trees and ample room for 
 play, upon the care of ash cans, garbage cans, tin cans, 
 sheds, and outbuildings, the children will begin to 
 see that the conditions and activities of one family 
 may have much influence on the health and welfare 
 of another family. 
 
 Community Health — In the third grade home and 
 school activities should still be kept in mind, but 
 much attention should also be given to institutions 
 in the community which have a bearing on the com- 
 munity health. The grocery store, butcher shop, 
 bakery, dairy, and drug store should be studied rather 
 intensively. The teacher may take the class to all 
 of these places, and after the visits should raise such 
 questions as: Why is it important to keep food free 
 from dust and dirt? Why is so much attention 
 given to disposal of spoiled food? Why do they keep 
 the back yard clean? Why are the rooms properly 
 screened? Why are the men dressed in white? Why 
 do they have sanitary receptacles for ice cream in the
 
 142 EDUCATION IN HEALTH 
 
 drug store? Why was the milk pasteurized? Why 
 were the milk bottles perfectly sterilized? In the 
 discussion of these various questions suggested by the 
 teacher many additional questions of interest are 
 sure to be asked by the children, and a wholesome 
 public sentiment developed in regard to these matters. 
 
 A case will illustrate the point. Just recently a 
 third grade teacher took her class to a large whole- 
 sale and retail bakery in the vicinity. After the 
 visit the children discussed each process in the making, 
 from the sacks of flour to the wrapped and sealed 
 bread, stressing the sanitary provision of each process 
 such as the sifting of the flour as taken from the 
 sacks to eliminate any remaining particles of lint 
 and dust, the cleanliness of all receptacles and machin- 
 ery used, the personal cleanliness and habits of the 
 employes, and the fact that the bread was not touched 
 by the hands of any one during the entire process. 
 The children concluded that the machinery was used 
 so extensively for sanitary reasons as well as for sav- 
 ing labor. They further concluded that the policy 
 of this bakery was significant as to the welfare of 
 the whole city and should be commended. 
 
 A Health Lesson — After a visit to a butcher shop 
 where ideal conditions prevail, the discussion in this 
 same grade was about as follows: (Teacher) What 
 do you think of the butcher shop we visited? (Answer) 
 Fine. (Teacher) Why? Many reasons were given 
 relating to the cleanliness of the shop and furnishings, 
 the fresh meat, the proper disposal of scraps, the
 
 CIVICS AND EDUCATION IN HEALTH 143 
 
 personal cleanliness and health of butcher and em- 
 ployees, and the proper preservation of the food. 
 (Teacher) Why should we be careful about the kind 
 of place from which our food comes? Various reasons 
 as to how our health might be affected were given. 
 (Teacher) Would you be afraid to deal at a butcher 
 shop like the one we visited? (Teacher) Have you 
 ever been in one, especially in summer, where you 
 would not care to deal? Children related various 
 experiences in regard to flies, mice, roaches, spoiled 
 meat, etc. (Teacher) Why do some people continue 
 to buy at such shops? (Answer) It is near their homes; 
 the prices are low. (Teacher) Why are the prices 
 low? Such possibilities as the following were given: 
 The meat is not of a good quality, the butcher employs 
 few helpers, and his shop rent is low. (Teacher) 
 What might happen if we eat a poor grade of meat? 
 (Teacher) Is sickness expensive? Why? (Answer) 
 Medicine must be bought, wages are sometimes lost, 
 and doctor's bills incurred. The conclusion was then 
 reached that it was not cheaper in the long run to buy 
 meat of a poor quality which is poorly protected. 
 (Teacher) Do all stores that sell at reasonable prices 
 sell poor meat? (Teacher) Why are they able to sell 
 at reasonable prices? Because they buy in unusually 
 large quantities. (Teacher) Why should every butcher 
 be required to keep everything about his shop clean, 
 and his meat fresh and good? (Answer) So that the 
 people who eat the things from his shop may be 
 healthy. (Teacher) How can we help to make the
 
 144 EDUCATION IN HEALTH 
 
 butcher and his shop clean? (Answer) Stop buying 
 from him and report him to the health authorities. 
 
 A Clean City — In the fourth grade the activities 
 of the school, home, and community will still be 
 stressed, but some city activities will be added. In 
 this grade much time should be given to condition 
 of alleys, vacant lots, streets, factories, picture shows, 
 city playgrounds, swimming pools, picnic grounds, 
 reservoirs, and crowded districts. Excursions should 
 be made, and such questions as the following should 
 be discussed in class: Of what significance are filthy 
 alleys, lots, and streets? Who should clean them? 
 What can we do to help keep them clean? Does the 
 vacant lot belong to the city or to a private person? 
 If owned by the city, who is responsible for keeping it 
 clean? If privately owned, what authority has the city 
 to see that it is cleaned? From what health standpoint 
 should vacant lots be kept free from tall weeds, stag- 
 nant pools, and other germ-breeding places? Why 
 should the moving picture theatres be properly ven- 
 tilated? How may we help? How may a factory 
 become a public nuisance? Have the owners of a 
 factory a right to allow it to become a public nuisance? 
 Should the public be concerned about healthful con- 
 ditions in the factories? What demonstrations of 
 maintaining ideal health conditions have you noted 
 in the factories visited? What would be the ideal 
 location of public parks? Should we be as careful 
 about conditions on public playgrounds as on our 
 private yard? Why should the swimming pools be
 
 CIVICS AND EDUCATION IN HEALTH 145 
 
 clean as our bath tub? If a diseased person should 
 enter the pool, would you report to the proper officials? 
 Why should we not leave waste paper, boxes, etc., 
 on the picnic grounds as many people do? If you 
 should throw something filthy in the public reservoir, 
 how may part of it come back to you? How may 
 disease developed in the crowded districts affect you? 
 A rural teacher can emphasize points relating to rural 
 conditions, such as wells, cisterns, outhouses, etc. 
 Below is a report of a fourth grade recitation on 
 civic-health material, as a result of a visit to a factory 
 where ideal health conditions prevail. 
 
 Teacher — Why should a factory concern itself as 
 to the health of its employes? 
 
 The children developed the fact that people must 
 be healthy and strong to accomplish the greatest 
 amount of efficient work in the shortest time possible. 
 
 Teacher — Why is this of advantage to the employer? 
 
 Answer — The business would thrive; the employer 
 would gain financially, and as a consequence all 
 connected with the factory would prosper. 
 
 Teacher — Do you think the owner of the factory 
 we visited realized how necessary it is to have a 
 healthful working force? Why do you think so? 
 
 The children related and discussed the many 
 demonstrations of health improving devices and 
 plans installed, and the advantages of these to all con- 
 cerned. Some of them were as follows: sufficient 
 light and ventilation, natural, if possible, otherwise 
 the best artificial; proper regulation of temperature
 
 146 EDUCATION IN HEALTH 
 
 at all seasons; cleanliness of all people and things 
 connected with the factory; a lunch room where only 
 pure, healthful food is served; pure water and indi- 
 vidual drinking cups; rest rooms; emergency hospital 
 with attendants; play rooms with attendants for 
 children of the employed; gymnasium and amuse- 
 ment rooms; and sanitary provisions for lavatories. 
 
 Teacher — Of course, these are ideal conditions, 
 but how might the lack of ordinary health precautions 
 affect the people employed? 
 
 The reasons given were: their sight, hearing, and 
 general health might be impaired. 
 
 Teacher — From personal or factory uncleanliness, 
 how might the health of one employe affect many of 
 the others? 
 
 There followed a discussion of germ carrying dis- 
 eases. 
 
 Teacher — Do you think the health of the city might 
 be affected by unhealthful factory conditions? How? 
 
 The reasons given were: coming into personal con- 
 tact with persons of the factory or the manufactured 
 product. 
 
 Teacher — Can you think of other ways that might 
 ruin the health of people living near them? 
 
 The causes stated by the children were: smoke, 
 unpleasant odors, and uncleanly conditions surround- 
 ing the factory building. 
 
 Teacher — How might we prevent these conditions? 
 
 Answer — Try to teach them better, but if unsuc- 
 cessful, report them to health authorities.
 
 CIVICS AND EDUCATION IN HEALTH 147 
 
 The conclusion reached was that the expense of all 
 possible health improving devices was returned many- 
 fold to the factory owner. 
 
 Relation of Individual Health to Community Wel- 
 fare — In the fifth grade all the activities mentioned 
 for the other grades will be enlarged upon, and in 
 addition much time should be given to the city organi- 
 zations dealing with health problems in the city. 
 From a discussion of the death rate as compared with 
 other cities and the influence that the health of one 
 individual may have upon the health of the whole 
 city, the children should be led to see the importance 
 of the city; assuming control of health conditions and 
 of appointing various officers to administer the various 
 regulations which have been passed. They should 
 also be made acquainted with the organization for 
 health control in the city, and should become so 
 familiar with the whole situation that they would 
 know to what specific officer they should go for infor- 
 mation on any specific point. The value and function 
 of rural health officers should be considered in country 
 schools. 
 
 After the children have been led to realize the neces- 
 sity for the city assuming control of health conditions, 
 and have become thoroughly acquainted with the func- 
 tions of the departments which aid in fostering a 
 healthful city, the following plans for furthering these 
 problems may be found helpful: 
 
 The class may be imagined as a city, and the chil- 
 dren may be permitted to choose, from among their
 
 148 EDUCATION IN HEALTH 
 
 number, a child capable of assuming the duties of 
 mayor, as an officer of health. The mayor then 
 appoints the commissioners of the departments of 
 health, such as health, sewer, park, water, and street. 
 The police commissioners, because of their power of 
 forcing obedience to health laws and regulations may 
 be included; the commissioners in turn appointing 
 others as officers, to help in the fulfillment of their 
 obligations, until some duty devolves upon each child 
 in the class. 
 
 Much interest is aroused in meetings, called and su- 
 pervised by the mayor, for the purpose of stating and 
 discussing problems of health concerning these various 
 departments. Each department computes and records 
 matters of importance accomplished by them. This 
 information may be obtained in many ways; from 
 newspaper or magazine clippings, from pamphlets 
 issued by the City or Chamber of Commerce, and from 
 department records or commissioners. The children 
 should be encouraged to bring for class discussions 
 any of these articles. Pictures relating to the various 
 departments of health may be brought, and charts 
 made of these. 
 
 Debates, as to which department does most for the 
 health of the city, with the remainder of the class acting 
 as jury, encourage quick, clear thinking and knowledge 
 of the subject matter. 
 
 The children, serving as officers of health, may also be 
 detailed to watch for, and endeavor to correct many 
 unsanitary and unhealthful conditions and habits
 
 CIVICS AND EDUCATION IN HEALTH 149 
 
 of the children in the class room. If handled in a 
 tactful way, these officers may even assist in this 
 matter with the children of the entire school, and thus 
 instill healthful habits in our future citizens. 
 
 A model miniature city may be constructed and laid 
 out, demonstrating ideal conditions for a healthy city, 
 such as proper locations of factories which might be 
 a nuisance to public health, streets wide enough to 
 give sufficient sunlight and air to spaces between 
 buildings, parks in desirable locations, city play- 
 grounds, sanitary open air swimming pools, and other 
 favorable factors of health. 
 
 The State and Health — In the sixth grade, in addi- 
 tion to the topics treated in the lower grades, problems 
 of health with which the state must deal, and the state 
 organizations for dealing with such problems, should 
 be considered. By taking up such matters as the 
 failure of some town in the state to take the necessary 
 precautions to prevent the spread of smallpox to other 
 towns and the refusal of some town or city to enforce 
 the proper labor regulations, the children can be led to 
 see the advisability of having some state authority 
 which would act in the interest of the whole state. 
 After seeing that there is a need for state officials for 
 health, the teacher will find no difficulty in arousing 
 interest in just how the state is organized for this con- 
 trol and what the specific duties of the various officials 
 are. The children should then learn that there are 
 numerous laws relative to the health and safety of 
 employes, to the platforms and passageways in and
 
 150 EDUCATION IN HEALTH 
 
 about railroads, to the transportation and burying of 
 dead bodies, to the number of tenants occupying an 
 apartment, to child labor, to factory inspection, to 
 the control of contagious diseases, etc. These laws 
 should be studied, and the children made to see the 
 inportance of the cooperation of citizens in enforcing 
 them. 
 
 In the seventh grade, in addition to covering the 
 field outlined for the previous grades, the scope of 
 the work should be enlarged to include national prob- 
 lems. It would be necessary for the teacher, first to 
 lead the children to see the necessity of the United 
 States taking a hand in health work. This may be 
 done by referring to cases in which the United States 
 had to take part, such as: overcoming mosquitoes in 
 South Arkansas, stamping cholera out of New Orleans, 
 checking infantile paralysis in the eastern part of the 
 United States, health inspection of immigrants at 
 Ellis Island, control of diseases in army and navy, 
 and guaranteeing pure food and drugs. Then the 
 various United States health laws and the organiza- 
 tions which the United States has developed for dealing 
 with health problems should be studied and their work 
 understood. 
 
 Health as a World Problem — In the eighth grade 
 health problems of the home, community, school, city, 
 state, and nation taken up in the other grades should 
 be treated in a more comprehensive way, and the field 
 enlarged to cover the world. Though there is no 
 organization or group of officers having authority over
 
 CIVICS AND EDUCATION IN HEALTH 151 
 
 the entire world, the pupils should be led to see that 
 starving peoples in any country are a prey to diseases, 
 and that diseases among such people are likely to 
 spread; that poor health supervision in one country 
 may endanger lives in another country and the whole 
 world; and that from a health standpoint the world is 
 a unit, and cooperation very necessary. They should 
 therefore be led to see the significance of such an under- 
 taking as that of the Red Cross to drive typhus out of 
 Poland, and of any attempt to form a health-league 
 of nations. It would be wise at this point to make 
 a comprehensive study of the Red Cross in its world 
 relationship.
 
 Chapter VII 
 
 HEALTH TEACHING AND HISTORY 
 
 By Margaret M. McLaughlin, A.M. 
 
 History, like geography, hygiene, and other subjects 
 of the school curriculum, has a definite content of its 
 own, a part of which relates to health. Our question 
 is how this health material may be used in the history 
 course. There are two ways: it may be intruded now 
 and then as time and occasion permit, or it may be 
 made an integral part of the course. If history is 
 taught merely as a collection of facts, interesting per- 
 haps, but quite apart from life, health teaching will 
 seem an intrusion; but if history is so taught that its 
 real connection with the life of the citizen is made 
 apparent, health teaching will not seem an intrusion. 
 
 In teaching health in connection with history, the 
 teacher must choose those vital facts of history that 
 bear upon health ; then make the pupil realize through 
 vital teaching that these facts are vital, and so induce 
 him to accept them as a part of his vicarious experience 
 as an individual and as a citizen. From health material 
 so selected and so taught, we may expect the children 
 
 (1) to acquire knowledge that is most interesting 
 and that appeals to them as eminently worth while; 
 
 (2) to build up a correct attitude toward matters of 
 private and public health; (3) perhaps to set up high 
 ideals concerning private and public health. 
 
 152
 
 HEALTH TEACHING AND HISTORY 153 
 
 Problems of Health in History — Health material in 
 history groups itself around a limited number of vital 
 problems and recounts man's efforts to solve them. 
 The following are important among these problems: 
 
 1. What kinds of homes are safe, comfortable, conven- 
 ient, sanitary, and attractive? 
 
 2. What food satisfies and nourishes? 
 
 3. W T hat kind of clothing is most comfortable and most 
 beautiful? 
 
 4. What occupations are necessary and how may they 
 be rendered remunerative, safe, and of most service to 
 humanity? 
 
 5. W T hat surroundings are most pleasant and most 
 sanitary? 
 
 6. What laws and what organizations are most useful 
 in the solution of the above problems? 
 
 7. How can the results of efforts along above lines be 
 measured and what are these results? 
 
 Subjects for the Sixth, Seventh and Eighth Grades — 
 Classified as to Problem to which they Relate — Each of 
 the following subjects should be discussed at the 
 appropriate time; that is, when it naturally arises in 
 the history class. Some subjects will require one lesson ; 
 some, two; some, perhaps, more. The teacher must 
 decide this. 
 
 Sometimes the lesson may not be much more than 
 an outline; at other times, the class should enter into 
 a full discussion of the subject in its various aspects. 
 Many of the subjects may be illustrated with pictures 
 made by the children or gathered from papers and 
 magazines.
 
 154 EDUCATION IN HEALTH 
 
 Homes and Health — 1. Compare homes of Indians and 
 early colonists as to comfort and effect on health. 
 
 2. Compare homes of early colonists and people you 
 know which are more sanitary. 
 
 3. Compare homes of early colonists and homes of the 
 peasants of Europe at that time. 
 
 4. Compare homes of early colonists and of the nobles 
 of Europe. 
 
 5. Compare homes of people of Europe in 1600 and 
 homes of people in this country now. Effect on health? 
 
 6. What improvement was there in homes in America 
 from early days to Revolution? Effect of improvement 
 on health? 
 
 7. Compare homes of Indians in Arizona and New 
 Mexico with homes of Indians in the eastern part of this 
 country. Which were more sanitary? 
 
 8. What advantages as to health did Indian tepees have 
 over houses of white people in colonies? 
 
 9. What advantages did Indians have in their occupa- 
 tions as to health over some people in this country now? 
 
 10. What are some of the laws concerning buildings in 
 the cities in this country now? Why were such laws not 
 necessary in colonial times? 
 
 11. What is your community doing now as to health of 
 people concerning homes? 
 
 Food and Health — 1. Compare the food of the Indians 
 in early days with the food of the colonists as to amount, 
 kind, methods of cooking, variety. 
 
 2. How did the food of the Indians in former times 
 differ from their food now? 
 
 3. How did the food of the early colonists and the 
 Europeans differ?
 
 HEALTH TEACHING AND HISTORY 155 
 
 4. How does our food differ from the food of the early 
 colonists? 
 
 5. What are the laws concerning milk in your com- 
 munity? Were there such laws in colonial times? If not, 
 why not? 
 
 6. Tell all you can about one or more pure food laws. 
 Were there such laws in colonial times? 
 
 7. What necessary articles did the early colonists some- 
 times lack? (Bread, salt, etc.) 
 
 8. Give some examples of what law has done for pure 
 food. 
 
 9. For pure milk? 
 
 10. What has your community done through laws for 
 pure food? 
 
 11. What has the state done through laws for pure 
 food? 
 
 12. What has the United States government done for 
 pure food? 
 
 13. Show the relation of the beef scandal during the 
 Spanish- American War to health. 
 
 14. Why did more soldiers die from disease than from 
 wounds in the Spanish-American War? 
 
 15. If your school has not its own lunch room, debate 
 the following question: Our school (or every school) 
 should have its own lunch room. 
 
 16. What measures were taken during the World War 
 to improve the health of our soldiers? 
 
 17. What effect did the World War have upon the health 
 of children in Europe? 
 
 Clothes and Health — 1. How did the clothes of the 
 Indians compare with the clothes of the early colonists as 
 to effect on health?
 
 156 EDUCATION IN HEALTH 
 
 2. How did the clothes of the colonists and of the 
 European countries compare as to effect on health? 
 
 3. How did the World War affect the health of children 
 in Europe on account of clothes? 
 
 Occupations and Health — 1. How did the occupations of 
 the colonists as to effect on health compare with the occu- 
 pations of the Indians? 
 
 2. How did the occupations of the early colonists com- 
 pare with the occupations of the Europeans as to effect 
 upon health? 
 
 3. How did the work of the Colonial children differ 
 from your work? 
 
 4. What advantages as to health did the colonial child 
 have over children of the present time? 
 
 5. What were the colonial child's disadvantages as to 
 health compared with your advantages? 
 
 6. Should a child have a health certificate before he 
 goes to work? 
 
 7. Why is it necessary for a child to have a permit to 
 go to work at fourteen? 
 
 8. What are the laws governing children working in 
 factories? Why are such laws passed? 
 
 9. What laws have been passed concerning length of the 
 working day? 
 
 10. What are the laws in the cities about push carts 
 and other street vendors, and why are such laws necessary? 
 
 Surroundings and Health — 1. Were colonial school 
 houses as sanitary as our school houses? 
 
 2. Why were there so many deaths among the settlers 
 in the first years of the Plymouth Colony? 
 
 3. What caused the extinction of the Indians in the 
 neighborhood of Plymouth Colony?
 
 HEALTH TEACHING AND HISTORY 157 
 
 4. How did the health of the Indians in early times 
 compare with the health of the Indians today? 
 
 5. What were the causes of chills and fevers in the early 
 settlement of this country? 
 
 6. Why did draining swamps affect the health? 
 
 7. Compare the death rate in early times in this country 
 with the death rate now. 
 
 8. Were the slaves healthy? How did their homes com- 
 pare with the homes of the whites? What kind of care 
 did they have when they were ill? 
 
 9. Why are there notices against spitting on the cars? 
 
 10. Tell something of the history of such laws and the 
 extent to which they are obeyed. 
 
 11. What laws against infectious diseases do you know 
 about, and how have they affected you? 
 
 12. What is the value of such laws? 
 
 13. Were there such laws in colonial days? 
 
 14. Give something of the history of the garbage laws 
 in your community. 
 
 15. Compare some smoke laws in modern cities with 
 smoke laws in colonial days if there were any? Why the 
 difference? 
 
 16. Compare the play of children in pioneer days and now. 
 
 17. W'hat are sweat shops, and how do they affect 
 health? What caused the growth of the sweat shop in 
 this country? 
 
 18. Tell of the work of General Gorgas in Cuba after 
 the Spanish-American War. 
 
 19. Why did the French fail in their attempt to build 
 the Panama Canal? 
 
 20. Tell about sanitation by the United States Govern- 
 ment in the building of the Panama Canal.
 
 158 EDUCATION IN HEALTH 
 
 21. What did the United States Government do in the 
 Philippines in the way of sanitation? 
 
 22. In Hawaii? 
 
 23. In Porto Rico? 
 
 24. What did the city of St. Paul do with regard to 
 the smoke nuisance? 
 
 25. Why did the Japanese have their soldiers in the 
 Russo-Japanese War put on fresh clothes before going into 
 battle? 
 
 26. What was the treatment of the sailors as to health 
 in the 18th century compared with the treatment of the 
 sailors in the World War? 
 
 27. How did sanitation in London in 1600 compare 
 with the sanitation of your city now? 
 
 28. Tell the story of the present water supply in St. 
 Louis. 
 
 Miscellaneous Subjects Connected with Health — 1. Dis- 
 cuss the medicine men among the Indians and their work. 
 
 2. Compare our doctors and Indian medicine men 
 (preparation of our). 
 
 3. Give some reasons for believing that the medical pro- 
 fession is considered more important in the United States 
 now than it was in early times. 
 
 4. Compare dentistry in former times and now (pulling 
 teeth) . 
 
 5. What was the work of the Sanitary Commission in 
 the Civil War? 
 
 6. Compare work of Sanitary Commission with work of 
 Red Cross in World War. 
 
 7. What has the Red Cross done to improve the health 
 of the world? 
 
 8. Discuss the growth of hygiene.
 
 HEALTH TEACHING AND HISTORY 159 
 
 9. What is meant by the different kinds of hygiene, as 
 personal, public, or military? 
 
 10. Compare military eugenics in the Revolutionary 
 War and the World War. 
 
 11. Has improvement in health of prisoners been one 
 feature of prison reform? 
 
 12. W T hat did the discovery of ether do for surgery? 
 
 13. What were the conditions in debtors' prisons as to 
 health? 
 
 14. What effect has prison reform had upon health of 
 prisoners? 
 
 15. What are some of the measures taken now to im- 
 prove health in prison? 
 
 16. Who was Dorothea Dix, and what did she do for 
 improvement in treatment of insane? 
 
 17. How has the treatment of the insane improved as 
 to health measures? 
 
 18. What does the Provident Association do for health 
 improvement? 
 
 19. What other similar associations do you know that 
 have improved health, and what have they done? 
 
 20. What have labor unions done to improve health 
 since 1860? 
 
 21. How has the work of insurance companies affected 
 health? 
 
 22. Show how Dr. Walter Reed saved the people of 
 this country much suffering. 
 
 23. Show how Dr. Reed has saved our country much 
 money. 
 
 24. Compare the work of Dr. Reed and General Pershing 
 as to its value to humanity. 
 
 25. Compare the importance of Grant and Pasteur.
 
 1G0 EDUCATION IN HEALTH 
 
 26. Make a list of all the organizations that have worked 
 for temperance in this country, such as the W. C. T. U., 
 Knights of Father Matthew, Woman's Crusade, Good 
 Templars. Discuss work of each. 
 
 27. Give a sketch of Dr. Trudeau's life, and show what 
 he did for tubercular patients. 
 
 28. An English historian said that the greatest triumphs 
 of the 19th century were its sanitary achievements. Ex- 
 plain what he meant by this. Give some proofs that he 
 was right. 
 
 29. Tell what laws there are in your community in- 
 tended to preserve health along the following lines: Food, 
 water supply, playgrounds, parks, amusements. 
 
 30. Tell what laws there are in your state intended to 
 preserve health in connection with food. 
 
 31. What laws are there in your state concerning teach- 
 ing in school the effects of intoxicants? 
 
 32. What is the eighteenth amendment to the Consti- 
 tution of the United States, and when was it passed? 
 
 33. Outline the history of the laws in the United States 
 concerning manufacture and sale of intoxicants. 
 
 34. When and why did Maine prohibit manufacture 
 and sale of intoxicants? 
 
 35. What laws do you know concerning the use of tobacco? 
 
 36. What laws have been passed concerning health as 
 connected with factories, as situation of factory, space for 
 each worker, safety appliances, etc.? 
 
 37. What laws has Congress passed concerning health 
 of immigrants admitted to the United States? 
 
 38. What is meant by the money value of health? 
 
 39. Show that a higher value is put upon life now than in 
 former times with regard to workers, slaves, women, children.
 
 HEALTH TEACHING AND HISTORY 162 
 
 Some Suggestions as to Methods of Treating the Above 
 Subjects — Some subjects are appropriate for individual 
 reports, for example : 
 
 1. A sketch of the life of Dr. Trudeau and his work for 
 tubercular patients. 
 
 2. How the work of insurance companies has affected 
 health in this country. 
 
 3. Compare homes of Indians and early colonists as to 
 effect on health. 
 
 4. What laws Congress has passed concerning health of 
 immigrants admitted to this country. 
 
 Some subjects are appropriate for the class as a whole 
 working as a group of committees, supplemented, per- 
 haps, by an individual report or two and by drawings, 
 for example: 
 
 Lesson Plan for Eighth Grade Unit of Work. Higher 
 Value Put Upon Health Now Than In Former Times. 
 
 I. In regard to men 
 
 1. Kinds of work in which there has been improve- 
 
 ment 
 (a) Factories 
 b) Transportation 
 
 2. Lines along which improvement has been made 
 
 (a) Hours 
 
 (b) Surroundings 
 
 (c) Pay 
 
 II. In regard to women 
 
 1. Kinds of work in which there has been improve- 
 ment 
 
 (a) Factories 
 
 (b) Stores
 
 162 EDUCATION IN HEALTH 
 
 2. Lines along which improvement has been made 
 
 (a) Hours 
 
 (b) Surroundings 
 
 (c) Pay 
 
 III. In regard to children 
 
 1. Child labor laws 
 
 2. Compulsory school attendance 
 
 3. Cigarette laws 
 
 Suggestions as to Use of Above Outline for a Unit of 
 History Work Connected With Health — The class may 
 be divided into committees, one committee taking 
 the first main topic. The members of this committee 
 may find pictures of modern factories in which special 
 attention is paid to sanitary surroundings of working- 
 men. The members may also discuss improvement 
 in hours, in pay, and in home surroundings of the 
 workingmen. They may show how better hours and 
 better pay mean improved health if leisure and money 
 are used wisely. 
 
 The members of the committee should make 
 their own division with advice from teacher, if nec- 
 essary. 
 
 A second committee may take the second main 
 division of the outline, and a third committee the last 
 main division. 
 
 Such a discussion may cover several recitations if 
 class shows sufficient interest in collection and pres- 
 entation of material. Language time may be used 
 in writing letters to firms for descriptive material of 
 their plants.
 
 HEALTH TEACHING AND HISTORY 163 
 
 Some Suggestions as to Cooperation of Drawing 
 with History — Take the subject: Compare the homes 
 of the Indians in this country with the homes of the 
 early colonists as to comfort and probable effect 
 upon health. 1. The class may have an exposition 
 of homes of these two kinds, using their drawing for 
 construction work in making models of houses and 
 furniture and of Indian tepees. The language work 
 will be the explanations of the exhibitors of what they 
 have made. 2. Some members of the class may get 
 permission to use the sand table in the primary room 
 to show the small children the Indian village with its 
 tepees and the village of the early colonists. 
 
 Some Suggestions as to Method of Procedure in use of 
 Health Subjects Connected with History — A general 
 discussion of homes should precede the use of specific 
 subjects. 
 
 Evolution of the home. 
 
 I. Cave dwellings 
 
 1. Reasons for selection 
 
 2. Character 
 
 3. Sources of knowledge concerning these dwellings 
 II. Tree dwellings 
 
 1. Reasons for selection 
 
 2. Character 
 
 3. Comparison of ancient and modern tree dwellings 
 III. How humanity in the making of homes has tried to 
 
 solve these problems: 
 
 1. How can we make our homes safe? 
 
 2. How can we make our homes comfortable? 
 
 3. How can we make our homes convenient?
 
 164 EDUCATION IN HEALTH 
 
 4. How can we make our homes beautiful? 
 
 5. How can we make our homes sanitary? 
 
 IV. Differences between our homes and homes of cave 
 dwellers and tree dwellers 
 
 1. Disadvantages of our homes 
 
 2. Advantages of our homes 
 
 V. How much health has been improved by improve- 
 ment in homes. 
 
 (Note: It is an excellent plan to have an exposition showing the 
 evolution of the home through the cave and tree dwelling periods, 
 the homes of peasants and nobles in Europe, the log cabins and the 
 modern homes of this country.
 
 Chapter VIII 
 
 THE RELATION OF GEOGRAPHY TO THE 
 CONSERVATION OF HEALTH 
 
 By Mendel E. Branom, A.M. 
 
 Health Teaching Through Geographic Content — The 
 psychologic basis for the teaching of health concepts, 
 as developed in the introductory chapters, involves 
 a personal appeal in the lower grades. The need for 
 emphasizing the personal health relation gradually 
 diminishes; but the opportunity of broadening the ex- 
 periences of the individual, so that he will think in 
 terms of the health conditions of more comprehensive 
 human units, in terms of the health conditions of 
 far-away groups, and eventually in terms of the health 
 of all mankind, gradually increases throughout the 
 grades. 
 
 The geography course of study for the grades is 
 organized from the same point of view. In the lower 
 grades the personal world of the child is emphasized, 
 and gradually the pupil, through carefully graded 
 geographic experiences, is prepared to think of the 
 detailed world as a whole with reference to man. 
 Since the psychological organization of material for 
 the teaching of health concepts and for the teaching 
 of geographic concepts is essentially the same, health 
 concepts can readily be developed in the geography 
 course of study to the extent that they essentially 
 belong to the field of geography. 
 
 165
 
 166 EDUCATION IN HEALTH 
 
 The Place of Health Concepts in Geography — Geog- 
 raphy not only is concerned with the development of 
 health concepts, but also with the development of 
 economic, social, and political concepts not directly 
 related to health, in so far as such concepts are vital 
 in helping to explain the utilization of earth resources 
 and the adjustments of man to the various phenomena 
 of land, water, and air. In the organization of geo- 
 graphic material into meaningful units of work, the 
 health concept may be dominant. For example, the 
 purpose may be to determine why the people of 
 the Panama Canal Zone have much better health than 
 the people of the Amazon Basin. The health concept 
 may be subordinated to some dominating purpose. For 
 example, the purpose may be to determine how the 
 Americans succeeded in constructing the Panama 
 Canal. The establishment of sanitary conditions on 
 the Isthmus obviously is only one of a group of topics 
 that will be considered. Health conditions may be 
 contrasted with the economic conditions in their 
 effects on human activities. For example, the pur- 
 pose may be to determine whether the states south of 
 the Ohio River are less progressive than the states north 
 of the Ohio River primarily because of the poorer health 
 of the Southern people. 
 
 The Relation of Geography to the Conservation of 
 Health — Health may be considered with reference 
 to (1) the personal environment of the child, (2) the 
 personal environment of other people, and (3) health 
 conditions in relation to a large area. For example,
 
 THE RELATION OF GEOGRAPHY TO HEALTH Hi 7 
 
 the purpose may be (1) to determine whether the air 
 of the schoolroom is wholesome, (2) to determine 
 why many people visit Atlantic City during the sum- 
 mer season, or (3) to consider whether polar or equa- 
 torial regions are the more nearly ideal from the 
 health standpoint. In a variety of ways and in a 
 variety of situations, health discussions inevitably will 
 enter into the geography work. Not the least impor- 
 tant of the aims of geography teaching is the devel- 
 opment of a health outlook, that will make the pupil 
 conscious of the need of good health and the physical 
 conditions which promote good health, that will pre- 
 pare the pupil to value good health so highly that he 
 will be willing to form personal health habits, and to 
 use his influence in helping to promote the health of 
 all people. 
 
 Geography and Health in the Primary and Inter- 
 mediate Grades — In the lower grades the content of 
 geography is organized about the home and community 
 life. The emphasis is placed on the ways that the 
 economic needs and wants of the homes of the com- 
 munity are supplied. The home requires food, 
 drink, clothing, shelter, fuels, light, and luxuries. In 
 the intermediate grades the pupils become acquainted 
 with the various parts of the earth through a study 
 of regional geography. Since the local environment 
 is not the same for pupils everywhere, the order in 
 which topics will be taken up will vary according to 
 the community. If the pupils are accustomed to 
 shallow well water, for example, the pupils in their
 
 168 EDUCATION IN HEALTH 
 
 home geography work will study the local domestic 
 supply, following which, in connection with journey 
 and regional geography, they will study about the 
 water supply from springs, deep wells, rivers, and lakes. 
 If the local supply is from a river, the use of river 
 water will be emphasized in local geography, and 
 later, in the journey and regional work, other sources 
 of supply will be considered. 
 
 In the third and fourth grades the study of indus- 
 tries affords an excellent opportunity for the teaching 
 of health. Let us take, for example, the dairy industry. 
 In a study of this, one might try to work out (1) why 
 the industry is so important both in the country and 
 in the city; (2) where and how the milk is obtained; 
 (3) how it is transported; (4) how it is prepared for 
 city distribution; and (5) the relation of city and country 
 with regard to the milk industry. Each of these 
 points has a direct bearing on health. A discussion 
 of the first point would bring out the value of milk 
 as a necessary article of diet. The second point 
 would show the necessity for proper care of the vessels 
 containing milk, and also the need of caring for the 
 cows from which the milk is obtained. In connection 
 with this study, the inspection of cows and of diary 
 plants in rural communities and cities might be dis- 
 cussed. The third point would show the need of 
 refrigeration and of rapid transportation of perishable 
 articles of food. The fourth point would bring out 
 the necessity for pasteurization and sterilization of 
 milk, which would also emphasize the need for cleanli-
 
 THE RELATION OF GEOGRAPHY TO HEALTH 1C9 
 
 ness of vessels containing food. The fifth point could 
 be made to show clearly the wide-spreading, disastrous 
 result of impure milk to the city child. It should give 
 a new desire for the sanitary handling of milk, and to 
 the country child it should also show the responsibility 
 of the rural community for the health of the city. 
 
 A visit to a dairy plant would bring out these points 
 besides bringing up other questions relating to health. 
 Why did all the workers in the dairy wear white clothes? 
 Why did some of the workers wear wooden soled boots? 
 Why did our guide advise us to keep on our wraps? 
 
 Another geographical study that will contribute 
 health material is that of the water supply. We 
 might begin by finding out the source of the local water 
 supply to see whether we could reasonably expect the 
 water to be healthful. Then we might compare other 
 sources of supply with our local supply, rivers, springs, 
 lakes, wells, and cisterns. Which of them might we 
 expect to be healthful? What might be some causes that 
 make them unhealthful? How can water be purified? 
 
 Many other questions might be raised. How does 
 our community dispose of sewage so as not to contami- 
 nate the water supply? In many communities this 
 would involve a study of water currents. In commu- 
 nities where water is supplied by cisterns and small 
 wells the question of seeping water and mineral 
 deposits would be an important factor. 
 
 This study should arouse in city pupils an interest 
 in the city water supply and a consciousness of the need 
 of a healthful water supply. It should show pupils
 
 170 EDUCATION IN HEALTH 
 
 of rural communities the need for care in selecting 
 a site for a well or cistern. Incidentally it might 
 bring out the need for clean vessels for containing 
 water, the sterilization of water by boiling, the need 
 for individual drinking vessels, the healthful effects 
 of plenty of pure drinking water on the human body, 
 and the need for daily washing of the body. 
 
 From these geographical studies we should expect 
 our pupils to have gained some facts about health as 
 well as certain attitudes and ideals in regard to health. 
 
 The following suggestions illustrate how health 
 material may be handled in the geography class: 
 
 Community Picture — A long blackboard makes an 
 ideal background. On this, the children can arrange 
 colored cut-out pictures drawn by themselves to show 
 how the milk is taken from the country to the city. 
 The following pictures can be made: 1. model dairy 
 farm (cleanliness); 2. road, showing milk truck or 
 wagon, passing from farm to railroad station; 3. coun- 
 try railroad station; 4. railroad showing trains from 
 country station to city station (rapid transportation) ; 
 5. dairy trucks taking milk to dairy plant; 6. dairy 
 plant (cleanliness and precaution); 7. truck or wagon 
 delivering milk bottles to homes. 
 
 Sand Table — The same idea could be carried out 
 on a large sand table. Here the children would con- 
 struct the farm, the dairy, and the home instead of 
 using merely the flat colored pictures. 
 
 Problem — Why do we frequently hear of people 
 becoming ill after eating ice cream at a picnic or other
 
 THE RELATION OF GEOGRAPHY TO HEALTH 171 
 
 gathering? Why does our city occasionally ask us 
 to boil all drinking water? 
 
 Story — The incident leading to the death of Tschai- 
 kowsky, the Russian composer, would interest a class. 
 Tschaikowsky carelessly drank a glass of unboiled 
 water, and a few hours later he died of cholera. 
 
 Dramatization — Characters: Betty, a little St. Louis 
 girl returning to her home; her father; her mother; 
 guide; crowd of sight-seers. 
 
 Scene One — Time — A bright morning. Place — coach 
 of a train crossing Merchants' Bridge into St. Louis. 
 
 Betty — Oh, papa, look! 
 
 Father — Yes, Betty, that is the Mississippi River. 
 
 Betty — How muddy the water is ! 
 
 Father — That mud is brought down by the Missouri 
 River. You know that river comes into the Mississippi 
 River just a few miles above here. 
 
 Betty (as train leaves bridge) — Oh, papa, what are those 
 funny looking ponds down there on the river bank? 
 
 Father — Those are settling basins. They pump the 
 river water into them before it is sent to our homes. 
 
 Betty — River water? We don't drink that dirty water, 
 do we? 
 
 Mother — Yes, Betty, and have you ever noticed how 
 clear the water from the faucet is in St. Louis? 
 
 Betty — But they can't clean that ugly dirty water and 
 make it clear. 
 
 Father — Yes, Betty, they can do more than that. They 
 can take out all that mud and millions of disease germs, too. 
 
 Betty — Where do they do it? I don't see how they 
 do it.
 
 172 EDUCATION IN HEALTH 
 
 Mother — Some day father and I will take you up to 
 the Chain of Rocks, and there we can see them purify the 
 water. 
 
 Betty — Oh, let's go soon — just as soon as we can. 
 
 Scene Two — Place: Chain of Rocks — pumping station. 
 
 Guide explains method of treating water to a crowd of 
 sight-seers. Visitors ask questions. (Data can be taken 
 from pamphlets on the local water supply obtained at 
 City Hall.) 
 
 At conclusion the other visitors and guide withdraw. 
 
 Father — Well, Betty, do you think they know how to 
 clean that dirty river water? 
 
 Betty — Oh, papa, I didn't know that it takes so many 
 people and so much work to give me a glass of water to drink. 
 
 In the upper grades, type studies emphasizing health 
 factors may be presented. The problem method of 
 attack may be used to good advantage. The Panama 
 Canal Zone may be taken as an illustration of a regional 
 study approached from the problem standpoint. 
 
 Problem — How the United States has succeeded in 
 making the health conditions in the zone almost perfect. 
 
 1. Things to be overcome. 
 
 Long history of the region marked by malaria, bubonic 
 plague, and yellow fever; uncleanliness of natives of Pan- 
 ama; indifference of inhabitants to health; very high death 
 rate among laborers especially those of France; Colon and 
 Panama considered the dirtiest cities in the world. 
 
 2. Unhealthful factors in the zone. 
 
 Dirty streets; no sewers or hydrants; refuse from houses 
 thrown into back yards and streets ; drinking water kept in 
 barrels in the yards; no bathing facilities; scarcity of water.
 
 THE RELATION OF GEOGRAPHY TO HEALTH 173 
 
 3. Unhealthful geographical factors in the zone. 
 Colon and Panama built on ground so low that it could 
 
 not be drained; region one of swamps and jungles — result: 
 many insects and bugs, besides poisonous gases. 
 
 4. How the Unites States overcame obstacles. 
 Gorgas appointed by Canal Commission as Chief Health 
 
 Officer; hospital built by France improved; sewage systems 
 established; reservoir built in the hills; incoming ships 
 inspected for rats, as rats are known carriers of disease; 
 brigades formed to exterminate mosquitoes and other 
 injurious insects; homes fumigated and screened; natives 
 of Panama instructed as to bathing and the keeping of 
 houses free from filth and dirt. 
 
 5. Result. 
 
 $20,000,000 spent. Death rate lowered so that it is 
 now no higher than in New York City. 
 
 Health Resorts — Given below is a list of cities which 
 have gained the reputation of being health resorts on 
 account of their geographical conditions. Some re- 
 sorts owe their location to the brisk, bracing air of the 
 mountains; as Asheville, N. C, and Colorado Springs, 
 Colo. Saranac Lake had its beginning as a Tuberculosis 
 Camp because a young doctor, discovering that he had 
 the dreaded disease, determined to see what the invig- 
 orating air of the Adirondack Mountains would do 
 for him. He went to the place where now a famous 
 hospital stands, and here he regained his health. 
 Other locations enjoy the warm moist breezes of the 
 ocean, as Palm Beach, Tampa, and St. Augustine, all 
 famous resorts in Florida.
 
 174 EDUCATION IN HEALTH 
 
 A short outline may be given to be filled in by the 
 pupils so that the following factors will be brought 
 out: 
 
 1. Why the climate is conducive to health. 
 
 2. How the position of the resort is favorable. 
 
 3. In what way the altitude promotes health. 
 
 On an outline map, these health resorts can be lo- 
 cated, and the map designed as an outline map on 
 health. 
 
 Health and Industries 
 
 Type lesson. 
 Eastern Section. 
 Manufacturing conditions 
 
 1. Formerly 
 
 Poor buildings 
 
 Health of operators not considered 
 Machines not suited to workers 
 Home life not looked into 
 
 2. At the present time 
 
 Well ventilated and lighted factories 
 
 Physical condition of operators looked after by 
 
 physicians 
 Welfare of workers considered important 
 
 Western Section. 
 
 1. Occupations tending to promote good health 
 Forest rangers 
 Ranchmen 
 Rangers
 
 THE RELATION OF GEOGRAPHY TO HEALTH 175 
 
 2. Regions that are considered as health localities 
 
 Colorado Springs 
 Phoenix, Arizona 
 Mountain resorts 
 
 3. Reasons why these regions are health regions 
 
 Problems which may be worked out in relation to 
 certain localities may be studied: (1) Why the hook 
 worm sickness is prevalent in the southern section; 
 
 (2) comparison of the board of health in some city of 
 the United States with conditions in foreign countries; 
 
 (3) why immigration has increased disease; (4) why it 
 is hard for Indians to live in houses. 
 
 World Outlook in the Grammar Grades and the Junior 
 High School — In the preceding grades the pupil has 
 increased and organized his knowledge of local geog- 
 raphy and of the various regions of the earth. In the 
 grammar grades and junior high schools the earlier 
 experiences are utilized in an attempt to develop world- 
 mindedness w r ith respect to the more important re- 
 lationships. In the lower grades the pupil has con- 
 sidered the various ways that his health may be affected 
 in his attempts to meet his needs and wants. In the 
 intermediate grades he has learned how the health of 
 other people is affected by the relations they sustain 
 to the physical environment, especially food, water, 
 and air. In the grammar grades the health concept 
 earlier developed may be used as a basis for a con- 
 sideration of such topics as (1) the division of the 
 earth into health zones; (2) the distribution of people 
 in relation to the varying healthfulness of regions:
 
 176 EDUCATION IN HEALTH 
 
 (3) the conditions under which the human race en- 
 joys best health; (4) an interpretation of the distri- 
 bution of civilization in relation to the factors con- 
 ditioning health; (5) the wonderful battle, world-wide 
 in scope, that has been waged against sickness and 
 disease; (6) the possibilities of carrying on this en- 
 deavor more aggressively through the concerted effort 
 of all nations; and (7) the ultimate possibility that, 
 in part, through the conquest of the health enemies 
 of man, the people of the earth may live comfortably 
 and happily in every part of the world where products 
 useful to man can be secured. 
 
 Health World-Mindedness — It will be noted that 
 the health concepts developed in the lower grades are 
 not neglected in the upper grades, but the conclusions 
 drawn in the home geography work are used through 
 contrasts and comparisons in the interpretation of 
 the attitude of other people toward health problems; 
 while the varied health concepts developed in the study 
 of various regions are invaluable in the interpretation 
 of the health problems of world-wide significance. 
 The problems of world-wide significance, in turn, 
 collectively are significant in the development of a 
 health consciousness, or a health world-mindedness, 
 which will cause the pupil (1) to attempt to secure 
 and to conserve his own good health; (2) to cooperate 
 in conserving the good health of the community, of 
 the state, and of the nation; and (3) to use his influence 
 in helping to bring about a concerted world-wide 
 movement, which will result in education, legislation,
 
 THE RELATION OF GEOGRAPHY TO HEALTH 177 
 
 and the sympathetic and practical cooperation of all 
 people with the view of controlling disease and its 
 spread, and with the view of promoting good health, 
 the fundamental basis of maximum happiness and 
 social service. 
 
 Observation Report 
 
 Teacher — I notice that no one has watered our corn 
 this morning. When Dorothy got that water before, I 
 was just wondering where that water came from. 
 
 Pupil — It came from the waterworks at the Chain of 
 Rocks. 
 
 Teacher — Directly from the Chain of Rocks? 
 
 Pupil — No. 
 
 Another Pupil — It came from the Mississippi River. 
 
 Teacher — Where did it come from directly before 
 Dorothy took it? 
 
 Pupil — From the reservoir on Lafayette. 
 
 Teacher — And from where before that? 
 
 Pupil — From the waterworks at the Chain of Rocks. 
 
 Teacher — Where is that? 
 
 Pupil — North of St. Louis on the Mississippi River. 
 
 Teacher — Some one said that the water we drink comes 
 from the Mississippi River. I wouldn't think you would 
 care to drink that water. This is the way that water 
 looks. (The teacher has a sample of the water in a jar. 
 She shows it to the children.) What objection would you 
 have to drinking such water? 
 
 Pupil — There would be germs and dirt in it. 
 
 Teacher — The people of St. Louis are healthy people. 
 Is it possible that this water is prepared for drinking pur- 
 poses in St. Louis?
 
 178 EDUCATION IN HEALTH 
 
 Pupil — Yes, it is filtered. 
 
 Teacher — That takes the impurities out. 
 
 Teacher — Does filtering take everything out? 
 
 Teacher — Here is an example. A family having a farm 
 on which was a well always had malaria. The well 
 was investigated, and they found that their drill had gone 
 through some old wood that had been covered up. This 
 wood was decayed, and the water was coming up through 
 that wood bringing germs. What do you think we have 
 to consider in locating our house and well? 
 
 Pupil — We must see that we are near a fresh water supply. 
 
 Teacher — If a man buys a farm and the well is already 
 built, how can the man protect himself? 
 
 Pupil — He could have some one inspect the water. 
 
 Teacher — What else can water be tested for besides 
 dirt and germs? Suppose there was a deposit of lead neai 
 the well? 
 
 Pupil — There might be lead in the water. 
 
 Teacher — Suppose the water carried gases from decayed 
 matter? 
 
 Pupil — Those gases would be poisonous. 
 
 Teacher — What could he do? 
 
 Pupil — He could boil the water and let it cool before 
 drinking it. 
 
 Teacher — What would be the objection? 
 
 Pupil — It would take too long for the water to cool. 
 
 Teacher — What should we do before we dig a well? 
 
 Pupil — Take care in choosing a place for our well. 
 
 Teacher — Isn't there something else that could be done? 
 
 Pupil — We could find out where the dirt is coming from. 
 
 Teacher — Yes. Perhaps we could, and then check the 
 cause.
 
 THE RELATION OF GEOGRAPHY TO HEALTH 179 
 
 Pupil — We could filter the water. 
 
 Teacher — Sometimes a filter is used. It is a tank with 
 a stone inside. The water passes through this stone and 
 in that way is filtered. What objection would you have 
 to that method? 
 
 Pupil — It takes too long. 
 
 Teacher — ■ Give us a summary of the things that we 
 could do to keep our water pure. 
 
 Pupil — W'e could test it, filter it, boil it, or dig a well 
 where the water is good. 
 
 Teacher — Which is best? 
 
 Pupil — Take care in choosing a place to dig our well. 
 
 Teacher — If the water has been purified, is there any 
 way that we could get germs in drinking water? 
 
 Pupil — Yes, if we drink out of dirty cups. 
 
 Teacher — Suppose we find a nice sparkling spring. Is 
 that a sign that the water is pure? 
 
 Pupil — No. 
 
 Teacher — Some of the farmers in Sedalia have a man 
 go around and inspect the crops. Do you think the farm- 
 ers of a community could organize themselves and pay a 
 man to inspect the water? 
 
 Pupil — Yes. 
 
 Teacher — What do you want to remember about this 
 talk? 
 
 Pupil — Health and water in relation to each other. 
 
 Teacher — Good health depends upon pure water.
 
 Chapter IX 
 
 ARITHMETIC'S CONTRIBUTION TO HEALTH 
 EDUCATION 
 
 By J. Andrew Drushel, A.M. 
 
 It is the purpose of this chapter to endeavor to answer 
 the questions to what extent, and how, may proper 
 arithmetical matter of the present curriculum con- 
 tribute to health education. 
 
 The outcomes of good teaching about health are 
 proper health habits, knowledge about health and 
 disease, right ideals about health, right attitudes 
 toward health and disease, right conduct where health 
 and disease are concerned. Unless arithmetic con- 
 tributes rather directly to the acquiring of one or 
 more of these outcomes, it has no place in the program 
 of health education. 
 
 The outcomes of good arithmetic teaching are: 
 
 (1) Certain numerical responses to given quantitative 
 situations; (2) ability to compute with integers, with 
 mixed numbers, and with common and decimal fractions; 
 
 (3) ability to discover and express quantitative relations; 
 
 (4) such knowledge of business, civic, and industrial practices 
 as will make for the social efficiency of the pupils. 
 
 It is in this last named part of the arithmetic course 
 where skillful arithmetic teaching will find an oppor- 
 tunity to provide situations which will incidentally 
 give some knowledge about health. If such situations 
 
 180
 
 ARITHMETIC'S AID IN HEALTH EDUCATION 181 
 
 are often brought into the child's life, they will aid in 
 forming ideals about health which may later develop 
 into a right attitude toward health problems, whether 
 of an individual or of a community nature. 
 
 Arithmetic in the Primary and Middle Grades — It is 
 the chief business of the arithmetic teaching of the pri- 
 mary grades to secure habitually correct responses to 
 certain number situations and to give the child an 
 opportunity to acquire some skill in applying these 
 correct responses to the four fundamental processes 
 with integers in easy examples and simple problems. 
 If this is true, it follows that the contribution which 
 arithmetic can make to health education in the first 
 three or four grades is neglible for purposes of this 
 discussion. 
 
 In the fifth and sixth grades, children should be 
 concerned primarily with acquiring skill in the four 
 fundamental processes with integers; with learning the 
 fundamental facts of common fractions, of decimal 
 fractions, and of percentage; and with using this 
 knowledge in adding, subtracting, multiplying, and 
 dividing such common fractions, such decimals, and 
 such per cents as are likely to occur in the ordinary 
 affairs of life. Secondarily, these grades are concerned 
 somewhat with problem solving and with acquiring 
 some knowledge of the ordinary business forms and 
 practices. 
 
 Place of Arithmetic in a Health Program — If these 
 statements are valid, it follows that the earliest place in 
 the arithmetic course of study where any contribution
 
 182 EDUCATION IN HEALTH 
 
 of considerable value can be made to health education 
 is toward the end of the sixth grade, or at the begin- 
 ning of the seventh. Using the tools of arithmetic as 
 information getting instruments is an important 
 arithmetical exercise in the upper grades. It is at 
 the beginning of the seventh grade that the study of 
 problem material for its social, civic, and industrial 
 values can be made with considerable profit for the 
 first time. It is here that problem material and 
 problem discussion may contribute something to 
 health education along the line of furnishing an oppor- 
 tunity of knowing about health and certain diseases, 
 and possibly along the line of helping children get right 
 attitudes towards individual and community health, 
 toward health regulations, and toward certain diseases. 
 
 A few types of problem situations illustrating the 
 position just stated are submitted on the next few 
 pages. This matter is intended to be suggestive, 
 rather than exhaustive. 
 
 I. Schoolroom problems. 
 
 Health Knowledge Getting Situation 
 
 1. Why is the modern schoolroom for 48 pupils 
 30 feet long, 25 feet wide, and 13 feet high? The 
 teacher must know that this problem involves the 
 two questions of proper air space and proper floor 
 space for each pupil. When the children discover 
 through the teacher that the two questions are: 
 
 (1) What is the proper air space for each pupil? 
 
 (2) What is the proper floor space per pupil? the arith-
 
 ARITHMETIC'S AID IN HEALTH EDUCATION 183 
 
 metical computation involved has meaning for them, 
 and they go at it with "pep." 
 
 This problem should lead to the problem of the 
 determination of the air space and floor space per 
 pupil of their own schoolroom by measurement and 
 computation. This type of material should be studied 
 as a part of the mensuration work in the 7th grade. 
 II. Problems about the Selective Draft* 
 Under the operation of the draft in the recent war, 
 registrants were given physical examinations to de- 
 
 70 TO 80 
 WMM 65 TO 69 
 W77A 60 TO 64 
 
 ■ 50 TO 59 
 
 termine who were fit for military service. Those 
 who were sent to camp after passing the local exami- 
 nation were given another examination by the army 
 surgeons. Additional men were rejected on account 
 of defects found after entering camp. 
 
 ♦Modified after a portion of the Health Chapter, Book Three, Arithmetical Es- 
 sentials, by Drushel-Noonan-Withers.
 
 184 EDUCATION IN HEALTH 
 
 1. From these two examinations data have been found 
 which show how the men from the different states com- 
 pared in physical qualifications. The above map (distribu- 
 tion graph) shows four classes of states. What are they? 
 
 2. Name the states which showed the highest per cent 
 of physical fitness. How many are there? How do you 
 account for Kentucky's record? 
 
 3. Name the states which showed the lowest per cent 
 of physical fitness. These states divide themselves into 
 two groups: those which attract many people suffering from 
 certain diseases and those which contain a huge per cent of 
 foreigners. 
 
 4. How do you account for the low record of Michigan? 
 Of Washington? Of New York? 
 
 5. The records show that every 100,000 country boys 
 furnished for the military service 4790 more soldiers than 
 each 100,000 city boys. Express this superiority in per 
 cent. Why are country boys more likely to be physically 
 fit than city boys? What can city boys do to improve 
 their physical vigor? 
 
 6. An analysis of the causes of rejection of 10,258 re- 
 cruits of the first selective draft in 1917 from eight differ- 
 ent camps shows that 21.68% were rejected on account of 
 eye defects and 8.5% were rejected on account of tooth 
 defects. Find the number rejected on account of these 
 two defects. What can children do to avoid eye and tooth 
 difficulties? 
 
 7. In the first selective draft 2,510,706 men were ex- 
 amined; 730,756 of this number were rejected on account 
 of physical defects. Find the per cent rejected. 
 
 Health Knowledge and Health Attitude Getting Situ- 
 ation — Problems about certain diseases.
 
 ARITHMETIC'S AID IN HEALTH EDUCATION 185 
 
 Health value. — Provide another opportunity for 
 getting correct attitude toward typhoid and malaria. 
 
 A . Typhoid. 
 
 I. There were prior to 1910 on an average 400,000 cases 
 of typhoid in this country each year. 10% of them were 
 fatal. It is estimated that 75% of typhoid is unnecessary 
 (that is, preventable). 
 
 1. How many typhoid deaths were there yearly in the 
 U.S.? 
 
 2. How many of these deaths were preventable? 
 
 3. How many typhoid cases were unnecessary? 
 
 4. If it costs $100 to fight each case of typhoid when 
 the patient recovers and an additional $100 for each fatal 
 case for funeral expenses, what is the yearly cost of typhoid 
 in this country? Does your answer represent the total 
 loss due to typhoid in this country? How much of this 
 loss might be saved? 
 
 Health questions which should grow out of the 
 arithmetical matter: 
 
 How do people get typhoid fever? 
 
 What may communities do to reduce the number of 
 cases of typhoid? 
 
 What may the home do to avoid typhoid? 
 
 What may boys and girls do to help the community 
 reduce typhoid? 
 
 To help the home avoid typhoid? 
 
 How may boys and girls avoid typhoid? 
 
 In the case of city children the foregoing discussion 
 will pave the way for problems about purifying water. 
 These are submitted as suggestions.
 
 186 EDUCATION IN HEALTH 
 
 1. In a city of 180,000 there were on an average 450 
 cases of typhoid each year when unfiltered water was used. 
 After filtered water was used the cases were reduced to 85 
 a year. 
 
 a. What was the per cent of decrease? 
 
 b. How many lives yearly were saved as a result of filter- 
 ing the water? 
 
 c. About how much money loss due to typhoid was avoided 
 each year as a result of decreasing the cases of typhoid due 
 to filtered water? Do you think it pays to drink filtered 
 water? 
 
 2. A city of 750,000 people used in a certain year daily 
 104.3 million gallons of water. The cost of purifying this 
 water was $7.37 per million gallons. 
 
 a. Find the cost of purifying the water for one year, for 
 one day. 
 
 b. Find the per capita cost of purifying the water for one 
 year, for one clay. 
 
 c. How much more per person does it cost to have purified 
 rather than unpurified water? 
 
 d. In this city the typhoid cases and deaths average 1214 
 and 206 yearly for the 5-year period before the water was 
 purified, and 659 and 125 for the 5-year period after it was 
 purified. 
 
 (1) What was the % of reduction in the number of 
 cases? 
 
 (2) What was the % of reduction in the number of deaths? 
 
 (3) What was the value of good water in the way of 
 reducing typhoid if we allow $150 as the cost of fighting 
 a case, $200 funeral expenses for each death, and $2400 as 
 the value of each life lost?
 
 ARITHMETIC'S AID IN HEALTH EDUCATION 187 
 
 The above type of material can be used advanta- 
 geously late in the 7th grade or in the 8th grade. 
 
 II. The following table* gives the typhoid death rate 
 per 100,000 for each of nine large cities in the United States 
 for the period from 1911 to 1918, except 1916. 
 
 Average 
 
 City 1918 1917 1911-15 
 
 Chicago 1.4 1.7 8.2 
 
 Boston 2.5 2.9 8.0 
 
 Philadelphia 3.0 6.2 11.2 
 
 New York 3.7 4.0 8.0 
 
 Cleveland 4.7 7.1 10.0 
 
 St. Louis 7.2 7.5 12.1 
 
 Pittsburgh 9.8 11.2 15.9 
 
 Detroit 10.0 17.8 18.1 
 
 Baltimore 12.2 15.5 23.7 
 
 (1) Construct a line graph for 1917 and one for 1918 on 
 the same sheet, showing the comparative death rates of 
 these nine cities. Do the graphs intersect at any point? At 
 which point are they farthest apart? What does this mean? 
 
 (2) Find the % of death rate reduction for each city from 
 1911 to 1918. 
 
 (3) Which city shows the highest % of reduction? Which 
 the lowest? 
 
 The line graphs referred to in the first problem below 
 the table are here represented to indicate how statis- 
 tical material about health or disease may be used to 
 show progress in a striking manner. 
 
 *Taken from Arithmetical Essentials, Book III, Drushel-Noonan- Withers, by 
 courtesy of the publishers.
 
 188 
 
 EDUCATION IN HEALTH 
 
 Typical health questions growing out of the above 
 arithmetical matter: (1) What are probable causes for 
 the reduction of the death rate in the above table? 
 (2) How can boys and girls have a part in reducing 
 the number of typhoid cases in their community? 
 
 B. Malaria. 
 
 1. Malaria is a disease which is carried from one person 
 to another by a certain type of mosquito. A person can- 
 not have malaria unless bitten by this mosquito. Ague, 
 chills, and intermittent fever are simply other names for 
 malaria. 
 
 2. It is the opinion of the National Conservation Com- 
 mission that 80% of the malaria of this country can be 
 prevented.
 
 ARITHMETIC'S AID LN HEALTH EDUCATION 189 
 
 3. L. O. Howard, entomologist for the United States 
 Government, estimates that there are yearly in this country 
 1,500,000 cases of malaria and 15,000 deaths. How many 
 unnecessary cases and deaths yearly? What can school 
 children do to reduce the number of cases? 
 
 4. The annual economic loss in the United States due 
 to malaria is $100,000,000. In California it is estimated 
 at $3,000,000. How much of this loss might be prevented? 
 
 5. The annual malaria death rate of St. Louis for the 5-year 
 period 1900 to 1904 with an average population of 474,000 
 was 55; for the 5-year period 1910 to 1914 with an average 
 population of 712,000 it was 32. Find for each period the 
 average death rate per 100,000 and the % of decrease. 
 
 6. In certain swampy counties in this country whose 
 average population for the period 1911 to 1914 was 666,000, 
 there was an annual malaria death rate of 1125. What 
 was that per 100,000? What can such regions do to reduce 
 this death rate? 
 
 7. A decade of Malaria Reduction in 10 Cities of the 
 United States. 
 
 City 
 
 Richmond, Va. 
 Boston, Mass. 
 Toledo, Ohio 
 Chicago, 111. 
 Kansas City, Mo. 
 Philadelphia, Fa. 
 Charleston, S. C. 
 Memphis, Tenn. 
 Evansville, lnd. 
 Louisville, Ky. 
 
 £3 
 
 £ o- 
 
 < ft 
 
 88,000 
 
 574,000 
 
 139,000 
 
 1,801,000 
 
 179,000 
 
 1,347,000 
 
 56,000 
 105,000 
 
 61,000 
 209,000 
 
 03 
 
 T3 
 
 
 
 a 
 
 
 03 
 0J 
 T3 
 
 ft 
 
 
 
 u & 
 
 
 &2 
 
 03 "T3 
 
 
 £g 
 
 Sh >-~> 
 
 <L© 
 
 s 3 
 
 Sh r*» 
 
 CI O 
 
 > ** 
 < ft 
 
 II 
 
 < ft 
 
 
 «8" 
 
 18 
 
 f 
 
 131,000 
 
 2.4 
 
 ? 
 
 6 
 
 ? 
 
 706,000 
 
 1 
 
 ? 
 
 7 
 
 ? 
 
 176,000 
 
 1.6 
 
 ? 
 
 19 
 
 ? 
 
 2,296,000 
 
 7 
 
 ? 
 
 12 
 
 1 
 
 266,000 
 
 5.6 
 
 ? 
 
 15.2 
 
 1 
 
 1,606,000 
 
 8 
 
 ? 
 
 35 
 
 ? 
 
 59,000 
 
 18.4 
 
 ? 
 
 153 
 
 ? 
 
 137,000 
 
 102 
 
 
 8 
 
 ? 
 
 70,000 
 
 5.6 
 
 ? 
 
 10.6 
 
 ? 
 
 230,000 
 
 9.4 
 
 
 -- 
 
 ? 
 ? 
 ? 
 ? 
 ? 
 ? 
 ? 
 ? 
 
 ? 
 ?
 
 190 EDUCATION IN HEALTH 
 
 (1) In finding the value of each question mark carry the 
 rate per 100,000 to tenths and rate per cent to tenths of 
 one per cent. 
 
 (2) What seems to be the order of arrangement of the 
 above series of cities? 
 
 (3) Which city made the largest % of reduction? Which 
 one made the smallest % of reduction? 
 
 (4) Name the 5 cities which had the highest death rate 
 per 100,000 from 1910-14. Name the 5 which had the 
 highest death rate from 1900-04. 
 
 (5) Compare Evansville with Louisville. What infer- 
 ence may you draw?
 
 Chapter X 
 HEALTH INSTRUCTION THROUGH DRAWING 
 
 By Jean Kimbek, A.B. and Florence A. Everett 
 
 To a program in health instruction, each subject 
 may make some contribution. Some are rich in content 
 which bears on health; others have little content, but 
 furnish tools with which to handle the material found 
 elsewhere. Language, for example, furnishes words 
 with which to work; dramatization, action; arithmetic, 
 quantitative terms; and, in a similar way, drawing 
 furnishes form, color, and space relations. 
 
 It gives modes of expression not found in any of the 
 other subjects. Those modes commonly used in the 
 elementary schools are representation, construction, 
 and design. In each of them it is necesssary for the 
 child to have a clear idea of what he wishes to express, 
 to select those features which are best adapted to the 
 form of expression he intends to use, and to plan to 
 use his materials in such ways as to bring out those 
 features most effectively. All these characteristics 
 of drawing make it an especially valuable means for 
 clarifying the child's images, for focusing his attention 
 on salient points and for expressing his ideas clearly 
 and forcefully. Such definite images, well focalized 
 attention, and clear expression are nowhere more im- 
 portant than in developing a health consciousness. 
 
 To illustrate what has just been said, let us assume 
 that the question of posture has arisen in some class 
 
 191
 
 192 EDUCATION IN HEALTH 
 
 and that the teacher has suggested that it would be a 
 good subject for a picture or poster. Before the 
 children can draw the picture, there must be a thorough 
 understanding of what good and bad posture are. 
 They must be discussed and demonstrated. Pictures 
 ma}' be studied. When the meaning is clear, it is 
 necessary to decide just how the idea can be expressed 
 in drawing. What is the direction of the line of the 
 back when one is standing as he should? How does 
 it curve? How is the head held? Where are the 
 feet in relation to the head? Through questions, 
 observation, and experimentation with lines, the 
 children are led to study each element which enters 
 into good posture. Finally they determine what lines 
 best express these elements and combine them in a 
 picture. Later study of the drawings, to determine 
 which are most successful, leads to a review, which 
 should fix firmly in mind the facts relating to posture. 
 
 Construction — Many topics which bear on health 
 lend themselves better to construction than to illus- 
 tration, and, wherever possible, this method should 
 be used, because things constructed are more like the 
 real objects than any picture. They can be handled, 
 arranged, and rearranged, and make excellent play- 
 things. From the standpoint of method, too, construc- 
 tion projects are advantageous, for they afford oppor- 
 tunities for children to work in groups. 
 
 To illustrate the values of this branch of drawing, 
 we may take the topic, "A Healthful Bedroom," 
 which may have arisen in home economics or hygiene.
 
 HEALTH INSTRUCTION THROUGH DRAWING 193 
 
 Questions which occur are : How large should the room 
 be? How can we obtain air without draft? Light, 
 without glare? What effect will the color and design 
 of the wall, hangings, and floor coverings have? What 
 are the relative merits of carpets and rugs? Of simple 
 and ornate furniture? The children should study 
 rooms in their own homes, collect pictures of furni- 
 ture and samples of paper. When the essentials of a 
 healthful bedroom are clearly understood, methods 
 of representing them with paper, paste, and scissors 
 must be found. As in representative drawing, the 
 discussions following the completion of the work 
 should give opportunities for reviewing essential facts. 
 
 Many topics cannot be constructed and are too 
 subtle to be shown in the children's necessarily crude 
 drawings. For example, cleanliness of hands and 
 face could not be illustrated because the children can- 
 not draw hands and faces. They can, however, 
 collect pictures relating to cleanliness. The part 
 which is essentially an art problem is the determi- 
 nation of which are the most expressive pictures, and 
 the mounting, labeling, and displaying of them in the 
 most telling fashion. Other forms of design will be 
 suggested below. 
 
 Study of Pictures — In addition to the technical 
 work described, many schools devote some time to 
 study of pictures and sculpture. This may be done 
 as part of the art work or in connection with language. 
 Insofar as it promotes a pleasant use of leisure time, 
 this study bears indirectly on health. It may have a
 
 194 EDUCATION IN HEALTH 
 
 direct bearing, also, if the subjects chosen show the 
 beauty and joy of health and the discussions tend to 
 bring out these points. 
 
 All the uses of drawing which have been suggested 
 are of value in reviewing the information obtained in 
 other subjects and in creating attitudes and ideals. 
 Habits affecting health can be established, in connection 
 with drawing, only in a limited degree. They should 
 be fixed in the primary grades at the time the children 
 are learning to use the various tools and materials, and 
 will be listed specifically later. 
 
 The topics given below are merely typical. The list 
 may be greatly increased by any teacher who realizes 
 the value of drawing in this connection. They have 
 been organized under groups of grades on the assump- 
 tion that little children are interested chiefly in their 
 immediate surroundings and that their interests 
 gradually broaden to include larger social groups. 
 Under each group of grades topics have been suggested 
 for each of the modes of expression discussed above, 
 and they have been arranged so that their execution 
 demands increasing technical skill. 
 
 Relation of Drawing to Other Subjects ■ — We have 
 pointed out in several cases the subject out of which 
 the material for drawing naturally grows, for we are 
 thoroughly convinced that the value of drawing in 
 health instruction is as a tool with which to handle 
 in new ways and to throw into other forms the content 
 which is found on other subjects. In proportion to 
 the number of ways in which this content is used and
 
 HEALTH INSTRUCTION THROUGH DRAW IXC L95 
 
 the number of angles from which it is viewed will the 
 children develop a health consciousness. 
 
 Topics Appropriate for Use in Drawing— Lower 
 Grades — I. Representation, using crayons, scissors, 
 and clay. 
 
 1. Illustrations of 
 
 Good times in the fresh air, as "Games We Play 
 in Our Yard," "A Trip to the Park." 
 
 Helping mother, as "Washing the Dishes," "Clean- 
 ing House. " 
 
 Helping father, as "Cleaning the Yard," "Making 
 a Garden." 
 
 Buying, preparing, and preserving foods, as "A 
 Good Grocery Store." 
 
 2. Drawings of 
 
 Our Winter Clothes 
 Our Rainy Day Clothes 
 Vegetables Which Make Us Strong. 
 
 II. Construction, using sandtable, clay, blocks, 
 boxes, and heavy paper. 
 
 A Healthful Neighborhood 
 
 The Park 
 
 A Fresh Air School 
 
 A Grocery Store. 
 
 III. Design, using crayons or scissors. 
 
 Mounting and labeling of pictures collected to illustrate 
 such subjects as "Friends and Enemies of Health" (tooth-
 
 196 EDUCATION IN HEALTH 
 
 brushes, soap, flies, etc.); "A good breakfast" (lunch or din- 
 ner) . 
 
 (Material treated in this way may be filed, used on charts 
 or bulletin boards, or arranged in booklets along with the 
 children's drawings and written work. 
 
 Designing of symbols to be used on booklets. 
 
 Community posters on such topics as "Games," "Our 
 Playground," "A Picnic." 
 
 Lettering of titles for booklets and slogans for posters. 
 
 IV. Picture study of subjects illustrating outdoor 
 life and parental care. 
 
 Millet: The First Step. 
 
 Jessie Wilcox Smith: Illustrations of Mother Goose 
 Rhymes. 
 
 Health Habits. 
 
 1. One should maintain good posture when drawing. 
 
 2. The room should be kept free from scraps and dirt 
 for hygienic as well as aesthetic reasons. 
 
 3. The hands, with which children handle materials 
 used by others, should be kept clean. 
 
 4. Scissors, when not in use, should be on the desk — 
 not in the hands. 
 
 5. Pencils, crayons, and brushes should be kept out of 
 mouths, nostrils, and ears. 
 
 6. Handkerchiefs should not be used as paint rags nor 
 blackboard eraser. 
 
 7. Paste should not be eaten. 
 
 Intermediate Grades — I. Representation, using cray- 
 ons, pencils, scissors, and water colors.
 
 HEALTH INSTRUCTION THROUGH DRAW IXC 197 
 
 Illustration of — 
 
 Vigorous outdoor games for boys 
 
 Camping 
 
 Hiking 
 
 Healthful work and play in the city or on the farm. 
 Object drawing, especially for use in illustration and posters: 
 
 Receptacles used for food and milk 
 
 Good and bad cans. 
 
 II. Construction, using sandtable, boxes, clay, and 
 heavy paper. 
 
 A convenient and sanitary kitchen 2 
 
 A pleasant place to eat 2 
 
 A healthful bedroom 2 
 
 A dairy 3 
 
 A series of buildings showing the evolution of the home 1 
 
 III. Design, using crayons, scissors, and water colors. 
 
 Health sjmibols for booklet covers and badges of health 
 clubs. 
 Posters. 
 Mounting, labeling, and displaying of pictures. 
 
 (a) illustrating such topics as: Healthful places to 
 visit. 
 
 (b) b Comparing 
 
 Wholesome and unwholesome foods 
 
 Good and bad posters 
 
 Good and bad housing conditions. 
 
 IV. Picture study of outdoor life and vigorous 
 exercise : 
 
 1 See History, pages 152-164. 
 
 2 See Home Economics, pages 210-214. 
 
 3 See Geography, pages 165-179.
 
 198 EDUCATION IN HEALTH 
 
 Millet: The Sower. 
 Breton: Song of the Lark. 
 Machiel: The Sunbow (a statue). 
 
 Upper Grades: 
 
 I. Representation, using pencil, crayons, and water 
 colors. 
 
 Object drawing, as needed for posters. 
 Figure drawing, as needed for posters. 
 Diagram 1 and maps 1 . 
 
 II. Construction, using sandtable and other avail- 
 able materials. 
 
 Drainage 1 . 
 
 A Sanitary Construction Camp. 2 
 
 III. Design. 
 
 Pennants, badges, and insignia for use in health clubs and 
 contests. 
 
 Costumes, stage properties, and scenery for health plays. 
 
 Posters. 
 
 Collecting, mounting, and labeling of 
 
 Pictures and accounts of national and international 
 
 games and contests. 
 Pictures of furniture and utensils which are convenient 
 
 and sanitary. 
 Materials appropriate for winter, summer, rain. 
 Costumes adapted to various climates and seasons. 
 
 IV. Picture study of subjects showing unhampered 
 movement, vigor of health. 
 
 The Winged Victory. 
 
 1 See Geography, pages 165-179. 
 
 2 See Civics, page 138-151.
 
 Chapter XI 
 
 MANUAL TRAINING AND HOME ECONOMICS AS 
 RELATED TO HEALTH EDUCATION 
 
 By Marion J. Mayo, Ph.D., Thomas J. Rucker, A.B. 
 Edena Schaumberg 
 
 A. Manual Training — The function of manual 
 training in the elementary schools is the development of 
 certain forms of mental and motor control that will 
 be directly or indirectly serviceable in subsequent life. 
 The practice of many of the manual arts is itself a 
 form of bodily exercise. These arts, therefore, relate 
 themselves immediately to health in so far as they 
 develop physical tone, strength, and vitality. They 
 tend to develop and conserve the physical vigor and 
 health of the school by furnishing a variety of needed 
 bodily activity. 
 
 The manual arts do not lend themselves in any 
 large way to imparting health instruction. No attempt 
 has been made to present a set of problems to be taken 
 up from grade to grade with the course of study as at 
 present constituted. A knowledge of tools and ma- 
 terials and manual processes may, however, have a 
 bearing upon some important matters of health— 
 particularly the matter of occupational health. Occa- 
 sion may be taken for giving the pupils instruction 
 about occupational diseases and how they may be 
 avoided. A knowledge of occupational or industrial 
 
 199
 
 200 EDUCATION IN HEALTH 
 
 health may be of value to the pupils in selecting per- 
 manent occupations. 
 
 Manual Training and Cleanliness — On the other 
 hand it will be clear that the manual training shop 
 affords occasion for inculcating habits of order and 
 cleanliness that have a direct bearing upon health. 
 Life in the shop should be made to contribute to the 
 systematic building up of a set of hygienic work 
 habits. Maintaining a correct posture during work 
 hours, attending to matters of light and ventilation 
 in the shop, and having an eye to conditions of safety 
 and sanitation in the immediate working environment 
 should as far as possible be reduced to habit. A clean, 
 orderly, sanitary shop should be maintained in every 
 school. Cleaning up and setting the shop in order 
 after work should be a matter of daily routine. Out- 
 of-the-way corners must not be allowed to accumu- 
 late rubbish, dirt, and filth. Washing the hands and 
 face and tidying up after work should be a matter of 
 fixed habit. The routine life of the shop should re- 
 sult in health habits and ideals that will function in 
 similar situations in the subsequent life of the child. 
 
 In the case of shop accidents, such as bruises, cuts, 
 and skin abrasions, infection must be forestalled by 
 immediate sanitary treatment. This habit well formed 
 and reinforced by a knowledge of the possible conse- 
 quences of neglect, may constitute an important safe- 
 guard for the future health of the child. 
 
 In the manual training shop, many projects arise 
 that may be definitely related to health. Thus, the
 
 MANUAL TRAINING AND HEALTH EDUCATION 201 
 
 boy who chooses the making of a fly trap as his pro- 
 ject is probably already interested in the relation of 
 the house-fly to the health of the family, and the 
 teacher may direct this interest into channels that 
 will lead to enlarged information on this subject. 
 Or a boy may choose to make a rack for milk bottles. 
 In this connection he would be apt to enjoy reading 
 scientific articles on pure milk and how milk is kept 
 free from contamination. Other projects that relate 
 to the home, as the individual towel rack, tooth brush 
 holder, comb tray, window boards, etc., may lead to 
 valuable health suggestions, attitudes, and habits. 
 While there would probably be no time for class reports 
 or discussions on such health topics, yet much valuable 
 information of this kind would undoubtedly be dis- 
 seminated among the pupils through the social life 
 of the shop. The teacher, if interested and alive to 
 his opportunity, may do much to encourage this 
 process as an incidental aim of his work. 
 
 B. Home Economics as Related to Health Education. 
 
 Home Economics aims at the intelligent manage- 
 ment of the household. It aims at the scientific and, 
 so far as possible, the artistic clothing, feeding, and 
 housing of the family. It would keep every member 
 of the household physically and mentally fit. The 
 health of the family is one of its main objectives. 
 
 Home Economics concerns itself with sanitary 
 household conditions. Every one should know when 
 a house is properly lighted and ventilated and has 
 the requisite amount of air and sunshine. The fun-
 
 202 EDUCATION IN HEALTH 
 
 damentals of household sanitation should be com- 
 mon knowledge. But it must not be assumed that 
 a sound knowledge of modern housekeeping is handed 
 down to the child in a purely traditional way. The 
 child must be taught how to keep walls and floors, 
 closets, stairways, cellars, bedrooms, bath rooms, 
 and kitchens in a safe and sanitary condition. 
 
 Home Economics teaches the relation of food to 
 health. Not only minor illness, but much serious 
 and chronic illness results in the family from inade- 
 quate knowledge of correct diet. The child should 
 be taught what foods to eat to keep him strong and 
 healthy. The prospective manager of a modern 
 household should not leave the school without some 
 knowledge of what foods should be purchased for the 
 family table, when and how to purchase them, how 
 to preserve them or keep them in a fresh and sanitary 
 condition, and how to prepare them for the table in 
 quantities and proportions suited to every member 
 of the household and to the various seasons of the 
 year. 
 
 The child should be instructed in how to clothe the 
 body properly. Every child should be taught the 
 relation of clothing to health, both in its make and 
 material, and how it should be varied to meet seasonal 
 changes. Much illness, minor and serious, both 
 among children and adults, results from obvious 
 indiscretions in the matter of clothing the body prop- 
 erly. How to select clothes, how to protect them from 
 dust and moths and keep them in a proper state of
 
 MANUAL TRAINING AND HEALTH EDUCATION 203 
 
 cleanliness and repair is essential knowledge in the 
 modern household. 
 
 The instruction and training of Home Economics 
 should tend directly toward the improvement of 
 both individual and community health. The Home 
 Economics department can cooperate with the health 
 clubs, in their endeavor to help improve the sanitary 
 condition of the stores and markets of the neighbor- 
 hood, as well as those of the school, or in trying to 
 improve the choice of school lunch, or the more exten- 
 sive use of milk by school children. 
 
 The Home Economics work should be related to 
 the other school subjects wherever possible, in trying 
 to emphasize the promotion of health. Thus habits 
 of cleanliness and manipulation that lead to proper 
 results can be established. Such habits can be car- 
 ried over directly into the home, and hence help 
 obtain the desired standards of the care of the home 
 in general, that will lead to more healthful living for 
 the entire family. 
 
 In many cases the Home Economics work can be 
 related to other school subjects in such a way that 
 practical application can be made of the knowledge 
 obtained in the class room. For example, in the 
 intermediate grades, when the milk supply is being 
 studied and the pasteurization of milk considered, 
 the class might actually pasteurize milk in the Home 
 Economics laboratory. This class would be the one 
 studying infant care and feeding, so that the work 
 would be vital to them.
 
 204 EDUCATION IN HEALTH 
 
 Home Economics work may be begun in the inter- 
 mediate grades, although generally not begun until 
 the upper grades. However, this department might 
 assist in promoting health education in the primary 
 grades by the occasional use of the laboratory and 
 equipment in some such ways as are here suggested: 
 Comparison of the house constructed and furnished 
 by the children with the housekeeping rooms that 
 are part of the Home Economics laboratory; Making 
 of costumes or parts of costumes for health plays; 
 Dressing dolls in suitable clothing for summer or 
 winter; Making butter or cheese, following a visit 
 to the dairy; Making toast, following a visit to the 
 bakery. 
 
 In the following outline the health problems are 
 classified according to their relation to the study of 
 food, clothing, and shelter in the intermediate and 
 upper grades. 
 
 Intermediate Grades — In the intermediate grades 
 health habits can be established, and knowledge and 
 attitudes obtained, through the practical application 
 in the Home Economics laboratory of the preparation 
 of foods, making of clothing, making of articles for 
 the home, and caring for the home. The suggested 
 health problems for these grades are divided into those 
 relating to the study of food, clothing, and shelter. 
 
 Selection and preparation of food — What foods 
 should we eat for breakfast in order to stay healthy 
 and grow? What can we take to school for lunch that 
 will be good for us and keep us well? What can we
 
 MANUAL TRAINING AND HEALTH EDUCATION 205 
 
 select from the menu at the school lunch room that 
 will make us strong and keep well? What shall we 
 eat for dinner that we may stay strong and well? 
 Why must we eat fruit and vegetables in order to 
 stay healthy? Why must we learn to eat all kinds 
 of foods, not only a few we especially like, to grow 
 and be strong and healthy? How much water should 
 boys and girls drink every day in order to keep well? 
 Does the baby reed the same amount? Do mother 
 and father need any more? What besides water 
 should boys and girls drink every day to help them 
 grow and stay healthy? How much milk should 
 they drink each day? Do any other members of the 
 family need milk? How much? Why should we 
 drink milk or cocoa instead of tea and coffee if we 
 want to grow and be healthy and strong? How 
 should we care for milk in the home in order that it 
 may be most healthful as food? How can we pas- 
 teurize milk at home to make it more healthful for 
 the baby? What food should the baby have in order 
 to stay well and grow? 
 
 Dishwashing and disposal of waste — How should 
 dishes be washed that they may be clean and the 
 food served on them healthful? How should dishes 
 be handled in setting the table and in serving? What 
 care should the kitchen towels have in order that 
 the dishes be clean and sanitary? Why should we 
 have "dish" towels and "hand" towels in the 
 kitchen? What disposal should be made of the 
 garbage in order to keep the kitchen in a sanitary and
 
 206 EDUCATION IN HEALTH 
 
 healthful state? What disposal should be made of 
 other waste materials? 
 
 Good Habits — Why should we wash our hands 
 before touching any foodstuffs? Why should our nails 
 be properly cut and cleaned before we handle food- 
 stuffs? What habits of cleanliness should the members 
 of the family observe before sitting down to the table? 
 What has the regularity of meals to do with promoting 
 the general health of the family? Should we eat 
 between meals if we want to stay healthy? If so, 
 what should we eat? When should we eat candy 
 and sweets if we want to stay healthy? What habits 
 of eating should all members of the family have so 
 that their food will be most healthful to them? What 
 care must be given our teeth after meals in order to 
 keep them in good condition and, hence, keep our 
 bodies well? 
 
 Clothing Undergarments. Of what material 
 
 should our undergarments be made to be most health- 
 ful? In summer? In winter? How should we be 
 clothed at night in order to have the most restful and 
 healthful sleep? Of what materials should our night 
 clothing be made in summer? In winter? 
 
 Care and Repair of Clothing — What care should 
 we take of our clothing in order that it may be kept in 
 a clean and healthful condition? How does the repair 
 of clothing relate to health? How does the wearing of 
 a clean cooking outfit, when preparing foodstuffs, 
 relate to health? What clothing must the baby have 
 so that it may grow and be healthy? How shall we
 
 MANUAL TRAINING AND HEALTH EDUCATION 207 
 
 clothe the baby in summer? In winter? How should 
 the body be clothed at night in order to have the 
 most restful and healthful sleep? Why do we dust 
 the sewing tables and machines before starting to 
 work? Why should we cut threads instead of biting 
 them? Why should we keep needles and pins out of 
 our mouths while working? What is the most health- 
 ful position of the body when sewing? 
 
 Daily Care of the House — How should we do the 
 daily dusting in order to keep our house in a health- 
 ful condition? What can we do at home each day to 
 help keep it clean and sanitary? How shall we care 
 for the living room in order to make it a healthful 
 place for the family's rest and recreation? How shall 
 we care for the dining room in order to make it a 
 healthful place wherein to serve the meals? How 
 shall we care for the kitchen, that it may be a proper 
 place to prepare healthful food? What care should 
 be taken of the kitchen sink and plumbing to keep 
 them in a sanitary condition? The refrigerator? 
 How shall we care for the bedrooms that they may be 
 healthful places in which to sleep and dress? How 
 shall we care for the beds that they may be kept in a 
 clean and sanitary condition? What special care 
 should be taken of the bedroom when some one is sick? 
 How shall we care for the bathroom in order to keep it 
 in a sanitary condition? How shall we care for the 
 walls and woodwork to keep our home in a sanitary 
 condition? How shall we care for the floors in order 
 to keep our home in a clean and sanitary condition?
 
 208 EDUCATION IN HEALTH 
 
 What habits of cleanliness should a housekeeper 
 have? 
 
 Upper Grades — In the upper grades the girls should 
 realize that the right health habits and knowledge 
 and attitudes can be made to function in the home 
 for the benefit of the entire family. Foods may be 
 prepared in quantities for a family, and meals planned 
 and served. Foods may be selected for their health- 
 fulness as well as economy, and the students may 
 assist in marketing for the home. Goods for the 
 invalid may be prepared, and the preservation of 
 foods considered. Clothing may be made for various 
 members of the family, with a view to its healthful- 
 ness as well as season, economy, and laundering. 
 Household management may be considered from the 
 standpoint of making the home the most healthful 
 place for the family living there. An attempt should be 
 made in these upper grades to obtain, not only the 
 health habits, knowledge, and attitudes concerning 
 the various phases of home-making, but also the ideals 
 of healthful living. 
 
 The suggested health problems for these grades are 
 divided into those relating to the study of (I) Food, 
 (II) Clothing, and (III) Shelter. 
 
 Classification of Foods — Food Principles — What 
 foods will replace and repair the muscular tissues 
 and hence aid health? What foods must we eat to 
 furnish our bodies with energy? What foods must 
 we eat to furnish our bodies with heat? What foods 
 will replace the bone and nerve tissues of the body?
 
 MANUAL TRAINING AND HEALTH EDUCATION 209 
 
 What food regulates the body temperature and pro- 
 cesses? 
 
 Meal Planning — Menus — What can the family 
 eat for breakfast that will keep each member well 
 and strong? For luncheon or supper? For dinner? 
 How does variety in the diet promote the health of 
 the family? What are some of the combinations of 
 foods that make healthful and attractive meals? 
 
 Marketing — What fresh vegetables can be obtained 
 in winter that will make the menu more healthful than 
 using only canned vegetables? What are some of 
 the conditions we should observe in selecting the stores 
 and markets where we purchase foodstuffs? How 
 shall we care for the food when it comes from the 
 market in order that it may be most beneficial to the 
 family when prepared? Why are under-ripe or over- 
 ripe fruits apt to be unhealthful? Compare the health- 
 fulness of oleomargarine and butter. Which is the 
 more healthful in proportion to the amount of money 
 spent, "ready-prepared" or "home-cooked" cereals? 
 
 Preservation of Foods — What precautions must be 
 taken in the preservation of foods so that they will be 
 in a healthful condition when ready for use? Compare 
 the healthfulness of fresh and preserved foods? What 
 precautions must be taken in the purchase and use of 
 canned foods? How may we test and preserve eggs 
 so that they will retain their freshness? 
 
 Storage of Foods — What precautions must be taken 
 in the storage of foods, to keep them in a clean and 
 healthful condition? How shall we care for the re-
 
 210 EDUCATION IN HEALTH 
 
 frigerator in order that the food kept in it may stay 
 fresh and healthful? How shall we care for the pantry 
 so that the foods stored there may be kept clean and 
 sanitary? What care should be taken of food left 
 over after a meal so that it may be kept in a healthful 
 condition until ready for use? 
 
 Food for the Invalid — What foods shall we prepare 
 for the sick member of the family so that he or 
 she may become well and strong again? How shall 
 such food be served to the invalid so as to be most 
 beneficial? 
 
 Preparation of Foods — How are economy and 
 health closely related in the preparation of foodstuffs, 
 as in paring of vegetables, and fruits? Why must 
 food be prepared properly to be healthful? What 
 are the advantages and disadvantages of cooking food 
 so far as their healthfulness is concerned? How 
 might the wearing of jewelry, such as rings, bracelets, 
 and bracelet watches, impair the healthfulness of the 
 food prepared? How may the continued use of hot 
 water from the faucet, in place of boiled cold water, 
 in cooking, impair the health? What habits of cleanli- 
 ness should a cook have? What method of tasting 
 food should the cook observe so that the healthful- 
 ness of the food may not be impaired? 
 
 Serving — What habits of cleanliness should we 
 observe in serving foods? What habits of cleanliness 
 should a waitress have? What are some of the sani- 
 tary precautions we should observe in selecting an 
 eating place for a meal away from home?
 
 MANUAL TRAINING AND HEALTH EDUCATION 211 
 
 Relation of Food and Normal Weight — What food- 
 can I eat to help bring my weight up to the standard 
 for the normal child of my age and height? Of what 
 foods should I eat sparingly to try to get my weight 
 within the limits of those for a normal child of my age 
 and height? 
 
 Clothing — Outer garments — How does the kind of 
 clothing we wear affect the health? What materials 
 are most healthful for our summer clothing? What 
 materials are most healthful for our winter clothing? 
 How should we care for the family's winter clothing 
 during the summer in order that it may be clean and 
 sanitary when ready for use? How should we care for 
 the summer clothing during the winter so that it may 
 be clean and healthful when ready for use? What 
 clothing does little sister need so that she may grow 
 and be healthy? Little brother? What materials are 
 most healthful for their summer clothing? Winter 
 clothing? 
 
 Laundering — How does the laundering of new 
 undergarments before wearing make their use more 
 healthful to the wearer? How is laundering closely 
 related to the family health? What equipment should 
 the household have in order that the laundering may be 
 done in the most sanitary and healthful way? What 
 care should be taken of the laundry equipment so 
 that the clothing may be clean and sanitary when 
 laundered? 
 
 Shelter — House Furnishing — How shall we furnish 
 the living room so as to make it a healthful as well
 
 212 EDUCATION IN HEALTH 
 
 as a restful room? How shall we furnish the dining 
 room in order that it may be a healthful as well as 
 attractive and proper place to serve the meals? What 
 care should the table linens have so as to be kept 
 clean and healthful? How should the bed rooms be 
 furnished so that the most healthful conditions will 
 prevail? What care should the bedding and household 
 linens have in order to be kept in a clean and health- 
 ful state? How should the kitchen be furnished so that 
 food may be prepared in the most healthful manner? 
 Household Management — How will making a family 
 budget help to make the family more healthful and 
 happy? How shall we ventilate the home in winter 
 so that the family will have enough fresh air to keep 
 them healthy? In summer? How shall we heat the 
 home so that it will be a healthful place in which to 
 live in winter? What use can be made of disinfec- 
 tants to keep the home in a more healthful state? 
 How does the elimination of flies and household pests, 
 such as ants, roaches, and mosquitoes, help promote 
 the family health? What care should be taken with 
 the family pets— the cat or dog — in order that the 
 health of the family may not be impaired? 
 
 Penmanship 
 
 Roselle D. Hughes 
 
 Penmanship may be called a tool subject; that is, it 
 exists in the curriculum as a means of expressing in 
 written form ideas acquired in other subjects; being 
 a means of expression it correlates, therefore, with all
 
 MANUAL TRAINING AND HEALTH EDUCATION 213 
 
 subjects in the curriculum and lends itself to the 
 teaching of health by giving the teacher an opportu- 
 nity to instill health habits. 
 
 If the aims of health education are, first, to teach 
 health facts; second, to give certain attitudes toward 
 acquiring good health; third, to instill health habits; 
 it will be seen that the part to be done through pen- 
 manship is the instilling of health habits. The habits 
 that are to be instilled are correct posture and correct 
 use of materials. Correct posture requires an easy 
 and healthful position of the body, that it be not bent 
 over the desk, thereby compressing lungs and impairing 
 the depth of breathing; bent posture also compresses 
 the stomach and accordingly interferes with the pro- 
 cess of digestion; incorrect posture is conducive to 
 fatigue and is a tax on the nervous system. Incorrect 
 posture is responsible for curvature of spine and de- 
 fective vision. 
 
 Another means of establishing health habits is 
 through the proper care and use of writing material. 
 The child should be warned to keep his material in 
 good condition, to keep pencil and pen out of his 
 mouth and ears. He should be encouraged to keep 
 his pencil in the pencil bag which the school provides ; 
 he should be taught to use a part of a blotter as a 
 penwiper rather than the insanitary clothpenwiper. 
 These habits should be initiated in the primary grades, 
 and fixed in the intermediate and advanced grades. 
 
 The health helps suggested in other subjects in the 
 course may, during the Penmanship period, be put
 
 214 EDUCATION IN HEALTH 
 
 in permanent and attractive form and carried home 
 to parents, mailed to friends, or put in a health book 
 or health bulletin; that is, material that is used in 
 English for health projects, health mottoes, or health 
 slogans can be used very effectively during the penman- 
 ship period for practice instead of the stereotyped 
 sentences.
 
 Chapter XII 
 
 ADMINISTRATION OF THE HEALTH PROGRAM 
 
 By E. George Payne, Ph.D. 
 
 This discussion of the administration of the health 
 program will be presented under the following heads: 
 first, the school organization; second, the children's 
 activities; third, the measuring gf results by means 
 of a scale that will enable the teacher or principal to 
 determine the standard of attainment in individual 
 children. 
 
 The Kind of Organization that will be Effective — In 
 the first place, the school organization is a matter of 
 vital concern in making a health program effective 
 because health must be secured as a result of com- 
 munity and not of merely individual effort. The 
 school organization must be such as will include every 
 child in the community if it is to secure the effort of 
 every child in the accomplishment of the common 
 purposes and in the realization of the larger ideals 
 of citizenship through specific health, safety, and thrift 
 endeavors. To secure these ends, various kinds of 
 school organizations have been suggested. All of 
 them have their advantages and defects. Moreover, 
 it is generally true that any set form of organization 
 insisted upon as applicable to all conditions, is defective 
 because no general plan can be suited to all schools 
 and communities. For that reason it is not the 
 
 215
 
 216 EDUCATION IN HEALTH 
 
 purpose here to recommend a hard and fast organ- 
 ization to be adopted regardless of local conditions. 
 There are, however, some essential features that must 
 be incorporated in any organization if satisfactory 
 results are to be secured. For instance, it would be 
 unwise to select certain children from the whole 
 school or to take a few children of one room and organ- 
 ize them into a health club. Such an organization 
 would not be effective in carrying out the program; 
 it would not be inclusive enough. The organization, 
 whatever it is, must include all the children. For 
 this reason, it is better to have committees of children 
 in each room to take the initiative in each kind of 
 endeavor, such as health, thrift, and safety. 
 
 Activities of the Children — The room with all the 
 pupils might be converted into a health, safety, or 
 thrift club when the report of a committee or when 
 other club work is necessary. For the organization 
 of the whole school, representatives from the various 
 rooms should come together for the purpose of con- 
 sidering the problems of community welfare. A 
 meeting of this kind can well take place at a luncheon 
 during the noon hour at school. Such meetings have 
 been very successful, and the representatives always 
 make some pertinent recommendations that are put 
 into effect by the school authorities. 
 
 Organization of the Children of a Whole Community * — 
 
 *A complete discussion of the school organization is presented in a monograph 
 of the National Safety Council, entitled "Education in Accident Prevention," Lyons 
 and Carnahan, Chicago.
 
 ADMINISTRATION OF THE HEALTH PROGRAM 217
 
 218 EDUCATION IN HEALTH 
 
 The organization for the purposes of promoting health 
 practices might be extended to include all the school 
 of any community or city. A representative of each 
 school might be called into a larger convention for 
 occasional discussion of health, accident prevention, 
 thrift, or civic problems for the whole community. 
 While there is no set form for calling or organizing 
 such a conference, yet the following suggestive plan 
 lends itself to most communities. 
 
 Procedure for Stimulating the Work of Accident 
 Prevention and Health in the Schools and for Coordi- 
 nating Activities. — 1. Issue a questionnaire to discover 
 the general line of activity under way in 
 
 A. Accident prevention. 
 
 B. Health promotion. 
 
 The questionnaire should merely aim to discover 
 what is being done, and should not attempt to be 
 directive or suggestive. 
 
 II. Conferences to be held. 
 
 A. Children of the eighth, seventh, or upper grades of 
 the school. 
 
 1. Receive reports from children of what is being 
 
 done in their schools in both activities. Even 
 the simplest and crudest report should have a 
 place on the program under this heading. 
 
 2. Organize children's board of accident preven- 
 
 tion and health promotion activities, naming 
 chairman and vice chairman for accident pre- 
 vention, a vice chairman for health promotion, 
 and four directors each for accident preven- 
 tion and health promotions.
 
 ADMINISTRATION OF THE HEALTH PROGRAM 219 
 
 3. Plan a program for the summer for the gathering 
 
 of such data concerning accident and health 
 as will furnish material for a conference in the 
 fall. 
 
 4. Set time for conferences in September for the 
 
 receipt of the summer reports and for the 
 formulation of plans by the children for 
 the control through the school children of 
 the safety and health menaces. 
 B. Conferences of principals to be held later to discuss 
 what values may have become evident in the chil- 
 dren's conferences, and to plan for co-operation 
 with the children's conference in the fall. 
 
 Profitable Activities for Children — The adminis- 
 tration of the health program demands a discussion 
 of the activities in which children may profitably 
 engage. A position was taken in Chapter I that is 
 important to recall here. We cannot be satisfied 
 w T ith instruction merely, but we must offer opportu- 
 nities for activities on the part of the children them- 
 selves. It is necessary here, therefore, to consider 
 somewhat in detail what those activities ought to be. 
 It is evident, in the first place, that children shoidd 
 not be looked upon as agents for insuring healthful 
 conditions in the community. They are not to be 
 regarded as expert inspectors assigned to the duty of 
 examining alleys, vacant lots, back yards, streets, 
 groceries, and the like. Rather, they should be re- 
 garded as in the process of acquiring the ability to 
 assume the responsibilities of citizenship in the com-
 
 220 EDUCATION IN HEALTH 
 
 munity. The activities, therefore, in which the chil- 
 dren should engage ought to be selected with reference 
 to their suitability for the development of habits, of 
 ideals in and attitudes upon civic problems. From this 
 point of view, the first task is to discover the best 
 method of taking care of the health demands of the 
 group of which the children are a part. A serious 
 mistake has been made in assigning children of school 
 age community obligations before they have become 
 proficient in the activities of their immediate environ- 
 ment. For instance, children have been assigned 
 duties in cooperation with the police, the street au- 
 thorities, and the city health authorities in a " clean-up" 
 campaign when there were undesirable conditions in 
 the school itself that should have been removed. Chil- 
 dren have been assigned the responsibility of cleaning 
 up the community before they had learned to keep 
 their hands and bodies clean, and even when there 
 was no adequate means in the school for keeping 
 themselves clean. Before children attempt to solve 
 the problems of the community at large they should 
 acquire the technique of dealing with the problems 
 of social and personal welfare in the school community 
 of which they are a part. It is obvious that intelli- 
 gence and ability of children can be developed to the 
 best advantage in the care of needy children in the 
 school. I do not mean children merely in need of 
 better food and clothing, but children who have not 
 acquired habits, ideals, and attitudes connected with 
 health.
 
 ADMINISTRATION OF THE HEALTH PROGRAM 221 
 
 Children's Activities Must Concern Themselves with 
 the School — The first problem or project with which 
 the children of any school district may concern them- 
 selves is that of the health of their own school; not 
 with those activities growing out of the relationship 
 of the school to the children in their community 
 activities. Children must first make their own school 
 a model community and in doing so acquire the tech- 
 nique, practice, and ideals of the general welfare. 
 After they have solved all problems connected with 
 their own school welfare, they will then be equipped 
 to extend their services to the larger community. I 
 doubt whether a great deal of community activity 
 ought to be introduced before the senior high school 
 period, and certainly such activity should never be 
 introduced into the junior high school grades until 
 the children have worked out their own school pro- 
 jects in all their details, and such activity should not 
 be introduced into the first six grades at all. 
 
 What then are the activities appropriate to the chil- 
 dren of an elementary school? A full discussion of 
 children's activities with reference to safety are pre- 
 sented in the monograph Education in Accident Preven- 
 tion referred to above and need not be repeated here. 
 However, I might say in a general way that the care of 
 the children in the buildings, on the grounds, and in the 
 streets of the immediate neighborhood of the school 
 affords sufficient projects to insure to an elementary 
 school all the activities necessary for developing habits, 
 ideals, and attitudes of health and accident prevention.
 
 222 
 
 EDUCATION IN HEALTH 
 
 *> 
 
 3 
 
 
 o 
 
 Si 
 
 P. 
 
 
 
 
 
 
 
 M 
 
 C 
 
 C 
 
 ■3 
 
 > 
 
 04 
 
 w 
 
 P. 
 
 2 
 
 « 
 
 
 
 a 
 
 u 
 
 a 
 
 > 
 
 V 
 
 
 
 V 
 
 P.J3 
 
 2 
 
 •o 
 
 
 H 
 
 
 u 
 
 
 u 
 
 
 n 
 
 
 
 
 
 
 aj 
 
 
 u 
 
 OJ 

 
 ADMINISTRATION OF THE EEALTB PROGRAM 223
 
 224 
 
 EDUCATION IN HEALTH 
 
 Children may also serve effectively in guarding the halls to insure that thoughtless 
 
 youngsters observe safety practices. They are explaining here that one step at a 
 
 time is enough. They decided upon this plan at a meeting for the discussion of 
 
 safety practices. The principal welcomed its trial.
 
 ADMINISTRATION OF THE HEALTH PROGRAM 225
 
 226 EDUCATION IN HEALTH 
 
 In order to best present these projects we have intro- 
 duced a number of photographs of children in action. 
 
 Activities Connected with a Health Program — The 
 carrying out of a health program affords a great 
 variety of activities. It is the purpose merely to 
 suggest a few of those available. The first problem 
 is that of cleanliness and children's inspection. Any 
 one connected with an elementary school knows just 
 how difficult it is to have children keep clean hands. 
 
 There are also a large number of problems in con- 
 nection with school feeding and proper nutrition. If 
 the school has a domestic arts department, it is simple 
 enough to develop menus, serve luncheons, and to 
 utilize funds collected by salvage or by other means 
 for the purpose of insuring proper nutrition, where 
 sufficient is not provided at home. If children can 
 work for money to feed the Chinese, why not use 
 some of the money earned to feed starving children 
 in the school group? The motive for proper feeding 
 may be developed in connection with the use of the 
 health chart. 
 
 Another line of activity of very great value is the 
 mending of the clothing of the children in the school. 
 This activity has the value not only of teaching chil- 
 dren how to mend clothes, therefore encouraging 
 thrift, but it develops a feeling of responsibility for 
 the group. In connection with cleanliness it may 
 moreover impart a health value, and means are always 
 taken for insuring cleanliness when the clothes are 
 mended.
 
 ADMINISTRATION OF THE HEALTH PROGRAM 227
 
 228 
 
 EDUCATION IN HEALTH
 
 ADMINISTRATION OF THE HEALTH PROGRAM 229 
 
 The foregoing suggestions afford examples of cases 
 that might be multiplied indefinitely; no doubt nu- 
 merous others will be utilized by the progressive teacher 
 or school. 
 
 Measuring Results and Determining Standards of 
 Attainment — The final problem with which this chap- 
 ter deals is the measuring of results by means of a 
 scale that will enable the teacher to determine a 
 
 This picture shows a room acting as a health club. The only difference between 
 
 the room as a class and as a club is that in the latter the officers preside and direct 
 
 the discussions of the health problems. 
 
 definite standard of attainment in individual children. 
 The thing of greatest importance in this part of the 
 chapter is a scale for the measurement of attainment 
 in the development of habits and ideals in health 
 and along other civic lines. 
 
 This scale has the same object as has a scale for 
 measuring attainment in spelling, arithmetic, language 
 or any other subject; it provides an objective unit
 
 230 
 
 EDUCATION IN HEALTH
 
 ADMINISTRATION OF THE HEALTH PROGRAM 231 
 
 of measure that can be applied to the children in each 
 grade so that the teacher may know how her children 
 compare with children in other parts of the commu- 
 nity or country. The ideal cannot be fully attained 
 in this first scale as the practice on which this scale 
 is based is not sufficient to determine the proper de- 
 gree of attainment for each grade. The data we ex- 
 pect to gather through the reports from the various 
 parts of the country will provide us with means for 
 adequately measuring health habits and practices. 
 
 A Scale for Measuring Personal and Social Behavior — 
 
 Habits and Practices in Health and Accident Prevention. 
 
 Total Points — 500. 
 
 A-355 
 
 I. FOOD S3 
 
 Variety 29 Quantity 20 Regularity 14 Manner of 
 
 Eating 20 
 
 II. AIR 30 
 
 Breathing 9 Bedroom Air 12 Schoolroom and Time in Open 
 
 Studv 5 Air 4 
 
 Amount 2 
 
 Variety 30 
 
 III. DRINK 25 
 Regularity 3 Sanitariness 14 Tea and Coffee 6 
 
 IV. EXERCISE 45 
 
 Regularity 15 
 
 V. SLEEP 28 
 Amount 15 Regularity 10 Manner 3 
 
 VI. POSTURE 15 
 
 Sitting 6 Standing 3 Walking :! Work 3
 
 232 EDUCATION IN HEALTH 
 
 VII. CLEANLINESS 91 
 
 Hands and Teeth, Mouth, Bathing 20 Bowel Move- 
 
 Nails 35 Head 16 ment 20 
 
 VIII. CLOTHING 34 
 Cleanliness 13 Suitability 10 Miscellaneous 11 
 
 IN. INDICATIONS OF HEALTH 4 
 Physique 1 Height 1 Weight 1 Vital Index 1 
 
 B-75 
 
 X. SAFETY HABITS 75 
 On the Streets 31 At Home 23 In School 12 At Play 9 
 
 C-70 
 
 XL SERVICE — Social and Civic Habits and Practices 70 
 
 Home 20 School 20 Streets 10 Community 20 
 
 Instruction for Use of the Scale 
 
 1. Allow full value for each point or nothing. 
 
 2. Practice in any item does not mean that there can 
 never be an exception. For instance, if a child is kept up 
 at night beyond his regular hour of retiring once a week to 
 attend a moving picture show, nothing should be allowed 
 for the first item under regularity. On the other hand, 
 there might be an imperative reason for keeping a child up 
 later than the regular hour on an occasion of a special 
 nature. If such occasion occurs often or regularly, the child 
 should be given no credit. 
 
 3. The scale should be used by the teacher only. Pupils 
 will become familiar with the points of the scale through 
 instruction and practice. The parents will also become 
 familiar with it through the children and through confer- 
 ences with the teacher.
 
 ADMINISTRATION OF THE HEALTH PROGRAM 233 
 
 4. The scale should be used in rating the child at the 
 beginning of each semester. It should not be applied to 
 children until the beginning of the second year of school. 
 
 5. It will take some time to use the scale, as it will have 
 to be used with each individual child separately. After 
 the first use the teacher will be able to examine from four 
 to six children in an hour. Its value in insuring health 
 practices is worth more than the time required. 
 
 6. The weight given to each point is determined by two 
 factors: (a) the difficulty of forming the habit or practice; 
 (b) the value of the habit to the child when once formed. 
 
 7. The number of points required in each grade is based 
 on the median attainment among the most healthy children 
 in a number of schools. 
 
 8. The validity of the scale has been judged by its appli- 
 cation to the best and worst conditioned among ten thousand 
 school children. 
 
 9. It would appear that too small a number of points is 
 allowed for item under B, and C. This apparent lack of 
 due recognition disappears when it is clear that the child 
 must attain the minimum number of points for his grade 
 under each of the three headings A, B, and C. This vir- 
 tually makes each division independent of the other in rating. 
 
 Key to Scale for Measuring Individual and Social Behavior — 
 
 Habits and Practices in Accident Prevention and 
 
 Health — Total Points — 500. 
 
 I Food 83 
 Variety 29 
 
 Drink from a pint to a quart of milk every day 3 
 
 Eat bread and butter every meal 5 
 
 Eat some fruit every day (fresh, dried, or preserved) ... 5
 
 234 
 
 EDUCATION IN HEALTH 
 
 Eat some green, leafy vegetable every day (spinach, 
 
 lettuce, kale, etc.) 5 
 
 Eat some starchy vegetable every day (as potato) 3 
 
 Eat a cooked cereal for breakfast daily 2 
 
 Eat meats but once daily 2 
 
 Eat candies, cakes, etc. only as dessert 4 
 
 Quantity 20 
 
 Food Requirements in Calories — Age — Sex 
 
 Boys Girls 
 Total Protein Energy Total Protein Energy- 
 Age Cal. Cal. Cal. Cal. Cal. Cal. 
 6-7 1400-1700 168-204 1232-1496 1300-1600 156-192 1144-1408 
 7-8 1500-1800 180-216 1320-1584 1380-1680 165-201 1215-1479 
 8-9 1600-1900 192-228 1508-1672 1460-1760 175-211 1285-1549 
 9-10 1700-2000 204-240 1496-1760 1550-1850 186-222 1364-1628 
 10-11 1900-2200 228-264 1672-1936 1650-1950 198-234 1462-1710 
 11-12 2100-2400 252-288 1848-2112 1750-2050 210-246 1540-1804 
 12-13 2300-2700 276-324 2024-2376 1S50-2150 222-258 1628-1892 
 13-14 2500-2900 300-348 2200-2552 1950-2250 234-270 1716-1980 
 14-15 2600-3100 312-372 2288-2728 2050-2350 246-282 1804-2068 
 15-16 2700-3300 324-396 2376-3204 2150-2450 258-294 1892-2156 
 
 
 FOODS RICH IN 
 
 
 
 
 Carbo- 
 
 Protein and 
 
 Prot. and 
 
 Protein 
 
 Fat 
 
 hydrate 
 
 Fat 
 
 Carbo. 
 
 Beef, dried, lean 
 
 Bacon 
 
 Sugar 
 
 Almonds 
 
 Peas, dried 
 
 Eggs, Whites 
 
 Cream 
 
 Tapioca 
 
 Beef, fat 
 
 Beans, dried 
 
 Cheese, cottage 
 
 Butter 
 
 Rice 
 
 Cheese 
 
 Bread 
 
 Fish 
 
 Butterine 
 
 Cornstarch 
 
 Eggs 
 
 Farina 
 
 Milk 
 
 Lard 
 
 Potatoes 
 
 Milk 
 
 Oatmeal 
 
 
 Salt pork 
 
 Honey 
 
 Peanuts 
 
 Macaroni 
 
 
 Olive oil 
 
 Molasses 
 
 Peanut butter 
 
 Milk skim 
 
 
 
 Dates 
 
 Sardines 
 
 Buttermilk 
 
 
 
 Bananas 
 
 
 
 Foods Rich in Mineral Constitutents and Cellulose 
 Spinach — lettuce — string beans — tomatoes — celery — 
 cauliflower — cabbage — carrots — beets — squash — 
 cucumbers — oatmeal — wholewheat bread — raisins — 
 prunes — figs — strawberries — beef, lean — egg yolk.
 
 ADMINISTRATION OF THE HEALTH PROGRAM 235 
 
 Known Vitamine Carriers 
 
 Liver — brains — heart — kidneys — eggs — milk — 
 cheese — butter — leafy vegetables — tomatoes — fresh 
 fruits — whole grain cereals. 
 
 Regularity 14 
 
 Eat a warm breakfast every morning 2 
 
 Eat something warm for lunch (as soup) 3 
 
 Eat meals every day at the regular hour and in regular 
 
 amounts 3 
 
 Do not eat candies, cakes, ice-cream, etc., between meals .3 
 If hungry eat some bread and butter, and not within two 
 hours of another meal 3 
 
 Manner of Eating 20 
 
 Eat slowly in a calm, unexcited frame of mind 5 
 
 Chew all foods thoroughly 5 
 
 Engage in pleasant conversation with the family 5 
 
 Tell a story or anecdote or interesting incident of the day . 5 
 
 II Air 30 
 Breathing 9 
 
 Breathe deeply — take ten deep breaths before open 
 
 window night and morning with setting up exercise.. .4 
 Breathe always through the nostrils, not through the 
 mouth 5 
 
 Bedroom Air 12 
 
 Sleep with windows well open every night 5 
 
 Do not sleep in draft — use window boards if necessary . . 3 
 Air out bedroom every day 4
 
 236 EDUCATION IN HEALTH 
 
 Schoolroom and Study Room 5 
 
 See that the room where you live or study is properly 
 supplied with fresh air 5 
 
 Time in Open A ir 4 
 
 Spend from two to three hours daily in exercise in the 
 open air 4 
 
 III Drink 25 
 Amount 2 
 
 Drink four to six glasses of water every day 2 
 
 Regularity 3 
 
 Drink a glass of water on rising in the morning 1 
 
 Drink two glasses of water in the forenoon at regular 
 
 times daily 1 
 
 Drink two glasses of water in the afternoon at regular 
 
 times daily 1 
 
 Sanitariness 12 
 
 Do not drink out of a cup after some one else 5 
 
 Drink only pure water from the fountain or out of a 
 
 clean cup 4 
 
 Do not drink cold water while overheated, from play or 
 
 work 3 
 
 Do not drink water containing cracked ice 2 
 
 Tea and Coffee 6 
 
 Do not drink tea or coffee 6 
 
 IV Exercise 45 
 Variety 30 
 
 Two hours of out-door exercise daily. Run, skate, hike, 
 swim, or play tennis, baseball, basket ball, volley
 
 ADMINISTRATION OF THE HEALTH PROGRAM 237 
 
 ball, or hockey. Little children may plan running 
 
 games, skate, swing, play see-saw, or skip rope 20 
 
 Only light exercise should be taken for one-half hour 
 before each meal and one hour after 10 
 
 Regularity 15 
 
 Exercise every day 5 
 
 Take exercises every morning on rising and every night 
 
 on going to bed or after long periods of inactivity. ... 10 
 Setting-up exercises — stretching, bending, twisting, 
 
 breathing. Use arms, legs, and trunk in each exercise. 
 
 V Sleep 28 
 
 Amount 15 
 
 Sleep Needed 
 (Sleep alone.) 
 
 Hours 
 5-6 years 11 -13| 
 
 7 years 10|-13 
 
 8 years 10|-12| 
 
 9 years 10 -12 
 
 10 years 10 -11^ 
 
 11 years 9|-11 
 
 12 years 9 -10§ 
 
 Hours 
 
 13 years 8|-10 
 
 14 years Sf-10 
 
 15 years 8|-9| 
 
 16 years 8^-9 
 
 17 years 8|-9 
 
 18 years 8^-9 
 
 Regularity 10 
 
 Go to bed at same hour every night 5 
 
 Get up at same hour every morning 5 
 
 Manner 3 
 
 Sleep on the side, mainly the right side 3
 
 238 EDUCATION IN HEALTH 
 
 TV Posture 15 
 Sitting 6 
 
 Sit erect while conversing 3 
 
 Sit erect at study and in writing 3 
 
 Standing 3 
 
 Stand erect with chest forward, head high 3 
 
 Walking 3 
 
 Walk with erect carriage, feet pointing directly forward 3 
 WorkS 
 
 Keep an erect, healthy posture while placing work on the 
 blackboard, and in all you do 3 
 
 VII Cleanliness 91 
 Hands and Nails 35 
 
 Wash hands before every meal 5 
 
 Clean finger nails once every day f> 
 
 Keep hands and nails clean and cuticle pushed back at 
 
 all times 20 
 
 Keep nails out of mouth — do not bite 5 
 
 Teeth, Mouth, Head 14 
 
 Clean teeth, mouth and tongue morning and night .... 5 
 
 Do not put corners of books in the mouth 3 
 
 Do not put fingers, pencils, etc., in the mouth 3 
 
 Do not dampen fingers in the mouth to turn the pages 
 
 of a book 3 
 
 Do not lick postage stamps or envelopes 3 
 
 Bathing 20 
 
 Take a full tub bath twice every week 10 
 
 Sponge the arms and breast daily in cold water 5 
 
 Wash perspiring feet every day 5
 
 ADMINISTRATION OF THE HEALTH PROGRAM 239 
 
 Botcel Movement 20 
 
 Have a bowel movement regularly every day 10 
 
 Do not take drugs or medicines for this. Depend solely 
 on food, water, exercise, and habit 10 
 
 VIII Clothing 84 
 Cleanliness 13 
 
 Keep clothing well dusted and properly cleaned 5 
 
 Keep dresses and stockings properly mended 4 
 
 Wash stockings every day 4 
 
 Suitability 10 
 
 Wear warm porous clothing in winter 3 
 
 Wear light porous clothing in summer 3 
 
 Wear shoes with broad heels and sufficient length 4 
 
 Miscellaneous 11 
 
 Put on a wrap in sitting clown after exercise 3 
 
 Keep clothing properly aired 3 
 
 Do not sleep in clothing worn in day 5 
 
 IX Indications of Health 4 
 Physique 1 
 
 Physique: Robust, normal, frail emaciated 1 
 
 Height 1 
 
 Height : Amount above or below norm for his age 1 
 
 Weight 1 
 
 Weight : Amount above or below nomi for his age 1 
 
 Vital Index 1 
 
 Vital Index: Amount above or below norm for his age . . 1
 
 240 EDUCATION IN HEALTH 
 
 X Safety Habits 75 
 In the Streets 31 
 
 Look in both directions before crossing the streets 3 
 
 Go straight across the street and at the crossings only . . 3 
 
 Do not tarry in the street bill cross promptly 3 
 
 (Help the little ones to cross the street safely) 3 
 
 Do not play on railroad tracks 3 
 
 Do not handle dangling wires or come into contact with 
 
 electric wires 5 
 
 Do not ride on the outside of street cars 3 
 
 Do not beg rides on autos 5 
 
 Do not climb on trucks and wagons 3 
 
 At Home 23 
 
 Be careful about the use of matches ; keep them in a safe 
 
 place 2 
 
 Be careful about the use of kerosene ; keep it in a safe 
 
 place ; do not start a fire with it 3 
 
 Be careful always in using the gas range 3 
 
 Be sure electric wires are disconnected before touching 
 
 them 3 
 
 Be careful about the stairways and fire escapes 3 
 
 Do not climb on chairs, tables and step-ladders unless 
 
 necessary, and then only after examination 3 
 
 Do not place heavy objects or sharp instruments where 
 
 they may fall upon some one 3 
 
 Do not leave chairs or other objects where some one may 
 
 stumble over them in the dark 3 
 
 At School 12 
 
 Do not hurry down the stairways 3 
 
 Do not run in the halls 3
 
 ADMINISTRATION OF THE HEALTH PROGRAM 241 
 
 Look before going in and out of doors and do not rush . . 3 
 
 Take one step at a time on stairways 3 
 
 At Play 9 
 
 Do not run on busy traffic streets in play 3 
 
 Do not play near high places or on rough grounds 3 
 
 Keep away from quarries 3 
 
 XI Service — Social and Civic Habits and Practices 70 
 
 Service at Home 20 
 
 Help clean the house, make beds, air rooms 5 
 
 Keep shoes shined, clothes brushed 5 
 
 Run errands which takes one into open air 5 
 
 Keep yard and outbuilding free from rubbish 5 
 
 Service at School 20 
 
 Serve on Health or Safety Committees 5 
 
 Weigh smaller children. Help mend clothing .5 
 
 Call attention in every case to children who violate 
 
 health or safety practices 10 
 
 Service on the Streets 10 
 
 Help children across street in congested quarters 5 
 
 Place safety signs in street under direction of police .... 5 
 
 Service to the Community 20 
 
 Notify the Police Department of any obvious violations 
 
 of ordinances 5 
 
 Notify the Fire Department in case of fire 5 
 
 Notify the Health Department of menaces to health in 
 
 the neighborhood 5 
 
 Notify the Street Department of holes in the street, 
 
 obstructions, unclean alley in neighborhood 5
 
 242 EDUCATION IN HEALTH 
 
 Class Record Sheet. Use this Sheet to Report the Standing 
 of the Whole Class 
 
 Score in 
 Age Score in Accident Score in Total 
 Names Yrs. Mo. Health Prevention Service Score 
 
 1. 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6. 
 
 7 
 
 9. ...: 
 
 10. .. 
 
 ii 
 
 12. ... ._ „ 
 
 13. 
 
 14 _.. 
 
 15 
 
 16. _.. 
 
 17 _ 
 
 18 
 
 19 
 
 20 
 
 Maximum number of points in Class A B C. 
 
 Median number of points in Class A B C. 
 
 Minimum number of points in Class A B. C.
 
 ADMINISTRATION OF THE HEALTH PROGRAM 243 
 
 Required 
 
 Minimum 
 
 \ Atta\ 
 
 inment for 
 
 Each < 
 
 Grade 
 
 
 OF GRADE 
 
 A 
 
 B 
 
 C 
 
 TOTAL 
 
 I 
 
 
 247 
 
 72 
 
 10 
 
 
 329 
 
 II 
 
 
 259 
 
 72 
 
 15 
 
 
 341 
 
 III 
 
 
 272 
 
 72 
 
 20 
 
 
 364 
 
 IV 
 
 
 285 
 
 72 
 
 25 
 
 
 382 
 
 V 
 
 
 295 
 
 75 
 
 30 
 
 
 400 
 
 VI 
 
 
 305 
 
 75 
 
 40 
 
 
 420 
 
 VII 
 
 
 325 
 
 75 
 
 70 
 
 
 470 
 
 VIII 
 
 
 355 
 
 75 
 
 70 
 
 
 500
 
 REFERENCES 
 
 F.i.Ysr, ('. Crecelius 
 
 Andres, J. M Teaching Hygiene inHhe Grades Houghton-Mifflin 
 
 Bancroft, J. H Games for School, Home, and Play- 
 ground Macmillan 
 
 Bancroft, J. II. . . . Posture of School Children Maxmillcm 
 
 Summary of right development of 
 entire body as related to posture. 
 
 Bancroft-Ptjlvebmacheb Handbook of Athletics Macmillan 
 
 Descriptive and technical material 
 on sanies. Suitable for schools 
 and playgrounds. 
 
 Bond, R. A With the Men Who Do Things Munn and Co. 
 
 Branom, M. E Project Method in Education R. Badger 
 
 Burchenal, E Folk Dances . . . Schirmer 
 
 Camp Fire Girls — Section on Health National Headquarters 
 
 \61 !ilh Ave., New 
 York City. 
 
 Chalmers, S Beloved Physician Houghton-Mifflin 
 
 Brief, intimate narrative of Dr. 
 Trudeau's work at Saranac. 
 
 Illustrated. 
 
 Coe, F. E Heroes of Everyday Life Ginn 
 
 Crawford-Fogg .... Dramatic Games A. S. Burins 
 
 Curtis, H. S Education Through Play Macmillan 
 
 Delano, J. A American Red Cross Text Book on 
 
 Elementary Hygiene and Home 
 
 Care of the Sick American Red Cross 
 
 This text should be in the hands 
 of every teacher as it is indispen- 
 sable in giving facts about the 
 home care of the sick. 
 
 Dewey, J Democracy and Education, Ch. 15 Macmillan 
 
 Discussion of play and work in the 
 curriculum. 
 Drdshel-Noonan- 
 
 Withers Arithmetical Essentials, Books I-II- 
 
 III Lyons-Carnahan 
 
 Ch, 10, Tt. I, Book III, contains 
 much good health ami accident. 
 material treated arithmetically. 
 
 The teaching shows in a detailed 
 
 manner how t he teacher may use 
 and supplement, this material. 
 
 Ferguson, Dr. H. W. . A Child's Book of the Teeth Y.'orld Book Co. 
 
 Excellent material for the third and 
 fourth grades. 
 
 Fisher-Fisk How to Live Funk-WagnaUs 
 
 Treats of clothing, including shoes, 
 and of fresh air and food. ( Jives 
 1(> rules of hygiene. 
 
 Gulick, L. II The Efficient Life Doubleday, Page 
 
 244
 
 REFERENCES 245 
 
 Gulick, L. H Hygiene Series, Honks I-V Ginn 
 
 Written in style appealing to 
 children. Profusely illustrated. 
 
 Questions listed at close of chap- 
 ter from which teacher may 
 choose. 
 
 Health for Soldier and Sailor Funk-WagnaU) 
 
 Heimway, H. B American Health Protection Bobbs-MerriU 
 
 Hoag-Terman Health Index of School Children . . . Houghton-Mifflin 
 
 Indispensable to every teacher of 
 health. 
 
 Hoag-Terman Health Work in the Schools Houghton-Mifflin 
 
 Deals with problems involved in 
 health supervision, health exam- 
 ination, and hygiene teaching. 
 
 Hofer, M Singing Games Flanagan 
 
 Hogan, L Children's Diet Doubleday, Page 
 
 Horton, E A Group of Famous Women Heath 
 
 Johnson, G Education by Play and Games Ginn 
 
 Jones, G. E Hygiene and War Carnegie Foundation, 
 
 Washington, D. C. 
 
 Kelynatk, T. U. . . . Medical Examinatio for Schools 
 
 and Scholars Chicago Medical Co. 
 
 Provides complete guide for school 
 and medical officers. Deals with 
 administration and organization. 
 
 La Rue Psychology for Teachers American Book Co. 
 
 Lee, J Play in Education Macmillan 
 
 Moffat, C Careers of Danger and Daring Century Co. 
 
 Newsholme, A. -Pillow, 
 
 Mrs. M. E Domestic Economy: (The Laws of 
 
 Health in their Application to 
 Home Life and World, for Teach- 
 ers and Students) Macmillan 
 
 Overman Principles and Method of Teaching 
 
 Arithmetic Lyons-Carnahan 
 
 Good discussion on the teaching of 
 problem solving. 
 
 Norseworthy- Whitley Child Psychology Macmillan 
 
 Overton, J. M Life of Robert Louis Stevenson for 
 
 Boys and Girls Scribner'* Son 
 
 Interesting story for children. 
 
 Payne, E. Geo Education in Accident Prevention . . . Lyons-Cariiuluin 
 
 Statement of method concretely for 
 each subject. 
 Public School Methods . . . School Methods Pub. Co. 
 
 An excellent summary of educa- 
 tional method and exceptionally 
 valuable for small city and rural 
 teachers. 
 
 Rapeer, L. W Educational Hygiene Scribner's Sons 
 
 Deals with hygiene of children 
 
 from standpoint of school in its 
 relationship to home and com- 
 munity, from pre-school period 
 up through college.
 
 246 
 
 REFERENCES 
 
 Rapeer, L. W. . 
 Red Cross . . . 
 
 Richards, E. H. 
 Rose, M. S. . . 
 
 Scouts op America 
 Scouts of America 
 
 Stone, J. C 
 
 Strayer-Norseworthy 
 
 Strong, E. K. . . . 
 Term ax, L. M. 
 
 Thompson, E. Seton 
 
 Thorndike, E. L. . . 
 
 Tolman, G. . . . 
 
 Traill, H. D. . . . 
 Trudeau, E. L. 
 
 Winslow, C. A. . . 
 
 Wizard Foot Appliance 
 
 Company 
 
 Woods-Hutchinson . . 
 
 Woods-Hutchinson . 
 Woods-Hutchinson . 
 
 School and Health Administration Teachers College, 
 
 Treatise on health work in various Columbia University 
 cities and its efficiency. 
 
 First Aid. 
 
 This book is indispensable in pre- 
 senting the elementary facts of 
 emergency treatment. 
 
 Meat and Drink Health Education League 
 
 Feeding the Family Macmillan 
 
 Good general reference for home 
 and school use on diet. 
 
 Boy Scouts of America, Ch. V Doubleday, Page 
 
 Scouting for Girls, Ch. on "The 
 
 Health Winner" 1S9 Lexington Avenue, 
 
 New York City. 
 
 Teaching Arithmetic Ben Sanborn 
 
 How to Teach, Ch. on Play Macmillan 
 
 Discussion of the meaning of play 
 and its place in the curriculum. 
 Introductory Psychology for Teach- 
 ers Warwick- York 
 
 Hygiene of the School Child Houghton-Mifflin 
 
 Discussion of hygiene of physical 
 and mental growth rather than 
 details of school architecture 
 and school equipment. 
 
 Woodcraft Manual, Ch. on Health Woodcraft League of 
 
 America, IS II'. 29th 
 St., New York City 
 
 Educational Psychology, Brief 
 
 Course Teachers College, 
 
 i 'olumbia University 
 
 Hygiene for the Worker American Book Co. 
 
 Good material for upper grades to 
 be used to help equip the worker 
 to care for himself. 
 
 Social England, Vol. VI Putnam 
 
 An Autobiography Lea and Febinger 
 
 Interesting, profusely illustrated. 
 
 Healthy Living Merrill 
 
 Deals with ways and means of liv- 
 ing that will conduce to mainte- 
 nance of maximum of personal 
 vigor and to an alert co-opera- 
 tion in all community move- 
 ments for protection of public 
 health. 
 
 References on care of feet. 
 
 Exercise and Health Houghton-Mifflin 
 
 Discussion of foods, bodily organs 
 
 and their function. Pleasing 
 
 presentation for children. 
 
 Handbook of Health Houghton-Mifflin 
 
 Interesting, clear treatment of 
 food, fresh air, rest, etc. 
 
 Th Doctor in War Houghton-Mifflin
 
 REFERENCES 247 
 
 GENERAL REFERENCES 
 
 U. S. Government Bulletins. 
 
 Woman and Child Labor. 
 
 Infant Mortality Series. 
 
 Child Welfare. 
 
 Industrial Accidents. 
 
 Public Health. 
 
 Exc 'llent original material for all chapters. 
 Readers' Guide. 
 
 A great deal of material may be found in magazines. See Readers' Guide. 
 Child Health Organization, 156 Fifth Avenue, New York City. Various publications. 
 Exercise cards and posters on health. Bureau of Social Hygiene, Y. W. C. A. 
 How to Live. 
 
 A monthly journal published by The Life Extension Institute, 25 West 45th 
 Street, New York City. 
 Insurance Statistics. Metropolitan Insurance Co. 
 
 Excellent statistical reference, furnishing material for arithmetic. 
 Public Health Service. 
 
 Municipal ordinances, ules, and regulations pertaining to Public Health. 
 Red Cross Magazine and new Junior Red Cross News. 
 Russell Sage Foundation, Department School Hygiene, Pamphlet S'.». 
 Newspapers, especially Health Articles, by W. A. Evans.
 
 INDEX 
 
 PAGE 
 
 Activities, of children 216, 219, 221 
 
 Adenoids, extent of 18, 19 
 
 Advertising Committee 90 
 
 Agencies, concerned with health 12 
 
 Apparatus 59 
 
 Arithmetic 
 
 In middle grades 181 
 
 Place in health program 181 
 
 School room problems 182 
 
 Statistics in 187 
 
 Bathing 238 
 
 Bathrooms, care of 207 
 
 Bedrooms 
 
 Care of 207 
 
 Air of 235 
 
 Boy Scouts, code of 61 
 
 Breathing, manner of 235 
 
 Bureau 
 
 Children's of the Department of Labor 14 
 
 Of Education 43 
 
 Citizen 
 
 Health education of 23 
 
 Health teaching in history 152 
 
 Civics 
 
 Health in the home 139 
 
 Cleanliness 49, 86, 102, 238 
 
 And manual training 200 
 
 Clothes and Health 156, 206 
 
 Club plan for upper grades 75 
 
 Coffee 236 
 
 Committee meeting 83 
 
 Community Health 141, 142 
 
 Construction, in drawing 192 
 
 Corrective exercises 73 
 
 Dairy plants, in rural communities 168 
 
 Defective teeth, extent of 18, 19 
 
 Design and health instruction 197 
 
 Development Lesson 177 
 
 Draft Boards 
 
 Statistics of 17 
 
 249
 
 250 INDEX 
 
 PAGE 
 
 Dramatization in Geography 171 
 
 Drawing, 
 
 Correlation with history 163 
 
 Function in health instruction 191 
 
 Eating, manner of 235 
 
 Education in Health, method of 27 
 
 Education of citizen through health instruction 23 
 
 Environment and health instruction 28 
 
 Exercises 
 
 Balancing for nervousness 79 
 
 Swimming for round shoulders 79 
 
 Corrective 78 
 
 Setting-up 80 
 
 Feet, extent of defective 18 
 
 Food, and Health 154 
 
 And Home Economics 202 
 
 Selection and preparation 204 
 
 And dishwashing 205 
 
 Classification of 208 
 
 Storage of 209 
 
 Cleanliness in serving 210 
 
 Quantity of 234 
 
 Requirements in calories . 234 
 
 Fresh Air, need of it 86 
 
 Games 46 
 
 Out-of-doors 47 
 
 Learning new .49 
 
 Use of voice in 50 
 
 Geographic Content, and Health 165 
 
 Geography, and Health Conservation . 166 
 
 In primary and intermediate grades . 167 
 
 Health 
 
 An educational problem 11 
 
 The result of habits, attitudes and ideals 11 
 
 Complexity of modern life and 14 
 
 Statistics in District of Columbia 15 
 
 Conditions in the United States 16 
 
 School children and 18 
 
 School children in Missouri 19 
 
 Safety education and 19 
 
 Infant Mortality 20 
 
 In open air schools 21 
 
 Scope of instruction in 22 23 
 
 Education in citizenship and ' 25
 
 INDEX 251 
 
 PAGE 
 
 Health Alphabet 101 1 1() 
 
 Health Creed ' | .-, 
 
 Health Education 
 
 Place in a school program 27-30 
 
 Health Habits 31-33 
 
 Essentials in formation of 36-37 
 
 Health Heroes 125 
 
 Health Instruction 
 
 Not a new subject in the curriculum 30-31 
 
 Development of attitudes and ideals 37-39 
 
 Organization of material 39-40 
 
 Health Lesson, report of 53-58 
 
 Health Plays 103-1 10 
 
 Health Resorts 173 
 
 Health Rhymes 101 
 
 Health Riddles 100 
 
 Health Rules 62 
 
 Health Score Card 
 
 Formulated by pupils 67 
 
 History, 
 
 Problems of health in 153 
 
 Connection with life 152 
 
 Homes and Health 154 
 
 Home Economics and Health 201 
 
 Hygiene Lessons 44 
 
 Illustration and Health 195 
 
 Impure Milk 169 
 
 Individual Health and Community Welfare 147 
 
 Individual Health Card 70 
 
 Industries and Health 174 
 
 Infant Mortality 
 
 A school problem 15 
 
 Causes of 20-21 
 
 Instruction 
 
 Difficulty of securing life situations in 33-36 
 
 Invalids, foods for 210 
 
 Kitchen, care of 207 
 
 Language subjects 
 
 Grouped about health problems ■ ■ 11' 
 
 Language work based on magazines 120-121 
 
 Laundering, and health 211 
 
 Lesson Plans 
 
 Development • _ 
 
 In Hygiene 67 -™ 
 
 In Infant Care 74
 
 252 INDEX 
 
 PAGE 
 
 Lesson Plans (continued) 
 
 In language, lower grades 94 
 
 For grades five and six 96 
 
 In Reading 131 
 
 In Civics 142 
 
 In History 161 
 
 Malaria, Statistics 188 
 
 Reduction in 10 cities 189 
 
 Malnutrition 18, 22 
 
 Manual Training, its function 199 
 
 Map, Health 183 
 
 Marketing 209 
 
 Maxims, of health 128 
 
 Menus, Planning of 209 
 
 Milk Industry 168 
 
 Milk, in Rhyme 110 
 
 Motivated Work 93, 133, 134 
 
 Mouth breathers, extent of 18, 19 
 
 Nutrition 
 
 Fundamental to healthy living 69 
 
 Occupational Diseases 199 
 
 Occupations and Health 156 
 
 Open Air, exercise in 236 
 
 Organization of Health Material 39-40 
 
 Organizations, in school 215 
 
 Panama Canal Zone 166 
 
 Pasteur . . 127 
 
 Pasteurization 168 
 
 Physical Activity 
 
 Types of 59 
 
 Physical Education and Health 41-42 
 
 General Principles 42 
 
 Weigh and Measure 42 
 
 Pictures, for health talks 137 
 
 For study 193 
 
 Play — Santa Claus's Helpers 103 
 
 Posters, use of 135 
 
 Problems, of Health and History 153 
 
 Program making in Reading 127 
 
 Project 
 
 Health making 62-67 
 
 Formulation of score card 67 
 
 Quantity of Food 234
 
 INDEX 253 
 
 PAGE 
 
 Reading, Materials of 
 
 Health Clippings 1 23 
 
 Health Stories 124 
 
 Health Heroes 125 
 
 Program making in 1 27 
 
 Primary grades 1 32 
 
 Topics 134-137 
 
 Reading, Silent L22 
 
 Red Cross, Story of 1 :>, 1 
 
 Study of 151 
 
 Reed, Dr. Walter 159 
 
 Regional Geography 167 
 
 Report of Lesson in Health 03-58 
 
 St. Louis Open Air Schools 22 
 
 Sand Table 1 70 
 
 School Education, its function 13 
 
 Silent Reading 122 
 
 Sleep, amount of 237 
 
 Smith, Jessie Wilcox 196 
 
 State and Health 149-150 
 
 Sterilization 1 68, 1 70 
 
 Subjects, In History for sixth, seventh, and eighth grades 153 
 
 Suggestions for the Teacher 
 
 In Physical Education 46 
 
 Surroundings and Health 1 56 
 
 Tea. 236 
 
 Topics, 
 
 For Reading 131-137 
 
 For two-minute speeches 98 
 
 Trudeau, Dr 160, 161 
 
 Typhoid 
 
 In Arithmetic 185 
 
 Deaths 185 
 
 Questions 185 
 
 Types of physical activity 59 
 
 Ventilation 86 
 
 Vitamines 235 
 
 Water 
 
 Source " '' ' 
 
 Relation to sewage disposal 169 
 
 Amount to drink 236 
 
 Regularity of drinking 236 
 
 Wilber, Dr. Cressy L ' \ 
 
 Wood, Gen. Leonard 16
 
 This book is DUE on the last date stamped below 
 
 AUG 2- «2B 
 
 
 JUL 
 
 MAY 1 2 I960 
 *v mar 4 197? 
 
 MAR 1 7 1979 
 
 MAY 2 7 1950 
 
 .<"N 15199 
 
 AUG l^ 1p50 
 MAR 2 1 1957 
 -1! 
 
 OCT 2 9 ]^g 
 
 FormIr9-10m-5,'28 
 M «l» Loan o««j
 
 LB Payne - 
 
 1^87 Education in 
 
 P29 h e alth . 
 
 COD.l 
 
 £A 
 
 V 
 
 L 009 578 681 
 
 MAY 1 p I960 
 
 LB 
 
 :.••. 
 

 
 ^Jvlfc 
 
 ^/uW^^V'-' 
 
 ^