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HYGIENE AS NATURE
STUDY
GREGG
HYGIENE AS NATURE STUDY
A SERIES OF INDUCTIVE.DEDUCTIVE LES^
SONS IN HYGIENE FOR GRADES V, VI, VII
AND VIII OF THE ELEMENTARY SCHOOLS
By F. M. GREGG, A. M. (Chicago.)
Department of Education and Psychology, Peru State Normal, Author of an Outline
of Anatomy, Physiology and Hygiene, A Manual of Parliamentary
Law, etc.
Price 70 cents. Paper Ecur.d
PLBLISHKD By THE AUTHOK
PhKU, NKBKAPKA.
U
Copyrighted 1917
BY FRED MARION GREGG, A. M.
PREFACE
Thia monograph Is an expansion of a bulletin on Hygiene, including
a Course of Study for the Elementary Schools, which the author pre-
pared for the Nebraska State Department of Education in 1916. The
failure of the legislature of 1917 to provide adequate appropriation, made
it impossible for the succeeding State Superintendent to continue the
publication. Its re-publication has accordingly been undertaken by the
author, in order that the movement for better hygiene work in the ih -
mentary schools, especially of his own state, might not be denied this
recourse for continued progress.
The general spirit and method of the hygiene teaching provided for
in the following pages, has arisen out of the author's contacts with the
teaching of hygiene in the Training School of the Peru State Normal.
Along with this and back of it is his experience in taking more than six-
ty classes over the ground of elementary physiology, and in presenting
the subject to more than 2000 secondary and collegiate students. The
futility of trying to present physiology to grade pupils thus became ap-
parent from two extreme points of view. The book has accordingly been
a result of slow development and evolution both in its organization and
in its content.
Practically all the thirty-three nature study lessons have been tried
out either in the Peru Normal Training School or by teachers in nearly
fifty school rooms in Nebraska in the year 1916-17. The enthusiastic
reports which have come back from the teachers doing this work in the
prescribed way have constituted the chief stimulus in entering upon this
larger enterprise. Dean Rouse and Misses Krebs, Perkins, Orr and Van-
Middlesworth, of the Peru Training School, are those to whom special ac-
knowledgement is due for sympathetic assistance, and without whose
co-operation all experimentation in the teaching of hygiene could not
have been entered upon.
Courteous acknowledgment is also made to the Middle- West School
Review and to. the Nebraska Teacher for the use of matter originally ap-
pearing in thffse journals.
With a few self-evident exceptions', the series of zinc etchings
in Vhapter VIII are intended as suggestions for summarizing the
different general topics in the subject of elementary physiology.
They are not supposed to be used with pupils in the elementary grades,
except as they may be simplified by the teacher and brot within the
range of the pupil's sense experience. As they stand, however, they
should serve as a convenient device for affording a quick general re-
view of the teacher's knowledge of physiology, which should serve as
the background of her work in hygiene teaching. They should prove
helpful; also, to "normal training" pupils taking the review in physiology.
The actual use which the author has made of the etchings has been
in connection with the teaching of physiology to secondary and collegi-
ate studenta. After a class has been introduced to a new topic in phy-
siology by means of definite work in the laboratory, the next step has
been the study of the books. Following the book study, the blackboard
summaries have been built up before the pupils, and the latter required
to master the outlines to the point of ability to reproduce them from
memory.
These methods may aeem a bit old-fashioned to certain advocates
of "soft pedagogy" but it is the conviction of the author that not a
little of the teaching by laboratory and research is lost because of a
failure to crystallize and master the essence of the topic under consid-
eration.The author regards the practice of blackboard aimmarization
as the most effective single device he had hit upon in the course of
fifteen years experience as a teacher of elementary physiology.
As to the nature-study lessons in Hygiene provided in this manuel,
it is not asBumed that all of them are practicable for all school condi-
tions, and a few of them in part may not be practicable for any school.
Accordingly the author will appreciate and welcome any constructive
criticism from any quarter.
F. M. GREGG.
Peru, Nebraska, September 1917.
TABLE OF CONTENTS
Chapter " Page
I. SCHOOL SANITATION
Sanitation of the School Property 7
Emergency Outfits 11
II. PEDAGOGY OF HYGIENE
Purpose and Problems 12
Instruction in Hygiene and Sanitation 13
Motivating the Pupil 16
III. WORK OF GRADES I-IV
Aims and Special Problems 22
Subject Matter for Grades I-IV 22
IV. GRADE V :— HABIT HYGIENE
Time, Aim, and Procedure 26
Major Topics and Nature-Study Lessons 28
1. Breathing Good Air 30
2. Taking Care of the Nose and Throat 33
3. What and How to Eat and Drink 37
4. Caring for the Teeth 40
5. Harmful Stuffs for the Mouth 48
6. Making the Body Strong and Straight 47
7. Caring for the Skin, Nails, and Scalp 57
8. Caring for the Eyes and Ears 54
9. What to Do When Accidents Happen 56
V. GRADE VI. :— GERM HYGIENE
Time, Aim, and Procedure 58
Major Topics and Nature Study Lessons 59
1. Plant Germs, or Bacteria 62
2. Animal Germs, or Protozoa 65
3. How the Body Combats Germ Enemies 63
4. How We Can Help Nature Control Germs 71
5. Ventilation, Germs, and Body Temperature — 74
6. Bathing to Counteract Germs and Colds 77
7. Clothing and Germs 80
VI. GRADE VII:— COMMUNITY HYGIENE
Time, Aim, and Procedure 83
Major Topics and Nature-Study Lessons 84
1. Pure Air and Good Water 87
2. Communicable Bacterial Diseases 91
3. Communicable Protozoan Diseases 92
4. Quarantining and Care of the Sick 93
5. ' Inspection of Food Supply Sources 94
6. Mosquitoes, Rats, and Pets 98
7. The Housefly as a Menace 102
8. Community Duties and Burdens 105
VII. GRADE VIII.— HUMAN BODY HYGIENE
Time, Aim, and Procedure liO
Major Topics and Nature-Study Lessons 111
1. Foods, Feeding, and Beverages ^ 113
2. Blood and Lymph 119
3. The Circulation and Common Colds 121
4. The Air, Breathing, and Speaking 127
5. Body Wastes, Ventilation and Heat Control 132
6. Bones, Joints and Levers 138
7. Muscles, Posture, Exercise, Fatigue 140
8. Behavior, Brain, Nerves, and Senses 143
9. Stimulants, Narcotics, and Medicines 147
A. Proposed Eighth Grade Hygiene Test 149
VIII. ZINC ETCHINGS OF BLACKBOARD WORK 151
IX. APPENDIXES
A. List of Teacher's and Pupil's Books 168
B. A Dekalog of Good Health 170
CHAPTER I.— SCHOOL SANITATION
SANITATION OF THE SCHOOL PROPERTY
I. THE SCHOOL GROUNDS
1. Is there absence of mud around the schoolhouse when
it rains ?
2. Is there a good walk leading from the road to the
schoolhouse door?
S. Are the school grounds well drained, that is, free from
all standing water in wet weather?
4. Are there trees to relieve the excessive heat in sum-
mer and to serve as a windbreak in winter?
5. Is there abundant and suitable playground space and
apparatus to provide appropriate opportunity and
stimulus for healthful physical exercise ?
6. Is there a well of pure water on the grounds, or con-
veniently accessible to the building, and is it so
covered as absolutely to prevent the incursion of
surface water and all filth?
II. THE OUTBUILDINGS
1. Are the outbuildings in good condition, that is, are
they rainproof, do the doors swing freely, are the in-
terior constructions adapted to their purposes, and
are they clean and free from unsightly marks?
2. If boys' and girls' closets exist separately, are they
suitably screened in the interest of decency?
3. Is there a suitable container for closet excreta, either
(1) a dry earth closet, (2) a septic tank container, or
(3) a water tight vault or box?
4. Is all thoroughly screened against insects and easily
cleanable at frequent intervals, the excreta being
either burned, buried, or distributed on tilled land, or
reduced by septic tank conditions?
8 SCHOOL SANITATION
III. THE SCHOOL BUILDING
1. Cleanliness
(a) Are the flooi's scrubbed and the windows washed
at least once a month, and are board floors oiled
every two months?
(b) Are the floors, doors, walls, windows, ceilings,
and school furniture free from accumulations of
dirt and dust?
(c) Are the floors swept daily with sweeping powder,
and the seats and other school furniture well dust-
ed with a damp cloth?
2. Heating
(a) Is the building itself in good condition for main-
taining a proper temperature with a good heating
apparatus?
(b) Is the schoolroom provided with a suitable and
effective heating apparatus, either a well jacketed
stove or a well installed furnace ?
(c) Is there provision for the evaporation of a consid-
erable quantity of moisture at the source of heat
supply, so as to humify the air to 60 per cent
humidity ?
(d) Is there a good thermometer in the room kept at
the height of about four feet above the floor and
convenient to the teacher, so that a fairly uniform
temperature of 68 degrees F. can be maintained?
(e) Is the heating apparatus in charge of someone
who is thoroughly capable of managing it effi-
ciently and economically?
(f ) Is the fuel abundant and in good condition and is
there a provision of suitable kindling?
3. Ventilating
(a) Is there at least 200 cubic feet of air space for
each pupil in the room?
(b) Is there an aperture a foot square per room for
supplying fresh air to the heating apparatus?
(c) Is there a foul air exit of sixteen inches square
SCHOOL SANITATION 9
on the wall near the floor and on the side of the
room the heat supply comes from?
(d) If conditions (a) and (b) do not exist, is there a
provision for open windows in mild weather and
for window board ventilators under all other
conditions ?
(e) Is the practice carried out of flushing the room
with fresh air at intermission times whatever the
the system of ventilation, and is the whole air of
the room regularly renewed about once every
fifteen minutes?
4. Lighting
(a) Is the total window glass space equal to one-fourth
to one-fifth of the floor space?
(b) Are the sources of illumination, for the most part,
on the left of the seated pupils, and on the long
wall of the room ?
(c) Are the ceilings colored white or cream, the walls
light gray or a light green, and the blackboards
black but not glossy?
(d) If there are windows at the rear or right of the
pupil (for sunlight at some time of the day, or for
ventilation), a*re their bases at least seven feet
from the floor?
(e) Are neutral colored window shades provided for
both the tops and bottoms of the v/indows, (t>e
ones at the top being translucent for controlling
light on very bright days) and are the shades regu-
larly kept in good order?
5. School furniture, books ,etc.
(a) Are the school seats single and are those of the
same size in separate rows?
(b) Are the seats adjustable, and are they fitted to the
child at first and refitted every four months there-
after?
(c) Are the devices for using ink kept in good order,
and are the desks kept free from ink marks and
other defacements?
10 SCHOOL SANITATION
(d) Are the seats, teacher's desk ,and other furniture
of such a nature as to permit ready sweeping and
cleaning underneath, and are they of a sort to re-
duce dust-gathering to the lowest terms?
(e) Are the desks so related to the seats that a plumb
line dropped from the rear edge of the desk will
fall two inches back from the front edge of the
seat?
(f) Are there seats provided for the left-handed
children so set as to permit the illumination to
come in over their right shoulders while they are
writing ?
(g) Are the children's books kept in good order in
their desks, and is there insistance on general
freedom from litter in and about the desks?
6. Water supply
(a) Is the drinking water wholesome and free from
the possibility of germ infection.
(b) Is there easy access to drinking water any time
of day without the necessity of disturbing the
school in any way ?
(c) Is there plenty of chance to get a drink when the
demand is heavy, as at the close of intermissions?
(d) If individual drinking cups are used (cups used in
common, of course, not being tolerated), are they
kept where they are free f'lom scl^oolroom dust?
(e) If individual cups are used, is the container for the
drinking water so fixed that the water runs into the
cups and cannot be dipped into?
(f). Are there facilities for the pupils' washing their
hands after (a) the use of the toilet, (b) handling
soiled objects such as chalk, baseballs, etc., and
(c) just before eating luncheon?
(g) Are there individual towels kept in suitable re-
cepticles, or better yet, paper towels conventiently
at hand?
SCHOOL SANITATION 11
EMERGENCY OUTFIT
The following list of emergency materials is modified
from Rapeer's "Educational Hygiene." This material (or
the outfit mentioned below) should be a part of every rural
and city school equipment, and can be had from almost any
drugstore at the (war) prices named:
One doz. bandages, one inch, for fingers and toes 50c
One doz. bandages, one inch, for extremities 60c
One lb. absorbent cotten 50c
One yard of sterile gauze for use as sponges or as wet
dressings 15c
One roll zinc oxide adhesive plaster, to draw edges of
cuts together and hold dressings on, one inch by
ten yards 50c
One ounce flexible collodion with brush to apply 15c
Two ounces tincture of iodine, with brush to apply 25c
Four ounces aromatic spirits of amonia, about 35c
Six ounces carron oil (apply to burns) 20c
Six ounces witch-hazel (for sprains) 20c
One box borax 10c
Two ounces oil of cloves 50c
1 can Kreso Disinfectant (Parke, Davis Co.) 35c
One paper safety pins, small and large 10c
One pair scissors 25c
Total $4.70
One copy Gulick's Emergencies, Ginn & Co., Boston 30c
One copy Lynch's "First Aid to the Injured," Am. Nat'l
Red Cross, Washington, D. C 30c
THE RED CROSS COMPANY'S CABINET
The Red Cross Company, of Chicago, have for sale at
$2.50 a neat, hard wood cabinet, 3l^x9xl2 inches, includ-
ing an illustrated book of instructions. This outfit they call
their First Aid CabinetNo.l, by which title it should be
ordered.
CHAPTER II-PEDAGOGY OF HYGIENE
PURPOSES AND PROBLEMS
1. To develop such habits in the pupils as will make for the
most wholesome physical efficiency,
2. To vitally impress the specific knowledge necessary to the
niaintenance of the highest efficiency and to the preven-
tion of diseases.
3. To make immediately available a certain body of definite
knowledge preparing one to meet vital emergencies and
to provide first aid to the injured.
4. To insure pupils with a deep sense of mutual responsibil-
ity for community health, and to arouse a pride in whole-
some local conditions.
5. To develop a public sentiment in favor of such laws, regu-
lations, and practices as will make possible a "better race
of boys, and girls and. men and women in a better world."
THE TEACHER'S PROBLEMS
1. Primary
(a) To awaken an interest in hea,lth practices and to
provide motivation for taking them up.
(b) To supply the most recent and trustworthy informa-
tion regarding the things that make for good health.
(c^ To seize every natural opportunity and, if necessary,
to provide artificial ones for inculcating hygienic
practices and habits,
(d) To so present the lessons of hygiene that they will
transfer from the schoolroom and playground to
the home and the community.
PEDAGOGY OF HYGIENE 13
■(e) To impress the greatest single law of hygiene, name-
ly, "nothing in excess," and to make vital the wbrth-
whileness of temperance and sobriety in all situa-
tions.
2. Secondary. (From the Indianapolis course of study.)
(a) To secure home interest and support.
(b) To employ a textbook in a way to subordinate its use
to observation and discussion.
(c) To subordinate physiology to hygiene, but yet to
have it form an adequate background (in the
mind of the teacher) for the hygienic laws.
(d) To select those phases of life for emphasis at the
varying points of development that a natural re-
sponse in action, that is, better living, may result.
(e) To be positive and convincing in instructiouj and yet
so liberal and sane as to induce the assent of the
child's and the parents' reason.
INSTRUCTION IN HYGIENE AND SANITATION
It is felt that progress in three distinct lines should follow
the adoption in spirit by teachers generally, of this course
of study in hygiene for the elementary grades. The first
of these is in the content of the course, the second in the
method of instruction, and the third in the effect upon the
pupils taking the • course. Sympathetic consideration is
urgently invited to the following discussion of each of these
points.
I. Content— In content the course has been greatly
changed in the direction of greater attention to hygiene.
Hitherto a good deal of emphasis has been placed on anat-
omy and physiology as desirable bodies of knowledge for
elementary school pupils . This has been particularly
apparent in the character of the earlier textbooks provided
for pupils, and in the corresponding nature of the examina-
tion questions given to eighth grade pupils. The futility of
attempting to teach the rather technical aspects of the
14 PEDAGOGY OF HYGIENE
subject to immature minds, becomes easily apparent in the
usual answers to eighth grade state examination questions.
The following are typical answers taken in the spring of
1915 from the pupils' papers in one of the best educational
counties in Nebraska, and the inference is plain :
"Mastification is what is going on."
"A common disinfectant is smallpox."
"Epidermis is a certain kind of medicine."
"The diaphragm is another word for backbone."
"The bones are made up of hard mucous membrane."
"Pericardium is something that will put you to sleep."
"Respiration means all the different juices in the body."
"The Eustachian tube is a tube running all over the body."
"The diaphragm is very delicate and is located in the
head."
"Fumigation is when the air is shut off and death may
come."
"The nervous system is a kind of tube where blood vessels
are in."
"The process of digestion causes headaches and much
impure blood. Fried potatoes often cause digestion."
"The way to treat a burn is after I burned it I would put
my finger on the stove just where I burned it before."
"A disinfectant is anything you catch by going where they
are. Measles and chickenpox are disinfectants. When you
have them you should stay in the house and keep warm and
try not to give them to others. Pimples on the face are not
disinfectants but some kinds are."
A widespread feeling of revolt against the futile physi-
ology grind in the grades finally led to the adoption of the
following resolution by the Nebraska State Teachers' As-
sociation at its meeting in Omaha in November, 1915:
"Coincident with the widespread movement for bringing
the public school curriculm into closer parallelism with the
present-day needs of the individual and of the community,
and in response to the general demand for more serious and
effective attention to the physical well-being of the rising
generation, we recommend that more attention be given in
the upper grades of our elementary, schools to the teaching
of practical hygiene and sanitation, and that the teaching
of physiology, as such, be transferred to the high school for
PEDAGOGY OF HYGIENE 15
a full semester of serious study with substantial laboratory
work as an essential adjunct."
In harmony with the spirit of this resolution and the
constantly growing demand of the people, a course of study
is herein provided that attempts to obviate, at least in part,
some of the serious difficulties that have arisen in the effort
to provide health instruction for pupils of our elementary
schools generally.
II. Method. — But if instruction in hygiene and sanitation
is to achieve what it was originally designed to accomplish,
a change in: method of presenting the subject is quite as im-
portant as the change in content or matter. In the light of
the examination answers quoted above, the older teaching
of hygiene stands impeached, not only for its matter, but for
its method as well. Manifestly the pupils had not had the
sence-experience necessary, properly to image or appreciate
the things written about, and the method had been a too ex-
clusively bookish one. It is impossible to imagine anything
the elements of which have not come into the actual exper-
ience of the individual.
The remedy, of course, lies in an inductive approach to
all the major topics of the course. Let things be studied first
and books afterward. An effort to make clear what is here-
in implied is attempted after each of the outlines of the
course of study in the grades from V to VIII inclusive, and
teachers of hygiene are earnestly enjoined to try to absorb
the general spirit of the nature-study method of approaching
the successive topics of the subject as there illustrated.
III. Effect. — There is still a third point of departure from
older procedure, the importance of which it is hoped that
teachers of elementary schools will fully sense. This point
is one of so devising the health work of the schools as to
develop health habits among boys and girls who come under
the influence of our schools. For the pupils merely to be able
to say over the words of a book, or to re-echo a list or health
platitudes, is not necessarily to guarantee a vigorous and
efficient life. To be able to pass an eighth grade examina-
16
PEDAGOGY OF HYGIENE
tion in physiology has too often seemed to be the end of the
instruction in hygiene. This is, however, only incidental to
the real aim, namely, the development of a set of habits that
will function in the life of the child and adult.
The accompanying illustration shows how Miss Burley
Intermediate Grades Critic Teacher of the Peru Training
School, follows up her teachin.is about cleanlines.', by a
morning inspection of hands, teeth, general appearance, and
appearance of the desk and its contents.
READY FOR INSPECTION!
(Courtesy of the "Nebraska Teacher.")
MOTIVATING THE FUPIL
(1) In tl:e first place, it is important that the school admin-
istration in general and the teacher in particular shall
see to it that the environmental conditions of the pupil
in school are such as to make it easier for the child to
get right health habits than vvTong onei. The specific
details for this are given in the introduction of this
manual. "With her part of these details the teacher
needs to so saturate her consciousness that she will have
a feeling of "wrongness" about the schoolroom when
any one of them is being neglected.
PEDAGOGY OF HYGIENE 17
(2) In the second instance, since the pupil cannot be directly
interested in health practices, he must be indirectly
motivated to take them on. The approach must there-
fore be made through certain of the child's natural
tendencies. The more important of the "springs of
human action" are indicated in the following para-
graphs.
(a) A child loves to "do something in order to have
something happen," says Thorndike. Since what
he does at such times is of secondary consequence
to him, the teacher can take advantage of the fact
and set him to doing something worth while for
health-habit ends and at least temporarily turn
the flow of his energy away from the formation of
undesirable habits. Volley ball, for instance, is
a better form of activity than marbles.
(b) The human child is the imitating animal par excel-
lence. If the teacher commands his respect and
confidence, imitation of the teacher is inevitable.
A fine primary teacher in Hyde Park, Chicago,
whose physique and carriage were ideal, said to
her pupils one morning in the presence of the
writer of these lines, "How many little soldiers
have I this morning?" Instantly the children
seemed to take on the natural poise of their teacher
and this condition continued during the whole of
the hour they were under the writer's observation.
(c) A child is highly suggestible. That is, he uncrit-
ically accepts ways of doing things new to his ex-
perience, especially if they are indirectly approved
by some one or more in whose judgment he has
confidence. A teacher wanted to develop the
toothbrush habit in certain pupils by the suggestive
method. She accordingly posted up by the school
washbowl an attractive advertisement picture of
a child cleaning his teeth with a brush. A few
days after this, one of the most needy of her pupils
said to her, pointing to the picture, "We got one
18 PEDAGOGY OF HYGIENE
o' them brushes at our house now, and we all Use
it!"
(d) Play is a deeply rooted tendency in child life. It
' is because Mrs. Stoner took fullest advantage of
this fact that she was able to accomplish the re-
markable intellectual and healthful development
of her daughter, Winifred Sackville Stoner, de-
scribed in her book^i' '"Natural Education." Many
desirable health habits can be started by incorpor-
ating them in a game, and many undesirable ones
can be broken up in a similar way.
As an example of the first sort, a teacher taught
her pupils to use a toothbrush properly and to do
other acts of the morning toilet, through a game
called "Getting ready for breakfast." The class
was divided, into two contesting groups and the
various acts were done in pantomine, the tooth
brushing, for instance, being shown by a twisting
motion of the hand in its position for using a brush
on the teeth so as to make the brush work the long
way of the teeth as well as crossways. The sides
did the acts alternately and the teacher was
"umpire," checking against each side for each of
its individual errors. Such a game is capable of
indefinite extension.
An instance of inhibiting bad habits through the
use of games is the case of the teacher who broke
up the practice of moistening the thumb with the
tongue when turning the leaves of a book, or hand-
ling papers. This game involved a contest to see
who of the class could find a certain page the
quickest, all having the same book. If any one wet
his finger in the common way, he was out of the
game till another page was sought for. The game
was varied by requiring the picking out of ten
cards most quickly from a pack of authors' cards.
There is a chance for some ingenious school
PEDAGOGY OF HYGIENE 19
teacher to distinguish hereself and render a great
educational service by developing a set of health-
habit games and of suggesting appropriate
dramatization of health lessons,
(d) One of the most potent of the springs of human
action is the love of approbation, or the instinct of
self-assertion. This instinct crops out conspicu-
ously when either children or grown-ups try to
"show off." What child, or what adult, for that
matter, who has said or done something "smart,"
does not try to repeat his act at the first opportun-
ity? This tendency to play "smart," or be "stuck
up," or get into the limelight, is a primitive exhibi-
tion of the instinct in queston. Refined behavior
requires that we suppress this tendency, or at
least cover it up as much as possible. Yet it un-
doubtedly lies at the basis of a good deal of our
social and even moral behavior. Else whence the
potency of the idea, "What'll folks think?" when
we are contemplating some doubtful social act?
The specific point about this matter is that the
teacher can make more progress in teaching prac-
tical hygiene by the social appeal and by invoking
group influence than by any other means. As a
direct illustration of this method we reproduce
the "personal inspection" device found in Hoag
and Terman's "Health Work in the Schools."
PERSONAL HYGIENE INSPECTION BY TEACHER
AND PUPILS
"The personal inspection of pupils must be adapted to
the peculiar needs of individual conditions, but in the main
may follow the method outlined below.
"The pupils themselves may be easily taught to take part
in this inspection by the teacher's appointing the one pass-
ing the best inspection to act as inspector of the rest of the
class, for a given length of time. The complete inspection
20 PEDAGOGY OF HYGIENE
need not be introduced at once, but the pupils may be led
very gradually into it, so that their interest will be aroused
and their fears or prejudices overcome. ' Other points not
mentioned in the outline here given may be introduced, at
the discretion of the teacher, and in order to meet local re-
quirements: Some points may, of course, be omitted for the
same reason, but in general the plan here suggested will be
found fairly satisfactory in the majority of schools.
"It should be noted that in this personal, hygiene inspec-
tion the questions are asked so that the negative answers
indicate the number of undesirable conditions existing.
Daily inspection of pupils in the first four grades.
1. Are the hands clean?
2. Is the -face clean?
3. Is the hair clean, well brushed, and cared for?
4. Are the nails clean and neat?
5. Do the teeth look clean?
6. Has the toothbrush been used?
7. Are the ears clean?
8. Is the clothing nfeat and clean?
9. Are the shoes neat, clean, and well fitting?
10. Does the child have a handkerchief?
Additional information to be obtained by the teacher,
at intervals :
1. Is at least one window kept open in the bedroom at
night? ■
2. Does the pupil drink coflfee ? How much?
3. Does he drink tea? How much?
4. Does he always have breakfast?
5. What does he usually eat?
6. Does he always hSve lunch?
7. Whattime does he go to bed?
"8. What time does he get up ?
9. Is he suitably clothed?
10. How often does he bathe?
PEDAGOGY OF HYGIENE
21
11. Is he required to do any work for pay? What sort?
12. Are the bov/els evacuated daily?
13. Has the pupil apparently any bad sex habits?
14. Does the child use an INDIVIDUAL toothbrush?
15. Does the child visit a dentist at least once every years?
A MORNING INSPECTION
(Courtesy of the "Nebraska Teacher" and of
Miss Burlev of the Peru Training School.)
CHAPTER III.-WORK OF GRADES I-IV
THE AIM AND THE SPECIAL PROBLEM
In the subject of hygiene the primary aim with children
in all the public school grades, is the formation ofwholesome
health habits. By this is meant the ability to react wisely
in all health situations, without having to think much about
it. While this aim is true in general for all education in
hygiene, it is especially important in the earlier years of a
child's life. Teachers of primary and intermediate gra,des
must therefore concern themselves more with the art of de-
veloping habits than with that of imparting information.
Their most important pedagogical ally is the psychology of
habit formation.
Children under ten years of age do not have any particu-
lar interest in health as such. Yet it is also true that the
general outline of a child's character is pij-etty well estab-
lished by that age. The problem of health training, then,
becomes the imparative one of developing desirable habits
in a field in which the natural interest of the child is small.
SUBJECT MATTER FOR GRADES I-IV
1. No written or formal hygiene work should be given or
required in these grades.
2. The work that is to be given should come in, for the most
part, incidentally and at an hour a situation or need
arises with the group or with an individual.
3. In general, the needs of the individual pupil and of the
group as a whole should be the guide as to what sub-
ject matter to present.
4. The following are some positive habits that the teacher
WORK OF GRADES I-IV 23
may well keep in mind and seek to establish among her
pupils :
A. Personal cleanliness.
(a) Skin. — Use of water, soap, washrag and towels'
in connection with hands, face, neck, ears, body,
and limbs.
(b) Hair. — Importance of combing, brushing, and
occasional washing.
(c) Nails. — Keeping them clean and well shaped.
(d) Teeth. — Use of brush and importance of annual
examination by a dentist.
B. Taking food and drink.
(a) Foods. — Simple, wholesome, sufficient. Candy
only just after meals, and then not over much.
(b) Eating. — Small bites eaten slowly and chewed
thoroly. Ordinarily at meal time only.
(c) Drinking. — Plenty of cool water between meals
and also at meals, but not to help swallow the
food. Pure milk is a valuable beverage.
(d) Caution. — Only wholesome food and drink, a
fork, a spoon, a tooth pick, and dental thread
should, under ordinary circumstances, be ad-
mitted into the mouth.
C. Breathing and the care of the nose.
(a) Breathing. — Pure air and only thru the nose
except in violent exercise.
(b) Care of the nose. — See that clean handerchiefs
are provided and their proper use developed.
(c) Coughing and sneezing. — Desirable to turn face
away form others and to cover mouth with
handkerchief.
D. Posture and exercise.
(a) Sitting. — Comfortably erect, limbs not crossed.
(b) Standing. — ^Ideally a straight line should be able
to touch the outer end of the eyebrow, hip, knee-
cap, and middle of foot arch.
"24 WORK OF GRADES I-IV
(c) Walking. — In walking on a level surface the leg^
is swung forward, the heel strikes first but not
violently, and the foot then rolls forward. The
arms should hang pendent, swing naturally, and
the body should retain good form. In going up
and down stairs, the hall strikes the tread first.
E. Personal attire.
(a) Clothing.— .Simple, sufficient, clean ,dry, non-
constrictive.
(b) Shoes. — Clean and dry. Heels low and toes
broad.
(c) Extra clothing. — Sweaters, heavy coats, and
overshoes are for outdoor use in cold weather,
to be removed on coming into a warm room.
5. The following are some undesirable tendencies the
teacher must seek to combat effectively.
A. Uncleanliness.
(a) Unclean skin with its attendant disagreeable
odors (the chief source of "bad air" of school
rooms).
(b) Unclean or decayed teeth.
(c) 111 kept hair and nails.
IB. Undesirable nasal and breathing habits.
(a) Imperfect breathing from bad posture or con-
stricting clothing.
(b) Fingering the interior of the nose.
C. Imperfect food-canal practices.
(a) Neglecting breakfasts.
(b) Eating candy and nicknacks between meals.
(c) Hurridely gulping down food at mealtimes.
(d) Gum-chewing — it is both hygienically and es-
thetically undesirable.
(e) Exchanging bites of candy, apples, etc., with
other pupils.
<f) Putting pencils, papers, and other promiscuous
things into the mouth.
WORK OF GRADES I-IV
25
(g) Unwholesome beverage and drink habits.
(h) The spitting nuisance.
(i) Neglect of alimentary elimination.
D. Neglected exercise and posture.
(a) Persistently undesirable sitting and standing
attitudes.
(b) Slovenly walking.
(c) Reluctance to engage in games.
E. Undesirable clothing.
(a) Wearing unclean or unsuitable clothing.
(b) Wearing wet or muddy or ill-fitting shoes.
(c) Wearing overshoes or other heavy outer cloth-
ing during school hours.
Dramatization. — "Getting Ready For Breakfast
("Courtesy of "The Nebraska Teacher")
CHAPTER IV.— GRADE V: HABIT HY-
GIENE.
AMOUNT OF TIME
It is intended that a half year shall be given in Grade V
to the study of hygiene, with recitations of 15 minutes dura-
tion, making a total of about 80 recitations. These may oc-
cupy either the first or last half of the school year, or may be
"distributed through the year in alternation with some other
subject. The latter is rather the better arrangement .as
giving the longer time in which to develop and fix the de-
sired health habits.
In case the fifth and sixth grades are combined in the
study qf hygiene, as they may be, then a whole year should
be given to the two courses. If seventh and eighth grade
hygiene courses are also combined, then the one-room teach-
er would have V-VI grade hygiene one year, and VII- VIII
grade iiygiene the next year. This arrangement would re-
quire only one class in hygiene a year (but running daily
thru thjC year) in the one room school.
THE AIM
As may be readily gathered from the list of topics for study
in Grade, V, the general aim is to continue the work of the
first four grades in the development of desirable hiealth
habits. However, a larger world opens out to the fifth
grade pupil than he has known before, a greater expansion
of his horizon than he has experienced at any previous time.
He is capable now of taking on more skill in doing things
and both his wish and his capability to understand the
reasons for what he does are greater. The health work
can accordingly now be more definite and formal, but the
aim remains the same as in lower grades, namely, the
specific development of health practices and habits.
GRADE V: HABIT HYGIENE 27
METHOD OF PROCEDURE
The fifth grade teacher needs to read and thorly digest
what is said about "Methods" under Grades I and IV. To
that background of fundamentals the following particular
considerations must now be added :
A. The plan requires that each general topic shall be
approached in the nature-study way. That is,
each major topic in the course and, in some cases,
the subtopics, must be studied in a concrete way
before the pupils are sent to the books at all. The
purpose is to give pupils the necessary sense-ex-
perience before taking up book study so that when
they come to the latter they can have something
in terms of which to image and understand what
the books try to tell This part of the procedure
should throw as much responsibility on the pupils
as possible. They should assist in collecting ma-
terials and in constructing apparatus so far as they
can, and their study should be done as nearly as
possible independently, of the teacher and of books.
Here is an opportunity to start pupils on project
work, one of the great, new things in education.
B. In opening up a new topic the recitation time should
be given over to reports on what has been learned
by each pupil in his original study, or in conducting
a class experiment, to be followed by questions
that throw the pupil into original discovery and
thinking. If this is skillfully done a great many
questions will arise in the mind of the pupil which
his work thus far has excited but not answered.
Now is the time to send the pupil to nature for
more study if profitable, and to the books if the
information cannot be gotten otherwise.
C. The book study, when at last it is taken up, should
be carried on topically. In the course of study
following will be found references to a number
28 GRADE V: HABIT HYGIENE
of good recent text bpqks. on hygiene. If at least
one of the books can be in the hands of each pupil
and several of the other books named can be on
the teacher's desk for the use of the pupils in turn,
then the very best results can be secured. Espe-
cially is this true if the recitation is carried on af-
ter the plan of the so-called "socialized recitation."
The less experienced and more conservative teach-
ers may hold vs^ith varying degree to the use of a
single book.
D. Finally if the pupil is to fully conserve the gains from
his study of a topic, he should have a notebook
for his hygiene lessons, and should be required to
set down in as systematic a way as possible, the
crystallized results of his observation, experiment,
research. The hygienic conclusions reacht
should be stated with especial definiteness and
reviewed until they become well fixed in mind and
in behavior.
FIFTH GRADE HYGIENE TOPICS.— HABIT HYGIENE
1. BREATHING GOOD AIR.
1. Why does the body need air?
2. What air is good air?
3. What breathing is best?
2. TAKING CARE OF THE NOSE AND THROAT.
1. What is the nose for?
2. How keep the nose in good condition?
3. When is the throat in the best condition?
S. WHAT AND HOW TO EAT AND DRINK.
1. How choose good foods?
2. What are the best habits of eating?
3. Why chew till the food is like thin soup ?
4. Why, when, and how much water shall one drink?
GRADE V: HABIT HYGIENE 29
4. CARING FOR THE TEETH.
1. How improve the teeth?
2. Why form the tooth-brush habit?
5. HARMFUL STUFFS FOR THE MOUTH.
1. Why are tea and coffee drinks that injure?
2. Why are alcoholic beverages drinks that destroy?
3. How does the tobacco harm good athletes?
4. How do cigarettes spoil quisk thinking ?
6. MAKING THE BODY STRONG AND STRAIGHT.
1. What are the best body postures?
2. What are the best play and work habits?
3. What are the best feet for running?
4. What are the best sleep habits?
7. CARING FOR THE SKIN, NAILS, HAIR, AND SCALP.
1. Why keep the skin clean?
2. How keep the nails nice?
3. How take care of the hair and scalp?
4. What are the nature and treatment of a headache ?
5. How treat cuts, burns, and bruises?
6. How care for poison ivy and other skin poisons?
8. CARING FOR THE EYES AND EARS.
1. When are spectacles needed?
2. What light is good for the eyes?
3. How remove foreign bodies from the eyes?
4. How care for the outer ear?
5. How treat earache and running ears?
9. WHAT TO DO WHEN ACCIDENTS HAPPEN.
1. How avoid the common accidents?
2. How care for sprains and broken bones?
3. How ^et skill in the art of bandaging?
4. How save the life from drowning?
30
GRADE V: HABIT HYGIENE
NATURE-STUDY LESSONS AND TOPICAL REFERENCES
Note. — It is to be understood that no attempt is here made
to indicate how much work shall be assigned for each single
recitation, as the length of the assignment will have be be
determined by the length and number of recitations that
the school gives to this important subject. The CHAPTER
references following the major (Roman-numbered) topics
are for the TEACHER'S especial use. The PAGE references
following the n^inor (Arabic-numbered) topics, are for the
PUPILS' and teacher's use. The key to the books referred
to is given in Appendix A. The teacher must know that it
is not necessary to have or to use all the books referred to,
but the more she can have both for herself and the pupils
the better. . -; -
LUNG TESTING
I. BREATHING GOOD AIR.-Al. V ; Dr. X ; H-S. X ; Wa. VI.
The Nature-Study Approach
Aim. — To learn about breathing, and something about air.
GRADE V: HABIT HYGIENE 31
1. Apparatus for a class experiment — A home-made spi-
rometer, or lung tester, can be prepared from a
gallon bottle by some one of the pupils as a piece
of home-project work, as follows: By calcula-
tion or otherwise, determine and mark the level
, to which an ordinary water glass must be filled to
contain just ten cubic inches of water. With this
measure, pour ten cubic Jnches of water into the
glass bottle sitting on a level table, and with a new
three-cornered file make a scratch at this level of
the water. Now pour in another ten cubic inches
of water and mark the new water level as before.
Repeat till the graduation of the bottle is complete.
For this study there will also be needed a tub
or other vessel of water, and a rubber tube of
about a half inch internal diameter and two feet
long. This tube should have a short glass tube
fitted into one end of it to serve as a mouthpiece
for the experiments.
2. Procedure — Children like to "test their lungs." After
filling the bottle with water by immersing it in the
large vessel of water, hold it up, but keep its mouth
under water, and insert the rubber tube in the
mouth. Now let a pupil fill his lungs completely
while standing erect, and then take the mouth-
piece of the tube between his lips, and exhale all
the breath he can, delivering it into the bottle.
Just before the pupil quits exhaling, see that the
water in the inside of the bottle is level with that
on the outside. When exhalation is complete, take
the reading of the pupil's capacity from the
volume marks on the bottle.
After each using, rinse the glass mouthpiece in
a glass of clean water, pour a little hydrogen
peroxide on the mouthpiece to disinfiect it, and
rinse it again. This process is not only hygienic,
but it will act suggestively to impress the need of
care in such matters. Now take the record of the
remaining pupils in turn, and post the records on
the blackboard.
Take each pupil's lung capacity again, but this
time in filling the lungs have each one "sit on the
small of his back," as pupils are often inclined to
do while studying books. Set down these results
alongside the other results.
32 GRADE V: HABIT HYGIENE
3. Additionl experiments. —
(a) Take a record, in seconds, of the longest time each
pupil can say "ah," using as little force as possible
while doing this. Set down these time results
alongside the other results.
(b) Exhale through a glass tube into a glass fruit jar
and, when the jar is filled with exhaled air, invert
it over a short, burning candle. At the same mo-
ment invert another similar jar with fresh air,
over another burning candle. Note the times the
candles continue to burn.
(c) Get a number of small bottles just big enough to
hold large-sized locusts (commonly called "grass-
hoppers"). Select pairs of locusts of equal size
and put each locust into a vial. The bottles for
one locust of each pair should be filled with ex-
haled air and the other with fresh air. Cork and
set aside for several hours. Note the relative times
when the members of each pair quit breathing,
and, if possible, remove each from, the vial at that
moment and note what happens after a short time.
(d) Let each pupil fill a mason jar with his own breath,
cover at once and let stand for some time. When
the pupils come in from outdoor play let each
smell his own bottle. Do not ask for reports here,
but simply explain that bad odor is a sign of de-
cayed teeth, or something of that kind (not from
carbon dioxid, which is practically odorless).
Questions On The Experiments
In the light of the above experiments, and before any
book study has been engaged in, consider with the pupils
such questions as the following: Of two boys of the
same size, but of diiferent lung capacities, which do you
think could run the longer distance without getting out
of breath? Give a reason why one should sit erect in
his seat. What do you notice about the chests of the
finest looking boys and girls you meet on the street or
highway? Do you suppose a boy or girl could get a
larger chest and lungs? Shall we test our lungs once a
week to see who can make the biggest improvement?
How do we know that the air we breathe out is differ-
ent from that we take in? Do you think exhaled air is
poisonous? If not (and it isn't), why did one set of
locusts quit breathing sooner than the other? Can you
give any good reasons why it is not good to breathe
GRADE V: HABIT HYGIENE 33
continuously air that has been once breathed? If your
own breath should smell disagreeable, what do you think
should be done? Why?
Studying the Books
If the preceding experiments have been entered into
heartily by the pupils, they will be keen to find out more
about breathing, and now is the time to send them to the
books. The assignment would be to the successive page
references in the regular text book and also to such other
books as the school may provide. Ideally, there should
be in the school library several sets of the hygiene books
listed for pupils, and the teacher should study the ref-
erences suggested for her own use. If now the recita-
tion is carried on topically, each pupil will be able to con-
tribute something the others will probably not have, and
the whole recitation will prove highly interesting to
pupils and teacher alike.
I. 1. Why does the body need air? Con. 1,88; Hu. I, 35
Je. I, 1.
2. What air is good air? Con. I, 89 ; Gu. I, 6 ; Hu. I, 44
Je. I, 6 ; 0-K. 8, 82 ; Ri. I, 46.
3. What breathing is best? Con. I, 91 ; Gu. I, 1 ; Hu. I, 41
Je. II, 107 ; O-K. I, 93 ; Ri. I, 57, 138.
Writing up the Note Book
A pupil's notebook on hygiene should contain all the
main points gathered from the experiments and the book
study. The teacher should provide an outline for the
pupil's books and the latter should be encouraged, even
required, to complete the record in a neat fashion.
More important than the note book, even, is the fol-
lowing up of results of improved breathing capacity and
sitting and standing positions; in the schoolroom, and in
the practice of exercises that will develope free breath-
ing. The w'eekly or monthly testing of the lungs will do
more than anything else to get these desired health
habits.
II. TAKING CARE OF THE NOSE AND THROAT.— Ho.
I;Te.XII.
. The Nature-Study Approach
Aim. — To get some first hand knowledge of the nose and
throat.
1. The exterior of the nose. With a hand mirror examine
the nose to see whether it comes down straight
34 GRADE V: HABIT HYGIENE
from between the eyes, or bends sideways at any
point, and whether the partition between the
nostrils divides the space evenly. Put your head
sideways to a larger mirror, and about a foot from
it. Place the small mirror straight in front of the
face, but let it be turned half way between the face
and the large mirror so that looking into the small
mirror one can see whether the pencil touches the
nose at three points, or only at the upper and lower
ends, or only once and that in the middle.
With the; thumb and finger bend the nose back
and forth sideways to discover that in the middle
is a gristle, such as one finds on the breast bone of
a spring chicken. Half way up the outside of the
nose one finds that the outer fleshy, wall of the nose
begins to cover boney walls. These walls should
stand out distinctly from the inner gristle, if the
nose is just right.
2. The inside of the nose. — For this study one needs to sit
with one's face turned away from a strong source
of light such as the sun, or any strong artificial
light. Holding the mirror with the right hand so
it will reflect light abundantly into the nostrils,
with the left index finger press the point of the
nose back and up, so as to show as much of the
inside of the right nostril as possible, meantime
fixing the lower mirror so it will throw light well
into the right nostril. Now note (1) the numerous
hairs at the entrance, (2) the direction the nostril
takes at its inner end, (3) the redness and moisture
of the nostril in its deeper parts, and (4) the ir-
regular outer wall and smooth inner wall. Next,
take the mirror in the left hand and study the left
nostril similarly.
3. Some uses of the nose. — Present any strong smelling
stuff (either agreeable or disagreeable) to the
nose and inhale from it strongly thru the nose.
Again, instead of taking one strong breath, take
several sniffs of air and note the difference in the
strength cf the odor.
While talking out loud press with a' finger against
the side of the nose so as to shut off the air f rom'one
nostril. Now try the other side and then both
sides at once.
Close the nostrils and thru the mouth inhale
some very dry air from over a hot stove or other
GRADE V: HABIT HYGIENE 35
warm body. Now inhale dry air again but this
time only thru the nose.
If weather or other conditions permit, try the
above experiments by breathing in very cold air
under the two conditions.
Figure out, if possible, two other uses of the
nose from what was seen when looking at the in-
ner surfaces.
Keep the nose pinched shut for about five min-
utes while reading or doing something else, just
to see how it would be if one could not breathe
thru one's nose at all.
4. Using a handkerchief. — Taking a clean handkerchief
in hand, place a part of it loosely over both nostrils
and hold it in position by pressing it lightly against
the lower side of one nostril, but not stopping up
this nostril, while the other nostril is compressed
shut. Now force a lot of aii? thru the open nostril
without making a loud noise, for to make such a
noise is not regarded as refined behavior. Now
treat the other nostril in the same way.
5. Washing the nose. — Take a tincup or glass of warm
water and with it mix a spoonful of common salt.
Close the mouth and hold one edge of the cup or
glass against the upper lip and lower edge of the
nose. Now close one nostril with a finger, duck the
nose into the water, and very gently draw the salt
water up into the nostril, and then force it out.
Repeat several times for each nostril.
6. Studying the pharynx (far-ingks). — Making use of
a, mirror as in Study 1 above, throw light into the
vs^ide-open mouth for a study of the cavity back of
the mouth, known as the throat, or pharnyx.
Hanging down from above at the back you will
see a nipple-like body, called the uvula, and arch-
ing down from each side of it a double band of
flesh that opens out like a V as it passes down to
the root of the tung. This is the back boundary of
the mouth and what is behind this yet is the
pharnyx, thru which both food from the mouth
and air from the' nose pass to organs below.
Now examine the pharnyx carefully to see if you
can discover some dark red flesh just back of each
border of the root of the tung, and between the
sides of the V-shaped flesh coming down from the
uvula. In shape each is about like a ripe mulberry.
36 GRADE V: HABIT HYGIENE
and if the tonsils are in good condition they should
not be any larger, if so large. If they are enlarged,
they may look like two big red marbles.
Thoroly clean your finger and with it feel the
roof of your mouth. Note that the farther back
you get, the softer it becomes. This soft part is
called the soft palate, and it ends in the uvula.
The soft palate hangs down in front of the upper
end of the pharnyx, into which the nostrils lead.
Hold the mouth and nose shut and gently force
air into the nose till the ears "pop," that is, till a
puff of aid passes into the middle ear. Any distress
in the ear can be relieved by swallowing. There
are two holes that lead from the upper end of the
pharynx to the middle ears, and these are what the
air went into.
It is in this upper back pharnyx that a growth
often developes that stops breathing thru the nose,
and which is quite like the tonsils in appearances.
This growth is known as "adenoids," and can
easily be removed.
Questions for Consideration
1. Is your nose straight or crooked? Is it a Grecian nose, a
Roman nose, or a snub nose? (One kind is as good as
ano.ther if only the nostrils are open!)
2. Where do the nostrils seem to lead to? What do you
think the hairs are for at the entrance of the nose?
Why is the outer side of a nostril wall so very irregular?
What makes the walls of the nose so red? Is it very
warm in there, do you think? Why? Where does so
much blood come from when one has the nose bleed?
What does this show about the blood supply of the
nostrils ?
3. Why sniff when you want to get a good smell of any-
thing? When "talking thru your nose" do you really
use your nose? Can you take a breath thru each
nostril separately? If not, why not? Do you sleep
with your mouth shut? Can you imitate snoring? How
do you do it? Do you snore when asleep ? If so, why?
Judging from your experience with the dry and the
cold air, what two distinct advantages come from
breathing thru the nostrils (except when running rapid-
ly) ? Is the moist surface of the nostrils just water, or
is it a sticky liquid ? What would it do for germs and
dust? What would the moisture on the surface do for
GRADE V: HABIT HYGIENE 37
dry air? Can you now give four distinct uses of the
nose? Can you give five important reasons why one
should breathe thru the nose ?
4. Can you blow your nose without making a loud noise ?
Do you always keep a handkerchief over the end of
your finger if you have occasion to reach up into your
nose ? Why should one always use only a clean hand-
kerchief? Why use a handkerchief at all? Why not
sneeze into other people's faces? Why is it better to
sneeze into a handkerchief than elsewhere?
5. Can you wash out your nose readily as directed, and
without bothering your middle ear or choking your-
self?
■6. Do you find that your tonsils are swollen and inflamed?
If so, do you sometimes have the rheumatism? (Some-
times rheumatism is traceable to diseased tonsils, and
sometimes to diseased teeth). Do you find adenoids
present in your upper pharnyx? If so, these should
be removed for they will make lots of trouble if allowed
to remain.
Writing up the Note Book. (See Grade V, Study 1 )
1. What is the nose for? Con. I, 92 ; Gu. I, 131 ; Hu. I, 41 ;
Je. I, 134; Ri. I, 67.
2. How keep the nose in good condition? Con. I, 201; Gu.
I, 134; Je. I, 134;Ri. I, 59.
3. When is the throat in the best condition? Con. I, 92, 74 ;
Hu. I, 87; Je.1, 134;Ri. I, 59.
Writing up the Note Book (See Study 1).
III. WHAT AND HOW T OEAT AND DRINK.— Ho. IX;
H-S XIX; Te VIII; Wa. VII.
The Nature-Study Approach
_Aim. — To learn something of foods and of the mouth and its
uses.
1. As an important preliminary study, the pupil should
take a mirror and examine his mouth cavity. The
effort here should be to discover and be able to descide
the different structures visible in the mouth (15 or
20, not counting the different kinds of teeth). It will
be worth while to try to see which pupil can find and
describe the greatest number. Let particular notice
be taken of the points in the mouth at which saliva
comes in freely when one is beginning to eat a bite
of cracker or bread.
38
GRADE V: HABIT HYGIENE
2. When the teacher has gotten from the pupils the re-
ports of the results of their studies, she may sum-
marize by placing on the blackboard a sketch of the
open mouth (a diagrammatic representation of the
mouth opened so wide as to show its upper and lower
parts as if they were hinged back into one plane).
Indeed the sketch may well be on the board when
the pupils' reports are called for, the final summariz-
ing consisting in a table of the structures that may be-
seen.
i&Tp I i a
UpjoeT teetlj .
Soft loat-k/Te/
Toi
Ch>ir)\yi,toihe'thr>o»jf'
10 o"f licl'To i/oice.-|ooX
TS/ite-feOol^ (t.Tjw Tsed- spots)
^IJtPTd-le of l^eloip&fde.
t)t(eT of loLde.-rc3a;(iN/8u|ov ^Ictm^s.
oTJe-T? teetjj
X^oiJe-i? 1 iio.
Structures in the Mouth
3.
4.
The studies that follow have to do with the uses of the
mouth. First, let the pupil pinch his nose shut for a
minute or two and note the effect on his breathing.
After the pupil has given the most common sound of
each of the letters, let him reach a conclusion as to-
the way in which the consonant letters are made to-
sound different from the vowel letters.
GRADK V: HABIT HYGIENE 39
5. Require the pupil to make observations as to how a
bird or chicken drinks water.
6. Let each pupil take a good big bite of cracker, crush
it rapidly with his teeth and then try to swallow it
quickly.
7. Either eat, or recall the eating, of an apple or other
semi-solid fruit or vegetable, and consider how the
teeth help in the eating act.
:8. Put a teaspoonful of raw starch in a glass of water,
and into another glass of water put a teaspoonful of
sugar. Stir, and note the effect on the starch and on
the sugar.
'9. Supply each pupil with an oyster cracker that is fair-
ly free from salt, and require him to chew it until a
new and agreeable taste comes from it.
10. If conditions permit, let each pupil compare the rela-
tive time it takes to get a similar result from a tea-
spoonful of raw com starch and from one of cooked
starch.
11. Provide each pupil with a teaspoonful of clean wheat
grains, and let him chew them till a snfiall mass of
"wheat gum" remains. Explain that wheat is made
up mainly of starch and protein, and that it is the
latter that is not dissolved by the saliva, while the
starch is dissolved. The protein must pass to the
stomach and small intestine before it is dissolved or
digested.
12. Similarly let each pupil discover that a piece of fat
meat will not dissolve in the mouth ; and explain that
fat is practically, if not wholly digested in the small
intestine.
13. Let each pupil arrange to eat a meat sandwich at lun-
cheon on one day quickly and on the next day slowly
and conclude which one gives the most satisfaction
to hunger.
14. On another day let each pupil eat very rapidly at
luncheon as many meat sandwiches as it will take to
satisfy hunger. The next day, other conditions being
the same, let every sandwich be eaten very slowly
and chewed till each bite becomes like pea soup be-
fore it is swallowed. Compa're the number of sand-
wiches required to satisfy hunger in the two cases.
15. Try drinking a glass of water on rising in the morning
or just before breakfast. Also drink plenty of water
at mealtime, but always when the mouth is free of
40 GRADE V: HABIT HYGIENE
other food. Report at the end of a week whether yon
feel better because of these practices.
Questions for Consideration
1. How many structures did you find in the mouth?
2. Can you describe and give a use for each one of the
structures ?
3-9. Can you state, nine different uses of the mouth?
10. Can you give a reason why starchy foods may well be
cooked to eat.
11-12. What sorts of foods does the mouth not digest?
13. How eat to get the most good out of each bite of food ?
14. How can one eat so as to save money in his eating
or food bills?
15. What has been the result of your following directions
about drinking?
Note. — If you cared to make the experiment, you might
find that if you always chew your food abundantly, you
would naturally crave less meat, and thus you could save
more money, for meats are our most expensive foods.
Then besides that, those who have tried the plan say they
are freer from headaches, tiredness, etc. Have you ever
read the interesting story of Horace Fletcher and his eat-
ing? If not, you could learn much from this unusual
American.
Studying the Books (See also Grade V, Study 1)
1. How choose good foods? Con. I, 18; Gu; I, 157; Hu. I,.
156 ; Je. I, 157 ; 0-K. I, 117 ; Ri. I, 9, 15.
2. What are the best habits of eating? Con. I, 10, 24 ; Gu.
I, 151; Hu. I, 160; Je. I, 155; 0-K. I, 119; Ri. I, 33.
4. Why, when, and how much water shall one drink?
Con. I, 41 ; Gu. I, 155 ; Hu. I, 68 ; Je. II, 130 ; 0-K. I,.
130;Ri. I, 33.
Writing up the Note Book. _(See Grade V, Study 1)
IV. CARING FOR THE TEETH— Al. IX; DR. XVII; TeXL-
The Nature-Study Approach
Aim. — To learn about the teeth and to discover reasons
for their care.
1. Assign as a studyta be reported on at the next recita-
tion hour, the number of teeth each pupil may find
in his own and his larger and smaller playmates'
mouths.
2. With this same assignment there should .go one re-
GRADE V: HABIT HYGIENE
41
quiring each pupil to study, with a mirror, his own
teeth so as to be able to describe the difference in the
appearance of the four knds of teeth in his mouth.
3. At the class hour pupils report their discoveries. If the
teacher desires to give the technical names for the
various groups of teeth, the necessary motivation
may be secured by asking the pupils if they would
like to be able to talk to the doctor, priest or pastor
ip their language, about teeth when these men pay a
visit to their homes.
4. The functions of the different groups of teeth may be
inductively studied by supplying each member of the
class with grains of wheat, pieces of thread and sticks
of candy, and noting the uses of groups of teeth em-
ployed in dealing with these materials . Ask what
teeth are used to get meat from, a chicken bone?
5. As a further study, now that the names of the teeth are
known, the pupils can be directed to find out, so far
as they can, when their own and their playmates'
various second teeth came in. At the class hour, a
tabulation can be made on the blackboard of all the
results reported. There will be variations, of course,
but the final table should average up about a^ follows
for the upper jaw :
Middle incisors — 1 years.
Lateral incisors — 8 years.
Canines, or cuspids — 11
years.
First bicuspids — 9 years.
Second biscuspids — 1
years.
First molars — 6 years.
Second molars — 12 years.
Third molars — 17 to 45
years.
6. The parts of a tooth can best be studies by providing
the pupils with human teeth obtained from an oblig-
ing dentist. After the parts of the teeth have been
decided upon by the pupils, the terms crown, neck,
and root may be supplied.
7. The structure and ftiaterials of a tooth can be grossly
studied from a tooth that has been ground in a trans-
verse plane and from one that has been ground in a
longitude plane, and the names, enamel, dentine, and
pulp cavity supplied.
CD
i5 "Pe-rmaneni p-,
C3 •^^^^'^ a
42 GRADE V: HABIT HYGIENE
8. Secure from the laboratory or the druggist some blue
litmus paper, and in the presence of the class, demon-
strate its use in discovery of acid substances, by put-
ting on a piece of it a drop hydrochloric and other
acids and noting that acids turn the paper pink.
9. Test the decayed spots on spoiled fruits, such as ban-
anas, apples, etc., with litmus paper, and let the class
report their conclusions from the effects observed.
10. Now provide each member of the class with a piece of
blue litmus paper and a fresh wooden tooth pick..
Give directions for each to put some scrapings from
his own teeth on the litmus paper. Not the effect
after a few minutes ,and draw the appropriate con-
clusion.
11. When the reports of the effect of the tooth-scrapings
on the litmus paper come in, recall with the class that
germs cause decay and that conditions that favor the
growth of germs are warmth, moisture, air, and dead
matter.
12. At this time apply dilute hydrochloric acid to one of
the teeth previously studied, and permit each member
of the class to see the little bubbles that arise from
the tooth. Watch the acid's "eating" the tooth.
13. Now connect up this phenomenon with the acid con-
dition of tooth scrapings and secure the proper infer-
ence as to the cause of decay, namely, the action on
the teeth of acids developed by germs of decay in
foods left in the mouth and between teeth. Explain
that sugars, candy, and starchy foods most quickly
yield these acids that eat teeth.
14. The matter of using the teeth to crack nuts, etc., may
be taken up here, and the reasons made clfear why it
is especially desirable to preserve the enamel of teeth
intact.
Questions for Study
It is assumed that the teacher will be easily able to
frame up appropriate questions on the above experiments.
They are accordingly ommitted here.
Studying the Books. _(See also Grade V, Study 1.)
1. How improve the teeth? Con." I, 65; Gu. I, 146; Hu I,
168 ; Je. I, 149 ; 0-K. I, 151 ; Ri. I, 43.
2. Why form the tooth brush habit? Con. I, 55 ; Gu. I 151
Hu. I, 161 ; Je. I, 151 ; 0-K. I, 156 ; Ri. I, 41.
GRADE V: HABIT HYGIENE 43
V. HARMFUL STUFFS FOR THE MOUTH— Al. XXXVI ;
H-S. XX; Wa. Vni.
The Nature-Study Approach
Aim. — To get some important facts about tea, coffee, al-
chohol, and tobacco.
1. As a preliminary exercise, pass small pieces of alum
to each member of the class, requiring the pieces to be
tasted, and explain that alum is called an astringent
bcause of its "puckering" effects. Explain that tea
and coffee contain a similar astringent known as
tannin.
2. Have pupils make a pair of balance scales by passing
a pin halfway through the exact center of a foot rule,
and attach by three strings to each end a pair of card-
board scale pans. With this instrument weigh out
three samples of black tea, three of green tea, and
three of freshly ground coffee, equal in quantity to
the weight of a dime, and distribute in nine jelly
glasses.
3. Nearly fill one glass of each of three sets with cool or
cold water and one each with water that has been
boiling. Fill the remaining three glasses with boil-
ing water and place in a pan of boiling water so as to
continue boiling. Keep all nine glasses in the above
conditions for just four minutes, then drain all of them
off into other similar glasses, keeping track of "which
is which." Now pour two spoonfuls of a strong solu-
tion of copper (copper sulphate) into each glass
and note the fleecy stuff (copper tannate) that forms
in each. When this precipitate has settled, the result-
ing quantities easily show the relative amounts of
tannin in each sample of tea and coffee.
4. Of course people drink tea and coffee not for the tan-
nin, but for another substance that serves to stimulate,
namely caf-f e-in. It is not easy to show the presence
of this substance but it can be shown that the amount
of caff ein in the cool and the boiled specimens is about
the same, and less in the cold specimens.
5. Space does not permit descriptions of concrete studies
of soda water and other soft drinks, but a little in-
genuity and suggestions from a good druggist will en-
one to show that a glass of milk is very much more
wholesome and nutritive as well as less expensive than
any of the soft drinks.
44 GRADE V: HABIT HYGIENE
6. Provide a small bottle of denatured alcohol for direct
observation of its appearance, its odor, its w^eight as
compared with water, etc.
7. Pour some alcohol on the raw white of egg The effect
here is not unlike that of alcohol on the protoplasmic
contents of the body cells.
9. Immerse a fishworm ,or other soft bodied "worm" or
"grub," in a small quantity of alcohol and note the
effect on the behavior and tissues of the creature.
The teacher should know (without any guess work)
the difference between a stimulant and a narcotic. The
early behavior of the "worms" is due to irritations
and not to stimulation.
10. It would be an illuminating experiment for adol-
escents and adults if some poultry raiser could be in-
duced to keep a screened pan of alcohol under the
straw of a setting-hen's nest of eggs. Only a few
chicks would be hatched and they would be deformed.
11. Take about a thimbleful of your sample of alcohol,
pour it into a small bottle, and add five more thimble-
fulls of water. Now tie a wire to a bottle, and add
five more thimblefulls of water. Now tie a wire to a
little piece of sheet copper and heat the copper red
hot and continue till the copper appears dark on cool-
ing. While the blackened copper is still red-hot,
thrust it into the solution of alcohol. Remove and
note that the copper is now bright again. Blacken
the copper again and this time thrust it into pure wa-
ter. It remains black. Apply this test for alcohol to
Peruna and other patent medicines whose labels
report as much as 15 or 20 per cent of alcohol.
12. Take the dilute alcohol used in No. 11 and bring it to
boiling. Now bring a lighted match to the mouth of
the bottle and not the flash of light from the burning
alcohol. Treat Peruna and other alcoholic patent
medicines similarly.
13. Pour several drops of alcohol into a saucer and set
fire to the alcohol. Observe three things about the
flame different from that of a burning match.
14. If weather permits, try freezing alcohol.
15. Pour alcohol on separate sample of oil, fats and resins.
16. Secure a small packet of tobacco seeds and give the
pupils an opportunity to examine them through a sim-
ple magnifying glass. Provide a suitable receptacle
and start some of these seeds to growing. They will
GRADE V: HABIT HYGIENE 45
germinate and develop sufficiently to be interest-
ing to the pupils while their later studies of tobacco
are being made.
17. Many greenhouses will have some species of these
plants growing, and here a plant can be obtained
for examination and study. Note the generally dis-
agreeable odor of the plant, particularly of a crushed
leaf. Something of the history of the plant may well
come in at this point, supplied by the teacher.
18. A bit of plug tobacco as big as half a pea, in an
inch of water in a test tube or other glass vessel, will
soon give the water a dark brown color, showing
that tobacco contains substances that are highly sol-
uble in water. The most important of these sub-
stances is, of course, nicotine.
19. Try a similar amount of tobacco in about a half-inch
of saliva collected in test tube or vial and note that
saliva also dissolves the substance of tobacco.
20. Take a bit of the raw white of egg and on it place a
drop or two of the liquid from No. 13. Note that the
white of egg takes this into itself. Point out that
this white of egg is not unlike the living matter that
makes up the cells of which our bodies are made up.
21. Put a drop of solution from No. 13 on a fly or other in-
sect and note the result. If you think it not unwise,
take a medicine dropper and inject some of the sol-
ution into the mouth of a mouse. Keep the animal
out of sight, of course, till "all is over" and then pre-
sent the final result for examination.
22. Have a little girl with a particularly white and clean
little finger immerse it in some of the tobacco solution
for a few minutes, and note the discoloration.
23. Now take a bit of tobacco no larger than a pea and
placef it on a thin metal plate supported over an alco-
hol or other flame. Place flies or other insects caged
in wire screening, over the fumes, and note results.
The odors that come from the heated tobacco disclose
the volatile character of nicotine.
24. A bit of tobacco may now be held by pliers and burn-
ed in the alcohol flame, the odors again being noted
and any other facts considered that the teacher deems
it wise to present, such as the effect of this burning on
the nicotine itgelf .
46 GRADE V: HABIT HYGIENE
Questions For Consideration
1. How does alum affect your tung? What use do bar-
bers sometimes make of alum?
2. Can you find from the books what causes the differ-
ence in the appearance of black tea and of green tea?
3. How must tea and coffee be prepared so they will have
the most tannin? The least tannin? Which sort of
tea, black or green, has the least tannin?
4. How can tea and coffee be prepared so they will come
nearest to yielding the most caffein and the least
tannin.
5. What makes soda water effervesce ("boil up") ? Why
is a glass of sweetened milk more nutritious and
wholesome than the drinks at the soda fountain ?
6-7. What different terms can you employ to describe the
physical properties of alcohol?
8. What is the effect of alcohol on raw white of egg?
What else does this experiment teach?
9. Why does the "worm" behave as he did at first and at
the last?
10. Query for adolescents and adults: Why are there so
many imbeciles in countries where alcoholic drinks
are freely used?
11.-12. What are the two ways to tell whether a medicine
has a good deal of a,lcohol in it?
13. Why (three reasons) is alcohol so well adapted to use
in "alcohol lamps"?
14. Why is alcohol instead of mercury used in low temper-
ature thermometers?
15. What is meant by "spirits" of camphor, vanilla, etc?
16-24. Are any insects found around a growing tobacco
plant other than the green-house white fly? Why do
housewives sometimes take a solution of tobacco and
sprinkle it on houseplants? Why are pieces of to-
bacco sometimes placed among articles of clothing
that have been laid away for the summer or winter?
Why do entomologists (bug men) find empty cigar
boxes especially good for keeping their preserved
specimens in? Do you know of any other good uses
to which to put tobacco?
Would you think tobacco a good thing to feed to
your pet animals, especially young ones? Why do
not foot-ball trainers and physical directors permit
their men who play in hard contests, to use tobacco ?
who finds it the most difficult to keep such a law?
GRADE V: HABIT HYGIENE 47
Would it help the looks of ladies if they used tobacco
as some men do? Since people who have not gotten
their systems used to the poison of tabacco find to-
bacco smoke very offensive, is it fair to them to compel
them to endure the sickening odor of tobacco?
How much do Americans spend anually for to-
bacco? For cigars? For public schools? (See
Chapter VIII.)
Studying the Books (See also Grade V, Study 1.)
1. Why are tea and coffee drinks that injure? Con. I, 44;
Je. I, 165 ; 0-K. I, 132 ; Ri. I, 34
2. Why are alcoholic beverages drinks that destroy? Con.
I, 45 ; Gu. I, 159 ; Hu. I, 75, 150 ; Je. I, 77, 83, 121, 127,
159 ; 0-K. I, 135 ; Ri. I, 37, 105.
3. How does tobacco harm good athletes! Con. I, 69 ; Gu.
IV, 141 ; Je. II, 78 ; 0-K. I, 71 ; Ri. I, 56, 110.
4. How do cigarettes spoil quick thinking? Con. I, 69 ; Gu..
Gu. II, 63 ; 0-K, I, 71 ; Ru. I, 110.
Writing up the Note Book (See also Grade V, Study 1.)
VI. MAKING THE BODY STRONG AND STRAIGHT.—
Al. XII; Ban. I-XXVI; Dr. II; Ho. VII- VIII; Ly. II, 2;
Te. VII, XX; Wa. V.
The Nature-Study Approach
Aim. — To disclose some fundamentals about posture,
play, work, and sleep.
1. Take a piece of rubber band about two inches long and
a quarter of an inch wide and stretch to twice its
first length. Now let the rubber come slowly back to
its first length and watch how the band changes in
thickness and width.
2. Take two such rubbers as that above and firmly tie in
place on a clothes-pin as shown in Fig. 1.
In the end of a piece of broomstick twice as long as
the clothespin hollow out a rounded depression that
will nicely take in the head of the clothespin made
48
GRADE V: HABIT HYGIENE
round by whittling or filing to the piece of broom-
stick as shown in Fig. 2.
By shifting the position of one or the other of the
thumb tacks, show how the clothespin can be made to
take different directions.
If you want to make a more realistic showing of the
way muscles work in the human body, take a piece of
soft wood board an inch thick, two inches wide, and
six inches long, and by cutting suitable depressions
and attaching clothespins and a knob of wood in the
same way as in Fig. 2, construct such a devise as that
of Fig 3.
4. Straighten out your index finger and then make it
point in various directions. While the back of the
hand is kept motionless, now feel your forearm to see
where the muscles (the "rubbers") lie that make the
finger move forward and where backward. Decide
where the ends of the muscles are fastened.
5. In similar way find out the places of attachments re-
spectively of the muscles that produce movement at
the elbow, the shoulder, the neck, the back, the knee,
and the ankle and toes.
6. Let each member of the class see how many times he
can chin himself (girls as well as boys). Now take
the circular measure of the upper arm of each pupil
both when the forearm is drawn up as much as it pos-
sibly can be, and when the arm hangs loose. See if
there is any relationship between number of "chin-
nings" and increase of arm girth.
7. Consider how one can get bigger muscles by thinking
GRADE V: HABIT HYGIENE 49
how the strong, big-muscled men of the community
came to be so.
8. By referring to your wooden man, show what muscles
must be strengthened to make one naturally stand
straight and sit erect. Let each pupil think which
of his own muscles need strengthening and what he
can do to secure for himself the best of body postures.
9. Make a list of the things that are sometimes done in
school, on the playground, and about home that tend
to draw one out of good body shap. Make another list
of the things that help to give one a good shape.
10. The ideal standing posture being relatively a straight
line for the major axis of the head and neck, upper
and lower trunk, thighs and legs, find out, by standing
naturally near a; vertical wall how much, if any, each
section of the person bends away from a vertical line.
Let the teacher make a straight (or crooked) line
sketch of each pupil's sideview posture, in the pupil's
notebook.
11. Since a forward protruding neck and head is so com-
mon a posture defect, let each pupil, while at home in
the morning, preferably just after rising from bed,
loosely fold the arms on the chest and arch the body
by supporting it on the heels and the back of the head.
The knees will have to be bent slightly but not very
much, and the body and neck should then be arched
as high' as possible and allowed to drop back at once.
Let each pupil report how many times, working con-
tinuously, he was able to do this act of "bridging", as
it is called.
12. Let each pupil be provided with a piece of loose cotton
that has been partly moistened with a half and half
water and glycerine solution of chloride of iron (ferric
chloride). Each of these should be wrapt in paper
and taken home to use on the soles of the bare feet to
take foot prints as follows : rub a thin coating of the
iron chloride solution on the sole of one foot and then
place the foot carefully on a piece of unglazed paper
lying on the floor, throwing the full weight of the body-
on the foot. Remove the foot carefully, take a simi-
lar impression of the other foot, and lay the paper
away to dry. Wash both feet without further delay.
Later compare the assembled foot prints of the class
with an ideal foot print found in the books. If it is
desired to make the foot prints black, apply with a
brush to the backs of each paper, a water solution of
,50 GRADE V: HABIT HYGIENE
tannic acid. The mixture of this with the iron chloride
makes real ink.
13. Let the teacher take such a survey of the sleeping
habits of the members of the class as is outlined on
page 378 of Terman's Hygiene of the Child. Note
that about ten hours is an average sleeping period for
a fifth grade pupil. To the list of questions provided,
add a question as to the usual posture of the pupil
v^fhile sleeping. Emphasize the fact later that body
posture can be improved by lying on one side or the
other with the elbow thrown back of the trunk, and
not in front of it.
Qiiections for Consideration
1. How do you think a muscle of the body gets shorter?
What are two reasons for believing your answer?
2-3-4. How is any part of the body kept in position? Can
you figure out how one manages to walk?
5. What muscles are most used when running? When
throwing a ball? When jumping? V7hen breathing?
6. Why can one pupil "chin" himself more than another?
V/ould you like to try this out a month from now?
7. V/hy are some folks not so very strong? Why do you
think it is worth while to be strong?
8. Can you show how you can make a limb of your
wooden man take the same position in two different
ways? For what two different reasons may come
folks be round shouldered?
9. What are the things you are going to do and not do to
give yourself a fine body shape?
10. If your standing posture is not ideal, what exercises
do you need to take to make it such?
11. How many times can you "bridge" without stopping
GRADE V: HABIT HYGIENE 51
to rest? If you get stiff and sore for a day or so after
the first time you "bridged", what does that show ?
12. Does your foot print show two good "arches" for your
foot, and are the toe prints not crowded together too
much? If not, how can you correct "flat feet" and
cramped toes?
13. What improvements can you make in your sleeping
conditions, and in your posture while sleeping?
Studying the Books (See also Greide V, Study 1.)
1. What are the best body postures? Con. I, 94-113; Gu.
IV. 9 ; Hu. I, 5 ; Je. II, 1 ; 0-K, I, 13 ; Ri. I, 82.
2. What are the best play and work habits? Con. I, 121;
Je. I, 16 ; 0-K, I, 41 ; Ri. I, 86.
3. What are the best feet for running? Con. I, 112; Hu.
IV, 44; Je. II, 38; O-K. I, 187; Ri. I, 79.
4. What are the best sleep habits? Con. I, 148 ; Gu. I, 57 ;
Hu. I, 166 ; Je. I, 47 ; 0-K. I, 106 ; Ri. I, 50, 94.
Writing up the Note Book (See Grade V, Study 1.)
VII CARING FOR THE SKIN, NAILS, HAIR, AND
SCALP— H.S. XI; Hu. XVII; Te. XV; Wa. X.
The Nature-Study Approach
Aim. — To discover some conditions favorable to the
health of the surface of the body.
1. If a simple microscope is available, let each pupil make
an examination of the skin of the hand to see how
scaly it is. When the back or palm of the hand is
sweaty, take a dull knife and scrape off some of the
scurf. Use the microscope to discover what the scurf
grew from and why one can never be freed "for good"
from the accumulation of scurf.
2. Recall the smell of decaying meat, that is, of a dead
cat, rat, or other decomposing animal. Think why
clothing, especially that worn next the skin, sooner
or later gets to smelling bad. Consider also why
people sometimes do not smell very wholesome. Ex-
plain why a crowded room or a room that has just had
many people in it is not likely to smell very well.
3. Sometime when your hands are not very clean, wash
them in plain water, doing the best that can be done.
Examine the hands carefully to see if they are quite
clean and if there is any odor. Then right after that,
use warm water and soap in re-washing the hands.
52 GRADE V: HABIT HYGIENE
See if this has. made any difference in the cleanliness
and odor of the hands. Think what is the chief reason
for bathing and honestly answer the question as to
how often one ought to bathe the whole body.
4. Let each pupil now make a study of his finger nails
to find out answers to the following questions :
(a) How does a nail differ from the skin? What two
reasons can you give for thinking nails steadily
grow out from the root? (Nail-paring and the
progress of a "black and blue" mark) ,
(b) Does a nail grow thicker the farther out it gets
from the root? (Determine by successive press-
ings with a dull pencil point) .
(c) How do the three parts of a nail differ in color,
the "moon" rising from the root, the central part
or body, and the outer part or free margin?
Since the nail itself is not pink, as seen at the
margin, why do you think the central part looks
pink ? If the margin of the nail ever really gets
black, what makes it look black sometimes?
Why could not one get along just as well without
finger nails as with them?
5. Sometimes one finds the skin at the root of a nail wants
to hang" to the "moon" of the nail. It may even hang
on so long as to be partly pulled away as the nail con-
tinues to grow out. This makes it look very ragged.
Think what you could do to keep the skin from hang-
ing on to the nail in this way, and how this can best
be done without injury to skin or naiL Why is biting
the nails a bad practice, both for the mouth and for
the nails? What have you found to be the best thing
to use in trimming the nails? What shape and how
long or short should the nails be kept so as to look the
best?
6. Secure a hair freshly pulled from someone's head and
let each pupil examine it with a simple microscope,
as the hair lies on a piece of clear glass. Is the hair
smooth or is it scaley? How does the root seem to
differ from the rest of the hair? Look closely at the
hair of someone's scalp to see if it seems to come from
"holes" in the scalp, or right from the surface of the
scalp. What stuff do you find that makes you think
of the scurf from the hand in No. 1 ?
7. Using your handkerchief, rub the back of your hand
quite hard till the skin begins; to get red. Remember-
GRADE V! HABIT HYGIENE 53
ing that blood feeds the hair roots, what would be the
advantage of thoroly brushing the hair and scalp
about twice a day? What is the objection to wearing
a very tight hat so far as the growth of the hair is con-
cerned? What is a second important reason aside
from making the hair lie right, for frequent brushing
of the hair and scalp ?
8. Often when one has a headache, one can get relief by
massaging the scalp. The first time a headache
comes, try rubbing the scalp well, and see if relief is.
secured. Headaches are due to poisonous stuffs in the^
blood of the scalp, and the rubbing helps this blood
to flow along and take away the poisons. This poison
usually comes from bad eyesight, failure to discharge
the bowels daily, lack of sufficient red blood, loss of
sleep and rest, and from eating things one ought not
to eat. If the pupil has headaches often, the teacher
should direct his attention to possible causes, and to
the removal of the same.
9. In connection with the treatment of cuts, burns, and
bruises, as these are studied in the books, let the
"recitation" consist in a dramatization of the proced-
ure, the teacher providing the necessary materials, and-
the pupils actually demonstrating the work.
10. Put some drops of oil on some water in a small bottle,
and shake thoroly. Take a similar bottle and put very
soapy water in it and some drops of oil on it as before.
Now shake well and state what is the difference now
in the appearance of the oil.
Questions for Consideration
1. Why cannot one free oneself entirely of scurf?
2. Why do some people smell less wholesome than
others ?
3. Why and how often should one bathe ?
4-7. Answer the questions in No. 4-7 above.
8. Do you suffer with occasional headaches? If so, what
do you think is the cause ?
9-10. Since the poison of poison ivy is a volatile oil, why
is the prompt use of soap likely to prove beneficial?
Studying the Books (See also Grade V, Study I.)
1. Why keep the skin clean? Con. I, 131; Gu. I, 114; Hu.
I, 8 ; Je. I, 114 ; 0-K. I, 162 ; Ri. I, 75.
2. How keep the nails nice ? Con. I, 134 ; Fu. I, 101 ; Hu. I,
16 ; Je. I, 105 ; 0-K. I, 178 ; Ri. I, 74.
3. How take care of the hair and scalp? Con. I, 128; Fu.
S4 GRADE V: HABIT HYGIENE
I, 108 ; Hu. I, 18i Je. I, 114 ; 0-K. I, 176 ; Ri. I, 73.
4. What are the nature and treatment of a headache?
Con. II, 333 ; Da. II, 45 ; Je. II, 176, 176 ; 0-K. IV, 209 ;
Ov. II, 235.
5. How treat cuts, burns, and bruises? Con. I, 84, 126,
200 ; Gu. II, 30, 52, 57 ; Hu. 1, 137 ; Je. 1, 186, 181, 184 ;
Ri. I, 66, 127.
S. How care for poison ivy and other skin poisons? Con.
I, 169; Gu. II, 82, 131; Je. I, 181; Ri. I, 129;
VIII. CARING FOR THE EYES AND EARS— Al. VII,
VHI; Dr. XV, XVI; H-S. XXII; Te. XIII, XIV; Wa.
XIII.
The Nature-Study Approach
Aim. — To develop important facts in the hygiene of the
eyes and ears.
1. Take a card-board box (without lid) that is roughly
an inch or more each way in size, and cover the open
side of the box with tissue paper fastened on with
paste. Make a good, clear hole with a darning needle
in the center of the side opposite the tissue paper.
Darken the room considerably and hold a burning
match or candle an inch or two back of the hole in the
paste board and observe the image of the flame on the
tissue paper. Now make a hole in the pasteboard
considerably bigger, at least a quarter of an inch in
diameter and try the match experiment again to ob-
serve what happens now to the image.
Next, lay the lens of a simple microscope over the
hole in the pasteboard box and we have an artificial
eye. Again try the match experiment, moving the
match closer or farther away one gets such an image
as near-sighted folk have of distant objects. Holding
the match nearer ,one gets such an image as far-
sighted folk have of near objects. Try some near-
sighted and some far-sighted eye glasses on both these
cases to see if the images can be made clear thereby.
'2. While looking at one's own eyes in a mirror hold a
strong light between the mirror and the side of the
head. Now move the light out to right or left as far
as possible and then bring it back close to the eye
again, and while doing this back and forth watch the
change in the size of the pupil of the eye (which is
like the hole in the box, and lets light into the eye).
3. Try reading a iDook when a strong light is in front of
GRADE V: HABIT HYGIENE 55
the eyes and also when the light is at the right or left
back of the head. Consider how the eyes feel while
doing this and what must be the condition of the pupil
and the work, of the eye under the two conditions..
4. Try writing with a pencil while a strong light comesr
over the shoulder, and also when it comes over the;
right shoulder and note especially the shadows made=
by the writing hand.
5. Whilei the hands are very clean take a small and very"
clean pencil and, sitting before a mirror, try rolling
the upper lid of an eye over the pencil, so as to see the
under surface of the lid. Consider how one could now
remove a particle from the eye with the corner of a
clean handkerchief. Try putting the lower lid down
without the use of the pencil.
6. The teacher should by all means make a test of the eye
sight of all her pupils, using any ordinary eyechart
and following the directions therein. If a chart has to-
be purchased, send 25c to the F. A. Hary Co., Chicago,
for one of the Allport charts. The teacher could well
saturate her consciousness with the contents of Chap.
XIV of Terman's "The Hygiene of the Child."
7. Let the pupil adjust himself so that a strong light is
shining into an ear canal, place a mirror on the same
side of the head as the light is on, and with a hand mir-
or held in front of the eye but turned so it faces half
way between the other mirror and the eyes. Now let
the pupil, by a litle adjusting, learn as much as pos-
sible about his own ear canal, which leads into the
head about an inch to the most important organs of
hearing.
8. Let the teacher test the hearing of all her pupils, fol-
lowing the directions for the "whisper test" given in
Terman's "The Hygiene of the Child," pages 237-23&.
Questions for Consideration
1. How do glasses help some people to see better
2. Why is a very strong light objectionable? "Why is a
poqr light objectionable, if one has to keep looking
closely while working in it?
3-4. How should the light fall upon the printed page
while one is reading? While one is writing? Does
it make any difference in the two cases as to which
side the light comes from?
5. Can you show how you could get a gnat or a cinder
out of your eye ?
-56 GRADE V: HABIT HYGIENE
«. What proportion of pupils in the class or school seem
to have defective vision?
7. What has been learned about the ear canal from the
mirror examination?
8. What proportion of the class or school seem to have
defective hearing?
Studying the Books
1. When are spectacles needed? Gu. I, 75; Je. I, 75; Ri.
I, 116.
2. What light is good for the eyes? Con. I, 160 ; Gu. I, 70 ;
Hu. I, 61; Je. I, 70;Ri. I, 117.
3. How remove foreign bodies from the eyes? Con. I, 159 ;
Fu. I, 69; Ri. I, 119.
'4. How care for the outer ear? Con. I, 162 ; Gu. I, 90 ; Ju.
I, 57; Je. I, 90; Ri. I, 125.
5. How treat earache and running ears ?Con. I, 201; Gu.
I, 89 ; Hu. I, 57 ; Je. I, 98 ; Ri. I, 124.
IX. WHAT TO DO WHEN ACCIDENTS HAPPEN— Bai.
I-XIX;Ly. HI, 6.
The Nature-Study Approach
No special studies are offered here. What is recom-
mended instead is that the pupils be set to work on the
book study with the understanding that the "recitation"
shall consist in an exhibition of just what and how to do
in all the cases considered. Let bandaging materials, etc.,
be provided by the school for this exhibition.
The accompanying illustration shows a demonstration
given by the Fifth Grade in the Peru Normal Training
School to the Sivth Grade in the same school. The pros-
pect of giving a public demonstration serves as an addi-
tional stimulus for careful work.
Studying the Books
1. How avoid the common accidents? Con. I, 198; Gu. II,
1 ; 0-K. II, 270 ; Ri. I, 127.
2. How care for sprains and broken bones? Con. I, 114;
Gu. II, 21 ; Je. I, 180, 187 ; Ri. I, 126.
3. How get skill in the art of bandaging? Con. I, 84, 204 ;
Gu. II, 39 ; Hu. I, 137 ; Ri. I, 126.
4. How save life from drowning? Con. II, 159; Gu. II,
126; Hu. I, 144; Je. I, 185; Ri. I, 128.
Writing up the Note Book. (See Grade V, Study 1).
GRADE V: HABIT HYGIENE
57
Dramatizing First-Aid Instructions
CHAPTER v.— GRADE VI, GERM HY-
GIENE
AMOUNT AND DISTRIBUTION OF TIME
It is intended that a half year shall be given to the study
of hygiene in Grade VI, with recitations of fifteen minutes
■duration. Thus about eighty recitations should be given to
the subject, either the first half or the last half of the year
or in alternation with other subjects thruout the year.
In case Grades V and VI are combined in one class, the fifth-
grade course should come the first half of the year, to be fol-
lowed by the sixth-grade course the second half.
THE AIM
It will be noted from the heading of the Course of Study"
Note. — The proportions given in the above graph were estimated from
the sections of the United States containing the most reliable records of
deaths and their causes in 1910 — Compiled by Abel J. McAlister, formerly
Principal of the Atchison County (Kansas) High School.
GRADE VI: GERM HYGIENE 59>
for Grade VI that the dominant theme is acquaintance with
germs. The same is also true for Grade VII. If half the
child's hygiene time in school is, by this distribution, given
to germ study, so also do half the people (52 per cent, see
diagram) who die prematurely, succumb to germ diseases.
Conscious effort should be made in this grade to conserve
the health practices presumably set up in grades I-V, or to
establish them if wanting.
THE METHOD OF PROCEDURE
1. Preliminary consideration. — For the more extensive
directions for presenting the hygiene lessons, see
"Method of Procedure" under Grade V.
A. Approach each new general topic by assigning some
definite observation or project work.
B. Have the pupils report in class the things previously
observed, or conduct a class observation of an experi-
ment or of concrete objects. Follow this up by
specific questions that will bring out the desired
hygienic points.
C. Make text book and reference book assignments,
distributing the latter among the pupils of the class,
to be followed by a socialized recitation, or by an
ordinary recitation, as may seem best.
D. The final conclusion from the study, definitely drawn
up according to some common outline or scheme, and
record in the pupils' individual notebooks on hygiene
followed by applications of the conclusions in
practice.
SIXTH GRADE HYGIENE TOPICS— GERM HYGIENE
I. PLANT GERMS, OR BACTERIA.
1. What are the nature and habits of bacteria?
2. Are some bacteria beneficial — as cheese ripeners,
nitrogen-fixers, scavengers, etc.?
3. Are some bacteria harmful — purification germs, etc.?
60 GRADE VI: GBEM HYGIENE
4. Are there bacterial germ diseases not readily con-
tagious ?
JI. ANIMAL GERMS, OR PROTOZOA.
1. What are the nature and habits of protozoan germs?
2. Can you describe the protozoan germ diseases?
III. HOW THE BODY NATURALLY COMBATS GERM
ENEMIES.
1. Does unbroken skin keep germs out?
2. Are the inside linings of the body a protection?
3. Is the nose a destroyer of germs?
4. Is the acidity of the stomach a germicide?
5. Are white corpuscles of the blood devourers of germs?
IV. HOW WE CAN HELP NATURE CONTROL GERMS.
1. How help by the use of disinfectants?
2. How help by the use of drinking fountains and indi-
vidual cups?
3. How help by allowing only good foods and drinks,
clean forks and spoons to enter the mouth?
4. How help by avoiding the spitting habit?
5. How help by suppressing dust in all forms?
6. How help by cooking of foods?
7. How help by not permitting alcoholic beverages to
interfere with the work of the white corpuscles?
8. How help by cleanliness in all things?
V. VENTILATION IN RELATION TO GERMS AND TO
BODY TEMPERATURE.
1. How is "crowd air" due to germs of decay in unclean
bodies and clothing?
2. How does stagnant air sometimes cause us to feel
warm?
3. How may ventilation give some relief for both these
conditions ?
TI. BATHING AS A GERM PROPHYLACTIC AND PRO-
TECTOR FROM CATCHING COLDS.
1. Why is the surface of the skin an ideal home for germs?
GRADE VI: GERM HYGIENE 61
2. Why is cleanliness the primary function of bathing?
3. How do cold baths keep one from catching colds?
4. What are the kinds of baths and how take a bath?
VII. CLOTHING IN RELATION TO GERMS AND HEAT.
1. What are the desirable kinds and use of undercloth-
ing?
2. What are the desirable kinds and use of outer cloth-
ing?
3. What are some general considerations about clothing?
NATURE-STUDY LESSONS AND TOPICAL
REFERENCES FOR GRADE VI
Note. — It is to be understood that no attempt is here made
to indicate how much work shall be assigned for each single
recitation, as the length of the assignment will have to be
determined by the length and number of recitations that
the school gives to this important subject. The chapter
references following the major (Roman-numbered) topics
are for the teacher's especial use. The page references fol-
lowing the minor (Arabic-numbered) topics, are for the
pupils' and teacher's use. The key to the books referred to
is given in Appendix A. The teacher must know that it is
not necessary to have or to use all the books referred to, but
the more she can have both for herself and for her pupils
the better.
I. PLANT GERMS, OR BACTERIA.— Al. VI, IX; Co. VII,
IX, XIV; Ho. IV; Hr. XI; H-S. XXX; Hu. XL XH;
Ma. XVI.
The Nature-Study Approach
Aim. — To learn the conditions favorable to the growth
of germs.
1. Preparing a culture medium. The success of the study
of germs here described, will depend in large degree
on the skill with which the culture medium, or place
for germs to grow, is prepared. The directions for
two sorts of culture media are here given, the_ first
being rather the more complex but also more satisfac-
tory, and the second simpler, but workable where
materials for the first medium are not readily avail-
abl.
(a) First, prepare a half teacup of clear beef soup or
62
GRADE VI: GERM HYGIENE
Children Examming Germ Culture
bouillon, add two cups of hot water and one tea-
spoonful of dextrose (ordinary brown sugar will
do, but dextrose or glucose, is better) . Second, to
this substance add 2 per cent (by weight) of agar,
if prepared for use in warm weather. If for colder
weather, use 12 per cent of Knox gelatin instead.
Now bring the whole to a boil, mixing in thoro-
ly, then filter thru a funnel lined with wet
absorbent cotton. Collect in a bottle large enough
to hold what strains through, and stopper the
bottle with a plug of absorbent cotton. Now set
the bottle in a covered vessel, like a wash boiler,
having several inches of water in it, and bring the
whole to boiling for an hour on each of three suc-
cessive days. This material will solidify on stand-
ing, and may be kept for some time. When ready
to use, put the bottle in hot water again to melt the
contents, and pour into at least a dozen test tubes
or small vials, thoroly sterilized by heating in
a hot oven, putting half an inch to an inch of the
preparation in each bottle or tube. Carefully pluc
GRADE VI: GERM IgYGIENE 63
each with a sterilized cotton plug. You are now
ready to proceed with the experiments, after the
contents of the tubes or bottles have been allowed
to solidify by cooling when the tubes or bottles
are standing at an angle of about 45 degrees,
(b) The alternatives medium, mentioned at first, con-
sists in taking a healthy raw potato and from it
cutting as many pieces an inch long and three-
eighths of an inch square, as there are experi-
ments, with a few extra to fall back on. Take an
equal number of test-tubes or small bottles that
will admit the piece of potato unbroken. Now
place all in a covered vessel nearly full of hot
water, and boil for three minutes.
Meantime, have at hand some clean, dry, and
previously baked absorbent cotton, and remember
to perform all directions here without stirring up
any dust whatever, if possible. With a pair of
pliers, or a wire bent double for the purpose (also
boiled), take a test tube from the water, put in it
(with the pliers) , a piece of potato, add a drop or
two of red ink, and insert a pledget of cotton into
the mouth of the tube as a stopper, set aside, being
careful not to let the water in the test tube touch
the cotton. Similarly treat the remaining pieces of
potato. Now boil the water in each test tube for
one minute, not letting the water boil up against
the cotton. These can be boiled by holding the
lower ends in an alcohol or other hot flame, or
lowering them into a boiling teakettle. A little
common sense and ingenuity will help out. Set
aside for twelve hours and boil each again for one
minute, and so also at the end of another twelve
hours. After this last boiling remove the cotton
stopper, holding it so as not to touch any thing with
the end that belongs in the test tube, pour off all
the water you can, being careful not to "spill out"
the potato, re-insert the cotton stopper, and your
culture medium is now ready for use. If this has
all been done carefully, there should now be no
bacteria or mold or yeast in the test tubes and these
may be kept for use any number of days later.
If test tubes and cotton are not available use
jelly glasses with their lids, and a larger slice of
potato. The red ink is used to color the potato and
make it easier to see the little white patches of
64 GRADE VI:- GERM HYGIENE
bacteria that should appear in some of the experi-
ments.
2. Making the experiments. No microscope is needed
for this work. After starting the experiments as de-
scribed below, the culture mediums should be ex-
amined for results in a day, two days, three days, and
even four days. The results to be looked for are little
white patches of bacteria colonies varying in size
around that of a pin head. Sometimes mold develops
on the potato, this being fluffy and the patches larger.
This mold is to be neglected (and regretted).
The experiments should be distributed among the
members of the class, or, if the class is more num-
erous, additional sets should, be prepared till all are
supplied. A good time to give these out is on Friday
so the return can be brought in on Monday.
(a) Take a small, long knife or a sharp, clean stick
and scrape the tongue with the end of it. Care-
fully pull out the stopper (holding it as explained
above) from the test tube, convey the scrapings
to the medium and reinsert the stopper at once.
Set ihe test tube aside in a dark place but keep it
all the time at a temperature between 90 and 100
degrees F. A warm thermos bottle would be
ideal to keep the test tube in. Examine as ex-
plained above every day for three or more days
and report what you see.
(b) Treat as in (a) but keep in direct sunlight as
much as possible.
(c) Treat as in (a) but keep in a cold place, as a re-
frigerator.
(d) Treat as in (a) but put in a drop of formalin be-
fore reinserting the stopper.
(e) Stir up a dust in a room, remove the stopper and
allow some of the dust to settle on the medium
and reinsert the stopper. Set aside as in (a).
(f ) Set the test tube in a room where little or no dust
is floating, remove stopper foi^ half an hour, and
then set aside as in (a). , (Every dust particle
generally has bacteria on it) .
(g) Sprinkle on the medium some dust from a dusty
book and set aside as in (a) .
(h) Touch the medium with a bit of decayed fruit
and set aside as in (a) .
(i) Touch the medium in several places with the end
GRADE VI; GERM HYGIENE 65
of a pencil that somebody has had in his mouth,
and treat as in (a).
(1) Take some scrapings from the rim of a common
you see it walk on the medium, liberate the fly,
and set the tube aside as in (a). (Two or three
tubes may well be treated with flies) .
(k) Take scrapings from the hand, transfer to the
medium, treat as in (a).
(1) Take some scrapings from the rim of a common
drinking cup and place them on the medium, and
set aside as in (a).
Questions on the Experiments
After making a table of results from the twelve experi-
ments, as reported by the pupils in class (they should
Tiave test tubes or bottles with them) , follow up with ques-
tions such as the following: If one of our culture me-
diums had been perfectly dry would bacterial colonies
have developed? What four conditions are unfavorable
to the growth of germs? Name the various places in which
you know germs may be found.
Tell what you think about the following practices, and
what you mean to do about it hereafter; (a) spitting in pub-
lic places; (b) promiscuous kissing; (c) putting pencils
and other things in the mouth; (d) moistening the thumb
to turn the leaves of a book; (e) "licking" court plaster
to put it on a sore ; (f ) eating decayed fruit, etc. ; (g) the
carpeting of floors; (h) dusting furniture and books with a
feather duster; (i) admitting sunlight to living and sleeping
rooms; (j) exposing milk and other foods in dusty places;
(k) drinking from public drinking cups ; (1) exposing meats
and other food to flies; (m) using disinfectants; (n) keep-
ing the hands and body clean.
The Study of the Books. (See also Grade V, Study 1)
1. What are the nature and habits of bacteria. — Col. I,
11 ; Con. I, 169, 174 ; Da. I, 36 ; Gu. II, 30 ; Jc. II, 269 ;
Ov. I, 17; Ri. II, 18.
2. Are some bacteria beneficial — as cheese ripeners, ni-
trogen-fixers, scavengers, etc.? Con. I, 171; Da. I,
38; Gu. Ill, 130, 179; Je. I, 30; 0-K. IV, 218; Ov. I,
19 ; Ri. II, 19.
3. Are some bacteria harmful — putrification germs, etc. ?
Con. I, 171; Da. I, 39; Gu. Ill, 45; Je. II, 174; 0-K.
IV, 219 ; Ri. II, 19.
4. Are there bacterial germ diseases not readily conta-
gious as those of tetanus, pus-formation, boils, tooth
66 GRADE VI: GERM HYGIENE
decay, colds, pneumonia, appendicitis, etc.? Con. II,
48, 170, 364; Da. I, 62, 197 ; Je. II, 199, 334; 0-K. IV,
223 ; Ov. I, 61, 54,174 ; Ri. II, 21, 42.
Writing up the Notebook. (See Grade V, Study 1)
II. ANIMAL GERMS, OR PROTOZOA. Hr. XIII, XV, Hu.
XV;H-S. XXXI;Ly. Ill, 7.
The Nature-Study Approach
Aim. — To get sense-acquaintance with one-celled animal
forms.
Note. — Now that the pupils have a little first hand
knowledge of microscopic plant life, it is desirable that
they be given similar acquaintance with minute forms of
animal life. While animal germs are larger than plant
germs, it is possible, only under the most favorable cir-
cumstances, to see them with the naked eye. As no school
room ought to be without one or more simple microscopes
(costing about 50c each), it is assumed that at least the
studies calling for the use of this instrument as well as
those for the naked eye study, will be gone thru with. If
the teacher knows how to use a compound microscope and
can have the use of one in school, it will be found highly
desirable to do so. The protozoan forms to be studied
here are harmless, and are abundantly distributed every-
where.
1. To develop material for these studies, a hay infusion
should be started by some pupil TEN DAYS OR TWO
WEEKS BEFORE it is intended to enter on the class
study of protozoa; To make this, have the pupil take
a good double handful of pretty finely chopped hay
and put it into a quart Mason jar. Now pour very
warm water over it till the jar is two-thirds full. Then
put the lid on loosely and set the jar aside in a warm
place (for two weeks or so) till a white scum begins
to form on the water. At first there will be myriads of
bacteria and later (when the white scum comes)
numerous little oblong, one-celled animals, called
paramecia, will develop and feed on the bacteria.
If it is possible to get a clam and let it decay in a
Mason jar of water, a good supply of paramecia that
are larger will develop.
2. When the teacher is ready to present the subject of
protozoa, let a piece of black cloth or paper be laid
on a table before the class, and on this, lay a pane of
window glass. Now take drops of water in and near
GRADE VI: GERM HYGIENE 67
the scum (also some of the scum itself) on the hay
infusion, and transfer them with a pipette, or even a
pencil, to various places on the pane of glass. Spread
out the transferred drops of water as thin as possible
on the glass, and look for extremely minute and nu-
merous white specks swimming in the water. If the
paramecia cannot be discovered with the naked eye,
make use of the simple microscope.
S. Into one of the larger drops of water spread out on the
glass in No. 2, put the tiniest grain of salt you can
possibly get, and watch the behavior of the paramecia
around the salt grain.
4. Put a drop of weak vinegar on a saucer or a butter-
ette, and add 8 or 10 drops of water to the drop of
vinegar. Now dip a fine needle into the vinegar thus
weakened and transfer a tiny drop of it to a second
spot of hay infusion in No. 2. Again watch the be-
havior of the paramecia in the neighborhood of the
introduced vinegar.
5. Similarly dip a fine needle into some denatured alcohol
and place in still another spot of hay infusion in No.
2. Observe what happens to the paramesia.
€. If a compound microscope, magnifying about a hun-
dred diameters, is available, make a regular mount-
ing of a drop of the infusion from No. 1. Study the
behavior of the paramecia and discover, if you can,
how they travel and why they go in so straight a
course.
7. Again, if a microscope as in (6) is at hand, make
mountings of water from horse troughs, standing
pools, and places where there is green scum of any
sort. Examine for various minute forms of protozoa.
8. If some person can be found whose teeth are affected
with pyorrhea, and is willing to lend himself to the
enterprise, have him take a tooth pick and take
scrapings from between the gum and the root of the
affected tooth. With this material make a smear
mounting for examination under the compound
microscope magnifying three or four hundred dia-
meters. Some of the semi-transparent forms may be
seen to change shape in ameba-like fashion.
Questions for Consideration
1. Where did the bacteria come from that developed in
the infusion? Whence the paramecia and other pro-
tozoa, if any?
68 GRADE VI; GERM HYGIENE
2. Can you suggest a reason why the paramecia should be
more numerous near the top of the hay water? Why
should this not be true for the bacteria also?
3. How did the paramecia behave around the salt? Why
did they do this ?
4. How differently did the paramecia behave around the
vinegar drop than around the salt? Any reason for
this?
5. Since white blood corpuscles are really one-celled ani-
mals doing important work in the body, what might
be expected from getting even a small amount of
alcohol in the blood?
6. Why do men make a coiled groove around the inside
of a rifle barrel? How do you account for the fact
that the Paramecium swims in such a straight line?
What makes it go at all ?
7. Describe the different kinds of protozoa you may have
seen in No. 6.
8. How does the pyorrhea germ differ in appearance from
the Paramecium? How does it differ in its motion?
How do you suppose it devours its food? How do you
think pyorrhea helps to make bad breath? Why
is this germ so hard to get rid of? What is the con-
nection of pyorrhea with rheumatism?
Studying the Books. (See also Grade V, Study 1 )
1. What are the nature and habits of protozoan germs? —
Col. I, 11 ; Con. I, 176 ; Da. I, 43 ; Ov. I, 20 ; Ri. H, 101.
-2. Can you describe protozoan germ diseases, hydropho-
bia, pyorrhea (Rigg's disease), malaria and yellow
fever, etc. — Con. I, 176; Da. I, 127; Gu. HI, 234; Je.
n, 327; Col. I, 132; Ov. I, 196; Ri. H, 101, 128, 207.
Writing up the Note Book. (See Grade V, Study 1)
HI. HOW THE BODY NATURALLY COMBATS GERM
ENEMIES.— Hu. I ; Co. XV; Te. IX; Wa. XVI.
The Nature-Study Approach
Aim. — To discover some of the body's defenses against
harmful germs.
1. Take an apple with unbroken skin and in one spot
make a simple cut thru the skin with a knife. Put a
drop of ink on the cut spot and also one on an un-
broken spot of skin and let stand for a minute or two.
Now thinly pare the skin from each of the inked spots
and note the condition of the apple beneath.
GRADE VI: GERM HYGIENE 69
2. Make an examination of several apples some of which
have decayed spots in them and some of which do not.
Note whether one group has broken skin and the
other not.
3. Take a clean pin and examine the skin of the back of
your hand to see if you can discover a layer of skin
somewhat like that of the apple. Possibly you may
be able to run the pin under the outer layer of the
skin without pain.
4. Make a similar examination of the inner lining of the
mouth, using a mirror and a very clean pin.
5. Now face your head away from a strong light, or the
sun, and use a hand mirror in such away that you can
examine the inside of your nose. You should see that
deep in the nostril the inner surface is quite red and
moist with a slightly sticky moisture.
6. Take two of the apples that have rotten spots about
as big as a dime or a quarter each. After opening
up one of these spots with a knife or splinter, pour into
it several drops of hydrochloric (or muriatic) acid and
mix this acid about with the apple decay. Now set
the two apples aside for some days to see the effect
of the acid on the decaying of the apple, in compari-
son with the decay on the other apple.
7. Put a spoonful of water in a shallow dish like a saucer.
Dip a piece of blue litmus paper into the water and
note that the paper remains blue. Now drop a few
drops of muriatic (hydrochloric) acid into the water
and try the litmus paper again to see how the paper
looks now. Next put a drop of ammonia water into
the water in the saucer and try a fresh piece of blue
litmus paper to see if the paper again turns red. If
it does, put a few more drops of ammonia water into
the mixture and again try with blue litmus paper.
Repeat if necessary till the paper no longer turns red.
The acid has been neutralized, (fixt so it won't work)
by the ammonia.
8. Take some rather fine dry bread crumbs, color them
with red ink, and let them dry out again. Besides
these crumbs there is needed f ot a good sized class of
pupils, 5c worth of scales of shellac, 10c worth of oil
of cloves, and 10c worth of denatured alcohol. Put a
small quantity of the shellac in a small vial and com-
plete the filling of the vial with denatured alcohol.
When the shellac has dissolved in the alcohol, pour
70 GRADE VI: GERM HYGIENE
some of it on a part of the crumbs of colored bread
and allow to dry up as before. We are now ready
for an interesting experiment to learn how white cor-
puscles "eat" germs.
Into a white saucer or dessert dish pour three tea-
spoonfuls of water and one of denatured alcohol.
(Three or four pupils can work around one dish.)
Float a small crumb of the red bread in the liquid,
then, getting a drop of oil of cloves on the end of a
pencil, float the drop in the liquid near the bread.
Does the drop of oil "eat" the bread? Take a crumb
of the shellacked bread and float it on the liquid and
put beside it a fresh drop of oil of cloves. If all has
worked well, the drop of oil will "eat" the bread. Put
other drops of oil on the liquid and "feed" them grains
of shellac directly.
Questions for Consideration
1. What seems to be the work of the skin of an apple?
2. Remembering that decay is caused by germs and that
germs are everywhere, why do some apples decay and
others not?
3-4. What resemblances between the skin of an apple
and the surface skin of the hand and of the inner
cheek?
5. Why do you think the nose is such a good germ de-
stroyer?
6. Since the human stomach has hydrochloric acid in it.
what is one of the stomach's important uses?
7. Germs in the human body sometimes do not destroy
flesh but make a poison that injures it. How can the
body counteract this poison?
8. How do the white blood corpuscles destroy germs;
If these corpuscles do not "like" these germs, what
may nature do to get them to eat the germs? How
can a fellow sometimes easily get boils and at another
time not get them so easily? (Let the teacher look
up the subiect of "opsonin" or "bacterin" in a good
recent dictionary or cyclopedia.)
Studying the Books. (See also Grade V, Study 1)
1. Does unbroken skin keep germs out? — Con. I, 126 ; Da.
I. 85 : Gu. I, 37 ; 0-K. IV, 276 ; Je. I, 37 ; Ov. I, 23, 167 ;
Ri. Ill, 21.
2. Are the inside linings of the body a protection? 0-K.
IV, 276.
GRADE VI: GERM HYGIENE 71
3. Is the nose a destroyer of germs — Con. I, 92; Da. I,
104; Gu. I, 132; Je. I, 133; 0-K. IV, 276; Ov. I, 51,
153 ; Ri. Ill, 71.
4. Is the acidity of the stomach a germicide? — Con. I,
51 ; Da. I, 51 ; 0-K. Ill, 284 ; Ri. I, 28. Ov. 178.
5. Are white corpuscles of the blood devourers of germs?
—Con. I, 74; Da. I, 123; Gu. Ill, 88, 98; Je. II, 339;
0-K. Ill, 284; Ov. I, 122; Ri. H, n.
Writing up the Notebook. (See Grade V, Study 1 )
IV. HOW WE CAN HELP NATURE CON'TROL GERMS.
Co. XVI, XVII; H-S. XXXI; Wa. XVU.
The Nature-Study Approach
Aim. — To make actual acquaintance with some common
disinfectants, etc.
1. Deodorization. — Take a rotten egg, or other ill-smell-
ing substance in process of decay, and divide it into
three parts, placing each part in a dessert dish or can
lid. On the first of these samples put several small
pieces of charcoal bought directly for the purpose, or
sifted out from wood ashes. On the second portion
put a small quantity of pulverized quicklime (less
than 5c worth). On the third portion put a small
amount of "chloride of lime". A box of this "chloride
of lime" might well be in every schoolroom collection
of supplies.
After these deodorants have been applied for an
hour or so, determine the relative strengths of the
disagreeable odors.
2. Fumigation with sulphur dioxide. — Secure 5c worth
of "flowers of sulphur" from the druggist. Have at
hand for a class experiment a pie-pan half full of
water. In it put a valueless desert dish or lid to a
Mason jar. Take a piece of absorbent cotton, or
cotton batting, as big as your thumb, saturate it with
coal oil or denatured alcohol, and lay it in the center
of the dish or can lid. On this now pour a teaspoon-
ful of flowers of sulphur. Permit the class to smell
the fumes of the burning sulphur, called sulphur
dioxide.
Put some flies or other insects in a small net and
hold the net over the fumes of burning sulphur.
Observe what happens.
Hold several samples of moistened calico, or other
72 GRADE VI: GERM HYGIENE
colored cloth, or colored plant blossoms, over the
fumes of burning sulphur, and see if they change
color or not.
Hold an apple with a decayed spot so the fumes
will penetrate the decay and set aside to see if decay
continues, (as in No. 4 below).
See what the dictionary says the words fumigation
and fumigate mean.
3. Fumigation with formaldehyde. — A chemical called
formalin when mixed with water is called formalde-
hyde. As this comes from the drugstore, it usually
contains 40 per cent formalin and 60 per cent wiater.
Permit each member of the class to become acquaint-
ed with the appearance and odor of formaldehyde.
If much of the fumes get into the eyes it will make
them water, but this will not prove serious. Put some
flies or other insects in a small net and hold the net
over the fumes of formaldehyde. Observe what hap-
pens.
Hold several moistened samples of calico, or other
colored cloth or flowers, over the fumes of formalde-
hyde, and see if they change color or not.
If the teacher cares to undertake the enterprise with
the class, she can fumigate a room by using the ap-
paratus for the purpose, such as physicians or drug-
gists have. The directions will be found on the
apparatus. A highly recommended solution is 10
ounces of formaldehyde with 10 ounces of potassium
permanganate for every 1000 cu. ft. of room space.
4. Disinfection. — Have at hand for class demonstration
six apples or other fruit having spots of decay on the
surface. On each of the several apples put a quantity
of the following disinfectants, mixing it well into the
decay of the fruit: (a) hydrogen peroxide, (b) quick-
lime, (c) chorlide of lime, (b) 5 per cent solution of
carbolic acid, (e) denatured alcohol, (f) formalde-
hyde (a 10 per cent solution). Set these aside for
several days to observe the effect on the progress of
decay.
See the dictionary for the meaning of disinfection
and disinfectant.
5. Sterilization. — Consider how fruit and other foods are
treated when they are canned so they will not decay
or "spoil".
Recall how the cotton and bottles or test tubes
GRADE VI: GERM HYGIENE 73
used in the first nature studies of sixth-grade hygiene
were treated. (Give some reasons for this treatment.)
Find from the dictionary the meaning of steriliza-
tion.
6. Let each pupil make a sanitary drinking cup of paper,
as shown in Chapter VIII.
Questions for Consideration
1. What is deodorization ? A deodorant? Which of the
deodorants used proved to be the most effective ? Do
any or all of the deodorants stop the decay by destroy-
ing the germs?
2. What is fumigation? A fumigant? Do the fumes of
burning sulphur destroy insects? Discolor cloth?
Destroy germs? How does a fumigant differ in effects
from a deodorant?
3. In what respects if any is formaldehyde a better fumi-
gant than sulphur dioxide ?
4. What is disinfection ? A disinfectant ? Can you give
any special advantages for each of the disinfectants
made use of? What is the difference, if any, between
fumigation and disinfection ?
5. What is sterilization? How does it differ, if at all,
from disinfection? What are the two most common
methods of sterilization? Can you name the stuffs
used as deodorants? As fumigants? As disinfect-
ants?
Studying the Books. (See also Grade V, Study 1 )
1. How help by the use of disinfectants? — Con. I, 182;
Da. II, 200 ; Je. II, 335 ; Ov. I, 190 ; Ri. II, 156.
2. How help by the use of drinking fountains and individ-
ual cups?— Con. I, 176; Da. I, 177; Gu. HI, 99, 125;
Je. II, 267 ; 0-K. I, 193 ; Ov. I, 95 ; Ri. II, 37, 51, 164.
3. How help by allowing only good foods and drinks,
forks and spoons to enter the mouth? — Con. I, 175;
Da. I, 22, 91; Gu. HI, 149; Je. II, 269; 0-K. I, 196;
Ov. I, 72 ; Ri. II, 86.
4. How help by avoiding the spitting habit? — Da. II, 185 ;
Je. I, 43; Ov. I, 54 ; Ri. II, 67.
5. How help by suppressing dust in all forms? — Con. I,
186; Da. I, 37, 108; Gu. Ill, 30, 39; Je. O, 38; 0-K. I,
92; Ov. I, 34; Ri. 11,71.
'6. How help by the cooking of foods? — Con. I, 171; Da.
I, 30 ; Je. H, 164 ; 0-K I, 141 ; Ov. I, 81 ; Ri. II, 82.
7. How help by not permitting alcoholic beverages to
74 GRADE VI: GERM HYGIENE
interfere with the work of the white corpuscles? —
Con. I, 69 ; Da. I, 123 ; Gu. Ill, 213 ; Je. II, 345 ; 0-K.
IV, 233 ; Ov. I, 121, 138, 179 ; Ri. II, 14, 58.
8. How help by cleanliness in all things? — Con. I, 132,
184, 191; Da. I, 44, 91; Gu. Ill, 149; Je. I, 34; 0-K.
Ill, 288; Ov. I, 23; Ri. II, 141,. 164.
Writing up the Notebook. (See Grade V, Study 1)
V. VENTILATION IN RELATION TO GERMS AND TO
BODY TEMPERATURE.— Dr. XI; H-S. XII; Te. X.
The Nature-Study Approach
Aim. — To discover the causes of "bad air" in living
rooms.
1. Let each pupil study the back of his hand with a simple
microscope, (such as should be in every schoolroom,
costing about 50c). Look at the back of the wrist
first and notice how rough and seemingly scaly it is.
Note particularly where a hair comes out of the skin.
If a good specimen is found ,note whether it seems to
come out of a hole. Pulling a hair out so you can ex-
amine its "root" with the microscope may help to
decide whether it was in a tiny hole or not.
2. Try running a pin under the outermost layer of the
skin. If you proceed carefully, it will not hurt much,
; if any. This outer layer is dead stuff as you may guess
: ; from the fact that you can scrape it off without hurt-
"^ ing, when your hand is quite sweaty. If you do not
know this for certain, be sure to get youir hand very
sweaty and then scrape off some of the scurf.
3. Once more look thru the magnifier at the skin of the
hand, this time on the palm. Notice the; little ridges.
Now look very sharply for tiny little depressions
along the top of the ridges. These can more readily
be made out if one is sweating a little, so that very
tiny drops of perspiration will show up as shiny spots
at each depression. This is because these are the
outlets of the sweat pores of the skin. Similar depres-
sions can be found all over the skin but they are not
so easily made out elsewhere.
4. We know that moisture stands out over the skin when
we are quite warm, but on colder days we are not so
certain about the presence of moisture. To find out
about it, we need a day or a place where th^e tempera-
ture is down to something near 50 degrees F. In such
GRADE VI: GERM HYGIENE
75
a temperature let the pupil put his hand into a glass
quart fruit jar, not allowing the skin to touch the jar,
and stopping up the unoccupied part of the mouth of
the jar with a handkerchief. Thrust a thermometer
tube (a dairy thermometer would be excellent) into
the jar without letting it touch the skin. Note that
the temperature on the inside is still only about 10
degrees warmer than that on the outside. To be
sure of the conclusion of our experiment, have at hand
another glass fruit jar that has its lid on. After ten
minutes examine the inner surface of one of the jars.
Turn back to the notes on Study I of the Sixth Grade.
series, and refresh the memory about the five condi-
tions favorable to germ growth.
If a compound microscope with an oil immersion lens
is at hand, and the teacher can make a stained mount-
ing of scrapings from the skin, the presence of germs
can be impressively demonstrated. If no staining is
done, the germs may still be seen as very, very tiny
quivering particles.
But there is another way to tell whether germs are in
skin scurf, and that is to put some of the germs on a
culture medium such as was described in the direc-
tions for the experiment referred to in Study I of
76 GRADE VI: GERM HYGIENE
Grade VI, and to await the development of germ
colonies.
8. There is still a third way, and this experiment ought
on no account be ommitted. It calls for the use of an
adult person's raincoat, as shown in the figure above.
There will also be needed a frame to carry the coat
on the shoulders of the pupil in a way to keep the
coat out from the body of the pupil. A frame is
shown on the ledge o'f the blackboard in the picture.
Now let each pupil put on the rain coat of an adult
quite a little bigger' than the pupil, and stand for ten
minutes or more till a sweat is developed. Incidently
the teacher can develop the most fundamental need
for ventilation by taking the coat (with the frame) by
the shoulders and shaking the coat about so as to stir
the air on the inside without letting any fresh air in.
Perhaps the pupil could discover why this stirring of
air gives him relief from the heat, tho this subject
belongs more properly to the eighth grade. The main
point of this experiment for this grade comes when
the teacher unbuttons the raincoat at the neck only
and slowly lifts the coat over the pupil's head, giving
him a chance meantime to get the odor of the air that
has been around his body.
Questions for Consideration
1. Do you find any place on the skin where germs could
stay? If so, what would be the very best places in
which they could develop ?
2. Why do you think it does not hurt much to scrape off
the scurf, or to run a pin under the outer layer of the
skin?
3. Where does sweat come from and how does it get out?
Since we do NOT sweat to get rid of waste matter, (as
many people have supposed) why do we sweat at all,
as you may gather it from the 8th grade part of No. 7 ?
4. Which jar had moisture in it and what does this show?
5. What are Ifive of the conditions favorable to germ
growth? Do these conditions all exist on the skin?
6. How much smaller are germs than the microscope
shows them to be?
7. If white patches develop on your culture medium, what
have you verified ?
8. What is the character of the odor of decay generally?
What do you suppose is the chief reason why the air
of poorly ventilated school rooms smells so bad? What
is one very important reason, accordingly, why in-
GRADE VI: GERM HYGIENE 77
habited rooms have to be ventilated? What is the
greatest reason why you and I should bathe frequent-
ly? Which is better, to use perfumes to hide odor or
keep as clean as we can and thus keep down bad
odors?
Studying the Books. (See also Grade V, Study 1 )
1. How is "crowd air" due to genqs of decay in unclean
bodies and clothing?— Con. I, 104; Da. I, 111 ; Gu. Ill,
1, 10; Ov. I, 15, 9 ; Ri. Ill, 66.
2. How does stagnant air sometimes cause use to feel
warm?— Con. I, 103; Da. I, 113; Ov. I, 163; Ri. Ill,
63.
3. How may ventilation give give some relief for both
these conditions? — Con. I, 103; Da. I, 115; Gu. Ill,
16 ; Ov. I, 161 ; Ri. Ill, 60.
VI. BATHING AS A GERM PROPHYLACTIC AND PRO-
TECTOR FROM CATCHING COLDS.— Ha. XII; Hu.
IV;H-S.XXIV.
The Nature-Study Approach.
Aim. — ^To find out differences in baths and their effects.
_ Introductory. — ^Prteliminary to the studies to follow,
let the teacher take occasion to recall from prior studies
that the surface of the skin is covered with dead skin cells,
that it is warm, moist, non-acid, and for the most part
protected from direct sunshine. It is accordingly an ideal
place for germs of decay. The evidence that decay is
going on, is found in the odors that arise from any part
of the skin not thoroly cleaned for a few hours. ■
We wish now to have each pupil discover for himself
certain important effects to be gotten from the various
forms of bathing. The pupils readiness to co-operate in
the enterprise must first be secured, for the baths will, of
course, all have to be taken at home, preferably on suc-
cessive days.
1. Let the pupil test with his nose the odor coming from
his forearm, let us say, both before and after each of
the kinds of baths. Let him, at the end, consider what
is the primary purpose of and gain from all forms of
bathing.
2. The first of the bathing should be a warm bath (90 to
95 degrees F.) lasting from 4 to 6 minutes, taken just
before retiring,followed by a thoro rubbing with a
rough, dry towel, great care being taken not to suffer
chilling following the; bath. After donning the night
clothing, consider the change in the color of the skin
78 GRADE VI: GERM HYGIENE
effected by the bath and the change in the pulse rate
per minute (this necessitating the counting of the
pulse both before and after the bath) . Finally, press-
a cool inverted jelly glass over the fleshy part of the
forearm or elsewhere, and note whether a film of mois-
ture collects inside of the cup.
3. The next morning or on a following morning after
counting the pu4se, let a cold bath be taken (with wa-
ter below 65 degrees F.) as follows: use only a basin
of water, a wash cloth, and a drying towel. Let the
bath be taken in a room not too cold but still cool.
Remove the night clothing at first only from the left
arm and shoulder. With the wash cloth saturated with,
the cold water, wash the left arm and shoulder and
then rub dry quickly and thoroly. Now remove the
clothing from the right arm and shoulder and pause
to consider which arm now; feels the warmer. Wash,
and dry the right arm and shoulder as you did the left.
In the same way now proceed with the chest, then the
back and so on, part by part, till the bath is com-
pleted. Consider again the difference in the pulse
rate, and the appearance of any moisture on the inside
of a jelly glass held for a minute as in study 2. (Ex-
ception might be made of this experiment in the case
of a child with a weak constitution) .
4. On the second or a following evening, proceed exactly
as in No. 2 only this time let the water be as near the
skin temperature as possible (between 80 and 90
degrees F.). Make the same observations as before.
5. On the second evening or a later one a cold bath may
again be taken following the general details outlines
in No. 3, but requiring that the bath be a plunge bath
or a shower bath, if these are possible for the pupils.
Make the same observations as in No. 3.
6. Finally, on the third or a later evening let some one
or more of the hardier pupils try out the effects of tak-
ing a cold bath just before retiring and a warm or hot
bath on rising, in each case making the same three ob-
servations as before, and also whether it is easier to
go to sleep or not, and whether one feels so much like
going to work in the morning.
Questions for Consideration
After discussing and answering all the questions that
follow, come back to the question,What seems to be
the primary effect of bathing? (It is to be hoped that
GRADE VI: GERM HYGIENE 79
there will emerge from the study something more
scientific than the ancient fiction about "opening the
pores of the skin.")
2. What is the effect of a warm bath on the frequency
of heart-beats? Why then should the skin get pinker
or redder? Why does the face get redder when you
hold it near a hot stove ? Does the heart beat faster
at such at time? Whence came the moisture that you
saw on the inside of the jelly glass? How did the
moisture get out of the skin? (Thru sweat-gland
ducts, the only "pores" the skin has).
3. What is the effect of a cold bath on the frequency of
heart-beats? How do you account, this time, for the
increased redness and warmth of the skin ? (The com-
plete physiological answer to this question the pupils
should not be expected to give.) How again do you,
account for the moisture on the inside of the jelly
glass? Is it true, as used to be said, that a warm bath
"opens the pores" and a cold one "closes the
pores"? Since the sweat ducts open only when one
perspires can you give a list of half a dozen conditions
that will "open the pores" and as many that will "close
the pores"?
4. How does a tepid bath differ from a hot bath and a
cold bath in heart-beats, circulation and perspiration
effects? What, then, is the important effect of a tepid
bath? Would there be any serious objections to tak-
ing such a bath close to meal time, when consider-
ably more blood is needed around the digestive or-
gans? Would it not be a fine thing for the family in
the home if every one who works amid necessarily
dirty surroundings would take a tepid bath at the
close of the day's work, just before going to supper?
5. How does a cold bath make one feel, anyway, after it
is all over? Are you more ready to pitch into work,
or play, or breakfast, or what not?
6. Is there any effect on your ability to go to sleep after
taking a cold bath at night? On your enthusiasm for
work after a warm bath in the morning? Why these
results ? When and what kind of a bath do you think
thoroly healthy boys and girls should take? Why
is it better to bathe once a day rather than once a
week? To what do you: think the bad odors of school
rooms, concert halls, etc., are chiefly due?
Studying the Books. (See also Grade V, Study 1 )
1. Why is the surface of the skin an ideal home for
80 GRADE VI: GERM HYGIENE
germs?— Con. I, 126; Da. I, 176; Gu. 1,113 ;0v.
I, 26 ; Ri. II, 32, 165.
2. Why is cleanliness the primary function of bathing?
Con. I, 132; Da. I, 91; Je. I, 117; Ov. I, 123; RL
III, 87.
3. How do cold baths keep one from catching colds?
Con. I, 133; Col. II, 120; Da. I, 180; Je. I, 118;
Je. II, 20 ; Ov. I, 30 ; Ri. Ill, 78, 87.
4. What are the kinds of baths and how take a bath?"
Con. 132 ; Da. I, 91 ; Gu. Ill, 66 ; Je. I, 118 ; Ov. I,.
29 ; Ri. Ill, 87.
Writing up the Note Book. (See Grade V, Study 1)
VII. CLOTHING IN RELATION TO GERMS AND HEAT
H.-S. XXV.
The Nature-Study Approach.
Aim. — To discover some hygienic principles in th&
selection of clothing.
Note. — We need for our study a cotton, a linen, and.
a silk handkerchief or pieces of cotton, linen, and silk,
weighing about the same. With these there should
go a piece of as thin woolen goods as may be obtained
and weighing no more than the cotton handkerchief
or cloth. If scales weighing an ounce and fraction
thereof, are not available ,take a light wooden ruler,
stick a pin thru the center, pin the piece of cotton
cloth to one end of the ruler and trim the woolen piece
to a size that, when pinned to the other end of the
ruler, will balance the cotton piece. Similarly the other
samples of cloth may be made to balance the cotton
piece. Of course if silk and linen are not at hand,
these experiments can be run thru to advantage with
cotton and woolen. There will be needed also for
the experiments a common water glass one-fourth full
of water, a flat-iron, a simple magnifying glass and a
pan of water.
1. To study the relative power of the pieces of cloth ta
conauct heat, fold the larger pieces of cloth until they
are about the size of the pieces of woolen. Now heat
the flat-iron till it is not quite hot but still distinctly
warm to the touch. Have a pupil place a piece of
cloth over the end of the finger and apply to the warm
iron. Take the other pieces of cloth similarly in turn,
and compare the relative time it takes for the heat
to be felt thru the cloth. The one that yields the heat
sensation the quickest is of course the best conductor
GRADE VI: GERM HYGIENE 81
of heat, and conversely. (If pupils are not acquaint-
ed with the word "conductor" the word should nOt
be employed until after the experiment has beert
made.) The pieces of cloth might now be opened
using only a thickness of each piece. It is said that if
the textile could all be woven equally compactly and
equally loosely, they would have about equal con-
ductivity. The difference in conductivity is said to
be due to the air enclosed in the meshes. Why then
is woolen cloth one of the poorest conductors and cot-
ton one of the best? Our next study should help us to
understand this.
Examine a few of the finest fibres of each textile with
a simple microscope. Which fibre is most crinkly
and coarsest? Does this explain the difference in con-
ductivity of cotton and wool ? So far as conductivity is
concerned, if cotton is woven with a loose mesh it is as
valuable for underclothing for most people (invalids
and old folks excepted) as woolen is.
We learned in our studies of the skin that we sweat
in order to get rid of excess of heat, of the body,
and that this may work to the best advantage, under-
clothing should be of such materials as will best take
up and get rid of the sweat of the body. Let us there-
fore test our materials to find out their relative absorb-
ing power for water. Hang the four samples of cloth
so that one comer of each piece is in a pan of water
and the opposite comer is pinned to some support
above. After these have stood for half an hour or
such a matter, examine to see which one has carried
water the highest.
A further test my be made by immersing each piece
in turn when dry in a glass one-fourth full of water.
Mark with ink on the outside of the glass the level
of the water before the cloth is put in and after it
is taken out, allowing the cloth to drip as much water
as it will. Be sure, too, that the cloth is given a chance
to take in as much water as it will before removing
it from the water. Refill the glass to one-fourth full,
treat the second piece of cloth as the first, make "the
mark after removing it, and go on similarly v.'ith the
remaining pieces. If the comparison of marks does
not show which cloth takes up the most water the
matter can be settled by comparing the doubtful ones
on the balanced ruler used at first. Ordinarily the
cotton will be found to take more water than the others
CtRADE VI: GERM HYGIENE
which shows that on the side of absorbing: power
it is the better for underclothing.
5, But we must now find out which one will give off its
water fastest, for that is important also. We now take
the four pieces of wet cloth and "hang them out to
dry" as mother does with her washing and after a
little while we must watch them to see which one gets
dry first. The silk will usually have the advantage
here because thinnest and most spread out. But note
especially the cotton and wool.
Questions for Consideration
1. What is meant by "a good conductor of heat"? A
"poor conductor" ? Why does the cotton sheet of our
beds in winter time feel so much colder than the
woolen blanket? Why does a piece of iron out of
doors in winter feel colder than a piece of wood?
2. How answer the questions in No. 2 above ?
3. How do you find the textiles to compare in rate of wa-
ter absorption ?
4. What were the actual results of experiment No. 4?
5. What reason emerges from No. 5 for favoring the use
of cotton underwear? What are all the reasons that
can be given as shown by our experiments for prefer-
ring cotton underwear, by people who are active?
Which suit of underwear would harbor germs best?
Can you give still other reasons favoring the use of
cotton underwear? Should people who live and work
in warm houses in winter time wear very much heavier
underclothing in winter than in spring or summer?
If not, how should such people prepare for the cold
when they have to go out into it? Why should one not
keep on his overcoat, or cloak and overshoes when
coming from the cold into a warm room to remain for
a while before going out again ?
.Studying the Books. (See also Grade V, Study 1 )
1. What are the desirable kinds and use of underclothing?
Con. I, 135; Da. I, 97; Gu. IV, 217; Je. II, 204;
0-K. I, 191 ; Ov. I, 41 ; Hi. Ill, 83, 87.
2. What are the desiralsle kinds and use of outer clothing?
Con. I, 135; Da. I, 94; Je. II, 205; 0-K. I, 181;
Ov. I, 38; Ri. Ill, 83, 87.
3. What are some general considerations about clothing?
Con. I, 135; Gu. IV, 217; Je. II, 204; 0-K. I, 181;
Ri. Ill, 83, 87.
Writing up the Notebook. (See Grade V, Study 1)
CHAPTER VI.- GRADE VII: COMMUN-
ITY HYGIENE
AMOUNT AND DISTRIBUTION OF TIME
The time arrangement for this grade is intended to cor-
respond with that in Grades V and VI, namely about eighty
recitations (a half year's work) given in either half of the
year, or distributed thru the whole year. The recitation
period may well be twenty minutes in this grade. If it
seems best to combine grades, the seventh should be joined
with the eighth, taking both courses in order through the
year.
THE AIM
The seventh grade pupil is beginning to get a sufficiently
enlarged horizon to see himself in relation to community
life. The study of germs in Grade VI has prepared him to
Causes of Death in Nebraska
Note. The proportions given in the above graph were estimated from
the Report of the Nebraska Board of Health for 1915. Compiled by Dr.
B. L. Shellhorn, Peru, Nebrasfea.
84 GRADE VII: COMMUNITY HYGIENE
understand how germs may become a community menace.
In Grade VII the subject of germs is taken uip undier the
head of community hygiene, the prior germ study being
here turned to its largest use. Other aspects of community
hygiene are also included in the course. The general aim
may therefore be said to be the presentation of hygiene in a
way to impress the pupil with his larger responsibility in
matters hygienic.
While logic would say that the courses for Grades VI
and VII might better be thrown together when two years'
"work are combined in one, good pedagogy will say that the
pupil needs to hit the germ question two different times in
his course, rather than give it one continuous treatment.
A combining of Grades V and VI and of Grades VII and VIII
for hygienic work, where the four courses are not kept sep-
iarate, gives the child a chance at germ study in Grades V
and VII, or in Grades VI and VIII, depending on how he
happens to get started off.
SEVENTH GRADE HYGIENE TOPICS— COMMUNITY
HYGIENE.
I. PURE AIR AND GOOD WATER AS COMMUNITY
RIGHTS.
1. What are the character and sources of the water of
the community?
2. How keep the water wholesome?
3. When is air good and when is it bad?
4. What are the peoples rights and duties as to air?
II. COMMUNICABLE BACTERIAL DISEASES.
1. Shall we review the nature of bacteria?
2. What are tuberculosis and the "rest cure" ?
3. What are typhoid fever and its vaccination ? i ^
4. What are diphtheria and its antitoxins?
5. What are whooping cough, mumps, and acute rheu-
matism?
6. What are sore eyes and granulated lids?
7. What are the intestinal germ diseases?
GRADE VII: COMMUNITY HYGIENE 85
III. COMMUNICABLE PEOTOZOAN AND WORM DIS-
EASES
1. Shall we review protozoan disease germs?
2. What are smallpox and vaccination?
3. What are hydrophobia and Pasteur Institutes?
4. What are measles, chickenpox and scarlet fever?
5. What are the intestinal worm diseases?
6. What are trichina and "mealy pork" ?
7. What is the hookworm and how eliminated ?
IV. QUARANTINING AND COMMUNITY CARE OF THE
SICK.
1. What are the purpose and value of quarantining?
2. What are the quarantinable diseases in your state ?
3. How are community hospitals controled and what
is their value?
V. INSPECTION OF FOOD SUPPLY SOURCES.
1. What are the character and sources of your milk
supply?
2. Are the slaughter houses, meat shops, and bakeries
wholesome ?
3. What dangerous occupations are in your com-
munity?
VI. MOSQUITOES, RATS AND PETS AS COMMUNITY
MENACES.
1. What are the breeding places and life history of
mosquitoes ?
2. How are mosquitoes carriers of disease?
3. How control mosquitoes?
4. What are the dangers and control of rats?
5. Are pet animals disease carriers?
VII. THE HOUSEFLY AS A COMMUNITY MENACE.
1. What are the breeding places and life history of
the housefly?
2. Is the housefly a carrier of diseases?
3. Can a community be free of flies?
86
GRADE VII: COMMUNITY HYGIENE
VIII. COMMUNITY DUTIES AND BURDENS.
1. How dispose of garbage and sewage?
2. What are the dangers from conflagrations?
3. What is the cost and harm of tobacco chewing and
smoking?
4. What is the individual and community toll for alco-
holic beverages?
NATURE STUDY LESSONS AND TOPICAL REFERENCES
FOR GRADE VII
Note. — It is understood that no attempt is here made to
indicate how much work shall be assigned for each single
recitation, as the length of the assignments will have to be
determined by the length and number of recitations that
the school gives to this important subject. The chapter
references following the major (Roman-numbered) topics
are for the teacher's especial use. The page references
following the minor (Arabic-numbered) topics, are for the
pupil's and teachers use. The key to the books referred to
is given in Appendix A. The teacher must know that it
is not necessarj^ to have or to use all the books referred to,
but the m.ore she can have both for herself and her pupils
the better.
GRADE VII: CO'MMUNITY HYGIENE 87
I. PURE AIR AND GOOD WATER AS COMMUNITY
RIGHTS.— Al. I; Dr. VII, VIII, X; HE. XXIV; H-S.
XXXII.
The Nature-Study Approach
1. Vaporization and boiling point. — These can be advan-
tageously studied by putting a pint of water in a
discarded linseed oil can, or other equally large can.
By suitable nieans, bring this water to the boiling
point, and with a cream thermometer, determine
the temperature of the vapor and of the water by
lowering the thermometer into a can with a string.
That the can is practically filled with water vapor,
if the water has been been boiling for several minutes,
can be impressively shown by taking the can from the
source of heat, stoppering it quickly and tightly and
then sprinkling cold water over the outside of the can
so as to cool the vapor within. Ordinarily the can will
weirdly collapse with startling contortions (as seen
in the picture), due to the removal of pressure from
the inside to counteract that of the air without.
2. Freezing point of water. — This may be determined
by taking the temperature of water that has plenty
of ice floating in it. If weather conditions permit,
a bucket of dirty water should be allowed to freeze
over and the ice taken off later and some of it melted
and poured into a clear water glass to see if there is
any sediment deposited.
3. The solvent power of water. — Take two glasses of clear
rainwater and dissolve a teaspoonful of salt in one
of them. Submit to the class to tell "which is which"
by mere appearance. Let the final determination be
made by a pupil's tasting the two thru a straw.
Now add to these glasses of water a third glass con-
taining water from one of the wells of the neighbor-
hood and allow all three to stand in a warm place till
they dry up.
4. Power to absorb gases. — Fill a jelly glass with clear
water that has been exposed to the air for some time.
Fill another jelly glass with water that has just been
boiled. Into each glass put a bright nail and cover
each lightly with a lid. Examine both nails the next
day, remembering that iron will not rust unless there
GRADE VII: COMMUfllTY HYGIENE
is some of that part of the air known as oxygen present
along with moisture.
5. "Hard" water and "soft" water. — ^Prepare a "soap
solution" by dissolving a small piece of soap in a bottle
of hot rain-water. Get half a bottle of water that is
called "hard" and another that is called "soft." Put
a small quantity of the soap solution into each sample
of water and shake thoroughly. Compare them after
the shaking.
6. Filtration of water. — Put filter paper or white cotton
in the bottom of a funnel successively as you try var-
ious samples of neighborhood drinking water to see
if any substance collects on the filter paper or cotton.
A very impressive illustration of the filtering power
of soils can be made by taking several ordinary flow-
er pots that will hold a quart or more and filling them
respectively with different grades of soil, from garden
soil, fine sand, coarse sand, and gravels fine and coarse.
Pour a pint of very muddy water into each 'filter"
and collect what goes through the hole of each pot,
in a water glass. Compare results as to clearness.
7. Distillation. — If time permits, and the resources and
interest of the class justify it, one or more pupils can
be set to making a distilling apparatus, following the
suggestion of pictures found in books on physics.
With such an apparatus, an interesting demonstra-
tion of distillation can be given the class.
Questions on the Experiments.
1. What is the temperature of boiling water and of steam
at your altitude? Do you think it to be different on
mountain tops or at the sea-level? Was the can filled
with water vapor only, at the end of your experiment?
Why this conclusion ?
2. What is the freezing temperature of water? Is the
water in ice-water as cold as the ice? What do you
think of the popular opinion that "freezing purifies
water" ?
3. What happens to substances dissolved in water, that
is, is the substance destroyed ordinarily? Can you tell
by looking at water whether it is good to drink? If
you drink well water in your community, are you get-
ting something besides pure water?
4. Water that has taken up some oxygen gas from the
air is said to be aerated. Is there any difference in the
taste of aerated and of recently boiled water? If you
have seen fishes kept in an aquarium, have you no-
GRADE VII: COMMUNITY HYGIENE 89
ticed that they stay close to the top when the water
has not lately been changed? Why do they do this?
5. What do you think naakes the difference in the effect
of soap on hard and on soft water? Why is soft water
so much more desirable for washing purposes? Why
is cistern water not "hard"? Where does "hard"
water get its "hardness" ?
6. Why should finer soil and sand permit water to come
thru more clear than the coarser sand and gravels?
Is this water now pure? How could you discover
whether or not this water has germs in it? If germs
are here, how could the water be freed from them?
7. Do all liquids boil at the same temperature ? Would
the distillation of water free it from all other sub-
stances? Which is better for a community, to free
its water from impurities at the source or at the point
■ of delivery?
A Community Water Supply Survey.
The following studies of community water supply are
modified from an original series drawn up and used in a vil-
lage survey by Professor Hendricks, of the Peru Normal.
If used judiciously, they will prove profitable and stimu-
lating as a class activity.
(a) Well survey.
1. Depth and diameter of well?
2. How made — dug, drilled or driven?
3. If dug, is it well walled?
4. Depth in feet of water usually in well?
5. What seems to be the source of the water?
6. Is the water hard or soft?
Y. Is the water perfectly clear, odorless, and taste-
less?
8. How long since interior was last cleaned or ex-
amined ?
9. How is water drawn from the well?
10. Is the well so covered as to exclude all surface
water and debris?
11. Is the well perfectly rat proof?
12. Is there any danger of infection of water from
house or outhouse drainage?
(b) Cistern survey.
1. What is the capacity of the cistern?
2. Is the cistern lined with concrete, or brick, or
both?
3. Does the cistern leak any?
90 GRADE VII: COMMUNITY HYGIENE
4. For what purpose is the water used?
5. Is the water colorless, odorless, and tasteless?
6. Is the cistern covered so as to exclude every-
thing but rain-water and air?
7. What kind of filter is used, or is none used?
8. Is the filter regarded as effective ?
9. How is water drawn from the cistern?
10. How frequently is a cistern thoroly cleaned?
11. What is the character of the roof from which
water for cistern is collected?
12. Are the eave troughs and conduits in good con-
dition?
13. Is there any consideration as to what time of
year the cistern is filled?
14. Is any care taken as to whether the roof is
fairly clean when water is allowed to go into
the cistern?
15. What provision is there for caring for the
water from the roof when it is not entering the
cistern ?
(c) Central supply for a community. — ^If there is a
pumping station and community i-eservoir, stand
pipe, or water tower, a study can be provided fitted
to the local situation. If source of water is from
wells, the study for wells suggested above can be
modified to fit the case. The report on the place
of water storage is important in such a survey.
Studying the Books. (See also Grade V, Study 1.)
1. What are the character and sources of the water of the
community? — Col. I, 42; Con. II, 32, 350 ; Da. II, 60;
Gu. Ill, 89; Hu. II, 183; Je. II, 315; Ov. II, 184; Ri.
II, 86, 179.
2. How keep the water wholesome? — -Con. I, 42; Da. II,
61; Gu. HI, 124; Hu. II, 189; Je. II, 310; 0-K. II,
187; Ri. II, 89.
3. When is air good and when is it bad? — Con. II, 150, 353 ;
Da. II, 95; Gu. I, 6; Je. II, 118, 303; 0-K. II, 59;
Ov. II, 134; Ri. II, 71; Ri. HI, 60.
4. What are the peoples rights and duties as to air? — Col.
I, 20 ; Con. II, 150 ; Da. H, 107 ; Gu. Ill, 1 ; Je. I, 1, 6 ;
Ov. II, 144 ; Ri. H, 71.
Writing up the Notebook. (See Grade V, Study 1.)
GRADE VII: COMMUNITY HYGIENE 91
II. COMMUNICABLE BACTERIAL DISEASES.— Al. VI ;
Co. XIV; F-B. 473, 478; Hu. VI, 10; H-T. IX;
H-S. XXXI; Mo. Ill; Te. IX; Wa. XVI, XVIL
DRAMATIZATIONS.— It is difficult if not impossible
to develop a suitable series of nature-study approaches
to the communicable diseases to be studied at this
point in the course. But to add a touch of reality and
to motivate the study, a series of dramatizations have
been successfully employed. By a dramatization is here
meant an imitative reproduction of procedure. For
example, let some pupil play he is "sick" with the dis-
ease being studied, and let one or more of the others
"play" they are giving the "sick" one the proper treat-
ment. For their information the pupils will have to
be sent to the books, and the dramatization of the
treatment will have to be associated with a discussion
of the nature of the disease, its sources of distribution,
its course, its dangers, etc. Doctors can furnish de-
tails of procedure in many cases. Do not be afraid to
ask them. These dramatizations should, of course,
accompany, and not precede the study of the books.
1. Tuberculosis. — Dframatize the "rest cure," with Its
abundance of good food, fresh air, and sunshine, and
the care in regard to expectoration.
2. Typhoid fever. — Learn how vaccination for this
disease is conducted, and how the procedure may be
illustrated. Exemplify the procedure.
3. Diptheria. — ^Let one pupil behave as a diptheria patient
does, and let another give an imaginary treatment of
anti-toxin. The making of anti-toxin can be drama-
tized also.
4. Whooping cough, mumps, and acute rheumatism. —
In so far as these diseases may be imitatively illustrat-
ed and "treated", let this be done.
Studying the Books. (See also Grade V, Study 1.)
1. Shall we review the nature of bacteria? — Con. II, 91;
92 GRADE VII: COMMUNITY HYGIENE
Da. II, 13 ; Gu. Ill, 165 ; Je. I, 34 ; Ov. II, 35 ; Ri. II, 18.
2. What are tuberculosis and the "rest cure"? — Col, I,
29; Con. II, 173; Da. II, 208, 256; Gu. Ill, 192; Je. II,
302 ; Ov. II, 197 ; Ri. II, 53.
3. What are typhoid fever and its vaccination? — Col.
53; Con. II, 94; Da. II, 194; Gu. Ill, 124; Ov. II, 278;
Ri. II, 77.
4. What are diphtheria and its antitoxins? — Col. 117;
Con. II, 168 ; Da. II, 212 ; Gul. Ill, 178, 184 ; Je. II, 326 ;
Ov. 278, 288 ; Ri. II, 36.
5. What are whooping coughs, mumps, and acute rheu-
matism? — Col. I, 123 ; Con. II, 167 ; Da. II, 190 ; Je. II,
333 ; Ov. II, 41, 290 ; Ri. II, 48.
6. What are sore eyes and granulated lids? — Col. I, 124;
Con. II. 333; Da. II, 185, 231; Je. II, 335; Ov. II, 353;
Ri. II, 96, 197.
7. What are the intestinal germ diseases — Col. I, 59;
Con. II, 58 ; Gu. Ill, 119 ; Je. II, 308 ; Ov. II, 226 ; Ri. II,
83.
Writing up the Notebook. (See Grade V, Study 1.)
III. COMMUNICABLE PROTOZOAN AND WORM
DISEASES.— Hr. XV; H-S. XXX; H-T. X, XI; Hu. XI;
Wa. XVI, XVII.
Dramatizations, etc. (See Study II.)
1. Dramatize the vaccination process for smallpox.
2. Exemplify a patient's treatment for hydrophobia in a
Pasteur Institute.
3. As far as possible dramatize the treatment of measles,
chickenpox and scarlet fever.
4. The Peru Normal can temporarily loan preserved
specimens of intestinal worms, trichina, and hook-
worms, if postage is sent, and prompt return assured.
Perhaps local physicians can supply specimens of one
or more of these worms.
Studying the Books. (See also Grade V Study 1.)
1. Shall we review protozoan disease garms? — Col. I, 12 ;
GRADE VII: COMMUNITY HYGIENE
93
Con. II, 126; Da. II, 195, 204; Je. II, 322; Ov. II, 185;
Ei. II, 101.
2. What are smallpox and vaccination? — Con. II, 270;
Col. I, 127 ; Da. II, 211 ; Gu. Ill, 184 ; Je. 11, 324 ; Ov.
II, 276; Ri. II, 117.
3. What are hydrophobia and Pasteru Institutes? — Col.
I, 127; Con. Con. II, 268; Da. II, 222; Gu. Ill, 174;
Je. Ill, 327 ; Ov. II, 208 ; Ri. II, 128.
4. What are measles, chickenpox and scarlet fever? —
Col. I, 122 ; Con. II, 292, 269 ; Da. II, 223 ; Je. II, 323 ;
Ov. II, 289; Ri. II, (Index).
5. What are the intestinal worm diseases?^ — Con. II, 19;
Da. II, 194; Ov. II, 290; Ri. II, 135, 139.
6. What are trichina and "measly pork? — Col. I, 83 ; Con.
II, 19; Ri. II, 82.
7. What is the hookwomi and how eliminated? — Col. I,
253 ; Cob. II, 19,7 ; Da. II, 201 ; Je. II, 329 ; Ov. II, 291 ;
Ri. II, 135.
Writing up the Notebook. (See Grade V, Study 1.)
IV. QUARANTINING AND COMMUNITY CARE OF
THE SICK.— Al. XVIII, XIX; Co. XV, XVI; H-T. Ill;
Hr. XXIV; B-H. IV (for Nebraska).
Dramatization.
.-^-.-:.. -
■ ' ' - '^
■■■^f^i
jHRnt L:;\^t' ^'
IS
111
1
H
{Say ^-^tirtuiJH
jSk^SS^^^^
im
|^^^||S£^
li^lEi^"'''':~rt:-j:.- kSB
ww^
The Plea of the "Prosecuting Attorney.'
94 GRADE VII: COMMUNITY HYGIENE
The accQmpanying illustration shows one scene
from a very successful presentation of the subject of
quarantining as worked out by Principal D. B. Kantor,
of Fairbury, Nebraska. In order to bring out the
method and value of the quarantine, he had his pupils
develop the details of a mock trial of alleged violators
of the quarantine regulations of the State of Nebraska.
After studying the State Board of Health Regulations
and consulting with local lawyers and judges, the
pupils formed themselves into three groups and pre-
sented three mock trials before the pupils of three
other grades, the latter acting as jurors. The "of-
fender" in one instance was found guilty, and as a
penalty, was required by the judges to read fifty
pages of an old physiology book.
Studying the Books. (See also Grade V, Study 1.)
1. What are the purpose and value of quarantining? —
Col. I, 224; Con. II, 351; Da. II, 215; Hu. II, 233; Je.
II, 323 ; Ov. II, 285 ; Ri. II, 132, 177.
2. What the the quarantineable diseases in your state?
B-H. (Nebr. p. 29)
3. How are community hospitals controlled and what is
their value?— Con. II, 358; Da. II, 253; Gu. II, 244;
Ov. II, 365 ; Ri. II, 178.
Writing up the Notebook. (See Grade V, Study 1.)
V. INSPECTION OF FOOD SUPPLY SOURCES.— Al.
XXIII; F-B. 413, 692; Hr. XXIV.
The Nature-Study Approach.
Aim. — To get first hand information of certain food
sources.
1. The teacher should ask as many pupils as will, to
bring samples of fresh milk from home. Each sample
should be taken from the bottom of the milk contain-
er. After having poured off the larger part of the
milk, the last of it should be poured into the bottle to
contain the sample. Once these samples have been
GRAJDB VII: COMMUNITY HYGIENE 95
assembled by the teacher, she should put them into
a different set of similar bottles or big testrtubes.
When the samples have been thus changed so they
cannot be identified by the pupils, the teacher can take
each sample successively and pour its contenfs into a
receptacle, all this, of course, in the presence of the
class. Now take the series of pads and examine them
for specks, sediment and colorations.
2. Take a floating dairy thermometer (costing about 25
cents, such as should well be in every school collec-
tion of apparatus) and try floating it in water. If it
does not float erect, wrap some broom wire around
the bottom of the thermometer and try again. Keep
adding wire till the thermometer floats vertical but so
the higher degree marks float a little above the surface
of the water. Put the milk collected from Exp. 1 into
a tall narrow vessel, like a flower vase, and float the
thermometer in this milk. If it floats higher tha,Ti it
did in the water, the milk is heavier than the water^^
but if lower, the milk is lighter than the water.
3. For this experiment it will be necessary to call in the^
help of some enterprising pupil, or some sympathetic
and intelligent dairyman or dairymaid (possibly the
school teacher). The purpose is to get several
samples of milk under controlled conditions and to
discover the most favorable way to keep it the longest
from souring, the souring, of course, being under-
stood to be due always to the action of germs (bac-
teria). It will be necessary to have at hand fourteen
perfectly clean scalded bottles or test-tubes, each
holding about six ounces. Utilizing an ordinary cow
under ordinary stable conditions and without washing
the cow's udder or particular care with the hands,
clothing, or other surroundings, fill a bottle three-
fourths full of milk by milking directly into the bottle
with the very first milk that comes out, the "fore-
milk". Take a second sample from a second teat.
Now continue the milking of these two teats till they
9.6 GRADE VII: COMMUNITY HYGIENE
are about half exhausted and take two more samples
as before. Continue the milking again till these teats
. are nearly exhausted and then take two final samples
of the "strippings." Stopper all of the samples at
once and set one of each in a place that will keep
them at a temperature of 60 degrees F. or less, all the
time, while the other samples are kept in a rather
warm place. Label each sample carefully.
4. Following the above performance, see that the cow's
udder and all neighboring parts are now thoroly
washed and everything in the immediate surroundings
made scrupulously clean. Let the milker's hands and
wrists also be well washed and dried. Now with the
two remaining teats repeat all parts of Exp. 3. Allow
all samples to stand for a day or at least till souring of
one or more samples begins. The samples should
now be brought convenient to the school room, while
still kept under the first conditions of warmth and
, cold. Now examine the samples once every hour or
two and record when each is sour enough to be
curdled. When the curdling is complete the records
can be examined and a comparative study made of the
conditions most favorable to the development and
multiplication of germs.
5. This experiment can profitably be extended by taking
a third sample of milk from each of the two middle
milkings and stoppering the bottles as before. Place
enough warm water into the pail to bring the water
to the neck of the bottle. Heat the bucket and its
contents on a stove till the water just begins to boil,
then. remove the bottles from the pails and cool as
rapidly as possible. Milk thus treated is said to be
Pasteurized. Treat these two samples as the pairs of
other samples are treated.
6. If situated to employ a few simple chemicals, take a
fourth set of samples from the middle milkings and
into each put a few drops of formalin or formaldehyde.
Treat as the other pairs of samples. Do not wait to
GRADE VII; COMMUNITY HYGIENE 97
close out the experiment till these samples curdle. At
the last, take one of these samples and any other and
into each put a drop or two of the solution of ferrous
chlorid. Now very carefully pour down the side of
bottle (holding it away from other folks) some strong
sulphuric acid. The ring of color in the one shows
that the milk has been "preserved" with formalin.
7. Employ the questions found in Allen's "Civics and
Health", pages 26-28, or those in Hoag and Terman's
"Health Work in the Schools", pages 240-250, for a
. study of dairies of the community. ... ,
8. Use the suggested questions for a survey of the coni-
munity bakeries found in Hoag and Terman, pageS
245, and those on pages 24'4 for a survey of local
butcher shops.
Questions f br'Cpnsidef atibh.
i.:.How do you acjCQuntfor the dirt in some of the samples
, -of. milk? . -;, .. .,-r .. ..-. ... .
2. How could youdiseover whether a sample of milk has
• - been watered by a -dishonest dairyman ?
3-4. What is the best way to keep milk from spoiling
" without :putting in a poisonous preserver? What are:
: the different ■v^ays that are,''favorab-Ie "to.-.the multi-;
plication of g^rms in -milk?. What are the different
chances milk may hav6 for infection from cow to
table ? How can it be that milk is responsible for more'
sickness and death than perhaps all other foods com-
bined.
5. Why does Pasteurization of milk largely free it from
germs?
6. Why is formalin objectionable as a preserver of milk
and how show its presence ?
7. What kind of a showing does your local dairy make
according to your survey?
8- Are the local butcher shops and bakeries up to a good
standard of sanitation?
98
GRADE VII; COMMUNITY HYGIENE
Studying the Books. (See also Grade V, Study 1 )
1. What are the character and sources of your milk sup-
ply?— Col. I, 56; Con. II, 15; Da. II, 36, 264; Gu. Ill,
153; Je. II, 316; 0-K. 190; Ov. II, 246, 253; Ri. II
(Index).
2. Are the slaughter houses, meat shops, and bakeries
wholesome? — Col. I, 74; Con. II, 30; Da. II, 215; Je.
II, 284; Ov. II, 243; Ri. II, 152.
3. What dangerous occupations are in your community?
—Col. I, 261.
Writing Up the Notebook. (See Grade V, Study 1.)
VI. MOSQUITOES, RATS AND PETS AS COMMUNITY
MENACES.— F-B. 450, 475, 567; Hr. XV; Hu. IX,
XIII ; H-S. XXXI ; Wa. XVIII.
The Nature-Study Approach
Aim. — To learn the character and history of the mosquito
in order to know how this menace can be controlled.
1. Some time in warm weather, when ponds or rain bar-
rels abound with "wigglers", let each pupil be pro-
vided with a glass of wiggler-filled water. Make a
Studying Mosquitoes
GRADE VII; COMMUNITY HYGIENE 99
study of the different sorts of "wigglers" to be found
in the water. In general, two kinds should be found,
a longer sort (the larvae) and a coiled-up sort (the
pupae).
By the exercise of a little ingenuity select a number of
the longer sort (mosquito larvae) and put them in a
small bottle or test-tube of clear water. If the local-
ity is very malarial, then it is possible that two sorts
of these longer forms may be found, that of the com-
mon kind (Culex) having a big head, being mort
lively, staying under water more (to feed there), and
when at the surface (to breathe there) hangs head
down. The malarial mosquito (Anopheles) has a
head only a little larger than the body, is less active,
and lies horizontally at the surface most of the time,
both to feed and to breathe. Learn all you can by
observation about the behavior of one or both forms.
Now take a specimen of each of the kinds found in No.
2 (if both are present) and place with a drop of water
on a piece of glass. Study with a simple microscope,
looking to find the parts shown in the pictures of
mosquitoes, found in the government bulletins or
books of mosquitoes. Especially observe the differ-
ences between the common and the malarial kinds of
mosquitoes.
By the exercise of ingenuity again, select from your
original supply of "wigglers" a number of the coiled-
up sort and put them in a small bottle or test-tube of
clear water. Again look for the two sorts, common
and malarial, the former lying more nearly vertical
and the latter not being quite so coiled. Experiment
with these in various ways to find out how mosquito
larvae behave differently from pupae.
Make use of a simple microscope in examining speci-
mens of pupae just as you did in the case of the larvae
in No. 3, and note how pupae differ from larvae in
appearance.
IQO GRADE VII; COMMUNITY HYGIENE
6. Set aside in a warm place or glass in which you had
your original piece of glass or mosquito screening and
examine it the next day to see if adult mosquitoes
(imagos) have now appeared above the surface of the
water.
Along with this jar or glass place another with wig-
glers, and on this pour a little kerosene, but otherwise
treat as you do the first glass. You can tell whether
the mosquitoes from the first glass are culex or anoph-
eles by the way their bodies stand at rest. If the body
is horizontal to the surface on which the insect rests,
it is a common one, but if the body is oblique to the
surface, it is a malarial mosquito.
Into a third glass of the pond scum, put a small fish
or minnow if you can get one, and see what happens.
7. Take the mature mosquitoes (the imagos) from the
first glass in No. 6 or take adult mosquitoes from any
other source, and examine with the naked eye or with
a microscope to distinguish males from females. The
former have feathery hairs or antennae between the
eyes and the latter have hairs that are not feathery.
It is the female that carries the malarial germs, if it
has had a chance to get them from a human being
sick with malaria.
8. To make the life story of the mosquito complete, we
need to discover some of the eggs, which may be found
floating on the surface of quiet water in warm
weather. The eggs of the mosquito are as long as a
pin is wide, and only one fifth as wide as they are long.
These stick together to make a little boat or raft if
they are from the common mosquito, but merely lie
along-side of each other if from the malarial mos-
quito.
9. If you can take the necessary time and care, a good
way to find out the complete life history of mos-
quitoes, is to take one of these egg masses and keep
in a favorable place, observing now and then to see
the four successive stages of the mosquitoe's life.
GRADE VII: COMMUNITY HYGIENE 101
The water on which the eggs are placed should have
scum in it. In placing the eggs on the water, be
careful not to "drown" them, for they are meant to
stay on water much as a needle may be made to float.
Questions for Consideration
1. Why are "wigglers" given the name they have?
What do you think "wigglers" live on? Why do they
keep coming to the top?
2.-3. What difference between Culex and Anopheles larvae
do you notice besides those named? Do you find that
a larva can stay down in the water as long as a min-
ute? If one were weak and could not wiggle up,
would he drown?
4.-5. Do you notice any difference between Culex and Ano-
pheles pupae other than those described? Do these
forms seem to feed at all? Why do they stay at the
top? If disturbed do they have to "wiggle" to get
back to the top?
6. If no mosquitoes emerged from the glass containing
the kerosene, why not? Do the mosquitoes that
emerged from the first glass show any preference for
resting on the banana ? If you were fortunate enough
to see a mosquito coming out of its pupa can you des-
cribe the process? Do fish like mosquito larvae and
pupae?
7. How many legs and wings has a mosquito? Can you
distinguish head, thorax, and abdomen of the adult
mosquito ? When a mosquito is at rest, how many legs
does it use to support itself? What do you suppose
swallows are after as they fly about in summer even-
ings?
8.-9. Writ out the complete life story of either the Culex
or the Anopheles mosquito or both. In the light of
what you know of mosquito history, figure out several
things we could do to rid our homes of mosquitoes.
Studying the Books. (See also Grade V, Study 1.)
1. What are the breeding places and life history of
102 GRADE VII: COMMUNITY HYGIENE
mosquitoes? Col. I, 140; Con. II, 126; Da. II, 195; Gu,
III, 228; Hu. II, 223; Je. II, 329; 0-K. II, 153; Ov. II,
202 ; Ri. 11, 104.
2. How are mosquitoes carriers of diseases? Col. I, 138;
Con. II, 126 ; Da. II, 214 ; Gu. Ill, 228 ; Hu. II, 223 ; Je.
II, 328; 0-K. II, 153; Ov. II, 202; Ri. II, 104.
3. How control mosquitoes? Col. I, 139; Con. II, 126;
Da. II, 214 ; Hu. Ill, 223 ; Je. II, 329 ; 0-K. II, 166 ; Ov.
II, 204; Ri. Ill, 115, 203.
4. What are the dangers and control of rats? Con. II,
130; Dav. II, 219; Hu. II, 230; Ov. II, 208; Ri. II, 98,
175.
5. Are pet animals disease carriers? Dav. II, 240; Hu.
II, 247 ; Ov. II, 209 ; Ri. II, 37, 76.
Writing up the Note Book. (See Grade V, Study 1.)
VII. THE HOUSEFLY AS A COMMUNITY MENACE.—
F-B. 540, 679; Hr. XV; Hu. XIII; H-S. XXXI; Wa.
. XVIII.
Aim. — To learn the life history of a fly so as to be able to
control the fly nuisance.
The Nature-Study Approach
1. Capture a good specimen of a live house fly and fix it
to a small white card by running a pin down thru the
rear part of the body (the abdomen). Using the
thrust-thru pin as a handle, make an examination of
the fly with the naked eye, and with a simple micro-
scope, examine the fly's upper parts. Note the shape
of the head with its big compound eyes, the narrow
neck attaching it to the body. Look for the feather-
like hairs between the yes. Count the black stripes on
the back of the fly, for few other kinds of flies are
marked exactly like this. See if there are hairs on
the back also. Look for marks of veins on the wings
and especially the veins at the rear next to the inside,
and note the knee-shaped bend in this vein on each
GRADE VII: COMMUNITY HYGIENE 103
"wing. Only house flies have the vein thus bent. Pull
the wings out (or off) and see the little knob-ended
"balancers" just back of the wing attachments. These
are all that is left of a second pair of wings that flies
had long, long ago.
Fix another specimen of a housefly (or the same one)
but this time pin him back down to the card, Note
that the fly is made up of three main parts, — ^the head,
the thorax, and the abdomen. Observe with the
microscope the "proboscis" of the fly and determine
if you can whether it suck or bites its food. See the
hairs around the mouth.
Note how many pairs of legs there are and the part
of the body they fastened to. See whether there are
hairs above the last pair of legs, for this is another
way to tell a house fly from most other flies. If a strong
magnifying glass can be used, look at a foot of a fly to
see the fine hairs on the foot-pads that exude a sticky
stuff so the fly can walk on glass or the ceiling.
Now look at the abdomen and see if there are
hairs on it also, and if so, where they are. Here too,
is a way to tell a housefly from most other flies.
Examine a few other kinds of flies, if you can get them,
as the stable fly, the blow fly, the horse fly, the hot
fly, etc, and see how they differ in appearance from
the house-fly. Particularly, make a close examination
of a stable fly's mouth and see if it bites or sucks for
its food.
Have a few flies in a small fly trap and study their
habits. Discover, if you can, why the fly sometimes
rubs his feet together, and whether there is any choice
in his walking up or down the side of the cage. Make
one side of the cage very bright and the other not so
and see which the fly prefers. Make one side very
dark and the other less so, and see what happens.
Bring fly-food near and find out by what sense the fly
recognizes the food. Make a cage entirely dark and
see if food now attracts the flies.
104 GRADE VII: COMMUNITY HYGIENE
5. Repeat the experiment given in the nature study ap-
proach to Study I, Grade VI, requiring the walking
of a fly over a germ culture medium. Observe results
after three or four days.
6. To find out the life story of a fly, put a piece of fresh
meat out of doors, for blow flies, (or horse manure, for
house flies) in the spring time until a deposit of flies'
eggs are found on it. Now put the meat on some
breakfast food or bran that fills a water glass two-
thirds full. In the bottom of the glass should be a
piece of cloth kept moist all the time. Keep in a warm
place with a screen on the glass. The egg stage is the
first stage, of course.
7. The second stage comes when, after about a day, the
eggs have hatched out. This is the maggot, or larva
stage, and it lasts about a week. Examine the develop-
ment of the maggots from day to day and keep some
moisture in the bottom of the glass all the time.
8. After the maggots are full grown they will pass to the
bottom of the glass to enter their third, or pupal
stage. They how look like small, imperfect grains of
wheat, arid reniain seemingly quiet for nearly another
week. Supplement the study of this stage by digging
to the bottom of a pile of horse manure, and finding
there a quantity of pupae.
9. If" all has gone well, the adult fly, or imago stage,
should now appear. Keep the glass screened at this
time so as to be sure you have the flies of your own
"raising."
Note. — Send 50c to the International Hai-vester Co.,
Chicago, 111., for a set of their stencils for making
charts about flies. A valuable booklet goes vrith it
telling how to make the charts and giving a lot of
valuable information about flies. It is a really wonder-
ful set of charts that can be made and this would be
an excellent thing for the school to have.
GRADE VII: COMMUNITY HYGIENE 105
Questions for Consideration
1. How do flies differ from other insects in the number of
their wings ?
2. What are three ways in which a fly's abdomen differs
from its thorax?
3. What are four ways in which a house fly differs from
almost all other kinds of flies?
4. What habit of a fly does an ordinary fly trap take ad-
vantage of? Why do flies gather at the windows of
darkened rooms? How could one best arrange to
catch flies in a baited trap in a cow stable ?
5. Why is the fly sometimes called the most dangerous
animal in the world?
6.-9. In the light of what you have learned of the fly's life
history, what are some ways you can think of to get
rid of the fly nuisance?
Studying the Books. (See also Grade V, Study 1.)
1. What are the breeding places and life history of the
housefly? Col. I, 145; Con. H, 97; Da. II, 201; Hu.
H, 226 ; Je. H, 272 ; 0-K. II, 143 ; Ov. II, 198 ; Ri. II,
145,
2. Is the housefly a carrier of diseases? Col. I, 148 ; Con.
II, 96 ; Da. II, 205 ; Hu. II, 226 ; Je. II, 271 ; 0-K. II,
134;Ov.II, 181;Ri.II, 145.
3. Can a community be free from flies? Da. II, 209 ; Hu.
II, 244; Je .II, 275; 0-K. II, 140; Ov. II, 197; Ri. H,
145.
Writing up the Note Books. (See Grade V, Study 1)
VIII. COMMUNITY DUTIES AND BURDENS.— Al.
XXXIV; XXXVI; Dr. IX; F-B. 393, 447, 450, 463;
Hr. XXIV; H-S. XX; Mo. II.
The Nature-Study Approach
Aim. — ^To intensify the sense of community responsibility
for rubbish, garbage, sewage, tobacco and alcohol.
Note. — A very practical way to approach these topics
106 GRADE VII: COMMUNITY HYGIENE
is to enter on a community survey, to learn how house-
hold wastes are specifically disposed of. If the teacher
does not deem it wise to send the pupils out over the
school district to take a census of the methods of taking
care of rubbish, garbage, etc., she can have them hand in
to her independently whitten reports of how these things
are taken care of in the homes represented. In this latter
case, and perhaps also in the former, the teacher can
look the reports over in advance of the class work with the
census, and then call on only those pupils to report who
have some approach to desirable conditions upon which
their report is based.
But if there is no danger of starting a neighborhood
"row", a tabulation of the results of the census can very
profitably be considered in class. If sufficient interest is
developed, this study may yield results in the stimulation
of the whole community to undertake a clean-up day or
week. Following su^ch a renovation period, a second
survey could profitably be undertaken in order to measure
the amount of progress actually achieved in the commun-
ity. Indeed this second survey can be made to serve as a
strong means of motivation for the community clean-up,
especially if there is to be some public recognition of the
ones who make the best showing.
1. Rubbish. — This term is here applied to the useless
materials about the premises that go rather slowly
into decay, if at all. Ashes, tin cans, old iron, etc.,
are samples. Since these things, in addition to being
very unsightly, are apt to harbor rats and other
vermin, if not properly taken care of they become a
matter of vital community concern. We do not here
incorporate questions on the way in which stable
refuse is taken care of, but teachers who care to add
some such questions may well do so, for when it comes
to housefllies, nothing is more vital than the way in
which manure heaps are prevented from becoming
wholesale fly breeders,
(a) What five stuffs make up most of the rubbish?
GRADE VII: COMMUNITY HYGIENE 107
(b) Is all or part of it regularly thrown into an alley
or otherwise off the premises belonging to the
house ?
(c) Is most of it thrown promiscuously about on the
ground near the house?
(d) If thrown about in this way is there regular time
for cleaning it up ?
(e) Is the rubbish ordinarily thrown on a careless
heap to harbor vermin?
(f ) Is the rubbish kept in boxes, barrels or other com-
mon receptacles, making the place look neater,
but still providing a haunt for rats?
(g) Is the rubbish kept regularly in a neat, rat-proof
place ?
(h) How often is the rubbish removed from the
premises?
(i) By whom and at whose expense is the rubbish
removed? What is done with it when it is re-
moved?
Garbage. — This is understood to be the waste material
of the kitchen and house, that is, subject to rapid
decay. We shall here hold it to include dishwater
and other kitchen waters, and the residue from pre-
paring meals as well as that left after meals.
(a) Is the garbage or most of it thrown promiscuous-
ly about the place?
(b) Is all or a large part of it kept in barrels or gar-
bage cans to be fed to hogs or other animals on
the premises or elsewhere?
(c) If a swillbarrel or garbage can is used, is it well
covered so as to keep out flies and other insects?
(d) If the receptacle is well covered, is there a large
fly trap in connection with it to catch the flies
that swarm about it?
(e) If the water is drawn off from the rest of the
kitchen waste, what is done with it? Is it used
to help breed flies?
108 GRADE VII: COMMUNITY HYGIENE
(f ) Is the solid stuff from the above dried and then
thrown away ?
(g) Is it burned either in a house stove or in a regular
incinerator?
(h) Is it buried and well covered with soil?
(i) Is it set out to be collected by a garbage man?
3. Human excreta. — The teacher must use her judgment
about giving the following questions. They touch
upon some of the most vital questions that can be
raised in matters of sanitation. If the teacher has a
good hold on her boys and girls she may safely ask
these questions, we venture to believe.
(a) Is there an inside toilet in the house which is
used by all?
(b) If so, is it connected with a general sewage and
water system ?
(c) If thus connected, how is the sewage disposed of
finally?
(d) If not thus connected, in which of the following
ways is it treated :
By distribution to a running stream?
By surface distribution?
By subsurface distribution ?
By a septic tank system?
(e) If an outhouse is depended on, is it over an un-
protected pit?
(f) Is the outhouse provided with a protected but
removable can?
(g) Are the contents: of the can frequently buried?
(h) Is the outhouse stocked with dry earth, or slacked
lime for covering purposes?
(i) Is the outhouse equipped with a spetic tank
device ?
(j) Is some effective plan used other than those
listed?
4. Investigate the quantity and cost of tobacco and of
alcoholic beverages used in your community, (See
Chapter VIII.)
GRADE VII: COMMUNITY HYGIENE 109
5. Secure from the U. S. Statistical Report the latest
figures corresponding to those given on the diagram
accompanying this study.
Studying the Books. (See also Grade V, Study 1.)
1. How dispose of garbage and sewage? Col, I, 252;
Con. II, 352; Da. II, 273; Gu. Ill, 45; Hu. II, 190; Je.
II, 279; 0-K. II, 110; Ov. II, 177, 368; Ri. II, 147,
180, 203.
2. What are the dangers from conflagrations? Gu. Ill,
68; Ov. II, 106, 363.
3. What is the cost and harm of tobacco chewing and
smoking? Con. II, 120 ; Da. II, (Index) ; Gu. Ill, 141 ;
Je. II, 73 ; 0-K. II, 235 ; Ov. II, (Index) ; Ri. Ill, 197.
4. What is the individual and community toll for alcoholic
beverages? Col. I, 171; Con. II ,(Iindex); Da. II,
(Index) : Gu. Ill, (Index) : Je. II, 186, 260; 0-K. II,
240; Ov. II, (Index) ; Ri. Ill, 210.
Writing up the Notebook. (See Grade V, Study 1 )
CHAPTER VII-GRADE VIII: HUMAN-
BODY HYGIENE
AMOUNT AND DISTRIBUTION OF TIME
The time arrangement in this grade is intended to cor-
respond with that in Grades V, VI, and VII, namely, about
eighty recitations of twenty minutes each. This means a
half year's work, which may be given to either the first or
the last half of the school year, or distributed through the
year in alternation with other subjects. If it seems wisest
to join Grades VII and VIII for the work in hygiene, then
of course the year's work would start in with the work for
Grade VII and close with that for Grade VIII.
THE AIM
The fourteen-year-old boy or girl has reached a point
in development in which, to a constantly enlarging social
horizon, there is added an appreciation of the reasons for
things. The facts of life must now begin to take shape in
some system. This systematization of knowledge is still
a crude one, but it must serve as a basis for the scientific
structure in later years. It is exceedingly important, then,
that the f oundataion be laid on a concrete footing of actually
observed facts and experiences.
This year's work should accordingly be so shaped as
to lead up naturally to a study of elementary physiology
in the High School. It should not, on the other hand, at-
tempt the technicalities of the great and complex subject
of physiology. Experience has abundantly shown that ef-
forts of this latter sort are futile, not to say injurious. The
aim, then, becomes one of leading the pupil as far in the
direction of physiology as can be fully sensed and appre-
ciated by him, and no further. The course is accordingly
GRADE VIII: HUMAN-BODY HYGIENE 111
organized as closely as possible around the fundamental
functions and activities of the human body, while confining
the study to those limits which the ordinary school room and
home life afford opportunity for first hand studies. The
teacher, of course, should be acquainted with elementary
physiology, just to keep her from saying a lot of things that
aren't so; but she should merely provide conditions for
growth in the knowledge of the things that constitute the
background for hygiene, and then she should give the pupil
a chance to grow !
EIGHTH-GRADE HYGIENE TOPICS.^HUMAN-BODY
HYGIENE.
I. FOODS, FEEDING AND BEVERAGES.
1. What are the different classes of nutrients and their
uses?
2. How make a balanced ration from the common
foods?
3. What is the value of thoro mastication?
4. What conditions favor good digestion ?
5. How care for the teeth and mouth ?
6. What are the desirable and undesirable beverages?
n. BLOOD AND LYMPH.
1. What constitute good blood and lymph?
2. How do we maintain a good supply of good blood
and lymph?
m. THE CIRCULATION AND COMMON COLDS.
1. What is the pulse and its meaning?
2. How keep the heart sound and strong?
3. What are common colds and how avoid them ?
IV. THE AIR, BREATHING AND SPEAKING.
1. When is air good and when is it bad?
2. How breathe to ventilate the lungs and interchange
the gases?
112 GRADE VIII: HUMAN-BODY HYGIENE
3. What are five reasons for breathing through the
nose?
4. What are adenoids and other obstructions to free
breathings?
5. How make the voice-box an instrument for pleas-
ing speech?
6. How keep the lungs sound and effective?
V. BODY WASTES, VENTILATION AND HEAT-CON
TROL.
1. How do wastes and toxins arise in the body?
2. What is the importance of regularly eliminating
wastes?
3. Why are the kidneys the most important organs of
elimination ?
4. How does perspiring aid in heat-regulation?
5. Why and how ventilate living rooms?
6. Why bathe for cleanliness and to countract colds?
7. How does the body naturally keep a nearly uni-
form temperature ?
8. How does clothing serve as an artificial aid to
heat regulation?
VI. BONES, JOINTS AND LEVERS.
1. How keep the bones in good condition?
2. How care for injured and broken bones?
3. How maintain good joints and care for sprains?
VII. MUSCLES, POSTURE, EXERCISE, FATIGUE.
1. What is the necessity of exercise in a healthy life?
2. How exercise to correct defects and maintain good
postures?
3. What is body fatigue and how is it controled?
VIII. BEHAVIOR, BRAIN, NERVES, SENSES.
1. What is the nature of the brain as the home of the
mind?
2. How guard the eyes from injury?
3. How guard the ears from injury?
GRADE VIII: HUMAN-BODY HYGIENE. 113
4. How conserve the skin senses — heat, cold, pain,
and touch?
5. How conserve the sense of smell and of taste?
6. How are good habits formed and bad ones avoided ?
7. How develop an attractive countenance ?
8. How control the passions?
9. How keep the mind in a healthy condition?
10. Why is sleep the great restorer?
11. What is the value of the after-dinner nap ?
12. How may headaches be avoided?
IX. STIMULANTS, NAECOTICS, AND MEDICINES.
1. How does tobacco harm?
2. How does alcohol destroy?
3. Are patent medicines beneficial?
NATURE-STUDY LESSONS AND TOPICAL REFERENCES
Note. — ^It is to be understood that no attempt is here made
to indicate how much work shall be assigned for each single
recitation, as the length of the assignments will have to be
determined by the length and number of the recitations that
the school gives to this important subjects. The chapter
references following the major (Roman-numbered) topics
are for the teacher's especial use. The page references fol-
lowing the minor (Arabic-numbered) topics, are for the
pupils' and teacher's use. The key to the books referred to
is given in Appendix A. The teacher must know that it is
not necessary to have for use all the books referred to, but
the more she can have both for herself and for her pupils
the better.
L FOODS, FEEDING, AND BEVERAGES.— Al. XXXV;
F-B. 34, 85, 121, 128, 182, 249, 293, 295, 298, 363,
413, 565; Hr. XIX, XX; H-S. VII, X, XIX,
XX; Ly. II, V; Mo. II; Wa. VII, VIIL
The aim. — To obtain concrete acquaintance with the
major kinds of foodstuffs, and to get sense-experience
from a measurement of food values.
114
GRADE VIII: HUMAN-BODY HYGIENE
EXPERIMENTING WITH FOODS
1. The study of the pricipal nutrients, or primary food-
stuffs.
(a) Proteinj — Typical examples of this important
foodstuff (properly pronounced pro-te-in, with
the accent on the first syllable) will need to be
provided. This will call for a sample of dried
beef, baked beans, cooked white of egg, scum
from boiled milk, gum left after chewing grains of
wheat, etc. After examining the specimens, the
pupils should be required to burn a sample of
each of the specimens provided, and to note
whether there is an odor common to all.
(b) Carbohydrates. — Here, too, some specimens of
each of the two general varieties of carbohy-
drates will be needed. Some corn starch will
serve to give the necessary sense-experience and
provide material for the later study of the
starches in foods.
The test for starch is one that any eighth-
grader can easily apply — ^the well-known tine-
GRADE VIII: HUMAN-BODY HYGIENE 115
ture of iodine test. If any substance turns some
shade of blue when the iodine is applied, the
presence of starch is indicated. Pupils enjoy
making such tests as these, and usable tabula-
tions can be prepared by them.
The sugars are another form of carbohydrates,
easily recognized by their taste. If samples of
both cane sugar and of grape sugar can be pro-
vided, an interesting comparison can be made of
the relative sweetness of the two varieties. Any
of the carbohydrates, when burned, will yield a
black residue of carbon.
(c) .Fats and Oils — These foods can be exemplified by
samples of olive oil, butter and beef suet. The
test calls for the use of a little ether. Take the
specimen of food you wish to test, (as the yolk
of egg, olive oil, crushed kernels of nuts, etc.),
put it to soak in some ether and later pour the
ether off on a piece of writing paper. If, after
the ether evaporates, the paper still remains
transparent, then oil or fat must have been
present in the food.
(d) The mineral foods are known by the fact that
they cannot be burned. They can be illustrated
by samples of salt and by pure water.
2. The fuel value of foods.
The following proposed tests the writer regards as
especially important, keenly conscious though he is,
that they are open to the criticism by punctilious
scientists, of being crude and imperfect. These critics
forget that the natural order for gaining knowledge
is from the psychological, or imperfect, to the logical
or more nearly perfect. While these tests will call for
some enterprise in their execution, the labors can be
much reduced by enlisting the co-op era tiive services
of the pupils, a thing that ought to be done anyway
whenever possible. The accompanying illustration
shows an eighth grade boy in bis shop just after com-
pleting the home-made calorimeter described below,
as a home project.
If the four tests snow to be described can be under-
tarken simultaneously by four pupils or groups of
pupils, it will make an interesting contest — ^that of
seeing which set of conditions can bring the water to
the highest temperature.
116
GRADE VIII: HUMAN-BODY HYGIENE
(a) Preparation. — The purpose of the experiment
is to measure roughly the relative heating power
of the organic foods when they are burned. It is
a crude kind of calorimeter we are describing.
Making a Homemade Calorimeter
There are needed for each of the tests three pie
pans or pie tins of the larger size, a board about a
foot square, come pieces of glass and four ten-
penny nails. Lay the glass on the board (to keep
the board from burning) and on the glass set one
of the pans and drive the four nails at equal
distances around the pan, into the board just
enough to have them stand securely, each lean-
ing in just a little over the pan. On the tops of
these nails can now be set the rim of the second
pan, and the third pan, turned up-side-down, can
be used as a lid for the second pan. The "calo-
rimeter" is now complete, except that a cream
thermometer, a teaspoon and a tin cup are need-
ed to supply the additional apparatus required,
(b) Procedure. — Take a piece of newspaper just the
size of a pie pan, pour on its center a completely
GRADE VIII: HUMAN-BODY HYGIENE llV
filled teaspoon of kerosene and spread the oil
around a circle area six inches in diameter. In
experiment No. 1, you add nothing to the kero-
sene. In No. 2, you add just a quarter-ounce of
either corn starch or sugar, letting the starch or
sugar be distributed evenly over the oiled patch
on the paper, and allowing it to become complete-
ly saturated with the oil. In No. 3 you distribute
just a quarter-ounce of butter over the oiled;
patch. And in No. 4, you lay down just a quarter-
ounce of thin slices of dried beef very thoroly'
dried out, and now soaked with the oil in the pan.
In each of these cases the next thing to do is to
pick up each oiled paper and place under it bits
of crumpled paper so that the oiled paper with
its contents shall lie level with the top of the sides
of the pan. With the parts to be burned now in
readiness, place the second pan on the nail sup-
ports, pour into it just a pint (pound) of water,
take its temperature, place over it the cover pan,
and touch a lighted match to the contents of the
fire pan below.
When the burning is complete, again take the
temperature of the water in the pans, subtract
the temperature value of pan No. 1 from that of
Nos. 2, 3, and 4, and the results will be roughly
the relative caloric value of proteins, carbohy-
drates, and fats, a bit of information that is basic
in all food considerations.
Questions on the Experiments
1. Is there a characteristic odor to all the burned samples
of protein foods? How determine whether a sample
of mixed food has protein in it? How do you test for
the presence of starch in a sample of food? Can you
name half a dozen common foods having an abund-
ance of starch? Which is the sweeter, cane sugar or
grape sugar? Can you give a good reason for apply-
ing the name carbohydrates to the sugars and
starches? (Look up the word carbohydrates in a
big dictionary) . Mention several common foods that
have a good deal of sugar in them. Describe the test
for fats and oils. Name several foods with fat and oil
present. How would you find out what different food-
stuffs are present in bread? Which class of foods,
vegetable or animal, has starch commonly present?
2. Which of the foodstuffs tried out in the calorimeter
lis GRADE VIII: HUMAN-BODY HYGIENE
)n.ad the most heating power? How did the other two
compare in heat value? What is a pound-Fahrenheit '
calorie ? If the starch has been all thoroughly burned
and none of its heat lost, let us suppose that it would
have given three times as much heat. Now, if a man
working moderately hard uses up 14,000 pound-
Fahrenheit calories of heat a day, how much starch
;and sugar should a man eat in a day if five-sevenths
of his food should be carbohydrates?
Turning to the Books
With some such concrete background of sense-exper-
"ience as these studies will provide, the teacher may now
^fairly expect some real thinking and some sane interpre-
tations, of the printed page of the textbook. The mere
fact of actually measuring the quarter-ounce units of food
called for will give the pupil a conception of quantities
that few grown-ups possess, and an ideal daily ration of
15 02. of corbohydrates, 3 of fats, and 3 of proteins, can
now have a real meaning.
^ If the interest has been keen in the work outlined, it
will be a comparatively easy matter to induce the pupil
to weigh up his own average meals, and even, by the aid
of data given in the textbooks, to calculate the weights of
primary foodstuffs in the dry-weight equivalents of the
foods devoured.. The wasteful economy of Americans in
their excess meat-eating becomes vitally apparent to the
pupil instructed in these ways, and the background has
1)een laid for an intelligent study of the books.
Studying the Books. (See also Grade V, Study 1)
1. What are the different classes of nutrients and their
uses? Con. II, 5, 15, 21; Da. II, 27; Gu. IV, 144; Hu.
Ill, 21; Je. II, 134; 0-K. Ill, 15; Ov. II, 211; Ei. Ill,
135.
"2; How make a balanced ration from the common foods?
Con. II, 70 ; Da. II, 36 ; Gu. IV, 147 ; Hu. Ill, 21 ; Je.
II, 131 ; 0-K. Ill, 63 ; Ov. II, 238 ; Ri. Ill, 166, 243.
3. What is the value of thoro mastication? Con. II,
42 ; Dav. II, 56 ; Gu. IV, 153, 166 ; Je. II, 130 ; 0-K. Ill,
60 ; Ov. II, 226 ; Ri. Ill, 155.
4. What conditions favor good digestion? Con. II,
(Index) ; Da. II, 42, 50; Gu. IV, 166; Je. II, 144; O-K.
III, 61 ; Ov. II, 222 ; Ri. Ill, 102.
5. How care for the teeth and mouth? Con. II, 47 ; Dav.
II, 47. 229 : Gu. II, 76 ; Je. II, 134 ; O-K. I, 181 ; Ov. II,
263 ; Ri. HI, 182.
GRADE VIII: HUMAN-BODY HYGIENE ll9
6. What are the desirable and undesirable beverages?
Con. I, 32; Dav. II, 62; Hu. Ill, 69; Je. II, 164; 0-K.
Ill, 62 ; Ov. II, 48 ; Ri.
Writing up the Notebook. (See Grade V, Study 1 }
II. BLOOD AND LYMPH.— Hr. XXI; H-S. IX, XXI; Wa.
XI.
The Nature-Study Approach
Aim. — To learn about the parts of the blood, and espe-
cially the relation of blood and lymph to germs.
1. If it is at all possible, a good mounting of blood should
be made and examined under the low power (xlOO)
of a compound microscope. The reason for taking
the low rather than the high power ,is because the
pupils cannot do their own focusing, and . the low
power will fit all eyes more nearly than the high.
With the low power the white corpuscles are not
readily seen, or made out, and the teacher should
give the information that about one in 400 of the
little bodies observed is a white corpusle, or little liv-
ing germ or protozoan. Nearly all the rest are the
so-called red corpuscles, tho under the microscope
they seem to be a pale rust color. Attention should
also be called to the liquid, or plasma, in which the
corpuscles float.
2. It is desirable that pupils have a first hand knowledge
of the parts of the blood if one is to make clear the
ways in which blood combats disease germs.- To get
this knowledge some fresh blood will be needed.
Perhaps some pupil at whose house chicken is to be
served in a day or two, would bring the chicken to
school for decapitation. Before the teacher is ready
for the class demonstration, two of the older boys (or
the janitor) can take the chicken to the basement or
coalshed and perform the needed amputation. The
blood from the neck should be collected in a water
glass or bottle. At once divide the quantity of blood
into three equal parts by pouring into three other
vessels such as teacups. Let one cup stand in a warm
place, into a second pour a solution of epsom salts
(magnesium sulphate), while the third is to be kept
stirred constantly for several minutes, or till the
threads of fibrin quit forming. Use a fork to do
the stirring and wipe the threads from it occasionally
if necessary. The blood in cups two and three should
120. GRABEVIU: HUMAN-BODY HYGIENE
not clot. Of course, all this preparation can be done
out of school if deemed wisest.
S, The blood in cup one will serve to illustrate the com-
mon process of coagulation or blood clotting. That
in cup two will show that by the use of chemicals
• blood will not clot. This will help make clear how
a mosquito fixes things so the wound he makes is not
closed up by a clot.
4. The blood in the third cup should be allowed to stand
till the corpuscles and the plasma separate. Let it be
explained that plasma is the basis of lymph, and that
lymph is fundamentally plasma that has gotten out of
the blood capillaries and found its way in among the
cells of the tissues. Test the plasma or serum with
litmus paper to tell whether it is acid or alkaline. To
make these terms clear, there should be at hand a
small bottle of hydrochloric acid and one of ammonia.
Introduce a piece of paper back and forth in the acid
and the ammounia and not the effects on the color of
the paper. Ammonia is an akali.
Kecall what was learned in Grade VI about germs,
namely, that most of them require a non-acid (non-
sour) medium in which to grow.
5. In a third receptacle carefully mix a little acid with a
little ammonia (never mind the white fumes) till the
mixture does not change the color* of either the red or
the blue litmus paper. This mixture is said to be a
neutral one, each substance counteracting the effect
of the other.
6» It can now be more readily explained that the blood
combats germs in at least three ways:
(a) The white corpuscles eat the germs directly. (See
Grade VI, Study III.)
(b) Sometimes the white corpuscles will not eat the
germs till a substance gets into the plasma and
comes into contact with the germs and makes
them "taste good" to the corpuscles. Such a
substance is called an opsonin, and physicians
oftea use bacterin to produce it. The corpuscles,
may be said to be like children who will not eat
meat until mustard is put on it !
(c) Again, the genhs sometimes make toxin (poison)
which gets into the plasma and is carried over the
body to do harm to the organs. To counteract
this poison a neutralizing agent, or anti-toxin,
GRADE VIII: HUMAN-BODY HYGIENE 121
must be either developed or put into the plasma.
It acts against the poison somewhat as alkalis
act against acids.
Questions for Consideration
1. About how big is a blood corpuscle, actual size?
(Divide the size it seems to be by the number of times
the microscope magnifies.) How do you account for
the seeming differences in the shapes of the corpuscles
since they are all (except the few white corpuscles)
the same shape ?
2-3. Do the corpuscles in Exp. 1 separate from the
plasma ? What makes blood clot as you judge from
the behavior of that in cup 1 and cup 3 ?
4-5. How determine whether any liquid is acid, alkaline,
or neutral? In which of these conditions is blood
plasma? Can ordinary germs live and thrive in
plasma or lymph ?
6. What are the three ways in -^vhich the blood, combats
germs? What are three diseases which the blood
has to combat in the three ways respectively?
Studying the Books. (See also Grade V, Studyl) *
1. What constitute good blood and lymph, and W^hat do
they do? Con. It, 125; Da. II, 78; Gu. IV, 87, 100;
Hu. Ill, 109 ; Je. 11, 88 ; 0-K. HI, 75 ; Ov. II, 88 ; Ei. HI,
45.
2. How do we maintaiii a good supply of good hlood and-
lymph? Con. I, il6; Da. II, 81; Gu. IV, 95, 96; Je.
II, 88 ; O-K. Ill, 89 ; Ov. II, 99 ; Ri. II, 44.
Writing up the Note Book. (See Grade V, Study 1.)
m. THE CIRCULATION AND COMMON COLDS.— T'-F.
P272-280; Hr. XXI; Ho. XH; H-S. IX; XXI; Hu. IV;
Wa. XI.
The Nature-Study Approach
Aim. To study directly the pulse-beat, heart action and
the cause of colds.
1. Attach to the outgoing end of a bulb of an ordmary
syringe a rubber tube of the size of the tubing th^t
goes with the syringe, but about two feet long. To
the outer end of this long tube attach a nozzle that
tapers down to a fine point or opening. Now put the
receiving and the discharging ends of this remodeled
syringe into a pan of water, sitting on a table, and cov-
er the center portion of the long tube with a cloth or
towel. Now start the syringe in action and have the
122 GRADE VIII: HUMAN-BODY HYGIENE
pupils one by one put their fingers on the cloth over the
tube as the pulse waves of water are made to go by.
By varying the action of the bulb see if you can develop
a "strong pulse", a "weak pulse," a "sharp pulse", a
"dull pulse", etc.
. 2. Compress the long tube considerably at its middle
:• point and not the difference in the pulse-waves in the
two halves of the tube.
' 3. Keeping exact account of the time it takes to do it
drive the water thru the tube by strong, regular pulse-
strokes till you have filled a water glass at the dis-
charging end. Now take off the long rubber tube and
replace it with a glass tube of similar diameter and
length, and with the nozzle of the other tube trans-
ferred to the glass tube. Again timing the process,
fill the glass and note the difference in effort and time.
4. Next, let each pupil for himself give attention to his
own pulse-beat by laying the back of the left wrist in
the palm of the right hand, bringing the ends of the
second and third fingers around till they press over the
artery just inside the outer end of the left bone of the
left forearm. Consider the character of the pulse-
beat, whether weak or strong, sharp and adrupt or
flat and gradually swelling, regular or irregular.
5. Let each pupil count his own pulse-beats for a minute
under the following conditions :
(a) After sitting or reclining for ten minutes.
(b) After standing erect for some minutes.
(c) Just after running rapidly for a few minutes.
6. If possible get the pulse frequency of a babe and of an
elderly person.
7. Also if possible discover the difference in the character
and frequency of the pulse-beat of a tobacco smoker
when he is smoking and when he has not smoked for
., several hours.
8. Locate five distinct points over the body, other than the
wrist, where pulse-beats can be felt.
, 9. Sit with one lower limb crossed over the other so as to
give the foot a chance to bob with the pulsations of
blood sent there. Place the fingers of one hand over
the big artery in the neck on either side of the voice-
box, and note at which point the pulse-beat shows up
first, foot or neck.
10. With the ends of the right hand fingers placed over
the space between the fifth and sixth ribs at a point
GRADE VIII: HUMAN-BODY HYGIENE IBS
about two inches to the left of the breast bone, locate
the apex beat of the heart.
11. With the right hand still in the above position, place
the finger ends of the left hand on the pulse of the
wrist of the right arm, note whether heart-beat or
wrist-beat comes first, and decide on the relation be-
tween heart-beat and pulse-beat.
12. While listening to the beating of someone else's heart,
discover two points of difference in the two sounds
that accompany each beat.
13. If at all convienent, get a sheep's, hog's or beef's
heart, and cut it open to discover its structure. If
you go to a butcher for such a heart, be sure to ask
him for a heart "with all the pipes left on it."
14. Consider why people who do not exercise very much
get "fainty" if they climb a long stairway or run for
a street car. Boys and girls not used to running very
much say they "get out of wind" when they try to
run far or fast. Consider whether it is the "wind" or
the heart that is in fault.
15. A race horse's heart is said to be 25 per cent larger
than a work horse's heart. A Marathon racer's heart
is said to be abnormally large also, and such athletes;
often do not live so long as other people who exer-
cise moderately. Connect this with the Greek motto,
"Nothing in excess."
16. Return to our own circulation, note the effect of plac-
ing an index finger across the face of the wrist of the
opposite hand and while pressing on the wrist rub
the wrist first down and then up. Repeat to discover
which way the blood naturally flows in wrist veins.
Discover if you can, why the blood can be made to go
only in one direction.
17. We are wanting at this point to find out how heat and
cold affect the distribution of blood in the body, in
order to learn what lies at the basis of catching colds.
This experiment calls for a piece of apparatus, such
as is pictured below, and such as eighth-grade boys
will take pleasure in making as a piece of project
work. The apparatus involves the use of a carpenter's
"saw horse" and a balancing board about six feet long
and fifteen inches wide, more or less. On the under
side of the balancing board, at each border, and run-
ning the long way of the board there is required a
piece of iron fastened to the board, with a broad notch
filed at the center of the face opposite the board.
124
GRADE VIII: HUMAN-BODY HYGIENE
Then on the top of the "saw horse" there must be fas-
tened down two three-cornered files to form a "knife
edge" for the balancing board. When the board is
in position there must be hung, by wires from each
corner of the board, a box to contain bricks or iron
enough to bring the center of gravity just beloAv the
knife edge when the pupil is lying on the board.
When the apparatus is ready for use, v, e must first
put in a warm room (the warmer the better) and
let a good healthy boy or girl who does not easily
catch cold, balance himself or herself on it as shown,
at the same time using the foot block to mark the
exact place of lying. This block can be held in place
in various ways, — by driving nails into it belov/, if
no other convenient way offers. Put a corresponding
block at the head of the pupil, and secure any final
balancing by the addition of small weights at either
end. At best, there will be a slight teetering due
to breathing, the diaphram thrusting the abdominal
contents back and forth somewhat.
This done satisfactorily, take the whole apparatus
out of doors on a cold day and let the same pupil lie
there till he gets appreciably cold. If the apparatus
meanwhile gets out of balance, use a spring hand scale
to pull it into balance, placing the hook on one side
of the board at a point just opposite the center of the
breast bone of the pupil. Note the reading of the
scale when the board is just brought into balance.
GRADE VIII: HUMAN-BODY HYGIENE 125
What has happened is that the blood that was in the
skin and near the surface of the body has partly left
the surface and collected in the large blood vessels
around the heart and in the lungs, as well as elsewhere
in the deeper parts of the body. Find out the meaning
of the word "congestion" from your dictionary.
Possibly it might work out better to first balance
a boy or girl who cOmes to school cold and then to
bring the apparatus on the inside and get the warm
balance later.
18. If you have ever had (or now have) a boil or other
similar sore spot, consider whether it was (or is)
warmer than other corresponding spots. Consider
whether the spot was (or is) puffed out or swollen
more than common, and redder as well as more pain-
ful than usual. Get from your dictionary a good
difinition of the word inflammation. Carefully note
the pronunciation of the word, also.
Remembering that inflamations are generally due
to the presence of germs, consider why nature should
bring a good deal of blood to the infected spot.
19. As a background for the undertaking of colds we
need to know the difference between what is known
as active congestion and what is known as passive
congestion. To understand the first, take an ordinary
sjTinge bulb and pump it very fast and see how the
delivery tube becomes congested. To understand the
second, pump slowly this time, but narrow the outlet
of the delivery tube by pinching it down to a email
opening near the end.
20. Cold drafts or chilling surroundings are the means by
which active internal congestion is set up in the
human creature. If germs for colds are present in
the breahting passeges, the abundant blood straining
the capillaries makes easy the coming of a lot of
white corpuscles to the surface of the air passages.
These, in turn devour the many germs and develop
the matter that stuffs one up when one has a cold.
To counteract this sort of cold, one needs to have one's
system trained to throw back the blood to the surface.
Consider the effect of cold baths in the morning, of
exercise, of exposure to varying temperatures thru
the day for such a training.
21. Passive congestion in the human body is caused by an
unusual accumulation of germs along the air passages.
As the white corpuscles now travel out to devour the
126 GRADE VIII: HUMAN-BODY HYGIENE
germs, they impede the flow of blood in the capil-
laries, and secure a congestion of blood in a passive
way. Presently the same condition results as in No.
20.
Questions for Consideration
1. How are the pulse-waves in arteries to be explained?
2. Why are there practically no pulse-waves in veins?
3. How does Exp. 3 show that "hardening of the arter-
ies" increases the work of the heart (raises blood-
pressure) and often results in paralysis from broken
blood vessels in the brain. Since the four S's (stuf-
fing, strain, spirits, syphilis) are common causes of
hardened arteries, how could many people prolong
their lives and their usefulness?
4-7. What different conditions may account for difference
in the rate of people's pulse-beats?
8. Where are five or more spots where pulse-beats may
be counted?
9. How account for the facts observed in Exp. 9?
10. What makes the heart kick out against the chest in
its apex beat? (Consider the heart's relation to the
aorta, and why a garden hose tends to straighten out
when forced full of water.)
11. How does Exp. 11 show the heart as the cause of pulse-
beat?
12. How account for the two different sounds made by the
heart?
13. What are the important parts of the heart and what
is the course of the blood thru it?
14. What is the real difficulty when one seems to "get out
of wind" thru exertion?
15. Why not try to become a Marathon racer?
16. In what direction does the blood naturally flow on
the surface of the wrist? Why can it not go the other
way?
17. If cold on the surface of the body drives blood in, what
shold be the effct and the value of inhaling cold air?
Since alcoholic drinks drive blood to the skin, how
can they temporarily benefit colds? Is not the cure
ultimately worse than the disease ?
18. What are the four characteristics of an inflammation?
Since an inflammation is called an "itis", what is rhin-
itis, laryngitis, trachitis, bronchitis, pulmonitis?
19.-20. What do the syringe bulb and the delivery tube
correspond to ? The narrowed outlet of the delivery
GRADE VIII: HUAIAN-BODY HYGIENE 127
tube? What causes active congestion? Passive con-
gestion? Why do one's cheeks get so red on a cold
day? Why does not the whole body get red simi-
larly?
21. Why may one readily get a cold if he patronizes bad-
ly ventilated and crowded halls? How should the
continuous breathing of air that is warm and dry af-
fect the mucous lining of the air passages, and what
would naturally happen if one is exposed to germs of
cold? Why are those people whose nasal passages
are somewhat stopped up by adenoids or irregular
bones, more liable to colds than other people? How
is it that if one works in a very dusty place, as around
a threshing machine, he is particularly liable to colds ?
Study the Books. (See also GradeV, Study 1)
1. What is the pulse and its meaning? — Con. H, 109 ; Da.
n, 88; Gu. IV, 81; Hu. HI, 115; Je. H, 48; Ov.
n, 97 ; Ei. HI, 42.
2. How keep the heart sound and strong? — Con. H, 119 ;
Da. n, 81; Gu. IV, 62; Hu. Ill, 120; Je. II, 53;
0-K. Ill, 83 ; Ov. II, 95, 101 ; Ri. Ill, 46.
3. What are common colds and how avoid the? — Con.
n, 248; Da. II, 129; Gu. IV, 209; Hu. Ill, 154; Je. II,
199; 0-K. Ill, 64; Ov. II, 357; Ri. Ill, 79.
Wrinting up the Notebook— (See Grade V, Study 1.)
IV. THE AIR, BREATHING, AND SPEAKING.— Ai. V;
F-F. I; Hr. XXII; H-S. X; Ly. I, 5; Te. Xll, XIX;
Wa. VI.
The Nature-Study Approach.
AIM. — To gain sense-experience from studies of air and
breathing.
1. With a good thermometer take the temperature of
the air of the room and then, with the mouth well
opened, exhale air from the lungs on the thermometer
bulb, and note which way the mercury column moves.
2. Exhale the breath as in above case, but this time
against a piece of window glass or mirror.
3. Fill a washpan, or other shallow pan, half full of water
and on it float a flat cork that is about two inches
across and half an inch thick. Insert the broken
end of a half match in the center of the cork so that
the match head will ride about an inch above the cork.
128 GRADE VIII: HUMAN-BODY HYGIENE
Hold an inverted water glass (the less sloping the
sides the better) in one hand near the match head,
and with a lighted match in the other hand, set fire
to the floating match and instantly cover the float-
ing cork and match with the glass, its rim resting on
the bottom of the pan. After the flame dies out, raise
the glass till its rim is just under the surface of the wa-'
ter in the pan, cover the mouth of the glass with a piece
of pasteboard by passing it under the water and pres-
sing it snugly up against the rim of the inverted cup,
and now turn the cup right side up, still keeping the
pasteboard lid closely oii. Ordinary air is a mixture of
several gases, that now in the eup being mostly a
gas called nitrogen. Note the relative quantities of
water and of pitrpgen in the glass. The flame used
up a gas called oxygen that was in the cup at first,
and the water came in to take its place.
4. Slip tlie pasteboard off the glass of nitrogen and water,
and insert a burning match again and see what hap-
pensw Replace the pasteboard cover.
5. Put a grasshopper or other insect under the paste-
board and keep the card tightly held down for a few
minutes„ Take another glass with just as much water
in it and cover with pasteboard after introducing a
cork such as in the first glass^ Put a similar insect
, ,in. the first glass also^ , Watch xesulta for several, min-
utes. If the insect in the first glass "keels over", take
it out at once and see wha.t .happens if it is kept in
^ood air for a while.
6. Repeat Exp. 3 but before covering the flame of the
floating match, see that the glass is filled with exhaled
air. It can be kept inby holding a cardboard over it
till just ready to cover the flame. Compare the wa-
ter that came in this time with the iquantity which
came in during Exp. 3. Let stand for Exp. 7.
7. Slack some fresh lime in a big bottle of cistern water
and let stand till there is clear lime water on top.
Deftly pour this clear lime water into a bottle by it-
self. Now take two clear bottles holding about a pint
each and fill one with ordinary air and the other
with exhaled air. Now put a teaspoonful of limevsr'a-
ter in each of these bottles, shake and note the color
of the water in each. A gas called carbon dioxid is
the only ordinary gas that will turn lime-water milky
white.
8. Take a small bottle and put a little lime-water in it.
GRADE VIII: HUMAN BODY HYGIENE 129
Now insert a glass tube and blow thru it, making
"bubbles" in the lime-water. See if by keeping up
the blowing you can clear up the milky water that
iirst resulted.
9. Take two saucers of water and put a small piece of
stick sodium hydroxide in the center of each. The
piece should be about as big as the last joint of
the little finger. Over one saucer invert a glass with
ordinary air in it and over the other invert a similar
glass with exhaled air in it. Potassium hydroxide
absorbs or takes up the gas carbon dioxid, and water
comes in to take its place.
10. If the teacher has studied chemistry, she may well
make a carbon dioxid generator and collect some
pure carbon dioxid. This gas can now be studied as
to its appearance, its ability to extinguish a burning
match, to make an insect "keel over" if introduced
into the gas, etc.
11. In Undertaking this experiment it will be necessary
to provide a lung tester or spirometer, such as is des-
cribed in the first of the nature-study lessons in Grade
V, and shoTvn also in the accompanying zinc etching.
The pupil should note that after taking in an ordinary
breath (Tidal air) he can still take in more air (Com-
plemental air.) He should not further that after
giving off an ordinary breath, he can give off still
more air (Supplemental air). These three capaci-
ties make up what is known as one's Vital capacity.
Even after expelling all the air one can, there are still
about 100 cu. in. of air left in the lungs (Residual
air).
12. Fill the lungs as full as possible and then exhale into a
lung-tester (spirometer) all one can. Read and re-
cord the volume of your vital capacity.
13. Just after taking in an ordinary breath, exhale into
the spirometer all one can. Record this result and
subtract it from the result in Exp. 12. Determine
v/hich of the capacities this gives one.
14. Just after giving off an ordinary breath exhale into
the spirometer as much as can possibly be done. Re-
cord the volume and decide on which capacity this
gives one. Now subtract this volume from that got-
ten in Exp. 13 and decide on which of the capaci-
ties this gives.
15. With a tape line take the circumference of the chest
when all the air possible has been expelled from the
130 GRADE VIII: HUMAN-BODY HYGIENE
lungs. Take the measurement again whien the lungs
have been fully inflated. Find the difference be-
tween the two measurements and record it.
16. Take a pint or a quart bottle with its bottom broken
out and stopper removed. Place this bottle so that
its bottom is just under the surface of the water.
Hold a burning match at the bottle's mouth as you
thrust the bottle farther down in the water and as
you quietly bring it up again. Discover from this
what makes the air come into and go out of the lungs.
17. Breathe by using the muscles of the lower half of
the trunk only (diaphragm and abdominal muscles)
inhaling and exhaling several times as you consider
the nature of what is known as Abdominal Breathing.
18. Breathe by using the muscles of the upper half only
of the trunk (the rib muscles) inhaling and exhaling
several times while considering the nature of what is
known as Chest breathing.
19. If one wants to increase one's lung capacity appre-
ciably, it can be done best by combining the two me-
thods of breathing just described.
20. By careful observation discover the number of times
one breathes per minute (a) while sitting quietly,
and (b) just after running or climbing stairs, etc.
Questions for Consideration
1.-2. How does the temperature of inhaled air compare
with that of exhaled air? The moisture?
3. Why did the match burn as long as it did under the
glass and why did it at last go out? Why did the
water rise in the glass? What proportion of oxygen
does your experiment show to be in air? What pro-
portion or nitrogen? Of course this experiment is
not an accurate one because the air around the flame
was highly heated and as it cooled it let more wa-
ter up in the glass than the oxygen alone would
account for. When carefully done experiment shov/s
that there is one-fifth of oxygen in the air and four-
fifths of nitrogen, or nearly so,
4. Why did not the match burn in this experiment?
5. Why did the insect "keel over" in the one case and
not the other?
6. Why do you think the flame went out quicker this
time and why did less water enter the glass?
GRADE VIII: HUMAN-BODY HYGIENE 131
1. Does exhaled air contain ca:rbon- dioxid? Inhaled
air?
8. Since milky water like that in this experiment can
be cleared up by mixing carbon dioxid gas with it,
what additional evidence have we here that exhaled
air has carbon dioxid in it?
9. How much carbon dioxid does this experiment shov/
to be in inhaled air?
10. Adapt question to suit. Now sum up by giving four
respects in which exhaled air differs from inhaled
air?
11.-14. How do your various breathing capacities compare
with those of your class mates?
15. How does your chest measure and expansion com-
pare with those of your class mates?
16. How do we breathe, that is, get air into and out of
our lungs?
17.-19. Why should the mixt type of breathing be the best
type?
20. Why is it necessary for one to breathe oftener when
exercising ?
Study the Books.. (See also Grade V, Study 1.)
1. When is the air good and when is it bad? — Con. H,
150; Da. H, 98, 103; Gu. I, 6 ; Hu. HI, 135; Je.
H, 118; 0-K. HI, 113; Ov. H, 134; Ri. HI, 46.
2. How breathe to ventilate the lungs and interchange
the gases? — Con. H, 139; Da. II, 96; Gu. IV, 126;
Hu. Ill, 139; Je. II, 110; 0-K. Ill, 125; Ov. II,
116; Ri. Ill, 30.
3. What are five reasons for breathing through the nose?
—Con. II, 132; Da. II, 96, 104; Gu. I, 134; Je. I,
134 ; 0-K. Ill, 125 ; Ov. II, 263 ; Ri. Ill, 70.
4. What are adenoids and other obstructions to free
breathing? — Con. II, 133; Da. II, 109, 178; Je. II,
114; 0-K. Ill, 127; Ov. II, 156; Ri. Ill, 71.
5. How make the voice box an instrument for pleasing
speech?— Con. II, 135; Da. II, 100; 0-K. Ill, 134;
Ov. II, 120.
6. How keep the lungs sound and effective? — Con. I,
147; Da. II, 103; Gu. IV, 124, 186; Hu. Ill, 139;
Je. II, 116; 0-K. Ill, 123; Ov. II, 144; Ri. Ill, 58.
Writing up the Notebook. (See Grade V, Study 1.)
132 GRADE VIII:, HUMAN-BODY HYGIENE
V. BODY WASTES, VENTILATION AND HEAT-CON-
TROL.— Dr. XI, XIII,, XIV; F-F. Ill; Hr. XXII; H-S.
X, XI, XII, XXIV, XXV; XVIII; H-T. VII; Ly. II,
Wa. X.
The .Nature-Study Approach
Aim. — To gain insight into the fundamentals of body-
wastes, ventilation, and heat-control.
1. The forms of body wastes.
a The major forms of waste,^carbon dioxid, water
and urea.
Make the will known limewater test for carbon
dioxid in breath. Expel the breath against a cold
looking glass; Secure for examination a commer-
cial sample of urea (nitrogenous waste formed
in the liver and sorted out of the blood by the
kidneys), or boil down a sample of urine till it
gets somewhat thick and then let stand till crys-
tals, of urea form. Strain out and dry.
b The minor forms of waste, — bile and feces.
Examine a specimen of bile from a chicken's liver
(bile is part waste). Refer to waste from undi-
gested food stuffs in the alimentary canal which
is fed upon by myriads of bacteria, especially if
excess protein is eaten, and converted into body
toxins (poisons).
2. Waste elimination.
a Recall the lesson of the pupil's experiences in Study
IV, Exp. 7.
b Consider! how concretions and crystals may form in
the bladder unless bladder elimination is complete.
c Headache being usually due to toxins in the blood,
consider how these may arise in case of constipa-
tion.
3. Secure a specimen of a hog's or beef's kidney, cut it
in halves the flat way, and examine its interior to see
pyramids made of numerous little drainage canals
that carry the water and other wastes off from the
blood. See also the outlet of the kidney that leads off
to the place of storage for kidney secretions (to the .
bladder).
4. Because the human body perspires only when it needs
to get rid of heat, the study of the evaporation of
moisture becomes important. Take two saucers or
GRADE VIII: HUMAN-BODY HYGIENE
133
other like shallow vessels, put two or three drops of
water in each, keep them in a moderately warm
room, fan one of them so as to keep the air in motion
over it, and note the time it takes the water in each to
evaporate.
5. To study an important effect of evaporation, take an
ordinary dairy thermometer and insert its mercury
bulb in a 10c bottle of ether, and let stand for a few
moments. Now take the themometer out and take
its reading quickly and thus watch what the mer-
cury column does while the ether evaporates from the
bulb after removing it from the ether, noting the dif-
ference in the rate of movement of the mercury col-
umn. Now pour some ether on the hand and see what
you experience as the ether evaporates.
For this and the following experiments there will be
needed some such appartus as the ones shown in the
accompanying picture and zinc etching. The box
cabinet should not be too big, that is, the sides of the
box should be reasonably close up to the body of the
pupil. Let a pupil adjust himself as shown, take a
palm leaf fan in with him, and close the door. Of
course the box should be as nearly air-tight as is con-
veniently possible. If the general room temperature
134
GRADE VIII: HUMAN-BODY HYGIENE
is 68 degrees F., and the pupil remains in for ten
minutes, the temperature should come up to 75 de-
grees, or such a matter, (as shown by a thermometer
thrust thru a suitable hole in the cabinet) and the pu-
pil now reports discomfort. At this point let some
one fan his face for a minute, to be followed by his
fanning his body vigorously on the inside of the cab-
inet, being careful to pull the clothing as much as pos-
sible to keep it from sticking to his body. Consider
the relief afforded by the two tannings respectively,
while carefully taking the temperature of the inside
of the cabinet again. Consider further why the sec-
ond fanning makes it cooler on the inside than it
really is. Make very sure that the pupil gets a good
chance to smell the air of the cabinet as he ducks
his head into it on his way out, and decides on the
source of the odor, namely, unclean bodies and cloth-
ing.
Ventilation Experiments
After airing the cabinet out thoroly let a pupil
reenter the cabinet but this time let him get entirely
on the inside of it, the head hole having been covered
with a board. When he has staid in there as long
as he reasonably can, that is, till it seems very uncom-
fortable, let him again fan the air vigorously, and then
see what difference it makes in his ability to stay long-
er.
After again airing out the cabinet, lay it on its side
and arrange some sort of a cot for the pupil to lie on
GRADE VIII: HUMAN-BODY HYGIENE 135
SO he can stick his head conveniently into the cabinet
this time, his body being on the outside, and the
room temperature not being over 68 degrees or 70
degrees. Keep track of the time till the pupil really
finds it uncomfortable to breathe the air in the cab-
inet. Calculate the volume of the cabinet in cubic
feet and also that of the room, and then determine
how long the boy could stay in the schoolroom with-
out a change of air, and how long all the pupils could
stay there similarly, that is, till they have put in car-
bon dioxid and taken out oxygen as long as they can
stand it.
An even more convenient device is to take a paste-
board box about a foot each way, provide a hole for
the neck on one side, and place over the head, as shown
on one of the pupils in the accompanying illustration.
9. Take an empty cigar box with its cover still on, bore
two holes in the lid, an inch or more apart, and each
an inch in diameter. Place a short lighted candle
under one of the holes, close the lid tightly, and then
over each of the holes set a separate lamp chimney,
or a pasteboard tube an inch or so in diameter and
six inches long. Now by means of smoke from an
extinguished match, discover which way the air is
moving at the top of the chimney.
Similarly, if the weather is cool outside, open the
window sash two inches at the bottom and as much
at the top, and try smoke at each opening to see which
way the air currents run.
10. Recall or renew the studies of the ventilation cabinet
to make clear tb.it the surface of the body is a great
scavenger field for germs of decay.
Recall or renew the balanced board study for colds
to show the effects of various baths on the circula-
tion of the blood and upon the training of the heat-
regulating mechanism of the body.
11. Uniform body temperature.
(a) How the body gains heat.
Recall the effect of muscular exercises on body
temperature. Carefully pour some sulphuric
acid into a test tube of water to show how chem-
ical action results in the liberation of heat. All
glandular and muscular action are chemical
action.
(b) How the body looses heat.
Illustrate with experiment how heat is trans-
136 GRADE VIII: HUMAN-BODY HYGIENE
ferred by conduction.
Illustrate by experiment how heat is transferred
by convection.
Illustrate by experment how heat is tranf erred by
radiation.
Recall or reproduce the ventilation study with
ether to show how evaporation is a cooling pro-
cess,
(c) Keeping the temperature uniform. (See H-S's
great chapter on "Thermal Phenomena.")
12. Recall or renew the studies of clothing in Grade VI.
Questions for Consideration
1. What are the character and appearance of the forms
of body waste respectively?
2. Why is it important that each of the forms of waste
respectively should be eliminated from the body?
3. What are the reasons for regarding the kidneys as the
most important of the organs of elimination?
4. What have you learned from Experiment 4 ? How
would it affect that rate of evaporation if the air of
the room were already damp? Why does one feel
warmer on hot damp days than on hot dry days?
5. What is the effect of evaporation on the temperature
of the surroundings? Why does the fanning make the
mecury column fall faster?
6. Why does the pupil get warm and sweaty in this ex-
periment? Why does the fanning help at all ? Why
does the body fanning ordinarily help give relief even
more than the face fanning? Why did the second
fanning seem to make it cooler than the thermometer
really showed? Suppose one staid in the cabinet till
the air inside all became saturated with sweat, would
the fanning then give relief? Whence came the bad
odor of the cabinet air?
7. If the pupil can stay in the cabinet still longer because
of his fanning the air, what does this show as to the
first need for ventilating a room ? On account of the
odor of the room or cabinet, what is the second most
important reason for ventilating a room ? Why should
people bathe?
8. What do you learn from Experiment 8 is the third im-
portant reason that a living room should be ventilated?
How long could all the pupils stay in your unventilated
GRADE VIII: HUMAN-BODY HYGIENE 137
school room till the air would just have to be re-
renewed? Why should one be careful to have a bed-
room window open at night?
9. Can you explain how the air may be made -to circu-
late in a room? Under what condition would the air
of the room need only to be stirred? Under what
condition is it necessary to have the air renewed?
10. What lessons in skin hygiene come from the experi-
ments referred to?
11. How does the body gain and how lose heat? Since
the liver is the warmest organ in the body (107
degrees F.), how must its chemical work compare
with that of other organs? How does the body keep
to 98 degrees F. normally when the surrounding air
is over 100 degrees F.? When it is between 98
and 70 degrees? When it is 70 to 60 degrees? When
it is below 60 degrees?
12. Why is properly woven cotton underwear better than
woolen underwear for folks who are active ?
Studying the Books. (See also Grade V. Study 1 )
1. How do wastes and toxins arise in the body? Con. II,
227 ; Da. II, 113 ; Gu. IV, 160 ; Hu. Ill, 18 ; Je. II. 152 ;
0-K. IV, 191; Ov. II, 166; Ri. Ill, 154.
3. Why are the kidneys the most important organs of
elimination? Con. II, 229; Da. II, 21, 114; Gu. IV,
146, 178 : Hu. Ill, 199 ; Je. II, 172 ; 0-K. IV, 187 ; Ov.
II, 173 ; Ri. Ill, 159.
4. How does perspiring aid in heat-regulation? Con.
II, 242; Da. II, 127; Gu. IV, 206, 216; Je. II, 197;
0-K. Ill, 159; Ov. II, 24, 154, 164; Ri. HI, 85.
5. Why and how ventilate living rooms? Con. II, 150;
Da. II, 107; Hu. Ill, 144; Ri. Ill, 60.
6. Why bathe for cleanliness and to counteract colds?
Con. ir, 247 ; Da. II, 119 ; Gu. Ill, 66 ; Hu. Ill, 184 ; Je.
II, 201 ; Ov. II, 166 ; Ri. Ill, 78, 87.
7. How does the body naturally keep a nearly uniform
temperature? Con. „ 238; Da. II, 117; Je. II, 202;
O-K. HI,. 1591 Ov. II, 152; Ri. IH, 84
8 How does clothing serve as an artificial aid to heat
regulations? Con. II, 252 ; Dav. II, 127 ; Hu. $11, 171 ;
Je. II, 204; 0-K. Ill, 165; Ov. II, 155; Ri. HI, 87.
Writing up the Notehook. (See Grade V, Study 1)
138 GRADE VIII: HUMAN-BODY HYGIENE
VI. BONES, JOINTS, AND LEVERS.— Dr. II; Ho. VIII;
Hr. XVIII ; H-S. V ; Ly. II, 2 ; Te. V.
Aim. — To learn from the body and from specimens some
important facts about the skeletal system
1. By feeling the parts, find out how many different bones
in each of the following organs: (a) fingers and free
part of thumb, (b) palm of the hand, (c) the fore-
arm, (e) the shoulder, (f) the head, (g) the chest,
(h) the hips, (i) the thigh, (j) the leg, (k) the arch
of the foot, (i) the toes.
2. By a re-examination distinguish the four different
shapes of bones to be found in the body and which
sort is most numerous and which least so.
3. If possible obtain from the butcher a fresh bone of the
form that is several times longer than wide, and saw
it in two lengthwise. Obtain a similar dry bone and
saw it in two likewise. (Chicken bones will do, but
larger bones will be better.) From an examination
of these specimens be able to describe the following
parts ; covering, compact bone, spongy bone, red mar-
row, fatty marrow, and medullary cavity.
4. Into a wide-mouthed bottle, put a piece of limestone
or marble and pour over it a 20 per cent solution of
muriatic acid. Into another bottle put a reasonably
fresh drum stick of a chicken and cover it also with a
20 per cent solution of muriatic (hydrochloric) acid.
Let both stand for a day. Upon re-examining both
experiments, decide what has happened to the chicken
bone.
5. Obtain a hip joint of a pig or other animal from the
butcher. If the outer sheath-like covering (capsular
ligament) is still on, examine it to see how the point
is protected. Now remove the capsular ligament and
note the smooth coverings of the bone ends. Examine
the cartilage to see how it differs in at least three ways
from compact bone. Let the pupil further verify one
of these differences by superficially experimenting
with the cartilages of the nose and ears.
6. Find in the above specimen certain white cords (liga-
ments) that help to tie the bones together. Separate
one of these out and see how a ligament differs from
cartilage. and from bone. Also find any similar white
cord (tendon) that was fastenecl at one end to the
bone and at the dther to a muscle. Let the pupil feel
GRADE VIII : HUMAN-BODY HYGIENE 139
behind his own knee to discover two such tendons, and
to make out what they are for.
We are accustomed to describe different kinds of joints
by the motions they permit. If the motion is like a
hinge, as in the knee, it is called a hinge joint. If it
is two nearly flat surfaces that slip over each other,
as in the knee cap, it is a gliding joint. If it turns
on a pivot, as in the neck, it is a pivot joint. If
it permits a cone-like motion, and also lets one
bone rotate or twist on the other, as in the should-
er joint, it is a true ball-and-socket joint. If it per-
mits a cone-like motion but does not let one bone
turn or twist on another, as in the wrist joint, it is a
false ball-and-socket joint. Now proceed to find over
the body other examples of these joints, as follows:
(a) 22 hinge joints.
(b) 48 gliding joints.
(c) 2 pivot joints.
(d) 21 false ball-and-socket joints.
In attempting to find these joints, note that there is a
joint between the wrist ends of the arm bones, and
two different kinds of joints at each elbow. Also ex-
amine two dry specimens of immediately neighboring
vertebrae to find where so many gliding joints can
come in.
If teacher and pupils are particularly ambitious, it is
possible to illustrate many important facts about the
frameworke of the body by using the skeleton of a cat
or other small animal. "To prepare the skeleton,
kill the mammal by chloroforming it, skin it, remove
the "insides" with out injuring the breast bone, and
cut off all the flesh possible with knife and scissors.
Then boil the animal for a short while in the following
mixture : water, 2 quarts ; ammonia, 2 ounces ; salt-
peter, one-half ounce ; laundry soap, 3 ounces. Boil
the skeleton until the muscles have softened but the
ligaments still hold together. It might be well to
take the head and limbs off before boiling. To pre-
vent the vertebral column from going to pieces, the
vertebrae should have a wire run thru where the
spinal cord is before the boiling has proceeded very
far. With patience any pupil may make an excel-
lent preparation of a skeleton."^Hartman.
Study the different forms of levers shown m Chapter
VIII, and find other examples of each kind of lever m
the -iunjan. skeleton. . r
140 GRADE VIII: HUMAN-BODY HYGIENE
Questions for Consideration
1. How many bones do you discover in each of the or-
gans which you were directed to study?
2. What and where are the four sorts of bones as to
shape?
3. What is your description of bone covering, compact
bone, spongy bone, red marrow, fatty marrow, and
medullary cavity?
4. What part of the chicken bone was dissolved by the
acid and why did it not all dissolve ?
5. What are the important parts of a joint and how
does it work so easily?
6. How does a ligament differ from a tendon, from bone,
and from cartilage?
7. What are the locations of the joints called for above?
8. How does your animal skeleton differ from a human
skeleton?
9. Where in the human skeleton are all the examples of
the three, classes of levers you can locate?"
Studying the Books. (See also Grade V, Study 1.)
1. How keep the bones in good condition? — Con. H, 200,
213 : Da. H, 133 ; Gu. IV, H, 37 ; Hu. HI, 229 ; 0-K.
HI, 126; Ov. n, 164; Ri. HI, 16.
2. How care for injured and broken bones? — Con. H,
199 ; Da. H, 139 ; Gu. H, 39 ; Je. I, 186 ; Ov. H, 72 ; Ri.
HI, 23.
3. How maintain good joints and care for sprains? — Con.
213; Da. II, 140; Gu. II, 39; Hu. Ill, 238; Je. II, 271,
92 ; Ov. II, 65 ; Ri. Ill, 225.
Writing up the Note Book, (See Grade V, Study 1.)
VII. MUSCLES, POSTURE, EXERCISE, FATIGUE.— Ban.
I-XXVI; F-F. IV; H-S. V, XVH; Mo. II; Te. VII; Wa. IV, V.
The Nature-Study Approach
Aim. — To secure direct acquaintance with the funda-
mentals of the genera,l topic.
1. Secure a whole muscle with its tendons from a chicken
or other small animal, and let each pupil discover
the difference between the body of the muscle and
its tendons, and how the tendon connects with both
the muscle body and the bone.
2. Take a specimen of boiled beef and examine its make
up of bundles of muscle tissue about as big across as
GRADE VIII: HUMAN-BODY HYGIENE 141
a match stem. Now take one of these bundles and
pick from it the tiniest possible thread, at least as
small as a fiber of cotton or wool. Such a thread,
if examined under a microscope would be found to
consist of several still finer threads called muscle
fibers.
3. The teacher should send to the American Posture
League, So. Church St., New York City, for a chart
of postures. She should then apply to all her pupils
the "tripple test" for postures as described in Miss
Bancroft's "The Postures of School Children". Now
make out a posture diagram for each pupil and de-
vise exercises for correcting the imperfections, if any.
Follow out Miss Bancroft's suggestions for stimulat-
ing the class to continue improvements. See also
Grade V, Study 6.
4. After having been comparatively quiet for a time,
count your pulse beat and breathing frequency per
minute, and take note of your temperature, blood dis-
tribution, perspiration, and the quantity of air you na-
turally breathe at a breath. Now make a quick run
for a tenth to a fifth of a mile, or around a city block,
and then at once re-examine yourself on all points
listed above.
5. Observe the veins on the palm side of your wrist.
Across the wrist next to the palm, lay the index finger
of the other hand and pressing on the wrist, move
the finger toward the elbow so as to force the blood
in the veins that way. Note how the veins seem to
have been emptied of blood. Now place the finger
at the middle of the fore arm and try to force the
blood slowly back to the palm. Note how the blood
backs up and in a few spots seems to form knot-like
appearances in the vein (the places of valves) .
6. Having at hand a wash basin full of water, place in
it two wash cloths or sponges that have just been
soaked with dirty water. Squeeze one of these re-
peatedly and then remove both and compare the
cleanliness of the two.
7. In the accompanying illustration is a picture of a fa-
tigue apparatus and in Chapter VIII is a diagram of
the apparatus, which any enterprising eighth grade
boy can make. Part 1 is a board 6 x 18 inches and
a half to a whole inch thick. Part 2 is a similar board
to which a paper is fastened with thumb tacks on
which the fatigue record is to be made. Parts 3, 4,
142
GRADE VIII: HUMAN-BODY HYGIENE
5, and 6 are sticks 1 x 1 x 18 inches nailed to part 1
as shown. Part 7 is a stick 1x8 inches to carry a
recording pencil running thru a hole in No. 7, and a
slot in No. 1. It carries a small potato on its upper end
to give weight enough to make a mark. Part 8 is a
board 1x3x8 inches set up edgeways and pivoted at
the right-hand end, the other end being tied to neigh-
boring parts so as to hold the back of the hand in the
right position for taking the fatigue record. Part
9 is a spool serving as a pulley to carry the bucket
of pound weights (part 10). Part 11 is a little wind-
las apparatus made of very heavy wire for wind-
ing a string that runs thru a steeple on part 1 and
to the outer end of part 2. While the experiment is
in progress the windlass is to be slowly turned so as to
cause part 2 to move slowly under part 1.
Fatigue Apparatus In Use.
In the experiment itself, the one whose record is
to be taken sits by the apparatus, his right hand be-
tween parts 3 and 8, his elbow resting along part 3.
Tie part 8 snugly up against the back of the hand
and run the middle finger thru the leather or cloth
loop (No. 12) which in turn is tacked to the left hand
end of part 7. Tie the index finger back to part 8.
GRADE VIII: HUMAN-BODY HYGIENE 143
Now put two pounds of weight into the bucket and
have the experimenter lift the weight with his mid-
dle finger only, as far as he can, every second, keeping
track of the time by counting rapidly :one, two, three,
four, five, six ; one, two, three, four, five, six ; one, two,
three, four, five, six; one, etc. Meantime, some one
else will have to be turning the windlass slowly. If
the record that is made in a minute (60 strokes) is
not like the one shown in the figure, put on more
weight or less, as may be needed. The idea is to see
what is the heaviest weight one can carry and
just run down in 60 seconds. Let each pupil file his
records in his note book. Read Chap. V. in H-S.
Questions for Consideration
1. How. do the parts of a muscle differ from and con-
nect with each other?
2. About what is the diameter of a single muscle fiber?
3. How can your personal posture be corrected or im-
proved ?
4.-6. What are eight important effects of exercise ? Can
one succeed in living well without exercise ? Can au-
tomobile riding take the place of exercise ? Can medi-
cine?
7. What makes your finger give out in lifting its load?
Could you find a load which you could lift about the
same height every time and for a long time? If
so, what makes this possible?
Studying the Books. (See also Grade V, Study 1.)
1. What is the necessity of exercise in a healthy life? —
Con. II. 213; Da. II, 147; Gu. Iv, 14, 18; Je. II, 230;
0-K. HI, 197 ; Ov. II, 81, 100 ; Ri. Ill, 48.
2. How exercise to correct defects and maintain good
postures?— Con. II, 218; Da. II, 148; Gu. IV. 18; Hu.
II, 243 ; 0-K. Iv, 187 ; Ov. II, 84 ; Ri. Ill, 30.
3. What is body fatigue and how is it controlled? —
Con. II, 216; Gu. V, 112, 119; Hu. HI, 241; Ri. Ill,
103.
VIH. BEHAVIOR, BRAIN,- NERVES, SENSES.— Al. XI;
Dr. XXV, XXVI; Ho. V; Hr. XXIH; Hu. XVH, XVHI;
H-S. VH, XIV, XVHI, XXH; Mo. V; Te. XIII-XX;
Wa. XII-XV.
The Nature-Stjady Approach, with Questions
1. Forms of behavior.
144 GRADE VIII: HUMAN-BODY HYGIENE
(a) Recall your behavior on touching something very
hot. Did you have to think about jerking your
hand back? If you tickle someone's toes while
he is asleep, will he move before he awakes?.
What is a reflex act? Give other examples of
such an act.
(b) Recall your behavior when you were badly
scared. Did you have to know there was some-
thing to be scared of before you did what you
did? Did you have to think at all while you were
scared? Was your behavior simple, or were there
a lot of things going on at the same time? What
is an instinct and how does it differ from a reflex
act?
(c) Play a game of "Simon-says-thumbs-up". Con-
sider how you get your hands to do Just what
they ought to do. What is it you have in mind
when your hands come up at the time they
should stay down. What is really in mind when
the hands stay down both when they ought to
and when they ought not to? What seems to
precede every voluntary or willed act? How
does such an act differ from a reflex and from an
instinctive act?
(d) Whistle or sing and draw a picture at the same
time. Which of the acts do you think about the
more? What is a habitual act? How do habi-
tual acts get started and how perfected? How
does such an act differ from the other three forms
of behavior mentioned ?
2. Examining the brain and nerves.
(a) Get a butcher to secure you as complete as pos-
sible a specimen of a beef's, sheep's, hog's, dog's,
or cat's l)rain with as much spinal cord still at-
tached as possible. Wash the specimen thoroly
and put it to soak for several days in a 10 per
cent solution of formalin. When ready to study
it, remove and wash thoroly in water again. Ex-
amine the specimen till you become reasonably
well acquainted with, its, more important parts,
such as the cerebrum or larger portion, with its
parts side by sidie ; the cerebellum lying just
back of and partly under the cerebrum; (?^back
of" and "under" here mean in the sense, of the
Brain's being in its original position in the ani-
mals) the medulla lying back of and under the
GRADE VIII: HUMAN-BODY HYGIENE 145
cerebellum and connecting directly with the
spinal cord, the part that was in the backbone.
On the under side of the center of the cerebrum
find the roots of the optic nerves; under the
medulla find the roots of several other nerves.
(b) Now place the brain before you so that if it
were still in the animal it would now be facing
you. You have already found a long fissure sep-
arating the two halves of the cerebrum. With a
sharp knife cut down thru the brain squarely
across this fissure, and a third of the way from its
rear end. Note the gray surface of the cere-
brum, known as the cortical or "gray matter".
This gray stuff is believed to be the seat of the
thinking part of the brain, and you should find
two circular masses of "gray matter" each called
a thalamus. The thalami are supposed to be
the seat of agreeable and disagreeable feelings,
and of instinctive actions. The cerebellum has
a good deal to do with habits, it is believed, while
the medulla takes care of the reflex acts, as does
also the spinal cord. The nerves, of course, car-
ry nerve messages.
Learning about the senses..
(a) To find out what are the four different kinds of
sensations connected with the skin make use of
a pencil and pin as follows. Warm the pencil
and with its point explore the back of the hand
to find tiny spots that seem warmer than other
places. Make the pencil cold and hunt for simi-
cold spots. Have the pencil neither hot nor cold
and try this time to find spots that are more sen-
sitive to touch than other parts. Using the pin
point gently, hunt for places a little more sensi-
^tive to pain than other places.
(b) Put the open hand behind the head but not
touching it. It will be known of course, what
shape the fingers are in, but now stiffen the fin-
gers and see if there is a more complete knowl-
edge of the position of the hand and fingers.
What one gets is a strain sensation coming from
the contraction of muscles. This will, introduce
one to one of the most important of all the senses,
the muscle sense.
(c) Let the teacher put some odorous substance in a
146 GRADE VIII: HUMAN-BODY HYGIENE
cloth covered pasteboard box and let the pupils
in turn see how near they have to come to be able
to say what the odor is. Let this be a "race with
noses" for the class, to see who has the best
smeller.
(d) To get the experience of the four tastes the tung
can distinguish, put some sugar or candy in the
mouth to find where the tung can best tell sweet-
ness. Similarly try sour stuff like "sour drops"
of candy, salty stuffs like common salt, and finally
bitter stuffs like quinine.
(e) Following the directions given in some of the
books, make a test of the acuteness of hearing
of each of the pupils. Also have each pupil
make the best examination he can of the audi-
tory canal by means of a good light and two mir-
rors.
(f ) Again using the tests for acuteness of vision given
in the books, test the vision of each of the pupils.
If opportunity permits, secure an eye of a beef
or other large animal, and dissest it to discover
its important parts and the reasons for great
care in protection of the eyeball. (See Chapter
VIII)
Writing up the Note Book. (See Grade V, Study 1)
1. What is the nature of the brain as the home of the
mind?— Con. II, 302; Da. II, 161; Gu. V, 10; Hu. Ill,
216; Je. Ill, 213, 242; 0-K. IV, 121; Ov. Ill, 318; Ri.
Ill, 93.
2. How guard the eyes from injury? — Col. II, 254; Con.
II, 332; Da. II, 174; Gu. V, 154; Hu. Ill, 259; Je. II,
247 ; 0-K. V, 254 ; Ov. II, 249 ; Ri. Ill, 109.
3. How guard the ears from injury? — Col. II, 258; Con.
II, 337 ; Da. II, 244 ; Gu. V, 162 ; Hu. Ill, 226 ; Je. II,
249 ; 0-K. Ill, 250 ; Ov. II, 337 ; Ri. Ill, 122.
4. How conserve the skin senses — heat, cold, pain, and
touch?— Col. II, 239 ; Con. II, 343 ; Da. II, 236 ; Je. II,
236, 259 ; O-K. IV, 239 ; Ov. II, 337 ; Ri. Ill, 129.
5. How conserve the sense of smell and of taste? — Col.
II. 244; Con. II, 341; Gu. V, 154; Hu. II, 253; Je. II,
236, 250 ; 0-K. V, 244 ; Ov. II, 339 ; Ri. HI, 129.
6. How are good habits formed and bad ones avoided? —
Con. II, 299 ; Da. II, 166 ; Gu. V, 84, 213, 220 ; Hu. HI,
19 ; Je.II, 235 ; Ov. II, 332 ; Ri. Ill, 99.
7. How develop an attractive countenance? — Con, II,
GRADE VIII: HUMAN-BODY HYGIENE 147
213, 247 ; Dav. H, 147 ; Gu. V, 135, 91 ; Ov. II, 83, 100 ;
Hi. Ill, 106.
8. How control the passions? — Col. II, 211; Con. II, 208;
Gu. V, 134; Hu. Ill, 239; Je. II, 255; 0-K. IV. 1'42;
Ov. II, 325; Ri. II, 106.
9. How keep the mind in a healthy condition? — Con. II,
305; Da. II, 167; Gu. V, 18, 27, 173; Je. II, 256; 0-K.
IV, 136 ; Ov. II, 321 ; Ri. Ill, 102.
10. Why is sleep the great restorer? — Con. II, 309 ; Da.
II, 233 ; Gu. V. 123 ; Hu. Ill, 232 ; O-K. IV, 232 ; Ov.
II, 329 ; Ri. Ill, 103.
11. What is the value of the after-dinner nap? — Con. II,
259; Ga. V, 27; Ri. Ill, 103.
12. How may headaches be avoided? — Col. II, 209; Con.
333 ; Da. II, 45, 169 ; Hu. Ill, 235 ; Je. H, 176, 247 ;
0-K. IV, 209; Ov. II, 235; Ri. Ill, 102, 154.
Writing up the Note Book (See Grade V, Study 1.)
IX. STIMULANTS, NARCOTICS, AND MEDICINES.—
Al. XXXVIV, XXXVII ; F-F. Ill, Appendix IV, V ; Ho.
XVII; H-S. XX; Te. I-XIV; Wa. VHI, XIX.
The Nature-Study Approach
1. Recall or reproduce the experiment with tea, coffee, al-
cohol ,and tobacco in Grade V, Study 5. See also
Chapter VIII.
2. In case any pupil is afflicted with the cigarette habit try
the following prescription recommended by Dr. J. F.
Slater, Supervisor of School Hygiene, Houston, Texas.
Use a 10 per cent solution of silver nitrate. It can be
prepared by any competent druggist. Apply this solu-
tion with a camel's hair brush to the tip and edge of the
tongue every two or three days for two or three weeks.
Make these applications often enough to prevent the
patient from using tobacco with any amount of pleas-
ure. The combination of silver deposited on the
tbngue, with the products of tobacco in the saliva of
the mouth result" in a very bitter taste not unlike that
of copper or brass.
Moral foi-ces should also be used. The patient should
be told that the effect of his treatment is only temporary
and that he lilust use his Will to stop the haibit from the
bei^irining of the treatment if he expects a permanent
cure. In other words, this silver nitrate. merely aids the
Will by temporarily taking away the p^leasure from the
use of tobacco. It has a good iiffect to allow him
148 GRADE VIII: HUMAN-BODY HYGIENE
the use of tobacco once immediately after the treat-
ment.
3. Verify in whole or in part the percentage quantities of
a.rugs in the following classification of patent medicines.
A. The "ethical preparations".— More or less bene-
ficial.
B. Fraudulent but not injurious or dangerous "reme-
dies."
(a) The cures, if any, are mentally induced.
(b) They usually serve only to delay proper treat-
ment.
G. "Remedies" more or less dangerous but forming no
drug habit.
(a) Hair "restorers" containing sugar of lead.
(b) Cosmetics containing corrosive sublimate.
(c) Blood "purifiers" containing iodide of potassium.
(d) Consumption "cures" containing chloroform.
D. Dangerous to life and usually forming a drug habit.
(a) "Remedies" whose chief element is )alcohol;
for example :
Chamberlain's Diarrhoea Remedy 58 per cent
ethyl alcohol.
Hostetter's Bitters, 39 per cent ethyl alcohol.
Common American Whiskey, 35 per cent ethyi
alcohol.
Peruna, 18 per cent ethyl alcohol,
Lydia E. Pinkham's Vegetable Compound, 18
per cent ethyl alcohol.
Hood's Sarsaparilla 18 per cent ethyl alcohol.
Warner's Safe Cure, 15 per cent ethyl alcohol.
Pond's Extract of Witch Hazel 15 per cent
ethyl alcohol.
Hall's Catarrh Cure, 14. per cent ethyl alcohol.
Jayne's Expectorant, 13 per cent ethyl alcohol.
Wakefield's Blackberry Balsom, 12 per cent
ethyl alcohol.
American Red Wine, 9 per cent ethyl alcohol.
Mrs. Winslow's Soothing Syrup, 5 per cent ethyl
alcohol.
American Lager Beer, 4 per cent ethyl alcohol.
Castoria, 3 per cent ethyl alcohol,
(b) "Remedies" containing opium and its derivatives.
(a) Forms. — Pure opium, laudanum, paregoric,
morphine.
(b) Examples. — Soothing syrups, Shiloh's
"Cure," etc.
GRADE VIII: HUMAN-BODY HYGIENE 149.
(c) "Remedies" containing cocaine, e. g., catarrh
cures etc.
(d) "Remedies" containing acetanilid (a powerful
heart depressant, used in practically all head-
ache medicines).
(e) "Remedies" containing chloral hydrate.
(f ) "Remedies" containing cannibas indica (hashish) .
Studying the Books. (See also Grade V, Study 1 )
1. How does tobacco harm? — Con. II, 313; Dav. II, 50-
Gu. V, 145 ; Hu. Ill, 103 ; Je. II, (Index) ; 0-K. IV,
165 ; Ov. 279, 331 ; Ri. Ill, 197.
2. How does alcohol destroy? — Con. II, 213; Da. II, 234;
Gu. V, 95, 203, 54; Hu. IV„ (Index) ; Je. II, (Index) ;
0-K. IV, 148 ; Ri. HI, (Index) .
3. Are patent medicines beneficial ? — Col. II, 89 ; Hu III
237 ; Je. H, 287 ; 0-K. IV, 179 ; Ov. II, 62.
Writing up the Note Book. (See Grade V, Study 1)
A PROPOSED EIGHTH GRADE HYGIENE TEST
Does the pupil have a good sitting posture?
Does he carry his head and shoulders well when standing?
Can he exert himself without easy exhaustion ?
Does he take regular and vigorous exercise in work or play —
enough to get up a sweat and lead to deep breathing,
the only kind worth while ?
Does our pupil ordinarily breathe thru the nose ?
Is he particular as to the air he breathes ?
Does he provide for fresh air in his bedroom ?
In the feeding act are the bites small and the chewing abun-
dant?
Is his sub-maxillary exercise taken only on food and not on
gum?
Does he eat only a limited amount of meat and other pro-
teids and thus avoid auto-intoxication and general malaise ?
Does he drink generously at meal time but not merely to
help swallow the food?
Is the liquid he drinks confined to water, milk, and cocoa ?
Is he regular in the discharge of alimentary excreta?
Has our pupil taken on the tooth-brush habit at night before
retiring ?
Does he refrain from putting into his mouth everything ex-
cept water, food, a fork, a spoon, a tooth brush, and den-
tal thread?
Does he regularly consult a dentist once a year and keep his
teeth in the best condition?
150 GRADE VIII: HUMAN-BODY HYGIENE
is he properly trained to turn the leaves of a book, affix
postage stamps, and apply court plaster?
Is he entirely free from the spitting habit?
When he coughs or sneezes, does he turn his face away from
others, or cover it with a handkerchief ?
Is this pupil wholesome looking and inoffensive to smell ?
Has he developed the habit of daily bathing, either a cold
•^ath on rising, or an indifferent one before supper on com-
ing in from a day's work amid dirty surroundings?
Are his fingernails habitually in mourning, or only occas-
ionally so?
Does our pupil read writing on the black board easily from
his seat?
Does book print not blur for him, nor do his eyes occasion-
ally smart?
If his eyes are myopic, hyperopic, or astigmatic, does he
wear properly fitted glasses?
Does he hear common conversation without straining, and is
he alert to the sights and sounds about him?
Is he free from headaches, colds, and tendencies to cough?
Is the pupil happy, aggressive, buoyant, courageous, enthu-
siastic, enterprising, and can he find contentment in
wholesome play and work?
CHAPTER VIII.— BLACKBOARD
SKETCHES, ETC.
(See second page of preface.)
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APPENDIX A
KEY LIST OF REFERENCE BOOKS
For Teachers.
Al. — Allen's "Civics and Health," Ginn and Co., Chi-
cago.
Bai. — Bailey's "Sure Pop and the Safety- Scouts,'"
World Book Co., Yonkers-on-Hudson.
Ban. — Bancroft's "The Postures of School Children,'"
The Macmillan Co., Chicago.
Co. — Conn's "Bacteria, Yeasts and Molds," Ginn and'.
Co., Chicago.
B-H. — Laws, Rules, and Regulations, State Commiss-
ioner of Health, your State Capital.
Dr. — -Dressler's "School Hygiene," The Macmillan Co.,,
Chicago.
F-B. — Farmer's Bulletins, Dept. of Agriculture, Wash-
ington, D. C.
F-F. — Fisher and Fiske's "How to live," Funk and.
Wagnall's, New York City.
Ho.— Hoag's "Health Index of Children," Whittaker-
& Ray-Wiggin Co., San Francisco.
H-S. — Hough and Sedgwick's "The Human Mechan-
ism," Ginn and Co., Chicago.
H-T. — Hoag and Terman's "Health Work in the
Schools," Houghton Mifflin Co., Boston.,
Hr. — Hunter's "Civic Biology,"American Book Co.„
Chicago.
Hu. — Hutchinson's "Preventable Diseases," Houghton
Mifflin Co., Boston.
Ly. — Lyster's "School Hygiene," Warwick and York,,
P.iltimore.
Mo. — Moore's "Keeping in Condition," The Macmil-
lan Co., Chicago.
Te. — Terman's "The Hygiene of the Child," Hough-
ton Mifflin Co., Boston.
To. — Town's "Habits that Handicap," The Century
Co., New York City.
Wa.— Walter's "Principles of Health Control," D. G.
Health and Co., Chicago.
REFERENCE BOOKS 169
Note — ^For information regarding the "socialized reci-
tation," teachers are referred to a sixty-cent book by Whit-
ney, entitled, "The Socialized Recitation," and published by-
A. S. Barnes and Co., New York.
2. For Pupils.
Col. — Coleman's Series, The Macmillan Co., Chicago.
I. "The Peoples Health."
II. "Hygienic Physiology."
Con. — Conn's Series, Silver, Burdette & Co., Chicago.
I. "Physiology and Health," Book I.
n. "Physiology and Health," Book II.
Da. — Davidson's Series, American Book Co., Chicago.
I. "Health Lessons," Book I.
II. "Health Lessons," Book II.
Gu. — Gulick Hygiene Series, Ginn & Co., Chicago.
I. "Good Health."
II. "Emergencies."
III. "Town and City."
IV. "The Body at Work."
V. "Control of Body and Mind."
Hu. — Hutchinson's Health Books, Houghton Mifflin
Co., Boston.
L "The Child's Day."
n. "Community Hygiene."
III. "Handbook of Health."
Je. — Jewett's Two Book Series (Gulick revised) , Ginn
and Co., Chicago.
I. "Health and Safety."
II. "Physiology, Hygiene, and Sanitation."
0-K. — O'Shea and Kellogg's Series, The Macmillan
Co., Chicago.
I. "Health Habits."
II. "Health and Cleanliness."
III. "The Body in Health."
IV. "Making the Most of Life."
Ov — Overton's Hygiene Series, American Book Co.,
Chicago.
I. "Personal Hygiene."
II. "General Hygiene."
Ri. — Richie-Caldwell Series, The World Book Co.,
Yonkers-on-Hudson, New York.
I. "Primer of Hygiene."
II. "Primer of Sanitation."
III. "Primer of Physiology."
APPENDIX B
A DECALOG OF GOOD HEALTH
1. Nutriment.— Thou Shalt select thy diet on a basis of six parts
of starchy food, one part of fat, and one of albumin food; avoid thou
an excess of purin yielding foods if thou wouldst escape many bodily
ills.
2. Feeding.— Thou shalt eat thy- two or three sufficient meals under
conditions of good cheer and shalt masticate- solids till they become
as pea soup, that thou mayest not abuse thy food canal nor eat ex-
cessively.
3. Exercise and perspiration.— Thou shalt bring into daily activity
all thy more important muscles up to the point of vigorous sweating,
■vso that thou mayest introduce into thy blood sufficient fatigue stuff to
insure recuperative sleep, and mayest exercise thy heat-regulating
mechanism enuf to prevent thy taking colds.
4. Respiration. — Thou shalt give thy ohest an(d trunk free breathing
■play, and shalt provide thyself with an abundance of wholesome air;
"Whatsoever deep breathing tihou indulgesit in let It be done naturally
in connection with thy daily vigorous exercise, and not as an ar-
tificial performance apart from thine other forms of exercise.
5. Cleanliness. — Thou shalt avoid all needless contact with patho-
genic germs, and shalt not make thy mouth a "happy hunting ground"
for these thine enemies ; that thy presence may not be offensive to thine
associates, thou shalt take a daily bath in the early morning only if
thou workest amidst clean surroundings, and in the evening only if
thou toilest where thou canst not remain immaculate.
6. Relaxation. — Thou shalt give thyself daily opportunity for ap-
proximately eight hours of quite slumber, and if possible a fifteen-
minute siesta midway of thy daily tasks, that tbou mayest be ever
fresh and optimistic in all thy waking hours.
7. Elimination. — Thou shalt observe all the conditions that favor a
regular and natural discharge of all the waste materials from thy
body, lest thou store up poisoni in thy system that sliall do thee harm.
8. Medicine and drugs. — Thou shalt abstain from the unnecssary
use of drugs generally, and when thou partakest, thou shalt do so
only under the direction of a wise physician. If thou wouldst be sane
thou wilt employ water alone as thy satisfying beverage, and if thou
wouldst be wholesome, thou wilt refrain from the use of all narcotics.
9. Clothing.-^Thou shalt employ as thy clean and sufficient raiment
only a good absorber and nonretainer of perspiration next thy body,
such as meshwoven cotton, and shalt adapt thine attracive and
serviceable outer garments according to thy varying thermal sur-
roundings.
10. Mental hygiene. — Thou shalt suppress all useless forms of
nervous activity; thou shalt practice cheerfulness all thy days and
shalt never hate; thou shalt not indulge in self-pity nor dream for
a moment thait thou are the exclusive "it" ; thou shalt regard thyself as
counting for something in this world, but shalt consider others that
thou mayest do them good, and thait thy days may be long and cherish-
ed in the land.
So shalt thou be physically efficient mentally strong, and morally
good.
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