STATE OF NEW JERSEY 
DEPARTMENT OF PUBLIC INSTRUCTION 
TRENTON 
The Teaching of 
Hygiene 
and 
Safety 
February 1915 
UNION HILL, N. J. 
DISPATCH PRINTING COMPANY. 
1915. CONTENTS 
PAGE 
Foreword 5 
Importance of education inJrvgjpne 9 
Purpose and method of instruction in hygiene 11 
Field of education in hvgjeqe 15 
Books for supervisors and teachers 18 
Assignment of work by grades . 21 
Kindergarten 22 
Grades I-IV 23 
Grades V-VI 32 
Grades VII-VIII 37 
Suggestions for the extension of instruction in hygiene in the high school 47 
Appendix A. Medical insnprtion 53 
Appendix B 
I. The janitor's service 57 
II. Suggestions to teachers on janitor service 61 
Appendix C 
I. Physical education 63 
II. Recreation, playgrounds and games 64 
School playgrounds 67 
Equipment 68 
Playground games 70 
Grades I-II 70 
Grade I 70 
Grade II 71 
Grade III 73 
Grade IV 74 
All grades 77 
Athletic badge test for girls 80 
Athletic badge test for boys 81 
Gymnasium 84 
III. Posture 84 
Appendix D. Care of teeth, eyes and ears 89 
Appendix E. Dangers and safeguards 93 
I. Dangers at home and at school 93 
II. Dangers from fire 94 
III. Dangers on the street, "Safety First'' ... 99 
IV. Dangers on railroads 104 
V. Dangers in occupations 109 
VI. Other dangers 114 
Appendix F. Emergency treatment • ••• 115 
Emergency outfit 115 
Cuts 115 
Nosebleed, Bruises, Burns, Particles in eye 116 
Stings, Poison ivy, "Knocked senseless," Hiccoughs, 
Choking, Sprains,- Dislocation, Broken bones 117 
Drowning 117 
Sunstroke, Clothing on fire, Fainting, Electric shock 119 
Appendix G 
I. Period of isolation and exclusion in-communicable diseases... 121 
II. How to prevent ujbaxuLisds 128 
Appendix H. Flies and mosquitoes 133 
Appendix I. Alcoholic drinks and narcotics 141 
I. Alcoholic drinks 141 
II. Narcotics 144 
Appendix J. Mental hveiene J49 
Appendix K. The teacher's health 155 ILLUSTRATIONS 
FACING 
PAGF 
Open air class at Broadway School, Hackensack 12 
Hoboken free medical clinic 54 
Englewood dental clinic 55 
Field day, Newark schools 66 
School yard, Millville 67 
Playground, Leonardo School, Atlantic Highlands 67 
Swimming pool, Jersey City 84 
New Jersey Safety League 100 
"Safety First" illustrations 100-107 
Snellen test sheet (separate folder) FOREWORD 
Perhaps no movement in education, except in the case of in- 
dustrial training, has of late received so much attention as hy- 
giene, or the preservation and improvement of health. While 
it is obvious that the public schools can undertake to offer only 
a limited program of health instruction, yet the contribution may 
be large. Popular interest in health is capital which may be 
drawn upon in efforts to conserve the health of pupils. 
The schools cannot ignore, indeed they do not ignore, the new 
spirit concerning health and sanitation. This spirit is reflected 
in so many ways that to enumerate them here is impossible. The 
improvement of housing conditions, the abolition of the common 
drinking cup, the transfer of the emphasis from the cure of dis- 
ease to its prevention, summer playgrounds, the teaching of 
swimming, open air schools-are half a dozen of a score of such 
movements little known to the fathers and mothers of today 
when they themselves were in school. It has been a hygienic 
revolution, the proportions of which are in a degree reflected in 
the size of this pamphlet. 
The purpose of this monograph is to point out how much of 
all this it is possible, or desirable, to use in the public education 
of youth from five to eighteen years of age. What to attempt 
in this great field, and how to get it done, are questions which 
in some degree this pamphlet tries to answer. Here, as else- 
where, the teacher, upon whom we must all depend, is the factor 
of greatest importance. While it may not require a new type of 
teacher to teach hygiene in the sense in which it is defined 
in this pamphlet, yet a new attitude toward teaching the subject 
is necessary, particularly on the part of those teachers who have 
been satisfied with the assignment and hearing of textbook les- 
sons in what someone has called "mummified physiology." 
The monograph lays stress not so much upon information as 
upon conduct. That children should have a certain amount of 
knowledge about health conditions is important, but that they 
5 6 
should have good health habits is of greater import. In this 
field practice is more important than theory. In accordance with 
this belief, the imparting of mere physiological facts as an aim 
is minimized, and training in right habits of conduct is con- 
stantly urged. This kind of training is difficult, it is true, but 
it should be attempted nevertheless. 
The legislature of 1913 enacted a statute making obligatory the 
teaching of safety in the public schools. This was probably done 
in accordance with the belief that the increasing public interest in 
"safety first" should find expression in the instruction and train- 
ing of the schools; an example of new demands being made upon 
the schools-not by superintendents, it is to be noted, but by 
outside opinion. No appropriation was made, however, to pre- 
pare and print the handbook which was mentioned in the statute. 
In order to fulfil at least the spirit of the statute this monograph 
contains material which may be used as a guide in the teaching 
of safety. Perhaps all that the schools can do here is to give 
information and warning. How far this may affect the conduct 
of the pupils cannot be determined, but if both information and 
admonition are given with confidence and persistence, fewer 
casualties among children, and subsequently among adults, 
should be the result. 
The monograph does not ignore the fact that the physical con- 
ditions under which children and teachers do their work affect 
the health of children. 
It is constructive in directing attention to plays and games and 
other recreations that will build up health, for the school should 
not merely maintain the health of children; it should improve their 
health. 
A course of study is presented. It is not, however, a detailed 
course of study. Teachers and superintendents should choose 
from it that which they believe will be of most value to their own 
schools and pupils. This freedom of choice must not, however, 
be interpreted as license not to teach, or not to teach definitely 
and with purpose, the subject material presented. A definite time 
each week should be set apart for the work. Suggestions con- 
cerning the selection of this period are given in the monograph 
prepared by this Department entitled The Making of School 
Programs. 
So many persons have generously aided in the preparation of 7 
the monograph that it would be difficult to name all those to 
whom acknowledgment is due. Following are some of those of 
whose assistance it is pleasant to record our appreciation. 
Dr. William G. Schauffler, Lakewood, President State Board 
of Education 
Dr. Elias J. Marsh, Paterson, Chairman Committee of State 
Sanitary Association 
Mrs. Alexander Marcy Jr., Riverton, Chairman Committee 
from Congress of Mothers' Clubs 
Mrs. John V. Cowling, Millville, Chairman Committee from 
Federation of Women's Clubs 
Gen. Lewis T. Bryant, Commissioner of Labor, State of New 
Jersey, Department of Labor 
William E. Stubbs, Employers' Liability Clerk, State of New 
Jersey, Department of Labor 
Randall D. Warden, Newark, Chairman Committee of Physical 
Training Directors 
Dr. Joseph E. Raycroft, Head of Physical Training Depart- 
ment, Princeton University 
Dr. William H. Burnham, Professor of Pedagogy and School 
Hygiene, Clark University, Worcester 
Keene Fitzpatrick, Coach Princeton University Track Asso- 
ciation 
E. E. Rhodes, Vice-president Mutual Benefit Life Insurance 
Company, Newark 
Forrest F. Dryden, President Prudential Insurance Company, 
Newark 
E. M. Rine, General Superintendent Delaware, Lackawanna 
and Western Railroad Company 
W. C. Hope, General Passenger Agent Central Railroad Com- 
pany of New Jersey 
R. H. Newbern, Superintendent Pennsylvania Railroad Com- 
pany 
A. J. Van Brunt, Public Service Corporation, Newark 
Dr. A. C. Hunt, Chief of Division of Medical and Sanitary 
Inspection, State of New Jersey, Department of Health 
Thomas J. Headlee, Executive Officer in Charge of Mosquito 
Work, New Jersey Agricultural Experiment Station 
C. Albert Gasser, Inspector Bureau of Combustibles and Fire 
Risks, Newark 8 
Dr. William H. Tolman, Director American Museum of Safety, 
New York City 
E. B. DeGroot, General Director Field Houses and Play- 
grounds, Chicago South Park Commission 
Raymond Adair Albray, Editor New Jersey Dental Journal, 
Newark 
Mrs. Edwin C. Grice, Vice-president Home and School League, 
Philadelphia 
Chiefs of Fire Departments of Trenton, Jersey City, Newark, 
Camden, Atlantic City 
Dr. H. M. Corwin, Medical Inspector, Bayonne 
A Committee of County Superintendents of Schools, of which 
B. C. Wooster was Chairman 
Clinton S. Marsh, Superintendent of Schools, Summit 
Zenos E. Scott, Superintendent of Schools, Asbury Park 
John R. Wilson, Superintendent of Schools, Paterson 
A. J. Demarest, Superintendent of Schools, Hoboken 
Dr. Henry Snyder, Superintendent of Schools, Jersey City 
Ebenezer Mackey, Superintendent of Schools, Trenton 
U. G. Wheeler, formerly Superintendent of Schools, Passaic 
Charles B. Boyer, Superintendent of Schools, Atlantic City 
David B. Corson, Assistant City Superintendent, Newark 
E. K. Sexton, Secretary Board of Examiners, Newark 
Martin L. Cox, Principal Thirteenth Avenue School, Newark 
Miss Mabel Newton Betticher, Cleveland Street School, 
Orange 
Miss Jessie H. Bancroft, Brooklyn 
This list shows that the Department has endeavored to secure 
the cooperation of some of those individuals and organizations 
in the State that are most vitally interested. It also reveals 
the fact that an attempt has been made to get a consensus of 
opinion as to the teaching of the subject from among those 
individuals and organizations in the State that appear to be 
best qualified to judge. 
The whole has been an undertaking which has consumed a 
large amount of time and thought. For this, credit is due to 
Mr. George A. Mirick, formerly Assistant Commissioner of Edu- 
cation in charge of Elementary Education. 
C. N. Kendall 
Commissioner of Education The Teaching of Hygiene and Safety 
IMPORTANCE OF EDUCATION IN HYGIENE 
In view of the fact that New Jersey compels all children, rich 
and poor, of all degrees of intelligence, to attend school, and by 
its Constitution guarantees them an adequate education, suitable 
to their capacities and needs, there is a peculiar obligation resting 
upon communities and all school authorities, to provide whole- 
some conditions for the school life of the young people. An 
equally imperative obligation rests upon each teacher in the 
State so to prepare herself by proper study and training that 
she may give increasingly efficient training and instruction to 
the children under her charge, to the end that, through the 
school, they may become stronger in body and mind, they may 
daily be acquiring better habits of living and thinking, they may 
be growing in their understanding of what constitutes whole- 
some living for themselves and for the community in which they 
live, and, finally, that they may develop a sense of personal re- 
sponsibility in these matters. This training will be revealed in 
a growing interest and activity in those things that pertain to their 
own health, to the health of their schoolmates, and to the health 
of members of their families. 
Dr. William H. Burnham, Professor of Pedagogy and School 
Hygiene, Clark University, thus enumerates the present day 
"fundamental" problems in health education: 
I. How to protect infancy so that we may save the lives of the healthy 
children that are born, and how to protect them from contagious diseases, 
rickets, and the like, so that when they come to the period of school life 
they may not be inevitable candidates for the so-called school diseases. 
2. How in the early years of school life so to place the emphasis upon 
9 10 
hygiene that, by cooperation with the home, normal development may be 
ensured, the foundation laid for future health, and the children saved from 
the usual school defects, defective sense organs, decaying teeth, deformed 
jaws, defective speech organs, adenoids, and the rest. 
3. How at the period of adolescence to develop such healthful interests 
and such habits of healthful activity that the youth may be saved from 
emotional neuroses, social evils, and the like, and both morals and health 
be ensured. 
4. How in all grades to adapt education to the physiological and psycho- 
logical age and to develop such habits of work and rest, of attention and 
orderly association, and such normal habits and interests in general, that 
the graduates of the school may no longer become candidates for the hospital 
but develop into normal, healthy workers. 
5. How to provide for all a sanitary schoolhouse and an ample play- 
ground. 
6. Finally, how to bridge the gap between knowing and doing, so that 
our hygienic knowledge may be utilized everywhere and every school gradu- 
ate become a teacher and soldier in the army of health. 
Such are the great problems with which we have to deal. They are funda- 
mental to education. We talk of education for citizenship, education for 
life, education for efficiency and for character, but if we ignore the laws of 
biology and of social hygiene, if we penalize the parentage of the fit, with 
the best possible education the race will degenerate. If we disregard the 
hygiene of infancy, an enormous percentage of the best children born will 
die, and a large percentage will survive as candidates for scoliosis, tubercu- 
losis, and imbecility. If hygiene be not emphasized in the early years of the 
kindergarten and primary grades, then the long list of physical defects, ade- 
noids, decayed teeth, deformed jaws, and the like, will continue. If our 
youth at adolescence are not morally and hygienically trained, social vice 
will remain with us. If the conditions of efficient brain activity and the 
principles of mental hygiene are not regarded throughout the whole system 
of education, and if positive habits of healthful activity are not formed, public 
education will remain unsatisfactory, and the product be inefficient, unreliable, 
and continue to furnish candidates for the sanitarium and hospital for the 
insane; and, finally, unless we can devise methods of transforming our hy- 
gienic knowledge into hygienic doing our service will remain futile. 
At the meeting of the National Education Association held 
in July, 1913, a series of "Declarations" of principles was set 
forth. The following relate to school hygiene, its scope and 
agencies. 
I. We therefore indorse all agencies which extended and varied experi- 
ence has shown to better the health of school children, safeguard them from 
disease, render them healthier, happier and more vigorous, and to insure for 
them such physical and mental vitality as will best enable them to take full 
advantage of the free education offered by the State. Among such agencies, 
the following are of special importance: 11 
2. Medical inspection for preventing the spread of contagious disease; 
and for the discovery and cure of remediable physical defects; 
3. Dental inspection for the purpose of securing sound teeth among school 
children; 
4. School nurses, who work with doctors, teachers, and parents to improve 
the health of the children; 
5. Open-air schools, for giving to the physically weak such advantages of 
pure air, good food, and warm sunshine as may enable them to pursue their 
studies, while regaining their physical vigor; 
6. Special classes for the physically handicapped and mentally exceptional 
in which children may receive the care and instruction fitted to their needs; 
7. School gardens, which serve as nature-study laboratories, where educa-, 
tion and recreation go hand in hand and increased knowledge is accompanied 
by increased bodily efficiency; 
8. School playgrounds, which afford space, facilities, opportunity, and in- 
centive for the expression of play instincts and impulses; 
9. Organized athletics, which aid in physical development and afford 
training in alertness, intense application, vigorous exertion, loyalty, obedience 
to law and order, self-control, self-sacrifice, and respect for the rights of 
others; 
10. All adjuncts of better sanitation in schoolhouses, such as sanitary 
drinking cups and fountains, systems of vacuum cleaning, improved systems 
of lighting, heating and ventilation; 
11. The health movement in our public schools has been transformed 
during the past decade from a purely negative movement, having as an object 
the avoidance of disease, to a splendidly positive movement, having as its aim 
the development of vitality. We desire for the youth of the future, schools 
in which health instead of disease will be contagious, in which the playground 
will be as important as the book, and where pure water, pure air, and abundant 
sunshine will be rights and not privileges. In these schools the physical, the 
mental, and the moral will be developed together and not separately; the 
child will live not only in healthy surroundings, but in surroundings where 
he will acquire habits of health which will be life-long. 
PURPOSE AND METHOD OF INSTRUCTION IN 
HYGIENE 
The following questions present themselves to the mind of the 
teacher about to undertake the work of teaching hygiene: 
i. What should be the specific purpose of this education? 
2. What methods should be employed? 
3. What test should be applied to determine the profit that the 
pupils have received from the teacher's efforts? 12 
PURPOSE 
Miss Mary Reesor, instructor in the Department of Physical 
Education, Teachers College, Columbia University, in the preface 
to the course of study in Hygiene for the Speyer School, pub- 
lished in the Teachers College Record, May, 1912, expresses the 
purpose as it is now universally recognized, as follows: 
It is evident that the work in hygiene should deal more with the creation 
of habits than with the giving of information: that it should have more to do 
with practical facts relating to food, fresh air, bathing, self-control, work and 
play, than with the mechanism of respiration, or with the histology of bone or 
muscle. It should deal more directly with the environment than with the 
individual; more with the present than with the future; more with the good 
effects of hygienic habits than with the ill effects of unhygienic ones. In- 
struction in hygiene is a failure if its influence does not extend beyond the 
school building and grounds into life itself; if the formation of hygienic 
habits does not carry over from the school room into the happenings of ordi- 
nary home and street life. 
Briefly, the main purpose that the teacher should hold in mind, 
in this field of instruction, is the bettering of the conduct of her 
pupils in their various activities, rather than the giving to them 
of a large amount of information. The study of physiology and 
anatomy should be limited to that amount which is needed in 
each grade to make the children intelligent in applying the hy- 
giene instruction which they receive. This amount of informa- 
tion, however, will again be limited by their ability to understand 
and by their interest. 
Note. Further suggestions will be made on this point under 
"Assignment of Work by Grades." 
METHOD 
Interest of 
children 
Miss Reesor, in her introduction to the course of 
study referred to previously, makes the following 
statements regarding the interest of children, or rather their lack 
of interest in matters pertaining to hygiene: 
a. The child has no interest in health as an end in itself. 
b. His interest is not in when, how, where, and why he should exercise. 
Given the natural opportunity, the activity conies. It needs direction rather 
than stimulation. 
c. Posture as an isolated thing holds no interest for the child. It makes 
its appeal only when correct carriage and posture help him to do what he 
wishes to do. Open Air Class Building at Broadway School, Hackensack 
Open Air Class in Session, Broadway School, Hackensack 13 
d. The structure of the body does not appeal to the child. He is not inter- 
ested in how he is made, but in what he can do. 
It is, of course, absolutely necessary to take these instinctive 
mental attitudes of children into account in formulating methods 
of instruction. 
The difficulties of the problem enumerated above need not be 
causes for discouragement, but rather guides to the teacher, help- 
ing her to formulate her plans. 
It is evident that education in hygiene has two 
phases: 
i. The process of training in right living; 
2. The process of informing, so that the right living 
may be intelligent. 
Properly to relate these, giving to each process its appropriate 
emphasis, and allowing each to have its place at the most effective 
time, will tax the judgment of the most discriminating teacher. 
It is not to be expected that a perfect adjustment will be made 
by anyone. 
It is believed by some that hygiene should be taught inci- 
dentally. By this is not meant that the education should be hap- 
hazard, but rather that the teacher, having in mind the funda- 
mental importance of the subject, should enforce the hygiene 
lesson at the time when conditions seem to call for it. In some 
schools this plan may work successfully, but it is believed that 
for practically all schools there needs to be a definite time set 
aside for well planned and definite instruction. 
Note. More specific suggestions for methods will be found 
under the "Assignment of Work by Grades." 
Two-fold 
nature of 
the method 
It is believed that little, if any, value would result from the use 
of a textbook by children during the first four years of school. 
By the fifth year pupils have gained some ability to study a book, 
and a simple, interesting, modern textbook in hygiene should be 
put into their hands. An advanced elementary book should be 
furnished seventh and eighth year pupils. Of course, this two 
book series may be furnished as a three or four book series, if 
that is preferred. 
Textbooks 14 
These books should treat the subject from the point of view of 
hygiene. They should deal with the common facts and affairs 
of life and stimulate to intelligent inquiry and practice. They 
should not be used as reading books merely. Besides giving in- 
formation they should stimulate to discussion and to collateral 
reading and investigation. In the study of the book pupils should 
make much use of drawing-copying and drawing from memory 
the illustrations, both on the blackboard and on paper. 
From what has been said before, it is evident that the best 
test of the profit that a pupil has received from his work in 
hygiene is not a set of questions whose answers reveal merely 
how much information is stored up in his mind, but again the 
real test is the life which he leads, whether or not he is applying 
daily, in his personal conduct, the better ideas of health which 
have been discussed in school, whether he is taking an intelligent 
interest in matters pertaining to health, and, lastly, whether he 
knows something of the reasons for the better practices. 
If the instruction in hygiene is accomplishing its purpose, the 
pupils will increasingly be taking the initiative in bettering and 
caring for the school surroundings. They will be ambitious, with 
the teacher, to keep the schoolroom clean and to make it as at- 
tractive as it can be made under the conditions. They will be 
interested to plan, and to execute plans, for the proper care and 
use of the school grounds, and for keeping the outhouses, or 
toilet quarters, in sanitary and moral condition. There are many 
schools in this State where the teachers and pupils are accom- 
plishing these things with very little aid from the community at 
large. It would appear that if this is true of some schools, it may 
be true of all. 
Observation of the daily life of the pupil can alone reveal these 
facts. Are the children neat in their dress? Are they clean in 
person? Are the teeth clean? Is the hair combed? Do the 
pupils need less and less suggestion from the teacher about the 
care of the dressing-room and the good order of the desks, in- 
side and out? Are they careful to avoid eye-strain by changing 
their seat when they cannot see the board or when the sun shines 
in their eyes or on their work? Do they adjust the window 
shades to regulate the light? Do they read the thermometer 
TEST OF A PUPIL'S PROFIT IN THE WORK 15 
correctly and keep the temperature record accurately? Are they 
able to regulate the heating and ventilating in the schoolroom? 
This observation of the daily life and habits of the pupils may 
be supplemented by the less valuable test of a series of questions 
regarding their manner of life, and their knowledge of the proper 
conduct of life, which may very properly modify the rating given 
them in hygiene. 
FIELD OF EDUCATION IN HYGIENE 
All the various elements which relate to health-the physical, 
the mental and the social-have come to be included under the 
term "hygiene." Roughly, these various elements may be classi- 
fied as follows: 
I. Personal hygiene 
a. Health of the body and bodily action 
b. Health of the mind and mental action 
c. Proper social relations and moral conduct 
II. Family hygiene 
III. School hygiene 
IV. Community hygiene 
V. State hygiene 
VI. National hygiene 
In each of these fields three phases may be recognized: 
i. Conservation or preservation of health 
2. Improving health and health conditions 
3. Eradicating disease, and removing disease-producing conditions. 
As a supplement to education along the lines just enumerated, 
it has come to be realized that all people at the present time, but 
especially children, need to be made aware of the dangers to life 
and health, in their multiplied forms, so that they may be able 
to see these dangers, and with intelligence avoid them. 
The school must concern itself with each of the factors in this 
broad field of hygiene. 
A brief statement is here made regarding each one of these 
classes of facts, to make clear its scope, and incidentally to sug- 
gest the general method of treating it. 16 
PERSONAL HYGIENE 
Personal hygiene consists in keeping the body and the clothes 
clean; in caring for the sense organs (the ears, the eyes, and the 
nose) ; in providing the body with food, drink, and air, of proper 
quality and in proper quantity; in regulating the action of the 
vital organs to avoid strain or other injury; in regulating work, 
play, and rest; in controlling the natural appetites in all matters, 
so that the health may be established and preserved. In addi- 
tion, the personal behavior (manners, honesty and truthfulness) 
has much to do with personal well-being. 
With young children, direct, positive instruction, and inter- 
esting exercises in application, through informal dramatization, 
are likely to be most effective. With older pupils, more indirect 
methods are doubtless desirable. 
In addition to the foregoing, with pupils of the upper elemen- 
tary grades some simple questions of mental hygiene should be 
discussed. 
Besides being an indivdual, every pupil is a social being, re- 
lated to the family, to the school, to the community at large, to 
the State. Each of these social relations has an influence on the 
child. In the family he is not likely to be able to modify condi- 
tions of life, his relation there being one of obedience to parents. 
At the same time he may carry into the home the instruction that 
has been wisely given in the school, and by modifying his own 
personal habits, may indirectly influence the home for good. In- 
telligent people will welcome to the home the instruction of the 
school as it is brought by the child. No teacher should be dis- 
couraged if some objection or criticism is met with in the homes 
of the less fortunate, although she should always be governed 
in her instruction by a possible or an actual antagonistic attitude 
of the home. 
In any case, the general problems relating to the hygiene of 
the home may properly be discussed with children. The general 
principles underlying the selection of food and its preparation, 
the time that should be devoted to sleep, the ventilation of sleep- 
ing rooms, should be given, but, above all, especially in the lower 
grades, emphasis should be placed upon the proper attitude and 
conduct of children in the home, in such matters as obedience, 
FAMILY HYGIENE 17 
honesty, truthfulness, kindness, etc. Lessons in these matters, 
discussed in school and approved by teacher and schoolmates, 
reinforce in the strongest way the precepts of parents. 
SCHOOL. HYGIENE 
Pupils should early learn how to make themselves acceptable 
and worthy members of the school community. Through simple 
dramatizations, stories, and the study of pictures which involve 
these relations, they may become aware of the qualities that 
make them agreeable companions and learn how to adapt them- 
selves to the social life of the school. Personal cleanliness, of 
course, is fundamental. They may, at the same time, learn to 
assume the natural obligations that rest upon individuals in any 
social organization. They should not be expected to do the work 
that properly belongs to the janitor. On the other hand, it is 
unfortunate that, in so many schools, the employment of the 
janitor seems in the minds of the pupils to relieve them of all 
responsibility as to the care of the school and its surroundings. 
Each one should be responsible for an orderly desk. Many 
teachers have found it of great help to the general discipline of 
the school to divide the class into committees which are given 
certain duties to perform in turn. The school life itself gives 
the very best opportunity for the application of the lessons that 
are taught. It is believed that when the proper attitude has been 
established every schoolhouse, and its surrounding grounds, will 
be clean, neat and attractive, because the teachers and children 
are unwilling that it should be otherwise and therefore put some- 
thing of their own thought and effort into making it so. 
The school program should be so constructed that the day's 
work may promote health and not produce debility. Frequent 
rest periods, "flushing" the schoolroom with out-of-door air two 
or three times a day in all weathers, and a ten or fifteen minute 
out-of-door recess will contribute to this end, and will return 
large dividends upon the time spent. 
COMMUNITY, STATE AND NATIONAL HYGIENE 
The study of the relation of the school children to these social 
groups should doubtless be left until the sixth, seventh, and eighth 
years. When this period is reached it will be found that these 
fields contain many questions in hygiene that will be interesting 18 
and profitable for the pupils to discuss. Some of these questions 
are suggested in the "Assignment of Work by Grades." 
It is strongly believed that at least one teacher should be on 
the school grounds during the school recess. In large schools 
there should be two teachers, one on the girls' side of the play- 
ground space and the other on the boys' side. This is done in 
many good school systems. Much objectionable language and 
other practices which should not prevail on school premises will 
be discouraged, or put an end to, if this precaution is taken. 
BOOKS FOR SUPERVISORS AND TEACHERS 
Terman, Lewis M.-The Teacher's Health 
Houghton Mifflin Co., 60 cents 
Very valuable for the teacher's personal use and for the information of 
the school authorities 
Tolman, William H.-Hygiene for the Workers 
American Book Co., 50 cents 
A most practical and useful book for the information of actual and 
prospective workers and for employers 
Russell Sage Foundation, Department of Child Hygiene 
Publications 
New York City, 5 cents each 
Most important discussions by recognized authorities. See page 45 
Health Education League.-Health-Education Series 
8 Beacon St., Boston, Mass., 2 cents to 10 cents each. 
Paper covered booklets prepared by competent writers and endorsed by 
leading physicians.. See page 46. 
Burrage & Bailey.-School Sanitation and Decoration 
D. C. Heath & Co., $1.50 
A practical guide for the making of a sanitary and beautiful school en- 
vironment 
Bancroft, Jessie H.-Games for the Home, School, Playground 
and Gymnasium 
Macmillan Co., $1.50 
Recommended by directors of physical training; very complete and fully 
illustrated 
Bancroft, Jessie H.-Posture in School and Home 
Macmillan Co., $1.50 
Recommended by directors of physical training 19 
Stecher, William A.-Games and Dances 
J. J. McVey, Philadelphia, $1.25 
Games, song-games, and dances for children, arranged by grades. Full 
directions given for playing the games. The author is the Director of Physi- 
cal Education, Public Schools, Philadelphia 
Johnson, George E.-Education by Plays and Games 
Ginn & Co., 90 cents 
The theory, history and place of play in education, with graded groups of 
games for use in and out of school 
Johnson, George E.-What to do at Recess 
Ginn & Co., 25 cents 
The author of this and the preceding book is the Superintendent of Play- 
grounds, Pittsburg. Games for primary, intermediate, and grammar grades 
are fully and clearly described 
Dressier, Fletcher B.-School Hygiene 
Macmillan Co., $1.25 
Written by the Specialist in School Hygiene and School Sanitation, United 
States Bureau of Education. An authoritative discussion of the hygiene 
of school conditions 
Hough & Sedgwick.-The Human Mechanism 
Ginn & Co., $1.25 
An exceptionally valuable book for the teacher's use. "Its keynote is the 
right conduct of physical life." Written by scientists who are also success- 
ful teachers 
Holmes, Arthur.-The Conservation of the Child 
J. B. Lippincott Co., $1.25 
For supervisors and students of backward children. Discusses fully the 
diagnosis and treatment of abnormal children 
Shaw, Edward R.-School Hygiene 
Macmillan, $1 
Rapeer, Louis W.-School Health Administration 
Teachers College, Columbia University, $2.15 
Medical Inspection Plan (separate), 50 cents 
For medical inspectors. A scientific study of the administration of school 
health provisions 
Cornell, Walter S.-Health and Medical Inspection of School 
Children 
F. A. Davis Co., Philadelphia, $3 
The standard book on this subject published in the United States. 614 
pages, 200 engravings, mostly original. For physicians, medical inspectors, 
principals and directors 20 
The following books will be found particularly helpful for 
general readers and for use in women's and other organizations 
interested in schools. 
Denison, Elsa.-Helping School Children 
Harper, $1.40 
Suggestions for efficient cooperation with the public schools 
Putnam, Helen C.-School Janitors, Mothers and Health 
American Academy of Medicine Press, Easton, Pa. 
Cloth, 200 pages, $1 postpaid 
5 to 9 copies to one address, 90 cents each 
20 to 24 copies to one address, 80 cents each 
25 or more copies to one address, 70 cents each 
"It indicates with emphasis a special field in which benefits should come 
from the more active participation of women in public affairs." 
Curtis, Henry S.-Play and Recreation for the Open Country 
Ginn & Co., $1.25 
Contains many helpful suggestions for the organization of recreation in 
the rural home, in the rural school and in the rural community. Intended 
for parents, teachers and other students of rural life 
Terman, Lewis M.-The Hygiene of the School Child 
Houghton Mifflin Co., $1.65 
The author has summarized and interpreted the best and most valuable 
of the technical literature on school hygiene for parents and teachers. 
Hoag and Terman.-Health Work in the Schools 
Houghton Mifflin Co., $1.60 ASSIGNMENT OF WORK BY GRADES 
In preparing the following free use has been made of the plans 
that have been worked out elsewhere. 
The work suggested for the kindergarten is that carried on in 
the Speyer School, New York City, as published in the Teachers 
College Record, May, 1912. 
Many suggestions have been taken from Bulletin No. 47, 1913, 
United States Bureau of Education, entitled "Good Manners and 
Right Conduct for use in Primary Grades." 
No teacher, whether she has one grade or eight grades, should 
attempt to do all that is here proposed. Each should be gov- 
erned in her selections by her judgment of what she considers 
most fundamental, by the needs of her children, and by the pos- 
sible prejudices of parents and the community. There is cer- 
tainly sufficient variety of material so that every teacher in the 
State may do something each week that will appeal alike to 
pupils and parents, and will elevate the standards and practices 
of living and thinking. 
In a pamphlet issued by this Department en- 
titled The Making of School Programs will be 
found definite suggestions regarding the time to be given this 
subject and its place in the school program in different types of 
schools. 
The following additional suggestions are made. 
Time and place 
in program 
SCHOOLS OF ONE OR TWO PRIMARY GRADES 
The practical phases or problems of hygiene as suggested in 
"Assignment of Work by Grades" should be the basis of discus- 
sion and instruction at least once a week, and oftener as occasion 
arises. 
SCHOOLS OF ONE OR TWO GRAMMAR GRADES 
At least thirty minutes per week. 
21 22 
Morning exercise discussions, or a special exercise Friday 
afternoons, or at times the subject of oral and written composi- 
tion exercises. The whole school may be united for these exer- 
cises. 
SCHOOLS OF GRADES I-IV 
At least one period a week, twenty to thirty minutes. Each 
grade should have the use of a book. The entire school may be 
taken together for the discussion of selected topics, the textbook 
being used largely for reference and silent study. 
SCHOOLS OF GRADES V-VIII 
One period each week, twenty to thirty minutes. The whole 
school may be united for this exercise. 
SCHOOLS OF GRADES I-VIII 
OUTLINES AND NOTES 
KINDERGARTEN 
OUTLINE 
I. The morning circle 
i. The morning greeting; influence of the happy, attractively 
clean child. Songs and exercises involving showing of hands, 
clean clothing, neat shoes, etc. Emphasis upon the delight of 
being associated with happy, clean children rather than upon 
the disgust occasioned by the unclean children. The estima- 
tion of teacher and friends is often a strong incentive to right 
doing. 
2. Home life: games involving imitation of processes in the home 
a. How mother gets children ready for school 
b. What a child does for himself 
c. Getting breakfast; preparation and care of food suitable 
for breakfast 
d. Lunch; suitable food, candy, fancy cakes, etc. 
e. Airing beds and clothing; care of doll's beds 
f. Sweeping, dusting 
g. Sleeping; hours, ventilation of room, night clothing 
h. Father's care 
i. Mother's care 23 
II. Lunch period 
I. Clean hands 
2. Use of napkins 
3. Protection of milk and crackers 
4. Table manners 
III. Daily work 
1. Care of others; responsibility of older for younger children 
a. Placing of chairs 
b. Giving out material 
c. Putting on wraps 
d. Keeping room clean 
e. Care during fire drill 
f. Care during play periods 
2. Personal habits which affect others as well as the individual 
himself 
a. Coughing; turning head, holding hand or handkerchief 
over mouth when coughing or sneezing 
b. Colds; use of handkerchief 
c. Personal cleanliness 
d. Use of pencils 
e. Individual drinking cups 
3. Care of plants and materials 
4. Games, songs, etc. 
5. Pictures 
6. Excursions 
7. Daily and seasonal interests 
"Hygiene situations and material should never be forced. Where they are, 
they become artificial, affected, insincere and useless." 
NOTES 
GRADES I-IV 
OUTLINE 
Health of Body 
I. Cleanliness and tidiness 
I. Cleanliness and care of person 
a. Hands 
b. Face 
c. Teeth, eyes, ears 
d. Body, skin 
e. Finger nails 
f. Hair 
2. Clean and neat clothes and surroundings 24 
II. Self-control and prudence 
1. Eating: quantity, quality, mastication 
2. Drinking: purity of water, mode of drinking; avoid tea and 
coffee 
3. Sleeping: proper amount 
4. Breathing: breathe fresh, clean air through the nose (not 
through the mouth) 
III. Exercise (The teacher will benefit pupils most by teaching them 
games and by encouraging and supervising play. Abstract dis- 
cussion of "Exercise" is not useful for pupils of this age. See 
Appendix C) 
IV. Physical courage (Encourage pupils to bear pain and praise them when 
they show this kind of endurance) 
V. Posture (By much training and insistence, and by little talk, secure 
good posture as a habit in standing, sitting and walking. See 
Appendix C) 
Health of Mind 
I. Industry 
II. Accuracy 
III. Thoroughness 
IV. Perseverance 
1. In a hard task 
2. In an unpleasant task 
V. Patience 
1. With slow progress 
2. In hard work 
3. In unpleasant work 
VI. Self-reliance 
VII. Love of truth; candor 
I. Obedience 
i. Punctuality; promptness 
2. Orderliness in the home and school life and on the street 
II. Courtesy 
I. In bearing; cheerfulness 
2. In greeting parents, older persons, teacher 
3. In meeting an older person 
4. In helping others 
5. In passing in front of a person 
6. In acknowledging a favor 
7. In giving or receiving a gift 
8. In sharing something with a friend 
9. In the presence of strangers 
10. At meals 
11. At play; fairness, language 
Social Relations 25 
III. Truthfulness (Teach by illustrations and in connection with occasions 
that may arise) 
I. At work 
2. At play 
3. In speech; frankness 
4. In action; openness 
IV. Honesty 
1. At work (Do not copy from others) 
(Do not deny your faults) 
2. At play (Play fair) 
3. Do not take what is not yours 
V. Cooperation 
1. Helping at home 
2. Helping at school 
VI. Friendliness, loyalty, sympathy 
VII. Gratitude 
VIII. Patriotism 
Preservation of Health-Safety 
I. Dangers in the home (see Appendix E) 
II. Dangers on the street (see Appendix E) 
III. Dangers of a general nature (see Appendix E) 
IV. Emergency treatment (see Appendix F) 
V. Alcohol, tobacco (see Appendix I) 
NOTES 
As has been previously noted, children in these grades are 
little interested in the laws of health in the abstract and they 
have not yet the understanding to grasp the reasons for the dif- 
ferent lines of action that are discussed. They need positive 
and definite instruction given in such a way that they can at 
once put the instruction into practice. Almost all the lessons 
may be dramatized; that is to say, acted out in a variety of ways. 
Dialogues may be composed orally in the hygiene or composition 
time in the earlier grades and later they may be written. Chil- 
dren of these grades will delight to "play" these dialogues and 
dramatic games, and with little help from the teacher will plan 
them and carry them out. These games are exactly the sort they 
play by themselves when they "play house," "play dolls," "play 
store-keeping," etc. If the children do not do these things in 
school it is because the teacher in some way prevents it. 
A few concrete illustrations are here given. They touch only 26 
a few topics, but the teacher will be able to apply the method 
to the various topics she selects to teach, and she will be able to 
adapt them to the grade of pupils she may have. 
Exercise on Eating 
1 he teacher has had a simple talk on mastication in which she 
has briefly explained the necessity for properly chewing the food. 
The pupils have had an opportunity to give short statements of 
their own observations in this matter. The teacher then says: 
"Let us see now how we ought to chew our food. Suppose we 
have a breakfast party. Who is generally present at breakfast?" 
The children: "Father, mother and the children." 
The teacher: "Choose them, and meanwhile John and Mary 
will fix up some place for them to eat the breakfast." 
As this lesson is on mastication no "set" table is needed. If the 
teacher has ready a slice of bread, a small piece can be quickly 
distributed to each "member of the family," who will properly 
masticate his food. 
From such a lesson may grow another on the wisdom of tak- 
ing time for meals, especially the breakfast and the noon meal 
when there is a temptation to hurry off to school. 
Exercise on the Use of Tooth-brush 
The preparatory lesson on the need for using a tooth-brush 
has been given, with simple directions for its use. The teacher 
has a new brush with which she illustrates her talk. Each child 
in turn, or as one of a small group, may come to the front and, 
"making believe" that it has a brush and a tumbler of water, 
may go through the motions of brushing the teeth up and down, 
from side to side, the back of the teeth and the tongue, and of 
rinsing the mouth. 
Exercise in Conduct-Greeting the Teacher 
A preparatory discussion in which the children take part has 
been given on the subject, "Greeting older people." 
Several pupils leave the room and come in as if they were just 
coming from home. 
First pupil: "Good morning, Miss Porter." 
The teacher: "Good morning, Gertrude," etc., etc. 27 
Exercise in Conduct-at the Dining Table 
After a preparatory discussion of the different ways that vari- 
ous nations have of eating, the Chinese, the savage, etc., the chil- 
dren are led to see that the meal may be a happy and orderly 
and refined social event. Certain conventions are observed by 
all people. Some of our own conventions may be stated on the 
board as follows: 
I. Do not eat fast. 
2. Do not make a noise when eating soup. 
3. Do not fill the mouth too full. 
4. Do not smack the lips. 
5. Do not open the mouth when chewing. 
6. Wipe the mouth with a napkin. 
7. Do not pick the teeth or put the fingers in the mouth at the table. 
8. Carry food to the mouth with a fork or spoon. 
9. Do not laugh with the mouth full of food. 
10. Do not lean on the table with the body or arms; sit erect. 
11. Do not make gestures with knife, fork or spoon. 
12. Children should not talk too much at table. 
13. Do not leave the table without asking permission of mother, or if 
mother is not present, of father. 
These precepts may be brought into a dramatic exercise in 
which the children correct each other's imaginary mistakes or 
the "parents" correct the children. 
1 he work of the teacher begins long before she 
reaches the schoolroom. The pupils will look upon 
her as a model, and little eyes are very sharp. If her clothes are 
untidy, her fingernails dirty, or her shoes rusty, the little folks 
will be the first to detect it, and they will wonder why she does 
not practice what she preaches, and will begin to doubt, perhaps, 
whether cleanliness is such a very necessary thing, after all. 
Teaching 
cleanliness 
At least twice a week let her begin the day's work 
by an inspection of the pupils. If they are accustomed 
to line up outside the school building and march in, the inspection 
may take place in the school yard. 
For this purpose the children may be drawn up in one or two 
lines. Have the children in each line stand a foot apart with 
elbows at sides, forearms extended horizontally, palms down. 
Pass down between the lines, examining to right and left each 
Inspection 28 
child-head, face, teeth, neck, ears, hands, clothing. Each child 
may drop his hands to his sides as you pass him. The inspection 
must be made very carefully. Those who are untidy must step out 
of line and stand apart in a line by themselves to be dealt with 
later. After the inspection is finished those who have passed 
muster may march into the building; those in "Careless Row" 
may be given two or three minutes in which to correct their fault, 
with the understanding that it must not be repeated. 
Those in "Careless Row" should receive special attention, and 
great care and considerable tact must be exercised. Much de- 
pends upon the community. In some places it would be a good 
thing to send them home with a note to the parents explaining 
the cause; or possibly with an older boy who could explain that 
the teacher insists upon cleanliness, that this is not the only care- 
less child, and that all careless children are treated in the same way. 
But in districts where the attendance is light because parents are 
not anxious to keep their children in school, such a measure 
would fail to accomplish the desired result. In such a place the 
child's pride must be appealed to. Talk to him privately the first 
time; call his attention to the clean children; tell him how much 
better he would look, how much better he would feel. Give him 
a chance to grow out of his carelessness gradually. Get him out 
of "Careless Row" just as soon as he shows he is trying hard to 
do better. This method is recommended even when children are 
sent home to parents. 
Inspection may be made in the schoolroom, if that is preferred, 
by rows; having the pupils rise, one row at a time, and stand in 
position in any open space in the room (front, back, or side). 
As before stated, inspection should take place at least twice a 
week, and during the first month daily. Change the days each 
week so that the children may not know when to expect inspec- 
tion. On days when formal inspection is not held the teacher 
should observe the children as they are sitting. If a child is un- 
tidy his attention should be called to his condition before he goes 
home, and he should be directed to be more careful the next time. 
The assistance of the medical inspector should be sought in ex- 
treme cases. 
Teeth 
Teach the children to clean the teeth every night. If 
a brush is used a little salt sprinkled on it will help to cleanse the 29 
teeth. The salt is also good for the gums. With a brush plenty 
of water should be used. 
See that the schoolroom is well swept, that the desks 
are free from dirt, that the blackboards are frequently 
washed. It is not right to require the pupils to be clean if the 
cleanliness of their surroundings is not also looked after. A lack 
of order makes cleanliness difficult, to say nothing of the fact 
that carelessness in this respect makes for carelessness in the 
matter of personal cleanliness. Do not set things in corners. See 
that the bookcases are kept free from useless papers and trash. 
Use no decorations after they have become unsightly from an 
accumulation of dust and cobwebs. See that the children keep 
the floor clean of trash and papers all day long. Each one should 
be held responsible for the order of his own desk. The inside of 
desks should be regularly inspected. The children should be 
made partners with the teacher in these general responsibilities. 
They may make regular inspections and report, and assist in the 
care of the schoolroom. 
Carry out the same principle in the yard and playground. Here 
the children will be especially glad to help. All they will need is 
direction. Teach them to pull up all unsightly weeds and never 
to throw papers and trash about. 
The basement, if there is one, should also be kept in order; 
free from litter and trash. This is in the interests of health, 
safety, and good training. Here too children should help. 
Never allow a pupil to spit on the floor, on the steps, in the 
halls, or anywhere else about the building. The spitting habit is 
unclean. If a child is troubled with a cold, teach him to leave the 
room when his cough is disturbing others. 
Surroundings 
Children even in primary grades should be trained Eye-strain 
to avoid eye-strain by moving when the sun shines on their work, 
by adjusting the shades or by changing their seats when they 
cannot see the blackboard, by moving nearer the window if there 
is a vacant seat on a dark day. These acts of self-protection should 
become habits and should be done without the constant direction of 
the teacher. 
Manners are learned only by constant practice. The 
teaching of manners is not finished for the day when 
the formal lesson is at an end. An ever watchful eye 
Teaching 
manners 30 
must be constantly kept upon the pupils, in work and in play, 
and prompt correction must be made in the right place. "Prac- 
tice makes perfect" may be said just as truly of manners as of 
anything else. 
Many of the forms of conduct are conventions that have come 
to be accepted by cultivated people. They do not involve ques- 
tions of right and wrong. People of different nationalities differ 
in these particulars. Carrying food to the mouth with a fork is 
one of these conventions; taking off the hat rather than the shoes 
on entering the house is another. It is desirable that all children 
be taught those conventional forms of conduct that are funda- 
mentally important, for these will help to make life move more 
smoothly for them. However, care should be taken not to dis- 
credit the home life of any child. 
Conduct is a series of problems which are met with in our 
social relations. It is not so much the particular form with which 
a given conduct problem is solved, as it is the spirit and intelli- 
gence with which it is solved. For example, a pupil is sitting in 
the middle of the room and needs to leave. His problem is to 
leave in the way that will disturb the school least. If he has been 
well trained in "manners" he will look about to see by which 
path he can go with least disturbance. This path may take him 
to the back of the room and down a side aisle, while a direct path 
would lead him in front of a class or a visitor. Children may 
early realize this "problematical" nature of conduct. 
A few definite directions for conduct it may be well for chil- 
dren to learn. 
I. Do not look over another's shoulder to see what he is reading or writ- 
ing without his permission. 
2. Do not listen to the conversation of others without their knowledge. 
3. Do not interrupt another person who is speaking. 
4. Do not stare at strangers. 
5. Do not laugh at the defects, or failures, or misfortunes of others. 
6. Do not pick the teeth at table or in public. 
7. Be cheerful. 
8. Do not crowd in public places. 
9. Do not leave home without saying good-bye. 
10. Do not make a promise that you do not keep. 
11. Keep your appointments. 
12. Always do what you agree to do. 
13. Always tell the truth. 31 
I. Do not stand with your hands in your pockets. 
2. Boys should rise when ladies enter the room and stand until 
they are seated. 
3. Boys should open the door for ladies and allow them to enter 
first. 
4. Boys should allow ladies to go down stairs first, but should precede 
them in going up stairs. 
5. In any difficult situation, such as getting on and off cars, etc., boys 
should assist ladies. 
6. Boys should take off their hats when they meet a lady they know. 
7. When a lady drops anything a boy should pick it up for her. 
8. A boy should take off his hat on entering a building where it is the 
custom for men not to wear hats-home, school, public hall, church, 
etc. 
9. When walking with a lady a boy should offer to carry her packages 
or books. 
10. A boy should in particular be polite to his mother, showing her at all 
times all the courtesies he would show to other women. 
1. "Cleanliness is next to Godliness." 
2. "Manners make the man." 
3. "Politeness is to do and say the kindest thing in the kindest way.': 
4. "Dare to be true; nothing can need a lie." 
5. "The honest penny is better than the stolen dollar." 
6. "Do one act of kindness every day." 
7. "Do your own work well." 
8. "Work with the heart and work with the brain, 
Work with the hands and work with the will." 
9. "Work while you work, 
And play while you play; 
That is the way, 
To be happy and gay." 
10. "Kindness, justice, mercy to all." 
Special 
for 
boys 
Mottoes 
"Play is just as necessary to the perfect development of the 
child as work is, and it affords an excellent opportunity for the 
teacher to become better acquainted with the pupils. On the play- 
ground the teacher has a chance to arouse and enliven the dull child, to teach 
fairness in play which involves truthfulness and honesty." 
"The presence of the teacher is just as necessary on the playground during 
play periods as it is in the schoolroom during recitation periods. Try to 
have the play spirit. Learn thoroughly some games both for the school yard 
and for indoors on rainy days." 
Teaching 
play 
The above truths are even more applicable to rural schools 
than to city schools, for many children in these schools live a 
somewhat isolated life and they peculiarly need the socializing 
values of the school games. 
For games see Appendix C. 32 
Teaching 
dangers and 
emergencies 
"In these early grades the teacher can probably best convey 
the lesson by putting it into the form of a story. For instance, 
she wishes to teach the proper treatment of a cut. A story like 
the following might be told: 
"John was a boy about ten years old. He had asked for a knife for a pres- 
ent for Christmas. Uncle Samuel gave him one, explaining how he was to 
use it, that he must never run with it when it was open, that he must always 
whittle away from his body and his hand; and he also showed him how to 
open and shut it so as to avoid cutting himself. 'What boy has a knife? 
Will you show us just how to use it correctly?' 
"John did pretty well for a while, but he at last made a mistake and ran 
to his mother with a cut finger. It was bleeding badly, but that was not very 
important, for it showed John had good blood. His mother washed the cut 
clean with clear, warm water and then bathed it in arnica water, or she put 
on a little new skin and bound it up in a clean cloth. 
" 'Let us imagine some one has cut his finger. I will be mother first, then 
one of you can be mother.' " 
All the danger and emergency treatment referred to for these 
grades may be taught in a similar way. 
See Appendix F. 
"Early instruction in the effects of alcohol and tobacco may be given for 
the sake of the lasting impressions produced by early training, and to head 
off cigarette smoking. We should realize that the small boy smokes not for 
narcotic effects, but to satisfy curiosity and love of excitement. Cigarettes, 
penny pipes, cornstalk, catalpa beans, cubeb and cinnamon cigarettes are pretty 
much in the same class." 
See . Appendix I. 
See Appendix B, "The Janitor's Service," particularly II, 
"Suggestions to Teachers." 
GRADES V AND VI 
OUTLINE 
Each pupil should have a textbook in which hygiene, rather 
than anatomy or physiology, is emphasized. 
In these years pupils may in an elementary way learn about 
the structure of the body as a machine and about its working. 
The main purpose should still be to establish good habits of con- 
duct, but in addition to give simple physiological reasons for the 
habit. 
The following outline may be followed in the order given or 
points may be selected as the interest of the class or occasion may 33 
make desirable, or the textbook may be taken as a guide, this out- 
line being used for reviews. 
Teachers having fifth grade only may take the first part of the 
outline; those having sixth grade only may take the second part. 
Health of Body 
I. Cleanliness and tidiness 
i. Cleanliness of person 
a. Skin-function, care 
b. Hair-function, care 
c. Nails-care 
d. Teeth-function, care (emphasize this) 
2. Cleanliness of clothes 
a. Necessary soil of work and play 
b. Unhealthful dirt 
c. For health 
d. For appearance 
e. For association with others 
f. Dry clothes-stockings, shoes, etc., handkerchief 
3. Cleanliness of surroundings 
a. Healthful and unhealthful dirt 
b. Children's responsibility at home, at school, in public 
places 
4. Reports and discussions of personal observations and practices 
under 1, 2, and 3 
II. Self-control and prudence 
1. Eating and use of food 
a. General structure of eating and digesting apparatus (very 
simple) 
b. Important parts of teeth (only enough to show the need 
of care) 
c. Care of teeth 
d. Mastication and digestion, absorption 
e. Care of stomach and necessity for regularity of personal 
habits 
f. Relation of quantity and quality of common varieties of 
food to comfort and growth 
g. Care of foods and relation of germs and flies to decay 
h. Self-control in eating; behavior at meals 
2. Drinking 
a. Demand of body for water 
b. Purity of water; causes of impurity 
c. Use of other drinks beside water-chocolate, tea, coffee, 
soda, alcohol, etc.; healthful, unhealthful 
d. Use of cold and hot drinks 
e. Self-control in drinking 
f. Individual drinking cups 34 
3. Sleeping 
a. Need 
b. Amount for children 
c. Time 
d. Conditions-alone, cover, air, position 
4. Breathing 
a. Structure of the breathing apparatus 
b. Function and working of the breathing apparatus 
c. Air-its use to plants and animals, freshness, purity, ven- 
tilation of sleeping room and school, airing garments 
d. Responsibility for care of breathing apparatus (including 
nose) and for breathing good air 
III. Exercise 
1. Muscles 
a. Structure and use 
b. Kinds 
c. Health 
2. Time for exercise 
a. Relation to meals 
3. Amount of exercise 
a. Importance of self-control 
b. Importance of rest 
IV. Special sense organs 
1. Eye 
a. Structure 
b. Connection with brain (simple) 
c. Eye-strains, causes, (very important) 
d. Eye-glasses, testing eyesight 
e. Care of eyes, cleanliness, after illness, infection from 
rubbing or use of another's towel. Care of the eyes 
should be particularly emphasized, attention being 
called to the injurious effect of reading in a dim 
light, of reading fine print, of facing the light, of 
reading before breakkfast 
2. Ear 
a. Structure 
b. Connection with brain 
c. Protecting ear drum 
d. Care of ear, cleaning, keeping head clear of mucous dur- 
ing colds, improper blowing of nose, boxing the ears, 
after illness, causes of deafness, etc. 
3. Nose 
a. Structure 
b. Use, for breathing, for smelling 
c. Connection with brain 
d. Adenoids 
e. Protecting 
f. Care, cleanliness, use of handkerchief 35 
V. Blood 
i. Use 
2. Circulation, very general 
3. Relation of food and air to blood 
4. Effect of irregular personal habits on blood 
5. Dangers of over exercise 
Health of Mind 
I. Nervous system 
I. Brain, spinal column and nerves 
a. General structure 
b. Use, thinking, feeling, willing 
2. Training 
a. Industry 
b. Accuracy 
c. Perseverance 
d. Patience 
e. Self-reliance 
f. Reliability, truthfulness, honesty 
g. Self-control 
Note. The nervous system should be treated very simply; a 
more detailed study is made later. 
Social Relations 
The lines of conduct referred to in "Grades I-IV" should be 
reinforced on all opportune occasions. The teacher will con- 
stantly note thoughtless conduct in the life of the school and as 
pupils are observed on the street. These pupils are not too old to 
be interested in studying these examples of ill-considered con- 
duct as "conduct problems." They can discuss the various pos- 
sible solutions of the problem and act them out together. They 
may thus select for themselves the best solution. 
Loyalty may be developed into class and school "spirit" and 
it may be consciously applied in the family relations. 
Patriotism will find its place for discussion and application at 
Hie time of national holidays. It will have its place also in rela- 
tion to the town and its interests, the state and its interests, and 
the nation and its interests. 
Preservation of Health 
I. Dangers of the home and school (see Appendix E) 
II. Dangers of the street (see Appendix E) 36 
III. Dangers of a general nature (see Appendix E) 
IV. Emergency treatment (see Appendix F) 
V. Alcohol, tobacco (see Appendix I) 
VI. Posture (see Appendix C) 
VII. Discuss with pupils the material in Appendix H (flies and mos- 
quitoes) and lead them to suggest ways and means of combating 
the evils of flies and mosquitoes 
Make this instruction clear and definite. Be sure to have an 
aim in this teaching. 
NOTES 
It is common in these grades for the hygiene lesson to be made 
an "oral reading" lesson accompanied by questions by the 
teacher, or a repetition or reproduction of the text by the pupils, 
each reciting in turn. 
No teacher who understands the purpose of the lesson in 
hygiene will conduct it in this way. 
The following ways are suggested: 
I. The teacher may assign a chapter for silent reading with the request 
that each one make a list of words and expressions that are not understood 
and write any question that the book does not answer clearly. Give a definite 
limit of time for this reading. 
2. Take up for discussion the words and expressions having passages in 
the textbook which, read aloud, would help in making the meaning clear. 
3. If the teeth are under discussion, have them examine each other's 
teeth and draw the outline of them on the board and on paper. Let them 
tell about the baby's teeth at home, the cat's and dog's teeth, animals without 
teeth, etc. 
4. For a week or two have daily reports by each pupil on care of the teeth. 
5. It may be that this series of studies and discussions will have made 
the chapter serve its legitimate purpose, i. e., offer an occasion for intelligent 
discussion and a starting point for better treatment of the teeth together with 
some new information. In this case, it is time to pass to the next chapter. 
If, however, the teacher wishes to bind together the discussions by an oral 
reading of the chapter, this may be done now-after the discussions-with 
intelligence and fluency. 
The teacher may then read to the pupils Appendix D or such part of 
it as bears upon the care of the teeth. 
The chapter may be approached in a very different way. 
I. Before assigning the chapter to be read, before opening the books, 
let the teacher state the subject of the chapter. In an informal discussion 
let the pupils reveal what they already know. All disputed questions and 37 
difficult words should be put upon the board for later study. Let the 
pupils themselves put on the board questions of their own which they 
would like to have answered. 
2. Now let the pupils turn to their books, and by silent study for five 
to ten minutes find out what the chapter states on points or questions 
that have been raised. 
3. Discuss these questions in the light of the chapter, reading passages 
that require it. 
4. Make as many comparisons as possible between experience and the 
book statements.. 
It is seldom if ever profitable to conduct a hygiene lesson as a 
formal oral reading lesson. A hygiene textbook is not literature. 
It is for study, information and suggestion. 
See Appendix B, "The Janitor's Service," particularly II "Sug- 
gestions to Teachers." 
GRADES VII AND VIII 
OUTLINE 
Each pupil should have a textbook. This book should treat 
the subject from the viewpoint of hygiene rather than of anatomy 
and physiology. 
I. Digestion 
i. Organs 
a. Location (pharynx, gullet, stomach, intestines, liver) 
b. Special study of teeth 
i) Structure, causes and prevention of decay 
2) Deformities due to nasal obstruction (adenoids, 
bony growth, polypi, etc.) 
2. Process 
a. Steps 
1) Mastication 
2) Stomach digestion (gastric juice) 
3) Intestinal digestion (bile and pancreatic juice) 
4) Absorption 
b. Constipation, diarrhoea 
3. Food 
a. Purpose of nutrients and non-nutrients 
b. Preparation (animal and vegetable foods) 
c. Economy in buying and care as to wastefulness 
Note. Give special emphasis to these topics in cooking 
classes. 38 
II. Circulation 
I. Organs: heart, arteries (pulse), capillaries, veins 
2. Blood: description and uses 
3. Hygiene: conditions for good blood (food, fresh air, sleep) 
and for good circulation (exercise and freedom from con- 
stant pressure) 
III. Respiration 
1. Respiratory organs: location (pharynx, larynx, trachea, bron- 
chial tube, lungs) ; emphasize internal structure of nose, 
trachea and lungs 
2. Process: emphasize enlargement of chest, expansion of lungs, 
inrush of air, and changes in air and blood 
3. Hygiene 
a. Breathing 
1) Importance of and hindrance to nose breathing 
a. Turbinates, polypi and adenoids 
b. Need of removal 
2) Importance and effect of posture and clothing 
upon deep breathing (tight clothing) 
b. Air 
1) Relation of heat and fresh air, day and night, to 
health 
2) Changes caused by 
a. Too high temperature 
b. Fires 
c. Lights; gas vs. electricity 
d. Odors from body and environment 
3) Dry air 
a. Need of moisture 
b. How moistened 
i. In public buildings 
ii. In the home 
c. Dust: dangers of 
i. Ways of decreasing in school and 
home 
ii. Show that there is living and lifeless 
dust, and that living dust consists 
of microscopic animals and plants 
(germs) 
iii. Compare bacteria (plants) with other 
plants and show that the majority 
are helpful, only a few causing dis- 
ease (tuberculosis, diphtheria, ty- 
phoid) 
iv. Emphasize fresh air, sunlight, sleep 
and food as safeguards against 
harmful germs 
v. Dusty occupations; kinds of dust 
(See Appendix G) 39 
IV. Excretion 
I. Meaning (refer to work of skin and lungs) 
2. Organs 
a. Skin 
b. Lungs 
c. Location and function of the kidneys and bladder 
3. Hygiene 
a. Importance of the work of the kidneys, and its relation 
to skin activity 
b. Value of water 
c. Value of exercise 
d. Necessity of regularity in excretory processes 
V. Nervous system 
1. Organs: general location 
a. Structure: emphasize the soft, delicate character of nerve 
tissue, and need of careful protection 
b. Function of brain, spinal cord and nerves 
c. Education of the brain, spinal cord and nerves 
1) Book work 
2) Hand work 
3) Physical training 
2. Hygiene 
a. Effect of warm feet and warm bath on sleep 
b. Value of work, rest, and recreation 
c. Indications of and remedies for fatigue 
d. Effect of emotions 
e. Formation of a habit and its usefulness 
VI. Physiological effects of exercise on 
1. Muscles 
2. Bone 
3. Respiration 
4. Circulation 
a. Blood 
b. Lymph 
5. Digestion 
6. Absorption 
7. Excretions 
8. Nervous system 
9. Physiology of exercise; danger of certain games 
10. Erect carriage, posture 
VIL Alcohol and tobacco: effect on the vital processes, nervous system, 
mind, and character 
VIII. Review of personal, home and public hygiene 
1. Show the necessity for government action 
a. Relation of the individual to the home, to the school, 
and to the community 40 
b. Dependence of the general welfare of society upon the 
individual 
c. Duty of the government to promote the general welfare 
2. Show that certain laws pertaining to the public health should 
be national in scope, e. g., pure food laws, etc. 
3. Show that certain laws pertaining to the public health should 
be made by the State, e. g., infectious diseases of do- 
mestic animals, etc. 
4. Show that certain laws pertaining to the public health should 
be made by the city, e. g., building laws, etc. 
IX. Study of some public health problems 
1. Food supply 
a. Reasons for protection 
1) Adulteration; meaning and result 
2) Careless handling 
3) Flies and mosquitoes 
b. Inspection by U. S. Government, state and local au- 
thorities 
1) Of milk 
a. Importance 
b. Modern requirements for the dairy and for 
handling 
c. Results: on milk man, consumer, and gen- 
eral good health 
2) Of meat 
a. Importance 
b. Extent, animals, slaughter-houses, markets 
c. Result 
3) Of fish; extent 
4) Of bakeries; sanitation 
5) Study of local health ordinance, relating to food 
inspection 
2. Water supply 
a. In the cities and towns 
1) Source 
2) Pollution; danger and means of protection 
a. Chemical treatment 
b. Filtration plants 
b. In the country 
1) Springs; dangers 
2) Wells; kinds, safest type and why 
X. Impure air 
Board of health regulations 
1. Ventilation and plumbing 
2. Sewerage 
3. Garbage and waste; flies 
4. Stabling and housing of animals; flies 41 
XI. Occupation diseases and dangers 
XII. Infectious diseases 
i. Ways of infection 
a. Flies 
b. Reason for antiseptic treatment of cuts 
c. Reason for nose breathing 
d. Cleanliness of hands in cooking and eating 
2. Means of protection: health reports; isolation 
3. Show relation of individual, home, school, and public to the 
transmission of infectious diseases 
XIII. Special school hygiene 
I. Study of school health conditions 
a. Inside 
b. Outside 
2. Comparison with standards 
3. Medical inspection 
XIV. Drugs 
1. Meaning 
2. Use; temporary only and under a physician's direction 
3 Types 
a. Narcotics; effects of (see Appendix I) 
1) Opium, morphine, paregoric, soothing syrups 
2) Cocaine; soda fountains 
3) Tobacco 
b. Alcohol (see Appendix I) 
1) Properties 
2) Value in arts and industries 
3) Effect of alcoholic beverages 
a. Upon power of body to resist disease 
b. Upon success in the industrial world 
c. Upon poverty, crime and taxation 
c. Patent medicines 
d. Food adulterations 
XV. Accident and emergency treatment-"Safety first" 
XVI. Self-control and good manners 
XVII. Posture (see Appendix C) 
XVIII. Discuss with pupils the material in Appendix H (flies and mos- 
quitoes) and lead them to suggest ways and means of combating 
the evils of flies and mosquitoes 
XIX. Do not neglect the care of eyes and teeth. 
Make this instruction clear and definite. Be sure to have an 
aim in this teaching. 
Experiments suggested in textbooks should be carried out in 
the schoolrooms. It should not be assumed that the description 
NOTES 42 
of what will happen, given a certain set of conditions, is enough. 
The pupil should see it happen. The experiments will be much 
more effective if performed by the pupils than if performed by 
the teacher. 
When the action of bones and muscles is being studied suggest 
to the class that each one make out of wood, or wire, or card- 
board a model of each kind of lever. Examples of each kind of 
lever action may be found in the body and also among the various 
mechanical activities in the community. 
The action of the valves in the veins may be illustrated by a 
model made of wood or cardboard. Compare this action with 
that of an ordinary door, the gates in a canal lock, etc. 
A ray of sunlight passing through a room reveals the dust 
floating in the air. 
The using up of oxygen in combustion and the formation of 
water by combustion is easily shown by burning a candle under 
a glass. 
The heating and ventilating system of the schoolroom and 
school building should be carefully studied, and drawings should 
be made to show the movement of air. This movement should be 
determined experimentally as a part of the study of hygiene. 
The action of the air, intake and outgo, may be tested under dif- 
ferent conditions of temperature and wind. The general 
efficiency of the "system" may be determined. (Even a one-room 
building with an old fashioned stove and no provision for fresh 
air has a "system" that may be studied with profit by the class 
n hygiene.) 
The mixing of liquids through a porous tissue may be easily 
illustrated by immersing an unglazed earthen jar filled with col- 
ored liquid, or a salt or sugar solution, in another jar of clear 
liquid. A bladder or other animal tissue will also illustrate this 
tendency of liquids. 
The moisture in the breath may be gathered on a cool surface; 
the carbon dioxid in the breath may be revealed by breathing into 
lime water, and the temperature of the breath may be roughly indi- 
cated by breathing on a thermometer. 
Several excellent arithmetical problems may be given during 
the study of ventilation and respiration : (i) Number of cubic feet 
(cubic yards) of air in the room? (2) Cubic feet (cubic yards) 
per pupil? 43 
For investigation: (1) How much fresh air should each pupil 
have per hour (per minute) ? (2) How often should air be 
changed in your room? etc. 
Tendency of heated air to rise may be tested by placing ther- 
mometer near the floor, then near the ceiling. 
During the study of eyes and ears some simple experiments in 
light and sound should be suggested to the class and some of 
these should be performed by the pupils. 
A small microscope or magnifying glass will be most useful 
in the study of pores of the skin, hair roots, the larger bacteria in 
impure water, etc. 
It is strongly urged that for every seventh and eighth grade 
class in hygiene there be provided at least one copy of a simple 
book on general science. This book should deal with every day 
physical and chemical phenomena. 
When foods are being studied, samples of labels from bottles 
and cans may be brought into the class for study. This study 
may result in greater care throughout the community in the pur- 
chase of foodstuffs. 
The force pump should be studied to illustrate the action of 
the heart. 
The simple apparatus described in The Human Mechanism, by 
Hough and Sedgwick, page 169, simply and accurately illustrates 
the mechanisms of breathing. The apparatus might be made by 
seventh or eighth grade pupils. 
The class discussions should raise many practical questions, 
which may be put to the class as problems. Some of these are: 
i. How much sleep should a child of 14 years of age have? Quote au- 
thorities and reasons-, 
2. Should children under 14 years of age drink tea and coffee? Quote 
authorities and reasons. 
3. Let each member of the class make a statement of the food and drink 
consumed in one day. Analyze it for its food constituents and estimate 
weight and bulk. 
4. As a class exercise make out a hygiene "ration" for a day. 
5. Committees might be formed as follows: 
a. Light regulation. This committee should keep the shades in 
repair as well as assume responsibility for regulating the light. 
b. Heat and ventilation; keeping thermometer records. 
c. Schoolroom dusting with damp cloth. 
d. Care of playgrounds. 44 
The work done by these committees should be thought of as a part of 
the hygiene study. Negligence or indifferent work should reduce the school 
rating in this study. 
Where feasible, selected or elected pupils in the hygiene class 
might be assigned the duty of school inspectors. These pupils 
should be allowed to carry out their inspections in school hours. 
The following questions or others formulated by the class might 
guide the inspection. 
i. Are heat, light, ventilation, right and well regulated in each schoolroom 
in the building? 
2. Are desks and seats adjusted to the pupils? Are the feet of any pupils 
dangling? What is the effect of this? 
3. Report on the posture of the school children, sitting and standing. 
4. What is anatomical effect of high heeled shoes? 
5. What is source of drinking water of the school? Is the location and 
are the surroundings of this source of supply desirable or not? Why? 
6. Why is spitting so universally condemned and punished by law? Is 
the law observed in this community? 
7. What are the physiological effects of eating and drinking fast? 
8. What is the proper clothing for indoors and outdoors at school? 
These and many other questions will naturally be raised and 
should be assigned as a part of the hygiene lessons for study and 
discussion in class. 
It is recommended that the girls of grades VII and VIII be 
given instruction in the care of babies and young children. These 
lessons may be given by the school nurse if there is one. The 
Parent-Teacher Club or the Women's Club of the town may 
properly undertake to provide special instruction if there is no 
school course. 
This instruction should be simple and practical. 
Parts of this pamphlet may profitably be read and discussed 
in class. This Department will supply on application, free of 
charge, a limited number for such use. 
The Building Code and the School Laws of the State may also 
be had on application to this Department. 
See Appendix B, The Janitor's Service, particularly II, Sugges- 
tions to Teachers. 
By the end of the elementary school course: (i) pupils should 
have a working knowledge of the structure of the human body; 
(2) they should know in general how the various parts and or- 45 
gans do their work; (3) they should know the conditions neces- 
sary to keep the body as a whole, and each part of it, in good 
working order; (4) they should understand the nature of con- 
tagion and know how to guard against harmful contagions; (5) 
they should know the sources of common dangers and be in- 
telligent in the face of possible emergencies; (6) they should 
know something of the nature and value of foods and drinks; 
(7) they should know the nature of alcohol and tobacco, their 
effects on the growing organism and on society at large, and 
their probable effects on the mature person; (8) they should have 
an intelligent hygienic attitude toward themselves and the com- 
munity; (9) they should know what is meant by "conserving" 
their physical and mental powers by self-control in all things; 
(10) they should be intelligently well-mannered in the common, 
every-day associations with each other and with their elders. 
In addition to the textbook the class should have access to 
the various pamphlets on health issued by the National Depart- 
ment of Health, Washington, and the State Department of 
Health, Trenton. These are free for the asking. 
The pamphlet publications of the Russell Sage Foundation, 
New York City, and those of the Health-Education League, Bos- 
ton, are very inexpensive. They are readable and authoritative. 
The following are especially recommended. The pupils them- 
selves may write letters for these. Direct the letters to the Con- 
gressional Representatives of the district in which the school is 
situated. 
U. S. Department of Agriculture, Washington, Farmer's Bulletin 
No. 
34. Meats: Composition and Cooking 
63. Care of Milk on the Farm 
85. Fish as Food 
93. Sugar as Food 
112,389. Bread and Bread Making 
121. Peas, Beans, Etc., as Food 
126. Practical Suggestions for Farm Buildings 
128. Eggs and Their Uses as Food 
139. Household Tests for Butter 
142. Nutrition and Economic Value of Food 
175. Unfermented Grape Juice 
182. Poultry as Food 
249. Cereal Breakfast Foods 46 
256. Preparation of Vegetables 
270. Modern Conveniences for the Farm House 
293. Use of Fruit as Food 
295. Potatoes and Other Root Crops as Food 
298. Food Value of Corn and Corn Products 
332. Nuts and Their Uses as Food 
359. Canning Vegetables in the Home 
375. Care of Food in the Home 
413. Care of Milk and Its Use in the Home 
377. Harmfulness of Headache Mixtures 
393. Habit-Forming Agents 
Health-Education League, Boston 
No. 
i. Hints for Health in Hot Weather. 2 cents; $1.50 per hundred 
2. Milk. By Charles Harrington, M.D. 3 cents; $1.50 per hundred 
3. "Colds" and Their Prevention. 2 cents; $1.50 per hundred 
4. Meat and Drink. By Ellen H. Richards. 3 cents; $2.50 per hundred 
5. Healthful Homes. 4 cents; $3 per hundred 
6. The Successful Woman. By William R. Woodbury, M.D. 4 cents; 
$2.50 per hundred 
7. The Boy and the Cigarette. By H. Sterling Pomeroy, A.M., M.D. 5 
cents; $3 per hundred 
8. The Care of Little Children. By R. W. Hastings, M.D. 4 cents; 
$3 per hundred. (Especially good for seventh and eighth grade 
girls) 
9. The Plague of Mosquitoes and Flies. 4 cents; $3 per hundred 
11. Tonics and Stimulants. By Ellen H. Richards. 2 cents; $1.50 per 
hundred 
12. Emergencies. By Marshall H. Bailey, M.D. 10 cents; $6 per hundred 
13. Microbes Good and Bad. By Anne Rogers Winslow. 4 cents; $3 
per hundred 
14. The Efficient Worker. By Ellen H. Richards. 4 cents; $2.75 per 
hundred 
15. Sexual Hygiene. By an experienced physician. 4 cents; $2.50 per 
hundred 
16. Health in Labor Camps. 3 cents; $1.75 per hundred 
17. Tuberculosis (Consumption). By Edward O. Otis, M.D. 5 cents; 
$2.50 per hundred 
18. When to Call the Physician. By George W. Gay, M.D. 4 cents; 
$2.50 per hundred 
19. Habits of Health. By Paul W. Goldsbury, M.D. 4 cents; $2.50 per 
hundred 
20. Wastes and Their Disposal. By Henry J. Barnes, M.D. 4 cents; 
$2.50 per hundred 
21. Typhoid Fever, Infection and Prevention. By Mary Hinman Abel. 
5 cents; $3 per hundred 47 
22. The Observance of Health Day in Schools. By Thomas F. Har- 
rington, M.D. 4 cents; $2.50 per hundred 
23. Industrial Hygiene. By Prof. C. E. A. Winslow. 7 cents; $4.50 per 
hundred 
24. Hygiene for Workers. Bulletin No. 1. 6 cents; $4 per hundred 
25. Hygiene of Exercise. By Anna Leonard Muzzey. 5 cents; $3 per 
hundred 
26. Nerve Waste. By George Van Ness Dearborn, M.D. 7 cents; $4.50 
per hundred 
Note. The textbook and these pamphlets should be supple- 
mented by newspaper and magazine articles and by discussion of 
local health interests. 
SUGGESTIONS FOR THE EXTENSION OF INSTRUC- 
TION IN HYGIENE IN THE HIGH SCHOOL 
Although what has been said in the preceding pages refers 
particularly to instruction in hygiene in the elementary grades, 
it must not be supposed that teaching this vital subject ends 
there. For many pupils school life does not close with the eighth 
year, and instruction in personal and civic hygiene should be a 
part of the program of studies of the high school. Although the 
instruction here may be made less formal, it is not to be consid- 
ered less important. 
Principals and teachers in the high school should have a work- 
ing knowledge of the contents of this bulletin, so that the many 
opportunities which will occur for presenting its facts and sug- 
gested practices may be utilized. Indeed, it would be unfortunate 
if this bulletin were used only in the elementary school. Not only 
should some of the main facts of the subject of hygiene presented 
in the courses of study be emphasized in the high school, but 
much of the subject material of hygiene found in the appendices 
should be treated in high school classes. The preservation and 
conservation of health should be a vital feature of the instruction 
in high schools as well as in elementary schools. 
Among the different means of emphasizing hygienic truths and 
the value of health and vitality are: 
i. Systematic physical training, indoors and out, for both boys 
and girls. 48 
2. Talks on personal hygiene, including proper habits of sleep, 
eating, study and social relaxation. These may be given either 
at stated periods, or incidentally with special exercises and ath- 
letic activities. Pupils may thus be led to realize in a very con- 
crete way the necessity of desirable habits which make for 
health, morality and general physical well-being. 
3. The use of lantern slides, including moving pictures, wher- 
ever available. These are especially valuable in making concrete 
the dangers due to flies and mosquitoes. 
4. Supervision and control of interscholastic and interclass 
athletics. Through these sports physical standards and moral 
standards can be taught most effectively and pupils brought to a 
vivid realization of the relation between physical condition and 
athletic results. 
5. By cooperation with civic associations, home and school as- 
sociations, boards of health, women's clubs, medical inspectors, 
and charitable organizations, the high school, representing the 
highest educational interests in the community, may become a 
center for the dissemination of hygienic knowledge. The follow- 
ing topics for lectures indicate lines of interest: 
Safety in travel, together with exhibits of safety appliances 
Home and community sanitation 
The fly and the mosquito 
Tuberculosis and other contagious diseases, supplemented by exhibits 
Water supply of the community 
Milk supply of the municipality 
Pure food 
6. By having the classes in biology and physiology assume the 
responsibility in connection with the proper school officials for 
the lectures and exhibits suggested above. Last year nearly 800 
pupils were studying physiology in the high schools of the State, 
and about 5000 other high school pupils were studying some phase 
of life science. Through these pupils hygienic practices in many 
homes should be affected. 
7. By keeping constantly before pupils the fact that the aim of 
instruction in hygiene is to exalt the physical and moral worth 
of vitality, which carries with it poise, orderly association, and 
an attitude of self-control. 
8. By dividing with the pupils the responsibility in maintaining 49 
proper temperature, ventilation, and general hygienic conditions 
in the school building and on the grounds. 
More detailed directions are not given here, since many oppor- 
tunities will occur to the alert teacher. The effect of the instruc- 
tion will depend very largely upon the development of the plans 
from the actual school and community conditions, and the formu- 
lation of real problems in hygiene by the pupils themselves. 
Attention is called to the fact that throughout the entire school 
life of the pupil his physical condition is of most vital concern, 
not only for academic and business success but also for his future 
happiness as a morally clean and physically sound citizen. 
See Appendix B, The Janitor's Service, particularly II, Sugges- 
itons to Teachers. APPENDICES 
The following Appendices are given for the information of 
teachers and others. They contain information that should be 
generally known, and the teacher in any grade will find some of 
it valuable for discussion with her pupils. 
51 APPENDIX A 
MEDICAL INSPECTION 
The addition of medical inspection to the public school system, and its 
evolution from formal inspection for the discovery of contagious disease 
cases to the search for and treatment of all ailments of school children 
is a natural result of the conception that in a democracy the health of 
the citizens is of first importance, and that through the school, which all 
children must attend, physical disabilities may best be discovered and 
remedies be recommended and applied. 
All civilized countries are accepting this view, that during the period 
of growth the health of the citizenship should be established. 
This new piece of work cannot be done in the best way all at once. 
As experience points the way there will be improvement. 
1. The general practitioner will give place in medical inspection to the 
doctor who has made a special study of the school health problem. 
2. Medical inspection will become more scientific and systematic. 
3. The school nurse will become assistant to the physician in the 
school, as she is in the home, taking over that part of the work that does 
not require the physician's personal attention. 
4. School clinics for the care of the teeth and for minor surgical treat- 
ment will be established. 
5. The dentist will be charged with inspection and care of the teeth. 
That all these tendencies are in evidence in this State is shown by the 
following table: 
School Medical Inspectors 549 
School Nurses 34 
School Surgical Clinics 1 
School Dental Clinics 4 
Free Dental Clinics (not connected with school) 6 
In Bulletin (1913) No. 44, entitled Organized Health Work in 
Schools, issued by the United States Bureau of Education, the 
following is said regarding the school nurse: 
School 
nurse 
Medical inspection has rendered the school nurse inevitable. When tne 
doctor was brought into the schools he faced a new and difficult situation. 
The school doctor's helplessness has been vividly described by Dr. Hayward, 
of England, as follows: 
"As a doctor I felt quite stranded in the strange atmosphere of an elemen- 
tary school, coming into contact not so much with actual illness as with the 
primary conditions which produce and foster it-dirt, neglect, improper feed- 
ing, malnutrition, insufficient clothing, suppurating ears, defective sight, ver- 
minous children, the impossibility of getting adequate information from the 
children, or a knowledge of their home conditions, and nobody to whom one 
could give directions or who could help in examining the children. The only 
means of approaching the parents was to send an official notice that such or 
such a condition required treatment. My duties began and ceased with endless 
notifications, and there it all stopped, as very little notice was taken of them." 
53 54 
This has been the experience everywhere. Without an effective follow-up 
service conducted by visiting nurses, medical inspection is ineffective. Until 
1908 New York City relied upon postal cards sent to parents of defective child- 
ren, and was able to secure action in only 6 per cent of the cases where treat- 
ment was recommended. Immediately upon placing the follow-up service in 
the hands of school nurses the percentage increased to 84. This brought treat- 
ment to nearly 200,000 additional pupils. 
In a word, the difference between medical inspection without and medical 
inspection with school nurses is almost exactly the difference between mere 
diagnosis and cure. As expressed by Jane Addams (American Journal of 
Nursing, 1908) : 
"The best of medical inspection succeeds only in sending the child home; 
they say that such and such a child would have a bad effect on the other 
children, and therefore he is sent back to the family physician for treatment. 
In most cases a family physician is not called in, because, in the words of 
Artemus Ward: 'There ain't none,' and therefore the child is kept out in- 
definitely, and the public school, so far as that child is concerned, is doing 
nothing, and the child continues to play in the alley and on the street or sit 
in the doors of the tenement with the rest of them. This is the whole idea- 
that medical inspection was succeeded and almost transposed by the addition 
of the visiting nurse. The medical inspection got the child out of school and 
the visiting nurse got the child back. It seems almost foolish to have medical 
inspection without the visiting nurse." 
Again, the school nurse becomes an invaluable assistant in the teaching 
of hygiene to pupils. Every pupil ought to have more expert instruction on 
such subjects as home nursing and first aid in emergencies than the average 
teacher can be reasonably expected to give. This deserves a special place 
in the seventh and eighth grades. In the matter of sex hygiene, too, the 
school nurse can give much personal advice and instruction to the older girls. 
The nurse, more than almost any other social worker, sees the dreadful havoc 
wrought by ignorance of the laws of sex. She becomes vividly impressed 
with the necessity of such teaching as will supply to young girls the power 
and motive for self-protection. Girls are willing to consult her the more 
readily because they realize that this is an every-day subject with her. 
The school nurse, like the municipal district nurse, is first and last a social 
worker. Important as are her duties in the school, her ministrations and 
educative influence in the home are still more valuable. She instructs ignor- 
ant, but fond mothers in the best methods of feeding, clothing, and caring 
for their children. In many a family she becomes a spiritual adviser, point- 
ing out not only inadequate sanitation which keeps them sick, but also educat- 
ing them on the folly of cutthroat chattel mortgages, unnecessary furniture 
purchased at ruinous prices on the installment plan, the short-sighted policy 
of taking children prematurely out of school to work, etc. All this is especially 
important in the Americanization of the ignorant foreign-born population. 
Rural 
school 
Thus far the institution of school nursing has not spread 
to rural communities in the United States, though it has 
done so to a certain extent in England. This cannot be 
attributed to any lack of need, but only to the greater expense and other 
obstacles incident to a more scattered population. As our country districts 
become more densely populated, and as they resort more often to school con- 
solidation, the nurse will here also become a necessary part of the school 
equipment. 
Training of 
nurses 
With the rapid multiplication of school nurses, the de- 
sirability of special professional training for them will be- 
come more and more obvious. Teachers College, Colum- 
bia University, has already introduced a one-year course for this purpose, 
designed to follow the usual two-year training for nurses. This clinic was established November 15, 1912, for needy and deserving pupils of 
the Public Schools. It is open to Public School pupils three afternoons each week. 
During the past year, 812 patients were treated and 67 operations were performed for 
adenoids, enlarged tonsils, etc. 
Hoboken Public Schools 
FREE MEDICAL CLINIC Englewood Dental Clinic 55 
Physicians for less than one hour a day cost about half 
what nurses cost for full time five and a half days a week. 
A well-trained school nurse who has the study habit can 
also make the physical examinations and record the findings on a historical 
card for each pupil, especially for ailments and defects of ears, eyes, nose, 
mouth, throat, skin, scalp, malnutrition and nervousness, including about 97 
per cent of the ailments. 
Coat of 
nurses 
It is often desirable to send home a notice calling atten- 
tion to a physical defect. Such a notice should be general 
in character, as the teacher is not a medical expert. The following form is 
suggested. It should always be signed by the principal, if there is one. 
Notice 
To the parent of 
The teacher of this child has reason to believe that he is suffering from 
physical defects, serious enough to need attention An examination by 
your family physician or dentist is, therefore, advised. 
For further detail you are invited to call at the office of the principal 
at any time you may find it convenient 
Very sincerely yours, 
Principal of School 
The only school surgical clinic in the State is at Hoboken. 
The school dental clinics are at Atlantic City, Hoboken, Englewood and 
Middletown. 
Free dental and surgical treatment is given in needy cases in many hospitals 
in the State. 
In some cases nurses are employed by some local organization. In Newark 
the number of medical inspectors has been reduced and the number of nurses 
increased. 
The rules and regulations of the State Board of Education regarding Medi- 
cal Inspection may be had on application to the Department of Public Instruc- 
tion. 
Health and Medical Inspection of School Children, by Dr. Walter S. Cor- 
nell, director of medical inspection, Philadelphia, is the latest and most com- 
plete treatment of this, subject in this country. It is published by F. A. 
Davis Co., Philadelphia; price, $3. 
Medical Examination of Schools and Scholars, edited by Dr. T. N. Kely- 
nack, is the latest summary of school medical inspection practice in England. 
Published by P. S. King & Son, Westminster, England. 
NOTES APPENDIX B 
I. THE JANITOR'S SERVICE 
Dr. Dressier, specialist in school hygiene and school sanitation, United 
States Bureau of Education, has well stated the importance and the duties 
of the janitor in the following words: 
A superintendent of wide experience, one who has charge 
of many hundreds of teachers, has recently said: "Next to 
the principal, the janitor can become the most important 
personage in a city school." This is not putting it too 
strongly, but it is almost impossible to get the average 
school board to take this view. At present the janitor is frequently appointed 
to his place by ward politics and kept there by the same influence. This con- 
dition of affairs must cease, and to this end, school boards and school prin- 
cipals must be educated. The janitor is a school officer, and has to do in a 
vital way with the health, morals and progress of the children, and should be 
nominated by the principal in conference with the superintendent, and with- 
out such nomination no one should be eligible for appointment. 
General 
importance 
of a good 
janitor 
It should be the duty of a janitor to keep himself posted 
on all things pertaining to his profession. Books and maga- 
zines ought to be furnished him wherein he can learn of 
new and better devices for doing his work, and so come 
to take a real professional interest in his calling. A man 
who has nothing to commend him but poverty and political pull will seldom 
make any progress, and is apt to degenerate. You cannot depend on such 
a one voluntarily to disinfect a room when infectious diseases suddenly ap- 
pear. Neither can you count on him to make any experiments looking 
toward better care of the floors, walls, and toilets. He will do things in a 
routine way despite changing conditions. 
Such in brief are some of the general qualifications of a public school 
janitor, and the sooner school boards appreciate the importance of them, the 
less will the health of the children be endangered. It is needless to say that 
such qualifications demand good pay, and that tenure of position should be 
secure to those who fully satisfy the demands. 
Some specific directions to school janitors. I. All wooden floors should be 
thoroughly cleaned, disinfected, and waxed at least twice a year, or if the 
floor is so conditioned that it is not best to use wax, a thin coating of "dust- 
less oil" should be carefully spread over it. Dustless oil has proved itself 
very useful, and the opposition to it has come about almost wholly because, 
through careless application of it, skirts have been needlessly soiled or ruined. 
When it is of the proper consistency and properly applied, such a floor dress- 
ing will not only preserve the floors and prevent dust from flying, but will 
also serve as a useful disinfectant or hindrance. 
2. Before sweeping any floor, there should be scattered over it a sufficient 
supply of dampened sawdust, bits of dampened blotting paper, or some 
preparation of sawdust and distillate, to catch and hold the dust. It is not 
only dangerous to allow dust from the floors to rise in the air, but it necessi- 
tates almost double work to keep furniture and books clean. Such prepara- 
tions as "Dust Clean" and other similar combinations seem to answer the 
purpose. But if funds will not permit investment in such preparations, damp- 
ened sawdust is nearly always available at a minimum of expense and is an 
effective dust gatherer. 
Professional 
qualifications 
of a school 
janitor 
57 58 
3. It is better to use fiber or hair brush broom for sweeping, for these do 
not lift the dust in the air, and they can be better managed among the desks 
than the ordinary brooms. 
4. Feather dusters are a delusion and a snare. They of course save time, 
but they are very objectionable in that they stir up the dust and never 
remove it. Dust cloths are far more effective, and each room should have a 
good supply of these at hand. One good dusting with a cloth is worth three 
with a feather duster. It is, however, only a matter of a short time until 
all large city schools will be supplied with apparatus for removing dust by 
suction, and all new buildings ought to be arranged to anticipate this method 
of sanitation. 
5. The janitor should call the attention of the teachers to the condition of 
the desks at the beginning of each term and with them help to make each 
child responsible for all rough usage or ink spots. Clean desks give a dignity 
and a tone of refinement to a schoolroom that is easily lost if such care 
is not exercised. 
6. Chalk erasers should be thoroughly cleaned at least once a week for all 
rooms, and as much oftener for the higher grades as the necessities of the 
case demand. They ought to be taken out of the rooms for this cleaning. 
Where vacuum cleaners are installed, erasers can be thoroughly cleaned by 
suction. Chalk troughs should be kept clean of dust, otherwise any possible 
draft will scatter some of it through the air of the room. Damp sponges are 
useful for this purpose. This rasping dust is very irritating to the mucous 
membrane of the air passages, and may in this way become dangerous to the 
health of the children and teachers. 
7. The blackboards should be sponged clean as often as their use necessi- 
tates. But they should never be water-soaked or left streaked. 
8. Window shades should be kept in repair so that when drawn they will 
fit closely to the window frames. Simple repairs may often be made by 
pupils. The shades should be rolled up every evening in order that the rooms 
may be thoroughly flooded with light and get the advantage of any sunlight 
available between sessions, and also to keep them from curling at the sides. 
9. School benches should be securely fastened to the floor and properly 
placed and correctly placed. The following directions for placing and 
spacing desks will give in nearly all cases the best results for a room 32 by 
24 feet. In rooms for the sixth, seventh and eighth grades: 
a. Leave an aisle 2 feet wide next to the windows, and one 3 feet wide 
between the rear wall and the rear seats, and make the aisles between the 
rows of desks from front to rear 22 inches wide. Place all desks, so that 
a vertical line dropped from the inner edge of the desk top will strike the 
seat 2 inches back of its outer edge. Keep the rows straight, looking from 
the front to the rear. No regular schoolroom of this size and for these 
grades should be arranged to accommodate more than 40 or 45 pupils.. 
b. If two or more sizes of desks are to be used, those designed for the 
smaller pupils should be placed near the windows and, if possible, toward 
the front of the room. Young children need the best light, the best oppor- 
tunity to hear the teacher, and the best position to see the board work or any 
charts the teacher may see fit to display in the front of the room. 
c. The teacher's desk should be placed at the end of the room in front 
of the children, and nearer to the inner side than to the window side. This 
method of placing the desks will allow 45 desks designed to. suit pupils 
of these grades. That is, it will accommodate 5 rows, each with 9 desks, 
and leave an aisle next the blackboard wall opposite the windows 4 feet 
8 inches wide clear of the chalk trough, and one from 6 to 7 feet wide 
in front. (The exact width of the front aisle cannot be given because 
of the variations in the depth of the different styles of desks now on the 
market.) 
d. In rooms for the fourth and fifth grades, leave an aisle 2 feet wide 
next to the windows, one 4 feet wide between the rear wall and the rear 59 
seats and make the aisles between the rows of desks, from front to rear 
20 inches wide. This placing will allow 6 rows of desks 20 inches wide 
and at the same time allow an aisle 3% feet wide clear of the chalk 
trough next to the wall opposite the windows. If the desks to be used for 
these grades are more than 21 inches wide, the spacing should be made 
for 5 rows of desks, instead of 6, otherwise there would not be sufficient 
aisle space next the blackboard opposite the windows. This arrangement 
will permit 9 desks in each row and leave plenty of room in front. 
e. When placing the desks in rooms for the first, second, and third grades, 
leave an aisle of 2 feet next the window side, one 4V2 feet wide between 
the rear wall and the rear seats, and make the aisles 19 inches wide 
between the rows of desks. This arrangement will permit 6 rows of desks 
18 inches wide and leave an aisle next the blackboard opposite the 
windows 4% feet wide clear of the chalk trough. It will also allow 9 
desks in each row and leave space in the front for sand trays and the 
teacher's desk. But 50 desks should never be placed in any one room, for 
this number of pupils is too great for one teacher to handle and do justice to 
all concerned. 
f. In all cases where the rooms are larger or smaller than 24 by 32, the aisle 
next the windows should not be more than 2 feet wide, otherwise some 
of the children will be too far removed from the light. The aisle between 
the rear wall and the rear seats should be as wide as possible in order to get 
the pupils near the teacher's desk and blackboard, for this will insure better 
light and make it easier for the pupils to hear the teacher and to see the work 
on the front blackboard, and it will also aid the teacher in her management. 
g. The teacher's desk should be small and placed at a point at least three- 
fifths of the width of the room away from the window side. This position 
will, as far as possible, cause all the children in the room to face away from 
the light when attending to the teacher. The teacher ought not to complain, 
for while this position of her desk will cause her to face the light more 
squarely, she should be willing to do this instead of exacting it of many 
children, especially since she spends but a small part of the time during the 
session at her desk. 
10. Clear windows give a buoyant atmosphere to the schoolroom and at 
the same time tend to set standards for the home. A full and generous equip- 
ment of materials and appliances should be furnished every janitor in order 
to make it as easy and as safe as possible for him to keep the windows in 
good condition. In such details school boards ought not to be niggardly. 
Janitor's excuses often stand in the way of efficient service. 
11. Keep the fires going day and night in the stacks connected with the 
closets, if such a method of ventilation is used, in order that no odors may 
escape into the building. It is not enough to build a fire in the morning and 
let it die out toward the close of the day. There must be a constant draft 
through these stacks. Bank these fires in the evening so that throughout the 
night fires will be kept going and reverse currents will be prevented. 
12. If the building is supplied with automatic flush tanks, they should be 
set to operate oftener during school hours than at night, for any wasteful 
use of water will lead school boards to limit the supply. Especial care should 
be taken to see that all closets are thoroughly flushed immediately after the 
close of intermissions. Some janitor or teacher would do a good service by 
inventing a flush tank capable of being regulated by the program clock and 
thus avoid the danger of neglect and at the same time save the expense 
of a useless waste of. water. 
13. No crumbs of bread or food of any sort should be scattered in the 
building to tempt rats or mice. Keep these pests out at all hazards, for they 
are dangerous. They carry contagious diseases and are frequently instru- 
mental in causing fires. 58 
3. It is better to use fiber or hair brush broom for sweeping, for these do 
not lift the dust in the air, and they can be better managed among the desks 
than the ordinary brooms. 
4. Feather dusters are a delusion and a snare. They of course save time, 
but they are very objectionable in that they stir up the dust and never 
remove it. Dust cloths are far more effective, and each room should have a 
good supply of these at hand. One good dusting with a cloth is worth three 
with a feather duster. It is, however, only a matter of a short time until 
all large city schools will be supplied with apparatus for removing dust by 
suction, and all new buildings ought to be arranged to anticipate this method 
of sanitation. 
5. The janitor should call the attention of the teachers to the condition of 
the desks at the beginning of each term and with them help to make each 
child responsible for all rough usage or ink spots. Clean desks give a dignity 
and a tone of refinement to a schoolroom that is easily lost if such care 
is not exercised. 
6. Chalk erasers should be thoroughly cleaned at least once a week for all 
rooms, and as much oftener for the higher grades as the necessities of the 
case demand. They ought to be taken out of the rooms for this cleaning. 
Where vacuum cleaners are installed, erasers can be thoroughly cleaned by 
suction. Chalk troughs should be kept clean of dust, otherwise any possible 
draft will scatter some of it through the air of the room. Damp sponges are 
useful for this purpose. This rasping dust is very irritating to the mucous 
membrane of the air passages, and may in this way become dangerous to the 
health of the children and teachers. 
7. The blackboards should be sponged clean as often as their use necessi- 
tates. But they should never be water-soaked or left streaked. 
8. Window shades should be kept in repair so that when drawn they will 
fit closely to the window frames. Simple repairs may often be made by 
pupils. The shades should be rolled up every evening in order that the rooms 
may be thoroughly flooded with light and get the advantage of any sunlight 
available between sessions, and also to keep them from curling at the sides. 
9. School benches should be securely fastened to the floor and properly 
placed and correctly placed. The following directions for placing and 
spacing desks will give in nearly all cases the best results for a room 32 by 
24 feet. In rooms for the sixth, seventh and eighth grades: 
a. Leave an aisle 2 feet wide next to the windows, and one 3 feet wide 
between the rear wall and the rear seats, and make the aisles between the 
rows of desks from front to rear 22 inches wide. Place all desks, so that 
a vertical line dropped from the inner edge of the desk top will strike the 
seat 2 inches back of its outer edge. Keep the rows straight, looking from 
the front to the rear. No regular schoolroom of this size and for these 
grades should be arranged to accommodate more than 40 or 45 pupils.. 
b. If two or more sizes of desks are to be used, those designed for the 
smaller pupils should be placed near the windows and, if possible, toward 
the front of the room. Young children need the best light, the best oppor- 
tunity to hear the teacher, and the best position to see the board work or any 
charts the teacher may see fit to display in the front of the room. 
c. The teacher's desk should be placed at the end of the room in front 
of the children, and nearer to the inner side than to the window side. This 
method of placing the desks will allow 45 desks designed to. suit pupils 
of these grades. That is, it will accommodate 5 rows, each with 9 desks, 
and leave an aisle next the blackboard wall opposite the windows 4 feet 
8 inches wide clear of the chalk trough, and one from 6 to 7 feet wide 
in front. (The exact width of the front aisle cannot be given because 
of the variations in the depth of the different styles of desks now on the 
market.) 
d. In rooms for the fourth and fifth grades, leave an aisle 2 feet wide 
next to the windows, one 4 feet wide between the rear wall and the rear 59 
seats and make the aisles between the rows of desks, from front to rear 
20 inches wide. This placing will allow 6 rows of desks 20 inches wide 
and at the same time allow an aisle 3% feet wide clear of the chalk 
trough next to the wall opposite the windows. If the desks to be used for 
these grades are more than 21 inches wide, the spacing should be made 
for 5 rows of desks, instead of 6, otherwise there would not be sufficient 
aisle space next the blackboard opposite the windows. This arrangement 
will permit 9 desks in each row and leave plenty of room in front. 
e. When placing the desks in rooms for the first, second, and third grades, 
leave an aisle of 2 feet next the window side, one 4% feet wide between 
the rear wall and the rear seats, and make the aisles 19 inches wide 
between the rows of desks. This arrangement will permit 6 rows of desks 
18 inches wide and leave an aisle next the blackboard opposite the 
windows 4% feet wide clear of the chalk trough. It will also allow 9 
desks in each row and leave space in the front for sand trays and the 
teacher's desk. But 50 desks should never be placed in any one room, for 
this number of pupils is too great for one teacher to handle and do justice to 
all concerned. 
f. In all cases where the rooms are larger or smaller than 24 by 32, the aisle 
next the windows should not be more than 2 feet wide, otherwise some 
of the children will be too far removed from the light. The aisle between 
the rear wall and the rear seats should be as wide as possible in order to get 
the pupils near the teacher's desk and blackboard, for this will insure better 
light and make it easier for the pupils to hear the teacher and to see the work 
on the front blackboard, and it will also aid the teacher in her management. 
g. The teacher's desk should be small and placed at a point at least three- 
fifths of the width of the room away from the window side. This position 
will, as far as possible, cause all the children in the room to face away from 
the light when attending to the teacher. The teacher ought not to complain, 
for while this position of her desk will cause her to face the light more 
squarely, she should be willing to do this instead of exacting it of many 
children, especially since she spends but a small part of the time during the 
session at her desk. 
10. Clear windows give a buoyant atmosphere to the schoolroom and at 
the same time tend to set standards for the home. A full and generous, equip- 
ment of materials and appliances should be furnished every janitor in order 
to make it as easy and as safe as possible for him to keep the windows in 
good condition. In such details school boards ought not to be niggardly. 
Janitor's excuses often stand in the way of efficient service. 
11. Keep the fires going day and night in the stacks connected with the 
closets, if such a method of ventilation is used, in order that no odors may 
escape into the building. It is not enough to build a fire in the morning and 
let it die out toward the close of the day. There must be a constant draft 
through these stacks. Bank these fires in the evening so that throughout the 
night fires will be kept going and reverse currents will be prevented. 
12. If the building is supplied with automatic flush tanks, they should be 
set to operate oftener during school hours than at night, for any wasteful 
use of water will lead school boards to limit the supply. Especial care should 
be taken to see that all closets are thoroughly flushed immediately after the 
close of intermissions. Some janitor or teacher would do a good service by 
inventing a flush tank capable of being regulated by the program clock and 
thus avoid the danger of neglect and at the same time save the expense 
of a useless waste of. water. 
13. No crumbs of bread or food of any sort should be scattered in the 
building to tempt rats or mice. Keep these pests out at all hazards, for they 
are dangerous. They carry contagious diseases and are frequently instru- 
mental in causing fires. 60 
14- Burn all waste paper each day, for its accumulation anywhere in the 
building means danger. It is far better to spend a little money for kindling 
of a less inflammable nature than to attempt to save by storing waste paper. 
The furnaces are the safest places in which to burn this material. 
15. Inspect all fire fighting appliances at least once a week to see that they 
are in good condition and ready for any emergency. 
16. The walls of all rooms and halls should be swept clean of dust and 
cobwebs as often as exigencies demand, but at least three times a term. For 
this purpose special brushes should be employed and care taken to prevent 
any smudging or discoloration of the walls. It is a good plan for a prin- 
cipal in conference with the janitor to set definite dates for these special 
cleanings and to make, at the invitation of the janitor, formal and critical 
inspection of the building immediately thereafter. A little military formality 
in such matters is sometimes very helpful. 
17. Plenty of mats, scrapers, and other practical means of removing mud 
from the shoes of the children before they enter the schoolroom will save 
much time in sweeping and dusting and greatly reduce the wear and tear of 
the floors. Even in dry weather an amazing amount of sand and grit will 
cling to the children's shoes while on the playground, and if no opportunity 
is furnished for removing it before the schoolrooms are entered, it will be 
loosened and dropped on the floors beneath the desks. Time and money are 
well spent in teaching children to maintain cleanly habits, and to preserve 
public health and public buildings. The janitor must be given authority over 
the children in this and other matters relating to the care of the building. 
18. In fire drills the janitor ought to have a definite program to follow, 
so that in any emergency he will have his duty clearly in mind, and know 
how to perform it most expeditiously and effectively. He ought to throw 
open and firmly fasten the doors of the main exits and then hasten to the 
fire hose. Some of the larger boys can be designated to assist with the doors 
and in this way help to lessen the danger in case of necessity. It is the duty 
of each principal to organize the fire drill in all its details and to see that 
each one knows by practice exactly what he is expected to do. 
19. In the case of electrical storms, all external electric wires connecting 
with the school building should be "grounded," and during the storm season 
this should be done every evening after school and connections remade in 
the morning. This precaution, of course, will not be necessary where there 
is no doubt as to the safety of insulation, or of the fuses provided. Pains- 
taking precaution in such matters is worthy of official recognition. 
20. A janitor has a right to the schoolroom immediately after school, for 
if he is delayed in getting started at his work it will be necessary to slight 
some part of it. A program for sweeping should be worked out with the 
principal, and all the teachers and pupils should respect it. Carefulness in 
these matters will prevent much trouble and insure better hygienic conditions. 
A janitor's day is necessarily long, but he must not be overburdened through 
the thoughtlessness of others. 
It is too commonly the practice in rural school districts to consider the care 
of school buildings of little or no importance. While a teacher will herself 
clean the building and enlist the help of her pupils rather than live in untidy 
surroundings, yet this should not be required or expected of her. A small 
addition of five or ten dollars to the teacher's pay during the winter months 
is not a proper way to solve this problem. The employment of a man or 
woman living in the neighborhood to give a minimum of janitor's service for 
a pittance is seldom satisfactory. 
In a rural district a competent man could be employed to give his entire 
time during the year to the care and upkeep of the school property in the 
district. This district janitor could sweep and clean every schoolroom once 
a week, keep the yard free from unsightly piles of ashes, care for the out- 
houses and make light repairs. During the vacations the buildings could be 
cleaned more thoroughly. In general he would be responsible for the per- 61 
formance of the duties previously enumerated. Such a janitor should be 
responsible to the supervising principal and make regular reports to him. The 
daily cleaning, dusting, care of fires, etc., would still devolve on the teacher 
and pupils. 
II. SUGGESTIONS TO TEACHERS ON JANITOR SERVICE 
The following is a Summary of Recommendations by the Committee on 
Janitor Service, Department of Science Instruction, National Education Asso- 
ciation, July, 1913: 
To standardize janitor service, or school housekeeping, the first step is 
to get the facts. Every building, as every room in it, has its own conditions 
to be learned and controlled. 
This can be done with least expense and greatest effectiveness by enlisting 
pupils' cooperation. Expense is negligible. Effectiveness is along three lines: 
(i) practically constant supervision which good housekeepers find indis- 
pensable; (2) permanent records of sanitary details in place of guesses and 
opinions; (3) interest of future voters, and home-makers in such details by 
practice in regulating them. 
Appoint a group of health officers in each classroom, 
for periods so limited that each child has service once a 
year. Credit their work to physiology and hygiene, nature 
study, domestic science, physics, chemistry, or biology. 
Health 
officers 
Health officers shall read thermometers hourly, record 
readings in a substantial book, chart them (e. g. nurses' 
clinical charts) on a blackboard reserved for it, where pupils, principal, jani- 
tor, and visitors can see perhaps a week's record at a glance. When condi- 
tions permit they shall readjust heat sources, ventilators or windows to secure 
proper temperature which, when artificial heat is used, should never exceed 68 
degrees Fahrenheit. Pupils over eight years of age can do this; sometimes 
younger. 
In high schools health officers can measure or estimate 
it by cultures, or by the "sugar method" recommended by 
the Committee on Standard Methods for the Examination of Air. The 
standard is 2000 particles (visible under a two-thirds inch objective) to a 
cubic inch of air. 
In elementary grades they can wipe surfaces with a clean cloth. If dusting 
was properly done, nothing is wiped off. Floor, woodwork and furnishings 
should be as immaculate as in the best kept home or hospital. This test 
should come at the beginning of the session. 
Health officers should be responsible for the moist erasing of chalk, but 
pupils should not be required to dust rooms. Officers should record sweep- 
ing of room or corridor while pupils or teachers are obliged to use the rooms. 
(Severe penalties for this violation of sanitary rights should be enforced 
by school boards.) 
Elementary pupils over eight years of age can do this, including record 
keeping. 
Officers over eleven years of age can be taught to use 
safely the whirling wet-dry bulb thermometer recom- 
mended by the U. S. Weather Bureau. The danger of 
breaking is lessened by tying to the back a stick projecting a few inches 
beyond the bulbs. One instrument is enough for an ordinary building. Rela- 
tive humidity should be recorded and charted about a half hour after the 
session opens. It can well be done later also. Where possible, officers shall 
Temperature 
Dustiness 
Relative 
humidity 62 
readjust artificial sources of humidity (evaporating pans, steam radiators, 
etc.) or windows, to maintain relative humidity at 50 per cent. 
Air currents 
When ventilating flues have no current indicators of 
their own, officers should measure currents with an ane- 
mometer (one is enough for the usual building) or estimate them with candle 
or joss stick. Pupils over eleven can use them, perhaps younger. The effec- 
tiveness of air currents is best learned by comparing the smell of school- 
room air with that out of doors-the standard of freshness. Air currents 
and freshness should be recorded at least once at the middle of each session. 
Officers should make such readjustments of windows or ventilators as indi- 
cated. 
Cleanliness of wash-bowls, water-closets, and any other 
part of building or yard should be recorded once each 
session. Dirt on windpws sometimes diminishes illumination one quarter 
to one third, measured by a photometer. The instrument is costly, and until 
a less expensive method is devised the opinion of health officers can be 
given. Dirty windows are important in rooms badly ventilated or specially 
exposed to smoke and dust. Such windows sometimes need washing once 
in two weeks. Pupils over eleven, possibly younger, can do this reporting. 
Cleanliness 
Health officers from older grades can be appointed for 
rooms where pupils are too young for any special detail. 
When a fault is found beyond pupils' function to remedy, 
it should be reported immediately to the proper authority, probably the prin- 
cipal. It is wise never to "interfere with the janitor." This report and the 
result following should be stated in "Health Officers' Permanent Records." 
For other than classrooms and for corridors groups can be specially ap- 
pointed, their duties being suitably modified. 
Some if not all of these exercises in practical sanitation can be under- 
taken quietly at any time by any teacher in charge of any room. One or 
another has already proved practicable in individual schools within the last 
ten years. The accumulated data will be invaluable. It is the practical 
first step in reducing "school diseases," including tuberculosis, which increases 
all through school years (except in open air schools) and among teachers 
has a mortality rate higher than among the general public. 
General 
suggestions APPENDIX C 
I. PHYSICAL EDUCATION 
The following has been prepared by a Committee of Directors of Physical 
Training consisting of: 
Mr. Randall D. Warden, Chairman, Newark 
Miss Garetta K. Syer, East Orange 
Mr. Spencer M. Bennett, Atlantic City 
Physical education has for its principal objects development of organic 
vigor and inculcation of habits of good posture and daily control by means 
of corrective work, schoolroom gymnastics, class work in the gymnasium, 
free play and organized play, dancing, tactics, etc. 
Physical training, also, through the promotion and supervision of organ- 
ized team athletics, aids in physical development and affords training in alert- 
ness, intense application, vigorous exertion, loyalty, obedience to law and 
order, self-control, self-sacrifice, and respect for the rights of others. 
Physical education in schools consists mainly of exercises of free-standing 
movements given in aisles of the classroom. Most systems include short 
two-minute setting-up exercises which are given frequently for correcting bad 
posture, and to furnish partial relief from tiring positions, in ill-fitting school 
desks, and badly ventilated rooms. 
In some cities, provision has been made for school gymnasiums, and under 
these conditions the training consists largely of work with light and heavy 
apparatus, added to free-standing movements. 
Corrective exercises, hygienic exercises, and recreational exercises are 
usually given in most types of school gymnastics. 
Tactics consist of all types of marching exercises: 
i. Wheeling in 2's, 4's, and 8's 
2. Counter-marching of files, 2's, 4's, etc. 
3. Right, left, half right, half left, and about facings 
4. Marching to the rear 
5. Change step 
6. Figure marching, etc. 
These exercises are used to introduce the gymnastic lesson, and are mainly 
of service to place the class in open order preparatory for the free-standing 
exercises which follow. 
Tactics 
There are many types of free-standing exercises used in 
the schools of this country. It would be impossible to set 
forth, in the short space allotted, any given type of this 
work. By applying to the boards of education of various 
cities in this and other states, syllabi of physical training may be obtained. 
The cities of Newark, East Orange, Atlantic City, Camden, and Trenton have 
outlines that will give excellent help. Outlines may also be obtained from 
the cities of New York, Boston, Philadelphia, Chicago, and St. Louis. 
Free 
standing 
movements 
These are exercises taken either in the free-standing 
position or with the aid of apparatus, and should be of a 
vigorous type, devised to exercise large muscle groups, and 
to give vigorous action tn the circulatory, lymphatic, and respiratory systems. 
Hygienic 
exercises 
63 64 
Rtcreative exercises are given in the form of; 
i. Games 
2. Team competition 
3. Folk dancing 
4. Athletics 
Recreative 
exercises 
A suitable book for games and team competition- 
Games for the Home, School, Playground and Gymnasium by J. H. Ban- 
croft. Macmillan Co. $1.50. 
Other books are: 
Folk Dances, by C. Crampton. Barnes & Co. $1.50. 
Folk Dances and Singing Games, by E. Burchenal. A. Shirmer. $1.50. 
Folk Dances and Games, by C. Crawford. Barnes & Co. $1.50. 
Old and New Children's Singing Games, by M. R. Hofer. A. Flannigan 
& Co. 50 cents, paper. 
Athletics 
Those interested in organized public school athletics 
are referred to: 
i. Official Hand Book of the Newark Public School Athletic Association 
2. Official Hand Book of the Jersey City Public School. Athletic League 
3. Official Hand Book of the New York Public School Athletic League 
All these are published by A. G. Spalding & Bros., 126 Nassau Street, New 
York, at 10 cents each. 
II. RECREATION, PLAYGROUNDS AND GAMES 
Dr. Luther H. Gulick, formerly director of child hygiene of the Russell Sage 
Foundation, has written as follows regarding exercise and rest: 
What is life for? The object of life is to increase life-to live vitally. 
No other thing is adequate. Any loss of perspective that puts the earning of 
money, the securing of professional reputation and that sort of thing first, 
which does not give to sleep its place, which does not give to out-of-doors its 
place, is a distortion, and cannot result in the biggest things nor the best 
work in life. 
It is only lack of perspective that permits us to see our work so close that 
it seems more important to us than life. Life itself is the true object-full, 
free and social life-and we need to stand back from our work and get this 
true perspective. Some Sunday, or some week, when you are free from 
work, ask yourself what is worth while, and then readjust things. Assign to 
drudgery its place-if it absorbs all the effort, it makes drudgery of life itself. 
Assign rest and outdoors to their places; assign to your friends their time, 
and then live the balanced life. In no other way can we permanently accom- 
plish this but by the establishment of community customs. 
We have done away with the contagion of talk about ill health. It remains 
for us to socialize our recreation, to learn to play in groups. Carry on whole- 
some social exercise-functions out-of-doors, week-end parties, camping trips, 
boating, folk-dancing-all that is at the foundation of everything which is 
sane and simple and worth while. This is the answer to the question-the 
solution of the problem of bridging the gap between knowing how to be 
healthy and sane, and being healthy and sane. This is the vita-nuova, to be 
reached by socializing out-of-door rest and recreation. 
The laws of this State encourage outdoor life by 
statutes "concerning playgrounds and recreation placed 
in this State and providing for the establishment, equip- 
ment, maintenance, control, use and regulation thereof," 
enacted 1907, revised 1911. 
Statutes 
concerning 
recreation 65 
In a pamphlet entitled The Unused Recreational Re- 
sources of the Average Community, published by the Rus- 
sell Sage Foundation, Clarence A. Perry has shown how 
recreations of a right sort may be provided in every community for a mini- 
mum of expenditure. Under the laws of the State it is possible for public 
and private means and interests to unite in this movement. After discussing 
various kinds of recreation, Mr. Perry says: 
Community 
recreations 
Another kind of enjoyment, far from being exhausted, which depends al- 
most entirely upon organization, is that of the walking club. A committee 
of the Chicago Playground Association arranges Saturday afternoon walk- 
ing trips in the forests, fields, hills, and valleys about the city. Each year it 
puts out a printed schedule which shows for each trip the time and place 
to take train, the destination, length of walk, amount of expense, hour of 
return, and the names of the leaders. The people who are invited to these 
walks are usually members of well-known groups, such as the local Geo- 
graphic Society, Architectural Club, Woman's Outdoor Art League, Social 
Service Club, and a dozen other organizations of similar standing. 
In Boston there is a Field and Forest Club which, in 
addition to its round table classes and open meetings, ar- 
ranges similar trips to near by points. In England there 
is a Cooperative Holidays Association which has been in 
existence since 1887 and now has thirteen centers in Great 
Britain, Switzerland, and Germany. The Saturday afternoon rambles with 
which the enterprise began soon developed into annual excursions lasting 
several days, and the guest houses which were gradually called into existence 
serve as centers from which the excursions are made. 
Every community, nearly, has all of the natural facilities that are needed 
for rambles, and it only needs a tactful, representative organizer to set in 
motion the utilization of these superb recreational resources. 
Rambles 
require 
only 
arranging 
One of the most effective ways to bring about a com- 
pleter realization of a community's assets lies in the tact- 
ful stimulation of the persons or bodies which have them 
in charge. Many park boards and officials still regard 
themselves as custodians of public property which is to be 
kept from injury at all costs-even at the cost, to the community, of a greatly 
restricted use. It is not a strange situation when one remembers of how re- 
cent an origin, in this country, the movement is which has set out to teach 
people how to enjoy life. 
Property 
is for use 
not for 
preservation 
One morning the park superintendent in Hartford, Con- 
necticut, found the boys sliding down the side of a twenty- 
foot haystack in an out-of-the-way portion of the park. 
It was wild grass which had been piled up there until it could be used as 
bedding for the horses belonging to the department. The boys had cut 
notches in one side of the stack, up which they clambered, and then slid 
down the other side. They seemed to be having the time of their lives, but 
they were not improving the trimness of the stack. It is a pretty fair wager 
that the average park superintendent would immediately have set the police 
on those boys and banished them from that part of the grounds. But the 
Hartford man had the play instinct. The stack was left standing throughout 
the year for the use of the kids and the stable men got their bedding else- 
where. 
In the parks of Berlin and other German cities the broad walks through 
the groves are lined with heaps of sand in which large numbers of children 
play all day long without the necessity of direction or the possibility of 
injury, while parents and governesses idle on the nearby park benches. Some- 
A well-used 
haystack 66 
times piles of sand twenty feet high are deposited in open spaces among the 
trees and here the older boys model cities, forts, moated castles, islands, and 
other geographical formations. 
A play material 
that is as 
cheap as dirt 
As means of play sand is, if you will pardon the pun, 
as cheap as dirt. There are few communities so remote 
from sand banks or the seashore that an ample supply 
could not be had at slight expense. Once it is deposited 
in a suitable location children gather around it like flies and it immediately 
and automatically begins to yield its vast stores, of fun. In spite, however, 
of these facts there are very few parks in the country which have approached 
the capacity they might have for giving recreation in this way. 
The unrealized resources for recreation still existing in our public schools 
and some of the ways of making them available have already been pointed 
out. In some cities the dock department also has bathing facilities which 
are not fully used but could be if the public demanded them with sufficient 
insistency. 
Cooperate 
in providing 
athletics 
Another resource which has only been touched is illus- 
trated by the athletic fields and tennis courts which are 
provided by employers and several large corporations in 
Rochester for the enjoyment and benefit of their employees. 
In one instance the expense of laying out the grounds and providing the 
equipment has, to some extent, been borne by the employees. Those at 
Kodak Park have an association which governs all athletic activities; and a 
baseball league composed of six uniformed teams, and several tennis clubs, 
are maintained. 
Illustrations of the same sort of cooperation between employer and em- 
loyed can be found in other cities but they are not yet so general that the 
ossibilities of extending recreative opportunities in this way are within sight 
f exhaustion. 
The large and elaborately equipped playgrounds of the cities are multiply- 
ing yearly, and the annual or spring and fall festivals are also happily in- 
creasing in number. Those planning for these large undertakings are re- 
ferred to the Playground and Recreation Association of America, I Madison 
Avenue, New York City. 
Wider use of 
school yard 
In many school systems the school yard is used not 
more than half an hour to an hour a day. The children 
are sent home at noon. They are not allowed to come 
in the morning until just before school, and they are required to go home 
as soon as school is out. The thought has been apparently to use the school 
grounds as little as possible. We are getting a new conception of what is 
desirable, however, and the whole tendency is toward wider use. The next 
ten years will doubtless see the use of all suitable school yards quadrupled. 
This is coming through the rapid extension of the summer playground, 
through its supervision after school and on Saturdays for the same purpose, 
and in its continuous use throughout the day for the play of different classes 
in such cities as Gary, Indiana. Probably the next great extension of its 
use will be as a playground at night for the adults and the working boys 
and girls of the community. If the playground is properly lighted, it is 
possible to make it a delightful place for such games as volley ball, basket- 
ball, and even indoor baseball, in the evening. If the school furnishes a rield Day-Newark Schools School Yard. Millville 
Playground, Leonardo School, Atlantic Highlands 67 
swimming pool, this will give very nearly the same physical facilities that 
the Young Men's and Young Women's Christian Associations offer. 
SCHOOL PLAYGROUNDS 
The preparation of the playground surface is important. 
The following specifications or directions, are endorsed by 
the Parks and Playgrounds Association of the City of New York. 
Surface 
For the baseball field a good closely cropped turf is best and is practicable 
in a clay or loamy soil. If the playground is built of sand, six or eight inches 
of black dirt must be spread over it in order to make a lawn. 
Three or four inches of coarse cinders, well packed and covered with one 
inch of cinders which have been run through a half-inch screen will make a 
hard surface over a sandy bottom. If equal parts of screened cinders and 
good clay are mixed together, dampened, spread one inch thick over a layer 
of coarse cinders, and well rolled, an ideal playing surface will be made 
for the athletic field, the running track, or any part of the playground; such 
a mixture packs well, is springy, does not get dusty in dry weather and can 
be played on in the rain. 
If there is a grass athletic field the baseball runways and other much used 
parts of the diamond should be made of clay and cinders. About two parts 
of coarse sand and one part of good clay mixed give somewhat the same 
effect as screened cinders and clay, and if available can be used to good ad- 
vantage for running tracks and walks. Coarse cinders rolled and covered 
with two inches of spent tan bark make a very artistic and appropriate sur- 
face for the basket-ball court and little children's playground. 
Under the parallel bars, turning poles, seesaw and jumping places, fine, soft 
sand should be spread about a foot deep. Such a covering requires no care 
to.keep it soft and does not blow away. The giant stride and swings must 
have very hard surface under them or in a few weeks great holes will be 
worn in the ground which will be filled with water every time it rains. A 
strip of cement sidewalk three feet wide under the swings works like a charm. 
About the best thing for the giant stride is a bed of screened cinders mixed 
with clay spread eight inches deep and packed solid. 
The following specifications are recommended by those in charge of the 
Chicago Playgrounds: 
The problem of a satisfactory surfacing of playgrounds has not yet been 
solved, but I believe Chicago leads in successful experiments. The surfacing 
which we use in Chicago, and which we can recommend to others, is torpedo 
sand, spread over a subsoil of clay or loam which has been raked free of 
stone, bricks or other rubbish. Torpedo sand is a fine gravel, or sand, from 
which all of the dust has been taken, leaving nothing but little pebbles ap- 
proximately one-quarter of an inch in diameter. Torpedo sand may be 
secured from some river banks, lake or seashore. It may also be secured 
from inland gravel banks. In the latter case it is usually necessary to pass 
it through a quarter-inch mesh sieve in order to free it from dirt and dust. 
Building contractors in any community will be able to supply us with torpedo 
sand. The cost will be, approximately, $1.50 per cubic yard. A cubic yard 
will cover about one hundred square yards of playground surface if properly 
applied. It should be spread over the playground at a depth of "one stone 
deep" and then should be sprinkled and rolled frequently. Such a surface 
will not only lend itself to comfortable use, but will keep down the dust in 
dry weather and may be played upon soon after a rainstorm. 68 
General Equipment 
A great many cities are now putting equipment into their school yards. 
They are rarely consulting anyone of experience in this matter, and it must 
be said that the apparatus so purchased is often temporary in character, ugly 
in appearance, and dangerous in use. It is often set in the wrong places 
and sometimes costs two or three times as much as it should. Very much 
of this, although of recent installation, should be taken out at once and re- 
placed by equipment that is safe and suited to the needs of the school. It 
must be remembered always that free play is more important than the best 
possible use of play equipment, such as swings, and the open spaces must not 
be destroyed for any kind of apparatus. 
Sand bin. The sand-bin is the mother of the playground movement, 
and out of it have grown the other developments. From the time he is i 
year old until he is io or 12 the sand-bin will furnish any child entertain- 
ment and delight. As the sand-bin is for the little children, it should be 
placed in the most retired part of the yard, where it will be out of the 
way of the older children. It must have shade, or the sand will get too hot 
in the summer time. It is well to place it under or around a tree. It should 
have a molding board or seat around the edge so that the children can mold 
the sand upon it. This is often used also as a seat when the teacher wishes 
to tell a story or to give instruction. The sand should be, if possible, the 
fine white sand of the seaside, as this is pleasant to work with and does 
not soil the clothes; but any building sand, such as that used in making 
plaster, will do. The carpenter of the school board can make the bin. The 
sand will gradually work out upon the playground, where it will often greatly 
improve the surface. As it is necessary for the sand to be renewed occa- 
sionally to keep it in a sanitary condition, this leakage is a good thing in 
any case. The sand-bin does not require a bottom if the ground is level and 
hard. 
Slide. The slide is one of the most popular pieces of apparatus, and 
will be used almost continuously by a large number of children. There are 
apt to be disputes and quarrels over the swing, but the slide offers a natural 
rotation in office. Sliding represents a universal interest of children, for 
they have slid down banisters and cellar doors from time immemorial. Al- 
most every place that offers a natural incline in the cities will be found to 
be used by them. 
People generally have the idea that the slide is dangerous on account of 
its height, but in an experience of thirteen years I have never known of a 
single serious accident from this cause. Railings at the top prevent the 
children from falling off there, and after they sit down on the slide they 
cannot well fall unless they try. If they are not watched they are likely at 
first to run up the slide, and to slide down standing up. 
There is a general feeling also that the slide is very hard on clothes. I 
doubt if this is so, if the slide is in good condition. The amount of friction 
and wear of course depends on the smoothness. Even in the schoolroom the 
child wriggles around constantly in his seat, and the seat or the cushion is 
not usually very smooth. If a slide is scratched and marked with nails, it is 
much more destructive to clothes. In the early days these slides were often 
made of pine. The pine could be made temporarily very smooth and safe, 
but after a rain the grain was likely to come up, so that the child might be 
impaled on the slivers as he slid down. 
Most of the machine companies now make a steel slide. This is well gal- 
vanized, but the galvanizing is apt to wear through where the children place 
their feet, causing the metal to rust. A rusty slide both soils and wears 69 
the clothes very rapidly. The steel slide is too cold in winter and too hot 
in summer for much comfort. It is also too expensive to be generally 
purchased. 
W. S. Toothill, of Chicago, makes a maple slide that answers all require- 
ments very well. It does not rust or splinter. It is not too hot nor too 
cold; it sometimes warps, but never seriously. The g-foot slide is sold by 
Marshall Field & Co. for $7.50; the 15-foot slide for $25. The slide needs 
to be waxed occasionally or dressed with raw linseed oil. It is well to have 
a carpet mat or two to sit on after rain or after oiling, and it is desirable 
that the apparatus should be made so that the sliding board is detachable, 
allowing it to be turned over or taken in so as to protect it from the rain. 
Giant stride. The giant stride is often put into school yards. It is 
always enjoyed by children and has some value as exercise. It is a rather 
expensive piece of apparatus, however, and the steel ladders are somewhat 
dangerous. For the school yard I prefer the rope and wood ladder with 
wooden rungs. This is lighter and does not bruise where it strikes. It is 
also much easier to take in the ropes when that is desired. The giant stride 
should be placed in the corner of the yard if possible, so that it may be out 
of the way of the games and so that the children upon the ground may not 
be struck by those who are flying around upon it. 
Horizontal bar. Every school yard should have a horizontal bar. This 
will serve for tests in shinning, which is one of the standard tests of 
the Public School Athletic League, and boys everywhere like to climb upon 
and over such a piece of apparatus. It is a good thing to have three bars, 
placed at about 5 feet, 3 inches, 6 feet, and 6 feet 6. The earth should be 
excavated under these bars for 3 or 4 feet on each side and sand filled in. 
No one would think of exercising on a horizontal bar in a gymnasium with- 
out a mat underneath. It is just as dangerous to exercise over hard ground 
in the yard; a plentiful crop of broken arms is sure to result. 
Equipment for Games 
Indoor baseball. Every school ground of any size should have at least 
two indoor baseball diamonds, one for the girls and one for the boys. 
The regulation diamond is 35 feet square, though the 27-foot diamond is 
better for small children. This should be laid out permanently, and the 
places for the bases marked. Bases should be made of sacks filled with sand. 
The 17-inch ball should be used, and the diamond should be so placed that 
the ball will not be batted over the fence or against the school building. 
Volley ball. Volley ball is the best game for school yards in general, 
because it takes very little space, and nearly all the children can play. 
It is the natural corrective of nearly all the bad postures of the schoolroom. 
The equipment costs very little. From two to four teams should be organ- 
ized from each of the upper classes, and they might well have volley ball as 
a period of physical training in the regular school time at least once a week. 
Tether ball. Tether ball is another game requiring little space. It 
is very vigorous and can be played in almost any school yard. Directions for 
this game and for volley ball can be secured from the Spalding Athletic 
Library for io cents. Both sets of rules are in the same book. The lines 
around and bisecting the pole are best put in with brick. 
Running and jumping pit. Along the fence on one side of the school 
ground there should be a running track about io feet wide. This should 
be made of cinders or loam and kept in good condition. Most running 70 
is at present arranged for high school and college sprinters, but interest 
in running itself probably reaches its climax about the tenth or eleventh year, 
and declines after that. Children in the upper elementary grades are in- 
tensely interested in all forms of sprints and relay races. The interest in 
jumping at this period is also well-nigh universal. There should be a jump- 
ing pit filled with sand with regular take-off for the broad jump, and there 
should be standards for the high jump, which is usually rather more interest- 
ing to children. 
All the equipment of the school yard should be so made that it can be 
locked or taken in at such times as it is not to be used. 
Construction or Purchase of Equipment 
A school playground may be satisfactorily equipped for $200 if most of the 
equipment is made and set up by local men. The slide can probably be pur- 
chased as cheaply as it can be made. Other pieces of apparatus will cost 
considerably more from the machine companies. 
Playground Games 
A few games only are here described. They are taken from various sources. 
Some may be played indoors. A quite complete list of games, song-games, 
and dances for children of the various school grades will be found in Games 
and Dances, by William A. Stecker, Director of Physical Education in the 
public schools of Philadelphia; published by John Joseph McVey, Philadelphia. 
There is some danger if games are played too swiftly. 
First and Second Grades 
Bean bag plays, i Pass bags from left to right and return, sitting, and 
later standing. 
2 Pass bags backward on the left side and return, same on right. 
3 Pass bags backward over head and return. 
4 Tossing (in couples) : 
Toss with both hands and catch with both. 
Toss with right and catch with right. 
Toss with left and catch with left. 
Take turns tossing into a basket. 
Play movements, i Warm the hands; rub them together and slap them 
to rhythm. 
2 Warm the feet; stamp in rhythm to music. 
3 Warm the body; throw the arms quickly around the chest. 
4 Pick apples: raise high on tiptoes, stretch right arm high and bend head 
backward, pick the apple, and lower the hand; same left. 
5 Climb rope: raise right hand high up with head well back, pull the right 
hand down, and raise the left, and continue. 
First Grade 
Squirrel and nut. All the pupils but one sit at their desks, each with 
head on one arm and the other hand outstretched, palm up. The odd 
player, called the squirrel, carries a nut and runs on tiptoe up and down 
through the aisles. At his discretion he drops the nut into one of the 71 
waiting hands. The player who gets the nut at once jumps up from his 
seat and chases the squirrel, who is safe only when he reaches his seat. 
Should the squirrel be caught before he reaches his seat, he must be squirrel 
the second time; otherwise the player who received the nut becomes the next 
squirrel. It is hardly necessary to say that the players wake up to watch the 
chase. 
Squirrel in trees. Some of the players stand in groups of three with 
hands on each other's shoulders, forming hollow trees. A player stands 
in each tree, representing a squirrel. There is one odd squirrel without a 
tree. The teacher or leader claps her hands, when all the squirrels run for 
another tree, and the odd squirrel tries to secure a tree. The one who is left 
out becomes the odd squirrel next time. 
Good morning. One player comes to the front of the room and blinds 
his eyes. He may do this by holding his hands over them or by plac- 
ing his head in the teacher's lap. The teacher then silently points to some 
other player in the class, who rises at once and says, "good morning, David," 
or whatever the child's name may be. The little guesser, if he recognizes the 
voice, responds with "good morning, Arthur," or another name. If he does 
not recognize the voice at the first greeting it may be repeated twice. Should 
he fail on the third trial he turns around and changes places with the other 
player. If he names the right person he retains his place until he fails. 
Railroad train. Each player is named for some object on a train, such 
as engine, baggage-car, dining-car, caboose, etc. One person is chosen 
to be conductor. He says in narrative form, "We must hurry and make up 
a train to go to Boston. I will take number i engine, some coal, the bag- 
gage car, etc." As he names a part the player bearing that name runs to 
the starter or engineer, who is chosen first, and lines up behind him, each 
putting his hands on the shoulders of the one in front. When all are on the 
train the conductor gives the signal for going and the train moves out. At 
the direction of the starter it goes over some obstacles, under others, around 
curves, etc. He may have a smash-up at the end. For large numbers there 
should be several trains started. 
Hide the thimble. One player is shown a thimble or other small object 
and sent from the room. While absent one of those remaining hides 
the thimble. When the object has been hidden the absent player is recalled 
and proceeds to hunt for it. While he is doing this the others sing or clap 
their hands, the song being very soft or low when the hunter is far away 
from the object and growing louder when he approaches it. 
Second Grade 
Automobile race. This schoolroom game is a relay race between alternate 
rows. The front child in each alternate row, at a signal from the 
teacher, leaves his seat from the right, runs forward around his desk, then 
to the rear of the row and back on the other aisle, completely encircling his 
row of seats until his own is reached again. As soon as he is seated the 
child next behind him encircles the row of seats, starting to the front on the 
right side and running to the rear on the left side. This continues until the 
last child has encircled the row and regained his seat. The row wins whose 
last player is first seated. The remaining alternate rows then play, and lastly 
the two winning rows may compete for the championship. 
Bean bag circle toss. There should be a bean bag for each of the 
players except two. All the players form a circle separated from each other 
by 20 inches. At a signal from the teacher each player turns toward his 
right hand neighbor and tosses his bean bag to him, turning at once to re- 72 
ceive the bag which is coming to him from the left. The game should move 
rapidly, but of course it requires skill, which may have to be acquired. With 
beginners it may be advisable to play the game at first with a fewer number 
of bean bags. Balls may be used instead of bean bags if desired. About 
every two rounds change the direction of tossing. 
Bean bag board toss. A board 18 inches by 3 feet is needed. Near 
the lower end of it cut a square hole, a little larger than the bean bags. 
Higher up in the board cut a second hole about three inches in diameter. 
Give the board a slant of 45 degrees by placing one end against the wall. 
The player stands at a throwing line 10 to 12 feet from the board. Each 
player may have five bags, or five may be used for the entire group, the 
bags being recovered for each player in turn. A bag thrown into the larger 
hole counts 2, into the smaller hole 5. The player wins who first scores 50. 
Several boards may be used at once for large numbers. 
Overhead bean bag pass. The several rows of pupils compete with 
one another in passing the bean bag backward over their heads. The 
players are all seated, with the same number in each row. On each front 
desk a bean bag is placed. At a signal the first player in each row lifts the 
bean bag over his head and drops it on the desk behind him, immediately 
clasping his hands on his own desk. The next player catches the bag and 
passes it back in the same manner. It is thus passed quickly to the rear of 
the row. When the last player receives it, he runs forward at once to the 
front of the line. As soon as he reaches the front desk the entire row of 
players move backward one seat and the player who ran forward takes the 
front seat. The play thus continues until the original occupant of the front 
seat has again regained it. The row wins whose leader first does this. 
Fox and squirrel. The players sit in their seats facing the aisles, each 
two adjacent rows having their feet in the same aisle. Each player thus 
has someone facing him across the aisle. The game consists in passing some 
object (the squirrel), such as a bean bag, from one side of the aisle to the 
other and back again, zig-zagging down the aisle, to be followed at once by 
some second object (the fox), the effort being to have the fox overtake the 
squirrel before the end of the line is reached. 
Drop the handkerchief. All the players but one stand in a circle, facing 
toward the center. The odd player runs around outside the circle car- 
rying a handkerchief, which he drops, behind one of the players. Those 
who form the circle must look toward the center and not turn their 
heads as the runner passes them. As soon as a player discovers that the 
handkerchief has been dropped behind him he picks it up and chases the 
one who dropped it, who may run around the outside of the circle and en- 
deavor to reach the vacant place. The players must all run in the same 
direction. If the one who is chased reaches the vacant place he is safe, and 
the one who picked up the handkerchief must be "it." 
Bird catcher. Two opposite corners of the room are marked off, one 
to serve as a nest for the birds and another as a cage. A mother bird 
is chosen, who takes her place in the nest. Two other players take the part 
of bird catchers and stand midway between the nest and the cage. The re- 
maining players sit in their seats. All of these players should be named for 
birds, several players taking the name of each bird. The teacher calls the 
name of a bird, whereupon all the players who bear that name run from their 
seats toward the nest, the bird catchers trying to catch them. Should a bird 
be caught by the catchers it is put in the cage, but a bird is safe if it once 
reaches the nest. 73 
Third Grade 
Tag the wall relay. The players should all be seated, an even number 
in each row. At a signal the last player in each row runs forward 
and tags the front wall. As soon as the player is out of the aisle the others 
all move back one seat. The runner, having touched the wall, returns and 
takes the front seat. As the player sits he raises his right hand as a signal 
for the player who is now the last one in the row to run forward, the line 
moving backward one place as soon as he is out of the aisle. He, in turn, 
having touched the wall takes the vacant front seat. The play continues in 
this way until everyone in the row has run. Care should be taken to have 
those seated keep their feet under the desks to prevent tripping. When the 
player who was number one in the row has run his turn and regained his seat 
he stands and holds up his hand. 
"Simon says." The players sit around a table or at their desks. Each 
player makes a fist of each hand with the thumbs extended. One is chosen 
for leader, whom the others follow. The leader says, "Simon says, thumbs 
up," whereupon he places his own fist on the table before him with the 
thumbs upward and the other players must all do likewise. The leader then 
may say, "Simon says thumbs down," whereupon he turns his own hands 
over so that the tips of his thumbs touch the table. He may then say, "Simon 
says thumbs wiggle-waggle," whereupon he places his fist on the table with 
the thumbs up and moves them sideways. If at any time the leader omits 
the words "Simon says" and goes through the movements the other players 
must keep their hands still. Any player imitating him under these circum- 
stances must pay a forfeit or become leader, as decided on beforehand. 
Weather cock. The players having learned which directions are north, 
south, east and west, one player, who represents the weather bureau, 
stands in front of the others, who are also standing, and calls out which way 
the winds blows. For instance, when he says, "The wind blows north," the 
other players turn quickly towards the north, etc. Whenever he says, "Whirl- 
wind," the players all spin around quickly three times to the right. For older 
children half-way points may be used. Forfeits are the penalty of mistakes. 
"I »ay stoop." This game is a variation of "Simon Says," but is more 
active than the latter. The players stand in a circle or line and in front of 
them stands the leader or teacher. The teacher says quickly, "I say stoop," 
and immediately stoops himself and raises again as in a courtesy. The players 
all imitate the action, but when the leader says, "I say stand," at the same 
time stooping himself, the players must remain standing. Anyone who makes 
a mistake is out of the game. The leader should speak and move rapidly. 
Pussy wants a corner. All the players but one are stationed in cor- 
ners or at convenient goals that will serve the same purpose. The odd 
player goes from one to another, saying to each, "Pussy wants a corner." The 
player to whom this is addressed replies, "Go to my next door neighbor." 
All the other players watch their opportunity to change places, and do this 
as often as possible. Puss tries to secure a corner by rushing to any place 
that is vacant. Whenever she is successful the odd player becomes Puss. 
Puss may call "all change," when all the players must exchange places, and 
in the general flurry Puss should secure a corner. 
Line ball. Have an even number of players in each row. Draw a line 
on the floor across the front of the room, a short distance in front of 
the blackboard. One player from each row takes his place, toeing the line. 
Another line is drawn at the front of each aisle even with the edge of the 
front desks. The game consists in tossing a ball from the leader on the 
forward line to those players who take their places in turn on the line 74 
at the head of the aisle. The first players in the rows rise to the right 
from their seats at a given signal and step to the line at the head of their 
aisle and catch the ball, which should be tossed to them immediately by 
the leader, who stands opposite. This player quickly tosses the ball back to 
the leader and sits down. His sitting is a signal for the player next in line 
to run forward and receive a toss from the leader and return the ball to him. 
This continues until every player in the line has caught and returned the 
ball. The line wins which first does this and whose leader first returns to his 
seat. Either bean bags or balls may be used. 
Bean bag to»s. Fasten a small box measuring not less, than 6 inches 
square inside one about twice the size, and that in a third, leaving at least 
6 inches margin between the boxes. This is set up at a slight incline. Some 
10 or 20 feet away from this a throwing line is drawn. Each player is pro- 
vided with 5 bean bags and takes his place in turn on the throwing line, 
throwing all five bags at each turn. A bag thrown into the small box scores 
15, one into the middle box 10, and one into the outside box 5 points. The 
player first scoring 100 wins. 
Hopping relay race. A starting line is drawn on the ground, behind 
which the players stand in two or more single files facing the goal. The 
goal should be 10 or more feet from the starting line and may consist of a 
wall or a line drawn on the ground. At a signal, the first player in each 
line hops on one foot to the goal and hops back to the rear end of his line, 
which has moved forward to fill his place when he hopped out. He touches 
the first player in the line as he passes him and this player at once hops to 
the goal and back. Each player thus takes his turn. The line wins whose 
leading player first regains his place. In a schoolroom the players remain 
seated until it is their turn to hop. If the game is repeated have them use 
the other foot. 
Follow the leader. One player, who is specially resourceful or skilful, 
is chosen as leader. The others all form in single file behind him 
and imitate anything he does. The leader aims to keep the line moving and 
sets hard tasks for them. He should go over and under obstacles, touch high 
points by jumping, etc. Anyone failing to perform the task drops out of the 
game or pays a forfeit, as is decided beforehand. 
Bean bag ring throw. The players are divided into groups of equal 
numbers, which compete against one another. Rings 12 to 18 inches in 
diameter are drawn on the ground or floor, one ring opposite each group of 
players lined up in single file. The leader of each row toes a starting line 
drawn across the floor 10 to 15 feet from the row of circles. Each group 
has 6 bean bags or other objects for throwing. At a signal the leader of 
each row throws each of his bags in succession toward the circle and scores 
1 point for each bag that lands within the circle. Any bag that touches the 
line does not count. The player then takes up his bags and runs to the 
rear of the line, giving the bags as he passes to the first player in the row. 
The players all throw in turn until the leader comes again to his original 
place. The row having the highest score wins. Points may be awarded for 
the team finishing first. 
Blackboard relay. The class is seated, an even number in each row. 
The last player in each row has a piece of crayon. Each of these at 
a given signal runs forward and writes on the front blackboard a word suit- 
able for beginning a sentence. Upon finishing the word he returns to his 
seat, handing the crayon as he does so to the player next in front of him. 
Fourth Grade 75 
This second player at once runs forward and writes another word bearing a 
suitable relation to the first one. In this way each player in the row adds 
to the sentence that his row is writing. The last player must complete the 
sentence and add punctuation marks. The points scored are: 25 for speed, 
25 for spelling, 25 for writing, and 25 for grammatical construction, capitals, 
and punctuation. This game may be adapted to arithmetic, history, etc. 
Corner spry. The players are divided into four groups, which are 
stationed in four corners of the room. Four captains stand in the center, 
each with a bean bag, facing his corner of players, who stand in a row. Each 
captain throws his bean bag to the head player in his row. The bag is 
thrown back to the captain, who tosses it to the next one, and so on until 
all the players have tossed. Then the captain calls "Corner spry" and runs 
to the head of the row, and the last player becomes captain. The group that 
first has all its players in the captain's place wins. 
Bag pile. The players are divided into two or more equal parties, which 
line up in ranks. Near the front end of each rank is a pile of io to 
15 bean bags, which are to be passed down the line. At a signal the first 
player in each rank takes a bag and passes it down the line, sending the 
others in succession after it as rapidly as possible. The last player in the 
line upon receiving the bean bag lays it on the floor in front of him, and 
as each bag reaches him he piles it on the preceding one, thus making a 
stack. Only the first one may touch the floor. The stack must be able to 
stand without assistance and the player who stacks the bags must have no 
help in his task. Should the bags fall over at any time the player must 
pick them up and pile them over again. The line scores 1 which first suc- 
ceeds in getting all its bags stacked. The last player, the one who stacked 
the bags, then carries them up to the front of the line and becomes the first 
passer for the next round of the game. The line wins which first scores 5 or 
10, as has been decided beforehand. 
Slap Jack. All the players but one stand in a circle with the odd one 
in the center. Those in the circle bend their elbows, which should touch 
their sides, and extend their hands in front with the palms downward. The 
object of the one in the center is to slap the hands of any player in the 
circle while thus extended. The circle players may bend the hands down- 
ward or sideways, but may not withdraw the arms or change the position of 
the elbows. Anyone slapped in this way changes places with the one in the 
center. In the schoolroom this is played in groups with the players seated, 
instead of in a circle. Two rows face each other to form a group. The one 
who is "it" walks up and down the aisle. 
Observation. This game is a test of visual memory. A number of 
different objects are placed on the teacher's desk, and the pupils are per- 
mitted just one look as they pass by. They then go to their seats and make 
a list of the things seen. The objects should be so shielded that they can 
be seen only when one is at the desk. This can be applied to nature study 
and other work. 
Bean bag row toss. Arrange the players in rows of equal numbers. 
Number one in each row has a bean bag or ball and at the word "start" 
stands and throws the bag or ball to number two, who also stands at the 
word "start." Number two throws it back to number one and sits down, 
while number one throws it to number three, who stands up as soon as num- 
ber two is seated. Number three throws it back to number one, and the 
game continues until number one has received the ball back from the last 
player in the row. He then lays it down on the desk and runs to the seat 
of the last player, while all players move up toward the front seat. Number 
two in the row then becomes number one and tosses the ball as his pre- 76 
decessor did. When the first number one reaches his original place he calls 
"done"-thus scoring a point for his row-and starts again. The row scor- 
ing the most points in fifteen minutes wins. 
Thimble ring. All players but one stand in a circle, each clasping with 
his left hand the right wrist of his left-hand neighbor. All right hands 
are thus free and all left hands occupied. The odd player stands in the 
center of the circle and tries to detect who holds the thimble, which is passed 
from hand to hand. Each player in the circle places his right hand first in 
the hand of the neighbor on the right and then in the hand of the neighboi- 
on the left, with a rhythmic movement, while the entire circle repeats the 
lines: 
"The thimble is going, I don't know where, 
It is first over here, and then over there." 
When the player in the center thinks he knows who has the thimble, he 
goes up to him and says: "My lady's lost her thimble, have you it?" If 
correct, these two players change places. If incorrect, the player who is "it" 
asks the player addressed to find it. This player has one guess. If he is 
correct, he takes the place of the one who has the thimble, the one who is "it" 
taking the vacant place in the circle, and the one who held the thimble going 
to the center. Should the player be incorrect in his guess he changes places 
with the one in the center. 
Bean bag target toss. Draw three concentric circles on the ground 
or floor similar to a target. The size should depend somewhat on the 
skill of the players; for the youngest the inner circle should be not less 
than 2 feet in diameter and the outer 6 feet. For those more skilled smaller 
circles may be used. Ten to 30 feet from the outer line of the large circle a 
throwing line is drawn. When a large number are playing several targets 
may be used, the players being divided into as many groups as there are 
targets. Each group has 3 bean bags and each player in turn throws all 
the bags at the target. Any bag stopping in the inner circle scores 15; in 
the next circle, 10; and in the outer one, 5. A bag touching the line does 
not count. 
Hound and rabbit. A considerable number of the players stand in 
groups of three with their hands on each other's shoulders, each group 
making a small circle which represents a hollow tree. In each tree is stationed 
a player who takes the part of rabbit. There should be one more rabbit 
than the number of trees. One player is chosen for hound. The hound 
chases the odd rabbit, who may take refuge in any tree, always running in 
and out under the arms of the players forming the tree. But no two rab- 
bits may lodge in the same tree; so as soon as a hunted rabbit enters a tree 
the rabbit already there must run for another shelter. Whenever the hound 
catches a rabbit, they change places, the hound becoming a rabbit, and the 
rabbit the hound. Or the hound may at any time become a rabbit by find- 
ing shelter in an empty tree, whereupon the odd rabbit who is left without 
shelter must take the part of the hound. The trees should be scattered so 
that both rabbit and hound may have many opportunities to dodge in various 
directions. 
Poison. A circle is marked on the floor or ground, one third as large 
as one formed by the players clasping hands outside it. Each player tries to 
push or pull the others into the marked circle, but to keep out of it himself. 
Anyone who touches the ground within the circle, if with only one foot, is 
said to be poisoned. As soon as this happens the player or players so 
poisoned become catchers. The other players cry "poison" and at once 
break the circle and run for safety, which consists in standing on wood. 
The merest chip will answer, but growing things are not counted. Any other 
material may be named as safety. Anyone caught before reaching safety 77 
or in changing places becomes a catcher, and when all have been caught the 
ring is once more surrounded. 
Bull in the ring. All but one of the players stand in a circle with hands 
firmly clasped. The odd player stands in the center and is the Bull. 
The Bull tries to break through the ring by parting the hands of any two 
players. If he breaks through, the two players whose hands he parted im- 
mediately give chase to him, and the one catching him becomes the Bull. 
Beetle. All the players but one form a circle with the odd player out- 
side. The circle players hold their hands behind their backs ready to re- 
ceive a knotted towel called the "beetle," which the odd player carries as 
he runs around the circle to the right. The circle players keep their eyes 
closed. The one with the "beetle" places it in the hands of one of the circle 
players, who immediately strikes his right-hand neighbor with it. The neigh- 
bor runs around outside the circle to the right and endeavors to regain his 
old place, the one with the "beetle" striking him as often as he has an 
opportunity. After the player regains the vacant place the game goes on as 
before, the player who received the "beetle" giving it to some one else. 
Jump the shot. A bean bag or other soft article is tied to the end 
of a 10-foot rope. The players stand in a circle, with one in the center 
holding the rope. The center player swings the rope around to describe 
a large circle on the floor, with a sufficient length of rope to place the bag 
in line with the feet of those in the circle. The circle players jump to avoid 
being caught around the ankles by the rope. Anyone caught in this way 
must retire from the circle, the player winning who longest retains his place. 
Catch and pull tug of war. Any number of players may engage in 
this contest. A line is drawn down the middle of the playing space. The 
players are divided into two parties and stand one party on either side 
of the line. The game starts on a signal and consists in catching hold of 
an opponent by any part of his body, as hand, arm or foot, reaching over 
the line and so pulling him across the boundary. Any number of players 
may come to his rescue and try to resist his being pulled over the line, either 
by pulling him in the opposite direction or by trying to secure a hold on one 
of the opponents. A player does not belong to the enemy until his entire 
body has been pulled over the line. He must then join his captors in trying 
to draw players over the line. The party wins which at the end of the time 
limit has the largest number of players. 
Three deep. The players pair off in couples and all but one couple 
form a circle with one partner behind his mate. Of the odd couple, one is 
"it" and the other is chased. The one who is chased may stop in front of 
any of the other couples; when he does this the rear player becomes the one 
chased. If the one who is "it" makes a catch, the one caught becomes "it" 
and tries to return the tag before the catcher can stop in front of a couple. 
All Grades 
Volley-ball. (From New Games for the People, by Henry S. Curtis, 
in The Playground, May, 1913) 
This is a game that we have imported from Germany. It is played with a 
ball a little smaller and about half as heavy as a basket-ball, over a rope 
or a net 7% feet high. The court is 25 by 50 feet in size. The server 
stands with one foot on the back line and bats the ball over the net with 
the palm of his hand. If it strikes the ground on the other side, it 
scores one. If it is returned and strikes the ground on the server's side he 
is out. Twenty one points are a game. There may be any number of players 
on a side. 78 
This game has great advantage over any other game that we have previ- 
ously had. In the first place, it is a thoroughly good team game. In Wash- 
ington, where we introduced basket-ball and volley-ball into the playgrounds 
at the same time, we found that we could get four or five teams in volley- 
ball as easily as we could get one team in basket-ball. The skill of the game 
consists in passing the ball from player to player on your side until you can 
knock it into an open space on the other side. Sometimes the ball will be 
passed back and forth over the net 20 times without its ever once touch- 
ing the floor or ground-something which rarely happens in tennis, which is 
a similar game without the team combinations. 
The net is 7% feet high, and the ball is often 20 feet in the air. It is 
the best corrective we have for the round and stooped shoulders and the 
flat chest, so often engendered in the schoolroom and the office. One has to 
keep his head up and shoulders back in order to play the game. It would 
be hard to devise in the gymnasium any better series of movements to 
straighten out the shoulders and stretch out the chest than the natural move- 
ments in playing the game. I believe also there is a certain exhilaration that 
comes from the mere fact that the head is held high and the glance is 
directed upward. 
Another great advantage that volley-ball has is that it is equally well 
adapted for play outdoors or in a gymnasium. It is usually played outdoors 
during the warmer parts of the year and in the gymnasium in the winter, 
but it is a type of game that may well be played outdoors the year round. 
The game is peculiarly adapted to the city because it is more economical of 
space than any other team game. The court is only half the area of the 
basket-ball court, and on this space twice as many players may have a good 
game, so that it requires only one fourth as much space for each player. The 
ball is soft and light; it does not break windows or hurt passers-by. It can 
be played in the back yard, on a vacant lot, or in almost any kind of school 
yard. 
Volley-ball is a very inexpensive game. A rope or a net, a couple of slen- 
der posts, and a ball, costing altogether $6 or $7, are all that are required. 
This is considerably less than half of the expense for basket-ball. 
Perhaps the greatest advantage of volley-ball is its age range. Children 
will not play basket-ball much before they are 13, and they will dis- 
continue the game in the early 20's. On the other hand, they will begin 
to play volley-ball at 9 or 10 and may continue to play until they are 70. 
Volley-ball can be graduated to the strength by lowering the net or put- 
ting in more players. It can be made more strenuous by raising the net, 
increasing the size of the court, or reducing the number of players. Basket- 
ball, the only other team game that we have been playing until recently that 
could be played in a small space, is a violent game having long periods of 
very intense activity with practically no relief. It is a greater strain upon 
the heart and lungs than even football. There are many boys and girls who 
ought not to play basket-ball, while volley-ball is safe for nearly everyone. 
Basket-ball has an element of personal character in it and fouls are hard 
to detect. Disputes and quarrels grow out of basket-ball games very easily. 
In volley-ball, the players stay on their own side; there is no personal en- 
counter, or "rough-house," to guard against. 
Volley-ball is well adapted to the country and is often the only team game 
that can be played at the country school. In a one-room rural school there 
will not often be 10 girls or 10 boys old enough to play basket-ball, and 
there almost certainly will not be 18 boys old enough to play baseball. 
Tn volley-ball the girls may play against or with the boys, so as to make up 
the number, or a very good game may be had with only two or three players 
on a side. It may be said that it is not best for the girls and boys to play 
together. Certainly the practice in the city schools and in the public play- 
grounds is to give the girls a play space that is separate from that of the 
boys. It is not a good thing for girls and boys to loaf about together, but 79 
there are no moral dangers that result from vigorous play together. There 
are few things that will do more to establish a healthy relationship between 
the sexes than such games as this, in which they may be almost equally 
successful. 
Indoor baseball. Indoor baseball was invented on the Hull House 
playground in 1894. Indoor baseball is not a good name, as the game is 
played outdoors more than it is indoors. It is sometimes called playground 
baseball, but this is no better name than the other. The game is like regular 
baseball except that it is played with a large, soft ball 12 to 17 inches in 
circumference, on a diamond 35 feet on a side instead of 90 as in regular 
baseball. The ball must be pitched "under-handed," and there is no 
stealing of bases. 
The advantages of indoor baseball are similar to those of volley-ball. The 
game requires very little space. It can be played indoors in winter, and out- 
doors the rest of the year. The ball is soft and does not break windows or 
injure passers-by. It can be played by girls as well as boys, and they will 
both continue to play it long after it has become unpleasant to throw a ball 
across the large diamond, to run so far, or to catch the hard ball. It has 
not been altogether realized by the American public that we have in indoor 
baseball an excellent game for people from 30 to 60 years of age, who 
have a love for the old game, but have begun to find it too strenuous. 
Volley-ball and indoor baseball show the way to a system of practical 
physical and health training without gymnasiums or athletic fields. I suppose 
the number of teams in these games is doubling every year; but educators 
are only dimly beginning to realize their significance. There are, however, 
many schools in which they are being systematically introduced. I found 
in Houston, Texas, and Kalamazoo, Michigan, three to five indoor baseball 
teams among the girls in every school, and five to eighteen teams in volley- 
ball in each school. I happen to know personally about these cities, but there 
are others where much the same thing has been done. 
In Germany three hours a week of physical training is required throughout 
the common schools, and a large part of the schools have two hours a week 
of required play, with organized recesses besides. Three hours a week of 
required exercise is certainly not too much for growing boys and girls. 
During a considerable portion of the year this exercise may well come from 
the games of volley-ball and indoor baseball. If there are in a school five 
classes above the fourth grade, and each class has three periods a week, this 
would mean fifteen periods altogether, with three game periods each day. 
This could be easily managed in most school yards. Suppose a class contains 
forty pupils, approximately half being girls. The class is divided into 
four teams, two teams of girls and two teams of boys; or the girls and boys 
may play together on the same team if that is thought best. Almost any 
school yard will furnish room for two volley-ball or indoor baseball grounds. 
Of course the play will come out of the regular school time, the same as 
any other period of physical training. If the children tend to be noisy and 
disturb the school, the knowledge that noisy play will lose them the privilege 
will be a sufficient check. 
This would seem a revolutionary move to many school authorities, but it 
is not really so. We have been giving two or three periods a week to gym- 
nastics in our school systems very generally whenever we have had the 
necessary facilities, and here is something that at the same time is better 
exercise than gymnastics, is good fun, and is carried on in the open air. 
In the English preparatory and public schools football and cricket have been 
compulsory for a long time. About sixty different games have been intro- 
duced into the curriculum of the German schools. In the public schools of 
Gary, Indiana, there is an hour and a half of organized play every day of 
the week in each of the elementary grades. 
On the one hand, these games are offering to the schools excellent physical 
exercise that is adapted to conditions and that will cost very little-almost 80 
nothing as compared with the cost of building gymnasiums. On the other 
hand, they are offering a preparation for the future that is quite as real as 
that of the common-school subjects.. Recreation is a part of life, and an in- 
creasing part of it. It is no less necessary for the school to prepare for the 
right use of leisure than for the work to come. The school must see to it 
that increasing leisure does not mean increasing dissipation. 
ATHLETIC BADGE TEST FOR GIRLS 
(From The Playground, May, 1913, a magazine published by the Association 
to Promote Play and Public Recreation.) 
The Playground and Recreation Association of America has adopted pro- 
visionally the following as standards which every girl ought to be able to 
attain: 
First test 
All-up Indian club race 30 seconds 
Basket-ball throwing 2 goals, 2 minutes 
Balancing 24 feet, 2 trials 
Second test 
All-up Indian club race.. 28 seconds 
Basket-ball throwing 3 goals, 2 minutes 
Balancing (bean-bag on head) 24 feet, 2 trials 
For first test 140 yards, 42 seconds 
For second test 140 yards, 39 seconds 
When Indian clubs are not available, the potato race may be substituted. 
The athletic sports of the girls in the rural communities begin largely in 
the schools. There are 226,000 one-room rural schools in the United States, 
and because of lack of gymnasium equipment and dressing-room facilities, 
events requiring bloomers and bathing suits are not advisable. 
In view of the above facts, only two tests have been decided upon. As 
there are agencies at work to encourage the development of play leaders 
and the use of various sports in all communities, the third test has been 
left open for further suggestions. 
Rules. There are no height, weight or age limits in the Athletic Badge 
Test for Girls. The following general rules shall govern the final tests: 
There shall be but one trial in each event, except the balancing, in which 
two trials are allowed. 
It is necessary to qualify in all three events in either class in order to win 
a badge. 
No girl is permitted to receive more than one badge in any one year. 
All-up Indian club race. Draw 2 tangent circles, each 3 feet in diameter. 
In one of the circles place 3 one-pound Model BS Indian clubs. At a 
point 30 feet distant from a line passed through the center of the circles, and 
parallel to it, draw a line to be used as a starting line. 
On the signal the girl runs from the starting line, transfers the three clubs 
one after the other to the vacant circle, and runs back to the starting line. 
Three such trips, are made, finishing at the starting point. The girl is per- 
mitted to use but one hand in transferring the clubs. 
To win a Class "A" badge a girl must make the three trips to the circles 
in 30 seconds. 
To win a Class "B" badge a girl must make the three trips to the circles 
in 28 seconds. 81 
Basket-ball throwing. The regular basket-ball goai may be used. It 
should be placed 10 feet above the ground and extend 6 inches from the 
surface to which it is attached. From a point directly under the center of 
the goal, draw a semi-circle with a radius of 15 feet, for a throwing line. 
The girl may start at any point outside of, but touching, the throwing 
line. On the signal she throws for the goal, runs and picks up the ball, and 
runs back of the line and makes the next throw. Time will be counted from 
the signal for the first throw; there will be no signals for the throws follow- 
ing. 
To win a Class "A" badge a girl must make two goals in two minutes. 
To win a Class "B" badge a girl must make three goals in two minutes. 
Balancing. Any standard balance beam may be used, or a 2x4 inch 
plank, set on the 2 inch side, but the length should be 12 feet. 
There is no time limit in this event but there should be an endeavor to 
meet the requirements promptly, without haste, and with perfect poise. 
For Class "A": The girl starts from center of beam, walks forward to 
end; without turning, walks backward to center; turns and walks forward 
to, other end; turns and walks forward to starting point. 
For Class "B": With a bean-bag balanced on her head, the girl starts from 
center of beam and walks forward to end; turns and walks forward the en- 
tire length of the balance beam; without turning, walks backward to starting 
point. 
Potato race. On a direct line draw 4 circles., each 12 inches in diameter 
and 5 yards apart from center to center. Five yards back of the center 
of the first circle and at right angles to the direct line, draw a line 
to be used as the starting line. This is also the finish line. On the first 
circle place a basket or other receptacle not over 2 feet in height and with 
an opening not exceeding 3 feet in circumference. 
On the signal the girl runs from the starting line, takes one potato from 
the basket and places it in the first vacant circle (the one nearest the basket) ; 
runs back to the basket, passes between it and starting line, takes the second 
potato from the basket and places it in the second circle; returns to the 
basket, passes between it and starting line, takes a third potato from the 
basket, places it in the third circle and runs back to the starting line. From 
the starting line she runs to the first circle, picks up the potato and replaces 
it in the basket; passes between the basket and the starting line, runs to 
the second circle, picks up the potato and replaces it in the basket; runs to the 
third circle, picks up the potato and replaces it in the basket; runs to the 
finish line. 
If a potato is dropped anywhere but in the circle where it should be placed 
or in the basket, it must be picked up and properly placed before another is 
touched. 
To win a Class "A" badge a girl must cross the finish line within 42 seconds 
from the time the signal to start is given. 
To win a Class "B" badge a girl must cross the finish line within 39 seconds 
from the time the signal to start is given. 
ATHLETIC BADGE TEST FOR BOYS 
(From The Playground, April, 1913.) 
The Playground and Recreation Association of America has adopted the 
following as standards which every boy ought to be able to attain: 
First test 
Pull up (chinning) 4 times 
Standing broad jump 5 ft. 9 in. 
60 yards dash 8 3-5 seconds 82 
Second test 
Pull up (chinning) 6 times 
Standing broad jump 6 ft. 6 in. 
60 yards dash 8 seconds 
or 100 yards dash 14 seconds 
Third test 
Pull up (chinning) 9 times 
Running high jump 4 ft. 4 in. 
220 yards run 28 seconds 
As these standards have been tested in the public schools of several cities 
it has been found that boys of 12 years of age should be able to qualify for 
the badge under the first test, elementary school boys of 13 years and over 
for the second test, and high school boys for the third test. It does not seem, 
however, to those who have had experience with this form of athletics, that 
the different standards should be limited to these age groups. Accordingly 
no age or even weight limit is fixed. Any boy may enter any test at any time. 
Similar tests are now in use in many cities and in some country districts. 
The Association has attempted through a committee of experts from differ- 
ent parts of the country to establish standards which would be simple, con- 
sist of events which are interesting, and be generally acceptable. The tests 
require only simple apparatus and a comparatively small space. They can 
be conducted in a short period of time even with a considerable number of 
boys, and the measure of each boy's performance can be accurately deter- 
mined. 
Rules. The following general rules shall govern the final competition: 
No boy is permitted to receive more than one badge in any one year. 
It is necessary to qualify in all three events in any one class in order to 
win a badge. 
There shall be but one trial in chinning, one in the dashes, and three in 
the jumps. 
Pull up (ckinning). A portable chinning bar in a doorway, a hor- 
izontal bar in the gymnasium or the rungs of a ladder set at an angle against 
a building may serve the purpose. 
Each contestant begins with his hands on the bar. Then with his arms 
straightened at full length he pulls himself up without a kick, snap, jerk, or 
swing, until his chin is above the bar. Lowering himself again until his arms 
are straight, he repeats the "pull up." 
Standing broad jump. Whenever possible it is best to prepare a jump- 
ing pit by digging up a piece of ground about 4 by 25 feet and have a 
wooden or metal strip 2 inches wide imbedded in the ground at one end 
of the pit flush with the surface, to serve as a "take-off." It is also well to 
mark off 5 feet 9 inches and 6 feet 6 inches from the "take-off." Each com- 
petitor is allowed three jumps, his best jump being taken as his record. 
The feet of the competitor may be placed in any position, but shall leave 
the ground once only in making an attempt to jump. When the feet are 
lifted from the ground twice, or two springs are made in making the attempts, 
it shall count as a trial jump without result. A competitor may rock back 
and forward, lifting heels and toes alternately from the ground, but may 
not lift either foot clear of the ground, nor slide either foot along the ground 
in any direction. 
60 Yards dash, 100 yards dash and 200 yards run. A stop-watch 
is necessary in this event. Under the direction of a starter each com- 
petitor takes his position on the starting mark. The starter gives the signal 
by saying: "on the mark," "get set," "go." At the word "go" the time 
keeper starts his watch. As the runner crosses the finish line (6o yards, 100 83 
yards, or 220 yards from the starting line) the time-keeper stops his watch. 
The time indicated on the stop-watch is the runner's time. 
A false start is one where any part of the person of a competitor touches 
the ground in front of his mark before the starter purposely gives his signal. 
The third false start shall disqualify the offender. The competitor shall keep 
his hands behind the mark assigned to him. 
Running high jump. The bar shall be a thin stick and shall rest on 
pins which shall project not more than 3 inches from the uprights. When 
this bar is removed, it shall constitute a trial jump without result. 
The height shall be measured from the middle of the bar to the ground on 
a direct line. 
Each boy shall be allowed 3 trial jumps at each height. 
Running under the bar in making an attempt to jump shall be counted as 
a balk and 3 successive balks shall constitute a trial jump. 
Order of events. The following order of events is suggested: pull- 
up (chinning), jumping, running. 
Badges. The Association recommends that each boy passing the tests 
be allowed to pay for his own badge just as a young man or woman at col- 
lege elected to Phi Beta Kappa pays for the key awarded. The price, post- 
paid, either singly or in quantity, is 15 cents each. 
Public schools, private schools, playgrounds, evening recreation centers, 
settlements, church organizations, and other organizations of good standing 
in any city, town, village, or rural community may use the tests adopted by 
the Association, and certify, on blanks furnished by the Association, the 
names and addresses of boys passing the tests, ordering the number of badges 
of each kind required. 
The American Committee on Athletic Standards for Boys will pass on each 
list certified. If such a list is accepted by the Committee, the badges ordered 
will be forwarded on receipt of the money. The Association will reserve the 
right to test boys whose names have been sent in if in the judgment of the 
Committee it seems desirable to do so. The Association will expect those 
certifying these lists to exercise the greatest possible care. The object in 
passing on each list is so far as possible to make sure that badges shall go 
only to such boys as have passed the tests required. 
For further information regarding the badges and the giving of the tests, 
apply to Playground and Recreation Association of America. 
What the badge test does. Every boy ought to be physically efficient. 
Specialized athletics have developed remarkable American athletes but they 
have done most for those who needed athletic training least Every 
boy ought to try to reach a certain minimum physical standard. Such 
standards have been formulated by a committee of experts and are here 
presented. 
Every boy passing the tests is authorized to wear this badge, which stands 
for physical efficiency. 
Whenever two boys wearing this badge meet each other, they know that 
they have had the same tests, and they feel a certain comradeship, even 
though their homes be on opposite sides of the continent. 
In these days the boy who makes himself physically efficient is preparing 
himself for efficient citizenship later. 84 
It is hoped that once each year in each city there can be a meeting of the 
boys who have qualified in previous years to welcome those who have just 
qualified. It would not be unfitting in our American cities, as in the cities 
of ancient Greece, for the leaders in the city's life to make such a time a 
notable annual event. 
In some cities the physical standard of the boys has been made much 
higher because of these tests-sometimes 30 per cent higher. To achieve the 
same result nationally would enable America to continue to have in these 
days of city life the pride in the physical fitness of her boys which she for- 
merly had in the pioneer days. 
GYMNASIUM 
In some of the newer school buildings, not only in those for high schools 
but also in those for grammar schools, a gymnasium has been provided. In- 
door gymnastics and exercise should never take the place of outdoor activity, 
but it is a valuable supplement. Whenever possible, the gymnasium, large 
enough for basket-ball, and equipped with such apparatus as is necessary for 
varied indoor physical training, should be planned for. 
Swimming pool. A most valuable adjunct to the gymnasium is the 
swimming pool. Swimming is one of the most exhilarating of exercises for 
girls as well as boys. It is also much to be desired that every boy and girl 
learn to swim, since boating, outdoor bathing, and skating are such common 
recreations. It is believed that teaching girls and boys to swim is a legiti- 
mate part of the work of the public schools. This instruction is already 
given in Hoboken, Jersey City, and Bayonne, and the prediction is freely 
made that it will become more common. The swimming pools should not 
only be used by the pupils of the schools, but they should also be available to 
the public Saturdays, evenings, and vacation periods. 
In one of the Jersey City schools the swimming pool is 14 by 36 feet, with 
a series of shower baths at each end. The pool and the baths can be isolated 
from the rest of the building and used at any time, day or evening, for chil- 
dren or adults. Swimming lessons are given after school hours while school 
is in session; during summer vacations the classes are continued all day. 
A pupil upon learning to swim receives a certificate of proficiency. From six 
to ten lessons are necessary. 
III. POSTURE 
The following discussion has been prepared especially for this monograph 
by Jessie H. Bancroft, author of Posture in Home and School. 
Correct carriage of the body is a fundamental element in health and effi- 
ciency. Full breathing capacity is impossible with a collapsed chest; digestion, 
circulation, and other great organic functions may be seriously impeded by 
faulty attitudes; while habits of posture of the feet are responsible for much 
suffering through weakened and broken arches. Obviously, both physical and Swimming Pool at School No. 32, Jersey City 85 
mental efficiency and well-being are closely associated with this phase of 
development. 
The correct standing position is one in which the various segments of the 
body-head, chest, abdomen, and legs-are poised, one above the other, in 
a balanced position, so that a maximum of strain is borne by the bony frame- 
work, and the least possible strain thrown upon muscles and ligaments. Once 
made habitual, it is the easiest position to maintain, and may be held for 
the longest time without fatigue. It is the position of the long-distance 
walker, the mountain climber, the best all-round athletes; it is the position 
of command and authority, and is found predominant in the great leaders 
of commerce and public life. On the other hand, collapsed positions are 
characteristic of both physical and mental weakness. They constitute a dis- 
tinct aspect of weakness and illness, from the tuberculosis patient to the 
feeble-minded; and though good health and strong brains are sometimes 
found with poor posture, the latter is so characteristic of weakness, and its 
ultimate effects so well established, it is safe to say that these exceptional 
cases succeed in spite of a severe handicap. 
Correct posture may be recognized by observing the long axes of the dif- 
ferent parts of the body, as to whether or not they form a straight line or 
a series of zigzag lines. That is, the long axis of the trunk of the body 
should be vertical; the weight should so be poised that a line dropped from 
in front of the ear would fall within the forward half of the foot. The 
shoulder blades should be flat on the back, and the feet directed straight 
forward, not outward. 
Sitting positions may be judged in the same way. A perfectly erect atti- 
tude should show the axes of trunk, neck and head in a continuous, vertical 
line. This same relation of parts should be maintained for reclining back- 
ward against the back of the seat in a resting position, or in leaning for- 
ward to write or study, though in this forward position, under our present 
school conditions, the head is usually bent forward. The chest, however, 
should be kept broad and open, in all leaning forward for desk work, and 
above all, the action should be from the hip joints and never from the waist. 
Every child should know how to stand correctly, and it is as much a 
teacher's business to teach him this, as to see that he can add and read. 
The old-fashioned "nagging" is not teaching. It does not make a child un- 
derstand what is meant by standing correctly, nor does it train his power 
to assume and hold the position. Those ends have to be the objects of 
carefully devised methods, patient help and guidance, and systematic train- 
ing. Throughout the years of growth, bodily proportions change so rapidly 
that only in a small minority of cases will habit and power for correct pos- 
ture come without such assistance. This phase of development must be, in 
other words, one of the distinct objects of education. 
Efficiency methods for school use for training posture have been worked 
out on a large scale with great success, and have been found to substitute 
for nagging, a motive on the part of pupils and an interest and zeal on the 
part of both teachers and pupils that have invested the whole subject with 
enthusiasm and produced marked results. 
Briefly stated, these efficiency methods consist of: 
I. A standardized, or triple test for posture, by which each class is judged 
once a month. 
This test consists in judging each pupil in a standing position. The 
teacher should have the entire class stand, and look over one row at a time 
in profile, having those pupils sit who are not in correct position. 
Those who remain standing should then be required to march around the 
room for three or four minutes, any who lose good posture while marching 
being required to sit. 
Those who remain standing after the march, should then be put through 
the third, or last part of the triple test, which consists of two or three 
exercises, usually with the arms, which indicate whether or not the child 86 
has enough muscular power and coordination to exercise without reacting 
with bad posture. The effects of corrective exercises (which are designed to 
strengthen the muscles in which weakness is the cause of poor posture) 
depend upon this ability to hold a good position throughout exercise. 
2. Having selected the pupils who can pass the triple test, the class should 
be grouped on this basis for every lesson in physical training. All pupils 
who pass the test should form division I, and stand in one or more rows 
on one side of the room; the remainder form division II, and stand in 
parallel rows on the opposite side. The change of position to these groups 
can be made in from seven to ten seconds at the beginning of each physical 
training lesson. 
3. On the basis of this division of the class a percentage should be figured 
showing the class standard in posture. For example, if out of a class of forty 
pupils only ten pass the triple test, the class standard on this subject is 25 
per cent. This should be posted on the blackboard, and the pride of pupils 
roused to increase the class percentage. Individual ambition to be promoted 
to division I should also be fostered. These psychological appeals have a 
powerful effect and should be constantly used for that purpose. 
4. Both divisions should take their physical training lesson at the same 
time, but the grouping, besides its appeal to the pupil's pride, enables the 
teacher to concentrate attention on the pupils most needing her help. 
In this grouping, the first requisite is to put each pupil into the correct 
position; next, to train him to assume it without help; and finally, to see 
that he holds it throughout the corrective exercise. 
To put a pupil in correct position it is usually necessary to assist him per- 
sonally. If the trunk sags backward in the fatigue position, the teacher 
should push it into position by means of one hand placed over the shoulders 
in the back, the opposite hand being placed just below the waist in front, to 
give a point of resistance. 
The shoulder blades will need separate correction if they lie obliquely 
on the sides of the chest, instead of flat on the back. In the wrong position 
they protrude behind in what are called "wing shoulder blades," which may 
be plainly felt through the clothing; and the arms are then carried too far 
forward, so that their weight drags the chest downward. To correct the 
shoulder blades the teacher should stand behind the pupil, place the fingers 
over the round of the shoulders, and draw the shoulder blades backward. 
The erect neck and straight feet can usually be assumed on direction. 
Having put a child in position, the teacher should have him lose and take 
it again, if possible without help, several times in succession, until he has 
acquired the feeling of what is right. The teacher should realize that she 
is training discrimination in the muscular sense, and power of muscular 
coordination. 
Various auxiliary aids will be found helpful with these efficiency methods, 
such as awards of banners or buttons; or honorable mention, assembly re- 
views, trophies for the greatest class gain in a given time, etc., etc. None 
of these, however, can supplant the efficiency methods themselves, which 
accomplish results without such aid. 
Several features of school life are notoriously bad for posture. The shape 
and ill-adjustment of most school furniture are potent causes of rounded 
shoulders and spines, and collapsed chests. The carrying of heavy loads 
of school books is a most harmful influence. Proper light, and other in- 
fluences affecting vision, are directly related to posture. Many more gen- 
eral influences are reflected in and affected by the carriage of the body, 
such, for instance, as nutrition, sleep, nervous fatigue, worry, over-work and 
other influences that are physically and mentally depressing. Much harm is 
wrought by improperly shaped clothing, for both boys and girls, men and 
women. In all these matters, the teacher may exert a strong influence. 
There should be a clear understanding of the effects of different types of 
exercise. Formal, corrective gymnastics form the only type of exercise cor- 87 
rective of posture, and this usually loses its corrective values in proportion 
as it becomes rhythmic. All recreative exercise, such as games, folk dances 
a» d athletics, is admirable for very distinct and important values of its 
own, but it does not correct posture. A balanced health training will in- 
clude all of these elements. 
Note. In the schools of Newark all pupils are regularly tested and rated 
on "posture" as they are on arithmetic, reading, etc. APPENDIX D 
CARE OF TEETH, EYES AND EARS 
While the responsibility for the discovery in schools of physical defects is 
primarily placed in this State on the medical inspector, nevertheless the 
teacher should understand the nature of the common defects in these organs, 
the bearing of these defects on the general health of a child, and the com- 
mon remedies-at least those remedies or aids that are under the control of 
the teacher. 
Attention is here called to a few of these matters. 
TEETH 
The influence of the mouth conditions upon the general health is estab- 
lished. Teachers cannot remedy mouth defects, but they can do much by 
their intelligent, sympathetic advice and influence. 
The following extracts are taken from Health and Medical Inspection of 
School Children by Dr. Cornell, Director of Medical Inspection, Philadelphia. 
Dental decay or caries, notwithstanding its frequency, 
is an unnatural event and one caused largely by improper 
habits existing in civilized life. 
The effects of dental decay are (i) lowering of the general health, (2) 
increased liability to infectious diseases, (3) improper occlusion (meeting) 
of the teeth with resulting deformities and irregularities of the teeth. 
Lowering of the general health is caused (1) by the imperfect mastication 
of food, with resulting malnutrition and indigestion, and (2) by the swal- 
lowing of germ-laden food with putrid material from unfilled cavities, caus- 
ing indigestion and poisoning of the system. 
The child should be taught that decayed teeth, chronic gum abscesses, and 
lost teeth will, after a time, produce certain definite conditions which will 
lower his adult value. 
The infectious diseases favored by decayed teeth include tonsilitis, diph- 
theria, pneumonia and tuberculosis. 
Effects of 
decayed teeth 
Proper care of the teeth includes cleanliness and alka- 
linity of the mouth. For this reason a vigorous scrub- 
bing with chalk or magnesia tooth powders answers every purpose. 
The proper method of brushing the teeth is up and down rather than 
across them, as by this procedure the spaces are thoroughly searched. Dur- 
ing this operation the handle of the brush should be held horizontally while 
brushing the outer surfaces and vertically while brushing the inner surfaces. 
The teeth should be brushed at least morning and night. Of these the 
night is the more important. 
Care of teeth 
The school dental clinic is referred to onpages 53 and 55. 
A book published recently by J. B. Lippincott Company, entitled Mouth 
Hygiene and Mouth Sepsis, written by Captain John Sayre Marshall, for- 
merly Examining and Dental Surgeon, U. S. Army, is intended to meet 
the needs of the dental profession, of students of dentistry and medicine, 
trained nurses, school teachers, sanitarians, and the general public. 
89 90 
Note. The New Jersey State Dental Society will furnish lectures without 
charge to instruct teachers, school nurses, pupils and mothers' clubs in hy- 
giene of the mouth and teeth. Application may be made to the New Jersey 
Dental Journal, Newark, N. J. This offer should be taken advantage of 
freely. 
EYES 
Quoting from Dr. Cornell's book: 
Affections of the eye, so far as they fall in the practical province of medical 
inspection, may be classified under (1) affections of the eyelids, conjunctive 
mucous membrane, and cornea, and (2) eye-strain. 
It is important that the teacher recognize the signs of 
eye troubles that may be caused by eye-strain, as these 
troubles may be often easily remedied by glasses or at 
least alleviated by a change of seat or by other schoolroom adjustment. 
Headache, swollen, crusted or reddened eyelids, inflamed eyeballs and 
sties are always suggestive of eye-strain. 
Tense facial expression, "squinting," and wrinkling of the forehead, twitch- 
ing or blinking of the eyelids may be caused by eye-strain. 
Eye-strain 
Eye tests 
Eye examinations should be made if possible by the 
medical inspector, but a teacher can often apply simple 
tests for long and short sight. These should be merely preliminary to tests 
by a competent specialist and should never be used as a basis for prescrip- 
tions for glasses or for special treatment. 
Snellen test 
sheet 
The Snellen Test Sheet, enclosed in this pamphlet, may- 
be used to great advantage as follows: 
I. Hang the sheet in some place in a room where 
a. the pupil to be tested can stand or sit 20 feet from it; 
b. the light illuminates it, but does not shine directly into the face of the 
child; 
c. The light is neither direct sunlight, nor a dim light. North light, near 
a window, on a bright day, is best. If a person with normal sight 
can see the letters marked 20 feet, the light is doubtless good light for 
the test; 
d. it is on a level with the eye of the pupil being tested; 
e. it hangs Hat, without creases against a blank wall. It may be well 
to paste or fasten the sheet securely to a piece of stiff cardboard or a 
piece of board. 
2. If a child wears glasses, test with the glasses on. It will thus be deter- 
mined whether or not the glasses fit. 
3. Do not allow the card to hang where other pupils may study it. They 
may unconsciously commit it to memory. 
4. If there is suspicion that a pupil has learned the sequence of letters, 
have him read from right to left or skip about. 
5. Hold a stiff card against the nose, half an inch to an inch in front of 
one of the eyes of the pupil. Be sure that both eyes are open, the covered 
eye as well as the one being tested, being careful to prevent the covered eye 
from seeing without pressing it. 
6. If the uncovered eye can read easily the letters in the line indicated by 
20 feet, that eye is not near-sighted. If it can read all but two or three SNELLEN TEST SHEET (See Directions pages 90 and 91) 
70 ft. 
50 ft. 
40 ft. 
r 
Z 
B 
D 
E 
30 ft. 
o 
F 
a 
C 
20 ft. 
A 
F 
E 
O 
F 
D 
z 
15 ft 
N 
p 
V 
Z 
B 
D 
F 
H 
K 
o 91 
letters it should be rated as passing the test. If the uncovered eye can read 
the line indicated by 15 feet, it is far-sighted. If it cannot read the line 
indicated by 20 feet, that eye is near-sighted and should be tested by the 
lines above, indicated 30 feet, 40 feet, and so on, until one line can be read, 
to determine approximately how serious the near-sight defect is. 
Dr. Louis F. Rapeer in School Health Administration makes the follow- 
ing recommendation: "Only those whose vision in either eye is 20/40 (i. e. 
reads the line marked 40 feet at 20 feet distance) or less should be counted 
defective, unless there are signs of eye-strain. In other words, no one is 
expected to have perfect eyesight." 
If a child persistently holds his book too close to his 
face, the teacher may take the book and, telling the child 
to read, gradually withdraw the book till the child can 
no longer read the print. The distance to which the book may be with- 
drawn will depend on the size of the type and, to a less extent, on the age 
of the child, but the teacher can form a fair idea of what is reasonable. If 
the child is unable to read the book at a proper distance, there is some defect 
of vision which should be referred to the medical inspector. If the child 
can read at a proper distance, he should be required to do so, lest the strain 
of close reading eventually produce near-sight. 
On the other hand, eye-strain may often, though not always, be detected 
by holding the book at a distance from the face and as the child reads, 
gradually approaching it to the face till it blurs. Any child of grammar 
school age ought to be able to read for a moment four inches from the 
nose. Inability to do so shows some degree of far-sightedness, though it 
may not require correction. Ability so to read does not positively exclude 
eye-strain; nevertheless the test is a valuable one. 
If a child complains of inability to see blackboard, maps, etc. from his seat, 
the teacher, by placing herself in his seat or close beside him, may readily 
discover the reason. Assuming the teacher's own vision to be normal (and 
every teacher should know about this) if she can plainly see the object, the 
difficulty must be in the child; but if the distance is too great, the light poor, 
etc., this will be apparent, and the proper remedy may be applied. Pupils 
should be seated where they can see to the best advantage. 
Other 
simple tests 
Even though neither eye prove to be very near or far- 
sighted, there may be astigmatism or other serious trouble 
not revealed by these tests, and an examination by a 
specialist should be made if the signs of eye-strain continue. 
Examination by 
specialist 
EARS 
Dr. Cornell makes the statement: 
Defective hearing is the physical defect constituting the greatest bar to 
progress in school. The importance of early treatment in cases of defec- 
tive hearing cannot be overestimated, because of the obstinate nature of old 
cases^ the retardation of the deaf child's mentality, and the liability to flat 
chest and stoop-shoulders from the habitual leaning forward to hear. 92 
The following are also extracts from Dr. Cornell's Health and Medical 
Inspection of School Children: 
Evidences of 
defective 
hearing 
The observant teacher will often suspect deafness if the 
child is a mouth-breather, is slow in executing commands, 
and is apparently stupid. The latter is often conscious of 
no symptom whatever. It is well to note that timid chil- 
dren will frequently conceal their infirmity. There is a surprising ignorance 
in children (and parents too) of their condition, and no one has ever 
recorded that a small child of his own initiative complained of inability to 
hear. For this reason cases of defective hearing must be revealed by a sym- 
pathetic examination. 
Tests for 
defective 
hearing 
An examiner standing behind a child while testing his 
vision can quite fairly estimate his hearing by whisper- 
ing questions as to the child's school age or address, first 
standing to one side and then to the other. Children who 
fail to hear the questions should be farther examined. 
Another test is to stand a child 20 feet from the teacher, with one ear 
toward the teacher. The teacher asks a series of simple questions in a 
whisper loud enough to be heard distinctly by a person with normal hear- 
ing. If the questions are not heard at 20 feet, the distance may be shortened 
to determine the amount of defect Each ear should be tested in this way 
separately. 
An excellent test is to require the child to repeat after the teacher a series 
of numbers pronounced distinctly but with varying loudness. The lips of 
the teacher should not be visible to the child, for these children often pick 
up lip-reading instinctively with surprising readiness. In this or in any other 
test the normal children of the class may be used as controls. 
Children may also be tested with a watch, a stop-watch preferred; but this 
test is somewhat more difficult to apply. 
Dr. Rapeer states regarding the test for hearing: "As with vision, the in- 
dividuality of children is such that the best standard is common sense, 
conservative common sense, in this matter." 
Importance of nasal obstruction and nasal catarrh as the most common 
causes of deafness should be emphasized. APPENDIX E 
DANGERS AND SAFEGUARDS 
I. DANGERS AT HOME AND AT SCHOOL 
Illuminating gases. Illuminating gas escapes through leaky pipes, de- 
fective gas fixtures, and carelessness in turning off. 
Illuminating gas kills in a short time. Coal stoves generate gas similar to 
illuminating gas, which may cause asphyxiation when the drafts are not 
properly adjusted. 
Sewer gas causes sickness. Headaches are often attributable to it 
Do not neglect the odors of escaping gas. 
Do not carry lighted matches, lamps or candles where gas is escaping. 
Use of gasoline. Gasoline is often used for cleaning gloves and clothes. 
The vapors form very rapidly when the liquid is exposed to the air and 
these vapors are very inflammable. Many persons annually lose their lives 
by using gasoline near a flame. 
Do not use gasoline. 
Poisons. The careless labelling and storing of medicines sometimes 
leads to deaths. All poisons for the killing of flies and mice, and those 
used for disinfecting or medicinal purposes should be conspicuously labelled 
and kept where children cannot get them and where adults will not take 
them by mistake. 
Decomposing matter. Putrefaction generates gases that are often 
dangerous. Milk easily absorbs these gases and thus becomes unfit for food, 
often poisonous for babies and young children. 
Decaying material is the natural breeding place for flies and vermin, which 
carry the disease germs to the food of unsuspecting people. 
No material that is likely to decay should remain uncovered in the house, 
the yard, the alley, or the street. Children should not throw such material 
about, and especially should avoid eating cast away food or fruit as the decay 
is likely to have produced poisons. 
Broken glass and rusty nails. These are very dangerous, as they accumu- 
late poisonous germs, which are likely to cause blood-poisoning or lockjaw 
when introduced into the system through cuts or bruises. 
Wash and dress the wound as directed under "Emergencies" and consult 
a physician. 
Do not neglect cuts made by broken glass and rusty nails. 
Fire. (See following section.) 
93 94 
The fire loss in this country and in Canada, due to ignorance and careless- 
ness, was last year, 1912, over $196,000,000. 
Mr. C. Albert Gasser, Inspector of Combustibles and Fire Risks in the City 
of Newark, writes, "Many lives are lost annually in New Jersey because 
people do not understand the dangers of explosives and fires." 
A "Fire Prevention Code" has been adopted by the city government of 
Newark, parts of which are so fundamentally and universally important for 
the safety of the community and of the individuals in the community that they 
are given here. 
II. DANGERS FROM FIRE 
Sec. 5. No person shall kindle or maintain any bonfire or other fire, or 
shall knowingly furnish the materials for any such fire, or authorize any 
such fire to be kindled or maintained, on or in any street, avenue, road, lane 
or public ground, or upon any private lot within the limits of the city of 
Newark, unless a permit shall first have been secured from the inspector 
of combustibles and fire risks. 
Sec. 6. No garbage, waste, or refuse material of any kind on any vacant 
property within the limits of the city of Newark shall be burned nor shall 
any fire be permitted on any such dumping ground. 
Sec. 7. No person shall deposit ashes on any wooden floor or in any 
wooden receptacle standing on any wooden floor, or against any wooden 
fence or building or any building within the limits of the city of Newark. 
Sec. 8. No person or persons shall use or take into any building, bam, 
vessel, boat or any other place where gunpowder or any other explosive ma- 
terial, or hay, straw, or other highly combustible material may be kept, any 
burning light or open flames unless the same shall be well secured in a glass 
globe, wire mesh cage or similar device. 
Sec. 12. (i) No gasoline shall be conveyed from one place to another in 
any open can, vessel, or container. No gasoline shall be put into or taken out 
of any automobile within thirty feet in direct line of any fire, lamp or open 
flame. Nor shall any gasoline be put into or taken out of any automobile 
between the hours of sunset or sunrise of the following day, unless all lights 
used for illuminating purposes shall have been first extinguished. 
Sec. 17. No person shall at any time place encumbrance of any kind what- 
soever before or upon any fire escape, balcony, or ladder intended as a means 
of escape from fire. 
Sec. 33. No person or persons shall set off or discharge any revolver, 
pistol, gun, cannon or firearms of any description using cartridges or gun- 
powder for ammunition, providing always that nothing contained herein 
shall be construed to extend to any military maneuvers, to any target prac- 
tice or to the ' explosion of dynamite or similar material used for blasting 
purposes under proper supervision. 
Sec. 34. No person or persons shall fire, discharge or set off any fire- 
crackers or other thing containing powder or other explosive or comlnistible 
material, or fireworks of any description, except on the anniversary of the 
Independence of the United States of America, or the day celebrated as such, 
nor shall any person or persons, on this day, fire, discharge or set off any 
firecrackers, or fireworks of any description the sale and storage of which 
may be prohibited by the inspector of combustibles and fire risks. 
Sec. 39. No gun, revolver, pistol, cannon or firearm of any description 
shall be sold or given to any one under the age of fifteen (15) years. No 
gun, revolver, pistol, cannon or firearm of any description shall be sold 
unless a record of the name and address of the person to whom such weapon 
is sold shall be kept in a separate book by such selling agent, together with a 
record of the manufacturer's number or other marks by which such weapon 
may be identified. 95 
The following notices also are worthy of study and observance. 
NEWARK FIRE DEPARTMENT 
Bureau of Combustibles and Fire Risks 
NOTICE! 
The City Ordinances prohibit bonfires in any street or on 
any private or public property. The penalty is $25 fine. This 
law applies to everybody. 
In former years many little children have been burned to 
death at these fires. 
Do not build any bonfires yourself. If you see any bon- 
fires please notify a police officer. You may save some child's 
life in doing so. 
NEWARK FIRE DEPARTMENT 
Bureau of Combustibles and Fire Risks 
NOTICE! 
It is not lawful to keep Benzine, Gasoline or Naphtha in a 
dwelling house. Cleaning clothes with such material in any 
house where people live is forbidden, and is punishable by a 
fine of $25 for each offense. 
It is necessary to have a permit to keep, or use, or sell 
Benzine, Gasoline or Naphtha. If you need these articles 
in your business, go to Fire Headquarters and ask for the 
Inspector of Combustibles and Fire Risks. 
Mr. John Conway, Chief of the Jersey City Fire Department, furnishes 
the following valuable warnings and suggestions. With a change in name 
of city or town and in address of Fire Headquarters, the suggestions apply 
everywhere. 
HOW TO SOUND ALARM OF FIRE 
Keys are in Fire Box with glass front. To sound alarm break glass, turn 
key, open door, pull hook on inside clear down once only, and let go. Stand 
by the box until the Department arrives and direct them to the fire. 
HOW TO SOUND ALARM BY TELETHONS 
Call-69 Jersey City-Fire Headquarters. Tell the exact location of fire, 
with nearest cross street. Speak low and distinctly. Don't get excited. 
Remain at the telephone until sure the Department has the message. 
Keep cellars and attics free from combustible matter. Do not let electric 
wires or globes come in contact with curtains or draperies. Persons using 
electricity should have a cut-off switch where the lines enter the building, 
PRECAUTIONS TO AVOID FIRE 96 
and turn off current when leaving the building. See that your gas pipes 
do not leak. Do not enter the cellar with a lighted lamp unless sure gas 
pipes are in good condition and not leaking. Keep oily rags in tin covered 
vessels. Put all ashes in metal, never in wood. Do not fill gasoline stoves 
or lamps when lighted. Keep chimney flues free from soot. 
NEVER 
i. Never put your trust in a fireproof building; remember that the con- 
tents are not fireproof. 
2. Never insure your property for more than its value. 
3. Never permit a stove to be set up without a metal protection being 
placed on the floor under the stove. 
4. Never permit a stovepipe to come in contact with a partition. See to it 
that there is an open space around it. 
5. Never allow swinging lamps or gas brackets near a window. 
6. Never use paper shades or paper or cotton decorations on your lamps. 
7. Never use cotton or other flimsy material for decorations either in store 
windows or on Christmas trees. 
8. Never allow children to light candles on Christmas trees. 
9. Never throw hot ashes in a wooden barrel or in alleys or on the street, 
nor permit them to be piled up against buildings or fences. 
10. Never start a bonfire near a building. 
11. Never permit a child to start a bonfire or go near it. 
12. Never permit rubbish, greasy rags, paper, and useless waste to accumu- 
late in and around buildings. 
13. Never put kindling-wood in the oven. 
14. Never hang clothing near the stove or stovepipe. 
15. Never smoke in bed. 
16. Never throw a lighted cigar, cigarette or ashes from your pipe in a 
place where it might start a fire. 
17. Never light a match unless you want to start a fire for something that 
is needed. 
18. Never leave matches around where children can reach them. 
19. Never light a match in a closet or attic where clothes are hung; the 
head of the match may fly off and set the clothing on fire. 
20. Never use any kind of a match except a safety match. 
21. Never permit gasoline, benzine, or naphtha to be kept in the house. 
22. Never permit gasoline, benzine, or naphtha to be kept in anything but 
an air-tight metal can painted red. 
23. Never allow anyone to wash clothes or other articles in gasoline, ben- 
zine, or naphtha in the house. 
24. Never throw gasoline, benzine, or naptha into a sink, cesspool or sewer. 
25. Never start a fire with kerosene oil, benzine, or naphtha. 
26. Never fill a lamp or gasoline stove when it is lighted. 
27. Never throw water on flames which start from kerosene oil, as it tends 
to spread the blaze. Smother the flames with a rug, quilt or heavy clothing. 
28. Never clean beds with highly inflammable liquids. 
29. Never polish a stove while there is any fire in it. 
30. Never leave a lamp burning when you leave the house. 
31. Never leave a lamp with the light turned down; it is liable to cause 
an explosion. 
32. Never celebrate the Fourth of July by shooting toy pistols, firecrackers, 
Roman candles, skyrockets, and other dangerous explosives. 
i. Always study to prevent fires in house or place of business. 
2. Always give attention to fire prevention; an ounce of prevention is 
worth a pound of cure. 
ALWAYS 97 
3. Always remember that to have fire prevention in your home is better 
than to mourn over the remains of your beloved ones, or to have the sym- 
pathy of your neighbors over your loss. 
4. Always remember that a house of merriment is better than a house of 
mourning. 
5. Always be prepared to put fires out before they become dangerous. 
6. Always be prepared in case of fire to save every person in your build- 
ing; plan before the fire occurs. 
7. Always know where the nearest fire alarm box is situated and keep 
the call number of your fire department in plain sight near the telephone. 
8. Always call the Fire Department as soon as the fire is discovered. 
9. Always see that fire drills are held at least once a week in every school 
or factory. 
10. Always keep your supply of matches in metal boxes throughout the 
house. 
11. Always remember that the flames of the match, improperly, carelessly, 
thoughtlessly, or wantonly applied, result in the destruction of property and 
in death. 
12. Always extinguish a lighted match before you throw it away. 
13. Always insist on having an outside shut-off attached to your gas supply 
pipe so that gas may be turned off from the street. 
14. Always avoid rubber hose connections for your gas stoves. 
15. Always see that all kerosene oil is kept in a closed metal can in a safe 
place. 
16. Always see that all lamps are filled by daylight, burners kept clean and 
wicks changed often. 
17. Always have your chimneys, stovepipe and stoves examined and cleaned 
once a year to avoid any danger of fire. 
18. Always see that your stove or range is in good condition and that no 
spark or live coal can fall on the floor. 
19. Always see that all ashes are placed in a metal, tightly-closed receptacle. 
20. Always keep your buildings clean and free from rubbish, etc. 
21. Always have a full pail of water on each floor in the house to put out 
a starting fire. 
22. Always insist on fire-resisting material to cover the roofs of your 
buildings. A shingle roof is the best kind of a fire catcher. 
23. Always keep fire escapes in good condition, well painted and clear of 
all obstructions. 
24. Always have your steam boilers examined twice a year. 
25. Always have a stationary iron ladder leading to the roof of your 
building permanently in place, instead of a movable wooden ladder. 
CONCLUSION 
Always remember that all fires are the same size at the start. 
The following "Fire-Don'ts," compiled by George D. Porter, Director of 
Public Safety, of Philadelphia, for Boy Scouts, are important for all to obey, 
young and old. 
Don't go into closets looking for clothing with a lighted match. 
Don't kindle fires in stoves with kerosene. 
Don't put hot ashes and coal in wooden barrels or boxes. 
Don't thaw out frozen water pipes with a torch or lamp. 
Don't allow waste paper, excelsior, and rubbish to collect. 
Don't use benzine or gasoline for cleaning in a closed room. 
Don't look for gas leaks with a match or lamp. 
Don't allow lace curtains near gas brackets. 98 
Don't allow sawdust to be used in cuspidors or on floors. 
Don't allow oily rags anywhere. 
Don't throw waste paper in a fireplace. 
Don't throw cigarettes or cigars away if lighted. 
Don't keep matches in paper boxes or lying aoout carelessly. 
Don't use snapping parlor matches; taboo them. 
Don't forget that matches are the beginning of many conflagrations. 
Don't hang your clothing near open fires or stoves. 
Don't fill lamps after dark, and never when lighted. 
Don't allow nibbish anywhere; keep clean. 
Don't burn leaves and dead grass on windy days. 
Don't forget to have the chimneys of your home cleaned once a year. 
Don't fail to look twice at everything that looks like fire. 
Don't leave everything to the landlord; inspect your own building. 
Don't fail to notify the Chief of the Fire Department of anything you 
may see that is dangerous and liable to cause fire; remember that every day 
is fire prevention day. 
Don't fail to give firemen every opportunity to make a careful examination 
of your property; they are trying to help you. 
SCHOOL FIRE DRILLS 
Fire dangers in the school can be practically eliminated even in non-fire- 
proof buildings, by instructions to children which will control their conduct 
in case of panic, and by proper fire drill. 
The following Rules for Fire Drills have been furnished by Dr. James 
G. Koshland, Director of Physical Training, Camden. 
i. No line must leave a school building without a teacher at the front. 
The great danger is from panic and stampede and not from the fire. 
2. Every room must be scrutinized to insure that no one is left in the 
building. 
3. One well-planned route for a fire drill is better than a multiplicity of 
routes and signals which are confusing. 
The following plan will show how one drill will answer for any building. 
This drill shows roughly the second floor of a new Camden twelve-room 
building and will suffice to show the principle of a fire drill that may be 
adapted to any building by holding to the cardinal three rules as stated above. 99 
Teachers A, D, C, and F leave their rooms ahead of their pupils and lead 
them downstairs. Teachers D and C therefore head a double line. Teachers 
B and E remain and look through rooms as indicated to make sure no one 
remains. Should there be an obstruction-of fire, or anything else-on the 
stairs or down below them, the teacher in advance halts her line or lines, 
"about" faces them and marches them back to the other end of the building 
with the assistance of the teacher who has remained behind, and thus down 
the other exit. Teachers may be trained to meet emergencies of this kind by 
the use of a signal (a flag held by the principal) at some unexpected part 
of the building, a stairway or hall being thus blocked off, whereupon the 
teacher and class so obstructed are trained to about face and use the next 
most available exit. 
Every exit of a school should be utilized if possible in a fire drill so there 
will be congestion at no exit. 
Fire extinguishers and apparatus should be overhauled and tested at 
the beginning of each school term by the janitor. 
III. DANGERS ON THE STREET 
Hon. Calvin N. Kendall 
Commissioner of Education, State of New Jersey 
Trenton, N. J. 
Dear Sir: 
The Public Service Corporation of New Jersey is pleased to cooperate 
with you in the matter of educating children to give the subject of personal 
safety the due consideration which it has never received, and believes that 
the method you have outlined of teaching the teachers, and through them 
the children, is the correct one. 
Respectfully yours 
A. J. Van Brunt 
Director Safety Education 
SAFETY FIRST 
PUBLIC SERVICE CORPORATION OF NEW JERSEY 
Because of the rapidity of living incident to modern methods, and of the 
"speeding up" of all manufacturing and transporting machinery, the yearly 
"accident" death rate and total number of cripples, made so by "accidents," 
has assumed alarming proportions. 
The realization by governments, by educators, and by managers of fac- 
tories and transportation corporations, of this fact, and that it is an un- 
necessary condition, has resulted in an almost universal effort to educate 
adults as well as children to consider personal safety. 
The Legislature of our State recognizing the condition, and the existence 
of such educational movements in other parts of the United States and in 
foreign countries, has wisely made it obligatory to give instruction in all 
of the schools on this subject. 
In order to instruct others, we must first recognize the value of the lesson 
to be taught. If the teacher will, by reading the accident statistics and recom- 
mendations furnished by railroad companies, and the daily papers, and by 
facts gleaned from personal observation, endeavor to form an idea of the 
appalling and unnecessary waste of life, limb and property taking place 100 
every hour, he will be better fitted to point out to the children the absolute 
necessity of thinking "Safety First." 
Realizing the necessity for such cautionary instruction, it is possible to 
impress the "Safety First" thought on the child's mind. This has been 
proved by the results obtained from the single course of lectures delivered 
in the schools of New Jersey by representatives of the Public Service Cor- 
poration of New Jersey. 
What we are in the habit of calling "accidents" cannot occur except 
through lack of thought; the child intent on its play, the adult intent on 
other matters, is the victim of an "accident." The mother who gives no 
thought to the danger, permits the child to play with a bonfire or matches; 
permits the child to make the highway a playground notwithstanding the 
fact that there are vacant lots, yards, and in many municipalities, regularly 
maintained children's playgrounds. The automobile operator, the horse 
driver, the motorman and the locomotive engineer are too often blamed 
for injuries sustained by children when the blame properly rests upon the 
parent, guardian, or teacher, who failed to point out the dangers. It is pos- 
sible by setting a good example, and by repeated words of caution, to suc- 
ceed in training the child to think "Safety First," and to realize that the 
chances taken because of lack of thought, even though they may not result 
in personal injury or death, are out of all proportion to the pleasure gained 
or the time saved. 
Caution should not be confounded with fear, and the exercise of caution, 
the habit of consideration of "Safety First," need in no manner interfere 
with work or recreation. There is no rational thing which we desire to do 
that cannot be done in a manner consistent with the thought of "Safety 
First." 
The instructor cannot be given exact phraseology to use in teaching 
"Safety First." Local conditions relative to cars, wagons, railroads and 
other dangers must govern, and the prevailing methods of children's play 
differ greatly in various localities. 
All play, all work, and all travel can be made much safer by the constant 
"Safety First" thought; and the constant mental question should be: Is the 
pleasure, the gain, or the time saved commensurate with the risk about to 
be taken? 
The child does not derive sufficient pleasure while playing in the midst 
of traffic-laden streets to compensate it for the enormous risk it takes. 
The adult hurrying to keep an appointment, or to meet an obligation, 
primarily does wrong in not having started sooner and as a result his mind 
instead of being alive to the constant dangers incident to travel is totally 
oblivious to any thought of "Safety First," and almost the entire burden 
of the personal safety of the pedestrian is placed upon the engineer, the 
motorman, the chauffeur, or the horse driver. 
The actual application by the instructor of the following matter must, of 
course, be governed by the age and mental capacity of the children taught, 
but it has been demonstrated that no school child is too young to under- 
stand, and no adult too old to be in need of the instruction. The constant 
repetition and memorizing of a few phrases which will tersely express 
thoughtfulness is recommended. 
The instructor must, of course, be permitted to use personal judgment in 
presenting the various "danger things." Stories based on local examples o! 
results of accidents, participants in which frequently can be found in the 
school, and always amongst the acquaintances of the children, expressed in 
terms adapted to the age of the child, will readily occur to the instructor 
whose interest has been sufficiently aroused. For example, in order to fix 
in the minds of the children the word "Safety," experience has proved the 
desirability of using the letters composing the word as standing for things 
which will appeal to little ones, as for instance: NEW JERSEY SAFETY LEAGUE 
Composed of those who think 
"SAFETY FIRST'' 
for themselves and others Lazy and Thoughtless of "Safety First" 
Jn danger from slip of wheels and other cars; from wagons and automobiles 
Cars must run on tracks and cannot turn out or stop quickly 
Let car go past first. That is "Safety First" 101 
S Steam and street cars 
A Automobiles 
F Fire 
E Electricity 
T Teams and Think 
Y You! the person who must think of "Safety First" 
and the following outline stories are suggested as an example of ones that 
have been told to the smaller children, and in different phraseology to even 
the higher grades, to impress the word "Safety" upon their minds. 
"Once there was a man who sat before a fire; there was a kettle on the 
fire and it was singing; steam was coming out of its nose and the lid was 
bobbing. He watched it a long time and then a fairy whispered in his ear 
-or maybe it was the song the kettle was singing-this: 'There's a Giant 
in that kettle; catch him and build a strong harness around him and he will 
pull your ships across the ocean without sails, and pull your trains across 
the land.' And they caught the Steam Giant and built an iron harness- 
a machine we call an engine-and he pulls ships across the sea and trains 
across the land. His name is Steam. He does great things, goes fast and 
does many good things; but sometimes he does cruel things. If you get 
too near Steam it will burn you-scald you; and if you walk on the railroad 
track, sometimes he can't stop and runs over you. 
"Another Giant, the Auto Giant, came up out of the ground. They dug 
a deep hole in the ground and instead of water a black, shiny, oily thing 
came up that didn't have a good smell. We call it Oil, but it is really a 
Giant that was asleep in the ground for thousands of years. They cleaned 
this giant and now we call it Gasoline, and this giant out of the ground 
makes the motorcycle go; he makes the automobile run; and he makes 
the flying machine sail through the air. 
"There is another Giant, the Fire Giant. He does good things for us, but 
he hurts boys and girls, too, if they forget to think 'Safety First.' This 
giant comes out of the end of a match sometimes, and he often burns down 
great forests and cities, your school and your home. 
"The Electric Giant is the greatest of them all. A man named Benjamin 
Franklin went out to fly a kite one day; he was a big man-not a boy flying 
his kite-a man. He sent his kite away up into a black cloud where the 
lightning flashed, and he got a message back from the Giant there-down 
the kite string. The Giant tried to hide in a lot of places, but they found 
him up in mountains, in the waterfall, in coal and the trees-and they har- 
ness him with wires and set him to work. They make him do a lot of things. 
He lights up your house; he makes the streets and stores almost like day. 
Over the telephone wire he carries your voice hundreds of miles. He car- 
ries messages under the ocean, and he pulls our big heavy street cars. When 
you go out of school today, just look up and you will see the harness of 
the Electric Giant in every direction. On poles it is strung-big wires and 
little wires, trolley wires and cables; but remember, keep away from his 
harness. Touch one of his wires and he knocks you down dead or burns 
you badly. 
"A11 of these four Giants-Steam, Auto, Fire and Electric-are good Giants 
and do more good than harm. 
"'Think!' How many girls, and boys here can think? Of course, you 
can think or you wouldn't be in school. 
"And last of all is this little letter 'Y'-the smallest of them all, but it 
stands for the biggest part of safety: it stands for the boy and girl 
who can think of safety. And it stands for the person who is most to blame 
when you are hurt." 
By this method it is possible to impress upon the minds of the younger 102 
children the word safety, in connection with those things which are "danger 
things." 
Historical facts relative to the invention, perfection, and use of the various 
things which the letters composing the word represent should be com- 
mented on in connection with such stories as may be applicable. Such forces 
as steam, automobiles and fire can be designated as great powers or giants 
that have been partially subdued and are now employed by humanity for its 
business and pleasure, but because of their only partial subjection require 
constant vigilance in their management and proximity to prevent their enor- 
mous destructive forces doing injury. 
Good results have been obtained by appealing to the larger children to 
constantly safeguard the smaller, not only during, but after school hours. 
The effect of a constant example of care, mental balance, thought, and 
absence of hurry, set by larger children and especially by teachers, cannot 
be overestimated. 
The illustrations accompanying this article must of necessity show very 
few of the kinds of accidents that occur hourly, but they can be used to 
awaken the children's interest in the subject. 
Don't play ball, tag, cattie, or any game in the street where cars, auto- 
mobiles, and wagons must run. 
Do play in the yard, in the playground, or in a vacant lot. 
A child must and should play. The fact that many hundreds of children 
are hurt yearly while at play on the streets in New Jersey should be used 
as an argument to impress upon the children the fact that it is wrong to 
play upon the streets. Point out that the automobiles, the motorcycles, 
wagons, and cars must run on the street and the railroad train on its own 
track; that they do not run on the sidewalks, or playgrounds, or vacant lots. 
That at times all of those things run faster than necessary, but at the same 
time it is essential that these things carry people and goods to their destina- 
tions as quickly as is consistent with safety; that they are large and heavy 
and cannot stop as quickly as a boy or girl. That the human being that ap- 
proaches too close to them is sure to be hurt, perhaps crippled for life, or 
killed. Depict the sorrow and loss resulting. 
Don't run across the street in front of or just behind a car, a wagon, 
a motorcycle, or an automobile. 
Do cross the street slowly, after looking both ways, and let the "danger 
things" go past first. 
The time gained by risking the danger incurred in hurrying in front 
of a moving vehicle is infinitesimal and by the average person is frequently 
immediately wasted, so that it is actually time lost. Much better to have 
devoted it to the proper consideration of the "Safety First" thought. 
Because of their size, weight, and rapidity of motion it is not possible 
for vehicles to come to a stop as quickly as the pedestrian can, and pedes- 
trians may well be taught that they have "brakes" in their feet which will 
operate instantly, if the feet are placed beside each other and kept still. 
Don't steal a ride on a car, or wagon, or automobile. 
Do watch out for the cars, the wagon and automobile coming the other 
way. 
The amount of pleasure derived on a necessarily short, stolen ride 
does not pay for the risk involved. It is as if one voluntarily paid $5 for a 
five-cent ride, and the number of fatalities occurring because of the in- 
ability of the child, when jumping off of a vehicle upon which it has been 
stealing a ride, to see an approaching vehicle, is very great 
Don't get on or off a car while it is moving. 
Do wait until it completely stops before getting on or off, and face 
toward the front of the car when you get off. Not enough fun to pay for the risk 
Teach the children to play safely 
Play, but think of "Safety First'' 
Think "Safety First" for the little children 
Keep them off of the streets "The right hand is the right hand for the bundle" 
Face front when leaving 103 
Nothing is gained by boarding a moving vehicle. It will come to a stop 
before it carries you on your journey. No time has been saved and a risk 
has been run. 
The largest number of accidents that occur on the streets of our cities 
are those caused by persons leaving moving cars and facing backwards 
when leaving. "The right hand is the right hand for the bundle." Men, 
women and children with their right hands employed in holding such things 
as they may be carrying must of necessity grasp the hand rail with their 
left hand, and face front. When facing front the liability to accident from 
tripping, sudden starting of the car, high heeled shoes, tight fitting skirts, 
and high steps is reduced to a minimum. 
Don't carry matches loose in your pocket or allow small children to 
have matches or fireworks. 
Don't hurry up a fire with oil. 
Don't build or play with, or near, bonfires. 
Do keep matches in a safe place out of reach of children in a metal or 
china receptacle. 
The various kinds of safety matches, igniting only on a prepared surface, 
are best. Applied common sense would eliminate the numerous accidents 
resulting in severe, at times fatal, burns to children. 
The bonfire is attractive, but it is a "danger thing," and the numerous 
bonfires seen daily are a sad commentary on the lack of thought on the part 
of the parent, the guardian, or even the passerby, and show unperformed 
duty on the part of the police. 
Don't point a gun or pistol at any person, even in play. 
Do remember that guns and pistols are sometimes loaded when we think 
they are not. 
Many of those who suffer or die from gun or pistol wounds are victims 
of the "Didn't know it was loaded" firearm. The only safe rule is "Don't 
do it!" 
Don't walk on a railroad or trolley track or right of way. 
This "Don't" is perfectly and completely covered in an article by Mr. 
R. H. Newbern, Superintendent Pennsylvania Railroad Company, but 
it is a fact that thousands of men and women set a bad example daily and 
"take a chance" by crossing or walking on railroad rights-of-way without 
considering that the time and distance saved does not compensate for the 
risk taken. 
Do start soon enough so as. not to be in a hurry. 
Americans were criticised justly when it was said of them: "You are a 
wonderful people, are continually devising some method of saving time, and 
are almost as continually devising some method to employ the time you have 
saved." 
The absence of mental poise and the nervous condition which accompanies 
hurry, preclude the possibility of thorough mental or physical work or 
recreation; and the person who starts the day five or ten minutes late would 
accomplish more if he would immediately conclude that those minutes were 
lost, and not endeavor to make them up by hurrying. 
Do remember electricity runs through wires; it is very strong, bums 
severely or kills quickly. 
Do keep others away from a fallen wire and send for the proper man 
to fix it. 
Even men who are trained in the safe and proper handling of electric 
wires, because of familiarity, which results in carelessness, often neglect 
some precaution and are burned or electrocuted. 
The only safe plan to pursue when a wire is noticed lying on the ground 
or hanging from a pole or building is to presume that it is a "live wire" 104 
carrying electricity, a real "danger thing." Remain in the vicinity, prevent 
others from touching the wire, refrain from touching it yourself, and send 
for a lineman or electrician to "clear up the trouble." 
Don't look for a gas leak with a match, candle, lamp or any kind of 
flame light. 
Don't hang clothing or hats upon gas fixtures. 
Do send for the gas man as soon as the odor of escaping gas is noticed. 
Do have immediate repairs made to defective gas fixtures. 
Don't light gas water heater or gas oven jets without first leaving heater 
or oven door open several minutes. 
Be sure that gas is turned off completely and that safety stop prevents 
thumb key turning all the way around. 
An object lesson is most effective and lasting; and an excess of dignity, 
or a feeling that it is "none of my business" should not prevent an adult 
from acting to further the "Safety First" teaching. 
On the street it is the duty and should be the pleasure of all men and 
women to do those things which will tend to impress upon the mind of the 
child the "Safety First" lesson. Put out the bonfire; reason with the chil- 
dren who are playing in danger places. Don't scold; don't assume the 
superior attitude. Children are amenable to reason, and none but the un- 
thinking person will accuse you of interference when you stop dangerous 
play, whether it be a bonfire, running games in the streets, stealing rides., 
or other "danger things" that may come to your notice. 
"Don't take a chance." 
"The right hand is the right hand for bundles." 
"Start early. Don't hurry." 
"Wait until the car stops." 
"Fire is a good servant but a terrible master." 
"The 'unloaded' gun frequently kills." 
"Trolley and railroad tracks are the giants' sidewalks. You 
have your own." 
"A wire is a danger thing; let it alone." 
"Gas brackets are not clothes hooks." 
"Wait for the fire to kindle, or re-build it. Don't hurry it 
with oil." 
"Stolen rides often cost too much." 
"Play in safe places only." 
"Let cars, automobiles, motorcycles, and wagons go past 
first." 
"Work, play, travel; but always think 
"SAFETY FIRST" 
IV. DANGERS ON RAILROADS 
"This problem of safety is not altogether a question of rules and their 
enforcement, safety appliances and their application, but the development of 
inherent self-restraint and control- W. W. Atterbury, Vice-president Penn- 
sylvania Railroad Company. 
The Pennsylvania Railroad Company makes the following recom- 
mendations : Don't hurry. Let the auto go past 
"Safety First" Play in places that are safe 
Cars, wagons, automobiles do not run on all streets. Never on sidewalks Thoughtless, foolish play Not in a safe place 
Play, but think of "Safety First" 105 
May 22, 1913 
Mr. C. N. Kendall 
Commissioner of Education 
State of New Jersey 
Dear Sir: 
Acknowledging your letter of the 7th inst. relative to instruction for 
school children along safety lines and inviting the cooperation of the Penn- 
sylvania Railroad Company in formulating suggestions, I beg to advise 
that we shall be very glad to render every assistance possible to insure suc- 
cess in this work, as it has been our feeling that the safety problems must 
be solved largely by elementary instruction beginning with the child, that 
the value of such work would not be limited to the children, but through 
the interest created would reach the parents and others. 
There are three common dangers or practices involved in railroad opera- 
tion which are more or less applicable to children of school age and which 
I believe should be repeatedly emphasized to forcibly impress them on the 
child's mind. 
First, with reference to trespassing on the railroads. In some localities 
it is more or less the practice of children to use the railroad in going to 
and from school, notwithstanding that in many places walking on the rail- 
road is forbidden by law and that many children have been killed or maimed 
for life as a result of the practice. On the Pennsylvania Railroad alone, dur- 
ing the years of 1907 to 1912 inclusive, the records show that 316 of the 
trespassers killed were boys, girls, students, and women, as classified in the 
accompanying statement. It will be noted that a considerable reduction is 
shown in the number of these accidents due to the active campaign which 
the Pennsylvania Railroad has inaugurated to prevent trespassing. The 
reports of the Interstate Commerce Commission for 1912 show that 5,434 
persons were killed trespassing and 5,687 injured. 
The danger of trespassing is not confined to the actual walking on the 
tracks or between the tracks but in walking on the paths and enbankments 
which parallel the tracks, which are also railroad property. Many railroads 
in the more populous districts employ watchmen to patrol the tracks and 
right-of-way, who are instructed to arrest all persons using railroad property 
as a public highway; and children should be carefully instructed to avoid 
this practice. 
Crossing railroad tracks. Children should cross railroad tracks only 
at public roadway crossings, after looking carefully in both directions, 
always observing the precaution to "Stop, Look and Listen." At cross- 
ings where watchmen are stationed, children should obey the watch- 
man's signal and not attempt to cross unless the way is clear. When 
crossing gates are down across sidewalk or roadway, children should be 
warned against the practice of crawling underneath, which is sometimes 
done, as there is always danger from passing trains until the gates are raised 
and the crossing unobstructed. 
Boarding and alighting from trains. In leaving trains children should 
not go outside on the car platform in attempts to alight before the 
train has come to a full stop. The practice of attempting to overtake 
a train leaving a station, in getting aboard after the train has started, 
is responsible for many injuries, and always involves great danger. 
Children should be particularly cautioned against attempts to board a train 
after it has started. 
It is my opinion that discussion of "Safety First" or some phase of the 
subject would be an excellent topic for school essays., such as the dangers 
of trespassing on railroad property, walking on tracks, playing in the yards, 
and jumping on moving trains. There are, of course, many other headings 
under which "Safety First" as applied to railroads could be discussed but 
I think those which I have stated are the most important, as instructions and 106 
training in the principles of safety will provide a remedy for most of the 
other accidents. 
We shall be glad to furnish any additional data or information which you 
may consider desirable, in order that the instruction along, safety lines may 
be effective. 
Yours very truly 
R. H. Newbern 
Superintendent 
Following is a copy of a circular issued by the Chicago and North West- 
ern Railway Company. 
TRESPASSING ON RAILROADS 
TO STATE, COUNTY, CITY AND VILLAGE SCHOOL AUTHORITIES 
Gentlemen: 
Your attention is called to the following statistics showing the number of 
trespassers killed and injured on the railroads of this country during the last 
twenty years, which are taken from a paper read by Interstate Commerce 
Commissioner McChord at the First Cooperative Safety Congress held at 
Milwaukee in October, 1912: 
86.733 trespassers were killed 
94,646 trespassers were injured 
According to the reports made of such cases to this Company and the 
New York Central Lines, these cases should be divided as follows: 
25,000 young people under 18 years of age, residing in the vicinity 
of accident, many of them under 10 years of age. 
36,276 tramps and hoboes. 
120,103 citizens of the locality in which the accident occurred, mostly 
wage-earners. 
181,379 trespassers killed and injured on the railroads of this country 
When you stop to think that in twenty years there were 
TWENTY-FIVE THOUSAND 
young people killed and injured on our railroads-enough to make a milepost 
for every mile of travel in a trip around the world, and that in nearly every 
city, town and village there is some child without an arm or a leg lost tres- 
passing on the railroad, or a little grave in the cemetery of some child (per- 
haps an only child) killed flipping on the cars; and that during the last few 
years of the twenty-year period referred to fourteen trespassers were killed 
and fourteen injured each day of the 365 days in the year; and that four 
fifths of the killed and injured, or 
were not tramps but young people and children and respectable citizens, 
mostly wage-earners of the vicinity in which the accidents occurred; fourteen 
times as many trespassers killed every day and every year as there are pas- 
sengers killed, because we are hie only civilized colntry in the world 
THAT EITHER HAS NO LAWS PENALIZING TRESPASSING ON RAILROAD TRACKS, OR 
WHERE WE HAVE SUCH LAWS, WE NEGLECT TO ENFORCE THEM ; and while all 
kinds of laws have been enacted and enforced to secure the safety and pro- 
ONE HUNDRED FORTY-FIVE THOUSAND, ONE HUNDRED AND THREE Neither wagon driver nor boys thinking "Safety First" 
Cars cannot always stop quickly Wires are the harness of the "Electric Giant" 
Don't touch them. Think ''Safety First" 107 
tection of passengers, none have been enacted and enforced to prevent tres- 
passing, although the lives and limbs of the 
ONE HUNDRED FORTY-FIVE THOUSAND, ONE HUNDRED AND THREE 
trespassers (which number is exclusive of the tramps) are just as valuable 
to their families and to the State as are the lives and the limbs of the pas- 
sengers-you will, I think, agree with me that something should be done 
immediately to stop this unnecessary waste of life and limb. 
It would actually cost the State and municipalities less to enforce a tres- 
pass law than it does to pick up and bury the dead and care for the cripples, 
to say nothing of the saving of human lives and limbs, the most valuable 
possession we have in the world, and at the same time protect the children 
-perhaps our own children, who may be among the number of those killed 
and injured if nothing is done to stop the trespassing. 
Believing the school, public and private, is the place to commence to teach 
that trespassing must be stopped, your attention is called to the matter in 
the hope that if you agree with me, the proper instruction will be given to 
the pupils in your school, and that they be especially warned of the danger of 
Walking on railroad tracks or bridges 
Loitering about railroad stations or cars 
Flipping on and off trains, cars or engines 
Crawling under, between, or over cars 
Crossing tracks without looking and listening to see whether 
a train is coming 
Crawling under gates when they are down 
The cases reported are actual cases taken from the records of this and 
other Companies. 
Yours truly 
Ralph C. Richards 
Chairman Central Safety Committee 
The following is the Great Northern Railway's "Message to the People": 
HELP US PREVENT ACCIDENTS 
DO NOT WALK ON RAILROAD TRACKS! 
Hunters and many other people occasionally try a "short cut" by walking 
on the railway tracks. 
Make this your rule: Don't do it. 
There is always danger of a train coming from behind while your atten- 
tion is distracted. The results may be serious-perhaps fatal. 
Our train crews will do their best to look out for you, even if you are 
careless, but they have many duties and cannot always guard against your 
carelessness. 
The right way-the safe way-to use railway tracks is to ride in a train. 
Don't run needless risks. 
USE CARE IN APPROACHING RAILWAY CROSSINGS 
Automobile drivers who gaze at the scenery instead of keeping their eyes 
on the road at critical points are inviting disaster. 108 
Our crossing signs are designed to prevent accidents. 
Will you help? Will you take to heart the lessons of this picture? 
Timely cooperation will save injury, will help us in protecting our men 
and our patrons, and you. "An ounce of prevention" is the only cure for 
accidents. 
TIMELY WARNING! 
Mothers may prevent many accidents by pointing out to their children the 
dangers of carelessness at railroad crossings. 
Our engineers are human-they do their best to avoid accidents. Most of 
them have children at home. They are ever watchful to save the little folks. 
But you can do much to help them in their work by properly instructing 
your boys and girls. 
Tell them not to venture out on a railroad crossing without looking care- 
fully both ways. 
THE ''THIRD RAIL" 
Electric power is replacing steam on the so-called "steam roads?' The 
overhead wire and the "third rail" are both used to transmit this power 
In sections of the State where the "third rail" has been introduced, atten- 
tion of pupils in all grades should be called to it. In the upper grades one 
or more pupils might make a special study of this means of power trans- 
mission and describe it to the school, with drawings. Railroad officials will 
be glad to assist by giving information to teachers or pupils and it may be 
possible in some cases to secure a talk to the school from one of them. 
By taking the following precautions, many of the deaths and injuries 
occurring on and about railroads can be easily prevented: 
i. Don't attempt to cross a track in front of a moving train; wait until 
it passes. 
2. Don't attempt to cross a track without first stopping and listening, 
and looking in both directions to see if a train is approaching. 
3. Don't step off one track on to another to let a train pass; step clear 
off ALL tracks. 
4. Don't stand upon or near tracks to carry on a conversation or kill 
time. It is extremely dangerous, especially at stations and crossings and 
in yards. 
5. Don't use the tracks as a pathway; there is unlimited space outside 
of the rails and off the railroad company's right of way where you are free 
from danger. 
6. Don't permit dumb brutes to be on crossings or tracks if you can pre- 
vent it. It is both dangerous and cruel. Drive them off. 
7. Don't permit children to play or go upon the tracks for any purpose. 
8. Don't get on or off trains while in motion. 
9. Don't stand up in trains or unnecessarily pass from one part of the 
train to another while in motion. 
10. Don't get on trains on which you do not intend to become a passenger 
and remain thereon until after the train has started. Say good-bye to your 
friends before getting on the train. 
11. Don't allow boys to indulge in the dangerous practice of "hopping" 
on and off moving cars and trains. 
12. Don't steal rides on trains. 
13. Don't stand or walk on track until train is almost upon you before 109 
getting off; have a due respect for the engineer's feelings and promptly 
observe the warnings he sounds for your protection. 
14. Don't stand on platforms or in open doorways of moving coaches, 
and don't place hand on posts or jamb or open door; the movement of train 
may swing the door shut and mash your hand. 
15. Don't place suitcases, satchels, or other heavy packages in racks in 
coaches, as they are liable to fall out and injure those sitting underneath. 
16. Don't throw banana peels, orange peels, or other fruit remnants on floor 
of station or car, out of car windows at stations, or in other places where 
they are liable to be stepped upon. 
don't BE RECKLESS OR FOOLHARDY-YOU WILL EVENTUALLY PAY THE PRICE IF 
YOU ARE. 
V. DANGERS IN OCCUPATIONS 
Trenton, N. J., Oct 15, 1913 
Hon. Calvin N. Kendall 
Commissioner of Education, State of New Jersey 
Trenton, N. J. 
Dear Sir: 
Toward the spreading of knowledge and information which may tend to 
decrease the appalling number of accidents ocurring daily, the Department 
of Labor and the Employer's Liability Commission are very glad to lend 
a hand, in so far as they may be able through the use of the accident reports 
filed in this office by casualty insurance companies and employers. 
To this end it may be valuable in an educational way to call the attention 
of pupils, who may at no distant day enlist in the great army of industrial 
workers, to some of the conditions they are likely to meet, which frequently 
result in accidental injury. 
Broadly speaking, accidents may be divided into three classes: (i) those 
which no forethought or safeguard could prevent; (2) those which might 
have been prevented by the employer through the adoption of proper ap- 
pliances and safeguards; (3) those which can be prevented only by the 
vigilance and the exercise of care on the part of the employee. 
Our experience would lead us to conclude that by far the great majority 
of accidents comes under this third division. 
If the great number of accidents occurring daily in our State is to be 
materiallv reduced, it can only be done by training the mind instinctively 
to consider "Safety First," and when better can this be begun than during 
the educational period! 
Trusting the article which we enclose may be of some assistance in this 
work, and that it will grow, as we are assured it must, I am, 
Very respectfully yours 
Lewis T. Bryant 
Commissioner of Labor 
ACCIDENTS IN OCCUPATIONS 
W. E. STUBBS, SECRETARY EMPLOYERS' LIABILITY COMMISSION 
Let us in a general way take up the causes of accidents found in almost 
any factory, workshop, or mercantile establishment. 
Slippery floors! How few of us notice this; we even give our home floors 
a high polish that we may enjoy the privilege of having the rugs slide from 
under us-a fall! and what then? Just ninety-nine accidents have come to 
this department due to slippery floors alone. How do they read? Listen: 110 
kneecap broken (this means a permanently stiff leg, a limp, a crutch-who 
knows?) ; thigh-bone fractures, shoulder dislocated, wrist fractures, neck 
gashed, concussion of brain; and so on, good reader, for I am taking these 
at random to give you some idea of the perils of slippery floors. 
Right here I should like to mention the practise of throwing banana par- 
ings and other refuse on the streets. The presence of these things makes 
it quite possible for the pedestrian to have a fall, with we know not what 
result. ; j v) 
Open holes, pits, etc. Forty accidents, including three fatals, under 
this heading in the 1913 showing. I have a picture before me of just 
this very thing; it is often to be found on our highways. An open manhole, 
around which is an iron railing, and the curious child is peeking over this 
guard to see what is going on. Or worse yet, the sidewalk entrance to the 
cellar. To be sure, we have city laws saying these doors must be guarded 
when open; but look for yourselves and see how vigilantly the city oversees 
these things 1 
Inspire the children to find such traps; let them bring in a list of the 
danger-spots they observe; train this faculty that they may be ever on the 
alert to protect both themselves and others. Who knows-they might be the 
means of seeing that the very laws, instituted by their forebears, are carried 
into effect. 
Beside the open manhole, one not infrequently sees the small gasoline 
furnace used by plumbers; small children love to watch the men at work, 
little heeding the flame which a gust of wind blows wide, or a drop of water 
or some cold substance in the hot solder which causes an explosion, with bits 
of molten metal flying and burning; eleven eyes burned in one year, besides 
eighty other accidents due to molten metal. 
Nails. If it becomes a boy's duty to aid in the shop, or even to attend 
to its brushing up and straightening up, let him do it conscientiously, and 
above all aim to wear stout-soled shoes. To step on a nail is painful; worse, 
it may develop into blood-poisoning and even cause death. A careless boy, 
one who does but half his duty, if that duty be to clean up the shop, places 
the welfare of others in much jeopardy. Forty-six of these cases have come 
to my attention this year, besides forty-one due to nails protruding; that is 
to say, a partly opened box. nails in the lid. lid on the floor, some one comes 
along and steps on it: or they tear their hands or arms; and of these last 
fortv-one cases, seven have develooed blood-poisoning. 
Speaking of blood-poisoning brings up the great need of care in properly 
cleansing wounds, and binding them with clean bandages. From the 242 
cases of infection recorded this year, six were fatal. I feel that too much 
stress cannot be laid upon this. 
Snlinters of wood and metals are often the cause of infection. Have the 
foreign substance removed instantly, and again the proper cleansing and 
bandaging. 
Obstacles in path. Don't walk over things. That is to say, if a box 
is in an aisle where it has no business to be, don't step over or around 
it; put it where it belongs; it may cause the other fellow to fall if you 
yourself are not the victim. Thirty-seven accidents due to this, the re- 
ports of which include such injuries as broken kneecap, ruptured blood- 
vessel in leg, face and scalp lacerated, and concussion of the brain, to- 
gether with many others. 
Flying objects. Just 135 accidents to the eye alone from flying objects. 
Bear this in mind when chopping wood; some of these eyes have 
been lost in just that way. Goggles can be put on. Today they can be 
bought for ten cents. Which shall it be, an eye protected or an eye lost? 111 
Elevators. Now let us start into the factory proper. The elevator: 
mere children run these machines, and little do they heed the dangers that 
surround them. In the first place, when such a trust is placed upon a boy, 
he must realize that the lives of others as well as his own rest in his hands. 
Don't try to do the "smart" thing. Twelve fatal accidents. Listen to the 
way some of them happened. 
I. Boy was standing at elevator shaft, second floor. As automatic doors 
raised, boy looked over door to first floor. Head caught between door and 
platform of car, severing head. 
2. The man forced open the doors opening into the elevator shaft and 
evidently looked down the shaft. The descending elevator caught his head 
and the operator found the body lying on the floor with the head wedged 
between wall of shaft and floor of car. 
3. The deceased was holding on to elevator with both hands (under floor 
of car). The elevator was ascending from first floor, in charge of other 
persons. The man lost his hold and fell to basement in elevator pit. 
And so on through the list. In many instances, in fact, in almost every one, 
the men or boys are themselves to blame. Accident 3 especially shows the 
desire to be "smart." This boy was seventeen years old and, as far as can 
be learned, wanted to do the "original" thing. 
Ladders are the cause of many accidents. They are either not shod 
with spikes or non-slipping devices, or else are carelessly placed, or even 
worn or otherwise unfit for use. Forty-nine accidents due to ladders slip- 
ping; thirteen due to slipping off of ladders; twenty-six due to falling off 
of ladders, including one fatal; four due to ladders falling; four due to 
ladders breaking, and five due to ladders turning. 
Gears are things, that should be left severely alone while in motion. 
In many instances today gears are well covered, but some one is careless 
and fails to replace a guard, or the boy wants to "see the wheels go round." 
Fifty-nine accidents to fingers-fingers so essential to us, once gone, never 
to be replaced! Fifteen accidents to the arm; one reads, arm amputated, 
shoulder broken and head cut; another, arm amputated; and yet another, 
hand crushed and lacerated. 
Shafting, belts and pulleys. These may be taken up together. I cite four 
fatal accidents to show in some manner how these accidents occur. 
1. Internal injuries and broken legs. Caught on a piece of smooth shaft- 
ing that runs about two feet above, platform. 
2. Back broken. Boy climbing up to revolving shaft, in turning to go back 
to his work, slipped and was caught by shaft. 
3. We do not know if he wa^ about to step over line shaft, or if he was 
about to repair a belt, when he was caught on revolving line shaft, his body 
striking pier, and was dead when first discovered. 
4. It is assumed girl was looking for bad shell in back of machine, when, 
on raising her head, it struck the driving shaft of machine, causing the scalp 
to be tom completely from her head. 
And one other which fortunately did not prove fatal. "She was in the 
act of combing her hair at the back of the roving frame, supposedly bend- 
ing over and combing her hair downward, and her hair became caught 
around the lower back shaft of the frame." This same accident occurred 
to two different girls just about a year apart. The true solution of it is, 
that both girls, in their rush to get out early, stole the company's time for 
a hasty toilet, rather than to go to the dressing-rooms after dismissal. 
An accident that almost proved fatal occurred to a lad of seventeen, no 
one being able to give a reason for his being where he was. "As nearly 
as we can determine the boy was trying some experiment with a piece of 
rope attached to an iron bar. The rope wound around the shaft (which 112 
was some eight or nine feet above the floor) causing the iron to whirl 
around and strike him on the head, fracturing the skull." In this instance 
the shaft appeared so inaccessible as not to need covering, yet the boy man- 
aged to get injured by it. 
Sixty-nine accidents on belts; of these four proved fatal. In many in- 
stances belts and pulleys are encased in wire or metal guards. 
An accident characteristic of the awful whirl in which we live occurred 
to a lad of seventeen. He had turned the power off of a cylindrical dryer. 
Going at a terrific rate of speed, it required some time to slow down. The 
youth thinking to hurry things along pressed his hand against the huge 
cylinder, still rapidly moving, with the result that his arm was torn out 
at the socket. It is well said that to guard a machine against accident it 
must be absolutely "fool-proof." 
In summarizing these general things I would like to insert a few don'ts. 
Don't let your curiosity get the best of you; ask to have things explained 
to you. Men like to see a boy take interest; self-investigation may mean 
self-disfigurement. 
Don't forget that signs are posted for the purpose of being read and 
heeded. The Department of Labor of this State furnishes, free of charge, 
to all factories, large plainly lettered caution signs. These signs read as 
follows: 
DANGER! 
Do not Clean Machinery While 
it is in Motion 
Lewis T. Bryant, Commissioner of Labor 
This card is placed here by the Authority of the State of New 
Jersey, and must not be MUTILATED or REMOVED. 
NOTICE TO EMPLOYEES 
USE EXTREME CARE to avoid accidents to person or machin- 
ery. Immediately discontinue the use of tools or machinery upon 
discovering that the same are out of repair, unsafe or unfit for use. 
REPORT DEFECT AT ONCE. 
Lewis T. Bryant, Commissioner of Labor 
This card is placed here by the Authority of the State of New 
Jersey, and must not be MUTILATED or REMOVED. 
HANDS OFF MACHINE 
WHILE IN MOTION 
EMPLOYEES are 
forbidden to ride 
on this ELEVATOR 
It is not designed or equipped for carrying passengers. 
THE PROTECTING GUARDS on this MACHINE 
must not be removed 113 
All persons are cautioned not to oil shafting or to put belts on 
while machinery is in motion. 
NOTICE 
NOTICE 
Employees must not use machinery or tools other than according 
to instructions. 
Safeguards as provided must not be detached. 
And last of all- 
Don't try to see how near you can come to danger without being hurt. 
Trades. Having generalized on the causes of accidents, let us now take 
up the various trades into which the children of the State enter, many of 
them upon reaching the age of fourteen. 
Perhaps the greatest of these industries is the manufacture of woolen 
goods, and under that head let us class likewise cottons and silks. Many of 
these mills are in or about Passaic County, although a few may be found 
in other parts of the State. 
These places yield such accidents as cut temple, cheek, arm, due to shut- 
tles flying from looms; fingers and hands injured on mangle rolls; fingers 
mashed and broken through thoughtless handling of the looms; fingers 
lost on shears; fingers lacerated in picker cylinder; and so on through the 
list of machines used in this work. 
The tobacco industry ever seeks child labor. Here we have banding ma- 
chines, pressing machines, cork tip machines, cigarette machines and stay- 
ing machines. 
In the canning factory districts great stress should be laid upon the abso- 
lute necessity of cleansing and caring for cuts and sores, and in such fac- 
tories where they turn out their own cans you will find numerous accidents 
on all types of presses. In many instances where the manufacturer has 
gone to great expense to provide guards for these presses, the employee sees 
fit to remove them with the result that he is maimed and his employer is put 
to additional expense. 
Below you will find a list of other industries, all of which are employing 
children. 
Spool cotton and thread 
Manufacture of felt hats 
Hosiery 
Refining of metals 
Pencils and graphite 
Surgical dressings 
Can manufacture 
Construction of elevators 
Paste board boxes 
Lamps and mantles 
Rubber goods 
Paper making 
Phonograph records 
Jute goods 
Almost any employer would be only too glad to furnish the teacher with 
a list of the different kinds of machines used in his plant, and the Labor 
Department of the State of New Jersey each year publishes a pamphlet on 
the causes of accidents. 
Encourage the pupil to seek and obtain pictures of these machines. The 
makers of machinery publish very interesting pamphlets.; likewise some of 
the insurance companies. Suggest and supervise the building of scrap books 
to contain cuts of machines, these in turn to be classified either under in- 
dustries or alphabetically, the former being preferable. 114 
With this work may be correlated composition and drawing. Boys will 
be more ready to interest themselves in this work than girls, so aim to 
arouse the interest of both. And through it all and wherever feasible, lay 
stress upon whole clothes and absolute cleanliness. Torn overalls or jump- 
ers are often the cause of serious injury or even loss of life; ragged ends 
will catch in fast-moving parts and the result is self-evident. Uncared for 
cuts and bruises will in almost every instance develop blood-poisoning. 
In primitive days the timid deer continued to live and traverse the forest 
hills only by constant and unremitting vigilance to escape his many foes. 
He must needs be on the alert every instant, and avoid the very suspicion 
of danger. The industrial worker of today is in like case. On every hand 
many dangers lurk, and the mind of his human successor must be as alert 
as was that of the cautious inhabitant of the forest. 
Eternal vigilance is the price of safety. 
VI. OTHER DANGERS 
ELEVATOB 
Avoid leaning against door. 
Do not attempt to open elevator door to enter or leave. The operator 
should attend to this. 
FIREARMS 
Firearms of all sorts are dangerous. They are made to kill. Children 
should not be allowed by older people to handle them. 
Never point a gun or pistol at any one. It is nearly always the gun or 
pistol that was thought to be unloaded that does the killing. 
When several men are out hunting, if they separate, they should have an 
understanding where each is to go, so that they may not shoot each other. 
Be careful about shooting a long range rifle. The balls from some rifles, 
when held at a proper angle, carry for several miles. 
BOATING 
Many lives are lost annually on the water. Both swimming and boating 
have peculiar dangers that those who indulge in them should be aware of. 
A boat is no place to play in. Never rock the boat. Never try to ex- 
change seats in deep water. Never stand up when the boat is away from 
the shore. Do not lean over the side of the boat. APPENDIX F 
EMERGENCY TREATMENT 
This section has been edited and approved by a committee of the State 
Sanitary Association consisting of 
Elias J. Marsh, M. D., Chairman, Paterson 
George J. Holmes, M. D., Newark 
J. Brognard Betts, Plainfield 
Boards of education should supply to every school a simple emergency out- 
fit. The medical inspector will unquestionably be willing to give instructions 
to the teachers and to the pupils in the use of this outfit. Teachers can 
profitably have illustrative exercises in its use with their pupils. 
Emergency Outfit 
I 4-oz. bottle of "Synol soap" or soft soap liniment 
1 4-oz. bottle saturated solution boric acid 
1 i-oz. bottle flexible collodion 
1 i-oz. bottle 1-1000 solution adrevalin chlorid 
1 2-oz. bottle aromatic spirits of ammonia 
1 pair scissors 
4 i-oz. packages red cross absorbent cotton 
4 i-yd. packages sterile red cross gauze 
6 2-in. gauze bandages 
6 3-in. muslin bandages 
1 roll 2-in. adhesive plaster 
1 paper medium safety pins 
1 hand brush 
Note. Plaster, collodion, and similar substances seal the wounds on which 
they are used, so that if any pus germs have been introduced they are in the 
most favorable condition for doing harm. The use of plaster (except court 
plaster, to cover a trivial scrape not involving the entire thickness of the 
skin) must be absolutely condemned, for not only does plaster seal the 
wound, but it is also very likely not to be surgically clean. Collodion is not 
surgically dirty, like plaster, and the ether which it contains has some anti- 
septic properties, so it is not really as dangerous as plaster. But it also may 
seal up germs under it. A good rule to adopt is to use it only on slight, 
cleanly cut wounds made by sharp instruments, and to have it removed by 
a surgeon if inflammation sets in. 
Instead of the above a first aid cabinet may be purchased for from $1.25 
to $6. 
Slight cuts (skin wound with slight bleeding). Such cuts should be 
thoroughly cleaned with soap and hot water, and the bleeding stopped 
by steady pressure with a little cotton, which may be wet with 
adrevalin solution. This preparation is of value only in slight superficial 
bleeding and is useless in severe hemorrhage. If the part cut was not very 
dirty at the time of injury, and the cut was made by a clean instrument or 
substance, a little cotton may now be applied and saturated with collodion, 
which dries and hardens into a protective covering. This may be hastened 
115 116 
by blowing on it. The collodion should not be applied until the bleeding 
has stopped and the edges of the wound are dry. It should never be used 
where there is danger of infection from dirt that may have entered the 
wound. In case of scalp wounds, the hair should be clipped for half an 
inch or more around the edges to give opportunity for cleaning and treatment. 
Moderate cut (deep, or with free bleeding). Cuts of a more serious 
grade than the above should have the bleeding stopped by pressure 
with a small piece of gauze or cotton, which may if possible be wet 
with water as hot as can be borne. If this is not available, ice or snow 
may be used, but pressure must be the main reliance. The skin of the part 
and the edges of the wound should be thoroughly washed-scrubbed if pos- 
sible-with hot water and soap, and then a piece of cotton wet with the 
boric acid solution applied and retained by a tight bandage, making sufficient 
pressure to stop the bleeding. The same treatment should be used for a 
slight cut made with an unclean instrument. In either case, the wround 
should be seen by a physician as soon as possible. 
Severe cut. A cut involving a large artery is recognized by the jet 
of blood with immediate profuse hemorrhage. In such a case firm pressure 
by the finger at once at the point of injury is called for to stop the bleeding, 
as otherwise the loss of blood may be so severe as to cause collapse, or even 
death, while other measures are being prepared, even in a minute. The 
finger thus employed must not be removed till the supply to the artery 
involved is controlled by the application of a muslin bandage around the 
arm or leg between the body and the wound, and twisting it tight with a 
stick. After the bleeding is stopped, the wound may be washed clean as 
before, dressed with cotton held in place by a bandage, and the patient re- 
ferred at once to a physician, who should have been sent for as soon as the 
injury occurred. 
Nosebleed. Pack the bleeding nostril with a long twisted piece of 
cotton soaked in the adrevalin solution and thick enough to fill the nostril. 
Keep the patient quiet. Any nosebleed not controlled in this way in a few 
minutes should be referred to a doctor. 
Bruises. To prevent "black eye" or other discoloration in case of 
bruises, apply a cloth wrung from cold water. The cloth should be con- 
tinuously applied and kept cold. 
Burns. Put the burned hand or finger in cool water to soothe the 
smarting. Apply a little common baking soda and afterward vaseline, fresh 
lard or cream. 
Particle of dust, cinder, etc., in eye. When a "foreign body" flies 
into the eye, the resulting sensation of pain causes an instinctive 
squeezing of the lids together, and often a tendency to rub the eye. If the 
particle is small and not sharp, pain may be slight or absent, and the only 
sensation may be irritation and watering coming on later. If the eye be 
kept closed and quiet, often the tears will suffice to wash out the offending 
particle. Never wink or rub the eye as this may cause scratching and injury 
to the delicate surface of the eyeball. If the speck is not washed out in 
this way, separate the lids with the fingers, and search closely, under a 
bright light, first the inner surface of the lids, then the whites and finally the 
cornea, or clear part of the eye, for any speck on them. Verv minute par- 
ticles often cause severe discomfort. The inner surface of the upper lid 
may be readily exposed to view by pulling it downward by the lashes and 
then turning up over the point of a pencil. When found, it may be removed 
by wiping with the corner of a handkerchief, or a little cotton wrapped on 
the end of a match or toothpick. If this does not suffice, no farther effort 
should be made to remove it, but the child should be referred to a physician; 117 
many eyes are seriously injured and some lost as the result of injury in ths 
attempted removal of such particles by unskilful hands. 
Stings. Remove the sting first either by squeezing or with a knife. 
Apply wet mud to prevent swelling. 
Poison ivy. The ivy which is poisonous is that which has three leaves 
and is not the five-leaved. Ihis is found clinging to fences and the stumps 
oi trees in the woods during the spring and summer. 
Bathing in buttermilk reduces the fever. 
Sweet oil applied heals and soothes. 
A mild solution of sugar of lead kills the poison and prevents spreading. 
Knocked "senseless." When a child is knocked senseless on the play- 
ground it is only a form of fainting and should be treated much the same 
as an ordinary taint. Eay the child on his back, put something under the 
shoulders to lower the head that the blood may flow back to the brain, 
sprinkle cold water on the face. 
Unless recovery is prompt and thorough, the child should be seen by a 
physician, even after recovery, as injuries to skull or brain may not reveal 
themselves until some hours later. 
Hiccoughs. A single inspiration of the breath caused by a sudden 
contraction of the diaphragm causes hiccoughs. They may usually be cured 
by drinking a glass of water. If this is not effective a surprise for the child 
will often stop them. 
Choking. First try slapping the back vigorously. If that is not effec- 
tual lay tne child on the noor face downward and continue slapping the 
back, being sure that the head is a little lower than the rest of the body. 
If still obstinate take the child by the heels and hold head downward and 
let some one pound him on the back until the cause of the choking is 
removed. 
Sprains. When one says that a wrist or an ankle is sprained he means 
that the ligaments which bind the bones together have been wrenched or 
torn. Sprains are very often much more serious than broken bones and 
much care must be taken that they do not result in stiffness. The sprained 
joint should at once be put into very hot water and this water should be 
kept very warm for some time. Absolute rest is then required. Careful 
rubbing of the sprained joint often shortens the time needed for recovery 
and very often prevents stiffness. 
Dislocation. When the bone of a joint is forced out of place the liga- 
ments are torn and the muscles are apt to be stretched and irritated and we 
say the bone is out of joint. A physician must attend to putting the joint 
back in place, but meanwhile the child should be kept as quiet as possible. 
It is well to bind the injured member close to the body, if the injury is of 
the shoulder or arm; or to tie together the thighs, knees and ankles, if the 
injury is of the lower extremity. 
Broken bones. The two ends of the broken bone should be brought 
together as soon as possible. The doctor should be called at once, but in 
case the child has to be carried a long distance the ends of the bone might 
injure the Hesh. It is best to bind the limb close against the body if the 
injury is of the arms; or to tie together the thighs, knees and ankles, if the 
injury is of the leg. 
Drowning. The "Schaefer Method" for resuscitation of the apparently 
drowned is as follows: 
When a person is taken out of the water in an apparently drowned 
condition, there must be no loss of time in attempting to restore breathing. 118 
The most practical method of artificial respiration is the one devised by 
Professor Schaefer, of Edinburgh University. The procedure is as follows: 
. i. Turn the patient on his face. Loosen clothing that may hinder breath- 
ing movements of the chest. Wipe out quickly, but as thoroughly as pos- 
sible, all froth and dirt that may be in the mouth and throat. Force mouth 
open and pull tongue forward if necessary. 
2. Turn patient's face to his right and rest his head upon his bent left 
arm so that mouth and nostrils are free for air entrance. 
3. Then kneel astride, or on one side of the patient's body, facing his 
head. Place your hands spread out on the small of his back with the 
thumbs parallel and close together pointing toward the patient's head, spread 
the fingers out on each side of the body over the lowest ribs, then lean for- 
ward and keeping the arms straight allow the weight of your body to come 
on to your hands and so to produce a slow steady pressure upon the 
patient's ribs. The object of this is to press, the ribs downward and in- 
ward so as to decrease the size of the chest cavity. By this means the air 
and water, if there be any, are driven out of the patient's air passages. 
Then swing backward s.o as to relieve the pressure on the patient's body, 
but still keep your hands in place; the object being to allow the ribs to 
spring back and thus increase the size of the chest cavity. Repeat this for- 
ward and backward movement, pressure and relaxation of pressure, every 
four or five seconds. In other words, sway your body regularly forward 
and backward as described twelve or fifteen times a minute without any 
marked pause between the movements. 
Continue this procedure until natural breathing is resumed. There may 
be no success for a long period; but breathing has been restored by this 
method when the patient had been breathless as long as two hours. 
If help is available, hot flannels may be applied to the limbs and body 
and friction to the hands and feet for the promotion of warmth; but on 
no account should the regular effort to restore breathing be interrupted 
nor should any attempt be made to give restoratives by the mouth until 
natural breathing has been established and you have tested very carefully 
the ability of the patient to swallow. 
When the patient begins to breathe, he may be turned on his back and 
further treatment for promotion of warmth and circulation may be adopted. 
He should be wrapped in warm blankets or coats, and even-thing done to 
restore heat; hot flannels over the abdomen, hot water bottles or any hot 
objects, properly protected, in the arm pits, at the soles of the feet and so on. 
When the patient has regained consciousness and is breathing regularly 
a teaspoonful of warm water may be given carefully to see if he can 
swallow. If the power of swallowing has returned, a small quantity of 
hot black coffee, beef tea, or warm brandy and water may be given. The 
patient should be gotten to bed as soon as possible and encouraged to sleep. 
He should be watched very carefully for some time to see that breathing 
does not fail. . . , 
The advantages of this method of artificial respiration over the older 
1. The ease with which artificial respiration may be performed, hardly any 
exertion being required. ..... , 
2 The efficiency with which the exchange of air in the lungs can be 
produced. 
3. The extreme simplicity of the procedure. 
4. The impossibility of the air-passages being blocked by the falling back 
°f5.tlThte° readiness with which water and mucus are expelled from the air- 
passages through the mouth and nostrils. 
P 6. It involves no risk of injury to the congested liver or to any other 
organ. 119 
7. It is very easily remembered, and can be put into operation by one 
person. 
-Abstract from Handbook of the Royal Life-Saving Society, prepared 
by Professor Joseph E. Raycroft, Director of Hygiene and Physical 
Education, Princeton University. 
Sunstroke. 1. Lay the person in a shady place. 
2. Loosen the clothing. 
3. Reduce the heat of the body at once by application of cold water and 
ice. 
4. Send for the doctor at once. 
5. Give no medicine or stimulants as the body is already overheated. 
Warning-signs of heat prostration are sick stomach, faintness, dizziness; 
perspiration ceases and skin becomes dry and hot. 
Sunstrokes and heat prostrations may be avoided by following these rules: 
I. Keep the general health good. 
2. Avoid excesses in eating, drinking, exercise. 
3. Avoid use of liquors. 
4. Dress according to the season. 
5. Drink plenty of cool water. 
6. Take plenty of sleep in a well-ventilated room. 
7. Avoid constipation. 
Clothing on fire. Wrap him in a blanket, rug, cloak or shawl to 
smother the flames. Roll him and slap the burning parts to put .out the 
flame and then throw on water. 
Smothering the flames is the best way to put out any small fire. 
Fainting. The fainting person should be laid flat with head lower than 
body. Secure fresh air and keep away bystanders. Give a teaspoonful of 
aromatic spirits of ammonia in a little cold water, and allow patient to smell 
the bottle. 
Electric shock. A patient rendered unconscious calls for artificial 
respiration, as after drowning, but it should be continued longer before 
giving up. 
The American Red Cross Abridged Text-Book on First Aid, General 
Edition, may be had for 30 cents a copy (net) by sending to First Aid De- 
partment, American Red Cross, Washington, D. C. This is fully illustrated 
and authoritative. 
A Hand-Book of First Aid published in paper cover by Johnson and John- 
son, New Brunswick, N. J., may be had for 10 cents. This is complete 
enough for use in elementary grades. The same firm publishes a larger 
book of 140 pages in board covers entitled First Aid Manual. The firm will 
also send on application, free of charge, a set of Contagious Disease Litera- 
ture APPENDIX G 
I. PERIOD OF ISOLATION AND EXCLUSION IN COMMUNICABLE 
DlSEASt-S 
The New Jersey State Board of Health and the State Medical Society of 
New Jersey have approved of the following amended Report of the Com- 
mittee of the Massachusetts Association of Boards of Health upon the 
period of isolation and exclusion from school m cases of communicable 
diseases. 
The committee appointed to consider and report upon the period of isola- 
tion and exclusion from school in cases of communicable disease hereby 
submits the following report: 
Your committee realized that there are many communicable diseases, which 
in the stage of our present civilization, it is impracticable to isolate, ana that 
there are many communicable diseases whose method of transmission is not 
definitely known; therefore it has been deemed expedient to omit such from 
this list. 
Your committee has approached this task with an earnest desire to an- 
nihilate the superstitions which have surrounded the theory of the trans- 
mission of disease, to eliminate the hardships attendant upon unreasonable 
isolation and to educate the public in the methods of controling disease. 
Your committee feels that the adoption of these recommendations by the 
Boards of Health of the various cities and towns of the Commonwealth 
would result in a more uniform and more reasonable period of isolation 
and exclusion. William J. Gallivan, M. D.» Chairman 
Francis G. Curtis, M. D. 
Fred W. Howe 
Edwin H. Place, M. D. 
DIPHTHERIA 
Mode* of infection. Secretions of the upper air passages or from any 
infected area. 
1 ransmission. By direct contact with patient or carrier. By modified 
contact, i. e., articles which have been recently iniected by the fresh secretions. 
Period of isolation. Until two succesive negative, or non-virulent 
cultures have been obtained from both nose and throat; the last culture in 
each case to be taken by the Board of Health after an interval of at least 24 
hours. 
Method of control 
A. Recognition of the disease 
I. By inspection 
2. By culturing all inflammations of mucuous membranes 
3. By culturing all persons known to be exposed 
B. Isolation 
I. Home 
2. Hospital 
C. Immunization-by anti-toxin 
D. Disinfection 
1. By boiling objects infected 
2. By scrubbing woodwork and furniture 
E. Schools 
I. Exclusion. All members of a household where a person is ill 
with diphtheria shall be excluded from school until one week has 
expired from the date of the last exposure to the disease, unless 
immunized by anti-toxin and showing two negative cultures. 122 
2. Closing of schools. Schools generally should not be closed during 
an epidemic of diphtheria; daily inspection and culturing will 
achieve better results. The local school and health authorities 
should decide when the schools are to be closed. 
3. All members of a household where a person is isolated on account 
of being ill with diphtheria may be allowed to continue at their 
usual occupations, except those who are engaged in the handling 
of milk. 
Modes of infection. Secretions of the upper air passages; mucous or 
serous discharge from the ear or any skin lesion of the body. 
Transmission. By direct contact with patient or carrier. By modified 
contact, i. e., articles which have been recently infected by the fresh secretions. 
Period of isolation. There should be a minimum isolation period of five 
weeks; period of isolation should continue during the presence of any dis- 
charge from the ear, nose or lesions of the skin. 
Method of control 
A. Recognition of disease 
B. Isolation 
1. Home 
2. Hospital 
C. Immunization-uncertain 
D. Disinfection 
1. By boiling objects infected 
2. By scrubbing woodwork and furniture 
E. Schools 
I. Exclusion. All members of a household where a person is ill 
with scarlet fever shall be excluded from school until one week 
has expired from the date of the last exposure to the disease 
unless immunized by a previous attack of the disease. 
2. Closing of schools. Schools generally should not be closed during 
an epidemic of scarlet fever. Daily inspection of pupils will 
achieve better results. The local school and health authorities 
should decide when the schools are to be closed. 
3. All members of a household where a person is isolated on 
account of being ill with scarlet fever may be allowed to continue 
at their usual occupations, except those who are engaged in the 
handling of milk and other food usually eaten without cooking. 
SCARLET FEVER 
GERMAN MEASLES 
Modes of infection. Secretions of the upper air passages. 
Transmission. By direct contact with patient. 
Period of isolation. Period of isolation should continue for seven days 
after the appearance of the eruption. 
Method of control 
A. Recognition of disease 
B. Isolation-home 
C. Immunization-none 
D. Disinfection-unnecessary 
E. Schools 
1. Exclusion. Only the patient shall be excluded from school. 
2. Closing of schools. Schools should not be closed during an 
epidemic of German measles. Daily inspection of pupils will 
achieve better results. 
3. All members of a household where a person is isolated on account 
of being ill with German measles may be allowed to continue 
at their usual occupations. 123 
MEASLES 
Modes of infection. Secretions of the upper air passages.. 
Transmission. by direct contact with patient. 
Period of isolation. Period of isolation should continue for ten days 
from the appearance of the eruption. 
Method of control 
A. Recognition of disease 
i. Koplik spots appear from one to six days before appearance of 
rash 
B. Isolation 
I. Home 
2. Hospital 
C. Immunization-none 
D. Disinfection-unnecessary 
E. Schools 
I. Exclusion. All members of a household where a person is ill 
with measles shall be excluded from school until two weeks 
have expired from the date of the last exposure, unless im- 
munized by a previous attack of the disease. 
2. Closing of schools. Schools generally should not be closed during 
an epidemic of measles. Daily inspection of pupils will achieve 
better results. The local school and health authorities should 
decide when the schools are to be closed. 
3. All members of a household where a person is isolated on account 
of being ill with measles may be allowed to continue at their 
usual occupations. 
CHICKEN POX 
Mode* of infection. Lesions of skin and mucous membrane. 
Transmission. By direct contact with patient. By modilied contact, i. e., 
articles which have been recently infected. 
Period of isolation. Period of isolation should continue during the pres- 
ence of the skin or mucous membrane lesion. 
Method of control 
A. Recognition of disease 
B. Isolation 
1. Home 
2. Hospital 
C. Immunization-none 
D. Disinfection 
1. By boiling objects infected 
2. By scrubbing woodwork and furniture 
E. Schools 
I. Exclusion. All members of a household where a person is ill 
with chicken pox shall be excluded from school for three weeks 
after the last exposure to the disease, unless immunized by 
previous attack of the disease. 
2. Closing of schools. Schools should not be closed during an 
epidemic of chicken pox. Daily inspection of pupils will achieve 
better results. 
3. All members of a household where a person is isolated on account 
of being ill with chicken pox may be allowed to continue at 
their usual occupations. 
WHOOPING COUGH 
Modes of infection. Secretions of the upper air passages. 
Transmission. By direct contact with patient. 124 
Period of isolation. There should be a minimum isolation period of three 
weeks; period of isolation should continue during the paroxysmal stage. 
Method of control 
A. Recognition of disease. Catarrhal symptoms of nose and eyes precede 
the paroxysmal stage. 
B. Isolation 
1. Home 
2. Hospital 
C. Immunization-uncertain 
D. Disinfection-unnecessary 
E. Schools 
1. Exclusion. All members of a household where a person is ill 
with whooping cough shall be excluded from school until two 
weeks have expired from the date of the last exposure to the 
disease, unless immunized by previous attack of the disease. 
2. Closing of schools. Schools should not be closed during an 
epidemic of whooping cough. Daily inspection of pupils will 
achieve better results. 
3. All members of a household where a person is isolated on account 
of being ill with whooping cough may be allowed to continue 
at their usual occupations. 
Modes of infection. Secretions of the mouth. 
Transmission. By direct contact with the patient. 
Period of isolation. There should be a period of isolation of three 
weeks. 
Method of control 
A. Recognition of disease. Steno's duct is inflamed in the early stage of 
disease. 
B. Isolation 
I. Home 
2. Hospital 
C. Immunization-none 
D. Disinfection-unnecessary 
E. Schools 
i. Exclusion. All members of a household in which a person is ill 
with mumps shall be excluded from school until two weeks 
have expired from the date of the last exposure, unless im- 
munized by a previous attack of the disease. 
2. Closing of schools. Schools should not be closed during an 
epidemic of mumps. Daily inspection of pupils will achieve 
better results. 
3. All members of a household where a person is isolated on account 
of being ill with mumps may be allowed to continue at their 
usual occupations. 
MUMPS 
TKACHOMA 
Modes of infection. Secretions of the eye. 
Transmission. By direct contact with the patient. By modified contact 
with articles which have been recently infected by fresh secretions. 
Period of isolation. Until two weeks have expired since the last appear- 
ance of secretions, with freedom from redness of the conjunctiva. 
Method of control 
A. Recognition of disease 
B. Isolation 
I. Home 
2. Hospital 125 
C. Immunization-none 
D. Disinfection 
I. By boiling objects infected 
2. By scrubbing woodwork and furniture 
E. Schools 
1. Exclusion. Only the patient shall be excluded from school. 
2. Closing of schools. Schools should not be closed during an 
epidemic of trachoma. Daily inspection of pupils will achieve 
better results. 
3. All members of a household where a person is ill with trachoma 
may be allowed to continue at their usual occupations. 
INFLUENZA 
Modes of infection. Secretions of the upper air passages. 
Transmission. By direct contact with patient. By modified contact, i. e., 
articles which have been recently infected by the fresh secretions. 
Period of isolation. Until subsidence of catarrhal symptoms. 
Method of control 
A. Recognition of disease 
B. Isolation 
1. Home 
2. Hospital 
C. Immunization-none 
D. Disinfection-unnecessary 
E. Schools 
1. Exclusion. Only the patient to be excluded from school. 
2. Closing of schools. Schools should not be closed during an 
epidemic of influenza. Daily inspection of pupils will achieve 
better results. 
3. All members of a household where a person is isolated on account 
of being ill with influenza may be allowed to continue at their 
usual occupations. 
TYPHUS FEVER 
Mod s of infection. From the blood stream. 
Transmission. Through pediculi. 
Period of isolation. Until recovery, and until the patient is free from 
pediculi. 
Method of control 
A. Recognition of the disease 
B. Isolation 
i. Home 
2. Hospital 
C. Immunization-none 
D. Disinfection-extermination of pediculi 
E. Schools 
I. Exclusion. All members of a household where a person is ill 
with typhus fever shall be excluded from school until free from 
pediculi. 
2. Closing of schools. Schools generally should not be closed during 
an epidemic of typhus fever. Daily inspection of pupils will 
achieve better results. The local school and health authorities 
should decide when the schools are to be closed. 
3. All members of a household where a person is isolated on account 
of being ill with typhus fever may be allowed to engage in 
their usual occupations provided they are free from pediculi. 126 
TYPHOID FEVER 
Modes of infection. Urine and feces. 
Transmission. By direct contact with patient or carrier. By modified 
contact, i. e., articles which have been recently infected; particularly milk, 
and such other foods usually eaten without cooking, and water. 
Period of isolation. Until recovery and until urine and feces are free 
from bacilli. 
Method of control 
A. Recognition of disease 
1. Conradi test 
2. Widal test 
B. Isolation 
1. Home 
2. Hospital 
C. Immunization-typhoid vaccine 
D. Disinfection 
1. By boiling objects infected 
2. By scrubbing woodwork and furniture 
E. Schools 
1. Exclusion. All members of a household where a person is ill 
with typhoid fever shall be excluded from school until two 
weeks have expired from the date of the last exposure to the 
the disease, unless immunized with typhoid vaccine or by previous 
attack of the disease. 
2. Closing of schools. Schools generally should not be closed during 
an epidemic of typhoid fever. Daily inspection of pupils, in- 
cluding Conradi and Widal tests, will achieve better results. 
The local school and health authorities should decide when the 
schools are to be closed. 
3. All members of a household where a person is isolated on account 
of being ill with typhoid fever may be allowed to continue at 
their usual occupations except those who are engaged in the 
handling of milk. 
Modes of infection. Feces. 
Transmission. By direct contact with patient or carrier. By modified 
contact, i. e., articles which have been recently infected. 
Period of isolation. Until the feces are free from bacilli. 
Method of control 
A. Recognition of disease 
B. Isolation 
I. Home 
. 2. Hospital 
C. Immunization-doubtful 
D. Disinfection 
I. By boiling objects infected 
2. By scrubbing woodwork and furniture 
E. Schools 
I. Exclusion. All members of a household where a person is ill 
with cholera shall be excluded from school until one week has 
expired from the date of the last exposure to the disease. 
2. Closing of schools. Schools should not be closed during an 
epidemic of cholera. Daily inspection of pupils will achieve 
better results. 
3. All members of a household where a person is isolated on account 
of being ill with cholera may be allowed to continue at their 
usual occupations except those who are engaged in the handling 
of milk. 
CHOLERA 127 
SMALLPOX 
Modes of infection. Lesions of the skin and mucous membrane. 
Transmission. By direct contact with patient. By modified contact, i. e., 
articles which have been recently infected. 
Period of isolation. Until recovery and until lesions have healed. 
Method of control 
A. Recognition of disease 
B. Isolation-hospital 
C. Immunization-by vaccination 
D. Disinfection 
1. By boiling objects infected 
2. By scrubbing woodwork and furniture 
E. Schools 
1. Exclusion. All members of a household where a person is ill 
with smallpox shall be excluded from school until two weeks 
have expired from the date of the last exposure to the disease, 
unless immunized by recent successful vaccination. They should 
not be permitted to re-enter school without permission of the 
local board of health and the medical inspector. 
2. Closing of schools. Schools generally should not be closed during 
an epidemic of smallpox. Revaccination of pupils will achieve 
better results. The local school and health authorities should 
decide when the schools are to be closed. 
3. All members of a household where a person is isolated on account 
of being ill with smallpox may be allowed to engage in their 
usual occupations providing they have been recently success- 
fully vaccinated. 
PULMONARY TUBERCULOSIS 
Modes of infection. Secretions of the upper air passages. 
Transmission. By direct contact with patient. By modified contact, i. e., 
articles which have been recently infected by the fresh secretions. 
Period of isolation. Only the recalcitrant patient should be isolated. 
A. Recognition of disease 
Method of control 
B. Isolation-hospital 
C. Immunization-doubtful 
D. Disinfection 
I. By boiling objects infected 
2. By scrubbing woodwork and furniture 
E. Schools 
I. Exclusion. Only the patient shall be excluded from school. 
Special schools for the tuberculous are recommended. 
2. Closing of schools. Schools should not be closed on account of 
the prevalency of tuberculosis. Daily inspection of pupils will 
achieve better results. 
3. All members of a household where a person is ill with pulmonary 
tuberculosis may engage in their usual occupations, except those 
engaged in the handling of milk, and other food supplies usually 
eaten without cooking. 
OPHTHALMIA 
Modes of infection. Secretions of the eye. 
Transmission. By direct contact with patient. By modified contact, i. e., 
articles which have been recently infected by the fresh secretions. 
Period of isolation. Until two successive cultures, negative of gonococci, 
have been obtained with an interim of 24 hours, and until the purulent dis- 
charge has disappeared. 128 
Method of control 
A. Recognition of disease-smears • 
B. Isolation 
I. Home 
2. Hospital 
C. Immunization-silver salts 
D. Disinfection 
I. By boiling objects infected 
2. By scrubbing woodwork and furniture 
E. Schools 
I. Exclusion. Only the patient shall be excluded from school. 
2. Closing of schools. Schools shall not be closed during an epi- 
demic of opthalmia. Daily inspection of pupils will achieve better 
results. 
3. All members of a household where a person is isolated on account 
of being ill with opthalmia may be allowed to continue at their 
usual occupations. 
II. HOW TO PREVENT TUBERCULOSIS 
Board of Health of State of New Jersey 
Every three minutes someone in the United States dies from tuberculosis. 
In New Jersey 4540 persons died from it in 1910. In every nine persons who 
dies in New Jersey one dies of tuberculosis. 
The disease is caused by a living germ which grows in the body and destroys 
its tissues. The germs may grow in almost any part of the body, but they 
grow most readily in the lungs and cause "consumption." 
Causes of ths Disease 
Undue weariness or weakness. 
Persistent coughing and spitting. 
Frequent colds, or a cold that hangs on. 
Loss of appetite, of flesh, of color. 
Fever in the afternoon. 
Pains in chest, pleurisy. 
Anyone suffering from one or more of the above symptoms should consult 
a physician at once. 
Early Symptoms 
Cost of Tuberculosis 
Tuberculosis attacks people chiefly in the active, productive period of life, 
Many children are made orphans by it. Its long continued course impover- 
ishes many families. It causes a great loss to the community. But its 
greatest cost is in needless human suffering. 
How the Disease Spreads 
Tuberculosis is not hereditary. 
The germs get into the body after birth. They are in the consumptive's 
spit, and are thus carried from sick to well persons. 
The disease usually spreads in the home, where contact with the patient is 129 
close and long continued. Children get the germs more readily than older 
people because their bodies are more delicate. 
The disease may also spread in shops or factories where consumptives 
spend much time. Flics help spread it by carrying the germs from the 
consumptive's spit to our foods. 
People, especially children, sometimes become infected by drinking milk 
from tuberculous cows. 
Where It Thrives 
Tuberculosis is a house disease and often attacks several persons in the 
same house. It thrives in dirt and filth where people are careless and unclean. 
Sunlight and fresh air kill the germs and help prevent it. 
The germs grow best in a body weakened from other causes, some of 
which are: 
Poor teeth and unclean mouths. 
Intemperance and all excesses. 
Insufficient or bad food. 
Fotil air and dark rooms. 
Overcrowding, dust, overwork. 
Other diseases-measles, grippe, typhoid fever, pneumonia, whooping 'cugh. 
Tuberculosis may be cured by regular habits combined with plenty of fresh 
air, food and rest. Patent medicines do not cure. Their use is harmful. A 
sanatorium is the best place to take the cure. Patients who remain at home 
should be under the care of a physician. 
To insure a permanent cure, it is necessary to persevere in careful living 
long after all symptoms have disappeared. 
Keep up courage and cheerfulness. 
Cure 
Prevention 
You should prevent tuberculosis by doing two things: 
I. Ai'oid the germs. 
2. Keep your body so strong and well that the germs cannot grow in it. 
Avoid the germs by sending advanced cases to hospitals where they cannot 
infect others. Teach patients cared for at home to destroy their spit. 
Keep your body strong by living a regular life in the open air, taking 
plenty of exercise and sleep, eating proper food and having the teeth in 
good condition so that the food can be well masticated. 
Live and work in the fresh air. 
Keep teeth clean and in good repair. 
Eat plain wholesome food. 
Get plenty of rest and sleep. 
Take some regular exercise. 
Avoid alcoholic drinks. They weaken the body. 
Avoid patent medicines. They are worthless and harmful. 
Teach consumptives to destroy their spit. 
Vote for freeholders who will establish hospitals for consumptives. 
Send your children to fresh air schools. 
Cultivate cheerfulness. 
Health Maxims 130 
The law requires: 
County Boards of Freeholders to provide hospitals for consumptives. 
Physicians to report all cases to the Board of Health. These reports are 
confidential. 
Consumptives to destroy their spit. 
Health officials to furnish such instruction, literature, or such other material 
as may be needed to prevent the spread of the disease. 
Health officials to disinfect rooms vacated by consumptives. 
The common drinking-cup to be abolished. 
The Law and Tuberculosis 
The law permits: 
Boards of Health and judges, to remove careless patients to hospitals. 
Boards of Health to establish dispensaries and employ visiting nurses. 
Boards of Health to stop the sale of milk from tuberculous cows. 
Disease germs are constantly being deposited on articles by the touch of 
diseased persons and by air contaminated with the breath of such persons or 
with their clothing. Proper protection of the healthy child requires a 
periodic disinfecting cleansing of the schoolroom and its contents. 
More attention is given to this in city schools than in country schools; but 
there is no more need for it in one case than in the other. 
Rules and Regulations 
The following statements and reprints of rules and regulations indicate the 
practices becoming common in all school districts which give intelligent care 
to preserving the health of school children. 
Superintendent Charles B. Boyer of Atlantic City writes: 
We have no rules for disinfecting textbooks. Textbooks that have been 
carried to homes where there is a contagious disease are destroyed. 
Our school buildings are fumigated every second Saturday. This work is 
done by the janitors of the schools during the afternoon hours of Saturday. 
The Board of Education pays janitors $2.50 extra for each fumigation. 
By using this method we find our buildings are properly fumigated at 
'regular intervals, and in case of contagious disease, or of pupils coming 
from homes where there is a contagious disease, we are in position to fumi- 
gate rooms immediately after the school season ends. We never permit a 
room to be closed on account of contagious disease but take every pre- 
caution possible to prevent the spread of contagion. 
We have been using formaldehyde steam generators for fumigation pur- 
poses. This is perhaps the most effective method but it requires a great 
deal of work and long hours to fumigate a large building. Last year we 
experimented with a receptacle in each room containing potassium per- 
manganate over which is poured about a pint of liquid formaldehyde. This 
is done on Saturday afternoon, after which the building is closed up and 
allowed to remain in that condition until Monday morning. We find that 
this method is very successful and I think we shall dispense with the steam 
generators. 
Following are Rules and Regulations for Fumigation adopted by the Board 
of Education, Atlantic City, October 16, 1912: 
t. The classrooms, offices, library, halls and toilet-rooms of the respective 
school buildings of this city shall be fumigated by the janitor of each school 
during the afternoon (after 12 o'clock) every second Saturday. 
2. Each janitor shall receive from the Board of Education the sum of 
$2.50 for services rendered on said Saturday afternoons. 131 
3. A period of not less than 15 minutes shall be allotted for the fumigation 
of each classroom, office, library, hall or halls and toilet-rooms in the respective 
school buildings. In buildings containing 12 classrooms or less, the time 
to be given to each classroom should be not less than 20 minutes. The work 
must be thorough and effective, otherwise it is useless and time and money 
are wasted. 
4. The Board of Education will furnish each janitor with a steam generator, 
wood alcohol and the necessary formaldehyde. 
5. Special fumigation of individual rooms, as directed by the medical in- 
spectors, shall be done by the janitors without extra compensation. 
6. The fumigation shall be under the direction and supervision of the 
medical inspectors and said inspectors are to report to the Board of Edu- 
cation the neglect of duty of any janitor. 
The following is taken from Rules and Regulations adopted by the Board 
of Education of Camden for Prevention of Contagious and Communicable 
Diseases. 
I. Each day during the prevalence of infectious disease in a school build- 
ing, after school is dismissed, the janitor shall scrub with warm water, 
soap and stiff scrubbing brush, or wipe off with a solution of bichloride 
of mercury (i to 2000) or other disinfectant designated by the medical in- 
spector, all parts of doors, casings and other woodwork which can be 
touched by the hands of the children, including seats and desks. 
2. The floor should be in good repair, without open cracks or crevices. 
In every division when a case of contagious or communicable disease has 
been reported, the floor should be mopped with a solution of bichloride of 
mercury (1 to 2000) or other disinfectant provided for such use, walls 
brushed down and rooms fumigated. 
3. All walls, maps, blackboards, tops of closets, bookcases, etc., in school 
buildings must be brushed down at least once a month. 
4. Lead pencils (there should be no slates) should every day be im- 
mersed in a 5 per cent solution (1 to 20) of carbolic acid and wiped dry. 
5. The difficulty attending the cleansing of books should cause great care 
to be taken by teachers to prevent their being passed from hand to hand, 
or touched by anyone except the child to whom they belong or to whom 
they may be assigned. Books which have been used by a pupil who is 
suffering from any one of the communicable diseases should be destroyed 
by fire, or they may be treated by exposure to formaldehyde gas. 
6. During each vacation the walls and woodwork, including doors, desks 
and floors, should be wetted with a solution of bichloride of mercury (1 to 
1000) and the windows should be kept open to admit great floods of sun- 
light and pure air. Finally, scrub with clean water. 
7. School buildings should be fumigated on Saturday of each week. 
8. Light and airy cloak-rooms should always be provided, and hooks should 
be so separated that the garments of the different pupils will not come into 
contact. 
It is the general practice in this State to destroy books that have been 
taken into houses where there is contagious disease, or which it is suspected 
may be carriers of disease. APPENDIX H 
FLIES AND MOSQUITOES 
Dr. Joseph E. Raycroft 
The role of flies and mosquitoes in spreading disease has been thoroughly 
understood for only a few years. They have been regarded as nuisances 
by everyone, but have been suspected in the past, by only a few, of being 
agents in spreading disease. Today these insects, together with the flea, the 
body louse, and the bedbug, stand convicted of the crime of spreading 
the germs of disease by carrying them from infected to uninfected places and 
persons. 
It is not difficult in these days of vaccination and inoculation for the 
thoughtful person to understand how blood-sucking insects can and do 
transfer the germs of yellow fever, malaria, typhus fever, infantile paralysis, 
plague, etc., from one person to another. Public opinion is in this country 
so almost instinctively opposed to the bedbug, the flea and the louse that 
the new knowledge of the fact that they are carriers of disease in addition 
to being dirty and repulsive, is sufficient to lead everyone to make even 
more persistent efforts to exterminate the pests. 
Fortunately, plague and typhus fever are not prevalent in New Jersey, 
so the simple statement of the fact that bedbugs, fleas and lice are the 
principal, if not the only, agents in the transmission of these diseases from 
person to person is sufficient in this place. 
The mosquito belongs to the class of blood-sucking insects. There are 
two kinds or species that are the sole agents in the transmission of yellow 
fever and malaria. The species that is responsible for infection with the 
malarial organism is called anopheles, and is very common in New Jersey. 
The one that transmits yellow fever, as demonstrated by Doctors Reed and 
Lazear in Cuba, is known as the stegomyia, and is seldom if ever seen in 
New Jersey. 
These two species of mosquitoes not only spread the particular disease 
with which they may be infected, but further than that they keep the germs 
alive in their bodies while certain changes take place that enable these germs 
to cause the sickness, malaria or yellow fever, in the person who is bitten 
by the infected mosquito. That is to say, if it were not for these two kinds 
of mosquitoes, the two diseases, malaria and yellow fever, would be practi- 
cally non-existent. The medical and sanitary campaign instituted in the 
Canal Zone is based in large part upon this fundamental fact. The suc- 
cessful warfare against the mosquitoes, the destruction of their breeding 
places, and the protection of the people from the few mosquitoes that have 
escaped extermination, have made it possible for white men to live on the 
Isthmus and to accomplish the work of digging the canal. 
The campaign on the Isthmus of Panama was waged along two lines: 
i. The destruction of the breeding places by (a) draining the 
low lying lands and swamps, and (b) by treating the still waters, 
that could not be drained, with crude oil, or "larvicite." 
2. The thorough screening of all houses, camps, and other living 
places. 
The practical bearing of all this for us in New Jersey is simply this: 
the great amount of sickness and the loss of time, money, and happiness 
due to malaria are preventable; and the campaign against the mosquito 
which is under way in various parts of the state has already accomplished 
remarkable results in reducing the amount of malaria and is one in which 
everyone can cooperate. 
Director of Hygiene and Physical Education, Princeton University 
133 134 
Detailed accounts of the life history of the mosquito, the ways in which 
it acts as the agent in spreading malaria, and the methods of destroying 
the breeding places may be found in the publications of the State Agricul- 
tural Experiment Station at New Brunswick, and in the pamphlets published 
by the United States Public Health Service. 
The real importance of the house and stable fly as disease carriers is not 
quite so well understood by people in general, in spite of the "Swat the 
Ply" campaigns that have been organized during recent years. These two 
kinds of flies are even more important in most communities than the mos- 
quito because they are many times more numerous and because they are 
agents in spreading many diseases instead of a special one. The bad 
reputation of the fly is by no means of recent date. The knowledge of his 
power for harm is said to be crystallized in the old Hebrew word "Beelze- 
bub," from "Baal," meaning "lord or god" and "Zebub," meaning "flies" 
or "dung." The history of Egypt contains record of a plague of flies over 
three thousand years ago; and strangely enough, another such plague oc- 
curred in 1909, when three thousand children died in Cairo alone in less 
than two months. 
Many persons still honestly not only doubt that the fly is one of the most 
important factors known in the transmission of certain kinds of germ 
diseases, but even discredit the idea that it has any part in spreading the 
organisms of such diseases as typhoid, tuberculosis, anthrax, ophthalmia, 
cholera, infantile paralysis, and bowel diseases. 
Consideration must be given then to the question: Is the fly an im- 
portant factor in the distribution of disease organisms? The conclusion 
which has led the sanitarian to answer this question in the affirmative is 
based upon two kinds of evidence: (1) circumstantial and (2) experimental. 
Under the first head will fall the observations and conclusions of skilled 
medical officers who were in the United States, military camps during the 
Spanish War and in the South African camps during the Boer War. These 
men commented on the enormous number of flies frequenting the latrines 
and mess tents. The result of this condition in the Boer War was that 
about 30 per cent of the deaths in the English army were due to typhoid, 
and one fifth of total number of American soldiers in the military camps in 
1898 were infected with typhoid fever. Where the mess tents, were 
screened and the food protected from infected flies, little or no typhoid 
was contracted. When the cold weather came the flies disappeared and 
the typhoid died down. The conclusion reached was: "Flies undoubtedly 
served as carriers of infection." 
Similar observations have been made repeatedly in cases where typhoid 
has spread from sections of town that were unsanitary, and where open 
privies were in existence, to neighboring houses, having been carried by flies 
from infected matter to food. These investigations made it clear that the 
fly was not only an irritating and disgusting nuisance but was also a serious 
factor in the spread of one of our most prevalent diseases. 
The experimental evidence on the question is very full and convincing; 
only a few examples based on careful bacteriological investigations may be 
cited. 
The fly can carry the typhoid bacillus either externally or internally. In 
the latter case the length of time that the bacillus is able to survive is 
considerably increased. 
The typhoid bacillus has been recovered from flies twenty-three days after 
they have been infected by feeding on typhoid infected matter. 
The typhoid bacillus was recovered five times in eighteen experiments 
from flies caught in two undrained privies and in the room of a typhoid 
patient. 
Flies are able for at least forty-eight hours after infection, to infect the 
surface on which they walk. 
"A single instance, of many which are on record, has been used by 
Hewitt as an illustration of the way in which flies may disseminate infec- 135 
tion. It occurred in Denver and is recorded by the secretary of the Colo- 
rado State Board of Health. In August the wife of a dairyman was in- 
fected with the typhoid bacillus and remained at home for about three 
weeks before being removed to the hospital at the end of August. In Sep- 
tember numerous cases of fever were reported in the northern part of the 
city, and on investigation it was found that all these cases had been ob- 
taining their milk from this dairy. The conditions of the dairy were then 
inquired into and it was found that the dairyman himself was suffering 
from a mild case of typhoid but was still delivering his milk. The water 
supply was fairly good. It was found, however, that both husband and 
wife had been using an open privy located within thirty-five feet of the 
milk house, which was unscreened and open to flies. A gelatin culture ex- 
posed to flies for thirty minutes in the rear of the privy vault and in the 
milk house among the milk cans gave numerous colonies of typhoid bacilli 
and colon bacilli. The source of infection of the dairyman's wife's case 
was unknown. 'But,' the report states, 'I am positive that in all the cases 
that occurred on this milk route the infection was due to bacilli carried from 
the privy by the flies and deposited upon the milk cans, separator and uten- 
sils in the milk house, thereby contaminating the milk.' The dairyman sup- 
plied milk to 143 customers. Fifty-five cases of typhoid fever occurred and 
six deaths resulted therefrom. This case speaks for itself and leaves little 
more to be said with regard to the part which flies may play in the dis- 
semination of typhoid." 
Similar results have been obtained in investigations on other diseases than 
typhoid, such as infantile diarrhea, tuberculosis, infected eyes, anthrax, and 
cholera. 
A brief consideration of some of the important features of the structure 
of the fly will enable one to understand the ways in which it is able to 
carry disease germs. The proboscis of the fly is adapted to a sucking 
function and on this account it cannot take in solid food. Sugar, dried 
specks of milk or sputum must first be dissolved by the saliva of the fly, 
and is then pumped by an apparatus in the pharynx into the fly's crop. 
Very frequently the fly regurgitates its food from the crop in the form of 
large drops of fluid. In some cases these regurgitated drops are deposited 
as "vomit spots" on the surface upon which the fly is resting, such as the 
glass pane of the window, where they may be recognized as opaque light- 
colored spots, as distinguished from the brown excreta commonly known 
as "fly specks." Typhoid bacilli and other disease organisms have been 
found in specks of both sorts-the faecal spots and the vomit spots which 
have been made by flies that have been in contact with infectious, material. 
The body of the fly is most excellently adapted for the transference of 
micro-organisms because it is thickly clothed with hairs of varying lengths. 
Its legs resemble miniature brushes from which no cleaning can remove 
the organisms that may have been picked up during its walks over infective 
materials. The result is that these germs are spread upon whatever sub- 
stances the flies visit afterward within a certain length of time. 
It is interesting in this connection to note that flies are not only normally in- 
fected with micro-organisms of various sorts but that the number and kind 
of organisms vary and are affected by the places frequented by flies, as 
shown by the following experiment: 
"Three flies, A, B and C, were caught at random; A was caught in the 
living-room of a house, B was caught out-of-doors, and C was caught in the 
household dust-bin and refuse can. In each case the fly was allowed to 
walk over a medium of nutrient agar-agar which was afterwards incubated, 
and at the end of the fourth day the following colonies of fungi or moulds 
and bacteria were observed, isolated, and identified. 
"Fly A. 25 colonies of bacteria and 6 colonies of fungi 
"Fly B. 46 colonies of bacteria and 7 colonies of fungi 
"Fly C. 116 colonies of bacteria and 10 colonies of fungi 
"The large number of bacilli carried by the fly C demonstrates in a very 136 
convincing manner the infection which a fly frequenting refuse is able to 
carry. All flies frequent refuse of varying degrees of filthiness and divide 
their attention between such refuse and other food, as is a matter of com- 
mon observation; therefore it is unnecessary to discuss further the state- 
ment that all flies are germ carriers." 
All this leads to the one conclusion that nothing can prevent a fly which 
has had access to matter containing micro-organisms from carrying those 
micro-organisms and infecting fresh matter which, in our case, is usually 
food. Further, one is. able to make the assertion that, owing to the possi- 
bilities of becoming infected and the fact that the fly is continually coming 
into contact with micro-organisms in the materials it frequents for the pur- 
poses of feeding or breeding, '"no fly is free from micro-organisms or germs 
from the time it draws itself out of the puparium to enter the winged state 
until its death." 
The practical questions then are: (i) Where does the fly breed, and (2) 
What methods, can be adopted for the control of fly breeding. "Broadly 
speaking, house-flies will breed in almost any decaying matter of a vege- 
table or animal nature and in excrementous substances, if certain conditions, 
namely, those of temperature and moisture, are favorable. Temperature, 
moisture, and the character of the food are the chief factors governing the 
rate of development. 
"Horse manure forms the chief substance in which the larvae are found 
and heaps of stable manure are the principal breeding places of these insects. 
In addition to this they have been found feeding upon the following substances: 
human excrement, both as isolated faeces and in latrines and mixed with ashes; 
cow dung; fowl dung; cess-pools; straw and textile fabrics such as woolen 
or cotton garments, and sacking which have been fouled with animal 
excrement; mushrooms; decaying vegetables, fruits and food stuffs such as 
potato skins, melon, bananas, pears, apricots, cherries, plums, peaches; bread 
and milk, boiled egg, bad meat, and rotting grain such as wheat. They 
have also been found in spittoons. From these facts it will be understood 
that wherever there are collections of manure, or excrement, or of waste 
animal or vegetable substances collectively known as garbage, house-flies 
are able to breed on the occurrence of a suitable temperature." Herms, in 
California, obtained 10,282 larvae of the house-fly from fifteen pounds of 
samples taken from five different parts of a manure pile after four days' 
exposure. The whole manure pile weighed about 1000 pounds, and on a 
conservative estimate it would contain over 455,000 maggots. 
Flies normally begin to breed in April or May and continue to October, 
the greatest activity in this respect being in the hot months of August and 
September. It has been found, however, that when the temperature is suf- 
ficiently high, as sometimes occurs in warm cellars and kitchens, flies are 
able to deposit their eggs and the larvae will develop during the winter 
months. A single female fly is capable of depositing from 100 to 150 eggs 
at one time, and five or six and possibly more batches of eggs can be de- 
posited during its short life. It has been calculated that if the progeny of a 
single pair of flies, assuming that they all lived, were pressed together at the 
end of the summer, they would occupy a space of about a quarter of a 
million cubic feet. These figures indicate the great superiority of pre- 
ventive measures as compared with "swatting campaigns." 
According to Hewitt-"The measures for the control and prevention of the 
fly danger must have two objects: (1) to prevent the flies from breeding, 
and (2) to prevent the transference of infection by them." 
The first of these objects is fundamental and of prime importance. Until 
this is realized any steps which may be taken will be of little value. The 
problem is similar in all respects to the mosquito problem. The abolition 
of the breeding places of the mosquito and the prevention of their breeding 
are the first steps in the control of this insect and the prevention of 
malarial fever. So also with the house-fly. 
The study of the breeding habits of the house-fly has indicated the places 137 
and materials in which it breeds. The chief breeding places are collec- 
tions of horse manure or stable refuse and it has been shown previously 
in what enormous numbers flies breed in this substance. The first steps, 
therefore, must be taken in the direction of preventing flies from breeding 
in horse manure or stable refuse. 
It is obvious that the stable manure must not be stored in places accessible 
to flies. Fly-proof receptacles or chambers should be provided in which 
the manure is immediately placed. Recognizing the importance of this, 
many cities in the United States and Canada have passed by-laws requiring 
that where horses., cows or similar animals are kept, properly constructed 
pits or chambers shall be maintained for the temporary storage of the 
manure. Such receptacles should be of solid masonry or concrete and pro- 
vided with doors that will prevent the ingress of flies. Further, regulations 
governing the building of stables and cowsheds should provide that the 
floors of such places should be of solid masonry or concrete. In conjunc- 
tion with proper storage of the manure, its periodic removal must be pro- 
vided for. With the greatest care it is not always possible absolutely to pre- 
vent flies from depositing their eggs in the manure. It has frequently been 
observed that the flies will deposit their eggs in the excreta immediately 
after they are dropped, in fact, they prefer the warm excreta for this 
purpose. Therefore, to prevent the emergence of flies from eggs so de- 
posited and stored with the refuse, the manure must be removed well within 
the shortest time that is taken for the life-cycle of the fly to be com- 
pleted. In summer this time is shorter than in winter. Manure should be 
regularly moved at intervals not exceeding seven days during the months 
from April to October and at intervals of not more than nine days during 
the remainder of the year. The removal should be to a place well without 
the range of flight of flies from the nearest human habitations. The pro- 
hibition of the storage of stable refuse, etc., in places such as railway and 
other depots pending its removal cannot be insisted upon too strongly, 
as it has been found that such practices result in an unusual and dangerous 
abundance of flies in the neighborhood of such storage places. 
Manure in stables and in similar places, in addition to its careful storage 
in suitable receptacles, should be treated, whenever possible, with an in- 
secticidal substance which would kill any larvae, that might be in the 
manure, and prevent the emergence of flies. Many experiments have been 
carried out by Howard, Herms, and others with a view to finding an in- 
secticide which will be effective and at the same time reasonably practicable. 
"Forbes, experimenting in Illinois, found that a solution of iron sulphate 
sprayed over the manure effectively controlled the breeding of the house-fly 
in horse manure. A solution of two pounds of iron sulphate in one gallon 
of water for each horse per day was used. It was calculated that the aver- 
age city horse produces about fifteen pounds of manure per day and the 
heavier draught horses produce twenty to thirty pounds per day. The 
amount to be treated, however, is less than this, as the horses are out of 
the stables for a large proportion of the day. Many substances have been 
put on the market as effective agents in the prevention of fly breeding 
Varying results have been obtained from the use of these substances, 
ranging all the way from entire failure to qualified success. Much remains 
to be done along this line before definite recommendations will be justified. 
In the meantime, careful attention to the suggestions for the protection of 
the breeding places from the fly, and the removal of manure at short 
intervals, will be successful in abating the fly nuisance." 
Specific information as to the result of these experiments may be obtained 
from the Bureau of Entomology at Washington and from the State Agri- 
cultural Experiment Station at New Brunswick. 
The old-fashioned and unsanitary privy is not only a favorite breeding 
place but is the commonest source of infection. Dr. Newsholme states: 
"Infant mortality is highest in those counties where, under urban conditions 
of life, filthy privies are permitted, where scavenging is neglected and 138 
where streets and yards are to a large extent not 'made up' or paved." 
In his recommendations he says: "Sanitary authorities in compactly popu- 
lated districts should decide to remove all dry closets if a water-carriage 
system is practicable." 
The dangers to which helpless infants are exposed in our populous dis- 
tricts will be apparent to anyone who will give this matter a moment's 
consideration. Breeding in the excreta by the thousands, and by their 
emergence and frequent visits to their birth places befouling their bodies 
and limbs and drenching their intestines with whatever germs the filth may 
contain, the flies swarm over the faces, the food and the feeding bottles 
of the helpless infants. Under such circumstances it would be surprising 
if unsanitary conditions did not bear a close relation to infantile mortality. 
The abolition of the unsanitary privy is a necessary step in the control of 
the house-fly and the improvement of sanitary conditions. 
The entire matter of the prevention of the breeding of flies and the 
attitude which the householder and the local health authorities should take 
towards the question may be summarized as follows: It has been proved 
by incontrovertible evidence that house-flies are able to act as carriers of 
the germs of certain prevalent infectious diseases, and that their habits 
render them especially adapted to the dissemination of disease. The 
presence of flies, therefore, is a serious menace to the public health. Further, 
it has been shown that flies breed in stable refuse. Therefore, to maintain such 
breeding places constitutes a public nuisance of a very grave nature. 
In view of the foregoing statements, the methods which must be adopted 
to prevent the fly from spreading infection are easily understood. Briefly, 
these methods are: (1) the protection of infected matter from flies, and 
(2) the protection of food, both liquid and solid, and the protection of the 
faces of infants and invalids from flies. The necessity of preventing flies 
from gaining access to excreta, infected or non-infected, is too obvious to 
require insistence; and the screening of food in the home and in the 
hospitals, and particularly that intended for infants, is a measure which 
should be adopted as a matter of course. 
Following is a suggested ordinance for the purpose of abolishing the fly 
nuisance and as a means of fly prevention: 
AN ORDINANCE TO PROTECT THE PUBLIC HEALTH AND PUBLIC COMFORT 
AND PROVIDING CERTAIN PENALTIES 
Whereas, it is commonly known that flies are very dangerous carriers of 
filth, filth poisons, and disease germs, that they are born in filth and 
are a constant menace against the health, happiness and comfort of the 
people, Therefore, 
Sec. I. Be it ordained by the mayor and council of the City of 
that it shall be unlawful for any person, firm, or corporation, to create or to 
place upon their premises, whether owned or leased by them, or to place on 
any street, alley, or common, any one or more of the following, to-wit: 
(i) animal manure in any quantity which is not securely protected from 
flies; (2) privies, vaults, cess-pools, pits or like places which are not se- 
curely protected from flies; (3) garbage in any quantity which is not 
securely protected from flies; (4) trash, litter, rags, or anything whatsoever 
in which flies may breed or multiply; Provided, 
That between the first day of April and the first day of November each 
year, where manure or garbage is not securely protected from flies, such 
manure or garbage is required to be removed at least once every seven days 
and destroyed by burning or burying or scattering over a field for fertilizer. 
Sec. 2. It shall be the duty of the chief of police or city marshal or 
health officer, upon learning in any way whatsoever, of the existence of 
one or more of the unlawful conditions described in section 1 of this ordi- 
nance, to notify the offender in writing, upon blanks provided by the city 
clerk, to remove or abate said unlawful conditions, stating the shortest 
reasonable time for such removal or abatement. In the event of the refusal 139 
or neglect on the part of the notified offender to obey such order, the chief 
of police, marshal, or health officer shall file complaint with the proper 
city authorities for the enforcement of the law and the collection of the 
penalties prescribed by section 3. 
Sec. 3. Any person, firm, or corporation found guilty of having created 
or placed on premises either owned or leased by them, or upon any public 
or private property, any one or more of the unlawful conditions named in 
section 1 of this ordinance shall be punished by a fine of not less than five 
nor more than fifty dollars. 
Sec. 4. All ordinances or parts of ordinances in conflict with this 
ordinance are hereby repealed. This ordinance shall be in effect upon 
publication in the official city paper. 
Acknowledgment is made of the use, in the foregoing section, of material 
published in the following: 
Journal American Medical Association 
U. S. Government Public Health Reports 
Pennsylvania Health Bulletin 
Kansas Health Bulletin 
North Carolina Health Bulletin 
The House-Fly: Disease Carrier. L. O. Howard 
The Reduction of Domestic Flies. E. H. Ross 
House-Flies. C. G. Hewitt APPENDIX I 
ALCOHOLIC DRINKS AND NARCOTICS 
I. ALCOHOLIC DRINKS 
The personal and social importance of the questions involved in "drinking" 
and in the use of drugs is so fundamental; and the evils, both personal and 
social, resulting from their use are so destructive that this subject has become 
and must continue to be one of vital concern to every community and there- 
fore to every school. 
Laws have been enacted in nearly every state of the Union prescribing 
definite instruction in "temperance." The law in this State is clear on 
this point. 
It is imperative therefore that school teachers and all others in authority 
in school affairs should ask and strive to answer two questions: 
i. What should be taught in order to establish habits of abstinence from 
the use of injurious foods and drinks? 
2. How may instruction be given that it may be most effective to this, end? 
As has been before emphasized, it is a vastly more difficult task to affect 
conduct, to establish right habits of thought and of intelligent action, than 
to give information. Therefore in proportion as training in conduct becomes 
a primary purpose of the school, in that proportion a high type of teacher 
will be needed and also a teacher who has been adequately trained for his 
work. No person who teaches in a superficial and routine way can become 
an effective trainer of youth. 
Doubtless the most exhaustive study of the "Liquor problem" ever made 
was by a committee of fifty whose two-volume report was published in 
1903. In the chapter on physiological instruction, the committee has this 
to say regarding the importance of the teacher. 
Teachers possess a vantage ground in opportunities for observation and 
experience in educational matters held by no other class of the community. 
Certainly one of the weakest features of the present plan of instruction in 
so-called scientific temperance has consisted in almost total failure to ade- 
quately recognize this fact. And it is safe to say that ultimately the form 
which this instruction shall take must of necessity be determined by the 
tact and wisdom of our teachers. It is also safe to predict that in so diffi- 
cult and delicate a subject there must be the greatest possible freedom of 
method. Each teacher must be allowed to work in his. own way and 
adapt his teaching to needs of different classes of pupils and even to different 
individuals, if the greatest good and the least harm is to result. 
This investigation disclosed that: "However defective the instruction may 
be, the general sentiment in schools is sound." The conviction that alcohol 
and tobacco are bad things to use seems universal. But the strength of this 
sentiment does not depend upon the amount of information acquired. 
There appears to be general agreement upon several points: 
141 142 
i. The conduct of a person (child or adult) depends upon knowledge 
and character. 
A person may be generally intelligent, strong-minded, self-controlled, and 
well-intentioned, but may err because of ignorance. 
A person may be well-informed and err because of weakness of character. 
2. Conviction and habit are most easily formed and most positively fixed 
in the early years. Instruction and training in the first four or five years 
of school is therefore of primary importance. 
3. The general life of the school, the studies, the play, the discipline, 
should all be planned and administered with a view to training pupils in 
regular habits of thought and conduct, in self-control, in strength of pur- 
pose, in meeting and solving intelligently life's problems. Thus they will 
be best prepared to meet the influences of various sorts that they have 
learned to recognize as injurious, among them the temptations to use alco- 
holic drinks and drugs. 
The textbooks published during recent years generally treat this subject 
satisfactorily. Books written some years back are not reliable or satis- 
factory in their treatment. 
The following quotations are significant: 
In alcoholism we have to deal with the chief cause of national ineffi- 
ciency. This inefficiency is partly caused by the sickness and mortality due 
to alcoholism, and the numerous diseases which it favors, or actually pro- 
duces., including insanity. It is caused also by the numerous accidents, 
suicides and offences against person and property for which alcoholism is 
responsible. It is caused possibly to an even greater extent than by the 
direct methods already indicated, by other less direct means. Alcoholism 
is a chief cause, if not actually the chief cause of poverty.-Arthur News- 
holme, M. D., Examiner in Public Health to the University of Cambridge, 
England. 
The facts and figures of life assurance are stubborn and hard to gainsay, 
and, telling a tale of their own, are worthy of due consideration. In review- 
ing the question of the action of alcohol upon the value of "lives," three 
questions have to be asked and answered. They are: 
I. Does the excessive use of alcohol tend to shorten life? The answer 
to this, from the universal experience of offices, is that the excessive use of 
alcohol undoubtedly shortens life. 
2. Does alcohol taken in moderation affect the probability of a lengthy 
life? The answer to this query is that an increasing number of statistics 
over an increasing number of years show that even a moderate amount of 
alcohol habitually taken tends to shorten life. 
3. Do total abstainers from alcohol show a distinctly greater longevity 
than any other class of the community? The answer to this question 
must now be in the affirmative. 
The following statements are made by Professor Irving Fisher, of Yale Uni- 
versity, President of the Committee of One Hundred on National Health. 
As a statistician and economist, I have made studies during the last ten 
years which have led me to the conclusion that while many false and ex- 
aggerated statements have been made on the evils of alcohol, its general con- 
demnation by scientists of late has not been too strong. 
If a man wished to become an athlete and to go into training the first 
thing his trainer would tell him would be to cut out alcohol absolutely. 
In fact, no trainer would undertake to train a man unless he was willing 
to follow this rule. 143 
Employers are beginning to understand that, on the subject of alcohol 
at least, the interests of the employer and employee are identical. In fact, 
one of the great causes for the reduction of alcohol in recent years has 
been the fact that the employer has found it to his financial interest to 
require total abstinence of his 'workmen. Dr. Greenfell, the missionary 
among the Labrador fishermen, says: ''Why don't I want to see liquor 
used at sea? Because, when I go down for a watch below, I want to feel 
that the man at the wheel sees only one light when there is only one light 
to see." 
Dr. Abbot states: "While alcohol affects the body, the greatest harm 
done by it is to the mind and brain. The constant use of alcohol is bad for 
the stomach and liver. But these effects, while distinctly harmful, are rela- 
tively unimportant as compared with the influence of alcohol on the mind 
and brain." 
Crime is usually, if not always, a manifestitation of mental aberration, 
temporary or chronic, and this mental aberration is in a great numoer of 
cases due to alcohol. The Massachusetts Bureau of Labor investigations 
showed that "84.41 per cent of all the 26,672 crimes (for which there were 
convictions in Massachusetts in 1895) were due to intemperate habits, and 
82 per cent were committed while the criminal was under the influence of 
liquor." 
As Metchnikoff points out, alcohol predisposes to disease; "It lowers the 
resistance of the white corpuscles, which are the natural defenders of the 
body. It is well known that people who indulge too freely in alcohol show 
far less resistance to infectious diseases than abstemious individuals." 
The International Congress on Tuberculosis, at Paris, in 1905, passed a 
resolution: "That, in view of the close connection between alcoholism and 
tubercuolsis, this Congress strongly emphasizes the importance of com- 
bining the fight against tuberculosis with the struggle against alcoholism." 
Carroll D. Wright, formerly United States Commissioner of Labor, stated: 
"I have looked into a thousand homes of the working people of Europe; 
I do not know how many in this country. In every case, so far as my 
observation goes, drunkenness was at the bottom of the misery and not 
the industrial system or the industrial surroundings of the men and their 
families." 
Recent researches in physiology and medicine tend strongly to show that 
even moderate drinking of alcohol is inexpedient. . . . No longer are men 
who are to be exposed to cold, heat, fatigue, or hardships of any sort, pre- 
pared or braced for such encounters by any form of alcohol. No captain 
of any ocean liner ever supports himself now against the fierce exposures of 
the bridge by means of alcohol. 
Extracts from pamphlet issued by the United States Government, Senate 
Document 48, entitled Some Scientific Conclusions Concerning the Alcoholic 
Problem and its Practical Relation to Life-. 
The general conviction thus prevails that alcoholism is distinctly a pre- 
disposing factor for the acquirement of tuberculosis, by virtue of its en- 
feebling, paralyzing effect on the defensive apparatus of the organism and 
the general systematic resistance to infectious diseases. For centuries it 
has been realized that everything which disturbs the strength of the organism 
and interferes with nutrition predisposes to tuberculosis, and it is un- 
doubtedly this result of chronic alcohol poisoning which lessens the re- 
sistance to infection. We may fittingly conclude this literary study with 
the words of Prof. S. Adolphus Knopf, in his article on "Tuberculosis": 
"That alcoholism is one of the greatest direct and indirect causes that pre- 
pare the field for the tubercle bacilli is now generally conceded, not only 
by physicians and sanitarians, but also by all sociologists who have studied 
the question. It is not only a phthisiogenetic disease par excellence in 
adult life but, according to statistics carefully kept in some of the Euro- 144 
pean hospitals for scrofulous children, in more than 50 per cent of the 
cases either the father or the mother, or both, were found to be or to have 
been alcoholics." 
Dr. Eugene L. Fisk, Medical Director Postal Life Insurance Company, 
in a recent discussion of the influence on longevity of so-called moderate 
drinking, makes the following summary: 
i. Available statistical evidence derived from a number of carefully 
analyzed groups of insured lives show that non-abstainers accepted as 
thoroughly insurable high-grade risks, experience a higher rate of mortality, 
approximately 30 per cent, than that exhibited by less rigidly selected ab- 
stainers. 
2. Insured non-abstainers carefully selected and originally accepted as 
so-called moderate drinkers, show as a rule a favorable mortality as 
measured by ordinary insurance standards, but there is a progressive in- 
crease in the mortality pari-passu with the degree of indulgence admitted, 
the death rate finally rising well above the insurance tables upon which 
premiums are based among those who admit that they drink rather freely 
but yet within the limits prescribed for acceptance by conservative com- 
panies. 
3. Laboratory evidence warrants the belief that this excess mortality 
among non-abstaining insured risks is largely due to the direct and indirect 
influence of alcohol primarily consumed in so-called moderate quantities^ 
4. This evidence justifies the rising tide of medical sentiment against 
the general use as a living habit of even so-called moderate quantities of 
this powerful narcotic drug. 
5. The added years of life due to abstinence are of less importance 
than the increased efficiency and the greater capacity for normal healthful 
enjoyment; it is not the quantity but the quality of existence that counts. 
The following regulations of railroads tell their own story: 
The use of intoxicants by employes while on duty is prohibited. Their 
habitual use, or the frequenting of places where they are sold is sufficient 
cause for dismissal.-Pennsylvania Railroad Company. 
General order 12 G (b). The use of intoxicants while on or off duty, 
or the visiting of saloons or places where liquor is sold, incapacitates men for 
railroad service, and is absolutely prohibited. Any violation of this rule by 
employes in engine, train, yard or station service will be sufficient cause 
for dismissal.-Delaware, Lackawanna and Western Railroad Company. 
Rule G. The use of intoxicants by employes while on duty is pro- 
hibited. Their habitual use, or the frequenting of places where they are 
sold, is sufficient cause for dismissal. 
Rule H. The use of tobacco by employes in or about passenger stations, 
or by passenger train employes when on duty is prohibited.-Philadelphia & 
Reading Railway Co. 
IL NARCOTICS 
USE OF TOBACCO 
Tobacco is the most commonly used drug, and its evil effects should be 
impressed upon the minds of both girls and boys. The injurious effects 145 
of opium, morphine, chloral, cocaine, and the excessive use of tea and coffee, 
should also be made clear, and the lesson should be reenforced from time 
to time. 
It has been established, and is now accepted by the medical profession, 
that injury in childhood to the human organism, either muscular or nervous, 
may not reveal itself in childhood, but later in life may be the cause of 
breakdown or death. Eye-strain in school may not show itself until, in 
later life, eyesight fails before it should. Strain of muscle or poor food 
in childhood may cause an early decline of powers. 
The following quotation is from Elements of Hygiene and Sanitation, by 
Hough and Sedgwick: 
Human experience shows that the unwise use of tobacco may unfavorably 
affect digestion, cause serious disorders of the heart, and impair the work of 
the nervous system. Those training for athletic events are usually forbidden 
the use of tobacco because it "takes the wind," i. e. makes impossible the 
most efficient training of the heart. Many employers have found that youths 
who smoke cigarettes are less reliable in their work; and this is only one 
instance of the effect upon the nervous system already referred to, the 
same result being observed in a diminished steadiness of the hand, often 
amounting to actual tremor. 
These effects do not, of course, manifest themselves in their extreme 
form whenever tobacco is used; but it is probable that they are always pres- 
ent in some degree. Whether they are noticeable or not depends largely 
upon the ability of the constitution to resist them. Tobacco is thus, often 
used without demonstrable bad effects when one is leading a hygienic life; 
but very often the habit formed under these conditions, and the attendant 
cares and responsibilities of life, result in neglect of muscular exercise and 
improperly directed nervous activity. And as this neglect begins to tell on 
general health it is found that the unfavorable effects of tobacco become 
more pronounced. 
Especially to be condemned is its use by those who have not attained their 
full growth. During youth nothing should be allowed to interfere with the 
best development of the heart and nervous system, and the use of tobacco 
endangers the proper development of both of these most important parts of 
the human mechanism. It can hardly be doubted that many a young man 
has failed to make the most out of life because the habit contracted in 
youth has struck in this way at the foundations upon which he had subse- 
quently to build. 
Such boys are like wormy apples. They drop long before the harvest 
time. Very few of them ever advance far enough to enter college. Very 
few of those who enter last beyond the first year. I want to add my 
experience to that of Dr. Jordan. I have been in charge of various Cali- 
fornia schools for the past eighteen years, and invariably in that experience 
the tobacco boy, if he ever reached the high school, did so in a weakened 
condition. Never, in those eighteen years, have I graduated a tobacco boy 
from the high school with sufficient credit to gain entrance to the state 
university. Not one of them has ever made any serious effort towards a 
higher education. 
The whole school course is strewn with tobacco wrecks. 
Out of the forty-two boys enrolled in the high school during the year 
just closed, only four are using tobacco habitually. Two of these, although 
they have been with us for three years, have done less than two years of 
work, and have done that badly. As far as getting an education is con- 
cerned they are hopelessly lost. The other two are deficient in their work 
and will only help to swell the records against tobacco. 146 
Mr. Keene Fitzpatrick, coach of the Princeton University Track Asso- 
ciation, has made the following statement regarding the use of tobacco: 
Competition in athletics is so keen today that to be successful it is 
necessary to take advantage of every aid. The best men need constant 
care and training to keep them in such condition that they may exert 
themselves so as to produce the maximum amount of skill, speed, strength 
and endurance. 
We find that all athletes are deficient in some respects and need special 
instruction and development. One of the greatest problems that confronts 
the coach is to ascertain the defects and how to remedy them. That is 
solved by a study of the daily life and of the natural physical condition 
of the men. From a study of hundreds of athletes during the past twenty- 
five years, I know that the men who never smoked need less special de- 
velopment, get into condition quicker, and remain in condition longer and 
easier than those who smoke. Non-smokers are always sought by the 
coaches for the above reasons and are picked for the teams, at once. 
The smoker may not only have as many natural defects, but he has 
weakened his heart and his lungs, his muscles have lost much of their 
natural efficiency, and his nervous system is unsteady. He presents a 
greater task for the coach and his chances for success are less from the 
first. Before he may have an equal chance with his non-smoking rival, he 
must strengthen his weakened organs, and tone up his nervous system. 
The fact that his nerves are unsteady and less capable of having good 
control of his muscles, is a great handicap. The man is irritable and con- 
stantly loses control of himself, which is a serious disadvantage in all 
branches of athletics. 
To the smoker there is always present the temptation to smoke. When 
he is in the finest condition and ready to do his very best in competition 
the temptation is strongest, and if he yields and breaks training, the hard 
work of weeks may be for naught. 
I attribute the great work of many athletes I have known to the fact that 
they never smoked. I know men who would have been greater athletes 
if they had not smoked. 
We endeavor to induce all men not to smoke at any time. During the 
training season all men who are candidates for the various teams are 
compelled to abstain from smoking. If one of the men breaks training 
by smoking he is dropped from the team at once. 
My sincere message to all boys and young men is: never smoke. It is 
a bad habit and never did and never will do anybody any good. Smoking 
injures you morally, physically, and mentally. It does not make you a man. 
It tends to prevent you from becoming one. 
The following is from the Annual Report (1913) of the New Jersey 
State Home for Boys: 
In & report in reference to the establishment of an institution for the 
reformation of juvenile offenders to Governor Parker and the Legislative 
Session of New Jersey, in January, 1864, the following appears: "Your com- 
mittee think that now, as of old, the child should be trained in the way 
that he should go. New Jersey as a long-living parent has a deep interest 
in every child she rears, and if from penury, or orphanage, or neglect, or the 
direct evil training of the parents, any of her youth are in danger of be- 
coming criminals, it is her right, it is her duty, to take care of her own and 
of their future, to remove them from evil influences," thus showing con- 
clusively that home conditions and its environment were at that time very 
much the same as they are today. 
To find a boy admitted to the Home who has not indulged in cigarette 147 
smoking is an exception; even small boys from eight to ten years of age 
show its debasing effects. 
Since the organization of the graded school, about one year ago, several 
boys, the number of which appears in the report of the principal, which is 
a part of this, have finished-that is, have passed through eight grades and 
have received what is commonly called and known as a common school 
education. Others are nearing the end of the course and all are making 
better progress than in years past under the old system-the non-graded 
school. The system under which we are now working in our graded school 
is ideal. APPENDIX J 
MENTAL HYGIENE 
Dr. William G. Schauffler 
President State Board of Education 
The introduction of Mental Hygiene into this series of Appendices has for 
its purpose the placing in the hands of every teacher facts and suggestions 
that will enable her better to understand the pupils' attitude towards life in 
general, and school life in particular. 
Mental Hygiene is an attempt to prevent the causes and consequences of 
insanity. It had its inception in the desire of those who have themselves 
suffered from diseased minds, to lessen similar sufferings in others. A 
National Committee stands back of the formation of state and local commit- 
tees, and the whole subject is being intelligently and systematically studied, 
with a view to giving assistance to those who are in need of advice for 
themselves and others. The theoretical and practical knowledge already 
gathered is at the disposal of all who are interested, and can be secured 
by correspondence with Mr. Clifford W. Beers, Secretary, National Com- 
mittee for Mental Hygiene, 50 Union Square, New York City. 
Teachers are peculiarly fitted to do good work along these lines, because 
of their intimate and prolonged association with the pupils under their care, 
during the years when impressions for good or evil are most strongly made. 
The teacher is in actual personal contact with her pupils, many hours a 
day during the school year, and furthermore, her position is one of recog- 
nized authority in matters of the mind. She therefore is in a position to 
counteract mental and moral habits already formed, or forming, and to 
present to the child's developing intelligence by example and precept a 
mode of thought and action that will ensure mental and moral sanity all 
through life. 
To accomplish this object the teacher must have definite knowledge and 
strong convictions along the following lines: 
1. The pupil's home life, surroundings and influence; 
2. The pupil's physical as well as intellectual status; 
3. The pupil's habits regarding companionship with other children during 
play hours. 
Many other lines will present themselves for thought and study, but these 
three seem to cover the most essential points. 
Of course no teacher can for a moment expect to familiarize herself with 
the conditions of all her pupils. All she can hope to do is to pick out 
here and there a child whose need is most apparent, and confine her especial 
attention to that child. And it will be readily seen that should every teacher 
succeed in influencing only one or two children each year, the sum total of 
good accomplished will be enormous. Nor will the time and thought and 
study given to the occasional individual interfere with her usefulness to 
all her pupils. Every effort made to understand and help the pupil in her 150 
class most needing such help will fit her the better to understand and help all. 
It is evident from the foregoing that mental hygiene is not a "subject to 
be taught," but an object to be accomplished. Every teacher must learn 
to study her pupils, with the object in view of correcting their individual 
tendencies to faulty habits of mind, which habits may result in nervousness, 
irritability, hysteria, and incipient insanity. Investigation shows that a 
large per cent of insanity is preventable. 
It should therefore be the teacher's first endeavor to learn how to fore- 
stall the very earliest beginnings of insanity. 
Dr. Llewellyn Barker, of Baltimore, has written a classic paper on 
nervous children, which contains many valuable hints for the teacher as 
well as the physician. Some of the important points are here elaborated, 
that teachers may use them as a guide for the study and treatment of the 
individual child. 
I. Homs life needs careful investigation-the individual child's daily 
habits of life should be studied in regard to proper or improper food 
(malnutrition). 
Steel'-whether sufficient in amount and under proper conditions of fresh 
air and quiet. 
Exercise-both as regards quantity and quality. Some children cannot 
stand the excitement of hard play or competitive games. Some children 
have to be taught and encouraged to play. 
Study. The question of home study is a most important one, especially 
in the lower grades, where the children frequently waste much time and 
nervous force in trying to get their ''lessons" amid the constant confusion 
of family life, with insufficient light and with many necessary distractions 
incident to the family circle. 
Amusements. Injudicious indulgence in "parties" and theatres and 
especially "moving pictures" must be recognized and counteracted. 
In all these particulars the interest and cooperation of parents must be 
enlisted. It will often be necessary to educate the individual mothers and 
fathers before much can be accomplished with the children; this will require 
patience and tact. 
2 School life. Here the teacher's personality plays the important role. 
One who is herself physically below par and nervously unstable, cannot 
hope to counteract these tendencies in her pupils. Therefore she must 
first "set her own house in order." Then she must recognize the need of 
adapting the school routine to the individual child. This requires infinite 
wisdom and tact. Some children need to be encouraged and even pushed; 
others must be restrained. Competition can be a useful stimulus or a 
dangerous goad, and must be most carefully employed as a means to an 
end. The child's personal characteristics must be studied and appreciated. 
Decision must be cultivated. Indecision is dangerous and encourages 
nervousness and fears. Insist on the habit of deciding a question. If the 
decision is wrong, change it later; but by all means discourage hesitancy. 
Recognize the fact that fear is a large factor in child life. This may 
be the result of faulty bringing up, or of an over-sensitive nature, or of 
physical defects, such as poor eyesight or hearing. Find and eliminate the 151 
cause of fear and you will remove one of the greatest reasons for un 
balanced minds. 
HEX HYGIENE 
Closely related to Mental Hygiene is Sex Hygiene. 
1 he question as to whether this subject shall or shall not be taught in the 
public schools is still an open one and need not be discussed here. One 
thing is certain, namely, that every teacher should be acquainted with 
the fundamental facts regarding sex hygiene, so that should the occasion 
arise, she may be able wisely and tactfully to lead her pupils into the 
right lines of thought. 
The New York Medical Record in an editorial (November 29, 1913) 
says among other things: 
Sex hygiene should be taught-but to the parents. It is too intricate a 
question for the young, when so many parents are ignorant regarding this 
subject. Parents should be taught sex hygi :ne and they should be taught 
to impart that knowledge gradually and at the proper time, according to 
the maturity of their own children. The child should get just as much 
of this knowledge as it is able to appreciate from its physical, sexual and 
environmental development. There will then be no danger of experiment 
and abuse from discussion of this subject between the children. 
The above applies with equal force to teachers and to parents. 
In the Hand Book of the National Committee for Mental Hygiene, pre- 
pared under the direction of Dr. Stewart Paton, of Princeton University, 
the following statements are made: 
Estimated number of mentally defective persons in the United States, 
200,000, or 1 in every 500. 
Life is a process oi adjustment of the individual to the environment. 
Health is a state of mind and body in which the adjustments are relatively 
good, while in disease, of which insanity is a special form, they are in- 
sufficient or improper. 
There is no broad gap between sanity and insanity. 
Of special concern to schools are the following considerations set forth 
by the National Committee. It is urged that in general education: 
I. Recognition be given to the general principle that development of good 
mental habits and not merely imparting information is the chief aim of 
education. 
2. An educational system be evolved that takes cognizance of the fact 
that all our activities are deeply rooted in and inseparably connected with 
the practical issues of life. 
3. More objective methods of teaching should be devised, with especial 
development of the capacity for observation (drawing, nature study, etc.) 
4. Emphasis should be placed upon the importance of manual arts as a 
means of developing and maintaining a healthful interest in life. 
5. There should be the cultivation of a frank emotional attitude in general. 
The schools are not to blame in any large degree for the mental dis- 
orders of the 200,000 insane people of the country. It is, however, un- 
questionably true that much of the present potential insanity or mental un- 
balance may be prevented from becoming real, if those in charge of 152 
children understand some of the symptoms of mental unbalance and some 
of the causes^ 
The following tabulation is taken from the Hand Book previously re- 
ferred to: 
Imperfect Adjustment in Children 
(Not dependent on defects of intelligence) 
Causes 
i. Defective heredity 
2. Injurious environment factors-injury, diseases of infancy 
Cases grouped according to predominating symptoms 
1. Indolent type-lack initiative, emotionally indifferent 
2. Depressed type-gloomy, pessimistic 
3. Excited type-busybodies, aggressive, meddlesome 
4. Periodic type-combination of 2 and 3 
5. Emotional type- 
a. abnormally expectant type, never live in present, always dread 
tomorrow, dreamers 
b. passionate 
6. Slaves of one idea-"monomaniacs" 
7. Unstable type-"creatures of the moment," "footballs of external agents" 
8. Queer characters-believe in spiritism, anarchism, etc. 
9. Fantastic liars and romancers 
10. Impelled type-driven by imperative ideas 
11. Ethically or socially defective 
12. Sex offenders 
Treatment 
Expert medical advice-removing from public school and placing in special 
classes where an accurate diagnosis should first be made and then the 
form of treatment carefully outlined 
The following practical suggestions to teachers and parents for the sound 
mental training of children were gathered by Dr. William H. Bumham, 
of Clark University, from the discussions of the Mental Hygiene Confer- 
ence held in 1912: 
I. Train your child to thorough cleanliness of mind and body. 
2 Bad companions, as well as common towels, common drinking cups, 
and the like, should be avoided, because there is danger of contagion 
both physical and mental. . 
3. Give your child a variety of well-cooked, wholesome food in ample 
quantity at regular intervals. . , , . 
4. Train your child to healthful habits of sleep in fresh air, giving op- 
portunity for at least nine hours, and for more than that before 
the age of 12. . 
5. Avoid conditions that tend to produce overstrain or precocity. Ihe 
special business of a young child is to grow and to play with other 
children. . , , , x- j 
6. Give your child opportunity for a varietv of wholesome activities and 
interests. . . , . ■ , . 
7 Train your child to work hard in some regular occupation suited to 
his ability and talents, but to avoid extreme fatigue by alternation of 
work and rest. , . , . . 
8. Train your child to give attention to the present situation and not to 
worry about the past or the future. 153 
9. Train your child to strict obedience in a few important matters and 
let him alone in regard to other things. 
10. Train your child to avoid drugs and stimulants of all kinds. 
11. Protect your child from shocks. Do not frighten him yourself or 
let other people do so. 
12. If your child becomes worried and sleepless, or has muscular twitch- 
ings, or the like, consult a competent physician at once. 
13. The best method of training is example, and what is good for your 
child is usually good for you. 
14. Take advice of a competent person concerning the peculiar, sensitive, 
or nervous child, in order to correct a possibly bad inheritance by 
proper education and environment. 
15- Try to get a little recreation every day, and a vacation oftener than 
once a year. 
16. Try to keep your weight up to that regarded as "standard" for your 
height. 
17. Cultivate a cheerful, generous, and charitable disposition. 
18. There are many forms of insanity; a large percentage is preventable, 
and a considerable proportion curable. 
19. Observe the very few well-established and simple rules of health con- 
cerning food, sleep, exercise, and recreation. Avoid alcohol, drugs, 
immoral living, venereal diseases, great mental or physical stress and 
excesses of all kinds. 
20. Be temperate in all things. 
The business of the school is supposed to be learning, but learning means 
the acquisition of new material, its assimilation, its organization as a part 
of permanent memory. The essential conditions of this process, however, 
are concentration of attention, orderly association, freedom from hurry and 
nervousness, mental poise, and an attitude of leisure. 
PUBLICATIONS OF NATIONAL COMMITTEE FOR MENTAL HYGIENE 
Sent upon application free, or for the price indicated below 
1. Origin, Objects and Plans of the National Committee for Mental Hygiene. 
2. Principles of Mental Hygiene Applied to the Management of Children 
Predisposed to Nervousness. By Dr. Llewellyn Jt*. Barker, Professor 
of Medicine, Johns Hopkins University. (Issued March 1912) 
3. Summaries of the Laws Relating to the Commitment and Care of the 
Insane in the United States. Compiled by John Koren. $1 postpaid. 
(Issued September 1912) 
4. Some Phases of the Mental Hygiene Movement and the Scope of the 
Work of the National Committee for Mental Hygiene. By Dr. 
Llewellyn F. Barker, Professor of Medicine, Johns Hopkins University. 
An address delivered as Chairman of the Sub-section on Mental 
Hygiene at the 15th International Congress on Hygiene and De- 
mography, Washington, D. C., September 26, 1912. (Issued No- 
vember 1912) 
5. Hand Book of the Mental Hygiene Movement and Exhibit (illustrated). 
15 cents at exhibits or 20 cents post-paid, (issued August 1913) 
Requests and orders for pamphlets and reports should be addressed to 
Clifford W. Beers, Secretary, 50 Union Square, New York City. 
The National Committee for Mental Hygiene also distributes reports and 
pamphlets issued by State Societies or Committees for Mental Hygiene APPENDIX K 
THE TEACHER'S HEALTH 
The laws of New Jersey require that a proof of good health shall be a 
prerequisite for the granting of a certificate to teach in the State. 
Much study is now being given to "occupational diseases." Teachers, both 
men and women, should realize the peculiar health risks in their occupation. 
Professor Lewis M. Terman, of Stanford University, has brought together 
the results of these studies of "occupational diseases," as they relate to the 
teacher, in a book entitled The Teacher's Health. It should be read by 
every one engaged directly or indirectly in teaching. 
It has been shown that in the United States more teachers die of lung 
tuberculosis than do people engaged in other occupations. Other throat 
and chest troubles, nervous breakdown, anemia, general debility, and in- 
testinal troubles are also conspicuous among the disabilities of teachers. 
It is doubtless true that the chief causes for the prevalence of these 
diseases are in America, as in Sweden and elsewhere: (i) poor physical 
endowment, (2) overstrain during professional preparation, (3) bad hygienic 
conditions of schools, (4) insufficiency of salary, (5) indifference of teachers 
to the requirements of personal hygiene, (6) lack of academic and profes- 
sional equipment. 
Professor Terman makes the following significant statement: 
The investigations prove that it is the beginning teacher who runs the 
greatest risk of pathological exhaustion. With 47 per cent of Wichmann's 
neurasthenics the nervous troubles appeared in less than five years, and 
within fifteen years for 87 per cent. The reasons probably are (1) the 
new teacher is more prodigal of energy from excess of enthusiasm and 
because she has not learned the necessity of mental economy; (2) she 
lacks the experience which would enable her to work with the least expendi- 
ture of effort. Whatever the relative share of these factors, it should be 
understood that the first years of employment are critical for the teacher's 
health. To ignore the laws of physical or mental hygiene at this period 
is to sow the seeds of life-long nervous affliction and premature super- 
annuation. School administrators can aid in averting this danger by lighten- 
ing the burdens of the young teacher, by instructing her in economical meth- 
ods of work, and still more by patient sympathy, kindly criticism, and fre- 
quent encouragement. 
In matters pertaining to health the teacher's opportunity 
and duty are manifold. 
I. She should be in good health when she takes up the 
work of teaching, realizing that this is one of the most taxing of occupa- 
tions. 
2. She should use reasonable means to keep well in body and mind, not 
allowing herself to become too much engrossed in her work and giving her 
first care to the matter of fresh air for herself and for her pupils. 
Ths teacher's 
obligation 
155 156 
3. She should know enough of the subject of hygiene to regulate her 
own life intelligently and to teach the essentials of sane living to her pupils. 
4. She should give thoughtful, daily attention to the health conditions of 
the school life that she controls. 
5. She should cooperate in every way with the various school and com- 
munity health agencies.