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ii 1" 1.1..

"‘l

A SUGGESTED PLAN 9; HEALTH mucglon FOR
Dmormm PUBLIC SCHOOLS

(MICHIGAN)

A Thesis Prepared by
HIRAM ADELBERT NICHOLSON
as Partial Fulfillment of the Requirements for the

Degree of Master of Arts

MICHIGAN STATE COLLEGE

1936

we“:

AC ICIOS’LEDGEEI TS

 

This study was completed under the direction of
Dr. E. L. Austin, Chairman, whose thoughtful suggestions
have made possible this study.

The author also wishes to acknowledge the many helps
and inspiration received from Dr. C. W. Otto, Director of
Education, W. K. Ke110gg Foundation; Dr. .T. W. Davis,
Director of Eaton County Health Department; Miss Roberta
Foote and Miss Florence Marrow, school mn-ses; Members of
the staff of W. K. Kellogg Foundation; the Dimondale Board
of Education; his colleagues; and pupils at Dimondale Public

School for the many helps and inspiration given by them.

To my Sons
Stuart Vail Nicholson
and
Hiram.Adelbert Nicholson, Jr.

Whose Companionship Inspired This Thesis

TABLE 9; CONTENTS

Section

I.
II.

III.

List of Tables .........................................
List of’Maps ...........................................
List of Graphs .........................................
List of Drawings .......................................

LiSt Of Forma 000.00.009.00000000000oooooooeoooooooooooo

Introduction Ooocoo0000000000000000000000000.0000.000000

Brief History of Dimondale Public School ...............
Aims and Objectives of Health Education ................
A. As Found in Life ...................................
B. PhilosOphies of Education ..........................
C. Aims and Objectives for Dimondale Public School ....
Survey of Health Program at Dimondale ..................
A. Work of W. K. Kellogg Foundation ...................
B. Administration of the Present Plan .................
1. Background of Faculty ..........................
2. Health Examinations ............................
3. Activities of School Nurse .....................
4. Remedial Program ...............................
5. Enrollment .....................................
6. School Sanitation ..............................

7. PhYSical Education Ooooooeooo00.000000000000000.

iv

Page

vi
vi
vi
vi

vii

10
10
10
16
21
21
23
24
27
29
29

3O

33

V.

VI.

VII.

Suggested Plan of Health Education eooooeeeeooeeoooooooo

A.

B.

C.
D.

E.

F.

Health Instruction .................................
Health‘Welfare Activities ..........................
1. Health Service .................................
2. Physical Education .............................
Staff Training .....................................
New Courses ........................................
Cooperating Agencies ...............................
l. Mothers' Club ......g...........................
2. Community Club .................................
3. The Dimwndale News .............................
4. The Library ....................................
EL Cmmdms.u.n.n.u.u.n.u.u.u.n.n.u.u
6. Merchants ......................................
7. Dimondale Hone Culture Club ....................
8. The Eaton County Health Department .............
Program of Studies .................................
1. Grades .........................................
2. Junior High School .............................

3. Senior High.School .............................

Suggested Methods of Evaluation in the Future ...........

A.
B.

C.

General methOdS Of Evaluation oeoeoooeeeooeoeoooooooo

caricmum 00000000000000.0000...oooo0000090000000...

Improvement of Teaching .............................

BMW and C0n01u310n3 o.ooeooeoeooooooo.ooeoooeoooooooo

37

37

.42

42

56

68

73

78

78

79

82

82

82

83

91

91

91

92

94

94

95

96

98

VIII.

IX.

Tables

I.
II.

III.

V.
VI.

VII.

Ma 2 s
I.

II.

III.

Graphs

I.

PrOblemS for Further StUdy .0....00000000000000000000....

Bibliography O..0.0...O..0.0.0.0000...OOOOOOOOOOOOCOOOOO.

Appendix

Training of Teachers ....................................
Experience and Certification of Teachers ................
Enrollment by Grades 1935-36 ............................
Enrollment in Physical Education 1935-36 ................
Corrections Attempted 1935-36 ...........................

Guidance ASSigmentS 00......OOOOOOOOOOOOCOOOOOOOOOOOOOOO

Assignment of Class Advisors ............................

Location of Baton County and Dimondale, Kichigen ........

Location of Dimondale Public School and the Rural Schools
in Windsor Township ..

000.000.0.0........0.0.............

Counties Included in Kichigan Community health Project ..

Age-Grade Chart 1935-56 0.00.0.0.....0.00.......‘OOOOOO..

Drawings

I.
II.

III.

Posture Standards, StOCky-Type Girls .0000000000000000...

Posture Standards, Stocky-Type Boys .....................

Posture Standards, Thin-Type Girls ......................

vi

102

103

25
28
31
35
36
53

53‘

224

32

62
65

64

Dravipgs (Cont'd)

IV.
V.

VI.

Forms
I.
II.

III.

V.

Posture Standards, Thin-Type Boys.......................
Posture Standards, Intermediate-Type Girls .............

Posture Standards, Intermediate-Type Boys ..............

Observations of Conditions of Pupils' Health ...........
Opportunity Record .....................................
Pupils' Estimate of Their Own Health Habits - Appendix .
Parents' Estimate of Pupils' Health Habits .............

Situations {Peat 0.0000000000000000000000.0000000000COOCO

vii

65

66

67

39

I.

A SUGGESTED PLAN _O_F_ HEALTH EDUCATION FOR

 

DIMONDALE PUBLIC SCHOOL
(Michigan)

Introduction

One of the greatest educational problems confronting educators
is that of health education. "The child is father to the man!"
The adage may not be true literally, yet there is enough truth in
it to illustrate the importance of giving attention today to the
health of the citizens of tomorrow.

In this respect Bauer states: "There can be no doubt that
the school has certain definite responsibilities fer the health of
the school child. Briefly, these responsibilities may be defined
as follows: It is incumbent on school officials to provide an
environment in which the child may not suffer from unwholesome
surroundings. Environmental conditions include lighting,
ventilation, drinking water, toilet and washing facilities, clean-
liness of buildings and grounds, adequate play facilities, protect-
ion against accidents or excessive heat or cold, security against

immoral influences, . . .”(1)

It is the intent of this thesis to present the status of health

education in Dimondale Public School as found by the writer, and

~attempt to formulate a suggestive plan of health education for

this school.
Dimondale is situated in Windsor Township, Eaton County,

Michigan. The price of land in Windsor Township ranges from thirty

 

(1) Bauer, W. W., ”School Health Policies", Hygeia, September, 1985,
pp. 774

-2-

five to one hundred and twenty-five dollars per acre. According to
Veatch(2)the land is considered excellent for agricultural purposes.
Nearly any crop that is common elsewhere in Michigan may be produced

in Baton County. A large number of the men in Dimondale work in
Lansing, which is seven miles distant. There are at least seven former
school teachers who reside in the school district.

The school debt is $48,000 with an average payment of $3,800 per
year on bonds and interest. This fact, with the necessity of one
additional teacher during 1935-36 and another one in 1936-37, compels
the Board of Education to linut the budget for instructional supplies
and general school expenses. The attitude of the Board of Education
and school patrons is wholesome. The W. K. Kellogg Foundation* of
Battle Creek and the Eaton County Health Department at Charlotte,
have given considerable financial aid to the health program since 1933.
The patrons are, in general, very much school-minded, as indicated by
the voting of bonds for school improvements. The writer realizes the
existing conditions and has nede an effort to suggest a useable plan
of health education that will not be too complicated to administer
and at the same time one that will be possible with the financial
resources.

In any system of education the child should be thought of as a
unit or as'a whole. He is a biological, social, religious being,

capable of making purposeful plans. His character will be a by-product

 

(2) Veatch, J. 0., Agricultural Land Classification and Types in
Michigan. Special Bulletin No. 231. Michigan State College,
1932-pp. 23.

* The W. K. KellOgg Foundation will be referred to as Foundation.

-3-

of his inheritance and his environment. Wells writes of character:
"Alberta, had also a pitiless conscience. It was almost the only thing
she could not manage in her life. It managed her. It was a long,
crystalline conscience... It was the gravitational centre and the rest
of her could not get away from.it.”(3) Kant says of character: "To
have a character means to possess this property of will power by which
the acting subject remains true to the guiding principle which he has
put down for himself advised by his moral sense (prsktische Vernunft)...
In character it is not a question of what nature makes of'man, but of
what he makes of himself."(4) If we regard the child as a whole,
health.will be an important consideration in training for personal
culture, right social relations and the implications of the world of
nature from.which he cannot 0scape. At Dimondale, as elsewhere, health
education will be a resultant of time, energy and money.

A health.program is an enrichment program. Health instruction is
the "organization of learning experience directed towards the develop-

ment of favorable health knowledges, attitudes, and practices.'(5)

It is not so much the specific subject matter materials with which
we should be concerned as it is the way in which these subject matter

materials are used in the teaching process. At best, subject matter

 

(3) From.Christins Alberta's Father by H. G. Wells, p. 59. By
permission of the Macmillan Company

(4) D10 Welt als‘Wille and.Vorstellung, Samtlich Werke, 2 Aufl.
I..A. Brockhaus, Leipzig, 1891, B 2', 339, 346

(5) Committee Report of the Health Section, American Physical Education
Association. "Definition of Terms in Health Education”. Journal
Health and Physical Education. Vbl. 10:16, December 1934

material may be thought of as a vehicle for transmitting certain types
of learning experiences. A knowledge of facts, therefore, is very
important.

In health education, the teacher will come in contact witb.miscon-
captions of what is factual. Teachers need constantly to be on the
alert in presentation of health.materials to avoid extravagant and
unscientific statements Which may be made for the sake of teaching some
particular idea. They should try to be scientists rather than faddists.

Forsythe comments on some things to forget in health teaching.

His list includes water drinking, deep breathing exercises, eating
between meals, health value of bathing, health value of good posture,
eating food exposed in a tin, place of exercise in development of
athlete's heart, ill effects of carbon dioxide in poorly ventilated
rooms, green apples in causing stomach aches. . .(6)

Forsythe, in a later article,(7)gives positive suggestions re-
garding topics to be remembered. He mentions heredity, nutrition,
activity, rest, personality'reactions, poisons and drugs, trauma and
accidents, parasitism, disease, and organic malfunctions.

Caldwell and Lundeen(8’state that lack of correct information is
largely responsible for belief in unfounded ideas of a general

science nature among high school students.

 

(6) W. E. Forsythe, "Things to Forget in Health Teaching". Journal of
Health.and Physical Education. 'Vol. 3:18 (march 1934)

(7) W. E. Forsythe, "Things to Emphasize in Personal Health Teaching,"
Journal of Health and Physical Education. Vbl. 5:14 (May 1935)

(8) Caldwell, Otis and.Lundeen, Gerhard, An Experimental Study of
Superstitions and Other unfounded Beliefs As Related to Certain
Uhits of General Science, Bur. Pub., Teachers College, Columbia
university, N. Y., 1932

-500

Rhoten(9)discovered a high percentage of prospective teachers
believing health misconceptions. Some of the interesting statements
are as follows:

”Formal education has failed in a marked degree to remove health
misconceptions from the beliefs of the individuals here studied."(10’

"Old fashioned remedies for the treatment of diseases or injury,
that have little or no scientific approval, are believed to be
effective by a surprisingly large percent of all groups studied."(ll)

”There is evidence that commercial advertising is productive
of numerous health beliefs among the better educated class of
individuals represented by the subjects participating in this study.”(11)

Fishbein(12)discussed many common superstitions and unscientific
beliefs in his book on the subject.

The primary objective of all school health instruction should
be the encouragement of scientific thinking on the part of boys and
girls and their teachers.

The writer further hopes to suggest a plan for evaluation of
the suggested Health Education.Plan at Dimondale. He is aware of the

fact that such an evaluation will take time.

 

(9) Rhoten, Paul, Health Misconceptions of Prospective Teachers,
Penn. State Studies in Education #5, School of Education,
Pennsylvania State College, (Ph.D. dissertation) 1932

(10) Ibid. pp. 64
(11) Ibid. pp. 65

(12) Fishbein, Mbrris, Health Superstitions, Wilcox and Follett,
Chicago

The following poem by R. J. Gale expressed, in a measure, the

writer's educational philosophy.

THE TEACHER MUSES

Year after year they come to me,
These children.with questioning look,
Year after they they leave me,
As they leave their outgrown book;
And I wonder somethmes if I've taught them
Just some of the worthwhile things,
Just some of the things they'll need in life,
Be they peasants, or posts, or kings.

Of course, they've learned civics and histdty,
And how to divide and add,
But have they learned that these are not all
That make life sad or glad?
Have I taught them the value of smiling
When things are at their worst?
Have I taught them there's nothing that helps like a song
When the heart seems ready to burst?

Have I taught them.the joy of clean living?*
That Honor is better than.1ame?

That good friends are the greatest of treasure?
Wealth less than an untarnished name?

Have I taught them respect to the aged?
Protection to thoe0 who are week?

That silence always is golden
When gossip bids them.speak?

Have I taught them that Fear is a coward
Who is beaten When they say, ”I can"?
That Courtesy ranks with Courage
In the heart of the real gentlemen?
Have I taught them.these things and the others
That will help make them brave, kind, and true?
If I have, then, I care not if they tell me
That Irkutsk is a town in Peru:

R. J0 Gale

*Writer's underscoring

-7-

 

 

II. ,5 Brief History 32 Dimondale Public School 5 £.C

(

The history of education in Dimondale has been one of continuous
growth, guided by the thoughts expressed in the Ordinance of‘EVEEfend
by one of the articles of the first Constitution of hiciigan, "The
legislature shall encourage by all suitable means, the promotion of

(l) The early

intellectual, scientific and agricultural improvement."
settlers provided a teacher and a one room school house. ince that
time education in Dimondale has been influenced largely by Lansing
city schools and the Kichigan State College of Agriculture and
Applied Science at East Lansing.

In 1898 a two room school was constructed in the present site.
Later a ten grade school was established, and in 1928 the first class
of six seniors was graduated from the twelve year high school. At one
time a township unit school was organized but the project was discon-
tinued.

A class of nineteen seniors was graduated in 1936. The present
staff is made up of five high school teachers, three grade teachers,
one janitor and one school nurse.

MAP I, page 8, shows the location of Baton County and the village
of Dimondale.

RAP II, page 9, shows the location of Dimondale Public School,

district number six and the location of the rural school districts

in Windsor Township.

 

(1) Report ofiMichigan Superintendent of Public Instruction, 1880.

 

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MAP 1. LOCATION OF EATON CO

 

 

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MAP NO. 2 - SHOTIHG LOCATION OF DIMOHDALE PUBLIC SCHOOL

AND TEE RURAL SCHOOLS IN WILDSOR TOWNSHIP

-10-

III. pgp§_and Objectivest£_Heslth Education

A. As found in life

A philosophy is important in formulating any plan. The following
statements of philosophies and objectives of education, in general,
will be used as a basis for the formulation of the proposed plan
of health education for Dimondale Public School. Of the aim of
education Courtis writes: "What is the ahm of education? The
student says books, the scholar says knowledge, the preacher says
character, the minister says service, the philosopher says truth,
the artist says beauty, the Christian says self-denial, the democrat
says self-government, the statesman says cooperation, the ruler says
loyalty, the sage says wisdom, youth says achievement, the editor says
success, the manufacturer says efficiency, the bankerawealth, the
dreaner says vision, the child says play, the man says health, the
ge010gist says judgment, but the true educator says all of these and
more."(l)

B. Philosophies of education

Throughout all times educators have given us their viewpoints
as to the ultimate aims of education. Courtis gives the following
philosophies of education:

1. Athenians, B. C. 450

Education is the training Which results in harmony
between the inner thought life and the outer life

conduct.

 

(l) Courtis, S..A., Philosophy of Education, Michigan, Edward
Brothers, 1930, pp. 68

2. Plato, B. C. 400
Education is the process of developing guardians
of the state who are philosophical, high-spirited,
swift-footed, and strong.

3. Bacon, 1600
Education is the transmission from one generation
to the next of the substance of learning and
culture of the past.

4. Milton, 1650
I call, therefore, a complete and generous education
that which fits a nan to perform Justly, skillfully
and magnanimously all the offices, both private and
public, of peace and war.

5. Locke, 1700
Education is that which trains and disciplines and
fortifies the mind.

6. Rousseau, 1750
Education is the preparation necessary to meet and
master the ordinary conditions and accidents of
life.

7. Pestallozi, 1890
Education consists in developing according to
natural law the child's various powers, moral, in-
tellectual, and physical, with.such subordination

as is necessary to their perfect equilibrium.

-12-

8. Freebel, 1825
Education consists in leading man as a thinking
intelligent being, growing into self-consciousness,
to a pure unsullied, conscious and free representation
of the inner law of Divine Unity, and in teaching
him.ways and.means thereto.

9. Herbert, 1800
The one problem, the whole problem of education
may be comprised in a single concept, -- mmrality.
Lead the pupil to realize his own.free personality

in choosing the good and refusing the evil.

10. Dewey
Education is living and growing-

11. Thorndike
The aim of education is the change of human
beings for the better, so that they will have
more humane and useful wants and be more able to
satisfy them.

12. Encyclopedia Brittanica
Education is the conception that it denotes an
attempt on the part of the adult members of a
human society to shape the development of

the coming generation in accordance with its

own ideals of life.

-13-

13. Commission on Reorganization of Secondary Education,
N.E.A., 1914
Education within a democracy should develop in
each individual the knowledge, interests,
ideals, habits and powers whereby he will find
his place in society and use that place to shape
both hirself and society toward nobler ends.”(2)
The objectives of education have been stated by authorities
of education in the past as follows:
1. Spencer, 1861(3)
a. Self-preservation
b. Ability for gaining a livelihood
c. Reproduction
d. Citizenship
e. Relaxation
2. The Commission on the Reorganization of Secondary Education,
1918
a. Health
b. Command of fundamental processes
c. Worthy home-membership
d. Vbcation
6. Citizenship
f. Worthy use of leisure time
g. Ethical character

(2) Iblé, pp. 88
(5) Ibid, pp. 88

-14..

a. Bobbitt, 1924(4)
a. Language activities; social inter-communication
b. Health activities
c. Citizenship activities
d. General social activities
a. Keeping mentally fit
1’. Religious activities
3. Proper home life and parental activities
h. Non-vocational practice activities
1. One's job
The Joint Committee on Health Problems in Education of the
National Education Association and the American Medical Association

states in its report, Health Education, "Health education can be pro-

 

moted only by emphasizing all aspects of health, physical, mental,
social and moral. The teacher of health should look for normal
development of the child from all these points of view. The ideal of
health is not mere freedom mom obvious deformities and pathological
symptoms. It is the realization of the highest physical, mental,
and spiritual possibilities of the individual.”

The Foundation states in its report: "The W. K. Kellogg
Foundation was established in June 1930 by W. W. K. Kellogg for the
purpose of advancing child health and welfare in all its various phases

"(6)

without restriction as to race, creed, or geographical boundary.

 

(4) Bobbitt, Franklin, How to make a Curriculum, Heughton,Mifflin,
1934. PPO 45
(5) Wood, Thomas D., M.D. and Lerrigo, Marion Olive, Ph.D. Health
Behavior, Public School Publishing 00., Bloomington, Ill.. 1930, P. l
(6) W. K. Ke110gg Foundation - Foundation Publication January 1, 1955

-15-

"Health education is the sum of experiences in the school
and elsewhere which favorably influence habits, attitudes and know-

ledge, relating to individml, comnunity and racial health.”(7)

”Important phases in the psychological development of the
pre-school child are: l. the development of speech and the ability
to express ideas; 2. the deve10pment of neuro-muscular control,
and the conception of form, size and distances; 3. development of
emotional control; and 4. development of simple conceptions of
weight, number and time.”(8)

Concerning the emotional and social growth of the child,
Fishbein writes: ”However, the emotional and social growth of
the child is greatly influenced by environmental factors . . .
Control of anger,- fear, jealousy, is essential for healthy growth"(9)

The following statement regarding school health instruction
is made in the White House Conference Report: ”The primary
objective of all school health instruction should be the encourage-
ment of scientific thinking on the part of the boys and girls and

their tea chars."(lo)

We find the recognition of the importance of health in every
definition and statenent. Health education, then, should be flexible,

emphasize activity, bring about change, supply direction, and grow

 

(7) Ibid. pp. 10
(9) Fishbein, Morris, Op. Cit. pp. 42

(10) White House Conference on Child Health and Protection, Section
1. Medical Service, I. A. The Century Company, New York City

-16-

out of and be a part of the educative process. The ultimate purpose
of education should be to discover where the child is and help him

I
from where he is to where he ought to be by use of his heredity and

the existing environment.
C. Aims and Objectives for Dimondale Public School.
1. Bee examinations to discover the status of health.
2. The develOpment of healthy pupils and teachers in a
healthy environment by giving attention to:
a. Body structure
b. An emphasis on hygiene
c. A study of useful facts
d. An application of useful facts
e. A motivation of conduct tending toward healthy
living
f. A develOpment of critical attitudes toward:
(1) Fakes and fakers
(2) Frauds
(3) Fads and follies
(4) Fallacies
(5) Superstitions
3. To improve the attitude of students and provide
for adjustment through the mental hygiene approach

to education.

4. To realize the accomplishments suggested in

the White House Conference Report on Child

Health and Protection through the following

adaptation:

a. The health organism; physiologic health
implies the well-being of each cell and
organ, and their harmonious cooperation.

Two tests of this are:

(1) Proper growth in height, weight,
structural and functional, glandular,
nutritive, respiratory,and reproductive.

(2) Full efficiency of functions; muscular,
nervous, mental, emotional, glandular,
nutritive, respiratory, and reproductive.

b. The healthy personality; mental, emotional,
moral, and social health; to picture the
healthy, mental, emotional, moral and social
qualities of the child is to describe the

healthy personality.(ll)
5. Preparation of teachers in the fundamental subject matter

derived from the following fields. This does not mean a

complete course in each subject, but merely indicates the

field from which the subject matter material should be

selected:

 

(11) Ibid, as adapted.

6.

a.
b.
Ce
d.
e.
f.
Se
h.
i.
j.
k.
l.

m.

-18-

Lutrition

Community hygiene

Kental hygiene

Physical hygiene

Sex hygiene

School hygiene

Social hygiene

hygiene of the worker

Health and care of infants and young children

Health of childhood and adolescence

First aid and safety

Christian religion

Home nursing and care of the sick

Health ;abits, attitudes and knowledge for pupils adapted from

wood and Lerrigo as follows:

a. The healthy organism

(1)
(2)
(3)
(4)
(5)
(6)
(7)
(s)
(9)
(10)

Hutrition

Big brain-muscle activities
Sleep and rest

Education for parenthood

USe of fresh air and sunshine
Elimination of waste

Care of skin and scalp

Use of clothing

Care of feet

Care of hands

-19..

(11) Care of teeth and mouth
(12) Care of nose and throat
(13) Care of voice
(14) Care of ears
(15) Care of eyes
b. The healthy personality
(1) Liental and emotional health
(2) Social health
c. The healthy home and community
(1) The home
(2) Control of infection
(3) USe of professional health service
(4) Sefety‘lz)
7. Character building through personal, educational, moral,
physical, social, and vocational guidance by causing the
pupil:
a. To review his occupation experience thoughtfully
b. To review his social experience thoughtfully
c. To examine his education and training critically
d. To form and consider his ambitions and desires
intelligently.
e. To discover certain fields of work in which he is

strong.

 

(12) WOod, Thomas D., MtD. and Lerrigo, Marion Olive, M.D. Health
Behavior. Public School Publishing Company, Bloomington, Ill.,
1950 Adap t ed 0

f.

g.

h.

1.

J.

k.

1.

m.

00

P.

-20-

To find himself and form the habit of

seeing himself’through

To understand some of the significant changes
that are occurring in life

To learn of professions or occupations in
which the successful workers have tastes,
interests and abilities similar to his own

To rec0gnize some of the reasons that have
prevented him from gaining greater success

To put him in touch with facilities through
which he may train himself for an appropriate
occupation and useful life

To find opportunities to add new skills that
are necessary in his work

To plan avocational activities that will employ
and develop special.abilities and interests

for which the occupation gives little opportunity
To work out a life prOgram that will contribute
to greater happiness and success

To make contacts that will be helpful in
putting his plans into successful operation

To gain a better command over his own life

and over the conditions in which he is living

To form.a healthful philosophy of life

-21..

IV. Survey _o_f_ Present Health Program _a_t Dimondale Public School

 

 

A. The Foundation

The health education program at Dimondale Public School, since
September 1932, has been sponsored by the Foundation through the
Board of Education and the Eaton County Health Department at
Charlotte. ‘

The Michigan Community Health Project* is one of the activities
of the Foundation, and the only one that we are concerned with in
this thesis. The work of the project is carried on in seven
counties in southwestern Michigan. Map III, page 22, shows the
location of these counties. Dr. Darling of the Foundation stated
the general objectives of the project are to advance the health,
happiness and welfare of the stream of growing children within
this area, and to improve the human and physical environment, and
to develop an integrated community plan for health and welfare service
and educationsl)Dimonda le has been included in the pregram.

There is one fundamental principle common to all foundation
work. In many cases when an organization starts work, it takes over
the responsibility for the entire project. The writer has observed
that the Foundation studiously avoids this attitude. The project

in Dimondale will be just as successful as the people make it, and

the school system will get returns to the extent that it uses the program.

 

* The Michigan Community Health Project will be referred to in
this thesis as project

(1) Darling, George B., Lecture "Michigan Community Health Project”
Presented at University of Michigan, .Tuly 1'7, 1935

 

 

 

 

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B. Administration of the Present Plan.

The superintendent of schools at Dimondale is held responsible
to the Board of Education for the administration of the health
education program at Dimondale. The Board of Education has shown a
favorable attitude toward the develOpment of a health education program
in the following ways:

1. Retentioncf superintendent of schools.

2. Granting permission to have the project operate in the

schools.

5. Sponsoring of athletic and physical education pregrams.

4. Financing, to a limited extent, the health program.

5. Addition of two new courses, i.e. community problems

and social problems.

6. Sponsoring a mental testing program.

7. Extension of the school building.

The voters of the school district have demonstrated their
approval by supporting the Board of Education and by re-electing
board members to office. The superintendent has been in his present
position for the past three years, and was unanimously re-elected by
the Board of Education for the school year 1936-37. In June 1936
the school was placed on the University of Michigan list of accredited
schools for a two year period. This is the highest academic honor
that has ever come to the Dimondale school.

It would seem that the setting at Dimondale is favorable for an
educational experiment with a c00perative community, a progressive
Board of Education and faculty including the janitor, and support fran

the Foundation and the Eaton County Health Department.

-24-

1. Background 23 Facultv
In the administration of any educational system the background
of the members of the faculty is important.
The school nurse for 1936-37 received her degree of Bachelor
of Arts from Albion College in 1928 after having graduated from.the
University of Michigan Hospital Training School in 1921 and having
taken a post graduate course at merrill Palmer School, Detroit in
1926-27. She had the following experience:
1921-1924 School Nurse, Albion
1925-1926 Michigan Tuberculosis Association,
(health education in rural schools)
1928-1933 School Nurse, Albion
1933-1936 Counselor, Eaton County Health Department,
Charlotte
She has attended short courses, seminars and field demonstrations.
TABLE I, page 25, shows the number of semester hours of college
training each teacher has had in the various fields. An analysis of
the college work that has a direct bearing on health education.reveals
the following facts:

Teacher Number 1 has fifteen semester hours of training at Alma

College, Michigan State Teachers College, Central State Teachers College,

University of Michigan, University of Chicago, and Michigan State College

of Agriculture and Applied Science. The major in this case is education.

Records show that the following courses have been taken; philosophy of

education, mental and sex hygiene, school problems, growth and education,

aerican thought and education,

Ml

comer TRAINING 9;; TEACHERS _I_N_ smmsm HOURS

DIMONDALE PUBLIC SCHOOIS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2.133
f; Teachers
Departments 1 2 3 4 5 6
M 16 2/3 71/3 18 2/3 24 23 1/3 26 8
Mes 16 21:5 22 213 153/3 42 2/3 42 16 a
Social §cience 15 22 2/3 5 1/3 32 17 1/3 42
Health Educatian 15 10 2 2/3 2 255
Physical Education 10 36 10 2/3
Military Science (a)
Education ‘70 25 1/3 16 26 2/3 15 12
Nhihgggtics 60 2 5 1/3
$935933. 15 17 _2/3 a 5 ye
gt 10 2/3 5 _1_/s
rDramatics e b 2 2/3 . 2 2/3 2
Fuanual Arts 8
Hana Economics 18 2/3
‘gsic 58

 

 

 

 

 

 

 

 

 

 

(a) World War Service

Road the table thus:
of credit in English

Teachers 6, 7, 8, grade work

Teacher 1 has 16 2/3 semester hours

Teachers 1, 2, 3, 4, 5, high school work

 

 

genetic psychology, social and mental hygiene approach to education.

Teacher Number 2 is a graduate of Michigan State College of
Agriculture and Applied Science. The major in this case is physical
education. Records show that he has taken fundamentals of health
education, school health problems, materials and methods in health
education.

Teacher Number 3 has taken college work at Michigan State College
of Agriculture and Applied Science, Michigan State Teachers College,
and Northwestern University. She needs more work in health education.

Teacher Number 4 has taken work at Nuchigan State Teachers
College and Michigan State College of Agriculture and Applied Science.
Her work in science will enable her to make a scientific approach to
a health program. The courses in biological science include vertebrate
zoology, biology of reproduction, animal biology, the human body,
biology of the frog and entomology. Her courses in education have
included heredity and eugenics and educational sociology. She has taken
work in social science that will have a direct bearing on the health
education program. The courses of this nature are rural sociology,
the problems of social education, and educational sociology. This
teacher has 2 2/3 semester hours of work in health education.

Teacher Number 5 has taken work at Ferris Institute, Central
State Teachers College and.Michigan State College of Agriculture and
Applied Science. She has 42 semester hours of credit in science. Her
transcript of college work does not show any credits in health education.
She has only fifteen semester hours of credit in education.

Teacher Number 6 completed her college work at Olivet College.

She is one of the grade teachers. She has taken the required courses

-27..

in physical education and education. She has 42 semester hours of
credit in social science. This teacher has no credits in health
education.

Teacher Number 7 has taken work at Michigan State College of
Agriculture and Applied Science, Michigan State Teachers College and
Northwestern University. The courses in speech correction and mental
hygiene for primary grades will be of particular value in the health
education program. This teacher is a grade teacher. College trans-
cripts show no credits in health education and only the required
credits in physical education.

Teacher Number 8 is a grade teacher. She has taken work at
Ingham.County Normal and Oberlin Conservatory of music. Her work seems
to be unbalanced due to the fact that she has taken the major part
of her work in music. She has taken only the required mnount of work
in physical education and no work in health education.

TABLE II, page 28 , shows the training or certification and the
number of years of teaching experience for each teacher-

2. Health Examinations

During the school year of 1933-34 physical examinations and
dental examinations were sponsored by the Foundation and were given.by
the local physician and by two county dentists, since there was no
local dentist. Findings of the examinations were recorded on regular
blanks furnished by the Foundation. These records were placed on
file with the school nurse. One hundred sixty-two pupils were exam-
ined. Twenty-six needed the attention of a physician and fifteen
needed the attention of a dentist. During the Spring of 1936 the

Foundation psychologist tested the hearing and vision of the fifty-

TABIE 3;
EXPERIENCE mm CERTIFICATION 3;; meme

DIMONDALE PUBLIC SCHOOIS

 

 

 

 

 

1936
Years Training
of or
Teacher Experience Certification
1 16 B. 8. degree
2 2 B. 8. degree
3 27 A. B. degree
4. 17 A. B. degree
5 28 A. B. degree
6 1 Ac Ba dog)?”
'7 9 Life Certificate
(Michigan)
8 3 First Grade
(Michigan)

 

 

 

-m-

five grade school children. Health examinations were given to pre-
school children of Windsor Township during June 1934.

During the school year 1934-35 all children in our system.were
given the physical examination and the dental examination. These
examinations were sponsored by the Foundation. The tuberculin test
was given to all school children and teachers under the joint sponsor-
ship of the Foundation and the'Michigan Tuberculosis Association.

Five cases were questionable. One grade teacher was included in this
number. X-ray examination was made of each reactor and expenses for

this were paid by the Foundation. During the school year of 1935-36

physical and dental examinations were given to all pupils who showed

signs of poor health.

3. Activities 93212 School 331.1239.

The school nurse has a triple responsibility. She is responsible
to the Foundation, the Eaton County Health Department and the
Superintendent of Schools. The school nurse spent an average of one
half day each week in the school and in the community. She was on call
at any time. She also did work at the Potterville school and at some
of the rural schools in Windsor Township besides supervising the nurses
of Eaton County.

4. Remedial Pregram.for 1935-36

In each case when the teachers thought remedial work was necessary
they reported to the superintendent. He referred the case to the school
nurse. The school nurse held conferences with parents, pupil and home
room teacher. The case was referred to the family physician or dentist
if it seemed desirable. The number of cases sent for remedial purposes

during the school year 1935-36 were as follows:

-30-

To physician - - - - - - - - - - - - - - 14

To dentist - - - - ........ - - - 5

To ear, eye, nose and

throat specialist - - - - - - - - - - - - 3
One grade school girl was sent to camp for remedial purposes during
the school year. She came home with health.much.improved. She had
been able to do most of her school work at camp and was qualified for
promotion. Two boys were sent to camp during the summer of 1936.
Two girls were sent to girl scout camp during the summer of 1936.
The Foundation financed the camp projects.

5. Enrollment

 

TABLE III, page 31 , shows the number of boys and girls in each
grade for the school year 1935-36.

GRAPH I, page 32, shows the age-grade chart for school year of
1935-36.

6. School Sanitation .

The pupils' desks are of the old unadjustable type. There is
one shower that is used by boys and girls. There is one dressing room
which is used by boys' teams. The girls' lockers are in the girls'
toilet room, and they use this space for a dressing room. There is
no rest room.for teachers or ill pupils. There are two drinking
fountains, specious toilet rooms, and large halls. The gymnasium
is on the second floor above classrooms. This makes it difficult
to conduct a physical education program during school hours.

The janitor has a common school education.and has supplemented

this with attendance at the school for janitors at Michigan State

College of Agriculture and Applied Science. He has served as janitor

-31..

TABLE III
mmommwr pg GRADES

DIMONDALE PUBLIC SCHOOLS

 

 

 

 

Ian-22
Grade Pupils
Kindergarten 12
1 14
2 9
3 12
4 10
5 5
6 11
7 9
8 11
9 26
10 26
11 16
12 21
Post Graduate 2

Total 184

 

 

  

1935-36

SCHOOL

Dimondgle
CITY

All Public

GRADE AND CLASS SCHOOL

FOR THE PURPOSE OF THIS REPORT A CHILD’S SCHOOL AGE IS HIS AGE (ASSUMING THAT A CHILD, FOR ILLUSTRATION, IS SIX UNTIL HE HAS REACHED HIS NEXT BIRTHDAY) AS OF

SEPTEMBER FIRST OF THE CURRENT SCHOOL YEAR. THIS AGE MAY BE FOUND BY THE TABLE ON THE REVERSE SIDE.

 

10

11

£0

15

 

 

17 18 19 20 and over TOTALS

 

 

 

 

Post Graduates

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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K‘ndcrgarten 2.’ : :4. . :,.' 0...! . z 3: .0. '3‘. .: '.:..e ‘ O ... 1 . a g. d. ..0...' .:l . .:.'.e ""9 ".p :e;.e to. 0.,... " l)
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Crippled
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Incorrigibles
ruants
Special
Pre aratory
Special
Advanced
TOTALS .. r
8 10 ll 25 17 b 3 181

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 

Form CA-l7—Agc-Grade COJSOIIJaticn Shoot

 

 

DOUBLEDAY BROS. & CO., KALAMAZOO, MICH.

 

 

 

  

go

The age—grade report is to be based on the names of the mem-
bership on The report is to include
all children.

Each teacher should tabulate on a separate sheet the ages of

INSTRUCTIONS FOR AGE—GRADE REPORT

a fourth grade and have 4 pupils of 8 years of age, 5 of 9 years,
12 of 10 years, 6 of 11 years, and 1 of 12 years, the figures
under the corresponding ages of the row “Fourth Grade”
would be 4 -5 - 12 - 6 - 1. Total at right. This must equal the
membership of your grade).

the children, using the accompanying table for finding the age. , . ,
(Example: If this report is made out in 1926 and the child’s 4. The prinmpal should collect and consolidate. all the reports
birthday was 7424914, the age would be 12 years.) of each school. Total all columns. The total of bottom row

‘ must equal the total of the right hand column.
3. From this tabulation count the number of children of each
age and insert these figures in the proper space of the blank
on the reverse of this Sheet. (Example: If you are teaching

 

All Children falling within the heavy lines are considered “at
age,” while those in the stippled area are three or more years
retarded.

TABLE FOR FINDING AGE AS OF SEPTEMBER lST, 1926 TO 1935 INCLUSIVE

The age of a child (assuming that a child, for illustration, is six until he has reached his next birtlulay) is the figure at the inter-
section in the column of the year in which this report is rendered and the row of dates between which the child’s birth date falls.

If a child’s birth date falls

on or between— 1926 1927 1928 1929 1930 1931 1932 1933 1934 1935
9-2-1903 and 9—1—1904 ............... 22
9-2-1904 and 9—1—1905 ............... 21 22
9-2-1905 and 9—1—1906 ............... 2O 21 22
9—2—1906 and 9—1—1907 ............... 19 2o 21 22
9-2-1907 and 9—1—1908 ............... 18 19 20 21 22
9-2—1908 and 9—1—1909 ................ 17 18 19 20 21 22
9—2—1909 and 9—1-1910 ............... 16 17 18 19 20 21 22
'9—2—1910 and 9-1—1911 ............... 15 16 17 18 19 20 21 22
9—2—1911 and 9—1-1912 ............... 14 15 16 17 18 19 20 21 22
9—2—1912 and 9—1—1913 ................ 13 14 15 16 17 18 19 20 21 22
9—2—1913 and 9—1—1914 ............... 12 13 14 15 16 17 18 19 20 21
9-2—1914 and 9—1—1915 ............... 11 12 13 14 15 16 17 18 19 20
9-2—1915 and 9—1—1916 ............... 10 11 12 13 14 15 16 17 18 19
9-2—1916 and 9—1—1917 ............... 9 10 11 12 13 14 ‘ 15 16 17 18
9—2—1917 and 9-1—1913... . .. ......... 8 9 10 11 12 13 14 15 16 17
9—2—1918 and 9—1-1919 ............... 7 8 9 10 11 12 13 14 15 16
9—2-1919 and 9—1—1920 ............... 6 7 8 9 10 11 12 13 14 15
9—2—1920 and 9—1-1921 ............... 5 6 7 8 9 10 11 12 13 14
-2-1921 and 9—1—1922 ............... 4 5 6 7 8 9 10 11 12 13
-2-1922 and 9—1—1923 ............. '. . 4 5 6 7 8 9 10 11 12
9-2—1923 and 9—1—1924 ............... 4 5 6 7 8 9 10 11
9—2—1924 and 9-1—1925 ............... 4 5 6 7 8 9 10
9-2-1925 and 9—1—1926 ............... 4: 5 6 7 8 9
iii-24926 and 9—1-1927 ............. . . . 4 5 6 7 8
132—1927 and 9-1—1928 ............... 4 5 6 7
9—2—1928 and 9-1-1929 ............... 4 5 6
9—2—1929 and 9—1—1939 ............... 4 5
32—1930 and 9—1-1931 .............. . 4

Form CA 17—Age—Grade Summary Reverse.

 

 

at Dimondale school during the past nine years.

The heating and ventilating plant is of the hot air type, which
is not economical. There are no stokers. There is no automatic
control of heat. There are no air screens in the air ducts.

High school inspectors have mentioned the fine type of janitorial
service that we have. A systematic cleaning schedule has never been
made. In general, sweeping has been done at the close of the school
day. Dusting has been done in the morning. Toilet bowls and windows
have been cleaned when necessary. The practice has been to use
varnish on all floors.

7. Physical Education

The physical education director for boys was a physical education
major and a graduate of‘Mfichigsn State College or.Agriculture and
Applied Science. He instructed boys' athletics and directed physical
education for girls.

The physical education director for girls was a young lady and
a graduate from Olivet College. She was prominent in womens' athletics
in college. She coached girls' athletics but did not direct their
physical education.

The schedule for physical education fer 1935-36 is shown on

page 340

Physical Education Schedule £95
Dimondale Public School
1935-36
Monday
11:15 - 12:00 Senior high and 8th grade boys
2:24 - 5:06 Primary room.for 15 minutes

Intermediate room for 15 minutes

Tuesday
11:15 - 12:00 Senior high and 8th grade girls

2:24 - 5:06 7th and 9th grade boys

Wednesday
11:15 - 12:00 Senior high and 8th grade boys

Thursday

11:15 12:00 Senior high and 8th grade girls

2:24 - 5:06 7th and 9th grade girls

Friday
11:15 - 12:00 Primary room.for 15 minutes

Intermediate room.for 15 minutes

-35-

Physical education was not required of high school students. All
pupils in grades below the seventh were required to take physical
education. TABLE IV below shows the enrollment in physical education

classes for the school year 1935-36.

TABLE IV

 

 

ENROLILIEI‘IT LIE PHYSICAL EDUCATI N CLASSES

DIMONDALE PUBLIC SCHOOL

 

 

 

1935:;6
Room or Grade Enrollment

Primary 49
Intermediate 24
Junior high boys 12
Junior high girls 10
Senior high boys 26
Senior high girls 21

Total 142

 

 

 

~56-

TABLE'V below shows the number of physical corrections

attempted during 1935-36.

TABLE 1
CORRECTIONS ATTEMPTED

DIEONDALE PUBLIC SCHOOL

 

 

 

 

19351§§
:5

Correction Number Attempted
Posture 6
Walk 4
Appendix removed 1
Tonsils removed 2
Chest muscles 2

Total 15

 

 

 

V. Suggested .1121 _o_f Health Education

This suggested plan has been built upon the present plan at
Dimondale. It will be refined and modified as it develops. The
program.falls naturally into the following divisions of activity:

A. Health Instruction
B. Health Welfare Activities
1. Health service
2. Physical education
C. Staff Training
D. New Courses
E. Cooperating Agencies

The personnel consists of the superintendent, principal, teachers,
Janitor, school nurse, and Foundation staff which includes a
psychiatrist and a psychologist. The members of the staff are re-
sponsible to the superintendent who is responsible to the Board of
Education and indirectly to the Foundation and the Eaton County Health
Department.

The Eaton County Health Department will act as the coordinating
and social engineering organization. The department is not to replace
either the practicing physician or social worker. The details of
organization for the department are explained under coOperating agencies.*

A. Health Instruction

The superintendent is director of health instruction. The class-
romm teachers have an important part in this phase of the plan.

General adjustments, such as proper seating and temperature control,

 

*See pp. 78

should be made in each classroom. Attention is to be given to seating

to provide for proper posture and comfort. Tcac here are to be aware

of their responsibility for the formation of health habits at all

times. The following suggest ions are made for teachers:

1.

2.

3.

4.

Make an analysis of the health assets and
determine the needs of the pupils at the
beginning of the school year by use of

Form 1* and Form Vi"

Make a careful study of the course of study,
outlines and instructional materials, in

order to discover what opportunities are
available and what means can be provided for
practical application of health lessons

needed by the pupils.

Guide children's activities to enable them to
meet individual needs.

Make a survey at the and of the term to discover
what improvements have been made in the pupil's
health habits, health knowledge and health
conditions. Forms II,*** III, and IV**** are

suggested.

The school nurse has an important contribution to make to the

health program. She is to furnish important instructional material.

 

* See pp. 39
** See Appendix pp. 5
*** See pp. 40
**** See Appendix pp. land 3 for Forms III and IV

 

 

-39...

O’ESGTUaLiOHS 0'1: Conditions 0; RLFHIG Heth
Flight: School

-- ~-‘ -- ‘ -- “ ~ “ an -"

 

 

as "u , ‘ .
Tag” 7% Signs at Stgns oi“ Comclaens- Rgmedtal Inkcltton Im munufinon Home Conditions
a) :2 :2 ’3: a; S3115 11:23]. emotional made (dork (gutting lflc‘udlmg
"U r" _n
a 3%” i“ a "this A‘$““"‘°°"°“’ihl§“% Wit" the

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SEE LMSEEDQHA‘X {OPEL} {0T3 An—ecltoné x,
fie” lHSETJL mambo] ‘5 Corr-es Portal ”1% +0 ¥ oHOu) mg wow—J 5
swan hr rise * ’7 sis mm to HfitUous ‘3 fxirouexiecll' :
3'7 ”earth .5 tree 3 test It s Hf em er- an rums
‘ Teeth 2 1. Positive. 7. glands 11.1hioveklecl F

 

 

~40-

orm I Opportunitu Ream-d

Dimondale public Schools
Tcache1~--------------------_Date _

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11:

g ”g ‘“ I; m
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Name at 75.11 :3 32‘" o Hohh 5 _% ,9 ‘3 m ”E; 3 “a g d, work Emotional Soccal HaLl‘LS
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FF .gggfi 873+“; “gm gg sag 32.53; {,9 habits axs
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-41-

Graded instruction in fundamentals of health and disease pre-
vention, with special reference to knowledge, attitudes, skills and
health habits are provided for in each grade below the high school.
These items are to be taken care of in the high school in the science
and social problems courses. Health teaching has been correlated with
other subjects. The teacher of English is to encourage the use of
books on health for book report purposes. Pupils may select health
topics for themes in English. .Macbeth offers an Opportunity for the
teacher to teach some facts about mental health. Students in
mathematics could compute the cost of improving the Island Park, or
they mdght compute the cost of a sewage disposal system. They would
- not only learn.msthematics but they would gain worthwhile health know-
ledge at the same time. Classroom.teachers can identify acute cases
of unhealthy mental conditions. The teacher can become a personal
friend and give help, always keeping the confidence. It is proposed
that teachers have the following philosophy: QggflfltDygggggig
£212 others, takigg giggle reveal Ell—1:11.221 outside _t_h_e_ profess-
film, _a_p_¢_1_ always refuse 3331:; financial rewards £95m
3233 rendered. The homeroom teacher can work out plans for health
inspections and drills in health habits. It is anggested that the
pupils learn by doing. Probably real teaching consists in pupil
activity, Which calls for motivation on the part of the teacher.
Special talks given by pupils and adults, plays written and given by
pupils, movies, posters, health exhibits, field days and the like

are important and useful adjunct.

B. Health Welfare Activities
1. Health Service
Sanitation is an integral part of this phase of the
program. The sanitation engineer is to be furnished by the Eaton
County Health Department and the Foundation. The janitor is responsible
for the sanitation of the school building. The sanitation engineer
is asked to visit the building each month. It is suggested that a
plan of room.inspection be worked out and sent to the superintendent's
office. Teachers are held responsible for sanitation in their own
rooms. Sweeping should be done at the close of the school day, after
all pupils have left the room. Dusting sh uld be done the following
morning. Blackboards are to be cleaned each day. Special attention
should be given to the sanitation of the heating, ventilating and
lighting systems and to halls, desks, toilets, playgrounds, water
supply at school and lunch room. Screens should be placed in the hot
air ducts. Doors and windows are to be kept closed when the ventilating
system is in operation. Teachers are instructed to use lights as often
as they believe it is necessary to prevent eye strain. Engineers of
the Consumers Power Company are to check the lighting situation
during September 1956. Desks are to be cleaned inside and outside once
each week. Samples of the school water are to be sent to the Michigan
Department of Health at Lansing for analysis. The well pit is to be
drained in order to prevent an accumulation of stale water that might
endanger the purity of the water supply. monitors are to be appointed
to clean the lunch room. The junior high school principal will have

charge of the sanitation of the lunch room.

Pupils will be asked to survey home sanitation, water supply,
'grounds, ventilation, refrigeration, toilets, lighting and cleaning
and prepare reports as part of their class work in hygiene and science.

The pupils of the Community Problems class will make a map of
the school district showing location of residences, park, river and
places of business. They are to report on water supply, sewage
disposal, garbage disposal, milk and food supply and inspection,
insect eradication and playground supervision. Samples of water from
the village wells will be sent to the Michigan Department of Health
for examination.

Personal service is another item of the health service. Every
member of the staff will have an important part to play in this
important part of the health program.

Health examinations* are to be given to each pupil in the system
on a voluntary basis. ramily physicians and dentists will administer
the examinations in their offices. Parents are to pay for the examin-
ations if they are financially able, otherwise the Foundation will pay.
Each pupil is required to take mental tests and achievement tests un-
less they have taken them. i

The following intelligence tests and achievement tests are to be
given during the first week of school. The results of the tests are
to be used in advising pupils in the election of courses.

Intelligence Tests

 

1. The Otis Self-Administering Tests of Mental Ability
Intermediate examination for grades 5 to 9

Higher examination grades 9 to 12

 

.* See Appendix pp. 21.

2.

3.

l.

2.

The Pintner-Cunningham.Primary mental Test for
the kindergarten, first and second grades.
The Detroit Primary Intelligence Test fer grades
5 and 4.

Achievement Tests
The New Stanford Achievement Tests
The Sangen Information Tests far Ybung Children

_cher Tests

 

Tests selected from the following list will be given, as needed, for

diagnostic purposes:

1.
2.
5.
4.

5.

6.
7.
8.
9.
10.
ll.

12.

14.

15.

The Personality Inventory by Robert G. Bernreuter

Guess Who Test, Series of Character and Personality Tests
The Portrait Hatching Device

Lehman's Play Quiz for grade 3 or above

Interest Questionnaire for High School Students by Garretson,
Oliver K. and Symonds, Percival 15.

Personal Health Standard and Scale by Thomas D. WOod, E.D.
Adjustment Questionnaire by Percival.M. Symonds

Sims Score Card for Socio-Economic Status. Form.C.
Gates-Starng Health Knowledge Tests
Eaggerty-Olson—Wickman Behavior Rating Schedules

Telling What I do by Harry J. Bakes

Personal Data Sheet, Woodwath Nhthews

Aids to the Vocational Interview Record, Faun B.

The Harper Test in Social Beliefs and Attitudes

The Pressy X-O Test for Investigating Personality

-45.

In acute cases the services of a psych010gist will be used. The
parents are to pay for this service when possible. Otherwise, the
Foundation is to finance this service. This, in general, will be true
of all remedial work if parents cannot or do not wish to pay the
expenses. In cases where there is trOUble with vision, hearing, or
tonsils and adenoids the pUpil will be taken to an eye, ear, nose and
throat specialist. Eye glasses are to be fitted by a medical doctor.
This is the advice given the Health Department of the Uhiversity of
lfltmigan. Pupils, who have speech defects, will be examined by the
primary room teacher who has had training in speech correction.

Acute cases of this type are to be taken to the University of Michigan
or Michigan State College of Agriculture and Applied Science for
examination and prescription. Pupils who have gland disorders will

be taken to the University of Michigan for examination and treatment.
The school nurse and family physicians are asked to make examinations
in cases where there is twenty percent overweight or underweight.

(1)

In cases where there are emotional disturbances, a case study

will be started by the teacher of’Ehglish.or by the superintendent,
after conferences with the pupil and parents. Expert advice will be
obtained when necessary. It is suggested that emphasis be given to
the follow-up.

Health pramotion activities that can be done as a part of
regular class work are, study of nutrition, sunshine, air, safety,

first aid, rest, poison, narcotics, stimulants and infections. In

 

(1) Patry, Frederick Lorimer, methodology in the Formulation of'Mental
Hygiene Case Studies for Teachers and Teachers in Training. The
University of the State of'New York Press, 1933

~46-

some cases it may be necessary for the pupil to make an individual
study of these topics.

Health promotion through the mental hygiene program is an
important consideration in this suggested plan. No effort is made
here to outline in detail a proposed plan of’mental hygiene at
Dimondale. That is a subject worthy of another thesis. In the
mental hygiene approach, a child may be thought of as a biolOgical,
mental, religious, social being, capable of’making purposeful plans.
The following principles for such an approach are suggested.

Principles of Kental Hygiene*

 

 

l. A sound physical basis makes easier the development of constructive
emotional responses.

2. Recognition of reality as the state of affairs with.which one
must deal.

3. The most wholesome enterprises are those into which the whole
self can enter without scruples of conflicts.

4. Unnecessary and wasteful conflict may arise between genuine
desires and standards which people feel they "ought to" accept.
In such cases integration demands rejection of the imposed
standard and creation of new ones more appropriate to reality.

5. Comparison and competition is usually a vicious habit. The
werth of any mode of living can be found more happily apart from
the endeavor to surpass someone else.

6. Each individual can discover through tests, ratings, interviews,

and especially through his own past experience, some things he

 

tAdapted from Spence and Watson, Education Problems for Educational

Study

*4]
(J
0

~47-

does better than he does other things.
A strong urge toward vague, yet marvelous greatness may often
be reCOgnized as compensation for some sense of lack, inferiority,
or deprivation which is emotionally strong although practically
of little consequence.
Few, if any, situations constitute hopeless handicaps.
Some people enjoy the symiathy they obtain so much that they
continue to try to deserve this consideration.

.
There is a common tendency to attribute rajor responsibilit'r
for one's liLes or islikes to the persons or thing 1i ed or
disliked, rather than to recognize these feelings as
characteristic only of the one who feels the .
G~owth comes most easily to the person who can ignore the
common inpulsion to save his face, to show that he has been
right from the beg'nning.
Day dreams about the future are not harmful when the end is
carefully planned and executed.
The emotional maturity, which enables one to face the world
alone, sufficient for whatever may happen, to make the best
of it, independent of any particular person or type of
persons, is probably a result of successfully assuming this
self-reliance in many specific situations over a period of
a year.
Some people are handicapped by the false assumption that
they have problems and peculiarities which normal persons

do not have.

15.

16.

17.

19.

20.

21.

Disagreeable obligations are made Worse by attempts to ignore
them, or put them off.

Persistent patterns, such for example, as a preference for the
radical, a dislike of the new, an aversion to some persons
others admire, a fondness for actions others eschew, and
loyalty to unusual causes always have some reason for existence.
Some people are able, by a conscious attempt, to see the humor
in each situation in which.they might become worked up, to
keep perspective. thers get a somewhat similar objectivity
by imagining how trivial certain matters seem as viewed from
ten, fifty, or a hundred years later.

It is possible definitely to limit the pleasant practice of
reliving past glories and achievement.

Love contributes most to those who do not have to gratify
their demands for recognition and importance, demands for pro-
tection and security, demands for romantic superhuman perfection,
demands for effusive sympathy, through the love relationship.
Making things, writing, drawing, dancing, creating, sometimes
for one's own taste alone, are among the commonly accepted
aids to satisfactory living.

Greatest happiness seems to come, not with static achievement,
but in the very process of moving from discomfort toward
euphoria from.being ignored toward being admired, from being
disliked toward being loved, from failing toward succeeding,
from.monotony toward new experiences, from worry toward

security.

22.

23.

24.

25.

26.

27.

28.

29.

50.

31.

32.

-49-

It is usually easier to change a habit by altering the one or
stimulus situation then by conscious effort to build a new
response while the old setting persists unchanged.

The fear of causing others discomfort may masquerade as kindness
when it really ends in the most cruel suffering.

The plea that one meant well does not undo the effects of any
blundering.

Living other people's lives is a dangerous experiment for
everyone concerned.

The person who blames his heredity, the way his parents treated
him, his teachers, his luck, the social order, the trivial
events of the day, his associates, or fate in general for the
mishaps of his life, may be surrendering his major hope; that
is, intelligent reconstruction of his own responses.
Headaches, homesickness, temper outbursts, crying spells and
many other disorders may, if they succeed once, continue to
come at ”convenient” times.

The most troublesome fear is the fear of a fear.

The friend who is most helpful may be critical rather than
flattering, abrupt rather than tactful. Objectivity is a
better gift than sympathy, insight is more to be desired than
advice.

Sensitiveness to criticism.is not a mark of fine breeding.
The most satisfactory life attitudes include a place for
difficult, tiresome, monotonous, and unheroic activities.
Smug satisfaction with everything as it is, is the lowest

level.

l.

2.

5.

4.

5.

6.

7.

8.

9.

10.

ll.

12.

13.

-50-

The following suggestions are made for counseling:

Some Suggestions for Counselingf

 

The best attitude is one of cheerful, thoughtful objectivity,
avoiding pronounced sympathizing, condemnation, or an air of
easy optimism, slap-em-on-the back.

Suggestion is temporarily useful if transference is effective,
but it should not be confused with a real solution.

The problem as presented will seem.to the person in trouble
insoluble.

Expect resistance in dealing with problems most deeply concerned.
Make no mystery. Endeavor to guide the counselee to insight at
all points.

Do not offer authoritative explanations.

Expect patterns.

Do not give advice. Give the experience of yourself and others
so far as it is useful.

Be sure all available evidence is provided.

Avoid being maneuvered into anotional behavior.

Transference may be built up through success in minor adjustments
at the beginning.

Take no chances on physical condition. Insist upon reliable
examination and treatment.

Take no chance on mental examination. Secure adequate tests

of intelligence of other relevant abilities.

 

*Adapted from.Spence and watson, Educational PrOblams for Educational
Study

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

26.

27.

-51-

Begin at some point where the counselee feels a difficulty.

So far as possible, Where mutual adjustment is involved, work
out a solution in the presence of all persons concerned.

It is usually desirable to observe a problem.child in his normal
environment in the classroom, in his home and particularly on
the street and playground.

It is seldom possible to depend exclusively upon the readjust-
ment of the persons and objects in the environment, or upon
the new insight and attitude of the person being advised.

Do not let the channels of exploration be determined by the
emotional reaction of the counselor.

Do not use the term."psychoanalyze" and do not attempt the
psychoanalytic technique. Use experts if necessary.

Recognize the limitations of the layman. Consult a psychiatrist.
It is somettmes necessary to study persons other than the one
immediately involved.

Try to provide opportunities for success at interesting and
socially approved enterprises.

Avoid dependence upon verbal solutions.

Avoid pet theories, cure-alls and standard suspicions.

Avoid letting the plans focus on too distant goals without
adequate attention to immediate steps.

Don't try to save your own face. In many respects you may be
less well adjusted than.the counselee. Grow with him. Don't
reach down a helping hand from too high up.

Seek to develop a process which will operate in a new

situation as well as to secure adjustment of the present one.

28.

29.

30.

31.

32.

33.

34.

One easy and freduently helpful step is to remove the counselee's
fear that he is the only person in the world with his type of
difficulty and that others will despise him for it.

Use great care to be fair to a point of view you do not support.
Watch for budding stereotypes.

Single experiences do not afford ground for general generalization.
Occasionally overhaul your motives in counseling. Try to keep
these in proper preportion to the desire for the welfare of the
counselee.

Avoid the tendency to encourage and discourage in accord with a
pattern of behavior which 133_like best.

Encourage independence, doing what you do not approve, if it
seems best to the counselee.

The six fold guidance program is a part of the mental hygiene

program. The division of reaponsibility has been assigned as indicated

in TABLE'VI, page 53 .

All departments of our guidance program are to have the following

kinds of service:

1. Information service. In vocational guidance this is occupation-
al information.

‘2. Self inventory service

3. Individual accumulative record service

4. Consuling service (weight and evaluation)

5. Preparation service

6. Placement service

7. Follow-up

The follow-up is often most neglected of all.

-53..

TABLE _v_I_.

GUIDANCE ASSIGNMENTS

 

 

 

 

 

 

Em

Phase Teacher
Educational Guidance Superintendent
Vocational Guidance High School English Teacher*
Boy's Recreational Guidance Principal and Boy's Coach
Girl's Recreational Guidance Girl's Coach
Community Service Guidance Junior High Principal
Industrial Placement Guidance Superintendent

Lassie

ASSIGI'EELITS gr: CLASS ADVISERS

 

 

 

 

Grades Teacher 3:?

K, 1 Grade Teacher

2, 3 Grade Teacher

4, 5, 6 Grade Teacher

7, 8, 9 Junior High School Principal
10 Coach
11 High School Teacher
12 High School Teacher

 

 

 

* This teacher has taken courses in guidance at Northwestern University

-54-

It is proposed that a survey be conducted among the Dimondale
High School graduates to determine their attitude toward the school.
It is proposed that a survey be conducted among the pupils from
grades five to twelve, inclusive. The survey is conducted to determine
pupil attitude. The survey tests have been collected by the writer
recently from tests that have been tried at the University of
idchigan. The surveys that are to be given are as follows:5
Pupil satisfaction-dissatisfaction....... Grades 5 to 12
Thurstone Inventory (Revised)............ Grades 7 to 12
Worry.................................... rades 5 to 12
Play..................................... Grades 5 to 12
Agreement-disagreement................... Grades 6 to 12
Attitude................................. Grades 5 to 12
The Dimondale Board of Education does not become responsible for
illness or for injuries to pupils. Each pupil who takes part in
physical education or athletics is required to have his parents
complete and sign a blank releasing the school district from
responsibility. It is proposed that pupils who are ill or injured
be given first aid and then be taken home. The school nurse is asked
to call on such pupils and report every case to the family physician
and the Foundation. Pupils whom the fanily physician believe will
profit from camp life are to be recommended for one of the Foundation

Camps.

 

*See appendix pp. 30.

-55..

It is suggested that every effort be made to prevent and control
communicable diseases. In every case where there is a question of
communicable disease (colds included) the pupil is to be sent home.
The case is to be reported to the school nurse, who is to visit the
pupil and report to the fiwnily physician and to the health officer. It
is suggested that teachers who do not feel well remain at home. It
is suggested that ill teachers receive half pay while off duty. In-
fection is to be blocked by isolation, quarantine, protective inn-
oculation and vaccination. It is suggested that the advice of the
American Medical Association be followed. At the opening of’school
in September 1936, it is suggested that each staff member take a health
examination. It is suggested that physical examinations be required
of all teachers and janitor fur the school year 1937-38. The school
room.is environment and the teacher is likewise environment. Every
school should have healthy, happy, well paid, secure teachers. This
is to be one of the aims of this program in the future.

The primary room.teacher has had training in speech correction.

It is proposed that she make use of this knowledge in her regular work.
Pupils who show speech defects are to be sent to her for remedial

work. Time has been provided to do this work. It is suggested that

a list of pupils in Windsor Township who have speech defects be
obtained from the school nurse. These pupils are to be sent to the
primary room.teaoher for renedial work. The parents or teachers can

bring than in after school or on Saturday.

2. Physical Education

The coaches are to be responsible for this phase of the health
education program. The boys' coach is to take care of the program.for
the boys and the girls' coach is to take care of the program for the
girls.

It is suggested that mats, bars and horses be purchased as soon
as the financial condition will permit.

The physical examinations that have been suggested can be used by
the directors of physical education. These are to be supplemented with
physical capacity tests such as lung capacity test with the spirometer,
lifting tests, anthropometric tests and posture tests.

Considerable attention is to be given to posture. Dr. Henry Eastman

Bennett(2)found that scoliosis, hypnosis and myopia were caused largely
by improper seating. Vital capacity has been used, especially by

cardiologists, as a fair index of the physical fitness of an individual.

Some authorities‘3)have considered it dependable enough to state that
anyone with as much as 10 percent vital capacity more than is normal for
his class is probably suffering from some health-depressing condition.
If he is as much as 15 percent below nornml, it is practically certain
that he is abnormal in this respect. It has been demonstrated that

good posture has a close relation to good health.(4)

 

(2) Bennett, Dr. Henry Eastman, Scoliosis and School Seating, bulletin,
American Seating Company, Ninth and Broadway, Grand Rapids, Michigan,
1936.

(3) Dreyer, George, The Assessment of Physical Fitness. Quarterly
Bulletin of the American Statistical Association, Vol. 17

(4) Christie, Chester D., and Beams, Argye, J., The Estimate of normal
Vital Capacity. Archives of’Internal medicine, Vol. 30, No. 1
(Jilly 15, 1922) pp. 34-39

The following conclusions in.regard to the effect of good body
mechanics of the health and efficiency of grammar school children are
based on experience with 1,708 children in the Williams School at

(5)

Chelsea, Nassachusetts, whose records were adequate for analysis.

The posture group in this experiment included 961 children who were
given training in proper body mechanics. The control group included
747 who were not given any posture training. In all other respects the
school work of the posture and control children were similar. The two
groups were similar at the first examination in respect to age, sex,
nationality, and posture grade and the various physical indices. At
the first examination most oifthe children had poor body mechanics.
Judged by the standards of body mechanics used in the study, more than
90 percent of all observed had good posture, the boys ranking somewhat
better than the girls. Good poature was more prevalent as the children
grew older, but poor body'mechanics was not outgrown to any marked
degree. At least 80 percent of the children in each age period had
poor posture. The children of the brood type of body physique had the
largest percentage of’good posture, and those of the thin type had the
largest percentage of poor posture.

The prevalence of poor body mechanics was strikingly reduced by
posture training. During the period of observation, six children in
the posture class hmproved in posture to every one of the control

children who improved. With adequate training 60 percent of children

 

(5) Klein, Armin, M.D. and Thoman, Leah C., Posture and Physical
Fitness, Bureau of Publications No. 205, united States Department
Of Labor, WBBhington, Do Co, 1931

above the first grade in school can be expected to improve in posture
during a year of training, irrespective of age. The older children
graSped the principles more quickly and improved more frequently,

but improvement was manifest at all ages. Improvement can be eventually
expected in nearly all children but some require longer training than
others. Good posture onee acquired was maintained, on the whole,

over the two year period of observation by the children who received

two years of posture training.

Improvement in body mechanics was associated with improvement in
health and efficiency. more of the children who started with poor
posture, when given training, improved their nutrition When they improved
their posture. Improvement in posture was found to occur more
frequently with training if there was improvement in nutrition as well.
Among the children without posture training, improvement in posture
occurred more frequently with those in the best nutritional condition.
Training was the most essential factor in the acquisition of good
body mechanics, and good body mechanics was associated in a small
proportion of the children with improved nutrition. Since nutrition
has been accepted as an important index of a child's health, posture
training would seem to be an important factor favorable to health,
as indicated by its association with improved nutrition.

In this investigation improvement in body mechanics was also
associated with improvement in school work. The rate of absence due
to personal illness decreased in children who received posture
training until it was considerable lower than that of untrained children.

The percentage of children who improved in scholarship was higher

among the trained children than among the untrained.

Posture training had no significant effect on the changes that
occurred in the vital-capacity readings. Changes of this type were
probably associated with growth.

A tendency toward the upper abdominal type of breathing was manifest
with better body mechanics. A more even excursion of the ribs in
respiration and therefore a greater possibility of better aeration of
the lungs was also noticeable. Retraction of the lower abdmnen, on
request of the medical doctor, was effected by direct retraction as a
rule only by children with good body mechanics. Posture training
and better posture brought an improved sense of muscle position and,
therefore, improved ability of direct retraction of the lower abdomen.
This ability no doubt is of value in that With some practice, the
retraction of the lower abdominal wall becomes habitual and steady.

The result of this practice is the elevation of the stomach, intestines
and other abdominal organs. Posture training is a safeguard against
visceroptosis, which is often present in poor health.

It was found that posture training improved the tone of the
abdominal muscles and reduced the fat deposited in the abdominal wall.
This was indicated by decrease in depth. The effects of posture
training, however, are not to be considered as merely reducing in
character, for while improved posture is often associated with a de-
crease in abdominal girth, there is also at the same time, in a certain
proportion of cases, improvement in the general nutritional condition.

Posture training and improvement in posture and not apparent
effect on the breadth of the chest at the level of the xyphoid

cartilage, nor on the distance between the acromion processes of the

~60-

shoulders.

The size of the costal angle varied with type of body build,
being anallest for the thin type and largest ibr the broad type.
Change in the angle at neutral and change at inspiration came with
growth, but the average increase in the angle at inspiration was
greater for trained children than.for untrained.

About fbrr-fift‘s of the children observed had prenate feet.

This condition was most frequently associated with poor body
mechanics. It was more frequent among children of the thin type
and was less frequent among children with good nutrition.

Postural, habitual, or fhnctional lateral curvature of the
spine disappeared generally With improvement in body mechanics.
Posture training was an aid in the correction of habitual scolosis
and also served as a specific prophylatic measure against scoliosis.

Analysis of the records of this study shows that favorable results
may be attributed to the posture training. Posture training and the
maintenance of correct posture contribute to the health and efficiency
of normal grade school children.

The results of the above cited investigation gives one courage
to go ahead with a posture training program.

It is suggested that the poature of each child be charted after the
method suggested by Fredd.(6) A side view can be taken of each child

who shows a posture defect. The side view is to be compared with the

 

(6) Fredd, Norman, A New Kethod.of Recording Posture, Journal of
Bond and Joint Surgery, Vol. 5, No. 4 (October 1933) pp. 757-758

-61-

posture standards* suggested by the Children's Bureau, United States
Department of laborsv)Corrective drills, exercises and remedial
education should be given to correct the posture defects. Home room
and classroom.teaohers can assist in the carry over. In outstanding
cases of posture defects, photo comparisons are to be made each month.

Football, basketball, baseball, tennis, track and golf are to be
the forms of athletics that will be offered to boys. Basketball, base-
ball, tennis, golf and track are to be sponsored for girls. It is
suggested that emphasis be placed on the small team ferm.of athletics.
After the average boy graduates from high school, how much football does
he play? If he wants to play tennis he can find another boy or girl,
rent a tennis racquet and a court, and he can have wholesome recreation.

The inter-class athletic program, in which the classes compete for
the Edwin Rood trophey is to be continued. It is suggested that this part-
icular progranlbe carried on during the school year instead of during the
spring months as has been the practice.

Health production activities are to be promoted through relation of
the body to exercise, play, games, recreation, activity, Greek Ideal,
strength and endurance, boxing, neuromuscular control, educational-mental,
moral, social and character training by products of play, games, Sports,
athletic and scout groups. It is suggested that the scout prOgrams be
extended to serve more boys and girls. Leadership for the boy scout group

should.be strengthened. Scoutmasters should take the course in scout

leadership that is offered each year in lensing.

 

(7) Posture Standards of Children, bulletin, united States Department of
Labor, Washington, D.C. 1936. Films loaned by this department.

* See page 62 to 6'7.

POSTURE STANDARDS

s‘°°">’-Typc Girls

Excellent Good

 

 

th mu GOOD PM“:
Head - 1. ad ' rm
1 (Jaima WWW ’
abovc shoulders,
hipemnd ankles)
acmst u a. Cheat flignfly

(Brena ban: the
art of body far-
ghcst forward.)
or abdomen in
3'33 flat. ’

45ml: curvco witn-

 

in normal Iim’nta.

 

Iowzro

3. ancf' abdomen in
(but not flat)

4. MW slightly

Poor Bad

 

 

increased.

Poon Pomona]
1. Head forward.

acmt flat.

I
i
3. Abdomen relaxed I

 

 

Pa of bod far-
hca forwarxd.)

4'. wk curves mag-
aerated.

 

BAD Posvu n57
orward.

2. Chest dc rcssed
unkcn

3 Abdoma’l complete-
{y relaxed and Pro-
uberant. ‘,
4! Back curvcscxtrem
'Y ¢Xaggcratcd

 

children's Bureau, United States Department 0' Labor, Washington, D.C,I92.6.

POSTURE STANDARDS

StocKy-Typc Boys

Excellent Good

 

Baum mun:
1.Head -ch'|n'In
(HJW
above shoulders,
lupe,and ankles)
a Cheat up
(Breast bone the.
art of body far-
hcst forward.)

3. Lower abdomen in,
and flat.

4-. Back curves Wlth'

 

 

 

in normal limits.

GOOD POSTURE

1.;locho‘hdasrléghtly

2. Cheat eli gnu,
lowered

3. Lower abdomen in
(but not flat)

4 Back cums slightly

Poor

 

 

 

increased.

POOR POSTURE
1. Head forward.

sonnet flat.

3 Abdomen re and
Part of b y far-
hcst forward.)

4. ask curves exag-
cratcd.

Bad

1:0 PEfGR—E—i

1. ad markedl
pgrward. 3’

201231: depressed
(Sunken)

a Abdomcn co Im-

{y relaxed anndppro- ‘
‘ uberant. ‘
4. Back curves extreme
I y exaggerated.

 

 

 

 

Children's Bureau, United States Department of Labor, Washington, D.C,I926.

-64-

POSTURE STANDARDS

Thin-Type. Girls

Excellent Good Poor Bad

 

 

 

 

 

D
mil-LIN? Will 6000 rosruna "boon Poa'run: ”BAD Pos‘fiins“
-Chi In 1. cad ' htl ad forw 1 d Kedl
("Joana-load n iémé'é? y 1 m N“ 0%.an y
Monoxide '
Mpgand ankles)
2. Chest all htl newest flat. 2. Chestd res d
gcgrgtupt hm flit. IOWCf‘Cd. (lg '7 (Sunk 6K3? SQ
rtof body far-
{fleet forward)
3. «abdomen In, 3. Lower abdomen 'm 3. Abdomen rclaudfi 3 Abdomen d-C0mplm
P of body I and
Wm WWW as am; has; Pm
éBacK curves with- AWN slightly 4. acK Curves 421an $4, Back curves extreme-
in normal limits. increased. eratcd ly exaggerated

 

 

 

 

 

 

 

Childrcn's Bureau, United States Department of Law», -.~ v‘nlngton, D.C.,l926

POSTURE STANDARDS

Excellent Good

Thin-Typo Boys

Poor

 

WWII

1.":86?-Chin In

2. Chest II
the
(Snag? bone far-

rl:
{Rest form/8rd.)
0‘ Men in
3'82? flat. ’

Bad

 

D

 

GOOD POSI'URE POOR. POSTURE
1' end 3" h“ 1. Head forward
Forwardg ’
. met of MI .C fl 1..
2 foweredfg )’ 2 “(St a

 

 

3. Lower abdomen In :
(but not flat)

4. Back Cu rv:

3 Abdomen relaxed
{Fart of body far-
: ~. tlt forward.)

-‘~' " allrves exag-

 

 

 

 

 

 

4. Pack cum yith—
nnormal limits.

Children's B-

inCre.-

—

__.__-A

BAD Pos'ru mil

1. and marked ly
orward.

2.. Chest depres sed
Sunken)

3 Abdomen Complctc-
{y relaxed and pro-
uberan'll.

4. BacK curves ml'em
ly exaggerated.

 

~ fit On, D.C.,l925.

—66-

POSTURE STANDARDS

Intermediate-Type Girls

Poor Bad

Excellent Good

 

 

 

WWII

11256 :D—Chin 'In
apove shoulders,
nlp0,a.nd MK”)

2. Chest up
(Breast bone the
{art of body far-
hest forward)

3 Lower abdomen in,
and flat.

4-..Back curves with-
In normal limlts.

GOOD POSTURE

22:22.:222

2. Chest slightly
lowered

3. Lower abdomen In
(but not flat)

4. ‘BacK curves slightly
Increased.

 

 

 

 

 

 

 

rroan. Posrunfl

1. Head forward. ‘

12.Chest flat.

3. Abdomen relaxed
(Part of body far-
thest forward.)

gerated.

L— _—._- ..——.- -.__._

 

 

 

BAD Poé'FJE'éj
1 1t1 5393?: rKed U

T
2.01251: depressed

(Sunken)

'3. Ademen complete-

ly relaxed and —
tuberant. pro

4. Back curves exag—Z 4_ BacK Curvesextreme
. ly exaggerated

Children's Bureau, United States Department of Labor, Washington, D.C. 1925

POSTURE STANDARDS

Intermediate-Type Boys

Excellent Good

Poor

 

Bad

 

D

 

 

Wane:
“teed chi '

(“JIM “ m
hipo,and ankles)
the
(Breast «361‘; far-
{fiesta forward)
1m“ abdomen In,

4Mc cum with-
In normal limlts.

 

 

 

6000' WI!

22222222

Chest eli MI
2 lowered de y

3W Lower abdomen in
(but not flat)

4. Mourns sllgl'ctly
increased.

 

 

POOR. MUN!
1. Head forward.

acmt flat.

3 Abdomoefnb relaxed
gPartof yfar-
hest forward)
4. acK curves exag
erated

 

 

BAD POSTURE

1 ad markedly
onward.

2. Chest depressed
(Sunken)

3 Abdomen complete-

 

1

relaxed and - :
ebb Pr°

erant.

4. Back Curves extrem
ly exaggerated.

 

 

 

Children's Bumu, United States Department of Labor, Washington, D.C.,l926.

-68-

C. Staff Training

It is prOposed that an effort be made to provide members of the
staff with an understanding of the objectives of this plan.and give
than training in the techniques that are to be employed. The members
of the staff should have a knowledge of subject matter in the field of
health education. The rural school teachers in Windsor Township are
to be invited to attend the teachers meetings. Ninth grade pupils are
received from.the rural schools and it is important thatzthe rural
teachers carry on much of the health education work in their schools.
It is suggested that school board members be invited to attend the
teachers meetings. The janitor is considered as a member of the staff.
Staff training is to be accomplished by four means; bi-monthly
meetings of the staff, extension training, reading courses, and
visitations.

Bi-monthly meetings of the staff are to be held during the school
year. It is suggested that these meetings be held in the school build-
ing in the evening following a supper. At the opening of school, staff
members are to be asked to submit a list of tOpics that they would like
to discuas. A committee composed of three teachers is to make up a
prOgram.which is to give date of meeting, menu committee, program topics,
speakers and leader. Speakers are to be brought in from outside the
group. The following topics are suggested for the meetings:

1. New conception of the child

2. Heredity

3. The family

4. Glands of internal secretion and their relation

to personality

5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

21.

27.

28.

-69-

Scoliosis

Safety teaching

Mental hygiene

Vision defects

Case study method

Character as a by-product

Sex hygiene

Creative teaching

Education as change

Foundations of human nature as revealed by Dorsey
Mot ive and dri ves

Religion as related to education
Puberty

Nutrition

Speech defects

Interpretation of the I.Q.
Motives of men

Hearing defects

mental diseases

Sanitation

Education as reaction
Philosophies of education
Syphilis

Foot hygiene

Gestalt psych010gy and personality

Worthy use of leisure

31.
32.

33.

35.
36.
37.
38.

39.

41.

42.

43.

47.

The following courses are suggested for Dimondale teachers unless

-70..

Worthy citizenship

Health teaching in the regular school subjects
Guidance

Left handedness

Fatigue

A study of worries

Teaching evils of tobacco, alcohol and narcotics
Crime prevention

Fads and quacks

Consumer research

Pupil attitudes

School testing program

Counseling

Physical education

Scientific thinking

Objectives of education

Objectives of health education

they have taken them or their equivalent. The courses mentioned are

given at the University of Michigan. It is possible to get similar

courses at other colleges and universities.

Course Number

Education B 122

Education B 1903

Education B 193

The High School Curriculum.end Its

kaing

Current Studies of the Camp as an

Educational Agency

Administrative Work of Counselors

of Girls in High Schools (for
women teachers)

Education B

Education B

Education B
Education B
Education C
Education C
Education C
Education C
Education C
Education C
Education C
Education C
Education C
Education C

Education C

Education 0

Education C

Education C

Education F
Education F

Education F

Education F

195a

196s

253
255
102
105
110
115
116
119
120
130
132
140a

165

2123

216a

220a

100
118

121

123

State and Kational Trends in Education

Current Studies in the Education Problems of
Unanployed Youth

Problems of Personnel management

Social Interpretation

Educational Psychology

Psychology of the Elementary School Subjects
Exper 1mm tel Educatio n

Educational Diagnosis

Character Education

Principles of Guidance and Adjustment

The Mental Hygiene of Adolescence

Psychology and Education of Exceptional Children
The Clinical Study of Exceptional Children
Laboratory Problems in Experimental Education

The Administration of Tests, and the Tabulation,
Interpretation, and use of Test Results

The Measurement of Growth

Character Education: Seminar in Educational
PsycholOgy

C 220b Seminar in the Guidance and Mental Hygiene
of the Adolescent

Principles of‘Vocational Education.and Guidance
Tests and Measurements in Physical Education

Correlation of Health and Other Activities in the
Public Schools

Curriculum.Problems in Physical Education and School
Health

-72-

In order to make it financially possible for teachers to pursue
work in summer school, it is suggested that the Board of Education

adopt the following minimum.sa1ary schedule:

Position Salary
Superintendent $ 2000
Principal 1500
High school teachers 1400
Grade teachers 1200
Janitor 1000

It is suggested that books be added to the library for patrons
and teachers.*

During the school month of October it is suggested that each
teacher plan one day of visitation in some other school system fer
the pUrpose of observing methods and materials. A substitute teacher
is to be provided, and only one teacher is to leave at the same
tine. It is suggested that the teacher visit at the University
' Elementary and High School at Ann Arbor, Michigan, the schools at
Lansing, Michigan, the schools at Saginaw, the W. K. Kellogg
schools at Battle Creek, or the schools at Jackson, Michigan.
Teachers are required to report on the visitations. It is proposed
to include the Janitor, school nurse and members of the Board of

Education in this visitation program.

 

*See writer's list ”Books fer Teachers and School Patrons"

-73..

D. New Courses

 

It is suggested that certain courses be reorganized as follows:
1. The science teacher in the junior high school, with
the help of the grade teachers, is asked to reorgan-
ize the science course for the first six grades. An
effort should be made to eliminate unnecessary repet-
ition and relate the course to life and healthy living
according to the objectives given by Wood and Lerrigo.(8)
2. The science teacher in the junior high school is asked
to reorganize the course in science for the junior
high school to meet the objectives given by Wood and
Lerrigo.(9)
3. It is suggested that the teacher of Community Problems
reorganize the Community Problems course giving
emphasis to vocations and guidance, community health
and well being, and community government.
4. The social problems course is to be reorganized to
meet the following points and is to be called
Adjustment and Guidance.
The purpose of this course is to arouse, strengthen and organize
the social vision in high school students. It is designed to interpret
the social movements of the day in the light of historical and

psycholOgical principles which apply, and to result in greater ability

to help self and others.

 

(8) Wood, Thomas D. and Lerrigo, Marion Olive, Health Behavior,
pp. 27-780

(9) Ibid. 78-106.

.74..

The study of assignments and the discussions should yield an
orientation to the main ideas, some critical evaluation of them and
enggestions as to their possible applications to social problems of
everyday life. The student should stress understanding, interpre-
tation and application. Discovery of'problems embedded in social
attitudes, situations and practices should be the aim. The validity
of the ideas and their relation to social problems should be striven
for by the students. Class discussions from tine to tine will
aim at clearing up difficulties that students encounter and the
further development of suggestions as to interpretation and
application.

The student's work in this course consists of'three parts:
First, the preparation of and the participation in the above plan;
Second, submission of reports described below; Third, written
assignments.

Reports:

1. Ten or more books

2. Twenty-five or more magazine articles
Each report should contain:

1. Name and author, title of book,

publishers,

2. Synopsis

3. Reaction
Objectives to be kept in mind:

1. To acquire some experience in reflective thinking

2. To formulate a sensible scale of value for reference

3.

4.

l.
2..
3.
4.
5.

6.

7.
8.

9.

10.
ll.
12.
13.
14.
15.
15.

17.

-75-

and evaluation of social situations.
To acquire a background for study of social problems.

To formulate a philosophy of life.

It is suggested that the lesson units be reorganized as follows:

Scientific thinking stressing the reaction method.
Origin and growth of life.
Heredity.
Mechanics of an animal body.
The creation and growth of culture
Human nature and how culture molds it - Epochs of
Civilization.
How individuals may improve their environment
Glands of internal secretion
Four aspects of health
a. Iental health
b. The public health
0. Reusing
d. Conmunity planning
The making of personality
Principles of child guidance
The sex problem
Marriage and divorce
making a home
Social conduct
The arena of politics
Conservation of
a. Human life

b. Plant and animal life

-76-

18. Leisure time
19. Crime and the criminal
20. Review and summary

The following is suggested as a part of the final examination in

the course and is to be given to the pupils two weeks before the close

of the year.

Lesson Unit 20

Review

1.

2.

3.

4.

5.

6.

7.

Why must each adequate philosophy of life have in it an element
01’ metaphysics?

Briefly compare our material achievements of‘the past one hundred
years with our achievenent in our social relations institutions.
Assuming that physical disarmament among the nations is desirable,
show that mental disarmament is likewise needed. What is the

problem.for the social worker? Propose a solution.

State one or more personal problems. Arrange a conference with

the instructor. State precisely your reaction.

The consciousness that you should do a thing is evidence that
you can try. Suppose someone confides in you some personal
desire. An appointment is made a week hence. Show concisely
your procedure in the case.

Take any prOblem.with which you were confronted in the past.
State briefly your solution, then outline your procedure in
the case.

"Where there is no vision the people perish.” Cite evidence for
and against that statement regarding education and life here

during the past twenty-five years.

8.

9.

10.

13.

14.
15.
16.

17.

-77..

Show one or more ideas from.the French Revolution that have
affected our philosophy of life and education as training in
the past. What principle can you deduce from.the evidence?
Is deciding "no” greater than deciding ”yes"?

Give in the order of their ranking (lowest first) words or
concise statements which clearly define the epoch in which we
live. What will you do about it?

What is the importance of individual culture?

Under what conditions do great men appear? Wherein lies
greatness?

Compare the philosophy of life on an individual at 20 years
with that of one at 70 years.

Is it possible to reform society? Where must change start?
Point out the importance of each idea received from.each unit.
What do you consider the chief prOblem.of human life?

”He is greatest among us who serves best". Show how this is
involved in your philosophy of life giving examples.

On a scale wit. ”self" at the left and the "universe" at the
right, indicate your estinate of your point of view (a) at the
beginning and (b) at the end of this course.

make a chart of your philosophy of life.

We are told there is at present, a lost generation of some
hree million youths between the ages of sixteen and twenty-
five years, who are drifting. What should be done to prevent

this?

Thirty five pupils have indicated a desire to take the course

during the school year 1936-37.

-78-

fl . .l- , ,
1*... C30: ere An; A, ':.cieo

 

l. Mothers' Clubs

The teacher in the prinary room s;r*nscred the organization of a
mothers' club for the nether-so ‘the chi dr en in her room during; the
SOL-.001 year of 1935-30. Before school closed in .Tune 1350 t e follow-
ing officers were elected for the school year 1933-37: president,

vice;

'U

resident, secretaw-treasurer, f;c11ty adviser and pro gram
cum‘iittee chairmen.

It is siggestei that bi-monthly meetings be held at the school-
h: use s srting at 2:30 o 'clock in the afterr 00:1. The following order
Of business is 5‘.Lgc;ested:

fleeting called to order by president

C onznuni cat i one

Old business

Report of connittees

Presentation of bills

Pr0gram

Adjournment

ine program committee is to meet during Sc tea her 1335 and maize

UP a prOgram for the year. It is suggested t‘ at the club be enlarged
to include mothers from the other two grade roons. It would not be

W139

cf

OCT‘S

{'0

rise 13270 more mother 3' clubs because some of the mothers

u

q

have cl ilcren in e; ch cf the grade rooms. The follouing Sin-"estioz‘s

are nade relative to topics f1 orowns for 1333 -57;

1. Philosophy of Education
2;. Scientific Thinking
3. Recent Trends in Education
‘2. Nutrition School Nurse
5. Speech Correction
6. Guidance of the Young Child
'7. Posture Defects and Their Correction
8. Vision Defects
9. l‘fental Fargiene in the Home
10. Home Study
11. Reading Difficulties
12. Health Fragram in the Home
13. Health Examinations
14. Glands of Internal Secretion

The nembers of the liothers' Club are asked to encourage parents to
have their children take the ezrwxinations that are to be given.

The Foundation is to furnish milk, crackers and oranges for the
mid—morning lunch for children who cannot buy these food items.
mothers are to help serve the mid-morning lunch. It is also s‘cgested
that. the club take charge of the hot lunch pregrsm. Students should
be Used.

2. Community Club

The present Dimondale Community Club was organized to take the
Place of the Parent-Teachers Club. ‘It is proposed to have the
COIIInunity Club organize as soon as school opens with president, vice

president, secretary, treasurer and an executive comittee of five

-80...

people. It is suggested that the activities of the Community Club be
planned to reach school patrons. The club can sponsor the Boy Scout
Cubs, Girl Scouts and Campfire groups. The club will also be asked to
sponsor the camp program With the Foundation. The club can raise funds
for the various activities by means of public entertainment.

3. The Dimondale News

The Dimondale Iews is a live, loyal community newspaper published
weekly. The editor is a progressive schooleminded man.who has recently
had children in school. He has covered school events very well and
his publicity with reference to these activities has been of'the type
that has created community spirit of the desirable type.

It is suggested that the school items be inserted in the Dimondale
News. The following departments with faculty advisers should be
established: editorial, sports, flashlight, homeroom.activities,
health, book review, and music. A student assistant for each department
is to be appointed each month.

4. Library

The general school library is housed in a room.in the new
addition. There is a library in each grade room. The books in the
general library are classified according to the Dewey Decimal system.
It is suggested that therbooks in the grade rooms be classified
according to the Dewey Deciral system. General reference books should
be left in the high school homerooms and classrooms. The complete
library ccnsists of 754 books.

A.teacher is to have charge of the general library. The student
assistant is to receive one-half unit of school credit in library

science.

.81-

The library money is to be used as follows: one-half for grade
room library, one-fourth for general library and one-fourth fer
teacher and patron part of the general library. The list oifbooks fer
teachers and patrons has been suggested under Staff Training. One
hundred or more library books have been ordered from.the Michigan State
Library on the Traveling Library plan. Books have been suggested in
Vocations in Fiction.*

It is suggested that the grade rooms have a library hour each week
during which time the pupils are to report on books that they have
finished reading. In no case should the pupil attempt to make a
complete review of the book. Enough of the contents should be given to
interest other pupils in the book as far as creating a desire to read
it is concerned. The pupil should tell why he liked or disliked the
book.

The following magazines are suggested for the school reading table:

1. 'The Christian Herald

2. The American

5. The Eygeia

4. The National Geographic

5.. Current Psychology and Psychoanalysis

6. The Pathfinder

7. The Readers Digest

8. Scholastic

9. The American Girl

10. The American Boy

ll. Jobs and Careers

 

*Prepared by writer

-82-

5. Churches

There are three protestant churches at Dimondale. It is proposed
to use the church as a character building agent in this program. One
fourth credit per year is to be given for Sunday school attendance
when a final examination is passed. It is suggested that the church
and Sunday school programs be extended to serve more fro: the social
standpoint and help the young people:meet their problems in life.

6. Merchants

The merchants at Dimondale and in Lansing are to be used in the
vocational acid-Lance pregram. The merchants are to he used in the
apprenticeship training pregram. For exanple, if a youhg nan believes
that he would line to become a barber when he finishes school, he
director of vocational guidance should arrange for the boy to do some
work at a local barber shop after school and on Saturday. The barber
would pay the boy a Shell wage for his services. In this way the boy
could get first-hand experience and knowledge about the barber trade.
It is proposed to use this plan in all vocations.

7. Dimondale Home Culture Club

he Dimondale Home Culture Club is composed of school minded women,

some of them.nnthers of school children. Their program committee has

made out the schedule of pregrams for the year 1936-37 as follows:

Raise 2.9m
October 13, 1956 Short History of the Either
October 27, 1956 Leisure, An Interpretation
November 10, 1936 Leisure Causes

November 24, 1936 Problem.of Leisure

Program Committee.

December 8, 1936
December 15, 1936
January 12, 1937
January 26, 1937
February 9, 1937
February 23, 1937
March 9, 1937
March 23, 1937

April 13, 1937

April 27, 1937
May 11, 1927
May 26, 1937

June 8, 1937

~83-

Problem.of Leisure (Cont'd)

"The Carol, Its History and Origin"

Uses of Leisure-Educational

Michigan Centennial

Uses of Leisure-Educational and Recreational
Uses of Leisure (Cont'd)

USes of Leisure (Cont'd)

Gus s 1: Speaker

Play Grounds and Sports as Vital Factors
in Community Recreation

Play - "Dead End"
Uses of Leisure (Cont'd)
Book Parade of America's Best Sellers

”Family Party”

One of the teachers is chairman of the Dimondale Heme Culture

She has been asked to lend a helping hand to those
who have papers, talks or Juntoes to prepare. The president of the

Mothers' Club has been.asked to help.

The Eaton Countnyealth Department

The following organization.is proposed for the Eaton County Health

Department:

The Director:

1. Collects and analyzes the vital facts pertaining to the county

and organizes the health department program.to meet the

particular needs.

The vital facts are:

2.

3.

4.

-84..

(1) Birth and death reports

(2)
(3)

liorbidity pertaining to communicable diseases
Reports on specimens subuitted to state laboratory

for examination.

Directs activities of personnel of health depar‘mient.

Organizes county forces, and directs them toward the

correction of the public health needs of the county.

Acts as health officer of the county, with full

responsibility for the administration of the health

laws, rules and regulations pertaining to the control

of communicable diseases under the advice and direction

of the State Department of Health. These duties include:

(1)
(a)

(3)

(4)

(6)

Diagnostic service to physicians
Isolation and quarantine of reported cases of
communicable di seases, and check-up on suspected
cases and contacts.
Epidemiological investigation of outbreaks of
communicable diseases and check-up on suspected
cases and contacts.
Inrhunization of imiividuals in the community
against smallpox, diphtheria and typhoid.
Special tuberculosis program including:

(a) Provision of diagnostic clinic

(b) Tuberculin tee ting and x-ray
Social veneral disease program

(a) Investigation of sources of infection and

contacts

5.

6.

7.

8.

9.

10.

.85-

(b) Return of those neglecting treatment
to physician
(7) Special rabies program when necessary
(8) Distribution of biologic products for use in
immunization, diagnosis and treatment of
communicable diseases.
Reports monthly to the health committee of the board of
supervisors the activities of the health departnent and
discuss with them the future work.
School services include provision for:
(l) Immunization of school children against
Idiphtheria and snallpox
(2) Physical examiration of school children

(3) Dental Society

:4-

(4) medical Soc ety

(5) Work with teachers' clubs

(6) Foundation activity
'Maintains newspaper contact with the "eneral
regarding Communicable Sisease prevalence and syecial
projects.
Addresses meetings of:

(1) Lay groups

(2) medical Society

(3) Dental Society

1

.eterial

b

Prepares demonstret on and exhibit

writes circular letters and he:lt1.depsrtnent publications

.86-

(1) Letters to teachers

(2)

Annual rep or t

The Puelic Health.Nurse

l.

I“

(to

3.

Communicable disease nursing

(l)

(2)

Instruction of parents with regard to the

home care of conmunicable disease patient, for
the purpose of preventing the Spreod of in-
fection to other me bers of tLe family.

Field service to tuberculosis cases, contacts,
and suspects, and their instruction with re ard

V

ti

p.

S

m

to other ne:bers of the family, and focil

available for diagnosis and treatment.

Ma t erni ty 11:,“ b’ iene

(l)

(2)
(:5)

Infa nt

Instruction of prospective mothers concerning
preparation for ccnfinenent and their need for
prenatal care accordirv to directions of
physician in charge

Arranges prenatal clinics where desirable
Supplies layettes to needy cases

Supplies obstetrical kits to needy cases
Postnatal instruction of mothers with regard
to their own.cere and that of the baby according
to direction of physician in charge
Distributes of physician in charge

Helds conference With midwives

hygiene

5.

(l)

(5)

.8?-

Instruction of parents with regard to the care
of the baby. Sees that the directions of the
physician are carried out.

Interests parents in correction of defects.
Conducts group conferences

Distributes literature

Distribution of literature

School service

(1)

Communicable disease control activities include:
(a) Inspection for infections
(b) Exclusion of children suspected of having
communicable disease until they present
a health certificate
(0) Partial inspection for specific defects, such
as diseased tonsils, poor vision, impaired
vision, impaired hearing.
Nutrition studies include:
(a) Weighing and measuring
Home services for school children for the purpose of
improving the health status of the children, and
thereby their ability to learn.
Consultation with parents at superintendent's office.
Assistance to teachers in integrating health education
with the regular classroom.pr0grwm.
Health talks to pupils

Interest parents and children in the Camp program

-88..

6. Crippled Children Activities
(1) Home calls on cases to inform.parents of
facilities available for diagnosis and treatment
and to check on the posthospital care.
(2) Crippled children's clinics where desirable.
7. Assist in the preparation of demonstration and exhibit
material.
The Sanitary Inspector
l. Communicable disease service includes:
(1) Control of community sanitation as it affects
the spread of communicable disease.
(2) Control of water and.milk to prevent their
contamination with disease producing organisms
(3) Control of food handling and instruction of food
handlers with regard to the safe handling of
certain foods.
2. InSpection of private premises for the abatement of
nuisances.
3. Inspection of'pUblic premise with regard to sanitation.
4. Inapection of heating, lighting, ventilation and sewage
disposal of the school.
5. InspeCtion of swimming places
6. Resort inspection
7. Inspection of water supplies
(1) Municipal
(2) School water supplies

(3) Private wells on request

-39-

8. Inspection of slaughter houses
'9. Inspection of'milk handling establishnmnts including:
(1) municipal
(2) School supplies
(3) Pasteurization plants
10. Abatement of public health nuisances
ll. Talks to interested groups
12. Preparation of exhibit and danonstration material
13. Distribution of literature pertaining to sanitation
The Clerk
1. Office routine business
(1) make appointments
(2) Schedules conferences
(3) Takes care of routine correspondence
(4) Keeps files in order
(5) Keeps the accounts
2. Vital Statistics
(1) Receives birth and death reports fronzregistrars
(2) Receives communicable disease reports from.physicians
(3) makes necessary reports to State Department of Health
3. Maps, charts and graphs
(1) Keeps spot maps up to date
(2) Prepares charts and graphs showing health status
of community
4. Responsible for supplies

(1) Containers for laboratory specimens

-90-

(2) Biologicals

(3) Health departnent forms

(4) Literature for distributionuo)

 

(10) Adapted from Llichigan Department of Health Bulletin,
Number 4, Vol. XXIV pp. 65, April, 1936

-91-

F. Program 2; Studies

Grades

It is suggested that the state course of study be followed except

that the science course be reorganized.

studies are suggested for 1936-57:

The following programs of

Junior High School

Semester One
7th Grade

*Arithmetic

*English (Spelling, Penmanship)
*Science

*History

Music

Sewing

Shop

8th Grade

*English (Spelling, Penmanship)
*General Science

*Social Science

thathematics

music

Sewing

Shop

9th Grade

Art

Algebra

BiolOgy

Community Problems
*English

General mathematics

music

Sewing

Shop

1. Note requirements for graduation

2. Chorus work is required of all pupils.

Semester Two

*Arithmetic

*English (Spelling,Penmanship)
*Science

*History

Music

Sewing

Shop

*English (Spelling, Penmanship)
*General Science

*Social Science

thathematics

music

Sewing

Shop

Art

Algebra

Biology

Community Problems
*English

General mathematics
music

Sewing

Shop

One fourth unit of non-

academic credit will be given.to those who complete the work.

5. One fourth unit of non-acadanic credit will be given in

physical education

4. *Indicates required courses.

Sennster One

*English

Chorus

General Mathemati cs
High School Geography
Instrumental Music
PhysiCal Education
Plane Gemnetry

World History

Adjustment and Guidance
Advanced Mathematics
Chmnistry

Chorus

Economics

English 4

Frmch 2

Instrumental Music
Physical Education
Play Production

Typewriting

Adjustment and Guidance
Advanced Mathematics
Chemistry

Chorus

Economics

English 4

French 2

Instrumental Music
Physical Education
Play Production

Typewritins

-92-

Senior High School

10th Grade

llth Grade

12th Grade

Semester Two

*English

Chorus

General Mathematics
High School Geography
Instrumental Music
Physical Education
Plane Geometry

World History

Adjustment and Guidance
Advanced Mathematics
Chemistry

Chorus

*American Government
English 4

Fraich 2

Instrumental Music
Physical Education
Play Production

Typewriting

Adjustment and Guidance
Advanced Mathematics
Chemistry

Chorus
*American Government
English 4

French 2
Instrumental Music
Physical Education
Play Production
Typewriting

1. 10th grade students must take either plane geometry or general

bu81n6550

2. *Required courses.

3. Seniors who wish to tales typewriting should report to the instructor
before they leave. Juniors nay take typewriting if machines are

available.

4.

5.

6.
7.

8.

-93-

Students {he have not taken English 5 must elect English 4.

Advanced mathematics will be given if five or more students
elect the course.

Chorus and physical education each give i- unit of credit.
Play production and instrumental music each give A} credit.

A student must carry at least four academic units unless
excused by the superintendent.

.94-

YI. Suggested Methods 25 Evaluating 3.1.1.33 Progam in 1133 Future

"There should be commendation of the good, condemnation of the bad
and suggestions for the better'u') Therefore this suggested plan of
Health Education for Dimondale Public School should be evaluated in the
future if we are to Justify it. The taxpayers of the school district and
the State of Michigan as well as the Foundation have a right to expect
tangible evidence of the value of such a program.

A. General Methods 9_f_ Evaluation

This plan may be evaluated formally and informally. In a formal way
it may be evaluated through the aid of standardized tests of education
and medicine; informally through the consensus of opinion of teachers,
parents, and school patrons. Will the pupils who have been subjected to
this plan suffer the usual break down at 40 years of age? Will they be-
come better citizens? Will they profit more by their school work? Will
they enter into a happier married life because of the instruction in sex
matters? These and many more questions might be asked to evaluate from
the infarmal point of view.

If the methods of health education are to be improved, steps must be
taken toward the development of more adequate means of measuring the
results from an educational standpoint. The Michigan Health Knowledge
Test is suggested. In any measurement of results, the measuring device
should be objective as far as is possible and diagnostic in character,
considering each of the factors limiting the products of the instructional
Program. When data gathering devices of any sort are used they should be

~

(1) Barr, A. S., and Burton, W. B., The Supervision of Instruction,
Appleton and Company, New York, 1935, pp. 523

validated. The general means of evaluating the products of this program
may be of four types:
(1) Analysis of examinations and tests.
(2) Studies of progress of pupils by means of
age-grade charts.
(3) Studies of the reaction of teachers, parents,
pupils, patrons and others.
(4) Reaction of pupils after graduation and the
records that they make.
B. Curriculum
Some attempt should be made to evaluate the educational curriculum
and the objectives of the Dimondale Public School system for this plan
should.bring certain changes in the entire system. Dr. A. S. Barr‘z)
mentions two techniques for evaluating the educational curricula and
objectives of a school system as follows:
1. Quantitative studies of theory and practice
a. In the selection of content
b. In the selection of objectives
2. Devices fer ewaluating courses of study
a. Questionnaires
b. Rating scales
The above mentioned techniques should be given ample consideration by
those who evaluate this pregram.in.the future whether they be teachers,

physicians, psychologists, schOOl patrons or others.

_—

(2) Barr, A. S. 0p. Cite, pp. 309

C. Improvement of Teaching

The plan should improve teaching. There are three common methods
used to measure the change in teaching ability. They are: 1, measure-
ment of the changes produced in pupils by the teacher; 2, the rating of
teaching ability by means of rating scales and 3, the testing of teach-
ing ability from tests taken by the teachers.(3)

The ultinate criterion of teaching success is the number, kinds
and amount of desirable changes produced in the pupils.(4) The teacher
is environment for the pupils. Too often teachers are judged by their
cooperativeness, good looks, and the fact that he is just a good looking
fellow or she is a nice looking girl. These qualities all have their
places but they do not produce real teaching. Teachers and schools
exist for the child and not for school patrons. The child is being
taught and not the subject. The teacher who accomplishes most toward
educating the child is tne nest efficient. She produced the greatest
number of desirable changes in the pupils.

Another method of evaluating the efficiency of teachers is by
rating. The rating scale method of evaluating teacning efficiency is
used in many school systems because of the availability of the scales
and the ease fith which they can be administered. Rating scales are
subjective in a measure but they may furnish valuable information for
both administrative and instructional purposes.

There are six types of rating scales in general use at the present
time: (1) point scales (2) gra;hic scales (3) diagnostic scales

(4) quality scales (5) human scales (6) conduct scales. The Teacher

 

(3) Barr, A. 3. Ibid, pp. 560
(4) KcCall, W. A. How to heasure in Education, hacmillan Company, 1922,
pp. 150.

-97..

Rating Card-Long Form by the Michigan Education Association‘5)and
the Human Scale method‘é) are very useable.

The cooperating agencies that have been listed give an informal
evaluation of the plan.

Whatever instrument of means of measurement that is applied to
this plan in the future will need to be reliable. There are two
factors of reliability that should be kept in mind:(7)

1. The reliability of the measuring instrument, and
2. The care and accuracy with which the instrument
is applied.

Reliability is obtained in four ways: 1, objectivity 2, emphasis
upon a relatively narrow and a definite field 3, accurate enumeration

and measurement, and 4, accurate and complete records.

 

(5) Barr, A. SO, Op. Cit. pp. 352

(6) Babb, Bertha C., Samples of Teachers' Self-Rating Cards, City
School Leaflet Number 18, Set, 1925.

(7) Almack, John C., Research and Thesis Writing, Houghton Mifflin
'Company, Chicago, Illinois, 1930, pp. 69.

—=_

-93-

VII. Summagz and Conclusions

The writer has attempted to analyze existing conditions at the
Dimondale Public School with reference to the health education program
in Chapters one, two and four. Education, in general, has been one
of natural development.

Chapter three gives the aims and objectives of education and
health education in general, and the specific objectives of the
Proposed Health Education at Dimondale Public School.

Chapter five gives the plan. The plan will be under the direct
control of the Board of’Education at Dimondale, Michigan. This body
is responsible to the people. The superintendent of schools at
Dimondale will administer the plan and he will be responsible to the
Board of Education. The superintendent will detail various duties as
outlined in the plan. All this is in keeping with modern educational
practice. The plan proposed in this thesis is only a beginning. Help
in the development of this plan should be obtained from.the following
non-official agencies which compose the Community Health Organization
whose aim.is "Better Community":

1. The Foundation

2. National and State Tuberculosis Association

5. American Public Heelth.Association

4. National Organization of Public Health Nursing
5. American Child Health Association

6. Consumers' Research

7. American Social Hygiene Association

8. American Society for the Control of Cancer

-99-

9. National Society fer the Prevention of Blindness

10. National Health Council

11. Foundations fer Public Health Conferences (White House)

12. various Foundations

13. various Institutions, Colleges and Universities

14. Insurance Companies

The proposed plan is an enrichment prOgram and not a specific
course. Health is not a subject. It's aim is to create a healthy,
well adjusted individual, who will know and be able to set his part
well when the time comes. The individual is a unit. We should not
judge him by his act, but by the motive back of the act. His training
must consider his inheritance, and his environment. His teacher will
be a part of his environment. The great outcome of the plan should be:

1. Personal culture

2. Right social relations

3. Implications of'the world of nature.
Teachers will have to emphasize the ”drawing out" process and not give
all of their attention to the "pouring in" process. Teachers will have
to be kind to pupils, do all that they can for their pupils, never
let others know that they have given personal help to pupils except in
a professional way, and always refuse to take financial reward for help
thus rendered. Such a philosophy is What the Master, Jesus Christ,
proposed.

In any program that prepares for life the individual always seeks
happiness and security. The school should help him.to meet the three

real problems of life:

-100-

1. Maintenance of self

2. Social urge

3. Sex or the desire to reproduce

The plan includes a guidance program which is health-character
building in nature. The character will be a by-product.

The mental hygiene part of the plan should be stressed for there
must be good mental health if the individual is to enjoy life. Crime,
insanity, suicide and the like are evidences of mental ill-health.

Dr. Howard Y. McClusky puts it well when he writes, "The super-
sensitive, conceited, anxious, irritable, stuffy, inhibited, jealous,
disorganized, depressed, and flabby mommts that most people occasionally
experience are evidence that mental sickness is one of the most

persistent and universal problems confronting human welfare“ The

school is obviously only one factor in a comprehensive program of
mental hygiene, but because it is the only institution that has
jurisdiction over all the children of all the people at any age, and in
an environment when the child can be observed and controlled, the
opportunity, if not the obligation of the school, is unmistakably clear.
No attempt was made to suggest a detailed mental hygiene program.

The course in Social Problems emphasizes the development of modern
attitudes toward sex. Sex attitudes can be developed without a blush
in either a mixed or ”single” class of students under the guidance of a
skillful teacher. Students should be made aware of the sex problem.

Few of us realize that syphilis is one of our greatest menaces to health.

 

(l) McClusky, Howard Y. Dr., University of Michigan Bulletin, Ann Arbor,
Michigan, October 1932

-101—

A suggested plan for future evaluation of the Health Education
Plan.fbr Dimondale Public School is given in chapter six. The plan
of evaluation involves both the informal and fermal. The writer
realizes that all attempts of evaluation should be objective but the
subjective element enters into life, try as we may to eliminate it.

The writer hopes that the plan will be justified and that it

will be found practical, economical and utilitarian in the future.

-102-

VIII. Problems for Further Stuiy

1.

2.

3.

4.
5.
6.

'7.

8.
9.
10.
11.
12.

13.

14.

15.

16.

A proposed plan of health education in the rural schools in
Baton County, Michign.

Counseling in the haelth prOgram at Dimondale Public School,
Dimondale, Michigan.

Minimum essentials in the health training equipment of a class-
room teacher.

Survey of health training courses in teachers' colleges.

The cost of health education at Dimondale, Michigan.

Is the W. K. KellOgg Foundation Health Program worthwhile?

A proposed mental hygiene program at Dimondale Public School,
Dimondale, Michigan

A proposed plan of educational guidance for Dimondale Higi School.
Vocational guidance.

Recreational guidance.

Community service guidance.

Social service guidance

1 proposed plan for the placement of graduates at Dimondale High
School.

A suggested plan for teaching sex hygiene in Dimonda 1e Higi School.
A suggested health pmgram for the pre-school child at Dimondale,
Michigan.

A suggested plan for religious education in the churches at

Dimonda le , Michigan.

IX.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

-103-

Bibliogaphz
acne.

Almack, John 0,, Research and Thesis Writing, Houghton Mifflin
Company, Chicago, Illinois, 1930

Bobbit, Franklin, How to Make a Curriculum, Houghton Mifflin
Company, 1934

Barr, A. B., and Burton, W. K., The Supervision of Instruction,
New York, 1932

Caldwell, Otis and 'Lunden, Gerhard, An Experimental Stuiy of
Superstitions and Other Unfounded Beliefs as Related to Certain
Units of General Science, Bureau of Publications, Teachers
College, Columbia University, New York, 1932'

Courtis, S. A., Philosophy of Education, University of Michigan,
Edward Brothers, 1930

Fishbein, Morris, Health Superstitions, Wilcox and Follett,
Chicago

McCall, W. A., How to Measure in Education, Macmillan Company, 1922
Patry, Frederick Lorimer, Methodology in the Formulation of
Mental Hygiene Case Studies for Teachers and Teachers in Training,
The University of the State of New York Press, 1933

Spence and Watson, Educational Problems for Psychological Study,
Wilcox and Follett, Chicago

Wells, H. C., Christiana Albert's Father, The Macmillan Company
Works, Samtlicke, Die Welt als Wills and Horstellung, 2 Aufl.,
F. A. Grockhans, Leipzig, 1891

White House Conference Reports on Child Health and Protection,

Sectional, Medical Service, IA, The Century Company, New York, 1932

-104-

13. Wood, Thomas D., M.D. and Lerrigo, Marion Olive, Ph.D., Health

1.

2.

5.

4.

5.

6.

1.

3.

Behavior, Public School Publishing Company, Bloomington, Illinois

Magazine Articles
Bauer, TY. w., ”School Health Policies“, Hygeia, September 1935
Christie, Chester D., and Beans, Argye, J., "The Estimate of
Normal Vital Capacity Archives of Internal Medicine, Vol. 30,
No. 1, (July 15, 1952)
Committee Report of the Health Selection, American Physical
Education Association, "Definition of Terms in Health Education”,
Journal Health and Physical Education, Vol 10:16, December 1934
Forsythe, W. E., "Things to Emphasize in Personal Health Teaching”,
Journal of Health and Physical Education, Vol 5:14, May 1934
Forsythe, W. 131., ”Things to Forget in Health Teaching", Journal
of Health and Physical Education, Vol 3:18, March 1934
Fradd, Norman, W., ”A New Method of Recording Posture”, Journal of
Bone and Joint Surgery, Vol 5, No. 4, October 1933

Bulletins

Bennett, Dr. Henry Eastman, Scoliosis and School Seating, American
Seating Company, Ninth and Broadway, Grand Rapids, Michigan, 1936
Darling, George B, Dr., Lecture "Michigan Community Health Project",
presented at the University of Michigan, July 17, 1935
Dreyer, George, The Assessment of Physical Fitness, Quarterly
Publication of the American Statistical Association, Vol. 17, No. 135,

September 1931

4.

5.

6.

'7.

8.

~105-

Hebb, Bertha 0., Samples of Teachers' Self Rating Cards, City
School Leaflet No. 18, Set, 1925

Ke110gg Foundation, W. K., Foundation Publication of January 1,
1935

Klein, Armin, LLD. and Thomas, Leah C., "Posture and Physical
Fitness", Bureau Publication No. 205, United States Department
of Labor, Washington, D. C., 1931

McClusky, Howard Y. Dr., University of Mic higan Bulletin,

Ann Arbor, Hichigan, October 1932

Sundwall, J. Dr., Lecture delivered at University of Michigan,

Ann Arbor, Michigan on June 24, 1935

APPENDIX

-1...

were
Pupils' Estimate of Their Own Health Habits
Dimondale Public School
Name Sex Grade
Date Age
Yesterday I did the things, each of which I have marked with a
cross (X) in the list below. Complete sentences when necessary.
Check here.
1. I took a full bath or shower.
2. I washed my face and hands before breakfast.
3. I brushed my teeth before coming to school.

4. I brushed my teeth before supper, before I went to bed.

5. I drank __ glasses of milk. (In the blank space write
the number of glasses of milk you drank yesterday.)

6. I ate a hot cereal fer breakfast.

7. I ate fresh fruit yesterday.

8. I ate green vegetables at some meal yesterday.

9. I went to a moving picture show after school, before supper.
10. I went to a moving picture show'after supper.
11. I washed my hands before every meal.
12. I washed my hands after going to the toilet.

13. I had a bowel movement before coming to school in the morning.

14. I slept last night with windows open.

15. I used my own towel and wash cloth, which no one else used,
whenever I washed yesterday.

16. I ate candy between.meals yesterday.

17. I got up at o'clock. I went to bed at o'clock.

—2-

18. I drank.____ glasses of water. (In the blank space write
the number of glasses of water you drank yesterday.)

19. I drank.____ glasses of’milk. (In the blank space write
the number of glasses of milk you drank yesterday.)

20. I played out-of doors after school. The games I played
were___
(In the blank space write the names of the games you played
outdoors yesterday.)

21. I played indoors after school. The games I played were

 

(In the blank space write the names of the games you played
indoors yesterday.)
22. I worked yesterday after school. I did the following kinds

of work:

 

23. I helped mother or father, or someone else, yesterday. This

is what I did.

 

24. I had a good time yesterday, because

 

 

25. I did not have a good time because

 

 

-3-

FORM _I_y_

The Parents' Estimate of Pupils' Health Habits

Note to Parents:

Date

 

we are trying to find out the health habits of the pupils in the

Dimondale school, in order that we may teach the children the things

which they need to know.

It will be of great assistance to us if you

will fill out this blank and return it promptly.

Yesterday my child

did the things

 

which I have marked with a cross (x) in Column 1.

In Column II,I have marked all the things which he had the

Opportunity of doing, whether he did them or not.

Complete sentences when necessary.

Done

Column

 

HIIIHH

O or-

F

tunit

L

Column

H

1.
2.
3.
4.
5.
6.
7.
8.
9.

10.

Took a full bath.

Washed face and hands before breakfast.

Brushed teeth.befbre going to school.

Brushed teeth after supper, before going to bed.
Drank 6 to 8 glasses of water during the day.
Drank a pint to a quart of milk.

Drank no tea or coffee.

.Ate a hot cereal for breakfast.

Ate fresh fruit.

Ate a green vegetable.

i

L?

Done

0
O

l

l l

Oppor-
tunit:

22mm.
II
11.
12.
13.
14.
15.

16.

17.

18.

19.

20.

21.

Played outdoors at least two hours.
Played indoors most of his spare time.
Went to a movie in the afternoon.

Went to a movie after supper.

Worked after school (or before school).

Washed hands before every meal.

Washed hands after going to toilet.

Had a bowel movement before going to school in

the morning.

Used his own towel and washcloth which no one

else uses.

Ate no candy between meals.

Arose at __ o‘clock. Went to bed at __ o'clock.
(Had ten hours of sleep or amount appropriate for

age.)

Signature of Parent or Guardian:

 

-5-

FORM};

 

Situations Test
Dimondale Public School
Name Grade Date
Directions:
In the blank on the left, put a (V) check:mark in front of the
things which you usually do, or which you would do if they happened
to you. In this same blank put a (X) cross beside the things which

you think you ought to do, whether you do them or not.

1. Whenever I weigh myself and find that I weigh less than I should
weigh, these are the things I do:

I begin going to bed early every night.

I go with my'mother or father to a doctor to see what is

the matter.

I eat a lot of fat meat and butter so that I will weigh

more.

I do not do anything.

If I have not been eating a hot cereal, I begin eating hot

cereal every morning.

If you do not do any of these things, and if you do anything else,

write the things that you do in this blank space:

 

 

2. Whenever I take a drink from.a drinking fountain, these are the things
I do:
I put my lips down close to the fountain fixture so that they

are touching it.

-6-

I turn the water on and let it run for a minute or
two before I take a drink.

I begin drinking as soon as I have turned the water
on.

I keep my lips away from.the fountain fixture so that
hey do not touch it.

If there is a cup hanging near the fountain I use it.

If there is anything else that you do, write what you do in

this blank space:

 

 

.7-

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Spinal column in erect posture, showing its support upon thc sacrum.

Also showing the right innominatc bone. Observe the angle formed by

the top of the sacrum; the cervical, thoracic, and lumbar curves; and

the line of gravity passing just in front of the tenth thoracic vertebra
and through the itchium.

 

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in the post are rhown in Figure 2.

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Percentage distribution of seat heights according to grade.

CHO L HEIGHT OF SEAT FROM FLOOR IN INCHES
SCRASE 9 10 11 12 13 14 15 16 17 18 19 20 Totals
Kindergarten 23% 47% 28% 2% 100%
I 3% 29% 50% 17% 1% 100%
II 7% 30% 51% 10% 2% 100%
III 2% 14% 44% 30% 8% 2% 100%
IV 2% 28% 43% 19% 7% 1% 100%
V 13% 42% 25% 17% 3% 100%
VI 3% 12% 44% 30% 10% 1% 100%
VII 6% 26% 40% 24% 4% 100%
VIII . 3% 11% 39% 34% 11% 2% .................... 100%
1X 2% 7% 26% 37% 22% 6% .................... 100%
X 1% 5% 18% 28% 29% 16% 3% .......... 100%
XI 3% 6% 18% 27% 20% 20% 5% 1% 100%
X11 1% 6% 19% 25% 21% 22% 4% 2% 100%

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~12-

 

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~14-

SUGGESTION ma USE 9; FORM _;

 

i

I. Actual Weight: Weight should be recorded to the nearest pound.
II. The teacher may calculate for each child the percentage above
or below the normal weight. It is desirable to construct weight curve
for each pupil to Show the change in weight from.month to month. If a
pupil is 20 percent or'mora above the average weight, the advice of a
physicial is desirable.
III. Posture. It is not necessary to record a posture observation

for every child, only for those whose posture is believed to be poor.

The following points should be observed:

Standing Posture: Toes should be straight ahead, feet parallel;
abdomen held back; chest held forward; the head up and the neck straight.
A prominent abdomen and rounded shoulders, with head drooping forward,
are the most typical signs of bad posture.

Sittigg Posture: In correct sitting posture, the,lower part or the
back is resting against the back of the seat; the feet are flat on the
floor; shoulders flat and even, and head up. In reading and writing,

the child should not habitually bend low over the desk.

Following are some of the things which teachers may do to improve

the posture of their pupils:

-15-

I. Check seating*

1. Seat.
When the child sits well back in the seat with his hips
against the back of the seat, his feet should rest easily
upon the floor. There should be no pressure of the front
edge of the seat against the legs to interfere with the
circulation.

B. Desk.
1. Height test.

a. Child sits erect with arms at the sides and shoulders
naturally low and even.

b. Child bends arm.at the elbow and rests fingers on the
desk without changing the height of the shoulders.

2. Nearness test.

a. Child sits erect in the seat With hips against the
back of the seat.

b. Arms are at the sides and the shoulders in normal
position without being hunched up.

0. Bend the arm at the elbow and rest the full length
of the fingers on the desk without bending forward
or moving the upper arm.forward.

II. Strength and vigor. under this heading may be noted whether the
child is able to take part in games and vigorous activities
commonly engaged in by other children of the same age without

disadvantage due to weakness.

 

*See Appendix page 10.

III. Physical defects. Consult physical examination blanks.* The
following observations may be made by the teacher:
Vision: The following points should be noted: Does the child
exhibit any difficulty in reading books? Can he read easily
when the book is held the correct distance from the eyes, i.e.,
twelve or fourteen inches? Does he make frequent mistakes in
copying from.the blackboard? Does he strain forward and twist
around in his seat when reading from.the blackboard? Are either
the eyelids or eyeballs frequently red and inflamed? Do the
children frequently shade their eyes from.the light?

A few of the things which teachers can do to protect the

eyesight of their pupils are suggested here:

1. Seat pupils with poor vision as advantageously as
possible.

2. Help to see that children with uncorrected vision
defects receive corrective attention. Often the
c00peration of the teacher with the nurse may be
effective when parents are indifferent.

3. The reading page should be twelve to fourteen inches
from.the eyes. The child should sit in good light
falling over the left shoulder. No reading should be
done in direct sunlight or in a poor light. Posture
affects vision and vision affects posture. It is most
important that children be required to work in erect
positions, and their tendency to get the head very

close to the work should be corrected.

 

*See Appendix pp. 21.

4.

5.

6.

Watch the children to observe symptoms of eyestrain.
The principal symptoms are headaches, red or inflamed
eyes, blurred vision, and granulated eyelids. These
and other symptoms which the careful reader will ob-
serve, are indications that the children.may be
suffering from some ferm of defective vision or eye-
strain. If any of these symptoms are present, the
teacher should notify the school nurse and have the
children especially examined. This examination should
be made promptly.

Insist that all pupils who have glasses wear them.when
they should. Keep a list of the children supposed to
be wearing glasses and check this list frequently to
see that glasses are being worn and kept clean. Pupils
should be observed to see that they are wearing their
own glasses and not those belonging to someone else.
Maintain favorable lighting conditions in the class-
room as far as possible. The teacher can discover
which boards are easily seen by sitting in each of the
seats of her classroom. Sitting is better than standing,
because the children usually are sitting down when
reading from.the blackboard, and occasionally a board
may be distinctly seen by an adult when standing, but
a child sitting in a low seat in the same place may
have to face glare, because of the different angles
from Which they see the board. Her desk should not

be placed to interfere with the use of these boards.

-18-

When talking to the class, the teacher should not stand
‘in a position which will make the pupils face a glare of
light if they look at her.
Sometimes a rearrangement of desks is possible in a
classroom where lighting conditions are bad.
Window shades should be adjusted to prevent glare on
books or blackboard if possible.
Glass covered pictures should not be hung where they will
reflect glare into the eyes of pupils sitting at their
desks.
Dee chalk that makes a broad definite line on the black-
board. The minimum height of letters or numbers for
blackboard writing, that are to be read from.a distance
of ten or more feet, should be two inches. Safeguard the
children against the requirement of reading fine print.
Hearing: The following points should be noted: Does the child
frequently fail to pay attention, or frequently misunderstand what
is said?‘ When anyone is speaking does the child usually sit with
one ear turned sideways towards the speaker?
M: A teacher may easily observe dirty teeth. It is more
difficult fbr her to observe decay unless it is obvious. A bad
breath is sometimes the result of decayed and uncared for teeth.
If a dental hygienist or dentist has examined her pupils, she may
secure from.the examiner the list of her pupils whose teeth need
attention. A few suggestions are made here of things that teachers

may do.

1. Teach about the hygiene and care of the teeth.

2. Have the pupils keep tooth brushes at school and actually
brush their teeth once or twice a day.

£222 233 Throat Defects: The following points should be noted:

Does the child breathe through the mouth? Does his speech suggest
that he may have adenoids? Does he have frequent colds and sore
throat?

Nervous Defects: Nail biting, twitching or spasms of the facial
muscles, stammering, emotional instability, easy excitability, are
conditions which, especially if occurring in the same child, should
nOt be dismissed as mere manna'isms or habits until a thorough
health examination has been given the child by a competent physician.
With such children the most important thing is to help them receive
this expert attention. There are also some things which the teacher
can do:

1. USe methods which calm and quiet the child rather than
excite him. Such a child probably should not participate
in exciting competitive events.

2. Expect results of work comparable to child's ability.

3. In recitations, let the child feel that he has plenty of
time and is not hurried. ‘

4. Try to keep the other children from making fun of him, or
increasing his sensitiveness, but also try to help the

child to overcome his own sensitiveness or embarrassment.

Health Examine tion Forms*

 

*Adapted from 37. K. hellogg foundation and Eaton County Health Department
Forms.

-21..

‘ '. '5 ‘ -
“—’." ," ' {"4 -y. r

“r

,‘ Y ‘ ’ q ,
. A. .- _ as -
~ j” m1’.”.’fi*‘ ‘n a 3 ‘

 

 

 

 

 

School *
" (Child's Last Name) (First Name) (or District)

COUNTY HEALTH DEPARTMENT -
Report of Medical Examination

Below are recorded those findings of the medical examination which the teacher will wish
to know about and to take into consideration in directing the school activities of this child.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Disease Date

Nutrition Heart
Skin Lungt
Spet’r‘h Nervous System
Vision: R l Posture
Hearing: R L Feet

Smallpox Vaccination— Nose

Diphtheria Immunization___ Throat

 

 

 

 

Oral Hygil‘m‘
Code: O-Normal; OO‘Corrccted Defect; X-To be watched; XX-Needs med. attention; XXX-Immediate med. attention

 

Date of Examination 193 M. D.
' Examining Physician
W.I\.K.F. (Use reverse side for supplementary comments.) lUM——4-36—M.C.H.P.44

 

 

v

-23..

INDIVIDUAL HEALTH IKVENTORY

1- I Name

2. Date of birth

v

4. Father's name, nationality, occupation

 

 

5. Mother's name, nationality, occupation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

‘ 1
6. WET—offibrothcrs . '7} No{iof:sisters Snapshot Of Cfld:d
Date of interview
I __ __-_—___—___.1
8. General appearance as to physical l
vigor and alertness: l
=n=======;.
9. Posture and carriage:
a. Sits and steals well
b. Walks with ease and grace
10. State of cleanliness:
a. Has clean hands, face and ears
b. Has hair combed and scalp clean
0. Evidence of frequent bathing
d. Clothing is neat and clean -
e. Has clean teeth
ambl— m:

 

ll. Apparent state of nutrition:
a. Eating habits are
(1) Regular
0(2) Has good table manners
(3) Eats slowly
(4) Eats essential foods
b, Gains in weight at normal rate

 

12. Evidences of sufficient rest and sleep: h

a. Enjoys work and play
b. Is alert
0. Has good posture

d. Sleeps under healthful conditions

15. Apparent physical defects:
a.
b.
0.

14. Social adjustments:

a. Works and plays happily in groups
b. Can enjoy working and playing alone

0. Gives and takes in groups

d. Is responsive
was

15. Cooperation of the home:

.e M

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wt.

 

 

 

.-
in
e

 

 

 

 

 

q...

 

 

 

 

Health Department
Copy

COUNTY HEALTH DEPT.

Head of Family

Name of Child

-24-
MEDICAL EXAMINATION

COUNTY MEDICAL SOCIETY

03 to

P. 0. Address

PUBLIC SCHOOLS

Parent Present
Yes I No

 

 

 

qf'l'lOOl Grade

 

Location of Home

Birth Date

Birth Place

 

 

Previous Examination Dates:

 

HISTORY (give dates)
Communicable Disease
Whooping Cough

 

fi
—

Other Illness:
Acute Respiratory Infections
Pneumonia (type)

 

 

 

 

Additional Information

 

 

Measles Tuberculosis (type)
Scarlet Fever Contact
Diphtheria Heart and Circulatory Disease
Chickenpox Rheumatic Disease
Mumps Abdominal
Smallpox Granite-urinary
Allergy
Operations
Immunization and Tests Habits
Diphtheria Appetite
Smallpox Diet
Tuberculin Tests Sleep
Chest X-ray Bowels
Enuresis
Examination: Eye Glands Genitals
Appearance Vision R_ L_ Chest Nervous System
Weight Ear Heart Posture
Height Hearing R... L_ Lungs Spine
Nourishment Nose Abdomen Feet
Skin Throat Hernia
Oral Hygiene

SDeech Defect

 

CODE: O—Normal,

thsician’s Memorandum:

OO—Corrected Defect, X—To be watched, XX—Needs medical attention.

Signed

XXX—Immediate medical attention

 

COUNTY HEALTH DEPARTMENT
Maternity Hygiene Record

Head of Family Date No.

 

 

 

 

 

Surname Name P. 0. Address
Location of Home School Dist.
Birth Date _ Para ‘Race M.S.W.D.
Occupation of Pt. Husband
Family Phys. Family Dentist

 

 

 

 

 

 

 

 

Sources of Agency
Referred by Relief Referred to

Home Conditions: G__; F_; P._. Econ. Cond.: G_; F_; P._. Intelligence: G__; F_; P__.
Family History

 

 

 

 

Past History

 

 

Mens. History
Marital and Puerperal History

 

 

 

Present Pregnancy

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Children ; Ages ; Weights at Birth Health
Expected date
Date of last Mens. of Confinement
PRESENT COMPLAINTS (DURATION)
Persistent Vomiting Repeated Headaches
Dizziness Dist. Vision
Muscle Twitching Numbness
Constipation Urine
Abd. Pain Vag. Disch.
Heartburn Backache
Pufl‘iness of face ______; hands ; feet ; ankles
Varicose Veins Hemorrhoids

 

 

Other Complications
Literature Given:
Physician’s Recommendations:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Remarks:

SERVICES RENDERED PRENATAL PERIOD __
1). or GEST. 1 T 2 I 3 4 s a 7 s 9 10 7 Over 10" At Del. Not Seen UNKNOWN
Sgn by Phys. A ‘
Sfin by Dent. J j i
Sfin by Nurse; I l l ' T

 

 

 

 

 

 

 

 

 

 

 

 

CON FINEMENT
Delivery: Date Normal Abnormal
Home or Hospital ’ Complications of labor

 

SERVICES RENDERED POSTNATAL PERIOD
wxs. POST-PARL 1 2 3 4 5 6 I Not Seen Unknown
Seen by Phys.‘ ‘
Seen by Dentz‘
Seen by Nurse

 

 

 

W.K.K.F. M.C.H.P. l

Remarks :

 

(Date. Signature Family Health Counselor.)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

__ ‘ COUNTY HEALTH DEPARTMENT
' Crippled and Handicapped Children’s Record

Head of Household

 

Date

 

 

 

 

 

 

 

 

 

Surname Name _P. 0. Address

Location of Home ‘ _,M
- School District

Home Cond't Econ. Cond’t

Birth Date Birthplace

 

 

Sex___ Race..— S.M.W.D. School Attended

 

Grade in School

 

Father Occupation

 

 

Mother Occupation

 

 

Names of brothers (date of birth)

 

Names of sisters (date of birth) _

::: ml.

 

 

Causes

 

Type of ailment

Date of Onset

 

Part involved Ambulatory Apparatus

 

 

Family Phys.
Exam. at Clinic

- Address
Exam. Phys.

 

 

. (Where)
Hospital Treat.

 

Mentality

Date

 

 

(Where, Dates)

 

Phys. Recommendations

 

 

Special School:

 

Rehabilitation

 

(16-21 years of age)

Self supporting:

 

 

FOLLOW UP

Remarks :

 

(Date and Signature of Family Health Counselor)

(OVER)

M.C.H.P. 5

Remarks :

 

(Date. Signature Family Health Counselor)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

-27..

COUNTY HEALTH DEPARTMENT
Infant Record

 

Head of Family Date

 

 

 

Name of Child P. 0. Address
Location of Home

 

 

 

School Dist-
Birth Date Birthplace A Sex Race

 

 

 

 

 

Family Physician Address
Family Dentist Address a-
Arrangements for Well Baby Care _ __-,

 

 

 

 

 

 

 

 

 

No. Visits for Well Baby Care Since Birth _ Interval
Phys. Recommendations ___--__- __

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mother Received Prenatal Care __ No. of Visits Month of Gest. first visited
Nature of Del. Home or Hospf Weaned at Months
Birth Wt. Present Weight Ave. Weekly Gain
Feeding: Br. ._______.._ Months; Br. and Art. Months; Art. Months
Regular _ Irregular Interval . No. Night Feedings
Reason for Artificial Feeding
Formula
Secured from: Physician Other
Milk __.__ C.L.O. __ O.J. ._______ Egg Yolk _________ Veg. __ Cereal
Stools: Normal Constipated Regular
Vomiting Colic ' Teeth
Thumb Sucking Pacifier Sleep Alone
Sunbaths Baths
- Immun.: Smallpox __-.____....___.Diph. Other
History of Diseases :te Dm 8mm Date

 

Physician’s Examinations: dates, findings

 

 

Present Condition of Baby
Present Condition of Mother

 

 

 

Literature Given:

 

 

Phys. Recommendations:

 

 

 

 

 

Family Health Counselor

Remarks:

 

(Date. Signature Family Health Counselor.)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

-m-

Eaton County Health Department
PRESCHOOL CHILD RECORD

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Head of Family Data
(Surname First)
Name of Child P. 0. Address
(Surname First)
Location of Home
School Dist.
Birth Place Birth Date Sex Race
Family Physician Address
Family Dentist Address
Visits to. or by, Physician (Give dates and notes)
Visits to Dentist (Give Dates and Not-es)
" Immunization: Diphtheria Smallpox Other
History of Illnesses
RECORD BY COUNSELOR
' 0
E s s
'5 0 to .2 3’ Ph i l D f t
.2 8 a g 3 3 o I 8 ya as e so I
oat. < 3 .3 t- 5 .3 . 5 _ (Specify) Notes

a. .5 , 2 9:, E .- 7, E E 3 n

g a, a :3 = g 5 ‘3 a e :9, g; >.

_. L O I: o _ "' s. 0 o - ‘ .C

o) u. a: m l- o 2 II. > o > 2 n.

i
X—Needs medical attention; A—No information

CODE: O—Satlsfactury; 1, 2. 3—Slightiy, moderately, markedly unsatisfactory;
)bmjned; Notation circled — 'correction.

Literature Distributed:

 

REMARKS:

   

 

.. _ -- ~_.-
_..__ _-—__——__—-——--
l
.- -_—-.—-- -_—.—
_ x..- _ -___.._-_..——
- -_- _. -v—-- ‘
F...
- - -_ --..—.-
- __.... -._-_--- -— -
__.._ _ .— V .. --.'-

 

, - ._ .. - C -._~ -
-
_.__ .~———/ ~— ‘— "

-29-
COUNTY HEALTH DEPARTMENT

Tuberculosis Record

 

Head of Household Date
Surname Name P. 0. Address
Location of Home Sch. District
Birth Date Sex Race. S.M.W.D.
Occupation Employer
Reported by Date First Visit
Family Physician Co-op. Agencies
Diagnosis Physician
Condition: Active ; Quiescent ; Arrested
Sputum:
Tbc. test ' ; Physician

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

X-ray Diagnosis Phys.
Probable source of infection
Home Conditions

 

 

 

Rel. TBC. TEST

Other Members of Home Case Date of Exam. and Result R l D Dispos.
esu t ate

 

 

 

 

omwomaum...

OTHER CONTACTS LOCATION DISPOSITION

 

 

 

 

 

6 Me hers Rel. t0
chfealflcouschglld Case D Cause of Death Place of Death

 

 

 

 

 

 

If case is post-san. give:

 

Name of Institution
Date of Admission
Date of Discharge
Status on Discharge
Physician’s Recommendation:

 

 

 

 

 

 

 

Additional Information:

 

 

 

 

W.K.K.F‘. . M.C.H.P. 3

Health Counselor’s Record

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1 DATE or LAST VISIT 51 G 0}?
DATE or VISIT PHYSICAL STATUS , SERVICE RENDERED NURSE
Fam. Phys. Other
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—__4.____ -_ __4 .

MEQXQBMM”
Ass ease. ' as.
Sometimes young people worry about things which they keep to themp
selves. They may be troubled about their health, about some member of
the family, about their boy friend or girl friend, about what they are
going to do when they leave school, or about money matters, about some-
thing they have done for which they are sorry, about religion and similar
problems. Whatever it is, they think about it so much they are not as
happy as they'might be and cannot do their best work.
Read the following sentences and answer the ones that describe you.
Be honest and frank. Do not be afraid to write what you feel, fer you
are not supposed to sign your name to this page.
{A. Life goes very smoothly for me and I never worry about anything.
If this sentence describes you, drew a circle around the letter
A.
B. Most of the time life goes smoothly for me, but like most
people I occasionally worry or get bothered about something.
If this statement describes you, draw a circle around the

letter B and write a few sentences telling what you worry about.

 

 

C. Sometimes I am happy, but most of the time I feel pretty low and
worried. If you feel like this, draw a circle around the letter

C and write a few sentences telling what you worry about.

 

 

 

'1 Adapted from.University'of Muchigen tests.

Pupil Satisfaction - Dissatisfaction

 

We are interested in discovering what young people think of school.
U38 a sheet of paper. Write down.your - 1. Date of birth. 2. Grade.
3. Sex. Do not sign your name. Think back over your experiences in
school this year, or earlier years, and try to recall the times you
have been very happy or satisfied with school. Now write down as many
of these experiences as you can think of. In other words, make a list
of the things that have happened in school that made you happy and
satisfied with school.
Next - think back over your experiences in school this year, or
in earlier years, and try to recall the times you have been very unhappy
or dissatisfied With school. Now write down as many of the things as you

can think of that have made you unhappy and dissatisfied with school.

-32-

Name Age School Date

The following items were given by a large group of high school
students as the things which have caused them the most dissatisfaction
during their high school career.

Draw a ring around the figure that best expresses your feeling of
dissatisfaction according to the following key:

Key for Liarkirg:

X - Have not experienced.

- No feeling about it.

Slight or little feeling of dissatisfaction.
Moderate or average feeling of dissatisfaction.
Very unusual, extreme feeling of dissatisfaction.

CRDDP‘C)
I

 

ls Having to BtUdy hiStory seessseesOssssses0.000000000000000
2. Having teachers who are too strict .......................
3. Having a lot of noise in the halls .......................
4. Having to take EngliSh seesenseseessssssssssssssssssssssss
5. Having to take arithmetic soassessesssssssssssssssssssssso
6. Having to take courses in which you do poor work .........
7s HEVing BtUdy halls during SChOOl seeooossesssessssesssssos
8. HBVIHg too mMCh.h0mB work t0 do e.eoosssesoseeeessssssssss
9. Having to Sit in seats that do DOt fit see-oooooososssesss
10. Having an overcrowded school building ....................
11. Having teachers who do not understand your vieWpoint .....
12. Having students in class act Up to attract attention .....
13. Having to bring money to school for papers ...............
14o HBVing tGBCherB Who are cross ssossosssssssesssesossssesss
15. Having to hurry from.one class to another ................
16. Not being able to work at the blackboard enough ..........
17. Having teachers who will not answer your questions .......
18. NOt hBVing a swimming p001 sesseeseessesssssssssssssssesss
19. H8Ving to take 300131 StUdieS .ssesssssssssse0000000000000
20. H371ng Classes that are mODOtonous secesssssssssssesesesse
21. Having teachers fuss about little things .................
22. Not having time enough to get drinks between classes .....
23o HBViDg to stay after 80h001 ssssosoossoesssessesssoseoeoeo
24. Having lavatories which are not clean ....................
25. Having whole class stay after school when the teacher

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27. H8V1ng to draW'mapB and Charts sssesessessssssssssssssssss 0 l 2
28. H3Ving to give bOOk reports secesssossesssssssssssssssssss O 1 2
29. Having to associate with students who are not courteous .. 0 1 2
30. Not having time enough for things you like to do ......... O l 2
31. Having study hall periods that are too short ............. 0 l 2
O 1 2

32. Being bOSSed around by teaCherS sosssseesssssssssssssosess

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63.

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69.

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71.
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73.
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-33-

Having to stand alone in front of a class to give
reports or SPOGChes esssssesssssssssssssssssessssssso
Having people throw paper wads ...........................
HBVing Work DOOkS in Classes sosssssssssssssssssssssssssss
NOt hBVing a large playground osossosssseeesssesseesssssss
Having to pay to attend athletic games ...................
HEVing tBBChers Who talk too mUCh sees-secessssessssesssse
Having formal grammar work seessoassessssssssssssesssssses
Having too few school parties ............................
Having a teacher who talks during study period while
students are working ................................
HBVing to StUdy thSiCS soooooosseeeessssssssosssssessssss
H8V1flg tGBChers Who are net mOdern ososeesssssssssssssssse
Having teachers who do not understand or like young peeple
Learning dates in hiSthy secessssssssssssssssssssosssssss
Having teachers who find fault with other people .........
Having teachers who wise-crack about you .................
Having parties close too early ...........................
HBVing to take Latin seeeeoessseosssssessssssssssessssssse
To be treated like ”babies” seesssseesossssssssessesssssss
Having teachers who have pets and favorites ..............
Having an unfair system of marking .......................
Having too large a group Ln each class ...................
HBViné to take FrenCh soossssesssssssssssssssosessssssssss
Having teachers who act superior .........................
Having teachers grade carelessly in physical education ...
H8V1ng t0 take geometry sessoossssssssosososssssssoeoeeooo
Having teachers who are mean .............................
HBVing too many teStS oooooss00000000000000.0000.000000000
Having too much intimacy between students and teachers ...
Having a lack of friendliness between students and
teaCherS soosossssoseesessss.sooeoesscssessossssasses
Having teachers who are too old ..........................
Having students pick up articles which do not belong to
them .0OOOOOCOOCOOOOOOOOOOO0.000000000000000000000000
Having teachers who let students get away with things ....
HEVing hOmB rooms so.ceases-sssssesssssesesossssssssssssss
Having teachers who do not control their tempers .........
Having teachers who lack enthusiasm.......................
Not being allowed to chew gum while studying .............
Having teachers who think their particular subject is the
only one tanght seeoosssossssssssssssosssssssssssssss
Having to take subjects you will never use ...............
Put names of these subjects on following blanks:

 

 

Not having a lot of school spirit in the school ..........
Not having a good music course ...........................
HEVing rooms that are over-heated sees-ossssssssssssssseso
Not getting report cards often enough ....................
Incorrectly and hurriedly made tests .....................

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84.
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90.
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99.

100.

101.
102.
103.
104.

105.
106.
107.
108.
109.

110.
111.
112.
113.
114.
115.
116.
117.
118.
119.

-34-

Teachers who do not have study period during class hour ..
HaVing to StUd-y 111 a Misy Study 1151]. 00000000000000.0000.
Teachers who use too much makeup such as rouge, powder,
lipStiCk, etcooooo00.0000000000000000.000000000000000
REV-111g to pay 30 11111011 for backs Cocooooooooooooooocooo0000
Not having a sufficient amount of activity in classes ....
Net having student government on.ooooooooooooooooooooeoooo
HBVing to Sit in a 001d room 0000000000000.000000000000000
Having teachers who cannot read well .....................
Having students skip school and get away with it .........
Not having more copies of greatly used reference books in
the library 00-000.000000000000000...0000000000000...
Having to read 'dry' books for English ...................
Notlheving more interest in Bible study in the school ....
Conceit or some StUdentS 0.0.....0000...00.000000000000000
Being teased because you are Chlmb or mart 00.000.000.000.
StUdenta W11) are nOt friendly 0000.000...0.000000000000000
Shop work 00000000000000.0000...00000000000000.00000000000
H8V1ng long assignments Over week-8nd 00000000000000.0000.
Having teachers who are sarcastic ........................
Not being able to dress as well as others ................
Students Who Cmat 000000000000000000000.0.000000000000000
Having to give speeches tn English class .................
Having teachers '110 talk too fBSt oooooooooooooooooooooooo
HBVing nothing to do during noon hOur coo-000.000.0000....
Not having more information about hobbies, professions,
30b5, 00116393, and 80 on 000.0oooooooooooooooooooooo
To have school work crowded because of shortened school
year ..oooooooooooooooo..ooooo.cocooooooooooooooooooo
crOWded conditions in gym and IOCkm‘ room ooooooeooooeoooo
To have to be graded on your school work .................
Students who smoke in and around school ..................
To have other students get good.marks by cheating when
you get poor marks honestly .........................
Hafing to take biology one...coco00.0000000000000000000000
Not having a wide choice of subjects .....................
Haflng to take algebra ...-0000.00.00...coo-00000000000000
Having teachers who do not know the subjects they teach ..
Having teachers investigate your home life and talk to
your parents about you o.oooooooooooooooooooooooooooo
Having teachers who are snoopy ...........................
To have to be in classes with children of other races ....
Having to be with offensive children, 1.6., diny, etc.....
Having teachers who lack disciplinary control - too easy..
Having teachers cover work too rapidly ...................
Having to pay fees fer school activities .................
Having to use textbooks that are out-of-date .............
Having teachers who do not talk loud enough ..............
To be scolded by teachers and parents for poor grades ....
HBViné: to take 8m o.000.0.0.00.000...00000000000000.0000.

 

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~35-

Thurstone Inventogy (Revised)

0 means "no", ”never" or ”not at all". 1 means "somewhat", "sometimes"

or "a little". 2 means "about as often as not", or "an.average amount”.
3 means "more than an average amount". 4 means "practically always", or
"entirely”.

Draw‘g.ringiaround the number that best describes you

 

 

Name Age Sex
1. DO you get stage fright? soosococoon00000000000000.0000. 0 1 2 3 4
2. Do you worry too long over humiliating experiences? .... O l 2 3 4
30 Are your feelings ”Sily hurt? 000.000.0000000.000.0000. 01234
4. Do you keep in the background on social occasions? ..... 0 l 2 3 4
5. Are you happy and sad by turns without knowing why? .... O l 2 3 4
60 Are you BhY? 00.000000000000000...ooooooo...oooooooooooo 0 1 2 3 4
7. DO you day dream frequently? 000000ooooooooooooooooooooo 0 1 2 3 4
8. Do you become discouraged easily? ...................... 0 1 2 3 4
9. DO you cry 88811y? ......oooosoooo......ooocoooooooooooo 0 1 2 3 4
10. Does it bother you to have people watch you at work when
you do it W811? ...coo-coco00.00.000.00000000000000 0 1 z 3 4
11. Does criticism hurt you badly? ......................... O 1 2 3 4
12. Do you often feel Just miserable? ...................... O l 2 3 4
13. Do you hesitate to volunteer in class recitation? ...... 0 l 2 3 4
14. Are you often lonely? so...o...o...ooooooooooooooooooooo 0 l 2 3 ‘
15. Do you feel self-conscious before superiors? ........... O l 2 3 4
16. DO you laCk self-confidence? 00000000000000.0000.0000000 0 1 2 5 4
17. Are you self-conscious about your appearance? .......... O l 2 3 4
18. If you see an accident, are you quick to take an active
part in giving help? .............................. 0 l 2 3 4
19. Are you troubled with feelings of inferiority? ......... O l 2 3 4
20. Is it hard for you to make up your mind until the time
for action has passed? 0000000000000000.000.000.00 O l 2 3 4
21. Are you afraid of falling when you are on a high place? 0 1 2 3 4
22. Do you say things on the spur of the moment and then
regret them? 000000000000000000000000.000.000.0000 O 1 2 3 4
23. DO you l1k8 to be alone? .....oooooooococoa-0090000000. 0 l 2 3 4
24. Do you cross the street to avoid meeting someone? ..... 0 l 2 3 4
25. At a reception or tea do you avoid meeting the important
person? 0.0000000000000000cocooooooooooooooooooooo 0 1 2 3 4
26. Do you have difficulty in starting a conversation with
a stranger? coo-..........00..ocooooooooooooooeooo 0 l 2 3 4
27. Do you often feel lonesome even when you are with other
people? ..OOOOOOOOOO0.00000000000000000.0.0.0.0... 01234
28. Do you consider yourself a rather nervous person? ..... O 1 2 3 4
29. Do ideas often run through your head so that you cannot
3186p? .0cocoa-00000000000000000000000.00000000000 O 1 2 3 4
30. Are you frequently burdened by a sense of remerse? .... 0 l 2 3 4
31. Do you worry over possible misfortunes? ............... 0 l 2 3 4

32.
33.
34.
35.

36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.

47.

-35-

Have you ever had spells of dizziness?................
Do your interests change quickly?.....................
Do you have difficulty in making friends?.............
Are you troubled with the idea that peOple are
watching you on the street?......................
Does your mind often wander badly so that you lose
track of what you are doing?.....................
Have you ever been depressed because of low marks in
8Ch001?00000000.00oocoo000000.0000000000000000...
Are you touchy on various subjects?...................
Are you often in a state of excitement?...............
Do you frequently feel grouchy?.......................
Do you feel self-conscious when you recite in class?..
Does some particular useless thought keep coming into
your mind to bother yJu?.........................
Are you frequently in low spirits?....................
Do you find it difficult to speak in public?..........
Do you feel you.must do a thing over several times
before you leave it?.............................
Do you have ups and downs in mood without apparent
cause?...........................................
Are you in general self-confident about your
abilities?.......................................

 

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-37-

 

What Do You Worrv About?

ége Grade Sex

 

Sometines young people worry about things which they keep to them-
esLVes. They may be troubled about their health, about some menbcr of
the fmnily, about their boy friend or girl friend, about what they are
going to do when they leave school, or about money matters, about some-
thing they have done for which they are sorry, about religion and similar
problems. Whatever it is, they think about it so much they are not as
happy as they might be and cannot do their best work.
Read the following sentences and answer the ones that describe you.
Be honest and frank. Do not be afraid to write what you feel, for you
are not supposed to sign your name to this page.
A. Life goes very smoothly for me and I never worry about anything.
If this sentence described you, draw a circle around the letter
A.

B. Most of the ties life goes smoothly for me but like most people
I occasionally worry or get bothered about something. If this
statement described you, draw a circle around the letter B and

write a few sentences telling what you worry about.

 

 

C. Sometimes I am.happy, but most of the time I feel pretty low and
worried. If you feel like this, drew a circle around the letter

C and write a few sentences telling what you worry about.

 

 

D.

E.

F.

-38-

If you drew a circle around sentence B or sentence C, would
you like to talk to smueone to get some help about your worries

and troubles if you could trust this person?

 

Do you know of anyone you would feel free to talk with who
would understand your difficulty and sympathize with your

questions?

 

Whom could you talk to?

 

Age

1.

Bo

4o

5.

459-

What Do You Do ‘" en You Play?

9
c
p,
(I
(I)
(D
?

 

In mist organisations outside of school do you spend considerable
time, such as the Sunday School, Iii-Y, Camp Fire Girls, Boy Scouts,
Girl Scouts, Girl Reserves, Christian Endeavor, Etworth League,

4-H Clubs, etc? Write in the name of any organization not I'entioned
here. If you do not belong to any organization, make a note of

hat fact.

 

Do you have a chance to make as many friends as you would like to

his ke ?

 

Do you have a hobby? What is it?

 

Would you like to learn a hobby of some kind? What would you like

to learn?

 

If you could have hings your om Way, what would you have the church,
or school, or the town (or district, if you live in the country) do
to give its young people more profitable ani wholesome recreation?

Be frank. If you think things are all right now as they are, say so,
but if you think things could be improved, say so. Write what you
think on the blank space below. Use the other side of this page if

you need to.

School Grade Age Sex

 

Give name of person with whom.you are now living: Father; mother; step-
father; stepemother; guardian.

 

There are no two peeple who agree exactly on all questions. At times we
disagree with our parents on certain toyics and agree with them on others.
Ask questions about things you do not understand.

Put a cross (X) in the column which best describes how you agree or dis-
agree with your parents on each question.

A cross placed in column l.means that you disagree with your folks on
that question.

A cross placed in column §_means that you disagree with them more than
you agree.

A cross placed in column §.means that you have never thought about it.

A cross placed in column g.means that you agree with them more than you
disagree.

A cross placed in column §_means that you agree with your parents.

Remember there is no right and wrong answer to a question. It is merely
the extent to which you agree or disagree.

 

Itmn 1 2 3 4 5

1. Time of getting up in the morning .................
2. Amount or spending money oooooooooooooooooooooooooo
30 Recreation in the 1101116 one.00000000000000.000000000
4. Tifle Of going t0 bed ...0.00.00.00.000000.000.00.00
5O SChOOl marks o.coco-9000000.oooooooooooooooooeooooo
6. Amount of work about the home you are to do .......
70 Going out at night .0co00.0000000000000000000000000
8. Use Of Car .0000000000000000OOOOOOOOOOOOOOOOOOOOOOO
9. Time or getting in at night cocoa-00.000.000.000...
10. Studying at home goo-000.000.00.00.oooooooooooooooo
11. Your 0110103 or friends ooooooooo00000000000000.9000
12. 601% to (3111301) oooooooooooooooooocooeooooooooooooo
13. Number of parties to be attended a week ...........
14. When you should take care of brother or sister ....
15. The kind of recreation you enjoy outside the home..
16. The amount of studying to be done at home .........
17. Wanting to quit SChOOl o.oooooooooooooooococo-coco.
18. Places you like to go for amusement ...............
19. Taking part in school activities ..................
20. SeIQCting your own ClOtheS 0.0000000000000000000000

 

Item. 1 2 3 4 5

21. htertaining friends in the home 000.000.000.00...
22. The Idnd of reading you do for pleasure ..........
23. Bringing your friends helm for entertainment .....

 

If you have any problems not mentioned above, write than in the blanks
bEIOWo

24.

 

25.

 

If there are any comments you would like to make regarding any of the
items given above, use the space below.

52.
33.

35.
36.
37.

38.
39.
40.
41.
42.
43.
44.
45.

~42-

t g. + before each_gnestion to which you can answer yes.

Can you always be depended upon to do what you say you will do?
Do you go out of your way cheerfully to help others?

Are you careful not to exaggerate.

Do you resist the temptation to be sarcastic?

Do you refrain from showing off how much you know?

Are you able to keep from feeling superior to most of your
associates?

Do you refrain from bossing people not employed by you?

Do you refrain frqnzreprimanding people who do things that displease
you?

Are you careful never to make fun of others to their backs?
Do you refrain from.trying to daminate others?

Do you keep your clothing neat and tidy?

Do you avoid being bold aid nervy?

Do you refrain from laughing at the mistakes of others?

Is your attitude toward the opposite sex free from.vulgarity?
Do you refrain from grumbling about things when you cannot change
them?

Do you let the mistakes of others pass without correcting them?
Do you land things to others readily

Are you careful not to tell Jokes that will embarrass those
listening?

Are you willing to let others have their own way?

Do you generally keep control of your temper?

Do you keep out of arguments?

Do you greet others cordially?

Do you refrain from talking almost continuously?

Do you keep your nose entirely out of Other people's business?
Have you patience with Lodern ideas?

Do you avoid flattering others?

Are you careful not to gossip?

Do you refrain from asking questions just to keep the conversation
going?

Do you refrain from asking people to repeat what they just said?
Are you careful not to ask favors of others?

Do you refrain frcm.trying to reform.others?

Do you keep your personal troubles to yourself?

Are you natural rather than dignified?

Are you usually cheerful?

Are you conservative in politics?

Are you enthusiastic rather than lethargic?

Are you careful to avoid slovenly diction and incorrect
pronunciation of words?

Do you look upon others without suspicion?

Are you energetic?

Do you refrain from borrowing things?

Do you refrain from.telling peeple what they should do morally?
Do you refrain from.trying to persuade others to your point of view?
Do you refrain from.talking rapidly?

Do you refrain from.laughing loudly?

Do you avoid making fun of peeple to their faces?

To Dimondale High School Graduates

'You are asked to furnish the following information. The date requested
will be used in improving the work in our school. Ybu are not asked
to give your name ard no effort will be made to determine your identity.
Kindly.return the survey blank as soon as possible.

 

m

1. Are you.married?

2. Occupation.

3. How long have you been in your present position or occupation?

4. Did you attend college or nurses training school?

How many years?
Did you graduate?
From what college or university?

5. Did you choose an occupation while in high school? Yes no
If so, did you receive any help fran the high school in making
the choice? Yes No If so, was help received primarily
from.teachers or from the principal?

6. Is the occupation in which you are now engaged the same as the
one you chose in high school? Yes No If no, why did you
change?

7. Have you any suggestions about that the high school could do to
provide better guidance for vocations?

8. High School subjects.

Which were the most valuable for your present occupation?
Which.the least?
Which subjects were most valuable for the enrichment and enjoyment
of life?
‘Which the least?
9. If you attended college was your high school preparation sufficient?

Yes No If so, in what respect?

10.

ll.

12.

13.

l4.

l5.

l6.

17.

If you were in athletics, do you suffer any injury?
'Were athletics beneficial? Yes No

If you were a member of a high school club, do you consider it
valuable?

Have we over-emphasized the money value of education? Yes No
Should we give more character training in high school?

Should we give more training to prepare young people for
parenthood - not sex education but child care and similar
subjects?

Have you any other suggestions about the subjects which should be
taught?

Which teachers did you like best?

Why did you like these teachers best?

What did you worry about while you were in school?

Reading T'at-s-risl for Tea hers' library

The following reading naterial is suggested for members of the staff.

The material that is not in the school library can be obtained from the

Kichigan State library, Michigan State College library, and W. K. KellOgg

Foundation library. The books can be purchased through.the inchigan

School Service, rand Avenue, Lansing, Michigan.

Eagazines:

1. From Hygeia - the health magazine.

a.

b.

Co

d.

90

f.

80

h.

i.

j.

k.

l.

Fostering Health Education by Solving Eyeryday Problems, by
Nettie E. Broadon, Vol. ll. January 1933, pp. 68.

Improving Personal Appearance Through Daily Experience, by
Kathleen Dyer, Vol. 11. Jannary 1933, pg. 70.

The Charm School, by Albertine Parker McKellar, vol. 12.
April 1934, pp. 348.

A First Grade Studies Care of the Hair, by Katherine Parkey,
vol. ll. January 1933, pp. 71.

HOW’WG Grow, by Letitia Weatherly, V01. 11. February 1933,
pp. 168.

Health Shop, by Kenneth D. Widdemer and Barry L. Hopkins,
Vol. 9. August 1931, pp. 740.

Teaching Nutrition in the Grades, by J. taco Andress, vol. 11.
August 1933, pp. 742.

A First Grade Cafeteria Project, by B. L. Butts, Helen langsford,
F. M. wyss, vol. 8. June 1930, pp. 569.

What are the Health Situation and Faterials Throurh Which
Chil ren Learn? Fleta McWorter, vol. 12. June 1934, pp. 557.

Correlating Health Exaninations with Class Teaching, by Earl
E. Kleinschmidt, K3D. Vol. 12. January 193%, pp. 76.

Interratinr Pb Sical Health in the Summer Pla’r Schools b Ona
(...) s.’ u . ,
Youngblood, Vol. 10. June 1932, p. 557,

Genes with Cardboard Traffic Lights, by 3. Frances Gibson,
vol. 11. December 1933, pp. 113.

3.
4.
5.
6.
7.
8.

9.

m. Working Together Works Eagle, by Bertha Streeter, Vol. l0.
April 1933, pp. 362.

n. Helping Boys and Girls to Develop Wholesome Personalities,
by Edna J. Robinson, Vol. 11. 1933, pp. 933.

o. The Third Grade Studies Rananas, by E. K. Kolway, Vol. 10.
February 1932, pp. 170.

p. Fifth Grades Sponsor a Vegetable Race, by Margaret Kallfelz,
V01. 11. October 1934, pp. 939.

q. vegetable Dolls Stinulate Interest in Foods, by Helen C.
large, Vol. 11. October 1933, pp. 939.

r. School and Health Section, by J. Mace Andress. The Classroom
Teacher at Work (health teaching by seasons).

8. Enriching Classroom.HLalth Instruction, by Cara L. Karrie,
Vol. 12. November 1934, pp. 1036.

t. Making the Host of Existing Facilities, by Florence M. leder,
v01. 90 Inly 1931, pp. 6690

u. Nail-Biting is a Real Problem Even in High Schools, by Ralph
E. Blount, Vbl. 9. July 1931. Pp. 668.

Health Education

Parents Ragazin

Jobs

Readers Digest

American Journal of SociolOgy

American Journal of Physical Education
Anerican Kagazine

Anerican Journal of Ortho Psychiatry

Books and Bulletins:

 

l.

2.

Frequency of Health Exaninations in 9,000 Families, based on
Nation-Wide Periodic Canvasses, 1928-31. Public Health Reports
March 9, 1931 (Reprint 1618).

Annual Report of Michigan TUberculosis Association, 1933-34.
Theo. J. Werle, Executive Secretary, Lansing, Michigan.

3.

4.

6.

7.

8.

9.

10.

ll.

14.

-47-

Physical Defects in a Thousand Children. W. R. P. Emerson,
American Journal of’Diseases of Children, Vol. 33. may 1927.

Causes of.Absenteeism in School Children, and the Relation of
Certain Physical Defects to Absenteeism. Chio State Radical
Journal, Septemoer 1936.

The Relation of Physical Defects to Sickness. Public Health
Reports, Vol. 37, No. 36, September 8, 1922, Reprint 782.

School Health Supervision Based upon Age and Sex incidence of
Physical Defects. American Journal of Public Health,‘Vol. XII.
No. 6, pp. 465-é76. June 1922. S. J. Baker.

Physical Defects. L. A. Wilkes. Anerican Journal of Public
Health,'Vol. XIX, No. 15, 1929.

Physical Defects of School Children. J. F. Rogers, Department
of the Interior, College of Education, School Health Studies,
No. 15, 1929. '

A Study of the Relationship Between Type of School, Ventilation,
and Respiratory Illnesses in Certain Schools of New Haven, Conn.
Leonard Greenburg, Reprint No. 1624, Public Health Reports,

Vol. 44, No. 6, February 8, 1929.

‘Ventilation of School Buildings. Report of the Joint Committee
on Health Problems in Education of the N.E.A. and the A.K.A.
Published by Elizabeth McCormickzMemorial Fund, Chicago, Illinois.
19230

A Review of the Current Practice of the Lighting of School
Buildings in the United States. James E. Ives, Reprint No. 1261,
Public Health Reports, December 14, 1928, Government Printing
Office, Washington, D. C.

School Building Problems. George B. Strayer and N. L. Englehardt,
1927, Teachers College, Columbia University, New York, p. 697.

Health Instruction in Grades IXFXII. Jazes F2 Rogers, Consultant
in Hygiene, U. 5. Office of Education, U. S. Government Printing
Office, Washington, D. C. 933.

What Constitutes Health Education in the High School? Iago
Gladstone, American Journal of Public Health, May'1932, Vol. XXII,
No. 5, p. 305.

Health Education and the School Ph;sician. John Sundwall, Ph.D.
School Physician's Bulletin, June, February and March 1932.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

Child Health Education in Some of its Broader Aspects. William H.
Kilpatrick, Ph.D. Principles and Practices in Health Education,
1931. American Child Health Association.

Why Mention It? Warren Forsythe, M.D. School of Education Bulletin,
Vol. V. No. 3, December 1933.

Health Needs and the School Health Program. American Journal of
Public Health. E. E. Kleinschmidt, M.D.

Physical Defects - The Pathway to Correction. American Child
Health Association, New York. 1951, p. 171.

A Philosophy of Health Education. E. E. Kleinschmidt, M.D.
School Physician's Bulletin, “Vol. IV. No. 8, October 1934,
P0 110

What Every Teacher Should Know About the Physical Condition of Her
Pupils. James F. Regers, Consultant in Hygiene, U.S. Office of
Education, Government Printing Office, Washington, D. C. School
Health Studies, No. 18.

Motivation in Health Education. Benjamin C. Gruenberg. Amsrican
Journal of Public Health, February 1933, Vol. XXIII, No. 2, p. 114.

Health Behavior. Thomas D. Wood and Marion 0. Lerrigo. Public
School Publishing Company, Bloomington, Illinois, 1930, pp. 79-139.

Health Supervision and Medical Inspection of Schools. Thomas D.
Wood, and H. G. Howell. W. B. Saunders Company, Philadelphia,
1928, Chapters '7, 10, 13 and 1'7.

Health Work and Physical Education. P. R. Brownell. Bulletin
1952, No. 17. National Survey of Secondary Education, Monograph
No. 28, Order from Superintendent of Documents, Government Printing
Office,'Washington, D. C.

Mental Growth and Decline. H. L. Hollingworth. D. Appleton-Century
Company, New York. Chapter 12, 1930.

Adolescent Education. Frederick E. Bolton. The iiacliillan Company,
1931.

The Adolescent. S. J. Schwab and S. S. Veeder. D. Appleton-Century
Company, 1929.

Proceedings of the Conference on Adolescence, Cleveland, Ohio,
October 17-18, 1930. Physical and Mental Adolescent Growth.
Copies available at $1.00 on application to Dr. Wingate Todd,
2109 Adelaber Road, Cleveland, Ohio.

31.

32.

33.

35.

36.

3'7.

39.

40.

41.

42.

43.

49-

Mental Hygiene of the School Child. P. M. Symonds. The Macmillan
Company, 1934.

Normal Youth and its Everyday Problems. Douglass A. Thom.
D. Appleton Century Company, 1932.

Mental Hygiene in the Community. Clara Bassett. The Macmillan
Company, 1934.

The Psychology of the Unadjusted School Child. J. B. Morgan.
The Macmillan Company, 1931.

Personality Adjustments of School Children. Caroline Zachry.
Charles Scribners Sons, 1929.

The Wholesome Personality, W. H. Burnham. D. Appleton-Century
Company, 1932.

The Application of Psychiatry to High School Problem. A. T.
Bingham. The National Committee for Mental Hygiene, 450 Seventh
Avenue, New York.

Success and Failure as Conditions of Mental Health. W. H. Burnham.
The National Comittee for Mental Hygiene, 450 Seventh Avenue,
New York.

Competitions and the Conflict over Difference. I... G. Lowrey.
The National Committee for Mmtal Hygiene, 450 Seventh Avenue,
New York.

The Relation of the School to the Mental Health of the Average
Child. Jessie Taft. The National Committee for Mental Hygiene,
450 Seventh Avenue, New York.

The Social Consequences of the Neglect of Mental Hygiene in Young
Childhood. The Merrill-Palmer School, '71 Ferry Avenue, E.
Detroit, Michigan. Helen T. Wooley.

Children's Behavior and Teacher's Attitudes. E. K. Hickman.
The Commonwealth Fund, Division of Publication, New York.
1929.

Adolescence: Studies in Mental Hygiene. F. E. Williams.
Farrar and Rinehart, Publishers, New York. 1930.

The Delinquent Child. White House Conference on Child Health and
Protection. The Century Company, New York. 1932.

The Girl Today the Woman Tomorrow. L. P. Hunter. Allyn and Bacon,
New York.

45.

49.

50.

51.

52.

53.

54.

55.

56.

57.

58.

59.

~50-

What Every Girl and Boy Should Know. Margaret Sanger.
Allyn and Bacon, New Ybrk.

Building a Girl's Personality. Ruth Cavan. The University of
Chicago Press.

Creative School Control. Philip Cox. J. B. Lippincott Company,
Chicago, Illinois.

Growing Up. Karl DeSchweinitz. The Mbcmillan Company.

The Sex Education of Children. M; W. Dennett. Vanguard Press,
1931.

So Youth.May Know. R. E. Dickerson. Association Press, New
York, 1930. '

On Being a Father. K. M. Walker and E. M. Walker. W. W. Norton
Company, New York, 1929.

The Dangers and Advantages of Sex Instruction for Children.
Karl DeSchweinitz. National Committee for mental Hygiene,
450 Seventh Avenue, New York.

Principles of Guidance. A. J. Jones. NmGrew Hill Company,
New‘YOrk.

Common Problems in Group Guidance. R. D. Allen, Vol. K.
Inor Publishing Company, New York.

Vbl. II. Case Conference Problems in Group Guidance.

V01. III. SelféMeasurement Problems in Group Guidance.

v01. IV. Organization and Supervision of Guidance in
Public Education.

Psychiatry in Education. V} V} Anderson. Harper and Brothers,
New'York.

The Role of the Teacher in Personnel Hark. Ruth Strang.
Bureau of Publications, Teachers College, Columbia University,
N6" Yorke

Guidance in Secondary Schools. L. V. K003 and G. N. Kefauver.
The.Macmillan Company, 1933.

Social Hygiene in Health.Education for Junior High Schools.
.American Social Hygiene Association, 50 W. 50th Street, New Yerk.
1929.

Health Subject Matter in Natural Sciences. C. S. Chappelear.
Bureau of Publications, Teachers College, Columbia University,
New'York, 1929.

60.

61.

62.

63.

64.

65.

66.

67.

68.

has

1.

2.

3.
4.

5.

-51.

Health Instruction in Grades IX—XII. J. F. Rogers. Pamphlet
No. 43, Office of Education, U. S. Department of Interior, 1933.
Order from Superintendent of Documents, Washington, D. C.

A Suggested Teaching Unit for Secondary Schools on Tuberculosis
and its Prevention. Jean Y. Latimer. Massachusetts Tuberculosis
League, 1149 Little Building, 1933.

Family Adjustments: A Course for Senior High School Boys. Maud w.
Dunn. Journal of Home Economics, Vol. 23, No. 1, January 1931,

p. 9-14. American Hcrxe Economics Association, 101 E. 21st Street,
Baltimore, Maryland.

Health Materials in Science Textbooks. Meier. Bureau of
Publications, Teachers College, Columbia University, New York.

Physical and Health Education Series of the State of Ohio
Department of Education. Vol. III. A Program for Junior and
Senior High Schools, D. Oberteuffer. F. 3'. Hear Printing Company,
Columbus, Ohio.

The Nature of Bacteria - A Description of Units of Work. C. E.
Turner and Ellen Lytle. Monograph No. '7. School Health Bureau,
Welfare Division, Metropolitan Life Insurance Company, New York.

Health Program for Junior High School. Board of Education,
Cleveland, Ohio.

Principles of Health Education. C. E. Turner. D. C. Heath
and Company.

The School Health Program. White House Conference on Child Health
and Protection. The Century Company, New York.

material can be obtained from the £ollowing sources:

American Child Health Association, 450 Seventh Avenue, New York.

American Medical Association, 545 North Deerborn Street, Chicago,
Ill-1110180

American Public Health Association, 450 Seventh Avenue, New York.
American Social Hygiene Association, 450 Seventh Avenue, New York.

Elizabeth McCormick Memorial me, 848 North Dearbarn Street,
Chicago, Illinois.

6.

'7.

8.

9.

10.

12.
13.

14.

15.
16.

1'7.

-52-

Ioint Committee on Health Problems in Education of the National
Education Association and the American Medical Association.

Metropolitan Life Insurance Company, 1 Madison Avenue, New York.

National Committee for Mental Hygiene, 4% Seventh Avenue,
New York.

National Dairy Council, 220 North LaSalle Street, Chicago,
IlliflOiBe

National Safety Council, 220 North Hacker Drive, Chicago,
Illinois.

National Society for the Prevention of Blindness, 450 Seventh
Avenue, New York.

National Education Association, Washington, D. C.
National Tuberculosis Association, 450 Seventh Avenue, New York.

United States Children's Bureau, 20 and D Streets, Washington,
D. C.

United States Office of Edmation, Washington, D. C.
Michigan Department of Health, Lansing, Michigan.

Prudential Insurance Company of America, Newark, N. J'.

 

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