105
316
THS

HEALTH EDUCATION FOR
4TH. 5TH. 6TH, GRADE CHILDREN
Thesis for the Degree of M. 3.

Sara Coolidge

1927

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Acknowledgment.

For the helpful and kind suggestions and
criticisms given throughout this study the
writer is very greatly indebted to Dr. Harie
Dye. She is also very appreciative of the
helpful criticisms given by Dean Kreuger and

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Introduction:
During the last ten years the ideals con-
cerning the need for health teaching have changed
markedly. This is due, in part, to the large number

of men who were found physically unfit for service
when recruits were examined for the army for the a\‘

World War and also to the large number of under-
weight children discovered by surveys made in the
public schools. Heretofore, the schools have assumed
little reSponsibility for the health of their children.
While some health work with children has been done by
dispensary clinics and other social organizations, the
more logical place for health teaching is in the schools,
because all the children can be reached.

With these facts in view, the present study
was made. The aims areWto make a critical survey of
the various programs now used in health education, (2)
to study the present health knowledge, (3) from these to
outline a course of study that can be used in the upper
primary grades, i.e., 4, 5, and 6. While this course is
planned primarily for the schools of East Lansing, the
outline is intended to be flexible enough so that it can
be adjusted to the needs of each particular group of
pupils, for as Oberteuffer has said, "Health content is

valuable when it is directly tied up and related to the
life interest of the particular student." To test the
value of such a course, instruction, according to it,
was given to a group of children in East Lansing. At
the same time a comparison of the growth in height and
weight of these children was made with that of another
group of like social standing receiving no health

instruction.

Review of Literature.
ose It should be the goal of all school-
health pregrams to help produce normal, robust
children, free from physical defects and dis-
ease, with wholesome ideals and healthful habits,
developed and established in their early years.
‘It should not only be desired that good health
be obtained during school life but that the
result should be young men and women of sound
bodies and sound minds so that they can con-
tribute the most to the future of the nation.
Motives and practices of health should influence
the whole school life and work. It should be
so presented that the child actually lives the
health rules he is taught and weaves them into
his very fabric. (1) To further this ideal,
itis the Opinion of men and women prominent
in health work that a substantial program of
health education extending through the grades

become a part of the curriculum of every school.

SubJ.Matter A great deal of work has been done
IMethods used already in outlining programs for health ed-
ucation. In order to develOp a course that

may contain only material that is necessary

 
 

Prepared
by whom

and that will be of value to the pupils,
certain methods of procedure have been used.
Some of these are: (l) the questionnaire
method in which inquiries are sent to teachers,
physicians and nurses for them to check what
they think should be taught in the schools:
(2) a survey of health conditions of children
at the beginning of the year, the result of
which will indicate the needs of the group:
(3) Health knowledge tests given to children.(2)
In the majority of states the courses
of study in health instruction have been pre--
pared under the Department of Education with
no indication that persons who are especially
trained in the health work were employed for
this purpose. (3) Harman and Clark of the
United States Public Health Service have made
a study of this problem and found that in only
twelve out of forty eight states were the out-
lines prepared by health or physical education
directors. Very often it is true that physical
education directors have had very little, if
any training in child health work. 'The ideal

way of preparing a course of study for health

Contents

education is to have a group of educators who
are especially trained in that subject, as
Physicians, Nurses, Nutrition Specialists,
Physical Education Instructors and Teachers,
having as their chairman a person trained in
child health work, make the necessary inves-
tigations and from this information formulate
a health program.

While about ten years ago a health
program consisted mainly in lessons on anatomy,
now it has grown and includes many other elements.
For example, in one state it consists of the
following subjects: physiology, personal hygiene,
community hygiene, hygiene of the school, hygiene
of the home, safety first, first aid, baby care
and mental hygiene. In a few instances instruc-
tion in industrial and sex hygiene are given
also. In the majority of the states the subjects
most frequently taught are: physiology, personal
hygiene and community hygiene. much of the
instruction in physiology, outlined in many of
the state courses of study, involves the mem-
orizing of unimportant details of anatomy, such
as the number of bones and the names of all the

muscles in the body. In personal hygiene, certain

health rules are memorized but since these

are not worked out by the children themselves,
the reasons for following them are not clear.
Thus the children's interest in the rules is
not lasting and the desired results are not
obtained. In community hygiene a great deal
of stress is placed on the symptoms and causes
of disease but not so much on prevention which
is, of course, most important. (5) These sub-
jects are all valuable but by no means cover
all the phases of health and, in fact, omit
some of the most important ones which should
be taught in the schools.

The advisory committee on health
education of the National Child Health Counsel
report that training in health habits, acquis-
ition of health knowledge and formation of
ideals and attitudes tending to promote per~
sonal and community health should be given to
all school children.

Miss Roberts of the University of
Chicago says, "There has been a tendency in
the newer nutrition movement to carry the

policy outlined for the primary grades through-

out the school: that is, to have no systematic
instruction in subject matter but to make habit
formation by repetition in interest the sole
aim of the work. Illustrative of this method
was the initial work of the Child Health
Organization with its "Rules of the Game" and
its health stories, health posters, health
plays, health games, health clowns and other
attractive devices to interest children in
carrying out health practices. This emphasis
on doing rather than learning was a natural
reaction against the old regime of teaching
health facts with no relation to conduct, and
it has served its purpose. There is now,
however, a consensus of Opinion among health
educators that it is time for a return of the
pendulum to somewhere between the two extremes.
Doctor Winslow, at the Mohonk Conference,
expressed the views of many others as well as
of himself when he stated:

'Habit formation should no doubt be
our first aim, but it is by no means our only
aim. We must also lay a sound basis of know-

ledge if the child is to be something more

than an automaton--if it is not only to learn
certain tricks but is also to acquire intel-
ligence which will enable it to modify its
habits to meet the changing conditions of its
after life.

If as a citizen he will be able to
deal competently with health problems, he
must have something more than that he was taught
in school to brush his hair in the morning, to
Operate the tooth-brush with a rotary motion,
to eat carrots, and to drink milk----I believe--
--a progrmn of school hygiene should include
not merely the formation of health habits immed-
iately necessary to the child, but also the
acquisition of a certain basic body of know-
ledge which will be necessary for the continuance
of healthy living in the future.‘ "

The health lessons in Miss Robert's
classes cover the important health habits and
the selection of food. A list of tOpics usually
included in the series given in her health
classes, which are suitable for the intermed-
iate grades, are the following: (1) Milk; (2)

Sleep; (8) Vegetables;(4) Body's need of fuel

(5) Calories;(6) Cereals5(7) Bread and potatoes;
(8) Breakfast;(9) Dinner;(10) Supper;(1l) Fruits;
(12) candy;and other sweets;(13) Between meal
eatingj(l4) Eggs and meat;(15) Exercise and
Rest;(16) Fresh air and ventilation;(17) Teeth;
(18) Iron in foods;(l9) Regular toilet habits;
(20) Weight;(21) Good and bad posture;(22)
Self-control. (4)

Dr. Thomas D. Wood, (5) adviser in
health education, Columbia University,states
that the health education program should eme
phasize the health habits in all the grades,
but in the upper primary grades there should
be, in addition, increasing emphasis on the
study of community health. Important tOpics
for discussion are:

1. Food builds the body.

2. Food is fuel. .

3. Certain foods keep body in running order.

4. Different classes of food supply different
materials to the body.

5. Cost of foods.

6. Selection Of diet.

7. It is necessary to make foods safe to eat.

8. Food habits.

9. Foods to be eaten every day.
10. Plan meals.

Carolyn Hoefer (2) of the Elizabeth
McCormick:Memorial Fund,says that the following
health principles should be taught in the first
six grades-~first grades--(l) going to bed at
7:00 or 8:00 O'clock depending on age, (2)
drinking milk three times a day, (8) brushing
teeth every night, (4) drinking a glass of water
before breakfast, (5) eating cooked cereal every
morning. Second and third grades--(l) eating
fruit once a day, (2) eating each day one veg-
etable in addition to potatoes, (5) no tea or
coffee. Fourth and fifth grades, (1) eating
no sweets between meals and reducing amount of
sweets eaten at meals, (2) eating meat only
once a day, (3) having fresh air at all times,
especially at night. Sixth grade-~(l) clean-
liness, (2) necessity of having breakfast every
morning, (5) thorough mastication of food.

The most common defects of the courses
of study in health education found by Harmon
and Clark (3) are very well summarized in the

following:

Amount

(3) Overcrowding with subject matter, or
not enough subject matter.

(b) Including information not within range
of child's experience.

(c) Including unessential and impractical
information which often fails to
function in the lives of the pupils.

(d) Misinterpreting scientific facts.

The amount of subject matter varies
greatly in different states. In some cases
only a suggestion of the main topic is given
and the teacher is left to decide what should
be taught. If this teacher happens to be well
trained in all phases of health education this
type of course of study would, perhaps, suffice,
but how many teachers of this kind are there?
A typical example of such a course of study is
the following: (3)

(1) Health habits are briefly outlined
for grades 1 to 4. As,

Eat three good meals.
Eat every day fruit, vegetables and
whole grain cereals.

Drink milk, no coffee or tea.

12.

Drink four glasses Of water.

Sleep long hours with windows open.
Play out of doors.

Brush teeth.

Full bath at least once a week.
Wash hands before eating.

How to cough or sneeze.

(2) First aid given main emphasis in grade 5.
No outline Of subject matter but
teacher is referred to a suggested
text for grades 5 to 8.

(3) Community hygiene-~grade 6.

Study of diseases, especially the
symptoms and causes.

In contrast with the sparsity of sub-
ject matter in this outline isrbroad course of
study in the following outline:

Health habits are outlined as above for

grades 2, 3, and 4.

(l) The teeth - grade 4. Structure, form-

ation and number.

(2) Food and Drink - grades 4 and 6. Use

of food for power and warmth. Study

of rations, overeating, frequency of

eating, vegetarianism, and prOper use

(a)

(4)

(5)

(6)

15.

of condiments. Need of variety of
food. Classification of food.
Digestion - grade 6. Salivary, gas-
tric and intestinal digestion to be
taken up in considerable detail.
Diseases of mouth and throat, ton-
silitis, diphtheria, and mumps.
Circulatory system - grades 5 and 6.
Blood, its function and composition.
Its diseases. Blood poisoning. Heart-
location, internal anatomy, and reg-
ulation. Arteries and veins.
Respiration - grade 6. Parts of the
system, sense of smell. Mechanism
and chemistry of reapiration. Diseases
of respiratory organs.

The nervous system - grades 5 and 7.
Taken up in greatest detail in grade
7. Central nervous system. Sympath-
etic nervous system as to ganglia
plexuses. Structure of brain and
spinal cord. Functions offits dif-
ferent parts. Cranial nerves, location
and function. Reflex action. Dis-
eases of the nervous system-~insanity,

paralysis, and nervous prostration.

Methods

(7) Skeleton and muscles. Number of
bones, composition, setting broken
bones, muscles as to formation,
attachment, exercise.

(8) Fermentation and germ diseases.
Ferments, organized and unorganized.
Bacteria, size, multiplication, ben-
eficial and harmful.

Immunity, natural and artificial.

The methods of presenting the health
lessons are also often Open to question. A
comparison of the methods used by Miss Roberts
with those suggested by Andress and Bragg will
make this clear.

Miss ROberts (6) treats each lesson
as a problem the solution of which is of vital
interest to each member of the class. Train-
ing in habit formation is stressed in all
grades but the aim in the upper primary grades
is to have habits founded on knowledge. The
child has reached the age of intelligence and
desires and deserves to know the reasons for
what he is asked to do. The aim of each lesson
throughout the series is not merely to teach

the children what is "good to be done" but to

15.

send them out with a desire to live its teach-
ing because they understand its worth. For
instance, the lesson on vegetables aims to leave
the children with a desire and a determination
to like and to eat vegetables, because they
have found out that they help build good blood.
The sleep lesson aims to send the children to
bed at the hour that they themselves had de-
cided on as wisep in order to grow and be strong,
healthy boys and girls. The lesson on milk
aims to cause the immediate increase in the con-
sumption of this food, showing that the children
want it because they have discovered that it
makes them grow and builds good bones and teeth.
In the program for health teaching
by Andreas and Bragg (7) a suggestive outline
is given. The method of presenting this mat-
erial seems to be an enlarging upon the "Rules
of the Game". Posters, rhymes and songs are
used to emphasize the health habits. These
help a great deal in holding the interest of
the child and thus are very beneficial but do
not give very much health knowledge. The child-
ren are given the health habit to live up to

and are not asked to work it out for themselves.

16.

A sample of their Outline follows:
Routine class work.
First meeting:
Height measured.
Average weight for age calculated.
Charts made.
Each successive meeting:
Weight taken and recorded on charts.
Exhibit and study of individual charts.
Health talk.
One good food habit.
One other health habit.
Conferences with mothers present.

Follow up work in homes.

Experimental Work

Plan of Experiment

The following course of study was
planned for the 4, 5 and 6 grades of the
schools in East Lansing. In order to dis-
cover hOW'much these children knew about the
general principles of healthful living, a
health knowledge test was given to them.
A test of this kind will indicate the phases
of health that need the greatest emphasis
in this particular group. The following
is the health knowledge test that was or-
ganized and given to these children:

4.

5.

6.

7.

8.

9.

10.

ll.

18

Health Knowledge Test.

Just before meal time the most important thing to do is
Brush out clothes.
Wash hands and face.
Come to the table just as we are.

The best food to eat every day is
Candy
Vegetables
Pie

Of the following the most healthful drink is
Tea
Coffee
Orange juice

It is usually best for boys and girls to eat
3 regular meals
Whenever they want to
NO breakfast

The best time to eat candy is
Before dinner
At recess
After supper

At meal time we should
Eat quickly
Take a sandwich and run out and play
Sit down at the table and eat slowly

Fruits and vegetables are good for us because they
" Help keep us well

Taste good

Are a pretty color

The food that builds red blood is
Candy
Bread and butter
Spinach

The food that helps to build good teeth is
Milk
Chocolate cake
Beef steak

The cereal that is best for children to eat is
Cornflakes -
Oatmeal
Puffed rice

A child who wants to gain weight should
Eat a big dinner whether he is hungry or not
Exercise a great deal
Eat a large amount of candy

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

19

A child should drink daily
1 cup of milk
4 n I! It

8 I! N I!

If a boy wants to gain in weight the best games for
him to play after school are

Football

Baseball

Marbles

If a girl wants to gain in weight the games for her
to play are

Tag

Jacks

Basketball

While eating it is a good thing to
Talk about your troubles
Study your lessons
Feel comfortable and happy

The largest amount of food is needed for fuel when
a person :

Swims :

Studies

Washes dishes

We should have fresh air
All the time
In the day but not at night
In the summer but not in the winter

After school boys and girls should spend 2-3 hours in
Studying tomorrow's lessons.
Playing in the attic
Playing out doors in the sunshine and fresh air

Breathing through the mouth is harmful because it
Does not look well
Is rude
Carries cold uncleaned air into the lungs

We should try to make sure that sunlight
Does not shine on and fade the carpets
Getsinto every room in the house
Is kept out of school rooms

We get the best air to breathe
From a hot air furnace
By being out doors in the sun
By keeping the night air out

We should sit
As tall as is comfortable with feet flat on floor
On one foot
With back curved in as far as possible

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

20*

In order to sleep well we should
Sleep with windows closed
Go to bed in dark quiet room
Play exciting games just before bed time

Boys and girls should go to bed at
8

10
11

Boys and girls should sleep every night
8 hours
11 fl
6 I!

Should boys and girls Spend the evening by
Going to the movies
Staying home
Listening to the radio until 11:00 o'clock

The neatest children
Leave the bathtub and wash bowl for others to clean
-Wipe their shoes when coming in doors
Don't care if hair is not brushed

Children should take a bath
Once a month
In summer but not in winter
At least twice a week

Fingernails should be
Cleaned every day
Bitten short
Cleaned once a month

Keeping desks and floor neat and clean should be done by the
Teacher
Janitor
Pupils

Every day a child should drink
About 1 cup of water
At least 4 cups of water
Almost 2 cups of water

We should visit a dentist
Only when we have a tooth ache
Regularly twice a year
Every two or three years

The most important time to clean the teeth well is
When you get up in the morning
After lunch
Before going to bed

You are safer if you
Carry pins in your mouth

35.

36.

57.

38.

39.

40.

Run while carrying scissors or knives
Never put anything in your mouth except a
tooth brush and things to eat and drink

Clean body and clothes
Take more time than they are worth
Aid health and are pleasant
Are wasteful for school children

We shall probably have fewer colds if we
Eat plenty of pie and candy
DO not go out in the cold
Live as the rules of health tell us to live

A good Sportsman
Cheers only for his own team
Plays fair no matter who is winning
Does not care whether he wins or loses

Which is the better for breakfast, A or B

A. ------- Pancakes Coffee
Bacon Apple sauce
Bread & butter
B. ------- Orange Toast & butter
Oatmeal Milk
Which is the better dinner, A or B
A.---~---Fried potatoes Bread & butter
Steak Jam
Rice pudding
B.----p--Baked potatoes Cabbage
Steak Milk

Grahmn bread and butter
Baked apple

Which is the better supper A or B

A. ------- Soup Graham bread
Milk EscallOped tomatoes
Custard pudding
B. ------- Potatoes Bread & butter

Baked beans Tea

A study of the results of this test
show very clearly that certain phases of health
need more emphasis than others. Questions ll, l3,
l4 and 16 which deal with exercise, were missed
by the greatest number, showing that children know
very little about the amount and kind of exercise
that they should have. The most important time
for brushing teeth is another point that needs to
be stressed. The results show, also, that a large
number of the children do not realize the importance
Of having sunshine.. Several of the questions on
foods, numbers 5, 8 and 9, were missed by a maj-
ority of the children. The results are given in

table 1.

Grade 4
No. that hook
test-~34

No.0hildren that Children that

of missed quest

question: i t=
Percent

1 O
2 l
3 6
4 6
5 37
6 3
7 10
8 36
9 15
10 24
ll 52
12 13
13 74
14 79
15 12
16 41
17 10
18 13
19 7
20 51
21 10
22 15
23 16
24 4
25 18
26 15
27 10
28 1
29 9
3O 13
31 19
32 28
33 55
34 6
35 24
36 13
37 21
38 21
39 21
40 18
Total no. quest]

ions missed-280

Table I.

Grade 5
No. hhaf hook
test-~27

 

r missed quest-
‘ ions,
( Percent

] o
O
2
2
33
O
2
22
13
11
63
7
74.
77
i 2
y 44
5
7
4

 

 

l-’
01

uHmHmm
«e a

O

(DI-‘tOQONgQ‘ICONNQ

13
12

tions missed-
158

 

Results of Health Knowledge Te

* Total no.ques»

 

Grade 6
No. thaf took
test--27
Children that
missed quest-
ions,
Percent

I...)

CD

63

<1

 

 

 

PQNHNCfiOO‘CfiQOOOHO-Qrbt-‘NNHWUIN
on

Total no.ques.
tions missed-g

155 g
]

st

Grades 4, 5Lp& 6.

 

Average of total
percent of child-

ren who missed

Percent

'23.

From suggestions received, from these
results, and from the literature on health courses
of study, together with experience gained from con-
ducting child health classes, this course of study
was planned. The project method is used throughout.
A suggested number of lessons is given for each
project but this may be increased or decreased
according to the particular'need. Forty lessons
are planned for each grade-~the approximate number
needed for one lesson a week for one year. Thirty
minutes is the time allotted for each lesson.

During the first health lesson the height
and age of the children are taken so that their
average weight can be computed. For this inform-
ation, "The Baldwin & Wood Ht. & Wt. Tables",(8)
are used. At the next lesson, the children are
weighed. Then the percentage underweight or over-
weight Of each child is determined, preferably by
the child. The third lesson is used for making
charts. Each child has his own chart to keep so
he can see how much he gains in weight. A copy
of an individual chart is included. The children
are weighed once a month and.measured three times
a year--at the beginning, middle and end. In this

way the teacher and children can see how much the

.24.

children gain in both height and weight. Thus,
out of the forty lessons, ten are to be used for
weighing, three for measuring and from two to
five for making and discussing charts, depending
on the grade.

The title of each project is brief but
comprehensive. It is not stated in the form of
a problem so that the teacher may formulate it
to suit her own particular group. For instance,
project 1 of grade 4 on good breakfast, might
be presented as follows: "What kind of break-
fast should I eat in order to grow big and strong",

or "What is the best breakfast for me?"

I. Project
If: a T i: E D. ‘ .' -

No. of
Lessons
3

Cereals

No. of
Lessons
3

.25.

Grade IV.

Good Breakfast

 

£11k - How is it of
value to body.

Promotes Growth
Builds Bones & Teeth

Importance of Lime and
PhOSphorus, amount

needed each day.

What are cereals and
how are they of value?

.Illnstraiixe_Material

 

Picture of 2 rats-one having
had milk, the other not.

Picture of good and bad bones
and teeth.

Have milk contest.
Learn milk song.

Whole grains of wheat etc.

Two main classes, thoseBreak grains and note dif-

made of whole grain &
those made of inside.

Value of dark cereals
Minerals
Furnish bulk

Relation of cereals
to bread

Best kind to eat

Fruit - What is the value of

No. of
lessons
2

Fruit?

Kinds - dried & fresh.
Examples of each.

Value to body
Furnish minerals &
Vitamines.

Why eat fruit in morn-
ing,
Appetite

ferent parts.

Make a cereal poster

I

Fruit contest
large fruit poster, give stars
for eating fruit in the morning

 

26.

Plan Breakfast-
What constitutes a good

breakfast?
No.0f What did you have for Several write their
Lessons breakfast? breakfasts on board.
4
What should you have for Food models
breakfast?
Why is it necessary to Breakfast poster
have a big breakfast. Breakfast contest

Plan big breakfasts

 

Cleanliness

II. Project

 

 

 

No. of Care of the hands Contest on keeping fingers,
Lessons Value of clean hands pencils etc. out of mouth
2 Danger of dirty hands
Putting things in mouth
When to clean hands Clean hand poster
Before meals
Care of finger nails
III. Project Exercise and Rest
No. of (a) Exercise - Play
Lessons Value of
5 Fresh air and
sunshine'
Kinds of play and
exercise Poster
How much Comparison of body with
.Engine -
(b) Rest -
Value of -
Necessity for under
weight children
Sleep -
Value of - ;
How much, class decide
amount needed Clock poster
Hour for going to Contest on going to bed
bed at certain time.
Kinds - Contest for getting correct
Restful and iamount of sleep.
unrestful 7
Conditions -
Weight of Bed |
covers .
Fresh air-ventilation
Air bed - sunshine
IV. Pro ect Posture
No. of What is correct posture ‘Illustrations of good
Lessons Sitting, standing and posture
3 walking. Posters

How to correct poor posture

Practice

Care of feet
Correct shoes
Bathing of feet

:CooPerate with physical
education teacher

Grade V.
I. Project Trip Through Healthland.

Children are always interested in
taking a trip. 'During this trip through Health-
land the past year's work may be reviewed in an
interesting manner and new material may be given.
By placing a goal, such as a gain of one-half
pound per month for those that are underweight,
that must be reached in order to leave one station
for another, great interest can be aroused in
gaining in weight. As the children are taken
from one station to another points of interest
and importance at the particular stations are
discussed.

Materials for this trip may be purchased
from the American Child Health Association, or the
children may make their own map, tickets, and

folders.

29.

No. of Bathtubville -
Lessons 'WE§"§T§TT out from here.

2 Cleanliness of
Body, Clothing, Homes
and Schools.

2 East Tooth Brush
Structure of’teeth
Foods for building
teeth
Why clean teeth
What causes decay
How often and when to
clean teeth

 

l Drinkwater
*Value of water to body
Amount to drink daily

1 Orange Valle
Kinds o ruit
Value of fruit to body

 

l Oatmealo
‘Value of cereals
Review Big Breakfasts

1 Hot Soup Sprin s
Value of Soup - appetite

Classes of vegetables
1. Those grown under-
ground
2. Those grown on t0p
of ground
Give examples of
each class
Value of those
grown under
Fuel value
Minerals

 

 

3 Spinach Greens
*VaIue offvegetables grown
on tap of ground-examples

 

 

Map of Healthland

Diagram of tooth

Teeth cleaning contest

Water drinking contest
if there is need for it

Make fruit poster

Breakfast Contest

Vegetable Lessons
may be worked in with
Geography lessons

If Spring make garden of
vegetables at home.

Minerals
Vitamines
Learn to like all veget-
ables
Plan good dinners
No. of

Pla Meadows
Lessons %aIue of play

1 Kinds
How'much
Value of rest
How much

1 Baked Potato Hills
Review of value of veget-
ables
Preparation of vegetables
Compare baking with
boiling

4 Milk We
Value of milk

Plan good suppers

Correct habits of eating
Chew foods thoroughly
Rest before and after
eating
Happy at meal time

Digestion

Eating between meals

When to eat candy

1 Lon Sleep Mountain
alue ofs1eep

How much is needed

 

I
i

;Vegetable contest

Food.Models

Promote interest if
necessary by making
milk cups and having

a contest

Food.Models

Make good supper posters

Poster or contest
on eating candy between
meals

Sleep contest if
needed

 

II. Project Colds

No. of Prevention of Colds
Lessons Keep body up to weight and
3 in good condition
Plenty of Fresh Air and
Sunshine
Exercise and Rest
Avoid spreading germs
Use of handkerchief

 

 

III. Project hental Hygiene

No. of Mental Hygiene
Lessons How to acquire good mental
l - 2 habits
1. Learn to be he by
liking to do wfia¥
has to be done. v
Find reason for

 

liking to do the task

2. Learn to do things
accurately and thor-

ou hl
Give whole hearted

 

attention

5. Learn to be rom t
by keeping appoint-
ments
Dependency

Play Fair in games -
Self-control

IV. Project Health Practices

No. of Develop health practices
Lessons from year's work
2
Work these habits into life
of each student

b

Make poster illustrating
these

 

Grade VI.

 

I. Project Wise Choice of Food
T
Main Topics for Discussion gIllustrative Material

No. of What Foods should be
Lessonseaten every day
10 Why should we know any-
thing about our food
Our food builds our
bodies

 

 

How does our food build 1
our bodies? 5
What are the different Let each child feel of

parts of our body his own body to tell
Bones the different parts
Muscle |
Blood Start Health Book

 

Teeth, Nails, etc.l

In order to know how to :
build all these different
parts we have to know of
what they are made ‘

Bones -
of what are they made

What is needed to build iIllustrate health books
good bones? ith foods that contain

these substances

:Teeth -
5? what are they made? Have children look it up

What foods are needed to Illustrate in Health
build good sound teeth? Book, Have a milk contest

Blood -
5? what is blood com- Children look it up
posed? at home

How can we build good,
red blood?

List of foods that con— Illustrate
tain iron

' 33.

Muscles -

what is muscle
composed?

What kind of foods build

good muscles

Formulate from these foods
a list of foods needed
every day

 

Look it up at home

Illustrate these in
Health Book

Have this list in
Iealth Book and check
diet each day.

Give star for perfect
wezk.

Experiment with rats
giving one a good diet
and other a poor diet

11:. Project
of Best health

No.
Lessons
4

Health Preservation

 

 

‘Pictures of well nourished,
healthy children and com-

Aim to‘keep body in
perfect physical con-

 

dition pare with the Opposite
Up to weight for type
height

Care of eyes, ears, l
nose, and throat. ‘

Cleanliness 1
Body, clothing,
houses, yards, etc.
What are germs?
How are they spread?i

Cleanliness contest

1

Interest in Community
Health
Prevent spread of
disease germs
Investigate sanitation Write about trips to
of Dairy, Bakery stores:these places in
Water supply ‘Health.Book

'Make poster

III. Project

Calories

 

No. of How much food should be
Lessons eatéfifeve da ‘”
6 LE w‘is $003 measured?

IV. Pro ect Safety

No. of Safet -

Lessons Wfig prevent accidents?

3

How'can we prevent
accidents
Form safety first habits
and write in Health
Book

V. Project Health Play

 

Calorie

Some foods give more
calories than others
Compute number of
calories eaten.

How many calories
are required?

Activity
How does it effect
requirement?
Kinds of activity
for under wt. and
over wt. children

Plan meals containing
correct number of cal-
ories and food princ-
iples.

Table of calorie value
of foods

Keep a list of foods and
amount eaten for 2 days

 

Use food models
Make good meal posters-
Breakfast, Dinner & Supper.

Give a little data on
number of accidents
Have children work them
out.

Habits in Health Book
Make Safety posters

 

No. of A Health Play is very bene-
Lessons ficial but must be used

3

with discretion.
never be given at night
nor should children who
are very much underweight
have very active parts.
This could be correlated
with language work very
easily.

It should

i
i
l
1

A Typical Lesson Plan

 

Grade 4
Lesson 1 of Project I. What must I eat for breakfast
in order to grow big and strong.
Topic of Lesson:
Why milk should be included in the breakfast.
Teacher‘s Aim: General

To teach the children what kind of breakfasts
they should eat.

Specific

 

To teach the children why we should drink
milk for breakfast.

Pupil's problems:

Why should I drink milk for breakfast?
How much milk should I drink?

Teaching Points:

We must have big breakfasts in order to
grow into strong, healthy boys and girls.

Milk is one essential for breakfast because
it makes us grow.

The amount of milk required.

Subject Matter

It must have the foods in
it that will make us grow
into strong, healthy boys
and girls.

Milk

Size, hair, eyes, pep.

I. Steak . II. Steak
Potatoes Potatoes
Other veg. Other veg.
Bread Bread

Milk

Milk -

Yes it was. It made it grow.

Milk
Milk makes kittens grow.

Milk.

 

 

We have all decided that
we want to grow to be
big, strong, healthy
boys and girls.

Now in order to grow to be
big, strong boys and
girls, we must have a
good, well chosen break-
fast.

What do we mean by a good,
well chosen breakfast?

Now let's see if we can
figure out one very
essential of a break—
fast.

Yes milk is very important
and should always be
included for breakfast.

Why do you suppose milk is
such an important food?
Let's see if we can find
out today. '

Can you all see this
picture of these two rate?
What are the chief
differences in these two
rats?

‘ Now why do you suppose they

are different?
I'll write what each one
had to eat, on the board.

Now what made the difference?
Was milk necessary in this case?
How many have ever had a
little kitten?
What did you feed it when it
was real little?
Did milk make it grow?
How many have a little baby
in their home?
What does it live on chiefly?

Milk makes the baby grow.

He gets bigger and stronger.

Also mother weighs and
measures it and knows it
grows.

All boys and girls should
drink milk.

Milk makes boys and girls
grow into strong, healthy
young men and women.

Boys and girls should drink
at least 4 glasses of milk
a day in order to be big,
strong boys and girls.

 

 

Does the baby grow?

How do you know the baby
grows?

Now then we have found out
that milk makes rats,
kittens and babies grow.

What about you children?

Should you drink milk?

Why should boys and girls
drink milk?

How much milk do we have
to drink every day in
order to be strong and
healthy?

How many drink one glass,
two glasses, three glasses,
or four glasses a day?

Let's find out which is the
best amount.

Dr. Sherman performed an
experiment on some child-
ren and found that every
boy or girl grew better
if he had 4 glasses of
milk each day.

Now then how many glasses
of milk are we all going
to drink every day?

This week how many would like to have a milk
contest? For each glass of milk that you drink you
place a white slip in this little paper milk cup. I
have one for each child and they will be pinned up here.
Next time we will count the slips and a star will be

given for a perfect week.

a floor

on 2 2 S 3 mg 3 3 «H z 2 a a a. o «325.
i _

_ . _ . m
_
..
_

 

 

 

ML”
'_'d'
e:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

.\ _ i

« «Li « «r l

_ m m i W . 7
.\\ «venquwqfilifilll l ,, «is ,. l l . «
W l i l

wants» .

 

 

 

a? was;

 

 

 

 

 

 

 

 

 

 

 

7- «7 «T«l,.«««.i ««l i

Before giving any actual lessons in
health the height, weight and age of each child
in E. Lansing group was taken so that it would be
possible to determine the percentage of under or
over weight that was present. The same data were
obtained for the control group of children. The
normal weight was obtained from the "Baldwin Wood
Ht. Wt. Age Tables" and the percent over or under-
weight computed.

This information aids in deciding which
phases of health need most emphasis. For’instance,
if there was a very large percentage of under wt.
children, it would be well to start out with les-
sons that would produce the greatest gains, such
as, lessons on rest and.amount of food. Actual
gaining helps to stimulate interest. The children
enjoy watchmng their actual weight line gradually
go above the normal weight line on their charte._
Even if the actual weight line is above the normal
weight line, or in other words the child is over
weight, a continuous gain is desired.

' The heightens. weight of both the r. Lan-
sing and control groups of children were taken at
the beginning of the experimental period and at the

.[Illlll‘llll‘llll .I II.

 

 

.39.

end so that the actual gain, during this time
could be determined. This actual gain is com-
pared with the expected gain. The expected
gain was determined from "Baldwin & Wood Tables"
which give the normal gain per month of a boy
or girl of a certain age.

The children in the control group
(4th, 5th and 6th grades) were weighed and meas-
ured March lst and again June 15, 1926. The East
Lansing children of the 6th grade were weighed and
measured March 2nd and again June 1?, 1926. The
4th and 5th grades were also weighed and measured
at this time, but the data include 27 fourth grade
and 16 fifth grade children who had been weighed
and measured on Nov. 26, 1925. This extra two
months naturally, would increase the actual gain
in weight of these children, but at the same time
it would increase the expected gain, so con-
sequently when the percentage of the expected gain
is calculated this difference is eliminated.

In 1927 the control group of 4th, 5th
and 6th grade children was weighed and measured
March 22nd and May 16th covering a period of two
months. The East Lansing children of 4th, 5th
and 6th grades were weighed and measured.March 17th

and'May 17th, an equal period of time.

From the data of both years the actual
gains in weight are computed and compared with
the expected gains for the same period of time.
The percent of expected gain is calculated by
dividing the actual gain in weight by the expected
gain in weight and multiplying by 100. These
results are given in Table II. The Totals and
averages of the actual gains, the expected gains
and percent of expected gains are calculated and
given in this table. The percentage over or under
weight is given in column 4 of Table II. These
figures show that the percent over weight of
some of the children is rather high. In such a
case the expected gain may not be attained. The
children in both the control and the E. Lansing
groups were not given physical examinations, so
that they may have had some physical defect which
would tend to retard their gaining in weight.

It is interesting to note that in the 6th grade,
where the smallest gains in weight were made,
the subjects discussed in the health class were
chiefly cleanliness and community health, sub-
jects which are not particularly conducive to

gaining in weight.

 

Thus there may have been physical
defects in either group which may have been a
hindrance. However, this condition would prob-
ably be the same in both groups.

In table III a comparison of the gains
in weight of the E. Lansing and Control groups
is given. In grade 4 (1926) of the E. Lansing
group the average percent of expected gains in,
weight is 85 while in the same grade of the con-
trol group it is 55, a difference of 50. In the
5th grade of the E. Lansing group the average
percentage is 57,while in the control 56. There
is no difference in this case due, perhaps, to
the type of subjects taught in this grade as
mentioned before. In the 6th grades of the two
groups, there is a difference of +22 between the
expected gains (44% in the E. Lansing and 22%
in the controls).

The gains made in 1927 are much better
than those made in 1926. This suggests that the
longer the work is continued the more effective
it becomes. In the fifth grade the average per-
cent of expected gain is 97, while in the fifth
grade of the controls it is only 27. The dif-

ference is +70. The sixth grade showed the

42.

greatest gain. The average percent is 118,
while in the control it is 37, a difference of
+73.

It is interesting that the average
percent of expected gain in the 5th grade of
the E. Lansing group in 1926 is 57, while in
1927 it is 97, a gain of 40. In the 5th grade
there is still a greater gain-~from 44% to
118 %,a difference of 74. Another interesting
point is that the average percent of expected
gain of the fifth grade children in 1926 is 57,
while that of the same children in 1927 (now
6th grade) is 118, a gain of 61. The total
average of these percentages of all grades in
both years in the E. Lansing group is 80%
while that in the control group is 57%, a dif-
ference of +43.

These data point to some of the favor-
able results that may follow organized health

instruction in elementary schools.

ji.l I lltl‘lll‘«|

 

East Lansing

Actuatixp) % of) over

gain in Exp. or

1b. 1b. gain under
wt.
Pe roentPerc en 1:
Name

France A. . O 3% 0 -8
William B. 5%;- efi 107% -7
are.” 3. it 2 12%» -3
Junior C. 1% 3% 50 £5
Aletha c. 3 as» as -2
Sheldon C. 1% 2 87 {'4
Leena D. 1% 3% 42 -14
Virgil D. 4 2%- 114 +41
Harold E. 52 5% 164 -.6
Dick 6. 43; 3% 121 -3
James H. 2% as 71 -.9
Esther H. i: 8 12% +3
Dorothy T. 22- 5k 78 -.9
Harold J. ~73: 5% 0 +2
Helen D. vfi‘ 3% 0 --3
Catherine use 2 175 .5
Robert N. 4% si- 128 .e
Clarence N7. 2% Si- 78 +6
Jack P. 6% 3% 185 -~
Mars. B. 2 100 +.7
Marie 3. £- 2 37 +11

Robert s. 4—3;: 2 212 -4

 

 

 

 

Table lle

Weights of Children

Grade 4

1926

Name

 

Barbara S.
Marian A.
Clara 8.
Shirley F.
Eleanor J.
Gladys K.
Laurence M.
Neoma D.
Mary B.
Betty H.
Janet C.
Dorothy M.
Marion M.
James P.
Gerrith G.
Charles W.
Gertrude W.
Frances D.
Maxine D.
G.L.B.
Robert H.

Christine P.

1

 

 

Controls
Actual} Expt % of
gain gain Exp.
1b. 1b. gain

Percent

1% 2 75
1%: 2 63
2 3 67
i» 2 12
.2- 2 o
s 2 150
.3 2 38
~93 2 o
I} 2 12
12— 2 c7
4% 2 o
| o 2 o
5% 2 175
2% 2 112
I} 2 12
-1 2 0
~53 2 o
-1 2 0
2% 2 125
1% 2 I 75
1 2 50
1%;- 2 a7

 

 

over
or

under
Wte

Percent

.5
4
-6

~11

+15
-1 1
--13
-12
7‘31
-14
~13

e'e

I III ..|

 

 

East Lansing

Actual Exp. % of

gain gai Exp.

lb. 1b. gain

erceni

Name

Granger S. 5 3% 142
Myrtle s. 4 3% 114.
Jerry s. 2%: 2 112
mary'l. 1% 5%' 42
Wellingtor 1 2 50
Gerald w. 2&- 2 112
Robert B. 5% 5% 100
Robt. B. 1 2 50
Dennis B. 6% 3% 185
Jane C. 1%- 27 87
Irene D. -§ 2 0
John F. -1 3%' 0
JosephineG.6 3%- 171
John G. 2%’ 5% 71
'uary-n. 5 2. 150
Jackson H. 'l 2 350
Otto H. 0 2 0
mary Hess.3%- 2 175
Elaine J. § 2 3?
Norm I. 4 5% 114
Bobt. L. 1 2 60
Jeanette 11.5 5% 85

Table 11
Weights of Children

over

or
under
It.
t Percent

l. 3;

+5

 

 

 

 

+15

Grade 4

1926

Name

 

Dorothy K.
Monta 0.
Kathryn.R.
June D.
Pauline K.
Frances K
Lois R.
Betty‘R.
Harold W.
Bernice S.
Reva C.
Vevo C.
Peggy In
Winslc M.
Billy D.
mars. R.
maurice L.
Theo‘w.
Pauline L.
Rolland G
Dietrick BJ

Totals
T0 1:81 A'.

 

”2212.2221L1122222m2.2521

{fl
9'!

.76

£.l¢

Controls

Ex

83
1b.

P

to to to to :2 to :2 db :5 ac to to :2 to 1e to to to to In to

'0
N

 

50 Of
Exp.

in

cent

23?
287

100

57

37

25

57

175
63
100

35

' 25" 5%

over
or
under
It.
Percent

.16
+16

 

 

Table 11
Wei ghts o f Children

 

 

 

 

Grade 4

East Lansing 1926 Control:

‘ Actual Exp % of over Acmal Exp. 73 of over
gain gain-l Exp. or gain gin Exp. or
lbs lbe gain under 1b. Ibo gain under

wt. 11:.
Percent Percent Percent Percent
Name Nam

Elsie 11. 1% 2 75 -5
Marg. m. 1% 2 52 -2
Graham P. 2% 3% 71 +23
David P. 2 2 100 410
Gordon P. 1 8 50 ~15
Theron S. % 2 25 +6
Wilda s. .1. 2 o 41
Robt. r. o 5% o -4
Brand U. 2% 2 125 14
Don w. 5 5% 14.5 .11
Maude w. I} 2 25 .5
R08” we ‘ 1% _‘ gé 4‘5 "5

Total 505,1 155% 4777
Total Av. 2.55 2.77 857;

 

 

 

 

‘1.

East Lansing
Actual 25:15:17; of
83111 83111 EXP
1b. lb. gain
Percent
Name
Barb:B. 22 5% . 7a
Roda C. -2 2 0
Grist, 1)0 ~§ 5 0
Hilton 1' 1 2 60
Elva r. 52 5% 195
George Ge-lfi' 3%’ 0
Dawn G. 2 2 100
Beatrice 15.5% 2 512
Edna H. ~11} 2 0
Mildred 5. ~22 5 o
Ingersol -1 2 0
Annie 1:. it 2 25
Stanley H. -1 2 0
Carol K. 1 2 50
Virginni L. 1 2 5O
Verenna L. 3 3%' 85
Althea 1.. 1% 2 75
Donna M. 5% 5% 100
Mercer P1 -1 2 O
Gladys 21 ~% 2 0
Gerald R. -1% 2 0
Jeeeph R. 4 3%’ 114

 

 

Table 110

Weights of Children

7'8

+12

+1

+12

+7
+1

~12
+2
+14
+1
~19

P10

 

 

15

Grade 5
1926
over
Ld or
under
wt.
Percent

Name
B5331 To
Pauline

Barbara S

t

home 11 s“, 1%

Robt. B.
Helen A.
Emil B.
Eddie G.
James H.
RichardfiR
Louise D.
Eletus B.
Melvin F.
Leoena C.
Elie. A.
Jean.B.
J.B.H.
Robert H.
imaynard G
Elsie S.
Lucile G.

E1120 H.

v

 

Controls
ctuall Exptdflg of ver
gain gain Exp: or
lb. lb. gain er
wt.
Pereent Percent
15;- 2 57 -~
5% 2 512 +18
0 2 0 +27
2 e7 ~2
1% 2 25 +10
~14} 2 a +1
29; 2 115 ~5
1:} 2 55 45
~54; 5 0 ~10
4 2 0 ~12
5 2 150 4-5
0 2 0 ~41
1% 2 55 +2
5} 2 212 ~14
4 2 200 ~5
1% 5 41 ~5
& 2 12 4
«3; 2 12 +9
~1 2 o T ~1
~55 2 0 ~12
~2 2 0 ~17
2% 2 125 +4

 

 

 

 

 

 

East Lansing

11c tuai
gain
lb.

 

 

Ric

Dean W. ---2
Louise 7. 7%
Juanita 11.7%
Dorothy 3.2%“
Marshal 0.4%
Donald D. -%
Miriam . 5%
Clara F5 8
Hugo F. 0
Martha 1?. *1-
Harold 1P. 1%
Imary G. 2%-
Nita H. 5%
David J. -%
Jerry K. -%
Phyllis L. 3
Elgin 1.} ~%
Frederioko.%
Clara 0. %
Billy P. :1-
Arthur 2. 5

L E1134

gain
lb.

Peru

2» to 2:! to :2 to :2 to 2:. as to so 4&- éfi. '° “ éfi. " fig “’ 2° 53-

 

 

 

Table 11

We ights of Children

% of over
Exp. or
gain. under
ent P2;:;nt
63 ~5
0 +16
575 +20
207 ~3
113 +12
127 ~11
O ~2
187 ~4
228 ~5
O ~5
12 -8
63 ~2
137 +5
235 -~
25 +1
17 +5
150 ~19
o +8
12 +1
7 +2
12 +3
75 - +1

 

Grade 5

1926

 

Controls

hotnal Exp. 2 of

gain gain EXP.

1b. 1b. gain

Perc
‘!§gg

marine EL 1 2 50
Bertha 1.5% 5 125
Esther D.'% 2 25
Robert Hr~%- 2 O
Henriet fi- 2 12
Russell .0 2 0
Frances .~E; 3 0
Esther D. 1%. 2 12
Claudia :2. % 2 12
Eleanor P.~2§;— 2 O
PatricaJ} 1 2 50
Edward.R4 0 2 0
Lottie LP ~5%' 2 0
Kathleen . 1% 2 75
Arthur J, 2 2 100
Alice M. 2% 2 112
Russel T, 1% 2 55
ZMar . S. 2 2 100
‘Mary W. ~% 2 0
J.B.W. 5 2 150
Bethany . 5% 2 £152
Beula M. O 2 0

 

 

 

 

over
or

under
wt.

ent Percent

~12
~17

~14

~3

~10

+1

~10

~7

+5
~12

~5

+58

~16

~6

U.

 

 

Tablfi 110
Weights of Children

 

 

Grade 5
East Lansing 1926 Controls
factual hp. % of lo'ver Actual! 331p. % of over
gain gain hp. or 35. gain Exp. or
1b. 1b. in under 11). 1b. gain under
It. It.
Percent Percent Perc t Percent
Name” Name
Fred'k . -1% 5 o ~1 Marjorie ~; 2 0 +5
Mealo P ~1% 4 0 ~1 Audrey r. 5% 2 75 +21
Goldie . % 5% 7 ~10 Richard M. 1 2 50 +1
Vernon 23. 1% 5% 43 +4 Rose S. ~1% _ 2. 0 ~16
Homer 5. 1 5% 28 ~10 Totals 56.50 100 2875
Stewart 0. % 2 12 ~5 Tot. A7. 1.17 2.08 55.2%
John s. 1% 2 75 +5
Jean 5. 5% 2 1.52 ~4
J09 W. ‘ 1 _ 2 m .3
Totals 80.75 3685
TOt. Av. 1.49 2.63 56.“

 

 

 

 

 

 

 

 

 

 

Table 11o
Weights of Children

 

 

 

Grade 6
East Lansing 1926 Controls
Actual W7$£fitver Ac Exptdtyé of over
gain gain or gain gain EXP or
1b. 1b. gain under 1b. 1b. gain der
It. t.
Percent Percent Percent Percent
N 6 Name

Barbara . % 5 8 ~15 James 0. 2 4 50 ~15
Corydon .-5 5 0 -4 Evelyn G. ~% 3 0 -7
Virgi D.1-;} 2 87 +1 Betty T. o 5 0 +40
Otto D. ~% 5 o ~8 . ' Lillian B. ~% 5 o ~8
Marg. D. 1 4 25 ~5 Helen L. % 5 15 4 ~1
Harold E. 5 2 150 +5 Jack M. 2% 5 85 ~5
Alvin E. 1% 5 50 +5 Eunice M. 8% 5 275 +8
Fred'k G. o 2 0 +5 Heather 5. ~7 4 0'”. ~9
Lyle G. ~% 5 0 +5 Eva w. 5% 4 145 ~5
David H. % 5 15 ~4 Madaline v. a 5 25 ~9
Walter H. ~% 5 0 ~12 6150 E. 5% 4 87 +8
Anna J. 5% 5 191 +6 Ruth D. 2% 4 55 +22
Ellen L. 2 5 55 ~10 June T. 2% 2 157 ~5
- willard «2% 2 0 +4 Harris B. 4 4 500 ~8
Jack L. 2 5 55 +5 Hilalg r. ~2 5 0 ~15
Beulah ~% 5 0 ~17 Earl 2. 4% 4 112 L ~10
Oscar B. ~1% 5 0 ~1 Esther r. ~2% 5 o M~10
Sade R. 1 5 55 ~—10 Jack K. 2% 5 85 ~e
Ruth R. o 2 0 ~14 Helen H. i 2 57 ~9
lrvyn B. ~2 5 0 ~7 . Helen K. % 5 15 . ~2
Donald H. 1 5 55 +17 Alma B. 2% 5 75 ~5
Roland'h. 2 3 66 -2 Gertrude B. 1% 3 50 0 -5

 

 

 

 

 

 

 

 

 

 

 

 

Julesde E
Betty B.
Ray D.
Faye D.
Robert F.
Donald G.
margaret
Arthur H.
Edwin J.
Hana K.
Avon.K.
Durwell K
Paulineiu
JackIM.
JamelIM.
Helen M.
Karl N.
Helen O.
Hervym P.
31188 ,0
Harold P.

Nam%

East Lansing

gain
lb.

 

 

Actual Expt 75 of

gain
1b.

Pe

Cl '6 Ci (3 (h {fl :2 l3 I“ 10 ti #5 l5 10 (fl

G3 I! 10 (fl

rcent

[58

 

E1131
gain

108
300
75
87
175

225

150

25

75
116
57
16

 

Table 11 o
Weights of Children

Grade 6
1926
over

Ldor
under

It.

Percent

~15
~1

-.9

~18

+3

412

Name

 

Robert T.
Robert V.
Joyce E.
Fred B.
Dom thy 3.
Helen E.
Edna G.
Louis S.
Lanna G.
Eunice W.
Orvil T.
Marg. W.
Neil P.
Koleen S.
Virginna
Ruth B.
Irene G.
Total

TOto AV.

 

 

Controls
Actual przdgé of over
gain gain Expld or
1b. lb. gain under
wt.
Percent Percent
2% 4 52 +4
2 5 55 +9
4%- 4 112 +1
-é- 4 0 ~4
~2 2 0 ~8
4% 5 141 ~5
1% 5 58 +5
-1 5 0 +1
~1 5 0 flo
~4§~ 2 0 +2
~1§- 2 o ~1
.51 5 0 ~20
-2 3 O --
~‘é- 5 0 ~8
~ ; 5 0 ~4
~5fi- 2 L o I +8
41.4... £325
25.50 122 1809
.579 5.1 2159

 

 

.v0
0.
.-
~-
.
.-
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-

{4

 

 

 

Table 11 o

“eights of Children

 

Grade 6
1926 Controls
over Actual Expidig of over
or gain gain Exptd or
under lb. 1b. gain under
'15. wt.
rrcent Percent Percent
Name
~19
-3
+9
-5
~10
-8

 

 

East Lansing

Actual intuit orq

'Gain Gail Exptd

1b. 1b. gain

Percent Pa

Name

Lily s. I} 5 15
Charles S.» i— 3 26
Frank '1'. i 5 15
Fred H. 5% 5 225
Mildred W. 1:2- 4 45

Elsie W. ___2£_ ____§____6_§__
Totals 62.25 143 2997

Total Av. 1.27 2.9 43.7

is.

Name

 

Robert B.
Jerry S.
Lysle S.
Jack P.
Myrtle S.
Wilda S.
Esther H.
Helen W.
Betty W.
.Aletha C.
Imcile K.
Clarence N.
Virgil D.
‘Wellington
Billy K.
Junior C.
Robert S.
Gerald‘W.
Jamel H.
Frances A.

Sheldon C.

 

Actuajl Exp.

 

East Lansing

 

Table 110

Weights of Children

% of
gain gain Exp.
1b . lb . ga in

Percent

i‘ 1%- 55
3i 1 525
~1 1% 0
-§ 1 0
v}; 1% o
5 1 25
a} 1 25
1} 1%- 15
2% 1 225
o 1% o
i- 2 15
1% 1% 100
~5 1i» 0
F.-1% 1% o
4 1 400

1 1% 55

1 1 100
% 1 75
35 5 see
i i- so
H; 0

 

Grade 5
1927

over
or

under

wt.
Percent

-5
+8
+2
-3

+8
~2
~2
.....-.;
~15
+8
+5

+13

Name

 

Cletus B,
Reva C.
Veva C.
June D.
Clyde F.
Shirley F.
Delina F.
Maxwell F.
LaVere F.
Pauline K.
Dorothy K.
Clifford K.
Maurice L.
June L.
Pauline M.

Birwood M.

Chr ist ins PI.

Betty Re
marg. R.

Kathryn.R.

Controls
Actual Exp. 3'5 of bver
gain gain Exp. or
1b. 1b. gain under
Percent Pzrcent
~31» 1% o ~8
% 1 50 ~8
27: 1 25 ~17
1% 1 125 ~5
~& 1 o -4
1 1% 57 ~12
5} 1 50 +1
5- 15- 55 ~4
4% 1 50 +18
2 1 200 ~5
. 1 no ..
1 1 100 {-5
~22 1% 0 ~9
~11}; 1:1; 9 +5
~95 2 o ~8
~15» 1 0 +4
5% 1 525 ~5
5.53,- r}; 250 ~19
o 1% 0 +5
it 14;» 50 ~7
0 1 0 +15

 

 

 

 

 

—o
o
. lee-C
'-
.o
-a
o- :4
b.
l.-
I».
—
o —-
.1-
-.

Name

 

Robert N.
Granger 3
Harold E.
Ernest B.
Lanette P
Elia. T.
Nedra.K.
Katherine
Marg. R.
Grace B.
Leslie G.
mary'H.
Don P.
lr'ary H.
Gordon P.
Gail L.
Robt. B.
Jimmy A.
Elsie 11.
Hands fin

Theron 8.

Grade 5
East Lansing 192?
ctual Exp. % of over
gain gain Exp. or
1b. 1b. gain under
7 fl.
Percent PBrcent
1% 1 150 ~10
. .2 ' 1 0 +5
1 1% 15 ~5
1 1 100 ~2
. 5 2 250 +5
1% 1% 100 ~15
2 1 200 ~9
11.5 1 500 --
-§ 1 o ~1
1 2 50 +5
43 1% 50 ~2
4:} 1 425 ~1
5 1% 555 +5
5% 1 525 ~5
1% 1 150 ~5
1;} 1 125 -~
1 1 100 +4
3; 1 25 +17
5 1 500 ~4
1i» 1 150 -' ~5
2k 1 250 ( +17
2 1 200 ~5

 

 

Jane C.

 

 

Table 110

Weights of Children

 

 

 

 

 

 

Controls
'fictualj Exp. 75 of
gain 831m Expo
1b. 1b. gain
Peroent P%
Name
Beatrice R. -%’ 1% O
Neve R. 1 1 100 .
Robt. s. .1. 1 25
Betty 3. 0 1 0
June T. .1. 1 25
Robt. V. 1 1 100
Billy 5. in 1% 55
Peggy W. 0 I} O
Theo 17. ~25} 1% 0
Rare. S. 2 1 200
Harlan A. 1% 1 176
G.L.B. 1 1 100
Tmary B. i: 1. 85%
Billy D. ~73; 1% 0
Neomia D. «2- 1 75
Gerrith G. ~1} 1 0
Gladys K. 2% 1 250
James P. i' 1 25
Charles 77. a} 1% 55
Gertrude fl__l__ 135__
Totals 15% 49 2915
Tot. Av. .52 1.19 27%

0V0?

or

under

wt.

rcent

-19
~17
-2
+4
-14

-2

-5

~12

$10

~11

~14

127

‘11::

East Lansing

Table 11

Heights of Children

Grade 5

1927

3Actual Expc'd % of over
gain Expc'd or
gain under

gain

1b.

Name

F
Robt. L. i ~i~

1151's. Ge 2‘}

David P. Q 2-
|

Elaine J. 1%

 

Jackson 11.! %
Jeanette LL %
Marg. A. ‘ 1
May G. ' 3
Jeanette S.-2
Robt. 1'. 2%
Donald 17. +12
Roger W. ‘R

RObte Be ‘ “‘4

 

John Fe

Minchin 5.; 2:}

Vivian N. 2

Donna L. 1:}
Graham P. £-
JOhn Ge %

Norman K. --1

 

1b.

 

!

 

HPHHHH

5;.

p

 

0

i
I
E

225:

75

150
60
50

66

166

33

116

216

150

200

75

wt.

Percent Percent

+5
+5
+9
~20
+2

#22
~11

Controls

Actual Expc'd % of over
gain Gain Expc'd or

1b. 1b. gain under
It.

Percent Percent

Table 131
weights of Children

Grade 5

East Lansing .1927

Act ' E1pci'd % of over
gain gain‘Expc'd or
~lb. lb. j gain under
; l '17.
! Percent Percent

L”; i 5
Dennis B1. ~35 1 0 1 +18

Richard D. 1 1 10 J -5

Totals‘ 78 80+ 7507i

 

 

Tot. it £1.18 1.21! 9 ,.

Controls

Actual Expc'd % of over
gain gain Expc'd or
lb. 1b. gain. under
It.
Percent Percent
Name

 

Tab 16 11 e
Yeights ofChildren

Grade 6

East Lansing 19 27 Controls

1Actual Ech'd % of over
gain @in Expc'd or

Actual lhalc'd $5 of over
gain lgain Ech'd or

 

 

 

 

 

 

‘lb. 1b. gain under 1b. * 1b. gain ’ under
: It. 1 g 5 wt.
Percent Percut Percent Percent
1‘31“: , Ham |
Dick 0. 2 123.:3 155 +7 Kathryn A. 5 ! 1%, 200 +5
Roda c. 4 1%; 255 +25 Junior 0. -& 1% 0 +4
Dyer c. 1% 1% 85 ~4 Gaude c. ~1 1% 0 +14
Mary H :Lg ! 1125: 0 +7 Althea E. [ ii 1% 50 +21
Annie H. i2 I 13%,-3 155 +11 Harriette 2.1-2}; 11} o ~2
Stanley E 1%. 250 + «[76 Melvin F. ! ‘1‘ I 1 25 +1
Carol K. ‘3' 1% i 55 5 ~21 Maynard G. V 1% 1 1% 117 -4
Virginniéglfii 1% ! 83 ~13 Bruce H. 31 : 1&1 17 ~6
Althea L.: 1‘}: E 1% i 83 j 4-? James H. 0 g 1 0 I ~3
Mamita 11.135 1%. 85 +15 Robt. H. 5 1% 200 : -~
Mercer P‘fk 13%|; 55 +5 Fred H. ‘ 1 . 193- 17 1 +21
Louise 17.32- 1% 50 +20 John J. +12- 2 o g +7
Richard 30”} 1% ' 0 | ~5 Kenyon v. i 1% 1%. o ’ +4
Gladys R. 2 1%; 155 ' ~5 Leo K. i 2 1%; 155 ‘ +54
Gerald R. 1%; 1%; 85 ~5 Malcohn L. V 5 1%! 555 1 +5
Barbara B. 1 1 i 100 ; ~9 Lotte L. -§ 1%; 0 1 +2
Elva P. 9% 1 - 350 4-23 Helen L. 1% : léi 117 ! ~—
Clara F. 5% 1% ; 255 +15 Gladys L. 4 2 : 200 i '7“
vierennaL. :1— 1 25 ~2 Alice n. 53 i 2 58 t +45
Donna M. 5?; 1% i 450 I ~2 Ellen M. u-é 2 ‘ o ' +58
Joseph R. 1% 1% 83 | +7 Audrey P. i 2% ’ 112* i 167 i ~27

 

 

 

 

 

 

 

 

 

 

 

Table 11
Weights of Children

 

 

 

 

 

 

 

 

Grade 6
East Lansing 1927 Controls

Actua Eirpc'd 75 Pf over Aptu Eifi'd % of Pver

gain [88.111 Expc'd or gain ga Expc'd or
1b. i,1b. gain under lb. i 1b. 1 gain under

' Percent Percent \ PeircentPe =. :21;

335’. ' Name .

Dean 17. 1;} ' 1% " 83: +54 Edward R. o . 1%, 0 ~9
John I. 1.33. 1% 5 100 +4 Elsie s. 5 3 2 ; 250 -~
Juainta A. 4 1% ! 266' ~11 Francis T.': 1 : 2 i 50 +2
MMy B. I} ' 1% 55' -4 Basil T. 4, '- 1% i 25 I +4
Jean B. 1 1% 55' ~72 Pauline Tn} ' 2 Q 0 1 +25
DorothyB. 2% 113* 366 +6 Heather W.‘ 153';- ‘ 1% ' 117 ‘ +17
Stevart a. 5 1% 200, ~5 E115. B. '1 ' 1% ‘ 57 2 +5
Marshal Ii. 1% 1% 83: ~12 Jean B. :41» i 2 Z 25 E ~5
nelen E. 43; 2 215 -5 Lorna c. :4} j liri 55 ? ~11
Mildred B. 4% 2 225 ' ~10 Elia. e. ~15 ' 1% '1 o l -8
Harold F. 151— 15» 83: +4 Eddie G. +0 1% 1 0 ' +6
Martha El 0 1% o! ~4 Irene G. £0 1%- } o 1 +21
Hugo F. 1 141- 55 .~5 Henrietta ' 2% i 1% ‘ 150 ~5
Mary G. 1-2— 14} 115' +5 J.B.H. * 1—13— : 0 i --
Rita H. ~1- 141» 0' ~2 Maxine H. E i 1% 0 ; ~8
Davis J. 5% 1% 255 l +5 Eliz. H. ' 1 '. 0 3 +5
Paul K. +2: 1% oE +14 Arthur G. , 1% 85 ~1
Phyllis L. % 2 58 ' ~17 Lois J. 2 i 25 ~9
Elgin L. 4 1‘} 266 ' +9 Robert N. 4 1% 1% g 117 +10
Fred 0. 4% 1%- 500 +5 Eunice 11. I 22; j 2 ' 158 +10
Arthur P. 22 2 158 i +5 Jack M. 'a-li '7 1% i 0 1 ~5
Clara P. ~15 2 0 1 +4 Richard M.' 142- : 1% ' 117 3 "'

.

 

 

 

 

Table 11
Weights of Children

 

 

 

 

 

 

 

 

 

 

 

 

Grade 6
East Lansing 1927 Controls
Actual‘Expch % of over fictual‘Equ'd % oflover
;gain lgaianxpc'd or jgain |gain Expc'd' or
llb. [1b. I gain 'under :lb. 'lb. gain under
' = ‘ . wt. . ; wt.
.Percent Percent ‘ ?ercent Percent
Name a . Name I ?
' i
1591110 2. 1% 12 55 ; +1 Lillian B. -2 ‘ 2 '| 0 | -10
7 1 7 i l
‘ .
John P. 2;:- ~ 1% :183 14-12 Esther R. 5% 1 1% 217 . -5
! ' \ ‘
Billy r. 1% . 1% ' 85 1 5 Claudia R. -2% 1 1%; 0 , ~15
. 1 L 'I ;
FredP. 5% g 1% £215 Iee- Roberta B.'-% : 2 i 0 i +2
' l | 1 1 '
7 , . 1 .
Ruth 2. 3 % 2 J 25 f -5 Barbara 3.! % , l i 50 i 152
1 f i
Goldin R‘ 2% ‘_ 1% 150 l -5 Madaline 17' 1% 15% 117 l -8
. , . I
John s. % ' 1% 55 -'-'- Eva w. i 0 2 I. 0 " +5
Homer 3.! -% l 1% 0 4 Kathleen 1 i ‘1% l7 -2
I * !
Theoda 3,; £- ' 1% 50 j, -7 Totals 57 ‘81 5212
| t
Marg. T. 2 1% 155 +18 Tot. Av. .72 71.58, 4573
'1 l

Maryv.E 1% 1% 115 -5 l

1

Jean 5. _ 2 1% 155 -5

 

Totals 952- 84% 554.7

 

AV. @0150 1081 1053 118%!

 

 

 

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