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Because of the individual authority of each State for its own educational program, practices and policies differ widely among them in many respects. Yet in the midst of differences there are also common elements of development. The U. S. Office of Education, in presenting this series of monographs, has attempted to point out those common elements, to analyze the differences, and to present significant factors in State educational structure. In so doing, it accedes to the requests of a large number of correspondents who are students of State school administration and who have experienced the need for the type of material offered in this series. The report included in the present monograph deals with the origin and historical development, functions, and activities of the supervision of Negro education as observed in 16 of the 17 States having separate schools for the Negro and white races. These special supervisory activities were made necessary by the additional responsibilities growing out of the dual systems of schools. In addition to improving instruction, the supervisors having charge of these special activities had as their function changing public opinion toward the education of Negroes, and the promotion of interracial good will. This bulletin contains the following five chapters: (1) Introduction; (2) Origin and Historical Development; (3) Promotional and Administrative Activities; (4) Objectives and Activities of Supervisory Program; and (5) Conclusions. (Contains 4 tables and 9 footnotes.) [Best copy available has been provided.]

In January, 1913, Ennion U. William, M. D., commissioner of health of Virginia; Hon. Joseph D. Eggleston, retiring superintendent of public instruction; R. C. Stearns, his successor; and W. H. Heck, Ph. D., professor of education in the University of Virginia, projected an intensive survey of the white and colored schools and school children of Orange County, Virginia. Roy K. Flannagan, M. D., director of inspections of the Virginia State Board of Health, was placed in charge of the purely rural investigation, and two members of the Rockefeller Sanitary Commission, Dr. W. A. Brumfield and Dr. H. A. Lickle, assigned to hookworm investigation, were detailed to assist him. Dr. Heck secured the voluntary services of Dr. H. S. Hedges, Dr. R. L. Compton, and Dr. J. C. Flippen, of Charlottesville, members of the faculty of the University of Virginia medical department; and Marvin Harris, D. D. S., of Orange, who made inspection of all of the consolidated schools. Mr. C. P. Cowherd, district superintendent of the schools of Orange, also rendered valuable service in smoothing the path of the inspectors and every teacher in the schools visited cordially cooperated. The investigation was designed to cover the physical condition of the children in attendance on the schools, the enrollment, the proportional attendance, the size, equipment, and appearance of buildings and grounds, heating and lighting arrangement, water supply, and sanitary conveniences. Data along collateral lines were also gathered, and the pertinent portions are included in the report. This bulletin is divided into the following chapters: (1) The setting of the survey and explanatory note; (2) Organization and methods; (3) Results of the inspection; and (4) Rural school building equipment and environment. (Contains 8 plates and 1 footnote.) [Best copy available has been provided.]

Girard College was founded and endowed by Stephen Girard, mariner and merchant, a native of France, who came to Philadelphia in 1776. After a long life of service to his adopted city, State, and country, he died in 1831, leaving the bulk of his estate in trust to the city of Philadelphia for the erection and maintenance of what is now known as Girard College. On a recent visit to Girard College, Philadelphia, the Secretary of the Interior, Commissioner P. P. Claxton, was so impressed with the evident good health of the boys in that institution and with the attention and care given to this important phase of the institution's work that he requested Dr. Cheesman A. Herrick, president of the college, to have prepared for the Bureau of Education some account of the health work of the college. President Herrick has very kindly complied with his request and has forwarded this manuscript to the bureau. Commissioner Claxton recommends that it be published as a bulletin of the Bureau of Education for distribution among the officers of orphanages, home schools, so-called industrial and reform schools, schools for the feeble-minded, State schools for the deaf and the blind, and other institutions in which children are detained and on which they depend for the care of physical health as well as for education. Sections of the bulletin include: (1) Girard College (Frank O. Zesinger); (2) Statement of the visiting physician; (3) Statement of the chief of nose, throat, and ear department; (4) Statement of the ophthalmologist; and (5) The dental department. (Contains 4 footnotes and 18 plates.) [Best copy available has been provided.]

During the fiscal year that ended June 30, 1913, the field force of the Alaska school service consisted of 5 superintendents, 109 teachers, 11 physicians (1 of whom also filled another position), 9 nurses, and 3 hospital attendants. Seventy-seven schools were maintained, with an enrollment of 3,563, and an average attendance of 1.797. This bulletin on the work of the Bureau of Education for Natives of Alaska is divided into two sections. Part I--General Summary--contains: (1) Report on education (character of the work; medical work; reservations; economic aid to natives; legislation; recommendations; list of persons in the Alaska school service; and summary of expenditures); and (2) Report on the reindeer service (growth of the enterprise; administration; distribution; a native industry; summary of expenditures; and statistical tables). Part II--Detailed Reports--covers the following topics: (1) Reports by superintendents A. N. Evans and Walter C. Shields; (2) Reports by teachers in Barrow, Wainwright, Kivalina, Noatak, Selawik, Atka, Seldovia, and Sitka; (3) Reports on health conditions: (a) report on health conditions in the native villages along the Arctic coast (by Emil Krulish); (b) report on health conditions in the native villages in southeastern Alaska (by Emil Krulish); and (c) report on an epidemic of measles at Konai, in southwestern Alaska (by W. E. Kuppler and Alice M. Dolan); and (4) Special reports on the Hydaburg colony and Metlakahtla. (Contains 13 plates.) [Best copy available has been provided.]

In the Southern States one of the most common forms of disease, especially among children, is hookworm disease. The campaign for its eradication conducted by the Rockefeller Sanitary Commission for the Eradication of Hookworm Disease is one of the most remarkable health campaigns ever waged in this country. It has shown conclusively the important part which the schools may bear in any campaign against this and other communicable diseases, especially against the soil and water pollution diseases. The aim of this bulletin is to communicate to the largest public possible the history of hookworm disease, the distribution and life cycle of the parasite causing it; its symptoms, method of cure, and, most important of all, means of absolute prevention. The measures necessary for permanent control of hookworm disease are health supervision, health instruction, and perfect sanitation. The rural school can aid in health supervision; it can supplement and drive home health instruction; and above all it can teach good health and clean living by being itself a model of sanitation for the community. Topics covered in this bulletin include: (1) Importance of the problem; (2) The hookworm and hookworm disease; (3) The State departments of education; (4) County school authorities; (5) The individual teacher; and (6) The school as a model of sanitation for the community. Individual sections contain footnotes. (Contains 8 plates.) [Best copy available has been provided.]

Since the beginning of the recent revival of interest in rural schools, millions of dollars have been expended annually for country schoolhouses, and expenditures for this purpose have grown larger from year to year. Some of the newer buildings are large and relatively costly, but many, probably most, of them are built with little or no reference to architectural appearance, to the local needs, or to the principles of sanitation and the health requirements of growing children. It is economic waste of the worst type to spend annually hundreds of millions of dollars in money for schools and hundreds of millions more in the time of children and then fall short of the best results because of bad construction and poor equipment of schoolhouses. It is worse than economic waste to destroy the health and lives of children through failure to observe simple and well-known sanitary laws. The places to which children come to gain preparation and strength for life and its duties should not prove to be hotbeds for the seeds of disease and death. This bulletin is the result of careful and prolonged study of rural school architecture, with constant reference to economy and the highest degree of utility. Following a Letter of Transmittal and an Introduction, this document is divided into 12 chapters, as follows: (1) Some conditions and opportunities in rural life; (2) Relation of the country-school program to the country-school equipment; (3) Hygienic condition of typical rural schoolhouses and grounds; (4) The location of country schoolhouses; (5) Orientation of the building; (6) The country schoolhouse; (7) Plans for rural schoolhouses; (8) Remodeling country schoolhouses; (9) Teachers' cottages; (10) Consolidation of rural schools and some special needs in buildings for such schools; (11) Sanitary and convenient water supply for country schools; and (12) Sanitary privies for rural schools. An appendix presents a health program for country children. An index is also included. (Contains 44 plates, 13 footnotes, and 52 figures.) [Best copy available has been provided.]

The Girl Scouts, a national organization, is open to any girl who expresses her desire to join and voluntarily accepts the promise and the laws. The object of the Girl Scouts is to bring to all girls the opportunity for group experience outdoor life, and to learn through work, but more by play, to serve their community. Patterned after the Girl Guides of England, the sister organization of the Boy Scouts, the Girl Scouts have developed a method of self-government and a variety of activities that appear to be well suited to the desires of the girls, as the 89,864 and the 2,500 new applicants, scouts appears each month testify. This bulletin discusses the educational work of the Girl Scouts. Contents of this bulletin include: (1) History and Growth; (2) Activities; (3) Methods; and (4) Organization. [Best copy available has been provided.]

The work of the Bureau of Education for the natives of Alaska includes the Alaska school service, the Alaska medical service, and the Alaska reindeer service, with a field force in Alaska, in 1920, of 6 superintendents, 133 teachers, 9 physicians, and 13 nurses. This bulletin provides details on the following topics: (1) Extent of territory; (2) Supervision; (3) Control of expenditures; (4) Nature of the work; (5) Colony building; (6) Sale of native commodities; (7) Recent epidemics; (8) Transportation; (9) Census of Alaska; and (10) Reindeer service. [Best copy available has been provided.]

Malnutrition is a term used to indicate a general condition of less than normal physical and mental vigor. While the causes of malnutrition are many, incorrect or inadequate diet appears all too often as one of the causes. School feeding, which affords not only an opportunity, to supplement the home food supply but also to teach correct food habits, becomes a most valuable agency in combating the condition. This monograph is presented with a desire to aid communities in making school feeding a really effective social agency. In order to determine the true relationship between malnutrition and school feeding, we shall first consider briefly the problem of malnutrition and, second, the development and present status of school feeding both in New York City and other communities in relation to this issue. Topics discussed in this bulletin include: (1) Malnutrition; (2) Anthropometric Method of Diagnosis; (3) Grading of Nutritional Defects; (4) The Extent of Malnutrition; (5) Conflicting Data; (6) Data of Careful Observers; (7) Estimates in the United States; (8) Causes of Defective Nutrition; (9) Effects of Malnutrition; (10) Brief History of School Feeding; (11) The English Movement; (12) France; (13) Other European Countries; (14) United States; (15) The Practice of School Feeding; (16) Experience of Great Britain; (17) Experience of France is School Feeding; (18) America; (19) School Feeding as a Remedy for Defective Nutrition; (20) Other Methods of Attacking Defective Nutrition; (21) The Nutrition Class; (22) Teachers' College, Columbia University; (23) The Bureau of Educational Experiments; (24) The Role of School Feeding in the Malnutrition Program; (25) What Type of School Feeding is Most Effective; (26) The Educational Aspect; (27) To What Extent Ought the Lunch Service be Self Supporting; (28) The Provision of Free Meals; and (29) Public Control of School Feeding. Menus of meals served at various city schools throughout America are provided. A bibliography is also included. (Contains 3 charts.) [Best copy available has been provided.]

Education in the homeopathic schools of medicine is under the direct guidance of the American Institute of Homeopathy, and the requirements of the American Federation of State Medical Examiners Boards are fulfilled in all details, so that graduates may comply with the requirements of all the States and Territorial possessions. There were 45 more students in homeopathic medical colleges in 1919-20 than in 1918-19, and the increase in the freshman class was the largest. An overview of education in homeopathic medicine from 1918-1920 is presented in this bulletin, and details are provided for the following schools: (1) Boston University School of Medicine, Boston, Massachusetts; (2) New York Homeopathic Medical College and Flower Hospital, New York, New York; (3) Hahnemann Medical College of Philadelphia, Pennsylvania; (4) Homeopathic Medical College of Ohio State University, Columbus, Ohio; (5) Homeopathic Medical School of the University of Michigan, Ann Arbor; (6) Hahnemann Medical College and Hospital of Chicago, Illinois; (7) State University of Iowa; and (8) University of California, San Francisco, California. [Best copy available has been provided.]

At the time when the first Young Men's Christian Associations in North America were organized in 1851, at Montreal and Boston, there appears to have been little thought of including a definite educational program in the work of these associations. Such educational work as was done was limited to reading rooms libraries, a few lectures, and, from time to time, the organization and maintenance of literary societies. The great emphasis placed upon distinctively religious work appears to have largely occupied the energies of the leaders in the movement. About 1880, the conception of the field of the association in its work for young men began to take on new content and to develop a new meaning. It was agreed that opportunities for physical, mental, and social development were in no way contrary to the main purpose of the association--that is the fostering of the spiritual life--but contributed most effectively to this end. In 1889, the International Convention, for the time, endorsed educational work as a function of the association. In 1900, there began a period of expansion and extension. Instead of the class work being limited to the winter time, such instruction was continued throughout the spring. Day work was also introduced and summer schools for boys were organized to supplement the work of the public schools. This bulletin discusses the educational work of the Young Men's Christian Associations. (Contains 14 tables and 2 footnotes.) [Best copy available has been provided.]

Effective physical education of the children of the elementary schools will always be conditioned largely upon the regular classroom teachers. Obviously physical education must have a large place in the preparation of teachers if they are to play well their part in the conservation of the physical resources of childhood. It must be recognized that this part of the preparation of teachers is fundamental and vital not an accessory to the formularies of mental training and discipline. The first striking fact is the relative neglect of physical standards for teachers. Less than one-third require a health certificate for entrance; less than one-half require a medical (or physical) examination at any time; just one-sixth require a health certificate for graduation. It may be noted in passing that the health certificate required is rather a certificate of freedom from disease than a certificate of vigorous health. The encouraging things in this report are the number requiring physical exercise of all students, the emphasis upon games, both in required exercise and in practice teaching, and the number having gymnasiums. There is a distinct gain in these respects in the last 10 years. Contents of this bulletin include: (1) Physical education in the preparation of teachers; (2) Malnutrition and the nutrition class; (3) Health supervision; (4) Closing school as a measure for controlling epidemics; (5) Eye hygiene; (6) Oral hygiene; (7) State legislation for physical education; (8) The Nation's need of physical education; and (9) Physical education and military training. (Contains 10 footnotes.) [Best copy available has been provided.]

This bulletin on education in parts of the British Empire is presented in seven sections. The first section (by Walter A. Montgomery) describes educational developments in the Dominion of Canada and contains the following: (1) General educational activities; (2) The language issue; (3) Agricultural instruction; (4) Vocational work for returned soldiers; (5) The Dominion Educational Association; (6) The Maritime Provinces--Legislation; (7) Nova Scotia; (8) Prince Edward Island; (9) Quebec--Two-fold organization of public-school system; public interest; need of rural teachers; (10) Ontario--Superannuation act; school-attendance bill; effects of the war; continuation schools; industrial, technical, and agricultural education; (11) Manitoba--Democratic methods; advisory board; consolidation; attendance; teachers; high schools; the university; (12) Saskatchewan--Centralization of administration; survey of 1917; school-attendance act; short-term schools; agricultural instruction; teachers; health promotion; (13) Alberta--Graded and ungraded schools; school-attendance act; and (14) British Columbia--Rural high schools; school districts. The second section (by Charles E. Asbury) provides information on Jamaica: (1) Organization of the system; (2) Government grants; (3) Teachers; (4) Administration; (5) Curricula; (6) Industrial and technical training; and (7) Secondary education. Section three (by Theresa Bach) presents details of educational developments in Australia and New Zealand: (1) General features; (2) New South Wales; (3) Victoria; (4) Queensland; (5) Western Australia; (6) South Australia; and (7) New Zealand. The fourth section (by Theresa Bach) covers the Union of South Africa: (1) General features; (2) Language problem; (3) Secondary education; (4) Agricultural education; (5) Colleges and universities; (6) Education of non-Europeans. Section five (by Walter A. Montgomery) gives details on educational development in India, and covers the following topics: (1) Administration of the schools; (2) Secondary education; (3) Colleges and universities; (4) Technical, industrial, and agricultural education; (5) Education of girls; (6) Mohammedans; (7) Europeans; and (8) Training of teachers. Section six, on Egypt, is based upon the notes of the Ministry of Education on educational organization and policy, and provides information on: (1) Budget; (2) Primary schools; (3) Secondary schools; and (4) Higher colleges. The final section (by Theresa Bach) presents information on the educational developments of Jews in Palestine, as follows: (1) General development; (2) Secondary education; (3) Agricultural training; and (4) Establishment of a university. (Contains 4 footnotes.) [Best copy available has been provided.]

A study of the status of physical education, military training, and hygiene in 182 American colleges and universities is presented in this bulletin. The list of public and private institutions chosen for this investigation is intended to be representative of the different types of colleges and universities in the United States. Information was collected from institution catalogues, recorded on a questionnaire, and sent to each institution for correction or approval. This study reports the findings in seven parts. Section 1 brings out the fact that a large number of colleges and universities require a medical examination of all students at entrance. Section 2 emphasizes the fact that physical education is now included as a part of the required work of practically every undergraduate course leading to a bachelor's degree. Section 3 contains a brief account of the organization of the senior division of the Reserve Officers' Training Corps in colleges and universities. Section 4 points out the fact that hygiene is now considered an important college course by a large number of institutions. Section 5 points out the recent growth in intramural athletics. Section 6 presents an account of the students' health service. Section 7 contains a summary of the equipment for physical activities provided by colleges and universities. Appendices document the institutions requiring or urging vaccination for smallpox and typhoid for college entrance, and provide a selected bibliography. (Contains 7 tables and 11 footnotes.) [Best copy available has been provided.]

The great war now ended has shown to every nation the priceless value of its citizens. The beginnings of the health supervision of schools and school children, made before the war, are now seen as movements of the greatest significance for national conservation. The growth of school health supervision in the United States in the past few years is indicative of its certain development in the years immediately ahead. As of 1915, 26 States have some form of statutory provision for school health supervision. There is also a constantly increasing number of cities providing organized health supervision of school children. This increase in extent is paralleled by the increase in thoroughness and effectiveness, which necessitates the provision not only of an adequate supervisory force of medical inspectors and nurses, but also adequate material equipment. This bulletin results from a careful study of the medical inspection facilities in the schools of New York and other American and foreign cities. Contents include: (1) A challenge from new South Wales; (2) A problem for educators; and (3) Standard medical inspection facilities. The following are appended: (1) Blank Form for Survey and Inspection of Medical Rooms; and (2) Typical Equipment and Supplies in Medical Rooms, New York City Schools. (Contains 10 figures and 5 footnotes.) [Best copy available has been provided.]

In this bulletin, the Commission on the Reorganization of Secondary Education presents the cardinal principles which, in the judgment of its reviewing committee, should guide the reorganization and development of secondary education in the United States. The commission was the direct outgrowth of the work of the committee on the articulation of high school and college, which submitted its report to the National Education Association in 1911. That committee set forth briefly its conception of the field and function of secondary education and urged the modification of college entrance requirements in order that the secondary school might adapts its work to the varying needs of its pupils without closing to them the possibility of continued education in higher institutions. It took the position that the satisfactory completion of any well-planned high-school curriculum should be accepted as a preparation for college. This recommendation accentuated the responsibility of the secondary school for planning its work so that young people may meet the needs of democracy. It was determined that the reviewing committee should outline in a single report those fundamental principles that would be most helpful in directing secondary education. The translation of these cardinal principles into daily practice will of necessity call for continued study and experiment on the part of the administrative officers and teachers in secondary schools. Following a preface and a list of the membership of the reviewing committee of the commission, the contents of this bulletin are as follows: (1) The need for reorganization; (2) The goal of education in a democracy; (3) The main objectives of education; (4) The role of secondary education in achieving these objectives; (5) Interrelation of the objectives in secondary education; (6) Recognition of the objectives in secondary education; (7) Education as a process of growth; (8) Need for explicit values; (9) Subordination of deferred values; (10) Division of education into elementary and secondary; (11) Division of secondary education into junior and senior periods; (12) Articulation of secondary education with elementary education; (13) Articulation of higher education with secondary education; (14) Recognition of the objectives in planning curriculums; (15) The specializing and unifying functions of secondary education; (16) The comprehensive high school as the standard secondary school; (17) Recognition of the objectives in organizing the school; (18) Secondary education essential for all youth; (19) Part-time schooling as a compulsory minimum requirement; and (20) Conclusion. (Contains 8 footnotes.) [Best copy available has been provided.]

From every standpoint there has been progress during the past biennium in making the health of the school child something more than a mere theoretical objective. Not only has the day become less remote when it will be considered poor policy to waste the time and energy of the teacher (along with public funds) in trying to accomplish the impossible because of physical handicaps of the child, but there is evidence that the time is approaching when the child's physical education will be given as much recognition as his mental training, when, in fact, these will become fused into one. This bulletin reviews developments in the areas of: (1) Health examinations; (2) Solving the dental problem; (3) Nutrition; (4) Posture; (5) Measurements and tests; (6) Health education; (7) Education in human reproduction and development; (8) Physical activities; (9) Sportsmanship; (10) Mental hygiene; (11) The school day; (12) Rural schools; (13) Colleges; (14) Side results of better hygiene; (15) Health of the teacher; (16) Professional training and requirements; (17) Sanitation; and (18) Health agencies. [Best copy available has been provided.]

In recent years, numerous questions have been raised in correspondence and in conferences about the education of children in grades seven and eight. In response to the interest expressed, the Elementary Schools Section of the Office of Education invited a group of educators representing administrators, supervisors, teachers, and teacher-educators to a conference to discuss the need for a study of educational programs in these grades and the methods by which a study might be carried out and reported. It was decided in this conference that such a study would be useful to school administrators, supervisors, and teachers and that it should be undertaken by the Office of Education. Schools were selected in several ways. Letters were sent by the Elementary Schools Section of the Office of Education to the director of instruction in each State Department of Education explaining the study and inviting him to name several schools in the State which might be visited in search of good practices in the education of 7th and 8th grade children. In carrying out the observations, an effort was made to visit schools in every State and to include a wide variety of schools. The present bulletin, then, is the result of research, observation, and interviews. "Part One" reports the results of research into characteristics and needs of children commonly found in grades seven and eight and projects some characteristics of desirable educational programs for them. "Part Two" reports some of the things schools included in this study are doing for children and some of the ways in which these schools work with parents and the community. Little attempt is made to evaluate the practices reported here; rather it is left to the reader to make his own evaluation of the immediate or long-range value of any practice in meeting the needs of children of these ages in the United States in their steady growth toward maturity. Appended are: (1) Concerns expressed by administrators; (2) Concerns expressed by teachers; and (3) Concerns expressed by parents. A bibliography is included. [Best copy available has been provided.]

"Schools at Work in 48 States" is a record of a cooperative study made over a period of two and a half years by nine staff members of the elementary school section of the Office of Education, with the advice and help of their co-workers. Such a study requires that the group of persons working together arrive at some commonly accepted principles of education in order that as they visit schools they may not only observe and record, but also be able to identify what they have seen and heard with these principles of good teaching and learning. Over a period of a year's time and preliminary visits, the Elementary Section staff discussed the contributions of each subject area to a total school program that is good for children. They continued such discussion as reports of visits were made in an attempt to relate principles and practices throughout the study. Information about ways of working to improve education for children needs to be shared on a broad basis, not to bring about undesirable uniformity, but rather to stimulate widespread discussion and evaluation of elementary school practices. It is hoped that the bulletin may help improve classroom teaching and bring about closer relationships between school and community. An index is provided. (Contains 2 footnotes.) [Visitors and reporters who contributed to this bulletin include: Effie G. Bathurst, Paul E. Blackwood, Glenn O. Bough, Mary Dabney Davis, Wilhelmina Hill, Gertrude M. Lewis, Helen K. Mackintosh, Arne W. Randall, and Elsa Schneider. Best copy available has been provided.]

Interest in the school lunch program and nutrition education has been growing throughout the Nation over a period of years, especially since the enactment of the National School Lunch Act in 1945. School administrators, teachers, members of school boards, school lunch managers, parents, and others are asking the Office of Education pertinent questions about various phases of these programs. Some of them are working in schools that are considering, for the first time, the setting up of a school lunch program, whereas others are desirous of improving their present procedures. The Interdivisional Committee on Nutrition Education and School Lunch of the Office of Education believed that a compact publication, answering those pertinent questions about school lunch and nutrition education, which are most frequently asked, would be helpful to the many people concerned. Such a publication would highlight the more detailed statements on these subjects. This publication answers briefly 21 questions which deal with the relation of the school lunch to nutrition education, health aspects of the school lunch, and certain administrative and financial matters. It is hoped that this publication will serve as a helpful guide to those concerned with school lunch programs and nutrition education as they affect children and youth in the United States. (Contains 5 footnotes.) [Best copy available has been provided.]

This bulletin is committed to the thesis that the success of any educative experience varies as thoughts are or are not accompanied by appropriate feelings; that education must ever be alert to both of these happenings; and that the teacher can influence the feeling phase of an experience even as he can the cognitive phase. In limiting its efforts to a demonstration of this thesis in the area of health, this bulletin is neither a course outline nor a listing of what should be taught. It is an attempt to illustrate for secondary school teachers methods that may help to close the gap that often exist between the health knowledge and the health behavior of individuals. Logically included in this health behavior of individuals are exercise and recreational activities, safety practices, and the many other actions that enhance or jeopardize the protection, development, and maintenance of positive, robust health. Because this bulletin attempts to give practical help on practical problems, it cannot represent simultaneously divergent theories in education. This publication makes no pretense to completeness in the field of methods. It merely illustrates and discusses ways of associating feelings with knowledge that point to a course of action. It lays claim to no new ways of motivating. It merely analyzes and illustrates ways that have long been employed by man in literature and in education, and before him by Mother Nature, to move man and animals to action. This bulletin has been prepared for high school teachers in an effort toward balancing the scales between the methods of scientists and teachers. It represents a point of view which recognizes feeling as equal to knowledge in the learning process. (Contains 1 footnote.) [Best copy available has been provided.]

This bulletin comprises the results of personal investigations supplemented by official reports covering the entire work of medical inspection as developed in Great Britain, including: (1) History of the development of medical inspection in England, Wales, and Scotland; (2) Administration by the chief medical staff, (3) Medical examination--the scope of the examination, its relation to physical training, and the separation of children mentally or physically defective for purposes of better instruction; (4) Remedial measures--cleansing schemes for ridding children of vermin of both head and body, school feeding of necessitous and underfed children, special schools for children whose defects cannot be overcome, medical treatment and the school clinic, and physical education as a remedial measure rather than curative; and (5) Resume summarizing the report. Appendices provide: (1) Special investigations conducted by medical officers of specified local authorities; (2) Schedule of medical inspection; (3) Schedule of the examinations for mental defects; (4) Details of London County Council cleaning scheme; (5) Report of the Manchester School for Crippled Children; and (6) Circulars and blanks forms issued by the Public Health Department, London County Council. (Contains 11 footnotes and 10 illustrations.) [Best copy available has been provided.]

The early history of educational hygiene was largely the history of "school hygiene." The name was accurately indicative of character--the hygiene of the school as an environment rather than as a "community of children" learning under the leadership of teachers to know and live health. Environment bulked large; the education of individuals for health, either personal or civic, was comparatively little thought of. The older books on school hygiene and the proceedings of school hygiene congresses show that the matters of major concern were the hygiene of the school plant and equipment; medical inspection for control of communicable diseases; examination for physical defects and development of methods and facilities for correction of defects and disabilities: the hygiene of instruction, especially the relation of fatigue and nervous and emotional strains to programs and technique of instruction; and other environmental factors. This bulletin attempts to present the developments within the past four years in some parts of the field and to summarize the activities of some of the organizations and agencies that are working in this large, varied, complex, and rapidly developing field, within the same period. (Contains 32 footnotes.) [Footnote numbers are illegible. Best copy available has been provided.]

The widespread interest in gardening directed by the schools, especially in cities, suburban communities, and manufacturing districts, stimulated by the activities of the Bureau of Education, has created a demand for some comprehensive statement of the best means of organizing and directing this work, to the end that the largest possible educational and economic results may be obtained. This bulletin was prepared for the benefit of school officials and others who are interested in the promotion of gardening in the elementary schools of towns and cities. It attempts to show briefly: (1) Why gardening should be introduced into the schools, including vocational guidance, uniting home and school, recreation, and other topics; (2) How gardening may be introduced into the schools, addressing who should control children's gardens, kinds of gardens, instruction and supervision, and financing the work; and (3) How gardening may be promoted by the schools, covering procuring land, selection of crops, keeping records, and other issues. While the study is based more upon expressed opinions than upon a statistical inquiry, an attempt, nevertheless, was made to gather some information regarding the status of gardening in the schools. A letter of inquiry was directed to superintendents of all cities having a population of 5,000 or more. Replies received from 820 superintendents helped inform the development of this document. (Contains 3 plates, 7 figures, and 10 footnotes.) [Best copy available has been provided.]

This bulletin is about an invasion that was welcomed. It tells how boys and girls of Petersburg, West Virginia, invaded their town to learn and to serve. Hotels, school lunchroom, alleys, creeks and swamps, unused park area, and other resources were utilized. The young invaders were welcomed by the adult citizens of the town because the principal of the school had sent those who might be interested a letter asking them to receive the boys and girls and help them with a school health project. "How healthful is Petersburg?"--that's what the children wanted to know; and "How can we help to make it more healthful?" This bulletin tells how the boys and girls organized their campaign to get information. It explains why information was not enough, and how the campaign to get information was followed by cooperative plans for improvements when these were needed. The work described here was done by children, school staff, and patrons cooperatively. The Petersburg community was enabled to develop this health program partly through a grant from the W. K. Kellogg Foundation of Michigan to the West Virginia State Department of Education. The object of the grant was to establish 3-year demonstration centers in certain schools of the State, one of which was the Petersburg Elementary School, for experimenting with ways of improving school and community health. Among the goals of the demonstration center program were the following: (1) to discover means of making health education as functional as possible; and (2) to learn ways of using the community as a laboratory and a field of civic service in health improvement. It is the purpose of this bulletin to show how the Petersburg Elementary School and community achieved these goals and thus took several steps toward a way of life not only for today's citizens, but for tomorrow and the day after, and the day after that. (Contains 4 footnotes.) [Best copy available has been provided.]

Health has been proclaimed as the first objective in education. One means of teaching this objective would seem to be the furnishing of adequate instruction in physiology, personal hygiene, and public health through teachers who are as thoroughly prepared for this workers are instructors of mathematics, English, or any other subject. The amount and quality of instruction in physiology and hygiene is of especial concern to a university such as that of Illinois, inasmuch as in this institution these subjects are required in the freshmen year and matriculants come to the college classes in all states of preparation or no preparation. It occurred to those who selected the projects for research in universities that here was an opportunity to find out from students who had recently been exposed to health instruction in high schools and colleges what they thought of the matter and methods used in the courses attended. Students in their senior college year would seem to be in a position to render valuable service in this appraisal and a questionnaire was prepared for presentation to such students. The results from more than 2,500 students were found suitable for statistical tabulation although information on each point was not furnished by all. Of those giving information on the subject, about 90 percent attended a public and 10 percent, a private high school. This bulletin presents the results of the study. (Contains 9 tables and 6 footnotes.) [Best copy available has been provided.]

This bulletin brings to its readers a discussion presented with a view to focusing attention upon this very important educational field of school health work. In Part I, Commissioner Studebaker discusses General Administrative Policies, including the relation of health education to public administration. Sections appearing in Part I include: (1) Meeting developmental needs; (2) Noneducational service functions; (3) Schools must be free; (4) Specialization of function; (5) Community health council; and (6) Development of cooperation. The multiple relationships which need to be established in the adequate development of a school health program are presented by Dr. Fred Moore in Part II, as they have been worked out for one school system. Topics covered in this section include: (1) Responsibility of school authorities; (2) Activities within the school organization; and (3) Activities outside the school organization. As yet there has been little opportunity for directors of such programs to secure anything like adequate training for their highly important and exacting tasks. Nor have procedures which were the product of trial and error often been recorded for the benefit of others. The account given by Dr. Moore presents in considerable detail advantages of organization and direction within the school. (Contains 2 footnotes.) [Best copy available has been provided.]

No movement in education in recent years has taken hold of the imagination and emotions of the American business man more effectively than education in accident prevention. This appeal to the business man is perhaps due more than anything else to the fact that when the educator begins to talk of education in terms of saving human lives he is using a language that is comprehensible to the man outside of the profession. Furthermore, the business man has become thoroughly acquainted with the possibilities of educational endeavor in the reduction of accidents in the industry of the country. Early in the twentieth century, employers in the steel industry conceived the idea of the necessity of conserving the lives of their employees and the elimination of deaths and serious injuries to the laborers. They conceived the problem originally as a matter of guarding machinery so that it would be made as nearly as possible accident proof against carelessness on the part of the employees. Those interested in the reduction of accidents in the steel industry soon discovered, however that little progress could be made through mechanical means and changed the emphasis from the introduction of mechanical devices to guard machinery to the instruction of the employees in methods of work that would guard the workers against unnecessary accidents. The upshot of the matter was that the number and seriousness of the accidents decreased in a very marked way. The result of the remarkable reduction of accidents in the steel industry led to the creation, in 1912, of the National Society for the Reduction of Industrial Accidents which later became the National Safety Council. From the time of the organization of the society, its leaders felt that the fundamental way of eliminating accidents was through education and that this education should be carried on in the schools. Many efforts were made to induce educators to undertake safety instruction and some progress was made along this line. Topics covered in this bulletin include: (1) History of education in accident prevention; (2) The need of education in accident prevention; (3) Method of procedure in accident prevention and its jurisdiction; (4) The necessity for analysis of the accident situation in each community as a basis for school instruction; (5) The method of education in accident prevention; and (6) The results of education in accident prevention. A bibliography with reference to its value in assisting the teacher in the method of instruction is included. (Contains 27 tables, 10 footnotes, and 8 figures. )[Best copy available has been provided.]

There are three reasons why the following study of the school janitor service has been made: (1) The importance of the janitor's position in a modern school system. This is seen by a consideration, especially, of his relation to the up-keep and sanitation of buildings in his charge, the health and safety of their occupants, the educative value of the janitor's work, and his influence upon pupils from a moral standpoint during the years most vital in the formation of character; (2) The nonappreciation of the janitor's importance on the part of school officials the public generally; and (3) No comprehensive study of the subject has heretofore been made. From these considerations, the need for such a study seems conclusive. If school boards, superintendents, principals, teachers, parents, and janitors themselves can be led to understand and appreciate the importance of the janitor as a responsible school officer, and can be shown wherein the service should be improved and the methods by which this may be accomplished, it is believed that a valuable service will have been rendered to the cause of public education. In pursuing the study there have been two main objects of investigation: (1) The administration of school janitor service; and (2) The functions of the school janitor. Contents include: (1) Introduction; (2) Importance of the school janitor's positions; (3) Administration of janitor service; (4) Functions of the school janitor; (5) Rural school janitors; and (6) Summary of Results and Conclusions. The following are appended: (1) Sample Examination Questions; (2) Regulations for the Cleaning and Care of School Buildings and Grounds; and (3) Schedule of Compensation for Janitor Service in the Public Schools of Boston, Massachusetts. (Contains 15 tables, 1 footnote, and a bibliography.) [Best copy available has been provided.]

This bulletin has been used extensively since it was published in State legislative campaigns for physical education. The following topics are discussed: (1) Purpose and scope of State laws for physical education; (2) Tabular summary of State laws; (3) Principles governing State legislation for physical education; (4) Text of State physical education laws. (Contains 1 table.) [Best copy available has been provided.]

The people of the Kingdom of Belgium (Royaume de Belgique) at the close of the nation's first century of independence, have systems of schools and allied institutions of wide variety designed to guide and aid their citizenry in proper development from earliest infancy to and during the adult years. Living in a territory long inhabited by virile, independent peoples, they hold records of more than 20 centuries of experience on which to base present action and from which to direct their future. Out of that experience and its wealth of cultural tradition they draw the foundations for carefully constructed systems of general education, one official and neutral in religion, the other private and sectarian. Such schemes of training, worked out and operated by folk on a high plane of attainment and an unusual many-sidedness of interest and contact, can not fail to have in them lessons of great value. For that reason, the author reports in a descriptive and factual way mainly the official, general educational system of Belgium and in less detail the special systems, with the thought that readers in the United States will find much of immediate practical benefit and of inspiration in noting how the Belgians manage their difficult and complicated educational affairs. Contents of this bulletin include: (1) Administration, national expenditures, and organization; (2) Primary education; (3) Secondary education; (4) The professional staff; (5) Some special aspects of the general education system; (6) Technical and agricultural education; and (7) Institutions of higher education, research, and culture. Individual sections contain bibliographies and footnotes. (Contains 31 tables.) [Best copy available has been provided.]

The Fifteenth International Congress on Hygiene and Demography, held in Washington City in the autumn of 1912, was a notable event in the history of sanitation and in the discussion of the conditions of the physical and mental health of the people. The exhibition held in connection with the congress was instructive in many ways, and contained much of interest to those who are responsible, directly or indirectly, for the health of children. The first section of the accompanying manuscript contains brief and accurate descriptions of some of the most important of the exhibits, and comprehensive summaries of their meaning. Topics addressed in this section include: (1) School buildings and school sanitation; (2) Hygiene and tuberculosis; (3) Industrial hygiene; (4) Nourishment of children; (5) Mental hygiene; (6) Sex hygiene; and (7) Experimental psychology. An appendix to Part I of this bulletin presents instructions relating to tuberculosis, distributed by the Department of Health, New York City. The second section consists of excerpts and summaries containing the gist of some of the most important papers read at the congress. These abstracts are as follows: (1) Ringworm in the Schools of Mexico (Manuel Uribe Y Troncoso); (2) School Disinfection (J. T. Ainslee Walker); (3) Campaign against Contagious Diseases of Children (Walther Ewald); (4) Management of Tuberculosis among School Children (Arthur T. Cabot); (5) Studies in the Relation of Physical Inability and Mental Deficiency to the Body Social (Isabelle T. Smart); (6) Education of Immigrants in School (William E. Chancellor); (7) Service of Medical Inspection of Schools to the Teacher (Helen MacMurchy); (8) Follow-Up System in Medical Inspection (Thomas A. Storey); (9) Hygiene of Children's Teeth (William H. Potter); (10) Dental Hygiene for Pupils of Public Schools (S. Adolphus Knopf); (11) Universal System of Measurements (Leotardo Matus Z.); (12) Development of Hygiene in Educational Institutions (Dudley A. Sargent); (13) Training in Personal Hygiene in Private and Public Schools (John W. Ritchie); (14) The Public School as a Factor to Lessen Infant Mortality (Henry L. Corr); (15) Physiological Age in Education (C. Ward Crampton; and (16) School Children of the Stock-Yards District of Chicago (Caroline Hedger). It is believed that the information contained in this bulletin will be permanently helpful to teachers, school officers, and others interested in the health of children and the sanitation of homes, schools, and other places in which they work. (Contains 1 footnote.) [Best copy available has been provided.]

In the older Greek education one-half of the school day was regularly spent by the Greek boys in exercises and games designed to make them strong and also to teach them the mental significance of sound health. During the middle ages this high ideal of soundness and sanity was lost, and even looked upon as spiritually dangerous. There is emerging to-day a new health consciousness. Medical inspection of school children has for its chief purpose the early discovery of physical defects or disease, so that such defects may be corrected in early life, or that contagion may be reduced to a minimum. The work began in this country less than 20 years ago, but the U.S. is now in the midst of the most rapid development of this part of the public educational service. Information is eagerly sought from all parts of the country. The manuscript hereby transmitted, entitled "Annotated Bibliography of Medical Inspection and Health Supervision of School Children in the United States for the years 1909-1912" was compiled in the Division of School Hygiene and Sanitation of this bureau. It is a digest of the chief literature on this subject published in America during the past four years, and will be very helpful, especially to school and health officers. Appended are: (1) Blanks and records; and (2) School activities in relation to children's eyes. An author and subject index is included. [Best copy available has been provided.]

This bulletin lists 1,910 publications related to the topic of Child Study. A Subject Index is included. [Compiled by Clark University Library, Worcester, Massachusetts. Best copy available has been provided.]

This report concerns itself with the growth and progress of "general" university extension for the biennial period 1922-1924. By general university extension is meant extension activities of universities and colleges in the fields not covered by agricultural and home economics extension under the Federal subsidy acts through the Federal land-grant colleges. The report makes no pretense at thoroughness. The limitations of time and resources for securing data render such an ambition impossible. The information upon which the report is based has come largely from universities and colleges holding membership in the National University Extension Association, of which there are 41 at present. The reason for this limitation is the fact that in these institutions the work has been sufficiently standardized to enable some degree of comparison, and to arrive at some evaluation of the results in general terms. There is a further limitation to the report in the fact that data were not available from all the member institutions, though a request for such data was sent to every institution on the list, together with questionnaires concerning matters of special interest and importance. It is believed that the data and conclusions here reported are indicative of the progress and development in this field of service. Probably in no other field of university work has progress been more notable or more significant. This bulletin contains: (1) Significance of university extension service; (2) Extension activities; (3) Statistical study; (4) New lines of service, or lines having unusual development during the biennium; and (5) Extension practices and efforts at standardization. (Contains 4 tables and 1 footnote.) [Best copy available has been provided.]

Home economics education during the past biennium has made notable progress in a number of directions. These directions include, among others, a clarification of the contributions of home economics to general education, to health education, to child care and welfare, and a reorganization of the curriculum, based on scientific evidence. This latter problem, together with a scientific selection of home economic objectives to be achieved, has been for some time paramount in the minds of many home economics leaders. These interests have called for an almost complete restatement of objectives and goals and a revision of subject matter. This has occupied leaders of home economics in a number of States and in many cities. Notable among the latter is Denver, Colorado, where the revision of the home economics curriculum was influenced by Briggs's philosophy of education, namely, "To teach pupils to do better the desirable activities that they will perform anyway; to reveal higher types of activities and to make them both desired and, to an extent, possible," and, secondly, that "the curriculum is a series of experiences so selected, guided, and coordinated that what is learned in one experience contributes to the elevation and enrichment of any succeeding series of experiences." With this outlook upon education, Denver observed in its curriculum-making procedure the three following steps, namely, the selection of present home activities of the schoolgirl; an enrichment of these experiences through subject-matter content, and the elevation and direction of the girl's present home activities and experiences to higher levels, thereby safeguarding her preparation for home activities occurring in her life at some future time. This bulletin contains: (1) Contribution of home economics to general education; (2) Relation of home economics to health; (3) Provides training in child care and welfare; (4) Notable improvement in home economics equipment; (5) Grades receiving food and clothing instruction; (6) Educational tests in home economics; (7) Home economics in business; (8) Home economics research; (9) American home economics in foreign fields; (10) The American home economics association; and (11) Some contributions made by the Bureau of Education to the progress of home economics education. [Best copy available has been provided.]

During the fiscal year ended June 30, 1914, the field force of the Bureau of Education in Alaska consisted of 5 superintendents, 1 assistant superintendent, 106 teachers, 11 physicians, 11 nurses, and 3 hospital attendants. Seventy-one schools were maintained, with an enrollment of 3,666 and an average attendance of 1,991. The following recommendations were made for Alaskan natives: (1) The imperative necessity for adequate and special provision by congressional appropriation for the medical relief of the Eskimos, Indians, Aleuts, and other natives of Alaska can not be too strongly urged. Three school buildings have been remodeled for use as improvised hospitals, a few physicians and nurses have been employed, and the teachers have been supplied with simple remedies to enable them to treat minor ailments. This makeshift arrangement should be replaced by an adequate medical service such has been repeatedly recommended by the Bureau of Education in the estimates submitted to Congress; (2) One of the greatest difficulties with which those responsible for the work of the Bureau of Education have to contend is the fact that the congressional appropriation for the support of this work is usually not available until the end of August. With the exception of the southern coast, all of Alaska is icebound for eight months of the year. It is only during July, August, and September that supplies can be delivered at places in the interior of Alaska and on the shores of the Bering Sea and the Arctic Ocean. It is therefore recommended that the estimates for the support of the work of the Bureau of Education in Alaska be taken out of the sundry civil bill and included in the urgent deficiency bill; and lastly, (3) It is recommended that the appropriations for the support of the Alaska school service and of the Alaska reindeer service be made reimbursable, as is the case with regard to several of the appropriations for the support of the Indian service in the States. (Contains 17 plates and 1 footnote.) [Best copy available has been provided.]

The part of the educational system that has received least attention in the immediate past is the rural school. Much good work has been and is now being done in the reorganization of courses of study, in training teachers, in planning for material equipment, and all the various details that help make an efficient school system. While these efforts have been well directed and are in large measure being carried out, they have nevertheless been inadequate for reviving the rural school. Rural interests and rural problems are not like the city's interests and its problems; and educators everywhere, especially in the South, are coming more and more to believe that the course of study adapted to securing the most efficient rural life is radically different from any other course of study. The elementary school must, if it fulfills its high purpose, minister to the needs of the community in which it resides. To do this a course of study coordinated with rural life is needed, together with a corps of teachers trained to put in operation the work that the country districts need. It is not within the authors' purpose to make a study of rural interests and conditions or to outline a course of study for the rural schools, but to suggest some of the lines along which the teacher should be trained who essays to teach in the country district. Individual sections contain footnotes. [Best copy available has been provided.]

The purpose of this bulletin is to present, for the benefit of school officials and others interested in education, a brief description of the education exhibits at the Panama-Pacific International Exposition, held in San Francisco during 1915. Exhibits described herein are almost entirely limited to those that are educational in the narrower sense of the word--having to do with schools or methods, processes, and systems of education. About half the exhibits in the Palace of Education and Social Economy were devoted to education; a few not relating wholly to education had educational aspects that have been discussed in part in this bulletin. Contents include: (1) Four United States Government agencies; (2) State exhibits from 12 States and 1 Territory; (3) Two city exhibits; (4) Entries from 5 foreign nations; and (5) Exhibits of 15 organizations and institutions. The present bulletin is intended to afford a general statement of these education exhibits. A detailed report of the exhibits in agricultural and rural education is given separately, in Bulletin No. 2, 1916. An index and bibliography are included. (Contains 9 footnotes.) [For Bulletin No. 2, see ED541766. Best copy available has been provided.]