OF ANATOMY, PHYSIOLOGY AND HYGIENE, INCLUDING A SPECIAL ACCOUNT OF THE EFFECTS OF ALCOHOLIC LIQUORS, BY JAMES K. THACHER, M.D., Professor of Physiology and Clinical Medicine in Yale College, AND ARTHUR B. MORRILL, Teacher of Physical Science in the Connecticut Normal School. Prepared and Published by Order of the General Assembly.* NOTE. An Act concerning Studies in Public Schools. SECTION 1. Physiology and hygiene, relating especially to the effects of alcoholic liquors, stimulants, and narcotics on the human system, shall be taught as branches of study in the public schools, and persons desiring to teach in such schools shall, after June 1, 1887, be found qualified to teach said branches of study before receiving the certificate required by law. SEC. 2. Chapter XVIII of the Public Acts of 1882 is hereby repealed. -Chapter CXVI, Acts of 1886. This elementary text-book has been prepared in compliance with An Act to carry out the Provisions of the [above] Law concerning the Teaching of Physiology and Hygiene. SECTION 1. The state board of education shall prescribe the text-books to be used in teaching physiology and hygiene as required by law; and shall prepare or cause to be prepared a text-book, and, if desirable, charts for such teaching, which textbook and charts shall be furnished to towns and school districts, for the use of scholars in the public schools needing the same, free of expense. SEC. 2. The secretary shall take out a copyright for the State upon any text-book or chart prepared under authority of this act. * -Chapter CXXXIX, Acts of 1886. Copyright, 1887, by Charles D. Hine, Secretary of State Board of Education. The following pages contain a brief account of the structure, activities, and care of the human system. This is presented in language that can be readily understood by children and in the form and order best adapted to objective teaching. While the work is elementary in the sense that matters of merely professional importance or technically scientific interest are omitted, it will be found to contain all the essential facts of human anatomy and physiology accurately expressed. These are introduced in their special relations to the care of the human body, in order that the reasons for avoiding or following certain courses of conduct may be clear and naturally occur to scholars even without formal statement. Thus attention is constantly and pointedly turned to human hygiene-the preservation of health in such matters as are generally under the easy control of each individual, and to this the larger part of the book is devoted. In the treatment of narcotics and stimulants the truth fully and fairly stated is relied on to remove ignorance and promote correct personal habits. No special endeavor has been made to render the text interesting. An outline and guide is given. This will become attractive by illustration, experiment, and timely references to every day health. Suggestive illustrations and experiments are introduced but there is need of many more drawn from every source. The accompanying diagrams are designed to represent the forms and relative positions of a few important organs of the human body. They are without the details of more complete pictures and on this account must be recognized as mere outlines. They are intended as copies for drawing lessons and therefore they have been made simple. Drawing will serve to hold the attention intently on the various parts of the object that is to be studied. It may be suggested that the teacher should draw the diagrams, or parts of them, on the black-board in the presence of the class, thus will be illustrated an orderly way of proceeding and other helpful suggestions can be given. For example, the proper proportions should be observed, the first lines may be light but the figure should be afterwards well brought out with heavy lines. There should be repeated drill in reading the drawings, that is, pointing out and in stating the full significance of the diagrams. In physiology as in all branches of natural knowledge the method of experiment and illustration is the one road to interest and lasting impression. The scholar sees, notes the result, and finally states and learns the principle. Chemistry and physics are specially adapted to experimental teaching. While physiology is less so because the processes of the human system are hidden, there is no lack of opportunity for right methods. There may be observation and dissection of organic tissue. Every butcher's shop furnishes examples of all parts of animals which can be cheaply obtained. If in any locality these are lacking, the statements of the book can be verified and ideas corrected by manikin, charts, pictures, and diagrams. There are many useful books within the means of every district library which children will gladly read. The microscope, now within the reach of every teacher, opens a wide world of wonder and fascination. This objective which is truly scientific teaching, in connection with such aids as the ingenuity of every interested teacher can contrive, will give life to the outline here presented and make the knowledge real and valuable. It will not only satisfy the law or gratify the idle curiosity of eager and uneasy children, but quicken their minds, turn them in new directions, and lead to intelligent observation and investigation. We may fairly hope that this study thus pursued by all children in our public schools will carry into every household correct ideas concerning personal habits in dress and diet, ventilation, cooking, and similar matters, and thus promote health, and thrift, by means of right living. BREATHING OR RESPIRATION. INTRODUCTORY EXERCISE: 1. Let the pupils stand or sit erect with chins high. 2. Let all take a deep breath. Notice. a. An effort is made. b. The ribs rise. 1. The muscles between the ribs are moved by the will in this illustration. 2. These muscles raise the ribs, and thus carry outward the chest wall. 3. The atmosphere outside pushes air in to fill the lungs. (The teacher will explain the use of the diaphragm in breathing.) Illustration. Represent a lung with a sponge. Compress it, and let it expand in the hand. ANATOMY. Draw diagrams of : Larynx, Bronchial Tubes, The larynx, windpipe, and bronchial tubes are made of membrane and cartilage. The larynx and the rings of the windpipe can be felt in the neck with the fingers. All of these organs are lined with Mucous Membrane. (The teacher will illustrate cartilage by showing the gristle of meat, and will point to the lining of the mouth as mucous membrane. The breathing organs of a sheep or some other animal may be obtained from a butcher.) PHYSIOLOGY. Purpose of Breathing. We breathe in order to remove carbonic acid gas from the blood and to introduce oxygen. Air is inhaled into the lungs. There the oxygen of the air unites with the blood, which carries it to all parts of the body. In the different parts of the body the oxygen thus furnished is built up into the various tissues. When the oxygen of the tissues unites with the carbon of the tissues, as it does in a muscle when it contracts, carbonic acid gas is formed: this is not merely useless but is injurious and must be removed. This carbonic acid gas is carried by the blood to the lungs and thence breathed out. (The teacher will explain why carbonic acid gas and water are produced.) Tissues. Tissues are the various forms of animal matter of which the body is made. (The teacher will give examples.) Heat is produced according to the Chemical Law. Heat is produced by the chemical union of substances. (Other illustrations of this law will be given by the teacher.) Experiments. 1. Put some clear lime water into a tumbler. Breathe into it through a piece of glass tubing. The lime water will become white, which shows the presence of Carbonic Acid Gas. 2. Breathe upon a looking-glass. Notice the water. HYGIENE. Health Cautions. 1. Practice for a few minutes every day filling the lungs with pure air by slow deep breaths. 2. Air should be inhaled through the nose, in order to warm it, to moisten it, and to remove dust from it before it reaches the throat. 3. Carbonic Acid Gas has a poisonous effect when inhaled. 4. Organic matter, which is also poisonous, is given off from the lungs and skin. 5. The air in the rooms in which we stay should be changed often. This is done by ventilation. Aim in ventilating : 1. To remove the impure air. 3. To avoid drafts. When we breathe impure air : (a.) We cannot study well. (b.) We cannot think well. (c.) We feel restless and uncomfortable. (d.) Our heads may ache. (e.) Our bodies may become diseased. Test. If there are more than 6 parts of Carbonic Acid Gas in 10,000 parts of air it is unfit for breathing. Put oz. of clear lime water into a 10 oz. wide-mouthed bottle full of air. If, when shaken, the lime water turns white, it shows the presence of more than 6 parts of Carbonic Acid Gas in 10,000 parts of air. EATING AND NOURISHMENT. WHY WE EAT. We eat to replace the parts of the body that have been used up in its activities, and to provide for growth. INTRODUCTION. Our food is mostly in a solid condition. In order that it may become a part of our bodies it must first get into our blood. The blood is in tubes called blood vessels made of thin membrane. Now the solid food |