19. Special Bond Issue number of the Grade School and Evening School papers

20. Two special numbers of the Garfieldian of the Garfield Junior High School

21. Approval of the Bond Issue by the clubs and various civic and social organizations of the city

22. Pupils' school activities

1. Posters by art departments displayed in store windows

2. Articles from English department, many of which were published, and for all of which pupils received the same credit as for any piece of finished work

3. Work by the mathematics department on such subjects as bonds, premium, interest, percentage and various other subjects closely related to the school bond question, growth of school population, taxation, etc.

23. Speeches in the churches by school children Sunday prior to Election Day

24. Lapel tags "Vote 'Yes' for School Bonds." worn on Election Day

25. Workers' Hand Cards

26. Personal workers at the Polls.

The vote was five to three in favor of the

Bond Issue. The building program will be completed. Already a million and a quarter Junior High School and five new grade schools are in operation. The new Senior High School, a building of which Johnstown has a right to be proud, will be ready for use by September, 1926. All of these buildings from the standpoint of architecture and utility are worth the study of educators.

The part of the building program yet to be completed is the new Garfield Junior High School and four other grade school buildings.

Few cities of 70,000 population are so fortunate as to secure a new senior high school, two junior high schools and nine grade schools all built within a decade. Such will be Johnstown's good fortune.

"A sure indication of the quality and efficiency of the schools is to be found in the number of teachers who are loyal and interested members of their professional associations."-Ladies Home Journal.

HR

EALTH education may be defined as an organization within the school which includes all agencies that have to do with the health of the child. In the organization and administration of a program in school health there are two very clearly defined phases of health work that should receive our attention. The first of these is the necessity of providing a real program of health supervision. Such a program should include:

1.

2.

3.

4.

The detection and correction of remediable physical defects

The detection and prevention, so far as this is possible, of communicable disease The establishment of safeguards with reference to the sanitary conditions of school buildings

The provision for proper physical exercise as an antidote for the extreme physical inactivity of the school day

The second is the provision for a real, worthwhile program in health instruction which shall have as its objectives:

1.

2.

3.

The acquisition of essential health knowledge

The development of proper health habits The formation of appropriate attitudes and appreciations

It is not a difficult matter to interest people in health. It is a subject that, if properly presented, will meet with a ready response. Wm. T. Feather has expressed this idea very clearly when he says, "I am the victim of every advertisement that has the word 'health' in it. I suppose I have bought twenty kinds of toothpaste because I thought they would improve my teeth. I have worn Ground Gripper shoes, become a vegetarian, visited osteopaths, taken all kinds of turkish baths and, having read an article by Walter Camp suggesting twelve daily exercises, I have taken them ever since."

Much of our work in the school is too often thought of as an antidote for unhealthful practices in the education of children. We should, rather, be more concerned with positive values. It should be conducted to set a standard of living above the average or commonplace and it should never be satisfied with technique. Our teaching should suggest the positive rather than the negative side of health and we should see health in its relationship to the whole of

life and not alone as a product of corrected deformities. The people who are today commercializing various aids or agencies to health are placing the emphasis upon positive health suggestions.

A school program in health must be broad to meet our present day concept of health. If health is chiefly a matter of education, the school health program must be broad enough to touch the life of the child from every point of contact. We have had too much one-sided health instruction. Informational or text-book hygiene and physiology has not trained the child in health habits; discovery and occasional correction of defects in children showing deviation from normal have not improved to any appreciable extent the vitality and vigor of the mass of normally healthy children who may realize their potential capacities only through a real educational program in health.

The physical education program, so called, that places its emphasis upon inter-school athletics, or depends upon "canned exercises" for its success is a misnomer. It doesn't have a place in any scheme of education. Nor is a program sufficient that devotes itself entirely to the normal child to the exclusion of the physically unfit, whose need is perhaps the greatest. That system which forgets the child's play instincts is woefully inadequate and unnatural. We must offer a program that will benefit all. The child must be given the opportunity to learn how to live well-physically, mentally and morally equipped to meet the emergencies of life and to make the most of its opportunities.

A complete program of school health covers many agencies and it can be made to function properly only as these several agencies are co-ordinated and correlated one with the other and with the other activities of the school. They are substantially as follows:

1. All agencies having to do with the sanitation of the school plant: ventilation, heating, lighting, location and construction of buildings, and procurement of ample playground space which shall be properly drained, graded and equipped.

2. A medical inspection program that shall mean a real health supervision of all pupils

and not, as in so many cases, an accumulation of information gathered for filing purposes only. It is not so important that we have the information that three hundred pupils have defective teeth, but that defects shall be remedied. A real health supervision of pupils should be organized which shall make medical inspection worth somewhere near what it costs. Such a supervision provides for nurses, dentists, dental hygienists, clinics and special classes.

3. An adequate force of properly trained school nurses. Supplementing the work of the school physician, the value of her work in reducing the number of exclusions from school and increasing the percentage of defects corrected, is too well recognized to need comment. The maximum number of pupils that a nurse can look after with any degree of thoroughness is 2,500. Two thousand is a much better number. In rural communities this number should probably not exceed 1,000 pupils.

4. A physical education program that shall be organized for all and whose emphasis shall find expression in good character and good citizenship rather than in terms of muscular activity. Exercise must not be made the end but the means of achieving health as expressed in terms of service.

5. Health training and instruction, or what has been heretofore known as hygiene and physiology. It should be our aim to establish in the lives of the children in our charge those habits which shall make for present and future health, happiness, efficiency efficiency and good citizenship. In getting over this program, it has been necessary to carry along two main ideas-first, to secure the interest of teachers in the teaching of health,-second, to eradicate the old type of informational physiology. Our courses of study in hygiene and physiology have been grouped around four main thoughts: first, the establishment of proper health habits; second, the giving of information regarding the need of proper health relating to food, cleanliness, sleep, play, posture, etc.; third, the cause of preventable diseases and the means of checking their spread; fourth, the forming of proper ideals in regard to health and physical efficiency and the building up of proper attitudes in the individual as regards his responsibility for the health of the community. It is a method of health habit formation based upon essential information.

6. Nutrition. The place of nutrition in any well rounded program of health education is recognized today. The undernourished child is not necessarily the child who is deprived of sufficient amount of food. Nutrition is a matter of assimilation of food and is promoted by proper foods in sufficient amounts, by a body free from physical defects, by sanitary surroundings and by proper health habits. We could do much to improve the school lunches through the employment of people trained in nutrition to supervise the

selection and preparation of the food. In too many cases, the noon school lunch has been given over to the supervision of people who are more interested in the financial remuneration than in the choice and preparation of proper foods. This is one phase of health work that, in many cases, should receive the serious attention of those responsible for the school lunch.

ARMISTICE DAY IN THE WHITEMARSH PUBLIC SCHOOLS

GEORGE A. HOGG

Principal, Whitemarsh, Pa.

By the side of a bend in the road on that crowded artery of travel which runs from Chestnut Hill to Bethlehem, known to most people as the Bethlehem Pike, stands a small schoolhouse. There for the past three years we have been trying to fittingly commemorate the coming of peace to a war stricken world. There on November the eleventh for three years we have had our respectful two minutes silence.

At ten minutes to eleven all class recitations cease and the teachers usher their respective pupils to the vicinity of the flag pole which stands directly in front of the building near the road. The pupils form a large circle with the flag pole as the center and wait expectantly for the word "Attention!" The flag floats on the staff and the world is still save for the rush of traffic along the highway. Suddenly the command "Attention!" is heard. Heels click and every child stands mutely reverent before the symbol of our country. The motorists speeding along the pike, seeing the little circle in such an attitude, stop and wait. When two minutes of silent tribute are up pupils and teachers recite the pledge to the Flag. At the conclusion of the pledge, and not until then, do the cars which have halted on the highway move on.

Now begins the noisy part of the exercises. But only noisy in comparison to the profound silence of a few minutes ago. The drummer of the Boy Scout troop has brought his drum to school. Now he begins to beat a march and the children form two by two. Everyone gets in step, two older boys in front carry large flags and the march begins. Down the side of the pike we go. The people passing in all manner of conveyances wave at us, salute us and cheer us. Those in their homes (Concluded on page 344)

IT

T is sometimes difficult to change a long established custom. We are prone to follow a well beaten path. This is the easiest thing to do but not necessarily the best. From the beginning of our public school system, doubtless, the custom prevailed of requiring boys and girls to carry to school a lunch prepared in the morning. Regardless of the kind of food prepared for this lunch it was supposed to be eaten cold. Too frequently very little attention was given to the food values of such a lunch and perhaps less attention to what use was made of the lunch by those for whom it was prepared.

In a bulletin on the School Lunch, Mary Pack of the University of Illinois states that the Bureau of Child Hygiene of New York City, as a result of examining 171,000 school children, has estimated that twenty-one children in that city out of every one hundred are seriously undernourished and that about sixtyone are only passable from the standpoint of nutrition. Dr. T. D. Wood, a noted child specialist, is authority for the statement that the situation in the country is even more serious than in the city, and that country children attending rural schools are on the average less healthy and are handicapped by more physical defects than are the children of the cities including all the children of the slums.

The matter of undernourishment of rural children for at least one-half of the school day is easily understood by all who have attended rural school and been compelled to carry a lunch to school. When the lunch period came two courses were possible. The one was the privilege of eating a cold and often unpalatable lunch. The second was the privilege of proceeding at once to take part in the game arranged for that period. It is not difficult to understand which choice was made. The dinner went to the discard and the pupil was frequently almost famished for the greater part of the afternoon. The result was overeating in the evening too frequently of foods not carefully selected.

The purposes of the hot lunch are, of course, many, the essential one being better health. The hot lunch suggests more care in the prepa

ration of the school lunch for the child both at home and at school. We are learning the value of proper diet. The child's health may be injured just as surely by too much rich food as by a lack of a sufficient quantity of food.

The preparation and serving of the hot lunch paves the way for proper instruction by the teacher as to kinds of food to eat. The serving of the lunch or a part of it also gives a chance to suggest proper table manners, proper rate of eating, mastication, drinking of liquids. In addition the hot lunch may serve as a health project and give an opportunity for the correlation of nutrition with such activities as language work, geography, making of health posters, booklets.

At least one hot dish or a nutritious lunch should be served where pupils remain at school during the noon hour. The serving of hot cocoa in the morning to pupils traveling long distances to school and to those who are compelled to perform many home tasks after breakfast before starting to school, will prove advantageous, both to the health of the pupils and to the school work.

Too great care cannot be taken in selecting pupils who need certain proper nutritious foods in addition to those obtained at home. The teacher should keep up-to-date as to the most scientific procedure in the matter of selection of the foods best adapted to promote the health of children and the best methods of preparing these foods.

The equipment necessary for the serving of the hot lunch to the children of the rural schools is inexpensive and easy to secure. It is available to every school district. This will be evident from the following list, prepared with the assistance of Katharine A. Pritchett, formerly of the Department of Public Instruction, and now with the Welfare Department. Care was taken in its preparation to make it possible for every one-teacher school to secure it. The prices of the different articles suggested, of course, will vary as the quality varies. The cost of the entire list will probably differ little from the approximate prices given here.

1 individual soup bowl-Agate
1 spoon

6. Other equipment

(a) Dry goods box

The top covered with oil cloth may be used as a table. The inside should be fitted up with shelves and used as a cupboard for dishes and cutlery. A door in front will keep out dust and mice. Racks on the inside of the doors for holding knives, spoons and brushes.

(b) A supply of paper hand towels is recommended. These can also be used as napkins and as doilies for the tops of the desks when the desk tops are used as individual tables. Such use is not extravagance-it is education.

(c) Two or more wash basins are a necessity.

Cost of equipment

$8.08

All equipment must be kept spotlessly clean: first as a food sanitary measure, second-as a matter of training pupils.

Cooking and cleaning utensils should be kept in the cabinet out of sight.

4. Cleaning equipment

2 dishpans-14 qts. (heavy tin) dishtowels, dishcloths, soap and soap dish. (Prices vary materially in different localities.)

Note: Sauce pan can be used for

heating dish water.

Cost of equipment

. $26.57

5. Equipment which may be brought from

home:

1 individual soup bowl (white enamel)
1 cup (white enamel)
1 spoon

6. Other equipment

(a) Dry goods box

The top covered with oil cloth may be used as a table. The inside should be fitted up with shelves and used as a cupboard for dishes and cutlery. A door in front will keep out dust and mice. Racks on the inside of the doors for holding knives, spoons, brushes.

(b) A drop shelf attached by hinges to a side wall.

(c) A supply of paper hand towels is recommended. These can also be used as napkins and as doilies for the tops of the desks when the desk tops are used as individual tables. Such use is not extravagance-it is education.

(d) Two or more wash basins are a necessity.