— Bulletin of
Lniuersity of ilinnesnia
COLLEGE OF EDUCATION): —

Educational Research Bulletin
_ FEBRUARY 1927

A PUPIL ACTIVITY CURRICULUM IN
PHYSICAL HEALTH EDUCATION -

Vol. XXX No. 11 February 17 1927

Entered at the fost-office in Minneapolis as second-class matter
Minneapolis, Minnesota |
Accepted for mailing at shecial rate of postage provided for in section 1103
Act of October 3, 1917, authorized July 12, 1918

siiFrost, HELEN. Field Hockey and Soccer for Women. New York: Scribners and
Son. 1923.

GaLtoway, T. . Biology of Sex. New York: D. C. Heath and Company. 10913.

Geister, E. Icebreakers. New York: Women's Press. 1918.
GRUENBERG, B. C. Biology and Human Life. Chicago: Ginn and Company.
1925.
Hat, G. STANLEY. Youth, Its Education, Regimen, and Hygiene. New York:
Appleton .Company. 19009.

H?’Dousier, M. Educational Dancing. Harcourt, Brace, and Company. 10925.

HETHERINGTON, CLARK. School Program in Physical Education. Yonkers,
New York: World Book Company. 10922.

Hoapiry, G. A. Essentials of Physics. Chicago: American Book Company.
1921. :

Houcu, T., and Sepcwick, W. T. The Human Mechanism. Chicago: Ginn and
Company 1Q18. :

Hunter, G. W. A Civic Biology. Chicago: American Book Company. 1914.

Illinois State League Pamphlet. Write Miss Griffin, Physical Education Depart-
ment, Oak Park High School, Oak Park, Illinois.

Ler, FREDERICK S. Fresh Air. Popular Science 84:313-29. April, 1914.

Mirrrkan, R. A., and Gate, H. G. First Course in Physics. Chicago: Ginn and
Company. 1920. .

Mind and Body Magazine. New Ulm, Minnesota: Mind and Body Publishing
- Company.

Morenouse, F., and Grawam, S. F. American Problems. Chicago: Ginn and
Company. 10923.”

Morrow, ALBERT. Immediate Care of the Injured. Philadelphia: Saunders
Company. 1900.

Norton, Joun F. Modern Air. Scientific American Supplement 83:10. July,
1916.

Pieper, C. G., and BEaucHamp, W. D. Everyday Problems in Science. Chicago:
Scott, Eoiesman and Company. 1925.

Pyie, W. L. Manual of Personal Hygiene. Philadelphia Saunders Co. 1924.

Retry, F.. New Rational Athletics. New, York; D- C. Heath and Company.
‘IQI7. eS

Right Kind of Air, The. Literary Digest 71 :64-66. October 8, 1921.

SKaRSTROM, WittiaAM, and Hatsey, ErizasetH. Gymnastic Lessons for the
Grades. Wellesley, Mass.; Department of Hygiene, Wellesley College. r1or1o.

Spalding Manuals for Sports: Swimming. Minneapolis, Minnesota: A. G.
Spalding.

Sportsmanship Pamphlet. State Supervisor of P. E. Jefferson City, Missouri:
State Board of Education.

StarcH, D. Educational Psychology. New York: Macmillan Company. 1921.

TERMAN, Lours. Hygiene of the School Child. New York: Houghton Mifflin
Company. 1914. :

Tyter, J. Growth and Education. New York: Houghton Mifflin Company. 1907.

Wiiiiams, J. Healthful Living. New York: Macmillan Company. 1922. :

WILLI4Ms, JESSE F. Health Exercises. for: Everyday. Use. -1.:C. Record 10:
461-71. November, 1918.
Note.—A katathermometer can be secured from H. N. Elmer, 1641 Monad-

nock Bldg., Chicago, Ill. A foot-candle meter can be secured from Central
Scientific Co., Chicago, Ill.I.

No

Il

12

EDUCATIONAL MONOGRAPH SERIES

The Educational Monograph Series includes studies by members of

the faculty and advanced students in education at the University of Muinne-
sota. Copies may be had by addressing the office of the dean, College of
Education, University of Minnesota, and enclosing the indicated price.
The following numbers are now available:

A School Building Program for the City of Winona, Minnesota. By
M. G Neale and others, University of Minnesota. 50 cents.

Studies of Instruction in the Austin, Minnesota, Public Schools. By
M. G. Neale, University of Minnesota. 75 cents.

. Training of the High:School Teachers of Minnesota. By P. W.

Hutson, University of Pittsburgh. 50 cents.

._ Farm Repair and Construction Work. By F. E. Armstrong, Uni-

versity of Idaho, and F. W. Lathrop, University of Minnesota.
50 cents.

Training in Service for Teachers of Agriculture. By Sherman Dick-
inson, University of Minnesota. 50 cents.

_ Industrial Education in the Public Schools of Minnesota. By Homer

J. Smith, University of Minnesota. $1.00.

. Occupational Efficiency of the Mentally Defective. By G. C. Hanna,

Minnesota School for Feeble Minded and Colony for Epuileptics,
Batibault. ree,

A School Building Program for Robbinsdale, Minnesota. By Fred
Engelhardt, University of Minnesota. 50 cents.

. Survey Report—Superior, Wisconsin. By Fred Engelhardt, Univer-

sity of Minnesota. $1.50.

. Survey Report—Lake Crystal Public Schools, Lake Crystal, Minne-
nesota. By Fred Engelhardt, University of Minnesota. 50 cents.

. Survey Report—New Prague Public Schools, New Prague, Minne-
nesota. By Fred Engelhardt, University of Minnesota. 50 cents.

. Methods and Devices for the Professional Improvement of Teach-
ers of Vocational Agriculture. By Ralph B. Smith, State Depart-
ment of Education, Arkansas. Introduction by A. V. Storm: 50
cents.ACP ACP IVEY CURRIGUIaG me IN PHYSICAL

GERTRUDE Baker, Assistant Professor of Physical Education
HERBERT SORENSON, Assistant in Educational Psychology
Eart Huperson, Professor of Education

Health and physical education is a fundamental branch of education
which assists the growth and development of the child and the mainte-
nance and improvement of the physical efficiency of the adult by means
of: (1) motor activity which develops specific skills and organic vigor ;
(2) social contacts in co-operative activities which provide for practical
concepts of citizenship; (3) instruction which will inspire good habits
and ideals of hygiene, and which will correlate the motor activities with
other subjects.

It includes, therefore, all forms of motor activity that are suited to
high school pupils: gymnastics, plays and games, athletics, orthopedic
work, and different types of dancing. In order to select such activities
wisely, the teacher should ascertain the interests and characteristics of
high school age! and the facts about physical development.’

Before listing objectives in this field the makers of this curriculum
have accepted the following assumptions of Bobbitt :°

1. Training for physical development and maintenance is indis-
pensable for all individuals.

2. Physical development and maintenance will be the center of
interest of the physical training department—where there is one. It
there is a gymnasium and no instructor or no gymnasuim and no in-
structor, the regular classroom teacher will do the work.

3. Every portion and aspect of the physique is to be provided for
in the training for physical development.

4. Physical education is a matter of right physical living through-
out twenty-four hours of every day. |

5. The total program of the school should be drawn with a view
to proper physical living during the time the children are there.

* This curriculum was developed by several student committees during the past four years

in Professor Hudelson’s course, ‘““The High School Curriculum.’’ It was put in final shape by
Miss Baker and Mr. Sorenson.

1J. Tyler. Growth and Education, ch. 13, p. 179; G. Stanley Hall, Youth, Its Educa-
tion, Regimen, and Hygiene, ch. 9, p. 297.

2L. Terman, Hygtene of the School Child, ch. 3, p. 20; J. Tyler, Growth and Education,
Che S. -p. 104.

3 EF, Bobbitt, How To Make a Curriculum, pp. 170-74. New York: Houghton Mifflin Co.
Used with the permission of the author.6. Physical exercises which are not enjoyed by children are rela-
tively unprofitable.

7. Through physical examination, analysis, and diagnosis those
responsible for physical development will discover the specific training
needs of the individual children.

8. Each pupil will have the objectives of his physical development
and maintenance made clear to him as he becomes mature enough to
understand.

9. If physical training 1s to be adequate, parents must either per
form a larger amount of co-operative labor in supervising physical de-
velopment activities of their children, or pay a larger amount than at
present in getting it done by the schools.

10. The most earnest attention of those in charge of the physical
training department should be directed to those most in need of it.

11. So far as practicable the pupils should have associations and
live within an atmosphere that stimulates healthy, well-balanced, and
sufficiently vigorous hygienic thinking.

The committee recommends further, that at least forty minutes per
day be spent upon health and physical education, and that in instruction
and exercise boys and girls be taught separately. In order to secure
the best results in health and physical education, the same credit hours
must be given as in any other subject in high school, and the work
should be required.

The following major objectives of health and physical education
should be ends toward which every teacher is working in whatever
type of work emphasis 1s being placed:

1. Good citizenship and healthful social contact.

2. Capacity for enjoyment of leisure.
3. Capacity for future parental responsibilities.
4. Mental efficiency in physical education activities.

5. Kinesthetic judgment in any new motor situation or emergency.
Kinesthetic judgment results from a neuromuscular experience; it is a
subjective reaction to the degree of success one has had in any activity:
for example, a realization of whether or not one’s feet are apart during
a simple jump upward from the floor.

These large objectives of physical education are reached through
the following groups of abilities :*

i. Aupilities Oi, 103, 1o4, 118, -120- are condueive 40 erences
organic efficiency ; 1.e., better functioning directly of the circulatory and
respiratory systems, and indirectly of the digestive and eliminative
systems.

*The following abilities and activities under each have been arranged in descending

order of importance. With the exception of ‘‘added (1)”’ and ‘‘added (2)’’ the abilities are
quoted from and numbered according to Bobbitt in How To Make a Curriculum.2. . Ades Tez, 166, 111 bring about neuromuscular efficiency.
These abilities are concerned with education; e.g., improved speed in
acquiring new body controls.

3. Abilities 104, 711, added (1) and | (2) may be called the social-
motor group because they involve A laracter traits.

4. The groups concerned with special information are 22, 225 TO2.
UO? | Apt G, 117s £16, 132. 134, 1am tee 138 |
(106) Ability to stand, sit, lie, and move in ways conducive to physical |

and mental health.
Activity I—Analyze posture of fellow-students.

Content: (1) Triple posture test, (2) study of charts, skele-
ton, manikin, (3) use of silhouettograph, (4) standards
used in posture clinics; e.g., Harvard Clinic.

Actiwity If1—Correct defective posture and maintain correct
posture

Content: Establishment of ideals through (1). (pictures,
(2) posture campaign.

Activity I[]—Engaged in corrective exercises.

Content: (1) Same as content under Activities I and II of
No. 103 below; (2) help in securing the kinesthetic feel-
ing of Se as well as correct posture.

Activity IV. gaged in corrective games.
Content : a Tennis, (2) - volley ball, (3) “handball,
(4) basket-ball, (5) soccer.
Activity V.—Submit to rediagnosis.
Content: Compare with previous diagnosis.
Activity Vl—Wear well-fitting clothes.
Content: Study injurious effects of ill-fitting clothes.
References: Bancroft: Posture of School Children (Activity 1) pp.
6-10; 107-204; (11). pp. 238-58, 275. CIE) pp. 12r-ee EVER}
p. 167, Spalding Manuals for Sports (IV). Pyle: Personal
Hygiene (V1) pp. 351-65. Gruenberg: Biology and Human
Life (VI) pp. 165, 292, 417. Trafton: Biology of Home and
Community (VI) pp. 488, 497.
(118) Ability to provide the most favorable conditions for elimination
from the tissues, organs, and body in general.
Activity 1—Use following means to secure efficient elimination :

(1) Drink pure water freely; (2) engage in active exercise

with regular frequency ; (3) eat foods conducive to effective

elimination; (4) establish and maintain regular habits of
elimination; (5) use artificial means of elimination only
under the guidance of a reliable physician.

Content: (1) Learn the function of the skin, lungs, bowels,
and kidneys; (2) study the predisposition to disease
from faulty elimination.

5Activity [1 —Co-operate with teacher for help in solving indi-

vidual difficulties.
Content: Health “log.”
References: Williams: Healthful Living (Activity I) pp. 158-88.

Pyle: Personal Hygiene (1). p. 48; ae Exercises for Every-

day Use (il). WMunter: 2 Civic Biology, : 1) pp: 326-472

ee. ae Biology and Human Life, (1, II) pp. 126-38,
199-201.
(to1) Ability to control one’s dietary in such ways as to make one’s
~ food contribute in a maximum measure to one’s physical well-
being.
Activity I.—Test the effects of different foods on rats or other
lower animals.
Content: Experiment with rats or other animals.

Activity I]. —Drink water in most healthful manner, 1.e., of a
healthful temperature and purity before, after, and dur-
ing meals.

Activity Eat appropriately to the season of tae year.

Activity IV —Weigh and measure one’s self periodically.

Content: (1) Study factors governing a balanced diet—

    

chemical composition, minerals. vitamins, calories, acid-
ity, alkalinity; (2) relation of appearance (e2. Coin
plexion) to diet.

Activity V.—Use sweets and candies very moderately ; immedi-
ately after a meal is the best time.

Content: Physiological effect of over-acidity due to sweets.

Activity VI.—Eat regularly, slowly, and without excess.

Content: Value of complete mastication. Relation of masti-
cation to amount eaten.

Activity VIJ—Use stimulants, condiments, and narcotics spar-
ingly if at all.

Content : Effect on digestion of stimulating foods.

Activity VIII —Take an inventory of foods which disagree with
one and ascertain why they disagree.

Content: Individual peculiarities in respect to foods.

Activity 1X —Secure social and psychological conditions at table
which are conducive to better digestion and enjoyment
of food.

Activity X—Relax physically and mentally before and aiter
meals.

Content: Discuss the psychological and physiological effect
of the appearance of food, pleasant social relationships at
table, and mental states—freedom from worry, anger,
haste, tenseness. Use true experiences or hypothetical
examples.

6References: Pyle: Personal Hygiene (Activity 11), p: voz (HIE):
33, (V) Bp. 450-51; (V) pio; (VII) pp. 440, 37, Gx) op
26, 28. Williams: Healthful Living (IV) pp. 146-57; (VIII)
Ppp. 146-57.

Activities I-X —Hunter : Civic Biology pp. 272-312; “G, Ee

Trafton: Biology of Home and Commumity, pp. 440-80. B. C.

Gruenberg: Biology and Human Life, pp. 139-50. Fisher &

Fisk: How To Live, pp. 212-21. Williams: Healthful Living,

Chis. 10; 12.

(103) Ability to utilize muscular activity as a lifelong means of main-
taining a high level of physical vitality. :

Actwity I—Submit to diagnosis by orthopedist.

Content: Consult orthopedist.

Actiwity 17 —Submit to examination by a physician.

Content: (1) Information about and detection of excessive
forward-backward and lateral displacements which cause
changes in the positions of the vital organs; (2) gym-
nastics and exercises for strength, relaxation, and sym-
metry for those needing individual treatment.

Actwity III.—Exercise with continuity to bring about second-
windedness and easy functioning of the circulatory
system.

Content: (1) Running games and vigorous hiking for en-
durance; (2) clubs, teams, and organizations for promot-
ing games and exercises; (3) talks by local hikers of
fame.

References: Allen: Civics and Health (Activity 11) pp. 201-e) Bane
croit: Posture of School Children (II). Drew: Individual
Gymnastics (11). Bukh: Primary Gymnastics (111) pp. 72-
106. Illinois State League Pamphlet (111).

(104) Ability and disposition throughout life to engage with pleasure
and profit in a varied repertory of games, sports, athletics, out-
door recreations such as swimming, skating, hiking, rowing,
tennis, golf, ball games, running, dancing, hunting, fishing,
canoeing, motoring, camping, athletic events.

(120) Ability to secure that variety or diversity of physical experience
necessary for well being.

Activity I—Belong to clubs, teams, and organizations to engage
in various games and physical activities such as Boy
Scouts, Campfire Girls, athletic teams, clubs with point
SySEeM1S.

Activity IJ —Engage in intramural games and athletics.

Activity II] —Exhibit skill in games, competition, and exhibition.

Content: (1) Knowledge and skill in games of high and low
organization of healthful and vigorous activities for indi-

vy,in games and physical activities such as movies, college
football, big league baseball, exhibitions and talks by out-
standing experts; (3) keep and publish records of indi-
vidual and team improvement and accomplishment ;
(4) read athletic magazines and sport page in newspaper.
References: Illinois League Pamphlet (Activity I). Bancroft: Games
for the Playground, Home, etc. (II, 111). Bukh: Primary Gym-
“ashes (lL itl). Skarstcom and Halsey: Gymnastics for
Schoolrooms (II, I11). Brown and Pearl: Health by Stunts
(II, III). American Physical Education Review. Mind and
Body Magazine. Frost: Clog Dance Books. Burchenal: Folk
Dance Books. Clark: Physical Trammg for the Elementary
Schools. Elsom and Trilling: Social Games and Group Dances.
Community Service: Recreative Athletics. ‘Trafton: Biology of
Home and Community, pp. 504-11. . Gruenberg: Biology and
Human Life, pp. 272-98. Reilly: New Rational Athletics.
1

vidual as well as group; (2) attend exhibitions of skill
S

(111) Ability to relax pl ‘sically and mentally at proper times and in

proper ways.

Activity I—Sleep until refreshed.

Content: Study of factors conditioning sleep: (1) emotional
excitement and instability ; (2) relation of eating to sleep ;

(3) excessive physical activity, and fatigue; (4) mental
set to SIEep.

Activity II.—Practice relaxation immediately before and after
and during meals, during school free periods, or when
tired.

Content: (1) Exercises and movements in positions which
are least influenced by gravity; (2) naps during the day ;
(3) light and humorous stories.

Activity I[I.—Analyze own attitudes toward activity.

Content: (1) Psychological readings upon following mental
states—surliness, pugnacity, worry, inferiority complexes,
etc.; (2) suggested activities for different mental states,
(a) captivating activity for the surly and worried,
(b) stiff competitive play for the pugnacious, (Cc) well-
selected activity in which the student with inferiority
complex can surpass.

References: Call: Power thru Repose (Activity 1) pp. 15-22, 45-48;
(1). pape 22-27. (rt) 120743: Dressler: School Hygiene (1)
pp. 274-84. Pyle: Personal Hygiene (1) pp. 293-315. Bolton:
Exercises for Women (11). Allen: Civics and Health (11) pp.
lov-1524 Il) pp. 391-98: Gruenberg - Biology and Human Life
(IIL) pp. 261-71. Hough and Sedgewick: The Human Mechan-

8ism (IIT). Introduction, chs. 16. 1. Burnham: The Normal

Mind (IIL) pp. 641-73.

(132) Ability to control sex functions in the interests of physical and

social well-being.

Activity I—Students engage in abundant physical activity.

Content: (1) Team games and group activities particularly
outdoors; (2) explanation of place of vigorous activity
as a source of sublimation of sex energy.

Activity I]—Engaging in wholesome number of supervised
parties and dances for boys and girls.

Activity I[II].—Participation in religious and moral work where
co-operative arrangement exists between church and
school.

Content: (1) Movies and lectures on sex hygiene; (2) some
qualified person accessible for advice and help.

References: Spalding Manuals for Sports (Activity I). Galloway:
Biology of Sex (Til) pp: 17233, 106-49. Allen: Civics and
Health (IIT) pp. 384-91. Gruenberg: Biology of Human Life,
pp. 466-504. Hunter: A Civic Biology, pp. 249-65. Trafton:
Biology of Home and Community, pp. 544-7

(102) a. Ability to control air conditions for bodily health and comfort.
Activity.—Regulate air conditions to secure proper balance of

tollowing factors of temperature: humidity, circulation,
oxygen by measurement with katathermometer, hygrom-
eter, thermometer.

Content: (1) Ventilation material; (2) study of open-air
schools; (3) study effects of unhealthful air conditions:
(a) in respect to drowsiness and fever, (b) to lessen re-
sistance to disease.

(102) b. Ability to adjust one’s self to air conditions.
Activity._-Pertorm health chores, such as: (1) sleep with open

windows, (2) play and work in open air, (3) outdoor
activity which stimulates deep breathing.

Content: (1) Need of adjusting one’s dressing to the weather
in respect to materials, fit of clothes, being indoors and
outdoors, to suit the type of activity used; (2) avoiding
drafts; (3) need of avoiding crowds during epidemics ;
(4) need of adjusting temperature of baths to air or
weather condition; (5) need of selecting altitude neces-
sary for certain respiratory difficulties.

References: Dresslar: School Hygiene (102a) pp. 141-73, 173-81, 194-
221: (1o2zb) pp. 132-41: Pyle; Personal Tygiene { 102a)p. 128:
(1025). pp. 61-03, 72-81, 101, 134-37, 470> |. B. Nosten:
Modern Air, Scientific American Supplement 82:10, July, 1916.
The Right Kind of Air, Literary Digest 71 :64-66; October 8,

a1621, E..S: Lee, Fresh Air, Popular Science 84 :313-29, April,

IQ14.

(112 and 113) Ability to protect one’s self from micro-organisms ; to
| deal with them and their products in case of attack; and to take
proper precaution against the spread of disease.

Activity I—Submit to examination of tonsils, adenoids, ap-
pendix, and teeth, and take necessary remedial treatment.

Activity II—Habitually wash hands and face before eating and
after visiting toilet.

Activity II] —Take inventory of observed agencies which spread
disease—dust, drinking cup, towel, sneezing, coughing,
crowds, foods.

Activity IV —Fumigate some books, rooms, or material sus-
pected of being dangerously germ laden.

Activity V.—Use disinfectants and antiseptics to prevent blood-
poisoning, lock-jaw, and other infections.

Content: (1) Talks of mvited health officials and “experi;
(2) study of methods of disease control—isolation, ex-
sanitation, and securing 1m-

 

termination of pests, public
munity by vaccination and by having a large physical re-
serve; (3) visit clinic, sanitarium, bakery, filtration plant,
or any model of cleanliness and disease prevention, and
observe methods of cleanliness used; (4) the study of
society’s struggle against disease—work of Pasteur, etc. ;
(5) reading of health column in daily paper, such as
Dr Evans or Dr. Copeland
References: Dresslar: School Hygiene (Activity I) pp. 250-64; (IIT)
pp. 109-18. Armstrong: Community Health (V) pp. 33-44.
Activities I, III, V.—Gruenberg: Biology and Human Life,
pp. 299-412. Hough and Sedgewick: The Human Mechanism,
chs (28. 37.
Added (1) Ability to show good sportsmanship in all social
contacts.
Activity I—To adhere carefully to the spirit of the rules.
Content: Examples given by the coach of instances in which
the letter of the rule was observed and the spirit neglected.
Activity II—TYo show co-operative spirit within the team.
Content: Whole-hearted co-operation in devices originated
by team members or coach or both.
Activity [11 —Lose and win athletic contests with generosity.
Content: Organized team games and individualistic games.
Actiwity IV—To show courtesy to all whom. one meets in a
competitive way.
Content: Teams of other schools, class teams, individuals in
games, and when running for class offices.
IOReferences: ie Pamphlet (Activities I-1V )

Added (2) Ability to see the social aspects ma social rela-
tionships of sa health.
Actwity I—Calculate time lost by illness and fie
the state. .
Content:

gure its cost to

Total cost of education to the state: cost per child.
Activity II.—Visit local industry to ascertain what ill health

costs that industry. (Problem given after Activity I.)
Content: Study of health in relation to vocational efficiency.
Activity III.—Visit clinics and institutions and find the total
amount your county spends for its sick dependents; in
each place visited keep record of number of doctors.
average fee from each type of treatment, number of
nurses, average salary, cost of building and operation of it.
Content: (1) Study of eugenics and some of its movements:
(2) read accounts of Kallikak, Juke, and Edwards
families; (3) secure information from insurance com-
panies concerning the per cent of times that ill health is

the cause of divorce, suicide, and business failure

References: State Department of Education (Activity I). Allen:
Ciwics and Health (11) pp. 208-28. Armstrong: Community
Health (Il) pp. 63-65. Aldrich: Eugenics (IIL) pp. 293-319,
213-39. Starch: Educational Psychology (111) DPD <77-7e:
Activities I-III. Burch and Patterson: American. Social Prob-

lems, pp. 152-53, 213. Morehouse and Graham: American
Problems, pp. 379-97. Burch: American Economic Life, pp.
148-57.

(117) Ability and disposition to maintain personal cleanliness.

Activity I—Pupil will perform health chores and be checked
on same: (1) Brush teeth properly night and morning;
(2) wash face and hands before each meal; (3) clean
nose and carry clean handkerchief; (4) keep finger nails
clean; (5) maintain healthy condition of scalp through
massage, brushing, wet and dry shampoo, oiling scalp;
(6) take frequent baths; (7) chamee frequently ihe
clothing which touches the body; (8) maintain regular
bowel movement.

Content: A popular lecture should be given on the reasons
for establishing the above chores as habits.

Activity [I —Students will go through a number of magazines
and select all advertisements which advertise aids to
personal cleanliness; they must illustrate the phases of
the problem mentioned in the following content:

IlContent: Pupils will read about and hear lectures on social
significance of personal cleanliness: (1) learn value ot
clean and neat appearance in securing employment;
(2) learn significance of personal cleanliness at social
functions; (3) learn value of personal cleanliness in all
personal contacts.

References: Allen: Civics and Health (Activity 1) pp. 1g0-201.. Pyle:
(117) Personal Hygiene (11) pp. 410-44. Gruenberg: Biology and

Human Life, pp. 170-74, 188-89, 238-39, 392-93.

(711) Ability to have self-confidence and serenity of mind whatever
the social situation.

Activity I—Students will conduct own athletic association, as-
semblies, drives, and other school enterprises.

Activity I1.—Students will attend and take active part in dif-
ferent types of social functions of school (e.g., athletic
association parties).

Content: (1) Knowledge of and skill in folk dances, soctal
dances, atid stimts that canbe wsed- ab the. parities;
(2) study effects of cliques and factions in the school

after discussing the attitude of the school toward the

visiting school at a recent athletic demonstration ;

(3) study etiquette used at school parties, banquets, etc.

Acimiy TT:
pretive dancing, and debating.

Activity IV. —Make a practice of getting acquainted with people.

Content: (1) Participate in worthy social gatherings;

(2) each individual pupil make a critical study with

some qualified older person of the variety and manner of

 

Engage in public speaking, dramatic art, inter-

his social contacts.
Activity V.—Be a social sponsor for someone—senior for
freshman.
Content: (1) Numerous school activities—extra-curricular ;
(2) Big Brother and Big Sister movements.

References: Elsom and Trilling: Social Games and Group Games
(Activity I1). Geister: Icebreakers (11) pp. 50-80. Burchenal:
Folk Dance Books (il, Hl). H’Doubler: Educational Dancing
(II, Ill). Gruenberg: Biology and Human Life (I-V) pp.
261-71. Hough and Sedgewick: The Human Mechanism (I-V).
Introd.,.chs. 18 and 16. Burnham: The Normal Mind (1-V).
ch. 20.

(137) Ability to utilize wisely the services of doctors, nurses, dentists,
and the other specialists in health and physical upbuilding.
Activity I—Submit to regular examinations by doctor, dentisi

and nurse.
Activity II—Submit to needed remedial treatment.

esActwity II1]—Confer with physician and dentist when symp-
toms appear with which pupil cannot cope.

Content: Select doctors judiciously by observing the follow-
me factors = (1) traming—length and quality; (2) ex-
perience—length and quality: (a) recommendations by
former patients; (b) reputation in community; (c) repu-
tation in his profession: (3) his facilities for caring for
patients.

Activity IV.—Use first-aid material in minor disturbances.

Content : (1) Knowledge of first-aid; (2) discussion of forti-
tude in relation to pain, read stories of Spartans and of
football heroes who continue to play when suffering pain.
Qualifying remarks to be made by the teacher to cuide
discrimination in amount of, and occasion for, fortitude.

References: Morrow: Jimmediate Care for the Injured (Activity IV)
pp. 108-301.
(22 and 23) Ability to avoid preventable accidents and to know how
to deal with conditions caused by common accidents.
Activity I—Assist the school nurse and doctor in treatment of
accidents.
Activity II —Make first-aid kit.
Content: Course in first-aid.
Activity III—Debate automobile rules.

Content: (1) Discussion of purposes and efficacy; (2) con-

sideration of standpoints of pedestrian and driver.
Actwity IV .—Conduct safety-first campaigns in school.

Content: (1) Study of situations in which safety-first cam-
paigns are needed (e.g., train terminals, arterial cross-
ings); (2) criticism of the following common practices
and additional ones that pupils and teacher may enumer-
ate: (1) goimg swimming alone, (b) going on long,
dangerous hikes alone, (c) camping and automobiling
without an emergency kit, (d) transferring of guns from
individual in boats, automobiles, and through fences,
(c) changing seats in boats or canoes; (3) discuss need
for calmness in time of accident or danger; (4) partici-
pate in fire drills.

Activity V.—Draw up set of traffic rules for the town and sub-
mit them to the council for consideration.

Content: (1) Test-on, lo¢al traffic rules: (2)-cobservations
from some point in center of town of the number of
violations of rules in one hour. Arrange them in order
of their potential danger to individuals concerned, other
people about, and property damage; (3) act as traffic

officers.References: Morrow: Immediate Care for the Injured (Activity IL)
pp. 108-301. Pyle: Personal Hygiene (11) pp. 505-25. Gruen-
berg: Biology and Human Life, pp. 170-74, 188-89, 238-39,
Seas:

(138) Ability within one occupational field to co-operate effectively in
providing wholesome working and recreational conditions.
Activity I—Pupils will measure lighting conditions.

Activity II—Place seats and benches to secure best light.
Content: (1) Study ratio of window space to floor space
necessary to secure adequate lighting; (2) study the use
of the foot-candle for measure of illumination in school,
home, and possibly factory; (3) discuss need of means
for providing adequate artificial light; (4) study advan-
tages and disadvantages of direct, semi-direct, and in-
direct lighting.
Activity II] —Record and graph temperatures for a period ot

days.
Content: See content of 102b.
Activity 1V.—Test ventilation of buildings.
Content: See content of 102 a and b.
Activity V.—Adjust seats to fit occupants.

Content: Study relation of height of seat, depth of seat,
height of desk, depth oi desl, etc.
Activity VI.—Study adequacy of recreational space provided.
(Problem based on method used in Activity II.)
Gentent: (1). Number of square feet meeded per student:
(2) area of largest space.

Activity VII—Find number of institutions in the community
which are exposed to external factors which militate
against wholesome working conditions.

Content: Study the relation of dust, etc., to wholesome work-
ing conditions within a building.

References: Dresslar: School Hygiene (Activity I1) pp. 53-82. Ban-
Gioia eosmure Of Sehool Ciuidren (V). pp. 253-08: “Carrie:
Practical Conduct of Piay (V1) pp. 19-42: - Pyle: Personal
Hygiene (VII) p. 129. Barber: First Course im General Science
(1) pe: 54-70. Millikan and Gale: Physics Tests (1). Pieper
and Beauchamp: Everyday Problems in Science (1) p. 259-72.
Ata 3°:

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