Part 4 (2/2)

Naturally ht should be introduced in connection with practical situations in kitchen, school garden, shop, sanitation, etc Certainly the applied science should be as full as possible But preliht to be systematic presentation of the elements of various sciences in rapid ways for overview and perspective

To try to teach the elements only ”incidentally” as they are applied is to fail to see the the in the details may well be in part incidental But syste pupils their bearings in the various fields of science The term ”superficial” is used advisedly There is an introductory stage in the teaching of every such subject when the work should be superficial and extensive This stage paves the way for depth and intensity, which must be reached before education is acco no elerades, one naturally expects to find in the high school a good introductory course in general science, siested for the ele that even reests such a course Students who take the classical course get their first glih school year, when they have an opportunity to elect a course in physics or cheiven theround Those who take the scientific or English course have access to physical geography and to an aney and Botany,” which few take Students of the High School of Commerce have their first contacts with modern science in a required course in chemistry in the third year, and elective physics in the fourth year In the technical high schools the first science for the boys is systematic chemistry in the second year and physics in the third They have no opportunity of contact with any biological science The girls have ”botany and physiology” in their first year

The city needs to organize preli the way to the more intensive science work of the later years A portion of this should be found in the eleht by departmental science teachers; and a portion in the first year of the high school As junior high schools are developed, most of this work should be included in their courses

As to the later organization of the work, the two technical high schools clearly indicate theto practical labors What is needed is a wider expansion of this phase of the ithout losing sight of the need at the sa of the sciences It is a difficult task tovital and h schools, since they have so few contacts with the practical labors of the world Cleveland needs to see its schools more as a part of the world of affairs, and not so much as a hothouse nursery isolated from the world and its vital interests

PHYSIOLOGY AND HYGIENE

Teaching in re ararades, and one 30-rades, it appears that in actual practice the subject receives even less time than this In the atteiene, a member of the Survey staff went on one day to four different classroorarammar, in one to arithmetic, and in one to music This represents practice that is not unusual The subject gets pushed off the program by one of the so-called ”essentials” It is difficult to see why health-training is not an essential In a letter to the School Board, February 8, 1915, Superintendent Frederick wrote:

”The teaching of physiology and hygiene should become a matter of serious moment in our course of study At present it is not systeh schools it is an elective study only in the senior year My judgrarades”

The small nominal amount of time as compared with the time usually expended is partially shown in Table 12 Professor Holures for the 50 cities include eleiene

TABLE 12--TIME GIVEN TO SCIENCE, PHYSIOLOGY, HYGIENE ======+=======================+======================== | Hours per year | Per cent of grade time Grade +-----------+-----------+-----------+------------ | Cleveland | 50 cities | Cleveland | 50 cities ------+-----------+-----------+-----------+------------ 1 | 10 | 37 | 13 | 43 2 | 10 | 41 | 11 | 45 3 | 10 | 40 | 11 | 44 4 | 10 | 37 | 11 | 38 5 | 19 | 34 | 21 | 35 6 | 19 | 40 | 21 | 42 7 | 19 | 45 | 21 | 45 8 | 19 | 57 | 21 | 57 ------+-----------+-----------+-----------+------------ Total | 116 | 331 | 17 | 44 ------+-----------+-----------+-----------+------------

In addition to the work of the regular teachers in this subject, a certain aiven by the school physicians and nurses In his report to the Board, 1913, Dr Peterson writes:

”Health instruction is given by doctors and nurses in personal talks to pupils, talks to whole schools, tooth-brush drills conducted in many schools, and in visits into the homes by the nurses Conscious effort is continuallyall of the children ho somewhat to the future, it can be affirht to give the teaching in this subject After giving the preliminary ideas in the classrooms, they alone are in position to follow up the variousput into practice both at school and at home At present, however, 16 physicians and 27 nurses have 75,000 children to inspect, of who up It is a physical i until the force of school nurses is greatly increased

For the present certain things iene and sanitation, based upon an abundance of reading, should be drawn up and taught by the regular teachers in the grarades This course should be looked upon as merely preliminary to the more substantial portions of education in this field The physicians and nurses should select the readings and supervise the course to see that the hted

2 The schools should arrange for practical applications of the preparatory knowledge in as many ways as possible Children in relays can look after the ventilation, teht, and other sanitary conditions of school-roorounds They can e in anti-fly, anti-ns; and report--for credit possibly--practical sanitary and hygienic activities carried on outside of school Only as knowledge is put to work is it assimilated and the prime purpose of education accoradually enlarged, and after a ti that will enable therades, to become departmental teachers in this subject for a portion of their tiive them their chief educational opportunity; but to prepare for this the classwork ive soh schools, training of boys in hygiene and sanitation is little developed The only thing offered they in the senior year of the scientific and English courses in the acadeh schools In the classical course, and in the technical and coy is required of girls in the technical schools, and is elective in all but the classical course in the others While in one or two of the high schools there is training in actual hygiene and sanitation, in y and anatomy of a superficial preliminary type which is not put to use and which therefore s recommended for the eleh schools also

PHYSICAL TRAINING

The city gives slightlyin the elerades, where a slightly larger amount is set aside for the purpose, pupils are expected to receive one hour per week