I NTEk i Ok DEPART~ENT
~AFETY AtM HlA L l H OF 1 Hl SCHOOL CHI Ul
C I RCULAR 1.0 . 65
CIRCULAR NUMBER 65
Washington, D. C.
February, 1932
SAFETY AND HEALTH
OF THE
SCHOOL CHILD
By
James Frederick Rogers, M.D.
Consultant in Hygiene
UNITED STATES
DEPARTMENT OF THE INTERIOR
OFFICE OF EDUCATION
.67:200
.:.UNIT.ED STATES
DEPARTMENT OF THE IN.rERIOR
6:ffice of Education
.. Washingt.-o;n; dl,
SAFErY : AND HEALTH
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THE SCHOOL CHILD
A Self-Survey of School Conditions
. ·T he following questions have been prepared in such a way that a positive
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are' of necessity.· of ·a: r gene~al n~ture.
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Maey· of
·anl:iwer can be considered a satisfactory answer.
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the questions
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No attempt has b e en made to give
,rat·ings for· degrees of excellende along any line.
\'{e see no reason for this .
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Either a sch'o ol condition or a school activity; considered essentiai for the
'child's health, exists or it does riot exist·.
educatfo'nal activities then
the
If we p lace healtl1 first among
conditio~s making for health should exist
and we deserve no · cr.edit ·i f a means to this end if furnished to only 50 per
cent of our ability. · ·
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Aesthetics are .,6.ften conf'us.ed with hygiene and schools may be healthful
without b eing handsome .
Much of our present health t eaching has more to do
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incidentals than viith essentials.
to essent i a ls and to economy.
Wo have endeavored to hold t his survey
In the matter of spe cial personnel, this will
be determined ·by tho size of school or school system and some othe r local conditions.
.quantity.
The quality of special teachers is of more importance than their
In elementary school s ·the ·health work of the school centers chiefly
and almost entirely in· tho· gr ade teacher. who is always p resent . but she needs
special instructi~n and' as's i stance .
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As regards salarie s , which subject is nearly omitted. it goes without
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saying that if health is of first
in~ortance,
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special workers Should have
first · rate preparation and. should receive a;·~ mU.c:h as any workers of similar
rank.
67200
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The t"ime to be de..foted to h~aitu education in elementary schools is not
set down.
The information of real consequEnice bearing on per,_s onal h yp i en e is
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bri"~f t il!l~,
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~mfoi~s
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small· in amount that it can be conveyed in a very
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on its practice be _so f.reqll~nt andferv~l_l:~ -_ .a.s .t .o make the child sick of t h e su\1
j ect and so defeat the . ends. in view.
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Heal.tp. . teaching sh ould be opportune rathe:
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than importune .
hi~
.At senior
tlJ.E?__teaching of
school age
b~o;log'J,
human
phys~~lo~-
public health should b.e so_ ~horo~ .that the schoo). qan f _e el t !1at it has.
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worthy piece of work
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.~nd , is . f.~ee
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don~ .:a
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from th9 . guilt of ,having·, turned the pupil f rom
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its doors without such knowlcdgo .and
is available..
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and
undcrstan9-;li1g
of that
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. knowledge, a s
If as tho,rough work along th:!,s . line is done as is bestowed on
mathematics and languages
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When it com_e s t .o
th~. ~qhool
will J:lavo done its duty.
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tests and !!leasuromcnts,
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'Y~lich
na.ny
pup~.l
surveyors will seek
for anxiously, the only test . for health is
t~1at
capable of his (not another's) best work,
The degree to wh ich h:.calth info ruat :it·
the
is a.t h is
l;> e ~t
and .
sticks
can
pe arrived
at roughly by mean~
. .of the ._(}ates-Strang
.Tests
(published ~
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Columbia Uni
varsity)
.. For a "healt~. hab;i.
t n .. .t_est t~~
used by the.,
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American Child Health .Association in ~ts "Survey o,f 8.6 Citie:s"- may serv-e t he .
purpose.
It seems to us more to the purpose . tpat all known .conditions,_ negative· or :
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posit~ve, p~ssive _
o r actiye ... ?Thi.C::i.l 9ur . ,p resent knowledge sug~ e,s.ts as-_:pos s ible . f r.
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the pr e_se~~a~ion and _prorn~ti .o71 _o .f...,~h~ child_'_s h ealth., be. [)roug.."llt .to bear · on :hin,
If, in additj,on, we do w~t we <::a,n } o ~P.-s:r;>ire the chi~d-- t9 · be so.1!lebody, ·.art.d .do ·
something worth whil e , we can trust that our enO. is ;ac:O.ieved.- as .far as .'·it can le
If he _p~ s se ss ~ s thj,s B.Illb,~~: ion he . ~-i,ll . put._. :i-nt<;>_,_pre.~t-ic ~ , ~uch "lmowl~e ---of."h.ygi en
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as will b. ..e a .help
to- ·that
end,._
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This _Office will be_ glad to ~d.y:i,se . w.i~h ..school.: off ,i cials in. r egand t o any.··
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out by their survey.
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67200
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Physica l Conditions of the SQhooi Piant affecting the Life and Health
of. the Child.
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FIRE PROTECTION AND ESCAPE
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The p rot eCt ion : of the li'f e <df 'the' pupi 1:'·; s' . .·more ' · 1inperati'~e · ~han the p r eservallion of his :health ·b ut the··'frequcnc;9' 6'f ".·f ir·os·' i-n: s·e h6o:f houses · sugge.s~!:i that
responsibility along 'this· !line·· has .in·o t · · ··ente·:reid :·~tho :mi;nds' of ·ma.ny · s cilool officials .
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Is your building.. con.'s idorcd· f irc··t-"osistiva by your i nsuraric!i ...
company? ·
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I f not , is it considered safe? (Never condetnned , and all
. changes sugge's ted' ·b;r' Urider.wri t ers n~de .) . ..: ,.. ·< . <.
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That a building is p ronounced fire proof11 doe s not signify
t hat aTl .·p arts of •n ·a::re:-, 'irinnune ·'t.O' flames ... Easf.ly ·inflamniablo
buildings ·should ·: b-e·, ~ep~l'ac-ed ·b y ,;:fii"e' resist'a nt 's t_ructuros. a s
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early as· local ·finarlce·s·· ~rmit ·btiti when .this · is done ·the ·rteed. ·
fo r fi r e protection does not wholly disappear . · W'n ot n er ·or ·
not tho building is of tiw safest naterials t he superir.tondcnt.
or p rincipal· can ··n:·o't·: . ii.cglo·c t ·} 'urthcr "· prevent i ve mea sures ; . Evop
with an· ili.flammable ···strticturd a." fire cari ·p r act i cally a1f7ays
be s et·· ·down · ·t ·o car ele:ssriess··on· the; pa1~t· Of ·' s'omc; one :· Be sides
fire · .there ' is danger 'in sr:ioke· and· fU±no~:L · ·· · ····
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Are all heat ing and ventila t ing flues lined?
Do all doors open outward? (Thi S· includes. cl assr oom doors)
Are all ou t er doors equipped with 11 panic bolts 11 in good .
condit'ion:7 ·
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When fires do occur there should ·be ·rt'cf eicus e fo r i nab.i li t ·y _·
of pupils "Of
· age s t o'~ ·~find. ready" exit throug.,_ accustomed
channels.
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Are all bas·ement·: a:oors ::Teadin:g: t ·o"· stair\va:ys s ~1{- closirig and
:·. do c..they .clostil'.? . • :. · · · · · . . · · · · ·.
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7. I s the room housing· ·the h e.a t·rn.g plant anci' ·basement·. ~dir fire
resi st ive on all sides and ceiling? · · ,.
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8 . Are all doors to such rooms self-closing . and do they close? .. .
(Fires·· do ·not start i· s~:>6i'ltaii~ou·s1i ·i~ ·sch<2ol · bUildings·; _ . ·
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Fire proo f" buildi~ will burn. Th~ following itemi(in
r egard to safe housing and housekeepi ng ~ of ezt r eme i m-:•.: :pol't anc·E3. i)'::,·. ·<· ,... ,, ·....... · · : · ··
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9 . ' Is a ll\ woodvlo:tk :f ully p·r otected:'by adequat ·~ spa·ce, or .by< .
asbe stos coverings, from hot a ir pipes . ot'' s t eam pipes , .. from
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e~~ct ~~~~ ~oal or ~a~ .:·~t?~e s.?.,
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No one who has vi sited' 'the ' lower r eg.i o!ls ofmny· o.f .our old~r
school building s ,' tza1-J. ·'sl eei:)' 'as sofuld.iy
f ormerly ,'· :for it '·is ' ·a
constant· .'w onder· t.o ' him . :t :M.t t her e a:re not more f:i:res from 'the
propinquity of hot and .. naked: pipes t<:f' easily :Gifi;~mmable . ·wood
and from i ll-p rotected wire s. Whether fires so frequently
attributed to 11 bad VTiring11 occur from the effects of h eat on
insulation materials we do not know but it seems more than
possible.
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Is the furnace room free from rubbish · at all times?
Mo!;!t fires originate in slo~~-n~i\~~~~~k~epi~g in the r egion
of the furnace .room or s,omewhere . el.s e i;t:l t}fe :basem~nt .· · :.~ur.....; ·
veys of this . re~ion.. ~hou:j.q be made· at . fz:,e,q-q:en.t i;nt e~val s andJ.
wi~hout notice to the janitor. : _
C arBlessness. :in tl.lis respe-c t should not be tolerated. The janitor can not be too
much impressed with the need for care of his pr.emi.s as..
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Are all .the basement roollls , . :spa..ces undel'· stairways., and
closets free from rubbish and inflamnabl es?
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This includes teachers' . c);.~ sets -; -- in .~hi. ch o.iled dust .cloth'S
and other highl y inflammable materials should not be stored .
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Are oi~ ,' gasoline, cellulose- films .or other such mat.erials·
kept out of th.e building ·o·r in Ure,.-proof closets?
Are all stock laborato·ry_suppl~es of· an . inflammable na-ture
kept .in fire-proof: closets?
Che:t:nical laboratories are often, -unfortuna.tely, placed .w here
they furnish the greatest_ menace in case of an .explosion or
of fire. They would b~tter be plac.e d on the top floor tha.ll
in the basement; Laboratory supp;Lie_s of a dangerous nature
can not be too safely housed.
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Fire apparatlls_. ,
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I:fr the basement and laboratories are not fire r esistive; . .
is there an automatic sprinkler system in working order?
( It should .be '\;E)ste.d, .a nnually.) .
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Is there a · fire hose . on each floor? ·.. Is it· in good working .
order and likely to be for some time to come?
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Often no op.e is responsible ,for the .wor:king · condi-t ion :-of'·
contrivances for the putting out of fires. They ·are relied
upon a~though , from d.ofects produced by age, they h.B.ve
long ceased to be useful .
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Is there ·a.n · ade~te water. supply ;for fire· purpose~ at .all:_
time!>·?.
Fir'e·s occur at times of drought ~s ~ell as in othei-. sea~ons
and a fu],~ water tank TN1Y be a good _. means of· in-s urance of
both U..fe a;nd ·property •.·
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If there is no fire hose, are there chemical extinguishers of
an app!'oy~d .t 1Pe .in the kitch~n, _ .fur.~qe rooms. and · in each
h~ll . o:t: : e~ch fl~or. ( ono for apo-u~ every ._2 , 0_
0 0 s quare . feet .
of _t.~o9;-_• .) TP.~se _-.B.;~()~ d. ·b{pl~c~\1 ·-at th~. -,neaQ.s af: stairs~ ·
and...at the
dooJ;s .of. l~bor.atorie~
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Many school buildings of·:· eonside:r:able size do not have a
water supply under· pre s·s"tire ·but · fire · extJ.iilgu.i sher·s ·.can
always be had. Directions on. these. i:n regard ; to. ·keeping..:
them in order Should be followed. · Try the hose and see
if it will : stand ·presaure . . (The ·recorilmendati'onas to .
number of e.xti'IJ.gu.i.shers"·. per square feet ; is that ·:of the
Massachusetts·' Institut.e of Te.chnology; ).
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Alarms
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~Escapes.
Is there adequate ·. fire: alarm provisiori7 :. ·
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A gong is needed· in: buildings of :·more than one story-. It is
important that · it may be -operated· from the janitor's room,
from tho principal r s· roomy and'. from an t caching ·rooms. It
s...'lould. be loud enough to be 11card by all teachers and pupils
in the bUilding.. .: T'o in·sure .its being·: i:n ' repair·· it ·should be '
tested ·every morning ·. before school:: : · ·..,::, - . ··
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This docs not refer. to ·fire alarm .sta.tions which .; in larg·c
buildings, should be located in co rri do~s .
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If the building is not considered fire resistive, arc t h ere
fire · escapes ' on two sid.os ·of :bho· building · for >each floor
above the nrst?
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Those should bo ·of firo.;,.proof mat·c·r .ial ·and· kept · ·in go0·d ·
condition • . : (Examined ·and paint.ed.6nco a year) ::
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If of staircase foro, arc the stops five feet wide , with
. .rails 1 and scrocned··to a hei'ght · :of five . feet r · -_:
They should roach tho ground and be fastened at t hat level.
They should lead to a safe place, not a court . I t is hardly
worth -wliilu to ·:esca-pe ·from a ·burning buildinti o'nly to "b'o ·
·injured by an :u:nsafe fire escape> ·
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Are they readily accessible at all times?
There s...'lould be ready access by means of out-swinging doors
a~ fl:oor level and ·. .th.o -doors· to :fi're· ·e scapes should be ... . ·
equipped· with fool-pr.o.of panic :bolts 'in ··goO'd condition .
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Is wi;r:e glass provided· in all v1indows directly opposite ·out- .
side .f ire esca.pes and arc 'these windows f-ixed? ·
23,. Are fire .exeapes adequate . ·t o: .empty :a f·loor in 2 minutes without crowding? .
22.
T:Q.i"S shoUld b.e .l earned by monthly .fi·re dri'll :~ .. Such drills
·make ·the means of escape fami1i~r to .the. pupi.ls.
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If flue c·scapes· are used are the. inlet e and · exi't s always in
· good:. condition, · and 'i'Till they empty.. the ·building in two
minutes?
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The doors to and from these flues Should never be locked.
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Is the s~bool prt~ci;~i:. ~r .eth~r o:ff.1,cial appoint ell; to .·
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take charge of ·the.- situation · in case t>f· fire?
The matt.er of fire . ~rot.ectio~ a,nd prevention .should be
taken un with ·the teachers at the ·'beginning of· the school
year, a~d they sho~ld be informed as to · what . they are to do . ."
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Is f ire drill conducted at least once a month?
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Fire drills can be dispensed -with .in buildings which are
not over two stories high, wi t h wide halls, and of fire
resistive construction but in older : b~ldings andespecially frame · bU;ildings they. can not be neglected· and ".
they would be better. , conducted
tw:i.C9. · than once··a month
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Is the main line of travel in halls fr.ee. from project ing
cabinets, statuary or other obstruct·ions to :rapid exit?
Cor:ridors with d_e ad .en9-s should be
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Assembly and Other Less Used. Rooms.
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Is the auditorium· on the ground floor and can it b e emptied
in two minutes?
Teachers. 'and pupil!;!. Should be inst;r.P.qtod "in r egard· '!fo· exits
and their :Use ·made .h abitual. This ~h(rq.ld . not -be taken .for : ·
granted but should_be learned by trial.
29.
A:re there ·adequate exit s , with .safety lo.o ks. tn good condition,
direct to the outer world, from ail bas ement :rooms used for
classes?
We .h ave seen a , ba~cment do~r with a safety -latch of the .
most app:roved. type wired fast to k~ep it · shut in cold weather.
It might as well nave been locked and the k ey ~ost.
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General Considerations.
Taking into. consideratio~ t.h~ c~~struction of the building 1 · ·
do you f eel that th~rc i~ .no kno~ means of . fire .pr·e vention .which is not daily observed? Are the means of safe exit in
cas~ of fire . always adequ.a,te and t~~ei:~· use 1movm to all?
In a wo:rd, wil l no. orw be to blame in ca se of fire and no
one injured.. should a f ire · oqcur through some unfor.eseen
circumstance ? ·
(There i .s s";lch a mu.ltiJ?l~cJty. -o f t ypes· of buildings· a~d- ; ~­
arrangement of rooms ~hat.: the preceding ·~3Ugge.stions ·will ·
not apply'in detail to a ll schools. However, we believe
they cover the ground ,sufficiently_. .We ·shall be glad · ·of ··
any suggest ions from those who .haye Iil!9.de. 1,lse · of t.h'-s: -se-qt ion of the s"Q.rvey. ) ' ·. ·
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GENERAL HOUSEKEEPING
While pleanliness and ~r~e~ in ·.fh~ . s~hoG~ .. roo,I:l .u~i¥1lly h~ve llttle direct
learing on healtn, they have an influenc·e· for ."gi:)qd_ on t11e ¢hil4' s general habits,
, hysical and ment~L · .They' si:i'metir.1os hav,·~ · .a dist"in'c~ :. ~~aring on: heaith and safety .
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Considering the structure and age o.f ' ·yoUr ··ouri.a ilig, do you
COJ?.pider your build,i ng and. gro~ds , a I:U.o del _o f _g 9od housekeeping'(
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Is orn~me~tal sp.ru1)bery kept }..n good condi't ion?
Are th'e walks· t:n good repai'r? · · · ., ·· ;.
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Is the school well painted?
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2. · If the buildings···and grounds .iJ.re not. ·models~· ~t~:from. lit.t er?
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they' free
The prdperty. :ea:n _be, a~· . ;t_~a,st. , ¥;ept .. ;f~e~ , }to~:· ~;r~~~, and
every child shouid be ·taught ''to·· keep pub1ic property, in-cluding ..st~e.et s .~n.d parks, c1,(3;3..n ..
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Some schools or some ro·oms '(~ll. 'kitchens.·and :dining rooms)
may nee~_. to .be
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Are cement walks provided from the . stre~t to .t he school
and ·from th.e sch.o ol. .t 9 9\l:tside t.q~1(3t~. ·{ i i !t~ey eixi.s.t)?
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If needed, fqot scraper e. should. 1:>~. provided . .. A. largE!
amount.. of dix;t and 4ust , can be. k~pt ;f~om the schools of
some · districtei'
. #mple .contd:v. {ince. ·
. . by: the . us~ · of. ·-thh
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Are all pupils urged to wear rubbers in wet or muddy weather,
to alw~ys .:r:e111ove them in the l,J.o;use, .apd to ;Leave t~em with
hats and wraps?
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The :;-ight. U:£38 of r:ubbers and . w;o.!'lps ...will p:rev~nt,. more colds
and . ~()re thtciat
,, $ t~n alt th:e med~.'Cine i;n the. wor.l d will
cure.
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Is the pla:ygr_o'lllld. d~a~~ed anO. , s~f~ceQ. so. tha~ ._t;here.· is a
mihir.roiD of' mud anci. ~ximum of us·e,?
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A good.: c6.a t
gras~ . TIJiiy ~ke .tile··.: b~·st ' ~~~f~de ~ .· 'rhe. llat ional
Playground AssociEiti."on
New York City is a source of informa.Hon,
qn
· -p~is .. supj~ct . .
. . . ... .
.;
.... . .. . . .
.
.
of
,.
7. : Are unt·~ -~~teci floo·:t~ ~'Crubb-~d ;it:P, $Qap_~nd hot water a~ the
beginning of each term or oft ~ner depending'· on nat1lre of
floor?
8,
If suitable, are the floors carefully oiled (not too much oil)
or waxed each term? (~om spots should be treated as needed)
7
67200
Yes
T'o.o r.ru.ch· oil, rnB.ke:s a ':floor. sl'ippery ~~tl t.he. use pf. a"poo.; .
. ·~lity 't"urns, .the floor black.· ~loors' should be th..oro~hly '
.. cl'eaned before oiling or waxing. (For details of floor
trcatoent, soo 11 School Building Management" by Charles E.
Reeves .and H. S. Ganders.)
.
9• Are desks and scats ' washed before the opening of school term
with soap and water? . .
10.: Is sweepi ng done vii th dust all ayers (Ho ist ~awdu~'li , paper,.·
or special compounds)?
All dry cleaning . sh?uld
?e .dono
;yhen .pupils are . ~bsen'!i •.
Is dusting done with a moist cloth or cloth treated wi th a
few dz:qps Qf ker.oseno?
12. · Are wind6ws · w~shed each term or oftener if needed?
11,
A rnaxinrum of light can not exist with uncJ,ean windows•·
13. Are window shades kept clean and in good
14 • . Is the b~ackboard kept clean and black?
cond~tion?
Only blackboards which keep their surface ·and do not
abso rb dust can ~e kept black.
15.
Are erasers and chalk trays cleaned daily?
Chalk dust is one of the least harmful cf dusts but .
erasers s.."Lould be cleaned by .the janitor o·r olde~ pupils
and preferabl y in suCh manner that the dust can not be
inhaled.
16.
Are walls and ceiling painted and kept clean?
yellow or light pink colors are recommended).
(L~ght
cream,
Only by clean •. light paint can a maximum of illuminatio~
of the sChool room be secured and ·no school room is too
well lighted.
17.
18.
Is the j anitor considered an important person in th~ general
scheme for school sanitation and child welfare?
Is he trained for his work or furnia,hed with published sug- ·
gestions as to the ·care of the schoo.l plant?
Most janitors are untrained but they are us~ily willing
to learn and often have distinct pride in the appearance
and healthfulness of the school.
8
No
67200
Yes
AIR CONDITIONS.
·.~: ·, .:
(a)
Schools without ' ;liea:t~d bafi·oi-lont·:
· ·.~··.· :_ .'
· . .:
•
•
I .:: : _
1. ' Are - floors '-~de coDfortable :and 'fuel saved ~ by ith'o roughly
2. :
I
closed foundation walls? ·· -'-·
Is there a good double floor?
The:·heating and viimtitatioh ;·of-·school rootiis '-is of the
utmost importance, and while the theorist·s: tire .. 'lindecided·
on ~orne. details the comfor~ of tb,e pupil should not be
negl~cited.
"' · · · : ·· · - ·: · · · : · ·
· .· ·
3. : Are pupils w'ho ~re obligecL to sit near the s_tove protected
by a screen· from direct · heat?
:·
4. : Are pupii'~ ~~i1iiitted to mov.e '.their ·seats _when · too ·cold or
too ·warmf ·< '. : : . · · · · .
· · · ...
.· , .-.
The _§to:pping o_f holes in \7alls and. crack~ in floors is a
great '-~·soi.irce of· ecQiioiny .arl:d· of <;:oinfort. ' \nnao\7s caii ·' ·.:
always be opened if'-t he:re !j,·s need for' cold 'air . .·· ... ,·
(The stove-heated room has its advantages in that pupils,
if allowed to do so, can_ad.just themselves to suitable
cli.mates.) ·
l )
(b
AU Schools:
5.
6.
7.
Is each class room supplied Vlith an accurate thermometer
fastened or hung at about tho height of the desk t ops,
at a point (usually tho teacher's desk) which will give
a fairly average reading for the room?
Can a minimum temperature of 70° be maintained in cold
weather?
Is the maximum temperature at the height of the tops of the
desks kept dovm to about 700 for most of the room.
It must not be forgotten that ue can have a temperature
of 70° at the height of our heads although at the floor,
. where we most need it, the temperature may be only 60°
or even lower. It depends on Tihether the room below,
or basement, is heated. The maximum of 70° suggested
may be too lon for comfoPt~ I~ many scl1ools abroad the
school rooms are heated by hot water pipes under the
f loors with a floor t emperature of 70°. This seems a
wi se arrangement.
8.
Are pupils who arrive at school with damp shoes or clothing
permitted. to make u,se of the sowce of heat for drying
their cl'Othes.
9
;._
No
..
:#
6?200
Yes
9.: Where pupils come some diStande:~t a· · sch6tn there should be
special means of drying wet shoos and outer
clqthing.
.: .
. .
A wire _fl:"a:Gl~. with electr~c lights inside, .over which clothing cari-· be'" h:ung, has bocii used in ma.ny _- ~chOols VThore therb :·.-.
is no furnace room.
·:
desks _ ~
Children should keep in their
for use in :emergency.
..·.
pair of dry stockings __
-~.
10.; Are there mean~ (windows ' or other) of cons't ant change of -~~-t
.
· -
I
at about 15 cubic feet per person per minute?
A change 6'f ai~ of this ·amoUnt has ' been: -~~£gest__ed ·_a.s·· the _ -,.-...
minirqum -l'lssential for _g ood v~ntilation b,)_t·_ it_- would be ·
difficult to measure this · except where p1erium' syste.J7l~ . are
installed.
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11.. Are all roo:m?.. tl~pro~ghly !;l.ired at · rec'esses and after ·schodl?
12.; Are the windows · .eqUippe~with
. ...· _)·_; .
..air deflector~?
.
. -.
. II. ·:
10
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. ·.
·
No
67200
LIGHTING
1.
2.
Y~s
Do all rooms have natural illuminatdon?
.Are the present facilities for···'n atural lighting made the
most of?
a. ..Are .the windows kept .cl~a!l? . :. ·. . .
b. Are the walls and aeiling painted a light color and
are they clean?
tight cream, .light pink and light yellow absorb the
least amount of light in the order nai)led. They are
therefore "Q_est colors for walls and ceiling, . Paint
on these. surfaces should not be glossy.
3.
Are light-obstructing walls of adjacent light obstructing
buildings painted white? ·
·
..
:
.
. .
The first question is perhaps superfluous but it suggests that all lighting of school rooms should be natural
in its sou:rce. We can not have . too. much nat_u ral light
if it is not direct.
·
4.
Does the ·light come chiefly from the left?
Vl'hile theoretically light should come from the left,
this does not suffiaE in wide rooms and it is often
better to have additional light from the rear or the
opposite side .
.
.
5.
Do pupils face a blank wall when seated at their desks and
when reciting?
This should always ·be the case.
6.
Is thqre artificial lighting equipment suff;i.ci ent to reimforce a weakness in natural lighting so as to bring the
illumination on dark days to 10 foot-candles on the desks
in all parts of the room?
Five foot-candles has been sot as the minimum for
lighting but this is entirely too low.
7.
Are the windows so shaded that direct sunlight will not interfere with work? (Light colored tra.nsluccnt shades which can
be lowered from the top as well as raised from the bottom
are recommended.)
-
S.
Are the artificial lights so shaded that there is no glare?
Nothing is so injurious to ~he eyes as looking into the
source of light or other than diffused reflections of light.
11
No
67200
Ye.s
·· · SEA.T ING·:.
c .
:1.
2.
Is the floQr area per child not ~es·s than TS square ·f eet?·
Is ciose contact of pupils reduced to a _minimUm?
The more closely pup~ls are thrown ~ogether the more
likelihood there is of the spread ..of:· communicable
diseases. ~e· · change . from · do1ibl"t3 to sepa:rat e seats
and de-sks was a means of ·p rotecti"on and also ··a · source
of comfort . · The use of flat· "top tables at which
tw9 or more pupils work; together is a ;Less safe and
"less "comfortable arrangement". . · ·:' . . . . .
:3.
Are the seats of such height and depth that the child when _
not fatigued c~n · sit·· in coinfort Vii th tne :fe·et · flat·· on the
flbor", the region just ' above" the knees' and legs_ belo~. the
knees free from pressure and · the lower and upper ba~k · :
supported?
·
··
No seat is corniortable for a " chiJ."d (or a&ult )" "for· any
length of time but the school seat should be as com···
·..
fortable · as possibl\3.
,4 .
Is the desk of such a height that · the child when using . {t
does not usun.lly noed to change the posit ion of his ·
thighs on the sea t _or tq bend sha~ly to ~he side?
No hard and fast rules can be laid dmm for the hci glit
or posit ion of the desk . Hov;ever, it sho·u.ld not be so .
cl ose that the child can· not e;.1ter hiS seat eas:i:ly ,. nor
so far away that he must lean fo rward mor e than is
necessary~- ·The child should work with what · seems ·
r.naximum of ease.
a
12
Ne
67200
Yes
No
WATER SUPPLY (DRIUKING)
l.
t·s
rs-dilie'' wat·e r :~ti:np
·' ~\r.::
sa.:fe piit··'i
s6urde1 '.' ' 1 '(rr~e.1:
+'t6ri{p'
.~ os.:::_·..
:!:"
"
' • . +' .. •f·'· ..
sible disease germ contamina~ion.) ....
· .. · · ·::. . ,
. =· .. . . · ... a::· ·
·: . : · ::
.
Is it safely delivered? (No danger ~f ..pb~shle 6~rit~i~i·io.n)
Are drinking :t:oWltains sanitary? . (L~p-~ .9f. d~i~er -:~~.o . .:q.qt , .'
tou:cn the no'z~le ·:-and c~ild cari n·ot' · 'P.~.ace mqutp_..'i if.'~~.~r..·f rom
which previous · child"s lips have b.e·en r¢moved) . ~ . :f··! ·:~:;.. , . . .,.
•
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• :
• :
: •
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••
• •• t
• 1 •
• •
.. •
:
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•
f
• •
There are many Wlsanitary drinking foWltains in use and
many which were once sanitary have become unsafe.
4.
5.
6.
Is there a fountain for , at tho ~ost , every 75 children?
Are the fountains low enough for use by all children?
~re the water pipes so placed that the water does not beco~e
heated?
Many such p~pes arc placed too close to the furnace
or to heating pipes .
7.
8.
9.
10.
I f ther e is a water tank is it kept weli covered. and the water
deliver ed by faucet?
Is it kept in a cool place?
Are individual cups furnished, or brought from home?
Arc the l atter kept in a sanitary condition? (Best kept in
pupil's own desk. )
We have seen individual tumblers placed upside down on
a board near the water taru~. Tne sa liva on each glass
mixed readily with that from neighboring glasses . The
intention was good but the result bad.
WATER SUPPLY (WASHING)
1..
Is warm water for hand washing available?
quantity?
In sufficient
It is not worth while to preach cleanliness if there
a r e not faciliti es for its practice .
2.
Is there a washbowl for every room?
It may be that there are abundant washing faci lities
outside the class room. This question appliea to
schools wbero t his is not th'e case.
13
r
• ! •
67200
Yes
Are paper towels . furn~shed. o~ is a towel brou~t .~ .each Child
from home weeki'y ? . .
.·.
. . . . . ' ... . . .
.. . . . .
4 • . Is soap furnished in suitable· containers?
5. Where there are indoo;r toilet 13 are the.re wash b.as.i ns i.n the
toilet r doms,- orie bowi foi_, 'a£ the most, 30' pup il~?
6. ; Are paper towels and soap furnishe·d 'in such toilets ?
7. Are. all _fixtures kept. cleai?-?
3.
:
.
·.~-'
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. ·. '
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: ·.
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P.upils ShoUid be taught' t :o. keep fixtur~s:' as clean
as possible but: it is the oilsiness of the janitor
to give them a thoro~h cleaning daily .
14 .
Ne
67200
TOILErS .
Y~s
~a)
. Outdoor
1.
~f -·~lit~·id~· t~il~tt(a.rt) us.~d are they lo'6~ted separately
at
~d
.
su+tabl~
.....~~stance~
,
.
.
from the ,building?
.
,'l;'oo little .~ttention is usually paid to the conditiop.
of , t ~i~et ~ .•, ..espec:j.a+ly ou~. ~ide toilets. Where. there is
no ·janitor the teacher Should be· responsible. The pupils
should in turn be mad~ ~o feel P,Qspon,sible for their care..
.
-
.
2. Are thQy Qf sanitary constl;'U.ction?. ·
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:
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The me~ho~ of construotiop. depends considerably on the soil •
. 'n irectlons . fo~ buildi.zlg can be o'btained from tho u. s.
Publi'c Health Sed·ice or from the State Department of Health.
,3.
4.
.
'
I .s· the entrance properly ~;JCreened?
rs ·there a good cement, wooden or gravel walk from the sChool
house to the toilets?
Pu.pPs should not get their sh~es wet or soiled in going
from the school to the toilets.
5.
6.
7.
Are the t ·ouets painted yearly a clean light color inside and
out?
Are they ~ell l~ghted and ventilated?
Are they thoroughly cleaned with soap, hot wat er or other
cleansing agents at l east once a week?
A toilet will be respected in proportion to its
r e spectability.
8.
9,
Is suitable toUet pape:r.- flU"nished?
Are there ~ow seats for primary children?
/ o) Ihdoor.
1.
Are the toilet rooms well lighted, (with light colored and clean
walls and by windows if possible?)
Often the toilets are in the basement where they should not
be, and badly lighted, but they can often be made better
than they are.
2. Are they well v.e ntilated?
3 . Are the urinals and seat·s of a ty-pe which can be kept clean and
free from odor?
One should. never depend on d~odorants to take the place of
cleansing agents.
· · ··
15
N
67200
Yes
Ne
4.,,.3: ire all fixtures kept clean and freo from odor? (Washed with
'
soap, or a "better cleanser, and hot water daily.)
We hav~ . seen toilets which we:r;e wo.n derfully cl.l3~n and, free .
from od.'oi :but the fixtures· ·.~ere : _
go6d: an<i·. ·tlie..pt#~cf.pa~' :.·..· ··
prided himself in keepiilg ·tnerii ·in gobd;·:condi t'i&ri'/ ·. ' . .
$.
;
,'
:;
.. .·-
,(on:e·
Are the.li;t~e~: , of'· su.ffic~'ent ·.·ritimberf .!
· s~at . fa:~ · j;',?: .itris
and one·'.r'6r'."25 boy_s ts· re'66mmelrde.d.' wi'th' a ·urin~l f~1i:; J.:5 .· · ·
boy_~r<.~ '.
•. . · . .-·· :. :·,·=·. · · ·
. . ·· · .. .: ·· _ · .
· ·
···;.
~~· Are· th'ere su:ttabl·e seats :fa:r;· smail chl.ldren? · ·
't. .Are the #a.lls and floors kept, C~l3-~n~. . . , .
. . : ... . ·,.,.... . :
e.
lQ~·.
Are washing facilities (bowl, hot ··wate·r , · so'ap···a.nd ·toWels) ·providEid for ,e ach 2p pupil.s?
..
.
. . . . , ... . .. ..
A-re ·thes_o· }cept ·in gi:)od;' c6;0.d1:fionf · '(cleaned d3:ily' or' oft (mi#;')
Ca.~. t'4e ·toilet _room. be ~ef:t Vi~ ~hou~ ··handltng_dp6~ f~st'.eiiiilg~Y
.. .. . : !
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It is hardly worth while to wash one 's hand13 after . :using, ~ . ·.·
handl·e··a d&·br·· kn_ot'· ·pre~idiislY· .Mlidl~~a ~ ·
.
. . .
.
". ' ..
.;
~oilet ttnd then bave ~-o
oy: 'the "ttii.washod. . . . .
'
l:U.
!
Do you corisi~er your toilets a goo.d. object lesson .. in :fi:x:ture.e
and: cata?''.::
.. - .
.. ,.
. ;{ ... . .' :·;;: ·.: :..-:,:·" .
67200
Yes
No
Pit~~~-~- :
l.
~.
Is tho~~ .am.Ple space fqr p~a.Y: 7.. ,. (One .State . r.ocor.:une:n.ds , for
elemcjltt:i,ij. .s-Chool'~, "Z,. a¢:r:Q:s "p1ua· ?50 sqtta.r·o·' feet ,for
every. chii<L. enrolfod; ·for ·'·1l1li;h schools·, lO .to .2o acres(
another stat·e: _suggests 5 acres for elementary schools,
10 for , J.unio·.~ .:_high ..a~d ?9 :(Gr . senior .high)... . . . ·
Is the playground proporly .. gr~d90,, :for· phi.y, purposes, (at
l east. . fa.ir..i y..leyel?). : ... . . ... ~- : ·.:·~,· ·· ·. · · ·.
.>:
• '
•
•
• ·:.
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' ~ • ; •,• • ~ ~ '" • •
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~
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I
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'" •
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I s it .ft'ee from rock s, stumps· or other obstruct ions which
t. 1.msu~
ta'l:JJ.,e or.. .. unsat:~
...for pla,y.?
..
. ... . . . .
:
. ... .. . ·.
. . .
:r~nder J
' .. . . •,
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6i~~r· ~ildreri. (aJto.:. t~e~:~"ii~J;-~~t, ~) ' r.:OO.if :9ft~n ·lielp in
making the scho61 "playgrouna:s· playable; they' feel an
ownership and interest in·· s'o doing:
. ..
. .
·
it ·~6 . surfaced·.·~~d:.· drairi~d.·.-:as · ·to
3• .. I.'s:..
. U.s~ in the yea~?... " " .
. .
s~cu.~~: a · ~~i~ of da¥.s · ·
. .... .... :: .·... ; :
The National Recreation As so cia~ ion, 315 ;a'ourth Avenue, ·
...
New York City, and the Q-;f:f,'ic.e ~:t Educatl,.on, Departm~nt .of· . .
t he Int erior, Washington, :if. C., are source s of inforrnatiqn on -t:b_e. surfa~i~g -.ro.f ground,s, t enn-i~ ~o.~t. s, etc. ·.
..
I
4
5~
6.
I s the :pl~~g~~und. - ~o pH1~~ci ~; f~~cdg. - t~t .c}?.il~r~n can,·n~t
.into the. street or other dangerous places?
Is it so laid out or fenced off t h at smaller children have
opportunity to play ,in safot:r? :
. ,
·
Is ail apparatus r elatively safe and in suCh condition that
accidents can no,.t occur :from f'au+_ts in . the apparatus its elf?
run
Few pieces of apparatus aro ·needed and thsea should bt.3 fool
proof.
... , .
7.
Are . the playgrounds made ava ilable for
Saturdays ..
.us_~ ~:t;tor
-school and on
It d epends on the si_ze of th~ ,.c.amliiunity atld other local conditions. It may be the function· of' somo other .organization than
the school, but ,a pport~~ tr f~F- play sliould b ~ f urnished .
17
'
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67200
NOON tfuidH.
.
.,.....'
·.
Yes
· _;·: .~
A- noon lunch at .school may be .unnecessary.• · It depends on the
distance childron .com,e to , sch,aol. w;b..Ore ·pupils·. go home a . recess
of 1~ };lours shou~d :p e,. a.l .loV'f·ed·. ·· · . ·
·. , . ..: .
I s provisio~ roade .for .serving at .,l.east soup or cocoa to
pupils who bring food from home?
Is a definite time (at least 30 minutes) set apart for the
noq~ lunch?_ ·
. . ··
,, · ·
· . ··
•
There should be ab~dant time betwe.:>n se ssions (at least
an hqur) .an9. .plenty ·. of time :f.or ·lunch. ·. The lunch should
not be hurried with the · taking of insuff icient food and
immediat e participation Ln· play.
3~
I s this period ~de .usc of in a systematic ..mannor for teaching ··
the hygiene of f eeding (hand washing and nail cleaning, before
meals, the usc of napkins on desk s or tables, et c.?)
4.
5.
Does the teacher set an . ex~l.~ , in th,e food she brings?
Does she make suggestions as tp su~table f~ods?
The observation of what the teacher and. other .childr~n ,
bring for lunch , together with the general suggeat ions
of the teacher w~ll improve tJ;le cont-ent's of many a lunch
ba~ket.
6,
7.
Are parent~ given printed o~ · other sugg~stions concerning the
school lunch?
Are the remains of food disposed of in a sanitary way and the
lunch quarters kept in cleanly condi tio:ri?
This should be an object lesson in sanitation .
r,
8.
9.
10.
Is·' the lunch closet, or room, screened from flies? and the
whole building if necessary?
In schools of sufficient . size wJ;lere pupils 'do not return
home for lunch, are suitable foods, in at tractive form·
offeted at school? (For .deta;l,ls see references.)
Are the kitchen, dining room and furnishings a model to the
pupil?
18
No
67200
. R~.fer,ence s
. ...
Fun(i;8mentals of School Health,,·J'am~s
' Kerr.
. . . . ·. ; ': . . :
.: . .
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HeB:l t.?. _ ,~pery,i ~ion and f.1 edical; - Inspe.c~~on ~:f _Schools..
and Hu&1 G. Rowell. W. B. Saunders Company.
- Medica~~ . _a nd -S~~~i~~:cy ' rnsp~q{i~~- ~:f,.SC,nooi ~.
Febig~r -.
.·
. .- · .· · _,'-
.. •
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!·
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:' :
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.
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•
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Thomas :J., _Wood
.S. W. :Ne.wma.yer.
. · . ·r
~ea- and
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• ,.
J
•
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•
• •
• •
•
.
School Bu1Jding Managemon:t . . _C harl.e s. E • .Reeves and H~rry. S,,, Ganders,
: Teache;r;.sAo1tege., ~-¢ol~bia :un~v<?r~_it.y.
-~--; ·_ ..
'••
•
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, . ; , , ,. ,
•
•
; School' i!~~~~tzi---A~P.~-~i~~l Font• .Mass'a chusetts
.
·.. i
School
.•
.
...
.
• . ....
li"~;J~lth:.l'~~~atiL. Wh-i~e
House ;Conference .
·School Ve~~-ii~':t'i,(m,· Fi~al :~o-Dort.
Technology.
Tb,e _. Ce:ntury Company.
Commissi~~ ~~ .Ventilation.
College~ C.ol;umbia University.
New York
. c. -E ~-- .i\:·.Jvii1~low
;. Qhainuan:.
Teach(}+,s
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Institut~ '~f
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:Admi:p.~stration .e>_f: _t~q•.H~gh
·
-,S9h;9ol..· C~~~tt~ria •.. Willard S. Ford,
Teachers College, Columbia University . - .. _- . . ' .· ·
·
The LunGh Hour, . at, Scho.o).;r- Katho:rin!il · Fi.s:he:r , -·Department of
Inferior ,·--O't:(t'do .o·£ ·· t<i~cation_ : -·· - ~ .. _ ·. .
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19 . .
~~e
67200
II.
Mental Conditions of the Sc~ool ·Influencing Health.
· ·Yes
THE' SCHOOL PROGRAM.
I.
Is the length of the
schoo~ da~· a;djU:sted
t :o the welfare
· ;fth~.
pupils?
:Ho hard and fast rUle can b·e laid . down on this subject • .·. It -~ .
'will 'depend very much ·on what goes on in the school and .als.~ .: ·.
on whether the home. is a less fit p lace for the child. When
children show evident fatigue, or lack -of interest e:1.th~r ·\ ·...
· the time is too long or the program is at fault . Fr.om : ~ .o > ..'
study of tho practices of city schools made by this Office
in 1927 • it :was .l earnQd that, in the first grade ., .:"·~h.e ·_length, , ·
of" the cltzy ( exclusivei of"nqon 'a nd recess periods") was f~om
3 hours to 6 hours with a .median of 4 hours and 35 minut.es ... . ··
Irt the second and t h ird grades it varied from about ~hours
to 6 hours with .a median of about 4 hours and 45 minute$ · to
5 hours. I n ·t he other elementary grades .it ranged from 4 .to .
~ hours · with a inedian of 5 hours.
I n t"'he · ·jurtior and senior
hi~1 sc~ools t he r ange was frop about ~ to &~ ~ith a median
of 5 hours and 45 minutes.
2.
Are the ~ily classroom periods s'o arrangod ·as to minimize fatigue ,and
to promote oconol~ of learning?
· ·O:ne--:Ord-:i:nar-iJ:y at·tacks .:& 'd:i,ff;ioult task · w~t·h greatci:r ' interest
and zeal, and t~erefore, with greater effici ency when the bodymind is fresh . The int erest -o f cb.ildron needs not only to be .
aroused b"~t to be maintained during the . school day i:f fatigue . .
is to be eliminat ed. To do this two factors in the arrangement
of classroom periods are of i~portance:
(l) Variation in the
tyPes of activities carried on in successive periods; and
(2) assi~~ent of those activities r equiring int ense concentration or abstract t hought to the earl y part of t he day or to·
periods following physical recreation . The i nt roduct i on into
many of our sc!"lools of the 11 activity p rogram11 and of 11 toac!"dng
units 11 pas contributed toward a ha:t:Y9Y arrangement of the day 1 s
work, in that they provide for a varied prog ram and for a wise
sequence of activities,
3.
Is the l ength of the class period in keeping with accepted principles of
ment al hygiene?
Ideally the lengt~ of a class period should pe determined by
the interest of the children in the activity present ed. But
for purposes of good organization it is well to have in mind
certain standards suited to the age and development of the
pupi ls concerned, and to use these as a general guide, They
would range from about 15 rninut es for young children to about
30 minute~ f or seventh and eight h - grade pupil s . The capacity
for sustalned effort grows as the child grows older . .A.ft er all,
the best measure of length of ~eriod is in the results obtained.
20
67200
Yes
'
4.
Do rest and recreati~·n peri~d~ constitute ·-~- -reqogni,~ed ~rt ,of \he · . j.
dayt s program?
•ll·:~
5.
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An . at~asphere·:.o,f ):1.urry and· ·t.ensiQ~ · haS · =no pa~t. in the . f?.C hool
progr._~ .. , Fre-quent sh,o.r t pause.s: ,~f fr~m. threE? to . fi-v e .m1,nutes,
g~Yer.t :·o:ve-:r. .,t ·o.. .relaxa.tton c;~.nd . open~window exercises, help. both
pupil and teacher to resist fatigue . . =Th!9 longer recesses in
the middle of both morning and afternoon sessions are beneficial in that t}J.ey· gi-y'e an opportunt·t y for outdoor play
and sunshine. Platoon . schools and scilools organized on the
.. :act. i.v·i,~yJ~a:sis .P~Q·Vide .by . the .Yery .natw.<? o:f the"-r prog;rams
greater possibilities for rela.xaticm -.t~ de the tr:a,d.itional
schools followi~ a schedule of subjects, all of which are
taught . wit~in ~~h.e s~e -room • ., ;. .
. .~; ·:
·; :
...
Is the ~· mliilber ..o.f.'pup~ls ~s.si~E;Jd
·a c],ass wit.hin ··r~a~~-~ble limits?
.to
There ha~ been Im.l,Ch discussion a.~O. ·.~:1~~ ·much e-.x;Perimental
study of the desirable or most efficient size of classes.
No final conclusions have been reached, but . it: 1.s . safe to
say that extremely large classes should be avoided, The
size of spec~al classes fo.r ~xcoptiona;J,. child.rGn., d..s, ·of . ·
·'· . , cop.;F,sq, to b~ .:adj'l).s.~.~d. to.. t _h e ,n,Qed,s. of .;tho.. qbil~~n serv.od.
0
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Do yo"tj. look ~pon ·your ,chi~dre~ as :a.lJ. di_;ff9~ent?
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No two chUdren a.re alike. an¢1.. . ~ny ~eacher. who _.·e'!J)~cts .them
to come up to a · given standard will be disappointed. The
most .we . sh~uld expect . ~~ .that. they· w~ll . q.q th,e: best .they ·
can .and· .wt.t 4·-1proper· ')mder~t~n¢iing of :Vf:b.at ·is: exPeC~·ed of
them 'thfs will be the case. No child need be. a n failure"
if the impossible is not asked of him.
!
\7.
lf you have h~ni~· wo;k are · y~~· :~re·~·it ·l~· not
a source . of ·misery ·and' . .
sleeplessness ' rather than an 'educative blessing?
1
Hoin:e· -~~:ric fall~·; harde~{o~-. - ~h~~ ~ -,~o - a,~e :i~~s:~ ·. ·~~~e , to cope
with the task or who.'. l.B.ck h~iP at ·home;. · By ::worcy and loss
0 f sleep such .cl:li i~en . ar.~ -: ~:~t,i il funther: . handi 'c appe'd. in
their. school .life.
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Is
you.r ::P.ome ·W()rk so e~:J.a:ined th~.:t::_ ·~P.e. · 4~lp :Qf ~rants is : not needed?'
',
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00
O
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The White House Conferenc~ ~ould ban ~ll home work below the
sixth_, g~ade . and -r.ed.uce· .i.t .-t~ a . m).p.in.rom:: in-- grades a:bove the
~ ~Jxth •. . :
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·· ·
0
. 21
No
67200
Yes
9.
Do you aim at making all children happy in their school life?
Do you fit _tho _school to _tl;l.e clJ.ilQ.? .
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Neither children, nor adults, do their best work when
dopros~Qd _qU}:),E?.r. in, ~o.<W ..c;>.:r rn.ind and t~.o., .sql:L09.~ . 1~a.~.Jl.O•
. · ;:businqs~ ~~rvi~g
_a . sou~co _:o f . suCh co'ilditiqn~. In,·..· .
vro.r4, is · 'the.. schoql : ft.t _ted lto _th~ . _c~ild ra.thor ~han , _th~
·'child .to . the school
7 . . . ·.l . .... . . ..
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:a
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' nrsTRUCT
ION . -!'N HYG
roo.
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1.
Do you 'ai_m 't'o· develop . tho _desire.. fo_r 1iealth rather th_ru;t'..merely to
: impart knowledge
on ....
- ~he: · subjpq.t,?:.
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The. cult':ivat'i~ri : of tt1o . ~bit'fon :t~ b.o.sombbody and to do
something, whether in athletics, ·literat ur·o , science~ · art ,
or publi_c _file:rvi.c~ .. is, ,f;w;td~Q:ntal in D:ygi~no. ,. The :B~esor;v:a- ,
tio:rl: or ifuprovement ·of heialth has no' motive otherwise than
the minor
one . of __ .sos<;~-r.i:ng
comfort
an~ l ongov~ ty .
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Primary and ei·cmcnta.ry-- . ·
2.
3,
t' ;
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Is instruction···giV:en _t,o.. all .pupits', in .simple .1~:r1gqage , in . the .
essentia;.,Pel\.M .ria.J. ::Pra_ct,ices _p'e~taiD,ing t9 health? · . ;, .
(a)' 'foo'd.', (b) feeding, (c) re's t, (d) cleanliness, (e) clothing.?
Is an effort .made by teach:e.r.s to s~_cur~ the pra~t ic;: e, o:f. hep,).th. e.f?-:
. sentials by such methods as ·are reccir.Unended by . experienced heal~th
edu.cators?
..Is hy_
gie:t:J.e
_i:n~eresting
withou~ becomi~g
a bore.-?
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. d.l3
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Matt~r,rl pettain:ing to. he~l:th. a!~ - too oft~~ dr~_gged into
the Classroom by, the 'ears arid are without .i nterest
·· · ··. ·. .
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,
applic::.at~o;i ·: ··
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4.
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of
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Is every effort made to secure the · coci'p·e rati.on of pa~ents in
· makin.g; , th~ pr~ctice of w~t is . taught possib~_e a!!-d . easy?
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Health practices f:t;r~·: carried out chiefiy out :of school.
While ~nspirati.on an~ information :furnished .to. pup.ils ...
6ftem bring abdut . illtproved . coridit':i,ons in t'hci. honto, we
snoUi~·, secure: th_e . C.90pera,tion of par'ent s ~hrough more.
direct :appeal:
._ · ·
·· · ··
5.
A.re
eonditio~s affecting he~lth . brought to the.attention of pupils .
a's '(yccasioi( in' school'', cxj)eri'ence offers?
-<:i:n~~rect t'eaching ~n.-Jly~ieno ·pr9d.uces b(~ttor :· resUJ.t~ . than.
di'rect · teacni·ng~· The· fact that Johnny ·Jones ·has· an · ~?hing
tooth because he did not have it filled, is more irqpressivc than an hour of talk about dental decay.
22
No
67200
Yes
GraQ.es
6.
1.
to
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:Besides tp.c a.bove, .are _th.e ,. au,tlinos _ -of~ ·p~ys.iQlogy · .:an,d, hygiene t9ttJ.ght
tp all :Pupil's in ·a;· sysfoiiw.t':i.6 maimci- ', .' 1-n- at: le~.'st one :octhese , .
years, by a competent instructor?
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There ca~ b_e -no · sharp_' li.nes. dra:vm aa,-· ~o~ when ·certain in;forYOO.ti'oJ;l c9nc~rning t~e h~n body ·.sh(:rUld. be introdu,cod
·.· · ·
and' _the;~.e ; s~:iggestions - ~r.e onl~ - ~one.ral. : 'c-our-ses of stu~
worked _o~~ ~n ~~tail arc availab~e. ln . Fe~sylvania and ·
Oh_~o 'thE3_St_a tc D.~par_t rri~nts of Education ha:ve: iss1;1ed courses
in health education for each of tho si;x: 'years of tho high ·. :· ,-_: :·
school. A few cities have also done this .
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· Grades l0-12-!
7.
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Are :all p~pi~E? · iii 'or bef.9 re :t1;le· t~ttth _ grade given :a year 1.s I)Chooling
in biology? ..
·
''.Ail -Children wa.rit to kn~~ .the general facts about that most
interesting phenomenon-~life, and especially about their
own .origins . .... 'l.'his _sl;lould be th~ .- foundation for teaching
·k nowledge , o·f the·· :P,uman .organism. · .
.
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,: 8.
1
9,
_ befo-~e th~· elev~~h .~rad.~ t~~t-- -by a\~acher
Are all pupi-;s -.i n or
who knows _h_is busi:neas; · phi'r:~i~logy.- and hygiene with illustrations ·an:d,. _der4qnstrations. by mean.s · .o f ;cas1i-s, · films :- . ~nd· ·. other
suita'b'ie--'riltit'eri'als'1 ~ --~ ,., .. ,_ . .
.- . ·- ,.. . · ' . . :·.· ' . . . .
Are all pupils in
b e:f'o.re tlle t -welfth· gr a;de taUght the hist·ory
and, in
practical wEi:Y:.~ : ~he principles pf home- hygiiene, first
aid and public health?' · ·_· ... · . · . · .·.
·
· . :· . '
a
or
We _t~lk__ mu.cl+ -~~p.ut t.h e im,pp.;rtanq!3· ,of. health ~.and': of heal~h
instru:ction "but in :P.i'gh, .schools. i~ ha$ hl3.-:rdly: a · ghost :
of a. . chance be.side math~matics · and la,nguages..
(Tne.- ~~ove· ·s~g~st~·~n~·a~
·t i1~ · -s~l~pol
':·. ·
-to
.y ear-s whert
· · cor't ain> things . ~re taught see~s a wi:~e arrangemont. ·
If introduced· a year earlier or later t hey would ·
probably fit aboJ;~.t as .•.vr13ll· int.o . tho child l s · in::. · : ' ·
terests and .'\lnde:rstan_d.ing, . ..1\,s aJ,.r.eady stated courses
.. ''of- s t·ud.Y'.in' he~ltll· . cducatiqn; h~ve peen published by
the Sta te Departments -of Ohio and Pennsylvania for
~.ach of the _s:j,x ,y.~a.re ._of :n igh -school• The program of
·stU:dieir for --a. standard :high sclJ<:>ol :.in .Alabama includes
~-ne pf?:r~:c;·4'·:P~r · _we~Ji ·of. heal:th ..,ed.uoat.i :o n· for six.: years. )
. . .~ .
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. . ... . ; ' . : ... ·. .
:·
--~ ,. · ·_. ·.:· ·.: :--· :_ _' .:::.:_·~R~ferences . _.. · ;:_. .. . · .'·. .- ·· ·
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:s-ci-i~pls ..Leaflet:-, N~ . .25,, JulY'; 1927_,
!Length of. -tl~e- Schop_l' ·n,~~ . Office of Eaucatfon, Department of the Interior.
~ ~hysical Welfare of the SChool Child by Charles H. Keene. Houghton,
( Mifflin Coopany.
Health Trends in Secondary Education, Arne_rican Child Health Association.
1he School Health Program. White House Conference , The Century Company.
D. C. Heath & Company.
1Principles of Health Education by C. E. Tu.rner.
23
:atty.:
No
67200
·Yes
tii ·.
:Bodily Condition.s of the. Cl~ild... Af:focti:tig .his Life .and .Health and.
that
of _Other~· . .
- __...
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•'
It is considered the business of the school to find out
whether its pupils .are in goad physical condition. The medical
examination ~s· educationp.l...,. . in .that it calls the. attention of both
pupil and parent to i;he need fo·r · making the most of the bodily
machinery on which ..-pur. general welfare depends. The matte:~;' of
s:e.c uring further adyice and t~eatment of any abnormal conditions
found ·is le:t't to .i;he parent.
·
. PERIODIC .ExAJf(NATIONS
Is a suitable room set apart for physical examinations, (quiet,
warm, . .!VitP. space for . eye. ,.'!t.ests). and for use of the nurse at
. . other times? .
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2. Are all entering children examined, prior to or at ent rance , by
a. physician?
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3.
4.
Rxarninat~on. should preferably be made a . fe~ months befQre
the child enters school, though many new conditions may
arise after the child has entered. The early exa.r!linations should be made by tbe family physician :or by the ..
physic:i.a~ and nurse employed by the schooL ·The 11 Summer
Ro~q. .Up 11 shqu],d be ta.'k;en ov:e~ 'l?Y.· t.~e sq...)o9.l .a:q~l+o.rj;t~E?S.
"When the chi ld r eceives adequate care in his earlier
life there wil:). be little need f or thase examinat ions)
Are parents invit ed to attend these ·examinations?
Is clothing of children removed to the waist?
The existence of par ents is cften overlooked or ignored
in connection with medica~ exaninations. There i s no
difficulty about the removal of clot~es if parents are
present , and the exaniner can learn ouch about the child
from the parent. The need for not ices to parents concerning disea·s es or defects is done away with.
5,: Are the examinations conducted wi-tpout hu.l;'ry?
6. · Are at least 75 per cent of ¢i.efect~. ;found in entrant.s removed,
or under advis.e d treatment, during the .Year?
This is only a rough e.sti~te of what can b~ · accomplished
on the aver age . ft all depends. o~ the. n~ber of defects
found. Exaniners should ·b e .conservative, but having decided that a condition is important~ its correction or
adequate treatnent should }?e·· C\dvised and secured if possible. The mere making of . examinations is a waste of time
and public funds • ... ·This a.ppliGJs for all sv.osequent: examinations.
·· ·
2.4 .
No
67200
Yes
.
·,
7.
8.
10.
11.
., ...
and defects (r.1any of which are
not await the annual visit of
visit of a · nurse. Every
and ·be .interested to ·k:now,
best condition. .
.
Are the children. with defects. brought a.t o~ce ' to: the attention
of ·.the school physician?
Does the schoo.l physi.cian ma.ko a prompt exan.ination of chUdren
whom teachers suspect ' as defe9tive?
·
Are all defecti VC . Chiidren
examined by the physician as
needed until discharged?
rc. .
In too I!iany cases . children ~re not followed to . seo
whether they have proper treatment or whether the treatment produces the result.s . expected .
.A.re all new pupils exaoincd soon after entranQe? •'
Ate ·aJ:l · pq.pils exaoinbd routinely by the phy'oician or his
trained ae?sistan.t (nure.e ) annually or ·por.iodically, at less
frequent intervals, · (~cco'rding to Stat e law or the policy of ·
the school?)
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· It is a mooted point as to how often ·children· should
have a routine exaninat ion~ It does not matter so
. ruuch if the teacher knows her business in the matter ·
of daily observance of the chi+d's condition .
.114.
! 15 .
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Are all teachers tra:j.ned 'to · detect. .s.igns .of. gr.~·.a .s physi'cai
defects or symptous of conmrunicable disease?
Do t eachers observ~ chil~en daily f o:r; . s·~gns of gross. physical
defects or· signs o:( ..comrru.nicable dis.e ase7
··
The appearance of diseci.se.s
the results of disease) do
a physician or the monthly
teacher should ·be trai~ed,,
when children aro in their
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Are all pupils. showing sigD;s of. p ossible commu.nicable disease
promptly isolated and sent horne under safe escort? (If a
pupil is the attendant he ·should be i~aune to the suspec~ed
disease.)
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.A.re all pupils who have b'eien out of school on account of
measles, scarlet fever, .or other series illness admitted
only on assurance ·from the !a~ly physician or school
.
physician that they are in condition for school attendance?
[This inquiry does ·not. refer ~.9 ~he expiration of therequired period of isolation for co~uunicable disease, but
to the · actual fitness of the child for a return to school.]
Many serio~s · defe4t~ of ey.e"·' ears, etc.' dev~lop
in the -coU.Xse of :a, communicable disease.
25
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67200
17.
Are continuous r-ecords kept of the physical history and condition and treat1:1ent of eac):l,.child? · - : .. ,.. _.
}Vhere examinations are made-.- 'i:i;f'the famfiy · _physician is the
use of school rec.
, _;
. ·'o rd...•b],a~k~
. . . required?
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There should b.e ·Jl.c( ob.j ~ct io~.
-eXam,i~t;ion. by family
physi6i~s 'but the e:X:a.tninations. shO.uJ.cf
as., tho;rough
as those of the school and reports made on the same
forms
. .
·...
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18.
19 .
20,
be
Is it mde p·o s's i b,l e .. for e~ery .qhild to · o'Qtain any -needed
; medical or dental ·care7. (lncluding gia_s,s~s-,' braces; .,etc . )
Are all pupiis unde r trea:tmon~ persi~t·~nt~y foll,ewed.1 · _;·;
Are all dental e:jeaminatio.n s" made by a person vrith special
! training :fc;>r such work? .._,
, . . · :·· . . -. · · ·
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Physicians and nur_ses find. only the .gro-s.ser.- dental
dofect·s ~ · It is tho beginning. decay wh~.ch wo ~ st need
to find.
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21.
~s dental treatoont (where this is free.) given at tir.1e of ex' amination? (for
sake .of I ' ~conomy.
) . I.s. - ~b~~ ; pr_e:v:e:atiye as
.. .
.
! far as possible?
. · - .·
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J:is· the pr~vention o.f · ae~tal . defects aimed ~ at .t hrough diet·?
~oes the nurse have sufficient · time for her duties? (Not
· too many children per rw.:t:l'le). ~- . . . . .· ...,• .·=: _.,
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This de_p erids 'on ~iJ.eth~r..,par.ent.e- B.re ..pres.ep~ :at . · ·
exam:i.ria~io'ns and on '9-ist_
a nc:es' . t~ b,e : t .ra.v:eleq. ..~o ....
homes ~·
Also on the work of examination which the '
nurse may do. One nurse shouJ.d usually not l1ave more
than 2 ,_000 children .to. l .o.o k.af:ter . . , :; . ·
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•
' • ; " '. : :
her work reduced t:·o. ·a.
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~J,_riici~: by .p~e~~nc~: o;!·- ~~r~~ts · -~t
l examination 'ancfb;y' home.
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e atinen,t.
'o.f skin
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25.
I~ she · trained in the_ o:h.s~rva~.~Okl· · ~f . ~.oss : dA-fept s ,ami- signs·
26.
27 .
: of communica'Ql~ di~Hias_e~_?' ..... . . .. . . , .... , .
Is she trained. in' first·::;aid ·work? . . ··_· : . · . .. : . . . . ., ,
I~ this woric· ii'ssigned 't o her · or·
-h~r c.firect1.'~n7
.Jncier
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She may.. n~
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28.
29.
I~
t here a fi~st-aid; dutiit_-~-cb#,tai. h'in~·:·_ th~~:u~~~l·- - ~-ia_;·~al~ ?-! ...
I~ · ~ver~ effor~ . ma~~ ---~o,.-·}i¥-~e :~~~i ·chiJ,q.rQ~ pr~_te.c~ -~~ py -,yac,..- :. ·
· c~nahon aga:~ns_t ·smahpox? ...
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Vaccinat·J.·on should· be carefully done and those vaccinated s~?_-qJ.._~ _..?.e r?-?e,xa~t.l,l.e,d. _W:'l,tJl - ,w.e:I.);· :-;~m - .t·h~ :. ilfJ.Y' '''
to recovery; · ·. , ·· '· ·
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30 .
. . .. . :·. :: . ': .::.
_·;
.:
.
Is every effort made to have all children protected against
diphtheria1
·.·-
,.
67200
··: ..
Yes
Is every effort made to discover children who may be seriously i~­
fected with ,tuberculosis and to see .·that they have ade·quate .at- ·:··
tent ion? (In · special .c lasses · if ·this ·.seems. advisabl e). . ':. · ·· · . ·:,:
.Are all childr.en measured and. rt€ighed. periodi·cally .and recorda .kept,
in connection with health education?
·
Weighing and ·measuring ·is not 1ione .merely to ·determine
whet.h er .children are 11 over11 ·.or :. 11 under :weight, !1 although
if this is suspected children Should be treated accord~
ingly .
33.
.Are special arrangements made for the proper physical and mental
:education of- .,.
l. :, Cripp;t.es
2. Spee ch defoctive
3. Hard-o f -hearing
4., .Seriously defective in vision ·
5. Delicate or tuberculous
(S~ller scl;lool districts may combine in
making suitable arrangements...for such .
pupils.)
.
34.
.
Do you feel ·that ·you are .plaqing :present . arid future health 'first ·
.in the case of every child in your school and to the b e st of
your resources?
References
:nealth ·Superv:ision an~ - Sani~atio.n of Sehool·s · by Wood and Rowell·, \1. · B.
Saunders Company.
.
.
. Phy sical Welfare ·of th~ School child..by · Char:les H. Keene, Hou(Jhton
·Mifflin Company .. ..
jMedica~ and Sanitary Inspection of Schools by S. W. Newmayer, Lea
Febiger . . ·.· ,
·· ·
., . ,.
&
~ ~ecial Educatio~·; . The :Handic~pped and the : Gift~d, w:n:J.t ·e House Con.:.
ference,
T~~
C€ntury Company.
I
.
. ...
.
..
Schools and Class.es for. . :Pelicat.e Children •. ·Office: .o f Education Bulle- .
ti.n , 1930, . ~To . 22, . Department .of the · Interior. • . ·
I
.
.
.
?he Spe,ech Defect ive School Ohlld. Office of Education ·B.U lletin,
1931, No. 7, Department o~ the Interior .
:·.
~
;
.
._:.:
No
67200
tes
IV.
Teaching Staff.
PERSONNEL
1.
Is the school health wo.rk {Sa.nitation., health examinations , health
instruction, physical education.~ : , special classes) in charge of
·a. .t horoughly trained, experi:enced and well-paid person or
persons?
It was sugge sted a hundred years ago t~.1at every school
should have a physician in cha.rge ·of the welfar-e of its
pupils .
2.
Is the salary the equivalent of or at least that .o f any other supervisor?
In at least one large city the person in charge of all
health work has been made an assistant superintendent with
the salary pertaining to that ·off.ice.
3,
4.
Are the medical inspector and dentist paid as much as any supervisor if employed full time?
Are they especially interested and trained in school hygiene and
worthy -of their salaries?
Too many physicians look upon their, schoo-l wor:k; as a side.. - ··
issue and have no special training · o~ interest in their
·
job.
5.
Are all special heaith workers as fully prepared as are teachers
in other lines of work?
Many school nurses are trained only for sick room service.
6.
7.
Does the h ea1th director have full authority to coordinate all
health activities .for tho benefit of tho individual child,?
Does he have such assistance and such cooperation that no phase
of the work seems to be neglected?
The staff needed for various health activities depends on
the nature of the community, the numoer of pup.ils, and
on whether full-time or part - time p:1ysicians,:- dentists · ·
or nurses are employed . The Hew York ·state Health Com-'· · :·
mission in its r eport (1931) rccol!'.mended 11 that the school
·health service ·shduld be administ'e:t.e d on a county or other .. ' .,
comparable basis in order .that the unit of population will . .
be sufficiently large to permit the employment of fulltime .personnel."
. .' : :
'
~ I • :
B.
9.
I~ the grade teacher looked upon as the center of all h ealth work?
Is
She fully aware of this, fully informed and trained?
Not many training schools give, as
paration for health work.
28
~·et ,
adequate pre-
No
67200
Yes
10.
11.
12.
In high schools is there a health counselor or other agent who is
responsible for the health supervision of all students?
In high schools is there someone on the faculty whose business it
is to see that children who are beyond the comprehension and
help of teachers or who are for other reasons, out of harmony
with their school life are studied with the aim of adjusting
these difficulties?
Is this person suitable by nature as well as by training?
HEALTH OF THE TEACHER.
If healthy, happy children do better. work than sickly, worried, ones,
. so do teachers of the former kind.
1.
2.
Is the health of the teacher considered as contributing to the ex~
cellence of her work?
Is everything don.e by her superiors to aid and stimulate toward the
best work of which she is capabie?
The teacher has enough to worry her without l1aving a nagging
superior. She ne eds syn~athy and help. Her occupational
diseases are only those begott~n by nervous wear and tear.
' 3.
Are teachers urged to set an example health-wise for their own good
as well ...as, t,"lat. . o.f.. .thei~-- pu;pH-s1 - .. -"· ···' --- · ··
· · .. · · ... ···· · .. ..
(a) By regular visits to the physician and dentist?
(b ) By practice of health habits which they teach to children?
4.
Are new teachers placed on probat ion as regards physical conditions
(defects or diseas es) which can be improved or removed?
Teachers should be held responsible f or physi cal conditione
over which they have control. Dissipation , and carelessness
as regards curable defects, affect her work. A teacher,
carele ss in these respects, should not be tolerated.
6.
7.
I
8.
Is at least 10 days annual sick leave with full pay allowed and 10
days at half pay?
Is sabbatical leave al lowed?
Is a liberal pension system provided?
I s a rest room and special toilet provided for teachers in buildings
where this is possible?
References
Health of the Teacher. School Health Studies, No. 12, Office of Education
Department of the Interior.
The School Health Program.
White House Conference , The Century Company.
29
No