1 66 THE NA TURE-S TUD Y RE] r IE IV [ 2 . S _ M AYj igofa 



Airing our clothing — Air day clothes during the night; air night 

 clothes during the day. 



Bed clothing — Mattress and spring better than feather-bed; warm, 

 light-weight covers: woolen blankets desirable. 



Clothing of feet — Keep feet warm and dry; overshoes, gaiters, 

 thick soles and high boots for outdoors; slippers and light shoes, but 

 not overshoes and rubbers in the house. 



Clean clothing — Change of clothing; garments of wash material 

 when possible; clean linen and boots. 



The fit of our clothing— Tight clothing, effect on body; difference 

 between well fitting and tight clothes. 



It naturally follows that the lessons in hygiene should be closely 

 connected with the lives of the children. Every teacher should have 

 a certain amount of freedom in teaching hygiene. "No one course 

 in hygiene can be planned for all children of a certain grade anymore" 

 than one kind of dress of one material, of one make, of one color, or 

 of one size can be worn by all children of a certain age. The sur- 

 roundings in which the individual child is placed determine which 

 phases of the subject he most needs to have impressed upon him. 

 While all the pupils need to know the general laws of health, the 

 various classes of children need special emphasis on the subjects that 

 will help them most in their own lives. The teacher ought to know 

 the individual pupils and the homes from which they come. The 

 teacher must know what the pupils are in order to lead them into 

 better ways of living. She will neerl much tact in showing the children 

 the ill effects of some habits that prevail in their homes without 

 criticising either their parents or their homes. If we apply the same 

 good sense and reason in teaching hygiene that we use in teaching 

 English, history, geography, and nature-study, we cannot fail to obtain 

 as good results." 1 



In the upper grades, the lessons in hygiene should include the 

 principles of public health. Everyone should be intelligent on such 

 questions as the care of the streets, the water supply, the milk supply, 

 sewerage, lighting systems, and boards of health. In teaching these 

 subjects, the local conditions should be explained first and other 

 illustrations given afterwards. This connects very closely with lessons 

 in civics. 



"The lessons in hygiene may well consist of two kinds, the informal 



■This and later quotations are from the preface to "Good Health for Girls 

 and Boys," by B. M. Brown, published by Heath & Co. 



