266 BUREAU OF AMERICAN ETHNOLOGY [Bull. 196 



B. Girl, good ability: 



1. Keep your skin clean. 



2. Do not read in a dim light. 



3. Set up straight. 



4. Do not put your finger in your mouth. 



C. Boy, good ability: 



1. Get plenty of food. 



2. Do not work hard. 



3. Keep yourself clean. 



4. Play safe too. 



5. Use plenty of soap. 



6. Keep your skin clean and healthy and sit up straight. 



D. Boy, average ability: 



1. Keep clean. 



2. Keep germs out. 



3. Keep from getting sick. 



4. Wash before you eat. 



5. Keep your body clean. 



These children are as verbal at home as they are at school. School 

 activities are reported with varying degrees of accuracy by most of 

 them. Two sisters in the same grade informed their mother that 

 their teacher told them that flies carry germs. Emily replied, "Well, 

 if you kids would keep the screen door shut we wouldn't have so 

 many flies in here." 



While I was visiting with another mother, her small son came 

 home and said, "My teacher told us that if we chewed tobacco it 

 would turn our lips inside out." Admittedly, the data are limited, 

 but my observations do not suggest that circumstances in the home 

 are altered by any information which the children impart. 



Responses to health instruction in the classroom suffice to sort 

 the children into two groups. Differentiation is made on the basis of 

 their behavior, not on learning ability. In written work there is 

 little to differentiate the two. In oral recitation, one group is verbal 

 and actively participates in the learning process. The other is non- 

 verbal; unless individuals are coaxed, they seldom volunteer an 

 answer. On the occasions that they do, they cover their mouths 

 with their hands when talking. There is no gradation of behavior 

 which suggests the presence of Thomas' four acculturative categories 

 with which we are concerned. 



BEHAVIOR PROMPTED BY ILLNESS 



Illness disturbs the equilibrium of a family. If the condition 

 persists, it demands a decision upon which some action will be predi- 

 cated. Evon Z. Vogt (1955, pp. 5-7) calls this a choice situation, 

 and flnds that it is adapted to research on values. These choices 

 reveal differences among people. Given the choices which the 



