xt74f47gtm5n https://exploreuk.uky.edu/dips/xt74f47gtm5n/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1946-07 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "The Status of Health and Physical Education in the Secondary Schools in Kentucky (1945-46)", vol. XIV, no. 5, July 1946 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "The Status of Health and Physical Education in the Secondary Schools in Kentucky (1945-46)", vol. XIV, no. 5, July 1946 1946 1946-07 2022 true xt74f47gtm5n section xt74f47gtm5n

THE STATUS OF HEALTH AND
PHYSICAL EDUCATION IN THE
‘ SECONDARY SCHOOLS

IN KENTUCKY (1945-46)

by
CLARENCE HODGES WYATT

_ / Published by

DEPARTMENT OF EDUCATION

JOHN FRED WILLIAMS
Superintendent of Public Instruction

ISSUED MONTHLY

y- Entered as second-class matter March 21, 1933, at the post ofﬁce at
Frankfort, Kentucky, under the Act of August, 24, 1912.

VOL. XIV JULY, 1946 NO. 5

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FOREWORD

Healthful living in the home, community, and school is the chief
objective of a health and physical education program. It has been
possible to set up a division of health education in the Department of
Education. This division is beginning its third year. A liberal grant
from the W. K. Kellogg Foundation over a two-year period beginning
in 1944 has enabled us to make notable progress. The program be-
gan with an experiment. This experiment involved the answer to
the problem of how to get the health program under way rapidly and
effectively. To answer this question in part, health coordinators
were employed in several counties through assistance from the W. K.
Kellogg Foundation funds. This experiment showed that rapid
progress can be made in improving health and health teaching if
there is a person employed to coordinate the health education in a
given area.

Mr. Hambleton Tapp, Director of the Division of Health Educa-
tion, has had the supervision of the health program for the past two
years. He has been alert to the opportunities for advancing the
health program. Under his stimulation and cooperation, Mr.
Clarence Hodges Wyatt studied the Statustof Health and Physical
Education in the Secondary Schools in Kentucky. He advised Mr.
Wyatt in preparing the questionnaires. He sent them to the high
schools and gave cooperation in every way.

This bulletin contains the results of Mr. Wyatt’s study. It is
published because it gives us a picture of the health and physical
education programs in the secondary schools of the state. The study
has been adapted to the needs of the Educational Bulletin by Dr.
Jaggers and Mr. Tapp.

JOHN FRED WILLIAMS
August 1946

.zivi‘ﬂ‘w'. ..

TABLE OF CONTENTS

BIOGRAPHICAL .............................................................................................. 432

THE STATUS OF HEALTH EDUCATION IN THE HIGH
SCHOOLS OF KENTUCKY AS REVEALED BY QUESTION-‘

NAIRE RETURNS ............................................................................................ 433
1. The Present Program ....... 433
2. Comparison between Health Programs in City, County and
Private Schools ................................................................................... 434
3. The Health Education Staff ...... 435
4. High School Health Services ............................................................ 436
5. Opinions of High School Principals Regarding the Importance
of Health Education ............................................................................ 438
6. Outstanding Health Problems in Secondary Schools as Seen
by the High School Principals ........................................................ 438
7. Summary of Answers to the Question, What is the Biggest
Health Problem in Your School? .................................................... 440
SURVEY OF FACILITIES AND EQUIPMENT FOR
PHYSICAL EDUCATION ................................................................................ 447
1. Percentage of High Schools with Gymnasiums ..... .. 448
2. Uses Made of High School Gymnasiums ...................................... 443
3. Uses Made of Playfields ......... ....... 451
4. Items of Equipment Reported .......................................................... 452
THE HIGH SCHOOL PHYSICAL EDUCATION PROGRAM ............ 453
1. The Number of High Schools with Physical Education
Program ...... 454
2. Number of High Schools Requiring Physical Education .......... 455
3. Funds, Teachers, Programs .. 453
4. Classes, Pupils, Work ............. , ..... 460
5. Intramural and Interschool Participation .................................... 462
6. Changes Principals Would Make in Program ............. -. ......... 454
ANALYSIS OF THE REPORTS ........... '. ..... 468
1. The Health Picture .. - ..... 458
2. Evaluations ' ........... 469
3. Recommendations Based Upon the Findings .............................. 471
SUMMARY ............ . ...... 473
1. Facts Regarding the Health Program .. 473
2. Physical Education Facilities and Equipment ........................ 474
3. The Physical Education Program ........................................ 4'74
BIBLIOGRAPHY ................................ 47"

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I77

INTRODUCTION

B
HAMBLETON TAPP, Director
Division of Health Education

Before effective steps can be taken in improving health and
physical education. in Kentucky schools, information concerning exist-
ing conditions should be at hand. No one can with reasonable cer—
tainty determine which way he should go until he knows where he is.
The purpose of a study of the Status of Health and Physical Educa-
tion in the Secondary Schools of Kentucky1 was, in the main, to dis-
cover where we stand. Another purpose, of course, was to ascertain
in what direction the facts should lead us in any program for the
improvement of healthful living and wholesome recreation.

Mr. Clarence Hodges Wyatt chose this problem as the problem
for a master’s thesis at the University of Kentucky in 1945-46. He
has completed his work, under the direction of Professor Chas. W.
llaekcnsmith and Professor M. E. Potter, on this problem and has
given the Department of Education the privilege of publishing it as
Educational Bulletin for this month. Chapter I has been omitted
since it gives only the background.

er. Wyatt used the questionnaire method in gathering his in-
formation upon. which his analysis of the problem is based. The
questionnaire was sent to all the high schools in the state. Not all
the high schools responded but an unusually large number did ro-
SPond. The study shows that 48-1 questionnaires were returned,
representing 71.8 per cent of the high schools. This gave the author
sound basis for drawing conclusions which may be considered valid.
About 225 questionnaires were returned within two weeks from the
time they were sent.

' While only 71.8 per cent of the schools returned the question-
naires, they represented a total of 94,869 high school pupils, or ap-
PT‘OXimately 76.3 per cent. The questionnaires came from 115 of the
120 counties.

. Says Mr. Wyatt in his introduction: “This study is concerned
IJI‘Imarily with physical education and health education as regularly

scheduled subjects in the high school curriculum. It recognizes intra-
K

the éWyatt, Clarence Hodges, The Status of Health and Physical Education in
luckyecfgggry Schools of Kentucky (1945-46) Master's Thesis, University 01' Ken—

431

_ ‘_ . a _-A«..-,.-,,«;— -.

mural and inter-school athletics as desirable phases of physical educa-

tion, but it does not accept them as the program.” In concluding his

introductory chapter, Mr. \Vyatt says that, “no attempt is made in
this study to outline a program of health and physical education for
the high schools of the state; however, the deficiencies of our present
program will suggest certain remedial measures, which, will be pointed
out as the discussion [facts] seems to warrant.”

This is a detailed study of conditions as they exist. It should be
used as a guide in the further study of conditions in individual schools
and school systems. It tends to bring into hold relief how far our
health and physical education programs fall short. It should stim-
ulate an all-out effort to provide healthful living in the home, school
and community, and cause us to take the problem seriously. It should
stimulate us all to begin at once to provide conditions whereby a sane
program of health and physical education in the high schools may be
possible.

August 1946

BIOGRAPHICAL

The writer of this thesis, Clarence Hodges Wyatt, was born at
Crawford, Kentucky, (Laurel County) June 21, 1900. He received
his elementary education at Wyatt’s Chapel, the one-room rural school
of his home district. He graduated from Annville Institute High
School, Jackson County, Kentucky, in 1928, and from Berea College
with an AB. degree in 1933. The years 1934-1941 were spent teach-
ing in the high schools of Laurel County, Kentucky. During the year
1941-1942 he was athletic director of Sue Bennet College, London,
Kentucky. From September, 1942, to October, 1943, he was employﬂl
as assistant athletic director of Berea College. During the next two
years he served as an officer in the United States Naval Reserve and
was released to inactive duty in December, 1.945. He was enrolled in
the Graduate School of the University of Kentucky in the summers of
1935, 1941, and 1942 and during the winter and spring quarters of
1946.

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THE STATUS OF HEALTH EDUCATION IN THE HIGH
SCHOOLS OF KENTUCKY AS REVEALED BY QUESTION-
NAIRE RETURNS

It is not the purpose to compare the health programs of the
city, county, and private high schools of Kentucky: however, in
tabulating separately the information from questionnaires returned
by these three types of schools, certain differences were noted which
the author felt would be interesting to cite. All tables, therefore, are
set up to show returns in terms of city, county, and private schools;
and striking discrepancies will be pointed out from time to time.1
It is believed that such comparisons will help to give a clearer over-
all picture of the health program which is now being carried out in
the high schools of Kentucky.

The present health education program

According to data compiled from questionnaires returned, 268
of the 484 schools responding, or 55.8 per cent, offer some form of
health instruction; 190 teach health as a specific subject; 90 depend
on integration with other subjects for health training; and 204 fail
to provide a health education program. Of the 190 schools which
teach health as a specific course in the high school curriculum, 121
offer it as an elective and 67 make it a requirement?

When the returns of city, county, and private schools are ex-
amined separately, marked differences in the percentage requiring
students to take health courses can be seen. Thirty of the one
hundred and fifty-four city schools, or 19.4 per cent, indicated that
health is a required course in their curriculum; thirty-two of two
hundred and sixty—seven county schools, or 11 per cent, require their
students to take health courses; while five of sixty-three private
schools, or 8 per cent, make health education a required subject. In
the percentage of city, county, and private high schools offering
health educatiOn the difference is not as great as was true of: the per
cent requiring it. These percentages are: 56 per cent for the city
schools; 51 percent for the county schools; and 61 percent for the
Private schools.

When health is included in the high school curriculum, it is
most often taught in the junior year. The next most popular time

W ‘Four out of seven state schools returned questionnaires, separate tables
metre “Qt 5911 1]D for these, since, data from such a small number of schools Would
glotmeably change the totals.
See Table I.

433

Table I
DATA REGARDING THE HEALTH EDUCATION PROGRAM

city County Private Totals

No. of schoolsreporting _._.._.__..__~.._s......~_.. 154 267 63 434
No. of schools providing health education ....._ 87 142 39 268
No. or schools teaching health as speciﬁc subject 61 111 18 190
No. of schools requiring health education ....__._. 30 32 5 67
No. of schools offering health as an eleCtlve..._.. 30 77 14 12!.
Amount of credit given for health courses:
One-half unit w,_._._-..M-._..-...___....__._._ 29 58 10 87
One unit 22 60 7 79
Year health course is offered:
Freshman year 25 21 4 50
Sophomore year 18 38 7 63
Junior year h. 33 64 7 104
Senior year ,_____.;__H 36 52 8 96'
Source of subject matter used in health classes:
Textbook 36 53 17 106
Environmental problems h ____________________ - 5 7 1 13
Textbook and environmental problems ..... 52 68 6 123
Devices used to facilitate instructions:
Posters 57 77 12 146
Projects 47 60 11 118
Field trips __H _. W..._._.__._____ 37 44 4 85
Plays 26 27 4 67
Visits to institutions ...-..l________._.__~ 19 17 6 41
Movies 8 4 6 13

for offering the health course is the senior year.“ It is a common
procedure in many high schools to alternate the health course be

tween the junior and senior years. This practice is followed especial-
ly in the schools of the county where the faculty is often too smal1
to permit the teaching of all the desired courses each year.

The amount of credit which is given for the health courses was
supplied by 173 of the 190 schools that indicated health is taught as a
specific subject. Ninety-five of the 173 give one-half unit, and 73
offer one unit. Two schools stated that two units could be earned in
health courses.

In order to ascertain the source of material for, health in-
struction in our secondary schools, this question was asked: “Is sub-
ject matter taken from textbook or from local environmental health
problems?” From the 243 responses to this inquiry it was found
that 126 teachers use both textbooks and local health problems as

3 See Table I.

434

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sources of material for their health instruction; 106 teach entirely
from textbooks; and 13 use local environmental health problems alto-
gether as a source of material. Over one-half of the 230 teachers who
use health textbooks supplement them with health problems which
concern the community in which the courses are offered.

The most common device used in the high schools for facilitating
health instruction, according to checks on the returned questionnaires,
is the poster. One hundred and forty—four teachers indicated that
this visual aid was used in their schools. The health project is the
next most frequently used device, being checked 118 times. Eighty-
l'ive instructors indicated that they take their health classes on field
trips to water supply and sewage disposal plants. Plays, visits to in—
stitutions concerned with health, and movies were checked fifty-
seven, forty-one and eighteen times respectively.4

This question was asked of the high school principals: “If health
is not taught as a. specific subject, is it integrated. with other sub-
jects?” It was checked “yes” on ninety of the four hundred and
eighty-four questionnaires returned. A number of schools which
offer health as a specific subject indicated that it is also integrated
with other subjects. Altogether 163 schools reported that health is
taught in connection with the biological sciences; 122 integrate it
with natural sciences; 110 with physical education; and 92 with the
social sciences. In a few instances home economics and Christian
Doctrine were listed as Subjects through which health lessons are
taught.

The health education staﬁ

An unsatisfactory number of answers was given to the question:
”HOW many college hours of health education does your teacher of
health have?” Thus the information regarding the academic
qualifications of the high school health teachers is incomplete. It is
assumed that the information necessary for answering the above
question was not readily available to the persons filling out the
queastionnaireS, so the information was not supplied. Among the
ninety-seven health teachers whose hours in health education were
listed there are nineteen majors, eleven minors, and sixty-seven with
miscellaneous hours in health education, usually ranging below ten.
Enough data are available to reveal the fact that health, when it is of-
fared in the high schools, is taught largely by teachers who do not

have majors or minors in that field.
\
‘See Enable I.

Table II
INFORMATION REGARDING HEALTH PROGRAM AND STAFF
‘ City County Private Totals
No. of schools reporting ...................................... 154 267 63 484
No. of schools listing the number of college hours
teacher of health has in health education.__._-..i 46 41 10 97
No. of health teachers with majors in health
education 6 9 4 19
No. of health teachers with minors in the ﬁeld of
health education ____________________________________________ 6 5 0 11
N0. of schools reporting health counselors _.__._.ﬁ 57 92 22 171
No. of schools with a faculty member designated
as a, health counselor __ _______________________________________ 22 22 15 59
Subjects health education is integrated with in
the high schools listed according to frequency:
Biological sciences 64 78 21 163
Natural sciences 51 55 16 122
Physical education _ 46 3 21 110
Social sciences ._._._._a. 37 41 14 92

The school health services

It is evident from the information supplied by the 484: question
naires returned that the high schools are sadly lacking in health
services for their students. In over 75 per cent of the secondary
schools covered by this survey, students are not given, or required to
have, physical examinations at any time during their four years of
high school enrollment. This neglect is greatest in the county high
schools Where only fifty—seven out of two hundred and sixty-seven
or 21 per cent, reported health examinations were given all students.
Forty-four of one hundred and fifty-four city high schools, or 29 per
cent, have examinations required of all their students; and in the
private schools this percentage is 28‘ per cent. Most of the schools
which do provide physical examinations for their students report that
examinations are followed up and parents are notified of findingS
and recommendations.5

The services of a city or county health department are available
to nearly all of the high schools. Only twenty~five out of three
hundred and fifty-three schools, or 7 per cent, which answered the
question “Does your school have available the services of a county

or city health department?” indicated they do not have access to such

5See Table III.

436

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services. A check with the State Department of Health revealed that
Sixteen counties in Kentucky do not maintain health departments.
“But this is not as good as would appear on the surface. . . . Even
among the 104 counties which do have such organizations, the major-
ity have thus far been able to provide only skeleton services because
of limited personnel and facilities.”6

Table III

MISCELLANEOUS DATA REGARDING THE HEALTH EDUCATION
PROGRAM IN THE HIGH SCHOOLS OF KENTUCKY

City County Private Totals

No. of schools reporting .............................................. 154 267 63 484
No. of schools providing physical examinations

for all students _ ................................................ 44 57 18 119
No. of schools following up physical examinations 40 39 13 92

No. of schools which notify parents of ﬁndings
and recommendations of the physical

examinations ___.____ _____ 44 55 16 115
No. of schools having available the services of a.

county or city health department .................... 121 180 27 328
No. of schools with an equipped medical room_ ...... 27 14 14 55

No. of schools reporting the need for an equipped
medical room ____,A_n____,_,_,,___,___ _____________________ 80 128 20 228

No. of schools that reported no need for an
SQUiDped medical room n____ 36 47 13 95

Comparativcly few of the high schools covered by this survey
have a designated health counselor on the faculty. One hundred and
twelve of the one hundred and sixty-nine responding to the question
“Who is your health counselor?” listed the county health doctor or
nurse. Personnel on the faculty most infrequently listed as health
counselors are the physical education teacher, health teacher, the
home economics teacher, the coach, and the principal.

Three hundred and forty-seven schools answered the question ‘

”Does your school have an equipped medical room?” Fifty-five of
this three hundred and forty-seven indicated that their schools have
an eQlllipped medical room, while two hundred and ninety-two said
they do not have such a room. Two hundred and twenty-eight of
this three hundred and forty-seven, or 65.7 per cent, felt that an

\—

‘Committee for Kentucky. A Reoort on Health. 1945.

437

.rrg<‘..:3.;<;_- 1.. < f

equipped medical room is necessary and ninety-five, or 34.3 per cent,
could see no need for one.

Opinions of high school principals regard-
ing the imIiortance of health education

The following four questions of opinions regarding health educa-
tion were asked of the high school principals: “Do you believe
that health education is as important as other subjects, such as
English?” “Do you believe that a relationship exists between Ken-
tucky’s low health rating and her lack of health education?” “Do
you believe that every county board of education should employ a
full time Director of Health Education?” “Do you believe that
every physically fit child should be required to take some form of
physical and health education each year of school attendance?”
Tabulation of the answers to these questions is shown in the table
on the following page. That our high school principals recognize
health education as a very important subject is evident from the
large number of affirmative answers to the above questions. Three
hundred and seventy-six out of three hundred and eighty-seven, or
97.1 per cent, feel that health education ranks in importance with
the traditionally required subjects of the high school curriculum;
three hundred and seventy-five out of three hundred and seventh-
nine, or 99 per cent of the total number answering to the question
think that a relationship exists between Kentucky’s low health
rating and her lack of an. effective health education program; three
hundred and fourteen out of three hundred and forty-eight, or 90.9
per cent, consider health education important enough to warrant the
appointment of a Director of Health Education by every county
board of education; and three hundred and eighty out of three
hundred and ninety—four, or 96.4 per .cent, believe that health and
physical education should be required each year of school at-
tendanee.

Outstanding health problems in the secondary
schools as seen by the high school principals

Responses to the question “What is the biggest health problem
in your school as you see it?” were numerous, varied and revealing-
Answers to the above question are classified and summarized in
the table on the following page, but the writer feels that it will 0011'
tribute greatly to the reader ’s understanding of the wide SCOPE 0f
the health problem in our high schools if a number of these answers
is quoted from the questionnaires. The listings below are in no
particular order:

438

pers<

TAB'

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h as
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“Lack of adequate toilet and hand washing facilities.”
“Lack of qualified teachers for teaching it [health]."

“An obsolete building except for a gymnasium which is seldom
used outside the basketball season. Rooms are too small, lighting is
poor, and one building is infested with rats, mice and roaches. We
have tried many things to rid the school of these pests but they
come again and again. Our pit toilets are not kept in a sanitary
condition. Most rooms are too small and heated with stoves mak-1
ing it impossible to keep them at the right temperature and properly
ventilated. 7’

“Lack of inside toilets and washrooms. Also the lack of
showers. ’ ’

“Lack of physical education or health education.”

“Educating for proper care of contagious diseases in the
homes.”

“ Toilets and water. ”

“Undernourished students. ’ ’

“Getting children to eat a balanced diet.”

“Diet, lack of sufficient health check-ups and insufficient
personnel. ’ ’

Table IV

TABULATION OF ANSWERS TO FOUR QUESTIONS REGARDING
HEALTH EDUCATION

City County Private Totals
Do you believe that health education is as im-
portant as other subjects, such as English?
Yes _ 127 208 41 376
No 3 5 3 11
Do you believe that a relationship exists between
Kentucky’s low health rating and her lack of
health education?
Yes 123 213 39 376
N0 , 1 1 2 4
D0 You believe that each county board or educa-
tion should employ a full time director of
health education?
Yes __ 98 182 34 314
No 15 15 4 34
D0 You believe that every physically ﬁt child
should be required to take some form of
physical and health education each year of
school attendance?
Yes 129 205 46 380
No

‘..;.A —,..v . . 3r

.1,

Table V

SUMMARY OF ANSWERS TO THE QUESTION WHAT IS THE
BIGGEST HEALTH PROBLEM IN YOUR SCHOOL AS YOU SEE IT'

Classiﬁcation of Answers

No. of Answers Per-
taining to Each

Per Cent of

Classiﬁcation T0911 Answers

Lack of proper facilities and equipment ............ 71 41.3%
Malnutrition and improper diet ............................ 61 35.4
Sanitation 47 27.0
Lack of effective health instructions ............... 40 23.0
Lack of physical examinations with follow-up

program 31 18.0
Insufficient number of trained personnel ________ 29 16.7
Contagious diseases other than colds ............... 24 13.9
Lack of proper exercise and recreation 24 13.9
Common colds _ ........................................................ 23 13.3
Poor teeth 20 11.6
Personal cleanliness ..................................................... 20 11.6
Defective vision ...................................................... 16 ‘ 9.1
Indifference of parents ........................................... 14 8.5
Undesirable home environment ........................... 13 7.6
No problem .............................................................. 8 4.6

”To get parents to do something about their children’s health
when recommendations are given by the county health department.”

‘ ‘ Common colds.”

“No washrooms, no modern toilets, doors and windows not
screened, no provision for hot lunches, and lack of dental and eye

clinics. ’ ’

“We can’t get parents to give their children breakfast on school

days. There is a grave lack of teeth, eyeiand body care.”

“Contagious diseases such as scabies, and neglected teeth and

eyes. ’ ’

“Posture, care of teeth and cleanliness.”

‘ ‘ Sanitation. ’ ’

“Poor water facilities and outdoor toilets.”

“ Outdoor toilets. ”

‘One hundred and seventy-two schools supplied answers to thls question-

440

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“Getting all teachers to stress the importance of health.”
“More facilities needed for health instruction; more frequent
visits and closer checks by the health department.”

“Lack of proper facilities for a physical education program for
all the students.”

”Personal cleanliness, nutrition, and home sanitation.”

“Lighting, toilets and water.”

“Lack of stress on health, inadequate restroom facilities and a
physical education program.”

“Lack of a full time athletic director.”

“Sanitary facilities, washrooms, clean lunchrooms, etc.”

“Adequate shower and locker facilities and a full program of
physical education with corrective classes for the handicapped.”

“The biggest health problem in this particular community, as I
see it, is the improvement of the home conditions.”

“None.”

“Toilet facilities, heating system and luncheon space.”

“Colds.”

“The problem of proper nutrition.”

“Tuberculosis among the children.”

‘ ‘Posture. ’ ’

“Lack of outdoor exercise and physical examinations with a
follow-up program.”

“Common colds.”

“Proper diet and proper expenditure of surplus energy.”

“Lack of facilities for health training and general cleanliness of
school and pupils.” V

“Poor posture and bad teeth.”

“We need modern toilets, showers, washrooms, as well as ade-
quate disposal of the sewage from our lunchroom.”

“Physical examinations for pupils.”

”Colds from riding on buses and sitting in crowded, poorly
heated and improperly ventilated school rooms.”

“Sanitation and improper lighting facilities.”

“Toilet facilities.”

”Ignorance of the value of good health on the part of parents
and students.”

”More health training for our teachers.”

”We need indoor toilets and adequate wash basins. Also check-
uPs on students by a doctor or nurse.”

”A medical room and a room for girls equipped for rest and re-
laxation.”

441

“Need of health examinations. ”

“Developing health consciousness on the part of the students. ”

“Cleanliness, wholesome food, recreation and proper health
habits.” I

“Athlete’s foot, proper sex education, and care of colds.”

“Poor teeth, poor eyes and an alarming number of cases of tuber-
culosis.”

“Teeth care.”

“Common cold.”

“No problem which we are not well able to meet.”

“The common cold which is the principal cause of absences.”

“Poor eyes and teeth.”

“Eyesight and posture.”

“Lack of a physical education director.”

“Lack of county health department.”

“Lack of showers and indoor toilets.”

“ Students go to the doctor and think about their health only when
they are very sick. There is no real appreciation of prevention and
routine rules of health. Classroom work is theoretical and not prop-
erly adapted to the needs of the students.”

“No major health problem.”

“The common cold.”

“Frequency of colds and lack of exercise, especially on