xt7qbz618r7p https://exploreuk.uky.edu/dips/xt7qbz618r7p/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1937-06 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. 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.), "Physical Education Today", vol. V, no. 4, June 1937 text Educational Bulletin (Frankfort, Ky.), "Physical Education Today", vol. V, no. 4, June 1937 1937 1937-06 2021 true xt7qbz618r7p section xt7qbz618r7p

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PHYSICAL EDUCATION
‘ TODAY

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iiﬁégié‘iiiéé‘: UNIVERSITY OF KE'TucKY
.f Published by -

DEPARTMENT OF EDUCATION

‘chool to goto _' v : H. w. PETERS
j. Superintendent of Public Instruction

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for Teachers;

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these-Whom ISSUED MONTHLY

'; x; Entered as second-class matter March 21, 1933, at the post office at
1' H Frankfort, Kentucky, under the Act of August 24, 1912.

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LIBRARY

UNIVEISHY OF KENTUCKY .

FOREWORD

The material in this bulletin} was assembled and organized under
the direction of William L. Terry of the Department of Physical
Education, Western Kentucky State Teachers College. It deals with
the needs and possibilities of the physical education program for the
public schools of Kentucky. Mr. Terry was assisted by Miss Frances ‘
Richards, Miss Gladys Perkerson, Miss Mabel Milton, Mr. Arnold;
Winkenhofer, all of Western Kentucky-State Teachers College, Rex- .
ford C. Quinby, Ph. D., Director of Physical Education for Men,

Berea College, and W. H. Hanson, State Supervisor of Safety.

With the belief that the information contained herein willbe
of interest and value to the school people of the Commonwealth, l.

have asked that it be published as a bulletin of the Department of

Education.

H. W. PETERS, \
Superintendent Public Instruction.

mac; r-4c-‘¢ HQH

pd,

KY ?

organized under

tent of Physical .
c. It deals with
program for the l

by Miss Frances
;on, Mr. Arnoldl
)I‘S College, Rex.

cation for Men, t
0f Safety, > I

1 herein will be
tommonwealth, l ,

a Department of
\

l
l
PETERS, - t
Instruction. l

LIBRARY
UNIVERSITY OF KENTUCKY

PHYSICAL EDUCATION TODAY

Physical education is a new addition to the school curriculum,
in spite of the fact thatsphys’ical activity is as old as the race itself.
In the development of the physical education program in Europe,
drill found an important place., ’llhis‘a‘rogram of formal drill, the
English idea of games and sports, are" Contributions from the so- .
called systems of physical education from Germany and Sweden, have
been brought together to make up a part of the program in the
United States. Our program has also been inﬂuenced by the play-
ground movement, the athletic movement, recreational movements of
an educational nature such as Boy Scouts, Campﬁre Girls, and the
Young Men’s Christian Association.

The growth in interest in physical education and health was
accelerated by the draft statistics of the World War in 1918, show-
ing over thirty percent of the men of the nation between the ages
of eighteen and thirty to be unﬁt for military service. These statis-
tics led outstanding men and women all over the country to advocate
the inclusion of health and physical education in the school. curricu-
lum as a means of solving this vital national problem.

The program of physical education advocated by such leaders in
the ﬁeld of education has resulted in a widespread adoption of physi—
cal education and health as an integral part of the curriculum. Health
and physical education has developed more rapidly in some sections
of the country than in others. Lack of public interest and vigorous
leadership along with inadequate ﬁnancial support have retarded
development in many school systems! Kentucky along with some of
the other states has failed to develop an adequate health and physical
education program for her public school. Probably this can be
attributed to a lack of public interest, which has come about due to
the fallure of our educational leadership to emphasize the importance
of health and physical education. It could hardly be said that the
pI‘Ogram has been retarded, because of lack of adequate ﬁnancial
Support alone, because many states lacking the natural resources and
wealth of Kentucky, have a satisfactory program of health and physi-
cal education for their schools. Rather we should say that the school
P8011316, the educational leaders, and the general public have failed to
dziilze how Vitally important the program of health and physical edu-
11 tell is to the normal development of our boys and girls, and have
0 emanded that ﬁnanclal support be given such a program.

Kentucky, along with thirty-six other states
_ . _ _ . , passed a law ro-
:dddldlgs fork instruction m health and physical education in the pullﬂic
was reﬁealeG‘sintuclky s law was passed about 1920. This law, however,
p ysical (1 1n _ 934. Some school systems of the state have provided
, e ucation programs and carried themron an equal basis

with the other subjects of the curriculum while others have had little
or no physical education programs, substituting inter-scholastic ath.
letics, physiology, or recess periods for what should be a varied
schedule of physical education activities. The National PhySical
Education Service survey shows that of the seven states bordering on
Kentucky, all but one have developed a modern state-wide physical
education program. Six of these states have syllabi of physical edu-
cation aetivities for the teachers of the public school system, and ﬁve
have state directors or supervisors of health and physical education.
There is no valid reason why Kentucky should not have a physical
education program comparable to that of other states. To do this our
leaders in education and in public life must realize that to neglect
the education of all youth in vigorous physical activity skills, or to
fail, to instill an interest in wholesome play, is to open the way for
serious social problems in the years that lie ahead.

ve had little
iolastic ath.
)e a varied
al Physical
ordering on
ide physical
hysical edu-
3m, and ﬁve
1 education.
3 a physical
. do this our
t to neglect
skills, or to

the way for '

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PHYSICAL EDUCATION—ITS PLACE IN THE MODERN
SCHOOL PROGRAM

That physical education has a place in the modern school pro-
gram is suggested by the following facts. Today, 36 states have com-
pulsory laws concerning the teaching of physical education in the
respective schools; these states represent over 90 per cent of the total
population. More important than the above, is the fact that 23 states
have state directors of physical education and these states represent
65 per cent of the pOpulation. Further than a mere consideration of
the numbers and percentages above, is the fact that a detailed study
of the states involved reveals the fact that those states considered the
most progressive educationally have the most comprehensive and
complete physical education programs. Noteworthy also is the fact
that during the “lean” depression years, those states and cities that
had good physical education programs were in many instances more
reluctant to “cut” the staff or budget of the physical education set-up
than (my other educational (lineman. In plain language, it may be
safely stated that Wherever physical education has been placed in
the school program on an educationally sound basis, it has been
accepted and established on its own merits.

In considering the place of physical education in our modern
school program, it is perhaps well to give some thought to the mean-
lng of physical education. One of the briefest and perhaps most
concise conceptions is that physical education is education through
phySIcal activity. Regardless of what modern deﬁnition of the term
one accepts, it is signiﬁcant to note that physical education is “part

_ and parcel” of education; it is an educational means; it is concerned

With the same things as education; its aims are the same as the aims of
all education; its principles are the same as education. The unfor-
tunate and erroneous attitude still prevails among some school admin-
istrators and teachers as well as parents and taxpayers, that physical
education is education of the physical. By this assumption it is
Implied that physical education is concerned with developing big and
powerful muscles, “four—letter” athletes, circus acrobats, professional
”toe-dancers”, ,or “something” which provides for the release of

9350638 ’ energy with Which youth is obsessed. Such conceptions
:iéEIIIOtkonly erroneous, they fall in the class of absurdity. If one
in 1'0}? at modern educational needs, opportunities, and procedures
a 1g ‘6 of present day social and economic standards it is quite
Epptal‘ent that physrcal education has not only a deﬁnite, but a promi-
en place in the school educational program.

physiigf néightuustiﬁably ask what are some of the conceptions of
outstandie ucaltion? Let us cons1der some of them as accepted by
Educati 11g e ucators today. (1)_ Physrcal education is a ﬁeld of

on. No longer can we justiﬁably consider physical education

as a separate and distinct training procedure; it is educational in
every sense of the word. (2) Physical education is a deﬁnite method
of education through muscular and emotional experience. Muscular
and emotional reactions and experiences are fundamental with chil.
dren and youth, these are the ways or the paths of learning; physical
education is vitally concerned with such. (3) Physical education is
not a mischief-preventative, but a stimulating form of leisure time
expression. Directed physical activity for children is more thana
substitute for childhood pranks; it is a developmental agency.
(4) Physical education is not a form of health insurance, but it is a
valuable aid to health. Function makes structure, therefore, rational
physical activity for the child and youth is essential for growth needs
and organic development. (5) Physical education is not merely a
preparation for adulthood, but is a training for good citizenship now.
The activities of the program are of real life situations and vital
interest on the child and youth level. (6) Physical education is not
a mere developer of the physical, but is a promoter of ﬁne adjust-
ments between'the physical and mental. Physical and mental devel-
opment are not two separate and distinct units, but are interrelated
and overlapping parts of the whole individual.

In considering education in view of the comparatively recent
changes in the character and function of the American home, the
mechanization of industry and the increasing amount of leisure time
it is well to investigate some of the evidence offered in support of
physical education in the schools. In this connection it is well to note
that there is available today much objective evidence as to the values
of physical education in all the schools of which the following is
typical. (1) Participation in physical education activities shinn-
lates growth; (2) there is a deﬁnite relationship between pliys1eal
pi oﬁcieiicy and scholastic achievement; (3) participation in athletics
is not detrimental to health or scholastic standings; (4) physwal
education develops abilities and traits not dealt with by thetl‘atll-
tional classroom subjects; (5) programs of physical education .111
schools reduce absences and retardation; (6) favorable opportunitles
exist in physical education for developing desirable character ti'ailS;
(7) unusual opportunities exist in physical education for affecting
normal personality adjustments; and (8) physical education aetIVI‘
ties are conducive to good postural development. Thesestatemenls
are not mere fancies, ideas or fads of subject matter specialists, they
are facts based on research and experimentation.

The reasons for having physical education in our modern schOOl
curricula become the objectives of the physical .education prOgl'f‘m-
The objectives can best be considered under the two main heading:
of educational and administrative, of which the educational are.0
basic importance in this discussion. The ﬁrst objective is to proud:
adequate opportunity in supervised physical activities that. Will 163‘
to educative experiences. The second, to develop the organlc Shite“):
of the body to the end that each individual may live at the highgss
possible level. The third, to develop skills in and fav01‘fililefltt1t.u Ce
toward play activities that will carry over and function in leisur

educational in
.eﬁnite method
L08. Muscular

ital with chil. g

ning; physical
L1 education is
f leisure time
. more than a
,ental ,_ agency,
ice, but it is a
efore, rational
' growth needs
not merely a
tizenship now.
.ons and vital
,ucation is not
)f ﬁne adjust
mental devel-
."e interrelated

atively recent
:an home, the
)f leisure time
in support of
is well to note
i to the values
e following is
tivities stimu-
ween physical
on in athletics
(4) physical
by the tradi-
education in
opportunities
aracter traits;
. for aﬁectiug
ucation activ1-
3se statements
)ecialists, they

modern school
tion program.
nain headings
ational are_0
2 is to prowde
that Will lead
rganic systems
at the highest
rable attitudes
;ion in leisure

time pursuits. To complete these objectives and carry them through
to a satisfactory conclusion becomes the job of our modern educa-
tional program; no other institution today has a better opportunity
for realization of these achievements than the school.

In conclusion it may be safely said that physical educatiOn is
today recognized as a deﬁnite means and part of the modern edu-
cational program. The very nature of the activities of the physical
education program trains directly for adjustment, for behavior and
for emotional control. There is no longer a need for proving or
establishing the worth of the program. The job today is to obtain the
leaders, get the facilities and enforce a workable program on a state—
wide basis to the end that every school child from the ﬁrst through
the twelfth grade will have sufﬁcient opportunity for wholesome
participation and enriched educational experience.

PHYSICAL EDUCATION IN THE ELEMENTARY SCHOOL
By H. ’l‘. TAYLOR, Louisville Public Schools

President Southern District Physical Education Association

A physical education program adapted to the needs and facili.
ties of our elementary schools presents a problem of organization.
Perhaps the best approach to this question might be a brief consid-
eration of the elementary school child, an understanding of the funda-
mental questions involved in physical education, and some tentative
suggestions as to the program under average conditions.

If we include the kindergarten in the elementary division, and
it is well worth while because the foundation for all schooling lies
here, and consider the next six years through the sixth grade, we
ﬁnd that we are dealing with children from the age of four and
one—half to ﬁve years up to and including their eleventh year.

Studying the child during this period reveals the fact that he is
primarily in an individualistic stage and that he is interested in the
things around him, people he comes in contact with, and actions or
activities within a certain range of dil’l’iculty. Cooperative action,
team or group spirit, or club activities are not a. natural part of his
life until near the close of this period of growth.

In the kii’idergarteii and early elementary grades, activities that
provide action, such as running, jumping, or climbing, building with
hand material, the simple singing games, along with some opportuni-
ties to collect and fashion simple objects, will meet the actual needs
and interests of our pupils. As they proceed, there will be increased
need for more active participation and for a broader range. Dra-
matic events have their appeal; games, involving the elements of the
chase and hunt, the individual. games of skill, collecting, rliythniics,
and certain seasonal sports become useful and essential.

Near the close of this period, the latter part of the ﬁfth and the
sixth year will bring additional interest in all ﬁelds: better muscular
coordination and the need of some team games, individual skills, and
the beginning of interest in competitive athletics. Here, also, there
is a need for more difficult mental effort, such as quiet games for
indoor or rainy day use.

The above presents a very brief picture of the stages of develOP‘
ment from a physiological basis and the forms of play and games
most adaptable to boys and girls during these years.

A complete technical explanation of the basis and need fol,
physical education as a part of elementary education would _be 011t 0
place at this time, but perhaps a brief description or deﬁnition and it
short statement of general aims and objectives might be Qf 5
help. Dr. Jesse F. Williams’ deﬁnition of physical educathn

one
has

1m
pa
in:
no
on

l1C
pr
int
tr;
tio
ha

if SCHOOL

.ciation

ds and facili-
organization.
brief consid-
of the funda-
ome tentative

division, and
schooling lies
rth grade, we
of four and
1 year.
fact that he is
crested in the
ind actions or
irative action,
‘al part of his

activities that
building with
me opportuni-
3 actual needs
1 be increased
range. Dra-
ements of the
1g, rhythmies,

a ﬁfth and the
atter muscular
ual skills, and
re, also, there
iet games for

:es of develop'
ay and games

and need f0r
ould be out Of
eﬁnition and a
t be of some
education has

He states that “physical education is the sum

had wide acceptance. _ . . .
of a pupil’s physical activrties, selected according to kind, and con—
ducted according to outcomes. ”

Aims of physical education have been listed as follows:

A. To give in a suitable environment, to every group of pupils,
a vigorous muscular work of a type that is inherently inter-
esting to that group.

B. To select types of work, which also may be used to develop
within the child a disposition to strive for higher social
ideals.

C. To use at opportune times types of work that develop within
the child the power to quick and accurate thinking and
doing.

D. To give preference to such types of work that lead to the
acquirement of skill that is useful for recreational ends.
Objectives for the elementary years have been stated in the

following order:

A. To inculcate health habits.

B. To develop the body harmoniously.

C. To give a fund of exercise material for use in after school
days. ‘

the play spirit. ,
To provide situations which will arouse-and increase the

physical qualities of fair play, courage, self—sacrifice, and
loyalty.

D. To give opportunities for the development and guidance of
E

To give positive instruction in citizenship through leadership
and obedience to rules.

G. To satisfy desire for rhythm.

H. To provide relaxation. .

I To develop alertness.

J' To give opportunity for the use of instinctive behavior.

Perhaps themost difficult question facing teachers in our ele-
menttary SChgols is that of a program or curriculum adapted to this
articular s1tuat10n.HSome few cities provide physical education

motors or superv1sion for all grades, but the average teacher will

not ‘ ‘ . .
a dhave this'ass1stance and must rely on certain texts or outlines
11 her own ingenuity.

Knowledge of the
lar class is of prime
tronal opportunities an
practices-0f the past
Interests of older brot

physiological needs of children in her particu-
importance. A study of community recrea-
d also general information as to customs and
is well aslpresent will be helpful. Athletic
tra .. ers_ and Sisters and the program as well as
. dlt1011s of the surrounding secondary schools and summer recrea—

tion ‘ ‘ ' ‘ ' '
a ial pgssrbihties, furnish a direct clue to the general interests and
s 0 her Immediate class.

Any elementary group, whether located in a large city or simple
one— or two-room country school, Wlll have a few recreation 01- p1,“,
habits based on the customs of their neighborhood. Selection of ﬁfe
best games and practices among these, in keeping with the needs of
the group, is-the ﬁrst step involved. A gradual elimination of unde.
sirablc p *actlees can be accomplished in a short time by substituting
more suitable games and plays and by organlzing the physical educa-
tion period as well as a 'ailable recreation periods so that the child has
the same instruction and the same guidance in this part of the school
program as in other accredited subjects.

Placing physical education on the prog ‘am is the ﬁrst step, and
may raise the question of time allotment. For the lower grades, a
minimum of thirty minutes a day is necessary. As to location during
the day, this time should be given when it meets the needs of a par-
ticular class—preferably near the middle of the school day—or itcan
be divided into two periods of ﬁfteen minutes each, especially for the
lower grades.

The ﬁfth and sixth grades need a longer period; at least forty
minutes a day are essential. Again, this period should be placed so
that the pupils have a chance to relax from academic duties and
have the full benefit of fresh air, sunshine, and vigorous activity.

The use of the word “play” and the acceptance of the actual
value of recreational practices conducted as a part of educational
procedure my cause some reaction, but we know the needs of children
in these g 'adcs and can easily estimate the actual value of a properll’
supervised program in physical education when we base our subject
matter on a sound foundation. Our primary concern as teachers
should be the natural, normal development of the child and a realiza-
tion of the demands made by even the best school program. Our
efforts in physical education, as in other subject matter, should beta
further his successful accomplishment and to provide reasonable
outlets under the best conditions available.

i—pa ._-.H-oe

dn‘tht-z—ﬂ

Nm-.~_..

56 City or simple

,
i
l
l

creation or play 3

Selection of the '

ith the needs of 5

ination of nude.
by substituting
Physical educa-
liat the child has
art of the school

.e ﬁrst step, and
lower gradesa
) location during
needs of a par-
)1 day—or it can
specially for the

i; at least forty
uld be placed so
emic duties and
ms activity.

cc of the actual
t of educational
ieeds of children
ue of a properly
base our subject

cern as teachers I

lld and a realizi-
. program. Our
,ter, should be to
avide reasonable

MODERN TRENDS IN HEALTH EDUCATION

By Miss WANDA ELLIS
Department of Physical Education, Western Kentucky State Teachers College

Interest in health is not a recent development. As far back as
we have records of civilization, man’s paramount interest has been
in health. The development of health education as one of the most
important phases of education is, however, comparatively recent. It
was not until after the World War that educators began to realize
the need for emphasis 011 health education in the school curriculum.

Studies have shown that the health of the child has, in the past,
been impaired as soon as he or she enters school. This is a situation
that is deplorable and which deserves attention for every teacher.
Adequate health facilities and a functioning program in health will
be acquired only through concentrated effort of everyone connected
with the schools.

Health education should be included in the curriculum in kinder-
garten, grades, and high school. The National Education, Associa-
tion has placed health as the ﬁrst of the seven cardinal principles in
education. Without health the rest of the program cannot function.

The instruction in the primary grades of all_m0dern school sys-
tems centers around the health program: The establishing of health
habits and attitudes is the objective of this instruction. Every teacher
is cognizant of the fact that the mere teaching of health facts is an
utter waste of time unless the behavior of the child is altered. In an

etietgive health education program this must be constantly kept in
min .

. .Of what importance is it for a child to know that milk is essen-
tial in his diet, unless that child drinks a sufﬁcient amount of milk to
assure normal development? It is therefore the duty of the teacher
not only to teach the child facts concerning the importance of milk,
but todo everything within her power to see that each child in her
grade is drinking the amount of milk which the growing child needs.
Of what importance is it for a child to know the correct habits of
gﬁftué‘e unless he practices them both in school and out? These are
tr If W0 of the innumerable examples which might be given to illus-

a e the importance of the dual aspect of health education.
is altEiialdcatlon is a processby .which the behavior of the individual
DPOgramith fgiealth education is to function as a portion of this vast
instru’t' e _ehav1or of the child must be altered. The former type
the childc loﬁl in hygiene and phySiology had no constructive eifect on
learn to in e-might memorize the names of the bones of the body or
remain d ace the Circulation of the blood; but his health behavior
e unaltered. Such instruction is no longer sanctioned. Yet

We ﬁnd a few teachers who are content to follow the lines of least
resistance and to follow this simple but inelt'ective method of teach.
ing. Such a teacher is deprivmg her pupils of training which W0uld
be of invaluable aid to them as future Citizens.

In the kindergarten and in the primary and elementary grades
health instruction should be carried on throughout the school (1an
The establishment of desirable health habits should be the constant
aim. Incidental instruction should be given in direct relationship
to the classroom situation. Children should be given an opportunity
to practice habits which the teacher wishes them to form. By the
time the child reaches the third grade, he becomes interested in the
\VIIY in relation to the health practices which the teacher is endeav-
oring to establish. Care should be taken to keep terminology and
facts within the grasp of the child. To make this program etteotive,
the child must be interested. It must be simple enough for him to
grasp, and yet sutticiently ditlicult to otter a challenge.

There must be progression in the health education program.
Students in high school will not be interested if the materials are
presented on a grade level. Scientific facts other a challenge to
high school students. They are now groping for understanding, not
only of themselves; they are becoming interested in community prob
lems. If this interest is wisely utilized, better citizens will be
developed. ,

Many of the problem children in our schools are victims of
remedial defects. In fact this is often the cause of the maladjust-
ment. A child whose eyesight is defective cannot accomplish what
is expected of him. He becomes nervous and irritable, and he develops
a defensive attitude. Many children in our schools today are being ‘
retarded by defects which could, and should, be corrected. Do you
keep a careful check on the visual acuity of your pupils? Do you
test the hearing of each pupil“.l Do you examine the teeth of your
pupils and exert every effort to see that the defects are COI‘I'ECiEdl
It is important that the teacher realize the importance of the follow-
up of physical examinations. Merely ﬁnding defects is useless unless
these defects are corrected.

The teacher who is interested in abundant health for her pupilS
must realize the important part played by physical education. Willie
health is only one of the many objectives of physical education, It {5
a vital one. The teacher who understands the biological and physlologl'
cal needs of the child realizes the importance of a well—planned and
well-directed program of physical education. We cannot expect a Cllllll
who is deprived of the big-muscle activity which his body deniandsil0
develop and to behave normally. We cannot expect a child who 15
deprived of his menti—motor control Which he needs, to be able to
adjust to his environment. There are teachers who believe that the
child will have ample opportunity for such development during hours
not spent in school. This is evading an important issue. In the ﬁllst
place, the biological needs of the child demand activity at certain
intervals. His nervous and muscular systems are not eonstructedt11
such a way as to make it wholesome for him to be inactive 0V9“l

\
v

1e lines ofpleast
lethod of teach. '
ng which would.

mentary grades,
the school day.
be the constant
'ect relationship
an opportunity
» form. By the
nterested in the
acher is endeav-
;erminology and
fogram elfective,
)ugh for him to
‘e.

cation program .

1e materials are

a challenge to
:lerstanding, not
.ommunity prob-

citizens will be i

are victims of
5 the maladjust-
accomplish what
and he develops

today are being .

rected. Do you
pupils? Do you
re teeth of you
s are correctedl
:e of the follow-
is useless unless

1 for her pupilS .

:lucation. While

education, it {5 .

l and phySiOlOEl‘ i

yell—planned and
ot expect a chlld
ody demands: l,“
, a child who 15
s, to be ableto

believe that the ‘

nt during hours
ue. In the ﬁrst
ivity at certain
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long period of time. In addition, the teacher is depriving the pupil
of a form of education in which the opportunities for constructive
learning are innumerable.

The ability to compete successfully with his playmates furnishes
a natural impetus for the practicing of desirable habits. Health as
an isolated value means nothing to the child. Health as a means for
successful participation in life situations has dynamic interest for
him.

One of the most important phases of the health education pro-
gram is the supervision of the health facilities of the school. This is
important for all teachers but particularly important to the rural
school teachers. There are many questions which a teacher should ask
herself. Is the water which the children drink tested regularly?
Does each child have an individual drinking cup? Are the heating
facilities adequate? Are the toilets kept in a sanitary condition?
Do the children have facilities for washing their hands? Is the light-
ing in the schoolroom satisfactory? Is the schoolroom properly
ventilated? Are school. lunches properly supervised? These and
other pertinent questions should form a basis for the health educa-
tion program.

If the facilities are unsatisfactory, the changing of conditions
should be the responsibility of both the teacher and pupils. Activity
and initiative from the pupils is the aim of every alert teacher. The
altering of an unsatisfactory condition by the pupils is far more to

-be desired than for all initiative to come from the teacher.

Every teacher in the state can proﬁt by the cooperation of the
State and County Boards of Health. These organizations are always
w11hng to aid those teachers .who ask for assistance. Many problems
concerning unsatisfactory health conditions are difﬁcult for the
teacher to solve. With the authority invested in the State and County
Boards of Health, however, these problems become comparatively
s1mple. .If you are having difﬁculty concerning the