Hand County press. (Miller, Dakota [S.D.]) 1882-1893, 1890-09-25
PHYSIOLOGY AND HYGIENE.

PHYSIOLOGY AND HYGIENE.
". The skin.
l. 1t is soft and tough.
2. II protects the body. Mote care
fnlly how these points may be developed
by questioning.l
3. 1t keeps the body warm III might
be well to show the chil rsn at this point
how the body is kept warm by means Of
the skin and clothing, developing clearly
that the clothing is for the purpose Of
keeping the heat within the body.
4. There are two layers Of skin.
5. The hair and nails are kinds of
skin.
q. The hair aud nails are for protec-
ton. Call the attention of the children
to the covering of animals; such as tie
COW, horse. pig. sheep, Ash, bird, ele-
phant, ETC., showing how their covering
is suited to .hei: modes Of life and the
climate in which they are found,l
Z. Show why the skin is Of reddish color.
show the advantage of the callous and the
parts that become calioused.
8. show how the 81 in is kept moist
and why it is necessary that IL should be
kept in this condition.
9. Show the necessity OF keeping the
skin clean.
V. The teeth.
In q similar manner teach the shape,
size, structure, and care OF the teeth.
Show how the teeth are held in the jaw,
how their faces are kept irregular and
sharp. and how we'll the incisors. bicus-
pids ana molars are adapted to their re-
spective kinds of work.
vi. Food.
In teaching this topic, the following
facts should be clearly developed, !,
sources of food; 2. preparation Of food
befo.e ii is bronght onto the table; y.
the large number OF persons engaged in
the preparation of food; 4. the uses of
the lips in eating and their adaptabiIity TO
these nses; 5. the process and necess-
ity Of mastication and insalvatIon, 6.
the necessity of thorough mastication
and insalyat,on; z. the use Of the
tongue in this process and its Adaptable.
ity to this use; 3. the structure, posi-
ton aud action OF the oesophagus. stou,-
ach and intestines; 8. the process bv
which the food finds its way into the cir
cu,ation and Its state wnen there; 10.
the necessity Of eating food that is easily
digested: IL. that the food is converted
into muscle, hair, bone, enamel. skin,
blood. brain, parts of the eye. ETC.; and
-. the effects of alcohol upon the stom-
ach.
VII. The Heart; the Blood, and the
Circulation Of the Blood.
In teaching this subieci, il is very Ina
portant that tue pupils should have the
heart of some small animal which they
may examine osrefully under the dires-
tion OF the teacher. The following ideas
shonld be brought.out; /. general shape
of the heart; q its texture. structure
and work; and its adaptabili:y 10 that
work, 3. the course Of the blood from
the left auricle and return; 4. the me-
csssity of the puriticrtion Of the blood;
5. where puriication takes place; 6.
the functions Of tie blood; Z. how q
loss Of blood affects life; 8. effec; Of
alcohol on the heart and blood.
VIII. Our lungs and what they do for
US.
Il is very necessary in teaching this
topic also to have before the class the
part under consideration. With the lung
OF small animal before the class the .ol-
lowing facts may be developed; l. po-
sition of lungs in the body; 2. their
action; 8. the structure OF the trache..,
bronchial tubes aud lungs; 4. move
ment of the walls Of the thoracic cavity;
s.. effect of this movement upon the
lungs;, 6. necessity OF pure air. deep
breathing. etc.
IN. The Brain and the Nerves.
This branch OF the subject presents
greater di hcuities than any OF the others.
Yet the teacher who wishes to proceed
undsrstandingly in this studv will find
means Of presenting this topic objectiveIy.
Tho brain Of an animal can be secured,
its general texture studied. and from this
the essential facts concerning the human
brain drawn out. Nerves NAV also be
obtained ani examined. The pupils are
then prepared to study the action Of the
hnms brain and nerves.
We believe that If the above sugges-
tons are carried out faithfully that great
er profit and interest can be secured in
this study than in any other method Of
tefchingit. The principles here involved
are those Of common recognition, and I'M
derlying the whole educational structure.
II these outline helo any teacher to culti-
vate more thoroughly the, faculties of OBJ
servation, to produce more dehnate con.
cepts. to cultivate. the use Of language.
and to create an interest in this branch Of
science, they will have accomplished the