Hygienic Physiology | Page 2

found Hints about the
sick room, Directions for the use of Disinfectants, Suggestions as to
what to do "Till the Doctor comes," and a list of antidotes for Poisons.
Questions for Class Use, a full Glossary, and an ample Index complete
the book.
Believing in a Divine Architect of the human form, the author can not

refrain from occasionally pointing out His inimitable workmanship,
and impressing the lesson of a Great Final Cause.
The author has gleaned from every field, at home and abroad, to secure
that which would interest and profit his pupils. In general, Flint's great
work on the "Physiology of Man," an undisputed authority on both
sides of the Atlantic, has been adopted as the standard in digestion,
respiration, circulation, and the nervous system. Leidy's "Human
Anatomy," and Sappey's "Traité d'Anatomie" have been followed on all
anatomical questions, and have furnished many beautiful drawings.
Huxley's "Physiology" has afforded exceedingly valuable aid. Foster's
"Text-Book of Physiology," Hinton's "Health and its Conditions,"
Black's "Ten Laws of Health," Williams's practical essay on "Our Eyes
and How to Use them," Le Pileur's charming treatise on "The Wonders
of the Human Body," and that quaint volume, "Odd Hours of a
Physician," have aided the author with facts and fancies. The writings
of Draper, Dalton, Carpenter, Yalentin, Mapother, Watson, Lankester,
Letheby, Hall, Hamilton, Bell, Wilson, Bower, Cutter, Hutchison,
Wood, Bigelow, Stille, Holmes, Beigel, and others have been freely
consulted.
PUBLISHERS' NOTE.
An ABRIDGED EDITION of this work is published, to afford a
cheaper manual --adapted to Junior Classes and Common Schools. The
abridgment contains the essence of this text, nearly all its illustrations,
and the whole of the Temperance matter as here presented.
ORDER "HYGIENIC PHYSIOLOGY, ABRIDGED."
READING REFERENCES.
Foster's "Text-Book of Physiology"; Leidy's "Human Anatomy";
Draper's "Human Physiology"; Dalton's "Physiology and Hygiene";
Cutter's "Physiology"; Johnston and Church's "Chemistry of Common
Life"; Letheby's "Food"; Tyndall "On Light," and "On Sound"; Mint's
"Physiology of Man "; Rosenthal's "Physiology of the Muscles and
Nerves"; Bernstein's "Five Senses of Man"; Huxley and Youmans's

"Physiology and Hygiene"; Sappey's "Traité d'Anatomie "; Luys's
"Brain and its Functions"; Smith's "Foods"; Bain's "Mind and Body";
Pettigrew's "Animal Locomotion"; Carpenter's "Human Physiology,"
and "Mental Physiology"; Wilder and Gage's "Anatomy"; Jarvis's
"Physiology and Laws of Health."
Hargreaves's "Alcohol and Science"; Richardson's "Ten Lectures on
Alcohol," and "Diseases of Modern Life"; Brown's "Alcohol"; Davis's
"Intemperance and Crime"; Pitman's "Alcohol and the State"; "Anti-
Tobacco"; Howie's "Stimulants and Narcotics"; Hunt's "Alcohol as
Food or Medicine"; Schützenberger's "Fermentation"; Hubbard's
"Opium Habit and Alcoholism"; Trouessart's "Microbes, Ferments, and
Molds."
CONTENTS
INTRODUCTION
I.--THE SKELETON
THE HEAD
THE TRUNK
THE LIMBS
II.--THE MUSCLES
III.--THE SKIN
THE HAIR AND THE NAILS
THE TEETH
IV.--RESPIRATION AND THE VOICE
V.--THE CIRCULATION
THE BLOOD

THE HEART
THE ARTERIES
THE VEINS
VI.--DIGESTION AND FOOD
VII.--THE NERVOUS SYSTEM
THE BRAIN
THE SPINAL CORD AND THE NERVES
THE SYMPATHETIC SYSTEM
VIII.--THE SPECIAL SENSES
TOUCH
TASTE
SMELL
HEARING
SIGHT
IX.--HEALTH AND DISEASE.--DEATH AND DECAY
1. HINTS ABOUT THE SICK ROOM
2. DISINFECTANTS
3. WHAT TO DO "TILL THE DOCTOR COMES"
4. ANTIDOTES TO POISONS
X.--SELECTED READINGS

XI.--APPENDIX
QUESTIONS FOR CLASS USE
GLOSSARY
INDEX
SUGGESTIONS To Teachers
Seeing is believing--more than that, it is often knowing and
remembering. The mere reading of a statement is of little value
compared with the observation of a fact. Every opportunity should
therefore be taken of exhibiting to the pupil the phenomena described,
and thus making them real. A microscope is so essential to the
understanding of many subjects, that it is indispensable to the proper
teaching of Physiology. A suitable instrument and carefully prepared
specimens, showing the structure of the bones, the skin, and the blood
of various animals, the pigment cells of the eye, etc., may be obtained
at a small cost from any good optician.
On naming the subject of a paragraph, the pupil should be prepared to
tell all he knows about it. No failure should discourage the teacher in
establishing this mode of study and recitation. A little practice will
produce the most satisfactory results. The unexpected question and the
apt reply develop a certain sharpness and readiness which are worthy of
cultivation. The questions for review, or any others that the wit of the
teacher may suggest, can be effectively used to break the monotony of
a topical recitation, thereby securing the benefits of both systems.
The pupil should expect to be questioned each day upon any subject
passed over during the term, and thus the entire knowledge gained will
be within his grasp for instant use. While some are reciting to the
teacher, let others write on slates or on the blackboard. At the close of
the recitation, let all criticise the ideas, the spelling, the use of capitals,
the pronunciation, the grammar, and the mode of expression. Greater
accuracy and much collateral drill may thus be secured