Physiology and Hygiene for Secondary Schools

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Physiology and Hygiene for Secondary?by Francis M. Walters, A.M.

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Title: Physiology and Hygiene for Secondary Schools
Author: Francis M. Walters, A.M.
Release Date: November 15, 2005 [Ebook #18779]
Language: English
Character set encoding: ISO 8859-1
***START OF THE PROJECT GUTENBERG EBOOK PHYSIOLOGY AND HYGIENE FOR SECONDARY SCHOOLS***

Physiology and Hygiene for Secondary Schools
by Francis M. Walters, A.M.

Edition 1, (November 15, 2005)

D.C. Heath and Co. - Publishers
Original copyright 1909
"It is quite possible to give instruction in this subject in such a manner as not only to confer knowledge which is useful in itself, but to serve the purpose of a training in accurate observation, and in the methods of reasoning of physical science."--Huxley.

PREFACE
The aim in the preparation of this treatise on the human body has been, first, to set forth in a teachable manner the actual science of physiology; and second, to present the facts of hygiene largely as applied physiology. The view is held that "right living" consists in the harmonious adjustment of one's habits to the nature and plan of the body, and that the best preparation for such living is a correct understanding of the physical self. It is further held that the emphasizing of physiology augments in no small degree the educative value of the subject, greater opportunity being thus afforded for exercise of the reasoning powers and for drill in the modus operandi of natural forces. In the study of physiology the facts of anatomy have a place, but in an elementary course these should be restricted to such as are necessary for revealing the general structure of the body.
Although no effort has been spared to bring this work within the comprehension of the pupil, its success in the classroom will depend largely upon the method of handling the subject by the teacher. It is recommended, therefore, that the relations which the different organs and processes sustain to each other, and to the body as a whole, be given special prominence. The pupil should be impressed with the essential unity of the body and should see in the diversity of its activities the serving of a common purpose. In creating such an impression the introductory paragraphs at the beginning of many of the chapters and the summaries throughout the book, as well as the general arrangement of the subject-matter, will be found helpful.
Since the custom largely prevails of teaching physiology in advance of the sciences upon which it rests--biology, physics, and chemistry--care should be exercised to develop correct ideas of the principles and processes derived from these sciences. Too much latitude has been taken in the past in the use of comparisons and illustrations drawn from "everyday life." To teach that the body is a "house," "machine," or "city"; that the nerves carry "messages"; that the purpose of oxygen is to "burn up waste"; that breathing is to "purify the blood," etc., may give the pupil phrases which he can readily repeat, but teaching of this kind does not give him correct ideas of his body.
The method of teaching, however, that uses the pupil's experience as a basis upon which to build has a value not to be overlooked. The fact that such expressions as those quoted above are so easily remembered proves the value of connecting new knowledge with the pupil's experience. But the inadequacy of this experience must be recognized and taken into account. The concepts of the average pupil are entirely too indefinite and limited to supply the necessary foundation for a science such as physiology. Herein lies the great value of experiments and observations. They supplement the pupil's experience, and increase both the number and definiteness of his concepts. No degree of success can be attained if this phase of the study is omitted.
The best results in physiology teaching are of course attained where laboratory work is carried on by the pupils, but where this cannot be arranged, class experiments and observations must suffice. The Practical Work described at the close of most of the chapters is mainly for class purposes. While these serve a necessary part in the development of the subject, it is not essential that all of the experiments and observations be made, the intention being to provide for some choice on the part of the teacher. A note-book should be kept by the pupil.
To adapt the book to as wide a range of usefulness as possible, more subject-matter is introduced than is usually included in an elementary course. Such portions, however, as are unessential to a proper understanding