Physiology and Hygiene for Secondary Schools

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