History on Health Education

History on Cardio

• Knight 1909– “Blood sucks the nourishment out of the food which

we eat, and carries this nourishment all over the body.... Blood gathers up from every corner of the body the waste matter which is always being formed and carries this waste partly to the lungs as impure air, partly to the skin as sweat, and partly to the organs, where it is got rid of.... It gives up a poisonous gas, called carbon dioxide....”

– “If you sit with rounded shoulders and hollow chest, you will not be able to breather properly, and you may be quite sure that, fi the seeds of consumption lodge in your lungs, you will be much more likely to take this disease and perhaps die from it.”

• Questions– Why is heart where it is in your body?– What tubes carry blood away (and back) from the

heart?– What gives the flesh a reddish colour--shine a light

through hand?– What gas does blood get (give off) at the lungs?– What does blood do with other waste matter which it

gathers up from the body?– At which two parts of the body does blood change

from a dark red to a bright red and vice versa?

• Fraser 1925– William Harvey described the circulation of blood

during the reign of King Charles I.– “To assist the heart and to keep it healthy and strong,

there is need of good food, regular exercise, sufficient rest, and fresh air. Injurious and poisonous substances, such as alcohol and tobacco, should be avoided. Infected tonsils and bad teeth should be attended to, for if these things are neglected, the germs and poisons harboured in them are carried through the circulation to all parts of the body, injuring, especially, the walls of the blood vessels and even the heart.”

– Put an elastic around your finger; it turns blue, why?

History of lungs

• Emerson 1891, p.42– Much emphasis on

breathing.• “All organs in the body,

especially the vital organs, are lifted to their proper altitude. The spinal column resumes its naturally erect position, poising the head gracefully upon the neck, the neck rising from the shoulders like a classic column.”

• Knight 1909– Stale room starves your blood of O2--ie. Go

into a closet with no air coming through and you would appreciate the bodies need for O2.

– “Extra expense of fuel is one reason why the houses of many poor people are badly ventilated...” Solution, open windows occasionally...

• Fraser 1925– Emphasized good

ventilation.– Windows open on the

bottom to allow fresh air in and open on the top to allow bad air out.

History of muscle anatomy

• Fraser, 1925– Tendons connect muscle to bone; ie. Achilles story.

• When Achilles was a child, his mother, who wished to make him safe from any wound, immersed him in a famous fountain supposed to protect from harm any part of the body which was dipped under its magic waters. She held Achilles by the heel while she dipped him in, and the part under her fingers was, therefore, not touched by the water.

• Years afterwards when Achilles became a man he went to war. For a long time he was safe from all harm. At last in one of his battles he received a wound from an arrow in the back of his heel-the only part of his body not pretested by the waters of the magic fountain. The protection given to the rest of his body proved of no avail, and Achilles died from the wound.

Training History

• Fraser, 1925– Muscle fibers compared to motorcycle engine

(pistons)--need to be exercised often and well to keep them in good repair.

– Avoid over-fatigue and exhaustion.– Physical weaknesses need to be diagnosed and safe

exercise programs developed--ie FDR.– Importance of “cheerful exercise.” A playful

disposition can make the activity of a “boy as he holds out a skein of yarn for his mother to wind... like holding a fishing pole.”

– Encouragement to play outdoors.

Posture history

• Fraser, 1925– Which is more restful

• Life vigor– “Idleness often goes hand in hand with a

slouchy carriage. We should not be content just to slouch through life, but we should aim high and let our posture reflect our ambition.”

– “Just as the twig is bent the tree’s inclined.”

• Chittick, 1956– “Posture can depict optimism, alertness, poise and

cheerful outlook on life, or it can give the impression of disinterest, dejection and a feeling of inferiority.”

– Special section on feet

• Andress, p. 196

Eye History

• Eyes--Avoid strain caused by looking at glare of light--or reflection off a shiny blackboard.

• 1.Why is it difficult to see objects under water? How is it that we cannot see clearly what is written on some blackboards? What is the chief thing in a good blackboard? Is the one in your school- room shiny?

• 2.How many windows are there in your schoolroom ? How does the light fall on the desk at which you study in school? How does it fall upon the table at which you study at home? Do you use a lamp shade?

• 3.The type, the length of line, and the space between the lines in this book (not in these questions) are about right for your eyes. Compare them with others in books that you use and see which is more easily read.

• 4.In what different ways can you rest your eyes, when they are tired? How do our eyes get tired?

• 5.How is the eye protected from a side blow with & stick? How may an eye get injured by a toy pistol? From a firecracker? From a careless use of scissors. Or, from using a table-fork to untie the knot in a shoe-lace?

• Chittick 1956

History of Mental Wellness

• Emerson 1891– “We aim for beauty.... It includes, first, unity; second,

it includes power; third, it insures endurance, because in unity of action there is little friction.”

– “The beautiful face and the beautiful form have been developed down the ages from beautiful impulses of the soul. Their is not a handsome face in the world today, that does not owe its inheritance to beautiful impulses that existed in the bosoms of its ancestors.... Let evil conditions continue, and the face slowly but surely loses its charm.”

• Fraser 1925– Chapter on “Cheerfulness”

• “Health and cheerfulness mutually beget each other-- Addison.”

• A dog told to go home and then to come and play. Cheerfulness has a marked affect--the same with boys and girls.

• “There is no greater physician than Dr. Merryman.”• An old WW I song Canadian soldiers used to sing:

– What the use of worrying?– It never was worthwhile– So pack up your troubles in your old kit bag,– And smile, smile, smile.

• Making friends.– Meaning of friendship-

• close bonds of affection and understanding, • how to be friendly requires practice in real situations, • being likeable--finding people with similar interests and being

helpful to them, • storing up interesting items of thought to tell your friends, • be able to laugh at yourself, and • pulling your own weight.

– Something to do.• Difference between being popular and having friends.• Set down some good rules for making friends.• How does a sense of humour often “save” a situation?• Accepting responsibility is a factor in making friends?

Explain.

• Acquiring social graces.– The basis of grace and charm, developing good

manners, eliminating annoying mannerisms, maintain good general health, good grooming--clean pressed clothes, moderate use of cosmetics for girls (perfume only used sparingly for parties or special occasions), and “girls need to use care in selecting scarfs, hats, gloves and handbags. Boys need to use discretions in selecting ties, socks and scarfs.”

• Something to do.– What are the correct ways of making an introduction?– When should a man remove his hat?– What is expected of you when you a re a guest in a

friend’s home?

• 1938 Handbook of English for Boys and Girls– When you greet persons of your own age, say

"hello" to them. Say, "Hello, John," or, "Good morning, Helen."

– A pleasant greeting to use when you meet an older person is, "Good morning," "Good evening," or, "How do you do?"

– If you are speaking to an older person, it is courteous to add the name to the greeting. Say, "Good morning, Miss Hutchinson," "Good evening, Dr. Gates," or, "How do you do, Mrs. Brown?"

• When leaving a person with whom you have been talking, you say "good-by." After a visit to someone's home always say "good-by" to your host or hostess.

• When you leave a party, say "good-by" to the person who invited you. You may add something pleasing to your host or hostess like, "I had a very good time," or, "Thank you very much." Notice how the children in the picture above said "good-by" to their hostess.

• When you answer the telephone, speak clearly and not too fast. Be sure not to shout. If you talk too fast or too loudly, the person who is calling may not be able to understand you.

• Hold the telephone correctly. Notice how the children in the pictures above are holding the telephones. Speak directly into the mouthpiece of the telephone.

• When answering the telephone in your home you may say, "Hello," or, "Hill's residence," or give the number of your telephone. Say, "Cherry two-four-seven."

• When you answer the telephone at school or at an office, name the place. Say, "This is the Garfield School," or, "Mr. White's office."

• If the person who is telephoning asks for you, say, "This is Frank speaking," or, "This is Louise."

• Sometimes the person who is calling asks for someone else in the family, school, or office. Then say, "Hold the phone, please, while I call him."

• Chittick 1959– Large emphasis on understanding yourself, making friends,

acquiring social graces, and feelings.• Understand yourself.• Defining personality, differences shaped by inheritance and

environment, importance of a loving family circle, playing your part in family life--including coming home on time, and improving you personality

– Something to do.• Make a list of qualities that you admire in an individual’s personality.

(Which are inherited, which learned?)• How would you make a good impression at a job interview?• Self-confidence--when are you SC and when are you not? Why?• Insistence on having one’s own way is a sign of immaturity? Why?• Minority groups often feel insecure. How can we help them feel

more secure?• You are trying to help someone who is nervous about giving a

speech, what suggestions might prove helpful?

• Feelings– Discusses the importance of feelings, the different

physical responses to fear and happiness, constrictive and destructive emotions, making emotional adjustments, overcoming conflicts, and developing maturity.

– Something to do: Are there any situations in your school that bring about the emotions of fear, hatred, or anger? By discussion attempt to develop constructive criticism of such situations and formulate some recommendations.

History on Sexuality