Command: Position.

Breathing exercise with hands at sides, inhale exhale (repeat four times).

In place, rest.

EXERCISE 16. Breathing exercise, hands on ribs. Place the hands over the lower ribs, and as the air is exhaled, press on the ribs with the hands.

Command: Position, hands on ribs, place.

Breathing exercise, hands on ribs, inhale-exhale (repeat four times).

In place, rest.

EXERCISE 17. Breathing exercise, arms raised through front horizontals high over the head. As the air is inhaled, slowly raise the arms as in Exercise 1, and let them come down again slowly as the air is exhaled. Keep the arms and fingers stretched out straight and stiff.

Command: Position.

Breathing exercise, arms raised through front hori-· zontals to high over the head, inhale - exhale (repeat four times).

In place, rest.

EXERCISE 18. Breathing exercise, arms raised through side horizontals to high over the head. Position and movement of arms as in Exercise 2. Raise the arms as the air is inhaled and lower them as the air is exhaled. Head, arms, and fingers stretched up. Command: Position.

Breathing exercise, arms raised through side hori

zontal to high over the head, inhale-exhale (repeat four times).

In place, rest.

EXERCISE 19. Breathing exercise, arms raised through front horizontals and lowered through side horizontals. The same as Exercise 17, but move the arms as in Exercise 3.

EXERCISE 20. Breathing exercise, arms raised through front horizontals high over the head, rising on toes. The same as Exercise 17, but rise on the toes as the air is inhaled and slowly bring the heels down as the air is exhaled.

Suggestions and topics for development: The teacher should understand that the new concept of education has as its goal a realization of the old ideal of a sound mind in a sound body, and that the school and the teacher are now expected to accept the responsibility for the physical welfare and development of the child as definitely as they accept the responsibility for his mental training. Time taken for school exercises, for securing proper schoolroom conditions for work, and for following up the hygienic habits and administering to the hygienic needs of the pupils, is spent in school work as truly as is the time devoted to reading and arithmetic, and it is as important that the teacher become expert in training the pupils in right physical living as it is for her to understand the best methods of imparting information and of developing the mental powers.

DISEASE GERMS

A PERSON who lives with a consumptive sometimes catches consumption. A man takes care of a neighbor who has typhoid fever, and he too takes typhoid fever. A child brings measles or whooping cough to school, and soon great numbers of the children have the same disease.

FIG. 94. Disease germs are so small that they can be seen only through a powerful microscope.

Why are some diseases "catching"? What is there about a person who has consumption, typhoid fever, or measles that should cause another person to take the disease? What passes from a sick person that causes other persons to become sick, and how does it pass? Let us see if we can find the answers to these questions.

Catching diseases caused by germs that are passed from one person to another. All catching diseases are caused by germs, and when a person catches a disease, he does so by getting germs into his body. Every case of smallpox is caused by germs that come from some other case of smallpox. All cases of measles and mumps are caused by germs that come from other cases of these diseases. All the many million cases of catching diseases that are found in our country each year are caused by

germs that come from other cases of these diseases. Get it firmly fixed in your mind that the germs that make us sick do not fall from the clouds or spring up from the earth, but come from the people who are sick with germ diseases.

Disease germs very small. We do not see the germ as it passes from the person who gives us

grip or measles. This is because disease germs are so very small that we can see them only with a powerful microscope. They are so tiny that millions of them can swim in a single drop of water. Even when there are hundreds of millions of them on the hands or on a drinking cup, the hands or the cup may yet seem to be perfectly clean. We can see a street car coming and get out of its way, but germs we must learn to escape without seeing them.

FIG. 95. If material from a rotten apple is packed into a hole in a sound apple, the rot, which is a catching disease, will spread through the whole apple.

Some diseases that are caused by germs. Among the diseases that are caused by germs are colds, catarrh, diphtheria, pneumonia, and consumption; typhoid fever, dysentery, cholera, and all the diseases of the intestine from which so many little children die; boils, carbuncles, blood poison

ing, tonsillitis, appendicitis, and inflamed sores and wounds; malaria, lockjaw, meningitis, and leprosy; whooping cough, scarlet fever, measles, chicken pox, smallpox, and mumps-all these and many other diseases are caused by germs. From reading this list you can easily understand that the greater part of the sickness that is in the world would disappear if the spread of disease germs from one person to another could be stopped.

Questions: I. How does one person catch a disease from another? 2. Where do the germs that cause typhoid fever, diphtheria, smallpox, and other catching diseases come from? 3. Why do we not see disease germs? 4. Name some diseases that are caused by germs. 5. Which one of these diseases have you had? 6. Have you any of them now?

Suggestions and topics for development: Find out how many of the pupils' homes have been visited by some serious disease like typhoid fever or diphtheria, and in how many cases the disease has been allowed to spread to other members of the family. Drive home the idea that disease germs are organisms as definite as cows and horses; that every case of disease caused by them is due to taking the germs into the body; and that when one member of the family has a disease it is not necessary for the other members of the family to contract it.

Make a small, deep hole in the side of an apple and pack into it material from a rotten apple. Lay the apple aside for a couple of days and then cut it open. Show the class how the rot has entered the sound flesh of the apple.

Send to the Secretary of the State Board of Health at the state capital for bulletins, which will be found to contain splendid material for supplementing this and subsequent lessons. Distribute these bulletins to parents in case a communicable disease appears in your school.