Part 1

Produced by Barbara Tozier, Bill Tozier and the Online Distributed Proofreading Team at http://www.pgdp.net

THE WOODS HUTCHINSON HEALTH SERIES

THE CHILD'S DAY

WOODS HUTCHINSON, A.M., M.D.

Sometime Professor of Anatomy, University of Iowa; Professor of Comparative Pathology and Methods of Science Teaching, University of Buffalo; Lecturer, London Medical Graduates' College and University of London; and State Health Officer of Oregon. Author of "Preventable Diseases," "Conquest of Consumption," "Instinct and Health," and "A Handbook of Health."

HOUGHTON MIFFLIN COMPANY BOSTON NEW YORK CHICAGO

COPYRIGHT, 1912, BY WOODS HUTCHINSON

FOREWORD

"If youth only knew, if old age only could!" lamented the philosopher. What is the use, say some, of putting ideas about disease into children's heads and making them fussy about their health and anxious before their time?

Precisely because ideas about disease are far less hurtful than disease itself, and because the period for richest returns from sensible living is childhood--and the earlier the better.

It is abundantly worth while to teach a child how to protect his health and build up his strength; too many of us only begin to take thought of our health when it is too late to do us much good. Almost everything is possible in childhood. The heaviest life handicaps can be fed and played and trained out of existence in a child. Even the most rudimentary knowledge, the simplest and crudest of precautions, in childhood may make all the difference between misery and happiness, success and failure in life.

Our greatest asset for healthful living is that most of the unspoiled instincts, the primitive likes and dislikes, of the child point in the right direction. There is no need to tell children to eat, to play, to sleep, to swim; all that is needed is to point out why they like to do these things, where to stop, what risks to avoid. The simplest and most natural method of doing this has seemed to be that of a sketch of the usual course and activities of a Child's Day, with a running commentary of explanation, and such outlines of our bodily structure and needs as are required to make clear why such and such a course is advisable and such another inadvisable. The greatest problem has been how to reach and hold the interest of the child; and the lion's share of such success as may have been achieved in this regard is due to the cooeperation of my sister, Professor Mabel Hutchinson Douglas of Whittier College, California.

THE AUTHOR.

CONTENTS

GOOD MORNING I. Waking Up II. A Good Start III. Bathing and Brushing

BREAKFAST

GOING TO SCHOOL I. Getting Ready II. An Early Romp III. Fresh Air--Why We Need It IV. Fresh Air--How We Breathe It

IN SCHOOL I. Bringing the Fresh Air In II. Hearing and Listening III. Seeing and Reading IV. A Drink of Water V. Little Cooks VI. Tasting and Smelling VII. Talking and Reciting VIII. Thinking and Answering

"ABSENT TO-DAY?" I. Keeping Well II. Some Foes to Fight III. Protecting Our Friends

WORK AND PLAY I. Growing Strong II. Accidents III. The City Beautiful

THE EVENING MEAL

A PLEASANT EVENING

GOOD NIGHT I. Getting Ready for Bed II. The Land of Nod

QUESTIONS AND EXERCISES

THE CHILD'S DAY

GOOD MORNING

I. WAKING UP

If there is anything that we all enjoy, it is waking up on a bright spring morning and seeing the sunlight pouring into the room. You all know the poem beginning,--