First Book in Physiology and Hygiene. John Harvey Kellogg

      TO THE TEACHER

      This book is intended for children. The special objects which the author has aimed to accomplish in the preparation of the work have been:

      1. To present as fully as possible and proper in a work of this character a statement of the laws of healthful living, giving such special prominence to the subject of stimulants and narcotics as its recognized importance and the recent laws relating to the study of this branch of hygiene demand.

      2. To present in a simple manner such anatomical and physiological facts as shall give the child a good fundamental knowledge of the structure and functions of the human body.

      3. To present each topic in such clear and simple language as to enable the pupil to comprehend the subject-matter with little aid from the teacher; and to observe in the manner of presentation the principle that the things to be studied should be placed before the mind of the child before they are named. A natural and logical order has been observed in the sequence of topics. Technical terms have been used very sparingly, and only in their natural order, and are then fully explained and their pronunciation indicated, so that it is not thought necessary to append a glossary.

      4. To present the subjects of Physiology and Hygiene in the light of the most recent authentic researches in these branches of science, and to avoid the numerous errors which have for many years been current in the school literature of these subjects.

      There is no subject in the presentation of which object-teaching may be employed with greater facility and profit than in teaching Physiology, and none which may be more advantageously impressed upon the student's mind by means of simple experimentation than the subject of Hygiene. Every teacher who uses this book is urgently requested to supplement each lesson by the use of object-teaching or experiments. A great number of simple experiments illustrative of both Physiology and Hygiene may be readily arranged. Many little experiments are suggested in the text, which should invariably be made before the class, each member of which should also be encouraged to repeat them at home.

      It is also most desirable that the teacher should have the aid of suitable charts and models.

      In conclusion, the author would acknowledge his indebtedness for a large number of useful suggestions and criticisms to several medical friends and experienced teachers, and especially to Prof. Henry Sewall, of the University of Michigan, for criticisms of the portions of the work relating to Physiology.

      CHAPTER I

      1. Object of this Book.—The object of this book is to tell the little boys and girls who read it about a wonderful house. You have all seen some very beautiful houses. Perhaps they were made of brick or stone, with fine porches, having around them tall shade trees, smooth lawns, pretty flower-beds, walks, and sparkling fountains.

      2. Perhaps some of you live in such a house, or have visited some friend who does. If so, you know that the inside of the house is even more beautiful than the outside. There are elegant chairs and sofas in the rooms, rich carpets and rugs on the floors, fine mirrors and beautiful pictures upon the walls—everything one could wish to have in a house. Do you not think such a house a nice one to live in?

      3. The Body is Like a House.—Each of us has a house of his own which is far more wonderful and more curious than the grandest palace ever built. It is not a very large house. It has just room enough in it for one person. This house, which belongs to each one of us, is called the body.

      4. What is a Machine?—Do you know what a machine is? Men make machines to help them work and to do many useful things. A wheelbarrow or a wagon is a machine to carry loads. A sewing-machine helps to make garments for us to wear. Clocks and watches are machines for keeping time.

      5. A Machine has Different Parts.—A wheelbarrow has a box in which to carry things, two handles to hold by, and a wheel for rolling it along. Some machines, like wheelbarrows and wagons, have but few parts, and it is very easy for us to learn how they work. But there are other machines, like watches and sewing-machines, which have many different parts, and it is more difficult to learn all about them and what they do.

      6. The Body is Like a Machine.—In some ways the body is more like a machine than like a house. It has many different parts which are made to do a great many different kinds of work. We see with our eyes, hear with our ears, walk with our legs and feet, and do a great many things with our hands. If you have ever seen the inside of a watch or a clock you know how many curious little wheels it has. And yet a watch or a clock can do but one thing, and that is to tell us the time of day. The body has a great many more parts than a watch has, and for this reason the body can do many more things than a watch can do. It is more difficult, too, to learn about the body than about a watch.

      7. If we want to know all about a machine and how it works, we must study all its different parts and learn how they are put together, and what each part does. Then, if we want the machine to work well and to last a long time, we must know how to use it and how to take proper care of it. Do you think your watch would keep the time well if you should neglect to wind it, or if you should break any of its wheels?

      8. It is just the same with the human machine which we call the body. We must learn its parts, and what they are for, how they are made, how they are put together, and how they work. Then we must learn how to take proper care of the body, so that its parts will be able to work well and last a long time.

      9. Each part of the body which is made to do some special kind of work is called an organ. The eye, the ear, the nose, a hand, an arm, any part of the body that does something, is an organ.

      10. The study of the various parts of the body and how they are put together is anatomy (a-nat´-o-my). The study of what each part of the body does is physiology (phys-i-ol´-o-gy). The study of how to take care of the body is hygiene (hy´-jeen).

      1. The body is something like a house. It has an outside and an inside; it has hollow places inside of it, and there are many wonderful things in them.

      2. The body is also like a wonderful machine.

      3. It is necessary to take good care of the body in order to keep it well and useful, just as we would take good care of a machine to keep it from wearing out too soon.

      4. The body has many different parts, called organs, each of which has some particular work to do.

      5. In learning about the body, we have to study anatomy, physiology, and hygiene.

      6. The study of the various parts of the body, how they are formed and joined together, is anatomy. Physiology tells us what the body does, hygiene tells us how to take care of it.

      CHAPTER II

      1. Parts of the Body.—What do we call the main part of a tree? The trunk, you say. The main part of the body is also called its trunk. There are two arms and two legs growing out of the human trunk. The branches of a tree we call limbs, and so we speak of the arms and legs as limbs. We sometimes call the arms the upper extremities, and the legs the lower extremities. At the top of the trunk is the head.

      2. Names of the Parts.—Now let us look more closely at these different parts. As we speak the name of each part, let each one touch that part of himself which is named. We will begin with the head. The chief parts of the head are the skull and the face. The forehead, the temples, the cheeks, the eyes, the ears, the nose, the mouth, and the chin are parts of the face.

      3. The chief parts of the trunk are the chest, the abdomen (ab-do´-men), and the backbone. The head is joined to the trunk by the neck.

      4.