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Topical ANALysis
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==NOTE: *
A complete analysis by topics of a full course in sanitation and
sanitary science would be a somewhat extended piece of work, such
as the writer has by no means proposed to himself. The following
scheme has been drawn up to serve a single purpose, to systematize
reference to the literature of sanitation, especially to such works as
are or hereafter may be in the Normal library, and as are presum-
ably useful to teachers. -
For obvious reasons these references are not given in the scheme,
but will be dictated during the lectures. These may be placed in
pencil immediately after the topic, or, in case they accumulate in too
great numbers, may be entered upon the note book, numbered like
the topic. Thus, after the topic B, IX, b, 5 (Pathogenic Germs in the
Air), the reference B. H. 294, p. 12, would indicate that something
may be found on this head in Paper 294, issued by the Michigan
State Board of Health, at page 12. The usual abbreviations may be
employed, and, in addition, general works, like Wilson's or Parkes'
Hand-Book; special treatises, like Macdonald's Water Analysis;
periodicals, like The Sanitarian, may be represented by the initial
letter or syllable of a leading word. Important matter in cyclo-
paedias, magazines, etc., may be indicated in much the same way.
Thus a large number of references may be placed upon the scheme.
The student's note-book should, however, contain the extended title
of all works to which reference is made, and, as far as possible, with
the name of the publisher and the price of the work. He will thus
be able to form with intelligence a library of reference in sanitary
subjects for himself or others. -
As the analysis is made solely to facilitate reference, topics
which are given in full in the lectures are often analyzed incomplete-
ly in the scheme, or even omitted altogether; while subjects which
are to be worked out mainly in the library, with only a passing al-
lusion in the lectures, are given more fully in the analysis. For this
reason the scheme is much out of perspective. The lectures will not
follow the scheme consecutively, but will deal with a few important
matters somewhat fully and in a practical way. The scheme will be
used mainly during “quiz" and review.
Many of the more important parts of Sanitary Science have long
been (and still are) taught in the Normal School under a variety of
heads, as Biology, Physiology, School Architecture, etc. For com-
pleteness these topics are included in the scheme.
E. A. STRONG.
}%st/anti, August, 1890.

-
SA NITARY SCIENCE.
A.—PRELIMINARY.
I.—Definition. -
a. Has to do principally with the limitation and suppres-
- sion of disease. -
Discrimination of disease (diagnosis).
Of the tendency to disease (diathesis).
Disease as preventable or otherwise.
. Effect of unwholesome conditions or surroundings.
onsiders man in his social capacity.
1. Individual initiative insufficient.
2. What individuals owe to the community.
3. What the community owes to individuals.
i
b.
II.-Relation to other branches of knowledge.
a. To biology,
1. Especially to human physiology.
2. -- hygiene.
3. -- bacteriology.
b. To chemistry. - -
c. To law and jurisprudence.
1. Recognition in common law. -
2. “ statute law.
3. Michigan health laws.
4. -- officers.
–d. To political economy. - -
1. Money value of sanitation. /3. AZ &/... , 24.
2. Other values. . . /9%. -
e. To history. * “ vº. 2, 4. - º
f. To pedagogy.
III.-History. -
a. Before Pasteur. /3. A. 3.37% 9%.
b. Since -- -
c. In Michigan.
IV.- Importance.
a. General. - -
1. From its wide relations.
2. As the fruitage of human knowledge.
3. In its relation to human progress. - -
b. To the teacher.
1. As a human being.
2. As sanitary adviser and reformer.



—3—
V.—Obstacles to sanitation and sanitary reform.
a. From ignorance.
1. The school in relation to this ignorance.
2. Pulpit, press, and platform “ …
b. From self-interest.
1. Community interest diffused and sluggish.
2. Individual interest active and aggressive. -
c. From indifference. -
1. The old and customary good enough. -
2. Hard to form sanitary habits.
d. Equipment of a sanitarian.
1. Acceptableness. -
Good sense. -
. Knowledge. - -
. Experience.
. Courage. - -
:
- B.—THE AIR IN RELATION TO DISEASE.
I.—The principal constituents.
a. How to measure (eudiometers).
b. Effect of respiration, heat, pressure, etc. - -
c. Relation to animal and vegetable life.
II.-Carbon di-oxide.
a. How to measure. º
1. Collection of sample.
2. Popular methods of analysis.
3. Exact “ , «
b. Effect of upon animals. Complete statistical account. -
c. Produced by respiration, combustion, etc. --
d. Necessity for and amount of ventilation. /
e. Methods of ventilation. /?, ?, "Yº sº º º º -
1. General. - -
2. For school room. ºve tºº.
III.-Atmosphere moisture. tº
a. How to measure (hygrometers).
b. Relation to health. - -
c. Hygrometric conditions in Michigan. º º º
d. Hints for the school room. - º
IV.-Atmospheric heat.
a. How to measure (thermometers). , .
b. Methods of heating school rooms. */ º-ſºº - ºe -
c. Objects to be secured. - A 2. A
d. Conditions for Michigan.
ºr * *º, ºr º º -
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- - - - - / - - -
V.—Atmospheric pressure. 4 ºt º % º º -
a. How to measure (barometers). - º \
b. Conditions for Michigan. -
c. Relations to health and disease.
VI.-Direction and pressure of wind. -
a. How to measure (wind-vanes and anemometers). º -
b. Conditions for Michigan. *
c. Relations to health and disease. º º
VII.-Ozone. /2, ſº // º % 133 ºr ſº º - / -
a. Ozonometers. - --- º * -
(b and c as above). -
- - VIII.-Ground air. %
a. How to collect.
b. Its peculiarities.
c. As a breeding-place for infection.
IX.-Floating particles in the air. 7. º - /º - -
a. Dust, pollen, etc. º *
1. In how far pathogenic.
2. Special cases. º/*
b. “Germs.”
1. Synonyms, and discrimination of.
2. Nature and function of.
-- 3. How to collect. - --- - -
- 4. How to examine. . . . - -
- 5. Pathogenic forms. º º /3 ºzº
- - i. Examples. /º ,2, * /3 ºzºzº & - -
- º ºw. ii. Relation to infection. & Mºzeſzczz & 22 ºz.
º ºzº in. Why not always produce infection. 22, 2. tºº-oº. 23% º
º y” % º, iv. Manner of action in producing disease. … º
6. Cultures by various methods (bacteriology). 3, 244 & -
7. Germicides and disinfectants. ** 64-nº w
8. Duty of teacher as to communicable and preventable º
diseases. (* º sº
i. To know and follow the law. ~
ii. To practice and defend hygienic measures. º'
- iii. To give information to those concerned.
- iv. To assist in allaying fear and restoring confidence.
-
C.—w ATER IN RELATION TO DISEASE. -
- I.—Classification of natural waters. % /a/. - *** -Zºº .
II.-Constituents of matural waters.
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III.-Analysis of potable waters
a. Simple chemical tests.
—5—
… A 4.2
b. Complete chemical analysis. º, 2-2-z-z-z-z- zºº, º º
I. Materials. /…/2. - -
2. Processes. - -> % & 2-zº º zz-z-Z .
3. Significance of results. A ſº tº ecº - º
c. Microscopic examination. 22, a tº a 4 Cºal& º
1. Forms of life which indicate contamination. **** 4 º
2. Pathogenic forms. -
3. Odor and color produced by some forms.
d. Water as a carrier of infection.
1. Why readily in some cases.
- º 2. Why with dificulty in some cases. - . (t. º
IV.-Purification of water. - / / - --- º
a. Natural processes. ** , , , , º, º *
-
1. History of sewage contamination.
2. -- other organic “ -
b. Physical processes. 2 * / 2 . º 24.
Distillation, 22% ºf ºzº º: ****
... Filtering. 2, 4–2, 73.2%. , º, .22%.* (?…sº
3. Aération. / ? & º /3, A' Vº. 4 S. - -
c. Chemical processes.
I. Permanganate, etc. - -
2. . and disinfectants. Zºº * * * %2. 2.
V.—Water for school purposes. 2, 2-ºxº~ º /* 2%. , ºº
D.—OTHER FLUIDS Ušć ºrs - º
.." // %, 0 £. 422 ºz a wº
I.—Mt/k. &lºt * 9Žº / / * * 4. -. º 2.
a. Legal standard of purity. % ºz. 4.2% * zºº,
b. Method of testing. - -
c. Effects of impure milk. - - -
II.-Tea, Coffee, and Chocolate.
III.-Alcoholic beverages. (Special course.)
E–FooD IN RELATI9N To DiSEASE - º 9
I.—Effects of insufficient food & ºf ºl2% 22.*/ º, -
a. Relative to school life and work. º) -
b. Recognition of in assigning tasks. - - -
[I.-Effects of improper food.
a and b as above.
c. Cautious advice by teacher.
III.—Food adulterations.


—-6—
F.—THE SOIL IN RELATION TO DISEASE.
I.—As a breeding-place of infection. -
a. Notes concerning special forms.
-
-
b. Theory of Pettenkofer and his school. º *
ſº
II.-As the home of non-pathogenic species. A
_-
a. Usefulness of. > -
b. Relation to pathogenic forms.s º º º
- --- _-
III.-Ground air. 2–-
a. Peculiarities of.
b. How entering cellars and living rooms.
IV.-Ground water.
a. Contamination by sewage.
b. … “ other organic matter.
C. - - “ special infectious matter.
d. Disinfection and purification.
e. Law of nuisances.
1. Provisions of the law.
2. Who are to execute the law.
Relation to school life.
f.
G.--THE HOME IN RELATION TO HEALTH.
º * ſºvº (Analysis omitted.) ſº º ** -
- H.--THE SCHOOL-House IN RELATION TO HEALTH.
(See also Schoo/ Supervision.)
I.—77te site.
II.-Approaches.
III.-Size and arrangement of rooms.
a. Horizontal vs. vertical expansion.
b. Air-space per pupil.
c. Pupils per teacher.
d. Arrangement of halls, dressing rooms, etc.
IV.-Zighting.
a. Ends to be secured.
b. How to secure in various styles of building.
c. Practical testing of eye sight,
d. Idiosyncracies to be regarded.
V.—Heating and ventilation. (See above also.)
a. Why considered together.
b. Special systems—Ruttan, Smead, etc.
c. Miscellaneous contrivances.
d. Importance of.
(

—7— -
J.--THE SCHOOL LIFE IN RELATION TO HEALTH.
I.—Effect of restraint. -
a. Often favorable.
1. By training the will.
2. By teaching to work with others.
3. By giving orderly and wholesome habits.
b. May be unfavorable.
1. By being unnatural.
2. By being too long continued.
3. By not regarding physical peculiarities.
4. By arousing anger or bitterness.
II.-Effect of numbers.
a. School code often vicious.
b. The bold bad boy has undue influence.
c. Timid natures frightened or repressed.
d. Enthusiastic natures toned down.
III.-AEffect of overwork.
a. Classmates vary widely in health and strength.
b. - - in ability.
C. -- - - in preparation.
d. -- -- in leisure.
1. In respect to family duties.
2. … social “
IV.-Affect of confinement.
a. Distaste for out-of-door sports.
1. Pupils readily give up recess.
2. Pupils become mere spectators of games.
(3. French experience.)
b. Distaste for out-of-door employments.
1. Sedentary and in-door life preferred.
2. The preference grows into a necessity.
c. Direct loss of vigor.
1. Nervous irritability induced.
2. Emotional prodigality.
3. Loss of manliness and independence.
4. Loss of power of initiative.
V.—Bffect of quickening the intellectual life.
a. A special stimulus acts throughout the whole nature.
b. Search for truth and order physically wholesome.
VI.-Effect of lofty ideals.
a. History and biography.
b. Reading lessons.
c. Moral - - -


–8– -
VII.-Amelioration of evil effects.
a. Physical exercise.
1. Gymnastics
2. Calisthenics.
3. Military drill.
b. Open-air sports and games.
c. Handwork.
K. THE VOLUNTARY POWERS IN RELATION
TO DISEASE. ---
I.— Wilfulness a prolific source of disease. " º º º º º ,ſº
a. Inherited. - º
b. From want of training. º -
II.-School in relation to.
a. Training in self-control. º
1. By showing the advantages of.
2. By systematic physical exercises.
i. Help to carry out purposes.
i. So help to form purposes.
iii. Increase the inhibitory power of the will.
iv. Help to control the feelings through exhaustion
and through habit.
b. Training in presence of mind.
1. By showing the advantages of
2. By meeting the danger when forewarned.
3. By knowing what to do.
4. By frequent practice.
i. “Fire brigade.”
ii. School exigencies. -
c. Training in coolness and mental repose.
1. Under provocation.
2. In case of community panic.
III.-How good habits set free the will.
i
L.—SCHOOL ACCIDENTS AND EXIGENCIES.
iſ ºne 7~~~~ - &º zºº ºr cº-
III.-Drowning. 2… *3 & **** -
IV.-Cut, sprain or bruise. " -
V.—Dislocation. -
VI.-Sudden illness. -
VII.-Suspicion of infectious disease.
VIII.-Alarm of fire.
IX. —Minor Accidents.
IVERSITY OF MICH
|iliili
3 484 1183
90.1507 1