Spiritual_Wellness_Holistic_Health_and_the_Practic

124 Philosophical Foundations of Health Education
At the present time [1959] many of the public schools throughout the country have
highly developed health education programs. In addition to giving instruction in physiology,
the effect of alcohol and narcotics, and safety, the modern school also provides
instruction on such topics as growth and development, food, rest, exercise, personality,
personal appearance, mental hygiene, family life, disease, and public health
(Wilson, 1948, pp. 237 – 238). There is no doubt that in the future many more new topics
will be added to enrich the school health education program.
HEALTH SERVICES
The health service phase of the school health program had its conception near the end
of the nineteenth century. With the increasing prevalence of disease and illness during
this period the value of carrying on health services in the schools, especially medical
inspection, began to be realized. In the year 1872, because of the prevalence of smallpox,
a “ sanitary superintendent ” was employed by the board of education in Elmira,
New York (Rogers, 1942, pp. 1 – 2). In San Antonio, Texas, in the year 1890, a school
medical inspection service was established (Van Dalen et al., 1953, p. 402). In 1890,
following a series of epidemics among school children, Dr. Samuel Durgin, health
commissioner of Boston, established a system of medical inspection in the schools
(Turner, 1939, p. 10). Fifty “ medical visitors ” were appointed to carry on health work
in the schools of Boston. The primary responsibility of these physicians was to visit
the schools daily and to examine those children who were suspected of having a communicable
disease. Pupils found to be infected were taken out of school and quarantined
(Turner, 1939, p. 10).
Similar programs of medical inspection developed in other large cities of the
country including Chicago in 1895, New York in 1897, and Philadelphia in 1898
(Turner, 1939, p. 10). In 1899 the first state law relating to the medical inspection of
school children was passed in Connecticut (Wood & Rowell, 1928, p. 19). This law
also required teachers to test the eyesight of their pupils once every three years. In
1902, with the aid of Miss Lillian Wald, twenty - five nurses were appointed to work in
the public schools of New York City (Turner, 1939, p. 10). In 1903 the first school
dentist was appointed in Reading, Pennsylvania (Turner, 1939, p. 10). In 1904 ear,
eye, and throat examinations of school children were made compulsory in Vermont
(Turner, 1939, p. 11). In the year 1914, with the aid of Dr. Alfred Fones, ten dental
hygienists were employed in the schools of Bridgeport, Connecticut (Turner, 1939,
p. 11).
Some of the greatest gains in the school health service phase of the health program
began to be made after World War I. As a result of draft examinations of inductees,
it was realized that over half of the defects detected could have been corrected
during the school years, thereby challenging the school to inaugurate a remedial program
for young children (Van Dalen et al., 1953, p. 445). Many schools began to
improve and broaden the scope of health services provided to their pupils. During the
1920s the term “ health service ” came into use to describe the broader responsibilities