Table 12.—­Time given to science, physiology, hygiene
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        | Hours per year | Per cent of grade time
  Grade +-----------+-----------+-----------+------------
        | Cleveland | 50 cities | Cleveland | 50 cities
  ------+-----------+-----------+-----------+-----
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    1 | 10 | 37 | 1.3 | 4.3
    2 | 10 | 41 | 1.1 | 4.5
    3 | 10 | 40 | 1.1 | 4.4
    4 | 10 | 37 | 1.1 | 3.8
    5 | 19 | 34 | 2.1 | 3.5
    6 | 19 | 40 | 2.1 | 4.2
    7 | 19 | 45 | 2.1 | 4.5
    8 | 19 | 57 | 2.1 | 5.7
  ------+-----------+-----------+-----------+-----
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  Total | 116 | 331 | 1.7 | 4.4
  ------+-----------+-----------+-----------+-----
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In addition to the work of the regular teachers in this subject, a certain amount of instruction is given by the school physicians and nurses.  In his report to the Board, 1913, Dr. Peterson writes: 

“Health instruction is given by doctors and nurses in personal talks to pupils, talks to whole schools, tooth-brush drills conducted in many schools, and in visits into the homes by the nurses.  Conscious effort is continually made by all doctors and nurses to inspire to right living all of the children with whom they come in contact.”

Looking somewhat to the future, it can be affirmed that the school physicians and nurses are the ones who ought to give the teaching in this subject.  After giving the preliminary ideas in the classrooms, they alone are in position to follow up the various matters and see that the ideas are assimilated through being put into practice both at school and at home.  At present, however, 16 physicians and 27 nurses have 75,000 children to inspect, of whom more than half have defects that require following up.  It is a physical impossibility for them to do much teaching until the force of school nurses is greatly increased.

For the present certain things may well be done: 

1.  A course in hygiene and sanitation, based upon an abundance of reading, should be drawn up and taught by the regular teachers in the grammar school grades.  This course should be looked upon as merely preliminary to the more substantial portions of education in this field.  The physicians and nurses should select the readings and supervise the course to see that the materials are covered conscientiously and not slighted.

2.  The schools should arrange for practical applications of the preparatory knowledge in as many ways as possible.  Children in relays can look after the ventilation, temperature, humidity, dust, light, and other sanitary conditions of school-rooms and grounds.  They can make sanitary surveys of their home district; engage in anti-fly, anti-mosquito, anti-dirt, and other campaigns; and report—­for credit possibly—­practical sanitary and hygienic activities carried on outside of school.  Only as knowledge is put to work is it assimilated and the prime purpose of education accomplished.