a college or a
university, regardless of the division to which he belongs. The need
for health instruction or for the establishment of health habits, in
order that one may be physically trained for the exigencies of life,
is not peculiar to any student age period or to any academic or
technicological group, or to a college for men or a college for women.

One of the dangers present in these college examinations is the
tendency of the examiner to become more interested in the number of
students examined and the number of diagnoses made than in the good
influence he may have upon the health future of the student.

Every "case" should be treated by the health examiner as if it were
the first and only case on hand for the day. The student certainly
classifies the examiner as the first and only one he has had that day.
The examiner should plan to make every contact he has with a student a
help to the student.

HEALTH INSTRUCTION

A second large division of physical training deals with health
instruction. As has been pointed out above, the division of health
examination produces a very important and very useful opportunity for
individual health instruction.

=Content of hygiene instruction=

Hygiene, however, is presented commonly to groups of students in class
organization rather than individually. Anatomy, physiology,
psychology, bacteriology, pathology, general hygiene, individual
hygiene, group hygiene, and intergroup hygiene are sciences, or
combinations of sciences, from which physical training draws its
facts. These sciences and those phases of economics and sociology that
have to do with the economic and social influences of health and
disease, of physical efficiency and physical degeneracy, supply
physical training with its general subject matter.

Health instruction, then, as a part of physical training, draws its
content from these sources. A logical plan of class instruction would,
therefore, include the elements of anatomy, physiology, psychology,
bacteriology (and general parasitology), pathology, economics, and
sociology, as a basis for a more complete presentation of the facts of
general hygiene, individual hygiene, group hygiene, and intergroup
hygiene.

=Method of health instruction=

The most satisfactory presentation of these subjects involves the
grouping of students into small classes, the employment of laboratory
methods, the use of reference libraries, and the assignment of
problems for