Public schools under inspection 3
Public schools not under inspection 4

The reader wonders why four schools are neglected and which particular
schools they are. Let the next table read:

EXAMINATION

Total registration in all schools 1500
Number of children examined 500
Number of children not examined 1000

Parents begin to wonder whether or not their children were examined,
and why the taxes spent for school examination of all children go to
one third of the children. The next table arrests attention:

TREATMENT

Number needing treatment 200
Number known to have been treated 50
Number not known to have been treated 150

We ask, at once, if examination is worth while, and if treatment really
corrects the defects, saves the pupil's time and teacher's time,
discovers many defects; and we want to find out whether the one hundred
and fifty reported not treated have since been attended to.

[Illustration: PUPIL'S RECORD]

[Illustration: DEPARTMENT OF HEALTH CITY OF NEW YORK REPORT]

Again, if three out of five of those examined need treatment, people
will wonder whether among the thousand not examined there is the same
proportion--three out of five, or six hundred--who have some trouble
that needs attention. Having begun to wonder, they will ask questions,
and will expect the board of health or the school physicians to see
that the questions are answered. As has been proved in New York,
taxpayers and the press will go farther and will demand that the annual
budget provide for making general next year the benefits found to
result last year from a test of health policies.

The story of the prevalence of contagious diseases in school children
could be told by a table such as is now in use by New York's department
of health:

TABLE XII

PREVALENCE OF CONTAGIOUS DISEASES IN SCHOOL CHILDREN

(Case rate schools)

KEY:
A: In School
B: Among Absentee
=========+========================================+======================
| | COMMUNICABLE
| GENERAL COMMUNICABLE DISEASES[1] | DISEASES OF EYE
SCHOOL | | AND SKIN[2]
+----------------------------------------+----------+-----------
| NUMBER | | |
+----------+-----------+-----+