Teaching Physiology by Lillian Fulton

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Oct 3, 1907

Teaching Physiology

By Lillian Fulton

“FROM the first dawn of reason, the human mind should become intelligent in regard to the physical structure. We may behold and admire the work of God in the natural world, but the human habitation is the most wonderful.”

“A practical knowledge of the science of human life is necessary in order to glorify God in our bodies. It is therefore of the highest importance that among studies selected for childhood, physiology should occupy the first place.”

— “Healthy Living.”

Last winter I taught a family school. Only two of the pupils had ever studied physiology, and these had not been interested in it.

I believe that our public schools are weaker in physiology than in almost any other line of study. The majority of pupils either do not like the study or study it as a mere theory, with no thought of its relation to their everyday lives. The increase in cigarette smoking and the use of alcoholic drinks shows this to be true.

I resolved to strive, first, to make our study of physiology interesting; second, to make it practical. I illustrated the lessons, when possible, by our own bodies, by pictures or charts from medical books, and by experiments.

I did not attempt to teach much of technique or many hard names, but tried to lead them to see that we are indeed “fearfully and wonderfully made,” and tried to impress the practical lessons. I formed an extra class of the first, third, and fifth grades, and read with them “The House We Live In,” letting each child read portions of the dialogue suitable to his ability.

In a short time the children were talking physiology outside of school hours. Their parents encouraged them and helped them to put into practise what they learned.

At recess time we opened the door and took a few minutes free-hand exercises. We had two sets of exercises which the children soon memorized. Five or ten minutes a day spent in this way will, if the right exercises are taken and persisted in, have an almost miraculous effect on round-shouldered pupils, and will be beneficial in many ways.

As teachers of this great threefold education we are in a degree responsible for the physical as well as the mental and spiritual development of the children.

Before school closed, I was rewarded by seeing my pupils weaving into their life habits some of the principles of hygiene which we had studied together, and by hearing them all say that they liked physiology next best to the Bible study.

LILLIAN FULTON.