a. Have you ever tried to show them how much work they save themselves by thorough cleansing? b. Have you ever shown them the danger, to their own health, of dust and dirt that may harbor infection and reduce their own vitality? 5. What effort is made to instruct janitors and cleaners by your school trustees or by your community? 6. Have you explained to pupils the important responsibility of janitors for the health of those in the tenements, office buildings, or schools? a. Do you see in this an opportunity to emphasize indirectly the mother's responsibility for cleanliness of home? [Illustration: SCHOOL WORKSHOPS ALSO NEED FRESH AIR] VI. REQUIREMENTS OF CURRICULUM 1. How much home study is there? a. How much is required? b. What steps are taken to prevent excessive home study? c. Are light and ventilation conditions at home considered when deciding upon amount of home study? 2. Is the child fitted to the curriculum, or is the curriculum fitted to the child? a. Does failure or backwardness in studies lead to additional study hours or to regrading? b. Are there too many subjects? c. Are the recitation periods too long? d. Are the exercise periods too short and too few? e. Is there too much close-range work? f. Is it possible to give individual attention to individual needs so as to awaken individual interest? 3. Is follow-up work organized to enlist interest of parents, or, if necessary, of outside agencies in fitting a child to do that for which, if normal, he would be physically adapted? By reducing the harm done by old buildings and by the traditions of curriculum and discipline, teachers can do a great deal. Perhaps they cannot move the windows or the desks, but they can move the children. If they cannot insure sanitary conditions for home study, they can cut down the home study. If the directors do not provide proper blackboards, they can do less blackboard work. They can make children as conscious, as afraid, and as resentful of dirty air as of dirty teeth. They can make janitors believe that "dry sweeping" or "feather dusting" may give them consumption, and leave most of the dirt in the room to make work for the next day; that adjustable desks are made to fit the child's legs and back, not the monkey wrench; that the thermometer in the schoolroom is a safer guide to heat needed than a boiler gauge in the basement; that fresh air heated by coal is cheaper for the school fund than stale air heated by bodies and by bad breath. Finally, they can make known to pupils, to parents, to principals and superintendents, to health officials and to the public, the extent to which school environment violates the precepts of school hygiene.