The author proceeds from Calmett’s motto, who describes hygiene as a synthesis of many sciences. This accounts for the strange fact that the subject of school hygiene has not yet arrived at a firm systemization of its problems. The systemization of any branch of science is regarded by the author as one of the most important questions. Therefore he discusses various textbooks on school hygiene, paying special attention to the ways in which individual writers of textbooks have arranged their content. The subject of these analyses are textbooks on scfiool hygiene from the end of the last century until present times; German, French, English, American, as well as Soviet and our own latest textbooks have been subject to analysis.
The author has found considerable variety in the systems of treating the subject-matter. The main differences of these systems result from the purpose they are to serve. Thus two systenxs are differentiated, viz. the inclusion of school hygiene within the scope of general hygiene, and the treatment of school hygiene as a special, independent subject. A great many differences are caused by the authors’ treatment of correlations between school hygiene and auxiliary sciences. On the basis of the experiences of our and Soviet writers, the author comes to a conclusion according to which he determines in the first place the questions
o f principle, in the second place questions concerning the pupil’s health, mental and physical life, his development, and factors of environment, either natural, artificial, or others. In the third part preventive care would be dealt with, in the fourth part not only the factors of health preservation — i. e. medical treatment and prevention — but also the promotion of all the means increasing the resistibility of the youth to diseases.
The author considers the unification of systems to be an urgent scientific task in the field of school hygiene.