OUR BABIES.

Rangitikei Advocate and Manawatu Argus, Volume XLV, Issue 11930, 25 October 1919, Page 6

OUR BABIES.

(By Hy^oia;, Published under the auspices of the Royal New Zealand Society for the Health of Women and Children. <4 lt is wiser to put up a fence at the top of a precipice than to maintain an ambulance at the bottom. 1 ' CHILD WELFARE. Last week we'concluded our article with the third division of Child Welfare work as set i?oi-th \>y the delegates appointed to report on his special section at the Cannes ference. We now continue their report. REPORT.—(Continued.) (4) Birth to School Age.—This 'period is sometimes divided into infancy—including the first year or possibly two years—and the preschool age, extending from this time up to five or sometimes six years. The important concern during the first two years is the child's nutrition, and" the essential thing is that the child be kept under continuous obseivation and supervision. Everything possible should be done to promote breast-feeding as by far the most important means of ensuing vigorous growth and development and preventing infant mortality. At first the supervision must be close, the infant being seen in many cases every week or even oftener. The visits will be less frequent as the child grows older, being made at least monthly after six months, and every two months up to the end of the second year. Success during this period depends almost entirely, upon our ability to educate the mother, and to arouse and maintain her interest in her child's growth and progress.

The principal methods are : (a) Group instruction and individual advice in a central place known as a "milk station," a "child welfare station," a "consultation," etc.

(b) Home visiting by Public Heatlh nurses or health visitors.

Both methods have their place, and should usually be combined—certainly in urban communities. The problem of infancy, up to the school period is much the same, and can be carried on with the same organisation—a quarterly visit to the home or by the child to the central station, and a full medical examination once a year should be the minimum. Much better results would be obtained if the observations were made more frequently. The above , requirements should be for every healthy child. Those who are delicate or ill should have special medical attention.

By these means the beginnings of organic disease may be detected, physical defects and deformities prevented or corrected, and a general supervision maintained over the child's diet and general hygiene. Records should be kept of all abnormal conditions, of any serious illness, also of weight and height, which will themselves + 'urnish a good guide as to health progress.

Permanent institutional care for infants and young children should be discouraged on account of the almost insuperable difficulties in maintaining nutritios in infancy under these conditions, and because of the great susceptibility os youug children to infection. Preference should be given to placing such children in suitable families. All creches, day nurseries, and the like should be under close medical attention.

(5) The School Period.—Six to 14 o'j 1G years. Tlie problem during this period is to secure normal growth, physical and moral development, to recognise and correct defects which interfere with these, and to reduce to a minimum the risks of contagious disease. The school phj'sician. the school nurse, and the school teacher all have important functions. The school furthermore 'offers an opportunity, the value of whish is only beginning to be appreciated, to interest, instruct and train the child himself in health matters. It should bo as much the duty of the schools to teach health as to teach reading aud writing. Health work for the school child is inextricably bound up with the problems of general education, aud all teachers should receive training which would qualify them to teach the simple facts of health and personal hygiene. An important kind of health education which can be carried on in the schools in the instruction of girls from tho age of 10 years upwards in the rudiments of infant care. This has been proved to be valuable in preparing them to undertake the responsible charge of their younger brothers and sisters, and. what is even more important, in assisting to prepare them tor the future duties of motherhood.

The child's mind is virgin soil ' for health-instruction of every sort. ; It is r.ot necessary at this period to , clear away tne rubbish of prejudice, \ superstition, and habits based upon ' ignorance, which make health education so difficult and often so futile in adult life. Scientific facts in regard to food, health habits, hygiene, and the spread and control of.disease can, if presented by writers and artists who know how to reach the child's mind, be made interesting and attractive. Why should not the storios of the conquest of smallpox, malaria, or yellow fevor be mado as thrillng as the conquests of Alexander or Napoleon?

TMs instruction should be frfegun with children of eight or niiie, for early impressions are the most lasting. The bare facts of hygiene or physiology, as presented in school text-books, make little impression that is permanent. Their acquisition is made work. Health instruction should, aud can, be made play; health may even be made a competitive game. If the school-child-ren can be properly instructed in health matters, we need have little anxiety about the adults of the next generation. Progress in the pupil's health is best shown by the weight record; thus an incentive can bo furnished for the observance of the health rules which are taught. ,

Health records —at least a record of weight and growth—should be kept during school life. In an ideal school a medical examination should be made ouce a year of every school child, and all who are found to be physically below normal or who do not make a normal gain in weight should receive special attention and supervision during their school life. This report will be concluded next week.