Health education and the nutrition class, a report of the Bureau of educational experiments; descriptive and educational sections . ns calculated to secure better control of the envi-ronment and added opportunities for enlisting thechildrens cooperation, since the experience of thefirst year had emphasized the importance of thesefactors in securing weight increase. As no convinc-ing results in favor of the mid-day dinner had beenafforded, it was decided to give up this feature ofthe experiment and to work more intensively alongother lines. The work of the New York SchoolLunch Committee had bee
Health education and the nutrition class, a report of the Bureau of educational experiments; descriptive and educational sections . ns calculated to secure better control of the envi-ronment and added opportunities for enlisting thechildrens cooperation, since the experience of thefirst year had emphasized the importance of thesefactors in securing weight increase. As no convinc-ing results in favor of the mid-day dinner had beenafforded, it was decided to give up this feature ofthe experiment and to work more intensively alongother lines. The work of the New York SchoolLunch Committee had been discontinued at the endof the previous term and their cooperation was nolonger available. Without their aid an attempt tosecure a hearty meal at school for any of our classespresented many difficulties beyond the increased ex-penditure of money and service involved. belief, that such a meal though advan-tageous is not necessary to the success of the nutri-tion class program, was an influential factor in reach-ing the decision to discontinue it, especially since hisopinion appeared to be confirmed by our data. 62. 3 DEVELOPMENT OF PROCEDURE 63 Viewed in the light of our subsequent experienceand with the statistics for three consecutive yearsavailable, the decision to discard entirely so im-portant a feature of the program at so early astage of the experiment now appears question-able. More serious, however, was the basis onwhich the new classes in the fall of 1918 wereorganized. Not one of these will be found strictlycomparable to any of the groups organized inthe previous year. Thus the advantages to begained by continuing to set up really comparablegroups within a single experiment, and at the samelime incorporating new features of treatment, werelargely lost at P. S. 64, and the statistics gatheredin the three successive years hardly lend themselvesfor purposes of comparison. Two types of influencewere responsible for the changes which so seriouslyaffected our p
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Keywords: ., bookcentury1900, bookdecade1920, booksubjectchildren, bookyear192
