The Michigan 
COMMUNITY HEALTH 
SERVICE PROJECT 
AN EVALUATION AND INTERPRETATION 
BULLETIN NO. 409 
Published by 
EUGENE B. ELLIOTT 
Superintendent of Public Instruction 
Lansing, Michigan 1946 THE MICHIGAN 
COMMUNITY HEALTH 
SERVICE PROJECT 
A Project of the 
STATE BOARD OF EDUCATION 
sponsored by the 
Department of Public Instruction 
and the 
Michigan Department of Health 
Bulletin No. 409 
ADVISORY COMMITTEE 1945 - 1946 
Helen Buker, Michigan Department of Health, Secretary 
Marjorie Delavan, Michigan Department of Health 
Henry J. Ponitz, Department of Public Instruction, Chairman 
Gladys Love Rowe, State Board of Control for Vocational Education 
Staff Members 1943-44: Mabel E. Rugen, Chairman; Helen F. 
Dempster; Helen M. Hartman; Helen D. Humm; Gene R. 
Soller; Lena M. Schermann; Billie M. Weeks, Secretary; Mar- 
jorie Smith, Stenographer 
Staff Members 1944-45: Mabel E. Rugen, Chairman; Georgia H. 
Hood; Lena M. Schermann; Wilma E. Murray, Secretary 
Staff Members 1945-46: Georgia H. Hood, Staff Consultant; 
Wilma E. Murray, Secretary FOREWORD 
The Michigan Community Health Service Project completed its 
activities August 31, 1946. It was initiated the second semester of 
1942-1943 to assist selected groups of high school girls to contribute 
to the war effort by preparing them for community service. Later 
its resources were made available to all high schools, state tax- 
supported colleges of education, and state agencies to further the 
development of a total program of health for secondary pupils. 
It is hoped that this Project has served to challenge schools to 
build functional programs of health; and that this evaluative and 
interpretative report, along with the other materials and the progress 
report already published, will be helpful to those who will continue 
to extend the curriculum in the area of health. 
The staff has received continuing help from the Advisory Com- 
mittee, the staffs of the Department of Public Instruction, the 
Michigan Secondary Curriculum Study, the Michigan Department 
of Health, the Michigan State Library, and the participating colleges. 
Much credit is also given to the many students, teachers, adminis- 
trators, and local health workers of Michigan who have shared their 
experiences with others throughout the duration of the Project. 
All of those who have had the responsibility of the Project and 
the others who have participated in the activities are appreciative 
of this opportunity made possible through the generous grant of 
the W. K. Kellogg Foundation. 
EUGENE B. ELLIOTT 
Superintendent of Public Instruction CONTENTS 
Page 
COMMUNITY HEALTH SERVICE PROJECT 1945-46 
Review of the Project and Trends 5 
Transition of Health from a Concern of Specialists to One 
of General Education 5 
Activities of the Department of Public Instruction Which 
Assisted in the Transition 7 
Descriptions of Decentralization Processes and Services 8 
Working with State Agencies and Organizations in the 
Transfer of Responsibilities 13 
Aids for Inservice Education 15 
PART ONE 
PART TWO 
INTERPRETATION AND EVALUATION 
Appraisal of the Community Health Service Course 18 
Appraisal of the Approaches to Health as a Concern of Gen- 
eral Education 23 
Appraisal of the Influence of the Project on the Programs of 
Other States 33 
PART THREE 
GENERAL CONCLUSIONS 
General Outcomes 35 
Activities and Procedures Which Might Be Repeated or 
Given More Emphasis 36 
Activities and Procedures Which Might Be Modified or Given 
Better Direction 37 
Future Problems and Needs in Health Education 37 
APPENDIX 
Project Budgets and Expenditures 39 
Compiled Records 40 PART ONE 
THE COMMUNITY HEALTH SERVICE PROJECT 
1945-1946 
Review of the Project and Trends 
The Michigan Community Health Service Project has been an 
educational study directed toward the improvement of health edu- 
cation at the secondary level which was sponsored by the State Board 
of Education, directed through the Department of Public Instruction, 
and financed1 by a grant from the W. K. Kellogg Foundation. The 
Project began the second semester of the school year of 1942 and 
terminated August 31, 1946. In April, 1946 a progress report2 was 
published which described the administration, purposes, relationships, 
and activities of the participating agencies, schools, and colleges for 
the period from 1943 to 1945, and which in part reads as follows: 
“The Project stemmed from the troubled winter months of 1942-43, 
when the acute shortage of nurses, physicians, and other hospital 
workers was first felt. At this time the Project was conceived as an 
experiment in functional learning, particularly for older high school 
girls interested in giving wartime service to hospitals and other com- 
munity health agencies. Preparation for this experience necessitated 
(1) the development of an instructional program embodying the areas 
of personal, community, and family health, including the home care 
of the sick; and (2) group planning on the part of teachers, nurses, 
administrators, and community agency personnel interested in secur- 
ing the services of these girls or in contributing to their understand- 
ing of health education problems and resources. 
“The Project began with 26 schools participating the second semes- 
ter 1942-43. Emphasis was placed on the development of a functional 
health instructional course designed to provide hospital and other 
community health experiences. Nurses, serving as consultants to 
classroom teachers, were active during this Initial Experiment, which 
continued until August 1943. The activities of this initial experi- 
ment are described in detail in several published articles. 
“During the biennium August 15, 1943 to August 16, 1945 emphases 
of the Project changed and activities expanded, although the im- 
provement of instruction in health education through the medium 
of a functional course or units supplemented by the utilization of 
community resources and group planning continued as a constant.”3 
Transition of Health from a Concern of Specialists to One of General 
Education 
Near the close of the second year of the Project social pressures 
evolved that demanded programs of health for all secondary school 
1See Appendix for statement of Budget and Expenditures 
2The Michigan Community Health Service Project, A Story of the Project from 1943 to 1945. Bulletin 
No. 408. Lansing; Department of Public Instruction. 1946 
3Ibid. Page 5 youth. This trend caused the Advisory Committee to reexamine its 
purposes and change the emphasis from health instruction in a single 
class (which would tend to perpetuate health as special education) 
to the emphasis of health in a general education program. The 
efforts of the Project in the concluding two years fell roughly into 
five categories. 
1. An analysis of the general education values and techniques of 
the Community Health Service class was made in order to 
interest and encourage teachers of related curriculum areas to 
include in their teaching units of health education and to experi- 
ment with functional methods which contribute to purposes of 
general education. The values and techniques emphasized were;4 
a. planning and working on group activities 
b. rendering services to groups (community, school, family) 
c. preparing for family living 
d. using a variety of teaching aids and the health specialists as consultants 
for enriching the classes 
e. developing an understanding of the functions and responsibilities of com- 
munity agencies 
f. guiding both the personal health and vocational choices through class 
instruction 
g. assisting students to grow in assuming responsibility 
h. providing a pattern of health appraisal for all students 
i. emphasizing a doing program in place of a talking one 
2. The leadership for health education was shifted to those re- 
sponsible for developing the curriculum of general education. 
The health education consultant and the health specialist then 
assumed the secondary role of specialized consultants. This 
influenced the secondary principals and curriculum specialists 
to cooperate and assume more administrative and health cur- 
riculum responsibility. 
3. As programs began to broaden and a greater number of school 
departments and community agencies began to work and plan 
together, the leadership for a cooperative program became more 
difficult. Responsibility could no longer be routinely delegated 
to the physical education or some other single teacher. The 
Project therefore assisted schools and colleges to work experi- 
mentally through a local health committee, a teacher coordinator, 
or a combination of the two. 
4. As relationships and resources of the health program became 
broader and hence more complex, school administrators requested 
a guide for carrying out their responsibilities in administering 
the total program. The Project gave assistance in the develop- 
ment of this guide5 in which the role of the administrator was 
defined and other suggestions given for delegating responsibility. 
5. The colleges of education were assisted in adjusting their teacher 
education program to meet the changing needs in health educa- 
4See Working Together for Health, Project film. Lansing: Bureau of Education, Michigan De- 
partment of Health 
BSee Health Education Workshop Report, Vol. XIII, Community Health Service Project Files. Lan- 
sing: Department of Public Instruction, for activities which assisted in the transition to general 
education emphasis 
6 tion. This effort is illustrated by the two problems considered 
at one of the Teacher Education Conferences: “What should 
be the pattern, plan, and method of health education in secondary 
schools and what types of personnel are needed to carry the 
program?” “How can colleges provide for the competencies re- 
quired of the secondary teacher?” 
Activities of the Department of Public Instruction Which Assisted 
in the Transition 
Within the Department of Public Instruction relationships were 
developed and bulletins and reports published which gave impetus 
toward the transition from a class approach in health instruction 
to the general education approach. 
1. Planning and Working Together, A Guide to Curriculum Develop- 
ment in Michigan Secondary Schools, Bulletin 337, was published 
by the Department of Public Instruction and introduced to the 
secondary school principals and teachers during the fall of 1945. 
This authorized curriculum guide became a useful reference for 
the Project because it supported the point of view the Project 
held about health education; it defined the area of health in 
the secondary program and analyzed health as a function of 
general education; it gave leads and suggestions for program 
development; and suggested a variety of instructional aids for 
teachers. It also served as one of the means for uniting the 
work on the Project with the Instructional Division of the De- 
partment of Public Instruction, and the transfer of responsibility 
for health instruction and health curriculum development to 
that division of the Department. 
2. A new health education study6, The Health, Physical Education, 
Recreation, School Camping, and Outdoor Education Experi- 
mental Project, was initiated in the Department of Public In- 
struction July 1, 1945.7 This Project had similar goals as the 
Community Health Service Project although the emphasis was 
upon physical education, recreation, and outdoor education. The 
two projects worked together in meeting the requests for con- 
sultant services. Whenever possible, services were given jointly 
so as to broaden the concept of health education and more ac- 
curately to define the various responsibilities of the divisions of 
health education, including the area of physical education. This 
cooperative relationship offered another official channel for 
transferring certain Project health education policies and serv- 
ices. 
3. The Michigan Secondary Curriculum Study, which was interested 
in Health Education as an area in general education, was con- 
tinued in the Department of Public Instruction on a reduced scale. 
eSee News of the Week, date August 1945. Lansing: Department of Public instruction for an- 
nouncement of Project 
’Report of Experimental Division for Health, Physical Education, Recreation, School Camping, and 
Outdoor Education. A Project of the State Board of Education, 1945-46. Lansing; Department of 
Public Instruction. 1946 
7 This study published a report8 in June, 1945, in which it defined 
health in the secondary program and gave emphasis to it as a 
post-war curricular problem. It also supported the cooperative 
activities of this Project in 1944-45. These cooperative relation- 
ships described in the Project’s 1943-45 Progress- Report were 
continued in 1945-46 with an increased use of the staff consultant 
of the Study for guidance in health instruction and curriculum 
development. 
4. Other divisions of the Department of Public Instruction co- 
operated with the Project in taking responsibility for related 
phases of the health program. These divisions of the Department 
of Public Instruction were: the Adult Education Division in 
the area of family life education; the Homemaking Education 
Division in areas related to health; the Occupational Information 
and Guidance Division in the problem of health guidance and 
accumulative health records; and the Division of School Plant9 
on improvement of health and physical education facilities in 
plans for new buildings. 
Descriptions of Decentralization Processes and Services 
During the three years of Project activities a policy of relinquishing 
leadership was established; first by a transferral from state to college 
level and then from college to local authorities. This method of ex- 
tending and transferring leadership is given in the following descrip- 
tions of activities carried on by schools, colleges, and other agencies. 
Working with Schools 
Although the Project had not encouraged schools to organize a 
Community Health Service course since the year 1943-44, fifty-six10 
schools continued to have scheduled Community Health Service 
classes in 1945-46; the larger schools having more than one class 
each semester. A change in teaching personnel was responsible for 
discontinuing the class in most schools. There was an attempt to 
move the remaining classes toward complete local control and toward 
loss of identity as Project classes. Therefore, consultant service 
was given to teachers of these classes on the same basis as to any 
other member of the school staff. In schools where Community 
Health Service classes were taught, effort was made to interest 
other teachers working on health education units, in such functional 
instructional techniques as were employed by Community Health 
Service teachers. These included student planning, utilization of the 
community as a laboratory for learning, and the use of health special- 
ists as consultants in instruction. 
During this year of general health program extension the Com- 
munity Health Service teachers frequently were identified as the 
leaders of health education on school staffs. For the purpose of 
8Rice and Faunce. The Michigan Secondary Study, A Report of the Michigan Study of the Second- 
ary School Curriciilum 1937-1945. Lansing: State Board of Education. 1945 
*A Guide for Planning School Buildings. Bulletin No. 338. Lansing: Department of Public In- 
struction. 1945 
10See Participating Schools, Vol. II, Community Health Service Project Files. Lansing: Department 
of Public Instruction 
8 evaluation of the Project, working relationships were maintained with 
interested teachers through correspondence, through field visit re- 
ports from the area supervisors of nurses of the Michigan Department 
of Health, and through planned interviews at area health education 
and curriculum conferences. 
As schools began to work on broader programs of health they or- 
ganized health committees as a first step in program planning, for 
developing agency and teacher participation, and for achieving inter- 
departmental relationships. The Project staff encouraged this and 
met with many such committees. A report of a successful health 
committee11 was prepared for distribution to schools interested in 
this activity. At all times, the importance was emphasized of keeping 
the work of health committees or councils geared to the local school’s 
general curriculum activities. Although assistance was given to 
schools in planning for broader programs of health education, empha- 
sis was focused upon functional instruction and community school 
interaction. The motion picture produced by the Project was useful! 
for graphically portraying these ideas. 
Working with Colleges and College Programs 
The staff consultant of the Project, upon request, assisted the par- 
ticipating colleges with health committee functions, inservice activi- 
ties, and, whenever possible, any other college efforts that furthered 
health education. The nature and extent of the college programs 
differed because of the varied experiences of 1944-45; the difference 
in demands on faculty time by the returning veterans; the difference 
in interests and capacity of the faculties for health education; and 
the difference in the interpretation of needs of the college service 
areas. There were some trends, however, common to all college 
activities which indicated progress, such as: an increase in group 
planning; an interest in inter-departmental action; a felt need for 
improving directed student teaching for general secondary teachers 
in the area of health education; and an interest in studying health 
needs of the secondary student as a basis for health program plan- 
ning. These will be noted in the brief description of college activities 
which follows. 
1. Central Michigan College of Education 
This College continued health program planning, studied inservice 
and preservice needs, and made recommendations to the adminis- 
tration through an official health committee.12 
a. Advanced the Preservice Program through Health Committee Action. The 
general education program in health education has been advancing over a 
period of years. The College has a four year requirement in physical 
education and a required personal hygiene course which orientates stu- 
dents to healthful living and health services on the campus and em- 
phasizes the personal responsibility of students as citizens in a campus 
community. Public health specialists, excursions, and visual aids are 
nSee Materials Made Available to Schools, Vol. XI. Community Health Service Project Files. Lan- 
sing: Department of Public Instruction 
12The Michigan Community Health Service Project, A story of the Project from 1943 to 1943. Bul- 
letin 408. Lansing: Department of Public Instruction. 1946. Page 43 
9 used to enrich the instruction in the class which operates on a problem- 
solving basis. 
In addition aspects of health education are dealt with in the required 
courses in science, social science, and child growth and development. 
All of these aspects of the college program served to strengthen 
the approach to the Community Health Service Project activities on 
the campus and in the field. The Health Committee through focusing 
attention on the coordination of the health program moved the various 
related departments forward in assuming responsibility for their unique 
assignments. The college departments which were noticeably taking 
an active part were: student personnel (including health services, 
counseling, and guidance); education (including secondary curriculum 
and directed teaching); health, physical education, and recreation; biolog- 
ical sciences; social science; and homemaking education. The public 
health programs of mental health, nutrition, dental health, tuberculosis 
control, sanitation, and housing, are carried on through the cooperation 
of the Michigan Department of Health, the related college department, 
and the college health committee. 
The college attempted to use the local public health department per- 
sonnel and services in their program of health education but found them 
inadequate. As an approach to improving the health program in the 
local high school, where prospective secondary teachers have their di- 
rected teaching, the chairman of the high school health committee was 
made a member of the college and the state health education committees. 
b. Planned with Local Schools for Two Health Education Conferences.13 
The college cooperated with two high schools in sponsoring two health 
education conferences. These were planned by the chairmen of the 
college health and inservice committees and a group of local teachers 
and administrators who were invited by the host schools to act as a 
planning committee. The result of the Project’s effort to decentralize 
leadership from the state to the local level is evidenced by the use of 
local host schools who made arrangements for the conferences. The 
Project staff consultant gave assistance by securing the consultants 
for the conferences. These included health specialists from the Michigan 
Department of Health and consultants and discussion leaders from the 
college and the Department of Public Instruction.14 Both conferences 
emphasized the organization of health committees and the function of 
health instruction in general education. The representatives of each 
school had an opportunity to meet as a health committee during the 
conference. 
c. Initiated Annual Health Conference. In addition to the two secondary 
health education conferences, a one-day campus conference was held 
which had a much broader interest and covered a larger geographical 
area than the previous ones. The Extension and Rural Departments co- 
operated with the inservice committee and the Project in holding this 
conference. Representatives of public health, rural and community schools, 
and the college met several times to work on plans. Representatives of 
lay organizations, school administrators and teachers, and public health 
workers attended. The conference aimed to stimulate interest in health 
education and to provide opportunity for the discussion of problems 
related to health program administration, and the improvement of school 
and community health. An area committee was appointed at the close 
of the conference to work with college representatives on plans for 
similar conferences to be held annually. 
2. Michigan State College 
Although the faculty had only limited time for Project activities, 
13See Conferences. Vol. III. Community Health Service Project Files. Lansing: Department of 
Public Instruction 
“About 125 teachers, representing 21 high schools attended the two conferences 
10 they explored some rather significant inservice techniques and also 
moved in a positive direction for the improvement of the preservice 
education of teachers in the area of health. They preferred to develop 
field service contacts with schools in their immediate vicinity by 
methods other than general conferences, such as cooperation with 
the county health department and 4-H Club leaders and the guidance 
of student teachers in the study of health needs. 
a. Cooperation with County Health Department, Indicative of the growing 
interaction among schools, colleges, and health departments is the type 
of conference sponsored by this college. Together with the Ingham 
County Health Department an evening conference was held for the pur- 
pose of developing consultant service relationships with the health 
coordinators of schools that were interested in health program develop- 
ment. This interest in health coordinators, who were teachers with an 
interest in health education and designated by the school administrators 
for this responsibility, had been developed three years previously by the 
County Health Department. The administrators and one or more teach- 
ers from nine high schools (six of which are schools participating in the 
directed teaching program of Michigan State College) attended the 
meeting. The director, supervisor of nurses, sanitary engineer of the 
local health department, and six members of the college staff, represent- 
ing the departments of curriculum and education, directed teaching, phys- 
ical education, and homemaking, participated as consultants. 
Following this planning meeting, the college had an opportunity to 
serve in a consultative and discussion leadership capacity at a meeting 
organized by the county health education committee and the County 
Health Department for the stimulation and development of improved 
school nutrition programs. Preliminary to the conference the college 
consultant in adult education assisted the local group leaders in master- 
ing the techniques of discussion leadership. The senior nutritionists from 
the Michigan Department of Health participated both in the planning 
and in the discussions at this meeting.15 
b. Determined Health Needs by Use of Inventories, The college represent- 
ative of the Project continued his interest of 1944-45 in the use of 
health inventories as one method of program planning.16 Under his 
direction a graduate student, teaching in one of the affiliated schools, 
gave inventories and prepared the reports on health needs of the 
students of the junior and senior high school. A meeting was then 
held with the secondary school faculty for discussion of the results 
and indications for program change. Through this activity a consulta- 
tive relationship was established where formerly only a college-directed 
teaching relationship existed. 
c. 4-H Club Health Service Follow-up. The 4-H Club Health Practice 
Survey17 made in 1944-45 was followed up this year by a letter18 to each 
4-H County Club leader in the state, giving him the report of the sur- 
vey of health needs for the state and also a report for the 4-H club 
members for his county. This letter suggested that there might be 
relationships between the health practices indicated in the survey and 
the 4-H Club first year Health Activity Records of his county. 
There was no formal organization for the coordination of health 
education on the campus. However, as different departments attempted 
to contribute to the common goals of the health program a growing in- 
terest appeared in a systematic organization for coordination. 
16About 75 administrators, teachers, and health department personnel attended 
leSee The Michigan Community Health Service Project, A story of the Project from 1943 to 1945. 
Bulletin 408. Lansing: Department of Public Instruction. 1946. Page 46 
17See College Plans and College Reports of Activities. Vol. XIII. Community Health Service Project 
Files. Lansing: Department of Public Instruction 
18See Conferences. Vol. III. Community Health Service Project Files. Lansing: Department of 
Public Instruction 
11 3. Northern Michigan College of Education 
This college, with the assistance of the regional supervisor of the 
Department of Public Instruction, through five conferences explored 
techniques and stimulated an interest in health education as a function 
of general education.19 (In 1944-45 this college confined efforts to 
working with individual teachers of the Community Health Service 
classes.) The conferences were planned by a committee composed of a 
principal or teacher from each of the areas, the chairman of the college 
inservice committee, the college Project representative, and the 
regional supervisor of the Department of Public Instruction. 
Preliminary to the conferences the chairman for each area sent 
to each school Suggestions for Preplanning20 which suggested a variety 
of ways of inventorying health interests and needs of students. It 
was intended that the findings of the needs inventories would be 
used as a basis for the discussion in program planning. Each of 
the conferences focused attention on the similarity of the goals of 
general and health education and the study of needs as a basis for 
program planning. A portion of the time was devoted to viewing 
and discussing the Project film. Working Together for Health, which 
emphasizes instructional techniques and community and school co- 
operation. 
A number of things happened following these conferences. Adminis- 
trators requested a guide for program improvement. A check list 
was prepared by the Project and made available to interested schools.21 
An area health education committee (a sub committee of the Upper 
Peninsula planning committee) was appointed to stimulate further 
study of health education. And finally, as a result of problems raised 
in these conferences, a workshop for health department personnel was 
organized by the Deputy Commissioner of Public Health and the 
regional supervisor of the Department of Public Instruction and held 
in August, 1946, in conjunction with the curriculum workshop spon- 
sored by the Michigan Secondary Curriculum Study and the Depart- 
ment of Public Instruction. 
4. Western Michigan College of Education 
This college, like Michigan State College, limited its field service 
activities to schools in its own county. The one conference22 sponsored 
by the college emphasized techniques of coordinating the health pro- 
grams in the schools. Three agencies cooperated in this conference: 
the secondary schools of Kalamazoo County, Kalamazoo County 
Health Department, and Western Michigan College of Education. 
Consultants and discussion leaders represented the Department of 
Public Instruction; the Kalamazoo County Health Department; and 
19About 300 secondary teachers, administrators, and representatives of Public Health participated 
in the 5 conferences 
20For Suggestions for Planning see Conferences. Vol. III. Community Health Service Project Files. 
Lansing; Department of Public Instruction 
21A Check List for the Survey of Health Program Development in Secondary Schools, Bulletin 346. 
Lansing: Department of Public Instruction, 1946. 
22See Conferences, Vol. III. Community Health Service Project Files. Lansing: Department of 
Public Instruction 
12 the college Departments of Student Teaching, Secondary Education, 
Curriculum, and Health Education. 
The college health committee, which worked in cooperation with the 
college curriculum committee, held several meetings for the purpose 
of discussing plans and recommendations for the improvement of the 
health education program for all prospective teachers. Although 
there were no fundamental changes made in the curriculum some pro- 
gress was made in enriching the preservice program through improved 
working relationships with the local and state health departments. 
5. University of Michigan 
The University submitted a plan for working on Project activities 
but for various reasons was unable to carry out the activities planned. 
It cooperated with the state health education committee of the De- 
partment of Public Instruction, and the Project in sponsoring a work- 
shop23 for the purpose of developing plans24 for administrators to use 
in administering a total health program. This worshop,25 one week in 
duration, was held at the University of Michigan in July, 1946. The 
workshop was directed by the Director of the Community Health Ser- 
vice Project and financed by Project funds granted to the University 
for field services. 
Working with State Agencies and Organizations in the Transfer 
of Responsibilities 
1. Department of Public Instruction 
Project activities were decentralized by developing a readiness 
among various divisions of the Department for assuming responsi- 
bility for phases of the health program and by cooperating with the 
Department on general services to schools. This readiness was 
fostered through Project staff participation in the regular meetings 
of the instructional division, in general curriculum conferences, and 
in assistance writh the preparation of materials. General services 
to schools were given through serving on various committees of 
the Department of Public Instruction, sharing in the responsibility 
for responding to letters and requests for materials, and furnishing 
consultants for workshops, conferences, and faculty meetings. 
2. Michigan Department of Health 
The working relationships and policies26 which were developed in 
1944-45 were continued with the various bureaus of the Michigan 
Department of Health which give consultant services to schools. 
The same regional public health nursing supervisor continued to act 
as liaison agent between the Project and the Michigan Department 
“For general plan and report of workshop see Conferences, Vol. III. Community Health Service 
Project Files. Lansing: Department of Public Instruction 
24These plans will be distributed to Michigan administrators through the Department of Public 
Instruction 
participants included 7 school superintendents: 2 helping teachers; 2 commissioners of schools; 
4 teachers; 1 elementary teacher; 1 nurse; 2 secondary principals; 10 resource persons from the De- 
partment of Public Instruction, Michigan Department of Health, and county health departments 
20See Conferences, Vol. III. “Report of Meeting and Statement of Relationship”, Community Health 
Service Project Files. Lansing: Department of Public Instruction 
13 of Health. However, during the year there was an effort to transfer 
this Project nursing consultant service to the six regional super- 
visors and to define workable relationships of the public health and 
school service programs of the Department of Health to the general 
education program of the Project and the schools. The regional 
supervisors made some direct field visits to Project schools of their 
counties. 
The bureaus of Nutrition, Education, and Public Health Dentistry 
gave consultant service to Community Health Service classes in the 
same manner as in 1944-4527 but the Project made an effort to trans- 
fer the responsibility for making the requests for their services 
through the regular channels of local health departments. 
Throughout the year the Project staff consultant, in addition to 
services directly related to the Project, worked with various bureaus 
and committees of the Michigan Department of Health on policies, 
production of materials, and the planning of conferences dealing with 
school and public health problems, in order to facilitate the transfer 
of services of the Project to appropriate channels of responsibility. 
One such service is illustrated by the arranging and assisting in the 
joint planning of the one day conference28 of Michigan Public Health 
officials and school commissioners held as a session of the State 
Conference of School Commissioners at Higgins Lake. 
3. Michigan State Library 
The Michigan State Library continued to cooperate with the Proj- 
ect in encouraging schools and health agencies in the use of library 
resource materials. Library consultants participated in all of the 
college-Project conferences as well as other conferences and institutes 
by organizing exhibits of health materials and by participating in 
discussions. The Library reported that the demand for health edu- 
cation materials had steadily increased due to the display and use 
of materials at health education working conferences. This technique 
has carried over to other groups which are concerned with increasing 
the use of library materials. 
4. Michigan School Health Association 
The Project staff consultant worked on two committees of the 
Michigan School Health Association with efforts directed toward two 
general health needs in Michigan. These two committees developed 
an appraisal form29 for evaluating the school health service program 
and a statement of competencies29 needed by nurses for carrying 
a school health service within a generalized nursing program. This 
statement prompted a meeting with the directors of the two schools 
of public health nursing in Michigan at which there was a discussion 
of the improvement of training for public health nurses. 
Z7The Michigan Community Health Service Project, Bulletin 408. Lansing: Department of Public 
Instruction. Page 51 
“For program for conference see Conferences, Vol. Ill, Community Health Service Project Files. 
Lansing: Department of Public Instruction 
20For form and statement of competencies, write Secretary of Michigan School Health Association,. 
660 Frederick Street, Detroit, Michigan 
14 Aids for Inservice Education 
Those undertakings, not previously reported, that might have value 
for an ongoing program are briefly outlined below. 
The Michigan Community Health Service Project Report, 1943-1945. 
The Project published a progress report in April, 1946, which de- 
scribed its operation from 1943 to 1945 and reported policies and points 
of view in relationship to processes of work. This report also gave 
such data as extent of participation by schools, colleges, and agencies, 
administrative organization, staff membership, budget, and expendi- 
tures. It should have value for organizations initiating similar proj- 
ects and for professional students and teachers of health education. 
Michigan Secondary School Association Bulletin, January, 1946. 
Upon request of the Michigan Secondary School Association the Proj- 
ect, in cooperation with the Experimental Health, Physical Educa- 
tion, Recreation, School Camping, and Outdoor Education Project, 
prepared the material for one issue of their state bulletin which was 
devoted to the health program. This issue, presenting descriptions 
of program planning, health instructional units, physical education 
and camping programs, as well as statements of philosophy, is a 
ready health education reference for Michigan secondary schools. 
Health Education in Secondary Schools, Secondary Teachers and 
Principals tell how to Improve the Program.30 This bulletin, prepared 
and published through the Project and the State Health Education 
Committee, contains an administrative guide for setting up and 
operating a program, descriptive accounts of experiences which 
teachers have had in teaching various health education units, an 
administrative check list, and the inventories which were prepared 
by the Project for the Community Health Service classes. 
Health Education Section of the Manual for Health Officers.31 The 
Project staff, in contributing the section on School Health in the 
Manual for Health Officers published by the Michigan Department 
of Health, used another channel for transferring its responsibilities. 
This manual is the authorized guide for local health departments 
in planning all program services including school health services. 
The Project Kodachrome Sound Film.32 Through the Project film, 
Working Together for Health, (cooperatively produced by the Mich- 
igan Department of Health, the Project, and the participating 
schools and colleges) a graphic presentation is made of procedures 
for health instruction. The film shows how the community is used as 
a laboratory for learning; how school departments can integrate the 
teaching of health education; how the schools and agencies fuse their 
services to children; and how cooperative planning is developed. The 
s0Health Education in Secondary Schools—Secondary Teachers and Principals Tell How to Improve the 
Program, Bulletin 345. Lansing: Department of Public Instruction 1946 
3:1 See A Manual for County and District Health Directors in Michigan. Lansing: Michigan Depart- 
ment of Health. 1946 
32Working Together for Health, 16mm sound and color film, 25 minutes. May be obtained free 
from the Department of Public Instruction or the Michigan Department of Health, Lansing. Con- 
ference groups, school workshops, secondary school faculties and students, colleges of education, and 
professional health workers have found this film interesting and instructive 
15 Discussion Guide for this film points out the implications of these 
activities for a general education program. 
State Teacher Education Conference.33 The Project, in cooperation 
with the representatives of the Department of Public Instruction, 
the Michigan Department of Health, and the Michigan Advisory 
Committee on Teacher Education34 sponsored and planned a state 
conference held in Lansing, April 4 and 5, 1946, for the purpose of 
examining the problems in training secondary teachers for health 
education responsibilities. Ten teachers and administrators of second- 
ary schools attended the conference and presented to the group, 
through a panel discussion, the problem: “What should be the pat- 
tern, plan, and method of health education in secondary schools? 
What types of personnel are needed to carry on the program in 
schools?” The four state colleges of education, Michigan State 
College, University of Michigan, and Wayne University sent repre- 
sentatives of departments of curriculum, secondary education, di- 
rected teaching, student personnel, guidance, health service, and 
health and physical education to participate. 
sapor list of the 75 participants, the program, and the report of the conference see Conferences, Vol. 
Ill, Community Health Service Project Files. Lansing: Department of Public Instruction 
;i4The secretary of the Committee on Teacher Education represented the American Council on 
Education at this conference 
16 PART TWO 
INTERPRETATION AND EVALUATION 
The evaluation of the Community Health Service Project was un- 
dertaken mainly for the purpose of giving to those who will be re- 
sponsible for future health programs a more intelligent basis for 
planning. In the process of judging the effectiveness of this educa- 
tional study certain kinds of evidence were gathered which indicate 
the extent to which educational values were furthered. This evi- 
dence, while not claiming to be precise research, includes qualitative 
judgments, descriptive comments, and quantitative measurements.1 
The framework of the evaluative aspects of this part of the report 
is based upon the data in the two major areas of emphases: (1) the 
Community Health Service course and (2) health in the general 
education program. Within each of these two areas there were cer- 
tain purposes which were common to both. They were: procedures 
that are in harmony with democratic and cooperative concepts (plan- 
ning and participation); functional instruction; interaction within 
the school as well as between the school and the community; and 
the processes of teacher improvement. The evaluative evidence is 
taken from responses to questionnaires mailed to participating school 
administrators, teachers, and students of Community Health Service 
classes, colleges of education, local health department personnel, and 
consultants carrying on similar projects in other states. The ques- 
tionnaires were developed by the Project staff and later reviewed by 
the advisory committee, the liaison representative of the Michigan 
Department of Health, and the instructional staff of the Department 
of Public Instruction. 
The objectives of the Project and the Units of Instruction sug- 
gested in the Syllabus 3051-R formed the basis for information and 
data requested in the evaluative questionnaires. The objectives2 of 
the Project for 1943-45, as outlined, incorporated in a statement given 
in the first progress report of the Project were: 
1. To help secondary schools improve their health instructional 
program by finding ways of incorporating more content into the 
program and by providing more functional experiences for stu- 
dents in personal, family, and community health, and through 
such efforts 
a. to help students develop breadth of vision and awareness of their re- 
sponsibility for an extended community health program which will con- 
tribute to the improvement of the health and living conditions of the 
people 
Project did not carry on a study of changing health conditions or of health education processes 
because both involved long-time programs 
2See Michigan Community Health Service Project, A Story of the Project from 1943 to 1943, Bulletin 
No. 408. Lansing: Department of Public Instruction, 1946, for a complete discussion of objectives of 
the Project 
17 b. to help students develop understanding and knowledge of positive health 
and to build health practices which will function in safeguarding the 
health of the individual, the family, and the community 
c. to help students develop an appreciation of and competence in pro- 
cedures and skills for dealing with illnesses and emergencies in the home 
and the community 
d. to help students become aware of the vocational opportunities in various 
health professions 
2. To help teachers and administrators improve their understanding 
and skills in working together with community groups which are 
to contribute to the school health program 
3. To make available to schools materials and consultant services 
designed to assist in the improvement of all aspects of school 
health education 
The Syllabus3, which was prepared as a guide for teachers of the 
class, outlined methods for administrative planning, units of instruc- 
tion, resource materials, and learning experiences which would assist 
teachers, students, and allied groups to accomplish the objectives 
stated. The units which were suggested and used on an optional 
basis are: 
I. Analysis of Local Health Agencies (exploring resources) 
II. Analysis of Individual Health Status (health appraisals, physical ex- 
aminations) 
III. Family Health (maternal health, sex education, infant and child care, 
communicable disease control) 
IV. Health Agencies, Community Health, and the School Program (sanita- 
tion, communicable disease control, mental health, health of the indi- 
vidual, and school environment) 
V. When Illness Comes (nursing skills, medication) 
VI. Health Professions (nursing, laboratory technicians, nutritionist) 
The data which follow will include the summaries of opinions of 
students, teachers, administrators, and personnel of local health de- 
partments on the content and method used in the classes and the 
value of the Project in furthering the general health education pro- 
gram. Participating colleges gave opinions as to the contribution 
of the Project in teacher improvement, and state consultants gave 
opinions of the influence of the work of a similar nature in other 
states. 
Appraisal of the Community Health Service Course 
The Community Health Service course as outlined in Bulletin No. 
3051-R was appraised as to content and pupil experiences by pupils, 
teachers of the classes, personnel of health departments, and ad- 
ministrators. As indicated by the units of instruction and the pur- 
poses of the Project the course had unique features of functional 
learning experiences and student planning emphasis. 
Appraisal of Content by Pupils. Questionnaires were supplied to 
schools that had classes in 1945-46 requesting three students from 
3Community Health Service Project, Suggested Outline, Syllabus 3051-R. Lansing: Department of 
Public Instruction 
18 the class to rate as of much, little, or no value nine major topics 
studied in the course. Table I gives the replies from 121 students 
in 40 schools. Maternal health, sex education, infant and child care, 
control of communicable diseases, and nursing skills were, in the 
order named, believed to be of most value. These topics were included 
in the Syllabus under Unit III, Family Health, and Unit V, When 
Illness Comes. 
TABLE I — PUPIL APPRAISAL OF CONTENT IN THE COMMUNITY 
HEALTH SERVICE COURSE 
We studied 
this topic 
Of much 
value 
Of little 
value 
Of no 
value 
No. 
No. 
% 
No. 
% 
No. 
% 
Learning about local health 
agencies 
98 
72 
73.5 
25 
25.5 
1 
1.0 
Making your health appraisal 
and physical examination.... 
82 
68 
84.1 
12 
14.5 
2 
2.3 
Maternal health 
93 
89 
95.7 
4 
4.3 
0 
0.0 
Infant and child care 
102 
96 
94.1 
6 
5.9 
0 
0.0 
Sex education 
87 
83 
95.4 
3 
3.4 
1 
1.2 
Learning about the health 
professions 
90 
67 
74.5 
21 
23.3 
2 
2.2 
Nursing skills 
98 
91 
92.9 
5 
5.1 
2 
2.0 
Communicable disease control 
106 
99 
93.4 
7 
6.6 
0 
0.0 
Medication 
64 
51 
79.7 
13 
20.3 
0 
0.0 
Total 
820 
716 
87.32 
96 
11.71 
8 
0.98 
The students registered least interest in learning about local 
health agencies and professions, the topics appearing in Units I and 
VI of the Syllabus. It is significant to note, however, that 87.32 per 
cent of the collective replies of 121 students indicate the topics as 
of much value, 11.73 per cent of little value, and less than one per 
cent of no value. 
Appraisal of Content by Teachers. Teachers who taught the classes 
rated as of most or least value the same topics as did the students. 
TABLE II — TEACHER APPRAISAL OF TOPICS STUDIED IN THE 
COMMUNITY HEALTH SERVICE COURSE 
Responses 
Of most value 
Of least value 
No. 
No. 
% 
No. 
% 
Learning about local health 
agencies 
25 
10 
40.0 
15 
60.0 
Making your health appraisal 
and physical examination.. 
14 
9 
64.3 
5 
35.7 
Maternal health 
25 
20 
80.0 
5 
20.0 
Infant and child care 
7 
7 
100.0 
0 
0.0 
Sex education 
7 
7 
100.0 
0 
0.0 
Learning about the health 
professions 
10 
0 
0.0 
10 
100.0 
Nursing skills 
20 
18 
90.0 
2 
10.0 
Communicable disease control 
12 
9 
75.0 
3 
25.0 
Medication 
5 
3 
60.0 
2 
40.0 
Total 
125 
83 
67.7 
42 
32.3 
Table II shows the responses of 46 teachers. It will be noted that 
the five topics rated highest by pupils were also rated highest by 
teachers, although not in exactly the same order. Teachers ranked 
19 the topics learning about local health agencies and professions 9 and 
8 as did the students. 
Appraisal of Content by Health Department Personnel. The ap- 
praisal of the six units of the Syllabus by 13 health departments is 
shown in Table III. It will be seen that 93.1 per cent of the col- 
lective responses indicated that health departments considered the 
course of much value to students, 6.9 per cent of little value, with 
no votes for the no value column. From these results it would seem 
that health department personnel valued the health education as out- 
lined in this course of higher value than did either the pupils or the 
teachers. 
TABLE III —HEALTH DEPARTMENT APPRAISAL OF INSTRUCTIONAL 
UNITS OF THE COMMUNITY HEALTH SERVICE COURSE 
Responses 
Of much 
value 
Of little 
value 
Of no 
value 
No. 
No. 
% 
No. 
% 
No. 
% 
Analysis of local health 
agencies 
12 
10 
83.0 
2 
17.0 
0 
0 
Analysis of individual health 
status 
13 
12 
92.0 
1 
8.0 
0 
0 
Family health 
13 
13 
100.0 
0 
0.0 
0 
0 
Health agencies, community 
health, and the school pre- 
program 
13 
13 
100.0 
0 
0.0 
0 
0 
When illness comes (nursing 
skills) 
12 
11 
91.7 
1 
8.3 
0 
0 
Study of health professions.... 
12 
11 
91.7 
1 
8.3 
0 
0 
Total 
75 
70 
93.1 
5 
6.9 
0 
0 
It may be concluded that pupils, teachers, and health department 
personnel agreed in according highest value to the unit on Family 
Health and lowest value to the unit on Analysis of Local Health 
Agencies. One significant difference in opinion is revealed regard- 
ing the units dealing with health agencies and the study of health 
professions in that health department personnel ranked these units 
at the top or near the top while pupils and teachers placed them 
at the bottom or well toward the bottom. 
Appraisal of Methods by Pupils. The instruction in health educa- 
tion offers many opportunities for enrichment from community re- 
sources and for functional learning experiences. In the average 
health classes pupils have been deprived of these experiences. It 
was thought that the opinion of students and teachers having expe- 
rienced these instructional units and activities would be valuable 
in giving direction to health education instruction. An analysis of 
tables IV and V shows that the students and teachers of the Com- 
munity Health Service classes are in harmony with the educational 
philosophy, that the learning by doing method is more satisfying 
and more effective in applying health information and theory to 
healthful practices and living. The methods which were rated of 
much value by over 90 per cent of the responses could all be classi- 
fied in the doing category. The student responses also revealed 
an interest of high school pupils in health service and community 
20 enterprises. This interest is not to be interpreted that by extending 
the classroom into the community as a laboratory for learning, less 
TABLE IV — PUPIL APPRAISAL OF THE COMMUNITY HEALTH 
SERVICE COURSE IN TERMS OF INSTRUCTIONAL METHODS 
EMPLOYED 
We used 
this method 
Of much 
value 
Of little 
value 
Of no 
value 
No. 
No. 
% 
No. 
% 
No. 
% 
Reading text materials 
100 
73 
75.00 
24 
24,00 
3 
3.00 
Reading supplementary ma- 
terials 
101 
85 
84.16 
14 
13.86 
2 
1.98 
Seeing motion pictures 
96 
86 
89.58 
9 
9.38 
1 
1.04 
Planning with other students 
62 
55 
88.71 
5 
8.07 
2 
3.22 
Planning with adults 
32 
25 
78.125 
6 
18.75 
1 
3.125 
Working with community 
agencies 
62 
57 
91.935 
3 
4.84 
2 
3.225 
Visiting in community 
69 
67 
97.1 
2 
2.9 
0 
0.00 
Conducting surveys 
49 
43 
87.76 
5 
10.20 
1 
2.04 
Performing laboratory ex- 
20 
periments 
23 
86.95 
2 
8.70 
1 
4.35 
Conducting health examina- 
tions 
49 
42 
85.71 
6 
12.25 
1 
2.04 
Working with a nurse con- 
sultant 
85 
76 
89.5 
6 
7.0 
3 
3.50 
Helping plan the school lunch 
13 
6 
46.1 
5 
38.5 
2 
15.40 
Helping in immunization din- 
ics 
29 
27 
93.10 
1 
3.45 
1 
3.45 
Being responsible for health 
room 
42 
36 
85.72 
3 
7.14 
3 
7.14 
Conferring with community 
agencies 
67 
63 
94.03 
3 
4.48 
1 
1.49 
Planning with other high 
school teachers 
18 
15 
83.33 
2 
11.11 
1 
5.56 
Memorizing facts 
73 
57 
78.08 
11 
15.07 
5 
6.85 
Listening to talks 
113 
99 
87.6 
11 
9.7 
3 
2.7 
Writing tests 
93 
68 
73.12 
15 
16.13 
10 
10.75 
Working in hospitals 
35 
33 
94.3 
0 
0.00 
2 
5.7 
Taking physical examinations 
44 
38 
86.36 
4 
9.09 
2 
4.55 
Studying health statistics .... 
76 
60 
78.95 
15 
19.74 
1 
1.31 
Following up my health ap- 
48 
praisal 
53 
90.57 
5 
9.43 
0 
0.00 
Working on student commit- 
tees 
45 
42 
93.33 
3 
6.67 
0 
0.00 
Student planning: 
Problems for study 
62 
52 
83.87 
5 
8.065 
5 
8.065 
Material or resources 
44 
35 
79.54 
6 
13.64 
3 
6.82 
Methods of study 
45 
36 
80.00 
6 
13.33 
3 
6.67 
Methods of reporting 
48 
43 
89.6 
4 
8.30 
1 
2.10 
Using special consultants 
from outside the commu- 
nity 
58 
56 
96.55 
2 
3.45 
0 
0.00 
Using private physician 
31 
30 
96.8 
1 
3.20 
0 
0.00 
Using private dentist 
14 
13 
92.9 
1 
7.10 
0 
0.00 
Drilling upon mastery of 
57 
51 
89.4 
facts about health 
5 
8.80 
1 
1.80 
Discussing with students my 
53 
96.4 
personal problems 
55 
2 
3.60 
0 
0.00 
Taking care of small children 
in elementary or nursery 
31 
30 
96.8 
school 
1 
3.20 
0 
0.00 
Total 
1,874 
1,620 
86.45 
193 
10.30 
61 
3.25 TABLE V — TEACHER APPRAISAL OF THE COMMUNITY HEALTH 
SERVICE COURSE IN TERMS OF METHODS AND EXPERIENCES 
EMPLOYED 
We studied 
this topic 
Of much 
value 
Of little 
value 
Of no 
value 
No. 
No. 
% 
No. 
% 
No. 
% 
Reading text materials 
Reading supplementary ma- 
35 
22 
62.9 
13 
37.1 
0 
0.0 
terials 
36 
31 
86.1 
5 
13.9 
0 
0.0 
Seeing motion pictures 
37 
35 
94.6 
2 
5.4 
0 
0.0 
Planning with other students 
23 
21 
91.3 
1 
4.35 
1 
4.35 
Planning with adults 
Working with community 
26 
16 
61.54 
9 
34.62 
1 
3.84 
agencies 
33 
30 
90.9 * 
3 
9.1 
0 
0.0 
Visiting in the community .... 
28 
27 
96.4 
1 
3.6 
0 
0.0 
Conducting surveys 
Performing laboratory ex- 
20 
11 
55.0 
8 
40.0 
1 
5.0 
periments 
Conducting health examina- 
13 
13 
100.0 
0 
0.0 
0 
0.0 
tions 
29 
26 
89.6 
3 
10.4 
0 
0.0 
Using a nurse consultant 
39 
39 
100.0 
0 
0.0 
0 
0.0 
Helping plan the school lunch 
Helping in immunization din- 
4 
3 
75.0 
1 
25.0 
0 
0.0 
ics 
20 
17 
85.0 
3 
15.0 
0 
0.0 
Being responsible for health 
Conferring with community 
24 
22 
91.7 
2 
8.3 
0 
0.0 
agencies 
Planning with other H. S. 
28 
27 
96.0 
1 
4.0 
0 
0.0 
teachers 
14 
6 
42.9 
7 
50.0 
1 
7.1 
Memorizing facts 
17 
8 
47.05 
8 
47.05 
1 
5.9 
Listening to talks 
39 
34 
87.0 
5 
13.0 
0 
0.0 
Writing tests 
32 
21 
65.625 
11 
34.375 
0 
0.0 
Working in hospitals 
14 
13 
92.9 
1 
7.1 
0 
0.0 
Taking physical examinations 
12 
11 
91.7 
1 
8.3 
0 
0.0 
Studying health statistics .... 
Following up personal health 
18 
8 
44,4 
9 
50.0 
1 
5.6 
appraisal 
Conducting immunization 
17 
16 
94.1 
1 
5.9 
0 
0.0 
programs 
14 
12 
85.7 
2 
14.3 
0 
0.0 
Using student committees .... 
Having students help choose 
20 
20 
100.0 
0 
0.0 
0 
0.0 
Problems of study 
28 
24 
85.7 
4 
14.3 
0 
0.0 
Materials or resources 
19 
18 
94.7 
1 
5.3 
0 
0.0 
Methods of study 
19 
17 
89.5 
2 
10.5 
0 
0.0 
Methods of reporting 
Using special consultants 
from outside the commu- 
22 
19 
86.4 
3 
13.6 
0 
0.0 
nity 
41 
41 
100.0 
0 
0.0 
0 
0.0 
Using private physicians 
15 
12 
80.0 
3 
20.0 
0 
0.0 
Using private dentists 
Drilling upon mastery of 
6 
5 
83.3 
1 
16.7 
0 
0.0 
facts about health 
Counseling with students re- 
19 
15 
78.9 
3 
15.8 
1 
5.3 
garding personal problems 
Taking care of small children 
in elementary or nursery 
29 
26 
89.7 
3 
10.3 
0 
0.0 
school 
14 
12 
85.7 
2 
14.3 
0 
0.0 
Total 
804 
678 
84.33 
119 
14.8 
7 
.87 
emphasis was placed upon the classroom preparation for these expe- 
riences. 
Those methods which were rated of much value by 90 per cent 
or more of the student responses were: working with community agencies; visiting in the community; helping immunization clinics; 
conferring with community agencies; working in hospitals; follow- 
ing up my health appraisal; working on student committees; using 
special consultants from outside the community; using private 
physicians; using private dentists; discussing with students my 
personal problems; and taking care of small children in the elemen- 
tary or nursery school. 
It is also interesting to note that the methods — such as reading 
text materials, planning with adults, helping plan the school lunch, 
and writing tests — were considered of less value since 80 per cent 
or less of the pupils placed these in the “of much value” category 
as contrasted with over 90 per cent in case of the more functional 
activities. 
Appraisal of Methods by Teachers. Table V shows the evaluations 
made by forty-six teachers of the methods which they used. Not 
all the methods listed were used by all the teachers responding but 
there were enough responses to indicate that teachers and students 
were in general agreement as to methods in health education. 
The methods which have been commonly used by teachers of health 
education again were less favored by the teachers responding. They 
were: reading text materials; planning with adults; conducting 
surveys; helping plan the school lunch; planning with other high 
school teachers; memorizing facts; writing tests; studying health 
statistics; and drilling upon mastery of facts about health. 
The methods held highest in value by 90 per cent or more of the 
.group were: seeing moving pictures; planning with other students; 
working with community agencies; visiting in the community; per- 
forming laboratory experiments; using a nurse consultant; being 
responsible for health; conferring with community agencies; work- 
ing in hospitals; taking physical examinations; using student com- 
mittees; having students choose materials and resources; and using 
special consultants from outside the community. The methods in bold 
face were considered of most value by all who responded. 
Appraisal of the Approaches to Health as a Concern of General 
Education 
“General education is concerned with that body of common knowl- 
edge, common ideals, common interests and applications, common 
modes of thought, feeling, and action that all young people have 
irrespective of sex, social status, or future vocation.”4 and 5 Health 
is one of those areas of common learnings now emerging which is 
challenging the secondary schools to provide a program for all 
secondary pupils.6 
4Strong, Melvin. “General Education in the Core Courses.” The Clearing House, December 1944. 
Page 214 
5See a second statement on General Education, Rice and Faunce, Michigan Secondary Study Report 
1937-1945. Lansing: State Board of Education. Page 37 
definition of Health Education—Planning and Working Together, Bulletin 337. Lansing; Depart- 
ment of Public Instruction. “The curriculum of the secondary school should include wide experiences 
in healthful living. Group activities leading toward competence in social situations are here implied, 
for they contribute to mental health. Such activities should move from mere mastery of a body of 
knowledge into attention to the health of each boy and girl. This implies health examinations, cor- 
rections, cumulative records, and participation in efforts to improve community health. There is need 
for a definite reorganization of the secondary school to bring about an integrated program of health 
education.” 
23 The Project made two approaches toward creating an environment 
in which Michigan high schools and colleges of education might meet 
this challenge in the future. The first utilized the Community Health 
Service class as an entering wedge for establishing health in the 
curriculum. This represented a spearhead type of attack on cur- 
riculum improvement although it was not the initial purpose. The 
second was a general approach which was directed toward sensitizing 
those responsible for secondary education to the problems of health 
education and to stimulate teacher growth in terms of the working 
needs of the local group. 
In working toward this total program of health the Project had 
an overall general concern in the involvment of functionaries so 
they would actually face a mutual responsibility and build together; 
but in working with schools toward developing this general health 
program the Project had to adjust its services to the previous experi- 
ences schools had had in making curriculum changes. In general,, 
experiences have been very limited in dealing with general education 
programs. 
Tables VI to XVII inclusive, giving evaluative data on the general 
education efforts, are grouped under four headings according to the 
two general approaches to health program improvement and to the 
processes of teacher growth. They will appear in this sequence: 
a. Tables VI and VII — Influence of the Community Health Service Course 
on the Total Health Program 
b. Tables VIII, IX, X, and XI — Influence of the Project on School and 
Community Interaction 
c. Tables XII and XIII — Influence of Consultant Service and Source 
Materials in Promoting General Health Programs 
d. Tables XIV, XV, XVI, XVII — Influence of the Project Activities on 
Teacher Improvement 
Influence the Community Health Service Course Had on the Total 
Health Program 
From the Project’s direct contacts with schools and the evaluative 
reports of students and faculties, it was learned that the Community 
Health Service course activities were of interest to many students 
not enrolled in the class. Also a general interest in health had been 
stimulated among school faculties through the cooperative teaching 
methods used. The extent of this influence is appraised by teachers 
and administrators. 
Influence of Course as Seen by Teachers. The questionnaires to 
teachers requested their opinions as to how valuable the class was in 
stimulating an interest in health education and of setting in motion 
the resources of the school for program improvement. 
24 TABLE VI — EFFECT OF THE COMMUNITY HEALTH SERVICE 
PROJECT COURSE ON THE TOTAL SCHOOL HEALTH 
PROGRAM AS SEEN BY TEACHERS 
Responses 
Much 
Little 
None 
No. 
No. 
% 
No. 
% 
No. 
% 
Were health experiences and 
content included in sub- 
jects other than the health 
class ? 
47 
12 
25.6 
31 
66.0 
4 
8.5 
Did faculty discuss health 
program in general teach- 
ers’ meeting ? 
43 
4 
9.3 
23 
53.5 
16 
37.2 
Has a faculty health commit- 
tee contributed to pro- 
gram? 
40 
5 
12.5 
14 
35.0 
21 
52.5 
Has student organization 
contributed to health pro- 
gram? 
44 
6 
13.6 
11 
25.0 
27 
61.4 
Did the class stimulate the 
school to initiate planning 
a total school health pro- 
gram? 
43 
10 
23.3 
17 
39.5 
16 
37.2 
Has your experience with the 
class been professionally 
valuable ? 
40 
33 
82.5 
7 
17.5 
0 
0.0 
Did the class unite the fac- 
ulty in professional inserv- 
ice development? 
36 
2 
5.6 
19 
52.8 
15 
41.7 
Total 
293 
72 
24.6 
122 
41.6 
99 
33.8 
The appraisal of the classes as to the influence they had on the 
development of the total program indicates, as shown in Table VI, 
that the health program had not become a concern of the total faculty. 
Only 25.6 per cent of the teachers said the Project had been of much 
value in stimulating other teachers to teach health and only 9.3 per 
cent thought it of much value in stimulating the discussion of health 
in faculty meetings. This indicates how rarely high school faculties 
deal with problems of health of high school pupils. So the responses 
of even 23.2 per cent indicating the Project of much value in stimu- 
lating total school programs, is encouraging. 
The 82.5 per cent who reported the class of much value in pro- 
moting professional growth of a teacher is significant and would have 
been an important factor in developing a general health program if 
school administrators had utilized the leadership of these teachers 
more widely. The response to the question regarding local school 
inservice programs indicates there were some conscious efforts for 
inservice planning but it has not become a recognized part of pro- 
grams for curriculum improvement. 
It is interesting to note that either student organizations are not 
aware of their citizenship responsibilities in the area of health or 
else they do not function as a vital part of the total school program. 
Influence of Community Health Service Course as Seen by Ad- 
ministrators. Administrators showed an active interest in the Com- 
munity Health Service Course since its inception. They assisted in 
25 the planning and in making community contacts. Through this in- 
terest they became aware of the activities of students, parents, and 
other faculty members. Administrators were asked questions similar 
to those asked of teachers. 
TABLE VII — EFFECT OF THE COMMUNITY HEALTH SERVICE 
COURSE ON THE TOTAL SCHOOL PROGRAM AS SEEN 
BY SCHOOL ADMINISTRATORS 
Responses 
Much 
Little 
None 
No. 
No. 
% 
No. 
% 
No. 
% 
Were health experiences and 
content included in subjects 
other than the health 
class ? 
44 
12 
27.3 
30 
62.8 
2 
4.5 
Did your faculty discuss the 
health program in general 
teachers’ meetings? 
46 
6 
13.0 
30 
64.8 
10 
21.7 
Has a faculty committee con- 
tributed to the health pro- 
gram? 
46 
12 
26.1 
16 
34.8 
18 
39.1 
Has a student organization 
contributed to the health 
program? 
53 
11 
20.8 
15 
28.3 
27 
50.9 
Did the class unite the fac- 
ulty in professional inserv- 
ice development? 
48 
7 
14.6 
27 
56.3 
14 
29.2 
Total 
237 
48 
20.25 
118 
49.79 
71 
29.96 
Table VII indicates that administrators generally thought that the 
class had been of slightly more value in every item than did the 
teachers. One noticeable exception in responses was on the item 
about the effect regarding faculty committee contribution to the 
health program. Twenty-six and one-tenth per cent of those replying 
rated it as being of much value while only 12.5 of the teachers rated 
it of much value. 
Influence of the Project on School and Community Interaction 
The Project assumed that community-school interaction was de- 
sirable for promoting the growth of teachers and health department 
personnel and for promoting student growth in citizenship responsi- 
bility in matters of community health. The extent to which these 
general education values were achieved and a closer working relation- 
ship between the school and community health agencies developed 
is given in Tables VIII, IX, X and XI, which summarize the opinions 
of teachers, administrators, and health department personnel. 
Appraisal of the Influence on Community and School Interaction 
by Teachers. Several emphases throughout the Project were aimed 
to encourage and facilitate community school interaction. 
26 TABLE VIII — VALUE OF THE COMMUNITY HEALTH SERVICE 
PROJECT IN TERMS OF SCHOOL-COMMUNITY INTERACTION 
Responses 
Much 
Little 
None 
No. 
No. 
% 
No. 
% 
No. 
% 
Has it promoted use of com- 
munity resources and 
agencies ? 
37 
21 
56.8 
13 
35.1 
3 
8.1 
Have school-community rela- 
tionships been strength- 
ened ? 5 
40 
20 
50.0 
16 
40.0 
4 
10.0 
Has group planning with per- 
sons in the community 
taken place? 
42 
11 
26.2 
15 
35.7 
16 
38.1 
Have plans for future coop- 
erative planning been de- 
veloped? 
36 
6 
16.7 
9 
25.0 
21 
58.3 
Did girls, upon completion of 
course give service to com- 
munity agencies? 
46 
15 
32.6 
13 
28.26 
18 
39.13 
Has the community aided 
your health program ? 
34 
12 
35.3 
4 
11.8 
18 
52.9 
Total 
234 
85 
36.32 
69 
29.49 
80 
34.19 
The responses in Table VIII indicate that teachers believe that 
the Project did advance the use of community agencies by schools. 
Fifty-six and eight-tenths per cent said it had been of much value 
in promoting the use of agencies and 50 per cent in strengthening 
school-community relationships. One practical approach to both 
student citizenship attitudes and community interaction is through 
school-community enterprises; the rating of 33.3 per cent of much 
value, and 26.7 per cent of some value, indicates that the Project 
methods have potentiality for developing these values. The ratings 
of the two items on planning indicate that the Project assisted schools 
only slightly in this respect since 58.3 per cent rated no value in 
promoting systematic planning. The 52.9 per cent who responded 
that the community was of no aid in their program indicated either 
that community agencies are not giving services to schools or that 
school faculties are unaware of services given. 
Influence on Community and School Interaction as Seen by Ad- 
ministrators. Administrators were also aware of the opportunities 
school and community have for working together on health problems. 
They give in Table IX their reactions to the value of the Project 
in promoting this phase of interaction. 
27 TABLE IX — VALUE AND EFFECT OF THE PROJECT IN TERMS OF 
SCHOOL-COMMUNTY INTERACTION 
Responses 
Much 
Little 
None 
No. 
No. 
% 
No. 
% 
No. 
% 
Has it promoted use of com- 
munity resources and 
agencies ? 
41 
21 
51.2 
17 
41.5 
3 
7.3 
Have school community rela- 
tionships been strength- 
ened? 
49 
26 
53.0 
19 
38.8 
4 
8.2 
Has the group planning with 
persons in the community 
taken place? 
51 
26 
51.0 
16 
31.0 
9 
18.0 
Have plans for future coop- 
erative planning been de- 
veloped? 
43 
9 
21.0 
17 
39.5 
17 
39.5 
Did girls, upon completion of 
course give services to 
community agencies? 
43 
12 
27.9 
23 
53.5 
8 
18.6 
Has the community aided 
your health program ? 
37 
25 
67.6 
6 
16.2 
6 
16.2 
Total 
264 
119 
45.08 
98 
37.12 
47 
17.8 
School administrators had a much more favorable opinion than 
the teachers had of the value of the Project in developing school 
and health agency relationships. They were also more optimistic 
about the extent to which group planning had taken place and the 
aid which had been received from community groups and agencies. 
Influence on Promoting Use of Health Department Personnel 
Health departments were called upon to assist schools through giving 
special consultant services, planning community enterprises, providing 
teaching aids, and giving some direct health services. Health depart- 
ments reacted to these activities in their relationship to developing 
school-community cooperation. 
TABLE X — VALUE OF THE PROJECT IN FURTHERING THE USE OF 
HEALTH DEPARTMENT PERSONNEL AS REPORTED BY 
HEALTH DEPARTMENTS 
We used 
these 
Of much 
value 
Of little 
value 
Of no 
value 
No. 
No. 
% 
No. 
% 
No. 
% 
Sanitarian 
9 
6 
66.7 
3 
33.3 
0 
0 
Nurse 
12 
8 
66.7 
4 
33.3 
0 
0 
Director 
7 
5 
71.4 
2 
28.6 
0 
0 
Nutritionist 
5 
2 
40.0 
3 
60.0 
0 
0 
Dental health educator 
2 
1 
50.0 
1 
50.0 
0 
0 
Cancer specialist 
5 
3 
60.0 
2 
40.0 
0 
0 
Maternal health consultant.... 
6 
5 
83.3 
1 
16.7 
0 
0 
Regional nursing consultant.. 
4 
1 
25.0 
3 
75.0 
0 
0 
Total 
50 
31 
62.0 
19 
38.0 
0 
0 
Of the health personnel listed in Table X the sanitarian, nurse, and 
director are the more commonly employed by county health depart- 
ments and these are shown to be used most frequently by the thirteen 
departments of health reporting. The high ratings in the “of much 
28 value column” seem to indicate that health departments feel that 
schools which received their help did so with a good deal of profit. 
TABLE XI — VALUE OF THE PROJECT IN STIMULATING HEALTH 
DEPARTMENTS TO COOPERATE IN PHASES OF SCHOOL HEALTH 
PROGRAMS AS REPORTED BY HEALTH DEPARTMENTS 
Responses 
Of much 
value 
Of little 
value 
Of no 
value 
No. 
No. 
% 
No. 
% 
No. 
% 
To participate in conferences 
11 
8 
72.7 
3 
27.3 
0 
0.0 
To assist class groups 
13 
11 
84.6 
1 
7.7 
1 
7.7 
To plan and guide field ex- 
cursions 
12 
8 
66.6 
2 
16.7 
2 
16.7 
To participate in faculty or 
health meetings 
13 
7 
53.8 
5 
38.5 
1 
7.7 
Total 
49 
34 
69.4 
11 
22.4 
4 
8.2 
The activities indicated in Table XI are illustrative of kinds of inter- 
action which not only contribute to cooperative efforts but also to 
personnel improvement. The responses of 72.7, 84.6, and 66.6 per 
cent of much value indicate that health departments believe the Proj- 
ect was successful in stimulating their participation in school con- 
ferences, assisting class groups, and helping to plan and guide field 
excursions. 
Influence of Use of Consultative Service and Source Materials in 
Promoting General Health Programs 
Influence of Consultative Services on General Education. The use 
of consultative services was encouraged by the Project for enriching 
school health activities and contributing to a process of teacher 
growth. How valuable and extensive this service was in the opinions 
of teachers is shown in Table XII. 
TABLE XII — AMOUNT AND SOURCES OF CONSULTATIVE ASSIST- 
ANCE RECEIVED IN FURTHERING THE GENERAL EDUCATION 
APPROACH AS SEEN BY TEACHERS 
Responses 
Of much 
value 
Of little 
value 
Of no 
value 
No. 
No. 
% 
No. 
% 
No. 
% 
State health department con- 
sultants 
40 
18 
45.0 
16 
40.0 
6 
15.0 
State Project consultants 
27 
16 
59.3 
7 
25.9 
4 
14.8 
College consultants 
23 
5 
21.74 
7 
30.43 
11 
47.83 
Community health personnel 
38 
26 
68.4 
9 
23.7 
3 
7.9 
Through area or district con- 
ferences 
23 
11 
48.0 
9 
39.0 
3 
13.0 
Total 
151 
76 
50.33 
48 
31.79 
27 
17.88 
State health department and community health department per- 
sonnel were apparently called upon most frequently while community 
health and the state Project consultants were rated the most valuable 
by the greatest number of teachers. It is interesting to note that 
consultative services from colleges were used least. 
29 Influence of Source Materials Used by Teachers on General Edu- 
cation. Health education materials were available from many sources 
and the Project encouraged their wide use through a bibliography 
in the Syllabus 3051-R and the field service program. 
TABLE XIII — VALUE OF VARIOUS SOURCE MATERIALS IN 
FURTHERING THE GENERAL EDUCATION APPROACH 
AS SEEN BY TEACHERS 
Used this 
resource 
Of much 
value 
Of little 
value 
Of no 
value 
No. 
No. 
% 
No. 
% 
No. 
% 
The Community Health Serv- 
ice Project Syllabus (Bul- 
letin 3051-R) 
44 
35 
79.5 
9 
20.5 
0 
0.0 
Other Department of Public 
Instruction bulletins 
38 
32 
84.2 
6 
15.8 
0 
0.0 
State health department 
pamphlets 
41 
37 
90.2 
4 
9.8 
0 
0.0 
Films 
40 
33 
82.5 
7 
17.5 
0 
0.0 
Published texts 
35 
29 
82.85 
5 
14.3 
1 
2.85 
Total 
198 
166 
83.84 
31 
15.66 
1 
0.50 
Table XIII gives the teachers’ opinions of the value of source 
materials commonly used. While all sources were rated of much 
value by some teachers, publications from the Michigan Department 
of Health received highest rating and apparently fit the needs of the 
teachers the best of any source materials used. 
Influence of the Project Activities on Teacher Improvement 
The objective of teacher improvement was attacked from three dif- 
ferent directions: by giving direct assistance to teachers on the job; by 
stimulating more field services in health education to schools through 
the regular channels of college field services; and by stimulating an 
organized effort on campuses for improving the preservice education 
program. Tables XIV, XV, XVI and XVII give the opinion of ad- 
ministrators and colleges of education as to how valuable the various 
project services and activities had been in furthering this general 
objective of teacher improvement. 
TABLE XIV — APPRAISAL OF RESOURCE ASSISTANCE FOR THE 
IMPROVEMENT OF TEACHERS IN THE GENERAL EDUCATION 
APPROACH AS SEEN BY ADMINISTRATORS 
We used 
this 
Of much 
value 
Of little 
value 
Of no 
value 
No. 
No. 
% 
No. 
% 
No. 
% 
State health department 
consultants 
37 
33 
89.2 
4 
10.8 
0 
0.0 
State Project consultants 
31 
27 
87.1 
3 
9.7 
1 
3.2 
College consultants 
12 
5 
41.7 
5 
41.7 
2 
16.7 
Local health department per- 
sonnel 
35 
31 
88.6 
4 
11.4 
0 
0.0 
Area or district conferences.. 
26 
13 
50.0 
12 
46.2 
1 
3.8 
Correspondence 
27 
10 
36.9 
17 
63.0 
0 
0.0 
Production of resource ma- 
terials 
17 
13 
76.5 
3 
17.6 
1 
5.9 
Faculty meetings 
21 
12 
57.1 
6 
28.6 
3 
14.3 
Preopening conferences 
21 
12 
57.1 
7 
33.3 
2 
9.5 
Total 
227 
156 
68.72 
61 
26.87 
10 
4.41 Influence of Assistance on Teacher Improvement as Seen by Ad- 
ministrators. Schools had many resources at their disposal for 
bringing about teacher growth and program improvement. 
Table XIV shows that administrators rated state health depart- 
ment consultants, local health department consultants, state Project 
consultants, and local production of resource materials as of highest 
value, in the order named, in the improvement of teachers. College 
consultants and correspondence wrere rated at the bottom in value. 
Thirty-seven of 47 administrators reported use of state health de- 
partment consultants and only 12 called on college consultants the 
least used in resources listed. 
Influence of the Project on College Field Services. The Project 
believed that the field services of the colleges should be used in pro- 
moting teacher growth in health education if such services were given 
through the regular college channels for inservice education and 
thereby strengthen the established college field service programs. 
TABLE XV — APPRAISAL OF THE PROJECT BY PARTICIPATING 
TEACHER EDUCATION INSTITUTIONS IN TERMS OF ITS CON- 
TRIBUTION TO THEIR INSERVICE EDUCATION PROGRAMS 
Responses 
Much 
Little 
None 
No. 
No. 
% 
No. 
% 
No. 
% 
Broadening contacts in the 
field with individual teach- 
ers and schools 
5 
4 
80.0 
1 
20.0 
0 
0.0 
Assisting colleges to plan 
and organize conferences 
and other field service pro- 
grams 
5 
4 
80.0 
1 
20.0 
0 
0.0 
Assisting colleges in locating 
and using special health 
consultants for field serv- 
ices 
5 
4 
80.0 
1 
20.0 
0 
0.0 
Assisting colleges to analyze 
and evaluate field service 
needs and techniques 
5 
2 
40.0 
3 
60.0 
0 
0.0 
Contributing to the general 
inservice interests and or- 
ganization of the college.... 
5 
4 
80.0 
1 
20.0 
0 
0.0 
Total 
25 
18 
72.0 
7 
28.0 
0 
0.0 
Table XV is not only an evaluation by the colleges of the extent 
to which their field services were strengthened but it also indicates 
that these five colleges7 differed in their interest and capacity for 
giving field services. Four of the five colleges indicated that the 
Project was of much value in four of the five items listed. Only 
two of the five colleges thought it had been of much value in helping 
them to evaluate their field service needs and techniques. 
Influence of the Project on College Preservice Programs. The 
participating colleges, stimulated by health education needs in high 
schools, became interested in improving the training program in health 
education for their prospective secondary teachers. Upon request, 
7Only five of the six cooperating colleges submitted the appraisal report 
31 the Project gave certain kinds of assistance to colleges which five of 
the six cooperating appraised. 
TABLE XVI — APPRAISAL OF THE PROJECT BY PARTICIPATING 
TEACHER EDUCATION INSTITUTIONS IN TERMS OF ITS CONTRIBU- 
TION TO THEIR PRESERVICE EDUCATION PROGRAMS 
CONTRIBU 
Total number 
responses 
Of much 
value 
Of little 
value 
Of no 
value 
No. 
No. 
% 
No. 
% 
No. 
% 
Stimulating the interest of a 
greater number of depart- 
ments which could contrib- 
ute to this area of teacher 
education 
5 
2 
40.0 
3 
60.0 
0 
0.0 
Stimulating an organized ef- 
fort to study the present 
college health program 
5 
3 
60.0 
2 
40.0 
0 
0.0 
Assisting in developing a 
more unified effort among 
the departments of educa- 
tion, health education, stu- 
dent teaching, and health 
services 
5 
3 
60.0 
2 
40.0 
0 
0.0 
Assisting the college to ana- 
lyze the needs of the sec- 
ondary school program 
5 
3 
60.0 
1 
20.0 
1 
20.0 
Broadening the use of health 
resources on the campus.... 
5 
3 
60.0 
2 
40.0 
0 
0.0 
Total 
30 
17 
56.7 
12 
40.0 
1 
3.3 
The five items listed in Table XVI represent the problems most fre- 
quently worked upon by colleges. This table shows that three of 
the five colleges thought the Project had been of much value in 
improving the preservice program while two said it had been of little 
value. One college indicated that the Project had been of no assist- 
ance in the problem of analyzing the general secondary health pro- 
gram. 
Influence of the Project’s General Activities on Teacher Improve- 
ment. The Project, in attempting to stimulate the six colleges to 
evaluate their teacher education programs in terms of the changing 
secondary health program, took direct responsibility for certain con- 
sultative services to the colleges and provided an opportunity for 
colleges to meet for an exchange of experiences. These group ac- 
tivities and services are evaluated by five of the cooperating colleges. 
The conferences sponsored by the Project for the discussion of 
problems and exchange of experiences were considered of much value 
by the five colleges. Four colleges also rated the area health edu- 
cation conference and staff consultant visits to the campus of much 
value. Visits to schools as an activity which would indirectly influ- 
ence their preservice program were rated as of little value by all the 
colleges. 
32 TABLE XVII — APPRAISAL OF THE PROJECT BY PARTICIPATING 
TEACHER EDUCATION INSTITUTIONS IN TERMS OF ITS CONTRI- 
BUTION TO TEACHER IMPROVEMENT IN HEALTH INSTRUCTION 
Total number 
responses 
Of much 
value 
Of little 
value 
Of no 
value 
No. 
No. 
% 
No. 
% 
No. 
% 
Conferences held by the Proj- 
ect for college representa- 
tives of the Project 
5 
5 
100.0 
0 
0.0 
0 
0.0 
The state teacher education 
conference 
5 
5 
100.0 
0 
0.0 
0 
0.0 
Area health education con- 
ference sponsored jointly 
by college and Project 
5 
4 
80.0 
1 
20.0 
0 
0.0 
College staff field visits to 
schools 
5 
0 
0.0 
5 
100.0 
0 
0.0 
Project staff consultant visits 
to campus 
5 
4 
80.0 
1 
20.0 
0 
0,0 
Other consultants referred to 
the campus 
5 
3 
60.0 
1 
20.0 
1 
20.0 
Total 
30 
21 
70.0 
8 
27.0 
1 
3.3 
Influence of the Project on the Programs of Other States 
Twenty-four states initiated a health Project subsequent to the 
launching of the Michigan experimental program. Visitors from 
twenty-one states came to Michigan to visit with personnel in the 
state offices and local school officials and to observe the Project in 
action. Representatives from twenty-two states attended a confer- 
ence in Chicago planned by the Michigan Project in cooperation with 
the W. K. Kellogg Foundation. A great deal of correspondence was 
exchanged with other state education and health officials and inquiries 
answered. The Michigan film was used by other states. The Sug- 
gested Outline, No. 3051-R, was sent to other states as was the report 
of the Project for the period 1943-1945. To follow up these contacts 
questionnaires were sent to nineteen state departments of education, 
fifteen of them responding. 
TABLE XVIII — INFLUENCE OF THE COMMUNITY HEALTH SERVICE 
PROJECT UPON HEALTH PROGRAMS IN OTHER STATES 
Total 
Responses 
Influenced 
Not 
Influenced 
The basic materials used 
13 
12 
1 
The general administration of 
the program 
11 
9 
2 
The method of attack on 
health education 
11 
10 
1 
The procedure for working 
with teachers and groups.... 
11 
7 
4 
Total 
46 
38 
8 
Per cent 
82.61 
17.39 
Table XVIII shows that 82.61 per cent of the responses indicated 
that contact with the Michigan Project influenced other states in 
such matters as administration of the program, materials and methods 
used, and procedures employed in working with teachers and groups. 
33 The following are typical comments made in reports, “Michigan 
materials served as guides.” “We patterned the general adminis- 
tration of our program according to the Michigan plan.” “Your 
program supplied convincing information.” “We found the Michigan 
film, Working Together for Health very helpful.” “Had we had the 
film and the report two years ago when we began our Project, we 
would have gained much more help.” “The first relationships which 
existed between school and non-school agencies in Michigan gave leads 
in establishing our Project.” “Our superintendent was impressed by 
his visit to Michigan and later employed one of the Michigan consult- 
ants as state supervisor.” “Many helpful ideas were gained from 
the conference in Chicago in February, 1945.” “We feel that the 
practical experiences which the Michigan program provided for 
students have real value.” Similar comments are to be found in the 
original data from fifteen states. 
The general conclusions drawn from these evaluative data, together 
with an interpretation, are included in the following chapter. 
34 PART THREE 
GENERAL CONCLUSIONS 
It is always difficult to judge an activity such as the Community 
Health Service Project by objective data. Although the idea sprang 
from the needs of the times, the scope of the Project grew so wide and 
the ramifications so great that it reached into the lives of more per- 
sons than were contacted by pencil and paper data. There is always 
an inability to measure that quickening of interest in an idea or the 
desire and capability to carry forward an activity when the evalua- 
tive aspect concerns itself with people. Only its future can truly 
evaluate the Community Health Service Project, its growth, and its 
influence. 
In the evaluation it must be remembered that it was set up as a war- 
time measure to provide assistance in hospitals and other community 
services and to interest girls in the health professions. As the war 
progressed and the needs and points of view changed there was 
change in the Project emphasis. The rapidity of these changes hinder- 
ed the assimilation of modified procedures, content, and concepts by 
colleges, high schools, and health agencies. This inability to assimi- 
late, unify, and project a more comprehensive viewpoint of health in 
education was due in part to the necessary opportunistic approach in 
changing the curriculum and to a lack of continuity in staff on the 
state level, as well as the short-time planning and orienting imposed 
on the participating groups concerned. 
The first portion of this section enumerates some general outcomes 
of the Project. Then follows a record of activities and procedures 
which might be repeated or given more emphasis, and activities which 
might be modified or given better direction, if a similar project were 
to be undertaken. Finally there appears a statement of future prob- 
lems and needs in health education. 
General Outcomes 
1. Approximately 5,000 high school girls were prepared to give 
services to home and community during the war. 
2. Participating schools and communities were brought closer to- 
gether in working for the improvement of school and community 
health. 
3. Leaders at all levels grew in their ability to plan and execute a 
program of preservice and inservice teacher education. 
4. Participating colleges became aware of new state and community 
resources for enriching their programs of preservice teacher 
education. 
35 5. Participating colleges made another step in analyzing their in- 
service programs and applying their policies and services to 
teachers in the field of health education. 
6. There was developed a clearer concept for the need of a definite 
organization, on the state level, for implementing and facilitating 
health education. 
7. Leadership on the state level gained a clearer conception of the 
incompleteness of the plans and policies for field services to 
schools. 
8. The Project brought to leaders at all levels additional light on 
the dynamics of a total health education program in operation. 
Activities and Procedures Which Might Be Repeated or Given More 
Emphasis 
1. Although the approach of planning together on many levels— 
pupils, teachers, administrators, and health agencies—was slow 
in the initial stages and burdensome to schools unaccustomed 
to its use, yet this broad planning was one of the procedures that 
proved invaluable and might on another occasion be repeated and 
extended. 
2. The experiential and doing-type of program utilizing the com- 
munity and its resources as a laboratory, represented a type of 
procedure that both students and teachers supported as a prac- 
tical approach to functional learning. 
3. Another valuable activity was the stimulation given to the im- 
provement of teachers and teacher education programs in health. 
The state conference on health education held in 1946 was most 
valuable in focusing the attention of college and school adminis- 
trators on the problems and important aspects of teacher educa- 
tion in this field. A similar conference, if the Project were to be 
repeated, might well be held during the early planning stages. 
4. Two widely used teaching aids served markedly to sharpen the 
concepts expressed through the activities for planning, instruct- 
ing, or organizing a health program. The Community Health 
Service Project, Suggested Outline, Bulletin 3051-R, served as a 
guide in Michigan and other states with similar projects for both 
a course and a general education emphasis; secondly, the motion 
picture, Working Together for Health, produced by the Project 
and featuring the techniques of instruction, planning, and working 
with community agencies, student learning experiences and ac- 
tivities and in the preparation of teachers, was used by school 
faculties, student conference groups, and professional health 
workers as an aid to inservice education. 
5. Direct consultant services to schools and group conferences on the 
local level proved to be among the most valuable techniques for 
teacher improvement, and might well have been extended. 
36 Activities and Procedures Which Might Be Modified or Given Better 
Direction 
1. The first goal of the ultimate phase of the Project was the de- 
centralization of state services to the schools. This involved 
consultants from the six state tax-supported colleges. Presum- 
ably through this cooperative relationship any or all high schools 
could receive consultant assistance. This arrangement was 
entered into by and with the colleges without an adequate under- 
standing or appreciation of the nature of the services to be ren- 
dered and of the staff time and competencies required. Moreover, 
selecting colleges as cooperating agencies simply because they 
were tax-supported did not prove practical. 
2. More objective results toward decentralization might have been 
obtained had the Project, in cooperation with colleges, confined 
its services to as small a number of schools as could reasonably 
be serviced and especially to those willing and able to make ad- 
ministrative and curricular adjustments that seemed in order. 
For the same reason colleges might better have worked toward 
program development in one or two schools to serve as demon- 
stration centers. 
3. Although the Community Health Service Project extended over 
three and a half years, it did not achieve the best results that 
could come with long-term planning and effort. The initial em- 
phasis—that of giving services and of preparation for health pro- 
fessions—gave way at the end of two years to a broader view- 
point of health. Lack of continuity in administration, limited 
staff, and the absence of early evaluative plans deterred some of 
the desired goals. It would have been better to have visualized a 
long-time plan with flexibility enough to meet social changes and 
local needs. 
4. A retarding influence to the latter phase of the Project was the 
early emphasis on the course approach which retarded health 
from moving into a general education program. In spite of 
the attempts to broaden the program, the course approach persist- 
ed as it appeared to administrators to be the more practical 
method; yet these same schools had presumably subscribed to the 
philosophy of health as a part of general education. 
Future Problems and Needs in Health Education 
1. Although the colleges, high schools, and health departments realize 
that administrative problems in promoting health in high school 
education bear a relationship to those in teacher education, and 
recognize that each agency has a need for refining administrative 
responsibilities peculiar to itself, there is nevertheless a need for 
an overall administrative plan which would coordinate the ef- 
forts of all these contributing agencies. 
37 2. In order to bring about changes in the curriculum in terms of 
student needs and interests, provisions need to be made for better 
trained teachers and consultant services to give guidance to 
school administrators in planning and conducting a total health 
program. 
3, A number of problems might immediately be resolved on the 
secondary level and promote a more effective college program if 
the colleges in their general health education programs would 
place more emphasis on an experience type of directed teaching 
for prospective secondary teachers. 
38 APPENDIX A 
PROJECT BUDGETS AND EXPENDITURES 
Budget* 
1942 to August 
15, 1943 
..$ 8,509.05 
Expenditures 
Receipts 
15, 1943 
$ 8,019.79 
Budget* 
Aug. 16, 1943 to 
Aug. 15, 1944 
..$20,380.00 
.. 5,000.00 
.. 13,600.00 
.. 3,300.00 
.. 3,000.00 
500.00 
600.00 
500.00 
Expenditures 
Aug. 16, 1943 to 
Aug. 15, 1944 
$20,783.75 
5,577.07 
1,711.13 
2,997.33 
316.85 
69.27 
818.78 
248.59 
1,000.00 
Consultants’ Salaries 
Travel 
Local Nurse Consultant Service 
Stenographic Service 
Inservice Conference 
Committees 
Supplies—Office, Printed Material, etc. .. 
Miscellaneous—Telephone, Telegraph, 
Exhibit Expenses, etc 
Scholarships 
$46,880.00 
$33,522.77 
Budget 
Aug. 16, 1944 to 
Aug. 15, 1945 
..$11,620.00 
.. 3,000.00 
.. 6,500.00 
.. 1,200.00 
400.00 
Expenditures 
Aug. 16, 1944 to 
Aug. 15, 1945 
$ 9,756.00 
2,024.98 
1,684.44 
1,082.08 
179.35 
Consultants’ Salaries 
Travel 
Inservice Conferences 
Supplies—Office, Printed Material, etc. .. 
Miscellaneous—Telephone, Telegraph, 
Exhibit Expenses, etc 
$22,720.00 
$14,726.85 
Budget 
Aug. 16, 1945 to 
Aug. 31, 1946 
..$ 4,410.00 
.. 1,000.00 
.. 2,100.00 
.. 5,000.00 
490.00 
.. 3,458.48 
Expenditures 
Aug. 16, 1945 to 
Aug. 31, 1946 
$ 5,017.52 
916.00 
2,093.68 
2,440.70 
436.43 
2,720.63* 
Salaries, professional staff 
Travel 
Secretarial 
College consultant services 
Incidental expenses—consultant services, 
conferences, etc. 
Balance from 1944-1945 
$16,458.48 
$13,624.96 
*To this amount will be added the cost of a Project publication which was 
report was prepared. 
incomplete when this COMPILED RECORDS 
Volume 
I. Minutes and Agenda 
Directing Committee Meetings 
Staff Meetings 
Financial Statements 
Form Letters 
II. List of Participating Schools 1942, 1943, 1944, 1945 
III. Conferences 
Project Conferences 
College Conferences 
Department of Public Instruction Conferences 
IV. Project Consultant Field Reports 
V. Field Reports and Summaries from Public Health Nurses and 
Dental Health and Nutrition Consultants 
VI. Workshop—Ann Arbor 
VII. Outlines of State Projects as Submitted at Clinic Workshop 
on Health Education Held at Shoreland Hotel, Chicago, 111., 
February 27 and 28, and March 1, 1945 
VIII. College Plans for Cooperation and College Reports of Activities 
IX. Evaluation Material 1942-43; 1943-44; 1944-45; 1945-46 
X. Miscellaneous Staff Activities 
XL Published Reports and Materials Provided for Schools 
40