[53] “A tourniquet is a bandage, handkerchief, or strap of webbing, into the middle of which a stone, a potato, a small block of wood, or any hard, smooth body is tied.  The band is tied loosely about the limb, the hard body is held over the artery to be constricted, and a stick is inserted beneath the band on the opposite side of the limb and used to twist the band in such a way that the limb is tightly constricted thereby, and the hard body thus made to compress the artery (Fig. 160).

“The entire circumference of the limb may be constricted by any sort of elastic band or rubber tube, or any other strong elastic material passed around the limb several times on a stretch, drawn tight and tied in a knot.  In this way, bleeding may be stopped at once from the largest arteries.  The longer and softer the tube the better.  It requires no skill and but little knowledge of anatomy to apply it efficiently.”  Alexander B. Johnson, Surgeon to Roosevelt Hospital, New York City.

[54] Corrosive sublimate is probably the most powerful disinfectant known.  A solution of one part in 2000 will destroy microscopic organisms.  Two teaspoonfuls of this substance will make a solution strong enough to kill all disease germs.

[55] The burning of sulphur produces sulphurous acid, which is an irrespirable gas.  The person who lights the sulphur must, therefore, immediately leave the room, and after the lapse of the proper time, must hold his breath as he enters the room to open the windows and let out the gas.  After fumigation, plastered walls should be white-washed, the woodwork well scrubbed with carbolic soap, and painted portions repainted.

[56] Put copperas in a pail of water, in such quantity that some may constantly remain undissolved at the bottom.  This makes a saturated solution.  To every privy or water-closet, allow one pint of the solution for every four persons when cholera is about.  To keep privies from being offensive, pour one pint into each seat, night and morning.

[57] “While physiology is one of the biological sciences, it should be clearly recognized that it is not, like botany or zoology, a science of observation and description; but rather, like physics or chemistry, a science of experiment.  While the amount of experimental instruction (not involving vivisection or experiment otherwise unsuitable) that may with propriety be given in the high school is neither small nor unimportant, the limitations to such experimental teaching, both as to kind and as to amount, are plainly indicated.

“The obvious limitations to experimental work in physiology in the high school, already referred to, make it necessary for the student to acquire much of the desired knowledge from the text-book only.  Nevertheless, much may be done by a thoughtful and ingenious teacher to make such knowledge real, by the aid of suitable practical exercises and demonstrations.”—­Report of the Committee of Ten on Secondary School Studies.