HOOL LUNCH ITS ORGANIZATION AND MANAGEMENT IN PHILADELPHIA By EMMA SMZDLEY Class LB i"3479 Bnnir . 11^ (r> Q i^ Copyright N? CQEOUGHT DSX^Sm THE SCHOOL LUNCH ITS ORGANIZATION AND MANAGEMENT IN PHILADELPHIA t3 pq O O a o < o 5^ >^ H o o « W o o H ;?; » O The School Lunch Its Organization and Management in Philadelphia BY EMMA SMEDLEY M Author of "Institution Recipes;" Director of Public School Lunches, Philadelphia, Pa.; formerly Instructor in Domestic Science, Drexel Institute, Philadel- phia, Pa.; Instructor in Dietetics, The Johns Hopkins Hospital Training School for Nurses, Baltimore, Maryland. Published by EMMA SMEDLEY 6 East Front Street Media, Pa. Copyright, 1920 by EMMA SMEDLEY DEC -2 1920 Press of INNES & SONS PMadelphia 0)CI.A604408 FOREWORD THE material in this book does not attempt to cover the whole subject of the school lunch, but is the summing up of the author's eleven years of experience in directing the school lunches in the city of Philadelphia. It has been written in response to innumerable inquiries that have come into the office of the director in regard to the Philadelphia system. As school lunches in this country are still in the developing and, to a degree, experimental stage, no word on the subject can be final, and especially while conditions are still fluctuating as a result of the war, all statements bearing upon labor, equip- ment and cost must be subject to a margin of change. Those of us who have served as early volunteers in the work need frequently to share and compare our experience and pass it on to the newcomers in the field. It is with the hope that this material may serve such purpose of compari- son that it is presented. The reader must bear in mind that the system in Philadelphia differs from most others in that though a part of the school system, the Depart- ment of School Lunches functions separately, hav- ing full power and responsibility within itself. The committee of the Board of Public Education under which it operates acts chiefly in an advisory and co-operative capacity. To this method of operation is largely due the rapid development of the school lunch, but it must be taken into account that in such a system the personnel is of great importance, whether or not the whole corps of workers is imbued with the spirit of the work. In that particular Philadelphia has been peculiarly fortunate, and the author wishes to express here her gratitude to her assistants and co-workers who, from the highest to the lowest, have reflected in every duty the ideal of the work — ^to build up the health of a city's children. u2U/ o OS o PLAN OF SERVICE is a very convenient arrangement. The serving here is done with greater ease because fewer steps are necessary than with the long straight counter. On the outside of the counter are rails to direct the pupils. (See Plate 6.) These have openings for entrance and exit according to the groupings of the food so that the lines do not have to go the full length of the counter. For instance, where the hot food ends there is a break in the railing, another where the ice cream section ends, etc. The use of this form of rail is shown in Plate 7, where two lines of pupils are grouped at the steam table and a third line at the sandwich section. The counter is equipped with a steam serving- table, from which all hot foods are served, with cocoa urns and ice cream cabinets. It has a hot closet under the serving table to keep plates and soup bowls warm, with an additional plate warmer behind the counter. This is shown in Plates 6 and 8. A closet for cold dishes is placed in the rear of the ice cream cabinet. Beneath the counter are drawers for sandwiches, rolls and bread, cookies and a section with sliding shelves to hold desserts ready for serving. (See Plate 9.) There are also drawers for silver from which the boxes on the counter are refilled when needed. Back of the counter along the walls are closets to hold dishes and boxes of crackers, cookies and chocolates so that the counter supplies may be quickly replen- 47 THE SCHOOL LUNCH ished. Drawings of sections of the counter are shown in Plates 10 and 11. In the rear of the counter there is a hand basin and paper towels so that the workers and student aids may keep their hands clean at all times with- out returning to the kitchen. The counter top should be of ash or oak treated with a liquid hardener to preserve the wood. This prevents the roughening of the surface which otherwise would be caused by the daily scrubbing necessary to keep the counter immaculately clean. The steam table for hot foods is located at a central point in the counter. The rail is divided in the middle of the steam table so that the lines may have access to the hot foods from two points. All other service is duplicated, cocoa, ice cream, sandwiches and milk, cookies, chocolates, etc., as shown on the plan of the counter. This plan of duplicate service and the two or three lunch periods make it possible to serve the large num- ber of pupils very comfortably in the short time allowed for lunch. The display of the food on the counter is of great importance and bears a distinct relation to the amount of the sales. All foods should be attractively arranged, with a clear division between the different groups. Over the cookies, 48 THE SCHOOL LUNCH crackers, chocolates and fruits are placed the prices, since these vary slightly for different varie- ties. Coin checks are handed over the counter for each food as it is purchased. The coins are dropped by the persons serving into locked boxes, conveniently placed behind the counter. Adaptation for Smaller Lunch Room All details of arrangement as described here are for the school lunch on a large scale. Adaptations would have to be made for the smaller school. Many of the labor-saving devices necessary in the large kitchen would be unnecessary and extrava- gant in the small kitchen. Dish-washing, for instance, can be done by hand. Steam cookers are unnecessary if the stoves are supplemented by fireless cookers. If there is a good-sized closet in the kitchen a store room may be eliminated, although it is always desirable. It is advisable, even for the small school, to have a dietitian's office and a locker room for the workers. Separate cafeteria service for the teachers is not necessary in the small school, but service for the teachers can be arranged at one end of the pupils' counter and they can carry their food to their own dining-room. The duplication of ser- vice as for the large school is not necessary. A gas-heated table will serve for keeping food hot, as steam is seldom available in a small school. 50 PLAN OF SERVICE UJ Z D O o o o oi o UJ OS «^ X C^^ UU D Q J Zco -'z H Q UJ D GO H o«« -J z (- UJ oo CO UJ Q en o z Q -J D o o X o o 51 Chapter Five THE WORKING FORCE OF THE HIGH SCHOOL LUNCH THE WORKING FORCE OF THE HIGH SCHOOL LUNCH THE working force necessary to serve a school lunch depends upon several factors : Character of menu. Tjrpe of service. Number of pupils in the school. Amount of co-operation on the part of pupils. It is usually considered as a basis for calcula- tion, for the tj^e of menu served in the Philadel- phia schools, that one worker is necessary to a school with a hundred pupils or up to a hundred and twenty-five. For a school with a hundred and fifty pupils one full time and one half-time worker are necessary. The number of workers will not increase, however, in exact ratio to the number of pupils, as the proportion of workers naturally decreases with increasing numbers of persons served. In a high school with eighteen hundred to two thousand students, where there are convenient arrangements and a fair measure of co-operation on the part of the students, the minimum force necessary, in addition to a dietitian and assistant 65 THE SCHOOL LUNCH dietitian, is seven full time women workers, three half-time women workers and one man, full time. This force takes care of about two thousand sales of substantial foods a day and a thousand sales of fruits, chocolates and crackers. The Philadelphia high school lunch system employs in all: 15 Dietitians in charge of lunch rooms. 8 Assistant dietitians. 124 General helpers. 228 Student aids each day. The Dietitian The success of a high school lunch room depends very largely upon the dietitian, as she gives the stamp to the place and is responsible for the run- ning of the machinery. She works under the director of school lunches, but is responsible for the management of the individual lunch room and for all of its employees. She has nothing to do with the equipping of the lunch room, but takes charge when it is ready to operate. She works eight hours a day five days in the week and receives a salary rated on the present basis of the teachers of domestic science in the elementary schools, paid in ten instalments. During her working hours the dietitian wears a white uniform, cap and white shoes and stock- 56 THE WORKING FORCE ings. Her very appearance strikes the keynote of the lunch room in contrast with that of the street vender or the old type concessionaire. Qualifications op the Dietitian The first qualification of the dietitian is that she shall be a home economics graduate or that she must have the equivalent of that training in previous experience. Because the work she has to do calls for quick action, for correlation with the other work of the school and for careful dealing with people of all ages and kinds, the successful dietitian needs to be a very well rounded person. She should be fortified with an inordinate amount of common sense and soimd judgment. She should have business ability, tact, a cheerful disposition and poise. She must be prompt, and, above all else, she should be drawn into the work through a knowledge of and a genu- ine interest in the subject of school feeding so that at all times she pledges her energies to maintain ideals and standards. Duties of the Dietitian The duties of the dietitian may be considered as threefold in character: scientific, executive and social. It is hard to say which phase is of great- est importance. Under the first, or scientific, come her duties as director of the food prepara- tion of the lunch room; under the second, her 57 THE SCHOOL LUNCH duties as head of her corps of workers and the responsibility of ordering supplies and directing the management; and under the third come the important duties of winning the co-operation of principal and teachers and of dealing tactfully with the children. In her scientific capacity she plans all the menus for the lunch room both for pupils and teachers. These menus are made up of the standard recipes of the department with some slight variations. They are planned with a view to nutrition and to well-balanced combinations, the dietitian always keeping in mind the seasons and the food supplies on hand. She should utilize the supplies wisely, and especially towards the end of the school must so plan the menu as not to leave surplus stock of perishables in the larder. As a basis for her recipes she uses "Institution Recipes," but she keeps on hand a book in which recipes are adapted to just the quantities served in her particular school. This is a valuable part of her office equip- ment and is at hand for reference in case the dieti- tian is absent and someone else takes charge. In addition to the planning of the menus, the dietitian actually supervises the preparation and cooking of the food so as to be sure that it is properly done, instilling in her workers the neces- sity for absolute cleanliness and sterilization in the handling of food, and the great importance of careful seasoning. B8 , THE WORKING FORCE She should inspire all her workers with a desire to have the food served each day as nearly per- fect in taste and appearance as it can possibly be made. The motto of the lunch room should be "Trifles make perfection and perfection is no trifle." In her executive capacity fall the larger range of the dietitian's duties. She is responsible for the food from the time it comes in as raw mate- rial until it is consumed, for most of the ordering, for some of the buying and for keeping a careful account of all foods brought in and used. Within her province comes the ordering of all foods that are delivered daily, milk, bread and ice cream, and perishable vegetables and fruits which can best be secured within a short radius. As a means of keeping track of these orders she has always on her desk a book in which are recorded daily the amounts of each of these foods ordered and at the end of the day the amounts left over, as a guide for the next day's order. This method of record- ing orders is uniform with all the dietitians so that in case of substitution when a dietitian is absent from her post, the newcomer has but to refer to the order book as a guide. Once a week, on Friday, the dietitian sends to the director's office an order for meat, butter, eggs, crackers and cookies which may be needed for the school during the week to come. Once a month she sends in to the central office an order 69 THE SCHOOL LUNCH for staple groceries. On delivery of supplies she checks the invoices and has all food weighed to see that the invoice tallies with the order and that the correct weight and quantity are delivered. As a part of a large system in which leakage or inaccuracy would mar the whole plan, she has to make careful reports to the central office. These reports, some of which are sent in weekly and some monthly, show a record of the supplies received and on hand, menus served to pupils and faculty, portions served, cash receipts and receipts in coin checks. (For detailed account of these reports see chapter on System of Records and Accounting.) Among the dietitian's duties also is a monthly counting of all silver and dishes to see if there are any shortages and at the end of each term to examine all equipment, see what needs replacing or mending, and to make out requisitions for replacement, so that the lunch room may start fully equipped at the beginning of the fall term. The dietitian likewise sends in to the director the payroll of her workers and pays them each week with a check sent from the central office. In her social capacity the dietitian can do much to bring about the co-operation of principal, teach- ers and students with the lunch room, although that is a fifty-fifty undertaking, and unless her interest is met by the interest of the principal she is greatly hampered. 60 « O xn H ! Oh t3 O O o H3 O o a o a W THE ELEMENTARY SCHOOL LUNCH child is i/^c. The forty-nine per cent, spent for crackers and cookies does not indicate a greater demand for sweets, as it may be that two crackers are bought with a bowl of soup and the unsweet- ened crackers are more largely called for than the sweet varieties. The fact that the children are entirely free to make their own choice and yet take such a large percentage of the hot foods is an indication of the lesson the school lunch is teaching. Because of the shorter time of the recess lunch period and also because of the complication involved with younger children in changing pen- nies into another medium such as the coins used in the high schools, that system is not in use in the elementary schools, the food being paid for with pennies as it is purchased. The school lunch is in operation in thirty ele- mentary schools in Philadelphia, with an average attendance of 35,000 pupils. There are twenty- nine workers and ninety student aids each day. The average receipts per day for lunches during the year 1919-20 were about $160.00. The service is rapidly being extended to more schools. The space used for serving lunch in the average elementary school is the play-room, therefore benches and tables cannot be stationary, although in the newer schools in which the service is being installed a special room is provided for this pur- pose. 95 THE SCHOOL LUNCH Equipment The equipment necessary for the elementary lunch room because of the simplified menu and service is very much smaller than that of the high school. Any figures relating to the cost of equipment must necessarily be very unsatisfactory owing to the extremely high prices due to the unsettled market conditions following the war. Therefore no attempt has been made to enumerate the cost of furnishings and equipment. The following is the list of equipment used in the Philadelphia elementary school lunch rooms providing recess lunch for pupils : Kitchen and Lunch Room Equipment 1 six-burner gas range, with oven and broiler 1 Seely fireless cooker, No. 4 1 sink with two drain boards, each 3 feet long 1 towel rack, wooden, with 8 arms 1 work table 1 supply closet with locks 1 counter with closets under and wire rack Serving tables Benches — ^two heights for large and small children 1 hand basin for use of the children 1 paper towel holder Liquid soap receptacle 1 drinking fountain for children 1 steel locker for workers' wraps 96 o H O o a < o n » O H -^ iJ PM THE ELEMENTARY SCHOOL LUNCH For Serving 3 No. 216 W. & W. enamel trays 3 No. 220 W. & W. enamel trays 3 4-qt. W. & W. enamel pitchers, No. 17 12 do^. W. & W. enamel cups, No. 8, with handle 1 doz. W. & W. enamel soup bowls, 5-in. diam- eter 2 one-third-pint W. & W. enamel ladles 2 one-quarter-pint W. & W. enamel ladles ly^ gross nickel teaspoons Miscellaneous 1 agate stove pot, 12 qts. 1 20-qt. tin double boiler with copper bottom, spout in lower compartment 1 heavy retinned steel stock pot, 7-gal. capacity 1 No. 920 aluminum double boiler 1 No. 57 aluminum saucepan 2 No. 73 aluminum pudding pans 1 white enamel bucket having diameter 14 in. at top 1 2-qt. white enamel saucepan 1 graduated tin measure 1 3-portion measuring cup 1 4-portion measuring cup 2 retinned basting spoons, 14 in. 1 French wooden mixing spoon, 14 in. 1 heavy wire bowl strainer, 6 in. 1 japanned pepper shaker, No. ly^ 1 bakers* egg whip 1 Delmonico can opener 97 THE SCHOOL LUNCH 1 paring knife 1 silver knife (for cutting brick ice cream for sandwiches) 1 wire pot chain 1 wooden potato masher 2 extra heavy dish pans, 14 qts. 1 4-tie broom 1 dust brush 1 No. 2 extra heavy japanned covered dust pan 2 scrub brushes 1 "Gong" sink scrub 1 chopping board, 8 in. x 10 in. 1 6-in. holly wood soap dish 3 16-qt. galvanized water pails 1 large hand-made tin wash boiler, copper bot- tom 1 No. 2 garbage pail, bale handle, with cover 1 No. 2 hatchet 1 25-lb. dial scale, with scoop 1 clock (nickel) 3 cash boxes, 4i/^ in. x 7 in. x 3 in., with slot to admit silver dollar 1 doz. tins (25-lb. capacity) for storing food materials 1/^ doz. 2-qt. fruit jars for storing food mate- rials 3 doz. tea towels, hemmed, 1 yd. long 1/^ doz. dish cloths, 18 in. x 18 in. 2 floor cloths, 22 in. x 22 in. 1 piece cheesecloth 98 H Q < m !3 Oh t) CO K O fa o PS H . H M 1^ P l-H O 02 ^a o :? 5 ^ << o o u w o H w o o & K H O. m THE ELEMENTARY SCHOOL LUNCH 24 yds. unbleached muslin (1 yd. wide, for coun- ter covers) 2 12-yd. piece white oilcloth, 1 yd. wide Plan and Arrangement The elementary school lunch room should, if possible, be used for lunch purposes only. It should be adjacent to the play-room and accessible to the play-yard. Where it is not possible to have a room exclusively for the lunch, which occurs in many of the schools, the movable equipment is installed in the play-room. This plan is shown in Plate 17. The lunch room should be bright and sunny and well heated, as the children lose much of the benefit of any heat calories they may gain if the room is cold; for the comfort of the lunch room worker also there should be adequate heat. The floor of the lunch room should be of cement, cork or composition, with properly arranged drains so it may be flushed frequently. If cement is used slatted wooden floors or racks may be placed back of the counter so the worker need not stand on the cement. The sink, work table and range should be so placed that they get a good light and conveniently adjacent to each other. The sink should be 31 in. from the inside bottom to the floor, with a 99 THE SCHOOL LUNCH 30-in. drainboard at each end. The supply closet should be convenient to the cracker counter. It saves steps to have the supply closet, the gas stove and the sink all in close proximity to the counter. The counter should be stationary, and of suffi- cient depth to take large enameled trays on which the enameled cups can be inverted, one tray being placed on top of another, ready for serving. The length of the counter depends upon the number to be served. For a school of 1200 a sixteen-foot counter has been found sufficient. It should be of convenient height for children. A wire rack in front of the counter is advisable to protect the food from the contact of hands and clothing and to prevent food from being knocked off or taken. The shelves in the counter closet should, like the top of the counter, be of sufficient depth to take the large enameled trays containing cups. The supply closet should have tight-fitting doors to keep out dust. The shelves should be wide enough and with sufficient space between to hold the sup- ply cans and the large utensils. Counter closet and supply closet should be provided with strong locks. Plates 18 and 19 show the most satisfactory arrangement with counter, closets, stove and sink within an enclosed space at one end of the lunch rpom or the play-room. The sliding windows in front of the counter are raised during serving time and kept closed at other times. 100 THE ELEMENTARY SCHOOL LUNCH 101 THE SCHOOL LUNCH 102 rf i. ■ V) aJ ■ - .<2;3 — i- i C [I £ I b c 1 4 ^^8 3 cdSx o Q g • s UJ ►J PJ (0 01* o 1 J 1 1 ' 1 CV5 CM 1 1 THE ELEMENTARY SCHOOL LUNCH The tables and benches should be of proper height for children, preferably two heights of benches for the large and small children. The tables should be at sufficient distance from the counter to prevent crowding and the aisle between tables wide enough for children to pass one another comfortably. A rail directing the line at the counter is a great advantage. The counter cabinets, supply closets, tables and benches used in the lunch rooms have been made by the boys in the manual training classes. The detail drawings are given in Plates 20, 21, 22 and 23. Tables eight feet long, two feet three inches wide are a convenient size. 105 Chapter Eight PURCHASING OF SUPPLIES PURCHASING OF SUPPLIES NOTHING is more essential to the success of a school lunch system than a well-organ- ized plan of buying. In Philadelphia all buying is in the hands of the School Lunch Depart- ment except for the initial equipment of the lunch rooms. The advantages of the buying being done by those who are directly in control of the school lunch are obvious. The department heads have direct contact with the dealers, can take advan- tage of market conditions to get better prices and can control the plan of buying and the payment of bills. Practically all supplies are purchased through the director's office and the whole pur- chasing plan of the department has been built up on three points: quality, service and price. Qual- ity is the first consideration, service next and price third. When the school lunches were first started, there was a feeling on the part of dealers that second-rate goods could be offered to the schools, but by making the watchword of all buy- ing, "Nothing is too good for the children," a standard has been set which merchants realize must be met in order to secure the school trade. In the early days of the school lunch system goods were purchased from many different firms, the director going in person to the markets until 109 THE SCHOOL LUNCH she was sure of the sources from which she was getting the best values and most advantageous prices. Competition is always kept in mind as an important factor in the buying plan, but when a firm is thoroughly imbued with the principles on which all purchases are made and knows that strict watchfulness is kept on all goods delivered, the element of competition is of less importance. The principle of the department is to give large orders at definite times, weekly, monthly and yearly, through the one channel of the central oflttce, the advantages to be gained thereby being that the central checking holds the dealer to a higher standard, the volume of the order counts in securing a better price; the elimination of deliveries and selling costs helps to secure better prices ; and bookkeeping is greatly simplified. With a centralized system of buying the money is always at hand to pay bills promptly, which is another factor in obtaining the best price from merchants, with benefits to be gained also through discounts. Supplies Purchased for Use in School Lunch The groups of supplies purchased by the school lunch department are : Staple groceries and canned goods Meats Milk, eggs, butter 110 PURCHASING OF SUPPLIES Ice cream Green groceries and fruit Bread and rolls Sweet chocolate Crackers and cookies Ice Miscellaneous, china, silver, linen and tow- eling, glassware, kitchen equipment, paper napkins and cups, paper bags, wrapping paper, brushes, mops, soap, sil- ver polish, etc. Buying at Regular Periods Many of the staple foods which are not subject to deterioration and many of the miscellaneous supplies are bought once a year, this order usu- ally being given towards the end of the school year, so that the goods may be delivered and on hand before the beginning of the fall term. Spot canned goods can often be purchased in May or June cheaper than in September, before the new vegetables and fruits come to the market. It is advisable to take advantage of these cheaper goods, especially since it is often difficult and almost impossible to get a variety of canned goods at the time school opens. For this large order buying, it is necessary that the schools have ample storage space, a point which has been taken into consideration in the planning of the lunch rooms. Where one or two 111 THE SCHOOL LUNCH of the schools have larger storage space, surplus supplies are held there and during the year trans- ferred to other schools as needed. For this pur- pose one small truck is necessary as part of the working equipment of the department. Once a month, each school sends in to the direc- tor a requisition for chocolates, dry groceries and canned goods, miscellaneous supplies or equip- ment, which may be needed during the month to come. These monthly orders are given out by the director's office, a separate order for each school so that deliveries may be made by the firm direct to the schools. Once a week, the dietitians send in requisitions for meat, butter and eggs, crackers and cookies. This buying is done by the director's office in the same way as the monthly buying. The orders come in on Friday morning and are placed by Friday afternoon, all deliveries being made the following week on the days designated. As stated elsewhere, it has been found more satisfactory to have the dietitian give her own orders for bread, rolls, milk and ice cream because the quantities vary from day to day, but these sup- plies are purchased from firms chosen by the cen- tral office. The dietitian does her own buying of green groceries within the neighborhood of her school. The buying of these supplies is also guided to the extent that the director's office suggests to her the firm from which to buy. 112 Plate 24 — The Street Vender Selling to Children Where No School Lunch is Provided. PURCHASING OF SUPPLIES Plan op Buying Important Supplies In the purchasing of meat it has been found more economical to buy just the cuts needed for carrying out the menus planned. With only one meal a day and a limited menu, there would be waste of certain cuts through buying whole sec- tions. For sandwiches, for instance, skin-back hams are bought and one special cut of roast beef. Slightly different cuts are needed for use in the teachers' dining-room because of the more varied menus. Through this method of buying only the cuts needed for specific purposes waste is elim- inated. Milk is bought from several different firms on account of the districting system in operation in Philadelphia. It is bought on a wholesale basis and delivered by local branches to the different schools. Bottled milk served with straws was formerly the only milk purchased for sale to pupils, but with the approval of the city health authorities, milk in bulk is now bought for this purpose as well as for cooking. In the latter case much time is saved in handling and the lower price is also an advantage. Some powdered and evap- orated milk is used to supplement the fluid milk. The ice cream used in the school lunch rooms is bought from one firm which has been found to meet the three requirements of quality, service and price better than other firms. Before this agreement was reached, samples of ice cream from 113 THE SCHOOL LUNCH several firms were submitted to chemical analysis. The ice cream is delivered from a central depot to the different schools. It comes in individual bricks, one-eighth of a quart each, v^^rapped in paper and ready to serve. This makes the price higher than the bulk cream, but it saves in the end because there is no waste, the labor in handling is reduced and there is an absolute check on the firm and on the servers. The varieties of crackers and cookies sold in the lunch rooms are those which after some experimenting have proven to be the best sellers. No rich iced cakes are sold, nothing but the simple varieties of cookies, to conform with the whole plan of the lunch system of selling only the things which serve an actual food need. Sweet choco- lates are the only confections sold and they are bought because of their nutritive value. In the purchase of green groceries the dietitian is usually guided by the advice of the director, selecting the local dealer or dealers who give the best returns. Orders are placed a day ahead so that the dealer may select the fruits and vegeta- bles at the docks and terminals early the next morning. If the goods ordered are not satisfactory something else is substituted and the dietitian changes her menu accordingly, another advantage in the dietitian's being responsible for the menus in her school. This method of purchase has proven more satisfactory than buying in large quantities 114 PURCHASING OF SUPPLIES for all the schools at once, as that would necessi- tate sorting the materials, would possibly entail waste, involve an elaborate delivery system and require more bookkeeping. Specifications for Bids As the Board of Education pays for all initial equipment of the lunch rooms, purchases for this purpose are put out to bid according to the school law. The director of the lunch rooms works closely with the Board in this matter, making out speci- fications for the bids carefully so that only appro- priate articles may be submitted. These specifica- tions are made with the idea that all utensils must be adapted to the uses for which they are intended, that they must be durable and easy to keep in order and that the most economical articles are not always those which cost the least money. The requisition blanks are worded very carefully and samples of what is wanted are placed in the office of the superintendent of supplies. All bidders are required to submit samples with their bids. The contracts are then awarded according to the qual- ity as well as the price. Additional Points in Buying From time to time if there is any question as to the purity or food value of anything purchased for the schools, the article is submitted for chem- ical analysis. 115 THE SCHOOL LUNCH It has been found in buying china for the pupils* dining-room that in order to keep the service uni- form all white china is better. A hard, vitrified variety, with rolled edges to dishes and bowls, is most durable. For the teachers a standard pat- tern of white with a green band is used. Nickel silver is used for the pupils and plated silver for the teachers. The dessert size knives and forks are bought because they are more practical and less expensive, teaspoons are used for desserts and dessert spoons for soup. When replacing equipment the Department buys all table linen and toweling in wholesale quantity. Table cloths of the size used for the teachers' dining-room are made up by girls in the trade school ; they also hem dish towels and make aprons for serving. This sewing is done by the girls as practice work under the direction of the teachers. Any expense connected with it is paid by the lunch department. 116 Chapter Nine SYSTEM OF RECORDS AND ACCOUNTING SYSTEM OF EECORDS AND ACCOUNTING THE centralized plan of administration of the school lunches in Philadelphia requires a careful system of records and account- ing by the director's office so that school lunch rooms may operate to the best advantage and all details of profit and loss be kept well in hand. This calls for thorough co-operation between the dietitian or head worker of a lunch room and the central office, and when it is once demon- strated to the workers that the required reports are the very wheels on which the system moves, the element of drudgery in preparing records dis- appears. They are as important to the dietitian as they are to the central office. Some reports are sent in weekly and some monthly. Reports from the high school lunch rooms cover the subjects of: Orders Supplies received and on hand Menus served to students and faculty Portions served Cash receipts Coin checks sold to students Coin checks taken over counter PajrroU 119 THE SCHOOL LUNCH Orders As has been explained in the chapter on Pur- chasing of Supplies all orders for the schools are given through the central office, except for bread, milk, ice cream and green groceries, which are given daily by the dietitian directly to the dealer. For the weekly orders of meats, butter, eggs, crackers and cookies the dietitian fills out an order blank and mails it to the central office and from this the director makes her purchases from the dealers. The monthly orders for staples such as flour, sugar, rice, beans, etc., are sent in to the oflSce on order blanks in the same way. All delivery slips for orders delivered to the school are held by the dietitian after goods have been checked and weighed and sent in once a week to the central office (this includes slips for the daily orders as well). These delivery slips are then checked by the bookkeeper in the central office to see that they tally with the invoices sent in by the dealers. Weekly Supply Sheet The dietitian has a supply sheet on which are listed all of the supplies used by the lunch room, with a column in which to record what supply of each is on hand at the beginning of the week, another to record supplies received during the week and additional columns for each day of the school week in which are recorded what sup- 120 SYSTEM OF RECOKDS AND ACCOUNTING plies of each article are taken from the supply closet each day. At the end of the week what has been used of each article is subtracted from the supply on hand at the first of the week plus that received, if any, to show the balance. It is from this record that the dietitian makes up her orders for the week and the month. At the central office this weekly supply sheet serves as a check in con- nection with the menu and portion reports to indicate whether the supplies are being properly used. It is also the basis for the inventory which is used to arrive at profit and loss of the school at the end of the month. This sheet is illustrated on the following page. 121 to •1— I g OQ H " 3 O o A 09 bo ;:! •1-1 I l-H O) o o o xa «H o a ^ 1 13 m o > 3 m a I 73 p 1 1 1 < 4 ■ 09 1 1 J O 1 \ 1 3 o r ■ d m 1 O 1 09 4a 1 ■1 Ph 03 ! a 4P c e a 1 P 'I 1 Ph i 09 1 u o z < J < CD " < O o ' tf a Q b y Of iU h ■■ < Q U CO s 'S GO 1 • • • . •' • ; • 1 o t>- to CO (O CM lA t L H ■; . 1 to » C4 to ,^' 4» o s O O s « ^ o 10 o ts Q »^ P^ s _^ vo ■' r- .11 1 ,.. a. Q Si. If. Of Q. , Oi o o 1*0 ■ QfiS 03 «1* o» ys OH H r-« •H -O o C^J ?i U > U < OJ o c9 o En PS ►a 123 THE SCHOOL LUNCH From these supply sheets is made out in the central office a card index record which is invalu- able in indicating at a glance exactly what the individual inventories of supplies of each school are at any time. (See Plate 25.) For this record a group of cards is kept for each school with a separate card for each commodity. On these cards is recorded the amount of the commodity on hand at the beginning of the year, the dates when the supply is renewed and in what quantity, and the balance on hand. From this record, which at a glance shows how much of one food is used by a school during a certain period of time and how much is on hand, the director makes up her yearly orders. Menu and Portion Records At the end of the week the dietitian sends in to the central office a menu and portion report, show- ing the menu served to the pupils on each day of the week and the number of portions of each kind of food served on each day, and another with the menus served to teachers. These records are gone over in the office to see that the proper ratio is maintained between the different kinds of foods served ; and if a school shows a small number of servings of one food, soup, for instance, in rela- tion to the total food sales, this condition is inves- tigated to determine just what is the cause of the falling off. These reports, as explained above, are 124 DAY FACULTY W MON. TUES. WED. THURS. FRI. Plate 27 — Faculty REPORT OF HIGH SCHOOL. FOR WEEK ENDING 1 NUMBER OF PORTIONS TOTAL REC. FOR CHOCO- DAY STUDENTS' MENU 1 n u ii * E i TOTAL TOTAL MON. SOUP SANDWICH HOT DISH 1 DESSERT TUES. SOUP SANDWICH HOT DISH DESSERT SOUP SANDWICH DESSERT SOUP SANDWICH HOT DISH DESSERT SOUP SANDWICH DESSERT TOTAL PORTIONS TOTAL VALUE OF CHECKS RECEIVED *PR1 HOT □ CE LIST PER PORTION REMARKS glass) 05 PER pint) 09 ^EAM 06 FORM 7 — MENU AND POR Plate 26 — High School Menu and Portion Report Blank. RECEIPTS ^ , TOTAL Henu Report Blank. Q U £ a HI i a z 3 m IL z z < J D. X U • Q U > iii u III X « < o « < s 1- • « 111 a a z 3 « ID Id X z 3 J m u z u >- < Q z E 1 . < t o: h U. H DAY FACULTY MENU RECEIPTS MON TUES. 1 WED. THURS f FRI, TOTAL Plate 27 — Faculty Menu Report Blank. THE SCHOOL LUNCH used in checking the supplies to see that the amounts reported are actually being used. Also, the director can see if menus are sufficiently varied. (See Plates 26 and 27.) Cash Keport Once a week the dietitian sends in a report of the cash receipts of the sales of the lunch room. This is a totaling of all sales both in coin checks and money. (See Plate 28.) Cash receipts are usually from the teachers' dining-room; sundries cover special parties. The columns of all receipts are totaled and the week's receipts summed up. In the "bank" column is placed the amount for the week deposited by the dietitian, which should tally with the total receipts. Money is usually deposited each day by the dietitian at a nearby bank. Coin Checks Sold; Checks Taken In Once a month the dietitian sends in a cashier's report showing how many coin checks of each denomination have been sold to students on each date, with the total value and the total number for each day and the sum total for the whole month. (See Plate 29.) This report is checked against the "checks sold" item on the cash receipts report. A similar detailed monthly 126 THE SCHOOL LUNCH used in checking the supplies to see that the amounts reported are actually being used. Also, the director can see if menus are sufficiently varied. (See Plates 26 and 27.) Cash Report Once a week the dietitian sends in a report of the cash receipts of the sales of the lunch room. This is a totaling of all sales both in coin checks and money. (See Plate 28.) Cash receipts are usually from the teachers' dining-room; sundries cover special parties. The columns of all receipts are totaled and the week's receipts summed up. In the "bank" column is placed the amount for the week deposited by the dietitian, which should tally with the total receipts. Money is usually deposited each day by the dietitian at a nearby bank. Coin Checks Sold; Checks Taken In Once a month the dietitian sends in a cashier's report showing how many coin checks of each denomination have been sold to students on each date, with the total value and the total number for each day and the sum total for the whole month. (See Plate 29.) This report is checked against the "checks sold" item on the cash receipts report. A similar detailed monthly 126 REPORT FOR THE MONTH OF 192. sc HOOL CASHIER CHECKS SOLD NUMBER OF ONE CENT 1 THREE CENT | FIVE CENT 1 TOTAL CHECKS 1 2 3 4 5 6 7 8 9 10 II 12 13 14 13 16 17 16 19 20 21 22 23 24 25 26 27 28 29 30 31 1 TOTAL REMARKS: Plate 29 — Report Blank for "Checks Sold." SYSTEM OF RECORDS AND ACCOUNTING report (see Plate 30) showing the coin checks taken over the counter for food is sent in and this is used as a check against the "portion record." To avoid confusion the latter report is printed on blue paper. Payroll Each week the dietitian reports any changes in the regular payroll which might be occasioned by absences in the force. A check for the total amount is sent to the dietitian from the central office and she pays the helpers, taking receipts in return which form part of the central office rec- ords for audit. Transfer Slips Where supplies are transferred from one school to another a slip made for the purpose is filled out by the dietitian of the school from which the supplies are sent, specifying the article and the quantity, and these slips are mailed to the central office with the other weekly reports. The school receiving the supplies records them in the same way as any other supplies received. Ledger An account is kept with each school, by the cen- tral office, to which, at the end of the month, the receipts are posted as a credit and supplies received from dealers, supplies transferred from 127 THE SCHOOL LUNCH other schools, helpers' wages, dietitian's salary, etCy as a charge, the balance with inventory being the profit or loss during the month. Equipment and Eeplacements An account with "equipment and replacements" is kept in the general ledger, since, when original equipment furnished by the Board of Education wears out, it must be replaced at the expense of the Department. All such items are charged direct to "equipment and replacements" and included in the overhead charges, since to charge them direct to the school would be unfair in that a new school would have a decided advantage. Audit The accounts are subject to audit each month by a certified public accountant who verifies invoices, payrolls, checks drawn in payment of invoices, bank balances, etc., and issues a detailed statement showing the balances for each school and the profit and loss statement for the entire department. Settling of Accounts All invoices payable weekly are paid promptly and every advantage is taken of discounts. Monthly accounts also are paid within ten days and in some cases discounts are obtained on these. 128 REPORT FOR THE MONTH OF CHECKS RtCEIVED NUMBER OF ONE CENT THREE CENT | FIVE CENT 1 TOTAL CHECKS i 3 5 j 7 8 9 14 13 17 16 19 20 21 22 25 26 27 28 1 30 31 i TOTAL REMARKS: Plate 30 — Report Blank for "Checks Received.' SYSTEM OF RECORDS AND ACCOUNTING Expenditure The receipts of the school lunch rooms are usu- ally spent in the following ratio : 70% for food 22% for wages and salaries 4% for supervision 4% for replacements and repairs The percentage of receipts spent for service seems high proportionately, but this is explained by the fact that only one meal is served each day and there is service only five days in the week (or about 183 meals during each school year) so that this percentage cannot be compared with that of a restaurant serving three meals a day on seven days each week. If three meals were served in the School Lunch Department, the service expen- diture would decrease in proportion to the food expenditure, as three meals could be served with little additional help. Elementary School Records The records for the elementary school lunches are very much simpler than those of the high school. There is a monthly Supply sheet corre- sponding to the weekly supply sheet of the high schools. This is sent in by the worker in charge of the school to the assistant director in charge of elementary school lunches. One record card practically covers the report of the work in the elementary lunch rooms. This 129 THE SCHOOL LUNCH card is divided into the five school days of the week and it has columns for the hot food (that being subdivided into soup and cocoa) ; for kinder- garten milk, counter milk, and crackers and choc- olate. In these columns are given the receipts of sales for each of these items and the receipts are totaled at the end of each day and for the week. On the back of the card is space to record the petty cash expenditures. (See Plates 31 and 32.) This card is brought in person once a week to the central office at which time the worker talks over the work of the lunch room. 130 z Q z II. I- o a. u q: a 111 > iii K Z < u J < (- sj DC r Hi 5 < s ^ *2 3 Z U S ; is > < o z 2 w u d ill 3 a 3 X a »- u < REPORT ON PETTY CASH BALANCE FROM PREVIOUS WEEK CASH RECEIVED FOR CURRENT WEEK TOTAL RECEIVED PAID FOR TOTAL PAID OUT BALANCE FOR NEXT WEEK Plate 32 — Elementary Petty Cash Report Blank. Chapter Ten THE SCHOOL LUNCH AND CLASSES IN COOKERY THE SCHOOL LUNCH AND CLASSES IN COOKERY* THERE is an excellent opportunity for co-operation between the school lunch room and the classes in cookery in girls' high schools. The William Penn High School in Philadelphia has worked out a plan in which the lunch room serves as a practical laboratory for the cooking classes, with advantages on both sides. Through this connection with the domestic sci- ence classes, the lunch room gets the benefit of increased interest and patronage. It likewise gets the benefit of the food prepared, which is a factor in reducing labor. The canned goods put up by the classes especially illustrates the mutual benefit to lunch room and cooking classes. The raw materials are provided by the lunch room depart- ment and after the fruits or vegetables have been preserved they are returned to the lunch room to be used. Many vegetables for winter soups have been provided in this way with no cost to the lunch room for labor, on the other hand the cook- ery classes are spared the expense of buying large * This chapter has been furnished by Miss Ada Z. Fish, Director of the Department of Art and Home Economics, at the William Penn High School, Philadelphia, Penna. 135 THE SCHOOL LUNCH quantities of materials for these very essential lessons. It is a decided incentive to the cooking class pupils to have the food they prepare serve a definite purpose. Also they are enabled to pre- pare food in family quantities instead of on the usual small quantity plan. In this scheme of co-operation the cooking classes act as contributing assistants in the lunch room. It would be unwise from the standpoint of the value of the lesson to the pupils to have them prepare all of the lunches because of the repeti- tion that would be necessary. There is, however, a wide enough range in the dishes used in the lunch room to permit of lessons that vary in technique and in application to important scientific facts. A series of lessons is planned by the teacher of cook- ery and the dietitian in charge of the lunch room in a measure adapts her menus to these lessons. To prevent monotony in the menus a series of lessons extends throughout a period of time and by a process of permutations each of the classes gets the same type of lesson, although the mate- rials used may differ somewhat, as, with cro- quettes, meat might be used for one lesson and vegetables for another. To illustrate: 136 CLASSES IN COOKERY Series I 1. 2. 3. 4. 5. Creamed Vegetable Muffins Croquettes Salad Ginger Bread First Week Second Week Monday 1 Tuesday 2 W'dn'sd'y 3 Thursday 4 Friday 5 Third Week Monday 2 Tuesday 3 W'dn'sd'y 4 Thursday 5 Friday 1 Fourth Week Monday 3 Tuesday 4 W'dn'sd'y 5 Thursday 1 Friday 2 Fifth Week Monday 4 Tuesday 5 Wednesd'y 1 Thursday 2 Friday 3 Monday 5 Tuesday 1 Wednesd'y 2 Thursday 3 Friday 4 The plan operates on these general rules : I. — Details are carefully planned in advance and one teacher acts as adjuster with the lunch room authorities. Teachers keep in mind that they are 137 THE SCHOOL LUNCH to be a help and not a hindrance to the busy lunch room workshop. II. — Duties of each teacher. A. To make a statement of the quantity of food that can be prepared for each les- son, considering: 1. Number of pupils; 2. Laboratory equipment. B. To make each week a requisition to go through the adjuster to the dietitian, of the supplies needed for the following week's lessons. C. To submit to the adjuster at least aweek in advance of the time in which the food is to be prepared all necessary informa- tion and all preliminary questions relat- ing to the lessons. III. — Duties of Adjuster. A. To combine requisitions of teachers and place statements of supplies needed for each day in the office of the dietitian. B. To record kinds and amounts of food to be prepared for each day on a wall chart in the office of the dietitian. This is also done a week in advance. C. To confer with the dietitian at the lat- ter's convenience on any points of dis- cussion and then report results of the conference to the other teachers. IV. — The lunch room authorities supply and 138 CLASSES IN COOKERY deliver all the materials for foods prepared to the supply room of the laboratories. V. — ^As few pupils as possible are appointed from each class to take the prepared food to the lunch room. All the pupils of the William Penn High School are required to take one year of cookery. Two forty-five minute periods a week are given to the lessons. The practical work is carried out accord- ing to the general plan suggested. In preparing practice lunches for twelve or more people the classes have been able to secure supplies from the lunch room. The pupils plan the menus, work out the costs based on retail prices and make out definite requisitions for the supplies, which are sent to the laboratories where the luncheon is pre- pared. Later it is served to the teachers, at the cost of materials. There is some question whether the products made by the classes will be satisfactory enough to use in the lunch and can be counted on with any regularity. Any unsalable products would, of course, have to be replaced from the school sup- plies. During three years of co-operation on the part of the William Penn High School only twelve muffins and two desserts have proved unsatisfac- tory. The food is almost invariably delivered promptly. Some of the lessons under this plan are strenuous, but neither teachers nor pupils would be willing to go back to the old small quan- tity type of lessons. 139 Chapter Eleven THE IDEAL SCHOOL LUNCH PLAN THE IDEAL SCHOOL LUNCH PLAN THE ideal school lunch plan is to provide for the food needs of every child who comes within the school system, whatever they may be, during the time they are under school supervision. How far this provision should over- lap home feeding in special cases is as yet a sub- ject for future determination. To fulfil this ideal, the service should be suffi- ciently elastic to make available to every child either one hot meal a day, breakfast or lunch ; or to supply wholesome foods to supplement the home meals. The ideal school lunch system takes into account not only the average pupil in elementary and high schools but provides for the children in special classes; the open air classes; orthopedic classes; also serving suppers to night school classes. In a model school lunch plan every pupil who comes within the school system should have access to the privileges of the lunch room. The service should be in no sense exclusive or undemocratic, the scale of prices being made low enough to be within the reach of the great mass of pupils and yet uphold the standards of quality and service. 143 THE SCHOOL LUNCH For those children who are unable to afford to patronize the school lunch, special provision should be made, since it is obviously unfair to provide for them at the expense of the others. At the pres- ent time benevolent organizations are attempting to solve this problem, but it is impossible for them to meet it adequately, nor is charity the right way of meeting it. If our educational plan is to work effectively these children from poor homes must receive the benefits of school feeding. As long as they are underfed they are a menace to the school at large. To provide for them, funds should be appropriated by either state or city. The school lunch system will never be complete until this is done. Such funds should be so administered that the child is not made to feel an object of charity. As the serving of lunches is made necessary by the compulsory school hours, the Board of Educa- tion of a city should furnish space and equipment as for any other activity of the school. Operating costs should be covered by the cost of the food sales. The school lunch system should operate as a sep- arate enterprise or department under the Board of Education, rather than being under the man- agement of the domestic science or any other department of the schools. It should be uniform in all schools, with standardized equipment, ser- vice and prices. Pupils thus get the benefits gained through sound business management. 144 THE IDEAL SCHOOL LUNCH PLAN Elementary and high school lunches should be consolidated under one management in order to benefit by central buying and accounting, but each division should have its own plan to meet a differ- ent situation. The school lunch should be considered primarily as a business enterprise but also as an enterprise with a scientific and social aspect. The person in charge should have business training and acumen, as well as a scientific knowledge of foods and should be endowed with social vision, understand- ing both the business and the broad educational aspects of the work. The ideal school lunch room should be incor- porated in the school building with the architect's plans. It should have adequate kitchen and din- ing-room space to serve the number of pupils in the school ; ample storage room ; adequate counter space to display the foods. The pupils* dining- room should be light and airy and should be used as a dining-room only, with a separate dining- room for teachers. The kitchen should be fitted with equipment and utensils appropriate to the work and with labor- saving machinery for such large scale tasks as dishwashing, potato peeling, meat chopping, bread and meat slicing. If the school lunch is not to be a mere append- age of the educational system, it should be closely 145 THE SCHOOL LUNCH linked with the work of the school, one of its arteries through which the active blood of co-oper- ation runs. The departments with which it may be correlated are: Domestic science School gardens Vocational classes Medical department It has been shown in the preceding chapter how the school lunch may be made to co-operate with the domestic science classes. The school gardens is another field of co-operation with the lunch room as yet undeveloped, but one that offers many possibilities. Vocational classes could make use of the school lunch rooms to offer practical train- ing for institutional management, for buying and marketing. Through co-operation with the medical depart- ment the school lunch should extend its function to strike at the roots of malnutrition. To some degree this is being done in many school lunch systems. Children who are undernourished are singled out by the doctor and nurse and proper diets are made out by the dietitian in charge of lunch rooms. These children are kept under the eye of the nurse and doctor and their weight and improvement noted. Nutrition clinics are also being operated with beneficial results in connec- tion with school lunch rooms. 146 THE IDEAL SCHOOL LUNCH PLAN The school lunch offers one of the most effective links between the school and the home. It is the best possible medium for teaching wise food habits which, instilled in the child, are frequently intro- duced into the home. The daily buying of clean, wholesome food, permitting of some range of choice, impresses a lesson upon children to a much greater degree than the enforced eating of a meal selected for them. No branch of the school activities offers greater opportunity of fitting in with the Americanization plan than the school lunch. Food is a means of approach which cannot be gainsaid by those of any nationality. With the menus of the school lunch sufficiently adapted to take into considera- tion strong national preferences, the introduction of wholesome food to which children from foreign homes are unaccustomed can be made effective. Recipes may be given by dietitians to the children to take home to their parents. Thus another tie is established between the foreigner and his adopted country and children may be saved from the undernourishment that so often follows the transplanting of families from an old country to a new. The school lunch room of the future might well adapt itself to community needs by selling a few hot dishes to the mothers of school children in neighborhoods where many of the mothers are at work or even in other families where the domestic 147 THE SCHOOL LUNCH help problem is acute, thus becoming a logical community kitchen. With all of the machinery ready this service could be added to the school lunch with little additional cost. A beginning towards this was made in one or two cities during the war when the school kitchens were used for community canning anjd cooked food centers. 148 BIBLIOGRAPHY BIBLIOGEAPHY Bryant, Louise Stevens: School Feeding: Its History and Practice at Home and Abroad. 345 pages. J. B. Lippincott, Philadelphia, 1913. Bibliography, classified by subject and also by country. This is valuable for English, French and Italian publications. Is Your Child Hungry? Good Housekeeping, October, 1919. Collier, Lucy Wood: Child Health Program for Parent- Teacher Associations and Women's Clubs. Health Education Bulletin No. 5, 1920. Bureau of Education, Washington, D. C. Condell, Lucy: Bibliography of School Lunches. 1917. Bureau of Education, Washington, D. C. Doig, F. C: School Cafeterias in Seattle, Washington. American City, February, 1920. Fisher, Katharine A.: The Lunch Hour at School. 1920. Bureau of Education, Washington, D. C. Gillett, Lucy: Diet for the School Child. Health Educa- tion Bulletin, No. 2. Bureau of Education, Washing- ton, D. C. 151 THE SCHOOL LUNCH Hunt, Caroline L.: The Daily Meals of School Children. 1909. Bureau of Education, Washington, D. C. The Training of the School Dietitian. Journal of Home Economics, June, 1914. Hunt, Caroline L., and Ward, Mabel: School Lunches. Farmers' Bulletin, No. 712, March, 1916. Department of Agriculture, Washington, D. C. Kauffman, T. E.: School Lunch Work in Ohio. Journal of Home Economics, November, 1916. Masslick, G. H.: Beginnings of a Penny Portion Lunch. Journal of Home Economics, May, 1919. Maury, S. W., and Tachau, L. L. (Directors of Lunches) : A Penny Lunch. Booklet, 1915. Louisville, Kentucky. Oppen, Lucy: Teaching Health. Health Education Bulle- tin, No. 4. Bureau of Education, Washington, D. C. Pulsifer, Julia: History and Development of Lunches in High Schools. Women's Educational and Industrial Union, Boston, Mass., 1916. Randel, V.: High School Lunch Room. Industrial Arts Magazine, August, 1919. Rose^ Mary Swartz: Feeding the Family. The Macmillan Company, 1917. Food for School Boys and Girls. Bulletin, Teachers College, New York. 152 BIBLIOGRAPHY Snow, J. H.: Luncheon as a Project in Elementary and Secondary Education. Journal of Home Economics, August, 1917. School Lunches Adapted to All Grades. Good House- keeping, October, 1916. Smedley, Emma: Institution Recipes. Third edition, revised, Media, Pennsylvania. Thomas, R. H.: The School Cafeteria. Pamphlet, 1920, Portland, Oregon. Van Arsdale, M. B., and Monroe, May: Tested Interna- tional Recipes. Bulletin, Teachers College, New York City. 163 INDEX Accounts 21, 119 settling of 128 Adaptation for smaller lunch rooms 50 Aim of the school lunch 5 Aluminum utensils 70 Americanization plan 147 Assistants 17, 91, 129 Audit 128 Basement 40, 42 Benevolent organizations 4, 11, 19, 20, 144 Bibliography 149 Board of Public Education. . .12, 13, 17, 18, 21, 115, 128, 144 relation to 17 sub-committee on school lunches 17 Business venture 7 Buying, additional points in 115 advantageous 21 at regular periods Ill large scale 21, 22 periodical 22 plan of 109, 113 Card index 124 Cash booth 29, 45, 46 155 INDEX Cash report 126 Cashier 63 Central kitchen plan, arguments for and against 23 Central office 17, 21, 22, 23, 59, 60, 91, 109, 110, 112, 119, 120, 124, 127 Centralized system, advantages of 21, 23, 110, 119 Checks, coin 29, 50, 119 sold to students 119, 126 taken over counter 119, 126, 127 Chemical analysis 115 of ice cream 114 Clerical assistants 17, 21, 23 Coins, aluminum 29, 50 Coin checks sold 126 taken over the counter 127 Cooking classes 135 plan of lessons 136-138 Counter 31, 41, 42, 100, 145 adaptation for smaller lunch room 50 arrangement and equipment 46-50 arrangement of rails 31, 47, 105 drawings of 49, 51 equipment of 46-48 Department of school lunches 13, 17, 18 relation to Board of Education 17 relation to individual school 18 relation to private agencies 19 relation to superintendent of schools. 18 Development of school lunches in Philadelphia.... 11, 12 156 INDEX Dietitian 17, 46, 56, 112, 114, 119, 120, 124, 126, 127, 136 assistant or student 17, 62-63 duties of 57-60 meeting of 62 office of 41, 44, 50 qualifications of 57 saving time of 21, 22 training of 62 Dining room, arrangement of 45 pupils , 45-46, 50, 145 teachers 41, 45, 50 Director 12, 13, 17, 18, 19, 44, 56, 62, 114, 124 Dishes 60, 70, 116 Dishwashing 50 machine 43, 69 room 41-42 Display of food 48 Domestic science 146 classes 135 department of 19, 144 f Elementary school lunch 6, 13, 91-105 co-operation with teachers 92 counter 100, 101 equipment 96-99 location of 95 menu and service 92 number of 95 plan of arrangement 99 records 129-130 student aids 95 tables and benches 95, 103-105 typical menu 94 workers 95 157 INDEX Equipment, and replacements 128 elementary schools 96-99 high school 69-73 initial 12, 18, 21, 115 labor saving 69 list of, in large school 73-82 list of, in small school 82-88 replacing 60 simplicity of 41 Expenditure 129 average daily in elementary school 94 Fireless cooker 50, 70 Fish, Miss Ada Z 135 Floor plans and details of arrangement 30, 40, 41 Floors, kitchen 42, 99 Food charts 61 Gas 12, 18 range 69, 99 stove 100 General helpers 63 Growth of the plan, rapid 12 Hand basin 45, 48 Heat 12, 18, 20 Helpers (see workers) Herrick, Dr. Cheesman A 11, 12 High school lunch plan of service 27-51 arrangement of dining rooms 45 arrangement of pantry 43 counter arrangement 46-50 158 INDEX menu 31 faculty 37-40 pupils 33-36 number of lunch periods 27-29 plan of organization 17-23 small lunch room 50 success of 56 ways of facilitating service 29 History and aim of the school lunch 3 Home and school league 11 lunch committee of 11, 13 Home economics graduate 12, 57, 62 Ideal in food selection and preparation 7 Ideal school lunch plan 143-148 Institution Recipes 58 Inventory of supplies 22, 121, 124 Kindergarten class 93 Kitchen, arguments for and against central 23 arrangements and equipment of 41, 69, 145 community 148 floors 42 individual 23 Ledger 128 Light 12, 18, 21, 41 Lunch periods 27, 28, 91 Lunch room, adaptation for small 50 location of 40 space for 18 students 32 teachers 32 159 INDEX Malnutrition 5, 11, 146 Management, general system of 20 Manual training classes 19, 105 Meat slicer 42 Medical department 146 Menu and portion reports 124 Menu 31, 58, 113, 114 boards 46 cards 46 character of 55 elementary school 94 faculty 37-40, 119 pupils 33-36, 119 Nutrition 58 clinic 146 Orders 59, 120 Ordering supplies 21, 58, 59, 120 Open-air classes 20, 93 Organization, plan of 17-23 Orthopedic class 20, 93 Pantry 43, 44 Paper cups 32 napkins 61 towels 48 Payroll 60, 119, 127 160 INDEX Philanthropic organization 11, 93 Plate warmer 47 Policy 19, 20 Portions served .56, 119 Practical training course 62, 63 Practice school in buying 7 Prepayment, system of .29, 50, 95 Prices ..12, 20, 21, 22, 32, 50, 94, 110, 113, 143 Principal 18, 19, 60 Pupils, number of 55 menus 33-36 Purchasing of supplies 109-116 Pushcart vender 8, 92 Range 69, 99 hood over 42 Receipts 12, 14, 21, 127, 130 average daily 95 cash 60, 119, 126 percentage of 129 Recipes 147 Institution 58 standardized 91 Records and accounting 21, 22, 119-130 Refrigerator 43, 45 Rent 20 Reports 126, 127, 129 161 INDEX Scale of prices 12, 20, 32 School and the home 147 School gardens 146 School lunch, department 129 the ideal 143 system 144 School lunches, aim and history of 3 and classes in cookery 135-139 a vast business 7 development of, in Philadelphia 11 rapid growth of 12 the elementary 91 uniform 14, 32 Secretary 17 Self-sustaining 12 Service, high school lunch, plan of 27-51 simplicity of 41 type of 55 ways of facilitating 29, 31 Settling of accounts 128 Silver 47, 60, 70, 116 Sinks 41, 42, 45, 99, 100 Specifications for bids 115 Star Centre Association 11 Steam 18 cookers 50, 70 serving table 45, 47, 48 162 INDEX Store room 44, 111 Student aids 17, 56> 65-66, 91, 95 Student government 19, 61 Superintendent of schools 18 Supplies, checking of 60, 121, 126 delivery of 112 inventory of 22, 121 ordering of 58, 112 perishable 21, 112, 114 transfer of 112, 127 plan of buying important 113 purchasing of 109-116 received and on hand 119 staple . » Ill Supply sheet, monthly 129 weekly 120-124 Supply closet 100, 105 System of records and accounting 119-129 Table, cooks' 70 gas-heated serving 50 linen 116 sandwich 42 steam serving 45, 47 work 41, 43, 70, 99 Tables, elementary lunch 105 extension, and chairs 45 stationary, and stools 45, 71, 72 Towels, dish 116 paper 48 Trade school for girls 116 163 INDEX Training of dietitian 62-63 Transfer slips 127 Uniformity of food and service 21 of orders 59 United States Commission of Education 7 United States Department of Agriculture 61 Ventilation 41, 42 Vocational classes 146 Waste, checking of 21, 22, 60 eliminated 113, 114 William Penn High School 11, 135 Workers, comfort of 41 elementary school 17, 91, 95 high school 17, 55-59, 63-65 locker room for 41, 45, 50 number of 14, 17, 55, 56, 63, 65 stimulus of competition among 21 wages of 64 Working force of the high school 55 164 ICE CREAM ALL WAYS — DELICIOUS — NUTRITIOUS SINCE 1866 * Consistently Superior THE PRODUCT OF BREYER ICE CREAM CO. PHILADELPHIA'S LARGEST MANUFACTURER Used in School Lunch Rooms i M-^M mm fi W*c^i '^■^ •;|S 1 W0S^^ l^^^0 ft-:i:i 1 ^ft ^tt^l^ft 7«^ ^ i mS S-;:i?.' |;v>;;r;:^ ■■:M BlS;'j!,i-~ii3f tK-i« «l m m Ij ^ ^^ s^^^^ ^^ ^- Brejrer's Installation at Frankford High School Economy : Quality : Service YOUR PURPOSE In your path to success, you must practice economy, give quality and service. OUR AIM Our business has been built on those lines, therefore — No. 10 We sell all varieties of Fruits and Vegetables in large cans, designated as No. lO's, which actually contain a little less than a gallon. ECONOMY The use of this size package in the Hotels, Colleges, Institutions, or by the large consumer has reduced costs in price and labor. QUALITY Our brands are kept up to regular standards, which may be depended on from year to year. SERVICE Many once skeptical buyers are now our regular customers. OUR BRANDS SYLVIA GULIO PENN J. M. THOMPSON & CO. River Front Stores Philadelphia The Special Size for Institutions One gallon instead of one pint of Jell-0 is made up from the new Special Package of Jell-0, saving nine- tenths of the time re- quired for opening and emptying the common small size. This change eliminates the last remaining bit of real work connected with the preparation of Jell-0 dishes. The Strawberry, Lemon, Orange, Raspberry and Cherry flavors are made in this special size regu- larly and the Chocolate flavor when desired. THE GENESEE PURE FOOD COMPANY Le Roy, N. Y., and Bridgeburg, Ont. ^he School Lunch is never complete without milk in some form Milk made into JunKet with either the Junket Powder or Junket Tablets is not only nutritious and healthful, but is delicious, and a very dainty dish. JUNKET POWDER is prepared widi sugar and flavor, all ready to stir up with milk for a dessert. Six fine flavors. JUNKET TABLETS may be used for plain Junket, desserts, ice cream or cottage cheese. JUNKET BRAND BUTTERMILK TABLETS make delicious buttermilk out of sweet milk. Whole or skimmed milk may be used. Jit Qrocers or 'Druggists or sent direct from CHR. HANSEN'S LABORATORY, Inc. LITTLE FALLS, N. Y. No Need to "Spread It Thin" r is a fact that many housexAi'ives are now forced to "skimp" in the use of butter on their tables and in cooking. It is also notice^ able that in many restaurants and hotels the size of the butter portion has been greatly diminished. In short, users of butter these days are "spreading it thin." Moxley's Pasteurized Margarin can be used abund' antly and still not increase the butter bill. On the average it costs from ys to % less than butter. But price alone would be small inducement to use Moxley's. We therefore remind you that its purity is constantly assured by thorough pasteurization, that its food value runs 3714 calories per pound, and that every pound has the same fine butter taste and flavor. MOST GOOD FOOD PURVEYORS SELL MOXLEY'S Regular Margarin , Nut Butter CHURNED EXCLUSIVELY BY WM. J. MOXLEY, Inc. CHICAGO, ILL USED EXTENSIVELY AND SATISFAC- TORILY BY SCHOOLS. HOSPITALS, ASYLUMS AND HOMES Ideal Milk Chocolate Almond Bars Sweet Milk Chocolate Bars Ic. Milk Chocolates Cocoas Full information- gladly given on all chocolate and cocoa products, and on the SPECIAL prices we allow to recognized institutions. A letter stating your requirements will be ac- corded prompt and courteous attention by our ** Institution Dept.** Ideal cocoa & Chocolate Co. 39 PARK PLACE NEW YORK SPELL IT BACKWARDS mil POWDERED MILK ENDORSED AND USED BY THE SCHOOL LUNCHEON DEPARTMENT of the Philadelphia Public Schools KLIM Powdered Milk is pure, fresh, cows' milk from which only the water has been removed. Re- store the water to KLIM, and rich milk with the natural flavor and all other original qualities is ob- tained. KLIM keeps without ice, is convenient, requires small stor- age space, is more economiceJ than milk in any other form. Write for Free Booklet "The Wonderful Story of Powdered Milk" to the Manufacturers MERRELL-SOULE CO., Syracuse, N. Y. Philadelphia Distributor KLIM FOOD PRODUCTS CO. 1221 FILBERT STREET FOR THE DIETITIAN IN CAFETERIA IN THE SCHOOL LUNCH IN THE HOSPITAL INSTITUTION RECIPES BY Emma Smedley {Third Edition, revised and enlarged) TELLS WHAT TO COOK HOW TO COOK IT WHEN TO SERVE IT HOW MUCH TO SERVE SAVES YOU THE TROUBLE OF CALCULATING FOOD VALUES CONTAINS WEEKLY MENUS FOR THE SCHOOL LUNCH, also MENUS FOR THREE MEALS A DAY SHOWING TOTAL FOOD VALUES TABLE OF CONIENTS Measures and Weights Poultry Table of Measures Meats and Weights Sauces for Meats and Table of Proportions Vegetables Seasonings and Flavorings Vegetables Beverages Salads Cereals Sandwiches Cereals used as Vegetables Desserts Bread Sauces for Puddings Baking Powder Mixtures Frozen Desserts _ Eggs Cakes and Frostings Soups Fruit Oysters Menus Fish Soap "INSTITUTION RECIPES" PRICE, $3.00 NET May save you its cost in one day EMMA SMEDLEY, Publisher, 6 E. Front St., Media, Pa. The Logical Equipment Year after year in homes, hospitals, hotels, cafeterias, on shipboard — wherever cooking is done WEAB-EVEB "Wear-Ever'^ RANGE UTENSILS KETTLES AND URNS IVEAR-EVEO AUJjyilNUM ^^ >IRADE MARK are constantly growing in favor. ** Wear- Ever" is cleanly. Made in one piece from hard, thick sheet aluminum. Has no joints or seams in which food can lodge. Replace utensils that wear out with utensils that ** Wear -Ever " The Aluminum Cooking Utensil Co. NEW KENSINGTON, PA. In Canada — Northern Aluminum Co., Ltd., Toronto C. L. HAZZARD, President and Treasurer R. W. SHINDLER, Vice Preiident F. ALBERT TALLEY. Jr., Secretary Bell Phone, Market 33-46 Keystone Phone, Main 34-90 Quaker City Stencil & Stamp Works Incorporated Stamps and Stencils School Lunch Coins and Kindred Appliances 234 ARCH STREET PHILADELPHIA, PA. BOTH PHONES The Edwards China Company China^ Glass and Silverware Hotel, Restaurant and School Supplies China, Glass and Silverware Loaned for Special Occasions 922-924 FILBERT STREET PHILADELPHIA, PA, KORRECT KITCHENS Fully equipped for Schools • Colleges • Hotels • Clubs Institutions • Cafes • Restaurants Lunch Rooms • Cafeterias • Fadory Lunch Rooms • Steamships &* Hospitals RANSOM-BARTON CO. 1211 RACE ST., PHILADELPHIA, PA. RANGES, BAKE OVENS, STEAM KETTLES, COPPER WARE, STEAMERS, COFFEE URNS, BROILERS, COOKS' TABLES, PLATE WARMERS, ALUMINUM WARE, BAKERS' TOOLS, STEAM TABLES, ETC. Our long and varied, experience as de- signers and manufadurers of kitchen equipment enables us to give you an ac- curate workable and pradical kitchen plan. This service is entirely gratis. We solicit your KITCHEN PROBLEMS PATTEE'S "Practical Dietetics" With Reference to Diet in Health and Disease. USED AS A TEXT United States and Canadian Government ; U. S. Marine Hospitals, Base Hospitals, Medical Colleges, Hospital Training Schools, Schools of Household Arts. RECOMMENDED BY All State Boards of Examiners of Nurses, Dr. Wiley and other authorities on the food question. THIRTEENTH EDITION REVISED 12m, cloth, 543 pages. Price, ^2.25, post- paid, including a " Teacher's Guide," which contains the dietetic Standard Cur- riculum for Schools of Nursing, prepared by the NATIONAL LEAGUE OF NURS- ING Education, also the State Board Requirements and Examination Questions of the various states. (With Pattee's Hand Bag Diet Book, ^2.85 postpaid). A. F. PATTEE, Publisher mount VERNON NEW YORK BETTER SERVICE GREATER ECONOMY Are the Fundamental Reasons why Every School Lunch Room Should be equipped with a V. B. P. "World's Best" Slicer Note our machine in photo of kitchen illustrating labor-saving machinery. There's a reason why the author of this book insisted on the slicer being a V.^."?. U. S. Slicing Machine Co. Laporte, Ind. EASTERN SALES OFFICES PHILADELPHIA. 1024 Arch Street NEW YORK. . 218 West 23d Street BOSTON. ... 48 Union Street BUFFALO. . 309 Genesee Street BALTIMORE. 501 N. Eutaw Street PITTSBURGH. 3002 Jenkins Arcade ^he Seely Sanitary Fireless Cooker makes the School Lunch a Success Among users : Schools of Chicago, Detroit, New Orleans, Philadelphia, Pittsburgh, St. Louis, Washington; Car- negie Institute, Chicago University, Cornell University, Princeton University, Northwestern University, Wisconsin University. Indestructible — in use 10 years without repairs. Keeps hot 21 hours. Capaci- ties, 9 to 20 gallons. Large aluminum kettles sold separately for general equipment. Without a Seely Sanitary Fireless Cooker you cannot do your best For particulars and prices address Frances A. Seely Co. 5735 Harper Avenue Chicago, 111.