3475 The Rural School Lunch NELLIE WING FARNSWORTH The Rural School Lunch BY NELLIE WING FARNSWORTH DIRECTOR OF HOME ECONOMICS STATE NORMAL SCHOOL VALLEY CITY, N. D. ^ Webb Publishing Company ST. PAUL, MINNESOTA 1916 75" ■r3 Copyright, 1916 Webb Publishing Company all rights reserved W-1 -^' OCT 27 1916 ©CI.A446276 The Rural School Lunch INTRODUCTION With the widespread awakening in rural affairs much in- terest has centered in the rural school. Ways and means have been devised for improving the course of study as well as for making the building and grounds sanitary and more attractive. Sight, hearing, food and other similar vital mat- ters are receiving attention and correction. In most of the high schools of our large cities, the warm lunch has been established, as the relation between proper food and healthful mental development is well recognized. When it is suggested for the rural school, however, where its need is more deeply felt, many persons think its accomplish- ment impossible. The warm lunch, when this term is used, refers, of course, to that portion of the whole lunch which is prepared at school. It supplements, but does not supplant, the lunch brought from home. The instruction given, however, should have reference to the whole lunch, food values and dietetics in general. The aim of this little booklet is to show how the warm noon lunch can be successfully managed in any consolidated or rural school. 6 THE RURAL SCHOOL LUNCH NEED On the principle that anything worth doing is worth doing well, it might follow that anything that must be done must be done well. We do not live to eat, but we must eat to live. Study, work, play are all alike destructive of bodily tissue and necessitate repair. Children must have extra food for growth besides repair, and at their age impoverish- ment is likely to retard both physical and mental develop- ment and have irremediable after effects. Many rural children come from homes in which no at- tention is given to the characteristics or proper proportions of food elements. If the meals which they have at home are composed of unsuitable food, improperly balanced or in- judiciously prepared, it should be one of the functions of the school not only to help the pupil physically and indirectly mentally, but to reach through the child into the home and establish conditions that count so much for the common betterment. The following conditions are not unusual and form a basal argument for the warm noon lunch and for the inculcation of scientific principles of feeding: 1. Children walk or ride from one to six miles to school and in cold weather the lunch, carried in basket or pail, is often frozen. In this condition it is not very appetizing and it is not much better even if it has thawed out. 2. Little thought or attention is given to the school lunch in many cases. When the pail or basket is opened it is found to contain cold pancakes, salt pork, cold potatoes, pie and bottles of cold tea or coffee. None of these foods is suited to the needs of the child and, as a rule, they all prove unpalatable and indigestible. 3. On the farm, the hearty meal of the day is served at noon; so, during the school months, the children miss THE RURAL SCHOOL LUNCH 7 the principal meal and are frequently underfed — taking a hasty breakfast, a cold lunch and a light supper. NECESSARY EQUIPMENT The equipment necessary for preparing one warm dish at school need not be expensive. The following utensils will prove sufficient in the preparation of a variety of dishes and may be purchased at any hardware store. 1 Two-burner blue flame oil stove $ 3.2.5 1 Portable oven 3.25 1 Frying pan 40 2 Granite kettles 80 1 Sieve. ^ 10 2 Aluminum tablespoons 20 2 Aluminum teaspoons 10 1 Steel knife 10 2 Asbestos mats 10 2 Granite basins -10 1 Dover egg beater .".*:: 25 1 Dish pan . • , ■• •";• -C -50 1 Draining pan -30 1 Two-quart double boiler : .": : . . . . 1-75 Total $11.50 In addition to these utensils six dish towels will be needed, two cupboards made from packing boxes, a shelf for general supplies, a work table and dishes for the dining table. The next question that arises is: How may this equip- ment be secured? One rural school teacher had a "shower." She first went to a store in town and selected the needed utensils with a view to having them match and be attractive for the school- room. She then sent invitations to all mothers and women interested in the school, inviting them for a social afternoon and asking that each one bring with her one or more of the utensils which had been selected at the store. A delightful 8 TEE RURAL SCHOOL LUNCH afternoon was enjoyed, and the shower included not only the utensils selected, but many more. Every one present be- came thoroughly acquainted with the purpose of the warm lunch and a keen interest was aroused. In another case the needed funds for the lunch equipment were raised by giving a school entertainment. A basket social provided ample funds in a third instance and in many cases the school board has gladly furnished the equipment when the subject was properly presented. The cupboards maj^ be made by some of the boys who are handy with tools. Those shown in the illustrations are made from strong packing boxes, each being provided with a shelf which gives added space for dishes. The boxes should be covered with white oilcloth tacked securely in place with brass-headed tacks. White curtains of scrim should cover the opening, not only to give a neat appearance but to keep the dishes free from dust. Doors or some other tightly Figure 1 — Oil stove and cupboards improvised from paekins: boxes TEE RURAL SCHOOL LUNCE fitting cover may be used. They will keep out dust bet- ter and save the trouble of washing the curtains. Figure 2 — Drop shelf for a work table. A shelf may be put up for the general supplies and it too should be covered with white oilcloth so that it can be easily wiped and kept clean. A drop shelf, fastened to the wall with Figure .3 — Cupboard made from packing box, showing drop doors open. 10 THE FUBAL SCHOOL LUNCH hinges and supplied with two strong supports when raised, will furnish a worktable which can easily be put out of the way when not in use. Each mother may donate a flour sack which should be neatly hemmed in the sewing class, if sewing is taught. In this way a sufficient supply of towels may be secured. For the table utensils, each child should bring his own plate, cup, saucer, spoon, knife and fork from home and leave them for the year. Perhaps the dining table will furnish the most perplexing problem. Folding tables are inexpensive and may serve sev- eral other purposes; they will make good sev^dng or reading . i.*"ii!^ & ^ilSS* Figure 4 — Cupboiird with drop doors clos TEE RURAL SCHOOL LUNCH 11 tables. If these cannot be secured, and, especially if there is not room for tables, a long plank neatly covered with white oilcloth may be used. It should be placed in the aisle, sup- ported at each end on boxes. The pupils can sit in the seats on each side facing the aisle. Or, pupils may be served at their seats, using the desk for a table. The lunch which is brought from home may be packed in folding paper boxes which can be purchased cheaply and thrown away. The regular tin lunch pail is good, and better than a basket in that it can be kept scrupulously clean by scalding with boiling water. Figure 5 — Lunch pail and different types of lunch boxes. MAINTENANCE With the equipment in place, the next requirement is the purchase of food supphes. One school board allowed four dollars a month for this purpose. In most instances each child brings ten cents a week, which usually covers the ex- pense. If ready money is not easily obtained, the lunch could be paid for in supplies. Eggs, butter, milk and vege- tables are abundant in the country and less expensive than in town. 12 THE RURAL SCHOOL LUNCH SUITABLE DISHES The variety of dishes that may be easily prepared and that will prove wholesome and attractive to children is suffi- cient to require few repetitions in the month. The following hst has been in use for a number of years and has proven very satisfactory : 1. Cocoa. 2. Soups: tomato, potato, corn. 3. Boiled rice with syrup or caramel sauce. 4. Eggs, soft-cooked, scrambled, creamed. 5. Eggs au gratin. 6. Creamed macaroni with cheese. 7. Macaroni with tomato sauce. 8. Potatoes: baked, creamed, scalloped. 9. Squaw dish. 10. Irish stew. 11. Vegetable soup. 12. Cereals, Cream of Wheat with dates, fried mush. 13. Hot baking powder biscuits with syrup. 14. Creamed salmon on crackers. 1.5. Scalloped vegetables: corn or tomatoes. 16. Chocolate bread pudding. 17. Cheese fondue. 18. Creamed codfish. 19. Baked custard. 20. Toast : milk or French toast with syrup. The recipes and method of preparing each dish will be given for the benefit of teachers who have had no training in domestic science. MANAGEMENT The benefits that may be derived from^he warm lunch will depend quite largely upon the way it is managed. At the beginning of each week the teacher should appoint four housekeepers from among the boys and girls. Their duties may be assigned as she may choose; but the following plan has worked out very well where it has been used and is recommended. The first housekeeper prepares, cooks and serves the THE RURAL SCHOOL LUNCH 13 warm dish. The second housekeeper sets the table, wipes the dishes and puts them away. The third housekeeper washes the dishes and cleans the supply table, stove and cup- boards. The fourth housekeeper brings in the water, sweeps the floor and empties the garbage. The list of housekeepers should be posted for the week and the slips consulted frequently so that each child may serve in each capacity according to turn. A list of supplies should also be posted ahead or given personally to those who are to furnish them. The work of each child must be carefully and kindly su- pervised by the teacher. At first, when the plan is new, the teacher herself, assisted by the older girls who have had some home training, will have to prepare the lunch. School credit may be given for the work connected with the noon lunch, if it proves diflScult to secure willing helpers, although there is often objection to giving credit for this work. On the contrary, experience has shown that children are eager to have a part in the necessary duties. A few words of commendation or the granting of some special privilege to the one who excels will prove a wholesome incentive. Boys as well as girls should help with the lunch. In many cities boys take cooking in school as a preparation for boy scout work or for camp cookery. Boys who live in the country are accustomed to helping with the housework, and, if approached in the right spirit, will be willing to share in the work of preparing the school lunch and prove most efficient. The school lunch will consist of but one warm dish to supplement the lunch brought from home. The dishes to be served should be planned a week ahead that the supplies may be on hand. Also, if the dish to be prepared requires much time or labor, a thoughtful teacher will arrange to have 14 THE RURAL SCHOOL LUNCH some of the preparations made early in the morning or the night before. During the winter, if the schoolhouse is cold at night, care must be taken to keep supplies from freezing. If they can not be so kept, they will have to be brought fresh each morning from the nearest house. When water must be carried for some distance, a large cream can may be filled and brought in the bus each morning or carried from the nearest house by two of the boys. Instead of having each pupil bring simply his share of each lunch, it may often be found even more convenient for one pupil to bring various supplies at one time and thus not have to contribute again until all the others have made similar contributions. By donating or paying in this way the pupils are relieved of the tedious routine of daily atten- tion to a small matter. A fixed period should be assigned for the lunch hour, usually about twenty minutes. All pupils should be re- quired to remain at table till all are dismissed. This rule prevents hasty eating and is of advantage in other ways. Dishes should be washed methodically and carefull3^ Figure 6 — Washing dislies. THE RiUAL SCHOOL LUNCH 15 They should be first scraped and stacked in order. There should be a pan of hot, soapy water for washing and a second pan of hot, clear water for rinsing. A dish mop or dish cloth may be used and the drying towels should be kept scrupulously clean. Glassware should be washed first, then silver and china and cooking utensils. Figure 7 — "Redding up." Courtesy of L. R. Adley, County Superintendent of Otter Tail County, Minnesota. The dish towels should be laundered each week. They may be taken home by a different girl each Friday night and brought back clean and well ironed on Monday. This work will be cheerfully done by the mothers of the district and will not prove burdensome. Paper napkins are inexpensive, selling for one dollar a thousand. Many stores furnish free napkins that are used in advertising. If preferred, each child may bring a fresh linen napkin each Monday, marking it with an initial, a band of ribbon or a paper ring decorated with an individual design. 16 THE BIRAL SCHOOL LUNCH Attention should be given to the proper setting of the table. The following illustration gives the correct method: Figure S — A proper arrangement of a cover. If the knife and spoon are not needed, the fork may be placed at the right of the plate with the tines up. There will be need of only a few rules for serving. It should be remembered that dishes should be placed on the table from the right and that those passed should be served to a guest from the left and held conveniently. A few rules for table etiquette should be observed: Sit erect. Keep arms or elbows off the table. Eat deliberately and quietly. Take food from the side of a spoon. Use the knife only for cutting and spreading. Do not talk with food in the mouth. • The businesslike teacher will keep an accurate account of the assignment of work, dishes served, expense of the lunch and cost per child. Such data will enable her to carry on the work systematically and prove a help to others. Pupils may assist in keeping these records and gain valuable training in system and business methods. The following TEE RURAL SCHOOL LUNCH 17 chart will simplify matters and may be easily drawn on cards, one being used for each day or week. Kept in a file or simple box they may form a permanent record of the school lunch. These records should be kept whether the food is bought or contributed. In the latter case the supplies should be entered at their true market value. Date Dish 1 House- 2 3 keepers 4 Supplies Number served - Cost per pupil Figure 9 — Record card. To carry out the warm lunch at school with success, re- quires a teacher of enthusiasm, tact, and common sense. She should have in mind the aims and possibilities and be original in finding means for accomplishing her ideals. One who has been carefully trained in home economics will find the work much easier; but any teacher who can follow direc- tions and grasp situations may be able to conduct the lunch 18 THE KUFAL tiCHOOL LI XCH with success. AVherever it has Ijeen tried it has met a great need and has been cordially received. The results have justified the effort. The logical result of the warm lunch should be the in- clusion of a course in domestic science. Knowledge of this subject would have more telling effect in the home than the study of arithmetic or history not only for the benefit of girls and women but of men also. Tvlany modern schools are so planned as to provide space and equipment for such a course. In these schools naturally the noon lunch is provided with greater ease and success. Figure 10 — Ideal modern rural school building in Ramsey County, Minnesota. Floor plans on opposite page. Courtesy Arthur S. Devor, St. Paul, Minn. ADVANTAGES If properly conducted, the advantages of the warm lunch are many and important and its influence far-reaching. 1. The health of the children will thus be improved; for the lunch will be enjoyed much more, thus aiding digestion. THE Rl'RAL HCHOOL LINCH 19 CUc5^ LCDM 8 u II 6'. 1+ O" MOVlbLt PAHriTIOK- :y -f°\^ n ^'"^'f'^ LCDM :^ Figure 11 — First floor plan. Figure 12 — Ground floor plan 20 THE RURAL SCHOOL LUNGB Something warm excites the flow of the digestive juices all along the alimentary canal, getting it ready to take care of the rest of the food. New York City experiments show that the average increase of weight of pupils taking the lunch is much greater than that of those who do not take the school lunch. The planned school lunch also far surpassed the un- planned one in the amount of nutrients furnished for the same mone3^ Pupils will be taught to eat slowly and thoroughly mas- ticate their food. When they eat alone or in groups they are so eager to begin their play that the food is bolted or eaten too hastily to allow thorough mastication. Such hasty eat- ing will cause a deranged digestion and consequent ill health. 2. Better mental work will result. Even if the bulk of the lunch be cold and ill chosen, the child will have one warm dish that is palatable and nourishing. It is too much to ex- pect children to be mentally alert on a diet that is unwhole- some and indigestible. In some large Eastern cities where careful records were kept it has been quite evident that the mentahty of many pupils has been considerably increased through the noon lunch. 3. By eating together at the table, conversation during the meal is directed in proper channels by the teacher in charge, who always should preside. This feature is by no means a. small consideration; for often one foul-mouthed child can ruin a whole school. The tendency is to cultivate a spirit of refinement and cheer. 4. In talking together at table children learn to express themselves more readily — even the most bashful child may be drawn into the conversation after a time. It is quite an art to be a good "mixer," to be able to converse easily with others and to feel at home among one's fellows. After-din- THE Tn'RAL SCJJOOL Ll'NCH 21 ner stories may occupy a few moments after lunch. Whole- some, witty stories will create a good hearty laugh and do more good than medicine. 5. Table manners will be improved. In the hurry of everyday life, especially where the mother is overworked, the little courtesies are often neglected. Children should form correct habits of eating, learA to be excused when leaving the table and learn to be considerate of one another. The teacher can strengthen the home teaching in this respect and help those whose training in these matters has been neglected. Children should be so trained from infancy that they may feel at ease at any one's table in any class of society. 6. School attendance will be improved. Experience has shown that children do not wish to miss the party or picnic that the warm lunch affords, so they make a greater effort to be at school every day. Some duty in connection with the lunch may be depending on them and impel them to attend. 7. High ideals are formed. Ideals of food containing the proper elements and balance, good cooking, sanitation, correct table service and home life may be established if the teacher has the right conception of the opportunities that are presented by -the warm lunch. In time the standards of home life in the community will be improved. 8. Pupils will learn the dignity of labor. Added dignity is given to the mother's work in the home when the children see that the teacher is willing to cook, wash dishes, and sweep the floor. They will learn that the duties connected with housekeeping have scientific and noble ends worthy of study and devotion. 9. Useful knowledge is gained. Besides having stories told at the table, the teacher may often direct attention to the foods that are served. The history of rice, the manufac- 22 TEE RURAL SCHOOL LUNCH ture of macaroni or the production of cocoa may be made most interesting as well as instructive. Pupils may use the information thus gained in their compositions later on. Besides such knowledge, the value of system, counting the cost and selection of foods may be impressed. 10. Mothers will take more pains in putting up the lunch when they know that it is to be exhibited before the other pupils as well as the teacher. Too often little attention is given to the child's food. While the country child always has an abundance of food to eat, he often suffers from mal- nutrition because he does not eat the proper foods. More pains should be taken with the lunch basket. It should con- tain sandwiches, jelly, custard, cookies, fruit and often a few lumps of sugar. Sandwiches may be made of either graham or white bread with a filling of cheese, meat, eggs, lettuce and salad dressing, jam or dates and nuts. If cold meat or baked beans form a part of the lunch, the sandwiches should be plain. Children should drink neither tea nor coffee, but milk, water or cocoa. Even cocoa should not be served every day, as it proves a stimulant to many children. 11. The warm lunch will prove the connecting link between the home and school. Mothers will be more deeply interested in the teacher and her work when they realize that the teacher is co-operating in the feeding of the child, and in his training in home affairs. It is often easier for the teacher to correct bad habits, as children accept criticism and suggestions at school that they are likely to resent at home. THE TEACHER'S SPECIAL PROBLEMS In carrying on the noon lunch many problems present themselves for solution that do not find a place under any of the headings included in this little treatise. TEE RURAL SCHOOL LUNCH 23 The question has been asked, "What will you do with the incorrigible child, force him to eat with the other children?" In answering, it will be necessary to turn to our best authorities on phj^siology. We are told that for perfect digestion we need to be in a pleasant frame of mind; so, in- stead of taking a few pepsin tablets to enable one to enj 05^ a good dinner, it would be better to bring to the table a cheer- ful, happy heart, serve a clever anecdote or two for an entree and garnish every dish with a hearty laugh. This is no product of New Thought, for in the Proverbs we read, "A meny heart doeth good like a medicine." The latest dis- coveries of science have shown that when one indulges in a fit of anger a poison is emitted in the blood. Worry and sor- row depress the whole system and cause the nerves to re- spond very slowly to the demands made upon them. It would, therefore, be better to use tact in handling James when he refuses to eat with the other children. A wise teacher will say, "We are so sorry you don't wish to eat with us to-day, James; for we have something you like and we will miss you at table." Then a special effort should be made to have attractive dishes that will tempt him until he will want to join the rest. Several methods, that are quite objectionable, have been suggested for taking care of the soiled dishes after the lunch : the first, to pile the dishes up on the work table and pay one of the older girls in meal tickets to wash them after school; the second, to have the children take their dishes home to be washed. The spirit of co-operation will be destroyed unless each child is given a part to perform. Again, the lessons of san- itation which should be taken into every home in the com- munity will be confined to a very few. 24 TEE RURAL SCHOOL LUNCH An excellent opportunity for teaching the rules of sanita- tion is provided through the noon lunch. The proper care of food in the home, the disposal of garbage, the rinsing of the dishes with boiling water and the washing out of the dish towels should be daily lessons. To have one girl do the menial or what some regard the disagreeable tasks will establish class lines, or caste, in the school. Children should be taught to do whatever is nec- essary with a cheerful spirit; to regard all work as honorable and dignified ; to think not so much of what must be done as how it should be done; to feel quite as proud of a shelf full of clean, shining dishes as of a well written composition. A young man who had the ambition for a college educa- tion was once visited by a former teacher. He was found washing dishes in an eating house. In the course of the con- versation he explained how he was out of money and, as no other employment could be found, he was obliged to take for the time being whatever work presented itself. His teacher left him feeling confident that in the course of time he would realize his ambition and finish college; for the fine spirit and earnest purpose of the young fellow were shown when he said, 'T always wash my dishes clean." Again, if the dishes were taken home to be washed, it is quite probable that the mother would perform the task instead of the child. The dishes might be forgotten the next morning and there might be much inconvenience at lunch time. If the tasks incident to the noon lunch be properly or- ganized and assigned, they may be performed in a short space of time without interrupting the routine of school life. When the proper value is placed upon the little lessons of life that are the outgrowth of the work of every da}^, some of the great labor problems may be more easily solved. THE RURAL SCHOOL LVNCH 25 I>[ot every one can lead the van ; the battle cannot be won by the captain alone. It takes the co-operation of every man and the faithful performance of every duty no matter how small to succeed in any common endeavor. It has been suggested that it be made a matter of honor among the pupils to be chosen as housekeepers; that is, that only those shall serve in this capacity who have prepared their school work well. This idea is erroneous. The school lunch is not meant to be an incentive to other work except as it may prove to be a stimulus to mentality. It exists for its own sake. All should participate in the preparation of the lunch as well as partake of it. Some pupils might never become eligible on a scholarship basis. In a few communities the parents have failed to see the value of the school lunch and to give support to the efforts of the teacher. In such cases the lunch cannot be forced. The parents must be won over to the new idea by a- careful canvass of the various homes, finding out the objections and meeting them wisely, setting forth the value of the lunch both to the children and to the community. In some localities it may be that the expense of the lunch will prove a burden where there are three to six children in a family. This problem has been met by giving out lunch tickets to all children each morning. To those who cannot bring the money tickets should be given without the knowledge of the other children and the expense met either by the school board or by entertainments. It would per- haps be possible for these children to be independent and pay for the lunches themselves by having, a garden in which they could raise potatoes enough to supply the winter's de- mand and sell them to the school. It has been claimed that too much emphasis has been placed upon the hot lunch instead of one that will give the 26 THE RIRAL SCHOOL LUNCH proper nutritive value. It is highly important that some- thing warm should form a part of the lunch, especially during the winter. A cup of hot cocoa or a bowl of hot soup warms the digestive tract exciting the flow of the juices which act upon the food. Digestion is a series of changes brought about by both mechanical and chemical action, either of which takes place more rapidly in the presence of heat. The temperature of the body is 98.6°, and all food taken into the stomach, if not so warm, must be heated by the body to this temperature. It can readily be seen that a diet of cold potatoes or ice cream will occasion a great loss of heat to the body in the process of digestion. Emphasis has been placed upon the nutritive value of the lunch in an earlier paragraph, but a brief treatise on the balanced ration, the classification and function of foods to- gether with their caloric value may prove helpful. FOOD STUDY A food is a substance taken into the body which builds and repairs tissue, creates heat and energy without doing any harm to the body. While coffee and alcohol may create heat and energy, they are both harmful ; so they cannot be properly classed as foods. All the foods that we eat may be divided into five classes, 'Proteins, Fats, Carbohydrates, Minerals and Water. While some foods, such as sugar or olive oil, may belong to but one class, most foods are a combination of two or more classes. Proteins are foods which contain carbon, hydrogen, oxy- gen, nitrogen, sulphur and phosphorus. The proteins are our only source of nitrogen and sulphur. As nitrogen is es- sential in the building of muscular tissue, this class of foods has been termed tissue builders. While proteins may also give heat and energy, they ai'e obtained in a too expensive THE I?IRAL SCHOOL LI XCil 27 form. Meat, fish, eggs, milk and nuts are the most im- portant sources of this class of foods. Fats are foods which contain only carbon, hydrogen and oxygen. They are found in a pure form in olive oil and lard and in different amounts in milk, nuts, eggs and certain vegetables, as beans and corn. Their function in the body is to produce heat and energy. While carbohydrates have this same use, pound for pound fat yields two and a fourth times as much energy as sugar. Carbohydrates are the most economical source of energy, while fats give energy in the most concentrated form. Carbohydrates also are composed of carbon, hydrogen and oxygen, the last two in the proportion to form water. They consist of sugars, starches, gums and cellulose, and their main function is to produce heat and energy. Cellulose, the framework or pithy portion of vegetables and fruits, fur- nishes bulk to our food and thus aids digestion by exercising the digestive organs and so stimulating them to perform their functions. Minerals, found largely in vegetables, fruits and water, aid in building bony tissue and in keeping the blood in proper condition. Water, which constitutes about 60% of our bodies, aids in circulation, regulates the temperature and purifies the blood. As the body is made up of protein, fat, carbohydrates, minerals and water, we need these foods to supply building material and repair waste. The proper proportion of each is called the balanced ration. We do not relish a meal of pure protein, fat or carbohydrate and it would be less easily digested than a mixed diet. For these reasons it is best to have each of the food classes represented in each meal, the greater proportion being of carbohydrate, while the amount of protein and fat should be about the same. 28 THE RVFAL SCHOOL LINCH APPROXIMATE COMPOSITION OF THE HUMAN BODY Water Protein Carbohy- drate Fat Mineral 60% 18% 1% 1 rp/ 4-J /o 6% It does not follow from the above table that we need to eat food elements in the above proportions. Some of the food we eat is used for repair, or for maintaining the above composition of the body, while other portions are consumed, as coal is consumed in a furnace, for supplying heat and energy. The energy requirement of people differs according to age, weight and occupation. Children must use part of their food for building up the body and their external activ- ities are much greater than those of the adult. Naturally, heat producing foods are required to a greater extent in win- ter than in summer. If one knows the composition of the various food ma- terials, it is possible to calculate their fuel value to the body. A calorie is the measure of energy or fuel value just as the pound is the measure of weight. Experiments have shown that, approximately, protein jdelds 4 calories of heat per gram, fat 9 and carbohydrate 4. 28.35 grams =1 oz. These data are obtained by means of a calorimeter, a calorie being the amount of heat required to raise 1 gram of water 1 C. or 1 pound of water about 4 F. It has been determined that energy or heat must be produced by a proper proportion of the various food classes; for an excess of either protein or fat will bring about digestive disturbances. vSome of our best authorities state that the proportion should be about 16 oz. of carbohydrates to 4 oz. of fat and 4 oz. of protein. THE RJ'RAL SCHOOL LUNCH 29 DAILY FOOD REQUIREMENTS A man doing light work, 2,400 calories and .21 lb. protein. A man doing average work, 2,900 calories and .26 lb. protein. A man doing heavy work, 3,500-5,000 calories and .41-. 44 lb. protein. A woman doing average work, 2,500 calories and .12 lb. protein. A child 6-9 years old, 1,300-1,600 calories. A child 10-13 years old, 1,800-2,200 calories. A child 14-17 years old, 2,500-2,800 calories. To keep the body iii_ repair the protein is required in addition to the carbohydrates and fats which furnish heat or energy only. Of the calories needed 17% should be pro- tein, 18% of fat and 65% of carbohydrates. One pound of protein yields 1,820 calories. One pound of carbohydrates yields 1,820 calories. One pound of fat yields 4,084 calories. "It is best to apportion the diet properly between the proteins, fats and carboh3^drates. One could take an excess of protein and in that way increase the calories so that less fat would be required, but this would put unnecessary work upon the kidneys through which the unnecessary proteins or end-products of such are eliminated. Likewise an excess of fat is not so easily digested and it is more expensive than carbohydrates, the latter of which are abundant in nature, and are cheap and more easily digested and oxidized. A small proportion of fats, however, is well taken with other foods and is stored up in the tissues for time of need."* From the 100-calorie table it can be seen how much of the common foods must be taken for the special require- ments of different persons. It is generally estimated that 100 calories can be furnished for one cent. Tables necessarily vary, as the analysis of various sam- ples vary. The figure, however, furnish sufficiently accu- rate approximations for all practical purposes. * S. D. Agr. Exp. Sta. Bulletin 168, TEE NURAL i^CHOOL LUNCH The government bulletin No. 28 on the Chemical Com- position of American Food Materials by Atwater and Bryant will prove helpful in giving the needed information concern- ing the composition of our common foods. AVERAGE COMPOSITION OF FOODSTUFFS (Tables compiled from various bulletins) FRUITS Apples Bananas Dates Figs, uncooked . . Grapes Oranges Peaches Pineapples Plums Prunes, uncooked Raisins Strawberries .... Water 84.6 75.3 20.8 18.8 77.4 86.9 89.4 89.3 78.4 22.3 14.6 90.4 Protein .4 1.3 4.4 4.3 1.3 .8 .7 .4 1.0 2.1 2.6 1.0 Fat .3 1.6 2 .1 .3 3.3 Carbo- hj'drate 14.2 22. 65.7 74.2 19.2 11.6 9.4 9.7 20.1 73.3 76.1 7.4 Ash .8 1.5 2.4 .4 .5 .4 .3 .5 2.3 3.4 .6 Calories per lb. 290 460 1350 1475 432 240 190 196 383 1400 1605 180 VEGETABLES Asparagus Beans, string. . . Beans, dried . . . . Beets Cabbages Celery Corn Cucumbers Lettuce Peas, green .... Potatoes, white Potatoes, sweet Tomatoes Turnij^s Water 94.0 89.2 13.6 87.5 91.5 94.5 75.4 95.4 94.7 74.6 78.3 69.0 94.3 89.6 Protein 1.8 2.3 22.5 1.6 1.6 1.1 3.1 .8 1.2 7.0 2.2 1.8 .9 1.3 Fat Carbo- liydrate .2 1.3 1.8 .1 .3 .1 1.1 .2 .3 .5 .1 .7 .4 3.3 7.4 59.6 9.7 5.6 3.3 19.7 3.1 2.9 16.9 18.4 27.4 3.9 8.1 Ash .7 3.5 1.1 1.0 .1 .7 .5 .9 1.0 1.0 1.1 .5 Calories per lb. 100 195 1565 215 145 85 440 80 90 440 385 570 105 178 TEE RURAL SCEOOL LUNCH 31 CEREALS Water Protein Fat Carbo- hydrate Ash Calories per lb. Barley Bread, white Cornmeal Macaroni Oats, rolled Rice Starch Tapioca Wheat, cracked. . Wheat, shredded 10.9 35.3 12.0 10.3 7.7 12.3 7.5 9.2 8.9 13.4 16.7 8.0 .9 1.3 4.9 .9 7.3 .3 11.4 10.1 8.1 4.0 11.1 10.5 1.0 1.7 1.4 79.8 53.1 72.0 74.1 66.2 79.0 90.0 88.0 75.5 77.9 .9 1.1 1.0 1.3 2.1 .4 i.o' 1.6 2.1 1660 1200 1850 1645 1850 1620 1675 1650 1635 1623 NUTS Water Protein Fat Carbo- hydrate Ash Calories per lb. Almonds Cocoanut Chestnuts Peanuts Pecans .Walnuts 4.9 13.0 43.4 7.4 3.4 2.5 21.4 6.6 6.4 29.8 12.1 16.6 54.4 56.2 6.0 43.5 70.7 63.4 16.8 22.6 42.8 17.1 12.2 16.1 2.5 1.6 1.4 2.2 1.6 1.4 2895 2805 1140 2610 3300 3285 MEATS Water Protein Fat Carbo- hydrate Ash Calories per lb. Beef, porterhouse 60.0 21.9 20.4 1.0 1275 Beef, round 67.8 20.9 10.2 1.1 830 Beef, chuck ribs 52.7 18.5 18.0 .8 1910 Veal, loin 69.0 19.9 10.0 1.1 790 Mutton, leg 62.8 18.5 17.7 .1 1105 Pork, loin chop 60.0 20.0 19.0 1.0 1245 Ham, smoked 46.2 16.2 38.8 4.8 1940 Bacon 20.2 10.5 64.8 5.1 2930 Fowl 47.1 13.7 12.3 .7 765 Broilers 43.7 12.8 1.4 .7 305 Bass, black 76.5 20.6 1.7 1.2 455 Cod, salt 53.5 25.4 .3 24.7 473 Mackerel 73.3 18.7 7.1 1.2 629 Oysters 88.3 6.0 1.3 3.0 1.1 225 32 TEE RURAL fiCHOOL LUNCH MILK AND MILK PRODUCTS Water Protein Fat Carbo- hydrate Ash Calories per lb. Butter Buttermilk Cheese, cottage Cheese, cream Cream Milk, condensed Milk, skimmed Milk, whole. 11.0 91.0 72.0 34.2 74.0 68,2 90.5 87.0 1.0 .3 20.9 25.9 2.5 9.6 3.4 3.3 85.0 .5 1.0 33.7 18.5 9.3 .3 4.0 ' ' ' 4.8' ' 4.3 2.4 4.5 11.2 5.1 5.0 .3 .7 1.8 3.8 .5 1.7 .7 .7 3410 165 510 1950 865' 780 170 310 TABLE SHOWING 100-CALORIE PORTIONS* Kind of Food Measure Weight in oz. Apples, dried 3'3 cupful 1 1-in slice 1 tbsp. 1.20 Bread 1.36 Butter .46 Beef, flank 1.90 Beef, round 3.05 Banana 1 medium 5.50 Bacon .62 Beans, kidney 2 tbsp. 2 tbsp. 1.02 Beans, Lima Carrots 1.00 10.00 Cabbage 3 cupfuls 3 tbsp. }/2 square 1 1-in cube 2% tbsp. 1 large 4. tbsp. 214 tbsp. ^/i cupful I4 cupful 3 or 4 1 medium 10 or 11 2 tbsp. 2 tbsp. 1^- cupfuls 9.00 Cornmeal .99 Chocolate .57 Cheese, American .80 Cream of Wheat .97 Eaiffs 2.68 Flour 1.00 Hominy 1.00 Milk 5.00 Oatmeal, uncooked Prunes ... .90 1.20 Potato 5.30 Peanuts .85 Rice 1.00 Sugar .88 Tomatoes 15.60 *From Bulletin 333, University of Texas. THE RCRAL SCHOOL LVNCH 33 GOVERNMENT BULLETINS The following Farmers' Bulletins may be obtained free of the Department of Agriculture at Washington, D. C. F. B. 34 — Meats. Composition and Cooking. F. B. 85— Fish as Food. F. B. 121 — Beans, Peas and Other Legumes as Food. F. B. 128 — Eggs and Their Uses as Food. F. B. 142 — Principles of Nutrition and Nutritive Value of Food. F. B. 249— Cereal Breakfast Foods. F. B. 256 — Preparation of Vegetables for the Table. F. B. 293— Use of Fruit as Food. F. B. 295 — Potatoes and Other Root Crops as Food. F. B. 332— Nuts and Their Uses as Food. F. B. 363— The Use of Milk as Food. F. B. 375— Care of Food in the Home. F. B. 389— Bread and Bread Making. F. B. 391 — Economical Use of Meat in the Home. F. B. 413— Care of Milk and Its Use in the Home. F. B. 487 — Cheese and Its Economical Use in Diet. F. B. 53.5 — Sugar and Its Value as Food. F. B. 607— The Farm Kitchen as a Workshop. Bulletins on similar subjects may often be obtained of one's local state experiment station. BOOKS ON FOOD STUDY Food Products Sherman Source, Chemistry and Use of Food Products E. H. S. Bailey Human Foods Snyder Food Products of the World Mary E. Green Food and Its Functions Knight How the World is Fed Frank George Carpenter Foods and Their Uses Frank O. Carpenter RECIPES The recipes here presented will prove practical and pos- sible in every locality. Many other recipes which have been suggested for the noon lunch are too expensive and wholly impossible. While greens are healthful they require too much effort and time in preparation. Salads and mayon- naise dressing are in most cases too expensive and elaborate, 34 THE h'URAL HCHOOL LUNCH Growing children thrive better on simple foods and a lasting benefit will be derived if they acquire simple tastes. In working out the following recipes the abbreviations must be understood. All measurements are level and the cup used holds one half pint. ABBREVIATIONS c . = cupful (s) tbsp . = tablespoonf ul (s) tsp. =teaspoonful(s) qt. =quart COCOA 6 tsp. cocoa 4 tsp. sugar 2 c. boiling water 2 c. scalded milk A few grains of salt. Make a paste of the cocoa, sugar, salt and a little water. Add the rest of the water and boil one minute. Add scalded milk and beat one minute with Dover egg beater to prevent scum. This recipe may be prepared in ten minutes and will make six cupfuls. Cocoa may be purchased in bulk at a very low price. CREAM OF TOMATO SOUP 2 c. tomato 2 c. milk 4 slices of onion 2 tbsp. flour Pinch of soda 2 tbsp. butter 1 tsp. salt A few grains of pepper If fresh tomatoes are used, wash and cut into small pieces, add slices of onion and cook till thoroughly softened. Canned tomatoes should be cooked with the onion ten to fifteen minutes, adding a little more water, if necessary. Put tomatoes through a sieve, reheat and add soda while hot to neutrahze the acid. Rub together flour, butter and salt, add milk slowly and cook till shghtly thick, stirring con- stantly. Add strained tomato slowly, stirring rapidly. When combined, add pepper and serve at once. This amount will serve four to six persons. THE RURAL SCHOOL LUNCH 35 POTATO SOUP 4 large potatoes 4 c. milk 4 slices of onion 3 tbsp. butter 2 tbsp. flour 13^ tsp. salt A few grains of pepper and celery salt Cut potatoes in small pieces and boil with onion in salted water till very soft, mash through a sieve and save the water in which they were cooked. Rub together butter, flour, salt and pepper, add milk and cook until slightly thick. Add strained potatoes and potato water, cook a few minutes and serve. This amount will serve six persons. CORN SOUP 1 can corn or 2 c. milk 2 c. corn cut from cob 2 c. boiling water 4 slices of onion 3 tbsp. butter 13^ tsp. salt 2 tbsp. flour A few grains of pepper Cook fresh corn till tender in the 2 c. of boiling water. Canned corn should be cooked in the boiling water fifteen to twenty minutes. Mash through sieve, having cooked onion with corn. Proceed as for potato soup. This amount will serve six persons. BOILED RICE Wash rice and boil in salted water twenty to thirty minutes or until the grains are tender. Use 3^ c. rice to 2 qts. of water and 2 tsp. salt. Drop rice slowly into the water so as not to stop the boiling, stir frequently with a fork, add more water if necessary, and, when tender, drain and wash with hot water to remove extra starch. Dry a few moments and serve with caramel sauce. Enough for four persons. CARAMEL SAUCE 3^ c. sugar 1 tbsp. butter 4 tsp. flour 3-2 tsp. vanilla 1 c. hot water 36 THE RURAL SCHOOL LUNCH }/2 c. sugar caramelized, that is, heated over the fire in a frying pan without water till it becomes a brown liquid. To keep sugar from burning requires constant stirring. Mix sugar and flour; add hot water slowly to the caramel; then add mixed sugar and flour and cook till thickened, stir- ring constantly. Remove from the fire and add butter and vanilla. Serve hot or cold. Enough for ten to twelve per- sons. SOFT-COOKED EGGS Cover eggs with boiling water, place tightly covered on an asbestos mat over the fire, leaving them six to eight minutes. Water should not boil over eggs but just keep hot. In this manner the eggs will be cooked more evenly. Allow one or two eggs to a person. SCRAMBLED EGGS Allow one egg to a person. Break in a basin and beat slightly with an egg beater or fork. Add Yi c. milk or water for six eggs, beat well together, season with salt and pepper and cook in a buttered pan on top of the stove. Stir con- stantly to prevent burning. Do not cook till hard but just until well set. EGGS AU GRATIN Use one egg per person, poach or cook in boiling salted water till firm enough to remove from the pan. Place in a greased shallow dish, cover with grated cheese and then with white sauce. Spread over white sauce a layer of but- tered crumbs and bake ten or fifteen minutes or until crumbs are brown. CREAMED EGGS Use hard-cooked eggs that have been in boiling water thiity minutes, Remove shell, cut through the center and TEE JM'RAL .SCHOOL LUNCH 37 remove the yolks. Put yolks through a sieve, mashing them to a fine powder. Cut the whites into small pieces. Add whites to white sauce and heat through, serve on crackers or toast and cover lightly with the powdered yolk. Allow one egg to a person. WHITE SAUCE IJ^ tbsp. butter 3^ tsp. salt 13^ tbsp. flour 1 c. milk A few grains of white or red pepper Rub together butter, flour, salt and pepper. Add milk slowly and cook till thick, stirring constantly. Enough for six eggs. MACARONI AND CHEESE Boil macaroni in salted water twenty to thirty minutes. Then rinse in cold water to wash off the starch. In a greased baking dish put a layer of macaroni, a layer of cheese and a layer of white sauce. Repeat in same order till dish is nearly full. Cover with buttered crumbs and bake in a quick oven fifteen minutes. One cupful of uncooked macaroni will serve six persons. TO BUTTER CRUMBS Into melted butter pour bread or cracker crumbs and stir until crumbs are well coated with butter. Better results are obtained by using buttered crumbs than adding dry crumbs moistened with milk and seasoned with lumps of butter. MACARONI WITH TOMATO SAUCE Cook macaroni as previously suggested. After rinsing, dry thoroughly and cover with tomato sauce. TOMATO SAUCE Cook fresh or canned tomatoes till very soft. A few slices of onion cooked with the tomatoes gives a delicious 38 TEE FURAL SCEOOL LUNCE flavor. Put tomatoes through a sieve. Use strained to- mato in place of milk in the recipe for white sauce and a good sauce for meat or vegetables is obtained. BAKED POTATOES Select medium potatoes of uniform size and wash clean, using a little vegetable brush. Bake in a pan in the oven for fifty to sixty minutes. When soft enough to be easily pierced with a fork, rub quickly to break the skin and allow the steam to escape. Serve with milk grav3^ MILK GRAVY Melt bacon drippings or butter in a hot frying pan, using 3 tbsp. for 2 c. of milk. Into the melted fat dredge flour, as much as the fat will take; stir rapidly and when very thick add milk and cook till of the right consistency. Season with salt and pepper to taste. If bacon drippings are used, no seasoning is required. CREAMED POTATOES Use cold boiled potatoes, cut in small half-inch cubes. For four medium sized potatoes make 1 c. of white sauce. When thick, add cubes of potato and stir carefully so as not to break up the potato. Cook slowly till thoroughly heated. SCALLOPED POTATOES Into a greased baking dish put a layer of raw potatoes sliced very thin, season with salt, pepper and butter and dredge with a little flour; add layers of potatoes seasoned in this way till the dish is nearly full; add milk until potatoes are almost covered, and bake in the oven an hour, placing a cover over the dish until the last few minutes when it should be removed so that the potatoes will brown. Allow one potato for each person. TEE RURAL SCHOOL LUNCH 39 SQUAW DISH 1 can of corn 6 slices of bacon 3 eggs Cut bacon into small pieces and cook in the frying pan till brown; add contents of can of corn, mix well with bacon and cook till boiling hot all through. Add the eggs well beaten, stir and mix throughout. Cook till quite thick and serve at once. This amount will be enough for 8 persons. This dish is very wholesome, furnishing all the food constit- uents and is universally liked. . IRISH STEW Select the cheaper cuts of beef, such as the shoulder, neck piece or flank. Wipe meat with a wet cloth, cut into small pieces and plunge into boiling water. Cook rapidly for fifteen minutes, then season and simmer slowly till tender. Thicken the broth with flour and cold water mixed to a paste. Add thickening while broth is boihng until of the desired consistency. If vegetables are desired, use onions, carrots and turnips cut in small cubes. These should be added to the stew half an hour before it is served. Potatoes may also be added; but, when cut in half-inch cubes, will cook in fifteen minutes. More salt should be added when vegetables are used. Three pounds of beef should serve twelve persons. VEGETABLE SOUP Use shank of beef. Cut meat into small pieces after wiping it with a damp cloth; place both bone and meat in cold water, add salt and bring slowly to a boil. Simmer till meat is tender and add vegetables cut in half-inch cubes. For one quart of soup add }4 c each of chopped onion, car- rot, turnip and celery. When these vegetables are nearly tender, add 3^ c. potatoes cut in half-inch cubes. Cook 40 TEE RURAL 8CE00L LUNCE fifteen minutes and serve. Two pounds will make enough soup for twelve persons. Other vegetables or cereals may be added, such as cab- bage chopped, strained tomato, rice or sago. CREAM OF WHEAT WITH DATES 1 qt. boiling water J^ tsp. salt % c. cream of wheat 13^ c. chopped dates Put salt into boiling water, add Cream of Wheat gradually- stirring slowly. Cook twenty to thirty minutes in a double boiler. When done, add dates, stoned and cut fine. Heat through and serve with milk or cream. Enough for ten or twelve persons. FRIED MUSH Cook Cream of Wheat at night, omitting dates. Pour into a bowl and let stand till morning. Turn mush out on a plate — it will be firm — cut in half-inch slices and fry in butter or drippings. Serve with caramel sauce or cream and sugar. CREAMED SALMON Remove salmon from can as soon as opened and look over carefully, removing bones and skin. Make 2 c. white sauce, according to recipe previously given. When thick, add salmon. Cook five to ten minutes and pour over toast or crackers. This amount will serve twelve persons CREAMED CODFISH Pick codfish into small pieces, removing bones, if there are any. Cook ten minutes in boiling water and drain. Cover again with boiling water and cook till tender. Drain again and for 1 c. of codfish add J4 c. white sauce. Heat through and add one well beaten egg. Cook two minutes and serve at once. Enough for four persons. TEE RURAL SCEOOL LVNCE 41 BAKING POWDER BISCUITS 1 qt. sifted flour 6-8 tsp. baking powder 1 tsp. salt 2 tbsp. lard Ice cold water Add salt and baking powder to the flour, mix in lard with finger tips. When thoroughly mixed, add water, a little at a time, stirring hghtly with a knife. When a soft dough is formed, take out on a floured board and pat lightly till smooth and a half inch thick. Cut with biscuit cutter or a baking powder can cover, bake in a hot oven ten to twelve minutes, serve hot with syrup or caramel sauce. Corn syrup or that made from brown sugar and water is very good. Enough for three dozen biscuits. CHOCOLATE BREAD PUDDING 2 c. stale bread crumbs 2 eggs 4 c. milk 2 sq. chocolate K c. sugar 3^ tsp. salt 2 tbsp. butter 1 tsp. vanilla Scald milk and pour over bread crumbs. Cool and add sugar, salt, butter, well beaten eggs, melted chocolate and vanilla. Pour into a buttered baking dish and bake slowly till well set, usually about thirty minutes. Serve with milk or cream. This amount will serve ten or twelve persons, CHEESE FONDUE 1 c. soft stale brd. crumbs J^ lb. cheese 2 c. milk 3 eggs 3^ tsp. salt Scald milk and pour over bread crumbs, add salt and cheese cut in small pieces; beat yolks of eggs and mix with other ingredients; fold in whites of eggs beaten stiff and pour into greased baking dish. Set dish in another dish of hot water and bake in the oven twenty minutes or till set like custard. The heat should be moderate. Enough for six persons. 42 THE RURAL SCHOOL LUNCH SCALLOPED CORN OR TOMATOES Into a buttered baking dish put a layer of bread or cracker crumbs and add corn or tomatoes, drained of some of their liquor, and well seasoned. Cover with buttered crumbs and bake fifteen minutes or until crumbs are brown. One quart will be sufficient for six persons. BAKED CUSTARD 4 c. milk 3^ c. sugar 4 eggs M tsp. salt 1-2 tsp. lemon extract A little nutmeg. Beat eggs together, add other ingredients and mix tho- roughly. Pour into buttered cups and add a little nutmeg to the top of each. Place cups in a pan of hot water and bake in a moderate oven until firm. Test with a knife and when cut, if firm, custards are done. If baked in one dish, add two more eggs. Enough for eight persons. MILK TOAST Place bread on asbestos mat over flame. Brown well on each side. Make white sauce according to recipe and pour over toast. 1 c. white sauce will be enough for four slices of toast. FRENCH TOAST Beat two eggs well together and add a pinch of salt and ^2 c. of milk. Dip slices of bread in mixture and fry in fry- ing pan in butter. Brown well on each side and serve with syrup. I-ICKHKY Uh C;UNURESS 021 331 133 5 y LltShfAHY Ul- UUNlaKtSb 021 331 133 5