of t|)e Onit)et$itp of s^ont Carolina ColUctton of il^ott^ CatoUniana (SnOotoen b^ 3o^n ^ptunt ^il\ of tl)e Sla00 of 1889 J>r87p UNIVERSITY OF N.C. AT CHAPEL HILL 00034026991 This book must not be token from the Librory building. Digitized by the Internet Archive in 2011 with funding from Ensuring Democracy through Digital Access (NC-LSTA) http://www.archive.org/details/foodserviceinnor1950nort Publication No. 274 FOOD SERVICE m NORTH CAROLINA PUBLIC SCHOOLS T950 Issued by the State Superintendent of Public Instruction Raleigh, North Carolina Printed by WINSTON PRINTING COMPANY Winston-Salem, N. C, U. S. A C3"7/Jb CHARTS AND DRAWINGS Page Dolly 49 Dumbwaiter, Location for Delivery Service 57-58 Hood — Range and Oven 51 Hot Water — Boiler System Opposite 52 Hot Water — Side Arm Heater 46 Layouts — Equipment Layout for Serving 100 Opposite 22 Fluorescent Lighting Layout for Serving 100 Opposite 28 Incandescent Lighting for Serving 100 Opposite 32 Equipment Layout for Serving 300 Opposite 48 Fluorescent Lighting Layout for Serving 300 Opposite 60 Incandescent Lighting Layout for Serving 300 Opposite 64 Equipment Layout for Serving 500 Opposite 68 Fluorescent Lighting Layout for Serving 500 Opposite 72 Incandescent Lighting Layout for Serving 500 Opposite 74 Equipment Layout for Serving 1000 Opposite 82 Fluorescent Lighting for Serving 1000 Opposite 88 Incandescent Lighting Layout for Serving 1000 Opposite 94 Organization Chart Showing Lines of Authority and Responsibility 20 Serving Counter — Wood Construction Opposite 44 Serving Counter — Metal Construction Opposite 46 Shelving — Storeroom 63 ILLUSTRATIONS An attractive exterior and surroundings are important, too 7 Handwashing before dining is a regular practice 15 The enclosed kitchen has facilities for food preparation and counter service 21 Good floors and equipment on good legs and curb bases are assets to good housekeeping 24 An open well lighted kitchen encourages spotless housekeeping 27 Service entrance — Electric panel board, properly housed; Dual purpose sink, for handwashing under running water and for mops 31 Dishwashing becomes a pleasure 47 Hot breads appear often on the menus of most schools 55 Guarding against accidents by use of proper tools 70 A nutritious meal in pleasant surroundings 77 Lunch together is a pleasant period 81 Accuracy with ingredients is an important step toward a good product 87 Lunch can be a satisfying classroom experience 93 The Wheel of good eating 92 CONTENTS Page List of Charts and Illustrations iii Foreword vii Preface ix Ackowledgments x Section I. HISTORY OF SCHOOL FEEDING 1 Section II. ORGANIZATION AND ADMINISTRATION 7 State Level 7 Local Level 8 Training in School Food Service 10 Purchasing on State Contract 11 Operational Controls 11 Safety 13 Laws Regarding Lunchrooms 13 Rules and Regvilations Regarding Sanitation of Lunchrooms 14 Section III. FACILITIES 22 - Location 22 Plans 22 Materials 22 Space and Arrangement 25 Lighting 27 Ventilation 31 Layouts and Equipment 32 Chart of Equipment Needs 34 to 41 Equipment Specifications 41 Bin, Vegetable Storage 41 Cabinet, Proof (B-2) 41 ' ' . Chair — Dining 41 Counter 42 Dishwashing Machine 47 Dolly .48 Dumbwaiter 50 Drinking Fountain 50 Hoods : Range, Oven and Dishwashing 50 Hot Water Facilities 52 Ovens 55 Electric 56 Gas 59 Ranges 60 Electric 60 Gas 61 Refrigerators 62 Walk-In 62 Reach-In 62 Frozen Food Cabinets 64 Shelving, Storeroom 64 iv Page Sinks 64 Material 64 Construction and Finish 64 Types Required 65 Steamers 65 Drawer Type 65 Jacketed Kettle Type 66 Stool 66 Tables 66 Dining Tables 66 Work Tables 68 Soiled Dish Drainboard or Table 60 Clean Dish Drainboard or Table 69 Care and Use of Equipment 69 Section IV. PERSONNEL 71 Directors, Supervisors and Managers of Large Operations 71 Managers of Small Operations 73 Workers 74 Recommended Policies 75 Section V. FOODS AND NUTRITION 77 The Day's Food Needs 77 An Adequate School Lunch 78 Menu Planning 79 A Week's Menus 80 Quantities of Food Needed 88 Procuring Food 83 Care and Storage of Food 85 Preparing Food 88 Serving of Food 90 Section VI. EDUCATIONAL ASPECTS 93 Aims 94 Teaching Opportunities 95 Community Participation 97 Section VII. EVALUATION 100 Section VIII. SUGGESTED REFERENCES 101 FOREWORD This bulletin has been prepared as an aid in the further development and better understanding- of the State School Lunch Program as an important phase of the total program of educa- tion in North Carolina public schools. The School Lunch Program may be considered in many ways as an instructional program. Here, children are taught better food habits, resulting in healthier children who make better progress in their school work. The child's attitude toward the Food Service Program will be greatly influenced by the facili- ties, general appearance of the whole school lunch department, the type and quality of food and the manner in which it is served, the general atmosphere which prevails, and the extent to which the school staff makes this Program significant in the school-wide program. The community in general will be influenced by what the children think of their Program, the extent to which the school acquaints them with the objectives of the Program, the oppor- tunities which the school gives the parents and community to participate in the maintenance of the Program, and the extent to which the school informs them of the outcom.es and use made of funds secured from financial drives and other contributions. Parents and the community as a whole will cooperate if ap- proached in the right way and if informed of plans and out- comes of plans. Although the Lunch Program has been well accepted by school officials, patrons, and children, in many respects the serv- ice can and should be improved. The ideas included in this bulletin, if followed, will improve the quality of service, raise the standards of operation, provide better facilities, and tend to make more attractive the environment where school children eat. This bulletin is the result of the combined efforts of a large number of people representative of many professions, agencies, and other organizations. The efforts and contributions of these people are greatly appreciated. It is my sincere hope that this publication will serve its purpose as a guide for better school food service, better use of lunchroom facilities, and better func- tioning in the lives of a greater number of North Carolina's school children. July 1, 1950. State Superintendent Public Instruction :>> PREFACE In the administration of a School Food Service Program there are a large number of factors that must be considered and thoroughly understood by those who initiate the Program, those who do the planning, those who are responsible for its success- ful operation, and those who must believe in and support the Program. In order to provide specific guides and detailed infor- mation about the many features that must be considered in the successful operation of such a program, this bulletin has been prepared. Local school officials and members of local boards will find in this bulletin information about adequate space, modern equip- ment, suitable location, proper lighting, sanitation requirements, convenient room arrangements, and the purpose and value of the Program to the children of the school. This bulletin will also serve as a helpful guide to architects and others who prepare the detailed plans for lunch room facilities. There are suggested layouts with dimensions for lunch rooms to fit any school situation and detailed information about kitchens, storage, and equipment. Teachers, administrators, lunch room supervisors, and other school officials will find in this bulletin, in addition to the specific items already mentioned, much helpful information about the history and purpose of the Program — the educational aspects, organization, administration, and type of personnel needed. The specific guides presented in this bulletin should be very helpful in the further development of food service in North Carolina public schools. J. Warren Smith, Director Division of Vocational Education Mrs. Anne W. Maley, Supervisor School Lunch Program ACKNOWLEDGMENTS Grateful acknowledgment is made to the following Com- mittee which worked together on the overall project and in special sub-committee groups as indicated: General Co-Chairmen Mrs. Anne W. Maley, State Supervisor School Lunch Program John L. Cameron, Director Division of Surveys Philosophy and History Dr. Clyde A. Erwin, State Superintendent Rosa Lee Armstrong, Assistant State Supervisor School Lunch Program Organization and Administration C. Reid Ross, Chairman Superintendent, Harnett County Schools Llllington, North Carolina H. L. Hart Principal, Apex High School Apex, North Carolina Mrs. Annie Ray Moore School-Health Coordinating Service Raleigh, North Carolina Mrs. Mary L. Smith Assistant Supervisor, School Lunch Program Raleigh, North Carolina J. Warren Smith Director, Vocational Education Raleigh, North Carolina W. J. McLean, Principal Nash County Training School Nashville, North Carolina Mrs. Sabrie W. Reid Assistant Supervisor, School Lunch Program Plymouth, North Carolina Mrs. Elizabeth Miller, Supervisor Lunch Rooms Greensboro City Schools Greensboro, North Carolina Ben L. Smith, Superintendent Greensboro City Schools Greensboro, North Carolina Mrs. Eunice W. Theiling State P.T. A. Lunch Committee Chairman 1531 The Plaza Charlotte, North Carolina J. M. Jarrett State Board of Health Raleigh, North Carolina Physical Facilities Charles E. Spencer, Cfuxirnicm School-Health Coordinating Sez-vice Raleigh, North Carolina C. W. Blanchard Division of School Maintenance Raleigh, North Carolina W. Henley Deitrick, Architect 115 Morgan Street Raleigh, North Carolina James V. DeLoi, Architect 315-16 Depositors National Bank Building Durham, North Carolina Willis Holding, Jr. Assistant Director, Division of Purchase and Contract Raleigh, North Carolina John Rowland, Architect 330 N. Queen Street Kinston, North Carolina Mrs. Bill Pleasants Flythe Universal Equipment Company Raleigh, Noi'th Carolina Charles E. Miller Duke Power Company Charlotte, North Carolina W. P. McPherson Carolina Power and Light Company Raleigh, North Carolina John Mclntyre Albert Pick Company Clinton, North Carolina Sam Harper Duke Power Company Durham, North Carolina N. J. Green Montgomery-Green Company Raleigh, North Carolina 0. V. Gurganus Durham County Health Department Durham, North Carolina Sherwood Brockwell State Fire Marshall Raleigh, North Carolina Robert L. Caviness Sanitarian, State Board of Health Raleigh, North Carolina W. F. Credle Director, School House Planning Raleigh, North Carolina Gorrell Stinson, Architect 226 North Trade Street Winston-Salem, North Carolina Mrs. John Eberhart Lunchroom Manager, Needham Broughton High School Raleigh, North Carolina Mrs. Elizabeth B. Silver Supervisor, Charlotte City School Lunchrooms Charlotte, North Carolina Pauline Gordon Extension Service N. C. State College Raleigh, North Carolina Charlotte Mobley Duke Power Company Charlotte, North Carolina Gordon Battle City Sanitarian Greensboro, North Carolina Mrs. 0. F. McCrary, Lunchroom Director Raleigh City Schools 228 New Bern Avenue Raleigh, North Carolina Mark Boone N. C. Insurance Department Labor Building Raleigh, North Carolina N. E. Cannady State Electrical Engineer and Inspector Raleigh, North Carolina XI Foods and Nutrition Dr. Walter J. Peterson, Co-Chairman Head of Chemistry Department N. C. State College Raleigh, North Carolina Rosa Spearman, Co-Chairman Director, School Lunchrooms Charlotte City Schools Charlotte, North Carolina Mrs. Albertine Mc.Kellar Teacher of Home Economics Rowland, North Carolina Nita Orr Extension Division N. C. State College Raleig'h, North Carolina Jay P. Davis Marketing Specialist State Department of Agriculture Raleigh, North Carolina John Lineberger S and W Cafeteria Raleigh, North Carolina Virginia Wilson Extension Service N. C. State College Raleigh, North Carolina Martha Barnett Assistant Supervisor, School Lunch Program Raleigh, North Carolina F. C. Penuel Food Preservation Specialist Production and Marketing Division U. S. Department of Agriculture Atlanta, Georgia Personnel L E. Ready, Co-Chairman Superintendent, Roanoke Rapids City Schools Roanoke Rapids, North Carolina Catherine T. Dennis, Co-Chairman State Supei-visor, Home Economics Raleigh, North Carolina Maria Alley, Nutritionist Production and Marketing Division U. S. Department of Agriculture Atlanta, Georgia Dr. Dennis Cooke Professor Education and Head of Department -- W. C. U. N. C. Greensboro, North Carolina Margaret Edwards Head of Department of Home Economics W. C. U. N. C. , Greensboro, North Carolina Dr. J. E. Hillman Division of Professional Service Raleigh, North Carolina Mrs. Evelyn H. Glenn Case Worker, Welfare Department Greenville, North Carolina Mrs. Lucy Fuller James N. C. College Durham, North Carolina Ellen Penn Home Economics Department W. C. U. N. C. Greensboro, North Carolina Diana Dent Head of Department of Home Economics N. C. College Durham, North Carolina Educational Aspects Madeline Tripp, Chairman Division of Instructional Service Raleigh, North Carolina Mrs. Georgia Barbee School-Health Coordinating Service Raleigh, North Carolina Paul W. Cooper Cary High School Cary, North Carolina Dr. W. J. Hughes Director of Health Services Bennett College Greensboro, North Carolina Jesse 0. Sanderson, Superintendent Raleigh City Schools Raleigh, North Carolina Mrs. Mildred S. Woodard Manager, Knightdale School Lunchroom Knightdale, North Carolina Mrs. Annie Laurie Keyes Hickory, North Carolina Mrs. Rosa J, Tillet, Supervisor Durham City Schools Durham, North Carolina York Kiker N. C. Department of Agriculture Raleigh, North Carolina Rita DuBois Extension Service N. C. State College Raleigh, North Carolina Grace Daniel Health Educator Rowan County Health Department Salisbury, North Carolina Lucy Herring, Principal Mountain Street School Asheville, North Carolina Beulah Womble Home Economics Teacher Cameron School Cameron, North Carolina Mrs. Kathryn D. Woodard Assistant State Supervisor School Lunch Program Asheville, North Carolina Mabel Lacy E. C. T. C. Greenville, North Carolina Editorial L. H. Jobe, Director Division of Publications Department of Public Instruction Raleigh, North Carolina Acknowledgment is also made to the various schools which contributed photographs from which the selections appearing in this bulletin were made. Section I HISTORY OF SCHOOL FEEDING School food service in North Carolina has developed into a major business and a vital part of the present day educational prog-ram. Food service is offered in some 1550 schools, about 50% of the total in the State; but these 1550 schools house about 85 % of the total school children in the State, serving lunches to approximately 325,000 on an average each day. School food service dates back into early history, having its beg-inning in the countries of the old v^orld. The first record of school feeding is that of Munich, Germany, w^here in 1790 soup kitchens were set up to guard against vagrancy. In France school feeding came as an outgrowth of the indus- trial revolution and the social doctrines of the French Revolu- tion. France was one of the first countries to provide school lunches on a national scale. The movement came about in 1849 when a battalion of the National Guard in Paris found a surplus in its treasury. These funds were donated to the community to aid poor children in obtaining an education. This gift became a nucleus for funds to support a number of extra academic activ- ities, including' a school canteen. In 1882 these funds were made mandatory by the Ministry of Public Education. Paris was the first city to provide lunches to all its school children by law. In England, during- the Boer War, an English Major-General made a startling statement that only two out of every five men who wished to become soldiers were physically fit. To answer an aroused public, Parliament appointed two special committees to study the causes of physical deterioration among certain classes of its citizens and to try to determine the means of elim- inating malnutrition. The committee came to the conclusion that malnutrition among school children was the underlying cause of the situation and recommended school feeding as the remedy. In 1906 Parliament passed the Provision of Meals Act. This law transferred the responsibility of school feeding from chari- table organizations to local educational authorities. It author- ized the installation of equipment for school feeding and free meals when needed. The cost of these meals was met by parents and by voluntary contributions, and when these sources failed, by a local tax. 2 Food Service in North Carolina Public Schools England experimented with many methods of school feeding, all the while broadening its scope, until today under the British system most of the meals are served free — about 95 per cent of the ordinary meals, 65 per cent of the milk meals and 72 per cent of the others.^ Here in the United States, although there has been scattered interest in school lunches for a long while, growth has been rather slow. About the first instance of school feeding in the United States was that of the Children's Aid Society in New York City, which in 1855 began to furnish free lunches to all the children attending the Industrial Schools. - Public interest in the problem of feeding school children actually began, to a certain extent, with two publications: Poverty by Robert Hunter in 1904 and Underfed- School Chil- dren, the Problem und the Remedy by John Spargo in 1906. These two authors pointed out that there were several million undernourished school children in this country. They also told how the European countries had attacked the problem of malnu- trition through school feeding.^ Very little growth was reported for a number of years. Lunch boxes were relied upon for the noonday meal. However, more and more people were beginning to recognize the impor- tance of proper food for school children. In 1894 under the leadership of Ellen H. Richards, the Boston School Committee passed an order stating "that only such food as was approved by them should be sold in the city school houses".^ In North Carolina lunches at school were begun early in the 20th century, but in a very inadequate manner and in only a few schools. In Charlotte as early as 1912 the need for school lunches was recognized. Under the supervision of Superintendent H. P. Harding, the services of Frances Ray were secured. She was employed as a domestic science teacher, and it was through her classes that plate lunches were served in the old North School, which was then the high school. The Parent-Teacher Association, greatly interested in pro- viding the elementary schools with some food, sold sandwiches ^The Community School Lunch Proeram, prepared by Mr. Joseph H. Boyle, War Food Administration, Office of Distribution, Washington, D. C, September, 1944. -Taken from a talk by Marcus J. Gordan, Food Distribution Programs Branch, P.M.A., U.S.D.A., January 30, 1947 at Atlantic City, N. J. *The School Cafteria, Mary DeGarno Bryan, F. S. Crafts and Company, New York, 1946. ■•The Community School Lunch Progi-am, prepared by Mr. Joseph H. Boyle, War Food Administration, Office of Distribution, Washington, D. C, September, 1944. Food Service in North Carolina Public Schools 3 and milk at the noon period. Later, under pressure for hot lunches, they prepared soup in their own homes, brought it to the schools in large containers and served it. As no equipment was available for the operation of a lunchroom in the elementary schools, this answered the purpose for the time being. One of the first persons interested in school feeding was Mrs. James R. McClamroch of Greensboro. It was through friends of hers that she saw the actual results of school feeding. They pointed out the benefits and the struggles in establishing school feeding in their respective towns. However, it was not until Mrs. McClamroch's own children were attending the old Lindsay Street School in Greensboro that she had an opportu- nity to make any real contribution to the movement. She was then brought face to face with the problem of supplying school children with hot noonday meals. About 1919 Mrs. McClamroch presented her ideas on school lunches to the Superintendent of Schools. She also discussed the question with leaders in the Parent-Teacher Association, the teachers, and the principal. These people were interested and gave her encouragement. It was principally through the "Moth- ers Club", an organization composed of mothers of school chil- dren, that actual progress was made. The Club gave support to Mrs. McClamroch and through a committee appointed by the City Parent-Teacher Association, the movement began to go forward. A make-shift lunchroom was installed in the Lindsay Street School. A manager was hired to operate the lunchroom, but after a month she became discouraged and dropped out. Mrs. McClamroch then volunteered her services to fill out the re- mainder of the school year. So, armed solely with a "fireless cooker" — no stove, dishes or silver — she attacked the problem. The children gave china and tableware to the cafeteria and thereby solved part of the problem. The menus consisted mainly of soup, sandwiches, milk or cocoa, all for 10c. It was a struggle to operate due to a lack of money and equip- ment, but the end of the school year was reached successfully. The Board of Education and the school officials, pleased with the results, assumed the responsibility for the operation of the city cafeterias, the work being carried on in connection with the domestic science classes. There are many outstanding examples of work done by school officials, parents, and teachers who recognized the need 4 Food Service in North Carolina Public Schools for school feeding. Many of these early projects were in iso- lated one- and two-teacher schools, often initiated, financed and and operated by a far-seeing principal or teacher. One such was sponsored in 1919 by the present State Superintendent of Public Instruction, Clyde A. Erwin, while principal of a two- teacher school. Much ingenuity was displayed in various localities, in obtain- ing equipment and space in which to work. These lunchrooms were usually operated in connection with some sponsoring agency as the incidents cited have shown. Agencies of the Federal Government have long displayed an interest in school feeding. It was not until the 1930's, however, with the great depression and the large food surpluses flooding the market, that the recognition of the danger of malnutrition among school children became a problem of national concern. Legislation providing Federal contributions for school lunches came into being with the passage of Public Law 320, Section 32, 74th Congress, approved August 24, 1935. This law made available to the Department of Agriculture funds to buy up the surplus agricultural commodities and to distribute them through various local agencies to school children. The Federal Surplus Commodities Corporation came into being with the passage of Public Law No. 165, 75th Congress, approved June 16, 1937. This was formerly the National Industrial Recovery Act, which was instituted in 1933. An amendment to Public Law 320, made in 1938, authorized the use of agricultural commodi- ties and broadened the program through payments for use in buying these commodities. In North Carolina these commodities were distributed through the State Board of Public Welfare in Raleigh. The schools received them on condition that no charge would be made for lunches that were prepared in part or in whole with such commodities. A different type of school feeding program was set up in August, 1943. This new program was set up as a part of the State Department of Public Instruction and administered through the Division of Vocational Education. Participating schools received commodities as they were available, but their major source of aid was the cash reimbursement given on a per meal basis. The program operated under that general pattern for a three-year period. Food Service in North Carolina Public Schools 5 The present reimbursed program is part of a nation-wide project which derived its being from a statute enacted by the 79th Congress on June 4, 1946. "To safeguard the health and well-being of the Nation's children and to encourage the domes- tic consumption of nutritious agricultural commodities and other foods by assisting the States through grants-in-aid and other means", is the stated purpose of the program as outlined in Public Law 346, which authorizes the appropriation and lays out the program. Apportionment of Federal funds to the states is made on the basis of the number of school children and average per capita income. Each state must match, dollar for dollar, the Federal grant, unless the state's per capita income is lower than the national average. In the latter case, the state receives a grant in greater proportion to its own appropriation, the pro- portion being consistent with the state's per capita deficiency. After 1950 the states will be required to assume greater financial responsibility in the Program. In the years 1950-55, the states whose per capita incomes are above or equal to the national average will be required to match each Federal dollar by one and one-half dollars of their own. After 1955 the pro- portion will be increased to three State dollars for each Federal dollar. Perhaps the most important change in growth of the school food service program is that of its purpose. Primarily, its pur- pose is to provide an adequate, appetizing, low-cost lunch to the greatest number of children possible; yet its equally important purpose as now recognized, is its educational value. Today the educational advantages offered by this service are recognized by educators as being an integral part of the total school program, contributing its share to fully equipping, physically and ment- ally, today's child for a tomorrow's adult citizen role. The lunchroom is now recognized as an educational labora- tory, to be used in correlating the teaching of health, food habits, motor coordination, citizenship, and many other factors that go into the overall education of the child. Its influences carry into the home, bringing about many changes in food and health habits. Poverty and illiteracy have been found frequently to be major factors underlying malnutrition. This is not always true, however. Studies have shown malnutrition to be a health factor in the higher income brackets also. In the lower income groups, 6 Food Service in North Carolina Public Schools the financial problem is a hindrance; in the higher income bracket, it is often a problem of poor supervision of children's meals and between-meal eating habits. One remedy for this situation is education through a long range community pro- gram. Too often those groups most needing education in better nutrition are the most difficult to reach. In the meantime mal- nourished children are growing into unhealthy adults. The trend for better lunches for more children is moving rapidly, as evidenced by the volume of new attractive food serv- ice departments being incorporated into the new buildings under the State-wide building program. As in any other phase of education, a child learns to do by doing; so he learns to eat by eating. An attractive exterior and surroundings are also important Section II ORGANIZATION AND ADMINISTRATION A program in school food service must necessarily be well planned, organized and administered on State and local levels, if it is to function as an integral part of the total school pro- gram, serving both as an efficient, high quality, food service unit and as a meaningful educational center for the school and community. Responsibility for many phases of a food service program can be fairly well delegated to specific individuals or groups, but there are some phases for which this is difficult to do. It is to be expected that in different situations the division of responsibilities and systems of operation will vary. State Level. Authority for the establishment and pattern of a food service program in schools of the State, stems from the executive au- thority of the Governor and the legislative authority of the Gen- 8 Food Service in North Carolina Public Schools eral Assembly. The State Board of Education has the responsi- bility, through the State Superintendent of Public Instruction, for the functioning of the program. Responsibility for administration of the program is dele- gated to the State School Lunch Supervisor, under the guidance of the Director of Vocational Education. These administrative responsibilities are three fold — planning, executing, and evalu- ating. They involve administration of Federal funds, direction and supervision of office activities and functions, field audit and supervisory work, personnel training programs, promotion of recruitment of personnel, preparation and distribution of mate- rials, reviewing and assisting in planning lunchroom layouts, and cooperating with Federal, State and local agencies, college personnel and many others. Other State groups having direct responsibility or relation- ships to the program are: Divisions of Schoolhouse Planning, Auditing and Accounting, and Publications of the State Depart- ment of Public Instruction, the State Department of Agriculture and the State Board of Health. Local Level. To a certain extent there may be as many different systems of operation as there are individual food service departments, but essentially there are two principal types — one with each school operating as an individual unit, with no county- or city- wide supervision; the other, with county- or city- wide super- vision. In the latter type, operation will also vary greatly. Some will operate each school as an individual unit, the only central- ized feature being the overall supervision. Others may have varying degrees of central operation, on up to the system that has complete central control — buying, warehousing, records, funds, menu planning — all activities carried on in a centralized manner except the actual food preparation and service. There are some systems that include central food preparation, with activities which include all food served, or which are limited to certain items, such as bakery products, desserts or meats. Whatever the type of operation in the individual unit, overall supervision by a trained, experienced person is desirable. Real- izing this, an ever increasing number of school administrators are making decided efforts to secure competent supervisors for their administrative units. Where there is overall supervision, Food Service in North Carolina Public Schools 9 the tendency is more and more toward centralized operation in all activities except actual food preparation and service. In any system of operation there vv^ill be certain jobs to be performed and responsibilities to be delegated. Since the divi- sion of these will vary widely in different local situations, only general suggestions for division of responsibilities will be made here. SUGGESTED RESPONSIBILITIES Board of Education and Superintendent. Since the superintendent is the executive representative of the board of education, they are grouped together. They should be responsible for: Providing executive leadership. Providing buildings, major equipment and other facilities as needed to meet State and local standards. Providing and directing use of an adequate record, banking and accounting system. Providing budget for all phases of program in keeping with local circumstances. Determining policies, procedures, powers. Providing standards for personnel. Providing personnel as the local situation will permit. Providing sick leave, workmen's compensation, retirement and other benefits to school lunch personnel as for other school personnel. Requiring same ethical standards of school lunch personnel as of other school personnel. Providing means for procuring and distributing foods. Providing, where possible, adequate central and local food storage, cold and dry. Maintaining general administrative and supervisory control of food service program. Promoting philosophy of nutritional and educational oppor- tunities and values of school food service program, both with school personnel and the community. Purcfiasing Agent (if any) should be responsible for: Determining the best source of supply for food, supplies, and equipment. Securing bids from various sources of supply for food, sup- plies, and equipment. Filling requisitions and handling orders for food, supplies, and equipment. Co-operating with director and/or supervisor (if any) in all of the above, or with principals and managers if there is no director or supervisor. 10 Food Service in North Carolina Public Schools Assuming such other responsibilities as may be assigned by the superintendent or board of education. Treasurer should be responsible for : Receiving and depositing all cash income. Writing checks for transactions. Keeping accurate banking records and detailed accounting system. Keeping superintendent, principal, director, supervisor, and manager informed at all times of financial status of lunchroom. Principal should be responsible for : The successful overall operation of the lunch program in the school. Working with and counseling the director, supervisor, and manager regarding all matters affecting the lunch program. The sanitary conditions of school premises, such as toilets, garbage disposal, rodent control, general cleanliness, etc. Keep- ing on file a sanitary rating sheet. Assisting in selection of the manager and other personnel. Maintaining an orderly, wholesome atmosphere in lunch- room. Devising the most effective lunch hour schedule and pro- cedure of service, allowing ample time for children to eat. Checking and approving reports, records and accounts. Making recommendations to superintendent as need arises. Planning, promoting and directing educational activities in cooperation with the lunch program staff and other school per- sonnel. Classroom- teacher should be responsible for : Correlating classroom instruction and activities with certain phases of lunchroom activities. Cooperating in promotion of school lunch participation. Participating in lunchroom, assisting where possible in its activities. School Lunch Personnel. (Director, supervisor, manager and other personnel.) Each of these are discussed both as to responsibilities and qualifications under Personnel Section. Training in School Food Service. Administrators. Incorporated into certain graduate courses for school admin- istrators should be the philosophy and educational possibilities of food service in the school, the administration and operation of school food service departments, and the relationship of nu- trition to the growth and development of children. Food Service in North Carolina Public Schools 11 Other School Personnel. Elementary and high school educational supervisors and classroom teachers should have courses similar to those sug- gested for school administrators. Certain undergraduate courses should include the philosophy of school lunch, its educational possibilities, growth and development of children, and simple nutrition. Opportunities for observation and participation in a sound school food service program during the student teaching period or during refresher training should also be given. Purchasing on State Contract. The Division of Purchase and Contract seeks to have avail- able on State contracts items of equipment and supplies which conform to the specifications set forth in this review, with the exception of certain items to be included in general builders' contracts as listed in Group A of Equipment Chart, pages 34 to 41. Any items listed in Groups B or C of the chart which are not included on State contracts should be referred to the Division of Purchase and Contract, as it is sometimes advisable to obtain special bids on certain requirements. An example is the pur- chase of serving counters, where the many variable features should be carefully pre-determined and specified at the time bids are requested. Where necessary the Division of Purchase and Contract will modify specifications to agree with those set forth herein. On items of large equipment and machinery, the Division of Purchase and Contract will make an effort to get manufacturers and/or distributors to bid direct to the State, with provision for sales and service through authorized local dealers. This arrange- ment will permit purchases at best obtainable discounts from the nearest local dealers, who can supervise or make installa- tions and render necessary services from time to time. Operational Controls. No school food service department should attempt to operate without the person in charge maintaining adequate records. The form and detail of these records will be varied, depending upon the local system of operation and need ; but complete records in safe, orderly file are essential for successful operation of the program. 12 Food Service in North Carolina Public Schools Funds. Accurate records and control on all receipts and expendi- tures are required. A banking- system, bonded treasurer and dual signed checks are some of the safety devices for protection of funds. Foods and Supplies. Food inventory records on income and outgo of all items, locked storage, sanitary storage at required temperature for all foods, individual items marked as to cost and date of receipt, rotation of food used (old stock first) — these, and many other devices, are a means toward successful operation. Equipment. A complete inventory record of every item of equipment is necessary. Records should include original cost, date of pur- chase and/or installation, name and address of firm from whom purchased, dates and cost of servicing and repairs, and firm that did the work. A complete check on equipment inventory should be made not less than three times each year — just prior to open- ing, at mid year, and at the end of the school year. Invoices, etc. A complete orderly file of all records of this type should be maintained. The length of time they should be kept will be a local problem, but previous years' records of all types are an asset to evaluation and planning. They can serve as a guide for future purchases and practices. Labor. Detailed records on individual employees are important. They should include background of training and experience, quality and quantity of work performed, learning ability, per- sonal characteristics and habits, date of employment, date of separation from job and reason for separation. Meals Served. It is important to know the number of servings secured from all foods and the number of persons served. A count on these two items can be secured in many different ways ; but whatever method is used, it should be reasonably accurate and made daily. These are some of the major controls necessary to successful operation of the food service department. The system of con- Food Service in North Carolina Public Schools 13 trol used is a local problem, one to be devised and maintained to meet local needs. The important feature is that an adequate system be used. Safety. Safety as it relates to the employee's particular job and to the general lunchroom activities should be taught to every em- ployee when she comes on the job. There should be frequent refresher courses. Special attention should be given to safety precautions in the use of various fuels, power equipment, cutting tools, and fire extinguishers; to the dangers of water, grease or food scraps on the floor ; on how to handle electric cords and switches ; to the importance of keeping trafl!ic aisles clear of objects; and to having a place for everything, with everything in its place when not in use. No person should be allowed to use any piece of equipment until thoroughly trained in its safe use. An accident record should be maintained on all employees. Such records can be used in making a safety talk to lunchroom employees, pointing out reasons for accidents and precautions to observe in order to prevent future accidents. Laws Regarding School Lunchrooms. The following is a digest of the important laws regarding school lunchrooms : 1. The building of new school buildings (including school lunchrooms) and the repairing of old school buildings should be under the direction of and by contract with the county board of education in county administrative units and the board of trustees in city administrative units. (115-84) 2. Plans for erection of new school buildings must be ap- proved by the State Superintendent. (115-84) 3. The county board of education or the board of trustees of a city administrative unit cannot erect or repair a building unless site is owned by the board. (115-88) 4. All school lunchrooms and cafeterias must be operated on a non-profit basis, and all earnings therefrom over and above the cost of operation shall be used for the purpose of reducing the cost of meals served therein and for no other purpose. (115- 381) 5. Special funds of individual schools must be handled by a bonded treasurer, appointed by the county board of education 14 Food Service in North Carolina Public Schools or the board of trustees of city administrative units; detailed records of receipts and expenditures on each separate fund shall be kept; all funds shall be channeled through a bank account; and monthly reports and an annual audit of all records and funds shall be made. (115-165 and 115-369) 6. The personnel of any institution supported in whole or in part from State funds cannot have any part in supplying goods of any type to such institutions, nor receive any reward for influence in supplying wares or goods, etc. (14-236) 7. The State Board of Health is by law authorized, em- powered and directed to prepare and enforce rules and regula- tions governing the sanitation of school lunchrooms and to in- spect and grade the lunchrooms with respect to sanitation. The law further provides that the school lunchroom (and other pub- lic eating establishments) must have a rating of not less than grade C in order to operate. (72-46) Rules and Regulations Regarding Sanitation of School Lunchrooms. For the purpose of carrying out the requirements of the law, the State Board of Health has prepared and adopted Rules and Regulations and Code Governing the Sanitation of Restaurants and other Food Handling Establishments. The following are the regulations that apply to school lunch- rooms : Item, 1. Floors. The floors of all rooms in which food is stored, prepared, or served, or in which utensils are washed, shall be of such construction as to be easily cleaned, shall be smooth, and shall be kept clean and in good repair. Item 2. Walls mid Ceilings. Walls and ceilings of all rooms in which food is stored, prepared, or served shall be kept clean and in good repair. All walls and ceilings of rooms in which food is stored or prepared shall be finished in light color. The walls of all rooms in which food is prepared or utensils are washed shall have a smooth, washable surface. Item 3. Doors and Windows. When flies are prevalent, all openings into the outer air shall be effectively screened and doors shall be self-closing, unless other effective means are pro- vided to prevent the entrance of flies. Item U. Lighting. All rooms in which food is stored, pre- pared, or served, and in which utensils are washed, shall be well lighted. Item 5. V entilation. All rooms in which food is stored, pre- pared, or served, and in which utensils are washed shall be well ventilated. Food Service in North Carolina Public Schools 15 Handwashing before dining is a regular practice 16 Food Service in North Carolina Public Schools Item 6. Toilet Facilities. Every restaurant shall be provided with adequate toilet facilities conveniently located, readily ac- cessible at all business hours, conforming with the North Caro- lina Building" Code. The doors of all toilet rooms shall be self- closing. Toilet rooms and fixtures shall be kept in a clean condi- tion, in good repair, and the rooms well lighted and ventilated. Hand-washing signs shall be posted in each toilet room used by employees. Where a sewerage system is not available, sanitary privies constructed and maintained in accordance with the re- quirements of the State Board of Health will be acceptable. Item 7. Water Supply. The water supply shall be easily accessible to all rooms in which food is prepared or utensils are washed, and shall be adequate, and of a safe, sanitary quality. Hot and cold running water shall be provided for the washing of utensils. Item 8. Drinki7ig Watei' Facilities. Facilities for the dis- pensing of drinking water shall be of a design approved by the State Board of Health. If water-cooling equipment is installed, it shall be of a type in which ice does not come in contact with the water. Common dippers or common drinking glasses or cups shall not be used. Item 9. Storage, Handling, and Use of Ice. Ice which is to be used in fountain drinks, ice water, tea, and coffee, or in con- nection with the chilling or serving of salads, vegetables, or cocktails, shall be stored and handled in a sanitary manner. Item 10. Lavatory Facilities. Adequate and convenient hand- washing facilities including warm water, soap, and approved sanitary towels shall be provided. No employee shall resume work after using the toilet room without first washing his hands. Item 11. Construction of Utensils and Equipment. All eat- ing and cooking utensils and all show and display cases or win- dows, counters, shelves, tables, refrigerating equipment, sinks, and other equipment or utensils used in connection vdth the operation of a restaurant shall be so constructed as to be easily cleaned and shall be kept in good repair. Item 12. Cupboards and Other Storage Spaces. Cupboards and other storage spaces shall be kept clean, and free from offensive or musty odors. The contents shall be neatly arranged. Item 13. Cleaning and Bactericidal Treatment of Equipment and Utensils. All equipment, including shelves, tables, counters, refrigerators, stoves, hoods, sinks, meat blocks, potato peelers, grinders, slicing machines, saws, and mixers shall be kept clean and free from dust, dirt, insects, and other contaminating ma- terial. All cloths and rags used by chefs and other employees in the kitchen shall be clean. Single service containers shall be used only once. Food Service in North Carolina Public Schools 17 All dishes, knives, forks, drinking glasses, cups, and other eating and drinking utensils shall be thoroughly washed, rinsed, and subjected to an approved bactericidal treatment after each usage. All multi-use utensils, such as mixing bowls, cream dis- pensers, stock pots, baking pans, and other utensils used in the storage, preparation, cooking, or serving of food and drink shall be thoroughly cleaned and rinsed immediately after the day's operations, or upon completion of each meal, if necessary. Hand dishwashing facilities shall consist of a heavy gauge three-compartment sink of adequate size and depth, with hot and cold running water service for each vat, splash back protec- tion, continuous with the sink and an integral part of the sink, and drainboards on each end of ample size to accommodate the number of eating and drinking utensils involved. Separate facilities shall be required when necessary for the washing of glasses, and, when needed, separate facilities shall be required for the washing of pots and pans, and vegetables. The facilities for the heating of water shall be adequate and effective, and the storage capacity shall be ample. When dishwashing machines are used, the machines shall be approved and shall be fitted with drainboards of ample capacity on each side, and include a coun- tersunk sink, or other approved means for pre-cleaning or pre- soaking of the utensils in the dirty dish lane. Thermometers indicating the temperature of the wash and rinse water shall be required. Where it is deemed necessary, mechanical glass and dish- washing equipment shall be required. Item H. Storage and Handling of Utensils and Equipment. After bactericidal treatment, no utensil shall be stored except in a clean, dry place protected from flies, dust, or other contamina- tion, and no utensils shall be handled except in such a manner as to prevent contamination, as far as practicable. Single- service utensils shall be purchased only in sanitary containers and shall be stored therein in a clean, dry place until used. Item 15. Disposal of Wastes. All wastes shall be properly disposed of and all garbage and trash shall be kept in suitable receptacles, in such manner as not to become a nuisance. Item 16. Protection of Food. (a) Refrigeration. Food stored in refrigerators for daily use shall be kept at temperatures not to exceed 50°F., but 40°F. is recommended as more desirable. Where such food is to be stored for a period of over 4 days, the temperature should not be greater than 40 ''F. Waste water from refrigeration equip- ment shall discharge into an open sink or drain, properly trapped and sewer connected, provided that where sewer con- nections are not available, clean, adequate, water-tight drip pans may be used. 18 Food Service in North Carolina Public Schools (b) Wholesomeness of Food. All food shall be wholesome and free from spoilage. Food that is spoiled, or unfit for human consumption, shall not be kept on the premises. (c) Source of Shellfish. Any restaurant serving oysters, clams, or crabmeat shall secure the same from establishments approved by the State Board of Health, or the United States Public Health Service. (d) Re-serving of Food. Portions of food once served to customers shall not be served again. (e) Storage, Handling, and Display of Food. All food shall be so stored, handled, and displayed as to be protected from dust, flies, vermin, droplet infection, overhead leakage, and other contamination. No animals or fowls shall be kept or allowed in any room in which food is prepared or stored. All means neces- sary for the elimination of flies, rats, and roaches shall be used. Item, 17. Milk and Milk Products. Where available, "Grade A" milk products shall be used. The term "milk products" shall be construed to mean and include sweet milk, buttermilk, cul- tured buttermilk, cream, and chocolate milk. These products shall be served in the original containers in which they were received from the distributor, so that the name and grade of the contents and the name of the producer or distributor may be readily observed by the consumers. Where two or more grades of milk are used, or found on the premises, for the pur- pose of scoring and rating, the lowest grade only shall be con- sidered. Milk products shall be stored in a sanitary manner and shall be kept refrigerated, except when being served. Bottles shall not be completely submerged in water. Item 18. Requirements for Employees. All persons employed in a restaurant, or other foodhandling establishment, shall wear clean outer clothing and shall be clean as to their person and methods of food handling. No employee shall use tobacco in any form while engaged in the handling of food. Before permitting any person to work in a restaurant or other foodhandling establishments, the management shall re- quire that each employee submit and keep on file with the man- agement a medical health certificate signed by the health officer, or a physician, certifying that said employee is free from any communicable disease. Each health certificate shall be renewed at least annually. Item 19. Miscellaneous. All waste material, obsolete and unnecessary articles, tin cans, rubbish, and other litter shall not be permitted to accumulate on the premises of the restaurant, or other foodhandling establishment. Cisterns or other recep- tacles containing standing water shall be kept tightly covered or screened. There shall be no fly and mosquito breeding places, nor rat harborages, hog pens, nor undrained areas on the prem- ises. The surroundings of all restaurants and other foodhandling Food Service in North Carolina Public Schools 19 establishments shall be maintained in a neat, orderly, and sani- tary condition. None of the operations connected with a restaurant shall be conducted in any room used for domestic purposes. Soiled hn- ens, coats, and aprons shall be kept in containers provided for this purpose. No article, polish, or other substance containing cyanide preparation or other poisonous material shall be used for the cleaninsr or polishing- of eating or cooking utensils. Enforcement. The Division of Sanitary Engineering of the State Board of Health is charged with the responsibility of carrying out the provisions of the law, rules and regulations regarding sanita- tion of school lunchrooms. The district sanitarians of this Di- vision and the sanitarian of the local health department under the technical supervision of the Division of Sanitary Engineer- ing will make periodic inspections of school lunchrooms, will grade the lunchroom sanitation and will give advisory or con- sultative service relative to maintaining sanitary standards. It is the policy of the State Board of Health in the adminis- tration of its part in the school lunch progrm to be practical, to work with a spirit of cooperation, and at the same time up- hold its responsibilities in providing the best public health pro- tecton to the school children. >- CD (J) O Q. CO UJ cr Q z < >- cr o X h- Z) < Ll_ o CO UJ o o (J) I- < I o o I- < M < o O < q: o z o UJ UJ t- a. Z (E u. H 3 ° w UJ z :]£ UJ y O < O (t O =) U 01 IE 1- 1 1 — 1 r 1 1 1 l- o U) 1 1 1 < u. o , H O 10 1 1 1 o 2 1 . I Z Z U. -I (E O a. -■ o -" °r, UJ s ° O o o O > 9 8 X UJ I IE U UJ 05 Q. — _l 3 > o 0) Q O -1 I _l z I < o 5 X z t- UJ o 05 1 1 1 1 1 ' O 3 -J _1 5i Q o ' ; 1 1 _i 1 II 1 1 1 1 1 1 1 1 1 — 2 1 1 1 (E _ 1 1 UJ 1 1 1 1 Q- ,, (/5 * 1 =) " Z U. O o ~ , 1 , 1 1 <^ _l 1 1 1 1 m < III 1 UJ 13 III , ^ "^ z e O —J III 1 1 en u. O I - 1 1 1 1 1 1 o 1 > a. o U. K 1 o IE o Z 1 O ^ ^ a. X 3 t Q: 5 o CJ u. < 2 I IE O > IE _l Z U- _l •- in i 5 Z UJ Ul > n ± 05 1 U— J I 1 1 fe z 1 ' U) o z 9 O K ^ 5 UJ o 1 ° (A o 1 j 1 1 > D 1 1 z o 1 1 1 1 1 o 1 < a o z 1 1 j Q Z z o (r 3 O IE O UJ < o o Q- X < t " o Z o < o z < 3 Z z o _l o o '^ 5 o — < > w < _] o z tl. UJ Q 1 1 1 1 CE UJ El 1 L a 4 1 1 m UJ O UJ 1 z O IE I UJ z z < t— u. O UJ •- Z < o — >- 2 "^ CO > ^ o < z < z o < 13 o -1 I The enclosed kitchen has facilities for food preparation and counter service Section III FACILITIES The lunchroom, or food service department, has come to be recognized as an essential part of a well-rounded school pro- gram. It is important that the facilities be adequate and of the highest standards that funds permit. The food service department should be planned as an inte- gral part of a new school plant, or as a separate unit where school plants are already established. It must, therefore, meet the requirements that are a part of the State basic construction laws. Since the health of school children is the primary justifica- tion for this department, the first consideration in its planning is that every feature should promote health and safety. This observation applies alike to the location, type of materials used, ventilating, lighting and heating facilities. Generally speak- ing, the materials that a school unit can afford for the other parts of the school plant can be used in their entirety or adapted to the construction of the lunchroom. In any department of a school the use of which requires hazardous services, there must be protection by laws conforming to set specifications. These are 22 Food Service in North Carolina Public Schools outlined in the Building Code recommended by the National Board of Fire Underwriters, and also in the North Carolina Building Code. Location. The ideal location for this department is on the first floor of the main building near one of the secondary entrances where windows can easily be provided on at least one end and one side of the space to be used. Such a location makes it possible to have daylight in the kitchen, dining, storage and service areas. The importance of this recommended location cannot be too strongly emphasized. There are no substitutes for sunshine, natural light, and fresh air. They are the natural enemies of poor sanitation. Should it be necessary to locate a lunchroom below ground level, it should not have its floor below ground level on those sides where there are windows and outside doors. Sometimes it is necessary for the lunchroom to be placed on a floor above the first. If this is done, lifts or elevators must be supplied. Where it is located in a building separate from the main building, a covered walk-way between the two is desir- able to protect children from the weather. Plans. Lunchrooms built at public expense, like other school facili- ties, must be approved by the State Superintendent of Public In- struction, and their conformity to safety codes must be attested to by the State Insurance Commissioner, Therefore, so-called stock plans can seldom be incorporated as a whole into a particu- lar set of plans that require the services of an architect. Even small units that are constructed independently of the main build- ing in connection with old schools must be in accordance with plans approved by the State Superintendent of Public Instruc- tion. Materials. The nature of activities carried on in school food service departments makes the selection of materials an important con- sideration. The building materials proper should, as a rule, be A-4- COhlPE NoiiTn CAaouiHA Cta re- DtrPAP-T/AC-MT y Pupjuic Imstu-octiom** Food Service in North Carolina Public Schools 23 he same as that of the other buildings. However, materials for he interior details will need special selection. CEILINGS AND WALLS 1. The ceilings and walls should be acoustically treated by ise of special tile or acoustical board overhead. I 2. All pipes and plumbing fixture fittings should be con- cealed in the walls. 3. The surface of walls and ceilings should have a smooth, ivashable finish. Painted, plastered walls make a good finish — lat finish for dining rooms; enamel or semi-gloss for kitchen Avails and all woodwork. In the kitchen, storeroom and service ireas, the walls should be light colored and washable. They should be either tiled or painted with washable paint. Walls of he dining area should be painted soft neutral shades. Light shades of green, gray and blue are good, with the gayer color treatments being secured in the use of draperies. Woodwork can be the same shade or a darker tone. Ivory or off-white woodwork is desirable, since such colors tend to make a room appear larger and lighter. 4. The walls of the dishwashing area, because of their con- stant exposure to steam and moisture, need special consideration. 1st Choice — Salt glaze tile with coved base to match. Salt glaze is most desirable because of its permanancy, does not crack. 2nd Choice — Regular ceramic tile with coved base. Ceramic tiles have a tendency to crack and in time will show nu- merous hair line cracks. 3rd Choice — Cement plaster coved base with cement plaster wainscot on metal lath. Cement plaster must be kept painted, otherwise it will absorb moisture and in time will also crack. 5. Wainscoting should be constructed of material imperv- ious to moisture. 6. Coved bases should be used throughout all areas of the lunchroom. ' FLOORS Quarry tile. Most desirable for kitchens. It is durable: attractive ; easily cleaned ; non-slippery ; expensive in initial 24 Food Service in North Carolina Public Schools cost, but low in maintenance cost; and easy to keep clean. Floor drains are an asset. Mats are required for the kitchen area. Terraza tile. Another good quality floor. It is durable, slip- pery when wet, original cost high, fairly easy to maintain if drain is placed in floor, but lighter colors have a tendency to show stains. Mats are required for the kitchen area. Linoleum. satisfactory. Battleship grade in 9" squares is desirable and Asphalt tile. None but the grease-resistant type should be used. It is less expensive than quarry tile or terraza, but not so long wearing. It is pleasing in appearance if selected carefully as to color, and is fairly durable and resilient. Concrete. This type floor is not recommended for dining area, but is feasible for kitchen and service areas if smoothly finished. It is hard, rarely looks clean, is often unattractive and difficult to clean. Mats are required for the kitchen area. Hardwood. Acceptable for dining areas, but should be fin- ished with penetrating seal. A varnish type seal may be applied Good floors, equipment on good legs and curb bases are assets to good housekeeping Food Service in North Carolina Public Schools 25 in addition to the initial treatment of penetrating seal. It is attractive, resilient, and relatively inexpensive to install and maintain. Floor should be waxed regularly. Whatever type of materal is used for floors, there should be a coved base of the same material with a bull nose top and internal coves. CURB BLOCKS, DRAIN AND GREASE TRAPS In the floor construction careful attention should be given to curbed bases for serving counter, range, oven and sink blocks. Attention should also be given to placement of drains. These should not be in traffic lanes, and are best located in accessible space under the sink or drainboard areas. The same is true of grease traps. One or more may be provided as needed. These should be recessed into the floor, flush. COLOR Floors may be of solid color or mixtures. Solid colors tend to show tracks more readily than mixtures, therefore, mixed greens, reds and browns, harmonizing with the color of the walls are desirable. Interesting patterns or overall appearance can' be developed to add much to the entire layout. The walls, floors, ceilings, tables and chairs should harmonize, giving an overall appearance, attractive and restful. Space and Arrangements. Careful pre-planning for all phases of the lunchroom layout is essential. Lunchrooms poorly planned result in excessive breakage and a waste of time, food and supplies. Essentially every kitchen area for all school types conforms to certain basic requirements and to an ideal relationship among the indispen- sable functions — receiving, storage, preparation and service of food, dishwashing and general housekeeping activities. The first consideration in establishing the layout in relation to kitchen and service areas must be unimpeded one-way traffic of all personnel and food. A kitchen is an assembly line and should be designed as such. It should be so planned that the raw material shall enter at one end or at the side near the end into a corridor or entrance for uncrating. In this area there should be a service sink, usually the vegetable sink, for washing certain 26 Food Service in North Carolina Public Schools foods before they are stored in their respective places. Off thi area there should be located refrigerators and a dry storag room. The vegetable and salad preparation facilities should b located nearby. The general cooking area should be in the cen ,|], tral part of the kitchen. The baking area should be in a some what secluded part of the kitchen, away from general traffic y^ At the front or side of the kitchen should be the serving areg A dishwashing area should be near the dining exit, so that soilei dishes may be conveniently returned without being brought int!^'"' the cooking area. Clean dishes should be stored accessible to thP serving area, preferably in the serving counter. This plan provides for a smooth flow of work, with the ra^ materials received at one end of the kitchen, stored, prepare^ and served, with a minimum of cross traffic. Space for a manager's desk is necessary in any size lunch room, with more space for an office desirable in schools feedin 300 or more persons. The size of the service and dining area depends upon t maximum number to be seated at one time, whereas the size the storage and food preparation areas depends upon the totfj daily meal load. Dining room floor space should be from 10 to 12 square fe per person being seated at one time. Kitchen floor space shoul| be from l^ to Vs the area of the dining room space, or 1^? square feet for each person served up to 300, 1 square foot p person where serving over 500. Refrigerator space should t f from 11/^ to 2 cubic feet per person served; dry storage, a min mum of 1/5 the area of the kitchen or more, dependent upo deliveries and quantity buying practices. A ceiling 10 or 11 feet in height is adequate. No single doc should be more than 3 feet 4 inches wide; if an opening mu be wider it should have double doors. It is desirable that kitchen have both natural and artificial light. The dining ar should have windows and be as light and cheerful as possibl (For further details see special section on lighting, page 27 Natural ventilation should be supplemented by mechanics ventilation which should be vented through the kitchen. Th fresh air should come in the dining room area and be drawn oi through the kitchen area. (For further details see special s& tion on ventilation, page 31.) c \ Food Service in North Carolina Public Schools 27 Toilet facilities should be accessible, but should not open lirectly into any food storage, preparation or serving area. The 'acilities should be separate from those used by students and 3ther school personnel. flighting. The lighting of a food service department requires careful consideration and planning. The amount of light needed in each ;i area is determined by the activity for which that particular area iiis used. The location of the lights should be such that the visi- ra bility at each work unit and on each dining table is clear and arj unobstructed. Good lighting is important for the health of the eyes of the workers and diners, and helps to promote better iicj quality of work and cleanliness in the lunchroom. Either fluor- An open well lighted kitchen encourages spotless housekeeping 28 Food Service in North Carolina Public Schools escent or incandescent type of lighting is acceptable. All light- ing units must carry the Underwriters seal of approval. A minimum average level of illumination of 25 foot candles is recommended for the kitchen area. For the dining area an average level of illumination of 15 foot candles is desirable. The level of illumination should never be less than 10 foot candles. Where the dining area is to be used for other purposes, such as a reading room, the average level of illumination should be determined by the activity. Proper wiring is essential for safety reasons and for the best use of equipment. Fluorescent Units. Fluorescent units should be not less than the two-lamp type and should be equipped with not less than 40 watt, 3500-degree, white lamps. It is recommended that units be shielded by means of glass or plastic side panels and with egg-crate louvers on the bottom. These units should be mounted with the channel or body of the unit directly against the surface of the ceiling, not suspended. The body of the fixture should be constructed of sheet metal. If of steel, it should be finished in baked white enamel; if of unpainted aluminum, it should have a semi-specular or a diffus- ing finish. All hidden parts of the unit should be rust-proof. The channel covers, or reflecting surface above the lamps, should be of the same material and finish as the fixture body. All sockets, starters and ballasts should be of the type certi- fied by the Underwriters. Units should be furnished with "pre- mium cut-out" starters and conventional two-lamp high power- factor ballasts. Instant start type ballasts may be used. Incandescent Units. The incandescent units should be of the ceiling-mounted, en- closed glass type, or units utilizing approved methods of shield- ing as described below. The fixture should be of the ceiling type, and if of steel, should be not less than 22-gauge. It should have 300-degree baked white enamel, porcelain enamel, or diffused finish. Chrome finished fixtures, or fitter, should be used in dining area only. The fixture should have a fitter diameter of 6 inches and should be equipped with a socket having a porcelain base. The enclosing glass globe should be not less than 14 inches in diameter for 200 watt lamps, and 16 inches in diameter for 300 watt lamps, either glass having not less than a 6 inch fitter. Anything less than the above is not desirable, due to excessive brightness. This glassware should be of high quality, light density, diffusing glass that will produce pleasing and com- fortable illumination in all directions and at the same time avoid annoying glare or excessive brightness. This diffusing glass ® 80 WATT 2 LAMP ^WICLPE^ FLU0RE'7CENT ® BO WATT 2 LA^AP UM'7mELl>ED ©100 W&TT POt^CEL^lM BtCEPT/iCLE ^CULML X' 106 CAPACITY 28 esc ing is av( lev Wl a ] del res Fh an( wh of bot of sus If un] ing Thi be fiec mil fac Inc c\oi ing sho bak fini Th( be m ( 300 An: brij den fori ann Food Service in North Carolina Public Schools 29 should be white only and should contain no tints or painted-on decorative effects. Silvered bowl lamps may be used, provided they are installed in ceiling mounted silvered bowl lighting units of proper design and high quality. Wiring Specifications. All wiring must comply with the National Electrical Code and all local electrical codes. The importance of correct and adequate wiring cannot be over-empahsized. Without it, the lighting or other electrical equipment cannot function at its maximum efficiency. The feeders to the lunchroom panelboard or load-center should be based on the number of separate circuits which it supplies, computed as follows : (1) Overhead lighting circuits — Assumed as having 1000 watts per circuit for each 15-amp. circuit. (2) Convenience outlet circuits — Assumed load of 100 watts per circuit. (3) Spare panel board circuit — Assumed load of 100 watts per circuit. (4) Non-itemized and heavy duty additional circuits — spe- cific load for which designed. To the total of these four should be applied a Demand Fac- tor of 100%. Voltage drop in these feeders to the panelboard or load-center should not exceed 2%. In the determination of feeder size, consideration should be given to increasing the capacity of the initial system by 50% to provide for future growth at a minimum of unwarranted ex- pense. In cases where an ultimate feeder size does not exceed No. 4 wire, the excess capacity should be installed immediately. In other cases, one of the following methods should be made a part of the original layout: (1) The installation of over-size raceways, so that the con- ductors installed may be withdrawn at any time and replaced by conductors of suitable larger size. (2) The installation or arrangement of the installed equip- ment so that additional feeders can be installed later at a mini- mum of expense to furnish the ultimate capacity. (3) The installation of feeders of excess size. On the lighting panelboard one spare circuit should be pro- vided for each five circuits utilized in the initial installation, but in no event should less than two spare circuits be provided. If the panelboard is mounted flush with the wall, a conduit should be provided for each spare circuit from the panelboard to an outlet box at the ceiling above the panelboard. No wire smaller than No. 12 should be used for any branch circuit. In no event should the drop in voltage at the furtherest 30 Food Service in North Carolina Public Schools point for any run exceed 2%. There should be at least one duplex convenience outlet in each suporting column and at least one duplex convenience outlet for every 50 linear feet of wall space in the dining area and every 20 linear feet of wall space in the kitchen area. The outlets should be located 24 inches above the floor. For a motor branch circuit, the carrying capacity of the conductors should be not less than 125% of the full-load current of the motor. For a branch circuit supplying more than one motor, the carrying capacity of the conductors should be not less than 125% of the full-load current of the largest motor plus the sum of the full-load currents of all other motors. For branch circuits serving electrical cooking equipment, such as ranges, bake ovens, roasting ovens, etc., the carrying capacity of the conductors to these appliances should be based upon the full-load rating of the particular appliance being served. It is recommended that the control of all lighting units in both the dining and kitchen areas be from the circuit breaker panel board in the kitchen area. Not more than five fluorescent units nor more than three incandescent units should be con- trolled by one 15-amp. circuit breaker. In closets, storage rooms, toilets, etc., the "T" rated tumbler wall switches should be used. In the event the lighting units in the dining and kitchen areas are to be controlled by means of wall switches, they should be the "T" rated tumbler type. Panel Board: The lighting circuit panel boards should be of the dead-front safety type and should have mains arranged for that particular type of cut-in serving the building. The panel boards should be of the circuit-breaker type and should be en- closed in a sheet steel cabinet, with the cabinet doors to be equipped with locks and latches. Doors over 36 inches long should have 3-point latches, vault handles and locks. A type- written directory of circuits with metal frame and glass panel should be provided on the inside of the door of each cabinet. Panel boards should be placed in the kitchen area as near as possible to the center of the load they supply, but not in the dining area. Panel boards should always be readily accessible for the resetting of circuit-breakers. Panel boards should not be placed in storerooms, closets, toilets, or behind any piece of equipment which would interfere with its accessibility. Where switching is to be done from the panel board, convenience from this standpoint must also be considered. Panel board locations should be chosen so that feeders are as short as possible and are brought to the panels with a mini- mum of bends and off-sets. imi 1^ » « ■ % I ( 1 "^ -- __ i ' Service entrance — Electric panel board, properly housed; dual purpose sink, for handwashing under running water and for mops Ventilation. It is very important that a lunchroom have adequate venti- lation. General ventilation as provided for other parts of the school building is satisfactory for the dining area. Special ven- tilating arrangements are necessary, however, for the kitchen area and storeroom. Kitchen Area. There are three recommended methods for ventilating the kitchen area, each of which involve the use of fans. For satis- factory ventilation in this area, there should not be less than one complete air change every five minutes. The size fan neces- sary to provide the selected air change frequency can be deter- mined by taking the fan manufacturer's rating in cubic feet per minute, in round numbers, nearest the volume of the kitchen 32 Food Service in North Carolina Public Schools and dividing that number by the number of minutes selected for a complete air change. The most desirable method of ventilation is a grill in the ceiling using hood and duct work, one in the dishwashing area, and one in the range area. This installation should conform to the standards for the blower systems of the National Board of Fire Underwriters as recommended by the National Protec- tion Association. Where ducts are exposed in the room, the top of the ducts should not be closer than 6 inches to the ceiling and the area between the duct and ceiling should be enclosed with metal. A pent house on the roof is considered the next best method. It should be constructed with a single grill in ceiling below and permanent louvers. Permanent louvers are preferable to auto- matic louvers. This system permits the use of the propeller type fan. The third and least desirable method is the use of wall fans. This is not a thoroughly satisfactory method of ventilating a room. A propeller type fan is used with this system. The opening should have a hinged cover so that it can be closed when school is not in session. Storeroom. Provision for adequate ventilation of the storeroom is essen- tial. Stored food requires a circulation of reasonably cool air. This may be provided by either natural or mechanical ventila- tion. For natural ventilation, screened louvers or security vidn- dows may be used. It is preferred that no pipes of any type pass through the storeroom. However, where building construction makes it nec- essary for hot pipes to pass through the storeroom, they should be adequately insulated. Dining Area. Natural ventilation in this area is best. Occasionally, how- ever, it is necessary to provide mechanical ventilation. As stated, under ventilation for the kitchen area, this is usually done by pulling the air from the dining area, out through the kitchen. Layouts and Equipment. An attempt has been made to set up a simple basic guide for use in determining needs in space, equipment and its ar- rangement for varying sized operations. Four sizes have been arbitrarily chosen for use as a pattern: to serve 100, 300, 500 and 1000, each of which may be varied up or down to adjust to needs in specific situations. The four layouts are suggestive only, offered as a pattern for amount of space needed, for gen- 300-500 WATT IMC&NDESCEUT S\LVEB ROsVL - COVlCtHTB\C ClMCi •iOO ■ s-oo WATT lMt*.NC>t6CEWT (|CLASS tNCLOSE-D) lOO WATT PO&CEV-AIN EECEPT^CUF SCliCML A.' \00 CAPACITY Food Service in North Carolina Public Schools 33 eral arrang-ement of space and equipment according to purpose, and as related to other areas and equipment. Selection of equipment for food service is a major project, whether it involves the purchase of a single item, large or small, or the equipment for an entire layout. It is a problem that needs the most careful thought and planning. Each item should be chosen on basis of: Will it do the job? Is it needed? How many- are needed? What will be its initial cost? Its up-keep and re- placement cost? The equipment list is set up on the basis of size of operation — 100, 300, 500 and 1000 as are the layouts. For convenience, the equipment is divided into three groups coded A, B and C. The A group consists of those items which would normally be included in the general contract in a new building, to be fur- nished and installed by the general contractor. The B group consists of those items that would normally be furnished and installed by a sub-contractor or equipment dealer. The C group consists of those items requiring no installation, and that would as a rule be purchased by the school. Each item under the A and B groups are coded to the layouts for identification. The list indicates the quantity needed, if any, for each size operation. The layouts and equipment lists are so prepared as to be readily usable together or separately. 34 Food Service in North Carolina Public Schools Group Item CHART OF EQUIPMENT NEEDS General Quantity Required to Serve Specifications Following Number of Meals 100 300 500 1000 A'l Bins, slatted: for storing cer- tain vegetables A-2 Can Wash See page 41 Concrete floor inclining to floor drain, properly ventilated and screened as shown on floor plans. As space permits in dry storage room. A'3 Closet, clean' ing supply To be located and sized as in- dicated on floor plans. 1 1 1 1 kA Compressor room, open vented To be located and sized as in- dicated on floor plans. 1 1 1 1 A'5 Fan, exhaust To be located as shown on floor plans. For capacity, see page 31 1 1 2 2 or Pent House type A^6 Guard rail See floor plans 1 1 1 2 A^7 Hot water facilities See page 54, for capacity and number needed. A-8 Lockers A-9 Receiving space A- 10 Refrigerator, walk-in A- 11 Shelving, storeroom A-12 Sink, handwashing Note; 1 sink Can serve for both A-12 and A- 13 A- 13 Sink, mop A-14 Sink, pot and Pan. To be standard, single tier steel lockers, mounted on 6" legs or on concrete base. Table near delivery entrance or in dry storage room to handle incoming goods. See page 62 See page 64 Standard lavatory of vitreous china or stainless steel with mixing faucet. If combined as mop sink to be equipped with metal guard to prevent chip- ping. One per employee, space permitting. See A-12. See page 64 1 or2 As space permits in dry storage room. 1 1 1 1 1 1 1 Com- bined with A-16 A- 15 Sink,dish- washing See page 64 1 or B-7 *Desirable but not essential. Food Service in North Carolina Public Schools 35 CHART OF EQUIPMENT NEEDS Item General Quantity Required to Serve Specifications Following Number of Meals 100 300 500 1000 Sink, Veg. preparation Storeroom Toilets Dumbwaiter Block, meat See page 64 To be located and sized as in- dicated on floor plans. See page 50 Apporximately 24"x24"xl6", thick solid hardrock maple mounted on four, 4" turned legs. Cabinet, proof Overall size approximately 70"x 48"x32" or 70"x22"x32". Chairs, dining See page 41 Type, as desired. Chair, manager's Counter, serving Desk, manager's Dishwasher, Automatic Dispenser, paper towel See page 42 Standard desk of wood or steel with 1 to 3 drawers. See page 47 Standard dispenser for interfold paper towels. 1 Com- bined with A-14 1 1 1 1 Number determined by local needs. Number determined by local needs, if any. One per person for largest serving period. Extinguishers, Carbon tetrachloride 1 ^ 2 quart fire size, or carbon dioxide 5 to 15 pound size. File, manager's Standard 1 to 4--drawer steel cabinet, with letter size file Single drawers. drawer type adequate 1 1 1 1 1 1 1 2 1 1 1 or 1 A'15 1 1 One for handwashing sink and one desirable for each other sink installed. 2 2 3 3 or 4 1 1 1 1 Fountain, drinking. Frozen food cabinet See page 50 V Table or upright type of stand- I'' ard quality, 20 to 30 cu. ft., capacity. desirable but not essential. 36 Food Service in North Carolina Public Schools CHART of;equipment needs Group Item General Quantity Required to Serve Specifications Following Number of Meals 100 300 500 1000 B'13 Mixer, electric B'14 Oven, all purpose B'15 Oven, bake B'16 Peeler, B-17 Protector, counter B'18 Rail, tray B'19 Range Floor model preferred with 1 grinding, shredding, slicing, and ll'lS grating attachments. See page 55 See page 55 15 pound capacity, with peel trap. See pages 43 & 45 See pages 44 & 47 See page 60 quart 1 1 20 quart V 1 1 30 60 qt. quart with 30 quart equip' ment 1 deck 2 deck 1 3 deck 1 1 3 deck 1 3 deck 1 1 1 1 2 1 1*** 2 2 Cabinet type without oven B'20 Receptacle, waste paper B'21 Refrigerator, reach'in B-22 Scales, cook's and baker's B'23 Scales, store room B-24 Sink, pre-wash (For B'7) B'25 Slicer, electric B-26 Steamer, compartment Standard steel, approximately One for each sink area as needed. 12" diameter at top, 15" deep. Standard commercial manufac ture without ice-making facil' ities. Approximately 45 cu. ft. minium capacity. See page 62. Table type, 1 oz. to 50 lbs. capacity. Platform type, 500 pound min- ium capacity. See page 69 Table model, standard size and quality, with stainless steel parts at points of contact with foods. See page 65 1112 One additional in last 3 groups where walk-in refrigerator is not feasible. 1 1 1 1 on sep- arate table. I 1 1 1 3-Comp. 3-Comp. **Number decks necessary depends upon range facilities. ***May be single or double, as desired. Food Service in North Carolina Public Schools 37 CHART OF EQUIPMENT NEEDS Group Item General Quantity Required to Serve Specifications Following Number of Meals 100 300 500 1000 B'27 Steamer, kettle See page 66 jacketed B-28 Storage for dish and silver baskets B--29 Table, baker's See page 68 8-30 Table, dish, clean and soiled B'31 Table, cook's B'32 Table, dining B'33 Table, preparation B'34 Table, salad B-35 Truck, dish See page 69 See page 68 See page 66 See page 68 B'36 Truck, dolly B'37 Rack, bake B-38 Hood, range, C-1 Basket, dish C'2 Basket, flatware C'3 Board, cutting C-4 Boiler,double Galvanized steel frame on ball- bearing, rubber tired casters, 2 or 3 shelf size, equipped with galvanized iron or wood trays approximately 20"x30"x5".** See page 48 Sturdy construction, slatted shelves, on casters. Sized to meet needs. See page 50 Sturdy construction, light in weight, woodlined 14"xl4"x8". Approximately 8"xl2"x5" of new type to hold flatware in up- right position. 18"x24"x2" hard maple, doweled and glued. Heavy duty aluminum or stain- less steel 13^2 to 6 gallon capa- city. 1 or B-26 2 (Desir- able) Store on clean dish table. I each I each 1 each 2 (Desir- able) 1 each One per each 6 persons served during largest serving 'period. See B-33 specifications, page 68 1 Number to be determined by local needs. Number determined by storage needs. Number determined by storage needs. Number determined by ventilation and equipment needs. 3 5 if sink used 1 1 2 3 4 6 Ass't'd Ass't'd Ass't'd Ass't'd *Dishwashing. **A11 stainless steel desirable where funds allow. 1 38 Food Service in North Carolina Public Schools i CHART OF EQUIPMENT NEEDS Group Item General Quantity Required to Serv Specifications Following Number of Meai 100 300 500 100 C'5 Bowl, mixing Aluminum or stainless steel, 2 3 6 12 li to 24 quart capacity. Ass't'd Ass't'd Ass't'd Ass'i C-6 Bowl, soup C'7 Brush, pot C'8 Brush, scrub C'9 Brush, vegetable C'lO Brush, wire C-11 Can, garbage C-12 Cleaver, meat C'13 Colander C'14 Container, metal with lid, (for dry food storage) C'15 Corer, fruit and vegetable C'16 Cup, measur' ing C'17 Cutter, slaw C-18 Dish, dessert C--19 Fork, cook's 8 oz. 5" diameter, rolled edge, 100 heat resistant. May be used for individual pot pies. 8" to 20" long, with hardwood 2 handle and palmyra fiber bris- tles. 10"x2i2", with hardwood block 2 and tampico fiber bristles. 4"xl3^", with hardwood block 3 and tampico fiber bristles. 8"x2", fine steel bristles in hard- 1 wood block. For range cleaning. 20 gallon capacity of 24 gauge 4 galvanized metal, tops with han- dies. If smaller capacity pre- ferred, increase quantity as needed. 2} 2 pound with tempered steel blade. 15" diameter, aluminum or stain- 1 less steel. 20 gallon capacity of 24 gauge 4 galvanized metal, tops with han- dles. Others in smaller capacity may be found desirable. High carbon steel with riveted 2 hardwood handle. 300 350 7Q 3 6 3 6 1 1 4 4 Graduated, in 1-cup, 1 -quart, 2 sets 2 sets 2 sets 2 s( and 4-quart capacities. One set for liquid measure, on set for dry measure. Table type, hand operated. 10 Aluminum construction with cutlery steel blades. Also slices, dices and chops fruits and veg- etables. Fruit, 4M" diameter, rolled edge. 100 300 350 To match plates and to be added as budget allows. 123^" long, stainless steel, hard- 123 wood handle, two tine. Metal should extend full length of han- dle. Food Service in North Carolina Public Schools 39 CHART OF EQUIPMENT NEEDS Group Item General Quantity Required to Serve Specifications Following Number bf Meals 100 300 500 1000 C'20 Fork, serving C'21 Fork, table C'22 Glasses, water C-23 Grater C'24 Grinder, meat C'25 Knife, cook's C'26 Knife, kitchen, assorted (But- cher, meat, mincing, pastry, blend- ing, salad and slicing) C'27 Knife, paring C'28 Knife, table C'29 Ladle C'30 Masher, potato C-31 Opener, can C--32 Pan, baking C'33 Pan, counter 1 1 1 1 1 2 2 2 1 ch 1 each 1 each 1 each Two tines of stainless steel, with 3 4 6 8 movable bar to release food from tines. Stainless steel or heavily plated 100 300 350 700 silver, of smooth construction, and good quality. Glasses are recommended only 100 300 350 700 where special glass washing and storage facilities are available. If used, glasses should be heat resistant, with plain straight sides. Hand operated, 10"x4", heavy 1111 duty, half-round. Hand operated. No. 22 size. French type, 10" blade with riveted handle. Metal should extend full length of handle. Standard sizes, carbon steel blades with hardwood handle. Metal should extend full length of handle. Sturdy construction, 3" blade of 6 6 12 12 high carbon steel with riveted handle, metal should extend full length of handle. Stainless steel, or heavily plated 100 300 350 700 silver, plain, smooth construc- tion and of good quality. Stainless steel, 2 oz. size for gravy; 8 oz. size for soup. 2 3 4 4 Heavy restaurant type. 1 1 1 1 Heavy duty, table type. 112 2 Aluminum or stainless steel, 12" 8 8 12 12 x20"x4"; 12"xl0"x2"; r2"xl0"x Ass't'd Ass't'd Ass't'd Ass't'd 4": 12"x20"x2". Items C-32 and C-33 are interchangable. Aluminum or stainless steel, 12" x20"x2": 12"x20"x4": I2"xl0" x2": 12"xl0"x4". 12 24 36 40 Food Service in North Carolina Public Schools CHART OF EQUIPMENT NEEDS Group Item General Quantity Required to Serve Specifications Follbwing Number bf Meals 100 300 500 1000 C'34 Pan, Muffin C'35 Pan, sauce C-36 Pitcher, fruit juice C'37 Plate C'38 Pot, stock with cover C-39 Saw, meat hand C-40 Scoop C-41 Shaker, salt C'42 Sharpener, C'43 Sheet, baking C'44 Sifter, flour C'45 Spoon, measuring Heavy duty, smooth construe- 8 tion 3"xl Ji", 12 unit. Pans 24 Pans 36 Pans 48 Pans Heavy duty aluminum or stain- 3 6 9 9 less steel, ly^ to 83^ quart ca- Ass't'd Ass't'd Ass't'd Ass't'd pacity. 100 Aluminum or stainless steel 3 to 4 quart capacity. 9" diameter, or hard, smooth non-porous surface with rolled edge. Heavy duty aluminum or stain- less steel, 3 to 6 gallon capacity. 24" standard quality and de- sign, demountable. No. 12 size for serving mashed 2 potatoes: No. 24 size for ice each cream: No. 30 size for dough or batter. 12 3 3 Or number determined by individual school needs. 300 350 700 5 6 6 1 1 1 2 each 4 each 4 each Of standard institutional size and quality, with stainless steel tops. 12" size of butcher steel. 18"x26"xl", of heavy duty alu- minum or tin plate turned up on four sides. Heavy duty, restaurant type. Metal only, in sets of four. One per table, if desired 2 sets 3 sets 1 12 4 sets 1 18 4 sets C-46 Spoon, mixing 11" to 13" long stainless steel with smooth plain handle. Bowl Ass't'd Ass't'd Ass't'd Ass't'd of spoon solid or slotted. Addi- tional spoons of wood desirable. C-47 Spoon.tea C-48 Spoon, serving C-49 Stand, mop and pail Stainless steel or heavy plated silver, plain smooth construc- tion and of good quality. 100 300 350 700 11" to 13" long, stainless steel 3 6 9 12 with plain smooth rolled edge Ass't'd Ass't'd Ass't'd Ass't'd handle. Slotted, pierced and solid bowls. Of sturdy wood construction treated with preservative to re- tard decay. 1 1 1 1 Food Service in North Carolina Public Schools 41 Group Item CHART OF EQUIPMENT NEEDS General Quantity Required to Serve Specifications Following Number of Meals 100 300 500 1000 C'50 Steamer, potato C'51 Stool, kitchen C'52 Tongs, food handling C'53 Tray, serving C-54 Turner, cake C'55 Whip,wire Aluminum or stainless steel, 12 to 21 quart capacity. See page 66 6" to 12" long, flexible stainless steel. 12"xl6", plastic or alumnium, plastic to withstand 180° water. Compartment trays not approv- ed Standard restaurant type, stain- less steel blade offset from hard- wood handle. French type, stainless steel. Fine and coarse. 1 One for cashier, others according to needs for workers. 4 6 12 12 Ass't'd Ass't'd Ass't'd Ass't'd 100 300 350 700 Ass't'd Ass't'd Ass't'd 2 Ass't'd Equipment Specifications. BIN, VEGETABLE STORAGE (A-1) There are many types of bins, suitable for storage of such items as potatoes, cabbage and onions. For whatever the type used, the following basic characteristics are recommended: portable (preferably on casters), sturdy, well ventilated, easily cleaned, capacity easily handled (not too deep), adequate in number to meet needs, yet fit into available storage space, easy to fill and empty, size and height to permit placing under table height storeroom shelf. CABINET, PROOF (B-2) Proof cabinets should be made of galvanized or stainless steel large enough to accommodate 14 by 22 inch bake pans. It should be furnished with eight removable shelves of 18-gauge perforated metal. Shelves should be braced with 1 by 1 inch galvanized or stainless steel angles and spaced to allow 6 inch clearance between shelves. Doors should be double walled, flush fitting, sliding type, with both walls of IS-gauge metal, and provided with chrome plated brass concealed type latches. Cabinet should be set on 6 inch high adjustable white metal pear-shaped feet. Feet should be eliminated if cabinet is mounted on a curb base. It should be equipped with a theiTiiostatically controlled humidifier. CHAIRS, DINING (B-3) The following type and size dining chair is recommended as the result of experimental tests with various age gi-oups; 42 Food Service in North Carolina Public Schools Style and Construction. The dining chair should be of first quality, light weight hardwood throughout. It should have wide, horizontal, curved back slats, without vertical slats. A solid saddle type seat is the most desirable. Round front and back post, steam bent and reinforced by means of continuous bowed wood brace and full bent seat rim will afford long wear. Steam bent construction will be found to be stronger and sturdier than straight sawed construction. The chair should be equipped with rubber cushioned glides. Size. The seat size should be small, yet comfortable. Approximately 15% by 161/^ inches has proved to be most satisfactory. Height of seat from floor should be 11 Vi, inches, when used with 29 inch table. This height table and chair has been found to be preferable for all age groups. Further discussion of table and chair height will be found under Dining Tables, page 66. Overall height of chair should not exceed the height of the table by more than 2 inches; less is preferable. Such heights are far easier to handle and interfere less with handling of trays. The over- all appearance of the dining area is more attractive where heights of tables and chairs are approximately the same. Finish. A natural finish is recommended as it is easier to maintain, shows less signs of wear, and brightens the appearance of the lunchroom. COUNTER (B-5) A serving counter is necessary in all lunchrooms. It is important from the standpoint of appearance and utility. The color and design of the counter should be in keeping with the style and decollations of the entire area. The counter may be of the very simplest type that can be con- structed of wood, or it may be more elaborate, made of stainless steel with heating and refrigerating units. The type used in a school is determined largely by the amount of money and space available and the facilities needed for serving. It is more economical to install a well constructed counter of good ma- terial than one that will not withstand wear. The two types of counters discussed in this bulletin are of wood con- struction and all metal factory made. Specifications for each of these are discussed in their respective order. Wood. SIZE. > The counter should be of sufficient length to provide space for service equipment and foods. It is recommended that a counter be from 12 to 25 feet long, 27 to 30 inches wide, and 30 to 36 inches high. A counter 30 inches high is recommended for a school where only elementary children are served. CONSTRUCTION. General. It is extremely important that the counter be constructed of sturdy material which will withstand the heavy wear. The entire counter should Food Service in North Carolina Public Schools 43 be constructed of % inch and V2 inch water-proof plywood, both sides finished. The front paneling may be of V2 inch plywood but % inch is preferred. The entire counter should be mounted on a curb base with 4 inch toe space, or supported on pipe legs 6 inches high threaded to non-ferrous floor flanges. The legs should be painted with lacquer or enamel. The inside of the counter should be of smooth construction with collared holes providing for pipes, etc. All corners should be coved for ease in cleaning. All joints should be glued and fastened with screws. No nails should be used as they have a tendency to pull out, thus opening up cracks. The shelves inside the counter should be removable and made of slats approximately 3 inches wide spaced 1 inch apart. This makes cleaning- easier and the chance for collection of food particles is not as great. All vertical and horizontal joints should be accurately fitted to prevent cracks. The counter should be enclosed with top hung, sliding doors. There should be no dirt catching channels at bottom. Hinged doors are not recommended under any circumstances. TOP. The next part of the counter to be considered is the top which must be heat resistant. A top made of % inch plywood in which the top layer is made of plastic is more satisfactory than other non-metal types. Another non-metal material that may be used for counter tops is tempered pressed wood. With both these types of tops, a metal band stripping should be put around all sides. These tops are the most desirable, because of dura- bility and ease of cleaning. Less desirable but usable is a plain counter top of % inch waterproof plywood. In this type the edges should be sanded and filled with crack filler, a coat of shellac applied and then sanded smooth. This should be done to all exposed surfaces, followed with approximately 6 coats of spar varnish, sanded after each coat to give a durable waterproof top. This same finish should be applied to the front, ends, back and interior of the counter. A top of stainless steel is also possible for a home constructed counter if properly fabricated and installed. It should be made of 14-gauge 18-8 stainless steel. No. 4 polish. A top of this type should be commercially fabricated after counter is constructed to assure proper fitting. Division of Top Space. The first 30 inch section of the counter top should be planned as space for trays, silver, and napkins. The next sec- tion of the counter surface should be depressed as shown in the drawing opposite page 44. This space may be used for placing containers of food for serving. Heat Units. At the time of construction, or later when funds are avail- able, an electric dry heat table having four 12 by 20 inch openings, with each unit thermostatically controlled, may be installed in this space. The dry heat table will need a 2500 watt, 230 volt receptacle. Coimter Protector. A counter protector made of tempered plate glass should be provided over the hot and cold food areas. This protector should be approximately 1 foot high with sloping front, and 8 inches wide at top. The glass should be in sections which are slipped in metal grooves. This 44 Food Service in North Carolina Public Schools makes cleaning much easier. The top may be of either tempered plate glass or of stainless steel. Tray Rail. A three bar tray rail constructed of 1 by 2 inch wood slats should be provided to extend the full length of the counter. The overall width of the tray rail should be approximately 12 inches. It should be supported on sturdy brackets fastened to the frame of the counter. All Metal. The all metal factory-made serving counter is desirable where funds permit its purchase. SIZE. It should be 12 to 25 feet long, 27 to 30 inches wide, and 30 to 36 inches high. CONSTRUCTION. . , Frame and Body. The frame work of the counter should be 1% by % inch angle iron, rigidly welded. All joints should be ground smooth. The entire frame should be protected with one coat of "protective" paint and heavily enameled as a final finish. The entire counter should be mounted on a curb base with a 4 inch toe space, or supported on pipe legs 6 inches high threaded to non-ferrous floor flanges. The legs should be painted with lacquer or enamel. It is recommended that the front and exposed ends of the counter be of 20-gauge stainless steel, having five "V" crimped vertical joints evenly spaced. These panels should be turned under approximately % inch at the bottom and fastened to the counter frame. The inside of the counter should be of smooth construction, with coved corners and collared holes for conduit piping. The shelves should be slatted, constructed from 16-gauge stainless steel, with all edges turned up aproximately 1% inches except for the front edge which should turn down. This hems the three edges in such a manner as to provide firm support for the shelf and frame. The shelving should be easily removed for cleaning. The counter should be enclosed with stainless steel sliding doors, top hung. Top. >= The counter top should be made of 14-gauge 18-8 stainless steel, "No. 4 polish. All edges should be rolled 180 degrees, making approximately 1% inch turn down on all sides. The corners should be bull-nosed, welded and polished to original finish of metal. The counter top should be as one continuous section, with cut-outs to admit a steam table, cold pan, milk cooler, and frozen food cabinet as desired. Heat Units. The two methods of heating a counter are dry and moist heat. With either type an insulating breaker strip should be provided to VOOD COM "iTEOCTlOW ■SteUINO COONTtB. i Food Service in North Carolina Public Schools 45 prevent the transfer of heat from the heated section to the next section of the counter. Dry Heat. Dry heat units are considered more satisfactory for school lunch counters. One electric unit is necessary for each 12 by 20 inch food server opening-. Each unit should have an individual automatically con- trolled temperature selector, five speeds preferred. This makes it possible to regulate temperatures for various types of food as needed. Each unit should be wired to a suitably located switch box. Hot Watei-. The hot water type method is less desirable than the dry heat because of the number of connections required. It is also difficult to keep clean. The hot water steam table should have a 22 ounce copper water pan, fitted with non-syphoning- type, water filler, 1 inch brass con- nection with standing' overflow. Electricity, steam coils, or gas may be used for heating- the water in this type table unit. When an electric immersion unit is used, there should be provided a recessed well 6 inches by 6 inches by the length of heating unit. This unit is to be placed in the bottom of water pan and is to have a separate drain connection. The unit should be 1000 watts for each linear foot of pan, controlled by three heat switch. Where steam coils are used, they should be of brass pipe 1 inch in diameter. Where gas burner is used, it should show whether manufactured for low pressure or natural gas. Division of Top Sjmce. The steam table top should have 3 or 4, 12 by 20 inch openings for serving- pans. These openings will permit the use of pans 12 by 20 by 4 inches; 12 by 20 by 2 inches; 12 by 10 by 2 inches; or 12 by 10 by 4 inches. A space 12 by 20 by 8 inches deep should be provided for a bread warmer, with hinged cover and perforated false bottom of stainless steel which is removable. Warmer should be provided with drip gutter for condensation. The next section of the counter should be arranged for cold pan. This is not essential, but is very desirable. The space should be approximately 5 feet long by 22 inches wide by 3 inches deep. The interior and exposed surfaces of pan may be of polished stainless steel and insulated with 2 inches of insulation in pitch. The unexposed surface may be of galvanized iron. A 1 inch brass connection should be provided. The suggested placements for milk cooler and frozen food cabinet are shown on the chart opposite page 46. The cashier's section of the counter should be provided with drawer, till, lock, and keys. Counter Protector. A protector made of tempered plate glass should be provided over the hot and cold food areas. The glass protector should be approximately 1 foot high with sloping front, and 8 inches wide at top. The glass should be in sections which are slipped in metal grooves. This makes cleaning easier. The top may be of tempered plate glass or of stainless steel. 46 Food Service in North Carolina Public Schools ECriOSJ TI4R.U STCAU TABL& w w Food Service in North Carolina Public Schools 47 wving Board. A carving: board approximately 8 inches wide by 1% s thick may be added to the rear of the counter, extending the full h of the steam table unit if desired. ray Rail. A three bar tray slide constructed of 1 inch diameter stain- teel tubing- should be provided to extend the full length of the counter. overall width of the tray slide should be approximately 12 inches. It d be supported on chrome plated brackets which are securely fastened e frame of the counter. •nates. he following alternates may be used in place of stainless steel for all 1 counters; It is permissible to have galvanized iron doors and shelving in the j counter instead of stainless steel; other specifications are the same. The entire counter may be built of hot dipped galvanized iron with front and ends of porcelain enamel. DISHWASHING MACHINE (B-1) here are many makes of dishwashing machines on the market. Gen- y speaking, the principles of operation are basically the same. Plates silverware are loaded into specially designed racks, built to fit the line. Plates are stacked in a vertical position in one type of rack, and ^ware spread thinly in a diff'erent rack in horizontal or vertical posi- When the machine is operating, washing is accomplished by pumping ims of hot water and detergent through stationary or rotating washer » and subjecting the utensils to a flushing action. Dishwashing becomes a pleasure r* 48 Food Service in North Carolina Public Schools The several types of machines generally encountered are: (1) the push through type, (not recommended) ; (2) those provided with a conveyor chain which carries the rack slowly through the machine; and (3) those in which the racks rock slowly back and forth. All of these may be single or double tank machines. There are also belt-driven or conveyor type ma- chines for very large operations in which dishes are placed face down on a revolving belt. Still another type may be described as semi-mechanical in that it consists of 2 or 3 compartments in which the dishes are washed and sanitized in long handled baskets by the circulation of water under pressure. Of the spray type dishwashers, many have single wash tanks into which the rinse water flows and weakens the detergent concentration. A few have separate rinse discharge drains. The latest type available is an automatic machine equipped with a timing device which prevents the operator from interrupting or varying the operations in any way once the dishes are placed in the machine. In selecting a dishwashing machine, one should be guided by the same precautions as in buying any other piece of major equipment. It is well to understand that too frequently, because dishwashing is done by machine rather than by hand, it is assumed that the results are bound to be satis- factory. This is not necessarily true. Machines, to be effective, must be equipped, installed, and operated cor- rectly, as follows: 1. Water pressure must be adequate. 2. Dishes must be pre-washed or pre-rinsed. 3. Detergent must be of good quality. 4. Detergent must be frequently added or automatically fed to ma- chines. Feeding devices do not always function properly, so need to be watched. 5. Thermometers must be installed on wash and rinse lines. 6. Spray nozzles and insides of machines must be cleaned daily. 7. An adequate supply of hot water must be provided for the wash. 8. Generally, a booster heater capable of maintaining 170° to 180 °F. water must be connected to the rinse line. 9. Machines must be serviced frequently, so that all working parts are kept in good order. 10. Such machines will not wash glasses. Separate facilities employ- ing power-driven brushes are needed for glass washing. DOLLY (B-36) A dolly is a small flat truck on casters, which may be constructed locally, or purchased from dealers of institution equipment. They should be constructed of steel or hardwood frame, morticed and bolted on ball- bearing, rubber tired casters. The proposed use will determine size and shape of dolly, whether purchased commercially or constructed. These small trucks are essential in all lunchrooms — for use in handling stacks of milk crates, and as a base for 20-gallon, dry food (peas, beans, rice, sugar, etc.) storage cans. For handling of milk crates, the dolly may be placed conveniently by the point where soiled dishes are returned, with an empty crate on it to receive bottles. As each crate is filled another empty is placed on top to be filled. NoETti C-!>.E01-|N>\ CtA-TCT D fr P x!k B-T /Mr N T UPjLic Iwste Food Service in North Carolina Public Schools 49 As a base for food storage cans, the unit may be rolled under a shelf in the storeroom or it can easily be rolled out of the way when the room is being swept or mopped and easily rolled into the kitchen work area as contents are needed. See sketch below. t^eei/^r ut/rn size: o/ M/ctc C/tArts i>. /iMO Bixn tioAT ik I t I. . 1 ^ — — ' "1. ■B/7it Be^'^"^OL4.V trLfrVATlOK? "DtTAlL y T|2UCWi POLLV 50 Food Service in North Carolina Public Schools DUMBWAITER (A-19) A dumbwaitei' may be either hand or electric operated; standard si are 200, 300 and 500 pound capacities. The car should be of steel, duco finished or stainless, reinforced s stantially for heavy duty and fitted with one shelf. It should be suspeiK by an extra special flexible steel hoisting cable, complete with count weight and guide rails. The electric type should have an overload saf and slack cable switch, door interlocks and momentary pressure pi buttons. The machine should consist of single speed, non-reversible, high ton electric motor, with gear drive reduction unit mounted on steel bed i secured directly to steel angle guide rails. The entire machine should set overhead. The supporting tower or frame work should be of steel, c sisting of vertical corner angles, top and bottom framing, and horizon straps or braces. Dumbwaiters are. practical where either storeroom, kitchen, dishwa ing area or dining area is located on difi^erent floor level from other are or where whole operation is located above first or ground floor. See chai DRINKING FOUNTAIN (B-11) From the standpoint of proper sanitation and public health, it recommended that drinking fountains meet the following standards: I Eject water under suitable pressure. I Be placed in well lighted, convenient locations. ■ Be of impervious material and so proportioned as to prevent unnec sary splashing. Jet issue from the nozzle at sufficient angle from the vertical to prev water from falling back onto the nozzle. Nozzle be above the edge of the bowl. Nozzle be protected by guards to prevent the mouth or nose of drink from coming into contact with nozzle. Jet of water not touching guard. Fountain bowl free of corners which are difficult to clean. Fountain drain be trapped if it has a direct connection to a waste pi Water supply have an adjustable valve fitted with a loose key to pen proper regulation of flow so that valve manipulated by drinkers will mer turn water on and off. Height of the drinking level convenient to most persons using the foi tain. For first to third grade not over 24 inches from floor; fourth seventh grades 30 inches; eighth and over 30 to 36 inches. Waste opening- and pipe large enough to carry water off promptly. HOODS: RANGE, OVENS, DISHWASHING (B-38) Hoods should be constructed of heavy black steel lacquered or of he£ duty stainless steel, 18-gauge metal with corners fully mitred. All c struction should be completely welded for rigidity. Along bottom on four sides there should be attached a 2 by 2 by 3; inch angle. On inside at bottom on all sides of hood, there should be condensation gutter as an integral part of the hood. This gutter should approximately 2 inches wide, slightly curved with about 1 inch turned ' 51 52 Food Service in North Carolina Public Schools In the hood there should be built in, complete with frames, approved type grease filters of size and capacity as required. Grease filters should be an integral part of the hood, allowing exhaust through filters only. A damper of 10-gauge metal with chain and fusible link should be con- structed into duct leading from hood, with sliding door on outside of duct permitting easy access to damper. The damper should be top hinged, allow- ing it to drop by its weight in case of fire. If steam is available a steam nozzle can be installed with the above damper between the filters and the damper, with a valve located at a convenient point close to equipment. This steam valve should be used only in case grease filters become ignited. All hoods should have steel or stainless steel rod supports to ceiling. Size of hood should extend 6 inches beyond outer edge of equipment base on all four sides. HOT WATER FACILITIES (A-7) Hot water is a necessity in a lunchroom. Thought and consideration should be given to facilities necessary to produce adequate hot water in the best, safest, and most economical way. A temperature of 170°F. for the third compartment of a three compartment sink and 180 °F. for final rinse water of a dishwashing machine are necessary to meet the sanitary standards as set up by the State Board of Health. The hot water from other outlets does not need to be over 140 °F. To obtain these tempera- tures it may be more economical for some lunchrooms to install two or more small size water heaters, in series or individually, rather than one large size heater. The local electric or gas utility company should be con- tacted for advice and suggestions on proper size, voltage, BTUs, and other installation details. The hot water supply may be provided from the school heating system or by special water heaters. Central Heating System. If hot water is supplied from a central heating system, there should be in series with it either gas or electric booster heaters to guarantee water at the 180° temperature necessary. Details of possible variations of this system are given on accompanying chart. (See adjoining insert.) Electric Water Heater. Be sure it is a standard make. This makes servicing and replacing of parts more readily accessible. Be sure it conforms in number of units to the rate of local utility. Example : Some utility companies will not permit a single unit heater to be connected on their lines. Be sure it is insulated on all sides with approximately three inches of insulation. Be sure it is equipped with a built-in heat trap. N.C. 0£PAKTME.MT OF PUBLIC IM5TBUCTIOW Food Service in North Carolina Public Schools 53 Be sure the size purchased is of sufficient capacity to furnish the total amount of hot water required over a 24-hour period. (See chart on page 54 for capacity recommended.) Be sure that each unit, or heater, is equipped with a thermostat and has a metallic control. This means the thermostats are controlled by the heat of the tank and not by heat of water only. This is very important in rural districts where private water systems may sometimes fail, leav- ing the tank dry, thus creating a hazard. Be sure it is equipped with an immersed magnesium rod to counteract chemical actions in water. Be sure heater is covered with a reputable guarantee. Gas Water Heaters. Be sure it is a standard make. This makes servicing and replacing of parts more readily accessible. Be sure it conforms to BTU specifications of local utility company. Example: A water heater that is made for 900 BTU gas will not operate properly on 540 BTU gas. Be sure it is insulated on all sides with approximately 2 inches of in- sulation. Be sure it is equipped with a built-in heat trap. Be sure the size purchased is of sufficient capacity to furnish the total amount of hot water required over a 24-hour period. (See chart on page 54.) Be sure that each unit, or heater, is equipped with a thermostat and has metallic control. This means the thermostats are controlled by the heat of the tank and not by heat of water only. This is very important in rural districts where private water systems may sometimes fail, leaving the tank dry, thus creating a hazard. Be sure it is equipped with an immersed magnesium rod to counteract chemical actions in water. Be sure heater is covered with a reputable guarantee. Other Water Heaters. In cases where the above facilities are not available, it may be neces- sary to use coal or oil hot water heaters. These have not been recom- mended due to their inefficiency. It is difficult to maintain accurate tempera- ture and cost control with these fuels. However, if they must be used, they should be of standard make, and manufacturers instructions on in- stallation, care and use should be followed carefully. Installation. The following suggestions should be observed when planning the in- stallation of any hot water heater: Locate the heater near the greatest demand for hot water. Keep runs of pipe short. When plans call for hot water pipes in concrete or earth, place in pipe tunnels before installing. Insulate all hot water pipes. No. Meals No. 100 1 300 1 500 2 1000 2 54 Food Service in North Carolina Public Schools For hot water branch line connections to each fixture, use minimum size of V2 inch type angle copper piping with sweat fittings. Branch lines should be connected to a pipe manifold at the hot water heater, and mani- fold should be of sufficient size to maintain equal pressure at the fixture. Galvanized pipe should not be used for hot water lines, since corrosion and other deteriorating factors limits the service of such material. Be sure heater is connected to a flue and installation is approved by local building inspector. WATER HEATER CAPACITY CHART Electric Gas Size No. Size 100 gallons 1 50 gallons 150 gallons 1 75 gallons 100 gallons 1 100 gallons 150 gallons 2 85 gallons, or 1 4 gallons per minute booster heater connected to a 300 gallon tank. These figures have been verified under actual working conditions. The tests were made in average lunchrooms where reasonably careful opera- tional practices were used. The tests were conducted in kitchens using conveyor type dishwashing machines. It is believed that the above hot water gallonage, determined to be adequate for a situation using a dishwashing machine, would also be ade- quate in an operation where dishes are manually washed in a 3-compart- ment sink. (See below for information concerning use of a booster heater on the third compartment of this sink.) It is most important, when purchasing hot water facilities, that it be thoroughly understood with the dealer that the necessary temperatures will be obtained from the equipment. Special Heaters. Immersion Heater. The third compartment of the dishwashing sink can be equipped with a standard electric immersion heater thermostatically controlled. A pilot light should be provided to indicate when unit is on, as warning to see that water is in the sink to prevent unit failure. The unit should be protected agaist mechanical injury; the depth of the third compartment should be 16 inches rather than 14 inches where this type heater is used. Side Arm. Heater. The third compartment of the dishwashing sink can be equipped with an electric or gas side arm circulating booster heater. The heater should be equipped with a thermostat. (See chart page 46.) jMa«!Mimisf»i»^'^ Hot breads appear often on the menus of most schools OVENS (B-14, B-15) Electric or gas ovens can be secured for baking, roasting or for all- purpose use. The roasting ovens and all-purpose ovens are constructed alike and can be purchased in separate units or as an integral part of a range. Where space and funds permit, it is highly advisable to use separate roasting or all-purpose ovens to eliminate congestion around the cooking surface of the range. Baking ovens come as separate units and 56 Food Service in North Carolina Public Schools never as an integral part of the range. It is not possible to roast in a bake oven. All-purpose ovens can be used for all types of baking and roasting. The following specifications are offered as a guide in purchasing all- purpose and bake electric or gas ovens. These specifications apply to ovens v^rhich are a part of a range or separate units. Electric. The specifications for electric, all-purpose and bake ovens are listed below^, with a note at the end giving additional points to be considered when pui'chasmg a bake oven only. Heavy Duty Type. The oven should be sectional so that each section operates independently of the other. Each section should be approximately 22 inches wide, 27 inches deep, 12 inches high, inside dimensions. Inner Lining. It should be a complete steam-tight compartment, suitably reinforced outside to prevent buckling. This inner lining should be finished in alumi- num bronze. Outer Shell. It should be constructed of heavy sheet steel no less than 0.062 inches thick, suitably reinforced to prevent buckling. Finish should be black Japanned, or the newer light finishes. Oven Frojit. It should be of one piece steel not less than 0.078 inches thick. The throat of the inner lining should be securely welded and supported by the oven front. Insulation. The insulation around the oven lining should consist of a thoroughly dry, fireproof, approved, heat-insulating material applied in such a man- ner that it will not settle and leave portions of the walls uninsulated. This insulation should be approximately 2 y^ inches thick. Oven Door. The door should be well insulated, spring-counter balanced, flush shelf- type, and opening downward. It should be mounted on rugged, concealed hinges and be equipped with convenient cool handle. The insulation in the door should be not less than li/4 inches thick. The opening of the oven door should be the full width of the oven lining. Vent. Each compartment should be provided with a suitable vent, located at the rear, fitted with a butterfly damper, and with an extension rod to the front of the oven. Unit Cover and Rack. A unit cover of all-steel construction, approximately the same area as the oven bottom, should be provided over the lower heating unit in each Food Service in North Carolina Public Schools 57 58 Food Service in North Carolina Public Schools i** ^^ I . i <3 oven compartment. It should have a raised edge at the back and both sides to facilitate cleaning. The unit cover should be removable through the oven door opening w^ithout removing the door or any part of the oven front. Each section should be fitted w^ith a pan rack, and two rack supports should be provided at the sides of the oven compartment. The pan rack should be suitable for use directly on the unit cover or at either of the upper positions. Heating Units. Each seciton should be equipped w^ith two interchangeable heating units of the enclosed tubular type, one located in the top and one in the bottom Food Service in North Carolina Public Schools 59 of the oven section. Each heating unit should be arranged for 3-heat operation and provide practically uniform heat over the oven area at high, medium, or low heat. The units should be easily removable through oven door opening, TemperaUire Control. Each compartment should be equipped with an adjustable automatic temperature control with a range of 200 to 500 degrees F. The control adjusting knob should be located in a position readily accessible for set- ting by the operator. Service. It is important that service and repair parts be readily available. Note on Bake Ovens Only. Height of each deck should be approximately 8 inches. Each deck should consist of a removable floor constructed of fire-tile, with ofF-set joints cemented into a substantial steel frame, provided with a raised edge at the back and both sides and with a lip overlapping the peelplate at the front so that any liquids that may be spilled on the deck surface with not run down into the lower unit compartment underneath the deck. Each unit should be equipped with an upper and lower unit as follows: Continuous manganese-nickel lead wires, asbestos insulated, provided between the heating units and the 3-heat switches. All electrical connec- tions within the heated zone should be tension-free and securely clamped between corrosion-resisting terminal parts. The unit lead wires should be brought through the oven wall into the switch box through porcelain bush- ings in such a manner that steam will not enter the switchbox from the baking compartment. Gas. The specifications for all-purpose and bake ovens are listed below, with a note at the end giving additional points to be considered when purchas- ing bake ovens only. Extra Heavy Duty Type. The oven should be of sectional type so each section can operate inde- pendently of the other. Heat Controls. Each section should be equipped with a throttle type oven heat regula- tor. Interior. Each section should be approximately 24 inches wide, 28 inches deep, 15 inches high (inside measurements). Oven lining should be porcelain enameled to guard against rust and corrosion. Insulation. The insulation should be of a thoroughly dry, fireproof, approved ma- terial and be applied in such a manner that it will not settle and leave portions of the walls uninsulated. Insulation should be approximately 1% inches thick. 60 Food Service in North Carolina Public Schools Burners. The burners should be simple and easy to light through a hole in oven bottom. It should adequately preheat oven to approximately 300°F. in 5% minutes and to 500 °F in approximately 15 minutes. When unit is on full, it should have a rating of approximately 42,000 BTU's for manufactured gas, and approximately 35,000 BTU's for bottled gas. Oven Bottom. The oven bottom should be constructed with a raised rim for spill-overs and have V shaped heat spreader undei'neath. Racks. One rack should be provided for each section of oven. Door. The door should be extra strong and counter-balanced. It should be hinged w^ith non-breakable hinges and have convenient cool door handle. Service. It is important that service and repair parts be readily available. Fuel. Specify whether for manufactured, mixed, natural, or bottled gas. Installatio7i. The oven should be placed under a vented hood. Fire-proof foundations and walls should be provided. Note on Bake Oven Only. Height of each deck should be approximately 8 inches. RANGES (B-19) Electric or gas ranges can be secured either with or without ovens. Where space permits, it is advisable to use ranges without ovens as this eliminates congestion around the cooking top surface. (See discussion on ovens on page 55.) Electric. General Construction. The body of the range top section should be sheet steel, not less than 0.062 inches thick and suitably reinforced. The top at the front and rear of the surface units should be of sheet steel not less than 0.078 inches thick with the edges turned down and the corners welded. The surface unit opening in the top should be the full width of the range, ap- proximately 36 inches, and approximately 24 inches deep; and should ac- commodate three 12 by 24 inch surface units. These units may be either open units or solid plates, or a combination of both, each unit equipped with an individual switch. Several different combinations of plates are usually available on a range, namely : one plate with two open units and two solid plates, or three solid plates, etc. (Check with dealer of range for different types of cooking tops.) © 80 WATT SmtLDED FLUOftE. SCBUT (z l-A-MP) © BO WATT UWSI4IEUDED F LUOfa^SCEWT ("Z. LA.t^P) © 100 VATT POR.Ce.LAlH ItECEPTACUE SCIJCML 300 CAPACITY Food Service in North Carolina Public Schools 61 Hotplates. Each hotplate should be made of good quality cast iron, with heating units of the cast-in enclosed tubular type and the cooking surface ground and polished. At rated wattage the hotplate should reach a temperature of 500°F. in approximately 18 minutes. Each hotplate should be independ- ently controlled by an indicating, reversible 3-heat switch or more. Drip Pan. A drip pan of sufficient size to catch all surface spillage should be pro- vided underneath the surface units. Sivitches, Cut-outs and Wiring. All switch temperature control dial-knobs should be conveniently located in a panel at the front of the range-top section. Switch operating handles should be cool and well protected against mechanical damage. Surface unit circuits should be protected by double-pole cut-outs and fuses which are located in the switch box of the range oven (or cabinet base) section. All wiring between cut-outs and switches should be of high grade tinned copper, with heavy waterproof asbestos insulation in manganese-nickel, asbestos insulated. All wiring should be suitably supported and well protected. Finish. Finish should be of standard enamel. Front edge of range should be of polished steel. Service. It is important that sei'vice and repair parts be readily available. Gas. General Construction. The size of the gas range should be of extra heavy duty type, approxi- mately 32 inches wide, 42 inches deep, and 32 inches high. It may be equipped with open burners, all hot top plates, or a combination of the two. The all open burner type is not satisfactory, as it limits cooking space by permitting the use of only one utensil on each burner. The all hot-top plates permit use of all the cooking top surface of the range. These plates are approximately 16 inches wide, two plates per range, each plate with individual burner. It is often desirable to have one section of open burner for quick cookery, particularly if the kitchen is equipped with more than one range. The range should have polished metal alloy castings of standard type. The simmer zone back top casting should have an easy cleaning covered back edge, polished smooth. The front guard top casting should be insulated and smooth, with con- cealed bolts. The two-ring two-control burner, with ratings full on, should furnish approximately 42,000 BTU's (Approximately 1100° maximum heat), low 18,300 BTU's (600° maximum heat), using bottled gas full rating of 30,- 000 BTU's non-clog type. The cooking top linings should be adequately protected against rust and corrosion. 62 Food Service in North Carolina Public Schools Conti'ols should be a concealed extra heavy manifold and gas cocks with cool handles. The range should be installed under a vented hood. Fireproof founda- tions and walls should be provided. Service and repair parts should be readily available. Label on equipment should specify whether for use of manufactured, natural, or bottled gas. REFRIGERATORS Walk-In Type (A-10). A. Purchased. A walk-in refrigerator is not essential for all schools; however, it is usually desirable. Need for this type of refrigeration will be determined in part by the availability of supplies and size of operation. The following suggestions are offered as guides in purchasing a walk- in refrigerator: Exterior. Outside dimensions should be approximately 6 feet long, 6 feet wide, and 7 feet 6 inches high. Exterior should be fabricated of copper bearing galvannealed steel. All framing should be of selected fir, vermin-proof and water-proof. Outer surface to be bonderized or enameled to prevent rust. Interior. Side section should be of heavy gauge galvanized rust-proof sheet steel or aluminum. Ceilings and floor should be of same material but two gauges heavier. Insulation. Should be approximately 4 inches thick of non-settling, moisture-proof insulation (glass-fiber bat, or equivalent), vapor-sealed on both sides with water-proof lining. Sections. All side sections should be interchangeable so as to facilitate enlarging box or changing location of door when necessary. Hardware. This should consist of heavy duty galvanized hinges, self- acting latch, inside release handle and a sturdy locking device. Equipment. It should be equipped with floor grids, meat rails, and hooks. Compressor. This should be purchased separately, usually V2 H.P., and should be of standard make for ease of servicing. Light. The interior light should be vapor proof. The box should be equipped with an outside pilot light and switch. General. All interior partitions and shelving should be so constructed as to be movable and removable after erection. Service. It is important that service and repair parts be readily avail- able. B. Built-in. Construction walls may be masonry or wood framing. The refrigerator unit proper may be purchased commercially of size desired and installed. Reach-In Type (B-21). Only commercial type of standard makes should be purchased for lunch- room use. These should be purchased from reliable dealers. Capacity should be determined by local needs. It is often more desir- able to have two medium size units than one large unit. There is no need for an ice maker unit, and full capacity footage is needed for storage. Refrigerators of stainless steel will perhaps stand longer wear, but other less expensive types are satisfactory. I5QM^TRIC VI£\V TVPIC/VL 5TQPA-G-&. QOOM 5I4-£.LF D-&5IGM ^KJ.C. DE.PAQTMEMT OF PUBLIC IM5TRUCTION 64 Food Service in North Carolina Public Schools Frozen Food Cabinets (B-12). These units should be of standard make, purchased from reliable dealers. The capacity should be adequate to meet needs of the local school. SHELVING, STOREROOM (A-11) The shelves for storerooms should be constructed of standard stock material to avoid waste and for greater economy. Slats should be used and should be located out from walls to permit ventilation, easier clean- ing and to prevent the accumulations of spillage. The bottom shelf should be wider than others for the storage of heavy case goods or bulky items. The height of this first shelf from the floor should permit space for storing galvanized iron containers of dry beans, peas, sugar, etc. These containers should be placed on dollies for easy handling. (See chart on page 49.) SINKS (A-14, A-15, A-16) For selecting sinks for use in dishwashing, pot washing or vegetable preparation, the following basic minimum specifications may be used as a guide: Material. If stainless steel is used, 14-gauge 18-8 No. 4 polished finish is recom- mended. If black iron is used, 14-gauge, hot dipped galvanized after fabrication is recommended. Construction and Finish. It is recommended that the corners be full coved on approximately 1 inch radius. Square corner sinks are permissible, but not desirable if sinks with coved corners can be procured. Square corners are difficult to keep clean. The sink body should be constructed with all corners welded and ground smooth. The partitions dividing the sink into two or three compartments as required should be welded, with a capped top edge of the same material as the rest of the sink. The back should extend up in the rear, forming a 12 inch high splash back, flanged over 3 inches at 45° angle at the top. The sloping top makes it impossible for it to be used as a shelf for miscellaneous items. All edges should be rolled. Approximately 2 inches of pipe space should be provided. Two perfo- rations 8 inches on center should be placed in the back over the dividers for hot and cold water. Sink should be fitted with chrome swing spout, mixing faucets for both hot and cold water; traps and duo-strainer bas- kets should also be provided. One faucet is to serve the left and center compartment, the other to serve the right and center compartment. Mounted in the bottom of each compartment there should be a 1 % inch brass waste connection, with ground plug and chain. t t ® 300-SDO WATT 1NC4MDESCENT 51LV)ER BCMJL-COWCENTDlc RIM& SOO-SOO WiTT INC/VNDESCEWT (&HSS EA1CI.OSE6) ® loo W&.rr Po&cet-AjAj feecePT/^LE SCUtMt "5' 500 CAPACITY Food Service in North Carolina Public Schools 65 Sink should be mounted on pipe legs with sturdy thread fittings and non- ferrous metal shoes. The frame should be finished in lacquer or enamel. Types Required. For a very limited operation, one three-compartment sink may serve for vegetable preparation and for v^^ashing, rinsing and sanitizing of all utensils used in food preparation and serving. How^ever, lunchrooms serv- ing many persons cannot effectively do the job w^ith one sink. Pot Washing (A-14) Pot sinks are accepted as being necessary in the larger lunchrooms. The recommendation for a pot sink is two compartments, each compart- ment approximately 24 by 24 inches with a depth of 14 to 16 inches. In all instances, drain boards in proportion to the volume of pots and pans must be provided at each end of the sink. Standard 24 by 24 inch drain boards are usually sufficient, except in large establishments in which more drain board space is needed. Dishwashiyig (A-15). For schools where it is not feasible to purchase a dishwashing machine, a three-compartment sink is recommended, with the minimum inside di- mensions of 18 by 21 by 14 inches for each compartment. The procedure recommended for using the three compartments is as follows : 1. First compartment for washing. 2. Second compartment for rinsing dishes in relatively clean hot water. 3. Third compartment for sanitizing dishes in hot water not less than 170°F., or water containing a bactericidal agent. Hot water not less than 170°F., is more desirable, but where it is impossible to obtain water 170°F. for sanitizing dishes, a bactericidal agent approved by the local or State Board of Health is to be used. It is often difficult to maintain water at a 170 °F. temperature in the 3rd compartment for dish sanitizing. Special heaters may be used for this purpose. (See page 54.) Vegetable Preparatioyi (A-16). In some lunchroom operations the same sink may be used for both vegetable preparation and pot washing. The recommendation for a vege- table sink is two compartments, with each compartment 24 by 24 by 14 inches. The standard drain boards 24 by 24 inches should be attached to each end of the sink. STEAMERS (B-26, B-27) Drawer Type (B-26). This type should be a completely self-contained unit requiring an elec- trical or gas connection and a water connection to supply complete facili- ties for steam cooking. It should be safe, quick and simple in operation. There should be two steaming sections, a water boiler and a self-con- tained steam generator which will furnish 5 to 10 pounds of steam. The body of steamer should be made of boiler plate steel, smoothly welded and 66 Food Service in North Carolina Public Schools galvanized after fabrication. Legs and body should form one piece, with no joints to come loose and no separated sections to catch grease or dirt. An automatic steam control should be provided to shut off steam when door is opened and to turn it on again when door is closed. Each door should be equipped with safety lock which automatically opens exhaust valve as it shuts off the steam supply. This is necessary to prevent scalding the operator. It should be so constructed that each sec- tion can be shut off individually by adjusting control rods. There should not be any valves to turn. The sliding shelves carrying baskets should move in and out auto- matically as doors are opened and closed. Baskets should be easily acces- sible so their contents may be examined without being removed from steamer. Door should be completely steam tight, and kept so by composi- tion gasket which should be easily replaced when necessary. Positive lock- ing doors are desirable. The water level in boiler should be maintained automatically by means of an electric water level control. The overall size of steamer should be approximately 24 by 24 by 57% inches high. Each section should be approximately 14 inches high on in- side. Three perforated stainless steel baskets should be supplied. Approxi- mately 36 by 36 inches of floor space will be required. Jacketed Kettle Type (B-27). These kettles are available in sizes from 10 to 150 gallon capacity, and may be secured for connection to steam pipe from boiler or with self- contained steam generating unit. The size and number of kettles needed should be determined by the amount of food to be prepared. These steamers may be had in aluminum or stainless steel. STOOL (C-51) A kitchen stool should be sturdy and comfortable, 28 inches from seat to floor. It should have a tubular frame of aluminum or chrome steel, prop- erly braced. The seat should be of the non-revolving type, with or with- out a back rest as desired. The seat and back rest may be of plain wood or metal, or cushioned. TABLES Dining Table (B-32). Dining tables having constructional features described below have proved to be highly servicable and economical to maintain as well as at- tractive in appearance. Such tables or the equivalent are recommended in every instance where budgetary conditions permit their purchase. TOPS. Construction. A table top should be at least 1% inches thick and consist of a plywood core either three or five-ply, covered on one side with a Vs inch sheet of Food Service in North Carolina Public Schools 67 phenolic resin. All edges should be bound with a non-corrosive metal band of the indenture type with retaining tongue inserted into groove in the edge of the top. It must be cemented and nailed to form a water seal which will prevent water and moisture from collecting within the top. Bottom of table top should have a solid sheet of pressed wood i/4 inch thick over plywood sheet. Face ply in lieu of pressed wood is not recommended. Surface. The surface of a table top needs to be highly resistant to water, damp- ness, alcohol in extracts, acids in fruit juices, alkalies in soap and scour- ing solutions, and heat. In order to insure the durability for lunchroom use over an extended period of time, the surface of these tops should carry a guarantee to meet the following tests : Surface Resistance. Withstand the following chemicals : denatured and wood alcohol, lacquer thinner, naphtha, acetone, choloroform and ether, all being left on until they evaporate without injury to the surface. Heat Resistance. Not blister under burning match laid on the surface. Abrasion Resistance. Withstand the wear and pressure produced by the edge of a one-cent coin moved over the same path five times parallel to its axis, also five times at right angles to its axis, the copper coin to be held in a vertical position and the pressure produced by a thirty pound weight clamped to the coin's face which projects sufficiently below the weight to form contact with the surface of the top. Other top surfaces, in order of preference after that above are: 1. Selected hardwood. 2. Battleship linoleum over plywood with pine core. 3. Tempered pressed wood over plywood with pine core. Surfaces other than phenolic resin should be treated with three coats of clear, high quality varnish sanded after each coat. Color. The colors of table tops should be in harmony with the walls, ceiling and floors of the dining area. LEGS and RAILS. The wood for legs and rails should be of selected oak, birch, beech or maple. The legs should be constructed so that the finished dimensions are approximately 2^^ inches tapered to 1% inches. The rail should be ap- proximately 4 inches wide by % inches thick, with proper grooving for leg bolts and angle bracing. Natural finish is recommended for both main- tenance and appearance purposes. SIZE. The recommended overall height for tables for lunchrooms serving only high school age students or for serving all age groups is 29 inches. Such heights should be used with chairs of standard 17 inch seat heights. A table surface of 30 inches by 72 inches, seating three students on each side of the table, has been found to provide a more economical use of space than other types. The uniform height has been found to be satisfactory and makes for more economical and efficient use of the dining space and equipment than situations where tables are of varied heights. 68 Food Service in North Carolina Public Schools A lunchroom serving elementary children only should be equipped with tables 26 inches in height, together v^^ith chairs of standard 15 inch height seats. These tables may be only 60 inches in length. Work Tables (B-29, B-31, B-33, B34). Work tables should be durable and easy to clean. The tops of these tables may be constructed of wood or metal, with general construction of other parts being practically the same. There should be no flaws in ma- terial, nor any rough edges that may injure a person. SIZE. Tables should be two feet six inches wide, and two feet ten inches high. Length of table should be determined by space available and purpose, STAND. Tables should be mounted on a stand of approximately IVi inch iron pipe with cross rails of the same material, all welded together and polished smooth. Tack welding is not recommended. Each leg should be fitted with an adjustable cast shoe of non-ferrous metal. The entire stand of the table should be finished in lacquer or enamel. DRAWER. The table should have at least one tool drawer approximately 22 by 22 by 5 inches, constructed of 16-gauge galvanized iron and having 14- gauge galvanized iron front. The drawer should be suspended to the underside of the top on friction metal slides. The drawer pull should be of white metal. SHELF. There should be provided one lower shelf of 16-gauge galvanized iron having 180° cut out at legs, thus making it readily cleanable. Shelf may be solid or slatted with flat or tubular slats. TOP. Wood. This type should be made of three inch thick sectional maple strips glued, rodded together, and sanded smooth. The ends of the rods should be counter-sunk and concealed with flush maple plugs. Maple tops can be used very satisfactorily for baker's, cook's, preparation and salad tables. A maple top is preferred for bakers' tables. The lower shelf and drawer as discussed for other tables may be omitted for bakers' tables. A piece of hardwood approximately 6 by % inch should be attached vertically to the back and sides of the table. There should be added a thick raised top shelf or shelves at the back, approximately 12 inches above top of table. Metal. This type should be made of 14-gauge polished stainless steel, with all edges turned down approximately 1% inches and having 180° rolled edge or 90° turn down. The corners should be rounded, welded and polished to original finish of metal. A metal top is preferred for cooks' tables. All cooks' tables should be provided with sauce pan rack mounted on an iron pipe standard. This 500 C^P/^CITY -Tt I Oil 1 \ I I I I f> I I 1 I ; ©80 WATT SUiaOED FLOORESCtUT U TUBE.) ® 80 W4TI UNSUltLPtP tLUOetSLENT (i TUBEl © 100 WATT PORCELAIN fitCCPTWLLt SCUtMt "(" 500 CAPACITY Food Service in North Carolina Public Schools 73 Supply material and aids dealing with various aspects of the program, such as policies and operational practices, in-season food and its use, helpful hints, use of commodities, etc. Help prepare and administer an approved budget. Cooperate with administrators and purchasing agents in securing bids on food, supplies and equipment. Maintain inventories of food, supplies and equipment. See that a current health certificate is on file for each em- ployee. Keep administrators informed on program. Carry out rules, regulations and make recommendations. Managers. Maintain storeroom control and care of food. Plan menus and order supplies. Keep necessary records and financial accounts. Establish local duties and schedules for all workers. Maintain desirable standards of food preparation and service. Maintain desirable standards of sanitation. Cooperate in school activities related to lunch program. Make recommendations to supervisor and administrator. Direct special local training programs. Cooperate with principal and others in employment of per- sonnel. Develop morale, attitudes, health and safety standards of employees. B. Managers of Small Operations. This group may not have a college background, but should have the following qualifications : QUALIFICATIONS General. Same as outlined for directors, supervisors and managers of large operations. Education. Should be a high school graduate. 74 Food Service in North Carolina Public Schools Experience. Pre-Service. Successful service in a school food service department as worker and assistant manager, at least two years in the latter position or equivalent in comparable type food service unit. In-Service. Attend local and area workshops, conferences and other training programs. JOB RESPONSIBILITIES Same as managers in preceding group. C. Workers. QUALIFICATIONS General. They must be able to follow written and oral directions. Must possess sound health, physical and emotional. Be reliable. Be cooperative. Must practice good personal habits of cleanliness, willing to participate in a training program. Experience. Pre-Service. Should have 6 months to 1 year of training in a situation comparable to the kind in which they will work. This training must be given by a person approved for such work. (There is a need of establishing training centers in various sections of the State.) This training should involve all the jobs essential to good lunchroom operation, such as menu planning, food pur- chase and storage, food preparation and service, care and use of equipment, sanitation and the educational training which accompanies each job. In-Service. Should attend local or area training workshops or confer- ences. Should attend meetings called for the purpose of improving the lunch program. — f -^-- J ^' -+ D >-- ■<$>■ 3O0-SO0 Wnr INtiNOKCtWT SlLVtMOWt COMCtNTEIC WHO ^ 500-5011 WATT IHCdUtESCtUT (cukSS tUaostO) ^ ;00 WITT fOecCLAlU HtCCPTttLE. 3(UtM[ "C 500 CAPACITY I Food Service in North Carolina Public Schools 75 JOB RESPONSIBILITIES Perform jobs assigned to them in orderly manner with wholesome attitude. Maintain high standards of personal sanitation and sanita- tion related to job. Follow directions in preparing and serving food. Cooperate with fellow workers. Recommended Policies. NUMBER OF ADULT EMPLOYEES The number is determined by the number of persons being served and proper amounts of power equipment for size of operation. mber Served Manager Additional Workers ... - 60 1 60 - 150 1 1 150 - 250 1 2 Add one worker for each additional hundred persons to be served up to 550. Power equipment gradually reduces propor- tion of personnel required as total number being served in- creases. HOURS OF WORK Should be fixed by school authorities according to job to be done. A minimum of 7 hours is recommended as a standard work day, 8 preferred. LABOR COST Wage should be based on qualifications for job, length of time of satisfactory service, responsibilities attached to job, and amount of funds available. A budget allowance of 20 to 30 percent of the total income is considered adequate. To avoid excessive labor costs, the labor budget should not exceed 25% of the income of the lunchroom. The 5% margin is needed for protection against possible slumps in partiicpa- tion. In cities or counties where a director or supervisor is em- ployed, her salary and travel should be provided by the board of education, if possible. However, if schools contribute to her salary, each school should still stay within the labor budget of 20-30%. 76 Food Service in North Carolina Public Schools STUDENT HELP It is recommended that employment of student workers in the lunchroom be kept at a minimum. However, if students are employed, they should be given activities that have educational opportunities. The work should not involve heavy lifting nor the use of power equipment. In no case should students be allowed or assigned the responsibility of dishwashing. That is a responsibility for an adult, trained to do the job in a manner acceptable to the State and local boards of health. APPLICATIONS FOR EMPLOYMENT All contracts and agreements should be made through the office of the principal or superintendent, or both. PERSONNEL WELFARE All regulations regarding sick leave, annual leave, holidays, retirement and workmen's compensation are directed from the superintendent's office. (See section on Administration.) A nutritious meal in pleasant surroundings Section V FOODS AND NUTRITION A well planned school lunch, properly prepared and attrac- tively served, makes an important contribution to the health of school children. It can serve as a means of improving the food habits of the children by helping them to learn to eat all needed foods. Its influence reaches beyond the child into the home, often bringing about changes in the family food pattern, food habits and even table manners. Thus from the standpoint of the child and the family, it is important that every aspect of the lunch program be the best possible. The Day's Food Needs. The nutrition and food service program in the school should be based on the food needs of the child for the entire day. Unless consideration is given to what the child needs and what he gets at home or other places away from school, the school program cannot be as effective as it should. The normal meal pattern should involve 21 meals per week. The school can- 78 Food Service in North Carolina Public Schools not supply more than five of these under the present food serv- ice program in most schools. A community survey of food habits and a survey of children's meals are implied, if the ad- ministrators and persons responsible for the lunchroom are to have any concept of what the school food service and nutrition education program should encompass, both in the school and the community. If the community diet is deficient in certain foods, if children are not receiving the three meals per day needed, or if those meals they do have are not adequate in type and amount, education has a challenge to carry its share of the load in im- proving the situation through vv^hatever means possible. An Adequate School Lunch. A good school lunch should be a complete meal and furnish approximately one-third to one-half of the daily food require- ments. The noon meal is usually considered one of the two heavy meals of the day. It should furnish ample material for building and repairing of body tissues and for supplying energy. It must furnish protective materials and foods which will help to regulate body processes. It should be so planned as to tie in with the community food pattern, placing emphasis on those items found deficient in the community pattern. On the basis of tested nutritional research, the complete hmch, as outlined below, has been set up as a minimum lunch for school children: One-half pint whole milk (which meets the minimum butter- fat and sanitation requirements of State and local laws) as a beverage. Two ounces of fresh or processed meat; poultry; fresh, frozen or canned fish ; cheese ; one-half cup cooked dry peas, beans or soybeans; four tablespoons of peanut butter; or one egg. Six ounces (three-fourths cup) raw, cooked, or canned vege- tables and/or fruit. One portion of bread, mufiins, or other bread made of whole grain cereal or enriched flour. Two teaspoons of butter or fortified margarine. The requirements of this lunch type are best adapted to a plate or tray type service. The protein requirements may be met by serving one-half the required quantities of each of two proteins. One-half cup of fruit juice may be served in meeting one-half of the requirements for fruits and vegetables. Food Service in North Carolina Public Schools 79 A suppleTnentary lunch designed to fit the limited facilities of some schools consists of: One-half pint whole milk (which meets the minimum butter- fat and sanitation requirements of State and local laws) as a beverage. One ounce of fresh or processed meat ; poultry ; fresh, frozen or canned fish ; or cheese ; or one-half egg ; or one-fourth cup cooked dry peas, beans, or soybeans; or two tablespoons peanut butter. Four ounces (one-half cup) raw, cooked, or canned vege- tables and/or fruit. One portion of bread, muffins, or other hot bread made of whole grain cereal or enriched flour. One teaspoon of butter or fortified margarine. This lunch should be supplemented by food brought from home. The lunch may be built around a main dish (thick soup, chowder, stew, casserole or salad) including items from the protein and vegetable groups and served with milk, bread and butter or margarine. As an alternative, foods from the protein, bread and butter groups may be used as a sandwich and served with milk and fruit and/or vegetables. Menu Planning. Even after being furnished with the pattern of what consti- tutes a minimum lunch for a child, there is still a major job to be done in getting the meals planned so as to supply that nec- essary 1/3 to 1/^ the day's needs, for the age groups served, on the amount of money available, enticing enough to keep the "customers" coming back from day to day. Below are offered a few basic suggestions that could well serve as a guide in menu planning : 1. In order for a manager to be able to plan menus intelligently, she must know: a. Approximately the average daily income. b. Approximately the average monthly income. c. What pai't of income will go for overhead — i.e., labor, fuel, lights, water, and any other daily expense items. d. Fixed cost of daily items, such as milk and required amounts of margarine or butter. e. The remainder of income will be used for main dish, vegetables, bread, and desserts. If meat is the main dish, it will absorb the major portion of income. 80 Food Service in North Carolina Public Schools 2. Plan meals for at least 2 weeks at a time. (If necessary, changes in menu may be made, but substitutions should always be such as to provide as nearly the same nutrients and characteristics as possible of those for which substituted.) 3. Plan to use one food daily from each of the groups as indicated for an adequate lunch. (See page 92.) The foods included should also represent each of the basic food groups below as set up by the Bureau of Human Nutrition and Home Economics, Agricultural Research Administra- tion, U. S. Department of Agriculture: (1) Leafy, green and yellow vege- tables; (2) Citrus fruit, tomatoes, raw cabbage; (3) Potatoes and other vegetables and fruits; (4) Milk, cheese, ice cream; (5) Meat, poultry, fish, eggs, dried peas, beans; (6) Bread, flour, cereals, whole-grain or enriched; and (7) Butter and fortified margarine. 4. Plan as attractive plates as possible. Offer "eye apeal" as well as "taste appeal." 5. Avoid monotony; try to introduce one new dish frequently and serve in small portions at first. 6. Avoid repeating the same food, prepared in different ways in the same meal; for example, tomato soup and tomato salad. 7. Plan to offer each day a variety in food flavor, color, shape and texture. 8. Plan to offer new foods in same menu with well-liked dishes. 9. Plan menus in keeping with season of the year. 10. Use minimum of seasoning. Children neither care for nor need highly seasoned foods. 11. Keep variety in menus; vary combination of foods and manner of preparing individual foods, especially those that must be served often. 12. Keep in mind equipment, oven space, time, and the degree of skill of workers. 13. When menus must be changed due to shortages, be sure to substi- tute other foods from the same group. 14. Choose standard recipes and follow directions exactly as given. 15. Consider food preferences in locality only insofar as may be in- corporated into a sound food service program. 16. Plan to use in-season foods when reasonably priced. 17. Serve raw vegetables or fruit in each menu. 18. On days when dried peas or beans are used, serve an additional protein, such as peanut butter cookie, peanut butter muffin, or egg dish, such as custard, custard sauce, deviled egg or egg sandwich. A Week's Menus. This section is included, not to tell anyone what to serve, but to emphasize the child's total nutritional needs on an all day, seven days per week basis. The morning and night meals were planned around the school lunch to provide the food elements necessary for the normal growth and development of children. Food Service in North Carolina Public Schools 81 In considering these menus the following points should be kept in mind : The income level of the group will vary. Some pupils come from homes where great variety in the diet is possible; others may come from homes where income is so limited that the school lunch will be the most adequate meal during the day. For ex- ample, due to these possible limitations of the diets of some of the families, it may be advisable to increase the vitamin C con- tent of the school lunch or other items. Family food deficiencies may be due to poor food habits, lack of funds, or both. Amounts of food have been omitted in the meal plans as these vary with the age and sex of the child. Food habits within different regions may influence the ac- ceptibility of certain food items. Seasonal food prices may in- fluence the menus during the year. MENUS Breakfast Lunch Dinner Sunday Fruit or juice Chicken (fried or Cheese sandwiches Scrambled eggs baked) Slaw Bacon Creamed potatoes Lettuce and tomato Toast Buttered peas sandwiches Butter Biscuits Prunes — top milk Milk Butter Apple Salad Cookies Milk Milk Lunch together is a pleasant period 82 Food Service in North Carolina Public Schools Breakfast Monday Oranges, or fresh fruit in season Oatmeal with top milk and brown sugar Toast Butter Milk Lunch Liver Potato Creole with cheese Buttered green beans Dried fruit cup Muffins Milk Dinner Chicken soup (leftover peas and potatoes) Turnip greens and sliced egg Fresh or canned tomato Cornbread Butter Milk Bread Pudding Tuesday Tomato juice Rolled stuffed flank Pork roast French toast steak Baked sweet potato Molasses Creamed onions Collards Butter Carrot, cabbage, raisin Applesauce Milk salad Enriched bread and Butter, rolls butter Milk Butter milk Wednesday Berries, fresh or Eggs a la King Hamburger patties canned, or melon in Steamed potatoes Okra and tomatoes season Fresh greens Sliced onions Oatmeal with top milk Cornbread Bread Toast Butter Butter Butter Peanut butter cookies Milk Milk Milk Gingerbread Thursday Orange Baked fish fillet with Liver mush Scrambled eggs Spanish sauce Mixed vegetable salad Whole wheat toast Scalloped potatoes Fruit Jelly Carrot strips Biscuit Butter Oatmeal muffins Butter Milk Butter Honey Milk Milk Friday Berries, canned or Potato cheese salad Salmon loaf fresh, or melon in Buttered cabbage Baked potato season Tomato wedges Collards Sausage Whole wheat muffins Bread Grits with dried fruit Butter Toast Butter Oatmeal cookies Butter Chocolate pudding Milk Milk Milk Saturday Tomato juice Meat pie Pinto beans Poached egg Turnip greens Slaw Whole wheat toast Baked potato Sliced onion Butter Enriched bread Butter Milk Butter Cornbread Milk Cup cakes with fruit sauce Milk LUNCH ROOM PLAN ^THC: /JOBTH CA20UNA JTATS: J>eP^ETM£Nr Of- POBl/C WSTBUCT/O/il ^ Food Service in North Carolina Public Schools 83 Quantities of Food Needed. Annual. Each school should have a planned annual food budget on a per person basis. It should be based on analysis of previous years' food uses and anticipated menu planning. This type of planning would be an aid to placement of advance orders vv^ith wholesale companies, food preservation program, school and home garden programs. Current. The quantity of food needed on a daily basis is dependent upon several factors, such as average age of group being served, number being served, and number of items on menu (fewer items require larger quantities of each). The day of the week and season of the year also have an influence on amount of food needed. Children may require more or less food at different times. After holidays, for example, some children may be unusually hungry. Children who are extremely undernourished or who have acquired poor habits of eating may require the utmost patience on the part of the workers and teachers while they are becoming adjusted to a normal food intake. It may require sev- eral days for the child who receives his only well balanced meal at school to adjust his appetite to normal amounts of food. He may not be able to eat as much food as is required for his physical needs, or he may desire an abnormal quantity. In either case a normal adjustment is usually made within a few weeks at the most.^ Procuring Food. The problem of procurement is one that may well involve much long range planning and use of many resources, if the school is to be adequately supplied with foods as needed, in the right amounts, and in good condition when needed, at a cost the budget will permit. Many factors that require consideration are involved. Sources of Food. Food may be secured from many sources, such as wholesale dealers on direct purchase or bid basis, local retailers, local pro- ducers. United States Department of Agriculture direct dis- tribution program, and planned preservation program. 'Adopted from Handbook for Workers in School Lunch Program, No. NFC-3, U.S.D.A., Page 13, 1943. 84 Food Service in North Carolina Public Schools Buying Practices. Orders should be placed on period basis — as daily, weekly or longer, dependent upon the type of food, quality of delivery service and storage facilities. These orders should be placed with the handler far enough in advance of day of need to assure delivery. Other suggestions for avoiding waste in the purchas- ing of food are : Know the number of servings to be expected from food as purchased. Read labels to learn about the quantity, quality, ingredients, and use of products. Choose the size of can or package most economical for use. Know the standards for judging quality and cost; buy that suitable for the purpose. For example, fancy or grade A fruit is not needed to cut up for salads, cobblers or fruit cup. The food value of grades A and C is the same. Checking Food and Supplies. As soon as possible after delivery, all purchases should be checked against the order to make sure amounts are correct and that there are no omissions. It is well to weigh or count, de- pendent upon product. If any variations are noted, report to supplier at once and secure correction. For accuracy, a copy of order must be on file for checking against delivery invoices. The importance of careful checking cannot be over emphasized. Watch for shortages, padding of orders, quality of product, price, size of containers, etc. Receiver must sign delivery in- voices. Food Production and Preservation. Schools which are able to produce, freeze, and can their own foods will be able to serve their students health-protecting fruits and vegetables at a reasonable cost. This also gives a market for locally grown produce. A food budget should be planned well in advance of the canning season. Such a budget should be based on the estimated number of children eating at school and the type of lunch to be served. Food may be produced in a community garden or by indi- vidual families. When the individual family method is used, planning for production should be done under supervision in order that the desired food in the right quantity and quality will be available. For a program of this type, canning for school lunch may be on: (1) a community center basis with paid help, Food Service in North Carolina Public Schools 85 (2) community center with volunteer labor, under supervision, (3) or school kitchen with school lunch personnel employed on a yearly basis and doing food preservation work during the summer. Where a school kitchen is used, it is essential that there be pressure canners for processing foods of low acid content — meat, fish, and vegetables. Schools planning to produce and preserve their own food should strive for good quality products. Locker 'plants. Where local freezer locker plants are avail- able, meats, fruits, and vegetables may be frozen for use by the school. When this is done, a frozen food box must be provided in the school. Finmicing. Means of financing school lunch canning and other type preservation operations will vary with the community. A revolving fund might be set up by the State Department of Public Instruction or the State Department of Agriculture. Sponsors may have benefit parties to raise funds. Interested civic groups may underwrite the project. Food service depart- ment would pay cost of finished product on total amount re- ceived, which would be invoiced and handled in same manner as any other food purchased. Sou7'ce of hifoj'mation on Food. Productio7i and Preservation. There are many sources of information on food production and preservation, chief of which are various Federal and State pub- lications. (See suggested references beginning on page 101.) Care and Storage of Food. All foods should be kept clean, protected from dirt and in- sects. Most foods should be kept cool. Dry foods should be stored so they will not absorb moisture — vegetables and fruits, so they will not lose it. Open storage should be off floor. Fresh meat, poultry. Unwrap, put in clean pan, with waxed or oiled paper over it loosely. Place in refrigerator. Do not wash meat. Wipe with damp cloth just before cooking. Fish. Use as soon as possible after buying. Put in tightly- covered container in refrigerator. Milk. Keep tightly covered in refrigerator. Butter. Keep in covered container in refrigerator. Eggs. Keep in clean, cool, dry place, prefereably the refrig- erator. Do not wash until immediately before using. 86 Food Service in North Carolina Public Schools Fruits and vegetables. Wash thoroughly, keep in cool place. Lettuce, radishes and similar foods should be washed and kept in covered container in cool place. Potatoes, Irish or white. Store in well ventilated crates. Place in a dark slightly humid (moist) room just above freezing temperature. Potatoes, siveet. Keep in well ventilated baskets or crates in a dry place at 50-60 degrees temperature. Do not allow to freeze. Fats and fat foods. (Nuts, chocolate, etc.) . Keep cool in cov- ered, light-proof containers. Breads and cakes. Store in covered box. Air and scald box frequently. Flour, sugar, cereals, etc. Keep dry and covered in metal containers. Canned foods. Keep cool, dry, away from light. Do not allow to freeze. Left-over cooked foods. Cover and place in refrigerator. Use soon or discard. Frozen foods. Should be used as soon as thawed. Keep at zero temperature. Do not refreeze after food has thawed. Bananas. Store at room temperature. Dried fruits. Dried fruits may be held either in cold storage or in ordinary warehouse storage at a temperature of not more than 70 degrees. Dried fruits will keep for about eight to twelve months, provided the relative humidity is approximately 55 per cent. However, it must be remembered that dried fruits are a semi-perishable product and are subject to damage by excessive heat or moisture, and insects, as well as mold germs which are everywhere present in the atmosphere. It is, there- fore, of the utmost importance that proper care be used in handling and storage, and that they be used within a reasonable period of time. All dried fruits should be regularly inspected so that dam- aged items can be removed before they contaminate good fruit. Avoid storing in damp basement with high relative humidity or at temperatures above 70 degrees or near grain or cereal products. Food Service in North Carolina Public Schools 87 Dried eggs. Dried eggs should be stored at about 40 degrees, with approximately 40 per cent relative humidity. Avoid the following dangerous storage conditions : Above 60 per cent humidity, exposure to odoriferous materials (pungent and vola- tile odors), wet floors, improper air circulation and insanitary conditions. Orange juice concentrate. Properly prepared single strength orange juice and concentrated orange juice are good sources of vitamin C (ascorbic acid). When stored under proper condi- tions, retention of vitamin C activity by these products is excel- lent. If storage is improperly carried out, the value of the prod- uct which is consumed largely for its vitamin C content is re- duced in proportion to the length of time of improper storage. At temperatures of 80 degrees F. and above, the loss is very rapid. At 100 degrees, more than 1/3 of the original vitamin C Accuracy with ingredients is an important step toward a good product 88 Food Service in North Carolina Public Schools content is lost in one month. At 60 degrees F, the retention is good and at 40 degrees it is excellent. Flavor and color changes roughly parallel the loss of vitamin C. Consequently, when a definite browning and deterioration in flavor are noticed, the concentrate will have lost most of its value as a source of this vitamin. Brown, unpalatable orange concentrate should not be served. Preparing Food. In the preparation of food can lie the success or failure of a school food service program, financially and in its acceptability. Kitchen waste and plate waste, either one or both can be costly to the program. There can be no justification for either. In a well managed food servive department, every usable item of food is used, prepared and served in such a manner that its quality and appeal make it acceptable to the customer. The acceptability of food served can well determine the volume of participation. Children's food tastes are simple. As a rule they prefer the plain, wholesome dish to that dressed up with sauces and seasonings. All food preparation should be such as to retain maximum food value, afford the best in taste and eye appeal, result in a minimum of plate waste, and be of a type suitable for school children. There is no place for guess work in school food prepa- ration. Only tested quantity recipes should be used. In the use of such recipes, all measurements, weights, mixing instructions, cooking temperatures and time should be followed carefully. Accuracy in all these details is essential if a uniform product is to be had each time. It is better to prepare foods in the quantity designated in the recipe, repeating the preparation to secure quantity needed, rather than attempting to double recipes. As time savers, pre- preparation of some foods, such as cookies, congealed salads and desserts, bakery mixes, salad dressings, etc., is possible and desirable. It is also desirable to schedule the cooking of some foods, such as hot breads and some vegetables and meats, in staggered manner, to complete cookery when ready to serve each incoming group. This method assures a better product. Careful attention should be given to the selection and prep- aration of all types of foods, with special emphasis on meats, fruit and vegetable cookery and desserts suitable for children. (a- 2-WWA.rT LOOVE.E.P FUUOEESCEUT, (g) to TO \00 WMT POECE.LK\M REttVT /VCUE. SCULMC iooocKMnX Food Service in North Carolina Public Schools 89 Meats. Frequent use of well selected and well prepared fresh meat of various types is important. Boneless meats, except poultry, are as a rule the best buy. The cheaper cuts of meats are nu- tritious, and if properly prepared and cooked at a low tempera- ture are very acceptable. In some areas school children have acquired such fixed hot- dog and cold cttt meat tastes that it is a definite training prob- lem to teach them to accept such items as meat loaf, roast, and in some instances steak. Too, they have a tendency to prefer ground meats to the sliced, such as roasts and swiss steak. Proper preparation of these foods will aid in teaching children to eat them. Fruits and Vegetables. Observance of the few practices listed below will prevent much loss in food value : Use as soon after gathering as possible ; cook in skin wherever possible. If vegetable must be peeled, make peeling as thin as possible; prepare just before serving; never allow to stand in water; keep in covered container in refrigerator if necessary to prepare in advance. Never keep hot for long period of time; cook in as little water as possible in shortest time possible; cook in covered container, stirring as little as possible; use excess vegetable liquids in soups and sauces; serve raw wherever possible; prepare only the amount needed. Avoid left-overs. Desserts. Children should have desserts as often as the budget will allow, provided they are of a type suitable for them. To meet either or both of the above requirements, desserts in the school lunch must necessarily be simple and inexpensive yet nutritious. It is difficult to get a full 1/3 to 1/2 the day's food needs into the school lunch, so desserts, if properly planned, can add that extra nutritive value needed. To be suitable for children, des- serts should not be too rich or too sweet. They off'er excellent opportunity, for example, for extra use of milk, eggs, fruits — dried, fresh and canned — peanut butter, molasses and honey. Desserts may be in any number of forms — fresh whole fruit, raw dried fruits, cooked fruits, fruit cups, applesauce, cobblers, cookies, cup cakes, gingerbreads, plain sheet cake, ice cream, or 90 Food Service in North Carolina Public Schools fruit gelatin. The baked items may be plain or filled with raisins or chopped dried friuts; or they may be served with sauce or topped with frosting. Desserts can be an asset to the meal and a drawing card for "customers". Children like desserts. Serving of Food. No matter how well planned or well prepared a meal may be, unless it is served neatly and in an appealing manner and at the proper temperature, it can easily find its way into the garb- age can. To serve its purpose, it must be consumed happily by the individual. It must be readily accessible, with a minimum of delay. Both the school schedule and the need for continued patronage of those served make these points mandatory. There are many types of food service, but perhaps the most practical for all school use is the cafeteria style service. In this type of service, the group being served files by the counter to pick up trays, silver, napkins, straws and food and move on out to the dining area. All age groups from the tiny tots to the senior group can function in this type of service. It is practical from the standpoint of economy in time and labor and in the condition of the food when served. It has its value in training children. The handling of trays of food and tableware offers good practice in coordination. This activity and the returning of trays to the dish washing center are means of teaching the child to serve himself. For successful cafeteria service, a well organized system of timing and order of activities is necessary. The food service system and school schedule must be coordinated. Entrance and exit lines must not cross or block each other. Everything must De ready and in place on time, with personnel to serve lines without delay. There must be good counter facilities for serving food, hot or cold as its type requires. There must be ample space and facilities for seating everyone as served with time for eating and returning of dishes to dish washing area without rushing. In preparation for the dining period, the following sugges- tions are offered: Flowers or other table decorations may be placed on the dining tables. Tables should be neat and clean and arranged in neat order. Light and ventilation should be adjusted. The kitchen should be put in order. All utensils used Food Service in North Carolina Public Schools 91 in preparing food should be washed, cook's table should be wiped off, and garbage and extra supplies put in their proper places. Counter should be set up 5 to 10 minutes before children arrive. Serving spoons and refills should be ready. A person should be designated to keep the counter supplied. Soiled dish unit should be ready to receive dishes. This unit should have a container for the garbage, container for paper, trays for silver, crates for milk bottles, and space to stack plates. In setting up the counter, it may be arranged in the follow- ing order : Trays, silver neatly wrapped in paper napkins, plates, hot foods, cold foods, milk, and straws. The food service should be smooth and fast, without the ap- pearance of rushing. Food should be arranged attractively and neatly on the plate. Desserts or salads, if served on the plate, should be so placed as not to mix with other foods; otherwise they should be served on individual dishes. The same is true of items of the main meal that may be inclined to be juicy. All school lunch personnel should have a pleasant attitude toward children, fellow-workers and school staff. Personal rela- tionships have a definite influence on the success of the school food service in all its aspects. The dining facilities should be available to all children who eat at school including those who bring lunches from home. The educational program should be such as to insure, insofar as pos- sible an adequate lunch for every child, whether purchased at school, brought from home, or secured elsewhere. THE WHEEL OF GOOD EATING ^^ 5 v^^^ SRIIH km YftlOW VI6ITABIIS 8«TT£8 AMD fORTIFIIO MA86ASI8I 3k 3 i»yILVLtJ-n,0\VL, COHCWTiyc ElUO ® 300-500 WATT mtA-WDESCEWT ((;LiSS tMCLOSEil) © io-lOO WATT IMCAHDESCEWT (PDECELO-IM EEtEPTi.ILLE-') SHJLI't)' Food Service in North Carolina Public Schools 95 are they? How does the family secure food? How do mothers plan, prepare, and serve meals? What is the child's part in the family food problems? Using lunch records and reports and computing costs help in solving problems relating to the budget, the amount of money for lunches, etc., thereby making arithmetic a real experience. Other interesting topics for correlating learning with the school lunch are : Eating Around the World ; Around the Calen- dar with School Lunch ; and the Relationship of School Lunches to the Whole Curriculum. There are many others. TEACHING OPPORTUNITIES OF THE CLASSROOM One teacher writes that the need for information and en- couragement in participation in the school lunch provided the stimulus for an integrated program in the classroom. From the first indication of interest, the framework was set up for a project in the fundamentals of nutrition on a very simple and elementary basis. In the development of the funda- mentals, the ramifications of nutrition extended to many and varied areas, such as citizenship, mathematics, language arts, social studies, and art, thereby pointing out the fact that the school lunch is a part of the total school program. A discussion arose as to why vegetables and milk were served in the school lunch instead of soft drinks, tea, etc. A suggestion was made that the menus prepared by the lunchroom manager be studied to see if the question could be explained. What foods are necessary to meet our daily nutritional needs? Are the menus providing for these foods? These and many other questions were examined before reaching a satis- factory conclusion. Investigation into what food does for the body, raised the question as to how a proper diet could be provided within the budget. Many members of the group in the course of an animated discussion, explored the possibility of using locally produced food stuffs and those produced in given localities. As an out- growth of the study, the lunchroom manager was invited to meet with the group for an open discussion of the possibility of cooperative planning and execution of the lunch program, "Developing good food habits is an important- part of any lunch program," writes another teacher. A nutrition survej'' was made with the help of the teacher. The survey showed that 96 Food Service in North Carolina Public Schools the children in that locality were neither getting a sufficient amount of milk nor enough foods to supply the iron needed to meet the day's requirement. At once it was recognized that the children needed to improve their food habits in order to meet the dietary needs. This teacher was interested in helping the children learn to drink milk. This was done by cutting from white paper a half-pint milk bottle for every child in the room. In each bottle a window was cut and a picture of a child was placed in the window. The bottles were pasted on a large piece of poster board. Much interest was stimulated by the project. The window showing the child's picture remained open every day that he drank his half -pint of milk. It was never necessary for the teacher to say anything to the children about milk, be- cause they themselves saw to it that each child drank his. Liver, seldom found in a child's diet in one locality, was an- other food that all the children learned to eat. The teachers in the school planned an activity to get the children interested in eating liver. This activity continued for a week with liver being served in the lunchroom on the last day. Included in the plan- ning was information as to the source of liver, how it can be prepared, and its value in the diet. The principal helped the teachers in carrying out this program by visiting each room and saying a few words concerning what they had been studying. On the fifth day, of the three hundred and fifty children who ate in the lunchroom, all but two ate liver. Liver was served once a week after that and the children continued to eat it each time it was served. The lunchroom provides an opportunity for developing good table manners and social behavior during meal time. The prin- cipal of one elementary school has developed a successful pro- gram along these lines. When a grade has been served, each child goes to his table and stands there until all children are at their places, then the boys will pull back the girls' chairs and seat them. After the boys are seated, a selected member of the class returns thanks. Each table has a host and hostess whose responsibility it is to direct the conversation. They also see that the table is cleaned after everyone finishes lunch and that the chairs are in the proper places. The children alternate as host, hostess, and as the person who returns thanks. This gives each child needed experience in these important activities. This can be taught Food Service in North Carolina Public Schools 97 in connection with language arts by letting children make it a regular part of oral language. These brief stories portray only a small sample of the many uses being made of the lunchroom and of its possibilities as an educational asset. COMMUNITY PARTICIPATION The school is a part of the community. It needs the under- standing, cooperation and support of an informed public. Parents, parent-teacher associations, health departments, service clubs, and other community groups have an interest in the school lunch department. Cooperative efforts of these groups under school leadership may help in many ways to in- sure better lunches. At the same time, it may serve as an effec- tive means of adult education. When a community understands that it is necessary for wholesome meals, prepared under sani- tary conditions, to be available at the school, then all children will have a better opportunity of obtaining their daily nutri- tional needs. There are almost as many ways a community may partici- pate in a school lunch program as there are communities. Every teacher, administrator, and lunchroom employee shares the responsibility of stimulating the interest and action of the com- munity to help solve the problem at hand. In one place the problem may be to get a lunchroom started; another may need better equipment; still another may need parental understand- ing so that more children will have opportunity to eat in the lunchroom. A school may need financial help in order to feed children who cannot pay for their lunches. Community assist- ance may be needed to eliminate the competition of a candy store near the school. The problem may be that children are not eating breakfast; or that for various reasons children will not eat foods served in the lunchroom. Community groups can help in all these problems. For example: A group of teachers in one rural school was disturbed by the sausage-biscuit type lunch that so many of their children were eating. A neighboring store was supplying the usual ''pop" to drink with the lunch. How could they teach nutrition with no way to practice it? They talked it over themselves ; they talked with grade mothers ; they talked with the Parent-Teacher Association president. A nu- tritionist from the State Board of Health was invited to speak 98 Food Service in North Carolina Public Schools at the P.-T. A. meeting. A temporary arrangement was made so that children could buy milk to drink with their packed lunches. Classes studied ways to improve packed lunches. One teacher who was a member of the Home Demonstration Club asked for a program on school lunches. The Parent-Teacher Association appealed to the county superintendent for a lunch- room. There was no room available, but one is, to be built in the future. In the meantime, the Parent-Teacher Association is accumulating a fund to help buy equipment for a first-class lunchroom. A fifth grade teacher in another school noticed that children were not eating certain foods. She talked to the nutritionist. Plans were made for a three-day survey of all the foods they ate. A study was made centering around the basic seven foods. They checked their meals at home. They checked the lunchroom menus. The lunchroom manager was invited to the classroom. The manager asked the children to make menus for the lunch- room. The health educator from the health department helped the children make food charts to show that some foods are better than others. This class became concerned about the waste of food by children and adults. They wrote a play which they pre- sented to the student body and later to the Parent-Teacher Asso- ciation. Following this study mothers of this group reported that they had to be more careful, to include the basic seven foods, in planning their meals at home. This interest led to a nutrition workshop by the Parent-Teacher Association, in which the college nutritionist, the school lunch supervisor, the county farm agent, the home demonstration agent, public health nurses, and other resource people assisted. The workshop was attended by teachers, parents, and lunchroom supervisors and managers. One city system which was changing from an independent cafeteria system to a uniform complete lunch system under school management felt the need for community understanding and participation. The lunchroom supervisor spoke to each Parent-Teacher Association, explaining the new program. Par- ents were invited to visit the school and eat in the lunchroom during American Education Week. Various civic clubs were invited to hold one of their meetings in the school lunchroom. A Parent-Teacher Association planning committee invited the county sanitarian to advise them on needed equipment for sani- Food Service in North Carolina Public Schools 99 tary facilities for the lunchroom. First grade teachers held grade mother meetings and plans were made for all beginners to eat at school. Parents helped beautify the lunchroom. The increase in the number of lunches served showed that their efforts were repaid. Each person using this bulletin can add to the list of illustra- tions. For wherever schools are using the lunchroom as a means to improve the quality of living in their community, the admin- istrators, teachers, and lunchroom managers are finding ways to interpret the program to the community and to use com- munity resources to help improve the school food service pro- gram. It is a two-way process. Section VII EVALUATION Why Evaluate. With any worthwhile activity or project, there is a need for review and analysis from time to time to determine its adequacy, efficiency and progress, and to serve as a guide for charting the future course to be followed. The school lunch, like all other phases of the school program, is an integral part of a total community improvement program and should be constantly evaluated if it is to make desirable progress. It is important that all concerned should be aware of ail its phases, if it is to serve adequately its purpose of providing a means for teaching good nutrition and at the same time make available nourishing food for all school children under whole- some, adequate conditions. How Evaluate. There are many ways of evaluating, one of which is the development and use of a simple, comprehensive form. It should be remembered that the same form is not suitable for every situation or grade level. Therefore, a teacher should develop with his or her class a form appropriate for primary, upper elementary, or high school grades, as the case may be. A faculty or P. T. A. group might develop quite a different form. School principals and school lunch personnel, along with other profes- sional workers, might plan a review of any part or the whole program. Much is to be gained by the process itself of develop- ing the evaluation form. In any case, this should be done through careful study and discussion. The form might then be used to determine what is there, how it is being used, what the needs are, and how improvement may be accomplished. Who Should Evaluate. Under leadership, many individuals and groups should share in evaluating the program. Not only should children, teachers, and the principal have a part in this evaluation, but others also, such as the instructional supervisor, the school lunch supervisor, the health educator, the superintendent, members of the board of education, and lay persons should participate in this evalu- ation. Section VIII SUGGESTED REFERENCES Books. Bryan, Mary deGarmo. The School Cafeteria. F. S. Crofts Company, New York, N. Y., 1946. Barr, A. S., Burton, W. A., and Bi'uckner, L. J. Supervision. D. Apple- ton Century Company, Inc., New York, New York, 1947. Beckley, John L. Let's Be Human. Seven Steps to Increase Your Ability to Handle People. Duell, Sloan and Pearce, New York, New York, 1947. Cooper, Alfred M. How to Supervise People. McGraw-Hill Book Com- pany, Inc., New York," New York, 1941. Cushman, Frank and Robert W. Improving Supervision. John Wiley and Sons, Inc., New York, New York, 1947. Dana, Arthur W. Kitchen Equipment and Planning. Harper and Brothers, New York, New York, 1949. Fowler, S. F. and West, B. B. Food For Fifty. John Wiley and Sons. Hart, Constance, School Meals. School Food Service Association, Rochester, New York. Livingston, Helen. Food Service for Restaurant, Coffee Shop, Hotel, Cafeteria and Home. McKnight and McKnight Publishers, Bloomington, Illinois. Metcalf, Henry C. and Tead. Personnel Ad7ninistration. McGraw-Hill Book Company, Inc., New York, New York. Stowers, Harvey. Management Can Be Human. McGraw-Hill Book Company, Inc., New York, N. Y. Thomas, Orpha Mae. Scientific Basis for the Design of Institution Kitchens. Teachers College, Columbia University, New York, New York. Roberts, Lydia J. Nutrition Work with Children. University of Chicago Press, Chicago, Illinois, 1936. West, Bessie Brooks, and Wood, Levelle. Food Service in Institutions. John Wiley and Sons, Inc., New York, New York, 1945. Young, Ross Newman. Personnel Manual for Executives. McGaw-Hill Book Company, Inc., New York, New York, 1941. Harris, K. A., and Wood, M. A. Meals for Many. Cornell Extension Service, Bulletin 477, Ithaca, New York, 1942. Meals for Millions. Final Report of the New York State Joint Legisla- tive Committee on Nutrition, New York Legislative Document No. 61, 1947, Guide For Planning School Plants. National Council on Schoolhouse Construction, Peabody College, Nashville, Tennessee, 1949. Leadership Through Supervision. 1946 Yearbook Association for Super- vision and Curriculum Development, National Education Association, Washington, D. C. Cookbook of the United States Navy. U. S. Navy Department, Bureau Supplies and Accounts, Publication 7, Revised 1944, Washington, D. C. 102 Food Service in North Carolina Public Schools Bulletins. The following bulletins may be obtained from the United States De- partment of Agriculture, Washington, D. C. : "Handbook for Workers in School Lunch Programs with Special Refer- ence to Volunteer Service"— N.F.C.-3, 1943. "Planning and Equipping School Lunchrooms" — P. A. — 60, 1948. "Small Equipment for the School Lunch"— P.A.-59, 1947. "Estimating the Cost of Food for a School Lunch" — P.A.-53, 1947. "Storage for School Lunch Food and Supplies" — P.A.-63, 1949. "Increasing the Efficiency of the School Lunch Kitchen" — P.A.-61, 1948. "Quantities of Food For Serving School Lunches" — P. A. -45, 1947. "School Lunch Facilities" — 1946. "National School Lunch Program" — P.A.-19, Revised 1949. "School Lunch Recipes for 100"— P.A.-18. "School Lunch Recipes Using Potatoes" — P. A. -36, 1948. "School Lunch Recipes Using Fish"— P.A.-66, 1948. "School Lunch Recipes Using Dried Whole Eggs" — P. A. -58, 1948. "School Lunch Recipes Using Honey" "School Lunch Recipes Using Nonfat Dry Milk" — P.A.-44, 1948. "School Lunch Recipes Using Dried Fruits" — P.A.-57, 1948. "School Lunch Recipes Using Tomato Paste." "Money Saving Main Dishes." "Consumers Guide for Buying and Keeping Eggs." "Yeast and Quick Bread Recipes for the School Lunch." "Recipes for 25-50." "Industrial Feeding Management." — "Handbook for Storing Direct Distribution Food." "A Yardstick for School Lunches" — P.A.-50. Revised 1948. "Preservation of Vegetables by Salting or Brining," Farm Bulletin No. 1932. "Home Canning of Fruits and Vegetables," A. W. 1-93. The following bulletins may be obtained from North Carolina: "Canning Meat for the Home," Extension Circular No. 284, N. C. State College of Agriculture and Engineering and N. C. Extension Service. "Canning Fruits and Vegetables," Extension Circular No 271, N. C. Agricultural Extension Service, State College Station, Raleigh, N. C. "Jelly, Jam, Preserves, Pickles," Extension Circular No. 113, N. C. Agricultural Extension Service, State College Station, Raleigh, N. C. "Freezing Foods for the Home," N. C. Agricultural Extension Service, Raleigh, North Carolina, Extension Circular No. 280. "Canning Procedures for Fruit, Vegetables, Meat, and Fish," Course 15. Special Bulletin No. 6. State Board of Vocational Education, Raleigh, North Carolina. "Meat Canning in School Community Canneries," Special bulletin No. 24. State Board of Vocational Education, Raleigh, North Carolina. "Cannery Conveniences," State Board of Vocational Education, Division of Teacher Training, Raleigh, N. C. "Cannery Sanitation," Special Bulletin No. 27. State Board of Voca- tional Education, Raleigh, North Carolina. Food Service in North Carolina Public Schools 103 Miscellaneoiis. "The Industrial Cafeteria and Restaurant Workers Manual," National Torman's Institute, Inc., Deep River, Conn., 1943. "Care of Food Service Equipment," American Dietetic Association, Buyers Printing Publishing Company, 426 South 6th Street, Minneapolis 15, Minnesota. "Improving Education in the Southern States, School Lunch Policies and Standards, Southern States Work Conference on Educational Problems. "Planning the School Lunch Room," State Department of Education, Division of School Buildings and Grounds, Albany, New York. "Report of Southern Regional Workshop in School Lunch Supervision," University of Georgia, Athens, Georgia, 1945. "Food Handling and Sanitation for Commercial Establishments," Cali- fornia State Department of Education, Commission for Vocatioal Educa- tion, Bureau of Business Education, Sacramento, California. "Remodeling the School Lunch For the Teen Agers," Mary M. Clayton and Dorothy E. Ullman, Bulletin 475, Maine Agricultural Experiment Sta- tion, Orono, Maine. "School Lunch Program in the Mobile Public Schools in 1946-47," E. Neige Todhunter and Amanda Tucker, Bureau of Educational Research, College of Education, University of Alabama, University, Alabama. "The School Lunch" — Texas State College for Women, Department of Home Economics. "Guide for Planning School Plants," National Council on Schooihouse Construction — Peabody College, Nashville, Tennessee, 1949 Edition. "Growing Through School Lunch Experiences," Bulletin No. 33A, School Lunch Program, Florida State Department of Education, Tallahas- see, Florida. "Education in North Carolina Today and Tomorrow," The Report of the State Education Commission. Published by the United Forces for Educa- tion, Raleigh, N. C. "Laws, Rules, Regulations and Code Governing the N. C. Sanitation of Restaurants and Other Food Handling Establishments," North Caro- lina State Board of Health, 1949. "Good Nutrition for Everyone," University of the State of New York. "Sanitation Standards for Grading School Lunchrooms," State Depart- ment of Education and State Board of Health, Jackson, Mississippi. "Standards of Sanitation Applying to School Lunchrooms," State De- partment of Education, Baltimore, Maryland. "National Council on Schooihouse Construction" — National Council, George Peabody School, Nashville, Tennessee. "Teaching Nutrition to Children," Barrows Publishing Company, New York, New York. "Young Nutritionists in Action," E. Male, Bureau of Publishing, Teachers' College, Columbia University, New York, New York. "The Road to Good Nutrition," Publication 270 — Revised 1947. Federal Security Agency, U. S. Children's Bureau, Washington 25, D. C. "Foods for School Children's Need," 1948 — Federal Security Bureau, U. S. Children's Bureau, Washington 25, D. C. 104 Food Service in North Carolina Public Schools "Guide to Safe Food Service," John Andrew^s, Frances T. Champion, Federal Security Agency, Public Health Service, Washington, D. C, 1949. "Education and Training for Gii'ls Employed on School Lunchroom Projects," Federal Security Agency, U. S. Office of Education, Washing- ton, D. C. "School Lunch Management," Federal Security Agency, U. S. Office of Education, Washington, D. C. "Making School Lunches Educational," Nutrition Education Series, Pamphlet No. 2, Security Agency, U. S. Office of Education, 1944— 25c. "School Lunch Management," Nutrition Education Series, Pamphlet No. 3, Federal Security Agency, U. S. Office of Education, 1944 — 15c. "Food for Young Children in Group Care," Publication 285, Revised 1947. Bureau of Human Nutrition and Home Economics of the U. S. De- partment of Agriculture, Washington, D. C. "Better School Lunches at Lower Cost" — U. S. Department of Agricul- ture, Production and Marketing Administration, Food Distribution Pro- grams Branch, 449 West Peachtree Street, N. E., Atlanta 3, Georgia. "Operation of School Lunch Projects," Federal Works Agency, Work Projects Administration, Division of Professional and Service Projects, Washington, D. C. "Tips for School Lunch Kitchens," Rural Electrification Administra- tion, U. S. Department of Agriculture. "Training Restaurant Personnel," Government Printing Office, Wash- ington, D. C. "Establishing and Operating a Restaurant," U. S. Department of Com- merce, Washington, D. C. "Food for Thought, the School Responsible," Pamphlet 2, Department of Documents, Washington, D. C. "School Lunches in County and City" — Farmers Bulletin No. 1899, U. S. Department of Agriculture, Washington, D. C. "Food for the Family w^ith Young Children," United States Department of Agriculture, A-15-59 Washington, D, C. "Library List No. 26, Compiled by Folk and Silver," U. S. Department of Agriculture, Washington, D. C. "Report of First National Sanitation Clinic," National Sanitation Foundation, Ann Arbor, Michigan. "Handbook of Food Preparation," American Home Economics Associa- tion, Washington, D. C, 1946. "How to Cut Food Cost," E. H. Fleischmen and E. Curtis. New York State Restaurant Association, Reference Book, New York, 1946. "School Lunch Evaluation Chart," Developed by Willa Vaughn Tinsley, Department of Public Services, General Mills, Inc., Minneapolis, Min- nesota. "Canned Food Recipes for Serving Fifty" — National Canners Associa- tion, Washington 6, D. C. "Quantity Recipes for Quality Foods" — Evaporated Milk Association. "School Lunch Recipes Using Canned Foods," National Canners Asso- ciation, Home Economics Division, Washington 6, D. C. Food Service in North Carolina Public Schools 105 Magazines. Am,erican School Board Journal. Architectural Record. F. W. Dodge Corporation, 119 West 40th Street, New York, New York. Architectural Forum. Time, Inc., 330 East 22nd Street, Chicago, 111. Hotel Management. Institutions. 1801 Prairie Avenue, Chicago 6, lUnois. Journal of Home Economics. American Home Economics Association, 700 Victor Building, Washington, D, C. Nation's Schools. Nation's School Publishing Company, 919 North Michigan Avenue, Chicago, Illinois. Practical Home Econo^mics. 34 North Crystal Street, East Strouds- burg. Pa. Progressive Architecture. Restaurant Magazine. School Executive. School Management. 52 Vanderbilt Avenue, New York 17, New York. Journal of American Dietetics Association. American Dietetic Associa- tion, 620 N. Michigan Avenue, Chicago 11, Illinois. What's New in Home Economics. School Review.