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 jLletin of the extension 
 division, indiana university 
 
 Entered as second-class mail matter, October 15, 1915, at the postoffice at Bloomingrton, 
 Indiana, under the Act of August 24, 1912. Published monthly, by Indiana University, 
 from the University Office, Bloomington, Indiana. 
 
 Vol. IV 
 
 BLOOMINGTON, IND. 
 
 No. 8 
 
 
 Feeding Children at School 
 
 A Method of Meeting the Problem of 
 Undernourished Children 
 
 By 
 
 Edna HatfieldJ Edmondson, 
 Field Secretary, Indiana. Child Welfare Committee 
 
 and 
 
 J- 
 
 Mabel Thacher Wellman, 
 Associate Professor of Home Economics, Indiana Univerbity 
 
 APRIL, 1919 
 

 Contents 
 
 PAGE 
 
 Prefatory Note 3 
 
 I. Organization of a System of School Feeding — 5 
 ... lHhild Welfare 4 "^ar-Time Measure 5 
 
 *r '•JtTnde^n^urisJjhi^nt a Principal Defect of Children 6 
 
 ; ; ,a?Ji»ee.,Sy3tenis pf .School Feeding 7 
 
 - • *^ ••'.TAie t;ctnjaQi;Sv\ll§.Plan 7 
 
 The Bloomington Plan 11 
 
 The Terre Haute Hook School Plan _ 13 
 
 School Feeding in Indiana Cities 16 
 
 II. The Selection of Food for the School Lunch — 
 
 Securing the Cooperation of the Child 20 
 
 What to Serve 20 
 
 Correlation with Domestic Science 21 
 
 Suggested Menus 22 
 
 (2) 
 
Prefatory Note 
 
 This bulletin is written especially for Indiana urban communities 
 with the hope that it may encourage them to include a system of school 
 feeding as a part of their program of child care. The three systems of 
 school feeding described were selected because they were developed in 
 communities fairly typical of urban communities in the state. Conners- 
 ville may be taken as fairly representative of the small city community 
 of central, northern, and eastern Indiana; Bloomington, the small city of 
 southern Indiana; and the Terre Haute Hook School District, the poorer 
 districts of the larger cities of the state. 
 
 While the subject of rural school feeding has not been specifically 
 touched on in this bulletin, because the carrying out of a feeding program 
 in rural communities is necessarily somewhat different from the urban 
 problem, the need there is certainly as great and perhaps even greater 
 than in urban communities. Much that is here given would apply, how- 
 ever, to rural conditions. 
 
 No attempt is here made to hold up these systems as complete or as 
 finished products. They are offered as actual working models which are 
 being changed and improved by those using them. For a further dis- 
 cussion the reader is referred to the literature of the subject, some of 
 which is included in the short bibliography at the end of the bulletin. 
 
 This bulletin is published by the Extension Division of Indiana Uni- 
 versity as a part of its contribution to child welfare. It forms one of a 
 series of informational bulletins and circulars on problems affecting 
 children, intended for general reading; that is, not primarily for pro- 
 fessional or technical purposes. Among these bulletins are, "Play and 
 Recreation", "The Community Schcolhouse", dealing with the wider use 
 of schools for children and adults, "School and Community Service", 
 which treats the Community Center as an aid to children especially, 
 "Children's Health Conferences", "High School Discussions", "Community 
 Welfare Programs". 
 
 Aside from publications the Extension Division offers various other 
 specific services to communities for child welfare work. It holds com- 
 munity institutes with special features for children; holds conferences 
 on problems of child welfare; provides speakers for community meetings 
 on children's problems; provides services of supervisors of play and 
 recreation for schools developing physical training; lends package librar- 
 ies to individuals and organizations asking for information on phases of 
 child welfare; prepares and furnishes on request club study outlines on 
 phases of child welfare problems; lends lantern slides and notes on 
 "Playgrounds", "Community Centers", and "Child Care"; prepares and 
 
 (3) 
 
 444722 
 
4 Bulletin of the Extension Division 
 
 lends sets of slides for use at school gatherings or in class work; prepares 
 and circulates panel exhibits on child welfare topics; holds extension 
 classes in school problems; conducts correspondence study in courses 
 having importance for child welfare; and makes studies of special prob- 
 lems affecting communities. For information concerning these various 
 activities address The Extension Division, Indiana University, Bloom- 
 ington, Indiana. 
 
Feeding Children at School 
 
 I. ORGANIZATION OF A SYSTEM OF SCHOOL FEEDING 
 
 Edna Hatfield Edmondson 
 
 Child Welfare a War-Time Measure. On America's entrance into the 
 war Miss Julia Lathrop, Director of the Children's Bureau of the United 
 States Department of Labor, was wise enough to take advantage of the 
 experience of European countries in the war, and to dcclr.re the welfare 
 of children a war measure of first importance. Thereroro there v/a.s in- 
 corporated in the Council of National Defense a Department of Child 
 Welfare now known as the Child Conservation Section of the Field 
 Division of the Council of National Defense, with Dr. Jessica B. Peixotto 
 as chief. 
 
 There were also formed in every State Council of Defense such de- 
 partments. In the Indiana Council of Defense the Department was or- 
 ganized in the Woman's Section with committees in every county of the 
 state. Each county committee appointed in turn sub-committees in each 
 township of the county. 
 
 Children's Year. The second year of America's participation in the 
 war — April 6, 1918, to April 6, 1919 — was announced by the Children's 
 Bureau as "Children's Year". A comprehensive child welfare program 
 of work, known as the Children's Year Working Program, was formulated 
 by the Children's Bureau, adopted by the Child Conservation Section of 
 the Woman's Committee of the Council of National Defense, and handed 
 down to the Child Welfare Committees of the state, county, and township 
 councils of defense, to be carried out in local communities. The work in 
 the communities was directed toward the conservation of the child; first, 
 thru his physical well-being; second, thru his recreational activities; and 
 third, thru his educational opportunities. This work was carried on in 
 the form of successive campaigns or "drives"; the Weighing and Measur- 
 ing Drive, the Recreational Drive, and the Back-to-School and Stay-in- 
 School Drive. These "drives" were designed to find out the actual physic- 
 al, recreational, and educational conditions of the children of the United 
 States and to improve any such if found unfavorable to child life. 
 
 Comtnunity Needs Revealed in Indiana. The campaigns revealed cer- 
 tain definite community needs in Indiana. Among others, the Weighing 
 and Measuring Drive showed the immediate need in many communities 
 for public health centers, public health nurses, adequate medical in- 
 
 (5) 
 
^^^-^ f^|>*6l^' ^:i\,t/c^RULLETIN OF THE EXTENSION DIVISION 
 
 spection in schools, and school feeding; the Recreation Drive, the im- 
 mediate need in many communities for recreation directors and recreation 
 centers; the Back-to-School and Stay-in-School Drive, the immediate 
 need for parent-teachers clubs in every school community. 
 
 Conservation of Lives and Health of Children. The first consideration 
 of the Children's Year Program is the saving of lives and the promotion 
 of the health of children. The program includes children up to and thru 
 the eighteenth year, a group which may be divided into three sub-groups : 
 first, children of pre-school age; second, children of school age; and third, 
 the fourteen-sixteen-eighteen-year-old group which is in school, in in- 
 dustry, or at home. 
 
 Something at least has been known in the past of the physical con- 
 dition of the second and third groups of children as revealed by physical 
 inspection and physical training in the schools. But practically nothing 
 has been known of the physical condition of children of pre-school age ex- 
 cept as gleaned from death returns, which give numbers of deaths at 
 each age of life, and, in a more or less satisfactory way, the causes of 
 death. 
 
 Weighing and Measuring Tests. These facts led to the first "drive" 
 of Children's Year — the attempt to save the lives of the one hundred 
 thousand children under six who die needlessly in the United States each 
 year, and to improve the health of those whose lives are saved. Indiana's 
 quota of this number of lives to be saved was 2,594. 
 
 In order to save the lives of these children it was first necessary to 
 find out what children were in danger of dying, where these children 
 were, what was the matter with them, and what to do for them. Hence a 
 weighing and measuring test accompanied by a physical examination was 
 conducted all over the country for children under six years of age. 
 
 Defects Discovered. In Indiana from one-third to one-half the chil- 
 dren so examined failed to pass this physical test satisfactorily. Many 
 children were found suffering from some specific defect, often very eas- 
 ily corrected. Altho full returns have not yet been received, chief among 
 these defects so far reported, in the order of number of cases, are: 
 diseased tonsils, growing adenaids, undernourishment, bad teeth, cir- 
 cumcision needed, hernia, tuberculosis, defective eyes, heart trouble, and 
 defective hearing. 
 
 Undernourishment a Principal Defect. It will be noted that under- 
 nourishment stands third in importance in the list of principal defects, 
 second only to tonsil and adenoid difficulties, in this group of children 
 of pre-school age. Complete returns may show that undernourishment 
 plays an even greater part in the list of defects than here given. 
 
 This examination of children of pre-school age had one rather un- 
 expected result. It invariably served to concentrate attention on the 
 physical condition of older children in the family, children of school age 
 and in the fourteen-sixteen-eighteen-year-old group. For this group 
 there comes again a similar report of defects, undernourishment stand- 
 ing high in the list. Every school has its quota of undernourished chil- 
 dren, and every factory and workshop its quota of undernourished young 
 people. 
 
Feeding Children at School 7 
 
 Causes of Undernourishment. Children suffer from undernourish- 
 ment for various reasons. Poverty is an important factor. Parents may 
 be too poor to secure the proper kind and amount of food for growing 
 children. A fact of greater importance than poverty, however, is ignor- 
 ance. Parents in well-to-do families as well as in poor families are often 
 quite ignorant of proper foods for children, and . of proper times and 
 methods of feeding, as well of the simplest laws of hygienic living. Par- 
 ental indifference and carelessness also play their part. 
 
 Indifference to food on the part of the child himself is often met with. 
 Persuading a delicate child to eat those foods best suited to his bodily 
 needs is often a mother's most difficult task. Then there are those chil- 
 dren who because of some digestive defect cannot properly assimilate 
 foods, and others, who because of some special condition, should have 
 feedings supplementary to their regular meals. 
 
 Under nottrishment a Serious Defect. From whatever cause, under- 
 nourishment is a fact of vital importance in the health of the three age- 
 groups covered by the Children's Year Program. It is not only a defect 
 in itself but so lowers the resisting power of the child that he is rendered 
 especially susceptible to various diseases, one of the most serious of which, 
 for example, is tuberculosis. 
 
 Any program of follow-up work, therefore, designed to correct de- 
 fects discovered in children must give a large place to the problem of 
 undernourishment. 
 
 Dealing with the Problem, of Undernourishment. Various general 
 agencies for improving the physical conditions of children have long been 
 dealing with the problem of undernourishment. Among these are public 
 health centers, children's clinics, medical inspection departments of 
 schools, medical departments of workshops and factories, public health 
 nurses, fresh air camps. Special methods have also been developed, such 
 as malnutrition clinics, fresh air schools, and school feeding. 
 
 School Feeding for Undernxyurisked Children of School Age. Of these 
 special methods school feeding can perhaps reach the greatest number of 
 children of school age most immediately and directly and should therefore 
 be at once extended to as m.any schools as possible. 
 
 Three Systems of School Feeding. This paper considers three differ- 
 ent plans of school feeding as actually practiced in three different cities 
 of Indiana. No attempt is made here to hold up these systems as models 
 — systems which, as their advocates frankly state, are now only in the 
 experimental stage. For the sake of clearness these systems are here 
 designated as the Connersville plan, the Bloomington plan, and the Terre 
 Haute Hook School plan. The plans in detail are given here because they 
 have proved themselves workable and readily- lend themselves to condi- 
 tions in Indiana communities. 
 
 The Connersville Plan. Connersville is a city of about 10,000 popula- 
 tion, situated in a well-to-do farming county, its industries owned and 
 managed locally, and its wealth resident wealth. Its people are progress- 
 ive and deeply interested in community welfare This community is 
 
o 
 o 
 
 m 
 
 o 
 o 
 
 bo 
 
Feeding Children at School ^ 9 
 
 fairly representative of communities in central, northern, and eastern 
 Indiana. 
 
 The Connersville plan of school feeding is the furnishing of- whole 
 milk at the morning and afternoon recesses to undernourished children. 
 The work was started last year and is now done in two schools, the Maple- 
 wood and the Fifth Street Schools, and will be extended to the Eighth 
 Street School in the near future. 
 
 Ba&is of Selection of Children. The children who are selected to have 
 the feeding are selected on the basis of undernourishment, and under- 
 nourishment alone. No matter from what type of home he comes — how 
 wealthy or how poor — if a child shows the effects of undernourishment 
 he is eligible to the feeding. He is selected on the expert advice of teach- 
 er, nurse, and school physician. If he is able to pay for the milk his par- 
 ents send a check in to the school office ; and the child whose parents pay 
 stands on exactly the same basis as the child whose parents cannot pay. 
 The chief fact for the child and for the school is the fact of undernourish- 
 ment. 
 
 Some of these children come from homes where the parents are too 
 poor to get enough milk, and some from homes where the parents do not 
 understand the value of milk in a child's diet. Some of the children refuse 
 to drink milk at home. For example, one little girl will not take milk at 
 all at home but given a bottle and a straw at school she takes her share 
 along with the others. Some of the children are in such condition that 
 even tho they eat well at home and of proper food they need supplement- 
 ary feedings at regular intervals between their regular meals. Especially 
 is this true of some of the children just recovering from influenza. For 
 example, one little boy, left pale and weak from influenza, was returned 
 to school by his father on condition that he receive milk feedings with 
 the other children. 
 
 These undernourished children are the ones who begin to show a list- 
 lessness and indifference in the schoolroom about ten o'clock in the morn- 
 ing and three in the afternoon. They are the children whose bodies are 
 below normal weight for their height and age. 
 
 Agency Respo7isible for the System. The work is undertaken by the 
 schools themselves under the superintendent of the city schools, who is 
 president of the County Tuberculosis Society, and the school nurse, who 
 is also the county tuberculosis nurse. 
 
 The history of the movement goes back to the organization of the 
 County Tuberculosis Society when the superintendent of the city schools 
 was made the president of the society, and when the present nurse was 
 secured as tuberculosis and school nurse; because the success of the plan 
 is largely due to the interest, initiative, and resourcefulness of these two 
 persons. As the superintendent told the story, one day the nurse came 
 
 in and said, "I have just been given $25 by Mrs. X for milk and I 
 
 know where I can get more." Back of this simple statement, to those who 
 have had the ofttimes disheartening experience of attempting to secure 
 private funds for public welfare work, is the vision of hours of effort. 
 It is the vision of a deep conviction backed up by an infinite amount of 
 tact, of perseverance, and of patience. 
 
 This first $25 started the work, and plenty of money has been re- 
 
10 Bulletin of the Extension Division 
 
 ceived from private sources to keep it going. An arrangement was made 
 with a. dairyman to bring milk in half -pint bottles, and a supply of straws 
 was secured from the nearest drug-store soda fountain. 
 
 The System in Operation. The milk is given regularly at the morning 
 and afternoon recesses. The following description may be taken as 
 typical of what happens at the afternoon recess of any day in the Maple- 
 wood School. At the tapping of the recess bell certain children leave the 
 other groups and file upstairs to the nurse's office. Here in an ordinary 
 drygoods box are 40 half-pint milk bottles. Twenty-two of these bottles 
 are empty — the result of the morning's raid ; the other 18 are filled with 
 whole milk showing the cream line far down in the bottle. These are set 
 out on a little table; a smiling teacher takes off the caps, and from a 
 sanitary glass jar takes a straw for each bottle. As each child comes 
 into the room his name is recorded. He takes a bottle, stirs the milk and 
 cream together, and proceeds in regular soda fountain style. As soon as 
 he has finished he throws his straw into the waste-basket, rinses his bot- 
 tle at the sink, and puts it back into the drygoods box. Then he is off to 
 the playground. As the superintendent said, "That is all there is of it." 
 
 Equipment. The only equipment used for this system is a table to 
 hold the bottles, a sink for rinsing the bottles, a wastebasket for the used 
 straws, a bunch of straws in a glass jar with glass lid for keeping the 
 straws sanitary, a number of half-pint milk bottles, and an ordinary box 
 for holding them. These two latter articles are, of course, provided by 
 the dairyman, the rest by the school. 
 
 The milk used is whole milk. Most of the children are given a half- 
 pint at both recesses, making a pint for each child a day. A few chil- 
 dren, however, depending on their physical condition, come only once a 
 day, and receive only a half-pint each a day. 
 
 Cost. About twenty children a day are fed at each school, so that 
 about forty half-pints or two and one-half gallons are used daily at each 
 school. The milk is bought for 50 cents a gallon which makes the cost 
 per school about $1.25 a day or about 6^/4 cents for each child a day. 
 About half the children pay for their milk, so the actual cost per day for 
 each school is about 62^ cents or a little over $12.50 a month. 
 
 Results. The results of this system are rather marked. In the first 
 place, the teachers note an increased mental alertness in the children in 
 the schoolroom. From week to week a marked gain in weight has been 
 i?oted. One little girl gained, for a period of two and one-half 
 weeks, almost two pounds a week. The greatest difference is apparent in 
 the increased activity of the children on the playground. Before the feed- 
 ing system was started these undernourished children were listless and 
 inactive, standing off by themselves on the playground; but since the 
 feeding they are much more active, taking their place in normal play 
 with other children. 
 
 During the influenza epidemic when many Indiana communities were 
 closing their schools, this system of milk feeding (together with the 
 adequate medical inspection system and school nursing) was one of the 
 factors which influenced the people of Connersville to vote to keep their 
 schools open. They felt that in the schools cases of influenza could be 
 
Feeding Children at School 11 
 
 quickly detected, the sick children could be sent to their homes where 
 they would receive adequate care, and could be returnd to the schools 
 after recovery with the assurance that proper after-care could be had 
 for each case. And in the after-care of many of these cases, the milk 
 feeding is an important aid. 
 
 The Bloomington Plan. Bloomington is a city of about 12,00.0 popula- 
 tion, the county-seat of a county not very rich in farming land. The 
 chief wealth is in the stone industry. In the city itself are several fac- 
 tories, largely home-owned, which furnish employment to both men and 
 women, and the State University which adds to the population of the city 
 its student.^ and faculty members. The people of the city are fairly 
 awake to their social problems, and the quality of service rendered in 
 public welfare is for the most part of a very high order. 
 
 The Bloomington plan of school feeding is the serving of a hot noon 
 lunch free to undernourished children in two schools, the Central and 
 McCalla Schools, by the parent- teachers clubs. 
 
 Basis of Selection of Children. At the Central School the children 
 selected for the feeding are children of working mothers — mothers who 
 must work away from home all day. These children were accustomed to 
 various makeshifts for lunch. Some went home for lunch, to a home 
 where there was no fire and no warm lunch, where they took left-over 
 cold food, cold biscuits, etc., from an uninviting "safe"; or they brought 
 their lunch to school with them in a basket, a lunch so poor that in some 
 instances the children slipped off to the basement to eat because they 
 were ashamed to let other children see how little they had. Some were 
 given money, perhaps a quarter, before they left home in the morning 
 with which to buy a lunch. A lunch which, left to the judgment of the 
 children, often consisted of a can of beans bought for 15 cents say, or a 
 loaf of bread, with cakes, candy, an all-day-sucker or chewing-gum. 
 
 Many of the children were accustomed to come to school without break- 
 fast. In the families of the poor many times the mother must get up 
 very early and go to work by early daylight in the coldest part of the 
 winter, leaving the children in bed to save fires. The children then get 
 up just in time to dress and go to school. 
 
 It might be said here that the children of the poor are not the only 
 ones who go to school without breakfast. In some well-to-do homes the 
 family gets up late, the children are hurried, they are afraid of being 
 late to school, and have no appetite for breakfast. Then there are those 
 children who are naturally indifferent to food early in the morning. 
 These children, however, are not provided for at the Central School. 
 
 The children selected are known to the teachers, and their home con- 
 ditions are known to social workers. They are quietly invited to the 
 school office at lunch time in such a way that there is no embarrassment 
 on their part. 
 
 At the McCalla School the children are chosen on the basis of under- 
 nourishm.ent, even tho from fairly well-to-do homes, tho the lunches are 
 still free. The teachers and social workers give the names of children 
 to the parent-teachers club. 
 
 Agency Responsible for the System. In both schools the parent- 
 
12 Bulletin of the Extension Division 
 
 teachers club is responsible for the work. In the Central School about 
 twenty women of the club volunteered and at first worked two together, 
 but now find it easier to work alone. That is, one woman of the twenty 
 agrees to be responsible for the work for one day. In that way, taking 
 turns, each of the women is responsible for one day every four weeks. 
 
 The System in Operation. The woman who is hostess for the day pre- 
 pares the food at home and takes it to the school piping hot. If necessary 
 the principal sends one of the big boys to help carry the food to the school. 
 
 The food is served on a large table in the office of the principal. A 
 white table-cloth is spread on the table and white paper napkins put at 
 each place. The children, who have been given soap and sent to the 
 lavatory to wash their hands and faces, come in and each stands by the 
 side of his regular place while a short grace is said. It is "just like a 
 little dinner party", as one of the women expressed it. 
 
 After lunch the children help clear the table. The boys sweep up the 
 crumbs and bring the dishwater, and the girls help wash the dishes. In 
 ten minutes everything is cleared away and the children are on the 
 playground. 
 
 Equijjment. The equipment at the Central School, which was fur- 
 nished by the women themselves, a few pieces from each, is kept in shelves 
 in the principal's office. This equipment is worth perhaps $5 and con- 
 sists of dishes, knives, forks, spoons, a dishpan, and towels. 
 
 Menus. The menus are prepared on the advice of persons with train- 
 ing in home economics, care being taken that each child shall get the 
 proper proportion of proteins (usually milk in some form), of fats, of 
 starchy foods, of fruits, of cereals, and sweets. 
 
 The menus vary from day to day. For example, one day at the 
 Central School the children had creamed potato soup, graham crackers, 
 bread, butter, and jelly sandwiches. There was 15 cents* worth of po- 
 tatoes; 18 cents' worth of bread, 10 cents' worth of milk, 10 cents' worth 
 of crackers, 5 cents' worth of jelly, 5 cents' worth of butter — total cost 
 63 cents. Nine children shared this at a cost of 7 cents a child. 
 
 Other menus consisted of: (1) mush and milk, fruit, graham crack- 
 ers, cookies; (2) escalloped potatoes, grape juice, sandwiches, butter, 
 bread, doughnuts; (3) bean soup, gem cakes, sandwiches, bread, butter,, 
 and jelly. 
 
 At the McCalla School each child has a glass of milk (a quart of milk 
 serving four children) or its equivalent in a milk soup every day. In 
 addition there is always plenty of bread and butter, and some fruit, jelly, 
 or apple. At Christmas and Thanksgiving there are parties for the chil- 
 dren, with candles to brighten the table. 
 
 Numbers Served and Cost. The numbers served vary somewhat, 
 averaging about 12 a day at the Central School, and from 17 or 18 to 24 
 or 25 at the McCalla. 
 
 At the Central School whatever money is needed is taken out of the 
 regular funds of the parent-teachers club. At the McCalla School,, 
 however, a campaign for funds was made and no difficulty whatever 
 was experienced in raising them. 
 
 At the Central School accurate figures are kept of the cost of the^ 
 
Feeding Children at School 13 
 
 lunches. Even if the food is donated (as in many cases all or part of 
 it is) an estimate is made of the cost of each article. The cost varies 
 from a little over 5 cents to 10 cents a day for each child. The average 
 cost of menus is about 96 cents or less than a dollar a day, about $20 a 
 month. This estimate is perhaps a little low as most of the articles of 
 food are donated and estimates of donated materials are more likely to 
 be too low than too high. 
 
 In neither school is any charge made to the child for the food. 
 
 Results. The women comment especially on the politeness of the 
 children. Attention is given to their table manners and it is remarkable 
 how quickly the children improve. The educational value of this training 
 in manners must not be underestimated. The meal properly served, with 
 white table-cloth and napkins, is not the least part of the training when 
 it is considered that some of these children come from homes where such 
 a properly served meal is unknown. The responsibility for helping clear 
 away is also valuable. 
 
 At both schools the results of the lunches are quite noticeable in the 
 children in the schoolroom. Teachers note that they are brighter and 
 take hold of their work better, the difference showing both physically and 
 mentally. 
 
 Not the least important result is the effect on the women who help 
 serve the lunches. Under the leadership of the persevering, self-sacrific- 
 ing women who had the courage to start the movement and to see it thru, 
 at whatever expenses to their own personal comfort, there has been 
 developed a community consciousness and a sense of helpfulness to others 
 that will not soon die out. 
 
 The Terre Haute Hook School Plan. The Terre Haute Hook School 
 plan is the serving of a hot noon lunch at a very low price to any child 
 in the school regardless of his physical or financial condition. 
 
 Terre Haute is a manufacturing city of about 75,000 population. The 
 factories, mills, and foundries in the city, and the coal mines just outside 
 the city furnish work for the greater part of its people. The city has 
 32 public schools including the two high schools, the departmental school, 
 and a girls' and a boys' vocational school. 
 
 Neighborhood Conditions. The Hook School, so named for the first 
 mayor of Terre Haute, is in the West End District, the worst district of 
 the city. The school draws its children from this district west to the 
 river, with notorious Taylorville just on the other side of the river, east 
 to the Evansviile and Terre Haute Railroad, north to Sycamore Street, 
 and south several squares to a rather ragged boundary line, the younger 
 children from a part of this district on the south coming to the Hook 
 School, and the older going to another school. This area includes the 
 worst slum district of the city. Practically every unfortunate social con- 
 dition-is illustrated; bad housing, overcrowding, bad sanitation, bad 
 moral conditions, disease; conditions which the better class of families in 
 the district seem unable to improve. 
 
 The population of the district is mixed and shifting. That part of it 
 which works regularly works in the mines, in the meat packing company, 
 in the laundry, in the hominy mill, and the saw mill. Then there is the 
 
14 Bulletin of the Extension Division 
 
 house-boat population; the horse traders, of more or less doubtful habits 
 of industry; the floaters; the "down-and-outers". 
 
 Home conditions are often very poor. Many of the parents apparently 
 have no moral sense, the women living with other men, mothers and fath- 
 ers separated, with little sense of responsibility for the future of their 
 children. 
 
 It is in this part of the city that the old segregated district flourished, 
 the women flaunting themselves on the streets without shame before the 
 children. Such disgusting sights, however, caused no comment among 
 these children who were born and bred in such conditions, and accepted 
 them as part of their everyday lives. 
 
 Since this segregated district has been abolished and its population 
 forced to, leave, it has become a haven for the negroes from the South 
 (Terre Haute's share of the general negro movement to the North) who 
 have had to take anything that offers a roof. They have now filled in 
 this old "red light" district where housing conditions are unspeakably 
 crowded, unsanitary, and danger 3us both physically and morally. 
 
 In the Hook School district there are also a great many Syrians, who 
 have yet to learn American standards of sanitation and cleanliness. 
 
 Basis of Selection of Children. It is in such places as these that the 
 Hook School children have their homes. Every child in the school is 
 eligible to the noon lunches. No selection on the basis of undernourish- 
 ment is necessary; they are practically all undernourished. Some cry 
 from stomachs aching for want of food. The principal of the school 
 likened the giving of a bowl of nourishing soup to these children to pour- 
 ing a cup of fresh water on a drooping plant. Some of the children come 
 from homes where no physical attention whatever is given them, where 
 sores, cuts, and bruises go unattended. Some, deserted by their mothers, 
 come from places where the father is trying to keep some semblance of a 
 home. These children starting to school each morning are given money 
 with which to buy a "grocery lunch". In one such case, the father sent 
 his children to the school at 6 o'clock in the morning because he must get 
 to the mines early, and could not care for them at home. 
 
 For these children, the principal of the Hook School against great 
 odds is doing her best. In spite of the gloomy ramshackle building, with 
 its two tiny spaces for play (one of which is merely the asphalt paved 
 widening of" the front sidewalk), the living breathing spirit of that school 
 is the only bright thing in the lives of many of these children. And this 
 spirit is the heart and soul of the principal of the school. The hot noon 
 lunch is only one of her schemes to improve the social conditions in the 
 district thru the children. 
 
 Agency Responsible for the System. The system of feeding was be- 
 gun at the Hook School seven years ago by the civic league. When it 
 was first started the women of the civic league made the soup at one of 
 the hotels and brought it to the school hot, where it was served in the 
 kindergarten room. This method was so awkward that agitation was 
 begun for a lunchroom in the school itself. After much difficulty the 
 school board was persuaded to allow the use of a room for the purpose 
 This room is a basemetnt room that was originally used for a junkroom 
 
Feeding Children at School 15 
 
 for all the schools of Terre Haute. The civic league first undertook to 
 equip the room, but the school board finally fitted it up and paid for 
 a woman to do the cooking. This really marked the beginning of domestic 
 science in the Terre Haute schools, as shortly after the most of the 
 equipment was taken out to the other schools to fit up rooms for teaching 
 domestic science. 
 
 Operation of the System. The actual cooking is done by a woman 
 hired for the purpose. The children help in the preparation of the meals 
 and in the clearing up afterwards. Some of the boys and girls help peel 
 potatoes, others help wash soup bowls, and others brush up the crumbs. 
 These children receive their lunches in payment for their services. At 
 first the principal had social workers come in from the outside to super- 
 vise the room while the children were eating, but she now assumes this 
 duty herself. As there is not enough room or equipment to serve all at 
 once the small children are served first at about 11:30. Their dishes are 
 then washed and the room made ready for the older children. 
 
 Equipment. The lunchroom, called by the children the "soup room", 
 is a good-sized corner basement room facing to the south and west with 
 plenty of windows on these two sides, so that the sunlight shines almost 
 across the room in the afternoon. Until this year there was no heat in 
 the room, except that given out by the cooking range, but now it has been 
 equipped with heating arrangements like those in the rest of the school- 
 rooms. The room and part of the equipment are furnished by the school 
 board, which also pays the wages of a woman to do the cooking. 
 
 At one side of the room there is a large second-hand cooking range. 
 Two coal-oil ranges were put in last year but have been little used. In 
 the center are two long rows of white painted tables with benches on each 
 side made by carpenters. Across one end of the room is another white 
 table used to hold the glass bread case, pans, and other parts of the equip- 
 ment. In one corner is a sink with running water. Against the walls 
 are three cupboards, made at the vocational school, and used to hold 
 dishes and food, and at one end are rows of built-in shelves for the same 
 purpose. 
 
 The cooking utensils consist chiefly of five-gallon lard cans and a 
 large dishpan. The dishes are chiefly soup bowls and spoons. In ad- 
 dition there are brushes, dustpans, dishpans, and tea towels for clearing 
 away and washing dishes. 
 
 A quantity of food is kept on hand all the time. The built-in shelves 
 in the lunchroom are filled with jellies, spreads, canned vegetables, and 
 condensed milk. In one storeroom are potatoes, beans, canned vegetables, 
 a case of macaroni, a case of mustard; and in another in the basement 
 more potatoes, a sack of onions, etc., enough food altogether, as estimat- 
 ed by the principal, to last a year. 
 
 Menus. The menus consist of the same items each day — a bowl of 
 soup with bread for 2 cents, sandwiches at 1 cent each, or bread with 
 jelly or spread of some kind. The soup is usually some kind of meat soup, 
 with plenty of vegetables. The meat is taken from the soup when done 
 and ground to make filling for the sandwiches. Bean soup is one of the 
 favorites of the children. 
 
16 Bulletin of the Extension Division 
 
 Numbers Served. The attendance at the school is a little over 400 
 children and of these about 90 are served in the lunchroom each day. 
 Last year, in all there were served 6,650 meals. The cooking must, of 
 course, be done in quantities, in large utensils. For example, for one 
 lunch a large dishpan of beans went into three five-gallon lard cans, 
 making twelve and one-half gallons of soup. Ninety-nine children were 
 served that day, making about a pint of soup for each child. The day 
 before 13 cans of corn and a bushel of potatoes had gone into the soup. 
 About four dozen loaves of bread are used a day. 
 
 Cost. The food used in the lunchroom is obtained in various ways. 
 The small charge for the food does not nearly cover its cost. For the 
 first few years the civic league paid the deficit. One year $25 was re- 
 ceived from the school board. But most of the expense is met by the 
 scheming and solicitation for funds by the principal of the school. Last 
 year the school had a garden across the river and raised a bushel of 
 beans. Much of the jelly and spread is donated. Last year 253 quarts of 
 different fruits and vegetables were put up, most of the materials for 
 which (like corn, tomatoes, grapes, apples) were donated. The principal 
 has asked that the food collected in the schools at Thanksgiving and 
 Christmas be given to this school. Last year a part of such food was 
 given the school and this year most of it. The woman who does the cook- 
 ing is paid $2 a day by the school board. In addition, when not busy in 
 the lunchroom, she has charge of the bathroom where many of the chil- 
 dren take their baths, and acts as matron. 
 
 Ainy child in the school may go to the lunchroom. Altho a very slight 
 charge is made for the food, some of the children cannot afford even this 
 and are given their slips of paper for lunch without charge. Some earn 
 their lunch by helping in the lunchroom. All these children are person- 
 ally known by the principal who keeps closely in touch with their home 
 conditions. 
 
 Results. No figures have been kept to measure the benefits of this 
 system. For this class of children, none are necessary to show marked 
 results. As the principal expressed it, some of them "wobbled on their 
 feet like new-born calves". To many of them the lunchroom means the 
 only opportunity for anything that approaches a proper, diet, and the 
 cheeriness and good-will that go with it is food for their little hungry 
 souls. 
 
 School Feeding for Indiana Cities. In the minds of many people the 
 problem of food has been considered a problem to be solved by the family 
 and not one in which the community at large has any interest. A lack 
 of the proper kind and amount of food, however, resulting in positive de- 
 fect, is now coming to be more clearly recognized as a matter of concern 
 to more than the family of which the individual happens to form a part 
 
 Defects mid Diseases Community Problems. Contagious diseases have 
 long been regarded as distinctly community problems and their eradica- 
 tion and control proper fields for community action. It is true too that 
 a comparatively limited number of persons in every community have for 
 some time in the past considered noncontagious defects and diseases in 
 gcelation to their effect on the life of the community as a whole and have 
 
Feeding Children at School 17 
 
 labored for their correction and cure thru organized community effort. 
 It remained for the war, however, to arouse communities generally to ap- 
 proach this subject of noncontagious defects and diseases from the view- 
 point of community welfare. The great number of rejections of men in 
 the draft because of defects and diseases largely preventable, especially 
 if treated early in life, brought communities to a consciousness of their 
 military weakness because of the physical weakness of their individual 
 members. Out of this consciousness of military weakness was born a 
 consciousness of weakness in civil life because of defects and diseases of 
 members of the community. 
 
 Therefore when Indiana communities discovered thru the weighing 
 and measuring test that from one-third to one-half of their children were 
 suffering from defects and diseases they immediately set about to improve 
 this condition. Operations are being performed, defects are being cor- 
 rected, and medical treatment is being secured in individual crises. In 
 many places it is necessary to build up community machinery to carry 
 on this work. Public health centers, public health nurses, and adequate 
 medical supervision in schools are of primary importance in dealing with 
 defects and diseases. 
 
 School Feeding a Community Undertaking. School feeding offers an 
 immediate and direct method of dealing with the specific problem of 
 undernourished children in the schools. The details of this method as 
 used in three Indiana cities have been given here with the hope that 
 other communities in the state will see the possibility of fitting some 
 such system to their own situation. The report of a plan which has 
 actually worked and brought results, however incomplete or imperfect 
 that plan may be, may carry a conviction that could not possibly be con- 
 veyed by a report of a system, however perfect, operated in a distant 
 place. While the plans here given are still in the experimental stage, 
 and while the details of the three vary rather widely, there are certain 
 principles which may recommend themselves to other communities. 
 
 Starting a System of School Feeding, The decision to start a system 
 of school feeding must be based on a study of the conditions to be met. 
 This involves a careful study of the number of children in the schools who 
 need the feedings, the degree of undernourishment from which they are 
 suffering, the conditions in the homes from which they come, the type of 
 neighborhood in which they live, and the general conditions in the whole 
 city or community. 
 
 In selecting children for the feeding, undernourishment should be the 
 first consideration. Each child selected should be considered first, by the 
 scTiool nurse, the school physician, and the teacher, from the point of 
 view of the problem that he presents in the school; and, second, by a 
 trained social worker (visiting nurse, visiting teacher, or a representative 
 of some other community social agency) from the point of view of his 
 home and community environment. Every undernourished child, regard- 
 less of his home conditions, should be included. The children of the well- 
 to-do should have the same opportunities as the rest of the children of 
 the school. 
 
 After this group is cared for, any other arrangement the school wishes 
 
18 Bulletin of the Extension Division 
 
 to make for the rest of its children may be made, but not until this first 
 group is cared for. 
 
 Before starting any system of feeding there must be some one or two 
 individuals who whole-heartedly believe in the system and who are will- 
 ing to make personal sacrifices to see it thru, who will act as the moving 
 force and the center of responsibility. Without this factor the schemes 
 could not hope for much success. In Connersville this leadership is the 
 superintendent of schools and the school nurse; in Bloomington, the lead- 
 ers of the parent-teachers clubs; and in the Terre Haute Hook School,, 
 the principal. 
 
 In the three instances given the systems were started informally, sup- 
 ported by private funds, and carried on in the beginning rather inde- 
 pendently. This is a proper form of procedure in starting the school 
 feeding system and should be continued while the work is in its early 
 experimental stage. It should not, however, be undertaken with the idea 
 of remaining a private enterprise, but with the aim of being ultimately 
 taken over and operated by the schools themselves and supported by pub- 
 lic funds, in so far as the work is not self-supporting. 
 
 The actual operation of the system should be made as simple as pos- 
 sible but not at the expense of proper form, good manners, and the re- 
 sults to be accomplished. For example, the white table-cloth and napkins 
 in the Bloomington plan should not be given up for the sake of the slight 
 extra expense and trouble they involve. 
 
 In no case need the equipment be elaborate or expensive. Such items 
 as tables, chairs, benches, shelves, etc., may give practical opportunity to 
 manual training departments of the schools themselves, and dishes and 
 other such equipment may very often be donated. 
 
 The cost of operating the system need not be very great. The effort 
 should be to supply plain but nourishing food, and this is comparatively 
 inexpensive. In Bloomington the actual cost is about 7 cents a day for 
 each child served and in Connersville about QV4. cents a day. These es- 
 timates, however, leave out the cost of the labor. 
 
 The charge to the child should not be excessive. In every case those 
 children whose parents are able to pay should do so, even tho a small 
 amount, and those whose parents cannot should receive the food free. 
 Some means, however, should be devised whereby the children themselves 
 are not conscious of the fact that some pay and some do not. In some 
 communities a graduated scale of prices may be used whereby some chil- 
 dren may pay full price, others a part of the actual cost, and others not 
 at all, as at Connersville. Or, depending on the community, the cost may 
 be far below the actual cost, as at the Hook School in Terre Haute. 
 
 In every case the food should be carefully selected and prepared. This 
 should always be done under the advice of a trained dietitian. In al- 
 most every Indiana community there is some person trained in domestic 
 science; the county home demonstrator or the domestic science teacher 
 in the schools will freely give their advice to the work. If the milk feed- 
 ing system is decided on, care must be taken that the quality of the milk 
 is good, and the dairy from which it comes must be carefully inspected. 
 
 The numbers served will depend on the community. In certain dis- 
 tricts the number of undernourished children may be at least one-half 
 
Feeding Children at School 19 
 
 the school attendance, in other districts only a small proportion. Care 
 must be taken that all undernourished children are included in the feed- 
 ing. 
 
 Educational Value of the School Feeding System. The system should 
 be made as definitely educational as possible. The child himself should be 
 taken into the scheme, so that instead of accepting blindly what is offered 
 him, he may have some vision of the reasons for the system and the re- 
 sults to be accomplished. Such a procedure not only secures the interest 
 of the child, such an important factor in the success of any scheme, but 
 helps him to fix certain rules of living and carry them over into his life 
 beyond school age. Even the youngest children can grasp this relation- 
 ship. 
 
 The system should be made an important part of the health teaching 
 of the school. It should be related to the domestic science teaching in 
 such a way that the child receives training in food values in relation to 
 his bodily needs. It should be related to the physical education depart- 
 ment so that he is impressed with the importance of a well nourished 
 body in terms of what his body can do in the gymnasium and on the play- 
 ground. It should be related to the department of the school physician 
 and school nurse, so that the child can keep count of his gain in weight. 
 It should be related to the teaching of physiology and hygiene, so that 
 he may look upon proper diet as one of the important principles of 
 health. 
 
 The system should be definitely related to the home training of the 
 children. Supervision in the lunchroom should be exercised from the 
 viewpoint of training such as is to be had in homes where good breeding 
 and a consideration for others form the basis of the relationship of the 
 members of the household. In Connersville the responsibility of each 
 child for rinsing and returning his own bottle; in Bloomington the train- 
 ing in table manners, the use of the white cloth and napkins, the grace at 
 table, the responsibility for helping clear away; in the Terre Haute Hook 
 School the training in manners, and the training not to waste are very 
 important considerations and should be given even further attention. 
 
 School Feeding Part of a Community Program of Child Care. Since 
 school feeding offers an immediate and direct method of dealing with the 
 specific problem of undernourished children of school age, it should be 
 extended at once to as many schools as possible. The inauguration of any 
 system of school feeding should be considered, however, as a part of the 
 whole child welfare program of the community. It should be regarded, 
 first, as a part of a general scheme for the physical care of the children 
 of the community, and this scheme for the physical care of children 
 should be related to a general community program of child nare. 
 
20 Bulletin of the Extension Division 
 
 II. THE SELECTION OF FOOD FOR THE SCHOOL LUNCH 
 
 Mabel Thacher Wellman 
 
 The right selection of food to serve for a school lunch is of great 
 importance. Too many undernourished children are in poor health not 
 because they do not get enough food but because they do not get the 
 light kind of food. Many children refuse to eat foods that are especially 
 good for them. This is particularly true of them at home. One of the 
 first things, then, to consider is obtaining the cooperation of the child. 
 
 Securing the Cooperation of the Child. Much work is at present being 
 done in the schools to teach the laws of health to the children. Too often 
 this ends with the teaching of formal rules with not much adaptation to 
 the individual needs of the child, and especially without any considera- 
 tion of the importance of arousing ambitions to be healthy. Yet v/e know 
 that all boys are anxious to be large, strong, and athletic, and all girls 
 to be well developed and beautiful. If thru physiology and domestic 
 science these desires can be fully awakened, and the relation of food to 
 health be properly impressed, much of the battle is won. 
 
 In some schools children are taught to chart their own weight from 
 week to week, shown what they should weigh for their height, and v/hat 
 they should gain in a month. These charts carried home soon bring to 
 the school the mother of the child not making proper progress to know 
 what she can do to help. Here is the opportunity to teach mother and 
 child what he should and should not eat. 
 
 The lunchroom in which a group of children eat a served meal has 
 advantages over the lunch counter from which the child selects according 
 to the whim of the moment. In the former case more pressure is brought 
 to bear to induce him to eat all proper kinds of food. The force of 
 example, too, helps bring this about. The Incident has already been told 
 of the child who drank no milk at home yet took it daily at school with no 
 complaints. Mothers whose children return after a term at boarding- 
 school are usually astonished in the change in food habits of their chil- 
 dren who have learned to like what they have always refused before. 
 
 When the children are of different nationalities with widely differing 
 tastes in foods, the difficulty is perhaps greatest, yet recently in New 
 York a group of children from all kinds of foreign homes were fed at 
 school, side by side, with identical food, and there were no complaints. 
 There was an abundant gain in health on the part of the children. 
 
 What to Serve. A question, then, of prime importance is what should 
 children eat. Children need abundant mineral matter to form bones, 
 teeth, and new tissue for growth. This is to be obtained from fruit, 
 vegetables, and milk. Children also need especially the vitamine neces- 
 sary to stimulate proper growth. This is present in greatest abundance 
 in the fat of milk, therefore it is present in whole milk, and in butter. 
 It is also present in true oleomargarine, especially if it has been churned 
 with milk. The nut butters do not furnish it, but the leaf-vegetables, 
 lettuce, spinach, kale, and cabbage, do, and so do the yolks of eggs. 
 
Feeding Children at School ill 
 
 Fruits and Vegetables Especially Needed. It is usually not difficult 
 to get children to eat fruit, stewed or raw. It is usually harder to make 
 them eat vegetables. However, if sufficient ingenuity is used in their 
 preparation, they can usually be made acceptable. Most green vegetables, 
 as well as corn, potatoes, beans, and cabbage, make delicious milk soups,, 
 thus combining two desirable food materials. Children will often like 
 vegetables served in white sauce which they would scorn if served alone. 
 Creamed white turnips, creamed cabbage, creamed onions, or creamed 
 carrots are all far less pronounced in flavor than are the simple veget- 
 ables. Some children will relish vegetables as salad. 
 
 Milk. Childi en who will not drink a pint of milk a day — the least that 
 any child under eight should have daily — will eat it unquestioned in milk 
 soups, milk puddings, or as cocoa. The scientists tell us that the lime in 
 milk is particularly available and is needed by all children to make proper 
 growth. The presence of the growth-stimulating vitamine has already 
 been mentioned. 
 
 Meat. Meat, especially for the child under eight, is not essential. 
 Since meat is expensive food and, since the child usually has some served 
 him at home, it can well be used as a flavor to make him eat vegetables 
 and cereals, rather than being served in large amounts. Most children 
 will eat meat soups made with plenty of vegetables, or mashed potatoes 
 with meat gravy, or meat stew with vegetables, or pot roasts. The meat, 
 after the soup is made, can be taken out, ground, and, properly seasoned, 
 be used to make sandwiches. 
 
 Cereals. Cereals are nourishing and cheap. The child who scorns 
 them may be induced to change his mind if they are served with chopped 
 dates, figs, or raisins stirred in, or with syrup instead of milk. Cold 
 cereal cut in slices, fried, and served with syrup is usually a favorite 
 dish, and if care is taken not to use more fat than is necessary in frying, 
 this is a suitable dish. Soups made from cereals or from dried peas and 
 beans, and macaroni cooked in various ways are hearty yet digestible 
 dishes. 
 
 Sweets. Simple cake and cookies, jellies, preserves (not too sweet), 
 and jams, as well as simple puddings, will all be acceptable as relishes. 
 
 What Not to Serve. Hot breads, rich greasy foods, like pie and 
 doughnuts, tea and coffee, heavy foods like dumplings, should not be 
 served. The child's energy should not be used up in digesting food. 
 
 Food Combinations. One thing to remember is that the foods to be 
 served at one time should be considered in relation to each other. Avoid 
 serving too many strong flavored foods at once, as liver and turnips; 
 or too many milk-flavored, as rice and potatoes. Liver and potatoes, or 
 rice and turnips, would be better relished together. Avoid serving too 
 many liquid or semi-liquid foods at one time — or too many dry ones. 
 Remember not to have too many hearty foods one day, or all light ones 
 another. Except in very warm weather, at least one food should be 
 served hot. 
 
 Correlation with Domestic Science. To function fully, the planning of 
 meals should be in the hands of someone who knows not only what chil- 
 
22 
 
 Bulletin of the Extension Division 
 
 dren should eat, but also what the group of children to be fed actually eat 
 at home, so that the supplementary food furnished at school may properly 
 balance the day's supply. This is of the greatest importance, for physic- 
 ians tell us that often the evil results of poor feeding do not show unlil 
 later in the child's development, perhaps only as he enters adult life. 
 
 If she is a trained worker, it is desirable that the cooperation of the 
 domestic science teacher be obtained. While all the work of preparation 
 and serving will be too much to put on her shoulders or on her girls, she 
 should welcome a chance to prepare food in her laboratory in larger 
 quantities than in individual portions, and she can often plan to help 
 out with special dishes. 
 
 Perhaps it is more desirable that the children to be served help with 
 the serving and dishwashing so that they may obtain the benefit of the 
 lessons to be learned there, than that the work fall on a restricted group, 
 as the girls in the domestic science class, requiring, perhaps, too much 
 of their time. 
 
 During the war, many schools had their children prepare conservation 
 posters in art work. Nowadays they might make very effective posters 
 on right feeding and its results, interesting themselves, the other chil- 
 dren, and the mothers in the work. 
 
 Suggested Menus. The following menus are suggested for school 
 lunches : 
 
 Scotch broth 
 (meat and cereal soup) 
 Bread and butter 
 Cookies 
 
 II 
 
 III 
 
 Cabbage, carrot, and Cream of pea soup 
 
 potato stew Corn bread and butter 
 
 Bread and butter Apple sauce 
 
 Custard 
 
 IV 
 
 Rice and cheese 
 
 Bread and butter 
 
 Apples 
 
 Milk to drink 
 
 VII 
 
 Stewed raisins 
 Scalloped potatoes 
 
 Baked potatoes 
 Boiled onions 
 Bread and butter 
 Baked apples 
 
 VIII 
 
 Meat sandwiches 
 Baked bananas 
 Milk 
 
 VI 
 
 Fried mush and syrup 
 Rhubarb sauce 
 Cocoa 
 
 IX 
 
 Vegetable stew- 
 Lettuce sandwiches 
 Prunes 
 
 Bread and butter 
 Cocoa 
 
 Below are given menus from the manager's report of the Wells School 
 lunchroom — a "Penny Lunch" Room in Chicago which more than pays for 
 the cost • of the food materials (wholesale buying) . The sale of ice- 
 cream and candy adds to the profit. The report was made in the latter 
 part of January, 1919. 
 
Feeding Children at School 
 
 Menu I 
 
 23 
 
 Macaroni and Cheese 
 Cocoa and Milk 
 
 Vegetable Soup 
 1 lb. chopped meat $ .21 
 1 can tomato paste .30 
 
 1 can tomatoes 17 
 
 Celery 10 
 
 Parsley 05 
 
 Onion 01 
 
 Cabbage 03 
 
 1 lb. rice. 10 
 
 Total cost $0.97 
 
 Total sales 1.17 
 
 Total gain $ .20 
 
 Vegetable Soup 
 Escalloped Corn 
 
 Cost Schedule 
 
 Mashed Potatoes 
 
 1 pk. potatoes $ .35 
 
 2 qt. milk 12 
 
 Total cost $ .47 
 
 Total sales 92 
 
 Gain $. 45 
 
 Mashed Potatoes 
 Jam Sandwiches 
 
 Escalloped Corn 
 
 3 cans corn $ .37 
 
 1 qt. milk OG 
 
 Crackers 06 
 
 Total cost $ .49 
 
 Total sales .61 
 
 Gain 
 
 .$ .12 
 
 Macaroni and Cheese 
 
 1 can tomatoes $ .18 
 
 2 lb. macaroni 25 
 
 Cheese .26 
 
 Total cost. 
 Total sales- 
 
 Gain 
 
 Cocoa and Milk 
 21 qts. skim milk....$1.26 
 
 1% lbs. cocoa 38 
 
 1^ lbs. sugar 15 
 
 Total cost $1.79 
 
 Total sales 1.83 
 
 Sandwiches 
 
 5 loaves bread $ .65 
 
 2y2 lbs. filler 55 
 
 Total cost $1.20 
 
 Total sales 1.58 
 
 87 
 
 ...? .18 Gain $ .04 Gain $ 
 
 Number of one-cent portions served: 698 
 
 Profit, $1.37 
 
 Menu II 
 
 Beef Loaf 
 
 
 Cocoa and Milk 
 
 
 Vegetable Soup 
 2 cans tomato pastel 
 
 1 can tomatoes 
 
 1 lb. rice 
 
 Celery, parsley, cab- 
 bage, carrots 
 
 .30 
 .17 
 .10 
 
 .23 
 
 Total cost $ .80 
 
 Sales sales 1.01 
 
 Gain $ 
 
 .21 
 
 Beef Loaf 
 2 lb. chopped meat..$ 
 
 Bread crumbs 
 
 1 can tomatoes... 
 
 .42 
 
 .17 
 .17 
 
 Total cost $ 
 
 Total sales 
 
 .64 
 .33 
 
 Loss $ 
 
 .21 
 
 Number 
 
 Vegetable Soup 
 Prune Pudding 
 
 Cost Schedule 
 
 Mashed Potatoes 
 
 1 pk. potatoes $ .85 
 
 2 qt. milk 12 
 
 Total cost $ .47 
 
 Total sales 85 
 
 Gain 
 
 .$ .38 
 
 Sandwiches 
 
 5 loaves bread $ .63 
 
 2 1/2 lbs. jam 55 
 
 Total cost $1.18 
 
 Total sales 1.64 
 
 Gain $ .46 
 
 Mashed Potatoes 
 Jelly Sandwiches 
 
 Prune Pudding 
 
 1 lb, prunes $ .12 
 
 1 lb. s'igar 10 
 
 ^ lb. corn starch 05 
 
 Total cost $ .27 
 
 Total sales 41 
 
 Gain 
 
 .$ .14 
 
 Cocoa 
 21 qts. skim milk....$1.26 
 
 1^ lbs. cocoa 38 
 
 IV^ lbs. sugar 15 
 
 Total cost $1.79 
 
 Total sales 1.80 
 
 Gain $ .01 
 
 of one-cent portions served: 604 
 
 Profit, $0.99 
 
24 
 
 Bulletin of the Extension Division 
 
 Baked Beans 
 Beverages — Cocoa and 
 
 Vegetable Soup 
 
 Celery ? .10 
 
 Carrots 05 
 
 Parsnips-2 08 
 
 i lb. rice 10 
 
 Meat 20 
 
 2 cans tomatoes 35 
 
 1 can tomato paste.. .17 
 
 Total cost $1.00 
 
 Total sales 1.13 
 
 Gain 13 
 
 Esccdloped Potatoeii 
 1 pk. potatoes $ .35 
 
 3 qts. milk 18 
 
 Total cost ....$ .53 
 
 Total sales 73 
 
 Gain 20 
 
 Cocoa and Milk 
 21 qts. skim milk....$1.26 * 
 
 l^^ lbs. cocoa 35 
 
 1% lbs. sugar 15 
 
 Total cost $1.76 
 
 Total sales 1.83 
 
 Gain $ .07 
 
 Number 
 
 Menu III 
 
 Vegetable Soup 
 E scalloped Cabbage 
 Apple Sauce 
 Milk Sandwiches 
 
 Cost Schedule 
 
 Baked Beans 
 
 1 can tomatoes $ .17 
 
 1 can tomato paste.. .15 
 
 5 lbs. beans 75 
 
 1 can molasses 05 
 
 1 can vinegar sea- 
 soning 05 
 
 Total cost $1.17 
 
 Total sales 1.55 
 
 Gain $ .28 
 
 Apple Sauce 
 
 4 lbs. apples $ .30 
 
 1 lb. sugar 10 
 
 Total cost $ .40 
 
 Total sales 67 
 
 Gain $ .27 
 
 Escalloped Potatoes 
 Jelly 
 
 Esca'loped Cabbage 
 
 Cabbage $ .15 
 
 2 qts. milk 12 
 
 Seasonings 05 
 
 Total cost $ .32 
 
 Total sales 25 
 
 Loss $ .07 
 
 Sandwiches 
 
 h loaves bread $ .63 
 
 •J 1/2 lbs. filler 55 
 
 Total cost $1.18 
 
 Total sales 1.58 
 
 Gain $ .40 
 
 of one-cent portions served: 
 
 774 
 
 Profit, $1.28 
 
Feeding Children at School 
 
 25 
 
 Menu IV 
 
 Spanish Rice Vegetable Soup 
 
 Chocolate Pudding 
 Sandwiches 
 Beverages — Cocoa and Milk 
 
 Cost Schedule 
 
 Vegetable Soup 
 
 Ma-ihed Potatoes 
 
 
 2 cans tomato paste$ .30 
 
 1 pk. potatoes $ 
 
 .35 
 
 1 can tomatoes 18 
 
 1% qts. milk 
 
 .10 
 
 1 lb. rice 13 
 
 Cabbage 13 
 
 Carrots 05 
 
 Celery 13 
 
 Turnips 03 
 
 Onions 02 
 
 1 lb. meat 22 
 
 Total cost $1.19 
 
 Total sales 1.36 
 
 Total cost $ .45 
 
 Total sales 91 
 
 Gain $ .46 
 
 Gain 
 
 .$ .14 
 
 Chocolate Pudding 
 V2 lb. chocolate pud- 
 ding $ 
 
 1 lb. sugar 10 
 
 Total cost $ 
 
 Total sales 
 
 ,17 
 
 Spanish Rice 
 3 lbs. rice 
 
 .$ 
 
 .35 
 
 30 
 
 .10 
 
 Onions 
 
 03 
 
 .27 
 
 .74 
 
 Total cost 
 
 Total sales 
 
 J 
 
 .83 
 
 Gain 
 
 .$ a: 
 
 Gain 
 
 .$ .15 
 
 Cocoa and Milk 
 21 qts. skim milk....$1.26 
 
 114 lbs. cocoa 38 
 
 1^ lbs. sugar 15 
 
 Total cost $1.79 
 
 Total sales 1.90 
 
 Sandioichea 
 
 5 loaves bread $ 
 
 3 lbs. filler 
 
 .60 
 
 Total cost $1.23 
 
 Total sales 1.50 
 
 Gain 
 
 .$ .11 
 
 Gain 
 
 .$ .27 
 
 Creamed Waxed Beans 
 
 Jelly 
 
 Creamed Waxed Beans 
 
 1 qt. milk $ .06 
 
 1 can beans 80 
 
 Fat and flour 06 
 
 Total cost $ .92 
 
 Total sales 72 
 
 Loss ....$ .20 
 
 Number of one-cent portions served: 
 
 796 
 
 Profit, $1.45 
 
26 
 
 Bulletin of the Extension Division 
 
 Escalloped Salmon 
 Cocoa 
 
 Cream of Tomato Soup 
 10 qts. skim milk....$ .63 
 
 2 cans tomatoes 36 
 
 Seasoning 03 
 
 Total cost $1.02 
 
 Total sales 55 
 
 Loss $ .47 
 
 Escalloped Corn 
 
 3 cans corn S ,36 
 
 2 qts. >nilk 13 
 
 2 eggs 09 
 
 Total cost $ .58 
 
 Total sales 60 
 
 Gain $ .02 
 
 Cocoa and Milk 
 21 qts. skim milk....$1.26 
 
 liVz lbs. cocoa 38 
 
 1% lbs. sugar 15 
 
 Total cost $1.79 
 
 Total sales 1.92 
 
 Gain $ .13 
 
 Number 
 
 Menu V 
 
 Cream of Tomato Soup 
 
 Mashed Potatoes 
 
 Nectarines 
 
 Cost Schedule 
 
 Escalloped Salmon 
 
 3 cans salmon $ .54 
 
 2 cans cracker 
 
 crumbs 05 
 
 Seasoning 02 
 
 Total cost $ .61 
 
 Total sales 87 
 
 Gain $ .26 
 
 Nectarines 
 o lbs. nectarines $ .75 
 
 Total cost $ .75 
 
 Total sales 83 
 
 Gain $ .08 
 
 Sandwiches 
 
 5 loaves bread $ .63 
 
 2 lbs. filler 50 
 
 Total cost $1.13 
 
 Total sales 1.30 
 
 Gain $ .17 
 
 Escalloped Corn 
 Sandwiches 
 
 Mashed Potatoes 
 
 1 pk. potatoes $ .35 
 
 11^ qts. milk 10 
 
 Total cost $ .45 
 
 Total sales 1.10 
 
 Gain $ .65 
 
 of one-cent portions served: 717 
 
 Profit, $0.84 
 
Selected Bibliography 
 
 Bryant, L. S, School Feeding. Lippincott. 
 
 Children's Year Leaflets Nos. 1, 2, 3, 5, 6. United States Department 
 
 of Labor, Children's Bureau, Washington, D.C. 
 Hadley, Geraldine. Diet for School Children. Leaflet 1(|3, Purdue 
 
 University. 
 The School Lunch. Extension Bulletin 72, Purdue University. 
 Hunt, C. L. Daily Meals of School Children. United States Bureau of 
 
 Education, Bulletin No. 3, Washington, D.C. 
 Rose, M. S. Feeding the Family. Macmillan. 
 School Lunches. United States Farmers' Bulletin No. 712, Washington,. 
 
 D.C. 
 
Extension Division Publications 
 
 Unless a price is stated publications are free. Where publications are marked with 
 an asterisk (*) reduced rates are made for purchases in quantity. A. limited number of 
 copies of publications marked with a dagger (fj are distributed free of charge to citizens 
 of Indiana. 
 
 Circulars of Information — 
 
 Community Institutes : Explanation and Suggested Programs. 
 
 Community Institutes : Methods of Organization. 
 
 Public Discussion : Package Libraries. 
 
 Club-Study: Departments and Courses of Study. 
 
 Extension Lectures : List of Speakers and Subjects. 
 
 Play and Recreation. 
 
 Japanese Prints. 
 
 Children's Health Conference. 
 
 Business Courses at Indianapolis. 
 
 Commencement Lectures. 
 
 The Fourteen— minute Speech. 
 
 High School Discussion League. 
 
 Bulletins — 
 
 Proceedings of a Conference (First) on Taxation in Indiana (1914). 50 cents. 
 Proceedings of a Conference (Second) on Taxation in Indiana (1915). 25 cents. 
 Public Discussion Manual for Civic Discussion Clubs. 
 *Proceedings of a Conference on the Question "Shall a Constitutional Convention be 
 
 Called in Indiana?" 25 cents. 
 Proceedings of a Conference (First) on Educational Measurements (1914). (Out of 
 
 Print) . 
 tProceedings of a Conference (Second) on Educational Measurements (1915). 50 cents. 
 Public Discussion: High School Discussion League — County Government (1914-15; 
 
 Municipal Home Rule (1915-16) ; Compulsory Military Service (1916-17) ; War 
 
 Finance in the United States (1917-18); Universal Service for Citizenship 
 
 (1918-19^. 
 A Manual of Pageantry. 
 
 Extension Division Announcements (1917-18). 
 History Teaching in the Secondary Schools : A Conference held at Gary, Ind. ( Out 
 
 of Print) . 
 tProceedings of the Indiana Newspaper Conference (1915"). 25 cents. 
 Correspondence-Study. 
 
 Lantern Slides : Rules for Borrowing, Catalog, and Suggestions for Use. 
 The Community Schoolhouse : Bibliography, Notes, List of Lantern Slides. 
 First Loan Exhibit of Pictures : A Catalog, with Notes. 
 Early Indiana History: Bibliography, Notes, and List of Lantern Slides. 
 Indiana Local History : A Guide to its Study, with some Bibliographical Notes. 
 Westminster Abbey: A Lecture to Accompany Lantern Slides. 
 Reference Aids for Schools. 
 Community Welfare Programs. 
 Play and Recreation : Four Papers read at the Indiana State Conference on Play 
 
 and Recreation (1916). (Vol. I, No. 11). 
 Play and Recreation : Four Papers Read at the Indiana State Conference on Play 
 
 and Recreation (1916). (Vol. II, No. 1). 
 Community Institutes. 
 tProceedings of a Conference (Third) on Educational Measurements (1916) . 50 cents. 
 Package Libraries. (Out of print). 
 Class Instruction. 
 
 How to Start and Operate a City Public Retail Market. (Out of print). 
 Cooperative Retail Delivery. 
 Financing the War. 
 
 tVocational Recreation in Indiana. $1.00. 
 Club-Study Outlines : America's War Problems and the Background of the Great War. 
 Women in Industry. 
 
 tProceedings of a Conference (Fourth) on Educational Measurements. 1917. 50 cents. 
 Extension Courses of Instruction at Fort Wayne, 1918-19. 
 Extension Courses of Instruction at Indianapolis, 1918-19. 
 Public Markets. 
 Town and City Beautification. 
 School and Community Service. 
 
 tProceedings of a Conference (Fifth) on Educational Measurements. 1918. 50 cents. 
 Visual Instruction. 
 
 Miscellaneous — 
 
 An Outline for the Study of Current Political, Economic, and Social Problems. 15 
 
 cents. 
 *Readinfi:s in Indiana History. Cloth: 70 cents. 
 
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 UNIVERSITY OF CALIFORNIA LIBRARY