Home Economics Circular No. 15. October, 1922. DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION WA8HINQTON, D. C. SELF-SUPPORTING HOME-ECONOMICS DEPARTMENTS. By Mrs. HENRIETTA W. CALVIN. INTRODUCTION. " How shall we reconcile the actual teaching of cooking and the preparation of hot lunches which are to be served each day in a small consolidated school cafeteria? The cafeteria must- be self- supporting, and the cooking must be done by three cooking classes." This is one of many similar questions coming to the Bureau of Education. A second type of question is, " How can we make our home-eco- nomics work self-supporting and yet neither sacrifice educational values nor exploit the pupils and teacher?" The questions are similar but not identical. In the first, the ac- tuating thought in the minds of the school authorities probably is that the pupils need hot food. In the second, the thought is that school expenses must be cut. In many cases the logical answer to the one is also the answer to the second. Suggestions for the solu- tion of the second question, where no cafeteria is maintained, are partially answered in Home Economics Circular Xo. 14. All progressive home-economics teachers are striving to find a method of procedure that will permit them to escape from motive- less manipulation of minute quantities of food materials, and yet save themselves and their classes from the wreckage resulting from exploitation for the benefit of lunch-room appetites. COOKING IN QUANTITIES. Cooking in quantities comparable to the amounts required for an average family is highly desirable. Cooking exclusively in res- taurant quantities affords little training of value. The wise teacher 13372' 22 foods, nutrition, and food preparation: First, the laboratory class period is of not less than 60 minutes' duration ; second, the period is immediately preceding the noon hour; third, the same class comes daily or sections of the same class so alternate that every day service of food is possible (to have classes in different grades doing the same work is most undesirable) ; fourth, the understanding, good will, and cooperative spirit of teachers in other departments is assured ; fifth, the mothers in the community are in sympathy with the project; sixth, the home-economics teacher is capable, willing, well trained, and interested in this type of teaching, and the principal of the school fully realizes the educational value to the consumer of a rightly man- aged school lunch and the injustice which may result if the home- economics teacher and pupils are exploited. The course in foods arranged to function with the lunch service should be organized around the replies to a series of questions such as these: What composes an adequate diet for growing children? What foods are especially necessary? What types of food should the noon meal be composed of? In this particular school does the noon lunch replace the main hot meal at home, or do the families of this community have their heaviest meal in the evening? After this preliminary work, the theory lessons should be so evolved as to develop a knowledge of elementary nutrition and dietetics, of proper food combinations, and of the production, mar- keting, and care of foods, with special emphasis upon sanitary prac- tices. A good textbook in elementary dietetics and nutrition should be adopted and used in the classroom work, which should parallel the laboratory exercises. PRICES OF FOOD. Food costs vary in different sections of the country. A small profit should be made on all sales of cooked foods in order to cover losses due to mistakes in preparation, the cost of the food tasted by the class members, and the cost incurred in connection with the service of the lunches. With careful management good food can be served at a cost varying from 3 to 5 cents for each portion yielding from 250 to 300 calories. No profit should be permitted on fresh fruit and bottled milk, for these are articles essential to the children's health, and all reasonable measures should be adopted to encourage their use. In the fall, lunch-room food service should be delayed for several weeks. Work in both theory and practice necessarily precedes quan- tity cooking. Instruction in expeditious methods of procedure, good housekeeping practices, and regulation of cooking temperatures is fundamental. The ability to comprehend and follow directions must be acquired before serious responsibilities can be assumed. Unifica- tion of ideas and ideals must be accomplished. COUB8H OF STUDY IN FOOD PREPARATION. ajKi'jbirtnoo bfu> rtirosJiiio.) *ntt /^d) iiJ) i#n/ij;iM yfioif 10 in* (fi The following lessons, in which the use of milk and vegetables are stressed, may well compose the earlier part of ^his course: Cocoa and chocolate; Cream of tomato soup; Cream of corn soup; Vege- table soup without meat; Creamed onions: Escalloped cabbage; Macaroni and tomato sauce ; Buttered peas and carrots ; Baked pota- toes with cheese sauce; Baked beans and escalloped tomatoes; Creamed dried beef and baked potatoes; Creamed cod fish and mashed potatoes; Vegetable soup made with meat; Escalloped apples; Hot bisouits and creamed salmon; Hot corn bread and pot roast of beef; Hot muffins and fried apples; Dried apricot shortcake; Baked apple dumplings; Bread pudding; Rice and raisin pudding; Steamed brown bread; Fruit salad; Vegetable salad; Tuna fish and celery salad ; Cheese and nut salad ; Fish, meat, or cheese souffle. These various articles of food offer ample opportunity to organize an adequate course in food preparation. So long as there is educational value in repeating a recipe, all the class may prepare a portion of the recipe needed in the lunch room. So soon as the preparation of a certain food is mastered the preparation should be detailed to two girls, and the rest of the class should that day work with small quantities on a new recipe. For instance, cocoa, vegetable soup, and tomato soup made with milk may be found to be popular with the pupils. These will appear on the menu some days of almost every week. The first, and prob- ably the second, time each of these foods appears on the lunch menu it will be found desirable to have every group of two or every indi- vidual girl prepare a quantity comparable to the amount. needed for a family of six. Usually 1 gallon of cocoa or soup is sufficient for 20 services. For 50 lunch guests 2 gallons, or 10 quarts, will be required. With the above assignment of work in a class of 20, each two girls will make a quart or each girl 1 pint, and when the article is done the finished product will be poured into one large container. In after times two girls will make the entire 10 quarts. If it is found desirable that sandwiches be served every day, these should be practiced upon in class until they can be made dexterously, after which some person should be paid to make them. As with the preparation of the large recipe, so with the respon- sibility for planning, estimating quantities, keeping records of cash received and expended, and notifying mothers of the next week's 6 menus, the duties should rotate among the different members of the class. This will in no wise relieve the teacher of her responsibilities, but will enhance the educational value of the work. It is for other teachers than those in home economics to see that the pupils are clean when they enter the lunch room, that they enter in an orderly manner, that they are courteous and considerate one to another, that they maintain good order while in the lunch room, and observe the rules that are evolved for operating it. These responsi- bilities may be detailed to different teachers for different weeks or may be assigned to the director of physical and health education. At least once a week, and if possible once each day, the pupils in every room should have a short talk on the relation of diet and food habits to health. It may be possible to so lighten the tasks of the home -economics teacher that she can visit the various rooms, explain the* funda- mentals of an adequate diet, and make plain the reasons for the plans adopted for operating the lunch room. It has been found possible to train the home-economics girls to give talks on the subject of foods and diet to various classes. The school lunch room may be but a feeding station, or it may be made an educational factor of the highest value. It should be the latter, not alone for the relatively few girls who participate in the preparation of the food, but for every individual connected with the school. Again, may it be said, no home-economics teacher need be dis- mayed or discouraged when asked to serve hot foods if the coopera- tion of principal and teachers is assured and she and her pupils are protected from exploitation. UffB .ir.lfl 'W r .'A ')')' tfVi/'i I-OUIM: 10 /el 9 tf'Jilttl 'Jilt Ho rrfK'tqqjj ^b'K^ 'Jftt'fiJ.t In il !: ) vi'j/'s ~ro ov/l lo (|!i) *i(hrii iM ADDITIONAL COPIES OF THIS PUBLICATION MAT BE PROCURED FROM THE SUPERINTENDENT OF DOCUMENTS GOVERNMENT PRINTING OFFICE WASHINGTON, D. C. 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