MILK and Our School Children Health Education No. 11 DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION 1922 WASHINGTON : GOVERNMENT PRINTING OFFICE : IBM Health! Strength! Joy! RULES OF THE HEALTH GAME | A full bath more than once a week 9 Brushing the teeth at least once every day 3 Sleeping long hours with windows open ^ Drinking as much milk as possible, but no coffee or tea ^ Eating some vegetables or fruit every day ^ Drinking at least four glasses of water a day 7 Playing part of every day out of doors A bowel movement every morning MILK and Our School Children BY BERNICE C. REANEY Associate Professor of Home Economics, University of Tennessee Prepared for THE BUREAU OF EDUCATION by the CHILD HEALTH ORGANIZATION OF AMERICA WASHINGTON GOVERNMENT PRINTING OFFICE 1922 FOREWORD. The material presented here was prepared by Miss Bernice Reaney as a thesis for a master's degree. As it was not possible to publish the entire thesis, owing to lack of space, it has been necessary in editing the publication to omit and abbreviate certain sections. Part I of the thesis contained a very careful and detailed expla- nation of the method by which the data regarding the extent of the use of milk by school children was obtained. The facts brought out are of significance and importance, but it has seemed best to sum- marize these rather briefly, in order that greater space may be given Parts II and III, which offer so much in practical suggestion and concrete material. This problem of how to interest children in drinking milk will i have as many solutions as there are ingenious teachers who will work out the answer in the light of the individual needs of their respective pupils. This pamphlet describes the steps by which one teacher in Grade III solved her particular problem. Facts about milk were pre- sented, but the success of her work lay not in the facts taught or remembered but in the lesson learned: These children are now drinking milk. THey WOA/TGCTCOLD FAT ill Ml LK KeePSTHeMWABw Poster Made by a Child in Grade III. PARTI. HOW MANY SCHOOL CHILDREN DRINK MILK? What are the facts? The best way to find out is to ask the children themselves. That is just what was done in a recent investigation, the results of which are thoroughly disturbing. Imagine a group of 7,738 American school children representing a fair cross section of a number of elementary schools covering several States. In this group are children of all grades from the first to the eighth. They are the boys and girls we all know so well, some bright and gay and attractive, some a little ragged, most of them full of the quick response to suggestion that is characteristic of the American school child. They were asked whether they drank whole milk. The question was printed on cards, and answered at home. Only 50 per cent responded " yes " to this question. Considering the recognized food value of milk, it seems to be a critical situation that 3,856 children out of the 7,738 are not drinking whole milk. But {that ii ( ii6t l . -the only fact that the investigation unearthed. Se\ eijty-fiye nor' cent' reported liking milk. Fifty per cent had a (toncc 'to drink it, ;\r,u. (frank it, as has been stated. Twenty-five per cent reported liking to drink it, but never having a chance. DIAGRAM No. 1. Children drinking sweet milk daily 50% (50.2%) Children NOT drinking sweet ilk daily 50% (49.8%) It was found that in practically all cases in which children said they liked milk, and yet did not get it, there was no milk bought in the home. The problem is not entirely economic in these cases it reflects a general lack of knowledge of the food value of milk. Tea and coffee were found to be freely used by the children. Eighteen and a half per cent are drinking tea regularly, and most of these are children of the first four grades. Of these tea-drinking babies, 54 per cent did not drink milk. Thirty-eight and a half per cent of the 7,738 children drink coffee regularly. Some of the coffee drinking was in the upper grades, but there was plenty of it among the smallest children. Thirty-four per cent of the children of the first grade drink coffee regularly. And of the coffee drinkers, 58 per cent do not drink milk. The investigation furnished many inter- esting details, but it teaches one big lesson : American parents and children must be taught the nutritional value of milk. PART II. WHY SCHOOL BOYS AND GIRLS NEED MILK. Nature provides milk for the feeding of the young of all higher types of animals. Cow's milk for the calf, mare's milk for the colt, and mother's milk for the baby are almost perfect in food value. Cow's milk for the bab} r does not contain nature's exact proportions of necessary food elements, although each class of foods is repre- sented. The word milk in this country generally denotes cow's whole milk. Childhood is the period of growth. If children are to have strong bodies, it is important that they use the best building material. We have no food which contains as many of the elements necessary for growth and repair as does milk. In addition to material for growth, children need fuel to keep the body warm and to supply energy for muscular activities. Milk con- tains those substances which provide good fuel. Foods Contained in Milk.. Protein is essential for building and repairing the muscle tissue. Milk contains 3.5 per cent of this valuable class of food. Protein is also found in meat, fish, eggs, cheese, peas, beans, and cereals, but some protein from milk and animal foods seems to be necessary for good health and bodily resistance. As the curd of milk contains most of the protein, cottage cheese is rich in this muscle-building food. If more protein is obtained than can be used for tissue building it is used as a fuel giving heat and energy to the body. However, for fuel it is generally considered MUSCLES Poster Made by a Child in Grade III. best not to use protein foods in the place of carbohydrates or fats, as this puts too great a tax upon the digestive activities. Skimmed milk and buttermilk are a source of inexpensive protein even though all or nearly all the fat has been removed. As soon as the milk reaches the stomach it is formed into curds by the action of the gastric juices. This process of coagulation may be illustrated by the making of junket. The commercial preparation of rennin used in making junket is generally obtained from the stomach of the calf. Fat in Milk. The fat found in milk is a very valuable food. It supplies heat for warmth and energy to the body and builds adipose tissue. The most important sources of fat in large amounts are cream, butter, olive oil, cotton-seed oil, bacon, and fat meats. Food materials are often referred to in relation to the amount of heat which they are able to produce. The unit of measuring heat is called a calorie. A calorie is the amount of heat required to raise a kilogram (2.2 pounds) of water 1 C. Fat yields nine calories of heat for every gram used. About five-eighths of a glass of milk will yield 100 calories. Sometimes unscrupulous milk dealers add water to milk, or skim the cream from the milk. For this reason the majority of our States have legislation requiring a standard minimum of fat in milk. Milk containing 3.75 per cent fat is considered good milk. Mineral Elements. About seven-tenths per cent of milk is mineral matter. One of the most valuable of these minerals is calcium or lime. Lime helps to build bone. If children are to have strong bones and firm white teeth, they must have lime and plenty of it. Milk is not only rich in lime but is also perhaps the cheapest food for supplying lime in the necessary quantity. Phosphorus, necessary to the tissues of the body, is also found in milk. Milk contains a very valuable form of iron, but in small amount, so that it is necessary for children to eat plenty of other foods Avhich will also supply iron, such as green vegetables, fruits, egg yolks, and whole grains. Carbohydrates in Milk- Milk contains a sugar called lactose, which makes it sweet. When milk bacteria act on lactose, an acid is formed known as lactic aci'd. Sour milk is milk which has begun to separate into curds and whey. The whey of milk contains most of the sugar. Lactose is easily digested and gives warmth and energy to the body. The average amount of lactose in milk is 5 per cent. This sugar of milk belongs to that group of foods including all sugars and starches called carbohydrates, Although lactose is more quickly and easily digested than the starch found in cereals and t i ** THESE Poster Made by a Child in Grade III, vegetables, carbohydrates may be obtained with less expense from the latter, and these foods also help to keep the digestive tract in good condition. Therefore, cereals' and vegetables should supple- ment milk in the diet. Vitamines. In milk are found also the accessory food factors which have been called vitamines. Beyond the fact that vitamines are essential to the promotion of health and normal development, little is known about their exact nature and composition. At least three of these food factors have, been distinguished because of the different effects produced by their absence from the diet ; these three have been called fat soluble A, water soluble B, and water soluble C vitamines. Fat soluble A was first detected in butter fat and egg yolk, and it is also found in a lesser degree in tomatoes, carrots, and leafy vege- tables. The presence of this food factor in the diet seems to be essential to normal growth. Water soluble B is found in milk, milk products, whole grain products, citrus fruits, orange juice, nuts, tomatoes, and most vege- tables. This food factor seems to be essential in maintaining life and it has been shown that the disease known as beri-beri is a result of a diet deficient in this vitamine. The presence of water soluble C in the diet prevents scurvy. Since fruits and tomatoes are especially rich sources for this vitamine, it is advisable to include some of these foods in the diet to insure a sufficient amount of this valuable substance. Water in Milk. About 87 per cent of milk is water. Water is necessary to every living tissue and to the fluids of the body. However, one should not use milk for its water content ; milk is a food, not a drink. If one should drink enough milk to supply the amount of water needed, the rest of one's diet would have to be much reduced. In making evaporated, condensed, and dried milk, part of the water is removed ; therefore, when milk in concentrated form is used, sufficient water to replace that lost should be added. When the above forms of milk are used, tomato or fresh fruit should be added to the diet in order to supply water soluble C which is lost. DO SCHOOL BOYS AND GIRLS NEED MILK EVERY DAY? Yes because milk is the best and most important food in the diet of the school child. No other food can take its place. -It con- tains the elements necessary for the growth of the different structures of the body and supplies heat and muscular activity. As the fat of milk is especially valuable for its growth-promoting qualities, children should, if possible, have unskimmed milk. If for any reason the fat of milk (cream) must be removed, fat should be supplied in the form of butter. Butter substitutes may be used, but should not be given as the sole fat unless plenty of green or leafy vegetables are used every day. Children over five years of age should usually have one pint of milk a day. If children will not drink milk readily, it may be given in the following forms : Creamed soups, sauces and vegetables, cocoa, eggnogs, junket, milk puddings, milk cooked with cereals., cottage cheese, frozen creams, and milk sherbet. It is better not to give very cold milk to children. In addition to milk, the diet of the school child should always con- tain cereals, vegetables, and fruit. BIBLIOGRAPHY. (This list includes bulletins which may be obtained free.) I. United States Department of Agriculture: (a) Farmers' Bulletin 363 The Use of Milk as a Food. (&) Farmers' Bulletin 413 Care of Milk and Its Use in the Home, (c) Farmers' Bulletin 717 Food for Young Children. (d) Department Bulletin 177 The Production and Con- sumption of Dairy Products, (e) Circular 109 Cottage Cheese Dishes. II. United States Bureau of Education. Health Education Series No. 2 The Diet of the School Child. III. United States Department of Labor. Care of Children Series, Bulletin X . 35 Milk the Indispensable Food for Children. Mendenhall. IV* Metropolitan Life Insurance Co., New York City All about Milk. V. Many of the State agricultural colleges have published excellent bulletins on milk and its use. (This list includes a few booths which may be obtained from any good school library.) McCollum, E. V. The Newer Knowledge of Nutrition. Macmillan Co. Race. Joseph. Examination of Milk. Wiley & Sons. I Jose, Mary Swartz. Feeding the Family. Chapters S, 9, and 10. Macmillan Co. Rosenau, M. J. The Milk Question. Houghton Mifflin Co. Savage, W. G. Milk and the Public Health. Macmillan Co. Sherman, Henry G. Food Products. Chapter .>. Macmillan Co. - Chemistry of Food and Nutrition (ncir edition). Macmillan Co. Vulte, H. T. Food Industries. 1st edition. Chapters 10 and 17. Chemical Publishing Co. Wing, H. H. Milk and Its Products. Macmillan Co. 105116 22- Children at Wor\ Demonstrating Milk Fads in the Classroom where these Lessons were Developed. PART III. MILK FACTS MADE REAL. (Outline of a series of 12 lessons given in the third grade of the Peabody Demonstration School Nashville, Tenn.) The classroom where these lessons were given might have been any classroom, in any school, in any locality. In one corner was an improvised kitchen containing an oil stove, a table, cooking utensils, spoons, etc. Each child was asked to bring an apron. The boys were not " aproned " the first two days, but the third lesson found them completely equipped. Perhaps the one person who contributed most largely to the success of the project was the enthusiastic and cooperative grade teacher. She saw the educational opportunity, welcomed it, and utilized it. During the twelve days of milk study, the spelling, language, arith- metic, and drawing lessons were correlated, and milk problems crept skillfully and beguilingly into every crack and cranny of the regular work. The interest was intense. At the first lesson it was found that three children in the class of thirty-six did not like milk; five others were not drinking it although they liked it. By the end of the eighth lesson every child was drink- ing at least one glass of milk a day. By making the work simple and concrete, these third-grade chil- dren seemed to grasp the meaning of the composition of milk as completely as any sixth or seventh grade pupil. Through an oral 10 test, given three months later, the teacher found that the funda- mental facts were remembered with surprising accuracy. In three of the following reports the exact words of both in- structor and pupils are given, just as they were recorded by a sec- retary. No alteration has been made except to add an occasional word necessary to complete a sentence. Lesson /. The Use of Milk, as a Food. Demonstration : Pictures were used to illustrate this topic. Points emphasized: Young animals depend upon milk for de- velopment during early stages of growth. Countries where milk is used. Description and pictures of dairy farms. Regulations regard- ing milk in the State and city. Amount of milk used in the home. Dishes in which milk is the main ingredient. Care of milk, with special emphasis on cleanliness. Lesson 2. Effect of Heat on Sweet Milk- This lesson is given in detail on page 14. The important fact here taught the children is that they can enjoy milk and get its benefits when it is cooked as in cocoa or soup. Lesson 3. Effect of Heat on Sour Lesson is given in detail because its chief value to the child is the knoAvledge he gets of the muscle-building substance in milk namely, the curd. (See page 19.) Recipe used in making the cottage cheese: Heat sour milk slowly until the whey separates from the curd. Pour off the whey, and put the curd into a bag of cheesecloth, and let the whey drip out for several hours. Do not squeeze the curd. Break the curd with a spoon or fork, and season with salt. Enough cream or butter is used to make the curd moist. Lesson 4. Fat in Milk- Demonstration : Making of butter. Recipe used : Beat sweet thick cream in a bowl, or shake it in a glass jar. After the butter separates from the milk, wash it in cold water until all the milk is removed. Salt is added, if desired. (Butter served on saltines. Most of the children buttered an extra saltine to take home to show parents.) Points emphasized: The difference in appearance and taste be- tween whole milk, skimmed milk, and cream. Why cream comes to the top, and the skimming of cream. Heavy cream beaten thoroughly forms butter. Value of butter in the diet. Amount of cream necessary to make a pound of butter. Scales were used and the children were taught to read them accu- rately. 11 Lesson 5. Water in Milk- Demonstration: A small amount of milk was cooked in crucible over Bunsen burner to drive off moisture. Samples of evaporated milk and condensed milk were shown. The children tasted these in the original form then added water and tasted again. Discussion. . Points emphasized : Value of drying milk. Disadvantages of using dried milk instead of fresh. The cost of each in comparison with fresh milk. Value of water in the diet. Approximate amount of water in milk. Lesson 6. Use of Dried Milk in Cooking. Demonstration : As the children did not like concentrated milk in the raw state, a lesson was given to show use in cooking. Cream of tomato soup made from evaporated milk. The children prepared the soup and served it in cups with saltines. Points emphasized : Value of milk as an ingredient' in cooking. Other dishes which may be made with evaporated milk. Lesson 7. Sugar in Milk- Given in detail on page '2-\. Lesson 8. Value of Milk s a Food (Review). Demonstration : Junket was made to illustrate curd formation. Points emphasized : General review on the composition of milk and its value as a food. Stomach action on milk forms curds. Neces- sity for drinking milk slowly. Lesson 9. Food Value of Milk in Comparison with That of Other Food Materials. Demonstration : Samples of other common food materials, such as bread, potatoes, meat, green vegetables, fruit, sugar, etc., were placed on a table each in 100-calorie portions. It was shown that these are equivalent in energy value to five-eighths cup sweet milk. The children weighed and measured each portion of food material. Discussion. Points emphasized : The advantages of milk. Lesson 10.- The Economy of Milk- Demonstration : F'ood materials used in lesson 9. Food mate- rials arranged according to protein content to show the value of milk as a cheap source of nourishment. Rearrangement of food in order of calcium content, to show milk as a cheap source of lime. Points emphasized : The prices of dairy products compared with those of other food materials. 12 Lesson //. The children made plans for an exhibit and party to demonstrate to their parents the value of milk as a food. All suggestions for posters, play, music, refreshments, etc., came from the class. t Lesson 12. Exhibit and party. (See page 29.) TO /N/CUPOf Poster Made by a Child in Grade III. 13 LISTENING IN ON ACTUAL CLASSROOM LESSONS. Lesson 2, Instructor. What did we say yesterday about milk as nature's method of feeding animals? Milton. We said milk is used by lots of baby animals to make them grow. Instructor. What baby animals did we mention? Eleanor. Calf and colt. Joan. Pig. Baxter. Puppy and kitten. Isabelle. Bunny. Instructor. When we speak of milk, we think of milk from what animal ? Rob. Cow. Charlie. Goat. Instructor. How many think of cow's milk if I say, " I drank a glass of milk this morning? " (All hands but one.) What kind of milk do you think of, Charlie? Charlie. I guess I think of cow's milk, but I wouldn't if I lived in a country where they used goats. Then I'd think of goat's milk. Instructor. What country would Charlie be living in if he thought of "milk" as goat's milk? Nelson. Texas. Runcie. They don't use goat's milk in Texas. Instructor. No, I don't believe they use much goat's milk in Texas. Nancy. Last night, I looked in a book about goat's milk, and it said in France and Switzerland the goats came around to the door, and people went out and milked them. Whenever they wanted milk, they would order goats to come around. Sam. I thought every family had their own goat, and milked it whenever they wanted some milk. Geraldine. Probably everybody couldn't afford to own a goat. Instructor. Yesterday I asked you to think of the names of other animals besides the cow and goat, which give milk for people to drink. -What ones can you name ? Baxter. Camel is one. Instructor. Yes, indeed. Where did you find out about the camel's milk being used for people to drink? Baxter. My daddy told me. Ann Ross. Buffalo is another. Whitworth. Reindeer. Martha. Mare. Mary Bell. Llama. 14 Instructor. We have a long list, haven't we? Mrs. Cow isn't the only friend we have who supplies people with milk. What did we say yesterday, that we were going to begin to do to-day? (All hands.) Eleanor. Find out why milk is good for us. Lawrence. We were going to find out why milk is nourishing. Bert. We were going to find out how to make Joan and Charles like milk. Nancy. I looked in the Book of Knowledge about milk, and it said milk contained salts and sugar. Instructor. I am glad Nancy thought about looking in the Book of Knowledge. I am sure she can help us a great deal. Nancy. I brought the book to show you. Instructor. Let's describe this milk as we see it here. Mary. It's white. Nelson. Milk is a liquid. Richard. It's got cream on top. Instructor. Which is heavier, a cup of cream, or a cup of milk? All. Milk. Instructor. Why does the cream come to the top ? Several. Guess it must be light. Instructor. Those are good points. We will heat this sweet milk and see if it changes any with heat. Three of you may come to the table and each one put a pint of milk on the stove to heat. . Ann Ross. Shall we use this double pan? Eugene. That is called a double boiler. George. Shall we put milk in the top or bottom part ? Helen. Put it in the top. Mary. You put milk in the top and w r ater in the bottom. Instructor. Why not put the milk in the pan right next to the fire? George. It will scorch. Instructor. Yes, and some of the important parts of the milk might stick to the pan. (Children put the double boilers on the xtorc. Instructor lights the burners.) Bert. How are we going to teach Joan and Charles to like milk? Amanda. Could we make hot chocolate ? Helen. We could use that hot milk after we are through with it. Instructor. What materials do you use in making chocolate or cocoa ? Whitworth. Milk. Elizabeth. Sugar. Geraldine. Chocolate. Eleanor. My mother uses cocoa. Instructor. What is the difference in cocoa and chocolate ? Overton. Cocoa is in a box and powclerlike ; chocolate is in a cake. 15 FYOI/DO/V A4ILKCHOCOME ' AA/b COCOA A /I/O Poster A/a Helen. Makes us work fast. Geraldine. Too much sugar will make you sick. Ann Ross. You should eat candy with your meals, or right after. Runcie. Sugar keeps you from getting hungry. Isabel. I save my candy and eat it after my meals now. Instructor. That is fine. How many of you are being careful about when you eat candy? '(Even/ hand.) The next part of milk which Runcie has mentioned is protein. How does protein help us? Elisabeth. Protein is one of the best parts of milk. It builds muscle. Richard. Protein makes us fat. Instructor. We don't get very fat on protein. Fatty foods, sugars, and starchy foods make us fat. Amanda.. We couldn't make sores or cuts better without protein, and we have to get it by eating foods that have protein in them. Milk does. Robert. We would die without protein. I n struct or. Now let's see, milk contains food materials 1 that build muscles and fat. Is there anything else in the body which needs building up besides muscular tissue and the fatty tissues ? Charles. Foods that build brain. Instructor. The foods we have mentioned build brain too. AU foods that build other parts of the body build brain too. There is something else in our bodies too, which must be nourished especially. If we did not have this something else we would all be little heaps on the floor. (Deep thinking for several minutes. Two hands upheld.) Overton. Bones. Instructor. Yes. Do you suppose milk can build bones? Xelson. It must have or babies couldn't get strong enough bones to walk on. Instructor. How do the bones of a baby compare with yours? Nancy. They are smaller. Eleanor. They aren't so stiff. Instructor. Did vou ever see little children with their legs look- * ing like this () ? Martha. My little cousin's legs are like that. Will you tell us what made them that way, Martha? Martha. I guess she walked on them before she got enough milk to make them stiff. Tom. I saw a little boy on our street the other day, and he was just as bowlegged ! Lawrence. Do some foods keep you from being bowlegged ? Instructor. When you are little you need to be sure you have foods which build up the bone. Mary. I broke a bone in my finger once. Eugene. Mary should eat milk so her finger would grow back right. Instructor. One of the college girls took everything out of one cup of milk except mineral ; she boiled the water out and then burned the rest of the dried substance, and she had this left. (Holds up test tube with the ash of milk.} Whitworth, Wouldn't that burn, too? Instructor. No, this would not burn. It is what we call the ash of milk. When you burn coal, or wood, what do you have left? Mary. Ashes. Instructor. That is what this is ; the part of milk which will not burn the ash of milk. One of the important parts of this ash is called calcium c-a-1-c-i-u-m. (Writes word on board.) Calcium is one of the main parts of bone. Milk contains lots of calcium, so it can build bone. I will pass this tube of milk ash around so you can see it better. Sam. Looks like ground bone. Thomas. Looks like a powder we give our chickens. Instructor. What other hard tissues do you have in the body be- sides bone? Chester. Finger nails are hard. Amanda. So are toe nails. Instructor. Anything else? It would be difficult for us to eat if we didn't have this other hard tissue that I am thinking about. Several. Teeth. Instructor. Name the hard tissues of the body again, Mary Todd. Mary. Finger nails, teeth, and bones. Instructor. Ash not only builds and repairs the hard tissues of the body, but it also aids in keeping all of the organs in good con- dition. One important mineral, iron, however, is not found in large enough quantity to keep the blood in good condition. Name some foods we can eat with milk which contain this necessary mineral. Chester. Bread. Instructor. Bread doesn't contain much iron. Spinach, turnip greens, lettuce, egg yolks, some meats, and fruits contain iron. Spin- ach has lots of iron. 20 Nancy. May I write ash on the board under water, fat, sugar, protein ? Instructor. Yes, Nancy, I wish you would. When we made but- ter I told you something about the use of butter fat, which made but- ter fat so valuable. Can anyone tell me about that? Lawrence. You said that in Denmark little children, one time, all had sore eyes, and the doctors found out it was because all the cream was taken out of milk, and the butter then was out. Instructor. Yes, butter fat contains something which we don't know r much about, nobody does, but if you don't get butter fat your eyes get sore, and you don't grow well. I have some pictures here showing some rats. Some of them got butter fat, and some didn't. Tom. I guess those little ones didn't get any. Instructor. You are right, Tom. Although these little rats are of the same age and are brothers to these nice fat, big rate, they didn't grow strong and well because they didn't get this property of milk. Tom. Shall we add that to list on board \ Instructor. Yes, Tom. Will you write it ? What shall we say of the use of butter fat ? Geraldine. Makes us grow and be well. Baxter. Keeps our eyes from getting sore. Instructor. I have something here which I hope will interest you. This is the third grade's milk chart. Each one of you will have a column of little squares. Under your column will be written your name and your weight. Each day that you drink two glasses of milk you may fill in your square with colored crayon. Each one will have a certain color. It might be pretty to use the rainbow colors red, orange, yellow, green, blue, and violet. Eleanor. I want red. Instructor. You and Miss Kelly can decide about the colors. William. If I drink only one glass of milk, how would I mark it on the chart? Runcie. He could fill in half of the square. Geraldine. Suppose I'd only drink one-half a glass? Instructor. That is a splendid arithmetic problem. Think about that. Geraldine asks how she would mark the chart if she should drink only one-half a glass. -Tom. She would fill only one-fourth of the square. George. I drink milk every chance I get now. Howard. I used to hate milk, but I like it now. Charles. Milk used to make me sick, but it doesn't any more. Amanda. If you drink cocoa, will that count ? Instructor. What does the class think about it ? Eugene. I should think it would, if the cocoa is made of milk. 27 oo I Poster Ma