NUTRITION EDUCATION 
IN HIGH SCHOOLS 
Suggestions (or Improving 
Food Habits 
BULLETIN NUMBER 336 
Published by 
Superintendent of Public Instruction 
Lansing, Michigan 
EUGENE B. ELLIOTT 
1945 DEPARTMENT OF PUBLIC INSTRUCTION 
STATE OF MICHIGAN 
NUTRITION EDUCATION 
IN HIGH SCHOOLS 
Suggestions for Improving Food Habits 
BULLETIN NUMBER 336 
Published by 
EUGENE B. ELLIOTT 
Superintendent of Public Instruction 
Lansing, Michigan 
1945 NUTRITION AND THE SCHOOLS COMMITTEE 
Subcommittee of the Michigan Nutrition Committee 
MEMBERS 
Paul L. Essert, Superintendent, Public Schools, Grosse Pointe, Chair- 
man 
Marguerite D. McEnaney, Department of Public Instruction, Lansing, 
Secretary 
Dr. Clarence D, Barrett, Ingham County Health Department, Mason 
Vaughn S. Blanchard, Health Education Department, Detroit Public 
Schools, Detroit 
Margaret Follstad, formerly Michigan Department of Health, Lansing 
Sylvia Hartt, Executive Secretary, Michigan Nutrition Committee, 
Lansing 
Mary Lewis, Food and Nutrition Department, School of Home Eco- 
nomics, Michigan State College, East Lansing 
Harry E. Nesman, Agricultural Education, State Board of Control for 
Vocational Education, Lansing 
Henry J. Ponitz, Department of Public Instruction, Lansing 
Sophia Reed, Department of Home Economics, Western Michigan 
College of Education, Kalamazoo 
Vesta Shimei, Department of Elementary Education, Public-Schools, 
Grand Rapids 
Margaret Zachariah, Homemaking Department, Sexton High School, 
Lansing 
EDITING COMMITTEE 
Sylvia Hartt, Executive Secretary, Michigan Nutrition Committee, 
Lansing 
Mary Lewis, Food and Nutrition Department, School of Home Eco- 
nomics, Michigan State College, East Lansing 
Marguerite D. McEnaney, Department of Public Instruction, Lansing 
Henry J. Ponitz, Department of Public Instruction, Lansing 
Mabel E. Rugen, School of Education, University of Michigan, Ann 
Arbor 
Margaret Zachariah, Homemaking Department, Sexton High School, 
Lansing CONTENTS 
Page 
INTRODUCTION 7 
Purposes of the Bulletin 7 
Point of View 8 
ADMINISTRATIVE LEADERSHIP AND TEACHER PLAN- 
NING FOR AN INTEGRATED SCHOOL NUTRITION 
PROGRAM 8 
The Administrative Approach 9 
How Administrators and Teachers Have Worked Together. ... 10 
SUGGESTIONS FOR TOTAL SCHOOL PARTICIPATION IN 
THE IMPROVEMENT OF EATING HABITS 12 
Basic Principles for Setting Up Program 13 
Plan for Organization 18 
Opportunities for Nutrition Education Through the School 
Lunch and Contributions of Various Departments of the 
School 14 
Additional Activities 19 
FURTHER SUGGESTIONS FOR TEACHING HIGH SCHOOL 
STUDENTS THE IMPORTANCE OF EATING GOOD MEALS 21 
Problem I. Time for Team Work in the Family 21 
Problem II, What to Feed the Crowd 22 
Problem III. The “Basic Seven” as a Guide to Good Eating. . 28 
Problem TV. Using the Science Laboratory to Learn About 
the Importance of Good Food and Good Eating 24 
Problem V. Using Animal Experiments to Learn About the 
Importance of Good Food and Good Growth 26 
BIBLIOGRAPHY 27 
Books on General Nutrition 27 
Books on Food Habits of People 28 
Materials Describing Experiments for the Science Laboratory 
and Methods of Teaching 28 
Periodicals 28 
Bulletins on General Nutrition 28 
Bulletins on the Nutrition and Feeding of Children 29 
Bulletins on the School Lunch 29 
Bulletins and Leaflets Available Through the Michigan Depart- 
ment of Health 30 
Bulletins and Leaflets Available Through the Home Economics 
Extension Department, Michigan State College 30 
Posters Available Through the Michigan Department of Health 30 
Motion Picture Films Available Through State Organizations 30 
Michigan Department of Health, Lansing 30 
University of Michigan Extension Service, Ann Arbor 30 FOREWORD 
Many prevailing diseases and physical defects have been traced 
directly to a deficient diet. The newer scientific knowledge of nutri- 
tion has taught what is required to nourish the human body, how to 
attain a higher level of mental and physical vigor, and how to prolong 
the active productive span of life. 
Health defects due to malnutrition are found among all age groups 
and at all economic levels. The role of the schools in this regard is 
obviously one of bringing to the pupils lessons of good nutrition; 
lessons which will help pupils to learn which foods are necessary; and 
lessons in how to make the best possible use of available foods and to 
form favorable attitudes toward a wide variety of foods. Learning to 
eat the right foods at appropriate intervals and in required amounts 
is a goal for which to strive. 
This bulletin has been prepared as an aid to school administrators 
and teachers in high schools who wish to make nutrition education a 
part of the total curriculum and for all pupils. It makes suggestions 
for extending into home living the nutrition values learned in the 
school. It contemplates a long-time program which will develop in- 
terests and attitudes strong enough to influence actions throughout 
adult life. 
This bulletin was drafted by the Nutrition and the Schools Com- 
mittee, a sub-committee of the Michigan Nutrition Committee. To 
them I express my gratitude for initiating this timely study and for 
giving so generously of their information and effort. Special acknowl- 
edgment is due the following for reviewing portions of the manu- 
script and making suggestions for improvement: Adelia Beeuwkes, 
School of Public Health, University of Michigan; Marie Dye, School 
of Home Economics, Michigan State College; Mary Lee Hurt, Home 
Economics Education Division, Michigan State College; and Alice 
Smith, Michigan Department of Health. 
I wish also to express my sincere thanks to the committee of the 
Department of Public Instruction which edited and documented the 
manuscript and especially to Miss Mabel E. Rugen who gave exten- 
sively of her time and counsel. 
Superintendent of Public Instruction NUTRITION EDUCATION IN HIGH SCHOOLS 
Over forty per cent of the population of the United States is mal- 
nourished. Evidence from dozens of surveys conducted during the 
past ten years indicates poor nutrition as one of the major health 
problems in all ages, in various economic groups, and in all sections 
of the country. When the diets are evaluated in terms of whether 
they contain certain foods essential to good nutrition it has been 
found that over fifty per cent of them are inadequate.1 
Many reasons may be found for these nutritional deficiencies. In 
the first place, the science of nutrition is young. It is only recently 
that sound evidence indicating the nature and extent of these defi- 
ciencies has become available. In the second place, many of the di- 
etary deficiencies are not apparent to the casual observer. They are 
hidden within the tissues of the body. Hence accumulative results 
do not appear until years later. Physicians tell us that many of 
the so-called degenerative diseases of older age are related to inade- 
quate nutrition. Third, food habits are difficult to change. There 
are many superstitions and misconceptions regarding the values of 
certain foods and food combinations in our diets. Fourth, educational 
groups, including the school, have not given sufficient attention to the 
development of practices and understandings to promote better food 
habits. 
What we eat is an important factor in what we are. High school 
boys and girls are being asked to assume increasing responsibility 
not only for the selection of their own diets but for the purchasing 
and preparing of meals for younger children and other members of 
the family. A large percentage of boys and girls are carrying part- 
time jobs. The problem of selecting adequate meals, particularly at 
noon and night, is a pressing one for them. Many parents look to 
the older children in their families to assume the responsibility for 
planning the meals for the entire family. The assumption of this 
responsibility by adolescents may be a good functional experience 
provided there is proper guidance from the schools. We want adoles- 
cents to assume adult responsibilities as soon as they are able. In 
order to do this, however, they need to know how to keep themselves, 
as well as members of their families in good health. The school 
therefore has a distinct responsibility for helping boys and girls to 
acquire these skills. 
Purposes of the Bulletin 
The major aim of the bulletin is to provide school administrators 
and teachers with suggestions for helping high school boys and girls 
assume the increasing responsibilities which they have for good food 
habits. More specific purposes may be listed as follows: 
1InadeQtiate Diets and Nutritional Deficiencies in the United States: Their Prevalence and Sig- 
nificance. Washington, D. C.: National Research Council, National Academy of Sciences. Bulletin 
109, November 1943 To offer suggestions to teachers for initiating and improving the 
relation of food to health education in the school program 
To indicate how teachers of science, homemaking, social studies, 
physical education, guidance, counseling, and others can contribute 
to the improvement of food habits 
To help high school students to understand the relationships be- 
tween good food habits and health 
To help them assume their share of the responsibility for eating 
meals that will keep them in good health 
To help them assume their responsibility for selecting and pre- 
paring foods for younger children and other members of their fami- 
lies 
To interest them in changing food problems faced by their families, 
their community, their country, and other countries 
Point of View 
Everyone is interested in food and eating. Selection of proper foods 
and the development of proper eating practices are an important part 
of health education programs. Adequate nutrition is basic to the de- 
velopment of sound physical fitness. It is an essential for healthful 
living. Schools have a responsibility for helping children improve 
their understandings of basic food facts and eating practices. School 
lunch is only one aspect of this total program. 
In the utilization of the suggestions which follow it is urged that 
each school re-examine its program, facilities, and materials that have 
to do with nutrition education. It is hoped that teachers using this 
bulletin will recognize it as an aid. 
ADMINISTRATIVE LEADERSHIP AND TEACHER PLANNING 
FOR AN INTEGRATED SCHOOL NUTRITION PROGRAM 
Administrators are interested in improving the health program in 
their schools. They are concerned, too, about having this program 
contribute to the improved food habits of young people. Recent pub- 
lications of the American Association of School Administrators have 
helped arouse interest of superintendents and principals not only in 
Michigan but in other states as well. These publications point out 
the importance of administrative leadership in the improvement of 
the curriculum for health education. 
In discussing the lessons we should have learned from the past, 
the 1945 Report1 points out three particular weaknesses of admin- 
istration regarding health education: 
1. Mere knowledge of health does not result in acceptable health 
habits. Unfortunately, the teaching of health commonly 
called “hygiene” has become the dumping ground for almost 
every desirable objective in the field of social behavior. In 
1Paths to Better Schools. 23rd Yearbook, American Association of School Administrators. Wash- 
ington, D. C.: National Education Association. 1945 
8 generally accepted hygiene textbooks, children have been ad- 
monished to sit properly at the table, to be cheerful and polite, 
to be considerate of others, to be friendly toward other child- 
ren, to refrain from quarreling, to be kind to animals, to re- 
turn lost property, to be prompt, contented, self-controlled, and 
thorough. Thus hygiene teaching has degenerated into peda- 
gogical teacher and parental admonitions regarding the whole 
cross section of conduct.1 
2. The opportunities of the laboratory—the school itself—for the 
development of fitness, have been largely neglected. . . , Many 
of our school situations violate the basic rules of health and fit- 
ness. Food in the cafeteria often is not tasty or well balanced; 
candy, in some instances, is substituted for money in making 
change; carbonated soda drinks are sold; drinking fountains 
have been too few and not clean . . .2 
3. The schools have not brought the parents sufficiently into the 
picture, and, hence, deal with only a small cross section of the 
child’s life.3 
This bulletin is designed to make use of the school as a laboratory 
for teaching good food habits. Suggested activities and projects 
based upon school life and school environment are given. 
Where high school boys and girls are expected to assume respon- 
sibility for family needs they need help; where parents assume the 
responsibility, school cooperation to allow for greater participation 
is indicated. This presents a distinct challenge to administrators. 
Experiences have served to show that schools and parents working 
together can make significant improvement in the food habits of 
children. 
Nutrition education as a phase of the health education or physical 
fitness program in the secondary schools can and should be coordi- 
nated with the physical education courses, the home economics 
courses, the biology and chemistry courses, and with certain units 
of the social sciences, particularly those dealing with consumer prob- 
lems. 
The Administrative Approach 
The administrator who would exert leadership in the use of the 
material in this bulletin may: 
1. Read it carefully, become thoroughly familiar with its contents 
and learn to distinguish useful teaching material regarding nu- 
trition from vaguely related material regarding social behavior, 
and thereby be of help in recognizing the areas of his curricu- 
lum where the material will be of value to his teachers. 
2. Analyze the life in his school to determine where his school or 
school system is a laboratory for nutrition habit formation. 
1Paths to Better Schools. Op. Cit. p. 56 
2Ibid p. 56 
3Ibid p. 62 
9 Unless he is familiar with the teaching material he may be 
overlooking natural and ideal outlets for habit forming activity 
in his own school environment. 
3. Use the bulletin to bring parents and teachers together to plan 
a cooperative control of food habits of children. In many com- 
munities nutrition councils which include parents exist. The 
school administrator can become the pivot person in the for- 
mation of parent-teacher nutrition councils, 
4. Use it in in-service planning by teachers of specialized depart- 
ments in planning coordinated units of nutrition. This is a 
particularly important function of the administrator in secon- 
dary education. 
How Administrators and Teachers Have Worked Together 
The suggestions given above have been applied by some administra- 
tors in various types of schools. Their accounts are included here 
as helpful illustrations to other administrators. 
1. The administrator analyzes his school system as a laboratory for 
nutrition habit formation. The simplest and surest way to carry 
out such an analysis after he is aware of the meaning of nutri- 
tion and health practice is to question his teachers or principals 
as to just what they are now doing to teach nutrition. 
One such analysis in a suburban school system gave indication 
of the alertness of the teachers by its comprehensiveness. The 
analysis revealed numerous ways in which, without reorgani- 
zing the program, nutrition material could be utilized by teach- 
ers. Many of the teachers appeared to be making earnest ef- 
fort to create good nutrition understandings and habits; they 
appreciated the stimulating and enthusiastic endorsement of 
the administrator. 
2. The administrator stimulates the specialized departments in 
planning coordinated units of nutrition. The major responsi- 
bility for the teaching of nutrition in secondary education has 
usually been delegated to the home economics classes as a spec- 
ialization, thereby limiting it chiefly to the girls and in cases 
where home economics is elective, to only a limited number of 
the girls. How can a subject which is universally important 
be taught to all the children? The administrator must, of 
course, examine here the grade levels and subjects in which the 
material of the unit is most adaptable and would be most uni- 
versal. One school system, after examining the material, re- 
ported that they were able to reach every student in their 
science classes in the junior high school because they “spiraled” 
the required and elective science courses up from 7A to 8A to 
9B. 
Likewise, instruction on foods may be related to physical edu- 
cation. Selected units may be included in biology, chemistry, 
social studies, and classes in consumer economics. Homemaking 
10 and agriculture classes, of course, have much to contribute. 
Not only the teaching of nutrition, but the total health instruc- 
tional program in the school, may be improved when teachers 
plan cooperatively. The administrator is the key person to 
give leadership in this planning. 
3. The administrator brings teachers and parents together to plan 
cooperative influence on food habits. To avoid the dangers 
pointed out and the weaknesses exposed by the American As- 
sociation of School Administrators regarding purely pedagogi- 
cal and parental admonitions, it is important for the admin- 
istrator to cooperate in seeing that the actual eating practices 
of children are controlled by good principles and understand- 
ings of nutrition. 
There is probably no better laboratory for bringing parents and 
school together in the study of health habits of children than 
the cafeteria or school lunchroom. Administrators who are ac- 
tually trying to affect the eating habits of children are becom- 
ing increasingly aware of this connecting link between school 
and home. 
One superintendent reported that he had formed a community- 
wide health committee to bring the school and community to- 
gether for planning to influence health habits. The committee 
consisted of the city superintendent of recreation, the city 
nurse, the city health director, the head of the physical educa- 
tion department, an elementary principal, a secondary princi- 
pal, the home economics teacher, and the school nurse. This 
committee advised with small groups of teachers engaged in 
curriculum revision, carried on public speaking classes to carry 
needed advice to homes, and made use of the local newspaper 
in coordinating the school and home in health habits. 
4. The administrator influences nutrition in the community through 
food 'production and preservation. Never before has the oppor- 
tunity for the school administrator been so challenging as at 
present for securing community interest and support for the 
teaching of nutrition. This is true because of the food con- 
sciousness of the nation due to rationing, price control, lend- 
lease and food deficiencies. In a recent survey made by the 
victory garden committees of the county and municipal Defense 
Councils of the Office of Civilian Defense, it was shown that 
the goal in Michigan in 1944 was 792,000 gardens, but that 
the people of our state actually grew an estimated 1,032,882 
gardens. In these gardens there was produced an estimated 
22,000,000 bushels of vegetables. Probably from two to three 
people worked on each of these gardens during the year. This 
would mean that over three million people in Michigan were en- 
gaged in producing food for their families in victory gardens. 
More than forty per cent of the families growing gardens were 
preserving and canning foods. 
No field offers the challenge to creative school administration 
in our times more than the great field of health; there are few 
11 avenues to the practical building of good health in the commun- 
ity that are more adaptable to the educational process than 
nutrition. 
5. The administrator encourages and facilitates teacher-pupil plan- 
ning. Regardless of whether nutritional experiences are planned 
as an integral part of different courses, or included in a sepa- 
rate health course, teacher-pupil planning is necessary. Since 
much of the information in the field of nutrition may be new 
to the teacher, this study provides an opportunity for the pupils 
and teacher to learn together. Part of the time the pupils will 
need to plan as a group, but frequently they will need to work 
in smaller committees. 
The democratic attitude of teachers and pupils learning togeth- 
er should be emphasized when the class is organized. The pupils 
should all feel that they can contribute to the group from their 
observations, their readings, and from the radio programs they 
may be able to follow. The problems taken up by the teacher 
and pupils should vary with the interests and needs of the 
group. 
The use of questionnaires, check lists, exploratory trips, etc., 
may help both the teacher and the pupils locate the problems 
important to the group.1 
During the planning period the teacher will want to learn as 
much about the health of the students and their home prob- 
lems as possible. In turn, the pupils’ obligations are to identify 
their own food problems and to select those on which they will 
work together as a class. The problems of individual pupils 
need not be neglected, as periodically throughout the course or 
unit, time may be set aside for this work.2 
SUGGESTIONS FOR TOTAL SCHOOL PARTICIPATION IN 
THE IMPROVEMENT OF EATING HABITS 
Many administrators and teachers believe that integrated pro- 
grams in a school will help students solve health problems in a more 
complete way. Various areas such as social studies, science, physi- 
cal education, English, speech, art, commercial education, as well as 
agriculture and homemaking, may contribute. Cooperative planning 
on the part of teachers with students may lead to general school ac- 
tivities related to improved eating programs, not only in the school 
but in the community. Making good health practices the thing to do 
is basic to the success of any health program at the secondary school 
level. This requires an awareness on the part of the total school 
faculty and student body of common health problems. Good selec- 
tion of food is one of the essentials in healthful living; it likewise is 
one of the major health problems of the average high school student. 
One situation which offers rich opportunities for providing an in- 
tegrated project for the entire school is the school lunch. Such a 
Suggested teaching procedures, and sources are included in Appendix, p. 31 
2Samples are included in Appendix, p. 37 
12 project might include participation of children from the lower grades 
and all areas of the secondary program. Following is an example 
of such an integrated project planned primarily to teach nutrition 
through participation of many departments of a secondary school. 
The goals of such a program might be to provide a school lunch that 
offers opportunities for learning throughout the entire school pro- 
gram, that meets nutrition standards, and that operates under safe, 
healthful, and sanitary conditions. 
Basic Principles for Setting Up Program 
1. It is the responsibility of the school and the parents of the com- 
munity to make available a nourishing meal for every child 
who must stay at school over the noon hour. 
2. Every teacher in the school has a specific contribution to make 
to the school lunch. 
3. The general educational program of the school should provide 
for educating the child to select nutritious foods. Such a pro- 
gram should include the parents. 
4. Foods must be well prepared and made attractive in appearance 
so that they will appeal to persons of any age. 
5. Suitable space and equipment should be provided. 
6. High standards of sanitation for food handling, personnel, and 
equipment should be maintained. 
A Plan for Organization 
The plan for organization of this’ project might include a working 
committee consisting of such people as the school administrator, as 
chairman, the homemaking teacher as co-chairman and adviser to 
the program; with representatives from such groups as social sci- 
ence, mathematics, English, agriculture, physical education, science, 
and guidance. It would be well to include on this committee a mem- 
ber of the school board, parents, local nutrition committee, and repre- 
sentative students from the student council, homemaking club, and 
Future Farmers of America. 
The responsibilities of this committee would be to formulate an 
organization for a school lunch program and to plan ways of working 
out a correlated educational program. Suggested problems and ac- 
tivities for such a program follow: Opportunities for Nutrition Education Through the School Lunch and Contributions of Various Departments 
of the School1 
(These suggestions are given to stimulate thinking using many departments of the school in relation to the 
school lunch program.) 
Problem 
Department 
Activities 
I. How may menus be planned which 
Homemaking 
1. All classes take turns planning menus 
are adequate nutritionally, and suit- 
at times during the year when they are 
able to the locality and budget? 
especially studying foods. Plan and pre- 
pare menus for the school lunches. 
2. Experiment with various dishes suitable 
for the lunch menus. 
3. Try ways to use leftovers most common 
in the hot lunch. 
4. Figure out quantity recipes. 
Commercial 
Make copies of menus for distribution. 
Chemistry 
or 
Biology 
Plan various sets of menus and figure 
caloric value, vitamin content, etc. 
Plan sets of menus to include all the 
foods needed during the day. 
II. How may food be selected from the 
Biology 
Make a study of wise selection of foods, 
markets or provided for the lunch? 
checking markets, etc. and do the mar- 
keting for the lunch for a period of 
time. 
Social Studies 
Make a study of food advertising and 
check marketing for lunch against false 
propaganda. 
1Adopted from a report prepared by a committee of graduate students in home economics 
under the direction of Mrs. Merle D. Byers, Home Economics 
Education Department, Michigan State College, East Lansing 
14 Problem 
Department 
Activities 
II. How may food be selected from the 
markets or provided for the lunch? 
(Continued) 
Agriculture 
Commercial 
1. Plan, with cooperation of entire school 
and community, a school lunch garden. 
2. Survey the community in the fall to find 
all excess food which might be used for 
the lunch. 
3. Sponsor an educational campaign en- 
couraging people to have gardens and 
provide some foods for the school lunch. 
In Consumer Unit study best buys for 
the school lunch. 
III. How may food for the lunch be pre- 
pared so it is appetizing and nutri- 
tious? 
Homemaking 
Chemistry 
Physics 
1. Pupils in classes take turns in assisting 
with preparation of the lunch. 
2. Study the arrangement of the lunch 
kitchen to make it most convenient for 
preparation, etc. of the lunch. 
3. Experiment with various dishes to make 
them more appetizing and nutritious. 
Observe preparation of food in school 
lunch to determine loss of food value. 
Make recommendations for improvement. 
Make a study to determine best times to 
add salt in preparing food. 
15 Problem 
Department 
Activities 
IV. 
How may the serving of the lunch be 
Homemaking 
1. 
Girls in classes take turns in serving 
done 
so it is most efficient, sanitary, 
after study of the problem. 
etc.? 
2. 
Girls teach and supervise others who 
may assist with serving. 
Art 
Make price cards, instruction posters, 
etc. to help make serving more efficient. 
Science 
Check the ones who are serving for sani- 
tary habits in handling food. 
Student Council 
1. 
Make a plan for students to follow in 
2. 
being served, returning dirty dishes, and 
leaving the lunchroom. 
Appoint students to put up and take 
down tables and chairs. 
V. 
How 
may the clean-up be most effi- 
Chemistry 
1. 
Appoint members of the class to take 
turns supervising the sanitation of the 
cient and sanitary.' 
clean-up. 
2. 
Test the chemical action of various soaps 
and soap powders used in dish washing. 
Homemaking 
1. 
2. 
Plan the routing of the clean-up to be the 
most efficient. 
Take turns helping with the clean-up or 
planning for others to help. 
Social Studies 
Check on milk regulations, etc. to be fol- 
lowed. 
16 Problem 
Department 
Activities 
VI. How may the finances be handled? 
Commercial 
Mathematics 
1. Work out a bookkeeping system for 
handling accounts and records. 
2. Train students to take charge of ac- 
counts, records, and payment of bills. 
3. Print tickets and manage distribution. 
Figure food costs. 
VII. How may the equipment be provided 
and cared for? 
Shop 
Homemaking 
1. Make tables, benches, etc. if needed or 
supervise their construction. 
2. Make holders for price cards, napkin 
holders, storage equipment, etc. 
3. Sharpen knives, repair equipment, etc. 
Classes study best buys in equipment 
and help to purchase them. 
VIII. How may the school lunch teach max- 
imum improvement in eating habits? 
Social Studies 
Science or Homemaking 
English 
1. Make surveys of school to find numbers 
having various types of noon lunches. 
2. Have small panel discussions, debates, 
etc. on the need for a good school lunch. 
Perform rat experiments to show differ- 
ences in effects of good and poor lunches. 
Publicize results for entire school. 
Prepare feature articles for school pub- 
lications and public address system. 
17 Problem 
Department 
Activities 
VIII. How may the school lunch teach max- 
imum improvement in eating habits? 
(Continued) 
Homemaking 
English and Speech 
Physical Education 
Guidance 
1. Sponsor “Good Lunch,” “Clean Plate,” 
etc. campaigns. 
2. Study the nutritional status of the stu- 
dents and their eating habits. 
3. Set patterns for good lunches for other 
departments to use. 
4. Act as a consultation center on “Whys 
of a Good Lunch.” 
Put on skits, plays, write articles for 
local papers and school publications on 
values of a good noon lunch. 
Students keep records of what they eat 
as a part of their general health survey, 
analyze weaknesses and improvements, 
especially through the noon lunch. Study 
the relation of caloric intake to physical 
activity. 
Help students who are undernourished 
to select a good lunch. 
IX. How may the community be educated 
in regard to a good noon lunch? 
English and Speech 
Commercial 
Art 
Homemaking 
Write letters to parents, articles for 
newspapers, give talks at public gather- 
ings, etc. 
Make copies of letters, notices, etc. to 
be sent to parents. 
1. Make posters to use at public gatherings 
or in public places on values of a good 
lunch. 
2. Arrange exhibits to show a good lunch 
program. 
Check to be sure the noon lunch pro- 
gram is the best possible and see that 
changes are made when necessary. 
18 Additional Activities 
Other activities that provide opportunity for similar integration 
include: garden surveys in the community; studies of eating practices; 
study of eating places in the community; and the relation of nutrition 
to good physical fitness. The following brief accounts are from 
schools conducting such activities: 
1. “We made a garden survey of an entire community. We noted 
a greater variety in the gardens this year. Greater quantities 
of green vegetables are now being used. Where gardens in nor- 
mal times had 5 or 6 varieties of vegetables they now average 
15 or 17. Nutrition instruction and teaching people how to use 
new foods is really a success here.” 
2. “A survey was made of the eating habits of junior and senior 
boys. Many were found to be lacking the important foods. 
We stressed the value of vegetables, fruit, and milk in our 
classes. A penny milk program was established to provide milk 
for those who did not have it at home.” 
3. “The advanced home economics students in our school studied 
the eating habits of the grade school children and then conduct- 
ed demonstrations and classes to show these children that food 
is important in order to grow and be healthy. We expect to con- 
tinue this kind of work next year.” 
4. “After our students had heard the talk on ‘Nutrition and Physi- 
cal Fitness’, they decided to check on themselves. They used 
score sheets and found their lowest scores were on milk, fruit, 
and vegetables. It was decided that we include some nutrition 
lessons for all students to be taught by the home economics 
teacher, but the biology, science, and physical education teach- 
ers also stressed the value of foods in their classes. The boys 
in the agriculture course became interested in gardens. Next 
year we plan to have a lunch program for high school students 
as well as for the grade school children.” 
5. “Acting upon a suggestion of the head of the home economics 
department, a class in tenth grade English, agreed to devote 
some time to a study of the foods we eat. The activity was de- 
veloped in the following manner. 
“One class period was devoted to discussion about the impor- 
tance of food in our daily living. We talked about the supply 
of food, the manner in which it is produced, food shortages, sur- 
pluses, food preservation, changes in diet that have been made 
possible through scientific research, pure food laws, food price 
control, army rations, in fact every way that food enters into 
normal living. Every person in the class was participating in 
some way, relating experiences on a farm, a trip through a meat- 
packing house, victory gardening, canning, and so forth. 
“The teacher presented the problem in summarizing the discus- 
sion. ‘Would you be interested in finding more information on 
these subjects and presenting your findings in a form that ap- 
19 peals to you, an essay, a story, rhymes, or cartoons?’ Enough 
enthusiasm had been stirred up that by the time a list of sub- 
jects had been compiled, every person in the class had chosen the 
topic which interested him the most. 
“A few days later a stack of back issues of the Reader’s Guide 
was passed out to the class with instructions to find articles that 
were listed on these topics. This gave the teacher an opportuni- 
ty to work with individual pupils who were having difficulty 
finding materials. A few pupils were excused to go to the li- 
brary to look for pamphlets and books. The amazing part of 
the assignment was the manner in which some of the people 
who prior to this time had done little or no work were beginning 
to feel a responsibility for doing something. 
“Another day was devoted to the organizing of material in the 
form of an outline. It was assumed that previous training in 
the making of an outline would enable most of the class to do this 
part of the project individually. 
“The results are interesting. Practically every member of the 
class was ready on the assigned day. Some of the essays were 
read aloud, and again the class discussed the topic, disagreeing 
with some points, agreeing with others, making suggestions for 
improvement of the composition, and analyzing critically the 
work done. 
“It should be recognized that this class is in no way exceptional. 
It is in fact rather uninspired on most occasions. While the 
quality of composition is far from excellent, the general infor- 
mation received through this group activity is good evidence, 
it would seem, that it is possible to work with a department of 
the school which reaches such a limited number of students as 
the home economics department in an area in which all people 
should be informed.” 
The following problems were used in a 7B arithmetic class: 
a. There are 16 T in a cup. How many T are there in 14 cup? 
b. You should have 4 glasses of milk a day. If you have 1 y2 
glasses for breakfast and % of a glass for lunch, how many 
more should you have that day? * 
c. 1 Florida orange contains 3 ounces of juice. 1 California 
orange contains 1 ounce of juice. How much more juice do 
you get from 3 Florida oranges? 
d. Mary bought her lunch in school. She paid 8 cents for chicken 
soup, 15 cents for potato salad, 5 cents for milk, and 8 cents 
for coke. How much did she spend? What proportion of 
her money was spent for coke? For milk? 
e. 1 glass of milk contains 170 calories. How many calories are 
there in 314 glasses? 
f. You should have one quarter of your daily food requirements 
for breakfast. You should have 3000 units of vitamin A in 
a day. How many should you have for breakfast? 
20 g. How many oz. are there in a lb. of butter? 
h. How much will 2y2 pecks of potatoes cost at 27 cents a peck ? 
i. There are 50 calories in IT of sugar. How many calories are 
there in 1-3 T? 
j. If you should drink 4 glasses of milk a day, how many should 
you drink in a week? 
k. A quart of tomato juice was divided into 4 equal glasses. 
How much does each glass contain? 
l. You should eat 2 servings of fruit a day. How many should 
you eat in 3 weeks ? 
m. There are 3t in IT. How many are there in 2 2/3 T? 
FURTHER SUGGESTIONS FOR TEACHING HIGH SCHOOL 
STUDENTS THE IMPORTANCE OF EATING GOOD MEALS 
Some of the problems listed below are fairly simple and would re- 
quire but a short time for study. The development of others might 
take several weeks. Some students are interested in their own prob- 
lems, others learn through observing the food choices of people about 
them. 
In every high school there will be a group of students who learn 
best through working out simple laboratory experiments to discover 
for themselves the importance of protective foods. 
A variety of activities is listed in order that the students and the 
teacher may select those most valuable to the group. The teacher 
may use the suggestions in this bulletin merely as a means of stimu- 
lating students to locate their own problems and develop their own 
activities. 
Problem I. Time for Team Work in the Family 
A. How can I adjust my eating habits to irregular hours due to 
my job or to my family working in shifts? 
1. What foods should be in a good day’s meals for people of 
my age and activity? 
2. What foods should I have at noon if I miss the night meal 
at home ? 
3. Would it be better for my health to eat a heavier meal at 
noon in the school cafeteria or have a late dinner at home 
after work ? 
4. Would a snack-bar at high school give me a better start 
on the after-school job? 
B. Some suggested activities 
1. Form a committee of the students who work after school 
(and thus miss the dinner meal at home) to plan better 
meals for themselves. 
2. Find out where the best mid-afternoon lunches can be 
bought and how much they cost. 
21 3. Find out where the best evening meal can be bought, while 
on the job, for a specified sum of money. 
4. Ask the mothers of the students to help with the planning 
so that the young people get enough of the right foods 
to eat. 
5. Find out whether it would be cheaper and better to eat 
dinner at the cafeteria at noon and a lunch at night while 
on the job. 
Problem II. What to Feed the Crowd 
A. How can my Scout troop eat out on hiking and camping trips ? 
1. What foods are high in food value? 
2. How much food do we need for the trip? 
3. What is a reasonable budget for the food ? 
4. What foods make the best meals and the lightest packs to 
carry ? 
B. I want to entertain my friends at home. What can I serve ? 
1. What supper dishes are cheap? 
2. What foods go together, are attractive, and good to eat? 
3. What main dishes and desserts can be prepared early in 
the day? 
C. Some suggested activities 
1. Collect recipes and ideas for good camp meals. 
2. Plan meals for a hiking trip for Scouts. Buy the food and 
figure the cost per person. Pack the food for the hike. Find 
out whether the weight is too much for the Scouts to carry. 
3. Prepare meals under camping conditions. 
4. Find out about the safety of drinking water in the areas 
used for camping. 
5. Try out dehydrated products on the local market that 
would help make nutritious meals. 
6. Get samples of the special rations used in the armed forces. 
7. Collect recipes of main dishes that are easy to prepare for 
parties at home. 
8. Experiment with foods to get combinations for parties 
that are attractive, well balanced, and good to eat. 
9. Plan and prepare company suppers that students can use 
when entertaining at home. Try some meals where the 
food is prepared early, and some meals where the guests 
help during the party. 
10. Collect or prepare recipes for quantity cooking. Plan 
amounts required for quantity purchasing. 
11. Have a students’ report on how they used ideas from the 
class in entertaining at home. 
12. Have the class demonstrate what they have been learning 
before some of the high school girls’ organizations who 
would be interested in the project. 
22 Problem III. The “Basic Seven” as a Guide to Good Eating 
A. Do I score “seven-up” on the “Basic Seven” ? 
1. What are the foods people should eat every day? 
2. What is my daily score ? 
3. How shall I improve my eating score? 
B. How can I eat the “Basic Seven” the year around? 
1. How many of the important foods are raised in Michigan? 
2. How can people have fresh fruits and vegetables in winter ? 
3. How much does it cost to eat good meals ? 
C. How can I help other people eat better meals ? 
1. Do other people make the same mistakes in eating as high 
school students and teachers ? 
2. Would it cost too much to eat better meals? 
3. How long does it take to change eating habits ? 
D. Some suggested activities 
1. Use as a guide the “Basic Seven” score chart1 listed in 
this bulletin; arrange an exhibit of the food groups need- 
ed in good meals for the day. 
2. Using the same score chart students and teachers can 
discover whether they are eating well-balanced meals. 
3. Observe the eating habits of people of different ages and 
occupations. Analyze the records to see which of the food 
groups in the “Basic Seven” are most commonly eaten and 
which are frequently omitted. 
4. Work out posters, exhibits, demonstrations, newspaper 
publicity, and radio broadcasts to inform people about the 
need for eating some of all the protective foods each day. 
Emphasize especially those food groups frequently omit- 
ted. Suggest good recipes to use in preparing these foods. 
5. Using the Seasonal Chart for Michigan Foods2 show how 
people can eat the “Basic Seven” during all four seasons 
of the year. 
6. Through displays in grocery stores, public libraries, banks, 
and schools feature the season’s best buys on the market. 
Show how these foods can contribute to eating the “Basic 
Seven.” Suggest interesting ways of preparing these 
foods. 
7. Find out how much packed lunches can contribute to the 
“Basic Seven.” Prepare several different good lunches. 
Exhibit them where they can be studied by the students 
bringing packed lunches. Prepare some colorful leaflets 
with helps for making packed lunches attractive and good 
eating. 
8. Find out how much the noon lunch at the school can con- 
tribute to the “Basic Seven.” 
•See Appendix, p. 38 
2See Appendix, p. 89 
23 Establish a Training Table for students and teachers, who 
may, for various reasons need help with their eating 
habits. If necessary, get the services of a trained dieti- 
tian for special diets. 
9. Find out where the best noon meals can be bought in the 
area near the high school. Compare these meals with 
those served in the school cafeteria. Post these compari- 
sons where students can see them. Write up the study 
for the school paper. 
10. Promote an all-school campaign for better breakfasts if 
students find people are eating too few whole grained cer- 
eals and eggs. 
11. Help with the health examinations of younger children 
in the kindergarten. Tabulate the results of the examina- 
tions so that the teacher can talk with the parents at the 
P.T.A. meeting. Prepare a sample cafeteria for the kin- 
dergarten teacher to use with her children to learn about 
their food habits. Help her analyze her records. Figure 
out how much it would cost to buy all the foods needed 
for good meals for a kindergarten child for a week. 
12. Study the value of milk in the adolescent’s diet. 
a. Make an exhibit showing the nutritive value of three 
glasses of milk. 
b. Compare the calcium value of other milk products with 
that of one glass of milk. 
c. Prepare different milk dishes and make an exhibit 
showing how much calcium they contain per serving. 
Plan menus using some of these milk dishes in the day’s 
meals. 
d. Set up a milk bar and sell milk drinks. Keep a record 
of the most popular choices and publish them in the 
local newspapers. 
e. Try out some new milk dishes in the school cafeteria. 
In advance of the special project conduct an educa- 
tional campaign to enlist the interest of the students 
in selecting the milk dishes. 
f. Prepare soups, salads, cereals, and desserts with milk 
and milk products and without. Compare them for 
differences in food values. 
Problem IV. Using the Science Laboratory to Learn About the Im- 
portance of Good Food and Good Eating 
A. What do foods contain that help keep us in good health ? 
B. How can we raise and care for foods so they will be good 
eating ? 
C. Are all of the food groups in the “Basic Seven” necessary ? 
D. What can the science laboratory tell us about good buys in 
food? 
24 E. In what ways has science aided in the shipment of foods? , 
1. What new methods of transportation are being used? 
2. What are the new methods of preparing foods for ship- 
ment? 
3. What is the modern way of protecting foods from moisture, 
extreme heat, and cold? 
F. Some suggested activities 
1. Bring to the laboratory different foods such as fruits, 
vegetables, cereals, fats, starch, sugar, milk, eggs, cheese, 
found in the “Basic Seven.” 
Study them for likenesses and differences in composition 
of water, cellulose, fat, protein, etc. 
2. Make slides of different plants. Examine under micro- 
scope for cell structures. Try different tests to see what 
food materials are contained in these cells such as starch, 
fat, and protein. 
3. Dry out different plants and other foods. Figure the ap- 
proximate amount of water in them. 
4. Make an exhibit showing the constituents of milk such as 
volume of water, weight of fat, protein, lactose, and total 
minerals. Show the vitamins as per cents of daily needs 
of high school students. 
5. Perform experiments on methods of processing and stor- 
ing foods in relation to bacterial count, appearance, flavor, 
and losses from spoilage, 
6. Analyze the correlation between the nutritive value of 
foods and seed selection, soil composition, and climatic con- 
ditions. 
7. From the point of view of minerals and vitamins, find out 
what vegetables are the most valuable to plant in family 
gardens. 
8. Relate the nitrogen cycle of the soil to providing for the 
protein needs of people. 
9. Apply the law of Conservation of Energy to the food needs 
of people. 
10. Study the caloric or energy value of different foods eaten 
in a good diet. Plan a good gaining diet and a good diet 
on which to reduce. 
11. Calculate the basal energy needs of different members of 
the class. Set up a day’s good meals and see how far 
through the meals the student would have to go to eat 
enough calories to meet basal energy needs. 
12. Compare the energy expenditure of students during one 
hour of active sports with that during one hour of a lec- 
ture class. Set out the foods required to provide energy 
sufficient for one hour of basketball practice versus one 
hour of reading or school assembly. 
25 13. Write to the State Department of Health for maps of Mich- 
igan showing the iodine content of water in different parts 
of the state. Read about the incidence of goiter in Michi- 
gan. Find out how many stores in your community sell 
iodized salt and how many families use it. Try to find out 
why Michigan is in the goiter belt. 
14. Set up comparisons of methods of food preparation and 
storage, that will tend to conserve the vitamins in natural 
foods versus those that will tend to reduce the amounts 
of vitamins. 
15. Find out how vitamin D milk is prepared for your locality. 
Compare the grocery store, the dairy, and the farmers’ 
market with the drug store sources of vitamin D. 
16. Make an exhibit showing the amounts of foods needed in 
a good diet to give the amount of calcium in one glass of 
milk. 
17. Compare the food value of bread made of white flour when 
enriched with that not enriched. 
18. Perform an experiment to find out why the Chinese cut up 
meats quite fine, leave the bones in the pot, and add acid 
to the meat as it stews. 
Problem V. Using Animal Experiments to Learn About the Im- 
portance of Good Food and Good Growth 
A. What happens if some of the protective foods are not fed? 
B. What happens if too little food is eaten ? 
C. Why are fresh raw foods valuable for good health ? 
D. Some suggested activities 
1. Conduct animal feeding experiments to learn the relation- 
ship between energy foods and good growth. 
2. Construct a small room calorimeter in which can be placed 
a small animal. Observe the evidence of oxidation of foods 
in the animal’s body. 
3. Feed baby rats, after they are weaned, on milk diets ver- 
sus diets of mixed foods high in iron. Watch for signs of 
anemia. Figure out what would be the best foods to add 
to a young child’s diet. Check with pediatricians’ recom- 
mendations. 
4. Clean, scrape, and mount the skeletons of rats. Observe 
the difference between those fed on poor diets and those 
fed on good diets. 
5. Work out an experiment with animals to show that they 
grow best when provided with an adequate amount of all 
the nutrients needed for growth. 
6. Work out an experiment with plants to show the same re- 
lation of balanced food to growth. 
26 7. Work out an experiment with animals to show the effect 
of having an optimum menu at each meal versus one to 
two meals poor and third meal optimum. 
8. Get from the butcher some long bones of several different 
animals. Cut the bones in two, lengthwise. Study for 
signs of good mineral storage. Study the differences be- 
tween the bones of young animals versus mature ones. 
9. Set up an experiment to test the value of direct sunlight, 
ultra violet irradiation, and vitamin D preparation upon 
the growth of animals. Notice how many different tis- 
sues of the body are affected by lack of this vitamin. 
10. Feed a guinea pig fresh lettuce as a source of vitamin C. 
Feed another some that has been dried. Compare the 
growth and health of these two animals. 
The activities suggested under the foregoing problems were selected 
so as to require the equipment usually found in high school class- 
rooms. An examination of the problems and activities will indicate 
the possibilities for teaching nutrition in the various courses offered 
in high schools. Problems one, two, and three might be developed 
in homeroom classes or in some of the interest groups sponsored by 
the school. Biology and science classes provide many opportunities for 
nutrition projects. A few suggestions have been offered in the two 
concluding problems for these classes. 
While a fairly generous bibliography of teaching materials is in- 
cluded in the Appendix, teachers may need further help in locating 
just the information they need for their class work. Foods and nu- 
trition departments in the different colleges about the state should be 
contacted. The Michigan Department of Health, Lansing can be 
called on for such special services. 
BIBLIOGRAPHY 
Books on General Nutrition 
*1. American Medical Association; Council of Foods. Accepted Foods and 
their Nutritional Significance. Chicago: American Medical Association. 
1940. 492 pp. $2.00 
*2. Bogert, Jean L. Nutrition and Physical Fitness, 4th Edition. Philadel- 
phia: The W. B. Saunders Co. 1943. 602 pp. $3.00 
3. Bowes & Church, Food Values of Portions Commonly Used, 5th Edition. 
Philadelphia, 311 S. Juniper Street: Child Health Society. $1.50 
*4. Chaney, Margaret S. and Ahlborn, Margaret. Nutrition. 2nd Edition. 
Chicago: Houghton-Mifflin Company. 1943. 429 pp. $3.25 
5. Davis, Adele, Vitality Through Planned Nutrition. New York: Macmillan 
Company. 1942. $2.20 
*6. Rose, Mary S. and Taylor, Clara. Foundation of Nutrition, 4th Edition. 
New York: Macmillan Company. 1943. 480 pp. $3.75 
*7. Silver, Fern. Foods and Nutrition. New York: Appleton-Century Co. 
1941. $1.72 
8. Taylor, Clara M. Food Values in Shares and Weights. New York; Mac- 
millan Company. 1942. 92 pp. $1.50 
*9. Sherman, H. C. and Lanford, C. S. Essentials of Nutrition. New York: 
Macmillan Company. 1943. 424 pp. $3.50 
♦Available through the Michigan State Library, Lansing 
27 Books on the Food Habits of People: Historical, social-economic, and health im- 
plications are featured. 
*1. Annals of the American Academy of Political and Social Science. Nutri- 
tion and Food Supply; The War and After. Vol. 225. Philadelphia: The 
Academy. January 1943. 279 pp. $1.00 
*2. Black, J. D. Food Enough. Lancaster, Pa.: Jacques Cattell Press. 1943. 
269 pp. $2.50 
*3. Cummings, R. O. The American and His Food. A History of Food Habits 
in the United States. Chicago: University of Chicago Press. 1940. 267 
pp. $2.50 
4. Drummond, J. C. The Englishman’s Food. A History of Five Centuries 
of English Diet. London: J. Cape. 1939. 574 pp. 
*5. Graubard, Mark. Man’s Food: Its Rhyme or Reason. New York; Mac- 
millan Company. 1943. $2.50 
6. Jacob, H. E. Six Thousand Years of Bread. New York: Doubleday. 1944. 
$4.50 
*7. Martin, Edgar W. The Standards of Living in 1860. American Consump- 
tion Levels on the Eve of the Civil War. Chicago: University of Chicago 
Press. 1942. 451 pp. $4.50 
8. Woodburg, R. M. Food Consumption and Dietary Surveys in the Americas 
(North and South America). Montreal: International Labor Office. 1942. 
64 pp. $0.35 
Materials Describing Experiments for the Science Laboratory and Methods of 
Teaching 
1. The American National Red Cross. The Red Cross Nutrition Course in 
Secondary Schools: Teacher’s Manual. Washington, D. C.: The American 
Red Cross. 1944 
2. Bingham, N. E. Teaching Nutrition in Biology Classes. New York: Co- 
lumbia University Press. 1939. 117 pp. $1.25 
3. Todhunter, E. Neige, and Andes, Mabel L. Nutrition Experiments for 
Classroom Teaching: A handbook for teachers. Pullman, Washington: Col- 
lege of Home Economics, State College of Washington. 1940. $0.25 
Periodicals 
1. Agricultural Situation. A publication of the United States Department of 
Agriculture, Washington, D. C. Issued monthly. Order from the Super- 
intendent of Documents. $0.50 per year 
2. Consumer’s Guide. A publication of the Department of Agriculture, Wash- 
ington, D. C. Issued monthly. $0.50 per year 
3. Consumer Education Service. A publication of the American Home Eco- 
nomics Association. Issued monthly. 620 Mills Building, Washington, 
D. C.: The Association. $1.00 per year 
Note: The April 1943 number is given over to reports of successful teach- 
ing projects in consumer education. 
4. Hygeia. A publication of the American Medical Association. Issued 
monthly. Chicago, Illinois. $2.50 per year 
5. Michigan Department of Health. A monthly bulletin. The Department, 
Lansing, Michigan. Free 
6. Nutrition Reviews. Published monthly. Chrysler Bldg., New York, New 
York: Nutrition Foundation, Inc. $2.00 per year 
7. Journal of Home Economics: A monthly publication. 620 Mills Bldg., 
Washington, D. C.: American Home Economics Association. $2.50 per year 
8. Journal of American Dietetic Association. Published monthly. 620 N. 
Michigan Avenue, Chicago, 111.: American Dietetic Association. $3.00 per 
year 
Bulletins on General Nutrition 
1. National Research Council, The Committee on Cereals, Food and Nutrition 
Board. The Facts About Enrichment of Flour and Bread. Washington, 
D. C.: National Research Council. 1944. 15 pp. Free 
28 2. Philadelphia Child Health Society. Family Nutrition. Philadelphia: The 
Society. 1942. 105 pp. Free 
3. Rowntree, Jennie I. This Problem of Food. 30 Rockefeller Plaza, New 
York: Public Affairs Committee, Inc. 1942. 32 pp. 10 cents 
4. Stone, Harriet. The Meaning of Nutrition. Boston: D. C. Heath and Com- 
pany. 1943. 50 cents 
5. U. S. Department of Agriculture. Principles of Nutrition and Nutritive 
Value of Foods. Washington, D. C.: The U. S. Dept, of Agriculture. Mis- 
cellaneous Publication No. 546. 1944. 40 pp. Single copies free 
6. U. S. Department of Agriculture. Are We Well Fed? A Report on the 
Diets of Families in the United States. Washington, D. C.: Supt. of Docu- 
ments, Miscellaneous Publication No. 430. 1941. 28 pp. 15 cents 
7. National Research Council, report of committee on food habits, 1941-1943. 
Bulletin No. 108, Oct. 1943. The Problem of Changing Food Habits. 2101 
Constitution Avenue, Washington, D. C.: National Research Council. 177 
pp. 
8. National Research Council, Bulletin No. 109, Nov. 1943. Inadequate Diets 
and Nutritional Deficiencies in the United States. 2101 Constitution Ave- 
nue, Washington, D. C.: National Research Council. 56 pp. 
9. Department of State, Publication 1948, Conference Series. United Nations 
Conference on Food and Agriculture, Hot Springs, Virginia. Washington, 
D. C.; U. S. Government Printing Office. May 18-June 3, 1943. (Final 
Act and Section Reports.) 61 pp. 
10. United States Department of Agriculture, Washington, D. C. Human 
Nutrition. Yearbook Separate No. 1668. A reprint of Part 1 of the year- 
book of Agriculture. Washington, D. C.: Superintendent of Documents. 
1939. 307 pp. 40 cents 
11. United States Department of Agriculture, Washington, D. C. Family Food 
Consumption in the United States. Washington, D. C.; Superintendent of 
Documents, Spring, 1942. Misc. Pub. No. 550, 1944. 157 pp. 20 cents 
Bulletins on the Nutrition and Feeding of Children 
1. Loewnberg, Miriam E. Food for Young Children in Group Care. Wash- 
ington, D. C.: Supt. of Documents, U. S. Dept, of Labor, Children’s Bureau 
Publication No. 285. 1942. 34 pp. 10 cents 
2. Roberts, Lydia J. and members of the U. S. Children’s Bureau Staff. The 
Road to Good Nutrition. Washington, D. C.: Superintendent of Documents, 
U. S. Dept, of Labor, Children’s Bureau Publication No. 270. 1942. 53 
pp. 15 cents 
3. Sweeney, Mary E. and Eichelberger, Marietta. One Meal for All. 307 N. 
Michigan, Chicago: Evaporated Milk Association. 1944. 16 pp. Single 
copies free 
Bulletins on the School Lunch 
1. Girl Scouts Incorporated. Woodland Cookery. 155 E. 44th Street, New 
York: The Girl Scout Office. 35 cents 
2. Michigan State College Extension Division. School Lunch. 4-H Club, Bul- 
letin 12, The Bulletin Room, Michigan State College, East Lansing. 1941. 
30 pp. Single copies free 
3. United States Office of Education, Washington, D. C., Supt. of Documents 
a. Food for Thought: The School's Responsibility in Nutrition Education. 
Education and National Defense Series, Pamphlet No. 22. 1942. 32 
pp, 15 cents 
b. School Lunch Management: Nutrition Education Series, Pamphlet No. 
3. 1944. 31 pp. 10 cents 
c. A Yardstick for School Lunches. Nutrition Education Series, Pamph- 
let No. 4. 1944. 30 pp. 10 cents 
d. Making School Lunches Educational. Nutrition Education Series Pam- 
phlet No. 2, 1944. 10 cents 
29 Bulletins and Leaflets Available Through the Michigan Department of Health 
1. As the Little Child Eats 
2. Eating Is Important 
3. Milk—Does Your Family Have Enough? 
4. Planning and Packing the School Lunch 
5. Vegetables and Fruits 
6. Vitamins 
7. What to Eat Before the Baby Comes 
8. Wild Greens Are Good 
9. Your Food 
10. Your Food and Your Figure 
Bulletins and Leaflets Available Through the Home Economics Extension Depart- 
ment, Michigan State College 
1. Better Breakfasts 
2. Everyday Meals for Michigan Homes 
3. Guide to Modem Meals 
4. Make Your Meals to Measure 
5. Mealtime for Little Folks 
6. Milk in Modern Meals 
7. Money Saving Meals 
8. Pack a Punch in Every Lunch 
9. Reducing Food Costs 
10. Your Meals and Your Manners 
Posters Available Through the Michigan Department of Health 
1. Eating Is Important 
2. Food Values of Two School Lunches 
3. Michigan Children Need Iodized Salt 
4. Wild Greens Are Good 
Motion Picture Films Available Through State Organizations 
The Michigan Department of Health, Lansing 
1. America Learns to Fly. 16 mm. 11 min. Black and white. Sound. 
1941. Free 
2. Behind the Smile. 16 mm. 10 min. Black and white, also color. Sound. 
1939. Free 
3. For Health and Happiness. 16 mm. 1 reel. Black and white. Sound 
and silent. 1941. Free 
4. More Life in Living. 16 mm. 12 min. Black and white. Sound. 1939. 
Free 
The University of Michigan Extension Service, Ann Arbor1 
1. Dinner at School. 16 mm. 9 min. Black and white. Sound. 1942. 
Rental $2.50 
2. Foods and Nutrition. 16 mm. 10 min. Black and white. Sound. 1940. 
Rental $1.50 
3. Fundamentals of Diet. 16 mm. 11 min. Black and white. Sound. 1944. 
Rental $1.50 
4. Vitamins A, B, C, and D. 16 mm. 4 min. each. Black and white. 
Sound. 1943. Rental $0.50 for each 
5. World of Plenty. 16 mm. 45 min. Black and white. Sound. 1942-43. 
Rental $2.50 
1Send to University of Michigan Extension Service for their publication entitled, A Few Selected 
Films on Nutrition. 
30 APPENDIX 
Additional Teaching Suggestions and Aids 
1. Use picture models of foods. Tape them on poster board to make 
up posters. 
2. In making posters cut out letters and stick on poster board with 
pins rather than draw and paint. 
3. To make teaching materials put out by different organizations 
serve the interest of the moment: 
a. Mount on colorful background. 
b. Cut up and combine differently. 
c. Use pictures and have students develop new titles and descrip- 
tive materials. 
4. Ways to manage the supplies for food preparation projects: 
a. Have students bring the supplies from home and use the pre- 
pared dishes for their noon luncheon or take home the pre- 
pared products. 
b. Use supplies purchased for the lunch room at school and serve 
the prepared foods in the school lunch room. 
c. Have students prepare the dishes at home after they have had 
a demonstration lesson at school. 
5. Certain articles or parts of books contain information that could 
be interesting to high school students if simplified. Get the 
trained nutrition women in the community to help you revamp 
these materials so that you can use them in your class. There is 
a local nutrition committee, there are dietitians and home eco- 
nomists in nearly every community who would help you work up 
these materials. Incidentally there is no better way of interest- 
ing these women in the school program than to get them to help 
with such projects. 
6. Keep classified scrapbooks of newspaper clippings. Put clippings 
in notebooks or folders according to major topics. 
7. If available, borrow Hygeia and the Journal of the American 
Medical Association at the office of the county health department, 
local hospital, local physician, or dentist. 
8. Write for reprints of articles to be used for several terms. 
9. Have the students work on reports in class where they may be 
helped with selecting important facts, with interpretation, and 
with working up charts to illustrate their reports. 
10. Enlist the aid of English classes in writing up simple reports of 
some of the more technical readings. 
11. Enlist the aid of the art classes and other classes in working up 
teaching charts. 
12. There are many good articles on nutrition appearing in the 
women’s magazines. For use in the boys’ classes, cut them out, 
remount them, and put them in manila folders. The boys will 
not be self-conscious about reading and discussing these articles. 
31 13. Clippings from newspapers and farm journals help keep the class 
up-to-date on current problems. Prominent metropolitan Sunday 
papers carry innumerable articles of nutrition interest. 
14. It is very important to plan so that students may report on the 
articles that they bring to class. 
15. The Vitamingo game is one device for interesting the students 
in their own diets. 
16. Study local board of health procedures regarding sanitation of 
eating places and food handling. 
17. An easy method of checking the diet is suggested by the attached 
score sheet and the sheet for graphing results. 
18. Make a large graphic chart that could be used in an assembly 
program, in an exhibit for the school, or in the classroom to show 
the daily food score of people. A description for such a chart 
may be found in a bulletin issued by the Iowa Department of 
Public Instruction entitled, The Iowa Plan for Nutrition Educa- 
tion in the Elementary Schools. 1944 
Survey of Food Intake 
The type of food survey made in Osceola and Sanilac counties1 in 
1940 and 1942 is one means of determining needs in a group of school 
children. That was a one day study. A survey of at least seven days 
would be even more valuable. This may be done twice during the 
school year, in the fall and again in the spring. With suitable forms 
the problem becomes a relatively simple one. Such forms are illus- 
trated on the following pages. Sample copies may be secured from 
the Michigan Department of Health. 
The value of such a survey and an interpretation of the findings 
may best be explained by a trained nutritionist. The Michigan De- 
partment of Health maintains a staff of nutrition consultants in the 
Division of Nutrition, Bureau of Maternal and Child Health. Your 
local health department or school nurse will be glad to make arrange- 
ments for such consultation service. 
The results of such a survey, when properly interpreted, can be of 
value to all teachers, students, parents, and groups such as public 
health and agricultural workers in the community. 
Wealth in Education, Bulletin S29. Lansing: Department of Public Instruction. 
32 FORM I 
DAILY FOOD RECORD 
School County Date 
Grade Age Boy or girl 
DO NOT SIGN NAME UNLESS YOU WISH TO 
Name 
Please fill out these questions in detail: 
For supper last night I ate and drank 
Kind of Food 
Amount 
For breakfast this morning I ate and drank 
Kind of Food 
Amount 
For lunch today I ate and drank 
Kind of Food 
Amount 
Between meals last night and today I ate and drank 
33 Suggestions for Filling Out Form I. 
1. The following information on the type and quantity of each food 
might be helpful when summarizing the foods eaten: 
a. Milk—state if plain milk, chocolate milk, cocoa if made with 
milk, evaporated milk, buttermilk, or skim milk. Include milk 
used on cereal. 
Cheese—state if cottage or American or cheddar type. 
b. Eggs—how many? 
c. Meat, fish, poultry, game, etc.—state how cooked—fried, 
roasted, boiled. 
Dried beans and peas—state if baked, boiled, in soup, etc. 
d. Fruit—give name and how prepared such as raw, canned, 
stewed, or baked. 
e. Vegetable—give same type of information as for fruit. 
Potatoes—baked, boiled in jacket, fried, mashed, etc. 
Whole raw fruit and vegetables may be given in numbers. 
f. Bread—state if plain white, enriched white, or dark. This 
also refers to biscuits and rolls. 
Breakfast cereals—give name of cereal. 
g. Butter or margarine—state which is used on bread. If lat- 
ter, state whether or not it is fortified. 
h. Other foods—give names in full such as apple pie, rice pud- 
ding with raisins, vanilla ice cream, baked custard, oatmeal 
cookies, milk gravy, apple jelly, peanut butter sandwich on 
dark bread, fruit salad, etc. 
2. The amounts should be given as the number of helpings or serv- 
ings for all foods. Milk should be recorded as cups or glasses 
drunk and if used on cereals. Eggs are recorded in numbers 
eaten. 
3. Ask students to record as accurately as they can remember. Put 
them on their honor. Let them see that this is one way of finding 
out how they rate and how they can improve upon themselves. 
Each student will be responsible for himself but the total results 
of all the students will be interesting to everyone. 
34 FORM II 
Date 
A. From, 
B. From. 
.to.. 
tO... 
SUMMARY OF FOOD INTAKE OF AN INDIVIDUAL STUDENT 
School. 
.County.. 
-Age.. 
Boy.. 
Girl 
FOOD 
P 
A 
Per Day 
dumber of Servings 
B 
Per Day 
Number of Servings 
M 
T 
W 
T 
F 
S 
S 
Tot. 
Ave. 
M 
T 
W 
T 
F 
S 
S 
Tot. 
Ave. 
Milk 
Cheese 
Eggs 
Meat, fish, etc. 
Dried beans 
Tomatoes and citrus fruits 
Leafy, green, yellow 
vegetables 
Other fruits and vegetables 
Potatoes 
Whole grain or enriched 
bread 
Whole grain or enriched 
cereal 
Other bread and cereal 
Baked goods, pancakes, etc. 
Raw fruit or vegetables1 
Candy, jelly, jam, syrup, etc. 
Tea, coffee 
Between meals2 
1Other than tomatoes or citrus. If leafy green or yellow or other include in column so marked. 
2These items should have been included in the columns descriptive of the type of food. For 
example, cookies will be counted in the baked goods column. 
35 FORM III 
Date. 
SUMMARY OF FOOD INTAKE OF ALL STUDENTS IN A GIVEN 
SCHOOL OR GRADE 
SCHOOL 
School or Grade. 
.County. 
Pupil Average from Form II 
FOODS 
1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
11 
12 
13 
14 
15 
16 
Tot. 
Ave. 
Milk 
Cheese 
Eggs 
Meat, fish, etc. 
Dried beans 
Tomatoes and citrus fruits 
Leafy, green, yellow vegetables 
Other fruits and vegetables 
Potatoes 
Whole grain or enriched bread 
Whole grain or enriched cereal 
Other bread and cereal 
Baked goods, pancakes, etc. 
Raw fruit or vegetables1 
Candy, jelly, jam, syrup, etc. 
Tea, coffee 
Between meals2 
1Other than tomatoes or citrus. If leafy, green or yellow or other include in column so marked. 
2These items should have been included in the columns descriptive of the type of food. For 
example, cookies will be counted in the baked goods column. FORM IV 
Date. 
PERSONAL FOOD HABIT INVENTORY 
School 
Class or Grade Boy.. Girl 
Fill the blanks at top of page 
Answer all questions with Yes and No in space indicated. If you do not know, leave 
blank vacant. Do not sign your name. 
1. Where do you live? On a farm?.. Small town? City? 
Where do you get your milk? Own cows? Buy fresh?.. Buy evaporated? 
Do you have fruit trees at home? .Berry bushes? 
Do you have a vegetable garden at home each year? 
2. Do you like milk? Do you drink milk? If not, why not? 
Do you drink pasteurized milk at home? At school? 
Do you like cheese? American? Cottage?... 
3. Do you like eggs?... meat? fish?.... chicken? liver? 
baked beans? peanut butter? nuts? soy beans? 
4. Do you like oranges?. grapefruit? tangerines? tomatoes? 
apples? bananas? prunes? raisins? berries? 
Name the fruits you do not like, if any 
5. Do you like greens? carrots? squash? green beans? 
rutabagas? turnips? leaf lettuce? cabbage? beets? 
onions? potatoes? sweet potatoes?.. 
Do you like raw' vegetables? 
Name the vegetables you do not like, if any 
6. Do you like whole wheat bread? rye bread? white bread? ... sweet 
rolls? plain rolls? 
Do you eat enriched white bread and rolls at home? At school?... 
Do you eat oatmeal? Cornmeal mush? Whole or cracked wheat? 
What other cereals do you eat? 
Name the cereals you do not like, if any — 
7. Do you eat between meals? Do you have candy or soft drinks or potato chips 
practically every day?. 
Are you willing to taste new foods? ... 
8. Are you well? Do you tire easily? ......Do you have frequent colds? .Do you 
have growing pains?.. Do you have decayed teeth?...., Are you constipated 
frequently? 
37 Suggestions for Interpreting Information Given on Form IV. 
1. The first part may give an idea as to the availability of foods to 
students. 
2. The next six parts should indicate whether the individual’s likes 
and dislikes dominate his eating practices and if they are for the 
best. For instance, if the student checks all fruit and vegetables 
listed in part two, his eating habits would be considered very 
good. If he checked greens, potatoes, and all the fruits, his 
choices would still be very good. But if he checked only potatoes, 
apples, and bananas, his likes would be very limited and ques- 
tionable from the nutrition standpoint, since he does not include 
green and yellow vegetables nor citrus fruits and tomatoes that 
are listed in all charts as being excellent sources of vitamin A 
and vitamin C respectively. The persons checking these sheets 
will need to be familiar with the foods known as the protective 
foods in order to interpret them correctly. 
3. The last part may give a clue as to whether medical care is indi- 
cated. Students checking the items in part 8 should, in a general 
way, be urged to seek medical advice from their physician or at 
least report to the nurse who is working in the school. 
A “BASIC SEVEN” SCORE CHART FOR HIGH SCHOOL 
STUDENTS 
Eat Some Foods 
From Each Group 
Every Day 
h 
eep your Score Good to Excellen 
t 
Poor 
Score 
Only a Fair 
Score 
Good 
Score 
Excellent 
Score 
(1) Milk to drink, 
milk foods, 
and cheese 
1 cup 
or less 
daily 
2 cups 
daily 
1 quart 
daily 
Afore than 
1 quart 
daily 
(2) Green and 
yellow vegetables 
Seldom or 
never eaten 
About 
3 servings 
a week 
1 to 2 
servings 
a day 
More than 
2 servings 
a day 
(3) Oranges, tomatoes, 
grapefruit, raw 
cabbage, green 
salads 
Seldom 
or never 
eaten 
About 
3 servings 
a week 
1 to 2 
servings 
a day 
More than 
2 servings 
a day 
(4) Meat, poultry, 
fish, eggs 
Less than 
1 serving 
a day 
1 serving 
a day 
2 servings 
a day 
More than 
2 servings 
a day 
(5) Potatoes and other 
fruits and vegeta- 
bles not listed in 
groups 2 and 3 
Seldom 
or never 
eaten 
About 
3 servings 
a week 
1 to 2 
servings 
a day 
More than 
2 servings 
a day 
(6) Bread and cereals. 
The natural whole 
grain or enriched 
or restored 
Seldom 
or never 
eaten 
‘ 
About 
3 servings 
a week 
1 to 2 
servings 
a day 
More than 
2 servings 
a day 
(7) Butter and other 
fats containing 
vitamin A 
Seldom 
or never 
eaten 
Some 
each 
week 
One 
serving 
a day 
Some mqst 
every 
meal MICHIGAN FRUITS AND VEGETABLES AVAILABLE AT DIF 
FERENT SEASONS OF THE YEAR UNDER ORDINARY 
STORAGE CONDITIONS1 
Late April 
Through June 
July through Middle October 
Late October 
Through 
December 
January 
into April 
Vegetables 
Vegetables 
Fruits 
Vegetables 
Asparagus 
Beans, lima 
Apples 
Beets 
Beets 
Beets 
Beans, snap 
Blackberries 
Broccoli 
Cabbage 
Chard 
Beets 
Cherries 
Brussels 
Carrots 
Lettuce 
Broccoli 
Currants 
sprouts 
Onions 
Onions 
Brussels 
Dewberries 
Cabbage 
Parsnips 
Peas 
sprouts 
Grapes 
Carrots 
Potatoes 
Potatoes 
Cabbage 
Peaches 
Cauliflower 
Pumpkin 
Radishes 
Carrots 
Pears 
Cantaloupe 
Rutabaga 
Rhuharh 
Cauliflower 
Plums 
Celery 
Squash 
Spinach 
Cantaloupe 
Raspberries 
Chard 
Turnips 
Fruits 
Raspberries 
Strawberries 
Celery 
Chard 
Chinese 
cabbage 
Corn 
Cucumber 
Egg plant 
Endive 
Kohlrabi 
Lettuce 
Onions 
Parsley 
Peas 
Peppers 
Potatoes 
Pumpkin 
Radishes 
Rutabaga 
Spinach 
Squash 
Tomatoes 
Turnips 
Watermelon 
Endive 
Kohlrabi 
Lettuce 
Onions 
Parsley 
Parsnips 
Potatoes 
Pumpkin 
Radishes 
Rutabaga 
Spinach 
Squash 
Fruits 
Apples 
Grapes 
Pears 
Apples 
‘Dates for fresh 
vegetables and fruits from the garden during spring and summer are approxi- 
mate for the southern part of the state. Crops in the northern part of the state ripen about two 
weeks later. 
39