The Washington times. [volume] (Washington [D.C.]) 1902-1939, 1921-09-11

cry Icu uuTlhB uiS Approaching
school days.
There are many parents, un-
fortunately, who do not understand
the feeding Of the growing child, or
else do not think 1t matter worthy :
Of attention and serious study.
They have what they consider
plenty to eat on the table, and
all the family partake. whether old
or young. But what may be entire
ly right and adequate for the adult,
either in kind or quantity, may be
totally insufficient for the child
that is growing. 49,.
In the first place the child of
school age, from about six years
until sixteen, is doing two things:
adding to the bone and muscle
structure Of his body and using his
strength to study and to play. The
adult needs to make no new body
structure, and hence can use all
his energy for work and his activ-
tiles. But the child who must build
his body and lay up the basis Of
his future health needs as careful
and directed feeding as baby.
During this period Of adolescence
he is more likely to be at.
tackled by germ diseases and those
which he will not be able to resist.
In other words. the growing child
must have sufficient food to pro-
vide for his growth and also "re-
serve" Of energy to combat disease.
Shall the child take a cold lunch,
come home for lunch or be sup
piled at noon In the school itself?
IF he does come home 1t Is the
mothers duty to see that he has,
not a snack or only something
sweet, but wholesome and prefer
ably warm food. " s-.-- -
Even II a child takes q well-fi1led
lunch box It has been proved that
the addition of a warm bowl Of
soup or cup Of cocoa or milk gives
more value to the dry lunch. II
many schools provided such warm
drinks or soup they would be Of
, help But there Is every reason
why more schools should 90 a step
further and provide an entire lunch
at cost. The benefits Of this plan
are the saving Of time over going
home, the Improvement in manners
by eating with other children and
further the provision Of the right
kind of food every day.
The fact, that many schools in
every part Of the country have
made a success Of the school lunch
plan Is proof that other schools can
copy It with benefit. The thing for
parents to do in places where the
plan has not been tried Is to arouse
public opinion to its advantages.
II need not be a tax financially, as
the well managed lunch room pays
for itself. Further, children learn
food values and how to select them
by choosing from the school lunch
menu. which has the calories or
values plainly marked.
The change In the taste OF the
children toward more nourishing
foods IS clearly evidenced in these
words from a high school in a
large city operating the lunch plan:
"The result of the educational
work done for the children is clear
~ shown in their changed demand
for food. During the first few
weeks they bought most eagerly
from the candy and pastry tables;
about thirty bowls of soup were
sold and only fifteen to twenty
other hot dishes. Within six weeks
Of the commencement Of our hot
lunch service, however, we were
selling an average Of eighty to
ninety bowls Of soup and forty to
sixty other hot dishes" !
Either an elementary school or
q high school may have a lunch
room, but, Of course, the dishes
must be adjusted to the differing
ages. With pupils returning to
brain work in the afternoon heavy
dishes are out Of place. The menu
may well include tomato and bean
soups and purees. spaghetti, baked
beans, corn pudding, vegetable
stews. salads, appetizing sand.
witches and plenty Of cookies and
fruit. 49,.
In the school lunch the menu Is
listed on blackboard or card
somewhat as follows: 4
LUNCH SERVICE.
=. Menu Bulletin 20.
Note-You require 800 balanced
calorIes for lunch. Purchase the
dishes which, added together, will
give you this quantity.
-. Galleries. css .s:.
Split pea soup with bread
and butter ........... 800 g.
Chopped egg sandwich. 200 a.
Glass OF milk. .f40 a.
Vegetable stew with bread
and butter .......... $50 10
ice cream 200 81