A nutrition guide for health and biology classes
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A NUTRITION GUIDE FOR HEALTH AND BIOLOGY CLASSES
A Project Presented
to
the Faculty of the School of Education The University of Southern California
In Partial Fulfillment of the Requirements for the Degree Master of Science in Education
by Emmett Whitford Wood June 1950
UM! Number: EP46150
All rights reserved IN FO R M A TIO N TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
Dissertation Publishing
UMI EP46150 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code
ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 4 8 1 0 6 -1 3 4 6
gl
>S0
T h is project report, w ritten under the direction of the candidate’s adviser and ap p ro ved by h im , has been presented to and accepted by the F a c u lty o f the School of Ed u catio n in p a r t ia l f u lf illm e n t of the requirements f o r the degree
of M a s t e r of
Science in Education.
Date..
................
A d v is e r
Dean
ii TABLE OF CONTENTS CHAPTER
PAGE PART I. CHOICE HOW TO REGULATE YOUR POOD SELECTION
1.
THE ESSENTIALS: 1.
CALORIES:
HOW TO CHOOSE AN ADEQUATE DIET How to provide your body with
3
the energy it n e e d s ..................... 2.
PROTECTION:
How to obtain your daily
vitamin requirements 3.
REGULATION:
....................
LIQUIDS:
.
DIETETICS: 1.
7
How to assure yourself of suf
ficient water i n t a k e.................... 2.
6
REPAIR: How to secure an adequate supply of protein for your b o d y ..............
5.
4
How to provide the necessary
minerals in your daily d i e t .............. 4.
3
HOW TO PLAN W E A L S ................
NUTRIENTS:
7
11
How to use tables of food
composition.............................
11
2.
MORNING:
How to plan breakfast..........
13
3.
NOON:
How to plan l u n c h .................
15
4.
NIGHT:
How to plan d i n n e r ..............
15
5.
FREQUENCY:
6.
LUNCH BOX: How to plan a nutritious school
How to space m e a l s ..........
l u n c h ...................................
16
17
iii
CHAPTER
PAGE
7. EXTRAS:
How to plan for between meal 18
e a t i n g ................. 3. SPECIAL DIETS:
HOW TO HANDLE UNIQUE DIET CASES
22
How to cook for children . . .
22
How to cook for teen-agers . . . .
24
1 . CHILDHOOD: 2. YOUTH:
3 . SENILITY:
4.
ILLNESS:
How to cook for old people How to nourish the sick
5 . BED-RIDDEN:
....
How to cook for invalids
6 . CONVALESCENCE:
. .
. .
25 27 28
How to cook for persons
recovering from illnesses ...............
29
PART II. GOOD DIGESTION HOW TO SECURE GREATER BENEFIT FROM YOUR MEALS 4.
ENJOYMENT:
HOW TO PROMOTE A PLEASANT MEALTIME
ATMOSPHERE.................................
35
1.
COLOR:
35
2.
APPEARANCE:
How to set an attractive table . . How to make attractive look
ing food d i s h e s .............-.......... 3 . ORDER:
How to arrange dinner courses in
an appetizing sequence 4.
CONDUCT:
..........
CONVENTION: 1.
OMISSION:
38
How to secure mealtime harmony
within a g r o u p ......................... 5.
37
HOW TO IMPROVE YOUR EATING HABITS How to eliminate bad eating
38
43
iv CHAPTER
PAGE h a b i t s ...........................
2. TABOO:
43
How to keep from eating foods you
like but which aren’t good for you . . . . 3 . AVERSION:
43
How to eat things that you don’t
like but which are good for y o u ........
45
4.
SWEETS:
45
5.
CAPFEIN:
How to include eandy in your diet How to include coffee in your
d i e t ................................... 6 . VARIATION:
46
How to get variety into your
e a t i n g .................................
46
PART III. FIGURE HOW TO CONTROL YOUR WEIGHT 6 . INCREASE:
1.
HOW TO GAIN W E I G H T ...............
ENERGY:
How to calculate your daily 52
caloric requirement .................... 2.
7-
WORK:
51
How to gain weight while doing
work that removes i t ....................
53
3.
FUEL:
55
4.
LOG:
How to increase your ealoricintake How to keep a record of your diet
DECREASE:
.
HOW TO LOSE WEIGHT S A F E L Y ........
1.
FASTING:
How to reduce your caloric intake
2.
DETERMINATION:
3.
SAFETY:
How to stick to a diet . .
How to diet without getting sick
56
60 60 62 63
V
CHAPTER
PAGE
4. COMPORT:
How t© lose weight without
going h u n g r y ........................... 5. EXERTION:
64
How to combine exercise with
your dieting
.........................
64
PART IV. CORRECTIVE EATING HOW TO HANDLE YOUR HEALTH PROBLEMS 8.
DEFECTS:
HOW TO DEAL WITH COMMON FORMS OF
MALNUTRITION ............................... 1. FATIGUE:
How to prevent nutritional
a n e m i a ............................. 2. LESIONS:
How to prevent pellagra
3. IMPERCEPTION:
....
BOW LEGS:
How to prevent rickets
5 . PROPER COAGULATION:
....
78
How to locate the cause of a food
a l l e r g y ............................... 2.
74
HOW TO DEAL WITH FOOD
A L L E R G I E S ................................. SOURCE:
73
How to build up resistance
HYPERSENSITIVITY:
1.
72
How to insure proper
to c o l d s ....................... 9.
71
72
dotting of your b l o o d .................. 6 . VITALITY:
70
How to prevent night
b l i n d n e s s ............... 4.
70
IRRITATION:
78
How to get relief from Itching
skin caused by food a l l e r g y ............
79
vi CHAPTER
PAGE
3. ERUPTION:
How to deal with poison ivy
r a s h e s ........................... 4. HEADACHE:
How to reduce the severity of
migraine headaches ..................... 5. DYSPNEA:
How to relieve attacks of asthma
6 . SNEEZING:
THE MOUTH:
How to keep the teeth clean . .
2. DECOMPOSITION: 3. BRISTLES:
How to prevent tooth decay
ANTISEPTIC:
89
90
TOOTHPASTE:
90
How to select a good dentifrice How to care for the gums
95 95
DYSPEPSIA:
How to avoid indigestion . . .
2.
CELLULOSE:
How to provide sufficient
roughage in the d i e t .................... CONSTIPATION:
..................
How to deal with abdominal pains
5 . INFLAMMATION:
96
How to develop regular daily
habits of elimination SORENESS:
91
HOW TO INSURE INTESTINAL HEALTH
1.
4.
87
mouthwash..............................
THE VISCERA:
3*
86
How to select a satisfactory
6 . PINK TOOTHBRUSH:
11.
86
How to select the right kind
of tooth b r u s h .........................
5*
82
83
HOW TO PRACTICE GOOD ORAL HYGIENE
1. BRUSHING:
4.
8l
How to relieve attaeks of hay
f e v e r .............. 10.
80
97 98
How to handle the problem
of appendicitis..................
99
vii CHAPTER 6.
12*
PAGE CATHARTICS:
How to use laxatives........
THE OUTER COVERING:
1G0
HOW TO MAINTAIN A
HEALTHY S K I N ..................................
105
1.
PIMPLES:
How to treat a e n e .............
106
2.
EATING:
How to select foods for a good skin
107
3*
COMBING: How
4.
MANICURING:
to keep the hair healthy
. .
108
How to care for the nails
. .
109
PART V. KITCHEN MANAGEMENT HOW TO GOVERN THE FOOD QUARTERS 13*
14.
SHOPPING:
HOW TO BUY FOODS W I S E L Y ...........
1.
PLANTS:
2.
FRUIT:
3*
BUTCHER: How
4.
POISON:
5*
EGGS:
How to choose fresh e g g s .........
116
6.
TINS: How to buy canned g o o d s ..........
117
7*
PACKAGES:
119
113
How to buy fresh f r u i t ..........
PREPARATION: 1.
How to buy fresh vegetables . . .
113
to select the best meat
How to deteet spoiled meat
.
.
. . .
How to read food labels . . . . HOW
TO FIX FOODS PROPERLY
114
. ..
114 115
123
THRIFT: _How to cook foods without losing the mineral and vitamin content .........
2.
MEATS: How to cook meat for tenderness
3.
BAKERY: How to make a cake rise properly
4.
FATS: How to prevent fried foods from being g r e a s y ...........................
.
123
125 126
126
viii CHAPTER
PAGE
5. JAVA:
How to make good c o f f e e .......... 127
6 . TRICHINOSIS:
How to cook pork so it is
safe to eat . . ......................... 128 7 . SOUPS:
How to make appetizing soups . . . .
8. SANDWICHES:
129
How to make sandwiches that
are both nutritious and appetizing...... 130 15.
CLEANNESS:
HOW TO MAINTAIN A SANITARY KITCHEN . How to dispose of w a s t e s ...... 134
1. GARBAGE: 2. GREASE:
134
How to keep your stove clean
. . .
135
3. SCRUBBING:
How to clean the kitchen floor
137
4. CORROSION:
How to remove silverware stains
138
How to clean your refrigerator . .
139
6 . CHINAWARE:
How to wash dishes correctly . .
140
7 . IRRITANTS:
How to cut down kitchen odors
141
5 . ICE BOX:
.
BIBLIOGRAPHY........................................ 146
Ix PREFACE l
Nutrition is the most important health topic than can be taught.
There are many other fields of
health that contribute to the making of a healthy body but all the best practices In the world fail if the individual is not properly nourished.
Although, these
facts are recognized by every competent health author ity, it still remains that every large scale analysis of the eating habits in our country at large has shown almost unbelievable nutritional inadequacies.
The
data secured by the federal government through the selective service boards during the recent world’s war is probably the largest and the most reliable of all of these studies. Since better nutrition is a recognized problem of national importance, it seems that the best approach to be made consists of a thorough program in public education.
The most logical place to promote such a
program is the public school system.
Boys and girls
of school age are much more flexible than their parents. By reaching the members of this younger generation it is felt that more and better changes can be made in a much shorter time than any. other procedure would
X
allow.
This guide has been prepared for use with those
boys and girls of the high school age group. In the whole of the preparation of the material t© be found in this guide the prevailing educational philosophy has been that learning takes place by doing. This functional approach to the problem has been ex tended to cover the utilization of the life experiences of boys and girls.
To accomplish this purpose the dif
ficulty analysis approach was used.
Students In high
school classes were asked to write their own problems dealing with nutrition, stating them in a "how to do" form.
The classes of Mrs. Louise Majewsky, life science
teacher at Fremont high sehool and Mr. Hubert Edwards, social studies student teacher at Dorsey high school, both in Los Angeles city sehool district, were used to provide the major portion of the problems.
These
classes were representative of the tenth and eleventh grades.
Other teachers of the Los Angeles city school
district and student teachers from the University of Southern California, acquaintances and friends of the author, have also been used for the collection of what they considered to be student problems that might be answered in a nutrition unit.
xl Eaeh chapter of this guide follows a uniform pattern.
Within the chapter are four main divisions,
motivation, directions, activity assignments, and eval uation.
The motivation is designed to create interest
in the study of the ehapter by presenting some benefits that the student may obtain from such study.
The dir
ections section provides the answers to the problems presented.
All directions are given in the imperative
mood and are designed to get the student to do some thing rather than memorize something.
Activity assign
ments give the student an opportunity for a trial ex perience, utilizing the material from the directions as a whole experience.
Each evaluation section pro
vides tests ffcr the teacher to check the students' learning for that chapter.
Where questions have been
given the student himself has been placed in the posi tion of choosing a course of aetion rather than supply ing information.
The tests are not intended to be a
thorough evaluation of the whole chapter but are merely samples to guide the teacher in his preparation of tests. Following the last chapter of this guide will be found the bibliography.
Each book in the biblio
graphy is supplied with a code number for reference
xll purposes.
Instead of the usual footnotes, references
in the text are designated by code number followed by a colon and then the pages cited; all of this informa tion is enclosed in parentheses.
Thus, such a refer
ence as (2 :1 36 -3 9 ) would be interpreted as material found on pages 136 to 139 in code number 2, which Is Diet and Personality by L. Jean Bogert.
Those books
that the author believes should be available to high school classes studying nutrition have been annotated and are preceded by an asterisk. In use It is hoped that this guide will provide an opportunity.for using life experiences of pupils. Teachers who may utilize this approach are requested to remember that they are not teaching nutrition but they are teaching boys and girls.
The guide Is intended
to be flexible and not necessarily to be used in the sequence in which it is written, nor in any other sci entifically logical manner.
Neither should it be
expected that all members of the class should keep together nor that each student undertake the study of everything presented. As written, this guide seems to fit best into the health or biology classes of the present day high school.
In using activities and student interests
xiii there Is no reason why nutrition studies cannot be taken up in social studies, english, and other fields. Probably the best use of this guide would be found in a core section type of curriculum in which one teacher had the same group of students two or three hours daily. This would provide the ideal in available time and freedom from traditional subject matter for the teacher to carry through the maximum of true education, which is pupil growth.
The author
1 PART I .
CHOICE
HOW TO REGULATE YOUR FOOD SELECTION Food, as the word is generally used, means the whole of things you eat.
For example, we usually think
of such things as bread, meat, potatoes, or some other type of common victual as food.
Actually, the body can
not use any of the substances in the forms named.
They
must all go through a process called digestion and be broken down into simpler forms before they are used by the body cells for food.
These simple food substances
which the cells use are called nutrients.
Whereas there
are hundreds of so-called roods that we may eat, there are only five classes of nutrients.
These nutrients may
be compared to lumber, nails, cement, bricks, and steel. We can use all of these and make a variety of buildings, such as skyscrapers, houses, department stores, gar ages, theatres, and factories.
These are all very
different but, nevertheless, are all made from the same building materials.
The things we eat are like
wise composed of some or all of the five basic nutri ents.
From this you can see that eating really be
comes a matter of supplying your body with nutrients.
2 If you would like to learn how you cam select the nutrients required by your body, you are invited to study the chapters in this first section.
3 CHAPTER 1.
THE ESSENTIALS
HOW TO CHOOSE AN ADEQUATE DIET
A. MOTIVATION:
Benefits to be gained from a knowledge
of the food essentials. 1.
HEALTH:
You can Improve your own health and
that of your family. 2.
NEW POODS:
You may discover many new and enjoy
able things to eat. 3.
BETTER FOOD CHOICE:
You will be in a position
to make a more intelligent selection of the foods you.eat. A.
INCREASED SOCIAL STATUS:
You will be able to
take part in conversations about nutrition with confidence and authority.
B. DIRECTIONS:
Points to consider when selecting a
food. 1.
CALORIES:
How to provide your body with the
energy it needs. a.
Select foods rich in carbohydrate material, (l)
For sugar choose such foods as honey,
molasses, fresh milk, and table sugar. (2)
For starch ehoose such roods as wheat bread, potatoes, oatmeal, squash and macaroni.
*
b.
Ghoose foods rich In fat, such as lard, egg yolk, fat meat, butter, cream and cheese. (See 52:74-88.)
PROTECTION:
How to obtain your dally vitamin
requirements. a.
For vitamin A select such foods as fresh liver, spinach, turnip greens, carrots, dandelion greens, sweet potatoes, beet greens, collards, and butter,
(in general,
this vitamin is found in green and yellow * b.
vegetables; see 14:172-74.) For vitamin Bj (thiamine) select such foods as wheat germ, soy flour, pork, pecans, whole wheat bread, oatmeal, corn bread, kidney and lima beans, and split peas.
(In general,
this vitamin is found in whole grain cereals, dried beans, and nuts.) c.
For vitamin Bg (riboflavin) select such foods as fresh liver, liver sausage, fresh heart, wheat germ, almonds, and Cheddar cheese.
(In general, the best sources for this vita min are found among the variety meats; see code 6 .) d.
For vitamin C (ascorbic acid) select such foods as broccoli, turnip greens, green pep pers, kale, mustard greens, brussels sprouts, caullflour, oranges, lemons, and grapefruits, (in general, this vitamin is found in the green leafy-type vegetables and in citrus fruits.)
e.
For vitamin D (antirachitic) select such foods as canned tuna fish, canned salmon, or fish liver oils, especially cod and halibut.
(This
vitamin is found in fish liver oils and is also produced in the human skin by the reac tion of the ultra violet rays of the sun upon a chemical in the skin; see 4:118.) f.
For the pellagra preventative vitamin (nico tinic acid or niacin) select such foods as fresh liver, peanuts, £>eanut butter, canned tuna fish, chicken, turkey, and fresh heart. (In general, this vitamin is found in lean meat and fish.)
g.
For vitamin K (antlhemorrhagic) select such
foods as spinach, cabbage, and cauliflower. (In general, this vitamin is found in green leafy vegetables.) REGULATION:
How to provide the necessary minerals
in your daily diet. a.
For calcium choose such foods as cheese, molasses, turnip greens, kale, mustard greens, soy flour, almonds, fresh liver, and sardines. (See 62:30-37.)
b.
For phosphorus choose such foods as milk, cheese, Brazil nuts, cashew nuts, almonds, wheat bran, wheat germ, whole wheat bread, soy flour, dried or chipped beef, fresh egg yolk, whole dried egg, sardines in oil, scallops, cocoa, dried split peas, and dried soy beans.
c.
For copper ehoose such foods as fresh calf liver, canned salmon, chocolate, and milk.
d.
For iron choose such foods as dried apricots, dried peaches, almonds, chestnuts, black wal nuts, wheat germ, soy flour, dried or ehlpped beef, beef kidney, beef liver, yams, sauer kraut, and di?ied kidney beans.
e.
For fluorine choose such foods as sardines,
fresh codfish, kidneys, pancreas, and soups made with a soupbone. f.
For iodine choose fish and shellfish and also use Iodized table salt.
REPAIR:
How to secure an adequate supply of
protein for your body. a.
Eat such foods as milk, meat, and eggs which contain complete proteins. (1)
Fish, poultry, beef, and other meats should supply about one-third of the body protein requirement.
(2)
These foods are animal protein and are more useful to the body for building new tissue.
b.
Include in your diet regular quantities of cheese, flour and cereals, and dried beans. (These foods contain incomplete proteins but are useful for repairing damaged body tissue.}
LIQUIDS:
How to assure yourself of sufficient
water intake. a.
Drink six to eight glasses of water every day.
(Have one glass with each meal and
8 one glass two hours after the meal; see 47:. 71-79.) b.
Form the habit of drinking fruit juices every morning before breakfast.
c.
Drink a quart of milk every day. (1)
Order milk with your meals when dining out.
(2)
Substitute a glass of milk for your afternoon coke.
d.
Make a practice of eating soup as an appetizer for your evening meal.
e.
Increase your daily water intake during warm weather and when doing strenuous exercise.
0.
ACTIVITY ASSIGNMENTS:
Projects that will provide
you an opportunity to perfect your learning in this chapter. 1.
YOUR DIET: eat.
Make a list of the foods you commonly
Refer to a table U s i n g the amounts of nu
trients in different foods.
Analyze your list
of foods for the content of each nutrient.
Com
pare these figures with those in a table listing your daily minimum requirements for all nutrients, and reorganize your diet so that you are getting
9 the required daily amounts of all nutrients. 2.
MENU READING:
Obtain a restaurant menu and ana
lyze the food content of the various meals. Pick the meal you would choose to eat for a balanced diet.
E.
EVALUATION:
Knowledge you should have gained from
this chapter. 1.
TRUE-FALSE:
Place an X in the correct space for
true or false. a.
T F ( )( )
For a balanced diet you should eat an equal quantity of proteins and carbo hydrates .
b.
( )( )
You should eat fresh vegetables pri marily for their protein content,
e.
( )( }
It is necessary to supply your body with some quantity of each of the nutrients every day.
d.
( )( )
It is best to eat foods that contain vegetable proteins.
2.
BEST ANSWER:
Place the number of the best answer
in the parenthesis.
a.
(. )
To supply your body with energy you should eat: als.
b.
(3)
(l)
Vitamins.
Carbohydrates.
(2) (4)
Miners Proteins.
( ) Vitamins should be ineluded In your diet for:
(1)
Healthy bones.
function regulation. anemia.
(4)
(3)
(2)
Body
Preventing
Building up body resist
ance. RATING SCALE:
Give 1 point for poor, 3 points
for average, and 5 points for good.
Place the
points in the parenthesis and then total. a.
( )
Skill in using food content tables.
b.
( )
Skill in choosing nutrients.
c.
( )
Skill in checking own diet.
d.
( )
Skill in reorganizing own diet.
e.
( )
Skill in analyzing food content.
f-
( )
General understanding of this chapter
(
)
Total points.
11
CHAPTER 2.
DIETETICS
HOW TO PLAN MEALS
A.
MOTIVATION:
Advantages you can have through a well
planned diet* 1.
BETTER GRADES:
Any Improvement In health almost
always shows Itself through efficiency in school work. 2.
REGULAR ATTENDANCE:
A well planned diet is the
most important single factor in preventing ab- ' sence due to Illness. 3.
ATHLETIC POPULARITY:
You can increase your
strength and play on the football team. 4.
SATISFACTION:
Properly planned meals always
provide sufficient foods to satisfy your appe tite as well as providing the nutrients your body requires.
B.
DIRECTIONS:
Guide points to follow in planning
meals. 1.
NUTRIENTS:
How to use tables of food composition
a.
Prepare a general diet before you look for specific foods.
(Green leafy vegetables might
be on the general diet and such things as turnip greens or cabbage would be the specific food answering the purpose.) b.
List the desirable qualities you want in the food before beginning your search.
c.
Note the amount of nutrient for a given weight of the food rather than simply by the article.
d.
In general, choose the foods which give the greatest all-around nutritive value.
(See
18:216-41.) e.
Cheek each food for its content of carbohyd rate, fat, protein,vitamins, and minerals. (See food tables in Code 5*)
f. Choose each food with reference in the entire day's diet. g.
to its plaee
(See 62:62-67*)
Choose the food in accordance with the age requirement for the person who will eat it. (Boys and girls generally require more nu trients of all types than do adults.)
h. Plan a whole day's meals at the same time. 1. Keep a list of the amount of all nutrients in every food you choose, then total this
list for each nutrient for each day.
(This
is a safe check to assure you of a sufficient daily supply of all food essentials.) MORNING:
How to plan breakfast.
a.
Choose foods which will digest readily.
b.
Supply about one-fourth of the day's total nutritive requirements with this meal.
c.
Provide a substantial supply of energy foods.
d.
Allow adequate time for preparing and eating the meal. (1)
Breakfast is necessary to keep the body functioning properly and preventing morning fatigue.
(2)
Persistent omission of breakfast lowers the body's resistance to disease.
e.
Arrange the meals around the BASIC SEVEN FOOD GROUPS (1)
(see 61:8 7 -8 9 )•
FRUIT:
Citrus or other fresh fruit in
season, dried or canned fruit, or tomato ;Juice. (2)
(Group two or three.)
WHOLE GRAIN, RESTORED OR ENRICHED CEREAL Ready to eat or hot cereal with milk or sugar.
(Groups six and four.)
(3)
EGGS:
With or without baeon.
(Group
five.) (4)
BREAD MADE WITH ENRICHED OR WHOLE GRAIN FLOUR:
Toast bread, rolls, muffins,
biscuits, waffles, griddle cakes, or french toast.
(Group six.)
(5 ) BUTT,$R OR FORTIFIED MARGARINE.
(Group
seven.) (6 )
SWEET SPREADS:
Marmalade, jelly, syrup,
or preserves. (T) NOON: a.
MILK.
(Group four.)
How to plan lunch.
Plan this meal at the same time as the rest of the day's meals.
b.
Include foods high in vitamin and mineral content.
c.
Leave out hard to digest foods, such as fats and fried foods.
d.
Follow the theme of the BASIC SEVEN FOOD GROUPS. (1)
MAIN DISH:
Choice of cream soup, dried
beans or peas, vegetable or cereal with meat, fish or cheese. tion. )
(Group combina
(2)
SALAD:
Raw carrot, cabbage, green leaf,
or combination salad. (3)
(4)
BREAD MADE WITH ENRICHED OR WHOLE GRAIN FLOUR:
Muffins, bread, biscuits, or
rolls.
(Group six.)
BUTTER, FORTIFIED MARGARINE, OR PEANUT BUTTER.
(5)
(Group one or two.)
FRUIT:
(Group seven or five.) Fresh, canned baked, or stewed.
(Group three.) (6)
SWEET CAKE:
Gookle, wafer, or cupcake.
(Group six.) (7) NIGHT: a.
MILK.
(Group four.)
How to plan dinner.
Include essential food types which have not been eaten in the previous meals.
b.
Provide a large portion of the day's protein requirement.
c.
Plan this to be the day's heaviest meal. (Dinner Is the heaviest meal of the day and may be eaten either at noon or at night, preferably at noon.)
d.
Choose foods in accordance with the BASIC SEVEN FOOD GROUPS.
(1)
MEAT, POULTRY, OR PISH.
(Group five.)
(2)
Potato (group three), sweet potato (group one), or turnip or squash (group three).
(3)
Other cooked vegetable (group three).
(4)
SALAD:
Raw or cooked vegetable; raw,
cooked, or canned fruit, alone or in combinations, or relish. (5)
BREADS MADE WITH ENRICHED OR WHOLE GRAIN FLOUR:
Rolls, bread, muff 1ins, c o m -
bread, or biscuit. (6)
(Group three.)
(Group six.)
BUTTER OR FORTIFIED MARGARINE.
(Group
seven.) (7)
DESSERT:
Sherbet, fruit ice, pudding,
pie, cake, or ice cream. MILK.
(Group four.)
(Group four.)
How to space meals. a.
Eat £11 meals at a regular time each day.
b.
Eat at regular intervals during the day. (It is better to eat small amounts of food five or six times a day than to eat two very large meals such as at morning and night.)
e.
Strike a reasonable balance between the amount of food eaten In the morning, mid-day and in the evening.
LUNCH BOX:
(See 9:71.}
How to plan a nutritious school
lunch. a.
Plan the lunch in relation to the rest of the day's meals.
b.
Provide enough food to satisfy the appetite.
e.
Select foods that are high in nutritive value per unit of weight.
d.
Provide hot soup or other hot food in a thermos bottle.
e.
Follow the outline of the BASIC SEVEN FOOD GROUPS. (1)
SANDWICHES:
Whole grain or enriched
bread with a filling of peanut butter, egg, cheese, or meat.
(Group eombina*
tion.) (2)
FRUIT AND VEGETABLES (one of each if possible):
Fresh, dried, or stewed
fruits; carrot strips, lettuce, tomato (fresh or stewed), or celery; or fruit or vegetable Juice. and three.)
(Groups one, two,
(3)
MILK.
(Group four.)
(4)
SIMPLE DESSERT:
Plain cake or cookies.
(Group combination.) EXTRAS: How to plan for between meal eating, a.
Eat foods high in vitamins and minerals and low in carbohydrates and fats.
(Adoles
cents may require additional energy.) b.
Eat nothing within an hour before mealtime.
c.
Drink a glass of milk at mid-morning, after noon, and before going to bed.
d.
Limit the amount you eat in order not to dull your appetite for regular meals.
e.
Try such foods as fresh fruits, dried fruits, raw vegetables, and graham crackers.
f.
Plan these snacks within the framework of your overall diet.
g.
Check the frequency of such eating.
(Snacks
tend to become habit rather than an actual need for food.) h.
Stick to your predetermined choices of foods. (Don't yield to temptation and eat the left over ice cream you may discover in the re frigerator. )
19 C.
ACTIVITY ASSIGNMENTS:
Some experiences to help you
In preparing better meals. 1.
SCHOOL CAFETERIA:
Obtain the school cafeteria's
menu for a week in advance.
From this make sug
gestions for at least three different adequate lunches each day.
Explain how each of the chosen
meals fits Into your own diet plan. 2.
HOME MADE LUNCH:
Plan, prepare, and bring from
home for one week your own school lunch.
Indi
cate reasons for the choice of each article and show how the lunch fits into your own nutritional plan each day. 3.
FAMILY MENU:
Use the material in this chapter
and other nutritional data that may be required and plan a week's menu for your own family.
In
dicate how you have made allowances for individual differences in such nutrient requirement factors as age, sex, state of health, weight, and amount of activity.
D.
EVALUATION:
Understandings you should have developed
through a study of this chapter.
TRUE-FALSE:
Place an X In the correct space
for true or false. a.
T F ( )( } You should plan all three of the day's meals at the same time.
b.
( )(
) For breakfast you should eat mostly energy foods,
e.
( )(
) You should plan breakfast as your most important meal,
d.
( )(
) It is best to eat the day’s heaviest meal in the evening.
BEST ANSWER:
Place the number of the best answer
in the parenthesis. a.
( )
As the best between-meal food you should eat: (3)
b.
( )
Apples.
(l) (4)
Candy.
(2) Cookies.
Walnuts.
At breakfast you should supply your body with a substantial amount of: (l)
Energy
(2)
Vit
Protein.
(3)
Minerals.
(4)
amins. RATING SCALE:
Place an X in each space for which
the student qualifies. a.
( )
Eaten a satisfactory lunch the past week.
21 b.
( ) Eats an adequate breakfast every morning.
c.
( } Planned and eats a balanced diet every day.
d.
( ) For one week has eaten no unacceptable foods between meals.
(
)
Total score.
CHAPTER 3-
SPECIAL DIETS
HOW TO HANDLE UNIQUE DIET CASES
A.
MOTIVATION:
Advantages of being able to deal with
the problems of special diets. 1.
FINANCIAL GAINS:
You can reduce working time
loss by members of your family due to illness by providing proper nourishment while they are sick. 2.
IMPROVED HEALTH:
You will better understand
your own dietary needs and therefore construct your own diet more intelligently. 3.
PERSONAL USMLNESS:
You will be able to take
over the family’s feeding chores in case of your mother's illness. 4.
HELPFUL ADVICE:
You will have reliable Inform
ation for advising friends and neighbors about their special diet problems.
B.
DIRECTIONS:
Principles to follow in eases of
special dietary requirements. 1.
CHILDHOOD:
How to eook for children
a.
Consult a nutrition chart for the daily nu tritive requirements of each child to be fed.
b.
Provide at least a quart of milk every day for each child.
c.
(58:195*}
As far as possible, prepare meals without the use of refined sugar.
d.
Serve five or six eggs per week.
(These
should be soft boiled or poached in prefer ence to being fried.) e.
Provide extra carbohydrate and fat foods for the child who is underweight.
f.
(49:47-55*)
Serve mid-morning and mid-afternoon snacks of milk, graham crackers, and fresh fruit. (48:81.)
g.
Provide orange Juice or a whole orange every day.
h.
Cive one teaspoonful of cod liver oil three times daily in the winter months.
(This may
be cut down or eliminated in the summer pro vided the child has three to four hours of dally activity in the sunshine.) i.
Consult your doctor about the possibility of thyroid malfunction in cases where the weight of the child does not respond properly
to dietary changes.
(The basal metabolism
test Is a very good cheek on the efficiency of the thyroid gland.) j.
Eliminate the consumption of tea, eoffee, and carbonated drinks.
k.
Provide the diet with foods adequate in vitamin B complex.
(Many cases of lack of
appetite in children are corrected when adequate amounts of these vitamins are pro vided .) YOUTH: a.
How to cook for teen-agers.
Supply additional daily amounts of cheese to supplement the daily quart of milk.
(The
adolescent period is one of quick growth and added calcium is needed to aid in proper bone development.} b.
Use vitamin D milk or supply vitamin D cap sules or tablets.
c.
For girls, add one teaspoonful of black molasses to each glass of milk.
(Extra iron
is needed by adolescent girls to make up for the loss of this mineral through the initi ating of the menstrual cycle; see 52:1^9-50.)
d.
Provide extra carbohydrate foods to meet the increased rate of metabolism during adol escence.
(Extra calories are usually re
quired more by boys than by girls.) e.
Supply weekly quantities of fish and other sea food.
(This provides adequate iodine
for the increased activity of the thyroid gland.) f. Balance the diet slightly in favor of fats and proteins.
(These will satisfy the re
quirements for rapid growth and development.) g.
Set and adhere to a regular schedule for tak ing meals.
h.
(4-5:494.)
Avoid serving rich meats, sauces, pastries, and hot breads.
1.
Plan and serve an adequate breakfast every morning that is high in energy foods. ..
J.
Add chopped dates, raisins, or prunes to breakfast cereals.
k.
Cook breakfast eereals in milk instead of water.
SENILITY: a.
How to cook for old people,
Serve less amounts of food than for the average adult of the same size.
26 b.
Plan one and one-half calories per pound of body weight.
c.
Prepare four or five light meals a day rather than the usual three meals.
d.
Serve warm food and hot beverages rather than cold.
(These help to keep the body
warm since the metabolic rate and activity in old people are lessened.) e.
Cook eggs in all ways except fried.
(38:
495.) f.
Eliminate foods which cause indigenstion or other unfavorable reactions.
g.
Avoid giving large quantities of meat or other animal protein.
h.
(See 63:479-)
Prepare simple, easily digested foods.
(With
increasing age the various glands and organs of the body become less active and digestion should be made as simple a process as poss ible.) i.
Check any tendency to put on excess weight by reducing the total number of calories eaten every day.
j/
Use milk, cereal products, fruits, and vege tables as the basis of the diet.
k. Provide an excess of vitamins and mineral
salts. 1. Make frequent use of such mild stimulants as tea, coffee, and meat broths. ILLNESS:
How to nourish the sick.
a. Use only the choicest and most tempting foods. b. Use condiments and spices as little as possible. c. Make the foods as digestible as possible. (1)
Give liquids such as milk, broths, raw eggs, fruit Juices, and cereal gruels.
(2)
Divide solids as finely as possible such as scraping and chopping meat and chop ping or mashing vegetables.
(3) Give bland diets which consist of such procedures as straining cellulose and large particles from cereals and vege tables and the use of finely milled rather than coarse cereals. (4) Serve properly cooked foods with pro teins and cellulose softened and fats not decomposed by high temperatures.
28 d.
Serve small quantities of food frequently and regularly.
e.
Consider the patient1s personal tastes within the framework of the diet and foods allowed.
f.
(5^:99.)
Serve foods when they are ready.
(Many foods
become unappetizing when allowed to stand.) g.
Where infections are present, serve diets low in protein.
(This will eliminate the
possible irritation of the kidneys.) •
h.
Serve liquids in proportion to the intensity of the disease.
(The body loses increasing
amounts of water through perspiration and through the kidneys as the body temperature Increases.) i.
Smell the breath of the patient frequently. (Acetone odor to the breath indicates insuf ficient carbohydrates are being taken in.)
j.
Use milk as the principal source of protein.
BED-RIDDEN:
How to cook for invalids.
a.
Serve a light evening meal.
b.
Select foods which are easily digested and simple to prepare.
c . frovide sufficient laxative foods to make up
for lack of exercise. d.
Teach the person to eat slowly and ehew his food well.
e.
Prepare foods which the person requests in sofar as possible.
f.
Follow instructions of a physician as to which nutrients should be given the most important place in the diet.
g.
Serve all hot meals whenever possible.
(59:
379.) h.
Plan such meals apart from the general fam ily diet.
i.
Cover dishes for hot foods after they are filled.
J.
Serve meals on a tray with folding legs.
k.
Provide attractive china and other eating utensils.
CONVALESCENCE:
How to cook for persons recover
ing from Illnesses. a.
Avoid foods which do not digest completely. (1)
Foods containing large amounts of cel lulose and usually served raw are celery, lettuce, cabbage, green onions, peppers, and water cress.
(2)
Poods having hard textures that may not be chewed enough to be broken into part** icles sufficiently small for enzymes com pletely to surround are nuts, cucumbers, raw carrots, turnips, cantaloupe, raw apples, and raw pears.
(3)
Poods which are highly seasoned with pepper and spices may Irritate the stom ach and intestinal walls, especially if the illness is a digestive upset.
(4)
Pried foods and those containing fat or prepared with fat which does not melt at body temperature are all types of pork, fat of veal, beef, lamb, and mutton, rich beef stews, fatty vegetable soups, and omelets prepared in bacon grease. (A coating of undigested fat over any food can prevent the enzymes which break down starches, sugars, and proteins from reaching the food.)
Use stewed fruits rather than raw. Serve vegetables which are pureed, mashed, or so soft they may be chewed thoroughly. Serve three meals and three midmeals dally
31 with the meals smaller and the mldmeals larger than for those of the well person. e.
For salads use such things as peeled tomatoes with cottage cheese* or cottage or creamed cheese combined with cooked fruits such as pears, apricots, peaches, or prunes.
f.
Provide above average amounts of energy, protein, and vitamin giving foods.
C.
ACTIVITY ASSIGNMENTS:
Exercises that illustrate
problems of special diets. 1.
FAMILY MENU:: Draw up a three day diet plan for a family consisting of a mother, father, grand father, two boys (ages 7 and 9 years) Just re covering from measles but still in bed, a boy and girl (ages 5 and @) Just beginning to develop symptoms of measles, a boy in grade twelve, and a girl in grade 9.
Plan the serving of the food
so that all members of the family take their meals at the same time.
Show how each person's
special dietary needs are provided for. 2.
INDIVIDUAL DIETS:
Choose at least one dietary
type from this chapter and locate a person of
32 your acquaintance or In your neighborhood that illustrates the type.
Check that person’s diet
for two days and draw up a new diet correcting the previous dietary errors. 3.
SAMPLE DIETS:
Cheek sample diets distributed
by the teacher.
These will give the necessary
vital statistics and ease history of the person. Show the dietary changes you would recommend in keeping with the information supplied by the sample case.
D.
EVALUATION:
Samples of the type of question which
might be used to test the learning for this chapter. 1.
TRUE-FALSE:
Place an X in the correct spaee for
true or false. a.
T F ( )( )
You
should prepare higher protein
diets for younger people than for older people. b.
( )( }
You
should drink the same amount of
milk as an adult that you did as a child. c.
( )( )
You
should eat high protein diets
when recuperating from illnesses.
33 2.
BEST ANSWER:
Place the number of the best answer
In the parenthesis. a.
( )
As growing boys and girls you should eat increased amounts of: Bread.
b.
()
(3)
(3)
3*
()
(4)
Meat.
(2)
Vegetables.
Following surgical operations you should eat more:
c.
Fruit.
(1)
(1)
Vitamins.
Minerals. (4)
(2)
Proteins.
Carbohydrates.
You should provide adolescent girls with additional amounts of:
(l)
Phosphorus.
(2)
(4)
Aluminum.
RATING SCALE:
Zinc.
(3)
Iron.
Place an X in the space for which
you qualify. a.
()
Prepared a family diet list taking into account the various age levels within the family.
b.
()
Visited a hospital diet kitchen.
c.
()
Compiled a list of nourishing foods easily digested by the sick.
(
)
Total.
3* FART II.
GOOD DIGESTION
HOW TO SECURE GREATER BENEFIT FROM YOUR MEALS
It is one thing to select the proper nutrients for your body and still another thing to get them to the body cells in the amounts that you planned. Such things as your enjoyment of the foods you eat, your eating habits, and your appetite have important effects on getting nutrients out of your plate and into your protoplasm.
There are many things that
you can do to insure the proper digestion of the things you eat.
Some of these have been prepared
as the next two chapters.
If you would like to
gain greater profit from your meals, it is sug gested that you direct your attention to the following section.
CHAPTER 4.
ENJOYMENT
HOW TO PROMOTE A PHEASANT MEALTIME ATMOSPHERE
A.
MOTIVATION;
Advantages arising from pleasant meal*
time experiences. 1.
SATISPACTION: Pood always tastes better when eaten in a wholesome atmosphere.
2.
SOCIAL STANDING:
Families are often judged upon
the basis of their mealtime surroundings and con duct. 3.
IMPROVED DIGESTION:
Your body functions more
efficiently and digests your food better when meals are eaten while you are mentally relaxed. 4.
SATISFACTORY OUTLOOK ON LIFE:
Happiness In life
seems to depend in some way upon enjoyment of good food.
B.
DIRECTIONS:
Hints to help you get more enjoyment
from your meals. 1.
COLOR: a.
How to set an attractive table.
Provide a bouquet of flowers as a centerpleee.
Keep the tablecloth clean and free from stains. Do not use cracked or discolored dishes. Keep all silverware polished. Provide each person with Individual servings rather than setting food dishes on the table. Plan your color scheme and select dishes and other table objects that will carry through your plan. Make all place settings uniform, (23:380387). (1)
Place the fork, tines up, at the left of the plate.
(If no knife is used,
the fork is placed to the right.) (2)
Place the knife at the right of the plate, the sharp edge towards the plate.
(3)
Place spoons to the right of the knives.
(4)
Place butter spreaders across the farth est edge of the bread and butter plate with the edge of the blade toward the center of the plate.
(5)
Place additional
pieces of silverware
in the order in whieh they will be used. (6)
Place the water glass, right side up,
about one-half inch beyond the tip of the knife. (7)
Place other glasses to the right of the water glass.
(8)
Place the bread and butter plate at the tip of the fork.
(9)
Place the napkin to the left of the fork.
APPEARANCE: a.
How to make attractive food dishes.
Serve meals that will provide color.
(A red
tomato soup with crisp white crackers, fol lowed by a brown meat with yellow sweet potatoes, white bread, a green salad, and a chocolate dessert with a red cherry on top of whipped cream is a colorful, flavor ful and nourishing meal.) b.
Use garnishes such as parsley and watercress on meat and potato dishes.
(These two plants
should be eaten since they are high in vita min and mineral content.) c.
Where possible, make geometric designs and other appealing patterns out of prepared food dishes.
d.
Serve raw only vegetables that are fresh.
ORDER:
How to arrange dinner courses in an appe
tizing sequence. a.
Begin each meal with soup or some appetite stimulator such as fruit juice.
b.
Serve a raw vegetable salad following the soup or other initial food.
c.
Provide fruit or seafood cocktail before the main course.
d.
Serve the main course (entree) #ith only the principal protein food already on the plate.
e.
Provide bread, vegetables, and other parts of the main course in individual dishes.
f.
Serve the dessert in previously filled bowls or dishes.
g.
Allow a short lapse of time between serving of courses.
h.
Give everyone an opportunity to finish a course before the next one is served.
i.
Clear away the dishes for a course before serving the next one.
CONDUCT:
How to secure mealtime harmony within
a group. a.
Select topics for discussion that are cheer ful and of general interest to those present.
39 (A cheerful attitude at mealtime .speeds up the processes ©f digestion.) b.
Smooth over any minor difficulties before mealtime.
c.
Seat family members, or other persons who do not get along, apart from one another.
d.
Avoid squabbling while the meal is being consumed.
e.
Avoid discussions of politics and other con troversial topics while at the table.
(3 6 :
60-61.) f.
Provide an opportunity for everyone to enter fully into discussions.
g.
Choose pleasant subjects and wholesome stories that will provide amusement and laughter.
C.
ACTIVITY ASSIGNMENTS: Projects to help you improve your mealtime enjoyment. 1.
0LASS PARTY:
Plan and carry through the serving
of a meal to the entire class.
Use the facilities
of the school cafeteria with various class mem bers appointed for different responsibilities. For eating groups place five or six class mem-
bers at each table with each student designated as a specific family member.
Carry through
these roles as a family at mealtime.
At the
close of this exercise each "family” member write what he things was good or bad about his own "family’s" conduct and also the conduct of the entire program.
Give recommendations for
improvement for both individuals and the entire program. FAMILY DINNER:
Make a comparison chart for one
of your own family dinners. paper in two lengthwise.
Divide a sheet of
On one half list the
good qualities as related to this chapter and on the other half list the bad.
Write an outline
of a program you think could be undertaken to improve your family’s mealtime enjoyment. IMAGINARY SITUATION:
Read the short story about
what took place at a family meal. given to you by the teacher.
This will be
Criticize what took
place as to what the probable dietary effect will be on the individuals involved. in keeping with your criticism.
Rewrite the story
41 D.
EVALUATION:
Suggestions for checking the effective
ness of study for this chapter. 1.
TRUE-FALSE: Place an X In the correct space for true or false. a.
T F ( )( )
You
should place the water glass
upside down when setting the table. b.
C M )
You
should eat watereress or parsley
when It Is served to garnish a dish, e.
( )( )
You
should give Important considera
tion to color schemes in meals. 2.
MULTIPLE CHOICE:
Place the number of the correct
answer In the parenthesis. a.
(}
At the
dinner table you should seat
persons who do not get along: Next to each other. each other. the table. 3.
RATING SCALE:
(3) (4)
(2)
(l)
Across from
At opposite ends of , Between a mutual friend*
For each of the performances listed
below give the student:
1 point for bottom 10#,
2 points for below average, 3 points for average, 4 points for above average, and 5 points for upper 10#.
Total the points and divide by 7 to
42 get the student's average rating.
Student's name a.
Selection of flowers for centerpiece
b.
Correctness of place settings
c.
Choice of dishes
d.
Ability to cheese attractive food dishes
e.
Arrangement of dinner courses
f.
Choice of conversation topics
g.
Overall ability as host or hostess
TOTAL POINTS; AVERAGE RATING:
— Total points divided by 7
CHAPTER 5.
CONVENTION
HOW TO IMPROVE YOUR EATING HABITS
A.
MOTIVATION;
Benefits arising from the use of good
eating habits. 1.
SOCIAL ACCEPTANCE:
Those who are easy to please
In matters of food usually are much sought after as dinner guests* 2.
PROPER DIGESTION:
Good habits of eating are
essential for good digestion and in consequence, for proper nourishment of your body. 3*
FINANCIAL SAVING:
A healthy appetite can be
satisfied wij;h nutritious but less expensive dishes* 4.
DIETARY VARIETY:
You will be inclined to eat
more of the foods your body requires rather than only a few.
B*
DIRECTIONS:
Suggestions for handling some of your
eating problems. 1.
OMISSION: a.
How to eliminate bad eating habits,
Make a list of the eating habits you would
like to get rid ©f.
(Ask your parents and
friends for suggestions.) b.
Starting with the most undesirable habit, concentrate one week of your program of elim ination on each habit.
c.
Garry a small piece of paper and make a mark on it each time the habit crops up.
(This
will give you a day to day record of your progress.) d.
Arrange for a friend to observe you while you are eating and call attention to the mis takes you make.
TABOO:
How to keep from eating foods you like
but which aren't good for you. a.
Substitute into your diet a food which is nutritionally sound.
b.
Outlaw the food in your home.
e.
Inform your friends of your plans so they will not serve them when you are Invited to dinner.
d.
Do not eat Just a little of the food in order to be polite.
e.
When the food is served eat something else that you like equally well.
f.
Make a list ®f all the benefits you will have by not eating the food.
AVERSION:
How to eat the things you don’t like
but which are good for you. a.
Take at least one bite each time the food is served to you.
b.
(4l:3y.)
Eat the food in combination with other foods. (Shredded carrots may be part of the salad.)
c.
Use the food for making soups.
d.
Serve the food at the meal at which your appetite is usually greatest.
e.
Eat the food at closer and closer intervals starting with once a month and finally ending with twice a week.
f.
Write down all the reasons why you think you should eat the food and all the reasons why you do not like the food.
(This may help
you somewhat in getting over your dislike.) SWEETS:How to include candy in your diet. a. b.
Eat only a small amount at a time.
(40:146.)
Never eat'candy except right after a meal. (When candy is eaten before meals, it dulls the appetite and you are not likely to eat
the essential foods at mealtime.) o.
Eat such things as hard candies and sweet chocolate in preference to other types.
CAFFEIN: a.
How to include coffee in your diet.
Do not drink it for any nutritional value. (Without added cream and sugar, coffee con tains no nutrients.)
b.
Leave coffee out of your diet until around the age of fifteen years.
e.
Drink only one cup a day.
(This is best
taken at breakfast*} d.
Mix coffee and milk, half and half.
VARIATION; a.
How to get variety into your eating.
Introduce &t least one new food into your diet every week.
b.
Follow the suggestions outlined in the BASIC SEVEN FOOD GROUPS chart.
c.
Experiment with new ways of preparing foods you usually eat.
d.
Eat out occasionally in restaurants special izing in foods of other nations.
(This in
cludes such things as Italian, Chinese, and French restaurants.)
47 e.
Take advantage of your friends' invitations to dinner.
f.
Follow the various suggestions presented in this guide.
C.
ACTIVITY ASSIGNMENTS:
Projects to aid you in form-
lng better eating habits. 1.
INDIVIDUAL AID:
Check your eating habits and
put into effect your own plan that will help to improve those points where weakness was shown. 2.
SGHOOLWIDE PROJECT:
Organize and carry out a
plan in cooperation with the school cafeteria whereby you can improve the eating habits of pupils in your school.
Use the suggestions in
the directions section of this chapter and also other ideas of your own. 3.
WRITTEN ASSIGNMENT:
Write a short story about
a person who has most of the faults shown in this chapter.
Develop your story so that changes of
eating habits oceur.
Make a happy ending by
bringing out the benefits enjoyed by your char acter when his eating habits Improved.
D.
EVALUATION:
Some checks on how well you are able to
handle problems of eating habits* 1.
TRUE-FALSE:
Plaee an X In the correct space for
true or false. a.
T F ()( )
You should always eat at least one bite when served a food you do not like.
b.
( )( )
Nutritionally, it is best to drink coffee containing cream and sugar.
2.
BEST ANSWER:
Place the number of the best answer
in the parenthesis. a.
( ) When served a new food you should: Refuse it.
(2)
Eat a few bites.
Take some but not eat it.
(4)
(l) (3)
Explain
that you never eat unfamiliar foods. b.
( ) It is best to going to bed. After meals.
3.
RATING SCALE: 3 for good. score.
eat candy: (2) (4)
(l)
For lunch.
Before (3)
On a full stomach.
Give 1 for poor, 2 for fair, and Add all columns to secure the total
49 1 2
3 a.
Skill in detecting own faults
b.
Success in using food substitutes
c.
Ability to carry out plans
d.
Ability to use new foods
e.
Completeness of records kept
f . Resistance to eating candy S-
Variety of eating
TOTAL SCORE
PART III.
FIGURE
HOW TO CONTROL YOUR WEIGHT
There are many weighty problems in the world and with high school students one of the most important of these seems to be that of body weight.
Some stu
dents have to© much while others would like to have more.
This is a very important problem not only
because you feel self-conscious about your weight or lack of it but, also, your health is endangered by conditions of either overweight or underweight. For those who have been worrying about their weight there is a bright word of advice; and start working.
stop worrying
The answer to your own weight
problem will be found in one or the other of the next two chapters.
51 CHAPTER 6 .
INCREASE
HOW TO CAIN WEIGHT
A.
MOTIVATION:
Rewards that come from being able to 1
gain weight. 1.
IMPROVED HEALTH:
The underweight person is more
often sick and more susceptible to disease than is the person who Is able to stay within his own weight limit requirements. 2.
BETTER SCHOOL ATTENDANCE RECORD:
Absences from
school are generally higher among underweight pupils than for those who are able to keep their weight up. 3.
HIGHER SCHOOL GRADES:
Underweight students are
able to learn more quickly after a program of good nutrition has brought their weight up to normal.' 4.
MORE PLEASING DISPOSITION:
Undernourished people
tend to be cross, discourteous, and otherwise hard to get along with.
52 B.
DIRECTIONS:
Suggestions for carrying out, a program
for gaining weight. 1.
ENERGY:
How to calculate your own daily caloric
requirement. a.
Consult tables showing basal metabolic rates.
b.
(See 7 :3 1 0 -3 2 .}
(See 5^:79-87*)
Make a list of the principal activities you engage in every day.
(Moderate use of large
muscles such as in walking may easily in volve a greater expenditure of energy than tloes the most intense use of a smaller set of muscles as in typewriting.) e.
Make allowances for sex differences.
(Gen
erally, boys and men require more energy than do girls and women.) d.
Check the age requirement carefully.
(The
metabolic rate tends to decrease from in fancy throughout life except for a slight increase during adolescence; see 5 1 :1 5 -1 7 .) e.
Consult with your doctor concerning a basal metabolism test.
f. For one day list your type of activity for each hour of the day and calculate your probable energy output in calories.
(Consult
tables on energy output; see 1 3 :1 6 2 .) g.
Make allowances for your state of health* (Healthy people do not require the percent age of energy that less healthy persons do under similar circumstances.)
h.
For purposes of estimation, figure one cal orie per hour for every 2 . 2 poungs of body weight.
1.
Consider the season during which the calcu lation Is made and make whatever corrections are necessary.- (The body loses heat faster in cold than in warm weather; therefore, the body requires more energy during winter.)
VTfiRK:
How to gain weight while doing work that
removes it. a.
Sleep nine to eleven hours every night.
(See
19:37-^8.) b.
Eat extra foods between meals.
c.
Provide your body with ample protein by eating beefsteak three times a week.
d.
Eat increased amounts of starches, especi ally bread, potatoes, and spaghetti.
e.
Drink two quarts of milk every day.
Eat peanut butter and bread two or three times a day. Eat a hearty breakfast of two or three eggs, three slices of toast, bacon, oatmeal, orange Juice, and a glass of milk every morning. Relax as much as possible when not working. Wear loose fitting and light colored cloth ing when working.
(Clothing should be of
the type which will not cause unnecessary perspiring.) Take sufficient time to eat and properly digest your meals.
(At least a half hour
should elapse before returning to work after the meal is finished.} Relax for twenty to thirty minutes before eating.
(Foods are more completely digested
when they are eaten while the body is in an unemotional state; see 1 8 :2 7 1 -7 2 .) Consult your physician concerning what your normal weight should be.
(Some families
tend to be either slender or stocky depend ing on heredity.)
FUEL: a.
How to increase your calorie intake.
Eat more than the usual number of meals every day.
b.
Drink a malted milk every afternoon two or three hours before dinner.
c.
Eat an extra helping of potatoes or an extra slice of bread each meal.
d.
Plan your diet so that you can eat foods containing around 1,000 calories per day more than you usually eat.
e.
Make liberal use of butter in your eating.
f.
Eat one ©r two slices of bread spread with peanut butter after each meal.
g.
Drink a quart of half cream and half milk (half and half) every day instead of regular milk.
h.
Eat a large bowl of oatmeal every morning in addition to your usual breakfast.
i.
Eat a handful of raisins between meals and before going to bed.
j.
Eat extra quantities of foods containing the vitamin B complex group, particularly such foods as wheat germ.
(This group of
vitamins promotes a healthy appetite and
56 normal digestion and absorption of food.) 4.
LOG: a.
How to keep a record of your diet. Prepare a chart for each day you plan to keep the record.
b.
List all foods eaten, whether taken at meals or between meals.
c.
Keep a list of all fluids drunk including water.
d.
Garry the ehart with you at all times and -list the foods at the time you eat them.
e.
Record the amount of each food eaten in suitable figures to use later when cheeking nutrition tables.
(Usually, such remarks
as bread, one slice or mashed potatoes, two tablespoonsful will be adequate.} f.
List foods by the way they are prepared. (Use such designations as fried, creamed, or baked potatoes.)
C.
ACTIVITY ASSIGNMENTS: Projects to help you with underweight problems. 1.
YOUR OWN WEIGHT:
Write plans for the diet and
dally routine you should follow in order to gain
57 weight.
Put this plan into effect and at the
end of one month report the results of your efforts in written form.
Point out those parts
of the program where the most difficulty arose and give your suggestions for improving these. 2.
OTHER'S WEIGHT:
Draw up plans for a satisfactory
weight gaining program for one of your family members.
Report the success of the program at
the end of one month. 3.
MYTHICAL WEIGHT:
Prom the data supplied by the
teacher outline a plan whereby the person des cribes could gain pounds.
Calculate how long
you think the diet should be followed in order to bring the weight up to normal and also the measures to be taken to keep the weight within normal limits.
D.
EVALUATION:
Tests designed to show how well you
have learned weight gaining principles. 1.
TRUE-FALSE:
Place an X in the correct space for
true or false. a.
T P ( )( )
The best way to gain weight is to
eat more protein foods, b.
( )( )
For stimulating the appetite the best vitamins to eat are those of the B complex group.
BEST ANSWER:
Place the number of the best
answer in the parenthesis. a.
( ) Weight gaining diets need to be balanced in favor of: Vitamins.
b.
(3)
(1)
Minerals.
Proteins.
(4)
(2)
Starches.
( ) You should construct your weight gain ing diet so that the daily caloric , crease is about: (3)
RATING SCALE:
1 ,0 0 0 .
(4)
(1 )
2 0 0 . (2 )
2 ,0 0 0 .
Rate 1 for poor, 2 for fair,
3 for good, and 4 for outstanding.
in500.
59 1 2
3 * a.
Use of basal metabolism tables
b.
Computing calorie requirements
e.
Choice of reducing exercises
d.
Overall choice of reducing diet
TOTAL GRAND TOTAL
CHAPTER 7•
DECREASE
HOW TO LOSE WEIGHT SAFELY
A.
MOTIVATION:
Advantages arising from correct weight
reducing procedures, 1.
GOOD HEALTH:
Dieting Is painless and safe when
you know how to do It properly. 2.
MORE ENERGY:
Excess weight requires that your
body do more work by carrying it around. 3.
LONGER LIFE:
Studies have shown that maintain
ing correct weight helps add years to your life span. 4.
SOCIAL SUCCESS: Most successful people must learn to keep their weight within bounds.
B.
DIRECTIONS:
Suggestions for helping you take off
those unwanted pounds. 1.
FASTING: a.
How to reduce your caloric intake.
Plan your diet so that foods you like especi ally well are left out.
(Substitute foods
for which you are not particularly fond but
which are high in vitamin and mineral con tent. } b.
Fse skim rather than whole milk.
(This
will provide the minerals, vitamins, and proteins but eliminate most of the carbo hydrates and fats.) c.
Sat large amounts of sueh foods as lettuce, celery, cabbage, spinach, asparagus, and string beans.
(These will help satisfy
the appetite without adding many calories.) d.
Eatonly lean meat.
e.
Eatthe variety meats sueh as liver, heart, kidney, etc.
f.
Eat fresh fruits between meals to satisfy the appetite.
g.
Check your diet carefully and cut down all foods high in carbohydrate and fat content.
h.
Eat as little bread as possible and toast all bread eaten.
1.
Fseno sugar in any food eaten.
J.
Exclude desserts and all sweets from your diet.
k.
Eat carbohydrate foods instead of fats. (The former is the lesser of the two evils.)
DETERMINATION: a.
How t© stick to a diet.
Choose a good reason why you think you should lose weight.
(See the benefits
listed under the motivation section of this chapter.) b.
Inform your friends of your diet program and ask their cooperation.
(Social situa
tions are usually the greatest hazard to overcome for tempting you to break your diet ary routine.) c.
Weigh yourself every day and keep a record of your progress.
(It is easier to sacri
fice when you can see the results of your actions.) d.
Carry your dally diet sheet with you at all times.
(Consult it when in doubt about
whether to eat a certain food.) e.
Read carefully on the theory behind losing weight.
(Understanding why you do or do
not eat certain foods usually helps to keep your appetite in cheek.) f.
Eat at home whenever possible.
g.
Order a-la-carte when eating out.
(This
will give you the opportunity to choose only
the foods you desire to eat.) h.
Firmly but politely refuse when offered food you should not eat.
SAFETY: a.
How to diet without getting sick.
Drink powdered brewer’s yeast stirred into water.
(The yeast will replace the vitamin
B complex lost through reduced cereal intake.) b.
Lose no more than two pounds a week.
(29:46.)
e.
Lower the amount of food eaten but do not eliminate any food that is regularly eaten. (A balance of all food types is needed in the diet, as for example, starches are needed for the body to properly utilize fat.)
d.
Plan what you eat carefully so as to supply your body with the minerals, vitamins, and proteins it requires dally.
e.
(49:43.)
Talk over your diet program with your phy sician and secure his approval of your plans.
f.
Avoid using the commercial products adver tized as reducing agents.
g.
Reduce your caloric Intake no more than 1 ,0 0 0 calories per day below what you nor
mally eat.
h.
Eliminate completely from your diet only those foods high in carbohydrates and fat and low in minerals and vitamins.
COMPORT: How to lose weight without going hungry. a.
Eat raw foods whenever possible.
(Raw foods
digest less completely, have a harder texture, stay in the stomach longer, and prevent hunger pains better than do cooked foods.) b.
Eat vegetable soups.
(These are filling
but low in calories.) c.
Drink a quart of skim milk every day.
d.
Eat fruits whole Instead of just drinking the Juice.
(Solids are more filling than
liquids.) e.
Eat such foods as skim milk, tomato juice, raw carrots, and other vegetables at midmoming and mid-afternoon.
EXERTION;
How to combine exercise with your
dieting. a.
Increase your activity during the dieting program,
(increased metabolism along with
lowered caloric intake will cause your body
to use its stored fat as a source of energy; see 32:42-55.) Use exercises that primarily involve the muscles in the region of the greatest col lection of excess fat.
(The abdomen, thighs,
and buttocks usually are the areas on which to concentrate the exercise.) Exercise fifteen or twenty minutes daily or at least long enough to work up a sweat. Start your exereise program slowly until the body becomes accustomed to increased acti vity.
(Like an automobile, the body must
warm up before it begins to function safely.) Begin each exercise with a short period every day and gradually increase the daily time allotted to each exercise. Rest lying down for ten to fifteen minutes after each daily exercise period.
(The
body should be allowed to return to normal slowly.) Set aside a regular time for your exercise routine. Cease the routine of exereise if it makes you nauseated or dizzy or if your pulse
66 rate does not return to normal following your rest period.
€.
ACTIVITY ASSIGNMENTS:
Some experiences to help you
perfect your methods for dealing with weight reduc tion problems. 1.
YOUR OWN WEIGHT:
Cheek your own weight for poss
ible overweight.
Draw up a diet list and exer
cise program covering a two week period.
Follow
your outlined program and at the end of the two weeks report your results in writing and show how the program might be improved. 2.
WEIGHT OF A FAMILY MEMBER:
Follow through the
plain as outlined in 1, abovf.
Work out your plan
and submit it to the teacher for approval before beginning the schedule.
Report the success of
your efforts at the end of a two week period. Make whatever corrections are necessary and con tinue the program as long as is necessary. Give periodic reports to the class with sugges tions and helpful hints arising from your own experience.
67 3.
SAMPLE CASE:
Draw up a one month overview of
the dietary plan you would follow in the ease of a student of your own age and sex who was twenty pounds overweight.
D.
EVALUATION:
Things you should now be able to answer
oonceming the problem of losing weight. 1.
TRUE-FALSE:
Place an X in the correct space for
true or false. a.
T F ()( )
To lose weight you should reduce your protein Intake.
b.
()( )
You should consult with your physician before beginning a program of reducing.
c.
( )( )
It is necessary to eliminate carbo hydrate and fat foods from the diet when attempting to reduce.
d.
(}( )
To satisfy your hunger it is best to cook foods.
2.
BEST ANSWER:
Place the number of the best
answer in the parenthesis. a.
( )
Exercise helps you lose weight by: (l)
Using extra protein.
creasing your appetite.
(2) (3)
De
Using
more calories.
(4)
Making you per
spire. b.
c.
( ) When reducing the best milk to drink is:
(l)
Whole
(3)
Skim milk.
milk.
(2)
Buttermilk.
(4) Half-and-half.
( ) For maximum safety your daily caloric reduction should be no greater than: (1 )
100.
(2 )
5 0 0 . (3) 1 ,0 0 0 .
(4)
1 ,5 0 0 .
RATING SCALE:
Plan an X in the space for which
you qualify. a.
( ) Checked own weight for excess poundage.
b.
( ) Demonstrated at least five reducing exercises.
c.
( ) Submitted reducing diet plan for self or another student.
d.
( ) Kept record of weight week by week throughout the semester.
(
>
TOTAL.
69
PART IV.
CORRECTIVE EATING
HOW TO HANDLE YOUR HEALTH PROBLEMS
Food may not be medieine but it often acts as a good substitute-
The best defense you have against
disease is a well; nourished body.
Even though you
do plan your meals carefully and eat Intelligently, it often happens that through oversight or bad luck you do have health problems that require attention. Some of the most common of these nutritional health difficulties of high school boys and girls have been included in' this seetion.
Perhaps you will
find the answers to some or all of your own health questions in the following five chapters. look and see?
Why not
70 CHAPTER 8 .
DEFECTS
HOW TO DEAL WITH COMMON FORMS OF MALNUTRITION
A.
MOTIVATION:
Rewards you may expect from a knowledge
of illnesses caused by a lack of some essential food. 1.
HEALTH:
You will be able to take definite steps
to protect your own health and that of your family. 2.
SAFETY:
You may be able to Improve your eye
sight thereby reducing your chances of accidents at night. 3.
BODY RESISTANCE:
You can decrease your chances
of contracting a disease when you are exposed to persons with the disease. 4.
HEALTHY PETS:
You will be able to keep your
pets healthy by providing them with the best possible diet.
B.
DIRECTIONS: 1.
FATIGUE: a.
Conditions that indicate faulty diet. How to prevent nutritional anemia,
Increase your consumption of green leafy
vegetables.
(Chlorophyll in the diet aids
the body in producing hemoglobin.) b.
Brink a raw egg yolk mixed with a glade of milk for lunch every day.
c.
Cheek your diet for adequate daily amounts of foods containing copper and iron.
d.
Control any diarrhea that occurs as quickly as possible.
(Such a condition does not
allow the needed elements of copper and iron to remain in the intestine long enough for complete absorption.) e.
Add 25 mg. of iron pyrophosphate and 1 mg. of copper sulfate to the diet each day. (CAUTION:
This measure is used only on the
advice of your physician.) LESIONS: a.
How to prevent pellagra.
Eat dally quantities of either yeast, liver, veal, egg, pork, or peanuts.
(These foods
are excellent sources of nicotinic acid, a substance necessary in the body in order to prevent pellagra.) b.
Check your diet for adequate B complex vitamins.
(See 15:189-212.)
e.
Drink a quart of milk every day.
(The pro
tein, casein, of milk contains large quanti ties of the amino acid,tryptophane, which is required in order to prevent pellagra.) IMPERCEPTION: a.
How to prevent night-blindness.
Eat daily servings of green and yellow vege tables.
(Vitamin A from these foods is
needed to restore the "visual purple" in the retina of the eye; see 6 3 :5 5 9 *) b.
Eat a raw carrot or sweet potato at lunch every day.
c.
Take daily quantities of fish liver oil. (See 11:335-36.)
d.
Eat one or two fresh oranges with your lunch.
e.
Eat stewed apricots or peaches once or twice a week.
BOWLEGS: How to prevent rickets. a.
Check your diet for adequate amounts of calcium, phosphorus, and vitamin D.
b.
Take daily quantities of fish liver oil.
e.
Drink a quart of milk every day.
d.
Take a daily thirty minute sun bath when weather permits.
e.
Lie under an ultra-violet heat lamp for daily periods as prescribed by your physi cian.
f.
(11:3^3*)
Eat one food from each of the following groups each day. (1)
Cheese, green vegetables, fish, egg yolk, bran, molasses, beans, peas, almonds, and peanuts.
(2)
Liver and lean meat.
PROPER COAGULATION:
How to insure proper clot
ting of your blood. a.
Check your diet for adequate amounts of calcium and vitamin K.
b.
Take daily doses of lime water or calcium lactate.
(CAUTION:
This is done only on
the advice of your physician.) c.
Check with your physician to assure that your liver secretes adequate bile.
(The
absorption of proper amounts of vitamin K into the blood stream depends on the pres ence of adequate amounts of bile in the alimentary canal.) d.
Secure prompt treatment for any condition which causes damages to the liver.
(The
liver is thought t© produce the substance prothrombin, which is essential to the blood clotting process.) VITALITY: a.
How to build up resistance to colds.
Eat a well balanced diet, rich in vitamin content with special emphasis on such foods as milk, liver, eggs, butter or fortified margarine, citrus and other fruits, green and yellow vegetables, and whole grain cer eals and breadstuffs.
b.
Exercise every day in the fresh air and sunshine.
c.
Sleep nine to twelve hours every night in a well ventilated room.
d.
Form regular habits of body elimination.
e.
Observe strict rules for daily bathing and body cleanliness.
f.
Breathe through the nose.
g.
Stay in bed when you feel a cold coming on.
h.
Eat Increased amounts of foods containing vitamins A and G in the wintertime. 194.)
i.
Dress warmly but do not bundle up.
(16:
75 C.
ACTIVITY ASSIGNMENTS:
Problems to show you how diet
affects health. 1.
CLASSROOM WORK:
Each class member draw slips of
paper on whieh is listed some nutritional defi ciency condition.
Reorganize your own diet and
plan other procedures you should follow to over come this condition. 2.
HOSPITAL WORK:
Arrange to work with the dietician
of a near-by hospital or sanitarium.
Assist in
the planning and preparation of diets intended to restore malnourished pati-ents to normal health. 3-
COMMUNITY WORK:
Investigate your neighborhood
and locate families living under conditions tending to encourage malnutrition.
Draw up and
put into effect plans whereby your community can take the responsibility of restoring such fam ilies to safe standards of nutrition.
D.
EVALUATION:
Understandings you should have about
nutritional disorders.
TRUE-FALSE:
Place an X in the correct space for
true or false. a.
T F ( )( )
To insure proper clotting of your blood you should eat a variety of green leafy vegetables.
b.
( )( )
To Improve your night blindness you should eat large daily quantities of cereal products.
c.
( }( ) You should attempt self-treatment of your nutritional problems before consulting your physician.
d.
( )(■ )
It is necessary to provide your body with adequate amounts of vitamin D in order to prevent bow legs.
BEST ANSWER:
Place the number of the best answer
in the parenthesis. a.
( ) To discourage common colds you should eat sufficient: (3)
b.
Vitamins.
(l) (4)
Fats.
(2 )
Sugars
Minerals.
( ) You can best build up your body’s resist ance to disease by eating: (2)
Prunes.
cereals.
(3 )
Spinach.
(l) (4)
Oranges Dry
c.
( )
For a satisfactory recovery from nu tritional anemia you should eat foods containing large quantities of: Potassium. (4)
(2)
Calcium.
(3)
(l) Iron.
Phosphorus.
RATING SCALE:
Place an X in the space for which
the student qualifies. a.
( ) Successfully corrected own dietary de ficiencies .
b.
( ) Breathes through the nose.
c.
( ) Checked own eyesight and took steps to improve any night blindness present.
d.
( ) Prepared a satisfactory diet for re lieving at least one type of malnutri tion.
e.
( ) Has drunk a quart of milk a day for the past two weeks.
f.
( ) Checked own blood for proper coagula tion time and took steps to remedy any abnormal condition.
(
) TOTAL.
78 CHAPTER 9-
HYPERSENSITIVITY
HOW TO DEAL WITH POOD ALLERGIES
A.
MOTIVATION:
Rewards to be gained from an understand*
ing of food allergies. 1.
IMPROVED SCHOOL ATTENDANCE: Time lost from
school
due to allergy attacks will be reduced to a minimum. 2.
FREEDOM PROM UNNECESSARY WORRY:
Understanding
always replaces superstition with confidence. 3.
INCREASED PERSONAL COMPORT: You will know what steps you can take to reduce the discomfort
of
allergy attacks. 4.
BETTER DIET REGULATION: You can build your diet along healthful lines regardless of what foods may not agree with you.
B.
DIRECTIONS:
Points that will help you with your
allergy problems. 1.
SOURCE:
How to locate the cause of a food al
lergy. a.
Consult your doctor about the advisability
of an allergy skin test. b.
(17:166.)
Keep a complete record of all things you eat.
c.
Keep a record of the circumstances under which each allergy attack occurs.
d.
Use the technique of the elimination diet. (Consult your physician about this.)
e.
Investigate the number of blood relatives that had similar conditions and check the cause for each case.
(Allergies seem to
have some hereditary basis; 17:166.) IRRITATION:
How to get relief from itching skin
caused by food allergy. a.
Wash the skin with concentrated baking soda solution.
b.
Obtain a hypodermic shot of adrenalin from your physician.
c.
Rub the itching area with ice or cloths soaked in ice water.
d.
Take a cold bath or cold shower.
e.
Apply carbolized calamine lotion to the area.
f.
Bathe in luke warm water containing a handful of bran or oatmeal in a bag, or
one-half cup of cornstarch and one-half cup of baking soda. g.
Sponge the Itching area with rubbing al cohol .
h.
Bathe in a solution made to the proportions of one cupful of sodium hyposulphite to three quarts of water.
ERUPTION: a.
How to deal with poison ivy rashes.
Wash the area thoroughly with soapsuds and hot water.
b.
Sponge off the washed area with strong grain alcohol.
c.
Flace compresses of either table salt* epsom salts, or photographic hyp© (sodium hyposul phite) on the affected area.
(Use a table
spoonful of the substance in a quart of water.) d.
Sponge the area frequently with calamine lotion, 5% aqueous solution of ferric chlor ide, or 5# solution of potassium permangan ate.
e.
(57:482-83.)
Wash your hands and face with alkaline solutions such as baking soda, borax, or ammonia following exposure to poison ivy.
(These solutions need only be dilute, such as 1 teaspoonrul of the alkali to one quart of water.) f.
Place compresses of Grlndelia robusta solu tion on the itching areas.
(The solution
is prepared by adding one part of the fluid extract of Grindelia robusta to six parts of water.) g.
Sponge off the irritated area with butter milk.
HEADACHE:
How to reduce the severity of mi
graine headaches. a.
When an attack occurs go to bed immediately in a darkened room.
(Plaee an icebag to the
head and a hot water bottle to the feet.) b.
Consult wit|\ your physician and follow his advice.
c.
Leave one afternoon and one day a week free for rest and recreation.
d.
Take both summer and winter vacations, if possible.
e.
Observe the diet carefully for possible food allergies.
f.
Plan your work so as to eliminate any
unnecessary eye strain. g.
(41:103)
Flan your diet so that above average amounts of fruit are eaten.
h.
Move the bowels two or three times daily.
DYSPNEA: a.
How to relieve attacks of asthma.
Use the following suggestions to gain re lief from aeute attacks of asthma. (1)
Use epinephrine hydrochloride (adren alin hydrochloride) solution 1 :1 ,0 0 0 as an inhalant.
(2)
Secure a hypodermic injection of adren alin from your physician.
(3)
Take ephedrine tablets in 3/8 to 3/4 grain doses orally.
(4)
(3 2 :1 7 .)
Inhale the smoke from burning stramo nium leaves.
(5)
Inhale the fumes from burning blotting paper that has been dipped in a solu tion of saltpeter.
(6 ) b.
Drink a cup of strong, black, hot coffee.
Follow the general rules listed below. (l)
Move to a different type of climate in keeping with the suggestions offered by
your physician. (2)
Begin an elimination diet in order to identify any responsible food.
(47:
120-21 .) (3)
Request your physician to give you a series of skin reaction tests.
SNEEZING: a.
How to relieve attaeks of hay fever.
Follow the general rules as listed for asthma in 5 “b of this chapter.
b.
Spray the nasal passages with some oily or aqueous solution of spinephrine, 1:4,000 or 1 :1 0 ,0 0 0 .
c.
Apply cold cloths to your eyes.
d.
Lie down and remain quiet.
e.
Breathe in and out with a handkerchief held lightly over the mouth and nostrils.
f.
Take frequent mouthsful of ice water and hold as far back against the throat as poss ible without swallowing.
g.
During the hay fever season secure from your physician an injection of the proper type of vaccine.
84 C.
ACTIVITY ASSIGNMENTS;
Problems to help you learn
t© handle food,allergies. 1.
CLASSROOM WORK:
Practice treating simulated
allergy conditions and attacks on one another. 2.
HOME WORK:
Use your knowledge gained from this
chapter to help members of your family or neigh bors overcome their allergy conditions. 3.
COMMUNITY WORK:
Plan and put into operation a
program that will educate the members in your community as to what allergies are and what they can do about them.
P.
EVALUATION: Tests of your learning for this chapter. 1.
TRUE-FALSE:
Place an X in the correct space
for true or false. a.
T F ( }( )
The best diagnosis for an allergy is the skin test.
b.
( )( ) You should use an alkali on areas exposed to poison ivy.
2.
BEST ANSWER:
Place the number of the best
answer in the parenthesis.
a.
{ ) The best relief from
allergy attacks is
usually secured from:
b.
(l)
(3)
Cold showers.
(2)
Rest in bed.
Diet regulation.
(4)
Hypodermic shots of adrenalin.
( ) The best procedure to follow in case of suspected food allergy is:
(l)
Check
the presence of allergy in other family members. diet.
(2)
(3)
Begin an elimination
Secure a skin test.
(4)
Keep a record of all things eaten. RATING SCALE:
Rate from 1 (poor) to 5 (excel
lent) for the skill of each act below.
Draw
straight lines to connect scores. 1 2
3
4
5 Uses of various skin tests. b.
Treatment of itching skin. Prevention of poison ivy.
•
•
•
•
•
d.
Treatment of poison ivy.
e.
Use of elimination diet. Treatment of asthma attacks.
g*
Treatment of migraine head aches .
86 CHAPTER 1G.
THE MOUTH
HOW TO PRACTICE GOOD ORAL HYGIENE
A.
MOTIVATION:
Benefits to be gained from proper mouth
care. 1.
COMPORT:
You will have less chance of suffering
from painful toothaches. 2.
GOOD HEALTH:
Improper mouth hygiene leads to
infected teeth and they In turn can cause many bodily ills. 3.
PROPER POOD BENEFIT:
To be properly digested
food must be chewed thoroughly.
It Is imposs
ible to do this with poor teeth. 4.
LOWER DENTAL BILLS:
Your teeth will last longer
and you will not have to buy dentures at an early age.
B.
DIRECTIONS:
Some helpful hints to aid you in caring
for your mouth. 1.
BRUSHING: a.
How to keep the teeth clean.
Brush your teeth immediately after each meal
and Just before retiring. (1)
The brushing operation should take at least two minutes.
(2)
Brush your teeth only in a direction away from the gums.
(3)
(5 6 :6 8 .)
Be sure to brush the grinding surfaces of the molars adequately.
b.
Visit your dentist twice a year and have your teeth cleaned by him.
c.
(5 6 :7 2 .)
Eat adequate dally amountsof foods contain ing vitamin A.
(Vitamin A helps prevent the
cells of the gum from sloughing off and go ing into the process of tartar formation.) d.
Avoid eating highly colored foods which might stain your teeth.
DECOMPOSITION: a.
How to prevent tooth decay.
Check your diet for adequate calcium, phos phorus, and vitamins A, B, C, and particu larly D. (1)
Vitamin A helps to cut down the amount of tartar around the teeth.
(See 1-c,
above.) (2)
Vitamins C and D along with calcium and phosphorus help build up new bone around
88 the teeth to correct ©r prevent pyor rhea.
(Pyorrhea is a condition in which
the gum has receded exposing the dentin helow the neck of the tooth, and the tooth socket is filled with pus.) (3)
Vitamin C is also essential for the health of the hlood vessels and in,turn for healthy gums.
b.
Eat such things as fruit or milk between meals.
(These will keep the blood sugar
at a normal level and prevent a craving for sweets.) c.
Eat as little refined sugar as possible. (Bacteria in the mouth break the sugar down into acids which dissolve away the tooth enamel.)
d.
Rinse the mouth out thoroughly immediately after eating candy, ice cream and other sweets.
e.
(33:6l6*17.)
Visit your dentist at least every six months for a thorough cheek up of your teeth.
f.
Examine your teeth frequently for signs of small discolorations or other evidences of decay.
(See 19:80*81.)
BRISTLES:
How to select the right kind of
tooth brush. a.
(See 19:80-81.)
Choose a brush with stiff bristles.
(Healthy
gums should not bleed when brushed with a stiff brush.) b.
Select a brush with a straight handle from end to end.
(Fancy curved handles do not
help and in some cases hinder the brushing process.) e.
Pick a brush whose rows of bristles are straight across the top.
(Do not choose
curved or special tufted bristles.) d.
Select a brush with bristles about three rows wide and five rows long.
(A medium or
smaller sized brush will allow you to brush the back teeth better since it fits into smaller spaces.) e.
Pay a nominal amount for your toothbrush rather than buying an expensive one.
(The
maximum life of bristles is only about one year and new ones should be bought at least this often.) f.
Select nylon bristles if possible.
(Nylon
does not take up water and lose its life as
quickly as d© animal bristle brushes.) ANTISEPTIC: Hew to select a satisfactory mouth wash. a.
Use a quarter of a teaspoonful of baking soda or salt in a glass of warm water.
b.
Use saturated boric acid solution and warm water, equal parts.
c.
Use Dobell's solution.
(Consult your drug
gist for purchase of this solution.) d. Disregard most of the
advertising claims
about the antiseptic qualities of commercial mouthwashes.
(Anything which will kill
germs will also usually kill the tissues of the mouth.) e.
Select the commercial product which leaves the most satisfying feeling in your mouth. (See 56:70.)
(The regular use of a commer
cial mouthwash is not recommended.) TOOTHPASTE: a.
How to select a good dentifrice.
Use a mixture of equal parts of baking soda and table salt.
(See 56:70.)
b. Select either a tooth
powder or a tooth
paste depending on your own personal
preference. c.
Buy your tooth cleaner to clean your teeth and not as a medicine for your dental Ills. (Disregard the various advertising claims about "gingivitis" and other of the pseudo scientific mouth diseases.)
d.
Ask your dentist for his recommendation.
PINK TOOTHBRUSH: a.
How to care for the gums.
Massage the gums with the finger tip or a small, soft cloth once or t M e e a day. (This will stimulate circulation through the gums.)
b.
Eat raw apples, raw carrots, and other sim ilar raw foods daily.
(Chewing these foods
\
provides friction over the gums and helps promote blood circulation in the gums.) c. Inspeet the gumline around the neck of the tooth once a week for evidence of receding gums.
)Receding gums indicate the possi
bility of pyorrhea and your dentist should be consulted immediately.) d. Rince the mouth with warm salt water every two or three hours when gum or other mouth sores are present.
92 C.
ACTIVITY ASSIGNMENTS:
Projects to help you with
your mouth hygiene. 1.
PHYSICAL CHECK HP:
In view of the suggestions
found in this chapter, check over your own oral hygiene practices.
Use the following check
sheet as a guide. Tooth brush satisfactory. Dentifrice satisfactory. Mouthwash satisfactory. Teeth elean.Teeth brushed night and morning. Gums firm and healthy. Mouth free from sores. Dentist visited within last six months. Make the necessary changes so that you can give yourself a check for each item. 2.
PRACTICE BUYING:
Prom a display of various
toothbrushes, dentifrices, and mouthwashes select the item from each group you would buy and give reasons for your choice. 3.
FOOD SELECTING:
Prom a sample list of foods
supplied by the teacher choose those foods that
you would eat for one day in order to help cut down the frequency with which dental caries occur.
D.
EVALUATION:
Checks on your learning about oral
hygiene. 1.
TRUE-FALSE:
Place an X in the correct space
for true or false. a.
T F ( }( )
You should choose a toothbrush that is curved to fit the mouth.
b.
( )( )
It is best to buy the more expensive type of toothbrush.
c.
( }( )
The taste for sweets is best redueed by eating fresh fruit and milk between meals.
2.
BEST ANSWER:
Place the number of the best answer
in the parenthesis. a.
( )
The correct procedure to use for brushing the teeth is to move the brush: (l) down.
In a circular motion. (3)
the gums. the teeth.
(2)
Up and
In a direction away from (4)
Back and forth across
b.
( ) You should visit your dentist at least: (l)
Two times a year.
months.
(3)
(2)
Once a year.
Every two (4)
Every
five years. RATING SCALE:
Choose the quintile into which
you would plaee each pupil for each of the items listed below.
Place a small cross in proper
quintile designation.
Use straight lines to
connect each score with that listed immediately below it. Quintile rank 1 2 3 4 5 .............
a. Choice of dentifrice.
.............
b. Choiee of toothbrush.
.............
c. Evidence of improved oral hygiene.
.............
d. Understanding of general oral hygiene.
.............
e. Correct use of toothbrush.
.............
f. Choice of tooth building foods.
95 CHAPTER 11.
THE VISCERA
HOW TO INSURE INTESTINAL HEALTH
A. MOTIVATION:
Benefits coming f1*010 good ifitestlnal
hygiene. 1.
NORMAL BOWEL MOVEMENTS:
Normal elimination is
possible by diet regulation alone and does not require artificial stimulation. 2.
WISE USE OP LAXATIVES:
You will have an under
standing of how and when to use laxatives safely. 3.
GOOD HEALTH:
One of the characteristics of
physical health is daily regularity. 4.
REDUCED MEDICAL BILLS:
You can lower your
chances of having the expense that goes with an appendicitis operation.
B. DIRECTIONS:
Some points you should use for building
good intestinal hygiene. 1.
DYSPEPSIA: a.
How to avoid indigestion.
Chew your food slowly and adequately.
(The
food should be well broken up and mixed with
saliva in the mouth.) b.
Avoid heavy work or exercise the first hour after eating.
(During the early phases of
digestion much of the blood is concentrated in the abdominal organs.) c.
Check your diet carefully and eliminate any particular food which seems to disagree with you.
d.
Eat enough but do not overeat.
(60:269*)
e.
Rest ten or fifteen minutes before eating.
f.
Never eat while under the influence of strong emotion such as fear, anger, elation, worry, embarrassment, etc.
g.
(40:169-70.)
Do not take the so-called ”anti-acid” medicines.
CELLULOSE:
How to provide sufficient roughage
in the diet. a.
Eat a fresh raw vegetable salad at least once a day.
b.
Eat one or two servings of cooked leafy vegetables every day.
c.
Eat such fruits as apple, orange, dried prunes, or peach every day.
d.
Make a practice of eating lettuce on all of your sandwiches.
e.
Eat two or three pieces of celery every day.
f.
Eat raw carrots and raw tomatoes for lunch daily.
g.
For breakfast eat a dry cereal three or four times a week.
CONSTIPATION:
How to develop regular daily
habits of elimination. {
a.
Establish a regular dally time for elimina tion.
b.
(2 :l6 l.)
Drink adequate amounts of liquids every day.
(This calls for six to eight glasses
of water; 3 6 :7 2 .) c.
Do daily exercises requiring bending at the waist. (1)
Lie prone on the floor then raise the body to a sitting position and return to the prone position without using the hands;
repeat this ten to fifteen
times a day. (2)
Exercising the abdominal muscles helps to increase the peristaltic action of the intestines.
d.
Move your bowels whenever the urge is present.
(Never be in too big a hurry to
attend to this matter.) e.
Check your diet for adequate amounts of thiamine.
(Thiamine is necessary for proper
elasticity of the intestinal wall; 26: 73-74.) f.
Eat coarse breads such as whole wheat and graham flour types.
g.
Eat stewed fruit once or twice a day.
h.
Check your diet for the dally presence of cellulose foods, especially raw vegetables and fresh fruit.
SORENESS: a.
(2:161-63.)
How to deal with abdominal pains.
Until the pain subsides, eliminate as much roughage from your diet as possible.
b.
Eat soups, soft boiled eggs, and other easily digested foods.
c.
Do not drink fruit juices, especially those thought to aid in elimination. !
d.
'Call your physician if the pain persists more than five hours.
e.
Check the temperature every half hour and keep a record of the results.
(Fever indi~
cates the presence of some type of infection.) f.
Investigate the possibility of food poison ing.
INFLAMMATION:
How to handle the problem of
appendicitis. a.
Watch for the following combination of symp toms. (1)
Loss of appetite and abdominal discom fort followed by nausea, vomiting, pain and a certain amount of rigidity in the lower right side of the abdomen, and a slight rise in body temperature. (41:4-3.)
(2)
These are the usual symptoms of append icitis.
b.
Take nothing by mouth except water.
c.
Go to bed and remain quiet.
d.
Place an ice bag on the area of the lower right abdomen.
e.
Take and record the oral temperature every hour.
(Increases in temperature above 1 0 2 .0
degrees indicate possible ruptured appendix and peritonitis.)
f.
Secure medical attention as quickly as possible.
CATHARTICS: a.
How to use laxatives intelligently.
Use the laxative with a purpose in mind rather than just as a relief for constipation.
b.
Choose your laxative for the purpose of its use. (1)
(53:P-l48.) Simple:
produces free discharge from
the bowels with some griping. (2)
Drastic:
produces violent action of
the bowels with cramps and griping. (3)
Saline:
produces copious watery dis
charges . (4)
Cholagogue:
stimulates flow of bile,
producing green stools. c.
Never take a laxative when there is any pain in the abdomen.
d.
(29:33*34.)
For the best results take the laxative just before a meal, preferably breakfast, and follow it with some type of warm drink.
e.
Use a laxative as a last resort, only when other methods fail.
101 f.
Ask your physician to recommend laxatives he considers safe to use.
g.
Never use a laxative containing phenyl or any drug with "phenyl" as part of its name. (This can be determined by reading the label.)
C.
ACTIVITY ASSIGNMENTS:
Some experiences to help you
learn to practice better intestinal health habits. 1.
CLASSROOM PRACTICE:
Demonstrate methods you
would use for handling various alimentary dis orders in students who come to you with simu lated symptoms. 2.
HOME PRACTICE:
Use the various suggestions in
this chapter to treat your family members or to show them what they should do when intestinal upsets occur. 3.
PRACTICAL EXPERIENCE:
Work as a nurse's aide
in a hospital or doctor's office applying your knowledge relating to intestinal health insofar as possible, in keeping with the doctor's orders.
UNIVERSITY OF SOUTHERN CALIFORNIA LIBRARY
102 D.
EVALUATION:
Some checkups on what you have learned
In this chapter.
1.
TRUE-FALSE:
Place an X In the correct space for
true or false. T a. ( )(
F ) You should exercise your abdominal muscles at least once a week.
b.
( )( )
It is best to secure relief from constipation by taking a mild laxtive.
c.
( )(
) You should rest before eating as well as after eating.
2.
BEST ANSWER:
Place the number of the best answer
in the parenthesis. a.
( )
The best means to supply your body wit£ adequate bulk consist of eating foods containing: (3)
b.
( )
(l)
Cellulose.
Fat. (4)
(2)
Protein.
Minerals.
You should read the labels of all lax ative containers in order to learn: The name of the company who makes it.
(1)
(2)
The correct dosage.
of the product.
(4)
(3)
The price
The ills it will
cure. e.
( )
When dealing with suspected appendicitis it is best to: immediately.
(l) (2)
Give a laxative Give fruit juice in
preference to water.
(3)
temperature every hour.
Take the (4)
Place an
ice bag on the right side.
RATING SCALE:
Place the proper number of points
in the parenthesis before each item.
Give 0
points for never, 1 point for sometimes, 2 points for usually, and 3 points for always.
Add all
the points in the parenthesis to get the total score. a.
( )
Chews food correctly.
b.
( )
Rests before eating.
c.
( )
Rests after eating.
d.
( )
Eats fresh fruit daily.
e.
( )
Eats raw vegetables daily.
f•
( )
Drinks adequate liquids daily.
g*
( ) Exercises every day.
104 h.
( ) Bowel movements regular.
i.
( } Chooses laxatives properly.
j.
( ) Handles abdominal pain intelligently.
(
)
TOTAL SCORE.
105 CHAPTER 12.
THE OUTER COVERING
HOW TO MAINTAIN A HEALTHY SKIN
A.
MOTIVATION:
Benefits to be gained from good skin
hygiene. 1.
SELF-ASSURANCE:
You will not have pimples and
unsightly skin blemishes to make you self-con scious about appearing in public. 2.
APPROVAL FROM ELDERS:
Adults respect the teen
ager who makes an attempt to improve his personal appearance. 3.
POPULARITY WITH THE OPPOSITE SEX:
A good com
plexion and careful attention to personal groom ing go a long way towards Increasing your dating reeord. 4.
LESS EXPENSE:
A good diet and proper skin care
during adolescence will save many dollars that would otherwise be spent for costly skin treat ments .
B.
DIRECTIONS: your skin.
Guides for protecting the health of
PIMPLES:
How to treat acne.
a.
Avoid eating fatty foods.
(32:7.)
b.
Choose a diet containing simple foods such as skim milk, tender meats, liver, fruits, green vegetables, and cereals.
c.
Wash your face, or other involved body re gion, with soap and warm water several times a day.
d.
(61:203-04.)
Eat a minimum of foods containing sugar in high concentration such as candy and pastries.
(32:7 .) e.
Consult with your doctor if the condition becomes worse or does not clear up somewhat after diet ehanges.
f.
Do not squeeze or pick the pimples.
(This
sometimes causes scars and also may break down capillaries, causing the infection to enter the blood stream.) g.
Change to a very mild brand of soap.
(Con**
suit your physician or pharmacist for recom mended brands.) h.
Exercise two or three hours every day in the open air.
i.
Avoid using cosmetics while the infection is present.
J.
Eat above the average daily amounts of foods rich in vitamin B complex.
EATING:
How to select foods that will give you
a healthy complexion. a.
Eat two or three servings of green or yellow vegetables every day.
(Vitamin A is essen
tial for good skin hygiene.) b.
Eat extra daily quantities of whole grain cereal products and other foods rich in vitamin B complex.
(This group of vitamins
helps to maintain the health of the circu latory system which supplies the cells of the skin with their needed nutrients.) c.
Use iodized salt regularly and eat shell fish at least once a week.
(Iodine is
essential for proper functioning of the thyroid gland which in turn also aids cir culation. ) d.
Check your diet for adequate daily consump tion of foods containing thiamine.
(Oili
ness of the skin may indicate too little vitamin B1 is being supplied.)
e.
Eat daily quantities of citrus fruits and other foods containing vitamin C.
COMBING: How to keep the hair healthy. a.
Massage your scalp for five minutes every day using the finger tips.
b.
Wash your hair with a puresoapshampoo every ten days.
c.
(19:90.)
Use olive oil or pure mineral oil
if addi
tional oil is needed. d. Eat such foods as liver, eggs, peanuts, grain cereals, and milk.
whole
(The foods listed
here contain two of the vitamins of the B eomplex group, pantothenic acid and paraamlnobenzoic acid, which seem to help some what in delaying the appearance of grey hair.) e. Brush the hair at least once every day. (Brushing your hair helps to remove the dead cells of the scalp, often called dand ruff, which flake off through the hair.) MANICURING: a.
How to care for the nails,
Scrub fingernails once or twice daily with a small brush, using warm water and soap.
109 b.
Keep the nails neatly trimmed and filed.
c.
Cut toenails straight aeross rather than curved.
(This will help to prevent ingrown
toenails, 6 1 :2 1 7 .) d.
Wear shoes and socks that are large enough not to cramp the toes.
e.
Use a blunt Instrument to keep the cuticle pushed back from the nail.
f.
Follow the same dietary directions as recom mended in B-2, above.
g.
Supply your body with adequate vitamins every day.
(If vitamins are lacking in
the diet the nails are usually dry and lustreless* with more than the normal lines* or striations, both up and down, and some times across.}
C.
ACTIVITY ASSIGNMENTS:
Undertakings that will demon
strate the weaknesses in your learning for this chapter. 1.
CLASSROOM PRACTICE:
Go through the various
procedures outlined in this chapter such as combing and brushing the hair* massaging the scalp, trimming the nails, caring for the cuticle,
110 cleaning the fingernails, etc.
Observe one
another and make suggestions for improvement. When you feel that your techniques are satis factory, demonstrate for the teacher and secure his rating. 2.
WRITTEN EXERCISE:
Choose a fiction character
from some novel who is described as having all the bad qualities presented or referred to in this chapter.
Write out the plans you would
give to him to improve his personal appearance if he should seek your advice. D.
EVALUATION:
Tests for the effectiveness of study
in this chapter. 1.
TRUE-FALSE:
Place an X in the correct space
for true or false. a.
T F ( )( )
Vitamin C is the best nutrient to eat in order to combat oily skin.
b. 2.
( )( )
You should wash your hair twice a week.
BEST ANSWER:
Place the number of the best answer
in the parenthesis. a.
( )
The best treatment you can give for acne is:
(1)
Daily face washing.
(2)
Diet
regulation. (4) b.
( )
(3)
Squeezing the pimples
Avoiding the use of cosmetics,
For healthy skin the most effective vitamin to use is: complex.
RATING SCALE:
(3)
C*
(l) (4)
A.
(2)
B-
D.
For each statement below rate the
student 3 for always, 2 for usually, and 1 for never.
Total each column and then secure the
grand total. 3
2
1 )
a.
Hair neatly combed.
)
b.
Dandruff absent.
}
e.
Fingernails neatly trimmed.
)
d.
Fingernails clean.
)
e.
Cuticle satisfactorily kept.
)
f . Toenails properly cut.
) g. )
h.
Pimples on face absent. Hair neatly trimmed.-
TOTALS. „ GRAND TOTAL
112
FAIT V.
KITCHEN MANAGEMENT
HOW TO GOVERN THE FOOD QUARTERS
No program of nutrition is complete without attention being directed to the kitchen.
The person
who presides in the kitchen Is a necessary link in the chain leading to good health.
The problems in
food buying, food preparing, and keeping a clean kitchen will be found as the chapters In this sec tion.
In a sense all of these problems are related
to financial saving.
Getting the most and best food
for your money, preparing foods so that you get the greatest percentage of nutrients out of them, and keeping a healthful plaee for your cooking all point to a better balanced budget.
You too can be
looked up to as one who is capable In matters of money management if you will give your close atten tion to this last section.
113 CHAPTER 13.
SHOPPING
HOW TO BUY POODS WISELY
A. MOTIVATION:
Advantages coming from the use
of
careful shopping techniques. 1. MORE MONEY:
Very sizeable savings are available
to those who know how and what to buy. 2. LESS WASTE OP SHOPPING TIME:
Those who are
well acquainted with shopping techniques are able to do their shopping with a rainlrauin of effort and a maximum saving of time. 3. BETTER MEALS:
Good nutrition is impossible if
the food buyer does not know his job.
B. DIRECTIONS:
Suggestions to help you withyour shop
ping problems. 1.
PLANTS:
How to buy fresh vegetables.
a. ..If possible, buy directly from the producer (farmer). b.
Pick those articles that are firm to the touch.
c.
Observe the leaves (if present) and choose
those whose leaves are not wilted. d.
Inspect closely for bruises or other unde sirable marks.
e.
Buy at places where you ean seleet your own produce rather than from those places selling ready-packaged merchandise.
FRUIT j a.
How to buy fresh fruit.
Examine the surface carefully for broken places.
b.
Buy those articles that have not ripened fully in preference to fully rlpenend fruit.
c.
Check the grade of fruit you are buying. (Some statement of quality should be made by the seller.)
d.
Choose medium sized rather than small or very large pieces.
e.
Follow the same general rules as when buy ing vegetables.
BUTCHER: a.
How to seleet the best type of meat.
Choose meat made up of less active muscle such as loii?.
b.
For digestibility, select beef in preference to pork.
e.
Buy a particular type of ground meat rather than such things as hamburger.
(Hamburger
as sold in many places contains many kinds of meat odds and ends, while such things as ground round steak or ground pork loin are probably Just that.) d.
Examine the cut of meat for exeess bone and fat before it is weighed and wrapped.
e.
Buy poorer cuts of good grade meat in pref erence to choicer cuts of poorer grades.
f.
Buy spring lamb in preference to baby lamb and mutton.
(Redness in the bones indicates
young lamb while white bones are a sign of age.) g.
Select beef with creamy white fat, bright red color, and fine grained meat.
POISON: a.
How to detect spoiled meat.
Examine the meat around the bone for evid ence of decomposition.
(Look for such things
as color, watery deposits, and slimy appear ance. ) b.
Leave the meat out of the refrigerator two or three hours and re-examine the meat around
116 the bone.
(In eases of spoiled meat this
second examination should show some change over the condition during the first examin ation. ) c.
Smell the questioned food for evidence of disagreeable odor.
(This may not be too
reliable since the meat may smell bad and yet not be spoiled.) 5»
EGGS: a.
How to choose fresh eggs.
Use the water test. (1)
(57:811-12.)
When placed in a container of water a fresh egg assumed a horizontal position at the bottom of the container.
(2)
Depending on the length of time since the egg was laid, evaporation of water through the pores of the shell will cause it to assume various angles from a horizontal position to a vertical one.
(3)
An egg that has undergone decomposition to such an extent that gases have been liberated within the egg will always float.
b.
Examine the outside surface of the shell. (Fresh eggs are usually dull and rough while older eggs become shiny and smooth.)
c.
Examine the egg with a candling device.
(57:812.) (1)
Stale eggs shrink and will show an air bubble at one end.
(2)
The yolk shadow of a fresh egg is light while that of a rotten egg is black.
d. Buy your eggs from the producer rather
than
from large markets. TINS:
How to buy canned goods.
a.
Check the cans for dents and possible leaks.
b.
Note if the ends of the can are bulged out ward.
(This Is very good evidence of
spoilage of the contents of the can.) c. Lo^k on the label for the grdde of the food. (28:31-32.) (1)
For vegetables these are commonly desig nated as FANCY, EXTRA STANDARD, and STANDARD.
(2)
Corresponding fruit grades are FANCY, CHOICE, and STANDARD.
d.
Buy fruits, vegetables, meat, and fish whieh have been prepared by the vacuum-packed pro cess.
(This eliminates heating the contents
of the can before it is sealed with conse quent saving of nutrients.) e.
Choose enamel lined cans (those having a gold color inside) when buying such things as red fruits and foods containing sulphur. (The enamel preserves the color and also prevents sulphur stains on the inside of the can.)
f.
Check for the style of pack where it applies. (This Involves such things as whole, halves, sliced, peeled, unpeeled, diced, etc.)
g.
Note the variety where it applies.
(This
involves such things as clingstone or free stone peaches, yellow or white corn, early June or sweet peas, etc.) h.
Learn the names of the common can sizes. (1)
Number
can holds about one-half cup.
(See 46:28-29.) (2)
Number
£can holds about one cup;>
(3)
Number
1can holds about two cups.
(4)
Number2
can holds about two and one-
half eups. (5 )
Number 2^ can holds about three and one-half eups.
(6)
Number 3 can holds about five and three-fourths eups.
(7)
Number 10 can holds about thirteen eups.
PACKAGES:
How to read food labels.
a.
Look for the brand name.
b.
Cheek the name and address of the distri butor.
c.
Note the quantity of the product.
(This
may be indicated by the number of servings.) d.
Cheek whether the product has been fortified with additional vitamins.
(This is important
when buying cereal produets.) e.
Note whether artificial flavoring, artifi cial coloring, or chemical preservatives have been used in preparing the food. (While these are not necessarily bad prac tices, this information may help you in choosing between different brands.)
f.
Note whether the label bears a seal of re commendation or acceptance by any consumer
120 or medical organization.
(While this in
itself is no guarantee of superior quality, it nevertheless, may be helpful when select ing unfamiliar products.) g.
Note the recommendations for storage of the product.
C.
ACTIVITY ASSIGNMENTS:
Experiences designed to help
you become a better food buyer. 1.
FOOD BUYING: one week.
Do your family’s food shopping for
Keep a list of the brands selected,
prices paid, and quantities bought.
Fresent
this list to the teacher for grading and sugges tions.
Follow the teacher’s recommendations and
carry through one more week’s buying.
Your
grade will be given by the amount of improvement shown in your second list as well as buying knowledge shown from examination of your first list. 2.
PRACTICE SHOPPING:
Secure a shopping list from
the teacher on which only the foods desired are listed.
Go to a grocery store and choose the
brand, quality, quantity, and price for each
121 article you would buy.
List all of these for
each article but do not buy the foods.
Present
your list to the teacher for grading and crit icism. 3.
CLASSROOM SELECTING:
Prom the display of vari
ous fresh fruits, fresh vegetables, canned goods, eggs, meats, etc., provided in class, choose the ones you would buy.
D.
EVALUATION:
Knowledge you should have gained from
a study of this chapter. 1.
TRUE-FALSE:
Place an X in the correct space
for true or false. T
P
a. ( )( )
The best place to obtain fresh eggs is at a large market.
b.
( )( ) You should discard any egg that will float in water.
2.
BEST ANSWER:
Place the number of the best answer
in the parenthesis. a.
( }
The best type of meat to eat is: Spring lamb.
(2)
Mutton.
Sheep.
(4)
Young lamb.
(l) (3)
b.
c.
( }
( )
For the maximum digestibility you should buy:
(l)
Pork.
(3)
(4)
Mutton.
Veal.
(2)
Beef.
The best kind of fresh fruit to buy is:
(1)
Large pieces.
ripened pieces, pieces. RATING SCALE:
(4)
(3)
(2)
Completely
Medium sized
Average quality pieces.
In the parentheses rate each
statement as follows:
1— poor, 2--below average,
3— average, 4— above average, 5--excellent. a.
( )
Preparation of shopping list.
b.
( )
Ability to interpret food labels.
e.
( )
Knowledge of cuts of meat.
d.
( )
Ability to choose fresh fruits.
e.
( )
Ability to choose fresh vegetables.
f.
( )
Selection of fresh eggs.
g-
( }
Choice of canned goods.
h.
( }
Knowledge of can sizes.
(
)
TOTAL SCORE.
123 CHAPTER 14.
PREPARATION
HOW TO FIX FOODS PROPERLY
A.
MOTIVATION:
Advantages to you of properly prepared
foods. 1.
MORE NUTRITIVE CONTENT:
Foods which are cor
rectly prepared yield the maximum of their food value. 2.
IMPROVED FOOD FLAVOR:
Well cooked food always
tastes better. 3.
BETTER DIGESTION:
The correct cooking procedure
sometimes determines how well a food will digest. 4.
ADMIRATION OF FRIENDS:
A good cook is always
welcome in almost any social group.
B.
DIRECTIONS:
Recommendations that will yield better
prepared foods. 1.
THRIFT:
How to cook foods without losing the
mineral and vitamin content. a.
Leave the skins on vegetables until they are cooked.
Use as small amount of water as possible in your cooking.
(8:189.)
Do not use baking soda to help preserve the color of green vegetables.
(Soda being an
alkali, it will destroy thiamine and as corbic acid.) Drop vegetables to be boiled into actively boiling water.
(This helps to prevent
oxidation of ascorbic acid and vitamin A.) Save the cooking water for making soups and gravies.
(Such vitamins as thiamine,
riboflavin, niacin, and ascorbic acid and most minerals are soluble in water, being lost when cooking water is thrown away;
62:72.) Use a minimum amount of fat when cooking green and yellow and certain other vege«» tables.
(Vitamins A, D, and K are soluble
in fat and are therefore, taken out of the food and into any fat or grease used in cooking foods that contain them; see 6 2 : 2-1 0 .)
Gut up vegetables just before cooking them. (Such vitamins as A and C are destroyed by
oxidation when exposed to air for any length of time.) i.
Stir as little as possible while cooking. (In stirring, air is stirred into the food, causing oxidation of some of the vitamins.)
J.
Serve food as soon as possible after cooking.
k.
Use short methods for cooking meats, such as sauteing or broiling.
1.
Roast meats at a low temperature.
(High
temperatures destroy vitamins.) m.
Do not let cooked foods stand in a warmer or on a steam table.
(This destroys the
vitamins.) n.
Use fresh vegetables and fruits as soon as possible after buying.
MEATS:
How to cook meat so that it will be
tender. a.
Use dry heat (roasting, broiling, frying) for cooking tender meat with soft connective tissue.
b.
For meat with tough muscle and connective tissue, use moist heat (braising, stewing, simmering.)
c.
Consult a cooking ehart for the eorreet time
126 and temperature t© cook the piece of meat. d.
Salt steak after It is cooked.
e.
Cook with sufficient fat to keep the meat from being dry.
f.
Cook at low temperatures.
(Tender meats
are often hardened, toughened, shrunken, and dried out by being cooked at too high a temperature.) 3-
BAKERY: a.
How to make a cake rise properly.
Bake at the exact recommended temperature. (Use an oven thermometer if the oven, does not have a thermostat.)
b.
Preheat the oven before putting the cake in.
c.
Measure all ingredients accurately.
d.
Store the batter in cake tins inside the refrigerator if it is not to be used right away.
e.
Use cake flour rather than all purpose flour.
f.
Do not frost the cake until it has cooled.
g.
Follow the recipe directions exactly as stated.
4.
FATS: greasy.
How to prevent fried foods from being
a.
Drain the exeess fat from the food after it has eooked.
b.
Blot the food with a paper towel before serving.
c.
Use only enough grease to do the Job.
d.
Sear the surfaces of meats before cooking them in grease.
e.
Use vegetable cooking oils and fats instead of lard.
f.
Remove excess fat from meats before cooking.
g.
Do not attempt to fry such types of meat as pork and mutton.
h.
Pour off excess grease occasionally while frying.
i.
Lift the food out of the frying utensil with a perforated spoon or wire whisk.
J.
Use east iron skillets in preference to thin metal ones.
JAVA: a.
How to make good coffee.
Buy coffee in the bean and grind it Just before using.
(Coffee has certain oils
which are released when the coffee is ground and which turn rancid quickly.) b.
Use a glass, china, or enamel pot.
(Metal
pots affect the coffee's flavor.) e.
For boiled or percolated coffee use one heaping tablespoonful of coffee for each cup of water and add one tablespoonful of coffee for the pot.
d.
For drip coffee use two level tablespoonsful of coffee for each cup of water.
e.
For filtration (silex type) coffee use one tabl-espoanful of coffee for each cup of water.
f.
Add a pinch of table salt to the water in the coffee pot.
g.
Avoid letting the coffee come to a boil. (Much of the flavor passes off in steam when the coffee boils.)
h.
Avoid putting cold milk or cream into coffee. (Hot milk is much better to use since it retains the coffee flavor.)
TRICHINOSIS:
How to cook pork so it is safe
to eat. a.
Allow
sufficient cooking time at more than
l60 degrees fahrenheit for the inside center of the meat to become well cooked.
129 b.
Cook the meat for the recommended time In a pressure cooker.
c.
Examine the meat carefully before cooking for evidence of trichina worm infection.
d.
Cut away or recook any part of the meat that is not cooked to a light brown color. (This color does not apply in the case of ham.)
e.
Look on the meat for the U. S. inspector’s stamp before buying.
7.
SOUPS: a.
(5 8 :2 0 0 .)
How to make appetizing soups.
Utilize the cooking Juices from meats and vegetables for soup making.
b.
Use various meat bones for flavor.
(Pork
bones should not be used except in certain bean soups because they give the soup too pronounced a flavor.) e.
Use curry powders or other pleasant scented spices in the soup.
d.
Sprinkle finely minced parsley on the sur face of each bowl of soup.
e.
Plan your soup so as to use left-over vege tables when possible.
f.
Cook soup In a double boiler.
(This will
prevent the possibility of scorching the soup.) g.
Consult a good cook book for soup recipes and follow the directions carefully.
SANDWICHES:
How to make sandwiches that are
both nutritious and appetizing. a.
Use such fillers as peanut butter, egg, cheese, and various types of meat.
b.
Spread either butter or mayonnaise on both slices of bread.
c.
Use lettuce and sliced tomato where other combinations permit.
d.
Cut the sandwich in two, diagonally, before serving.
e.
Spread butter crackers with peanut butter or cream cheese.
f.
Use rye bread with various types of cheese and lunch meats.
g.
Cut meat for sandwiches into small pieces rather than using one whole slice.
h.
Shred or cut lettuce that is used in the sandwich.
i.
Use toasted bread for most sandwich purposes.
131 j.
Serve hot meat sandwiches with mashed po tatoes and covered with gravy.
C.
ACTIVITY ASSIGNMENTS:
Exercises to help you learn
good food preparation methods. 1.
DEMONSTRATION EXERCISE:
With the materials
available in class demonstrate your skill in and your knowledge and understanding of the various topics in this chapter. 2.
HOME EXERCISE:
Prepare or guide the preparation
of the family dinner in your house for one week. Put into practice those things you have learned through study of this chapter. 3.
WRITTEN EXERCISE:
Observe the cooking practices
found in the home of a friend or neighbor.
Write
the suggestions you would give to the person in order to improve his methods of preparing food.
D.
EVALUATION:
Tests of the effectiveness of your study
for this chapter. 1.
TRUE-FALSE:
Place an X in the correct space
for true or false.
132 T a.
F
()( )
When cooking you should drop vege tables Into boiling water.
b.
()( )
It is best to cut up vegetables a few hours before cooking them. i
2.
BEST ANSWER:
Place the number of the best answer
in the parenthesis. a.
() When cooking vegetables you should: Steam Instead of boiling them. Cover them with water. pressure cooker.
b.
(2)
Use a
Use high heat.
() To eliminate as much grease as possible, pork should be: Pried.
3.
(4)
(3)
(1)
(3)
(l)
Boiled.
Roasted. (4)
(2)
Broiled.
RATING SCALE:
Rate the student for each practice
listed below.
Give 1 for poor, 3 f©r average,
and 5 for superior.
Total all columns and se
cure a grand total. .1
2
3
()()()
a.
Cooking fresh vegetables.
()()()
b • Cooking meat.
()()()
c*
Baking techniques.
133 ()()()
d.
Making coffee.
()()()
e*
Making soup.
()()()
Making sandwiches.
()()()
g*
(
GRAND TOTAL
)
Overall cooking ability.
134 CHAPTER 15-
CLEANNESS
HOW TO MAINTAIN A SANITARY KITCHEN
A.
MOTIVATION!.
Advantages of practicing tidy kitchen
habits. 1.
BETTER HEALTH:
A elean kitchen eliminates many
of the sources through which diseases may be caught. 2.
LESS WORK:
In the long run you can save much
time and energy by doing kitchen chores the right way the first time. 3.
MORE PLEASURE:
It Is mueh nicer to work in a
neat and orderly kitchen than one of the oppo site kind. 4.
GOOD MEALS:
Pood that is stored and prepared
in a healthful way always seems to have better flavor than less thoughtfully handled food.
B.
DIRECTIONS:
Points that will help you handle your
kitchen problems. 1.
GARBAGE:
How to dispose of wastes.
Install a garbage disposal unit Into your sink drain. Pour grease into a small hole in the ground and cover over with dirt.
(Grease will
eventually clog the drain if it is poured down the sink.} Use an adequate sized garbage can with a tight fitting lid. (1)
Galvanized cans do not rust as easily as other types of metal cans.
(2)
If the can is lined with newspapers that are allowed to lap over the edge of the can, it will be easier to clean and will also make a tighter fitting lid.
(3)
Lids should fit tight enough to exclude flies and ants, and to remain in place when the can is tipped over.
Bury or burn any refuse which spoil easily and might ereate disagreeable odors. Flush coffee grounds down the sink or toilet.
(These will help to remove accumu
lated grease in the drain pipes.) Do not permit garbage to remain uncovered
either Inside ©r outside of the house. g.
Set the garbage pail out for each garbage collection.
(Do not wait for the can to
fill up.) h.
Burn everything that is combustible. (Stale bread, potato peelings, pea hulls, and certain other wastes can be disposed of in the incinerator.)
1.
Place only non-combustible refuse in the garbage can.
(A separate container should
be provided for the combustible matter.) GREASE: a.
How to keep your stove clean.
Wipe up spilled foods and grease spatters as soon as they occur.
b.
Wipe off promptly such acids foods as fruit juice, vinegar, or milk.
(Acid foods may
discolor enameled surfaces.) c.
Use low heat for boiling.
(Low heat will
keep the material boiling without the danger of boiling over that occurs with high heat.) d.
Wash drip .trays beneath the burners with warm soapy water after cooking.
(31:374-
e.
Glean the oven thoroughly at least once a week* (1)
Wipe the walls and bottom of the oven with a cloth or paper towel saturated In household ammonia;
close the oven
door and leave the solution on over night . (2)
Scour the inside of the oven with steel wool pads and soap or household clean ser.
f.
Clean the holes in the stove burners every few days with a fine wire or hairpin.
g.
Remove star shaped burners and clean by boiling in washing soda and water followed by rinsing in clear water.
h.
Glean round burners by brushing with a stiff bristled brush followed by wiping with a damp rag.
SCRUBBING: a.
Cover the entire floor with linoleum carpet ing.
b.
How to clean the kitchen floor.
(3 1 ;3 6 2 -6 6 .)
Sweep the floor after each meal following the dishwashing.
e.
Mop the floor once a day, or when necessary, with a wet mop and warm soapy water.
d.
Scrub the floor thoroughly once a week with soapy water and a very soft bristled brush.
e.
Wax linoleum surfaces at least once every two weeks or after a thorough scrubbing. (Use self-polishing wax with a mop applica tor for the minimum of effort.)
CORROSION: a.
How to remove silverware stains.
Clean and polish silverware when tarnish first begins to collect.
(Do not allow
many tarnished pieces to accumulate.) b.
Use a good quality paste or liquid silver cleaner. (1)
Apply the silver polish with a flannel rag.
(2)
Rub silver lengthwise rather than cross wise.
(3)
Use a small toothbrush to get at parts the cleaning cloth cannot reach.
c.
Use treated paper sheets or cloth fleece. (Follow the directions on the package.)
d.
Use the electrolytic method for cleaning
139 large amounts of silver In a short time. (This Is a powder in an aluminum foil en velope both of which are placed in water to make a bath for dunking silverware; consult your jeweler for further Information.) e.
Prepare your own cleaning solution. (1)
TJse an aluminum pan large enough to hold all silver to be cleaned.
(2)
Measure one teaspoonful of salt and one teaspoonful of baking soda for each quart of water used.
(3) Place the pan full of solution on the stove and keep the solution boiling. (4) Place all silverware In the solution so that each piece is covered. (5) When tarnish is removed take pieces out of the solution, wash, and dry. 5.
ICE BOX:
How to clean your refrigerator.
a.
Wipe up spilled food Immediately.
b.
Wash the walls weekly with a solution of one teaspoonful of baking soda in a quart of lukewarm water.
(This will remove food
particles and eliminate food odors.) c.
Wash shelves and Ice trays weekly in soap
140 and warm water followed by a clear water rinse.
(Do not use hot water on quick re
lease lee trays that are wax coated.) d.
When needed, wash the outside of the cabinet with soap and warm water.
(Never use harsh
abrasives or cleaners.) e. Wax non-porcelain exteriors two or three times a year.
(3 1 :3 7 9 -8 3 *)
f. Defrost the refrigerator during the weekly cleaning period.
(This process can be
speeded up by placing a flat dish filled with hot water on the bottom shelf of the freezer.) CHINAWARE: How to wash dishes correctly. a. Remove flour or egg mixtures by first soak ing the article in cold water. b. For removing food that is stuck or scorched, soak overnight in cold water to which has been added a teaspoonful of salt. c. Wash the dishes in their order of cleanli ness, starting with the cleanest ones. d. Use hot water and plenty of soap for all dishwashing. e. Rinse all articles thoroughly in hot running
water.
(All of the slippery feeling should
be washed away.} f.
Use fine steel wool for scouring In place of the clumps of coarse wire mesh that are usually sold for this purpose.
g.
Place the rinsed articles in some type of receptacle where they can drain and remain exposed to the air for a short period before drying.
(This will practically allow the
dishes to dry themselves if very hot water is used for rinsing.) h.
Wash your sink or dishpan thoroughly with soap and water following the dishwashing chore.
1.
Heat and drain excess grease from all cooking utensils before attempting to wash them.
j.
Wash the dishes and silverware of sick family members separately from the other dishes.
(Disease germs are readily spread
through dishwater.) IRRITANTS: a.
How to cut down kitchen odors,
Wash all food storage spaces regularly.
142 b.
Plaee garbage containers outside of the house.
c.
Place a small cloth sack (or a can punched full of small nail holes) filled with char coal in the refrigerator.
(The charcoal
will absorb most food odors.) d.
Close the kitchen doors and open the kitchen windows when cooking foods with an objection able odor.
e.
Cover all food dishes that are left for any length of time.
f.
Install a blower type fan in the upper wall region of the kitchen.
g.
Avoid cooking foods which give off strong cooking odors.
C.
ACTIVITY ASSIGNMENTS:
Projects to help you keep
your kitchen clean. 1.
HOME PROJECT:
Assume full responsibility for
the eare and cleaning of your kitchen at home for two weeks.
Your kitchen may be inspected
at any time by your mother, your teacher, or a designated student Inspector.
2.
CAFETERIA PROJECT:
For a two week period each
class member work one hour each day in the school cafetdria assisting with the various cleaning procedures in the kitchen and food storage places.
At the end of this period you
will be graded either by the person in charge of the cafeteria or by your teacher on how well you were able to perform the duties assigned to you. 3.
JOB PROJECT:
Secure a job in a small cafe as
dishwasher and general handyman.
Maintain sat
isfactory standards of cleanliness in the kitchen so that your establishment is able to pass in spection by the local health authorities.
p.
EVALUATION:
Tests to check your knowledge of good
sanitary procedures in the kitchen. 1.
TRUE-FALSE:
Place an X in the correct space for
true or false. T a.
F
( )( )
a.
You should use steel wool in place of ordinary seouring pads.
b.
( }( )
b.
It is best to provide separate
containers for combustible and non-combustible refuse. BEST ANSWER:
Place the number of the best answer
in the parenthesis. a.
( )
The best way to dispose of cooking fat is:
(l)
Pour it down the sink drain.
(2)
Bury it in the yard.
it in the garbage can.
(4)
(3)
Place
Burn it
in the incinerator. b.
( )
The best type of flooring to put in your kitchen: (2)
Tile.
(l)
(3)
Varnished hardwood.
Linoleum.
(4)
Wool
carpeting. RATING SCALE:
Place the proper number of points
in the parenthesis for each job and then total. Give 1 for poor, 2 for fair, 3 for average, 4 for good, and 5 for excellent. a.
( ) Washing dishes.
b.
( )
Gleaning stove.
c.
( )
Cleaning silverware.
d.
( )
Disposing of garbage
e.
( )
Cleaning floor.
( )
Removing odors.
145 g.
( ) Gleaning refrigerator.
h.
( ) Overall ability.
(
) TOTAL.
B I B L I O G R A P H Y
BIBLIOGRAPHY
The publications listed below have been used for the various reference purposes that are necessary in preparing a guide such as this.
For the details of the
method used for citing references, see the Preface. Those code numbers preceded by an asterisk (*) are recommended as being especially desirable for class room references.
These selected references have been
annotated in order to provide a clue as to their con tent and possible uses. Code Number 1.
Aldrich, Charles A.: tite.
2.
Cultivating the Child1s Appe
The Macmillan Co., New York, 1928.
Bogert, L. Jean:
Diet and Personality.
The" Mac
millan Co., New York, 1936. *3»
Bogert, L. Jean:
Nutrition and Physical Fitness.
W. B. Saunders Co., Philadelphia, 1949. treatment of the nutrition problem. for general student use.
(Complete
Not recommended
Should be available to the
teacher and for class reference.) 4.
Boorsook, Henry:
Vitamins, What They Are and How
148 They Can Benefit You.
The Viking Press, New York,
1941. 5.
Bridges, Milton A., and Mosenthal, H. D.: Dietetics for the Clinician.
Lea and Pebiger, Philadelphia,
1941. 6.
Burroughs Wellcome and Co.: The Vitamins.
Bur
roughs Wellcome and Co., New York, 1944. 7.
Carlson, Anton J., and Johnson, V.:
The Machinery
of the Body. University of Chicago Press, Chieago, 1941. *8 .
Chenoweth, Laurence B.: sonal Hygiene. York, 1947*
An Introduction to Per
F. S. Crofts and Co., Inc., New
(Covers nutrition from the point of
view of physiology and body needs.
Should be a-
vailable for class reference.) *9 .
Clemsen, Jessie W., and LaPorte, W. B.: Your Health and Safety. York, 1946.
Harcourt, Brace and Co., New
(Recommended as a text for physiology
or health classes in the upper high school grades.) 10.
Cooke, Robert A.: Allergy in Theory and Practice. W. B. Saunders Co., Philadelphia, 1947.
149 11 . Cooper, Lenna P., Barber, E. M., and Mitchell, H. S.: Nutrition In Health and Disease,
J. B.
Lipplncott Co., Philadelphia, 1941.
*12 . Council on Foods, American Medical Association: Accepted Foods and Their Nutritional Significance. American Medical Association, Chicago, 1939* (Authoritative information on food tests and re commendations by the American Medical Association as to satisfactory brands.
One copy should be
available for classroom reference.) *13-
Crisp, Katherine B . : Be Healthy. Co., Philadelphia, 1938*
J. B. Lipplncott
(One of the standard
health texts in the Los Angeles City Schools. Organized into broad student experience fields. One excellent chapter on nutrition.) *14.
Crisp, Katherine B . : Health for You. pineott Co., Philadelphia, 1946. reference book for classroom use.
J. B. Lip-
(A good health Well illustrated.
Good coverage of the health problems for high school students.) 15.
David, Adelle:
Vitality Through Planned Nutrition.
The Macmillan Co., New York, 1948.
150 16.
David, Adelle:
You Gan Stay Well.
Stationers'
Hall, London, 1939* 17*
Diehl, Harold S.:
Textbook of Healthful Living*
McGraw-Hill Book Co., Inc., New York, 1945* 18.
Fisher, Irving, and Emerson, H.: How to Live. Punk and Wagnalls Co., New York, 1938.
*1 9 . Pishbein, Morris, and Irwin, L. ¥.: First Aid.
Health and
Lyons and Carnahan, Los Angeles, 1944.
(Very good for teaching health and first aid. Written for high school students.
This would be
acceptable for use as health textbook in high schools.) 20.
Frobisher, Martin J.: Fundamentals of Bacterio logy. W. B. Saunders Co., Philadelphia, 1944.
21.
General Mills, Inc.:
The Teacher's Guidebook for
a Program in Nutrition.
General Mills, Inc.,
Minneapolis, 1946. *22.
Goldberger, I. H., and Hallock, G. T . : and Physical Fitness. 1943*
Health
Ginn and Co., Boston,
(Well suited as a health textbook for the
lower high school grades.
Covers nutrition in
151 the broad sense of its relation to general body health.) *23.
Gorrell, Faith L., MeKay, H., and Zuill, F . : The Family’s Health. phia, 1937.
J. B. Lipplncott Co., Philadel
(Takes up nutrition from the meal
planning, preparing, and serving standpoint.
Should
be available in limited quantities for classroom reference use.) 24.
Gove, Hambridge:
Your Meals and Your Money.
McGraw-Hill Book Co., Inc., New York, 1934. *25.
Harris, Florence L., and Henderson, R. A.:
Foods:
Their Nutritive, Economic, and Social Values. D. C. Heath and Co., Boston, 1949.
(Excellent for
nutrition from the home economics point of view. Class copies should be available for all students.) 26.
Harris, Leslie J.: encies .
Vitamins and Vitamin Defici
P. Blakiston's Son and Co., Inc., Phila
delphia, 1938. 27-
Harrow, Benjamin:
Textbook of Biochemistry. ¥. B.
Saunders Co., Philadelphia, 1946. 28.
Home Economics Section, American Can Co.:
High
152 School Manual ®n Commercially Canned Poods. American Gan Co., New York, 1945. 29.
Johnson, Harry J.:
Invitation to Health.
Prentice-
Hall, Inc., New York, 19*1-4. 30.
Kellogg, J. H . :
The Health Question Box.
Modern
Medicine Publishing Co., Battle Creek, Michigan, 1920. *31.
Kendall, Helen W. : keeping Book.
The Goodhousekeeping House
Stamford House, New York, 1947-
(Contains useful household hints that would serve boys or girls equally well.
This should be made
available for reference in the classroom.) 32.
Lilly, Eli and Co.:
De Re Medicina.
Eli Lilly
and Co., Indianapolis, Indiana, 1941. 33*
McCollom, E. V., Orent-Keiles, E., and Day, H. G.: The Newer Knowledge of Nutrition.
The Macmillan
Co., New York, 1939* 34.
McGovern, "Artie":
The Secret of Keeping Fit.
Simon and Schuster, New York, 1936. 35-
McLester, James S.: and Disease.
Nutrition and Diet in Health
W. B. Saunders Co., Philadelphia, 1931.
153 *36.
Meredith, Florence L.:
The Sclenee of Health.
The Blaklston Co., Philadelphia, 1942. for college use.
(Intended
Good reference material on di
gestion and the physiology of nutrition that might be useful to high school pupils.)
*37. Monroe, Bay, and Kyrk, H . : Food Buying and Our Markets. M. Barrows and Co., New York, 1 9 3 8 . (Recommended for teaching the consumer problems of foods.
Gives criteria for selecting good foods.
Takes up cooperative buying and most other econ omic aspects of food problems.) 38.
Pattee, Allda F. : Pattee*s Dietetics.
A. F.
Pattee, Mount Vernon, New York, 1935* 39.
Proudfit, Fairfax T.: Dietetics for Nurses. The Macmillan Co., New York, 1 9 2 8 .
*40.
Rathbone, Josephine L., Baeon, F. L., and Keene, C. H . : Health in Your Daily Life. Mifflin Co., Boston, 1948.
Houghton-
(Good for a physiology
textbook in the upper high school grades. cellent sections on nutrition.
Two ex
Would serve advant
ageously as a classroom reference book.)
154 *4l.
Rice, Thurman B . : Living.
Scott, Foresman and
Co., Chicago, 1940.
(General health text.
lent illustrations.
Should be available for class
room reference.
Excel
Covers the topic of nutrition in
relation to personal hygiene.
Intended primarily
for the brighter high school student.) 42.
Robbins, Ann Roe:
How to Cook Well.
Thomas Y.
Crowell Co., New York, 1946. 43*
Roberts, Lydia J.: Nutrition Work with Children. The University of Chicago Press, Chicago, 1927.
44.
Rose, Mary Swartz:
Feeding the Family.
The Mac
millan Co., New York, 1917* 45.
Rose, Mary Swartz:The Foundations of Nutrition. The Macmillan Co., New York, 1 9 3 8 .
46.
Sales Promotion Division, American Can Co.: Canned Food Handbook.
47.
The
American Can Co., New York.
Sansum W. D., Hare, R. A., and Bowden, R.: The Normal Diet and Healthful Living.
The Macmillan
Co., New York, 1 9 3 6 . 48.
Selling, L. S., and Ferraro, M. A.:
The Psychology
of Diet and Nutrition. W. W. Norton and Co., Inc., New York, 1945*
155 49*
Sherman,
Henry G.: Food and Health*
The Mac
millan Go., New York, 1947. 50.
*51.
Sherman,
Henry C.: Food Products.
The Macmillan
Co., New
York, 1948.
Sherman,
Henry C.: The Science of Nutrition.
Columbia University Press, New York, 1943*
(Re
lates nutrition to general body physiology.
Ex
cellent reading references for the upper high school grades. *52.
Not illustrated.)
Sherman, Henry C., and Lanford, C. S.: of Nutrition.
Essentials
The Macmillan Co., New York, 1943*
(Written primarily from the standpoint of the chemistry of nutrition. treatise.
Not a complex eheraical
Intended for use by those without pre
vious science training.
Not recommended as a
text but would be useful for reference purposes.) 53*
Taber, Clarence W . : Dictionary.
54.
F. A. Davis Co., Philadelphia, 1944.
Thomas, Gertrude I.: ease.
Taber1s Cyclopedic Medical
Dietary of Health and Dis
Lea and Febiger, Philadelphia, 1940.
156 55.
Tobey, James A.: Your Diet for Longer Life. Wilfred Funk, Inc., Hew York, 1948.
56.
Turner, G. E . , and McHose, E.: Effective Living. The G. V. Mosby Co., St. Louis, 1941. .
57-
U. S. Navy Department, Bureau of Medicine and Surgery: Handbook of the Hospital Corps.
Gov
ernment Printing Office, Washington, D. C., 1939* *58.
Van Buskirk, Edgar F . : Principles of Healthful Living for the Individual and the Community. Dryden Press, New York, 1948. for college students.
The
(Written primarily
Excellent reference material
for various phases of health, nutrition, and com munity hygiene.) 59-
Williams, Jennie:
Family Health.
J. B. Lippln-
eott Co., Philadelphia, 1945-
60.
Williams, Jessie F.: Personal Hygiene Applied. W. B. Saunders Co., Philadelphia, 1947.
*61. Wilson, Charles C., Bracken, J. L., and Almack, J. C.: Life and Health. Indianapolis, 1945*
The Bobbs-Merrill Co.,
(One of the best available
texts for high school physiology and health. cellent in all respects.
Ex
Complete treatment of
157 all aspects of community and personal health. Highly recommended for use as a textbook in the advanced high school biology courses.) 62.
Wooster, Harold A., and Blanck, P. G.: Nutri tional Data.
H. J. Heinz Co., Pittsburgh, Penn
sylvania, 1 9 ^ 9 * 63*
Zoethout,
William D., and Tuttle, W. W . : Text
book of Physiology.
The C. V. Mosby Co., St.
Louis, 19^6.
UNIVERSITY OF SOUTHERN CALIFORNIA LIBRARY