The Georgia victory school program: victory corps series [1943]

V V V VV V V V V Y V Y VV VVV VVVVVVV VV VVVVVVVVVVVVV V

V

V

V

V

V

7

V

Victory Corps Series

V

V

V

V

Bulletin No. U

Y

V

Y

V

April, I9U3.

Y

V

Y

?

Y

V

Y

V

V

V

Y

V

Y

V V

LIBRARY

Y V

V

Y

Y

s2f GEOftf

Y

V

Y

V

Y

V

SUGGESTIONS FOR TEAOHING FUTRITIOIT

Y

V

Y

V

IN

Y

V

V

V

PHYSICAL FITNESS PROGRAM

V

V

V

V

Y

TT

Y

V

Y

V

Y

V

V

V

Y

V

V

V

Y

V

V

V

y

V

Y

V

V

Y

Y

V

Y

V

V

V

Issued by

Y

V

State Deportment of Education

Y

V

M, D. Collins, Superintendent

V

V

Atlanta, Georgia

Y

V

Y

V

V

V

V

V

Y

V

Y

V

Y

V

Y

VYYVY VY V VV V Y VV YVVYV YVYVV VV YVVVVVVVVYYY VV

. ,--.'-."-.' V-I'l ' l"
,ot

w
SUGGESTIONS FOR TEACHirG NUTRITION IN
GEORGIA HIGH SCHOOL VICTORY CORPS
This bulletin has been prepared in answer to the many questions asked about what to teach in nutrition and how to teach it. Its purpose is to serve as a source of suggestions for teachers in planning nutrition instruction for their individual classes. All parts of it are presented as suggestive only and should be used, omitted, changed or supplemented, in light of pupils' problems and needs and local school situations.
The major goals of nutrition are to guide pupils to develop good food '"abits and to understand the hows and whys of wise food selection and preparation. Because a study of nutrition cannot be effective until boys and girls apply it to their daily lives, the instruction needs to be simple, realistic, and functional. Pupils' acquaintance with the essential or protective foods, together with the desire and ability to provide them in the daily diets, is of more importance than the scientific terms and their meanings.
The following page suggests names for a unit in nutrition and possible pupil goals in a study of nutrition. The remainder of the bulletin suggests eight possible pupil problems through which objectives may be attained and a variety of pupil activities and references which may be helpful in solving the problems.

SAFEGUARDING MY HEALTH THROUGH GOOD NUTRITION BUILDING A STRONG, HEALTHY BODY THROUGH ADEQUATE NUTRITION
Possible Pupil Objectives Understanding of the meaning of adequate nutrition and its relation to health. 1, 2, 3, k,* Understanding of what everyone should eat and why he should eat it. 2, 3. U. Interest in improving individual and family food habits. 1, 2, 3 ^-* Ability to plan and select daily meals which supply basic daily needs. 3 ^-* Ability to plan adequate family meals based on foods rationed and unrationsd (produced and bought). 3> '+* Understanding of the importance of producing food at home, and an interest in producing it. U, 5> 6.* Understanding of wise buying practices and ability to use such practices. 3> 5* Ability to budget and use ration points. H, 5.* Ability to plan the home grown food supply for the family. 6.* Understanding of desirable practices for storing and preserving foods for home use. 7* Understanding of how to prepare foods for the home meals. 8.*
* The numbers refer to the pupil problems through which objective may be attained.
1r

mmm

3-
I. POSSIBLE PUPIL PROBLEM: Why should I "be concerned with good nutrition in my efforts to "be physically fit?
Why are we hearing so much about people being well-fed and poorly fed? Why are many Americans undernourished?
What is good nutrition?
What doss poor nutrition mean?
What are the ways in which good nutrition will affect ne?,
What would be the evidences if I were practicing poor eatir,;;; habits?
What factors other than food are important for me to have a rood state of nutrition?
Suggested Pupil Activities: Pupils may:
Observe and discuss the movie, "Proof of the Pudding".
Tell what they have heard or read recently about people being well-fed and under-fed.
Give the reasons why we are hearing so much about nutrition.
Discuss the cau?e of so many men having been rejected in all branches of the armed services.
Give reports on some ways by which the men in armed services are being wallfed and the reasons why they are well-fed daily.
Read to discover what is meant by good and poor nutrition.
Read to find out what factors other than food are important for a good state of nutrition.
Listen to health doctor or nurse tell of their experiences with boys and girls who were good examples of the differences that food can make.
Describe persons whom they consider well-nourished and healthy. List the evidences of good nutrition as revealed by these descriptions and
by the health doctor's talk. Describe persons who seem to he suffering from poor nutrition. List in a corresponding column the evidences of poor nutrition. Read to find out other affects or evidences of good and poor nutrition, iAdd
findings to list. Observe charts of well-nourished and under-nourished animals to determine
other evidences of being well-fed and poorly fed.

H

UHul

.li_
Hunt and cut-out pictures of healthy looking persons. Hunt ana cut-out pictures of unhealthy looking persons. Make posters to illustrate the differences that food can make. Arrange posters in classroom or hall.
Use the compiled list to find out what evidences they have of good nutrition.
Check on the sane list the evidences they reveal of poor nutrition.
Observe and discuss a movie, "Hidden Hunger".
Suggested Teaching Materials:*
The Food We Live By. 1,1. America and You. I, L. Nutrition Charts, II, G. Milk Made the Difference (chart). II, 3. Science Feeds the Army, FOBECAST, February 1Q^3, p. l6. What a Soldier Eats When he is Fighting Far Ahead of his Field Kitchen,
PEACTICAL HOME ECONOMICS, December I9U2, p. kkf. It's Ho Fun to be Sick, PRACTICAL HOME ECONOMICS, February I9U2, p. 59Motion Pictures - "Proof of the Pudding". IV, 3.
"Hidden Hunger". IV, C. Harris & Lacey - Everyday Poods, pp. 2~3l 517-519" Bogert - Hutrition and Physical Fitness, pp. 265-282. Burnham, Jones, Bedford - The Boy and His Daily Living, vj>. 5h~51l 99Van Duzer & Others - Everyday Living for Girls, pp. 117-122; IU5-I56. Stone - The Meaning of Nutrition, pp. 3-12'> 57-6U.
II. POSSIBLE PUPIL PROBLEM: An I eating my way to Health?
What foods do I eat every day?
What foods should I eat every day?
How do we know what food we should eat every day?
How much of each food requirement do I need every day?
Why should I eat these foods?
How do my weight and height compare with averages for my age?
Do I have good eating habits?
Suested Pupil Activities: Pupils may:
Make a list of foods eaten the previous day. Play Vitamingo to check the adequacy of food for the day. Discuss the reasons why any or all of these foods should be included in the
diet.
The key number following each suggested material refers to its number on pages lU to 17, Sources of Suggested Teaching Materials.

wmmma^^^ammimtmmHmm^^amEm^Wi

^i

-5-

Use a check sheet fo find I. 0,. in nutrition.

Bead to discover the foods that should he eaten daily and in what amounts. Develop an eating guide or score chart for checking eating hahits, hy list-
ing these findings. Compare with eating guides on printed charts and leaflets.

Score the previous day's meals "by the eating guide. Give reasons why the day's meals did or did not fulfill the daily needs. Suggest how they could have hotter net needs.

Head to discover why certain foods are necessary every day.

Keep a week's record of the foods and the amounts eaten - include those
eaten "between meals. Keep a record of foods left uneaten on plate. Score the meals for the week to determine whether they are supplying what
is needed daily. Determine what foods will supply the deficiencies.

Keep an account of money spent for knick-knacks during previous week.

Keep an account of money spent for lunch during same week.

Make comparisons of -

Money spent for food luxuries

Would huy food necessities

1 hair candy

2 oranges

1 soft drink

2 apples

Make a list of wholesome hetween-meal foods.
Assist in securing the weight and height of each class member. Make individual chart to include age, weight, height, average normal
weight and average yearly increase. Compare weight with average for persons of same age and height.
List some practices other than eating the right food, that will help to keep weight normal.
Weigh monthly and record on height and weight chart. Note gain or loss. %plain change in weight, if any. Re-check food hahits.
Use score cards to record and evaluate eating hahits.
Promote a campaign for Better Eating Hahits.
Initiate an "Eat a Good Breakfast" campaign.

-- -.-. .'

.......

-

v~

;. | MBA

.
Have a Nutrition 3ea, Choose two leaders and ask each leader to choose team from class. Line up on opposite sides of the room. Pop nutrition Questions at the opposing team. When he or she gives a wrong answer, "be seated.
Suggested Teaching Materials:
Vitamingo (game). V, B. What is Your I. Q,. in Nutrition? I, C. Sat the Sight Food to Help Keep You Fit. I, J, The Road to Good Nutrition. I, M. Thru Highway to Good Nutrition. I, G. Questions on Enriched Flour and Bread. I, I. Good Eating. I, B. Food Value in a Grain of Wheat (chart). II, E. A Guide to Good Eating (chart). II, B. U. S. Needs Us Strong (Food Guide Flyer). II, D, U. S. Needs Us Strong (Wall chart). II, D. Food Selection Score Card. I, C. Score Card for Good Eating Habits (included in Choose Your Lunch Wisely).
I, *, Food for Victory Score Chart. II, A. Campaigning for Better Eating Habits - PRACTICAL HOME ECONOMICS, July-
August, I9U2. Everyday Foods, pp. 227-2H7. The Boy and His Daily Living, pp. ^S-^l, Sat Well for Less Money, pn. 13-35. The Family's Food, pp. 6-11; ^27-^8; U63-U77. The Meaning of Nutrition, pp. 13-^9
III.POSSIBLE PUPIL PROBLEM; To plan and eat meals which will include the foods I need every day. (Planning for and securing my daily food needs.) (How may I plan my day's meals so they will include my daily food needs?)
Suggested Pupil Activities; Pupils may:
Each assume the job of being radio monitor to search the various stations for their contributions on nutrition, and report to class any worthwhile suggestions arid explanations which they hear.
Find out what part of day's requirement should be included in lunch. List typical breakfasts and suppers eaten at home and plan what should be
included in the school lunch. (Cafeteria, lunchroom or box lunch from home.) Check by eating guide to see how nearly the meals eaten at home furnish their amount of the daily food needs. Develop a simple daily menu pattern.
ZOQV a record of what is usually eaten at lunch at school for five days. Record the cost. Compare with food needs for lunch.
Keep a record the following week of the foods consciously chosen for lunch.
Record the cost of each. Compare with food needs for lunch. Determine improvements made in choices.



HiiiiaMaiaiiMaab

-7-
Make a list of foods suitable end nutritious for lunches brought from home. Plan lunches that will provide their share of the daily food needs. Observe demonstration on preparing and packing these lunches at home.
Discuss causes and reasons for food dislikes. List practices that may be helpful in overcoming food dislikes. See and taste foods not tasted before. Read to discover food fads and fallacies and how diets are often affected
by them.
Make individual plans of ways in which they will try to include the foods they are neglecting to eat every day.
Secure copies of cafeteria menus or plate lunch for the following day. Plan together the lunch and the two home meals for a boy in class. Plan together the day's meals for a girl in class. Grouo food models on table or tray for each of the meals. Judge the selections for the day by the eating guide.
Select own lunch for the day and figure cost. Plan the breakfast and supper to be eaten at home to make day's diet
adequate.
Arrange near the cafeteria counter one or more trays containing carefully selected combinations of food from the cafeteria offerings of the day.
Make -costers to stimulate better lunch selections by all pupils in school.
Set-up a demonstration to show daily food needs and a day's meals providing them by carrying various colored cords or ribbons from an Dating guide chart on the wall to a table set with food models or actual foods for each meal.
List once a week all the foods eaten during one day and compare with list of daily food needs.
Play the game "Vitamingo" to find out if they eat Victory Diets.
.sent a nutrition play such as "Diet Saves the Day".
Study the cafeteria menus or -olate lunches for the following week. Take' a copy home for mother to refer to as she cooperates in providing the
foods in the. same \veek. Make out the breakfast and supner menus for the week. Use eating guide in criticizing the daily menus.
Present a skit at assembly on selection of lunches (A suggested skit, "The Hash House'1).
Serve as lunchroom aides. Stand behind counter to assist students having less knowledge of how to select their lunches.
Initiate apian for an "A" lunch banquet for students selecting or bringing adeauate lunches over a period of four or six weeks.

-8-
Present a display or picture of an "A" lunch and of a breakfast for a high school student.
Plan and arrange for simulated broadcasts on nutrition - write script, choose announcer and sneakers, design and arrange own stage sets.
Write an article for the school or community paper telling what is actually being done to inrorove eating habits.
Collect menu cards from local hotels and restaurants. Select a la carte meals; table d'hote meals. Figure and compare costs. A;ilv the eating guide to choices. Summarize the principles to keep in mind when selecting meals away from
home.
Keep a record of foods eaten away from home. Analyze them for their contribution to daily food needs.
Make cost tickets for food models. Set-up a "cafeteria counter" with the food models. Plan a breakfast and supper that night be eaten at hone. Decide on amount to be paid for lunch ?. Select lunch to complete the day's meals.
Evaluate lunch selection in terns of money spent and food value received. Score the day's meals by the eating guide. Make any needed improvements.
Plan, prepare and display food exhibits dealing with such, ideas as spending the daily food nickle or dime wisely.
Have representatives from class use their lunch money to spend at eating places in the neighborhood or town and report their lunches to class the next day.
Rate these lunches as to most food value for money spent.
Suggested Reaching Materials:
Vitamins from Earn to You. I, J. Kutrition - Sat the Right Pood Daily. (Charts). II, C. A Guide to Good Eating. II, B. Buy Your Vitamins in Pood. I, C. Streamline for Health. I, C. Pack a Lunch that Packs a Punch. I, D. The Lunch Box. I, A. When You Eat Out. I, J. Diet Saves the Day (play). V, A. The Hash house (skit), PRACTICAL HOME ECONOMICS, April 1942. An "A" Lunch Banquet, PRACTICAL HOME ECONOMICS, April 1942. Students Prepare Nutrition Exhibits, FORECAST, March 1942.

I^^HHH

Food Models (purchased or pupil made). Ill, A, 3. Vitamingo, Motion nictures:
Fo in Food. IV, A. More Life in Living. IV, A. The Well-Balanced Diet. IV, A. If It's Health You're Seeking. IV, A. Everyday Living for Girls, pp. 172-190. The Soy and His Daily Living, pp. 95-122. Sat Well for Less Money, pp. 38,-88. The Family's Food, pp. 12-72. Everyday Foods, pp. 1-226; 35.3-363. Nutrition and Physical Fitness, -op. U06-U2O. Greer - Foods and Honemakiiig. The Meaning of Nutrition, pp. 50-56.
IV. POSSIBLE PUPIL PHOBLEM: Planning adequate daily meals for my family under -present food conditions.
Suggested Pupil Activities;
Figure how much families can afford to spend for food.
Become acquainted with the diets and accepted menu patterns recommended for the different income levels - liberal diet, moderate-cost diet, adequate diet and a restricted diet for emergency use.
Select the one suited to the income of family to use in planning the home meals.
Cooperate in planning an adequate liberal diet for a family for one day.
Cooperate in planning an adequate moderate cost diet for a family for one day.
Cooperate in planning an adequate low cost diet for a family for one day.
Cooperate in planning a restricted diet for one day.
Use local food prices to figure the cost of each diet planned. Arrange an exhibit of food models, actual foods, or charts to show the
four diets and their cost.
Make a list of persons who eat at home table according to age, sex and activity.
Consult reference charts and eating guides to determine the amounts of each kind of food each individual requires.
Figure the number of family ration points for processed food and meats per week.
Study point rationing chart to discover foods of low point value.
Visit local markets to determine what foods, "both rationed and unrationed, arc1 available in the community.

-10-
Plan family's meals for a week with foods they can afford to buy and foods they have produced at home.
Compare the planned menus for family with diet pirns in "Diets to Fit the Family Income" to find out if daily menus provide for good nutrition and if they are within family's income level.
Make out the market order for the week's food supply. Figure all possible substitutes in fresh foods available at home and on
the market. Secure local market prices and figure cost of the menus chosen. Check market list against supplies on hand.
Find out from mother whether enriched flour is used at home. Visit grocery stores to find out if whole wheat or enriched flour is
available.
Find out to what extent peanuts and soybeans may be substituted for meat. Observe demonstration on whole grain cereal as a meat extender. Investigate the kinds and prices of dried peas, beans and nuts in the local
market s. Find recipes for using them as main dishes. Plan meals which include them as meat alternates.
Calculate amount of milk needed daily by the family. Compare with amount actually used. Make plans for adding necessary milk.
Give a nutrition assembly program. May include a play such as "Mother Does Ker Bit" or one they may write.
Write article for the school or local paper giving food needs for the day and showing how they may be included in the daily meals.
Suggested Teaching Materials:
Diets to Fit the Family Income. I, J. Three Market Lists for Low Cost Meals. I, J. Market Lists for Moderate Cost and Liberal Cost Meals. I, J. How to Feed Young Children in the Home. I, A. Getting the Most for Your Food Money. I, J. 99 Ways to Share the Meat. I, J. Meats for Thrifty Meals, I, J. How to Divide the Food Budget (chart). II, E. Balance Your Meals (chart). II, B, Peanuts - Their Food Values and Interesting Recipes. I, H. Mother Does Her Bit (play), FORECAST, April I9U2. Packing a Lunch for Father, PRACTICAL HOME ECONOMICS, December 19U2. Current Materials on Food Rationing (OPA bulletins, daily newspapers, etc.) The Family's Food, pp. U07-U26. Ev eryday Fo 0 d s. Nutrition and Physical Fitness, pp. 387-^5Eat Well for Less Money, pp. 3S-SS; 181-192.

H

^BBB

-11-
P0SSI3LD PUPIL PROBLEM: To be a good buyer of rationed and aarationed foods.
Suggested Pupil Activities:
Bring in a list of family's weekly purchases of canned, frozen and bottled foods.
Bring in labels from canned goods to study and list information that the labels give.
Decide on information that labels should give.
Make a list of things to keep in mind when buying canned foods.
Study the point value chart to become acquainted with point value of various foods in different amounts.
Make trip to grocery stores to study food costs and food points.
Figure the relative cost of snail and large containers of several foods.
Compare cost of canned, ready prepared foods with available fresh foods.
Set-up standards for use in judging the quality of fresh fruits and vegetables.
List substitutes or alternates that give variety, as well as more food value for money spent (example, oatmeal, ralston rather than grits).
Read to discover what to look for in selecting good neat of various types.
Make a trip to local market to learn how to buy rationed and unrationed neat.
Set-up an exhibit of a week's uupply of neat, fats, and oils based on point rationing, and showing prices.
Set-up a corresponding exhibit of unrationed meats and neat alternates and the prices.
Display examples of whole grain cereals and of refined cereals with comparisons of costs and food values.
Display different forns of milk and compare costs equivalent to 1 quart of fresh whole milk.
Secure the cost of several foods in cash-carry and credit-delivery stores. Give reasons for any difference in prices.
List factors that influence them to "buy from certain stores.
Read to find out "basic factors to consider in choosing desirable grocery stores.
Make score card for judging a market.
Buy the foods for class work or lunchroom using the "buying guides set-up.

nu^m^u

-12-
Syu-gested Teaching Materials;
Buying Food for the Family. I, C. Buy Fresh Fruits and Vegetables. I, K, How to Use Your New Ration Book. I, K, Rationing. I. E, Meat on the Hone Front (charts). II, C, The Ration Counter (A daily colunn in The Atlanta Constitution). Food Selection Charts for Vegetables and Fruits, PRACTICAL HOME ECONOMICS,
February I9U3. Stretch Your Food Share, Georgia's Health, March I9U3. 71, C. The Family's Food, pp. 306-339. The Boy and His Daily Living, pp. 122-135, Everyday Foods, pp. 250-259.

-13-
CTHEP POSSIBLE PUPIL PROBLEMS:
VI. Planning the kinds and amounts of food we can produce for our home use,
Sir^ested Teaching Material:
A Food Plan for Georgia Families. I, B. Vegetable Gardening in Georgia. I, 3, Fruits for Hone Orchards in Georgia. I, B. Getting the Most From Your Food Money, p. k. I, J. Market Lists for Moderate Cost and Liberal Meals. I, J. Motion Picture: Democracy in Action. IV, D.
VII. Storing and preserving our foods at home.
Suggested Teaching Material:
Fight Food Waste in the Home. (Leaflet and Chart). I, J. Home Canning of Fruits, Vegetables and Meats. I, J. Canning Fruits and Vegetables. I, 3. Care of Food in the Home. I, J, Drying Foods for Victory Meals. I, K. More Food for More People - FORECAST, March I9U3. Everyday Foods, pp. 370-387. The Family's Food', pp. 3U1-367. The Boy and Kis Daily LiA^ing, pp. 135-lUlt
VIII,Hov; to prepare nutritious and appetizing meals for my family.
Suggested Teaching Material:
Get the Good From Tour Food. (Charts) I, G. Victory Meat Extenders. I, G. Meats for Thrifty Meals. I, J. Attractive Ways to Serve Canned Meat. I, N. Green Vegetables in Low-cost Meals. I, J. Soot Vegetables in Low-cost Meals. I, J. Dried 3eaii3 and Peas in Lovr-cost Meals. I, J. Potatoes in Low-cost Meals. I, J. Dried Fruits in Low-cost Meals. I, <J. Dry Slum Milk. I, J. Milk for the Family. I, J. Soybeans for the Table. I, J. Nuts and Ways to Use Them. I, J. Fight Food Waste in the Home. II, G. Everyday Foods, pt). 3^9--51'S. The Family's Food, pp. 103-277; Ugl-600. Eat Well for Less Money, pp. 116-180. Young America's Cook Book.



BnUBBB^^HHHHH^H^UUH

~lH~
SOURCES OF "SUGGESTED TEACHING MATERIALS"
I. BULLETINS AND LEAFLETS
A. Evaporated Milk Association, 307 - Michigan Ave., Chicago, 111. 1. ' 'The Lunch Box. 2. How to Feed Young Children in the Hone.
B. Georgia Agricultural Extension Service, Athens, &a. 1. Good Eating. 2. A Food Flan for Georgia Families (Cir. 2SS). 3. Canning FruitG and. Vegetables (Bui. 370). U. Vegetable Gardening in Georgia (Bui. ^62). 5. Fruits for Home Orchards in Georgia (Cir. 27?0 .
C. G-orgia Department of Public health, Atlanta, Ga. 1. What is Your I. Q,. in Nutrition? 2. Food Selection Score Card. 3. Buy Your Vitamins in Food. U. Streamline for Health, 5. Buying Food for the Family.
F. General Electric Home Service Institute, Bridgeport, Conn. 1. Pack a Lunch that racks a Punch. Free in quantity.
M. General Mills, Home Service Department, Minneapolis, Minn. 1. Thru Highway to Good Butrit ion. 2. Bulletin V - Rationing.
F. National Dairy Council, Chicago, 111. 1. Choose Your Lunch Wisely, k#', 20 to 100, 3^ each.
G. Hational Livestock and Meat Board, U07 3, Dearborn St., Chicago, 111. 1, Viet ory Me at Bxt ender s.
H. National Peanut Council, Inc., 812 Citisen and Southern Nation 1 Bank Bldg., Atlanta, Ga. 1. Peanuts - Their Food Value and Interesting Recipes.
I. Office of Defense health and Welfare Services, Nutrition Division, Federal Security Agency, Washington, D. C. 1. The Food We Live By. 2. Questions on Enriched Flour and Bread.
J. Office of Information, Department of Agriculture, Washington, D, C. 1. Three Market Lists for Low-Cost Meals. 25^ per 100. 2*. Market Lists for Moderate-Cost and Liberal Meals. SI.25 per 100. 3. Diets to Fit the Family Income, (F. B. 1757) 5^ ii. Care of Food in the Home, (F. B. 137k) fy, 5. Meats for Thrifty Meals, (F. B. 1903) 10^. 6. Nuts and Ways to Use Them (M. P. 302) 5f*. 7. Soybeans for the Table (Leaflet 166) 3<*. g. Home Gaining of Fruits, Vegetables and Meats (F. B, 17o2) 10^.

-15-
9. Eat the Right Food to Help Keep You Fit. 35^ per 100. 10. 99 Ways to"Share the Meat". 11. (Jotting the Most for Your Food Money. 12. Green Aregetables in Low-cost Meals. 13. Root Vegetables in Low-cost Meals. 14. Dried Beans and Peas in Low-cost Meals. 15. Potatoes in Low-cost Meals. 16. Dried Fruits in Low~cost Meals. 17. Dry Skim Milk. 18. Milk for the Family (I705F). 19. Vitamins from Farm to You (AWI-2). 20. Whoa You Bat Out (AWI-5), 21. Fight Pood Waste in the Hone (AWI-3). 22. Drying Food;; for Victory Meals (I9I8F).
(One copy of each publication free; in quantity from Superintendent of Documents at price listed, $1.00 per 100 when price is not listed).
K, Information Representative, Office of Price Administration, HH Pryor St., Atlanta, Ga, 1. Buy Fresh Fruits and Vegetables. 2. How to Use Your Hev; Ration Book (Consumer Instruction Sheet).
L. S. C. State Health Department, Columbia, S. G. 1. America, and You. lb<.
M. Superintundent of Documents, Washington, D. C. 1. The Road to Good Nutrition, 15,'.
H, Extension Service, Agricultural and Mechanical Collage, College Station, Texas. 1. Attractive Ways to Serve Canned Meat (B-I26).
II. GEARTS
A Kellogg Co., Hone Economics Dept , ^attlo Creek, Mich. 1. Food for Victory Score Chart. Free in quantity.
B. Hational Dairy Council, Chicago, 111. 1. A Guide to G-ood Sating (wall chart), 2|5v'. 2. A Guide to G-ood Eating - Small Chart, 6Vs 20 to 100, 2-jW en.ch. 3. Milk Made the Difference, 11;.
C. lational Livestock and Meat Board, HS7 S. Dearborn St., Chicago, 111. 1. Nutrition - Eat the Right Pood Daily (set of charts). 2. Meat on the Hone Front (set of charts),
D. Office of Defense Health and Welfare Services, Federal Security Agency, Washington, D. C. 1. U. S. Heeds Us Strong (Food Guide Flyer). Free in quantity. 2. U. S. Heeds Us Strong (wall chart).
Ralston Purina Co., St. Louis, Mo. 1. Food Value in a Grain of '.neat (small chart).

-16-
P. Sealtest Laboratory Kitchen, 230 Park Ave., Hew York. 1. How to Divide the Pood Budget. 2. Balance Your Meals.
G. Superintendent of Documents, Washington, D. C. 1. Nutrition Charts - 50^ per set. 2. Pight Pood Waste in the Home - 25$* per set. 3. Gat the Good Prom Your Pood - 25^ per set.
III. POOD MODELS
A. Dairy Council of Detroit, 727 New Center Building, Detroit, Mich. 1. Set of food models. $3.00 plus postage.
B. National Dairy Council, Chicago, 111. 1. Life size food models. $1.00 per set.
IV. MOTION PICTURE PILMS, l6 MM. (Request application forms).
A. Georgia Department of Public Health, Atlanta, Ga. (Arrangements^for film programs should "be made with department at least two weeks in advance. Pilms and film equipment are available if accompanied by a member of the Health Department staff. May be secured through Local Public Health Board.) 1. "Fun in Pood" - one reel; color. Teaches the importance of food of good quality and a well-balanced diet. 2. "More Life in Living" - one reel; sound. Stresses nutrition and particularly the use of milk. 3. "The Well-Balanced Diet" - one reel; silent. Emphasizes the need for variety in the diet. Stresses importance of proper cooking and eating. k. "If It's Health You're Seeking" - 2 reels; silent. Deals with diet, fresh air a.nd sunshine; exercise, sleep, etc., as factors contributing to the art of healthful living.
3. Metropolitan Life Insurance Co., 1 Madison Ave., Hew York. 1. "Proof of the Pudding" - one reel; sound; technicolor; 10 min,; no rental or transportation charges; arrangements two weeks in advance. A series of dramatic episodes showing the vital role that proper nutrition plays in maintaining health.
C. Informational Representative, Federal Security Agency, Lullwater Bldg., Atlanta, Ga. 1. "Hidden Hunger" - two reels; 20 min.; transportation charges one way. Presents situations which point up dramatically and amusingly the importance of eating for health and vigor.
D. University System of Georgia, Division of General Extension, 223 Walton St., N. W., Atlanta, Ga. (Write for regulations and request forms.) 1, "Democracy in Action" - sound; 11 min. Presents information related to the Pood-for-Preedom campaign,

-17-
V. PLAYS AND GAMES.
A. Practical Hone Economics, U68 Fourth Ave., New York. 1. Diet Saves the Day. (Two_act play), 25^.
B. Vitamingo Co., 175 Varick St., New York. 1. Vitamingo - 10^; 15 copies, $1.00.
VI. PERIODICALS.
A. Practical Home Economics, UbS Fourth Ave., New York. $2.00 per year; single copy 20 p.
B. Forecast Publishing Co., 6 East 39th St., New York. "Forecast", 52.00 per year.
C. Georgia's Health, Georgia Department of Public Health, Atlanta, Ga. Free monthly publication.
VII. BOOKS.
3ogert - Nutrition and Physical Fitness, 3rd edition. W. 5. Saunders Company, Philadelphia, Pa. $3.00.
State adopted books:
Burnham, Jones, Bedford - The Boy and His Daily Living. Karris and Lacey - Everyday Foods. Lanham, McKay, Zuill - The Family's Food. Greer - Foods and Homemaking. Van Duzer - Everyday Living for Girls. Young Americans Cook Book.
Maddox - Sat Well for Less Money. E. P. Dutton and Company, Inc., New York. $2.00.
Stone - The Meaning of Nutrition. Little, Brown and Co., Boston, Mass. 44$$.

HHHHH

mmmwN^m

^HHOBH^^^^^UH^H^H