(2) A more elaborate dinner may contain a soup, a meat, a starchy vegetable, a green vegetable, or a salad, bread, bufter, and dessert. With a heavy meat course, the dessert should bo light, such as a fruit whip, gelatin, or ice; with a lighter first coui-se, pudding, cake, or pie may be used. More vegetables may be included in the meal, if desired. There is little danger of sup- plying too many foods from this group. (See Unit VI, Les- son 8.) (3) Where a beverage which has food value, such as cocoa or chocolate, is included in the meal, the food value thus supplied should be taken into consideration. E. The " fourth meal "— This is a term often applied to refreshments served at social gatherings. It may well be used to include the eating of candy, ice cream, etc., between meals, or any food eaten irregularl}^ Such a meal may become a habit and frequently leads to over- eating. If growing children need food between regular meal time, a regular amount of simple food should be given at a regu- lar hour. Adults should for the sake of health and economy discourage eating between meals, and if refreshments are served at any social gathering, allowance for this should be made in one of the regular meals of the day. METHOQ OF DEVELOPING LABORATORY AVORK. The estimates made in Lesson 1 for the amount of food needed per day for the family should be used in this lesson. The women should plan for the division of this amount of food into meals for one day, specifying the dishes to be served at each meal and the arrangement of the meals. If any lunches are to be carried from home, these should be included in the plan. Emphasize the possible variations which may be made by selecting different foods from the same groups and varying the amount of food used from each group, being careful to keep the amount within the safe limits. Each set of menus should be criticised by the class as to (1) proper division of calories, (2) choice and amount of foods used, (3) general appearance of the meal, and ('!) ease of preparation and of service. Where laboratory facilities are available, a representative break- fast, luncheon or supper, and dinner should be prepared. If the class is interested, a workman's dinner pail or a business or school lunch should be planned and prepared. 216 USE AND PREPAEATIOI^ OF FOOD. Lesson 7. The Cost of Food for a Day. AIM. To give some suggestions as to how tlie cost of food may be lowered. POINTS TO BE BROUGHT OUT. 1. It is generally more economical to plan meals for at least a day, or for several days, at one time. A. It saves time in planning and in marketing. B. Some foods may be bought in large quantities, thus saving money. C. Some foods may be prepared ahead, saving time and fuel. D. It often suggests economical ways of using leftovers, 2. The variety of foods served may be frequently cut down. 3. Economy may be practiced by studying the cheaper and the more expensive foods in each gi'oup, and learning how to substitute one for the other. A. Group I. — Fruits and vegetables: (1) Fruits and vegetables are in the main interchangeable and may be substituted for each other. When fruits are high, they may be omitted and vegetables used, and vice versa. (2) When buying fruits and vegetables, their price per pound and the amount of waste should be considered in estimating their comparative economy.

AI-modernized reading of the original text

(2) A more elaborate dinner may contain a soup, a meat, a starchy vegetable, a green vegetable, or a salad, bread, butter, and dessert. With a heavy meat course, the dessert should be light, such as a fruit whip, gelatin, or ice; with a lighter first course, pudding, cake, or pie may be used. More vegetables may be included in the meal, if desired. There is little danger of supplying too many foods from this group. (See Unit VI, Lesson 8.) (3) Where a beverage which has food value, such as cocoa or chocolate, is included in the meal, the food value thus supplied should be taken into consideration. E. The " fourth meal "— This is a term often applied to refreshments served at social gatherings. It may well be used to include the eating of candy, ice cream, etc., between meals, or any food eaten irregularly. Such a meal may become a habit and frequently leads to overeating. If growing children need food between regular meal time, a regular amount of simple food should be given at a regular hour. Adults should for the sake of health and economy discourage eating between meals, and if refreshments are served at any social gathering, allowance for this should be made in one of the regular meals of the day. The estimates made in Lesson 1 for the amount of food needed per day for the family should be used in this lesson. The women should plan for the division of this amount of food into meals for one day, specifying the dishes to be served at each meal and the arrangement of the meals. If any lunches are to be carried from home, these should be included in the plan. Emphasize the possible variations which may be made by selecting different foods from the same groups and varying the amount of food used from each group, being careful to keep the amount within the safe limits. Each set of menus should be criticised by the class as to (1) proper division of calories, (2) choice and amount of foods used, (3) general appearance of the meal, and ('!) ease of preparation and of service. Where laboratory facilities are available, a representative breakfast, luncheon or supper, and dinner should be prepared. If the class is interested, a workman's dinner pail or a business or school lunch should be planned and prepared. Lesson 7. The Cost of Food for a Day. AIM. To give some suggestions as to how tlie cost of food may be lowered. 1. It is generally more economical to plan meals for at least a day, or for several days, at one time. A. It saves time in planning and in marketing. B. Some foods may be bought in large quantities, thus saving money. C. Some foods may be prepared ahead, saving time and fuel. D. It often suggests economical ways of using leftovers, 2. The variety of foods served may be frequently cut down. 3. Economy may be practiced by studying the cheaper and the more expensive foods in each gi'oup, and learning how to substitute one for the other. A. Group I. — Fruits and vegetables: (1) Fruits and vegetables are in the main interchangeable and may be substituted for each other. When fruits are high, they may be omitted and vegetables used, and vice versa. (2) When buying fruits and vegetables, their price per pound and the amount of waste should be considered in estimating their comparative economy.

Use and preparation of food