In 1943, the USDA published the informational booklet Hunger Quits School. On December 5, 1942, President Franklin Delano Roosevelt signed an executive order creating the Food Distribution Administration, which oversaw, among other things, the school-lunch program. 

School lunch was influenced in part by the military draft. As many as a quarter of recruits were rejected for military service due to malnutrition. The panic around military readiness lead to many advancements in nutrition science and education of ordinary Americans about nutrition, including the development of the Basic 7 nutrition recommendations and yes, even school lunch. 

I've transcribed and shown the booklet in its entirety for your reading pleasure and edification. As you read you'll see how clearly school lunch programs were tied to military readiness even in the period, as well as how their execution differed in various communities.

​If you'd like to learn more about the history of school lunch, scroll to the bottom for reading recommendations.

"Hunger has quit 93,000 schools throughout the United States where programs to provide noonday meals to students are operated by local communities in cooperation with the Food Distribution Administration. These programs are providing wholesome food to those who need it most - they are helping to build a healthy and physically fit population. Shortages of certain commodities cannot be permitted to impair the welfare of our future citizens. It is imperative that the youngsters who most need nourishing food get it in their school lunch. War adds to the urgency of the task.

"A physically fit population and properly managed food supply are essential now more than ever before. Obviously, school-lunch programs are not substitutes for the courage of fighting men, for a fleet of airplanes, for guns, ships, tanks, or for the purchase of war bonds and stamps. Nevertheless, they are important in the Nation's War effort, since in modern total war the requirements for victory are indivisible."

Images to left of text: Stylized black and white warship "Ships must transport food," stylized soldiers in a mess tent "Soldiers must eat," stylized workers in a factory with lunch room "Workers must eat," stylized woman typing and separate building with family in kitchen "Civilians must eat," stylized children sitting at table with knives and forks "Our children must eat." 

"WHY COMMUNITY SCHOOL-LUNCH PROGRAMS?
"From the standpoint of the local community the reasons for operating lunch programs in the schools are immediate and easy to understand. Mothers and fathers, teachers and school administrators, doctors and health officers, and others in the community know the importance of having children eat properly. Since most children are away at school during lunch time for most of the year, the school lunch is an important part of the total diet of the individual.

"Because parents, teachers, and others know the importance of proper food, that doesn't necessarily mean that all school children get the right kind of lunch or any lunch at all for that matter. In many cases, parents don't have enough money to put the right kinds of food in their children's lunch pails. In some cases - and this is increasingly true as more women go into war work - parents just don't have the time to put up the right kind of lunch for their children. In other cases, parents aren't well enough informed about nutrition to prepare an adequate lunch for their children.

"All these and other factors have prompted local people to establish school-lunch programs as community enterprises. Programs are currently in operation to provide noonday meals to children in schools in every State and the District of Columbia, Puerto Rico, and the Virgin Islands. Thousands of persons - parents, teachers, volunteer workers, and well as paid workers - are giving their time and effort to carry on these projects, and millions of children are benefiting. 

"Although the Food Distribution Administration of the United States Department of Agriculture cooperated in school lunch programs in 93,000 schools during the 1941-42 school year by furnishing various foods without charge, the major responsibility for initiation of each program and for its successful operation is a community responsibility."

Images to the right of text: Above, photo of young white boy outside a school eating a sandwich "The Cold Sandwich is no substitute." Below, photo of white children eating soup at a long table, caption continues ". . . For a Well-Balanced Hot Lunch." 

"METHODS OF ORGANIZATION DIFFER
Just as there are tremendous variations in the types of communities, so are there considerable differences in the types of school-lunch programs. The complex organization of city life may find a parallel in the organization of the school lunch program in a large metropolitan area. In one large city, food for the lunch program is prepared in a big central kitchen. Hundreds of workers are engaged in such jobs as meal planning, food preparation, and dishwashing. From this central kitchen the food is delivered in heat-retaining containers by truck to the individual schools, where it is served to the children in lunchrooms. The children who can afford to pay for their meals do so with coupons which they buy at the school; those who cannot afford to pay are given coupons without charge.

"The less complex pattern of life in rural areas may likewise be reflected in the organization of the school-lunch program. In one rural one-room school - and there are many of them in the United States - the children of the school bring various foods, such as potatoes and other vegetables, and seasonings from home. The teacher, with the assistance of the older students, prepares a single hot dish, usually a soup, a stew, or a boiled dinner. This hot dish is supplemented with foods which lend balance to the meal and can be eaten without cooking, such as citrus fruits or apples. The children set the tables and wash the dishes when the meal is finished.

"These are but two of the many ways in which school-lunch programs are carried on. In operation they look easy. The routine is like clockwork. Each participant knows his job and does it. But even the most simple school-lunch project requires careful planning and hard work. Its successful operation depends on the continuing active interest of the local community."

Images to left of text: Top, black and white photo of white adult women helping white students at lunch table, "The teacher, with the assistance of volunteers in the community, prepares the lunch." Bottom, black and white photo of open kitchen with white women cafeteria workers and line of white children, "Full-time workers prepare the food in a central kitchen from which it is delivered to the individual schools." 

"HOW TO GET STARTED IN YOUR COMMUNITY
"Suppose the school in your community does not have a lunch program and you would like to see one in operation. How do you go about getting it started?

"The first thing to keep in mind is that this is a job for your local people - yourself and your neighbors. Various agencies of the Government may lend you technical assistance, but the primary responsibility is yours.

"If you have the interest and the willingness and the perseverance to follow through on a community lunch program, the thing to do is to get together with your neighbors, the parents of other school children, and see how much interest you can arouse and how much support you can get for the proposal. You will need much support if your plan is to be a success.

"What you do next depends on what kind of community you live in. The procedure in a city of 100,000 population is different from that in a rural area. The steps to take are different in a city of 20,000 from those in a village of 2,000. But the procedure that has been followed in these different types of communities will give you an idea of what lies ahead in your effort to get started.

"In one city of more than 100,000 population a group of mothers presented their proposal for a school-lunch program to the teachers and the principal of their neighborhood school. They were given a sympathetic hearing and arrangements were made to present the plan to the city superintendent of schools and the board of education. The meetings resulted in a survey to ascertain what facilities were available in the various schools for the operation of a lunch program on a city-wide basis, what additional facilities would have to be provided, and what would be needed in the way of financing.

"The survey completed, plans were laid to put the school-lunch program into operation. Some of the needed facilities were provided from public funds, and" [. . . continued on next page]

Image to right of text: Black and white photo of seated white adults as at a public meeting, "This is a job for local people . . . yourself and your neighbors."

[continued from previous page] "the remainder was purchased by a number of civic and fraternal organizations which took an interest in the project. A permanent staff of paid workers was hired, and their work was supplemented by the work of volunteers. Much of the food was purchased locally, but some was provided without cost by the Food Distribution Administration. Those children who could pay a nominal sum for their lunch did so, and those who could not afford to pay were fed without charge.

"Teachers took the initiative in serving lunches at school in one village of 2,000. They had seen some children sitting out in the cold eating sandwiches and others having nothing at all to eat. Investigating the possibilities of doing something about it, they learned that a school-lunch project was in operation in a nearby community. At the next meeting of the parent-teacher association they brought up the idea of a school-lunch program. The result was the appointment of a committee to visit the neighboring village and see how the program operated there. The committee made an enthusiastic report at the next meeting, and it was decided to present the whole matter to the local school board.

"After a number of conferences with representatives of the State welfare department, the FDA, and other interested groups, the school board agreed to formally sponsor the lunch program. A lunchroom was set up in part of the school basement which was not in use. The county home demonstration agent provided technical assistance in meal planning. Two full-time paid workers were hired, and the rest of the labor forced was made up of volunteers.

"The entire community, in one rural area, pooled its efforts to get a lunch program going in its one-room school. It was a real job, as the school lacked" [. . . continued on next page].

Images to left of text: Top photo, white adults gather around a table looking at papers "Parents and school authorities discuss a proposed school-lunch program." Bottom photo, white adults sit in auditorium, "Civic and fraternal organizations play an important part in the success of many school-lunch programs."

[continued from previous page]

"everything in the way of facilities and had no available space for cooking or serving. The men of the community solved the problem by getting together enough salvaged lumber and building a lean-to addition to the school, also tables and benches. The women of the community meanwhile organized a shower to collect the necessary pots, pans, and other cooking utensils. A merchant in the nearby town donated a second-hand stove. Each child brought his dishes and "silver" from home. Each family provided foods, and the mothers took turns going to the school to do the cooking. The school board, of course, approved the undertaking and formally sponsored the program to make it eligible for FDA assistance.

"Should you contact anyone else for help in getting a school-lunch program going in your community? There is no one answer. In many counties there are home-demonstration agents, home-economics teachers, and home supervisors of the Farm Security Administration who can supply technical advice and assistance. Parent-teacher organizations, civic organizations, chambers of commerce, veterans' organizations and auxiliaries, State and local education departments, State and local health organizations, State and local welfare agencies, and the WPA are among the groups which have helped in other communities. In many cities there are representatives of the Food Distribution Administration who can supply information and advice regarding procedure for obtaining reimbursement from the FDA for the purchase of specified foods. 

"Your first objective in getting a school lunch program started is, of course, better meals for the children in school. This, too, was the main objective in the thousands of communities which are now operating the programs. These communities have found that many benefits to the children in school have stemmed from better nutrition."

Images to right of text: top photo, white women stand next to table of plates of food, actively plating, "Teachers took the initiative in serving school lunches in a small community. Bottom photo, two white women stand in kitchen cooking, "Lunches like this mean more adequate diets for millions of children every day."

"BETTER NUTRITION NOT THE ONLY BENEFIT
"Records kept in many schools show that attendance is better after a school-lunch program is put in operation than it was before. One school reports 11 percent fewer absent than before the lunch program was started, another 8 percent; and still another 15 percent. Investigation shows that in many cases the better attendance is the result of less illness. Proper food does much to prevent illness, especially in growing children.

"Thousands of doctors and dentists have gone into the armed forces. War needs have taxed our health facilities all along the line. It is more important than ever that as much illness as possible be prevented. To the extent that school lunches keep children healthy they are making a direct contribution to the welfare of the Nation at war.

"There are many striking reports of children who have been built up physically as a result of eating school lunches. In one midwestern community an undernourished boy gained 25 pounds during a single school year. Many examples like this could be cited. Not only such run-down children, but in many cases the entire class of a school reports better physical fitness as a result of school lunches.

"Many prominent health authorities have pointed out that it is a waste of the taxpayers' money to try properly to educate children who are malnourished. They simply cannot do good work when they are hungry. Such records as have been kept show that in almost every school where adequate lunches are provided the students are making better progress in their studies than formerly.

"Teachers report that students are better behaved when they are properly nourished. Eating together in groups improves the table manners and the per-" [. . . continued on next page]

Images to left of text: Top photo of white men administering vaccinations to other white men, "Thousands of doctors and dentists have gone into the armed forces." Bottom, young white children play on equipment outside, "Keeping children healthy is a direct contribution to the welfare of the Nation at war."

[continued from previous page]
"[per]sonal habits of many youngsters. Through the example of watching their schoolmates eat certain foods, children come to like foods previously unfamiliar. They eat what is put on the table.

"In many communities the benefits of the lunch program are carried into the home. Children have reported back to their mothers the things that they learn about diet and better nutrition, with the result that the meals of whole families frequently have improved.

"It is apparent that these benefits to children are all good reasons for parents, teachers, and local communities to be interested in school-lunch programs. How about the Federal Government and the Food Distribution Administration?

"FDA'S PART IN SCHOOL-LUNCH PROGRAMS
"One of the important jobs of the FDA is to assist in the management of the Nation's wartime food supply through the stimulation of increased production, the maintenance of machinery for orderly marketing, and the prevention of waste. School lunches, in addition to feeding those who most need proper nourishment, are one of the devices used in helping to do these jobs.

"In recent months the war effort has made it necessary not only to maintain existing levels of food production but to increase these levels greatly. Although there has been a tremendous expansion in food production during the past year, some production goals have been revised upward. Under these conditions, when concerted efforts are being made to increase food production, it is important that farmers be able to market all they grow. Market stability is thus an important factor in stimulating increased production.

"Not only is market stability important as an incentive to ever increasing output, but it is important in guarding against waste of food already produced."

Images to right of text: top, a white farmer stands in the furrows of a field with sacks of potatoes, "It is important that good use be made of all that farmers produce." Bottom, two white men shake hands outdoors, "Sponsors buy from local producers and are reimbursed by the Food Distribution Administration."

"In the past unstable markets sometimes made it impossible for farmers to harvest their entire crop and sell it at a price that would cover their costs. The result, when such conditions prevailed, was that part of the crop was not harvested but was left in the fields or in the orchards to rot. Such conditions might arise again for some commodities, even though supplies of certain other foods may be short, and if they do the school-lunch programs are a mechanism to prevent possible waste.

"Sometimes food purchased originally for shipment abroad under the lend-lease program could not be used for this purpose because of changed requirements of our allies, lack of shipping space, or other uncontrollable factors. In such cases the school-lunch program provided a desirable outlet for the commodities. 

"In the past, the FDA's job in connection with school-lunch programs was to buy up foods and to channel them to schools for use by the youngsters who needed them most. Purchases were sent in carlots to the welfare departments of the various States. The State welfare department distributed foods to county warehouses which in turn distributed part of the supply for use in lunch programs in eligible schools. 

"Shortages born of the war - transportation, equipment, manpower - necessitated a revision of this distribution plan. In some large communities, commodities are still distributed to schools from warehouses operated by State welfare departments, but in most communities the program is now carried on under a local purchase plan.

"Under this new local purchase plan, the FDA reimburses the sponsors for the purchase price of specified commodities for the lunches. The commodities eligible for purchase under the plan are given in a School Lunch Foods List which is issued from time to time. Products in regional abundance and those high in nutritional value have first consideration in compiling the lists. Sponsors buy from producers or associations of producers, or from wholesalers or retailers. They are reimbursed for the cost of the commodities up to a specified amount" [. . . continued on next page].

Images to left of text: top, two men load stack barrels, "A few foods are still available from the FDA for delivery to schools in some areas." Bottom, box trucks lined up outside a building as a man loads a box, "Sponsors arrange for the delivery of foods to the schools where they are used."

[continued from previous page . . .]
"which is based on the number of children participating, the type of lunch served, the financial resources of the sponsor, and the cost of food in the locality.

"In addition to those foods for which the FDA provides reimbursement of the purchase price, local sponsors buy with their own funds such additional commodities as are needed to round out the meals. What better use can be made of some of our food supplies than to make them available to growing children who otherwise may not get enough to eat?

"WHAT SCHOOLS ARE ELIGIBLE?
"Schools eligible to participate in the program must be of a nonprofit-making character and must serve lunches to children who need them. Schools receiving FDA assistance must permit no discrimination between children who pay for their lunches and those unable to pay. A formal sponsor, representing the school, must enter into an agreement with the FDA that the conditions governing the program will be complied with. Nonprofit-making nursery schools and child-care centers are eligible for participation in the program.

"From the standpoint of our national welfare it is important that all school children be properly nourished, and that all food produced be properly utilized. This explains the interest of the Federal Government in the community school-lunch program, since the Government represents all the people acting in concert.

"Although the school-lunch programs alone have not succeeded in reaching all children who need more adequate nourishment, they have been instrumental in bringing food to a substantial number of them. During the peak month of March 1942 the lunch programs in which the FDA was cooperating fed 6,000,000 children. Nor have the lunch programs alone succeeded in making possible the most effective utilization of all foods produced. But they have been one means of working toward these two objectives. 

"The lunch programs have been a means of forcing hunger out of a great many schools in the United States."

Images to right of text: Top: young white girls at play on a see-saw. Middle: a school building. Bottom: a white nun gives a sandwich and bottle of milk to a young white boy.

"FOR MORE INFORMATION ON HOW TO GET A SCHOOL LUNCH PROGRAM STARTED IN YOUR COMMUNITY WRITE TO THE NEAREST REGIONAL OFFICE OF THE FOOD DISTRIBUTION ADMINISTRATION

"If you live in one of the following States: Main, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, Delaware, Maryland, or West Virginia - Write to: Food Distribution Administration Regional Office, 150 Broadway, New York, N.Y.

"If you live in Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, or Mississippi - Write to: Food Distribution Administration Regional Office, Western Union Building, Atlanta, Ga.

"If you live in Ohio, Indiana, Michigan, Wisconsin, or Illinois - Write to: Food Distribution Administration Regional Office, 5 South Wabash Ave., Chicago, Ill. 

"If you live in Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, or North Dakota - Write to: Food Distribution Administration Regional Office, Old Colony Building, Des Moines, Iowa.

"If you live in Arkansas, Louisiana, Oklahoma, or Texas - Write to: Food Distribution Administration Regional Office, 425 Wilson Building, Dallas, Tex.

"If you live in New Mexico, Colorado, Utah, Idaho, Montana, or Wyoming - Write to: Food Distribution Administration Regional Office, 1536 Welton Street, Denver, Colo.

"If you live in Arizona, Nevada, California, Oregon, or Washington - Write to: Food Distribution Administration Regional Office, 821 Market Street, San Francisco, Calif."

And that is the end of the transcription! What did you think? Were there any surprises in there for you? I had known for a long time that the school lunch program was a way to use up agricultural surpluses AFTER the war, but hadn't realized that using up wartime surpluses was a factor since the beginning. I also liked the emphasis on treating children who couldn't afford to pay no differently than those who could. 

FURTHER READING:
If you'd like to learn more about the history of school lunch, check out these additional resources. (Purchases made from Amazon links help support The Food Historian):

• Online Exhibit: "Food, Power, and Politics: The Story of School Lunch" from the New Georgia Encyclopedia. 
• School Lunch Politics: The Surprising History of America's Favorite Welfare Program by Susan Levine (2010)
• Doctoral dissertation: "Nutrition for national defense : American food science in World War II and the Cold War," by Hannah LeBlanc (2019). 

​Happy reading!

​The Food Historian blog is supported by patrons on Patreon! Patrons help keep blog posts like this one free and available to the public. Join us for awesome members-only content like free digitized cookbooks from my personal collection, e-newsletter, and even snail mail from time to time! Don't like Patreon? Leave a tip!

Home canning was promoted as essential to the war effort in both World Wars, but the First World War introduced ordinary Americans to a lot of research on the effectiveness and science of home canning. Although safe canning was still in its infancy (water bath canning low-acid vegetables was still sometimes recommended by home economists at this time, which we now know is not safe), approaching it with a scientific method was new to most Americans.

This particular poster's purpose is unclear. Perhaps it was meant to demonstrate the best method of fitting fruits and vegetables into the jars. It is certainly beautiful. The unknown artist illustrated the clear glass wire bail quart and pint jars beautifully. Three quart jars are across the top containing perfectly layered halves of peaches, whole blackberries, and white Queen Anne cherries. Three pint jars across the bottom contain trimmed okra stacked vertically and horizontally, yellow wax beans (labeled "string beans"), which may have been pickled as a tiny red chile pepper can be seen near the bottom of the jar, and "soup mixture" containing white navy or cannellini beans and a red broth that likely contains tomatoes.

Wire bail jars work by using rubber gaskets in between the glass jar and a glass lid to get the seal, held in place by tight wire clamps. Although beautiful, they are not recommended today for safe canning. They do, however, make effective and beautiful storage vessels for dry goods like flour, dried beans, spices, dried fruit, etc. (I recommend storing nuts in the freezer to prolong freshness.) 

Glass wire bail jars were common in the 1910s for home canning and became particularly important for the war effort as aluminum and tin became scarce due to their use in commercial canning and in wartime manufacturing. 

The poster interestingly includes vegetables in wire bail jars and even bean soup, which is not generally recommended to be canned with the water bath method. If the beans were pickled, they could be safely water-bath canned, but other low-acid vegetables like okra (unless also pickled) need to be pressure-canned to prevent the growth of botulism, a deadly toxin that can survive boiling temperatures. Although pressure canners existed during WWI, they were not in widespread use as they required the purchase of specialized equipment. Community canning kitchens were developed in large part to help housewives share the cost (and use) of more expensive equipment like pressure canners, steam canners, etc. 

This poster is from the United States Department of Agriculture (USDA) and is labeled "Home Demonstration Work," which indicates it may have been used by home demonstration agents, or trained home economists hired by the USDA, cooperative extension offices, or local Farm Bureaus to train housewives in best practices for home management, including food preparation and preservation. Home demonstration work was in its infancy during World War I, and expanded greatly after the war. 

What do you think the purpose of this poster is? Share in the comments!

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I am an unabashed fan of cottage cheese. I don't know when I first realized how delicious it is. Growing up, it always seemed some rubbery gross thing old ladies on a diet ate. Probably because the cottage cheese I tasted was likely skimmed milk cottage cheese and probably not very good quality. I certainly didn't think serving it with fruit or jam was a good idea, as was often touted by advertisements. 

These days, cottage cheese has largely been superseded by yogurt, as NPR discussed in 2015, but I'm not sure that's a good thing. 

Cottage cheese is a very old style of fresh cheeses - a family that also encompasses ricotta, mascarpone, cream cheese, feta, mozzarella, goat and other un-aged cheeses that spoil rather quickly compared to their older cousins. But while all those other cheeses get their praises sung, cottage cheese gets short shrift (although not as short as farmer cheese, pot cheese, and dry cottage cheese, which are even harder to find). 

This propaganda poster from World War I exhorts Americans to "Eat More Cottage Cheese" and "You'll Need Less Meat" - comparing the protein in a pound of cottage cheese favorably to a pound of beef, lamb, pork, veal, and chicken. The First World War saw a dairy surplus, especially in 1918 as dairy farmers across the country fought for better fluid milk prices as cheese and evaporated/condensed milk stores overflowed and feed and labor prices went up. Food preservationists encouraged people to eat more dairy products, especially in the spring of 1918 when a huge milk surplus going into spring dairy season boded ill for the farmers and fair prices. Cottage cheese was touted as a meat substitute to kill two birds with one stone - it ate up some of the dairy surplus while also allowing people to eat less meat. 

As the poster suggests, cottage cheese was also far cheaper than meat, and still is today, although the gap has closed somewhat. The current national average price for a pound of ground beef is $5.41, and in April, 2022 the average price of a pound of boneless chicken breast was over $4, the highest in 15 years. A pound of cottage cheese has held pretty much steady between $2 and $4/pound, depending on the brand. My local grocery store brand, which is quite good, has 24 oz. (1.5 pound) containers available for just over $3, and often $2.50 or less on sale. 

Cottage cheese was also touted as a substitute during World War II, and post-war skimmed milk cottage cheese was promoted as a high-protein diet food, which is perhaps why so many of the latter generations disdained it. 

A number of cookbooks and recipe pamphlets promoting cottage cheese use were published during World War I, including the above 100 Money-Saving Cottage Cheese Recipes published in 1918 by the Gridley Dairy Company and containing recipes like "Liberty Loaf," "Cottage Cheese Relish," "Cheese Pancakes," and over a dozen recipes for "Cottage Cheese Pie," plus cheesecakes! 

Much of the advertisement of cottage cheese tended toward the sweet, like this hilariously 1950s advertisement from Borden, which features cottage cheese with jam, with maple syrup, and with fruit in a salad: 

But most of my favorite recipes for cottage cheese treat it like the savory cheese it is. It's great in dips for raw veggies, as a topping for roasted vegetables, in savory salads, and yes, as a substitute for meat in fried foods. I even use farmer cheese (drained cottage cheese) in my favorite pastry crust recipe, which I use to make everything from cookies and apple butter bars to Cornish pasties and lentils Wellington. 

Frankly, most Progressive Era reformers would have been better off asking Eastern European immigrants for the best ways to use cottage cheese, as it features prominently in Russian, Polish, Ukrainian, and Georgian cuisines. 

The USDA did a little better with their accompanying pamphlet on cottage cheese cookery:

Cottage Cheese Dishes: Wholesome, Economical, Delicious was published in 1918 by the USDA and contains slightly more sensible, savory uses for cottage cheese, including in salad dressings, scrambled eggs with cottage cheese, potato croquettes, and a lovely-sounding cold weather dish they call "Cottage Cheese Roll," which is cottage cheese mixed with cooked rice or breadcrumbs, seasoned well, and mixed with chopped vegetables, olives or pickles, leftover cold meats, canned salmon, etc. and formed into a roll which is then sliced and served on a bed of shredded lettuce. A suggested "Hot Weather Supper" is "cottage cheese roll made with rice and leftover salmon, served on a bed of lettuce leaves, with mayonnaise dressing; sliced tomatoes, oatmeal bread with nuts, whey lemonade, crisp fifty-fifty raisin cookies." The menu hits all the World War I food spots with a meat substitute (no, salmon wasn't considered "meat"), using up leftovers, using cottage cheese, using wheatless bread with protein-giving nuts, waste-less whey lemonade, and inexpensive and likely low- or no-sugar raisin cookies for dessert. How's that for conforming to rationing directives!

It also includes directions for making cottage cheese (which is incredibly easy to do at home - you just need a lot of milk, heat, and patience) and more importantly in my mind, some recipes for using up the leftover whey, including the aforementioned whey lemonade!

How do you like to eat your cottage cheese? 

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When it comes to modern ideas about Victory Gardens, there's a lot of romanticism and rose-colored glasses. Hearkening back to a kinder, gentler time when everyone pulled together toward a common goal and had delicious, organic vegetables in their backyards while they did it. But the reality was often much different from our modern perceptions.

This propaganda poster is a good example of that. "Shoot to kill!" it says - "Protect Your Victory Garden!" In it, a woman wearing blue coveralls and a wide-brimmed hat, a trowel in her back pocket, sprays pesticide on a large, green insect (a grasshopper?) taking a bite out of an enormous and perfectly red tomato. She is protecting her victory garden from the "fifth column" of insect predation. "The Fifth Column" was a term used in the United States to describe sabotage and rumor-mongering by foreign spies. In this instance, insects become the "fifth column" because the act of eating crops threatens wartime food supplies, and is therefore sabotage by a foreign enemy. 

The food supply had to be protected and maximized at all costs. Anxieties around food supplies, especially in the winter when commercially produced foods might be scarce, meant that victory gardens took on special urgency. For the first time in at least a generation, Americans were having to put up their own food to help them get through the winter. And making every quart count was only possible if the garden did well. Lots of militarized language was used in propaganda concerning food, but none as war-like as the battle against pests in the victory garden.

The idea that gardening before the 1950s was all organic is a common misconception. Even prior to the First World War, farmers and even some gardeners were dusting their crops with Paris Green and London Purple. Paris Green was a bright green toxic crystalline salt made of copper and arsenic.  London Purple was calcium arsenate - normally white, but also a byproduct of the aniline dye industry, and was therefore sometimes tinged purple. Along with arsenate of lead, another salt, these three were termed arsenical pesticides and were used often in agriculture. The arsenic in rice scare from a few years ago was likely due to elevated levels of arsenical pesticide residue in the soil. Especially since rice from California, which first began to be commercial produced in 1912, but was not widely available across the country until the 1960s. That late adoption of rice agriculture meant that production was not as exposed to arsenical pesticides as elsewhere in the U.S. 

In 1944, the USDA published "A Victory Gardener's Handbook of Insects and Diseases" that identified common pests and suggested remedies. Calcium arsenate and Paris green were recommended (albeit with warnings about arsenic residue), along with:

• Cryolite - a naturally-occurring mineral made of sodium, aluminum, and fluorine
• Rotenone - a crystalline isoflavone
• Pyrethrum powder - a pesticide derived from crushed dried chrysanthemum flowers
• Corrosive sublimate - a.k.a. mercuric chloride
• Nicotine sulfate - a toxic alkaline substance derived from tobacco
• Bordeau mixture - a mixture of calcium oxide and copper sulfate
• Soap spray

The booklet also outlines non-toxic ways to deal with pests, including selecting disease-resistant crops, hand-picking pests, removing diseased plants, and proper spacing in planting. 

Although some people may have chosen not to purchase pesticides, likely due to expense more than concerns about poisoning, the emphasis on the danger pests posed to the general food supply continued. Hand atomizers, which is what the hand sprayer in the propaganda poster is called, were frequently depicted in print and even on film. Despite USDA warnings about application safety, no one is ever seen applying the highly toxic, aerosolized liquid pesticides with protective equipment.  However, the science of the effects of exposure to toxic chemicals was not yet well-studied. DDT, invented in 1939, was deemed a miracle chemical and helped dramatically reduce diseases like malaria and water-borne bacteria that in previous wars had sometimes killed more soldiers than the conflict itself. Because soldiers faced no immediate effects, the chemical was deemed safe, and used everywhere from farms to a treatment for lice in children. But like the arsenical pesticides, the effect was cumulative, and it wasn't until Rachel Carson's 1962 Silent Spring that Americans began to wake up to the dangers of pesticides.  

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Previously, we met Jack Sprat and his wife in a fairytale cartoon propaganda poster. This week, we go all out total war with Walt Disney. 

Produced by Disney in 1942, "Food Will Win the War" was a propaganda film of the Agricultural Marketing Administration, under the auspices of the United States Department of Agriculture. Narrated like a newsreel, the cartoon illustrates the might of American agriculture, in brilliant technicolor. 

The cartoon illustrations of the overwhelming productivity of American agriculture  compare mind-boggling production numbers to well-known landmarks and other Very Large Things. Flour to blizzards, bread to the Egyptian pyramids, tomatoes to the Rock of Gibraltar, cheese to the moon, etc. When getting to meat production, we get to see the Disney's Three Little Pigs, leading a parade of hundreds of hogs, playing "Who's Afraid of the Big, Bad Wolf?" on fife and drum. Periodically, we are reminded that the size of several of these items could crush Berlin, including a very plump blonde representing American fat and oil production. One scene compares American agriculture to a giant bowling ball, which is depicted rolling through Nazi headquarters (tattering the Nazi flag in the process), and bowling over pins caricaturing Adolf Hitler, Benito Mussolini, and Emperor Hirohito.  The film closes with a grim montage of the challenges faced by shipping and a call to the Four Freedoms outlined by FDR - Freedom of Speech, Freedom of Religion, Freedom from Want, and Freedom from Fear.

Like many propaganda films and newsreels from World War II, this one has plenty of bombast, with good and evil portrayed in stark black and white terms (even though the animation is in color). Released to American audiences on July 21, 1942, it had several goals. One was to buoy American confidence in food supplies. There were concerns that the U.S. was shipping too much produce overseas and that there would be shortages at home. These concerns were not unfounded, but wartime production increased enough that even though rationing eventually grew tight, everyone had enough to eat. Another was to impress upon foreign audiences that American production capacity was overwhelming and would strengthen the Allies, who had been at war for over two years already. 

In 1941, Disney was suffering major financial losses from Fantasia - it was a box office flop and made just a fraction of what it cost to produce. You can see the economy of animation in many of the scenes of this film - where largely still images move across the frame or zoom in or out - achieved by layering cells. 

But the success of Disney's animated films for the war effort helped keep the studio afloat during the war. They became well-known in particular for training films, as Disney animators were able to illustrate in fine detail mechanical operations and theoretical scenarios that would be difficult or impossible to film in real life. Some speculate that without World War II, Disney Studios might have gone under after only a few films.

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​The other night I introduced a friend to one of my favorite YouTube videos ever. It’s a 1949 film put out by the United States Department of Agriculture’s Home Economics. You can watch the whole thing below:

I love this film for a variety of reasons, but the primary one is how incredibly FUNCTIONAL this kitchen is. Not everything is perfect. The “messaging center” is too close to the stove for me – too able to collect splatters and grease from cooking. And the table, while nice, I think would have been better served by a more efficient built-in breakfast nook. But everything else? I LOVE IT. The storage is incredible. Everything is built with thought to use and efficiency. From the cooking and cleaning activities to the storage. And while the cabinets aren’t the prettiest, keep in mind that the design is meant to be built by farmers and handy homeowners – not professional contractors.

Learn more about the film and the pamphlet for the Step-Saving Kitchen. 

This kitchen design is the culmination of several decades of work studies. During the Progressive Era, American interest in science began to increase, and scientific theories were applied to everything from factories to households. The Efficiency Movement was part of this application of scientific principles to everyday life. Led by mechanical engineer Frederick Winslow Taylor, the movement posited that everyday life, from industry to government to households, were plagued by inefficiencies, which wasted time, energy, and money. It also influenced the ecological conservation movement, a reaction to overuse of natural resources, and President Teddy Roosevelt was a known proponent. The movement, which became known as “Taylorism,” was hugely influential and spurred Progressive Era trust in experts and authorities that continued until the 1960s.

Nowhere was Taylorism probably more influential than in the home economics movement, which advocated for efficiency in everything from nutrition to childrearing to household design. And that was thanks in part to the work of Christine Frederick, who in 1912 took Taylor’s principles and applied them to the household with a series of articles on “New Housekeeping” she wrote for the Ladies’ Home Journal. She started a Taylor-style efficiency laboratory in her own home kitchen and went on to publish several more books on the subject, including the 1919 Household Engineering: Scientific Management in the Home. 

Another influential advocate of household efficiency was psychologist Lillian Gilbreth. With her husband Frank Gilbreth, the two created a partnership to take Taylor’s ideas and apply them to industrial spaces, developing time-and-motion studies. Today, you might know them best as the parents who starred in the book (and subsequent films) Cheaper by the Dozen.
​
After Frank’s untimely death in 1924, Lillian encountered discrimination in the engineering field, and began to turn her talents toward the domestic sphere. Partnering with Mary E. Dillon, president of the Brooklyn Borough Gas Company (and the first female utility president in America), Gilbreth and Dillon developed the kitchen work triangle, which advocated for a step-saving triangle between sink, stove, and refrigerator. Part of Gilbreth’s Practical Kitchen, the new design was revealed at the Eighth Annual Exposition of Women’s Arts and Industries on October 1, 1929. Eleanor Roosevelt was one of the speakers.

​Many of these principles were adopted by government organizations like the USDA. As early as the 1909, with the federal government’s Country Life studies, the plight of farm women and their poorly designed, technology-lacking kitchens came to light. The USDA’s Farmer’s Bulletin No. 607, “The Farm Kitchen as Workshop,” published in 1921 by Anna Barrows, outlined some of the concerns about kitchen efficiency and how to correct them. Page 10 of the bulletin illustrated the difference in closing the distances between workspaces – a star shape similar to the kitchen work triangle resulted. 

Several Congressional Acts brought federal funding to these studies. The Smith-Lever Act of 1914 mandated home economics instruction at land grant colleges. The Purnell Act of 1925 allocated federal funding into vitamin research and research of rural home management. These types of studies flourished under the federal funding and in my opinion placed overdue emphasis on the safety, sanitation, comfort, and efficiency of the home.

All of these efficiency studies contributed to the result of the 1949 kitchen I love so much. But what happened? Why do modern kitchens seem to ignore the best research of the past?

Today, there is far less government investment in domestic study – either from the USDA or public universities. The USDA’s Bureau of Home Economics was shuttered in 1962. Some of its personnel were shifted to the Nutrition and Consumer-Use Research department under the auspices of the USDA’s Agricultural Research Service. Some consumer-based research regarding food was absorbed by the FDA. But the kitchen research seems to have largely been abandoned. Some universities, like at Cornell, have continued to offer household design programs as subsets of architectural programs. But the federal funding is gone. Which is a shame, because our household lives seem to have suffered for it.

One rule that has been adopted most widely is the kitchen work triangle. But not always. For instance, my kitchen doesn’t have one – the refrigerator, stove, and sink are all in a line. The only triangle is that my primary work surface is on the other side of my galley kitchen.

And don’t even get me started on the ergonomics of storage. Those seem to have been discarded wholesale. One ray of light has been the resurgence of roll-out shelves. But even these are few and far between, likely because they are more expensive than traditional fixed shelving.

And yes, dear reader, here, I think, is the rub – efficient kitchens must be custom designed. And in our cookie-cutter, prefab world, both design and customization are expensive. In addition, many of today’s kitchens are designed more for show, or occasional entertaining, rather than daily life. Which is an unfortunate reflection of how many Americans cook (or don’t). Case in point: the disappearance of the pantry – the one final thing that 1949 kitchen doesn’t have (it’s presumably in the cellar in the film) that I’d want.
​
At any rate, if I ever win the lottery, you know what kind of kitchen I’ll be building. What aspects of the 1949 Step-Saving Kitchen did you like best? What would your dream kitchen look like? 

The ​Food Historian blog is supported by patrons on Patreon! Join us for awesome members-only content like free digitized cookbooks from my personal collection, e-newsletter, and even snail mail from time to time!

Many thanks to the Southeastern New York Library Resources Council for hosting my talk and for recording it! Much (but certainly not all!) of the research I've done for my book is presented in condensed form here. I think it turned out very nicely indeed and I am now contemplating recording more of my talks for sharing online. What do you think? Should I? 

Here is some further reading based on some of the topics I discussed in the talk: 

Capozzola, Christopher. Uncle Sam Wants You: World War I and the Making of the Modern 

Eighmey, Rae Katherine. Food Will Win the War: Minnesota Crops, Cooks, and Conservation during World War I. St. Paul, MN: Minnesota Historical Society Press, 2010. 

Gowdy-Wygant, Cecilia. Cultivating Victory: The Women's Land Army and the Victory Garden Movement. Pittsburgh, PA: University of Pittsburgh Press, 2013. 

Hall, Tom G. “Wilson and the Food Crisis: Agricultural Price Control during World War I.” Agricultural History 47, no. 1 (1973): 25-46.

Hayden-Smith, Rose. Sowing the Seeds of Victory: American Gardening Programs of World War I. Jefferson, NC: McFarlan and Company, Inc., 2014. 

Veit, Helen Zoe. Modern Food, Moral Food: Self-Control, Science, and the Rise of Modern American Eating in the Early Twentieth Century. Chapel Hill, NC: University of North Carolina Press, 2013. 

Weiss, Elaine F. Fruits of Victory: The Woman’s Land Army of America in the Great War. Washington, D.C: Potomac Books, 2008.

If you or your organization would like to host a talk - virtual or otherwise - please make a request! 

This post was supported in part by Food Historian members and patrons! If you liked this post, please consider becoming a member or joining us on Patreon. Members and patrons get special perks like access to members-only content. ​

In these days of stay at home orders, lots of folks are cooking at home more. And because we're supposed to grocery shop as infrequently as possible, lots of folks are also stocking up on food. So I thought this United States Department of Agriculture pamphlet (or possibly series of posters) from World War II on how to prevent food waste in storage and use would be fun and might include some bright ideas we can use again today.

Published by the Home Economics Department of the USDA, these images are courtesy of the National Archives and Records Administration.

Join the ranks - Fight Food Waste in the home

• Buy to save
• Serve to save
• Store to save

​Like during the First World War, preventing food waste in WWII was a way to help keep food supplies freed up for soldiers and the Allies. In addition, canned foods could be scarce from time to time, and so Americans were growing and home canning their own more than ever. In particular, meat and dairy products were precious and sometimes difficult to get, even with ration points. Preventing food waste not only helped secure the food supply, it also saved money. 

By the 1940s, the majority of Americans had access to electricity and therefore electric refrigeration. But while refrigerator companies wasted no time touting not only the benefits of electric refrigeration, but also how to use fridges, sometimes old habits died hard. Storing dairy products at room temperature, for example. Other old-fashioned wisdom like on how to store fresh vegetables, was sometimes lost. So home economists like those at the USDA took it upon themselves to make sure all Americans had access to correct food safety information.

Milk and Eggs - Nature's Food clean, covered, cold... will stay good!

• Clean milk will keep several days at 40 - 45 degrees F
• Don't let milk stand at room temperature .... it spoils quickly

Milk-Egg Dishes

• Cool quickly
• Cover
• Keep cold
• Use soon

Puddings, Eclairs, Cream Puffs, Custards - We're good mixers, You'll find none better, but we can be dangerous in hot weather.

If you're wondering why "clean milk" will only keep a few days in the fridge, it's likely that the milk being referred to in the pamphlet was raw and unpasteurized. You'll notice in the photograph that the woman is placing a glass bottle of milk in the fridge, and quite near the freezer compartment. The rest of the refrigerator is full of glass refrigerator dishes - designed to keep food "clean, covered, and cold." The baby is present to remind parents of the importance of keeping even dessert dishes cold and unspoiled. 

Meat, Poultry, Fish are full of flavor, a cold dry place is what they favor.

The meat dish in refrigerator is an ideal place.

• Cover fresh meat or poultry loosely .... keep very cold .... 45 degrees F or lower.
• Put ground fresh meat in a clean dish .... cover.... keep very cold
• Fish and ground fresh meats spoil quickly even in a cold place. Don't keep more than 24 hours.
• If you don't have a refrigerator you can keep perishable food for a short time in a spring house or a cold cellar.

Here again the same woman is putting raw meat in the "meat drawer" of the refrigerator - located directly below the freezer compartment. It appears to be a metal drawer that slides out completely, presumably for ease of cleaning. 

Most delightful for me are the photographs of the root cellar (center) and spring house (right). Of course, the earth keeps things at a constant 54 degrees F, and spring houses often were full of constantly running water, which not only kept the building cool, but some foods could also be placed in the water to keep them even colder. This was a common way to keep foods cool before electric refrigeration. Hung in the well or sunk in a running stream, the water would leach heat away from the foods and keep them cool. 

Cooked Meat, Poultry, and Fish

• Cool cooked meats quickly.
• Cover well.
• Keep cold.
• Pour soup, broth or stew into jar .... cool quickly .... cover.... keep cold.
• Left standing in the kitchen it makes a "Happy Hunting Ground" for bacteria.
• Cut meats for salad and sandwiches just before using.
• Meat spreads and salads should be kept very cold until served.

Cooling hot foods quickly before refrigeration is still recommended by health department professionals. Most botulism cases come not from poorly canned foods, but from foods left over overnight or for several days and being reheated and consumed. 

Save Every Drop of Oil or Fat

• Put table fats in covered dish.
• Store in cold, dark place .... away from strong odors.
• Keep cooking fats in cool.... dry..... dark place.
• Strain fat drippings to remove food particles.... store in clean jars.
• Don't let stand on back of stove.

Of course during the war, waste fats were saved for munitions manufacturing. But here was have answered the age-old question as to whether or not you should store your bacon grease in a coffee can at room temperature like grandma used to - don't! I recommend a glass container (canning jars are nice) in the fridge or freezer. It lasts forever there, the glass container won't rust, and is easy to clean. 

Wilt Not, Waste Not.... Fresh Vegetables

• Wash salad greens.... drain.... store in vegetable pan.... keep cold.
• Celery and asparagus - "To Freshen.... keep our feet wet"
• Trim non-edible parts from tender roots or cooking greens.
• Wash.... drain.... put in covered pan.... keep cold.
• "To hold the sweet in.... Corn, Peas, Lima Beans" keep cold.... let stay in pod or husk unless you can store tightly covered in refrigerator.

​I am extremely tempted now to store my celery not in the crisper drawer, but in a jar of water! Of course, finding a place for it to stand upright is difficult... However, you can store cut celery in water - it will become extremely crisp. 

Fresh corn, garden peas, and young fresh lima beans all convert sugars to starches quite quickly after being picked. Keeping them in their pods helps prevent them from drying out. 

Fresh Fruits Are Best In Season with care... they'll keep within reason.

• Spread berries, keep dry and cold. That's the way to prevent mold. 
• "Don't pinch, bruise or break our skin.... you'll let the enemy 'rot' come in."
• Wash and cap just before using.
• Be gentle with tender skinned fruit.
• Spread to keep from bruising.
• Keep ripe fruit cold.
• Let under-ripe fruit ripen at room temperature to bring out the flavor.

If you've ever taken a container of raspberries from the fridge with dismay to see them growing mold, perhaps it would be best to follow this advice. Certainly don't wash berries until just before use. 

But my goodness - I wish I had the sort of fruit rack pictured above - pears are the hardest by far to keep from spoiling or ripening too quickly.

A Cool Airy Place to Suit Hardy Vegetables and Fruit.

• Potatoes - The blackout suits me
• Onions - .... me too
• Sweet potato [? or squash, hard to tell] - I like it warmer than the rest

I like this wooden storage rack as well, apparently made from wooden fruit crates. Apples and citrus up top, a large cabbage and perhaps onions (with covering) on the second rack, and potatoes, covered to keep from sprouting and turning green, on the bottom. One lament of mine is that modern kitchens almost NEVER have good storage for vegetables like this. 

To Keep bread, Cake, and Cookies Nice, protect from insects, mold, and mice.

• Keep bread and cake separate.
• Store break in a ventilated box.
• If home baked, cool before storing.
• In hot, damp weather put in refrigerator.
• Scale... air.... and sun the bread box often.
• Cookies stay fresh longer in a tightly covered jar.

Do you have a bread box? My mother-in-law does, and my parents' house has a built-in bread drawer in the kitchen - made of metal. I do not have a bread box, largely because we keep things in plastic these days and thus don't need the close quarters of the wooden or metal box to keep bread wrapped in paper from drying out. But definitely in July and August I keep my favorite cracked wheat sliced bread in the fridge, otherwise it does mold quite quickly.

Sugar - Flour - Cereal - Spice

• Store dried foods in tight containers to keep out moisture, insects, dirt, and mice.
• Watch out for weevils in hot weather.
• Food in glass should be kept in a cool, dark place. Light affects color, and vitamins.
• Store tinned foods in a dry place to prevent rust.

I am proudest, perhaps, of my baking cupboard, in which almost everything is stored in lovely, air tight glass jars. The brown sugar is never hard, the flour stays fresh, and the dried fruit don't get TOO dry. Storing things in air-tight containers also prevents an infestation of Indian meal moths, which I had the misfortune of dealing with precisely once before I started storing everything in glass. I think they came in with a batch of bulk peanuts in the shell. Of course, they get their name from "Indian meal" - a.k.a cornmeal. They also keep out mice and other insects, although thankfully I have never experienced weevils. 

The few home-canned foods I have on hand (and homemade booze), I keep in cupboards so they stay in the dark. 

I have heard of the mysterious and delightful-sounding kitchen accoutrement called a "fruit room" - a cool, dry, dark place perfect for storing not only fresh fruit but canned goods. My dream home has one, along with a butler's pantry. 

How do you store foods in your home? Do you have a fancy pantry? Or do you make do with kitchen cupboards and a metal rack, like I do? 

"Henry Browne, Farmer" - film produced in 1942 by the United States Department of Agriculture, digitized by the Prelinger Archive of archive.org.

Nominated for an Academy Award for Best Documentary in 1943, "Henry Browne, Farmer" was a propaganda film produced by the United States Department of Agriculture in 1942. It is also one of the few major propaganda pieces (there were many thousand smaller efforts) directed specifically at African Americans. 

In it are many hallmarks of post-Reconstruction life for African Americans in a white supremacist country. References to using only mules instead of a tractor. Eating cornbread and fatback last year, but having a cow and chickens, meaning milk and eggs for breakfast this year. Specific programs are not mentioned, but it is clear that by cooperating with the federal government to grow peanuts, that the Browne family is also participating in other endeavors, like raising chickens and keeping a victory garden. Children, in particular, were encouraged in rural areas to raise chickens (like "sister" in the film), dairy cows ("brother's job), and help with Victory gardening and around the farm. Similar programs around pig clubs and tomato canning clubs were in use during World War I as well. 

The film, which sadly does not record any of their voices (just the voiceover), ends with the family going to visit their oldest son, a member of the Tuskegee Airmen. This is both a call to service for all Americans and "proof" that the family is just as patriotic as any white American. 

This film was groundbreaking in that it put African American farmers on equal footing with other Americans joining the war effort. It emphasized Henry Browne's good agricultural techniques, like saving burlap bags instead of throwing them away, and greasing and covering farm equipment, which meant that it was likely to "last the duration" in a time when steel was in short supply and new farm equipment was likely to be expensive or impossible to get. It also did not have too many hallmarks of racism, which is surprising for the time. Unlike during the First World War, the United States propaganda machine during WWII was broadening the definition of who "counted" as an American, to give a little more credence to the idea that Americans were fighting to preserve democracy and freedom abroad. Unfortunately, the message was ultimately still hypocritical as many Black people in the south were being terrorized by Jim Crow laws, police, incarceration, and the Ku Klux Klan. However, a Civil Rights movement, which had been borne out of the returning Black soldiers of World War I and which broadened during World War II, was underway, as African Americans sought to free themselves from terror, discrimination, and disenfranchisement. 

World War II would mark the end of an era for many Black farmers in the rural south. Industrial work in northern and coastal cities, long a draw for those escaping sharecropping and other slave-like conditions in the South, became a bigger draw during the total war mobilization of the nation's industries. Thanks to protests from African American unions like the Brotherhood of Sleeping Car Porters and the NAACP, Franklin D. Roosevelt was forced to create the Fair Employment Practices Committee in 1941, which banned discriminatory hiring in federal agencies and for companies employed in defense work, which for the first time allowed many African Americans to receive fair wages and work conditions for the first time. In addition to this draw off of the farms, there is evidence that the USDA engaged in discriminatory practices which helped drive African American farmers off of their land and caused nearly 90% of black farmers to lose their land in the years following World War II. Pete Daniel's book Dispossession: Discrimination against African American Farmers in the Age of Civil Rights explores this topic in more detail, and in fact, until very recently, the USDA continued their discriminatory practices. 

In all, "Henry Browne, Farmer" is one of the better propaganda films to come out of the Second World War. With quiet assurance and emphasis on the important work of ordinary Americans to do their part, it lacks the overly patronizing tone and bombast of other "documentaries" from the period. It's one of my favorites, and I hope you enjoy it as well. 

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