When you think of rationing in World War II, you may not think of peanuts, but they played an outsized role in acting as a substitute for a lot of otherwise tough-to-find foodstuffs, mainly other vegetable fats. 

When the United States entered the war in December, 1941, after the Japanese attack on Pearl Harbor, the dynamic of trade in the Pacific changed dramatically. The United States had come to rely on cocoanut oil from the then-American colonial territory of the Philippines and palm oil from Southeast Asia for everything from cooking and the production of foods like margarine to the manufacture of nitroglycerine and soap. Vegetable oils like coconut, palm, and cottonseed were considered cleaner and more sanitary than animal fats, which had previously been the primary ingredient in soap, shortening, and margarine. But when the Pacific Ocean became a theater of war, all but domestic vegetable oils were cut off. 

Cottonseed was still viable, but it was considered a byproduct of the cotton industry, not an product in and of itself, and therefore difficult to expand production. Soy was growing in importance, but in 1941 production was low. That left a distinctly American legume - the peanut. 

Peanuts are neither a pea nor a nut, although like peas they are a legume. Unlike peas, the seed pods grow underground, in tough papery shells. Native to the eastern Andes Mountains of South America, they were likely introduced to Europe by the Spanish. European colonizers then also introduced them to Africa and Southeast Asia. In West Africa, peanuts largely replaced a native groundnut in local diets. They were likely imported to North America by enslaved people from West Africa (where peanut production may have prolonged the slave trade). Peanuts became a staple crop in the American South largely as a foodstuff for enslaved people and livestock, but the privations of White middle and upper classes during the American Civil War expanded the consumption of peanuts to all levels of society. Union soldiers encountered peanuts during the war and liked the taste. The association of hot roasted peanuts with traveling circuses in the latter half of the 19th century and their use in candies like peanut brittle also helped improve their reputation.  

Peanuts are high in protein and fats, and were often used as a meat substitute by vegetarians in the late 19th century. Peanut loaf, peanut soup, and peanut breads were common suggestions, although grains and other legumes still held ultimate sway. George Washington Carver helped popularize peanuts as a crop in the early 20th century. Peanuts are legumes and thus fix nitrogen to the soil. With the cultivation of sweet potatoes, Carver saw peanuts as a way to restore soil depleted by decades of cotton farming, giving Black farmers a way to restore the health of their land while also providing nutritious food for their families and a viable cash crop.

During the First World War, peanut production expanded as peanut oil was used to make munitions and peanuts were a recommended ration-friendly food. But it was consumer's love of the flavor and crunch of roasted peanuts that really drove post-war production.

By the 1930s, the sale of peanuts had skyrocketed. No longer the niche boiled snack food of Southerners or ground into meal for livestock, peanuts were everywhere. Peanut butter and jelly (and peanut butter and mayonnaise) became popular sandwich fillings during the Great Depression. Roasted peanuts gave popcorn a run for its money at baseball games and other sporting events. Peanut-based candy bars like Baby Ruth and Snickers were skyrocketing in sales. And roasted, salted, shelled peanuts were replacing the more expensive salted almonds at dinner parties and weddings. 

Peanuts were even included as a "basic crop" in attempts by the federal government to address agricultural price control. They were included in the 1929 Agricultural Marketing Act, the Agricultural Adjustment Act of 1933, and an April, 1941 amendment to the Agricultural Adjustment Act of 1938. Peanuts were included in farm loan support and programs to ensure farmers got a share of defense contracts. 

By the U.S. entry into World War II, most peanuts were being used in the production of peanut butter. And while Americans enjoyed them as a treat, their savory applications were ultimately less popular as an everyday food. But their use as source of high-quality oil was their main selling point during the Second World War. Peanut oil was the primary fuel in Rudolf Diesel's first engine, which debuted in 1900 at the Paris World's Fair. Its very high smoke point has made it a favorite of cooks around the world. During the Second World War peanut oil was used to produce margarine, used in salad dressings and as a butter and lard substitute in cooking and frying. 

But like other fats, its most important role was in the production of glycerin and nitroglycerine - a primary component in explosives. Which brings us to our imagery in the above propaganda poster. "Mr. Peanut Goes to War!" the poster cries. Produced by the United States Department of Agriculture, it features an anthropomorphized peanut in helmet and fatigues, carrying a rifle, bayonet fixed, marching determinedly across a battlefield, with a tank in the background. Likely aimed at farmers instead of ordinary households, Mr. Peanut of the USDA was nothing like the monocled, top-hatted suave character Planter's introduced in 1916. This Mr. Peanut was tough, determined to do his part, and aid in the war effort. The USDA expected farmers (including African American farmers) to do the same.   

Further Reading:
Note: Amazon purchases from these links help support The Food Historian.

• Slaves for Peanuts: A Story of Conquest, Liberation, and a Crop That Changed History by Jori Lewis (2022)
• Creamy & Crunchy: An Informal History of Peanut Butter, the All-American Food by John Krampner (2012)

Although literal tons of snow have fallen across the United States in the past week or so, it's still beginning to feel like spring, which for many of us means our thoughts turn to gardening. If you know anything about World War II, you've probably heard of Victory Gardens. But did you know they got their start in the First World War? And the popularity of "war gardens" as they were initially called, is largely thanks to a man named Charles Lathrop Pack. 

Pack was the heir to a forestry and lumber fortune, and pumped lots of his own money into creating the National War Garden Commission, which promoted war gardening across the country, along with food preservation. They published a number of propaganda posters and instructional pamphlets. Today's World War Wednesday feature is another pamphlet, but its primary audience was not the general public, but rather newspaper and magazine publishers!

Full of snippets of poetry, jokes, cartoons, and articles published by newspapers and magazines around the country, even the title was a bit of a joke. "The War Garden Guyed" is a play on the words "guide" and the verb "guy" which means to make fun of, or ridicule. So "The War Garden Guyed" is both a manual to war gardens and also a way to make fun of them. 

In the introduction, the National War Garden Commission (likely Charles Lathrop Pack himself), writes:

"This publication treats of the lighter side of the war garden movement and the canning and drying campaign. Fortunately a national sense of humor makes it possible for the cartoonist and the humorist to weave their gentle laughter into the fabric of food emergency. That they have winged their shafts at the war gardener and the home canner serves only to emphasize the vital value of these activities." 

Each page of the "guyed" has at least one image and a few bits of either prose or poetry. The below page is one of my favorites.

In the upper cartoon, an older man leans on his hoe in a very orderly war garden. His house in the background features a large "War Garden" sign and a poster saying "Buy War Stamps!" In his pocket is a folded newspaper with the headline "War Extra." But he is dreaming of a lake with jumping fish and the caption - indicating the location of the best fishing spot. The cartoon is called "The Lure" and demonstrates how people ordinarily would have been spending their summers. 

In the lower right hand corner, a roly poly little dog digs frantically in fresh soil. Little signs read "Onions, Beets, Carrots." The caption says "Pup: I'll just examine these seeds the boss planted yesterday. He'll be glad to see me so interested." 

Another article on the page is titled "Love's Labor Lost." It reads: "During his summer excursion in war gardening, cartoonist C. A. Voight exploited Petey Dink as planning to plant succotash in a space which had had spaded at much expense of labor and physical fatigue. As he finished the spading his wife appeared on the scene. She was filled with dismay at what she found. 'Oh Petey, dear, what have you done?' she flung at him. 'You've dug up the plot where I had my beans planted.' Poor Petey fainted."

Many of the bits of doggerel and cartoons poked fun at inexperienced gardeners like Petey Dink. Pests, animals, digging up backyards and hauling water, the difficulty in telling weeds from seedlings, and finally the joy at the first crop. 

This page has a comic at the top that illustrates these trials and tribulations perfectly, through the lens of war. In the upper left hand corner, a sketch entitled "Camouflage" depicts a man who has just finished putting up a scarecrow who crows, "Natural as life!" as he poses exactly the same as his creation. Below, another called "Poison Gas Attack" depicts a neighbor leaning over the fence to comment "Nothin will grow in that soil" at a man kneeling in the dirt, a bowl of seed packets and a hoe on either side of him. The title implies that the neighbor is full of hot air and poison. The center scene, titled "Over the Top," shows a pair of chickens gleefully flying over a fence to attack a plot marked "Carrots," "Beans," and "Radishes." In the top right-hand corner, in a sketch titled "Laying Down a Barrage," a man with a pump cannister labeled "Paris Green" is spraying his plants. Paris Green was an arsenical pesticide. And finally, in one labeled "Victory!" a man gleefully points to a small seedling in an otherwise empty row and cries, "A radish! A radish!" 

In a bit of verse called "Not Canned" reads:
A canner one morning, quite canny,
Was heard to remark to his Granny:
"A canner can can anything that he can,
But a canner can't can a can can he?"

And finally, apt for this past weekend's Daylight Savings Time "spring forward" is an evocative sketch depicts a man hoeing up his back yard garden while a large sun shines brightly and reads "That extra hour of daylight." The sketch is captioned, "The best use of it!" 

"The War Garden Guyed" has 32 pages of verse, doggerel, short articles, and cartoons. Charles Lathrop Pack was correct when he said the newspapers evoked "gentle laughter" as none of the satirical sheets actually discourage gardening. Indeed, most of the text is directly in line with the propaganda of the day promoting the development of household war gardens and the movement to "put up" produce through home canning and drying. Many of the cartoons directly connect to the war itself, comparing fighting pests to fighting Huns, pesticides to ammunition and "trench gas," and equating canning and food preservation efforts with vanquishing generals. 

What the booklet does do is poke fun at all of the hardships and difficulties first-time or inexperience gardeners would face. Stray chickens, cabbage worms and potato beetles, dogs and children, competing spouses, naysaying neighbors, post-vacation forests of weeds, and trying desperately to impress coworkers and neighbors with first efforts. 

War gardens were no easy task, and there were plenty of people who felt that they were a waste of good seed. But Pack and the National War Garden Commission persisted. They believed that inspiring ordinary people to participate in gardening would not only increase the food supply, but also free up railroads for transporting war materiel instead of extra food, get white collar workers some exercise and sunshine, and provide fresh foods in a time of war emergency. How successful the gardens of first-year gardeners were is certainly debatable. But in many ways, war gardens were more about participating than food. 

After the war, Pack rebranded his "war gardens" as "victory gardens," asking people to continue planting them even in 1919. The idea struck such a chord that when the Second World War rolled around two decades after the first had ended, "victory gardens" and home canning again became a clarion call for ordinary people to participate in the war on the home front. 

The full "War Garden Guyed" has been digitized and is available online at archive.org. 

​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!

Last week we talked about the ice harvest during WWI, so I thought this week we would visit this amazing photo you've perhaps seen making the rounds of the internet.

​Housed at the National Archives, the title reads, "Girls deliver ice. Heavy work that formerly belonged to men only is being done by girls. The ice girls are delivering ice on a route and their work requires brawn as well as the patriotic ambition to help." Two fresh-faced White girls wearing generous overalls and shirts with the sleeves rolled up, their hair tucked under newsboy caps, strain with ice tongs to lift an enormous block of what appears to be natural ice. As the ice appears to be resting on the ground, it's unclear if this photo was posed or not. Large, irregular chunks of ice dot the road beside them, and the open back of an ice wagon is in the background. 

This photo is a perfect illustration of two major needs of the First World War colliding. One was the huge shift in labor that occurred during the war. With so many men conscripted to the fields of France, it fell to women to enter the workforce, including in fields that typically required "brawn" as well as "patriotic ambition." But while working in fields and factories is understandable to our modern concepts of labor, the idea of ice delivery is maybe not quite so easy to understand.

Prior to the 1940s, the majority of Americans refrigerated their foods with ice. If you've ever heard your grandma call the refrigerator an "ice box," she's likely either experienced one, or the term has stayed in usage in her family enough for her to adopt it. An ice box is literally a box in which an enormous block of ice is placed at the top. The cold air and meltwater fall around the container below, in which perishable foods and beverages were placed to keep cool. Although not as cold as modern refrigerators (which hover at around 39-40 degrees F), ice boxes were considerably cooler than cellars and helped prevent meat and dairy products from spoiling, kept vegetables fresh, and even allowed for iced drinks. But, as you can see in the photo, the ice tended to melt fairly quickly. So new ice had to be delivered at least once a week. 

​This colorized illustration from Harper's Weekly shows how the ice was delivered in New York City. It would be taken from enormous ice houses on the Hudson River, storing ice harvested in winter, loaded onto barges, which were towed by steamboats down the Hudson River to New York City, then unloaded from the barges onto shore (or onto transatlantic steamboats) and from shore onto innumerable ice wagons, which would then deliver for commercial or household use. 

The constant flow of deliveries - sometimes multiple times a day and by competing delivery companies - made for a very inefficient system, especially when it came to labor. Ice was not the only industry using inefficient deliveries - greengrocers, butchers, dry goods salesmen, and milk deliveries also competed with ice for road space and orders. The First World War's impact on labor and the Progressive Era's obsession with efficiency helped to reduce the number of delivery wagons (later trucks) and also the frequency of deliveries, especially to individual households. 

Nevertheless, efficiency could only go so far. People were still needed to do the labor, and these girls fit the bill. Ice delivery was not a nice trade - it was cold, wet, and often dirty. The work involved endless heavy lifting. Most ice men delivered ice by using the tongs to clamp down on the block (usually a sight smaller than the one they're handling in the photo), and then sling it over his shoulder, resting on a leather pad to protect his shoulder from frostbite. The frequent deliveries to women alone at home inspired jokes (and even songs) similar to the milkman jokes of the 1950s. 

Perhaps that was why these young women went into the ice trade in 1918? Regardless, the photo was taken in September, 1918, just a few months before Armistice. It is doubtful these young ladies continued in the trade as many women, especially those working in difficult or lucrative jobs, were almost immediately displaced by returning soldiers. 

I don't know how this photo was used in the period, but perhaps it was used much in the same way we react to it today - applauding the strength and grit of the women who proved they could do the same work as a man. 

You may be wondering, what on earth do ammonia and engineers have to do with food history? Well, ammonia was one of the primary ingredients in creating artificial ice in the late 19th and early 20th centuries. 

The poster above shows Uncle Sam brandishing a wrench, hand on the shoulder of an older engineer, who reclines in a chair reading the newspaper. One sheet of the newspaper has fallen to the floor, and we can make out "War" in the headline. In the background we can see the outlines of pipes and valves. The poster reads "ENGINEER - If you are a patriot, If this is your fight, Get Into It - Stop the Ammonia Leaks." The top of the poster indicates it was sponsored by both the United States Food Administration and the National Association of Ice Industries.

Refrigeration was changing rapidly in the 1900s. Most of the country still refrigerated with "natural ice," or ice harvested in winter from freshwater sources like lakes and rivers. But "artificial ice," that is water frozen mechanically, was gaining ground. Artificial ice making factories had been around since the 1870s, but they were costly and inefficient, used primarily in warmer climes where shipping natural ice was too inefficient. The primary refrigerant in these factories was ammonia, which has explosive properties. In fact, ammonia is a primary component in making gunpowder and explosives, and obviously demand for its use went up exponentially when the U.S. joined the First World War in April of 1917. 

Ammonia cools through compression. Jonathan Reese in Before the Refrigerator: How We Used to Get Ice (Amazon affiliate link) explains the process:

Cold storage also increased in use during the First World War, and refrigerated railroad cars, which helped drive agricultural specialization in fruits and vegetables around the country (Georgia peaches, Florida oranges, Michigan cherries, New York apples, and California's salad bowl), depended on ice for refrigeration and cooling. Ice was the invisible ingredient in the nation's food system.

The National Association of Ice Industries was founded in August, 1917 in Chicago, IL as ice harvesters, producers, and distributors gathered at a conference. Realizing the importance of the ice trade in food preservation and conservation, the association vowed to cooperate with the government as part of the war effort. The conference proceedings were reported in Refrigerating World, the industry's trade journal, in the September, 1917 issue. ​

In addition to forming the National Association of Ice Industries on the second day of the conference, the attendees also discussed convincing farmers of the benefits of cold storage and encouraging them to construct ice houses on their farms, of convincing the public that using ice and refrigeration would reduce food waste and save money, and finally of reducing inefficiencies in delivery, including advocating for one delivery service making one delivery per day to prevent competing delivery companies from wasting manpower, horsepower, and ice. 

Wartime not only necessitated the conservation of ammonia, but also gave the natural ice industry a boost. Already in decline due to concerns about polluted waterways, the natural ice industry was encouraged to revive as another way to conserve ammonia and the fuel that powered the steam engines and electric motors that powered the refrigerating process. 

The revival would ultimately be short-lived. The end of the First World War all but ended the natural ice industry. As refrigerants became abundant again and energy prices came back down, the demand for artificial ice went up. The advent of electric home refrigerators in the 1920s ultimately signaled the end of the household ice box, and the deliveries that went with it. 

Read More:
The Amazon affiliate links below help support The Food Historian

• Harvest of the Cold Months: The Social History of Ice and Ices by Elizabeth David (1995)
• Refrigeration Nation: A History of Ice, Appliances, and Enterprise in America by Jonathan Reese (2016)
• Before the Refrigerator: How We Used to Get Ice by Jonathan Reese (2018)
• Cooling the Tropics: Ice, Indigeneity, and Hawaiian Refreshment by Hi'ilei Julia Kawehipuaakahaopulani Hobart (2022)

I don't remember when I first encountered "Indian pudding." Derived from the Colonial name for cornmeal - "Indian meal" - it's an iconic dish of New England, though it isn't often made anymore. Combining Indigenous foodways, European cooking techniques, and molasses, a ubiquitous sweetener made cheap by the brutal labor of enslaved Africans, Indian pudding reflected the kind of stick-to-your-ribs cooking common in the Colonial period when people ate less frequently and engaged in harder labor, and with less access to heating than they do today. 

​The above advertisement by Sun-maid Raisins from 1918 is a good illustration of this. "Note How Plain Foods Become Enticing," the ad reads, showing how Indian Pudding could be spiced up with raisins, and then goes on to show just how inexpensive raisins were. Historically, raisins were rather expensive, and had to be stoned (remove the seeds) by hand, a labor-intensive step that continued until the early 20th century. By the time Sun-maid is advertising in 1918, you no longer had to stone raisins - they came seedless. Clearly Sun-maid was trying to convince people that raisins were a more economical purchase than previously believed. Also, the use of Indian Pudding to illustrate the "plain foods" shows how it was viewed by most Americans at that time - plain, cheap, and filling. Indian pudding also fit nicely into rationing suggestions to use less sugar, refined white flour, and fats. With its ingredients of cornmeal and molasses, Indian pudding fit the bill.

I first ran across a recipe for Apple Indian Pudding when researching the history of the Farm Cadets in New York State. The article right next to it was about the establishment of the Farm Cadet Corps under the State Military Training commission. Published in the Buffalo Evening News on April 19, 1917, just two weeks after the United States entered the war, it was included as part of a column called "Lucy Lincoln's Talks" and was one of many recipes. Although the United States Food Administration was not yet formed and no rationing recommendations had been issued, President Wilson had been publicly discussing the role of food in the war effort. 

Throughout the First World War, the United States Food Administration and home economists hearkened back to the Colonial period for several reasons. First, it appealed to Americans' sense of patriotism. Following the American Civil War, Northern reformers made a concerted effort to re-unite the nation and define what it meant to be American. Thanks to the unconscious bias of white supremacy, that idea became closely connected to New England and the mythology around the Pilgrims and the founding of the nation (despite the fact that Spanish Florida, Virginia, parts of Canada, and even New York had been settled earlier).

Second, hearkening back to the Colonial period allowed ration supporters to encourage the substitution of non-rationed food items like cornmeal and molasses which had deep Colonial roots, for rationed foods like refined white flour and refined white sugar, which were needed for the war effort. Third, these ingredients were often very inexpensive. By connecting them to the honored founders of the country, food reformers could convince middle and upper class people to eat what may have been previously only associated with the poor and working class, in the name of patriotism.

Despite the lack of actual rationing recommendations at this point, the recipe for Apple Indian Pudding would have fit very nicely into the requirements. It used cornmeal, which saved wheat. It used molasses and apples for sweetener, which saved sugar. It used two quarts of milk, which would help use up the milk surplus and add protein. It was also extremely inexpensive and filling, which meant it had appeal for folks on a budget or with large families. The recipe does, however, call for 1/3 cup of butter, which would become one of the recommended ration items in just a few months. 

I have made Indian Pudding before for a talk, and it's lovelier than you'd think. Here's the original recipe:

"Scald 2 quarts of milk in a double boiler. Sprinkle in 1 cup of Indian meal, stirring all the time, and cook 45 minutes, stirring frequently. Remove from the fire, add 1/3 cup of butter, 1 cup of molasses, 2 teaspoons of salt, 1/2 teaspoon each of ginger and grated nutmeg, and 1 quart of pared, cored, and quartered apples. Turn into a buttered baking dish and bake three hours in a slow oven."

And here's a modern translation:

8 cups (or a half gallon) whole milk
1 cup cornmeal
1/3 cup butter
1 cup molasses
2 teaspoons salt
1/2 teaspoon ground ginger
1/2 teaspoon grated fresh nutmeg
3-4 apples

Preheat the oven to 300 F. In a double boiler or heavy-bottomed pot, heat the milk, but do not boil. Once hot, slowly whisk in the cornmeal and cook, stirring frequently, for 30-45 mins or until the cornmeal is fully cooked and has absorbed the milk. Remove from heat and while hot, stir in the butter, molasses, salt, and spices. Peel, core, and slice the apples thickly. Stir the apple slices into the cornmeal mixture, and tip it all into a buttered glass or ceramic baking dish. Place in the oven and let bake for 3 hours, uncovered. Serve hot or warm plain (ration-friendly) or with vanilla ice cream or unsweetened liquid cream (not-so ration-friendly). 

Although the original recipe calls for quartered apples, most modern apples are very large, and a quarter might be too big, which is why I suggest slicing them instead. 

If you're in an area of the world that gets cold in the fall and winter, Apple Indian Pudding is the perfect, homey dessert to attempt on a day when you'll be puttering around the kitchen or the house all day. Pop some baked beans in with it if you really want a traditional New England supper (and a ration-friendly one!). It really does take three whole hours to bake (other versions included steaming like plum pudding), but the long, slow heat turns the normally crunchy cornmeal into melting softness. There's a reason why it's still so popular in New England. 

If you want to know more about the history of Indian Pudding, including how to make a historic recipe, check out my lecture below! 

​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!

​​Welcome to The Food Historian's 31 Days of Halloween extravaganza. Between social media (Facebook, Instagram, Twitter) and this blog, I'll be sharing vintage Halloween content nearly every day this month!

Trick or treating today is usually about young children, costumes, and lots of candy. In many communities, it's over by 8 or 9 pm. But historically, trick or treating was more about the tricks than the treats. Going door to door threatening tricks if treats were not offered instead is very old, but has deeper roots in association with Christmas than with Halloween. Despite the tradition's age, going door to door for treats on Halloween was not widely practiced in the United States until the 20th century. The pranks, however, were popular among teenaged boys. From the relatively harmless pranks like soaping car windows and placing furniture on porch roofs to the destructive ones like slashing tires, breaking windows, egging houses, and starting fires in the streets, pranks were common in communities across the country. The war changed all that. 

Halloween, 1942 was the first since the United States entered the war in December, 1941. Across the nation, newspapers published warnings to would-be prankers that destructive acts of the past would no longer be tolerated. This one, published on October 30, 1942 in The Corning Daily Observer in Corning, California, was typical of other messages other newspapers: 

"Hallowe'en Pranks Are Out For the Duration"
"The destructive Hallowe'en pranks of breaking fences, stealing gates, deflating auto tires, ringing door bells to disturb sleepers, soaping windows, and all other forms of the removal or destruction of buildings or property are definitely out and forbidden on Hallowe'en night, according to word from Corning city officials.

"Supplies are needed for national defense and are too scarce to permit misuse.

"Word comes from Washington that individuals committing such offense shall be prosecuted as saboteurs and be treated accordingly.

"Corning officials state that there will be no fooling about this matter this year and anyone contemplating 'having fun' will be treated with severely."

The newspaper cartoon above, published in the San Francisco Union on October 25, 1942, illustrates just this sentiment. In it, the ghosts of Japanese Emperor Hirohito, German Chancellor Adolph Hitler, and Italian fascist Prime Minister Benito Mussolini egg on a young boy hanging out in a dark back alleyway. "Do something destructive this Halloween - - - You'll be helping us - " they tell him. On the high fence behind the boy stands a black cat, back arched in anger, silhouetted by a full moon. He says to the boy, "You're an American - - Don't listen to those goons!"

Conflating Halloween pranks with sabotage and aiding the Axis powers was no joke. The November, 1942 newspapers feature stories of pranksters waking sleeping war workers, scaring their neighbors by setting off air raid bells, and causing car accidents by leaving debris in the roads. Several ended up in court, and some got buckshot wounds from angry homeowners for their efforts. 

Wartime propaganda like this was common - caricatures of the Axis leaders showed up frequently in newspapers, cartoons, and propaganda posters. For Halloween, they made convenient bogeymen. 

World War II was the beginning of the end of Halloween tricks. Although more innocuous pranks like egging houses and cars and toilet-papering trees and porches continued to be hallmarks of Halloween mischief, the days of fires in the streets, broken windows, and other real crimes were largely in the past. Communities that had previously celebrated Halloween with private parties at home, shifted to more public events like parades, community dances, and trick-or-treating geared toward small children getting treats rather than teenagers engaging in tricks. 

Further Reading
If you'd like to learn more about Halloween during World War II, check out these additional resources:

• "Halloween in Wartime" from San Diego Yesterday
• "Halloween on the Home Front" National WWII Museum
• "Have Fun, But Remember the War" Heinz History Center
• "How Donald Duck and Peanuts Saved Trick-or-Treating" History.com​

​​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!

​Welcome to The Food Historian's 31 Days of Halloween extravaganza. Between social media (Facebook, Instagram, Twitter) and this blog, I'll be sharing vintage Halloween content nearly every day this month!

Home Halloween parties were extremely popular during the first decades of the 20th century, and although the First World War did slow some of the celebrations, it didn't entirely stop them. On October 28, 1917, the Poughkeepsie Eagle published a full-page spread celebrating Halloween. In it, "Hints for the Hallowe'en Lunch" outlined just how locals could celebrate even with voluntary restrictions on meat, butter, white flour, and sugar. The "Jack-o'-Lantern Salad" features inexpensive salt herring and potatoes, the loaf cake features just one cup of wheat flour with brown sugar and raisins for sweetener, and the "Priscilla Pop Corn" sounds very much like caramel corn! 

This lunch was likely intended for adult women rather than children, though young women may also have been the intended audience. A composed vegetable salad with sandwiches was typical fare for club women and other ladies who lunched. 

​I've transcribed the whole article below for your reading pleasure.

"Table decorations for a Jack'o'Lantern Jubilee must necessarily include pumpkins big and pumpkins little. Both kinds are introduced into the attractive witches cauldron of the illustration. Its value is increased when an assortment of prophecies is put into the kettle to be distributed to the guests when the strong black coffee is served.

"Hallowe'en menus usually include the homely cider and doughnuts, chestnuts and apples which belong to other harvest home celebrations. 

"The following menu is plain and substantial and just a little different.

"Jack-o'-Lantern Menu
Jack-o'-Lantern Salad
Brown Bread Sandwiches
Fruit Loaf Cake
Priscilla Pop Corn
Cider or Coffee

"Jack-o'-Lantern Salad
"Soak salt herring in lukewarm water and drain. Cook in boiling water for fifteen minutes. When cool, separate into flakes and add an equal quantity of cold boiled potato, and one-fourth quantity of chopped, hard-boiled eggs. Mix with French dressing [ed. note: vinaigrette] and chill in refrigerator until serving time. Beat one-fourth cupful of cream until stiff and mix with it two tablespoons chopped pimentos. Mix with equal portion of mayonnaise dressing and combine with the salad. Serve on lettuce leaves, slightly flattening the heap on top to receive the "Jack-o'-Lantern," which is a small full moon face cut from a very thin slice of American cheese, the eyes marked with bits of clove, and the nose and mouth by thing strips of pimento. Brown bread sandwiches, with a filling of chopped peanuts is served with this salad.

"Raised Fruit Loaf.
"One cupful of butter, two cupsful brown sugar, two eggs, two cupsful of bread sponge, two teaspoonsful cinnamon, one teaspoonful clove, two teaspoonsful soda, one teasponful salt, two cupsful raisins, one cupful flour.

"Cream butter and add slowly, while beating constantly sugar, then add well-beaten eggs, bread sponge, spice, soda and salt, and flour mixed and sifted, and raisins, cut in half and dredged with flour. Turn into buttered and floured oblong pans and let rise two and one-half hours and then bake for an hour.

"Priscilla Popped Corn.
"Two quarts of popped corn, two tablespoonsful butter, two cupsful browned sugar, one-half cupful water, one-half teaspoonful salt. Put butter in saucepan, and when melted add sugar, salt and water. Boil sixteen minutes and pour over popped corn, coating each grain thoroughly." 

What do you think? Would you like to attend such a lunch? I know I would! Even the herring potato salad sounds good and distinctly Scandinavian, although not particularly Halloween-ish. Priscilla popcorn, however, is definitely going on the to-make list!

​​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!

​Welcome to The Food Historian's 31 Days of Halloween extravaganza. Between social media (Facebook, Instagram, Twitter) and this blog, I'll be sharing vintage Halloween content nearly every day this month!

Cut four medium-size apples into eighths, and core but do not pare them. Divide each eighth crosswise into four pieces. Place one teaspoonful of whole cloves and half a stick of cinnamon in three-quarters of a cupful of vinegar and boil for five minutes. Then add one cupful and a half of sugar and half of the apples and continue boiling. When the apples are tender remove with a skimmer and cook the other half. Remove when done and boil down the liquid into a heavy sirup. Pour this over the apples and cool. Make eight large-size corn muffins by any standard recipe, slightly increasing the amount of sugar. When they come from the oven, cut a circular "lid" from the top of each and scoop out the interior with a teaspoon (the rejected portion can be dried for crumbs, or utilized in bread pudding). Fill with the spiced apples and sirup and place the lids on top. Serve immediately.

My translation of the recipe:

4 apples
3/4 cup cider vinegar
1 teaspoon whole cloves
half stick cinnamon
1 1/2 cup sugar
8 corn muffins (homemade or store bought)

Cut the apples into quarters and then again in half to form eighths. Core, but leave skin on. Cut crosswise into thick slices. Bring the vinegar and spices to a boil and let boil for five minutes. Then add sugar, stirring well to dissolve. Add half the apples and cook until apples are tender (can be easily pierced with a fork or sharp knife). Remove to a dish with a slotted spoon, then add the remaining apples and cook until tender. Remove to dish and continue cooking spiced vinegar syrup until it is thick. Pour over apples and let cool. Cut tops from muffins and use spoon to carefully hollow out, leaving at least an inch of muffin on all sides. When apples are cool, spoon into muffin cases. Serve cold for dessert.

Put into a bowl one cupful and a half of cooked pumpkin; add four tablespoons of sugar, one teaspoonful of salt, a quart of a cupful of butter substitute melted, half a cupful of lukewarm milk, half a yeast cake dissolved in a quarter of a cupful of lukewarm water, five cupfuls of whole-wheat flour and two cupfuls of white flour. Let rise; put together in thin biscuits, with butter substitute in between; brush over with milk; when risen, bake in hot oven.

An here's my modern translation:
1 1/2 cups pureed pumpkin (or 1 can)
4 tablespoons sugar
1 teaspoon salt
1/4 cup (half a stick) butter or margarine, melted
1/2 cup milk, warmed
1/2 teaspoon active dry yeast
1/4 cup lukewarm water
5 cups whole wheat flour
2 cups white flour.

Mix pumpkin, sugar, salt, melted butter, and milk. In a separate bowl bloom yeast in warm water - if it foams it is ready to use. Add to pumpkin mix, then add flour gradually (start with white flour). Knead well. Cover and let rise in a warm place. When doubled in bulk, punch down and roll out thin. Cut into rounds with biscuit cutter. Spread one round with softened butter or margarine, then stick another round on top. Brush top round with milk. Preheat oven to 425 F. Let rise again, then bake in hot oven, 12-15 minutes or until golden brown. 

What do you think? Would you try either of these recipes?

​​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!

​Welcome to The Food Historian's 31 Days of Halloween extravaganza. Between social media (Facebook, Instagram, Twitter) and this blog, I'll be sharing vintage Halloween content nearly every day this month!

References to Halloween during the First World War were few and far between but this little article caught my eye. Featured in the October, 1917 edition of the Ladies Home Journal, "We Must Have Some Pleasure in Spite of the War" by Virginia Hunt doesn't have much in the way of menu suggestions and recipes, but it does illustrate the typical ideas around Halloween parties at the time. A mixture of an excuse for teenaged romance, a little spookiness, and of course, the home economist's dream of a color-coordinated, crafty, event, sometimes with coordinated gymnastics. 

For fun, I've transcribed the original article verbatim below. Would you host a Halloween party with any of this advice?  

The Witch's Cave
Every Halloween party has a witch, sometimes several witches, flitting scarily here and there with abroomstick, or hovering over a kettle or presiding at a fortune-telling tent. At this part, however, the witch is the chief attraction and the source of all the entertainment.

A big room, garret, hall, vestry of a church or possibly a barn or a garage would be suitable for the scene of the party, only one room being required. Instead of the usual booths, tents, tables, etc., the whole apartment is made to represent a witch's cave. Branches and limbs of trees, leaves, cornstalks, etc., are used in profusion, covering walls, hanging from rafters and strewn on the floor.

Bats made from stiff paper are hung from the ceiling, rafters or chandeliers, low enough to brush against people as they pass by and add to the creepy effect. The more twigs, branches, stalks, etc., that are used the more ghostly will be the effect of the flickering lights through the branches and the shadows cast here and there. 

At one side of the room, or in a corner plainly seen from everywhere, is placed the witch's kettle, over which a very scary-looking witch presides. Underneath the kettle a make-believe fire is arranged with red electric lights or a red lantern showing the light through small twigs. On each side of the witch, a little back of her, stand two ghosts, sentinels and helpers of the witch. A black cat should be the witch's constant attendant; and she should carry the usual broomstick.

The lighting of the hall or room is furnished entirely by jack-o'-lanterns or candles, although electric lights very heavily covered with red and green cloth or paper may be used, the weird ghostly effect being desirable. Ghosts are stationed here and there about the room and flitting in every direction. An orchestra or talking machine plays weird, doleful music until the guests have all assembled. 

Each guest, upon entering, is conducted about the room by a ghostly attendant, shakes hands with clammy-handed figures and hears doleful groans, until his arrival at the witch's kettle. Here the witch, after mumbling a charm over her kettle, draws therefrom a slip of paper on which is written a fortune.

The person receiving the slip is not at first able to see anything on the paper, but upon being told to hold it in front of a candle the writing plainly appears. This feat is accomplished by writing the fortune with lemon juice, which does not show on the paper when written, but appears plainly when heated.

After all have received fortunes the company is seated on low seats scattered here and there about the room. The music gives a particularly doleful wail and then stops, and in a sepulchral voice the witch announces that she will call forth from the land of gloom some spirits who will entertain the company for a short while. She then waves her wand and out from behind some curtains, which have been hung in one corner among the branches and stalks, there appears, as ifby magic, a procession of ghosts. They march in slowly to the tune of "John Brown's Body," singing as they march and executing a ghost slide or march.

After the ghosts disappear the witch calls forth the "Lightning Bugs," little, darkly clad figures, so dark that they can scarcely be seen, each one carrying a flashlight. The hall should be as dark as possible for this act, as only the flash of the lights is desired to be visible.

These lightning bugs go through a simple gymnastic drill with the flashlights, ending with a quick march.

This act is very effective if done in time to rather slow music and, with considerable practice, will be a very pleasing addition to the entertainment.

It is, however, absolutely necessary to have the hall dark throughout this stunt. The lanterns may be extinguished and all lights turned off, then lighted again at the close. The flashlights should be turned off now and then and turned on again quickly to give the lightning-but effect, although the exercises with the arms and the quick march will give that effect to some extent, the lights bobbing here and there in the dark.

After the lightning buts have disappeared the lanterns are lighted and the witch calls forth the Pumpkin Quartet. These are four girls dressed in yellow cheesecloth or cambric dresses with long twisted pieces of green crepe paper on their heads, to represent the stems of the pumpkins. This act should have more light, which can be accomplished if desired by light thrown directly on the quartet.

The quartet then sings several songs - preferably soft, harmonious four-part songs, such as lullabies and Southern melodies. If such talent is available there may be banjo or guitar accompaniments to these songs, the instruments to be played by ghostly figures or by other pumpkin characters.

Then the quartet disappears and the witch waves her wand again. This time out come tripping, to light, swingy music, two little fairies dressed all in white with gauzy, silvery wings on their shoulders and wands in their hands. They stand on each side of the curtains, holding their wands to make an arch.

Then the music plays a slow march and out from the curtains appear all the performers who have taken part in the entertainment, marching between the two fairies and forming in a half circle facing the audience, with an opening in the center of the half circle.

Next the fairies hold their wands at salute and the music strikes up "Columbia, the Gem of the Ocean," while out from the curtains marches Columbia, carrying an American flag. She marches to the center of the half circle, the fairies leading the way, and the whole company of performers close the entertainment with the singing of "The Star-Spangled Banner."

An Impromptu Barn Party
A Puritan maiden called at various houses and, from a hollow pumpkin shell she carried, drew a corn husk which she gravely presented to whoever opened the door. The finest, softest, inside husks had been chosen; a pen-and-ink sketch, "three lines and a splash," of cat or witch or goblin pointed with fine dramatic gesture to the rime:

Ghosts do dance
And goblins prance
In our barn to-night.
Don't make much fuss,
But join with us,
With hearts both gay and light.

When the guests arrived they were seated on piles of hay; a shock of corn was thrown before each one, and at a signal the corn husking contest began. Old-time tricks and games were then tried with great zest.

The tables were decorated with pumpkin shells filled with fruit. The place-cards were corn husks; nut dishes were hollowed apples. The salad was of cottage cheese in individual services, each being shaped like a face with raisin eyes and pimiento mouth and nose.

The sandwiches were of brown bread cut as witches' hats. A large cake was frosted with chocolate and on its dark background sheeted ghosts and spirited goblins in white-icing garments disported in perfect harmony. Candies and nuts ended the feast.

​Illustrated Novelties for the Parties
The two illustrations at the top of the page and the two witches at the bottom are figures about six inches high and may be used for table decorations. A Halloween part invitation is shown both folded and unfolded. These sell for five cents each, and in orange and black are striking in appearance. Immediately below these are button-faced figures on a card to be used for an invitation or a place-card. The witch on the right and the fireplace at her right and the open gate below are given as examples of what may be done by the clever girl who can paint. In her basket the witch carries a real folded note of invitation; the kitty is real fur or felt and the garden gate actually swings on its hinges. The combined place-card and nut-cup favors may be purchased for about five cents each in shops selling such goods.

Well! The Witch's Party certainly seems like it would be a LOT of work to organize and put on, requiring quite a few actors. The patriotic ending featuring Columbia, while seemingly out of place among a Halloween production, was typical of the period and boosterism for the war effort. That being said, the adorable barn party seems much more doable, provided one can find corn for husking! 

What do you think? Would you add any of these ideas to YOUR Halloween party? 

And here's a little bonus - a fun page of paper dolls from that same issue of the ​Ladies' Home Journal! Which costume would you wear? 

​​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!

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!

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