WEBVTT

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[title crawl] This is the story of how one school in Georgia organized 

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the human resources of a community to improve the health of its children.

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Problems in nutrition and health exist in every community in the nation. 

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What this school did, your school can do. 

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<v female teacher>It's good to see the children come to school, to know that all over the country children

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are doing the same thing, to know that our school in Georgia is part of that bigger pattern,

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part of the educating of America's youngsters.

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But let me tell you our story, the story of three hundred children and eight teachers.

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There was a time when I didn't realize that the problems that bothered me bothered teachers

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all over the country.

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Then there were personal problems between me and my third graders, and I worried about

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them looking for the answers, looking for the answers to Jerry.

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Jerry's a hard worker, not bashful really, but slow, slow to learn.

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Why does he have to work so hard to learn when others find the answers easy?

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I worked hard with Jerry, encouraged him, helped him toward a feeling of accomplishment

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instead of defeat.

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Still I felt that wasn't enough.

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Why is Billy alert for a while, then loses interest?

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Why does Helen sit through a lesson lost in her own thoughts and dreams?

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Why do our teachers have so many children who cannot learn as easily as others?

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Why do some sit on the sidelines even when projects excite the interest of the rest of the group?

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The thin ones, the sad eyes, sniffles and colds, this is part of the problem.

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But what could I do about that? [bell rings]

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Still there was no lack of energy when a noon bell rang.

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Something was missing in the way we were working.

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Like Joan, a lovely child eager to learn but needing special attention.

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I give her as much time as I can, but I feel just that isn't enough.

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I thought to myself, what do we need to do for our Joans and our Jerrys?

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I don't mean just book learning, but to help them live better.

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I thought back to what Joan's home life is like.

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Her mom and daddy both work and the rush to get to work often means no time to fix lunch,

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no time to clean up the breakfast things.

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So Joan is faced with clearing away the leftovers and washing the dishes.

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Most of the time lunch just isn't worth the effort.

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Easier to go hungry until suppertime.

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And I thought about the children who bring money for the school lunch,

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but find it more exciting to get away from school.

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To hang around the corner store, free to buy whatever tickles the fancy.

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And free to play with a gang.

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I saw our lunch program with new eyes.

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But what could we do?

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Cooking 120 lunches with poor equipment.

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No sterilizing of the dishes, washing them in ordinary dish pans

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at the same time that food is cooked and served.

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Because there are not enough dishes to go around.

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No system for serving, just first come, first served.

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No attempt to improve eating habits.

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So most of the children just gobble down their lunch,

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eager to join their friends in games already in full swing.

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It's more fun to play than eat any day when the school lunch isn't at all interesting.

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And many lunches from home are no better.

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We watch the boys and girls wear themselves out.

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Letting off steam in undirected games.

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Could these be the same listless children who a few minutes ago were in our classrooms?

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We talked about these things.

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Agreed it was about time we made a start.

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Better than standing around knowing things aren't going well.

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So we talked things over at our faculty meeting.

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Miss Nutt in the second grade had something to say.

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And the county instructional supervisor had something to say.

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And I had something to say too.

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We discussed the things we thought our school should do for the children.

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When we agreed on a point, we wrote it down.

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It was quite a list.

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It looked like we were most concerned with improving health.

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We decided better lunches and better planning of the school day were good places to start.

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Mrs. Murphy, our school principal, introduced a nutritionist from the university.

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She told us how other schools had found it important to get the children interested in

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eating better.

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Really concerned about it.

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And their parents too.

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She said starting with a survey of what every child was eating was one of the ways to give

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everyone an idea of just where the problems were.

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Well it looked like a big job.

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Maybe too big for us.

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Unless we got everyone working together with us.

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We didn't waste a minute.

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The children wrote letters to their mommas and daddies and they were invited to come

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to school on Thursday night and talk things over.

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But we felt we shouldn't depend on letters alone.

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So we visited with as many folks as we could.

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We chatted about the meeting we'd had.

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How we thought the school could do better for their children.

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What we needed to exchange ideas.

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Work out a plan of action together.

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Results depend on parents' interest too.

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Our enthusiasm was catching and most agreed to come.

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Thursday night the nutritionist prepared for the parents some of the things she had talked

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to us about.

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How the old methods of teaching about calcium and carbohydrates and calories was too complicated.

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How the basic seven food chart made it easy to plan menus for eating better.

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But most of the evening, parents and teachers did the talking.

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We discussed what we thought the school should do for the children.

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And we agreed pretty well that improving health should come first.

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Then Mrs. Murphy got up and suggested keeping a record of what each child ate for three

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days.

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That we needed facts before we could plan a program for eating better.

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They were even more interested in the idea of a survey than we had been.

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They felt that this was something you could put your finger on.

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A chance to find out just how well or how poorly their children were eating.

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It didn't take long to get the survey forms mimeographed.

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And then I learned something about teaching that I hadn't thought much about before.

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In recording what they ate the children were learning many things.

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How to do practical arithmetic problems.

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How to spell common everyday words.

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And they were learning about weights and measures.

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It was more fun than anything they'd done since Billy brought his pet rabbit to school.

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Parents helped with the survey too.

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Many of them had never been active in a school project before.

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Along with the children they were taking their first step toward learning about better eating.

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At another meeting of parents and teachers the results of our survey were discussed.

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How well fed are our children?

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Well of every ten children only two and a half had diets rated as good.

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Three and a half had diets rated fair.

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Four out of every ten children had diets rated as poor.

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The room got very quiet.

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No one expected figures like that in our community.

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The survey showed that many children were not eating the recommended amounts of the

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basic seven foods.

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Only five out of every ten children ate enough green and yellow vegetables.

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Only a little over three of every ten ate enough citrus fruits, tomatoes, raw cabbage,

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or salad greens.

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Only four and a half out of every ten ate the recommended amounts of other fruits and

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vegetables.

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And three and a third out of ten drank enough milk.

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Eight out of every ten children were eating recommended amounts of lean meats, poultry,

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and fish.

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Only two out of every ten children reported eating enough eggs.

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Of every ten, five reported eating enough enriched or whole grain bread and restored

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and whole grain cereals.

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And out of every ten, six and a half reported eating enough butter and fortified margarine.

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Ideas started coming from all sides.

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Now that we had the facts we could see what needed to be done.

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Everyone was enthusiastic, and right there I stopped worrying.

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Maybe our start wouldn't be spectacular, but I felt sure we'd stick at it until things

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got done.

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Things started humming in the school kitchen.

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Parents handy with hammer and saw turned out to build new cabinets.

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Ed Pearson painted up a dish carrier the children made out of the old serving counter.

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A fun drive in the community, plus a couple of barbecues, raised money for a big stove, triple sinks, and extra dishes.

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Everyone pitched in and it was good, working together with your neighbors.

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Everyone had a feeling this was his own personal program.

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Hadn't he helped to plan it?

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A new plan for lunchtime was discussed with the children.

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We agreed that a room now used only part-time would make a good lunchroom, better than eating in the classroom.

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A new wash-up center was built and you could see the improvement reflected in the appearance of the children almost at once.

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The new kitchen equipment makes a world of difference too.

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Our cooks can do a job of preparing the improved lunches now and serve them hot and in a more sanitary way.

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Each grade eats in turn.

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While children wash up and are served, helpers set out napkins, straws, and a bottle of pasteurized milk at each place.

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Now lunchtime is a pleasant part of the school day, a real-life social experience.

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We learn about table manners and facts about food right out of our own experiences around the lunch table.

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But new social experiences didn't stop there.

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From the first graders up they learn other things: work sharing, responsibility, cooperation.

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When the children of one table are finished, those who aren't helpers are free to read or play until everyone is through eating.

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Cleaning up after lunch, clearing off the plates, piling them on the new dish carrier, rinsing out the milk bottles,

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all these teach them the value of each being responsible for his small part of the work.

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And when we saw the children learning new things about working and playing together,

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then we realized we were learning new things too about our teaching methods.

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Back in the classroom after lunch we have a rest period,

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naps for the little ones and quiet activities for the older children,

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with supervised play periods in mid-morning and mid-afternoon.

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Leave everyone refreshed and ready for study.

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<v male narrator>Teachers go to school too.

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They come to the summer workshops at the university to learn more about health and nutrition.

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Miss Jones is here looking for facts to help her school improve still more.

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In the clinics, doctors show them the physical signs of poor health.

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With help from a nutritionist, they prepare vegetables and other foods in appetizing ways

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and learn to select foods for meals according to the basic seven.

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And they make use of the latest publications to find some of the answers to their health problems.

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Meeting other teachers gives them new ideas they can use back at their own schools.

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Back at East Griffin, the experiences of the workshop are put to use.

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The services of the county health commissioner are used in the health program.

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<v hearing test record>You are going to have your hearing tested.

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<v male narrator>He demonstrates a standard hearing test so the teachers can screen their children for possible hearing difficulty.

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<v hearing test record>Three, one, three, six.

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<v male narrator>The instructional supervisor helps to give tests to find signs of poor vision.

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In the first screening, 45 children needed further eye tests and 13 showed hearing difficulties.

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The health commissioner makes more detailed examinations

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and advises parents on a course of action to correct any defects.

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The teachers encourage regular visits to the family dentist

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and arrange trips to the county health clinic for the children.

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As a safety measure, some children are sent to the clinic for chest x-rays.

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The diet surveys are not left to gather dust in the files.

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Discussion with each child brings out his ideas about the food he thinks he needs to improve on most.

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Billy is telling the world he's going to drink more milk.

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Joe is going to eat more green and yellow vegetables.

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Jimmy is going to be sure there is more whole grain or restored cereal on his breakfast menu.

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And Tom, well, guess we'll have to wait to see how this comes out.

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Each grade takes turns planning lunch for the whole school. 

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Today the second graders are working out a menu. They use the basic seven food

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groups to select a lunch with the foods they need in it. Cutouts of prepared

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foods help them select a meal that looks good and tastes even better. 

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But good breakfasts and suppers are important too, so Evelyn is making a menu for the whole

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day to take home to her mother. She does it with cutouts so meals can be changed

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every day to round out the foods from every group of the basic seven. One group

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is working together to find ways of increasing the family supply of eggs and

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chickens. A practical project on a real and interesting problem. They go to

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agricultural experts for advice. Working together they gather information from

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books and pamphlets. Each one uses his own special talents to make up the

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displays he'll share with the rest of the class. The facts about chicken

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raising collected by the children's project soon finds application in home

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flocks. The school garden cultivated by the children sets an example for the

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rest of the community. Vegetables from their own gardens add new variety to

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meals in many homes. And children help their folks raise a cow or a pig as an

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economical source of needed milk or meat. The opening of a community frozen

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food plant makes it possible for more families to raise some kind of meat at

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home. Here the meat can be cut up and wrapped for storage at very low cost. The

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packaged meat stays fresh in the refrigerated lockers until needed.

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And people bring their home-raised fruits and vegetables to the new community

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cannery. Here they do their own canning, cooking, and packing on equipment that

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does the job quicker and better than is possible at home. A big step forward

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toward a year-round supply of seasonal fruits and vegetables.

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Now Evelyn's menus really mean something. The family garden in the new cannery

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adds variety to their diet. Learning together at school, at home, in the

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community, starts them on the way to better eating. Means better health for

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Evelyn, for her sister and brothers, for the whole family.

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<v boy narrator>This is the man before it was light that delivered the milk, all cold and white,

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that stood by the door of Jack's house. This is the wagon out in the night that

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carried the man before it was light, that delivered the milk, all cold and white,

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that stood by the door of Jack's house. [kids laugh] There's more of a story than you would think in a

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glass of milk for Jack to drink. <v male narrator>The sixth graders have white rats on various

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diets. They learn that a combination of foods is necessary for maximum growth.

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That one food alone will not promote growth.

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Another group is working on a project about soil conservation. They got the

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idea from a film they saw that told how the land could be hungry too. They went

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out to a farm and saw how fertilizer is used and how terracing stops erosion.

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At first words like phosphates bothered them, but before they were through they had

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some good ideas about improving the school garden. And they take other trips

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like the time they visited the county high school to see the different classes

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and what going to high school is like. In the home economics department they see

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how foods are prepared and meals are served. Even Tommy thinks that learning

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to cook a meal in an up-to-date kitchen like this would be a lot of fun.

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Other groups come to town to buy groceries for the school lunch. They ask

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Mr. Wilson and Mr. Young a hundred questions. Where do lima beans come from? What does

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restored cereal mean? How many tomatoes to the pound? And lots more.

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The visits teach arithmetic and science facts along with experience in shopping.

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Experience that will help them get the most out of food budgets when they grow

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up and have families of their own.

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<v female teacher>Yes, it's good to see the results of our work. To see it in the faces of our

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children. And the difference was really there. Six out of ten children eat enough

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eggs now. Remember it was only two out of ten before. And for milk six out of ten

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are drinking enough now.

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Whole-grain and enriched bread and whole-grain and restored cereals have increased from 5 to 7 out of 10.

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In fact, more and more children were getting better daily diets selected from the basic seven food groups.

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As a result of this improvement in eating habits and the general health program,

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our children play better, work together better, learn better.

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But what is really good?

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We teachers didn't do it alone.

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All of us together, the school, the parents, most everyone in the community, we faced up to the facts.

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No trying to excuse them.

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People just needed to live better and we did something about it.

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Don't think we're ready to stop here. There's a lot more to do.

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But we in East Griffin like to tell the story of how it started.

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The story of the school that learned to eat.

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♪♪