a question of economy to provide suitable food for
the wage-earner. The children may be equally well nourished on a less
expensive diet, such as whole wheat bread and butter, milk puddings,
fruit, green vegetables, cereals, milk, and meat once a day.

On the other hand the individual engaged in sedentary employment, such
as book-keeping, teaching, needlework, etc., should dine later in the
day, as it leaves a longer interval for digestion, which is much
slower when the individual is confined in a close office or work-room,
and where little exercise is taken.[5] Care should be taken in
planning meals for this class to avoid food which requires much
oxygen, such as fresh pork, fried food, sausage, warm bread, pastry,
griddle cakes, etc. The mid-day meal of a brain worker or business man
should be light; a soup, glass of milk (hot or cold), fruit, bread and
butter, vegetable salad, a broiled chop or steak, etc., are suitable
for luncheon.

Special attention should be given to the diet of school children. (See
p. 153.)

Students and children who are obliged to study at night should, as a
rule, take some light nourishment before retiring; a biscuit, a piece
of bread and butter, or a glass of hot milk, is sufficient.

Young girls, who are employed in shops, factories, etc., frequently
hurry away to their work in the morning without taking a substantial
breakfast. It is needless to say that such action is sure to be
followed by a physical breakdown. A glass of hot milk or an egg beaten
and added to a glass of milk will serve as an occasional substitute
for a more substantial meal, but is not enough to sustain active
exercise for any length of time.

Another point to consider in the planning of meals is economy of fuel.
The thoughtful housekeeper will arrange to have food requiring long,
slow cooking, such as stews, soup stock, bread, etc., and ironing done
by the same fuel. Broiling, toasting, omelets, etc., require a quick
fire. It is in the careful consideration of details that economy in
both food and fuel may be exercised.

FOOTNOTE:

[5] The teacher may make this clear by comparing the digestion of the
two classes to the action of the air upon coal in a range with the
drafts open and closed, the more rapid combustion, effect of oxygen,
etc.

* * * * *

SUGGESTIVE QUESTIONS.

In giving instruction in Domestic Science, the teacher must be careful
to explain the meaning of any