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EDUCATIONAL BULLETIN

   

 

 

 

 

 

PLANNING THE SCHOOL
HEALTH PROGRAM
IN THE
SECONDARY SCHOOLS
OF KENTUCKY

 

Published by
DEPARTMENT OF EDUCATION

BOSWELL B. HODGKIN
Superintendent of Public Instruction

 

 

 

 

 

 

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912..

VOL XVI APRIL, 1948 No. 2

 

  

 

 

FOREWORD

Health education and healthful living should receive primary
consideration in the school program of this state. The teaching of
health and the development of good health habits should be the
objective of every teacher

A course in basic health on the secondary level is a requirement
for the coming school year. The importance of this course in each
high school should not be overlooked.

The material in this bulletin has been prepared under the direc-
tion of C. W. Hackensmith of the University of Kentucky, for the
purpose of giving assistance toward the planning of an effective
health course in Kentucky high schools.

BOSWELL B. HODGKIN
Superintendent of Public Instruction

 mary
1g of
3 the

ament
each

direc-
)r the
‘cetive

PREFACE

The organization of the school health education program in Ken-
tucky has been a slow but steady and certain process. The material
contained in this bulletin is a phase of this. process.

The parts dealing with school health policies and health guidance
have been designed to assist the administrator in the organization of
the school health education program. The part presenting suggested
methods of correlation of health instruction with related areas. has
been organized to assist teachers who have been and who will be
assigned this responsibility in the school health program.

The materials employed in this bulletin are based on a study of
present health education practice in Kentucky schools, and the prac-
tical application, in so far as possible, of the best thought and prac-
tices secured from authoritative sources on health as they relate to
the school.

The author wishes to acknowledge the interest and assistance of
Dr. L. E. Smith, Executive Secretary of the Kentucky Tuberculosis
Association, and Mr. Hambleton Tapp, former Director of the Division
of Health and Physical Education, Kentucky State Department of
Education. The author wishes also to express his appreciation to the
hundreds of Kentucky school administrators and teachers who fur-
nished much valuable information on present school practices in
health through interviews and questionnaires, and, especially, to those
teachers who took of their time to write expositions on their methods
of correlating health instruction with their teaching subjects.

C. W. HACKENSMITH
Associate Professor of
Physical Education
University of Kentucky

 

  

 

TABLE OF CONTENTS

Page
PART I Suggested School Health Policies for Kentucky ........... 39

PART II Suggested Procedure for Health Guidance in
Kentucky Secondary Schools ............................................ 76

PART III Suggested Methods of Correlation of Health
Instruction with Related Areas ........................................ 100

PART IV Bibliography ...................................................................... 125

 

 ’age
. 39

.76

..100

.125

SUGGESTED SCHOOL HEALTH POLICIES FOR KENTUCKY

Introduction. A review of the early history and development of
health education1 in Kentucky indicates that its progress has been
a slow and gradual afiair. During and since the recent war, there
has been a definite movement toward the establishment of school and
public health education2 on a more permanent and functional basis
than ever before in the history of the state.

Some of the factors that have contributed to this renewed interest
in school and public health education include:

1. The emphasis on public health education by local, state, and
national health agencies, official and non—official, during and after the
recent war.

2. The discouraging results of the medical examinations of men
and women for service in the armed forces under the Selective Service
and Training Act, 1940.

3. The grant of money the W. K. Kellogg Foundation of Battle
Creek, Michigan, allotted to the Kentucky State Department of Edn-
cation for a one-year experiment in health education, June, 1944-45.
The experiment involved 13 counties and extended through 1945-46.

4. The especial interest and the extension of services for school
and public health education, since the war, by the Kentucky State
Department of Health and the Kentucky Tuberculosis Association.

5. The interest of local and state civic organizations in school
and public health education which has been manifested in gifts of
equipment for the school health examination, mobile units for the
detection of tuberculosis and cancer and the discovery and correction
of dental defects, purchase of glasses and other health needs, purchase
and PTOViSion of play areas for school children, care of physically
handicapped children, and many other services.

6. The establishment of the school lunch program in 1946
(National School Lunch Act, Public Law 396) under the supervision
of the Kentucky State Department of Education, Division of Voca-
tional Education. The provision of school lunches stimulated interest
in the nutritional health of children and related areas.

 

h .1Hea1th education is the sum of all experiences which favorably influence
hablts. attitudes, and knowledge relating to indivdual, community, and racial
ealth.“—.Iour1tal of Health and Physical Education, Vol. 5, No. 10 (December, 1934),
D. 16,, Definition of Terms in Health Education,” Committee on Terminology.
th School health education is that part of health education that takes place in
9 SPhOOI or through efforts organized and conducted by school personnel.—Ibid., .
11: 16, Public health education is that part of health education that takes place in
ome and community—11nd” p. 16.

39

 

  

7. The establishment of a Division of Health and Physical Edu-
cation, Kentucky State Department of Education, to implement the
experimental study financed by W. K. Kellogg Foundation, 1944.
This division, under the direction of Hambleton Tapp, has assumed
the leadership in most of the school health education movements in
the state since its inception.

8. The establishment of a Division of Recreation, Kentucky State
Department of Conservation, 1946, to promote the interest in recrea—
tion in schools and assist in community recreational planning.

The interest in school and public health education finally cul-
minated in definite action to improve the school health situation in
Kentucky. The Code for Health and Physical Education (SBE 53-2),
drafted December 20, 1946, and revised March 21, 1947 and December
12, 1947, was enacted by the State Board of Education. The code re-
quires that local boards of education set up the machinery for health
examination3 of school children and teachers, the use of cumulative
health records, and the provision of health instruction.“ and physical
education5 in the elementary and secondary schools and becomes ef-
fective the opening of school 1948-49.

In order to implement the code, the Division of Health and
Physical Education assumed the responsibility of interpreting the
regulations of the State Board of Health to the public through the
newspapers of the state, district meetings in each of the Congressional
Districts to which, during the spring of 1947, were invited school
administrators, teachers, and health workers, and courses of study
in health and physical education.6

Evidence has been presented that indicates a definite trend in
school health education in Kentucky has been established, and in order
that' the schools of the state might make the greatest possible contribu-
tions to the health and welfare of its children, school health policies
should be formulated based on the best thought and practice in the
field of school health, education. It is, therefore, the purpose of this
chapter to suggest health policies for Kentucky schools based on the

{Health examination is that phase of health service which seeks through an
examination by physmlan, dentist, and other qualified specialists to determine
the phySICal, mental, and emotional health of an individual.—Ibid., p. 17.

4Hea1th instruction is that organization of learning experiences directed to-
Wajrgllthe development of favorable health knowledge, attitudes, and practices.
— i(., p. I.

‘ 5Physieal‘education is that phase of the school program which is concerned

With the physwal, social, mental and emotional development of children through
the medium of total body activities.
_ 0Kentucky State Department of Education. Questions and Answers Concern—
ing the Code. Frankfort, Kentucky: Division of Health and Physical Education,
1947; Kentucky State Department of Education. Kentucky State Board of Edu—
cation Adopts Code for Health and Physical Education. News Release, December
1946; Kentucky State Department of Education. “Getting the Health and Physical
Education Program Under Way in the Elementary School,” Educational Bulletin,
Vol. 15. N0. 3 (May, 1947). (Joint Committee, Morehead State Teachers College,
Morehead, Kentucky.)

40

   
 
  
 
 
   
   
  
   
  
 
 
 
 
 
 
 
 
 
 
 
 
 
   
  
 
  
 
    
    
    
     
      
     
   

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results of a study by the author of health education practices in Ken-
tucky schools through visitation and questionnaires during 1947 and
a practical application, in as far as possible, of the best thought and
practice secured from authoritative sources on health as they relate to
the school health program.

The Need for School Health Policies. Every school has a unique
position in the promotion of health education for its pupils and its
community. The school has the child under its supervision from early
childhood to early adulthood for approximately half the days of the
year. As stated in Suggested School Health Policies,

The conditions under which they live in the school, the
help which they are given in solving their health problems, the
ideals of individual and community health which they are taught
to envisage and the information and understanding that they ac-
quire themselves as living organisms are factors which operate to
develop attitudes and behavior conducive to healthy and successful
living. In all of its efforts the school must consider the total per—
sonality of each student and mutual interdependence of physical,
mental, and emotional health.7
If the school is to contribute to the health and welfare of its

pupils and encourage “attitudes and behavior conducive to healthful
and successful living” throughout their lifetime, then it should
formulate and apply health policies in the conduct of the school health
program. These policies should recognize that the total health of the
child is the paramount objective of the school health program. These
policies should also evolve from an increasing knowledge and under-
standing of the needs of the children, be free from fad and prejudice,
grow out of successful experience and expert guidance, and conform
and help give direction to the policies of the community which the
school has been established to serve.

The Coordination of School and Community Health Activities.
The school, however, can not alone attain all the desirable objectives
of individual and community health. In the light of the magnitude
and multitude of the variety and continuing efforts required to satis-
factorily provide for the health needs of children, it is fortunate that
there are many people and groups also interested in the promotion of
health. In the first place, it is recognized that parents are primarily
responsible for the health of their children. In addition to the-parent,
children have the services and attention of county, family or private
Physicians, dentists, nurses (school or visiting), social and welfare
workers, medical, dental, nursing, and teacher specialist organizations,

\

7Hea1th Education Council. Suggested School Health Policies. New York,
New York: 10 Downing Street,1945,p 7.

41

 

  

state and local personnel of health departments, voluntary health
organizations, and state and local civic organizations.

The coordination of all these health efforts in behalf of the child
is essential if school and community are to develop an integrated
program of health education and care. In the formulation of the
school health program, therefore, consideration should be given to the
cooperation of all health activities within the school proper, schools
within a school system, and the school in relation to the community.

The organization of a school health council or committee within
the school proper has been found an excellent method to coordinate
health efforts in the school. This body should be organized on demo-
cratic principles under the authority of the school administrator and
should be as comprehensive and representative of the school personnel
as possible. In regard to the school health council or committee, Sug-
gested School Health Policies states,

. . The School Health Council provides a simple, orderly,
and convenient administrative mechanism for determining and
implementing wise school health policies in the light of local and
immediate needs. Experience in many schools where such councils
are now quietly and successfully functioning has already demon-
strated their usefulness to the school administrator as well as their
value to the children and the community. In the School Health

Council should be vested the responsibility for planning the total
health program of the school. Cooperation is its keynate too?

In the one-room rural schools of Kentucky the health council or
committee might consist of the teacher, one or two interested parents,
and a representative of the county health department such, as the
county health doctor or the visiting nurse. In Kentucky high schools
the membership of the health council might include the principal,
physician, nurse, dentist, health counselor, athletic coach, health,
physical education, home economics, and science teacher, the janitor,
and pupil Parent-Teacher Association, oificial and voluntary health
organization representatives.

In larger populated areas in Kentucky where several schools
operate in town or city, a central health council or committee should
be organized with equal and appropriate representation from these
schools and from the various groups interested in school health.
Suggested School Health Policies advises that the centrally organized
health council should guide and give leadership, but, at the same
time, permit the individual school health organizations considerable

autonomy. The city or county superintendent of schools and the city '

or county health officer can best work out cooperative relationships
between the school systems and the health. department under this
plan.

5 Ibid., p. S.

  
 
  
 
   
 
  
   
    
 
  
  
    
      
 
   
   
 
  
   
 
 
 
 
 
 
 
 
 
 
 
 
 
  
  
   

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The schools should work with the community health councils or
committees and, if necessary, initiate their organization and direction.
Through the cooperative eiforts of the many local official and non-
official health agencies, ways and means can be found to provide for
the Specific health needs of children.9

The Objectives of a Complete Health Program. In a survey of
health practices in the secondary schools of Kentucky in the spring of
1947, there were many indications that the school health program was
organized without too much planning or understanding of the objec-
tives of a complete health program. For an example, the school lunch-
room was frequently conducted without regard to its value as a. means
of teaching health attitudes and behavior. Many schools did not have
a sufficiently large enough play area, or the gymnasium facilities were
used only for interscholastic basketball practice and contests. When
asked, in a questionnaire, what procedure the school followed in emer-
gencies, several schools responded that they never had an emergency,
or had never given the matter thought. In many schools, health
instruction was considered a concern of the elementary school with
little provision for this type of instruction in the high school, except
that which might be derived through correlation with related areas,
or subjects. These examples of the lack of understanding in the school
health program and what home, school, and community should do for
the child could be multiplied many fold. There is an evident need
for a clear-cut statement of the objectives of a complete health pro-
gram for the school.

The objectives of the school health program as outlined by the
Advisory Committee on Health Education and organized under the
leadership of the Ohio Public Health Association have application for
Kentucky schools and are worthy of consideration. The objectives of
the school health program are listed as follows:

1. To prepare the child for and help him to understand the
significance of such experiences as the physical examination.

2. To establish routines concerning exclusion from school or
admission following absences. ,

3. To encourage the relationship between the school services
and the community agencies.

4. To formulate a planned program for the care of accidents
and sudden sickness occurring in school.

5. To provide opportunities for healthful living while in school,
such as adequate time and facilities for cleanliness, lunch, play, rest;
and to obtain the cooperation of teachers and other school per-
sonnel in maintaining satisfactory personal health.

6. To develop a graduate program of health instruction giving
Opportunities for experience through which pupils will develop

“de S. Bruner, Edmund. Community Organization and Adult Education, A.

Five-.Year Emperiment. Chapel Hill, North Carolina: The University of North
Carolina. Press, 1942. Pp. 80-84.

43

 

  

4
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skill in healthful living; and to provide for pupil contact with
scientific sources of information regarding major health problems
of personal, community, and racial health. These experiences
should help the pupil understand the reasons for good health prac-
tices.

7. To work out special education programs for handicapped
pupils by adapting the program of the regular class to individual
pupil needs, if it is physically possible for the pupil to attend.

8. To prepare teachers in the colleges and universities for ade-
quate instructional and service contributions to the health of the
school child.

9. To discover the health needs (physical, mental, emotional)
and interests of each pupil of the community. This can be done
in various ways—by talking with pupils informallly, using a simple
questionnaire, making surveys, studying medical and dental exami—
nation records.

10. To enlist the assistance of the community by including
agency and parent representation in the planning and establishing
of policy regarding health service.

To summarize, not only must the physical health of the pupil
be considered but the mental, social, and emotional aspects as well.
All the above health education activities should furnish desirable
educational experience for the child and be treated as a living
experience in the school, home, and community.10

The Scope of the School Health Program. The school health pro—
gram consists of many activities that are done for, by, and with the
child to assist in the development of a healthful, happy, and successful
person. These activities serve as a workable basis for the consideration
of Kentucky school health policies and may be classified for this
purpose as follows:

1. Healthful school living.11

2. Health instruction.

3. Safety instruction.

4. Services for health protection and guidance.

5. Physical education.

6. Recreation.

7. Education and care of the handicapped.

8. Qualifications of teachers and specialized teachers in health.

Healthful School Living

The authority which requires parents. or guardians to send chil-
dren to school implies the responsibility of the school to provide a
healthful and safe environment. The power to establish rules and
regulations in Kentucky pertaining to healthful school living is dele-
gated to the Superintendent of Public Instruction (KRS 156.160) and

1“ Ohio Public Health Association, Advisory Committee on Health Flue a ' n
.1 School Health Policy for Ohio. Columbus, Ohio: 1575 Neil Avenue, 194i. FlirthO-G:

“Healthful school 11v1ng_is a term that designates the provision of a. whole-
some enviroument, the organizatlon of a healthful school day, and the establish-
ifnent (1)51 stuchlteajcher-lpupill relationships that give a safe and sanitary school
avora e 0 tie est (eve opment and living of Du ils and V—J
Health and Physical Education, 01). ext, p. 17. D teachers. omual 0f

44

    

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supervisory power is granted state and local health departments
(KRS 211.100). The health,” efficiency, and morale of pupils and
school personnel are often jeopardized by unsightly, unsanitary, and
poorly maintained school buildings. Consolidation of schools, an alert
teaching profession, enforcement of the State Board of Education
regulations, and an intense community pride should do much to
alleviate some of the more undesirable health situations in Kentucky
schools.

A. The Requirements for Sites and School Buildings.13

1. The selection and purchase of building sites should be ap-
proved by the State Superintendent of Public Instruction.

2. The site should be readily accessible from the main highways,
approach roads wide and usable throughout the year, and
should not be widely traveled or subject to dangerous traffic.

8. The site should be of adequate size to permit ample play-
ground facilities; one-teacher elementary school, 1—2 acres;
elementary, 8 acres or more; and twelve—grade schools and
high schools, 10 acres.

4. The site should be located so as to be free of disturbing noises,
distractions, and hazards.

o. All new buildings, additions, or major repairs should meet
the standards recommended by the American Institute of
Architects.

6. Structural design should include the live load for each part
of the building, size of classrooms and special rooms, corridors,
entrances and exits, and stairways.

7. Electrical installation should meet the regulations of the
Board of Fire Underwriters and gongs and siren horns should

be provided in every school building of two or more rooms
as a fire alarm.

B. Sanitation of the Sehodl Building.14

_1. A safe and sufficient water supply, satisfactory disposal of
sewage, and cleanliness of the school environment are the joint
responsibility of the local school board of education and the
local health department.15

\

f ufHealth in the human organism is that condition that permits optima]
unctionmg of the individual enabling him to live most and serve best in personal
and soc1a1 relationships.—Ibid., p. 17.
G~ 13Kentucky State Department of Education. Regulations Concerning School
79107de and Schoolhouse Construction. Frankfort, Kentucky: Division of School
Buildings andGrounds, 1946. Pp. 1—10.
6” lgReguga?gzzs Conceming School Grounds- and Schoolhouse Construction, 01).
'1 D- , — .
1“ Kentucky Revised Statutes, 1946. Sections 156.160 and 212.210.

45

 

  

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1938).

y
0'1

Rl

PD

CO

l —_—.—.
l 10“Proposed Lighting Standards," Nation’s Schools. Vol. 21, N
r ,

and Grounds, State Department of Education, Frankfort, Kentue
17 Kentucky State Department of Health, Bureau of Sam
Sixth and Main Street, Louisville, Kentucky.

The school should check regularly on heating, lighting, venti-
lation facilities, seating arrangement and adequacy of fire
protection.

Specifications, as outlined by the American Standard Associa-
tion,16 should be followed with respect to glass area ratio to
floor area, lighting intensities, and ratio of wattage to floor
area.

The specifiations, as outlined in the state plumbing code,17
should be observed in the installation of toilets, lavatories, and
shower and locker rooms.

The type and color of window shades should be chosen and
operated to permit uniformity of illumination throughout the
room.

\Valls and ceilings should be painted with regard to reflection
factor of color.

The heating system should be ample to maintain a tempera—
ture of 70 degrees in all rooms with an outside temperature
of zero.

The ventilating system should introduce fresh air through a
raised window over a deflector and the warmed air exhausted
via door grills, corridors, and roof ventilators.

The school administrator should conduct an annual inspection
of the school plant once a year and recommend through a
written report to the board of education, changes for the
improvement of the school environment.

C. Arrangement of School Facilities.
1.

Gymnasiums with necessary dressing, locker, and shower
rooms should be so located in relation to the school building
and grounds that they will be of use to the entire school
program.

Play areas should have suitable surfaces to avoid injury and
be so located as to be of practical use to the entire school
program.

Gymnasiums. and outdoor play areas should be available and
accessible for community recreational use and arranged so
that they may be used separately from the rest of the school.
There should be a planned and equipped room for health
services and emergencies and separate rest rooms for pupils
and teachers.

0. 2 (February.
School Buildings
ky.)

tary Engineering,

P. 66. (Mimeographed copies available from Division of

46

    
 
 
  
  
  
  
  
   
  
  
 
 
 
 
 
 
  
 
  
   
 
 
  
   
   
   
 

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5.

The facilities of the lunchroom or cafeteria should be located
on the ground floor and available not only for school use but
also for community use in as far as this does. not interfere
with the school program.

Assemblies, libraries, projection, and other special activity
rooms should be located on the ground floor.

D. Housekeeping Procedures.18

1.

71

10.

11.

Floors of all rooms in the school should be of such construc-
tion as to be easily cleaned.

Doors and windows should be effectively screened when flies
are prevalent and doors. self-closing.

Toilet rooms should be kept in clean condition, in good repair,
well-lighted and ventilated.

Adequate hand-washing facilities should be provided, includ-
ing hot and cold running water, soap, and approved sanitary
towels.

Blackboards, erasers, crayon trays and furniture should be
kept clean.

All wastes should be properly disposed of and all garbage
and trash should be kept in suitable receptacles.

The school bus should be clean, properly ventilated, and kept
in good repair.

All schools should have an annual or semi-annual schedule
for a thorough housecleaning.

Regular daily schedules for the janitor should be arranged
in providing for immediate housekeeping procedures such as
cleaning drinking fountains, blackboards, floors and furni-
ture; waShing and disinfecting toilet, shower, and locker
rooms; repair of furniture and equipment; and replenishing
of supplies such as soap, toilet paper, dead light bulbs, and
others.

Each teacher should assume the responsibility of keeping the
classroom an orderly and pleasant environment for the pupils.
The school grounds should be kept clean and attractive in
appearance.

E. Provision for Mental and Emotional Health.

1. One of the most important health factors in the school environ-
ment in the promotion of mental and emotional health is the
teacher’s personality.

1" Kentucky State Department of Education Code for School Sanitat‘ 1 S1 -
(Prepared by the State Departments of Education and He 1th" F “H £71161].
tucky: February 18, 1946. Pp. 1—10. a ') rankfort’ Ken-

47

 

  

l 3.

to

The school program should be arranged to prevent undue
pupil fatigue, and there should be a. balance between work and
play.

Subjects that require considerable mental work should be
alternated with those that require motor activity.

A minimum of home assignments should be practiced in
secondary school and no homework should be assigned for
pupils of the elementary grades.

Pupils should be given ample opportunity for experiencing
success. Examinations and methods of promotion should
stimulate a pupil to do his best rather than discourage him.
If a system of awards is used, it should emphasize group
cooperation rather than individual competition.

F. The Health of School Personnel.
1.

All school employees should be required to have a health
examination previous to employment and every year there—
after (SBE 53-2).

The examination should include a Wasserman blood test for
syphilis and a chest X-ray, at least every 3 years. School
personnel should be immunized against smallpox, diphtheria,
and typhoid fever. ‘
Boards of education should protect the health of school em—
ployees by providing a teaching and working environment
that is safe and sanitary. Sick leave, reasonable work or teach—
ing load, feeling of security in tenure, a satisfactory retire-
ment plan, and compensation worthy of the training, experi-
ence, and ability of the employee should be recognized by the
board of education as the school employees’ Bill of Rights.
The school administrator should have the right and the sup—
port of the board of education in releasing a teacher or other
employee who jeopardizes the health of the children.

G. The School Lunch Program.
1.

The school lunch program should utilize all educational oppor—
tunities to develop good eating habits and for improving the
appreciation of the normal social ceremony.

The school lunchroom or cafeteria should be conducted for
the benefit and service of school children who can and who
can not pay for service rendered and not as a business venture
for profit without regard to its role in the school health
program.

The equipment for the preparation and service of food should

48

   
  
  
 
 
 
 
  
  
  
   
   
 
    
  
    
 
 
 
 
 
 
 
 
 
  
  
  
   

Foo.
Fool

 due be such that clean and wholesome food may be furnished to

and i the patrons at all times.
4. Each school that conducts a lunch program should have at
be least the following essentials: a good refrigerator, dishes,
utensils, and trays which are non-porus and not cracked,
in chipped, or tarnished; service counters, cook’s table, and
for (lining tables with surfaces covered with plastic, fiber board,
metal, or such material that will assure no cracks in the sur—
ing‘ face; hot and cold running water; a three~way compartment
uld sink or sterilizer for cleaning of utensils and dishes; and a
im. few labor-saving devices such as a mix-master and potato

>up peeler.

The lunchroom or cafeteria should have a cheerful, home-like
atmosphere and satisfy the standards required of food han-
dling establishments in the state.19

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1th 6. The plate lunch should be the most efficient method of service;

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