Recent studies of school gardens (Simon et al, 2015; Williams and Brown, 2012) and of the National School Lunch Program (Pringle, 2013; Levine, 2008; Ralston et al, 2008) have posed value questions for school leadership and policy, about production and distribution of school food. This review of the new educational studies scholarship on school lunch (Weaver-Hightower, 2011; Rice et al, 2013) deploys Jane Roland Martin's theory of education as "encounter" (2011) to challenge that daily ritual's educational devaluation as mere food service and to argue that, since foodways are learned (Laird, 2008), school lunch is an unacknowledged normative curriculum of ethical consequence for children's learning to live, an educational aim devalued by the current policy environment's narrowly academic conception of curriculum. This study concludes by proposing Alice Waters' Edible Schoolyard in Berkeley as a kind of laboratory school in School Lunch Ethics, worthy of new research in values and leadership.