,,ontario ,,teachers' ,,manuals ,,household ,,science ,,in ,,rural ,,schools ,illustration3 ,printer's mark4 ,,authorized ,,by ,,the ,,minister ,,of ,,education ,,toronto ,,william ,,briggs ,copyright4 ,canada4 #aiah4 by ,the ,minister of ,education for ,ontario ,,contents ,,page ,preface vii ,three ,short ,courses in ,home-making #a ,introduction #a ,a ,library on ,home ,economics for the ,rural ,school #b ,twenty ,lessons in the ,care of the ,home #d ,suggestions to the ,teacher #d ,equipment #e ,reference ,books #f ,lesson ,i3 ,arrangement and ,care of the ,kitchen #g ,lesson ,,ii3 ,care of ,cupboards and ,utensils #aj ,lesson ,,iii3 ,care of ,foods #ab ,lesson ,,iv3 ,disposal of ,waste #ad ,lesson ,v3 ,making ,soap #ag ,lesson ,,vi3 ,setting and ,clearing the ,table #ah ,lesson ,,vii3 ,waiting on ,table #ba ,lessons ,,viii and ,,ix3 ,general ,cleaning of a ,room #bc ,lesson ,x3 ,care of the ,bed-room #be ,lesson ,,xi3 ,care of ,lamps #bg ,lesson ,,xii3 ,prevention of ,pests #bi ,lesson ,,xiii3 ,removing ,stains1 ,bleaching ,fabrics1 and ,setting ,colours #cb ,lesson ,,xiv3 ,washing ,dish-,towels1 ,aprons1 etc4 #cd ,lesson ,,xv3 ,ironing #ce ,lessons ,,xvi and ,,xvii3 ,care of the ,baby #cf ,lesson ,,xviii3 ,cost of ,food1 ,clothing1 and ,house #ci ,lesson ,,xix3 ,how to ,keep ,accounts #ci ,lesson ,,xx3 ,care of the ,exterior of the ,house #da ,reference ,books #dd ,twenty ,lessons in ,cooking #de ,suggestions to the ,teacher #de ,abbreviations and ,measurements #dh ,table of ,level ,measurements #dh ,comparisons ,between ,weights and ,measures #dh ,reference ,books #di ,lesson ,i3 ,discussion of ,foods and ,cooking #ej ,recipes #eb ,lesson ,,ii3 ,preparing and ,serving ,vegetables #ec ,recipes #ee ,lesson ,,iii3 ,the ,value of ,carbohydrates in the ,diet #eh ,recipes #ei ,lesson ,,iv3 ,fruits and ,vegetables #fj ,recipes--,open-kettle ,method2 ,cold-pack ,method2 ,single ,process ,method2 ,intermittent ,method #fc ,lesson ,v3 ,fats--,vegetables--,continued #ff ,recipes #fh ,experiments in ,using ,starch for ,thickening #fi ,conclusions ,based on the ,foregoing ,experiments #fi ,lesson ,,vi3 ,cereals #gj ,recipes #ga ,lesson ,,vii3 ,classification of ,foods--,reviewed #gc ,black-board ,summary #gf ,lesson ,,viii3 ,the ,planning and ,serving of ,meals #gf ,examples of ,well-chosen ,menus #gg ,lesson ,,ix3 ,milk #gi ,recipes #ha ,lesson ,x3 ,soups #hb ,recipes #hc ,lesson ,,xi3 ,eggs #he ,recipes #hf ,lesson ,,xii3 ,simple ,desserts--,custards #hh ,recipes #hi ,lesson ,,xiii3 ,batters and ,doughs #ij ,recipes #ia ,lesson ,,xiv3 ,batters and ,doughs--,continued #ib ,recipes #ic ,lesson ,,xv3 ,meats #id ,recipes #ie ,lesson ,,xvi3 ,baked ,pork and ,beans--,baking-powder ,biscuits #ih ,recipes #ih ,lesson ,,xvii3 ,butter ,cakes--,plain ,yellow ,cake--,cocoa ,coffee--,tea #ii ,recipes #aja ,lesson ,,xviii3 ,yeast ,bread #ajc ,recipes #ajd ,lesson ,,xix3 ,serving a ,simple ,dinner ,without ,meat--,baked ,omelet--,macaroni and ,cheese #ajf ,recipes #ajf ,lesson ,,xx3 ,sugar #ajg ,recipes #ajh ,twenty ,lessons in ,sewing #aaj ,suggestions to the ,teacher #aaj ,reference ,books #aab ,lesson ,i3 ,preparation for ,sewing #aac ,lesson ,,ii3 ,hemming ,towels #aae ,lesson ,,iii3 ,hemming ,towels--,continued #aaf ,lesson ,,iv3 ,bags #aai ,lesson ,v3 ,bags--,continued #abj ,lesson ,,vi3 ,bags--,continued #abb ,lesson ,,vii3 ,bags--,continued #abc ,lesson ,,viii3 ,bags--,continued #abd ,lesson ,,ix3 ,darning ,stockings #abg ,lesson ,x3 ,patching #abh ,lesson ,,xi3 ,cutting ,out ,aprons or ,undergarments #acj ,lesson ,,xii3 ,aprons or ,undergarments--,continued #acb ,lesson ,,xiii3 ,aprons or ,undergarments--,continued #acd ,lesson ,,xiv3 ,aprons or ,undergarments--,continued #ace ,lesson ,,xv3 ,aprons or ,undergarments--,continued #acf ,lesson ,,xvi3 ,aprons or ,undergarments--,continued #acg ,lesson ,,xvii3 ,methods of ,fastening ,garments #ach ,lesson ,,xviii3 ,methods of ,fastening ,garments--,continued #adj ,lesson ,,xix3 ,a ,padded ,holder for ,handling ,hot ,dishes ,binding #adb ,lesson ,,xx3 ,a ,cap to ,wear with the ,cooking ,apron #add ,household ,science ,equipment #adf ,household ,science ,cabinet ,materials ,required1 ,stock ,bill1 ,tools1 ,directions for ,making #afa ,equipment for ,rural ,school ,household ,science ,cabinet--,no4 ,i #agc ,equipment for ,rural ,school ,household ,science ,cabinet--,no4 ,,ii #agd ,the ,hectograph #agg ,the ,rural ,school ,lunch #agh ,the ,box ,lunch #agi ,contents of the ,lunch ,box #aha ,sandwich ,making #ahb ,suggestions for ,sandwich ,fillings #ahb ,suggestions for ,planning #ahc ,suggestions for ,desserts #ahd ,packing the ,lunch ,box #ahd ,rules for ,packing #ahd ,equipment for ,packing #ahe ,serving a ,hot ,dish #ahf ,the ,method #ahf ,suggested ,menus #ahi ,suggestions for ,hot ,dishes for ,four ,weeks #ahi ,recipes ,suitable for the ,rural ,school ,lunch #aia ,useful ,bulletins #bjj ,household ,science ,without ,school ,equipment #bja ,first ,method #bja ,second ,method #bjd ,the ,fireless ,cooker #bjh ,directions for ,fireless ,cooker--,no4 ,i #baj ,the ,outside ,container #baj ,the ,insulating ,material #bab ,the ,inside ,container #bad ,the ,kettle #bad ,extra ,source of ,heat #bae ,covering ,pad #bae ,directions for ,fireless ,cooker--,no4 ,,ii #bag ,method of ,making #bag ,directions for ,fireless ,cooker--,no4 ,,iii #bag ,method of ,making #bah ,use of the ,fireless ,cooker in the ,preparation of ,lunches #bah ,special ,grants for ,rural and ,village ,schools #bba ,,preface ,this ,manual is issued for the purpose of encouraging the introduction and furthering the progress of ,household ,science in the rural schools of this ,province4 ,there are #ijc urban and #e1fig rural schools1 and #de4hg of the school population is in attendance at the latter schools4 ,the value of ,household ,science as an educational and practical subject has been recognized1 to some extent1 in the urban schools of the ,province but1 up to the present1 little attempt has been made to give the subject a place among the activities of the rural schools4 ,there is a wide-spread impression that it is not possible in ,household ,science to give any instruction that is of value without the provision of separate rooms1 elaborate equipment1 and specially trained teachers4 ,where these conditions exist1 of course1 the best work can be accomplished2 but1 even where they cannot be realized1 much may be done toward giving definite1 useful instruction in the cardinal principles of home-making1 which should be learned by every girl4 ,there is certainly not a single rural school where some practical work in sewing and some valuable lessons in the care of the home may not be given4 ,as for cookery1 it is doubtful if there is a single school so small and so helpless that it is unable to use the hot noon-day lunch as a method of approach to this branch of the subject4 ,students of the physical welfare of children are rapidly coming to the conclusion that a warm mid-day meal greatly increases the efficiency of the pupil and determines to a large extent the results of the afternoon's study4 ,there are other benefits to be derived from a school lunch well prepared under proper conditions4 ,in many communities it has been the means of bringing about a healthy and satisfactory co-operation between the school and the home1 of developing a higher social life in the neighbourhood1 and of introducing into the school a ,household ,science course1 which has proved as great a benefit to the farmer's wife as to his children4 ,this ,manual deals entirely with conditions that exist in our rural schools and outlines only such plans and schemes as can be carried out1 even in adverse circumstances1 by alert trustees1 sympathetic inspectors1 and resourceful teachers4 ,permission has been obtained from the ,bureau of ,education1 ,washington1 ,u4,s4,a41 to make use of a recently issued bulletin--,three ,courses in ,home-making for ,rural ,schools1 and of various bulletins issued by ,state ,agricultural ,colleges4 ,the freest use has been made of this material1 and the permission to do so is hereby gratefully acknowledged4 ,only such theory as can be readily assimilated has been given2 and the teacher is advised for further information and help to consult the ,manuals issued by the ,department of ,education on ,household ,management and ,sewing4 ,those who wish to become thoroughly competent and to earn the highest ,departmental grants should attend the ,summer ,schools provided by the ,department of ,education4 ,under certain conditions the expenses of teachers attending these courses are paid by the ,department4 ,nothing has been included or recommended that cannot be accomplished in the average rural school2 and trustees1 teachers1 and inspectors are urged to make a beginning by selecting the lessons that appeal to them as being most suitable to the districts in which their schools are situated4 ,by careful planning and a wise use of the time before and after school and during recess1 the regular organization of the school need not be interfered with2 and1 in addition to the educational and social advantages to be derived from undertaking this work1 much benefit will result from the increased interest taken in the school by the parents and the general public4 ,it is not essential that the lessons in this ,manual should be taken exactly in the order given4 ,any other arrangement called for by the peculiar circumstances of the school is admissible4 ,the ,inspector of ,manual ,training and ,household ,science is ready at all times to visit rural schools for the purpose of conferring with the ,public ,school ,inspectors1 the trustees1 and the teachers regarding the introduction of ,household ,science as a regular subject of the school curriculum4 ,,household ,,science ,,in ,,rural ,,schools ,,three ,,short ,,courses ,,in ,,home-,,making ,,introduction ,the three brief courses in home-making outlined in this ,manual have been especially prepared for use in elementary rural schools4 ,they are in no sense complete outlines of the subjects with which they deal2 rather1 they indicate a few of the important phases of food study1 sewing1 and the care of the home with which the pupil in the elementary school should become familiar4 ,the underlying thought for each problem should be3 ,will this help the pupils to live more useful lives1 and will it lead to better conditions in their homes8 ,the lessons are purposely made simple1 and the plans are definitely outlined1 so that even the inexperienced teacher may be able to achieve a certain measure of success4 ,the experienced teacher will find in them suggestions that may be of value in the further development of the course4 ,the teacher who desires to use this course will necessarily have to adapt it to her own community1 and it is hoped that she may be able to do this with but little alteration4 ,while conditions of living and choice of foods differ in various parts of the ,province1 the general principles of nutrition1 the rules of sanitation1 and the methods of cooking and serving are much the same for all4 ,owing to the difficulty of securing time on the programme for frequent lessons in home-making1 each of the courses has been limited to twenty lessons4 ,some teachers may not be able to have a greater number of lessons during the school year1 and they may find it well to carry the three courses through three successive years4 ,in other schools1 where more frequent lessons can be given1 it may be well to offer all three courses during one year4 ,the courses in cooking and the care of the home can be advantageously combined1 as many of the problems in both are related4 ,the lessons in sewing may be given on another day of the week1 or it may be well to give them early in the year1 to be followed1 later1 by the cooking lessons4 ,thus an opportunity will be furnished for the making of the cooking aprons and the hemming of the towels4 ,it is most desirable that periods of at least forty minutes should be provided for all the practical lessons4 ,longer periods will be necessary for some of them1 such as the preparation and the serving of a meal4 ,if no practical work is undertaken in the lesson1 a forty-minute period is sufficient4 ,,library ,,on ,,home ,,economics ,,for ,,the ,,rural ,,school ,in addition to the text-books recommended as sources of special reference for the rural teacher1 the following books1 bearing on home economics or on methods of teaching1 are suggested for the rural school library4 ,these books have been chosen with the threefold purpose of providing references for the teachers1 reading matter for the pupils1 and a lending library for the parents4 ,laundering4 ,balderston1 ,l4 ,ray4 ,pub4 by the ,author4 ,philadelphia #a4be ,country ,life and the ,country ,school4 ,carney1 ,m4 ,row1 ,peterson ,co41 ,chicago #a4be ,how the ,world is ,fed4 ,carpenter1 ,f4 ,o4 ,american ,book ,co41 ,new ,york 4#fj ,how the ,world is ,clothed4 ,carpenter1 ,f4 ,o4 ,american ,book ,co41 ,new ,york 4#fj ,how the ,world is ,housed4 ,carpenter1 ,f4 ,o4 ,american ,book ,co41 ,new ,york 4#fj ,how ,we ,are ,clothed4 ,chamberlain1 ,j4 ,f4 ,macmillan's1 ,toronto 4#de ,how ,we ,are ,fed4 ,chamberlain1 ,j4 ,f4 ,macmillan's1 ,toronto 4#de ,how ,we ,are ,sheltered4 ,chamberlain1 ,j4 ,f4 ,macmillan's1 ,toronto 4#de ,bacteria1 ,yeasts1 and ,molds in the ,home4 ,conn1 ,h4 ,w4 ,ginn ,co41 ,boston #a4jj ,the ,boston ,cooking-school ,cook ,book4 ,farmer1 ,f4 ,m4 ,little1 ,brown ,co41 ,boston4 7,mc,clelland1 ,goodchild ,stewart1 ,toronto7 #a4hj ,the ,rural ,school ,lunch4 ,farnsworth1 ,n4 ,w4 ,webb ,pub4 ,co41 ,st4 ,paul1 ,minn4 4#be ,clothing and ,shelter4 ,kinne1 ,h41 and ,cooley1 ,a4 ,m4 ,macmillan's1 ,toronto #a4aj ,foods and ,household ,management4 ,kinne1 ,h41 and ,cooley1 ,a4 ,m4 ,macmillan's1 ,toronto #a4aj ,means and ,methods of ,agricultural ,education4 ,leake1 ,a4 ,h4 ,houghton1 ,mifflin ,co41 ,new ,york4 7,thos4 ,allen1 ,toronto7 #b4jj ,rural ,hygiene4 ,ogden1 ,h4 ,n4 ,saunders1 ,philadelphia #a4ej ,health and ,cleanliness4 ,o',shea1 ,m4 ,v41 and ,kellogg1 ,j4 ,h4 ,macmillan's1 ,toronto 4#ef ,rural ,education4 ,pickard1 ,a4 ,e4 ,webb ,pub4 ,co41 ,st4 ,paul1 ,minn4 #a4jj ,manual of ,personal ,hygiene4 ,pyle1 ,w4 ,l4 ,saunders1 ,philadelphia #a4ej ,feeding the ,family4 ,rose1 ,m4 ,s4 ,macmillan's1 ,toronto #b4aj ,food ,products4 ,sherman1 ,h4 ,c4 ,macmillan's1 ,toronto #b4jj ,,twenty ,,lessons ,,in ,,the ,,care ,,of ,,the ,,home ,,suggestions ,,to ,,the ,,teacher ,the purpose of this course is to give the pupils instruction in various household tasks1 in order that better living conditions may be secured in the homes4 ,the beauty and sacredness of an ideal home life should receive emphasis1 so that the pupils may be impressed with the importance of conscientious work in the performance of their daily household duties4 ,they should have some insight into the sanitary1 economic1 and social problems that are involved in housekeeping1 so that they may develop an increased appreciation of the importance of the home-maker's work4 ,the two most important things to be taught are cleanliness and order4 ,too much emphasis cannot be placed on the value of fresh air and sunshine and the necessity for the free use of hot water and soap4 ,the value of property should also be emphasized4 ,economy in the purchase and handling of house furnishings and equipment should be considered4 ,instruction should also be given in the care of foods and clothing and in the care and arrangement of furniture4 ,simple instruction in the care of babies should be given1 since the older children are often responsible1 to some extent1 for the care of the younger members of their families4 ,in some of the lessons more subjects may be suggested than the teacher will have time to take up in a single period4 ,in that case it will be well for her to choose the subject which seems most vital to the immediate needs of the community4 ,in many cases she may be able to give an increased number of lessons4 ,practice and drill in all of the processes involved in housewifery are essential to successful training4 ,if a cupboard and a table have been arranged for the use of the cooking classes1 most of the suggested work can be carried out with the school equipment4 ,where there is no equipment in the school and school conditions do not approximate home conditions1 it may be possible to secure permission to give the lesson after school hours in the home of one of the pupils who lives nearby4 ,in each lesson the teacher1 while giving the pupils helpful general information on the subject under discussion1 should strive to impress on them the importance of doing some one simple thing well4 ,the rural teacher who is eager to make her school-room an attractive place may devote some time in these lessons to such problems as the hanging and the care of simple curtains1 the care of indoor plants1 the arrangement of pictures1 the planning of storage arrangements for supplies and of cupboards for dishes1 and the preparations for the serving of the school lunch4 ,in order to teach these lessons effectively1 it is desirable to have the following simple equipment on hand4 ,additional special equipment may be borrowed from the homes4 ,,equipment ,broom1 #a ,cloths for cleaning1 #f ,dish-cloths1 #b ,dish-towels1 #ab ,dust-brush1 #a ,dust-pan1 #a ,garbage can 7covered71 #a ,lamp1 #a ,oil-can1 #a ,,reference ,,books ,rural ,hygiene4 ,brewer1 ,i4 ,w4 ,lippincott ,co41 ,philadelphia #a4be ,the ,healthful ,farmhouse4 ,dodd1 ,h4 ,whitcomb ,barrows1 ,boston 4#fj ,community ,hygiene4 ,hutchinson1 ,woods4 ,houghton1 ,mifflin ,co41 ,new ,york4 7,thos4 ,allen1 ,toronto7 4#fe ,foods and ,sanitation4 ,forster1 ,g4 ,h41 and ,weigley1 ,m4 ,row1 ,peterson 4 ,co41 ,chicago #a4jj ,the ,home and the ,family4 ,kinne1 ,h41 and ,cooley1 ,a4 ,m4 ,macmillan's1 ,toronto 4#hj ,housekeeping ,notes4 ,kittredge1 ,m4 ,h4 ,whitcomb ,barrows1 ,boston 4#hj ,practical ,home-making4 ,kittredge1 ,m4 ,h4 ,the ,century ,co41 ,new ,york 4#gj ,a ,second ,course in ,home-making4 ,kittredge1 ,m4 ,h4 ,the ,century ,co41 ,new ,york 4#hj ,,lesson ,i3 ,,arrangement ,,and ,,care ,,of ,,the ,,kitchen ,,subject-,,matter ,in arranging the kitchen1 the three things of most importance are the stove1 the sink1 and the kitchen table4 ,if there is no sink in the kitchen1 there will be some other place arranged for washing the dishes1 probably the kitchen table1 and this must be taken into consideration when the furniture is placed4 ,as most of the work is done at the stove and the table1 both these must be placed where they will have a good light1 and they should be close to each other1 so that but few steps are necessary for the worker4 ,in furnishing the kitchen1 the housekeeper will find a high stool very useful1 as it will enable her to wash dishes1 prepare vegetables1 and do other work while seated4 ,all the furniture should be kept so clean and free from dust that the kitchen will have a neat and attractive appearance4 ,a vase of flowers or a potted plant1 and a washable table-cover to be used after the dishes have been put away1 will help to make this room a pleasant place for the family4 ,special attention should be given to the ventilation4 ,the kitchen should be thoroughly cleaned after each meal4 ,if it has become dusty or disarranged1 it should be put in order before the next meal is to be prepared4 ,while the cooking is under way1 everything should be kept in an orderly condition4 ,as soon as the meal is completed1 the left-over food should be covered and put away2 the scraps and waste material should be gathered and disposed of2 and the dishes1 pots1 and pans should be scraped1 and washed in hot1 soapy water1 then rinsed in clear1 hot water1 dried1 and put away4 ,the table should be scrubbed1 the stove cleaned1 the floor swept and scrubbed whenever necessary1 and everything put neatly in its place4 ,care of the coal or wood range4--,all spots should be removed from the range by wiping it with old paper4 ,if it is in bad condition1 it should be washed with soap and water4 ,if it is oiled occasionally1 blacking will not be necessary2 but if blacking is used1 it should be applied with a cloth and rubbed to a polish with a brush1 just as the fire is being started4 ,the ashes and soot flues back of the oven and underneath it should be cleaned out once a week4 ,directions for building a fire4--,to build and care for a fire in the coal or wood range1 close all the dampers1 clean the grate1 and remove the ashes from the pan4 ,put on the covers and brush the dust off the stove4 ,open the creative damper and the oven damper1 leaving the check damper closed4 ,lay some paper1 slightly crumpled into rolls1 across the base of the grate4 ,place small pieces of kindling wood across one another1 with the large pieces on top4 ,lay pieces of hardwood or a shovelful of coal on top of the kindling1 building so as to admit of the free circulation of air4 ,if the stove is to be polished1 rub it with blacking4 ,light the paper from below4 ,when the fire begins to burn briskly1 add coal or wood3 then add more when that kindles4 ,when the fire is well started and blue flame is no longer seen 7about ten minutes71 close the oven damper4 ,close the creative damper when the fire is sufficiently hot4 ,brush the stove and the floor beneath it as soon as the fire is started4 ,polish the stove4 ,if the fire becomes too hot1 open the check damper4 ,fill the tea-kettle with fresh water and set it on the front of the range4 ,care of the sink1 wash-basin1 and garbage pail4--,a neglected sink or garbage pail may be a fruitful source of disease1 in addition to attracting water-bugs and other pests4 ,scraps should never be left in the sink4 ,after washing the dishes it should be thoroughly cleaned1 a brush and scouring material being used4 ,the nickel part may be washed with hot soap-suds1 wiped dry1 and polished4 ,water should never be left in the wash-basin4 ,both the soap-dish and the wash-basin should be scoured daily4 ,the garbage pail should be emptied and washed every day1 and carefully scalded once or twice a week4 ,,preliminary ,,plan ,it will be well to have this lesson succeed or follow a cooking lesson1 for then the pupils will have a keener interest in the problems of the kitchen4 7,see ,twenty ,lessons in ,cooking1 ,lesson ,i47 ,,method ,,of ,,work ,cleanliness and order are the two points to be considered in this lesson4 ,the doing well of each simple household task and the thoughtful arrangement and planning of all parts of the house should be emphasized as being of great importance to the housekeeper's success4 ,begin the lesson with a discussion of the purpose of the kitchen2 then discuss its arrangement from the standpoint of convenience for the work that must be done there4 ,emphasize the importance of having the furniture so arranged that the work may be done quickly and easily1 and that the kitchen may be given a comfortable and attractive appearance4 ,let the pupils arrange the furniture in the school-room4 ,discuss and demonstrate the care of the stove by the use of the school stove4 ,assign each pupil a time when she is to look after the stove on succeeding days and grade her on her work4 ,let each pupil bring a report from home as to what she is doing to help in the care of the home kitchen4 ,make a specific assignment for home work4 ,questions ,used to ,develop the ,lesson ,what is the purpose of the kitchen8 ,what are the principal articles of furniture in the kitchen8 ,how should we arrange these things8 ,can we make any general rules as to arrangements8 ,why is it difficult to keep the kitchen clean8 ,at what times is the kitchen most apt to become disarranged8 ,why is it important to keep the kitchen in good order8 ,in what order should the kitchen be at the time we begin the preparation of the meal8 ,how should the floor be cleaned8 ,the utensils8 ,what should we do with any left-over food8 ,how should we take care of the stove after the meal8 ,,lesson ,,ii3 ,,care ,,of ,,cupboards ,,and ,,utensils ,,subject-,,matter ,it is of the utmost importance that cupboards and other places where food is stored should be kept free from dirt and scraps of food4 ,ants1 cockroaches1 mice1 and other pests infest dirty places where food is kept1 and render a house unfit for human habitation4 ,it requires constant care and watchfulness on the part of the housewife to keep the cupboards clean4 ,she must look over the shelves daily1 wiping them off whenever they need it1 and giving them a thorough cleaning at least once a week4 ,the housekeeper should know how to care for the various utensils used and understand the simplest and best methods of keeping them clean4 ,utensils should never be put in the cupboards until perfectly clean and dry4 ,particular attention should be paid to the care of milk vessels4 ,pans1 pails1 pitchers1 or bottles in which milk has been kept1 should be rinsed in cold water1 washed in strong1 clean soap-suds1 rinsed in clean1 boiling water1 and dried in the sun4 ,if utensils have become discoloured or badly coated1 they should be specially scoured4 ,if something has been burned in a kettle1 the kettle should be cleaned by filling with cold water1 adding washing-soda1 and boiling briskly for half an hour2 after that a slight scraping ought to remove the burned portion4 ,if the kettle is not yet clean1 the process should be repeated4 ,if a kettle has been used directly over a wood fire and becomes blackened with soot1 it should be rubbed off with a newspaper and then with an old cloth4 ,kettles should be dried well before being put away4 ,with proper care they seldom become rusty4 ,if an iron kettle has rusted1 it should be rubbed with kerosene and ashes1 then washed in strong1 hot1 soda-water1 rinsed in clear hot water1 and dried on the stove4 ,if a kettle is very rusty1 it should be covered thoroughly with some sort of grease1 sprinkled with lime1 and left overnight4 ,in the morning it should be washed out with hot soda-water and rinsed in clear1 hot water4 ,a new kettle is generally rusty1 and should be greased thoroughly inside and out and allowed to stand for two days2 then washed in hot soda-water4 ,bath-brick should be used for scouring iron utensils and steel knives and forks4 ,if iron pots and frying-pans are scrubbed with a piece of bath-brick each time they are used and then washed in hot soap-suds1 they can be kept in good condition4 ,tinware and steel knives and forks may be cleaned by scouring with ashes1 but only fine ashes should be used on tinware4 ,the brown stains on granite utensils should be scoured off2 and this ware should be carefully handled1 in order to avoid chipping4 ,coffee-pots and tea-pots should be cleaned daily1 the grounds removed1 and the interior of the pots washed out thoroughly4 ,the tea-kettle should be washed and dried overnight and left uncovered to air4 ,,preliminary ,,plan ,if school lunches are served or cooking lessons are given at the school1 it will be well to use this lesson to get the cupboards in readiness4 ,if it is impossible to do this at school1 arrange to have such a lesson in one of the homes outside of school hours4 ,be sure that the housekeeper is in sympathy with the work and is willing to co-operate4 ,,method ,,of ,,work ,assign each pupil a task in the cleaning1 the scouring of the dishes1 and the arrangement of the cupboard4 ,set a definite amount to be done and carry out the plans1 leaving a clean and neatly arranged cupboard at the end of the lesson4 ,,lesson ,,iii3 ,,care ,,of ,,foods ,,subject-,,matter ,several important points must be borne in mind if foods are to be kept in a good condition4 ,most foods change easily4 ,vegetables and fruits lose water1 wilt1 and become unfit to eat4 ,flour and corn-meal become mouldy4 ,potatoes decay and sprout4 ,some foods1 such as milk1 turn sour4 ,eggs become tainted1 and fat grows rancid4 ,with proper care in handling1 storing1 and keeping1 this spoiling can be prevented4 ,the spoiling of foods is due to the presence of micro-organisms2 and if foods are fresh and sound and kept cool and clean in every way1 they will not spoil readily1 because such conditions are unfavourable to the development of the micro-organisms4 ,on the other hand1 if foods are roughly handled and bruised1 decomposition will take place readily1 for micro-organisms develop in the bruised portions4 ,care must1 therefore1 be taken to select foods wisely1 handle them carefully1 wash them if they are not already clean1 put them in clean receptacles1 and keep them in a clean1 cool place4 ,all pots1 pans1 and dishes in which foods are kept or cooked should be thoroughly cleansed and rinsed well1 so that no fragments stick to them which may decay and cause possible infection to the next food that is put in4 ,every part of the kitchen and store-rooms should be kept clean1 dry1 and well aired4 ,light is the best germicide and purifier known4 ,covered receptacles should be secured for all foods4 ,those that are mouse-proof and insect-proof are essential to a well-kept pantry4 ,all bottles and cans should be neatly labelled and so arranged that each one can be conveniently reached4 ,the outside of the bottle or case should always be wiped off after it has been opened and food has been removed from it4 ,the shelves on which the cases are kept should be wiped off every day4 ,if supplies of fruit or vegetables are kept on hand1 they should be looked over frequently1 and whatever shows even the slightest suggestion of spoiling should be removed4 ,bread should be kept in a covered tin box1 and the box should be washed out once or twice a week and frequently scalded and aired4 ,,preliminary ,,plan ,if cooking lessons are to be given1 it will be well to take this lesson on the care of foods in connection with the first cooking lesson1 and to make it a means of arranging for the materials that are to be kept on hand and of determining how everything is to be handled4 ,,method ,,of ,,work ,devote a large part of the lesson to a discussion of the necessity for care in the handling1 storing1 and keeping of foods4 ,if facilities permit1 devote a few minutes to the putting away of foods that are to be used in the next cooking lesson or in the school lunch1 discussing the reasons for such care4 ,,lesson ,,iv3 ,,disposal ,,of ,,waste ,,subject-,,matter ,if the daily disposal of waste is attended to1 there will be no undesirable accumulation of garbage4 ,scraps of food that cannot be utilized for the table should be fed to the pigs or the chickens and should not be allowed to stand and gather flies4 ,a covered pail or pan should be used for holding the garbage1 until final disposal is made of it4 ,those portions that are badly spoiled and will be of no value in feeding the stock should be burned at once4 ,waste vegetable substances1 if suitable1 should be fed to the stock1 and if not1 should be buried in a thin layer on the ground at some distance from the house1 so that they may enrich the soil4 ,old papers that are badly soiled should be burned1 but all others should be kept for use in cleaning the stove1 starting the fires1 etc4 ,empty cans should be well washed and buried1 so that they will not prove a breeding-place for flies4 ,it is well to pierce them through the bottom immediately after opening them1 so that they will not hold water4 ,dish-water should be emptied at some distance from the house1 unless there is a drain nearby4 ,all receptacles that hold water should be carefully emptied1 and all depressions in the soil should be filled1 in order to prevent mosquitoes from breeding4 ,all waste water should be used on the garden4 ,protection of the water supply4--,only the water from deep wells should be used for drinking purposes1 because all surface water and water in shallow wells becomes dangerous through seepage from compost1 pig-pens1 privies1 and other places where decayed organic matter may accumulate4 ,in order that the water may be kept clean1 the well must be supplied with a tight-fitting top which need not be opened and a metal pump to bring up the water4 ,a well platform that allows the water spilled on it to run back into the well is unsafe1 for any filth carried on the platform in any way will be washed directly into it4 ,rats1 mice1 and other animals get into the well if the top is not tight1 and these1 in addition to being unpleasant1 are liable to introduce disease germs4 ,simple disinfectants4--,sunshine and fresh air are nature's disinfectants and should be freely admitted to every part of the house4 ,windows should be left open whenever possible4 ,the windows in the sleeping rooms should always be opened at night4 ,the interior of the house should be kept perfectly dry4 ,decay does not easily take place in dry places4 ,a damp cellar should be drained1 and the grounds around the house should not be allowed to drain into the cellar4 ,coarse coal ashes should be used to fill in around the house1 on the walks1 etc41 to help in securing thorough drainage4 ,wood ashes may be used as a simple disinfectant to cover decayed organic matter4 ,whitewash is a good disinfectant and should be frequently used both inside and outside the house and on all out-buildings4 ,kerosene and creosote also make good disinfectants4 ,care of out-of-door closets4--,the privy should be so arranged that it may be cleaned often and all excreta disposed of in a safe way4 ,the building should be so well constructed that there will be no cracks for the admission of flies4 ,in a poorly constructed building1 old paper can be pasted over the cracks1 to make the structure fly-proof4 ,dry earth1 street dust1 or lime should be frequently sprinkled over the excreta1 and the seat should be closed1 to prevent the entrance of flies or mosquitoes4 ,the seat should be washed frequently1 and both the seat and the floor scrubbed at least once a week4 ,,preliminary ,,plan ,it will be well to teach this lesson at a time when improvements are necessary in the care of the school-house4 ,the discussions in regard to out-of-door closets will1 of course1 be taken when the girls are alone with the teacher4 ,,method ,,of ,,work ,discuss the disposal of waste1 the care of garbage1 etc41 in the home and the school4 ,talk over the care of waste from the school lunch and discuss methods of keeping the school in a sanitary condition4 ,follow this by a general cleaning of the school-house4 ,,lesson ,v3 ,,making ,,soap ,,subject-,,matter ,home-,made ,hard ,soap #f lb4 fat #a can lye #a pt4 cold water #a tbsp4 borax ,melt the fat slowly4 ,mix the lye and water in a bowl or kettle 7do not use a tin pan71 stirring with a stick until the potash dissolves4 ,add the borax and allow the mixture to cool4 ,cool the fat and1 when it is lukewarm1 add the lye1 pouring it in a thin stream and stirring constantly4 ,stir with a smooth stick until about as thick as honey1 and continue stirring for ten minutes4 ,pour the mixture into a box and allow it to harden4 ,cut into pieces the desired size and leave in a cool1 dry place for ten days1 to ripen before using4 ,when making the soap1 be careful not to spill potash or lye on the hands1 as it makes a bad burn4 ,if the hands are burned1 rub them with grease at once4 ,do not wet them4 ,,preliminary ,,plan ,some time before this lesson is given ask the pupils to bring scraps of fat from home4 ,see that these are in good condition1 and weigh them1 to determine the portion of the recipe that can be made4 ,ask one of the pupils to bring sufficient borax for the recipe4 ,,method ,,of ,,work ,let the pupils look the fat over and put it on to melt1 watching it carefully4 ,while it is heating and cooling1 discuss the process of soap-making1 the cost of materials1 the care necessary in the making of soap1 and the importance of its use4 ,get ready the other materials1 and a box for moulding the soap1 and let the pupils work together4 ,after the soap has hardened and been cut1 have it put away on a shelf to dry4 ,,lesson ,,vi3 ,,setting ,,and ,,clearing ,,the ,,table ,,subject-,,matter ,the following points must be remembered when a meal is to be served3 ,the dining-room must be clean1 well aired1 sufficiently lighted1 and in good order4 ,the table must be perfectly clean and covered with a clean white cover 7table-cloth1 doilies1 paper napkins1 or oil-cloth74 ,a vase of flowers or leaves or a small potted plant1 in the centre of the table1 will help to make it attractive4 ,the table should be prepared with everything necessary for serving the meal1 but only those foods should be placed on it that will not be spoiled by standing4 ,if there is danger of the food attracting flies1 cover it carefully4 ,plates for everyone who is to partake of the meal should be arranged at equal distances from one another1 and half an inch from the edge of the table4 ,the knife should be placed at the right of the plate with the cutting edge toward the plate1 and one inch from the edge of the table4 ,the fork should be placed at the left of the plate with the tines turned up1 and one inch from the edge of the table4 ,the spoon should be placed1 bowl upward1 at the right of the plate1 to the right of the knife4 ,it should be placed one inch from the edge of the table4 ,spoons and forks for serving should be placed at the right and left of the dish to be served1 or in another convenient position4 ,no one should have to use the personal fork or spoon for serving4 ,the napkins should be folded simply and placed at the left of the fork4 ,the tumbler should be placed at the upper end of the knife4 ,the cups and saucers should be placed at the right of the plate with the handle of the cup toward the right4 ,the bread-and-butter plate1 if used1 should be placed at the upper left hand of the fork4 ,the salt-cellars and pepper-shakers should be placed near the centre of the table or at the sides1 where they can be conveniently reached4 ,individual salt-cellars1 if used1 should be placed immediately in front of the individual plate4 ,the chairs should be placed at the table after it is set4 ,care should be taken not to put them so close to it that it will be necessary to move them after they are occupied4 ,,preliminary ,,plan ,if possible1 arrange to give this lesson before ,lesson ,,viii in the series of ,twenty ,lessons in ,cooking is given2 then the emphasis in that lesson may be put upon the food to be served1 proper combinations1 etc41 while this lesson gives the drill in the arrangement and handling of the dishes4 ,it is desirable to give the pupils a thorough drill in table setting and table service1 since much of the pleasure derived from eating depends upon the attention paid to these processes4 ,be careful to see that everything necessary is on hand to set the table simply but daintily4 ,for class practice a small table may be set for four4 ,this will necessitate a table-cover1 four or more dinner plates1 four bread-and-butter plates1 four tumblers1 four cups and saucers1 four knives1 four forks1 four teaspoons1 four napkins1 a salt-cellar1 a pepper-shaker1 a platter1 one serving spoon1 and one serving fork4 ,if these things are not already in the school1 probably they can be brought from home by the pupils4 ,if linen cloths are not used and cannot be afforded on the tables in the homes1 the pupils should be taught to use a white oil-cloth4 ,have a diagram made on the black-board by one of the pupils of the arrangement of an individual place at the table4 ,illustration3 ,fig4 #a4--;,arrangement of an individual place at table #a4 ,knife #b4 ,spoon #c4 ,tumbler #d4 ,fork #e4 ,napkin #f4 ,bread-and-butter plate #g4 ,dinner plate ,,method ,,of ,,work ,the process of table setting should be demonstrated with the materials at hand1 and the work should be adapted to home conditions4 ,if there is no available table in the school-room1 the desk tops may be used for individual places4 ,reasons for the arrangement of the table should be given--the convenience of placing the knives and the spoons to the right1 the forks to the left1 the cup and saucer and the tumbler to the right1 the use of the napkin1 etc4 ,,lesson ,,vii3 ,,waiting ,,on ,,table ,,subject ,,matter ,the one who is to wait on table must be careful to see that everything is in readiness before the meal is announced1 so that she can do her work easily1 without subjecting those at the table to unnecessary delay4 ,she should have water1 bread1 and butter 7if used71 hot dishes ready for the hot foods1 and dessert dishes conveniently at hand4 ,she must see that her hands are perfectly clean and her hair and dress in order4 ,a clean1 neat apron will always improve her appearance4 ,the room should be clean and neatly arranged4 ,if the meal is to be a family one and all are to sit at the table together1 plates will be passed from one to another as they are served3 but it will still be well to have one person appointed to wait on the table4 ,she should be ready to supply more bread1 water1 etc41 when it is necessary1 and to change the plates for the dessert course4 ,she should rise from the table quickly and quietly1 in order not to disturb others1 and should take her place again as soon as the necessary service has been rendered4 ,the following rules should be observed3 ,hold the tumblers near the bottom1 being careful not to touch the upper edge4 ,fill only three-quarters full4 ,put the butter on the table just before the meal is announced1 and serve in neat1 compact pieces4 ,cut the bread in even slices1 pile them neatly on a serving plate1 and place it on the table1 covering it with a clean napkin or towel1 if there are flies about or there is danger of dust4 ,if preferred1 the bread may be cut at the table as required4 ,place the dessert dishes at one end of the table or1 better still1 on a side table1 until it is time to use them4 ,when carrying the dishes to and from the table1 be careful not to let the fingers come in contact with the food4 ,learn to place the hand under the dish4 ,in particular service a napkin is used between the hand and the dish1 or a tray1 if the dish is a small one4 ,the tray should be covered with a napkin or doily4 ,when a dish is being passed1 hold it at the left of the person to be served and at a convenient height and distance4 ,be sure that each dish is supplied with a spoon or a fork for serving1 and turn the handle of the spoon or the fork toward the one to be served4 ,if a plate is to be placed in front of a person1 set it down from the right4 ,never reach in front of others at the table4 ,when a course is finished1 remove the dishes containing the food first2 then the soiled plates1 knives1 and forks4 ,be careful to handle only a few dishes at a time and not to pile them4 ,if another course is to be served1 remove the crumbs from the table1 using for the purpose a napkin and plate1 or a crumb tray and brush1 and brushing the crumbs lightly into the plate4 ,fill the tumblers1 and arrange the dishes and forks or spoons quickly for the next course4 ,when the meal is over1 the chairs should be moved back from the table1 the dishes neatly piled and carried to the kitchen sink1 the table wiped1 the crumbs brushed from the floor1 and the room aired4 ,,preliminary ,,plan ,let this lesson be a continuation of the previous one1 placing emphasis on the method of waiting on table4 ,the same articles will be required as were used in the last lesson4 ,in addition to these the pupils must be careful to have clean aprons for this lesson4 ,,method ,,of ,,work ,have the table set1 as a review of the work of the last lesson2 then have four or six of the pupils seat themselves and go through the forms of serving one another to any simple meal upon which the class may decide4 ,family meal service should be explained and demonstrated first2 then service where there is one waitress4 ,have the pupils1 in turn1 act as waitresses and serve all the others1 offering and placing the food1 removing the soiled dishes1 filling the tumblers1 etc4 ,,lessons ,,viii ,,and ,,ix3 ,,general ,,cleaning ,,of ,a ,,room ,,subject-,,matter ,rooms which are in constant use should be swept and dusted every day4 ,a thorough cleaning of each room in the house will be necessary every week or two1 even though the room is swept and kept in order daily4 ,first1 all cupboards1 drawers1 and other receptacles in which articles collect should be cleaned2 then all large movable articles should be dusted and moved out of the room2 those that are not readily movable should be dusted and covered4 ,the floor should be swept with the windows open2 the ceiling and walls should be brushed with a covered broom1 and the dust allowed to settle4 ,the floor should then be wiped with a damp cloth on the broom4,a ,the woodwork should be cleaned with a damp cloth and a soap that is not too strong4 ,soda or sapolio should not be used4 ,the furniture should be carefully uncovered1 and everything arranged in perfect order4 ,a ,if the floor is of unfinished-wood1 it will require a thorough scrubbing4 ,after sweeping the floor and allowing the dust to settle1 a small portion at a time should be scrubbed with a floor-brush and soap4 ,when scrubbing1 the grain of the wood should be followed4 ,the scrubbing-water should be changed frequently4 ,for rinsing and drying the floor1 a cloth should be wrung out of clear water4 ,the things that are highest should be dusted first1 and care should be taken to collect all the dust in the dust-cloth4 ,after collecting the dust1 the cloth should be shaken out-of-doors1 washed thoroughly1 and boiled4 ,the dust-cloth should be dampened before using on all surfaces except the polished furniture and windows4 ,sweeping should be done with short strokes and the broom should be kept close to the floor1 so that the dust will not be scattered4 ,the corners of the room should be swept first1 the dust gathered in the centre1 and then swept into the dust-pan4 ,the dust should be burned1 for it may contain disease germs4 ,loose hairs and fluff should be removed from the broom after using1 and it should also be washed periodically4 ,small rugs should be cleaned out-of-doors4 ,they should be swept1 beaten1 and re-swept1 then rolled until ready to be put on the floor4 ,if the rug is a large one and cannot be removed1 it should be wiped over with a damp cloth1 rolled1 and the under side of the rug and the floor beneath it should be wiped4 ,after the room has been cleaned1 the windows should be arranged so that a supply of fresh1 clean air can come constantly into it4 ,this is essential to every room in the house1 if perfect health is to be maintained4 ,,preliminary ,,plan ,it will be well to have ,lesson ,,ix given in one of the homes some day after school hours1 if possible4 ,if that cannot be arranged1 the school-room may be utilized as the place for practice4 ,,method ,,of ,,work ,devote ,lesson ,,viii to a discussion of the methods of cleaning and to various short tasks in connection with the school-room4 ,in ,lesson ,,ix have the pupils go through the entire process of cleaning a room4 ,assign some portion of the task to each one of them1 so that all may take part in the work4 ,supervise the work carefully1 assign home practice1 and have each pupil clean a room at home once a week for a month4 ,,lesson ,x3 ,,care ,,of ,,the ,,bed-,,room ,,subject-,,matter ,as soon as one is dressed in the morning1 the windows in the bed-room should be opened wide to air the room thoroughly1 and the bed-clothes should be removed and put on chairs before the window to air4 ,the night clothing should also be aired4 ,the slops should be emptied1 and the chamber should be washed with cold water1 using a special cloth4 ,the basin should be washed in warm1 soapy water1 which should then be poured into the chamber and used for washing it4 ,the toilet articles should be washed1 then the basin rinsed and wiped dry4 ,the slop jar should be washed out thoroughly1 and both the slop jar and the chamber should be cleaned frequently with chloride of lime or some other disinfectant4 ,the pitcher should be filled with fresh water1 and all the articles arranged neatly on the wash-stand4 ,if the towels are soiled1 clean ones should be supplied4 ,the mattress should be turned and the bed made carefully2 the lower sheet being tucked under the mattress all around1 and the other covers tucked in at the bottom and sides of the bed4 ,the bed should be kept free from wrinkles and smooth in appearance1 and the pillows should be well shaken and arranged at the head of the bed4 ,the floor should be swept1 the furniture dusted1 and everything put in place4 ,the windows should be left partly opened1 so that the bed-room may be well aired4 ,fresh air is always necessary1 but especially during sleep1 when the body is repairing itself1 and it is important that the room should be well aired during the day and the windows left open at night4 ,when the room is to be thoroughly cleaned1 the frame of the bed should be dusted1 the mattress turned1 and the bed should be made4 ,the window shades should be dusted and rolled up4 ,the curtains should be well shaken and covered1 if one has a dust sheet4 ,all the small articles on the bureau1 table1 and shelf should be placed on the bed1 and the whole covered with a sheet4 ,the tables1 chairs1 and any other movable furniture should be dusted and placed outside the room or covered4 ,the rugs should be rolled and cleaned out-of-doors4 ,the room should be swept and dusted4 ,as soon as the dust has settled1 the covers should be removed1 and the furniture1 rugs1 and all the small articles should be restored to their places4 ,the shades should be adjusted1 and the room left in perfect order4 ,the broom and everything else that has been used in the work should be cleaned and put back into their places4 ,,preliminary ,,plan ,it may be possible for the teacher to give this lesson in her own bed-room or in the bed-room of one of the neighbours4 ,if this is not feasible1 the only way to make it effective is to have the pupils report each day on the work they do at home4 ,,method ,,of ,,work ,illustrate each process and give the reasons for everything that is done4 ,emphasize the importance of the sanitary care of the bed-room1 a regular time for doing the work1 and the benefit of having each member of the family care for her own personal belongings and her own portion of the bed-room4 ,,lesson ,,xi3 ,,care ,,of ,,lamps ,it is assumed that the teacher is acquainted with the possibilities of electricity and other methods of better lighting in country homes1 and will instruct her pupils in the economic use of modern lighting facilities4 ,,subject-,,matter ,directions for cleaning and filling lamps4--,a bright light comes from clean burners that allow a good draught4 ,this means constant care on the part of the one who looks after the lamps4 ,in the daily cleaning1 first dust the chimney shade and the body of the lamp4 ,wash the chimney4 ,if sooty1 clean with a newspaper before washing4 ,next1 turn the wick high enough to show all the charred part2 cut this off1 making it perfectly even1 then rub with a piece of soft paper4 ,wipe the burner and any other part of the lamp that may be oily4 ,dry with another cloth4 ,fill the body of the lamp with oil to within an inch of the top1 leaving plenty of room for the gas that may be generated from the kerosene1 as this gas1 in a lamp that has been used many times without refilling1 may be a source of danger4 ,when lighting the lamp1 turn the wick down1 allowing the chimney to become heated gradually4 ,if it is necessary to move the lighted lamp1 turn the wick low4 ,the flaring up of the flame smokes the chimney4 ,do not leave a lighted lamp in a room where there is no one to watch it4 ,when putting out the light1 blow across the chimney1 never down into it1 as this might send the flame down into the kerosene4 ,about once a month give the lamp a thorough cleaning4 ,spread out a newspaper and take the lamp apart4 ,wash the chimney and the shade in hot water1 dry with a towel1 and polish1 using soft paper4 ,boil every part of the burner in water to which two tablespoonfuls of soda have been added4 ,insert new wicks if the old ones are dirty1 and put the parts all securely together again4 ,keep an old pan and some cloths exclusively for this purpose1 and be very careful not to allow the dirty hands or a drop of kerosene to come near any food4 ,have a regular time in the day for cleaning the lamps1 preferably immediately after all the morning work has been done after breakfast4 ,do not fill the lamps near the kitchen stove4 ,do not light a match while the oil-can is near1 and never fill a lamp while it is lighted or while near another one which is lighted4 ,if a fire is caused by kerosene1 smother it with a heavy rug or a woollen garment1 and do not attempt to put it out with water4 ,,preliminary ,,plan ,it will be well to give this lesson just before some evening entertainment at the school-house4 ,if there are no lamps at the school have a few brought in from neighbouring homes4 ,secure an old pan and some cloths to use in cleaning4 ,,method ,,of ,,work ,discuss with the pupils the cost and properties of kerosene and the danger of having a light or too great heat near a can of kerosene4 ,explain the draught by means of which the kerosene can be made to burn on the wick and the danger if the burner becomes clogged up and the draught is cut off4 ,have the lamps taken apart1 the burners boiled1 the chimneys cleaned1 and the body of the lamps filled and wiped off4 ,then have the lamps lighted1 to see that they burn properly4 ,,lesson ,,xii3 ,,prevention ,,of ,,pests ,,subject-,,matter ,household pests are annoying1 dangerous to health1 and destructive to property4 ,they carry disease germs from one person to another and from the lower animals to human beings4 ,absolute cleanliness is essential1 if the house is to be kept free from pests4 ,as a rule1 they flourish in dark1 damp1 dirty places4 ,with proper care the housekeeper can keep her house free from them and1 if they are noticed1 she should know how to exterminate them4 ,a few simple methods of extermination are here given3 ,bedbugs4--,kerosene should be poured into all the cracks1 and a brush1 dipped in kerosene1 run briskly over all surfaces4 ,care must be taken to have no fire in the room while this is being done4 ,the windows should be open1 and the room should be kept free from dust4 ,in four days this should be repeated1 in order to kill any bugs that may have just hatched4 ,cockroaches and water-bugs4--,a solution of one pound of alum to three pints of water should be poured into all the cracks4 ,insect-powder and borax are also effective4 ,absolute cleanliness and freedom from dampness are necessary1 if the house is to be kept free from cockroaches4 ,ants4--,oil of cloves or pennyroyal on pieces of cotton-batting scattered about in the places where ants appear will drive them away4 ,saturating the nests with coal-oil will destroy them4 ,food which attracts ants should be removed from places which they are able to reach4 ,rats and mice4--,these are best exterminated by the use of a trap or some preparation such as ,rough on ,rats4 ,traps should be set nightly and should be scalded and aired after a mouse has been caught4 ,rat holes may be stopped by sprinkling with chloride of lime and then filling with mortar or plaster of ,paris4 ,mosquitoes4--,these breed in swampy places1 or in old barrels or kegs or tin cans which hold stagnant water4 ,therefore1 if the swampy places are drained and the grounds about the house are kept free from stagnant water1 the housekeeper will1 as a rule1 not be troubled with mosquitoes4 ,empty barrels or kegs should be inverted1 and old tin cans should have a hole punched in the bottom1 so that they will not hold water4 ,all high weeds near the house should be cut down and destroyed1 so that they will not provide a damp place in which to harbour mosquitoes4 ,if it is impossible to get rid of all standing water1 the breeding of mosquitoes can be checked by pouring kerosene oil on the water4 ,one ounce of oil on fifteen square feet of water is sufficient1 and this will have to be renewed at least once in ten days4 ,the doors1 windows1 and ventilators of the house should be well screened1 as a protection against mosquitoes4 ,flies4--,these are one of the greatest carriers of typhoid and other germs1 as well as filth of all sorts4 ,they can be got rid of only by destroying the breeding places and killing the flies as rapidly as possible4 ,materials that attract them should not be exposed in and about the house4 ,the house should be well screened with wire mesh or mosquito netting1 in order to keep out the flies4 ,a fly swatter should be kept at hand4 ,the stables should be cleaned daily4 ,manure piles should be screened1 and every effort should be made to kill the larvae by frequent spraying with kerosene1 creoline 7dilute creosote71 or lime4 ,fleas4--,these will be troublesome if cats or dogs are kept in the house4 ,these pets should be given frequent baths1 the rugs on which they lie should be brushed and shaken daily1 and the floors should be washed with soap and water and wiped with kerosene4 ,moths4--,these are apt to develop in woollen clothes unless the garments are thoroughly shaken and absolutely protected by wrapping in newspapers before being put away4 ,woollen garments that are used only occasionally should be kept in a light1 dry place1 examined frequently1 and hung in the sun occasionally4 ,moths or carpet beetles can be exterminated by the use of kerosene4 ,,preliminary ,,plan ,give this lesson at a time when the pupils are asking about household pests or when the school is suffering from them4 ,it would be well to have it in the spring1 just before the school closes1 so that the pupils may immediately put into practice what they learn4 ,it may be desirable to devote their efforts to the destruction of one particular pest2 for example1 a fly crusade may be inaugurated4 ,,method ,,of ,,work ,if there are pests in the school-room1 discuss their habits1 what seems to attract them1 where they come from1 etc4 ,have the pupils report any that they may have at home4 ,explain why they are dangerous1 tell how they can be exterminated1 and assign to each pupil the task of exterminating one household pest4 ,have her report1 each day1 the success of her efforts4 ,continue this work for several weeks4 ,,lesson ,,xiii3 ,,removing ,,stains1 ,,bleaching ,,fabrics1 ,,and ,,setting ,,colours ,,subject-,,matter ,as garments and household linens are apt to become stained and thus lose their attractiveness1 it is well to know the remedies for the most common stains and the principle upon which their removal depends4 ,all stains should be removed as soon as possible4 ,boiling water will loosen and remove coffee1 tea1 and fresh fruit stains4 ,the stained spot should be held over a bowl1 and the water should be poured upon it with some force4 ,cold water will remove stains made by blood or meat juice4 ,soaking will help in the removal of blood stains4 ,rust stains may be removed by wetting the stained spot with lemon juice1 covering it with salt1 and placing the stained fabric in the sun4 ,stains from stove blacking1 paint1 and grass may be removed by soaking in kerosene and washing well with soap and water4 ,ink stains may be removed by soaking in water1 removing as much of the stain as possible1 and then soaking in milk4 ,stains from cream and other forms of grease may be washed out in cold water1 followed by warm water and soap4 ,white cotton and white linen materials may be bleached by exposure to the sunshine while still damp4 ,if they are left out overnight1 the bleaching process is made effective by the moisture furnished by dew or frost4 ,a stream of steam from the tea-kettle may also help in the bleaching process4 ,some colours are set by the addition of a small amount of acid to the first water in which they are soaked1 while others are set by the use of salt4 ,it is necessary to try a small amount of the material before dipping in the entire garment1 in order to be sure of satisfactory results4 ,vinegar should be used for blues1 one-half cup to one gallon of water4 ,salt is most effective for browns1 blacks1 and pinks4 ,in most cases1 two cups of salt to one gallon of cold water will be sufficient4 ,,preliminary ,,plan ,the towels used for drying dishes or the linen used for some school entertainment may have become stained with coffee1 fruit1 or some other substance4 ,make this the basis of a lesson1 and let the pupils bring from home other things which are stained4 ,each pupil should have an article on which to practise4 ,this lesson should be preliminary to the lesson on laundry work4 ,,method ,,of ,,work ,examine the various articles from which stains are to be removed4 ,discuss the method of removal1 and let each pupil work at her own stain until it is as nearly removed as possible4 ,,lesson ,,xiv3 ,,washing ,,dish-,,towels1 ,,aprons1 ,,etc4 ,,subject-,,matter ,dish-towels should be thoroughly washed at least once a day4 ,wash one piece at a time 7the cleanest first7 in warm1 soapy water and rinse in clear water in another pan4 ,hang in the sun1 if possible1 so that the air will pass through4 ,boil at least once a week in soapy water1 to keep them fresh and white4 ,sunshine and fresh air are valuable for the purposes of bleaching and purifying4 ,wash the aprons in hot1 soapy water2 boil1 rinse1 and blue slightly4 ,a small amount of thin starch may be desirable4 ,a thin starch may be made as follows3 ,recipe for ,thin ,starch #b tbsp4 starch #d tbsp4 cold water #a_/b tsp4 lard1 butter1 or paraffin #a qt4 boiling water ,add the cold water to the starch and lard1 stir until smooth1 then add the boiling water slowly1 stirring constantly4 ,boil for several minutes in order to cook the starch thoroughly2 then add one pint of cold water and a small amount of blueing4 ,dilute if necessary4 ,hang the articles in the sun to dry1 shaking well before putting on the line1 and folding the edge of each over at least six inches4 ,be sure to have the line clean4 ,when dry1 fold carefully4 ,a short time before ironing1 sprinkle well4 ,,preliminary ,,plan ,it may be desirable to give this lesson earlier in the course1 if cooking lessons are being given and dish-towels are in use1 or if the aprons are badly soiled4 ,other articles may be washed1 if time and facilities permit4 ,,method ,,of ,,work ,discuss briefly the need for laundry work and the general principles4 ,let the pupils take turns at washing the towels or aprons2 examine each article after it is washed1 and give careful directions for the boiling1 blueing1 and starching4 ,while these processes are being completed1 let some of the pupils prepare the line4 ,let two of them be appointed to bring the towels in1 before going home from school4 ,,lesson ,,xv3 ,,ironing ,,subject-,,matter ,to do good ironing it is necessary to have a firm1 unwarped ironing board4 ,this should be covered with some thick woollen material and a white cotton cover that is clean1 smooth1 and tightly drawn4 ,the thick cover should be tacked on1 while the top cover should be pinned1 so that it may be easily taken off to be washed4 ,a heavy iron-holder should be provided2 and the irons should be clean and smooth4 ,for this purpose paper should be kept at hand1 as well as a piece of beeswax1 sandpaper1 or salt4 ,a small cloth should be used to wipe the iron after using the beeswax4 ,a newspaper should be spread on the floor1 to protect any pieces that may hang down while being ironed4 ,the coarser towels should be ironed first1 as the longer the irons are used1 the smoother they become4 ,starched pieces should not be ironed until the irons are very hot4 ,if the article is first laid smooth1 it will be easier to iron it and keep it in shape1 and every piece should be ironed until it is perfectly dry4 ,as soon as the ironing is completed1 the articles should be hung up to air4 ,,preliminary ,,plan ,arrange to have the ironing lesson just as soon after the laundry lesson as possible4 ,it will probably be easy to borrow the necessary equipment from homes near the school4 ,each pupil may be directed to bring something that will contribute toward the equipment1 and one may be instructed to have the fire ready and another to put the irons on to heat before the lesson hour4 ,,method ,,of ,,work ,call the pupils together early in the morning or at some time previous to the lesson period1 and give them directions for sprinkling the articles to be ironed4 ,when the class hour comes1 demonstrate the method of ironing1 folding1 and hanging the articles1 and let the pupils take turns in doing the work4 ,,lessons ,,xvi ,,and ,,xvii3 ,,care ,,of ,,the ,,baby ,,subject-,,matter ,because young girls are fond of little children and must help their mothers often with their baby brothers and sisters1 they should know how to care for them4 ,it is essential that they should understand the following points3 ,the little body needs protection4 ,the head is soft1 and the brain may be injured by hard bumps or pressure4 ,the skin is tender and is easily irritated by the bites of insects1 friction1 and so on4 ,kicking and wiggling are necessary to the development of the muscles1 but the baby should not be played with all the time2 and it is well for it while awake to lie quiet for part of the time4 ,it should not be made to sit up until ready to do so4 ,a desire to creep should be encouraged4 ,standing or walking should not be taught the baby until it tries to stand or walk itself1 and then it must be helped very carefully4 ,the baby should have plenty of fresh air and should be allowed to spend much of its time out-of-doors4 ,in cold weather it must be warmly covered and sheltered from high winds4 ,its eyes should always be protected from strong sunlight4 ,regular hours should be observed for sleep1 and the baby should be put to bed early in the evening4 ,if the house is not well screened in summer1 a mosquito bar should be put over the crib4 ,the clothing should be light and loose1 so that the body can move freely4 ,perfect cleanliness is necessary to keep the baby's skin in good condition2 and a daily bath should be given4 ,a morning hour1 midway between the meals1 is usually the best time for this4 ,the baby should be taught to use the chamber before the bath and after the nap4 ,everything should be ready before it is undressed4 ,the room should be very warm4 ,the water should be only moderately warm1 and should be carefully tested to make sure that it is not too hot4 ,the towels and covers for the baby should be at hand4 ,the head and the feet should be washed first1 and the body soaped before putting the child into the bath4 ,little soap should be used1 for even the best soap is strong and is apt to irritate the delicate skin4 ,the bath should be given quickly1 and the body wrapped at once in a blanket or towel and kept covered as much as possible while it is being dried4 ,the baby should be fed in small quantities at regular intervals and given plenty of cold water to drink4 ,not until it is eleven or twelve months of age should it be given solid or semi-solid food4 ,even then1 milk should continue to form the basis of its diet1 and of this a considerable quantity should be used--about a quart a day from the twelfth month on4 ,as the child grows older a more varied diet will be necessary4 ,the most hygienic methods of food preparation should always be observed4 ,certain foods should never be given2 for example1 fried foods1 pastries1 condiments1 pickles1 preserves1 canned meats1 fish1 pork1 sausage1 cheap candies1 coarse vegetables1 unripe and overripe fruits1 stimulants1 foods treated with a preservative or colouring matter1 and half-cooked starches4 ,,preliminary ,,plan ,the teacher should talk with the pupils1 in order to see what points in connection with the care of the baby it is necessary for them to know1 so that they may do their work at home intelligently4 ,,method ,,of ,,work ,it will probably not be possible to have anything more than a class discussion of the points in question1 but the pupils' home experiences ought to make this discussion vital4 ,if there is a nurse in the neighbourhood who can be secured to give one lesson on the care of the baby1 the teacher should supplement her own lessons by an additional lesson given by the nurse4 ,,lesson ,,xviii3 ,,cost ,,of ,,food1 ,,clothing1 ,,and ,,house ,,subject-,,matter ,it is of great importance that children should learn in an elementary way the value of property4 ,this will prepare them for the knowledge of the cost of living that is essential4 ,they should learn that the cost of food can be decreased by having gardens1 and by the proper choice1 care1 and handling of foods2 that taking care of clothing will reduce another item of expense2 and that the owning of one's own house and lot is something worth working for1 in order to obviate the necessity of paying rent4 ,,preliminary ,,plan ,the teacher will have to acquaint herself thoroughly with conditions in the community1 so that she can talk intelligently with the pupils1 emphasize the right points1 and give constructive help4 ,,method ,,of ,,work ,begin with a discussion of the cost of food2 how much the pupils earn or spend during the week2 and why it is worth while to cook and sew well and to look after property4 ,continue such discussions from time to time1 in connection with other school work4 ,,lesson ,,xix3 ,,how ,,to ,,keep ,,accounts ,,subject-,,matter ,it is well for every one to keep a written record of all money received and all money spent4 ,children should be taught to do this as soon as they are old enough to have money in their possession4 ,a simple little note-book in which all expenditures are entered on the right side and all receipts on the left side1 with the balance drawn up each week or month1 will prove an easy and satisfactory method of keeping accounts4 ,if the little girl learns to do this with her pennies1 she will be better able to take care of the more important household accounts when she is in charge of a home4 ,however1 there will be no real incentive for her to keep accounts unless she is endeavouring to save for some good purpose4 ,if she learns to save for the future purchase of a book1 a dress1 or some little treat1 she will feel that her account-keeping is worth while4 ,as a housekeeper1 she will appreciate the importance of saving for some future benefit to the family4 ,,preliminary ,,plan ,in order to make the lesson of vital interest1 introduce it at a time when the pupils are saving for some specific purpose--material for a dress to be made in the sewing class1 refreshments for a party for their mothers1 a school library1 or something else that will be a pleasure and help in the work of the school4 ,,method ,,of ,,work ,after discussing the sources of income of the pupil and of her family1 and the means of increasing and taking care of that income1 discuss simple methods of keeping accounts1 illustrate these on the black-board1 show how to balance the accounts1 and see that each pupil has a small book suitable for the purpose4 ,it may be necessary to make or to rule this book as a portion of the class exercise4 ,,lesson ,,xx3 ,,care ,,of ,,the ,,exterior ,,of ,,the ,,house ,,subject-,,matter ,closely allied to the housekeeper's work within the home is the care of the exterior of the house and its surroundings4 ,it is absolutely necessary that the grounds be kept neat and clean4 ,in addition to this they should be made attractive by the careful selection of a few trees and shrubs suitably placed4 ,while the gardens at the rear of the house may be planned solely for the pleasure and use of the family1 in planning the lawn at the sides and front the neighbours and passers-by must be considered4 ,the grounds should be a picture of which the house is the centre1 the trees and shrubs being grouped to frame the picture4 ,in placing shrubs1 the effect of the whole landscape should be considered4 ,as a rule1 shrubs should be placed in corners1 to hide outhouses from view1 or to screen other places which should be shielded4 ,the centre of the lawn should be left free1 and in no case should a shrub be placed in the middle of an open space in a lawn or yard4 ,a few flowers should be planted among the shrubs1 to give colour at different seasons4 ,the exterior of the house must be considered1 if the picture framed by the shrubs and vines is to be a pleasing one4 ,the house should be painted in a soft brown or dark green to blend with the landscape of oaks and pines4 ,the paint will help to preserve the house1 but its colour must be carefully chosen to give a pleasing effect4 ,the general plan of the grounds and local conditions in regard to soil and climate will determine to a large extent the kind of shrubs to be used4 ,many beautiful shrubs which have been introduced from foreign countries do well in ,ontario1 but our native shrubs serve all decorative purposes4 ,for damp ground there is no better shrub than the red osier dogwood4 ,this shrub will do well on almost any kind of soil4 ,the swamp bush honeysuckle grows quickly and is suitable for clay land2 so are the black elderberry and several species of viburnum4 ,the hazel which may be obtained from the woods makes a good dense shrub1 and the wild rose also has possibilities4 ,the common barberry is an attractive shrub2 but1 as it assists in the formation of wheat rust1 it should not be used in rural sections4 ,the lilac may be used where a high shrub is desirable4 ,the common arbor vitae or cedar of the swamps makes a good evergreen shrub4 ,it serves well as a shield for both winter and summer and thrives with moderate care4 ,the weigela1 forsythia1 and spiraea are also excellent shrubs4 ,the ground at the back of the house should be used for vegetable gardens with flower borders4 ,for this purpose a deep1 rich soil is necessary1 and every square foot of space should be utilized4 ,every family should learn to make use of an increased number of vegetables and fruits and to cook them in a variety of ways4 ,no crops should be allowed to go to waste4 ,a family of five people could be entirely provided with vegetables for the summer and autumn from a garden less than fifty by seventy-five feet4 ,the attractiveness1 as well as the usefulness1 of the borders depends upon the choice and arrangement of flowers4 ,these should be chosen with due consideration as to height of plants1 colour of blooms1 and seasons of blooming4 ,the tallest plants should be placed at the back of the border2 for a border six feet wide none of the plants need be over five feet in height4 ,there can be a riot of colours1 if the flowers are arranged in clumps of four to six throughout the entire length of the border4 ,in a well-planned flower border some flowers should be in bloom each month4 ,hardy perennial flowers should predominate1 with enough annuals to fill up the spaces and hide the soil4 ,the well-tried1 old-fashioned flowers will give the best satisfaction4 ,every four years the flower borders need to be spaded1 well manured1 and replanted4 ,the following lists of flowers for borders may be suggestive3 ,perennials4--,bleeding-heart1 carnations1 chrysanthemums1 columbine1 coreopsis1 dahlias1 gaillardias1 golden glow1 iris1 larkspur1 oriental poppies1 peonies1 phlox1 pinks1 platycodon1 snapdragon4 ,biennials4--,forget-me-not1 foxglove1 ,canterbury bells1 hollyhock1 sweet-william1 wallflower4 ,annuals4--,african daisy1 ageratum1 aster1 calendula1 calliopsis1 balsam1 candytuft1 cornflower1 cosmos1 marigold1 mignonette1 nasturtium1 petunia1 poppy1 stock1 sweet alyssum1 sweet-pea1 verbena1 zinnia1 annual phlox1 red sunflower1 cut-and-come-again sunflower4 ,each home gardener should study garden literature1 in order to assist in solving the garden problems2 for the day has passed when one needed only to scratch the soil with a shell1 plant the seeds1 and receive an abundant crop4 ,today successful gardening depends upon intelligent management of the soil and crop and upon persistent labour4 ,,preliminary ,,plan ,the teacher should1 if possible1 visit the homes of all the pupils1 in order to make herself familiar with the condition in which their grounds are kept4 ,she may be able to secure permission from one of the housekeepers to use her grounds as the practice place for the lesson1 or it may be more desirable to give this lesson at the school and to conduct a school garden as a model home garden4 ,,method ,,of ,,work ,discuss the arrangement and care of the home or school grounds4 ,have the class tidy the lawn and garden chosen for the lesson1 supervising the work carefully4 ,assign the tidying up of the home lawns or work in the home gardens for the coming week4 ,let this lesson serve as a means of interesting the pupils in home gardening1 if that has not already been taken up1 or of emphasizing the relation of gardening to the housekeeper's work1 if they are already interested in the former4 ,,reference ,,books ,bush ,fruits4 ,card4 ,macmillan's1 ,toronto #a4ge ,when ,mother ,lets ,us ,garden4 ,duncan4 ,moffat1 ,yard ,co41 ,new ,york 4#ge ,a ,woman's ,hardy ,garden4 ,ely4 ,macmillan's1 ,toronto #a4ge ,the ,beginner's ,garden ,book4 ,french4 ,macmillan's1 ,toronto #a4jj ,productive ,vegetable ,garden4 ,lloyd4 ,lippincott ,co41 ,philadelphia #a4ej ,,twenty ,,lessons ,,in ,,cooking ,,suggestions ,,to ,,the ,,teacher ,the teacher should learn how the pupils live in their own homes1 what food produce is grown for home use1 what foods they use1 and how they prepare and serve their foods4 ,the instruction given in the lessons should be based on this knowledge1 and the possibilities for the improvement of accepted methods of cooking should be considered4 ,those foods should be used in the recipes which the pupils can afford to use at home4 ,they should be encouraged to grow in their gardens a variety of garden produce1 and to keep chickens1 pigs1 and cows4 ,elementary principles of nutrition and sanitation should be taught4 ,simple meals1 with plain but well-cooked dishes1 should be planned4 ,variations should be suggested1 and the value of a mixed diet emphasized4 ,care should be taken not to waste time on points that are unrelated to the homes of the pupils1 except as such points may be necessary to raise their ideals4 ,all the work should be done carefully4 ,the sanitary handling of food and care in the storage of foods should be insisted upon4 ,careful attention should be given to the dish-washing1 care of the dish-towels1 etc41 emphasizing the points in sanitation involved4 ,the pupils should be drilled faithfully in all points connected with the handling of anything that comes in contact with the food4 ,proper methods of sweeping and cleaning should be employed1 and thoroughness must be practised in every detail of the work4 ,constant drill in these processes should be given4 ,the order in which the lessons are to be given will be regulated1 in part1 by the season of the year in which they occur1 the locality1 the foods obtainable1 and any special local needs4 ,however1 care must be taken that the lessons are given in proper sequence1 so that the pupils may see the relation of one to another and may appreciate the value of each4 ,it may be necessary to combine two lessons or to give only part of a lesson4 ,in some of the lessons more recipes are suggested than can be prepared in a brief period4 ,in every case the choice of a recipe will have to be made by the teacher4 ,wherever it is possible1 simple experiments should be performed to show the composition of1 and the effect of heat on1 food4 ,no attempt has been made to give a complete set of recipes2 but those included here are chosen as illustrating the subjects to be discussed in the lessons4 ,the teacher who desires to make use of a greater number of recipes will do well to supply herself with one of the text-books listed4 ,level measurements should be used in the preparation of all the recipes1 and all the directions should be carefully followed4 ,the first few lessons are more fully outlined than the others1 furnishing suggestions for methods of procedure that may be adapted to later lessons4 ,the teacher should have a detailed plan for every lesson1 outlining her method of work1 the leading questions for the discussion1 and the home assignments which she desires to make4 ,foods that are in common use are suggested for the lessons outlined4 ,there will necessarily be exceptions to their use in different localities4 ,if any foods used in the homes are harmful because of the manner in which they are prepared1 the teacher should do all in her power to correct the situation1 but she must1 at the same time1 be careful not to be too radical4 ,if the lessons given are not followed by home practice1 the time devoted to them will be1 to all intents and purposes1 wasted4 ,simple meal service should be introduced wherever it is possible1 and as much instruction on the furnishing and the care of the kitchen should be included as time permits4 ,by the time the course is completed1 the pupil should be able to keep her kitchen in a sanitary condition and should have a sufficient knowledge of food values and of the processes of cooking to enable her to provide simple1 wholesome meals for her family4 ,for the teaching of food values1 it will be helpful to secure the set of sixteen food charts which may be obtained from the ,superintendent of ,documents1 ,government ,printing ,office1 ,washington1 ,d4,c41 price one dollar4 ,it will be shown later how the school luncheon may be managed with very little interference with the ordinary organization of the school4 ,where definite instruction is given in ,household ,science1 a place must be provided for it on the school time-table1 as is the case with the other school subjects4 ,in sewing and household management lessons of forty minutes each are sufficient1 and these can be arranged for at the times found to be most convenient4 ,if each pupil keeps her sewing in a box or bag1 it may often be used as busy work when the pupil has finished her assigned work or while she is waiting for the teacher1 who may be engaged with another class4 ,lessons in cookery should be1 if possible1 at least one hour in length1 and should be given at a time when this period can be exceeded1 if the character of the lesson renders it desirable2 for example1 in those cases where the cooking is not completed at the expiration of the time assigned4 ,for this reason the last hour on ,friday afternoon has proved a very suitable time4 ,in some schools the lesson is commenced at half-past three and runs on until completed1 and in this way only half an hour of the regular school time is taken4 ,the possibilities of a ,saturday morning cooking class should not be overlooked4 ,,abbreviations ,,and ,,measurements tbsp4 tablespoonful tsp4 teaspoonful c4 cupful qt4 quart pt4 pint oz4 ounce lb4 pound min4 minute hr4 hour ,,table ,,of ,,level ,,measurements #c tsp4 #a tbsp4 #af tbsp4 #a c4 7dry measure7 #ab tbsp4 7liquid7 #a c4 #b c4 #a pt4 ,,comparisons ,,between ,,weights ,,and ,,measures #b c4 butter1 packed solidly #a lb4 #b c4 sugar 7granulated7 #a lb4 #b c4 meat1 finely chopped #a lb4 #b-b_/c c4 brown sugar #a lb4 #b-b_/c c4 oatmeal #a lb4 #d-c_/d c4 rolled oats #a lb4 #d c4 flour #a lb4 #b tbsp4 butter #a oz4 #d tbsp4 flour #a oz4 #i or #aj eggs #a lb4 #a lemon 7juice7 #c tbsp4 ,note4--,the half-pint measuring cup and not the ordinary tea cup is the one to be used4 ,,reference ,,books ,household ,management4 ,ontario ,teachers' ,manual4 ,the ,copp1 ,clark ,co41 ,ltd41 ,toronto #j4ai ,domestic ,science4 ,austin1 ,b4 ,j4 ,lyons ,carnahan1 ,chicago4 ,vol4 ,i 4#fj ,vol4 ,,ii 4#fj ,principles of ,cooking4 ,conley1 ,g4 ,american ,book ,co41 ,new ,york 4#eb ,home ,economics4 ,flagg1 ,g4 ,p4 ,little1 ,brown ,co41 ,boston4 7,mc,clelland1 ,goodchild ,stewart1 ,toronto74 4#ge ,lessons in ,elementary ,cooking4 ,jones1 ,m4 ,c4 ,boston ,cooking ,school ,magazine ,co41 ,boston #a4jj ,food and ,health4 ,kinne1 ,h41 and ,cooley1 ,a4 ,m4 ,macmillan's1 ,toronto 4#fe ,the ,school ,kitchen ,text-book4 ,lincoln1 ,m4 ,j4 ,little1 ,brown ,co41 ,boston4 7,mc,clelland1 ,goodchild ,stewart1 ,toronto7 4#fj ,food and ,cookery4 ,metcalf1 ,m4 ,l4 ,industrial ,education ,co41 ,indianapolis #a4jj ,household ,science and ,arts4 ,morris1 ,j4 ,american ,book ,co41 ,new ,york 4#fj ,the ,science of ,home-making4 ,pirie1 ,e4 ,e4 ,scott1 ,foresman ,co41 ,chicago 4#ij ,elements of the ,theory and ,practice of ,cookery4 ,williams1 ,m4 ,e41 and ,fisher1 ,k4 ,r4 ,macmillan's1 ,toronto #a4jj ,,lesson ,i3 ,,discussion ,,of ,,foods ,,and ,,cooking ,management of the kitchen stove4 ,cooking by dry heat4 ,baked vegetable or fruit4 ,,subject-,,matter ,foods4--,the body uses food to build and repair its tissues1 to provide heat and energy1 and to regulate the body processes4 ,foods differ from one another in their composition and in their ability to assist the body in the performance of its varied functions4 ,these differences have led to the classification of foods into five groups1 which are spoken of as the five food-stuffs or food principles4 ,cooking4--,while some foods can be used as they occur in nature1 most of them are made more acceptable by the application of heat4 ,heat softens the structure of vegetables and fruits1 makes tender the tissues of meat1 prepares starch for digestion1 develops the flavour in many foods1 and destroys the parasites and germs that may be present4 ,the five food-stuffs are differently affected by heat--some require slow cooking1 others require intense heat4 ,hence1 it is necessary to study cooking1 in order that each food may be properly prepared4 ,the stove4--,a knowledge of the construction of the stove and the methods whereby heat is obtained is imperative if one is to be a successful cook4 ,for all stoves three things are necessary--fuel1 a supply of oxygen1 and a certain degree of heat1 known as the kindling point1 whereby the fire is started4 ,the supply of oxygen is regulated by dampers and checks so arranged as to admit or cut off the draught of air4 ,the creative dampers are doors or slides that come below the fire box4 ,when open1 they admit the entrance of air1 increase the draught1 and facilitate combustion4 ,the oven damper is a flat plate which closes the opening into the chimney flue1 to decrease the drawing of the draught4 ,when the oven damper is closed1 the heat from the fire remains in the stove and passes around the oven4 ,checks are doors or slides higher than the fire-box1 which1 when open1 allow the cold air to pass over the fire1 retarding combustion4 ,a stove is also provided with means for disposing of the ashes1 soot1 and the gases formed4 ,all parts of the stove are so arranged that they may be kept clean4 7,see ,twenty ,lessons in the ,care of the ,home4 ,lesson ,i7 ,,preliminary ,,plan ,there should be provided for this lesson 7from the homes of the pupils or the school garden71 some fruit or vegetable in season that can be cooked by dry heat4 ,each pupil may be able to bring an apple or a potato4 ,the teacher should be sure to have an oven that can be well heated for baking and to have the fire well started before the lesson begins1 so that the oven will be ready for use4 ,lessons in geography and nature study should be correlated with the cooking lesson1 to give the pupils an opportunity to study the source of foods and the reasons for cooking them4 ,one of the pupils should write the recipes on the black-board before the lesson hour4 ,,recipes ,baked ,apples ,wash the apples1 core them1 and cut through the skin with a knife1 so that the apple can expand in baking without breaking the skin4 ,place the apples in a baking-dish and fill each cavity with sugar4 ,cover the bottom of the dish with water one quarter of an inch deep and bake until the apples are soft 7#bj to #de minutes71 basting them every #aj minutes4 ,place them in a serving dish and pour the juice over them4 ,serve hot or cold4 ,baked ,potatoes ,select smooth potatoes of medium size1 scrub carefully1 and place in a baking-pan4 ,bake in a hot oven from #de minutes to one hour4 ,when soft1 break the skin to let the steam escape and serve at once4 ,,method ,,of ,,work ,discuss very briefly the food that is to be cooked and the method of cooking it4 ,have as many apples or potatoes baked as there are members of the class or as the baking-dish will hold4 ,assign tasks to special members of the class4 ,as quickly as possible put the vegetable or fruit in the oven to bake4 ,while the baking is in process1 take up a general discussion of foods and cooking and a special discussion of the food which is being used and the method of cooking that is being employed4 ,give as thorough a lesson on the stove and combustion as time permits4 ,examine the baked article and discuss the methods of serving it1 the time for serving1 and so on4 ,use the finished product for the school lunch or have it served daintily in the class4 ,encourage the pupils to bring a dish to school in order to take the results of their work home for the family meal1 if a school lunch is not served or if they do not need a lunch4 ,give careful directions for washing the dishes and supervise the housework carefully4 7,see pages #eb1 #ec1 ,household ,management47 ,note4--,it may be necessary to go on with some other recitation before the baking is completed1 in which case one member of the class should be appointed to watch the oven4 ,questions ,used to ,develop the ,lesson ,what food have we on hand for use to-day8 ,does this food need cooking8 ,why8 ,how shall we prepare it for cooking8 ,how shall we prepare the oven8 ,how shall we care for the fire8 ,how long will it be necessary to cook this food8 7,time the baking carefully and discuss more thoroughly at the close of the lesson47 ,how can we tell when it is cooked8 ,how shall we serve it8 ,for what meal shall we serve it8 ,of what value is it to the body8 ,home assignment4--,the pupils should prepare the baked dish at home and at the next lesson report the result of their work4 ,note4--,the recipes given in this ,manual are prepared for normal times2 but in every case the ,regulations of the ,canada ,food ,board should be observed1 and substitutes used wherever possible4 ,,lesson ,,ii3 ,,preparing ,,and ,,serving ,,vegetables ,water and mineral matter in vegetables4 ,how to prepare and serve uncooked vegetables--lettuce1 cress1 cabbage1 etc4 ,cooking by moist heat4 ,how to boil1 season1 and serve beet tops1 turnip tops1 cabbage1 sprouts1 kale1 spinach1 mustard1 or other vegetable greens4 ,,subject-,,matter ,water4--,all fluids and tissues of the body contain large quantities of water1 therefore water is regarded as one of the most important food-stuffs required by the body4 ,practically all foods contain some water4 ,fresh vegetables and fruits provide the body with a high percentage of water4 ,water is a valuable medium for cooking4 ,as it heats1 small bubbles are formed1 which continually increase in number and size1 but gradually disappear4 ,some time before the boiling-point is reached1 an occasional large bubble will rise to the surface and disappear4 ,the water has then reached the simmering-point1 #ahe1 a temperature frequently made use of in cooking4 ,when many bubbles form and break1 causing a commotion on the surface of the water1 the boiling-point1 #bab1 has been reached4 ,mineral matter4--,mineral matter is a second food-stuff that is needed by the body1 but the amount required is very small4 ,if a variety of food is used1 there is generally sufficient mineral matter in the diet4 ,fruits and vegetables1 especially fresh green vegetables1 are comparatively rich in mineral matter4 ,mineral matter builds up the bones and certain tissues1 such as the hair1 teeth1 and nails1 and regulates the body processes by keeping the blood and digestive fluids in proper condition4 ,green vegetables4--,green vegetables hold an important place in the diet1 because they contain valuable mineral matter4 ,they also contain a high percentage of water and considerable cellulose4 ,with few exceptions they should be eaten raw1 because the mineral salts1 being soluble1 are lost in the water in which they are cooked and because the cellulose serves its purpose best in the crisp form4 ,cabbage is rendered much more difficult of digestion by cooking4 ,spinach1 beet tops1 etc41 are more palatable when cooked4 ,the delicately flavoured vegetables should be boiled in a very small amount of water1 so that they need not be drained4 ,thus the mineral matter will be retained when the vegetables are served4 ,,preliminary ,,plan ,there should be provided for the lesson 7from the homes of the pupils or the school garden71 some fresh vegetables in season2 one that can be cooked by boiling and one that can be served uncooked with a simple dressing4 ,one of the pupils should write the recipes on the black-board before the lesson hour4 ,,recipes ,preparation of ,fresh ,green ,vegetables,a ,wash the vegetables thoroughly1 leaving them in cold water to crisp1 if wilted4 ,keep cool until ready to serve1 then arrange daintily1 and dress with salt1 vinegar1 and oil as desired1 or prepare a dressing as follows3 ,cooked ,dressing #a_/b tbsp4 salt #a tsp4 mustard #a-a_/b tbsp4 sugar ,a few grains pepper #a_/b tbsp4 flour #a egg or yolks of #b eggs #a-a_/b tbsp4 melted butter #c_/d c4 milk #a_/d c4 vinegar ,mix the dry ingredients1 add the egg slightly beaten and the butter and the milk4 ,cook over boiling water until the mixture thickens4 ,add the vinegar1 stirring constantly4 ,strain and cool4 ,note4,a--,it may be well to omit from this lesson the uncooked vegetable that is served in the form of a salad and to give it at some other time4 ,it is not well to attempt to teach more than the pupils can master thoroughly4 ,recipe for ,boiling and ,seasoning ,fresh ,green ,vegetables ,wash the vegetables carefully and put them on to cook in boiling water4 ,delicately flavoured vegetables 7spinach1 celery1 fresh peas1 etc47 will require but little water1 and that should be allowed to boil away at the last4 ,if spinach is stirred constantly1 no water need be added4 ,starchy vegetables should be completely covered with water1 and strongly flavoured vegetables 7as turnips1 onions1 cabbage1 and cauliflower7 should be cooked in water at simmering temperature4 ,after the vegetables have cooked for a few minutes1 salt should be added1 one teaspoonful to each quart of water4 ,cook the vegetable until it can be easily pierced with a fork4 ,let the water boil away at the last4 ,if it is necessary to drain1 do so as soon as the vegetable is tender4 ,season with salt1 pepper1 and butter 7#a_/d teaspoon salt1 #a_/h teaspoon pepper1 and #a_/b tablespoon butter to each cup of vegetable74 ,note4--,the water in which the vegetables are cooked should be saved for soups and sauces1 as it contains most of the valuable mineral matter4 ,,method ,,of ,,work ,discuss the heating of water and apply the facts to cooking4 ,have the pupils observe and describe the heating of water4 ,if a new tin sauce-pan or other bright tin vessel is at hand in which to heat the water1 the changes which take place as the temperature increases will be more readily apparent1 and the pupils will enjoy watching the process4 ,discuss why one vegetable is to be cooked and another served uncooked4 ,emphasize the cleaning of the vegetable1 its structure1 composition1 and the effect of the boiling water upon it4 ,after the vegetable has been put on to cook1 discuss the method of seasoning or dressing the vegetable which is to be served uncooked1 and have it prepared attractively to serve on the plates4 ,especial emphasis should be placed on the use and importance of fresh1 green vegetables4 ,continue the discussion of vegetables1 letting the members of the class suggest others that may be prepared as salads or cooked in the manner being illustrated1 and write the list on the black-board for the pupils to copy in their note-books4 ,when the cooked vegetable is tender1 have it drained1 seasoned1 and served1 and serve the uncooked vegetable at the same time4 ,when ready for serving1 let the pupils arrange their plates and forks carefully1 then let them all sit down except the two who pass the vegetables4 ,be sure that they eat carefully and daintily4 ,emphasize the careful washing of the dishes1 etc41 as on the previous day4 ,questions ,used to ,develop the ,lesson ,how shall we prepare our vegetables for serving8 ,of what value is hot water in cooking food8 ,how must the vegetable be prepared for boiling8 ,does this vegetable contain any water8 ,will it be necessary to add any more8 ,will it be necessary to cover the sauce-pan8 ,how hot must the water be kept8 ,how can one tell when the water is sufficiently hot8 ,how can we determine when the food has cooked long enough8 ,how shall we serve this vegetable8 ,how does boiling compare with baking-- ,in the time needed8 ,in the matter of flavour8 ,in the amount of fuel used8 ,in the amount of work necessary8 ,home assignment4--,practice in the boiling and the serving of vegetables4 ,,lesson ,,iii3 ,,the ,,value ,,of ,,carbohydrates ,,in ,,the ,,diet ,potatoes as a source of carbohydrates4 ,the choice1 cost1 care1 composition1 food value1 and cooking of potatoes1 baked squash1 steamed squash4 ,,subject-,,matter ,carbohydrates4--,a third class of food-stuffs required by the body is known as the carbohydrates1 or sugars and starches4 ,this class of foods is used as fuel1 for the production of heat and energy in the body4 ,excess of carbohydrates may be stored in the body as fatty tissue4 ,potatoes4--,potatoes are a cheap source of carbohydrates4 ,they are also valuable for their mineral matter and for the large quantity of water which they contain4 ,three fourths of the potato is water4 ,the framework of the potato is cellulose1 which is an indigestible carbohydrate material4 ,potatoes have only a small amount of cellulose1 however1 and they are comparatively easy of digestion4 ,when dry and mealy1 they are most digestible4 ,when used for a meal1 potatoes should be supplemented by some muscle-building food1 such as milk1 cheese1 eggs1 fish1 or meat4 ,,preliminary ,,plan ,at some previous period the teacher should have discussed with the pupils the use of potatoes and learned from them the different ways in which they cook them in their homes4 ,she should determine upon some recipes for the lesson that will increase the variety of ways in which potatoes may be served and that will improve the methods used in the homes4 ,each pupil should be asked to bring one or two potatoes for the lesson4 ,the best methods of cooking and the means of securing variety should be emphasized4 ,,recipes ,mashed ,potatoes #f potatoes #a_/d c4 hot milk or cream #a tbsp4 butter #a tsp4 salt ,wash and pare the potatoes1 boil1 drain1 dry1 and mash 7with a potato masher7 in the sauce-pan in which they were cooked4 ,beat them until very light and creamy2 add hot milk1 butter1 and salt1 and beat again1 re-heat1 and serve4 ,serves six to eight4 ,browned ,potatoes ,wash1 scrub1 and pare potatoes of a uniform size4 ,parboil for #aj minutes1 then put in a dripping-pan with the meat or on a rack in a baking-pan4 ,baste with fat every #aj minutes1 when the meat is basted4 ,allow about #dj minutes for the potatoes to cook4 ,,experiment ,,to ,,show ,,the ,,presence ,,of ,,starch ,,in ,,potatoes ,scrub and pare a potato4 ,examine a thin cross-section4 ,grate the potato4 ,remove the coarse1 shredded portion4 ,examine4 ,examine the liquid and note any sediment4 ,heat the liquid and stir until boiling4 ,how has it changed8 ,examine the portion of the grater4 ,how has the colour changed8 ,why8 ,baked ,squash ,wipe the shell of the squash1 cut it into pieces for serving1 remove the seeds and stringy portion1 place in a dripping-pan1 and bake in a slow oven for three quarters of an hour 7until tender74 ,serve at once4 ,steamed ,squash ,prepare the squash as for baking1 put in a steamer over boiling water1 and cook for #cj minutes or until soft4 ,then scrape the squash from the shell1 mash1 and season with butter1 salt1 and pepper4 ,,method ,,of ,,work ,discuss the composition and structure of the potato4 ,read over and discuss the recipes that are to be used4 ,make assignments of work4 ,after the potatoes have been put on to cook1 have the class examine a raw potato1 following the directions given4,a ,a ,squash is another vegetable containing a high percentage of carbohydrate4 ,the recipe for squash can be used at this time or in some other lesson4 ,if one of the recipes requires the use of the oven1 be careful to have the potatoes for it prepared first and as quickly as possible4 ,it may be necessary to proceed with another class1 assigning one pupil to take charge of the baking4 ,special attention should be given to the careful serving of the potatoes4 ,home assignment4--,before the next lesson1 each pupil should be able to report that she has cooked potatoes at home1 using the recipes learned in class4 ,,lesson ,,iv3 ,,fruits ,,and ,,vegetables ,food value and use of fruits4 ,reasons and rules for canning4 ,how to can and use such vegetables as beets1 beans1 tomatoes1 and carrots1 and such fruits as figs1 grapes1 apples1 and peaches4 ,the drying of fruits and vegetables4 ,,subject-,,matter ,fruits impart palatability and flavour to other foods and exercise a favourable influence upon the digestive organs1 though their food value is low4 ,they contain a high percentage of water and only a small percentage of nutrients4 ,most fruits are eaten raw and are exceedingly valuable to the body because of the fresh acids they contain4 ,cooking softens the cellulose of the fruit and1 therefore1 renders some fruits more easy of digestion4 ,the cooking of fruit is of value chiefly for the purpose of preservation4 ,the drying of fruits4--,fruits are dried so that they may be preserved for use4 ,bacteria and moulds1 which cause the decay of fruits1 need moisture for development and growth4 ,if the moisture is evaporated1 the fruits will keep almost indefinitely4 ,fruits and vegetables can be easily and inexpensively dried4 ,when dried fruits are to be used for the table1 they must be washed thoroughly and soaked for several hours1 or overnight1 in water1 so as to restore to them as much water as possible4 ,they should be cooked1 until soft1 in the same water in which they are soaked4 ,canning and preserving4--,other methods of preservation are desirable1 in order that vegetables and fruits be made of value for a longer period of time than through their ripening season4 ,canning is one of the methods most commonly employed in the home1 being both easy and satisfactory4 ,fruit which is to be canned is first sterilized by boiling or steaming1 in order to destroy all germs and spores4 ,this can be adequately accomplished by boiling for twenty minutes1 but a shorter time is sometimes sufficient4 ,in order to ensure complete success1 all germs must also be destroyed on the cans and on everything which comes in contact with the food4 ,this will be effected by boiling or steaming for twenty minutes4 ,the jars1 covers1 dipper1 and funnel should all be placed in cold water1 heated until the water comes to the boiling-point1 boiled five minutes1 and left in the water until just before sealing4 ,as for the rubbers1 it will be sufficient to dip them into the boiling water4 ,after the fruit has been put into the can1 it must be sealed so that it is perfectly air-tight4 ,in order to do this1 it is necessary to have good covers1 with new1 pliable rubbers1 and to see to it that they fit tightly4 ,when the jar is to be filled1 it should be placed on a board or wooden table1 or on a cloth wrung out of hot water1 and should be filled to overflowing4 ,sugar is not essential to sterilization and is used only to improve the flavour4 ,both fruits and vegetables can be canned without sugar4 ,however1 fruits canned with a large amount of sugar do not spoil readily1 for germs develop slowly in a thick syrup4 ,methods of canning4--,the simplest method of canning is the ,open-kettle ,method employed for small1 watery fruits1 such as berries1 grapes1 tomatoes1 etc4 ,the fruit is boiled in an open kettle 7which permits of the evaporation of some of the water in the fruit7 and transferred at once to a sterilized jar1 which is immediately sealed4 ,another and safer method1 which secures more complete sterilization without serious change of flavour in the fruit1 is that known as the ,cold-pack ,method4 ,after being transferred to the cans1 the vegetable or fruit is subjected to an additional period of heating of considerable length1 or to three periods of briefer length on three successive days4 ,if the three periods of sterilization are used1 the process is known as the ,intermittent ,method4 ,the ,single ,process ,method is described in the recipe for canned beets4 ,the ,intermittent ,process proves more satisfactory for canned beans4 ,,preliminary ,,plan ,the teacher should ascertain what fruits and vegetables are most abundant and select for canning those that the class can provide4 ,each pupil should be asked to bring some vegetable or fruit1 some granulated sugar1 and a jar in which to can her fruit4 ,if the school does not possess enough kettles or sauce-pans in which to do the cooking1 they may be borrowed from the homes4 ,only one fruit or one vegetable should be taken up at a time1 for the preparation necessarily varies slightly1 and the different methods will prove confusing4 ,it is not necessary to confine the choice of fruits and vegetables to those mentioned in the recipes included here4 ,the teacher will find it better to base her instruction on the products of the particular time and place4 ,the principles of canning should be taken up at some other period1 if possible1 in order that the cooking lesson may be devoted entirely to the practical work4 ,,recipes ,canned ,tomatoes 7,open-kettle ,method7 ,scald and peel the tomatoes4 ,boil gently for #bj minutes4 ,sterilize the jars1 covers1 and rubbers4 ,stand the jars on a cloth in a pan of hot water or on a board or wooden table4 ,fill the jars with hot tomatoes1 being careful to fill to overflowing and to expel all air bubbles from the jar4 ,adjust the rubbers and covers4 ,seal and allow to cool4 ,test1 label1 and set away in a cool1 dry1 dark place4 7,cold-pack ,method7 ,scald in water hot enough to loosen the skins4 ,plunge quickly in cold water and remove the skins4 ,pack whole or in pieces in the jars4 ,fill the jars with tomatoes only4 ,add #a level teaspoonful of salt to each quart4 ,place the rubber and cover in position4 ,partially seal1 but not tightly4 ,place the jars on a rack in a boiler4 ,pour sufficient warm water into the boiler to come half-way up the jars4 ,place the filled jars on the rack so as not to touch one another1 and pack the spaces between them with cotton1 to prevent the jars striking when the water boils4 ,sterilize for #bb minutes after the water begins to boil4 ,remove the jars from the boiler4 ,tighten the covers4 ,invert to cool1 and test the joints4 ,wrap the jars in paper to prevent bleaching and store in a cool1 dry1 dark place4 ,this method of cooking is also called ,the ,hot ,water ,bath4 ,canned ,grapes 7,open-kettle ,method7 #f qt4 grapes #a qt4 sugar #a_/b c4 water ,pick over1 wash1 drain1 and remove the stems from the grapes4 ,separate the pulp from the skins4 ,cook the pulp #e minutes and then rub through a sieve that is fine enough to hold back the seeds4 ,put the water1 skins1 and pulp into the preserving kettle and heat slowly to the boiling-point4 ,skim the fruit and then add the sugar4 ,boil #ae minutes4 ,put into jars as directed4 ,sweet grapes may be canned with less sugar2 very sour grapes will require more sugar4 ,canned ,peaches ,choose firm1 solid fruit4 ,scald long enough to loosen the skins4 ,peel and cut in halves4 ,if clingstone peaches are used1 they may be canned whole4 ,pack the fruit into sterilized jars1 fill with boiling syrup 7#a c4 sugar to #a-a_/b c4 water74 ,then put on the covers loosely and place on wooden racks in the boiler4 ,sterilize in hot water bath for #bj minutes4 ,remove the jars and tighten the covers4 ,invert to cool1 and test the joints4 ,wrap the jars in paper to prevent bleaching2 then store4 ,canned ,beets 7,single ,process7 ,wash the beets and boil them until they are nearly tender and the skins come off easily4 ,remove the skins and carefully pack the beets in a jar4 ,cover with boiling water1 to which one tablespoonful of salt is added for each quart1 and put the cover on the jar1 but do not fasten it down4 ,place the jar on a rack or a folded cloth in a large kettle that can be closely covered4 ,pour enough water into the kettle to reach within two inches of the top of the jar1 cover the kettle1 bring the water to the boiling-point1 and boil from one and one-half to two hours4 ,as the water around the jar boils down1 replenish with boiling water1 never with cold4 ,remove the jars and tighten the covers4 ,invert to cool1 and test the joints4 ,wrap the jars in paper to prevent bleaching2 then store4 ,note4--,in canning beets1 if vinegar is added to the water in the proportion of one part vinegar to four parts water1 the natural bright colour will be retained4 ,canned ,string ,beans and ,peas 7,intermittent ,method7 ,can on the same day that the vegetables are picked4 ,blanch in boiling water from #b to #e minutes4 ,remove1 and plunge into cold water4 ,pack in sterilized jars4 ,add boiling water to fill the crevices4 ,add #a level teaspoonful of salt to each quart4 ,place rubbers and covers in position4 ,set the jars on the rack in the boiler and bring gradually to boiling heat4 ,at the end of an hour's boiling1 remove the jars from the boiler4 ,tighten the clamps or rims and set the jars aside to cool until the following day4 ,do not let the vegetables cool off in the boiler1 as this results in over-cooking4 ,on the second day1 loosen the clamps or unscrew the rims1 place the jars in warm water1 heat again to boiling temperature1 and boil for an hour2 then remove them again4 ,on the third day1 repeat the hour's boiling1 as on the preceding day4 ,corn may be canned successfully in the same way4 ,dried ,corn ,pick the corn early in the morning4 ,immediately husk1 silk1 and cut the corn from the cob4 ,spread in a very thin layer on a board1 cover with mosquito netting which is kept sufficiently elevated so that it will not come in contact with the corn1 place in the hot sun1 and leave all day4 ,before the dew begins to fall1 take it into the house and place in an oven that is slightly warm4 ,leave in the oven overnight and place out in the sun again the next day4 ,repeat this process until absolutely dry4 ,string ,beans ,string beans are hung up to dry and kept for winter use4 ,,method ,,of ,,work ,if possible1 let each pupil can a jar of vegetables or fruit for her own home4 ,if the class is large1 let the pupils work in groups of two or three4 ,begin the lesson with a very brief discussion of how to prepare fruit for canning4 ,let the pupils proceed with the practical work as quickly as possible4 ,demonstrate the method of filling and sealing the jars4 ,assign the care of the jars and the intermittent canning on succeeding days to members of the class1 and hold them responsible for the completion of the work4 ,the drying of some vegetables can be undertaken at school1 and carefully followed from day to day4 ,it will furnish the pupils with an interesting problem4 ,,lesson ,v3 ,,fats--,,vegetables--,continued ,preparation of white sauce to serve with vegetables4 ,how to boil1 season1 and serve such vegetables as lima or butter beans1 string beans1 onions1 cabbage1 corn1 beets1 turnips1 or carrots4 ,,subject-,,matter ,fats4--,butter belongs to the class of food-stuffs known as fats4 ,it increases the fuel value of those dishes to which it is added4 ,fats supply heat and energy to the body in a concentrated form4 ,for this reason they should be used in a limited quantity4 ,fats undergo several changes during the process of digestion1 and the excessive use of them interferes with the digestion of other foods and throws a large amount of work upon the digestive organs4 ,cooked fats are more difficult of digestion than uncooked fats1 and other foods cooked with hot fat are rendered more difficult to digest4 ,vegetables4--,vegetables should be used when in season1 as they are always best and cheapest then4 ,they are better kept in a cold1 dry1 and dark place4 ,if the vegetables contain starch or tough cellulose1 they will require cooking2 as raw starch is indigestible1 and the harsh cellulose may be too irritating to the digestive tract4 ,in old or exceedingly large vegetables the cellulose may be very tough2 hence a long period of cooking is necessary4 ,they should be cooked only until they are tender4 ,longer cooking may destroy the flavour1 render the vegetables difficult of digestion1 and cause the colour to change4 ,in very young vegetables the cellulose is delicate and1 if young vegetables do not contain much starch1 they may be eaten raw4 ,when cooked vegetables are served1 they are usually seasoned and dressed with butter 7for one cup of vegetables use #a_/b teaspoonful of salt1 #a_/h teaspoonful of pepper1 and #a_/b tablespoonful of fat71 or a sauce is prepared to serve with them4 ,,preliminary ,,plan ,it may be well to have a preliminary lesson devoted to simple experiments with flour1 liquid1 and fat1 in order to determine the best method of combining the ingredients in the white sauce4 ,however1 if the lesson period is of sufficient length1 a few of these experiments may be performed in connection with it4 ,there should be provided for the lesson some vegetable that is improved by serving with white sauce1 and sufficient milk1 butter or other fat1 flour1 and salt for the sauce and the experiments4 ,discuss with the pupils the fat that is used in their homes1 in order to know what is available4 ,the recipes should be written on the black-board before the lesson hour4 ,,recipes ,stewed ,onions #a qt4 onions ,white pepper #b tbsp4 butter #a_/d tsp4 salt ,peel the onions under cold water4 ,cover with boiling water1 add salt1 and simmer until tender4 ,drain and serve with one cup of white sauce2 or omit the sauce and serve seasoned with butter and pepper4 ,serves six4 ,cabbage ,cut the cabbage into quarters and soak one-half hour in cold salt water to draw out any insects4 ,chop or shred1 cover with boiling water1 add salt1 and simmer until tender4 ,drain1 and serve with butter1 salt1 and pepper1 or with a sauce4 ,carrots ,scrape the carrots and cut them into large dice or slices4 ,add boiling water and boil until tender 7from #cj to #de minutes74 ,drain1 and season with butter1 salt1 and pepper1 or serve with white sauce4 ,string ,beans ,string the beans1 if necessary1 and cut into pieces4 ,boil in salted water until tender4 ,season with butter1 salt1 and pepper1 and serve hot4 ,salt pork may be boiled with the beans1 to give them an added flavour4 ,,experiments ,,in ,,using ,,starch ,,for ,,thickening 7,any powdered starch may be used7 #a4 ,boil #a_/d cup of water in a small sauce-pan4 ,while boiling1 stir into it #a_/b tsp4 of cornstarch and let it boil one minute4 ,observe the result4 ,break open a lump and examine it4 #b4 ,mix #a tsp4 of cornstarch with #b tsp4 of cold water and stir into #a_/d cup of boiling water4 ,note the result4 #c4 ,mix #a tsp4 of cornstarch with #b tsp4 of sugar and stir into #a_/d cup of boiling water4 ,note the result4 #d4 ,mix #a tsp4 of cornstarch with #b tsp4 of melted fat in a small sauce-pan and stir into it #a_/d cup of boiling water4 ,note the result4 ,,conclusions ,,based ,,on ,,the ,,foregoing ,,experiments #a4 ,starch granules must be separated before being used to thicken a liquid3 7#a7 ,by adding a double quantity of cold liquid1 7#b7 ,by adding a double quantity of sugar1 7#c7 ,by adding a double quantity of melted fat4 #b4 ,the liquid which is being thickened must be constantly stirred1 to distribute evenly the starch grains until they are cooked4 ,white ,sauce #b tbsp4 butter or other fat #b tbsp4 flour #a c4 milk #a_/d tsp4 salt #a_/h tsp4 pepper 7,sufficient for #a pint vegetables7 ,melt the butter1 add the flour1 and stir over the fire until frothy4 ,add the milk and stir constantly until it thickens4 ,stir in the seasonings4 ,note4--,vegetable water may be substituted for part of the milk4 ,,method ,,of ,,work ,review the facts on boiling vegetables learned in the previous lesson4 ,let the pupils put water on to boil and prepare a vegetable for cooking4 ,if experiments are to be made1 they can be performed while the vegetable is cooking4 ,if the experiments have been made previously1 they can be reviewed in discussion at this time4 ,prepare a white sauce by demonstration1 using the method which seems most practical4 ,have the vegetables drained1 dried1 and added to the white sauce4 ,when well-heated1 serve4 ,questions ,used to ,develop the ,lesson ,what facts regarding the boiling of vegetables did we learn in the last lesson8 ,does the vegetable that we are to cook to-day differ in any marked way from those we cooked before8 ,should we follow the same rule in cooking it8 ,should we add the flour directly to the cold milk8 ,to the hot milk8 ,how shall we combine the white sauce8 ,with what other vegetables can white sauce be used8 ,home assignment4--,each pupil should prepare some vegetable and serve it with white sauce1 before the next lesson4 ,,lesson ,,vi3 ,,cereals ,kinds1 composition1 care1 and general rules for cooking cereals4 ,oatmeal1 cracked wheat1 corn-meal porridge1 rice4 ,fruits to serve with cereals--stewed prunes1 stewed apples1 or apple sauce4 ,,subject-,,matter ,the term cereals is applied to the cultivated grasses--rice1 wheat1 corn1 rye1 oats1 and buckwheat4 ,they are widely grown throughout the temperate zone and are prepared in various forms for use as food4 ,cereals contain a high percentage of starch and a low percentage of water1 with varying proportions of mineral matter and fat4 ,in addition to the four food-stuffs already studied1 cereals contain a small amount of another food-stuff known as protein--a muscle-building material4 ,for the most part1 the cereals contain a large amount of cellulose1 which is broken up during the process of preparation for market and requires long cooking before being ready for use by the body4 ,the digestibility of the cereals depends upon the amount of cellulose which they contain and the thoroughness of the cooking4 ,cereals are palatable1 and they are valuable1 because in cooking they can be blended in various ways with other substances4 ,they are beneficial also to the body1 because their cellulose acts mechanically on the digestive organs by stimulating them to action4 ,cereals are made more attractive by serving with fresh or cooked fruit4 ,,preliminary ,,plan ,the cereals should be discussed in a nature study or geography lesson1 and two or three kinds that are in common use should be brought from home by the pupils4 ,if cereals are not generally used as breakfast foods1 the lesson may be a means of introducing them4 ,some pupils should bring a little milk and sugar1 to serve with the cooked cereal4 ,apples or prunes should be brought1 to cook and serve with the cereal4 ,,recipes ,oatmeal #c c4 boiling water #c_/d c4 oatmeal #c_/d tsp4 salt ,add the oatmeal slowly to boiling salted water4 ,boil for #aj minutes1 stirring constantly1 then cook slowly1 preferably over water1 at least one and one-half hours longer2 the flavour is developed by longer cooking4 ,serves six4 ,cracked ,wheat ,follow the recipe for oatmeal1 using #c_/d c4 of cracked wheat4 ,corn-meal ,porridge #d c4 boiling water #c_/d c4 corn-meal #a tsp4 salt ,add the corn-meal slowly to boiling salted water4 ,boil for #aj minutes1 stirring constantly1 then cook slowly for three hours longer1 preferably over water4 ,serves six to eight4 ,boiled ,rice #c qt4 boiling water #a c4 rice #b tsp4 salt ,pick the rice over carefully and wash thoroughly4 ,add it to the boiling salted water so gradually that it will not stop boiling4 ,partly cover and cook for #bj minutes1 or until the grains are soft2 turn into a colander1 and pour cold water through it1 drain1 dry1 and re-heat in a hot oven with door open4 ,serve hot as a vegetable or as a simple dessert with cream and sugar4 ,serves six to eight4 ,stewed ,prunes #a_/b lb4 prunes #a qt4 cold water ,wash the prunes in two or three waters2 then soak them in cold water for several hours4 ,heat them in the water in which they are soaked and simmer until tender 7an hour or more74 ,serves six to eight4 ,stewed ,apples #aj small apples #a_/b c4 sugar #c_/d c4 water ,cook the sugar and water together until it boils4 ,wash1 pare1 and cut the apples into quarters2 core1 and slice the quarters lengthwise into #a_/d-;inch slices2 put the apple slices into boiling syrup and cook slowly until tender4 ,remove from the syrup at once and let the syrup boil down to thicken4 ,apple ,sauce #aj small apples #a_/b c4 sugar #c_/d c4 water ,wipe1 quarter1 core1 and pare sour apples2 add the water and cook until the apples begin to soften2 add the sugar and flavouring1 cook until the apples are very soft1 then press through a strainer and beat well4 ,serves eight to ten4 ,,method ,,of ,,work ,as soon as the class meets1 discuss the recipes briefly and put the cereals on to cook at once4 ,prepare the fruit4 ,while the long cooking of the cereal is in progress1 discuss the composition1 food value1 and methods of using cereals4 ,then go on with another lesson and call the class together1 for serving1 later in the day4 ,serve the fruit and the cereals together4 ,,lesson ,,vii3 ,,classification ,,of ,,foods--,reviewed ,,subject-,,matter ,those foods which build up and repair the muscular tissues of the body are called protein foods1 muscle builders1 or flesh formers4 ,meat1 fish1 eggs1 cheese1 milk1 cereals1 legumes1 and nuts are classed as protein foods4 ,those foods which serve solely as fuel for the body--providing heat and energy--are classed under two groups3 the carbohydrates 7sugar and starches71 which the body is able to use in relatively large quantities2 and the fats1 which the body cannot use in such large quantities1 but which yield a large amount of heat and energy4 ,protein also serves as fuel1 though tissue building is regarded as its special function4 ,sugars and starches are abundant in fruits and vegetables4 ,fats are found in meats1 fish1 milk1 and in some vegetable foods4 ,heat-giving food may be stored in the body as fatty tissue4 ,mineral compounds must be present in our food1 to help in the regulation of the body processes and to enter into the composition of the structure and the fluids of the body4 ,mineral compounds are best supplied by fresh green vegetables1 fruits1 and milk4 ,water is absolutely essential to the body1 is present in large quantities in many foods1 and is combined with many other foods during the processes of cooking4 ,one or more of the food-stuffs sometimes predominate in a single food4 ,for example1 rice is almost entirely carbohydrate1 and butter is almost pure fat4 ,occasionally1 we find a food that contains all the five groups of food principles4 ,milk is an example of such a food1 containing all five food principles in such proportions as to supply all the nourishment which a baby needs during the early months of its life4 ,as the child grows older1 foods rich in both carbohydrates must be added to the diet4 ,wheat contains all that the body needs for nourishment except water1 which is easily added in cooking4 ,protein foods ,carbohydrate foods ,meats ,sugar ,fish ,honey ,poultry ,syrup ,eggs ,vegetables3 ,cheese ,potatoes ,milk ,parsnips ,cereals3 ,peas ,wheat ,beets ,oatmeal ,carrots ,rye ,cereal preparations3 ,legumes3 ,meals ,peas ,flours1 etc4 ,beans ,fruits ,lentils ,prepared foods3 ,peanuts ,bread ,nuts ,crackers ,macaroni ,jellies ,dried fruits ,candy ,milk ,fat foods ,mineral foods ,cream ,fruits ,butter ,vegetables3 ,lard ,spinach ,suet ,tomatoes ,fat meats ,onions ,fish ,turnip tops ,salad oil ,cauliflower ,nuts ,cereals3 ,chocolate ,grits and other coarse preparations ,milk ,eggs ,choice of food4--,the diet must be carefully chosen1 to give a needed variety and to combine the foods properly so that one may have a right proportion of all the food-stuffs4 ,each meal should contain some protein food1 some fats or carbohydrates1 some mineral matter1 and water4 ,all five forms of food-stuffs should have a place in the day's diet4 ,the greater part of the water which the body needs should be taken between meals4 ,,method ,,of ,,work ,review the foods discussed in the previous lessons and sum up the classification of foods1 being sure that the pupils can name common examples of each4 ,discuss simple combinations for the different meals1 using dishes already prepared in the course and creating an interest in other recipes to be prepared in succeeding lessons4 ,,black-,,board ,,summary ,there are five food principles3 #a4 ,water--builds and repairs the tissues1 regulates the system-- found in all food-stuffs4 #b4 ,mineral matter--builds and repairs the tissues1 regulates the system-- found in vegetables1 fruits1 cereal1 and so on4 #c4 ,carbohydrates--give heat and energy to the body-- found in sugar and starches4 #d4 ,fats--give heat and energy to the body-- found in cream1 nuts1 pork1 and so on4 #e4 ,protein--builds and repairs the tissues-- found in meat1 eggs1 cheese1 seeds4 ,always choose a diet carefully3 #a4 ,to give variety4 #b4 ,to combine the foods properly1 so that they will contain adequate proportions of each food-stuff at every meal4 ,,lesson ,,viii3 ,,the ,,planning ,,and ,,serving ,,of ,,meals ,,subject-,,matter ,experience has shown that some foods are more acceptable at one time of day than other foods1 and that certain combinations are more pleasing than others4 ,the choice of foods will also depend upon the season of the year4 ,for example1 breakfast is1 as a rule1 made up of simple foods that are not highly seasoned nor subjected to elaborate methods of cooking4 ,a fruit1 a cereal1 and bread1 with1 possibly1 eggs or meat1 are served at breakfast4 ,a hot beverage is added by most people to this meal4 ,fundamentally1 dinner consists of a hot meat or other protein dish1 with one or two vegetables4 ,soup1 salad1 and a sweet dessert are often served4 ,the soup is served before the meat course1 and the salad and dessert follow it4 ,the dessert may be a fruit1 a cookie or other pastry1 a pudding1 or a frozen dish4 ,lunch or supper may be a very simple meal1 consisting of a soup with crackers1 one protein dish 7eggs1 milk1 or meat7 with bread and stewed fruit1 or a salad1 with a simple dessert4 ,,examples ,,of ,,well-,,chosen ,,menus ,breakfast ,no4 ,i ,apple sauce ,sausage or bacon ,oatmeal ,toast ,no4 ,,ii ,baked apples ,eggs in the shell ,cracked wheat ,corn muffins ,no4 ,,iii ,stewed figs or berries ,poached eggs ,corn-meal porridge ,toast ,note4--,eggs should be omitted from the breakfast menu if they are not cheap and easily obtainable4 ,dinner ,no4 ,i ,pork chops ,potatoes ,fried apples ,mashed turnips ,bread ,rice pudding ,no4 ,,ii ,beef or mutton stew ,biscuits ,spinach or turnip tops ,cornstarch pudding ,no4 ,,iii ,baked beans ,grape sauce ,cabbage salad ,bread or biscuits ,supper ,no4 ,i ,stewed apricots or other fruit ,whole wheat bread ,buttermilk or sweet milk ,peanut cookies ,no4 ,,ii ,omelet ,creamed potatoes ,bread ,fresh fruit ,no4 ,,iii ,cream of carrot soup ,biscuits ,cottage cheese ,syrup ,the table should always be neatly set1 with individual places arranged for each one who is to partake of the meal4 ,each place should be wide enough for a plate1 with a knife and spoon at the right and a fork at the left side4 ,a tumbler should be placed at the point of the knife and a napkin at the left of the fork4 ,everything on the table should be perfectly clean1 the napkin should be neatly folded1 and all the articles should be uniformly arranged1 in order to give a neat appearance to the table4 ,a flower or plant in the centre will add to its attractiveness4 ,salt1 pepper1 sugar1 vinegar1 and anything of the kind that may be needed with the meal should be arranged where it can be easily reached4 ,fresh water should be poured into the tumblers just before the meal is served4 ,the bread1 butter1 and so on1 may be put on the table several minutes before the meal is announced1 but the hot dishes should be placed immediately before the family is seated4 ,,preliminary ,,plan ,if ,lesson ,,vi1 entitled ,setting and ,clearing the ,table as outlined in the course on the ,care of the ,home has been given1 this lesson may be devoted to what to serve and how to serve it1 or it may precede the lesson on ,waiting on ,table4 ,the manner of serving may be demonstrated in the next lesson1 in connection with the course on the ,care of the ,home4 ,simple equipment for family service will be required1 if the form of serving is to be taken up4 ,for class practice1 a table for four may be arranged4 ,this will necessitate a table-cover1 four dinner plates1 four bread-and-butter plates1 four tumblers1 four cups and saucers1 four knives1 four forks1 four teaspoons1 four napkins1 a platter1 one serving spoon1 and one serving fork4 ,,method ,,of ,,work ,discuss meal service from the standpoint both of choice and combination of foods and of the method of service4 ,let the class plan a meal1 then go through the form of serving that meal at table4 ,in the absence of a table1 the top of a desk may be used4 ,later in the course1 the teacher should plan to combine this lesson with one on cooking and have the food served4 ,in each cooking lesson1 suggestions for serving the food should be made1 and each dish cooked should be carefully served4 ,interest in this lesson may be increased by allowing the pupils to make original menus1 and1 if they are having some lessons in drawing1 simple menu cards may be planned and executed4 ,,lesson ,,ix3 ,,milk ,care1 cost1 and food value of milk4 ,value and use of sour milk--cottage cheese1 curdled milk4 ,rice or cornstarch pudding 7plain1 caramel1 or chocolate74 ,,subject-,,matter ,milk contains all the food-stuffs which the body requires1 except starch1 and1 therefore1 is capable of sustaining life for comparatively long periods4 ,it is one of the most important protein foods2 but it contains so small a percentage of carbohydrate 7milk sugar7 that for the adult it must be supplemented with carbohydrate foods4 ,for the baby1 milk is a perfect food1 and it is a valuable adjunct to the diet of all children4 ,one quart of milk should be allowed for the diet of each child daily1 after the twelfth month2 and the diet of the adult should be supplemented by the use of milk4 ,the greatest care should be exercised in protecting milk from dust and dirt1 for it is easily contaminated and may be the means of carrying disease germs to the body4 ,the changes which milk undergoes when souring do not render it harmful4 ,for many people buttermilk is more easy of digestion than sweet milk1 because of the changes produced by souring1 as well as the absence of fat4 ,sour milk is of value in cooking1 producing a tender bread which can readily be made light by the addition of soda--one teaspoonful of soda to one pint of sour milk that has curdled4 ,in the preparation of cheese1 the whey is separated from the curds1 thus extracting most of the water1 sugar1 and mineral matter1 and leaving a substance rich in protein and fat4 ,cheese is of value in cooking1 for it increases the food value of those foods to which it is added4 ,,preliminary ,,plan ,the teacher should make inquiries a few days in advance1 to be sure that one quart of sour milk can be secured1 and1 when it is brought1 she should examine it to see that it is in proper condition to make cottage cheese4 ,she should arrange to have about one quart of sweet milk and such other supplies as are necessary for the pudding1 brought by the pupils4 ,an opportunity may be afforded to discuss the use of left-over cereal by the preparation of a rice pudding1 if the teacher provides some cold cooked rice for the lesson4 ,in the absence of cold rice1 the cornstarch pudding may be prepared4 ,,recipes ,cottage ,cheese ,heat sour milk slowly until the whey rises to the top1 pour the whey off1 put the curd in a bag1 and let it drip for six hours without squeezing4 ,put the curd into a bowl and break into fine pieces with a wooden spoon2 season with salt and mix into a paste with a little cream or butter4 ,mould into balls1 if desired1 and keep in a cold place4 7,it is best when fresh47 ,rice ,pudding #a_/b c4 rice #b c4 milk #b eggs #a_/c c4 sugar #a_/h tsp4 salt #a_/b tsp4 vanilla ,scald the milk in a double boiler4 ,add the prepared rice and cook until soft4 ,beat the egg-yolks1 sugar1 and salt together until well mixed4 ,stir into the rice and cook for #c minutes4 ,remove from the heat and serve cold4 ,serves eight4 ,cornstarch ,pudding #a_/d c4 sugar #e tbsp4 cornstarch1 or #a_/b c4 flour #a tsp4 vanilla1 or other flavouring #c c4 milk #a egg ,mix the sugar and cornstarch thoroughly4 ,add one cup of cold milk and stir until smooth4 ,heat the remainder of the milk in a double boiler2 add the cornstarch mixture slowly1 stirring constantly until it begins to thicken4 ,continue cooking for #bj minutes4 ,beat the egg well1 add the hot pudding slowly1 strain1 and cool4 ,serve with milk or cream and sugar4 7,the egg may be omitted1 if desired47 ,serves eight4 ,for chocolate cornstarch pudding1 use #a_/d cup of sugar additional and two squares of chocolate4 ,melt the chocolate carefully1 add the sugar1 and add to the cornstarch mixture4 ,for caramel cornstarch pudding1 use #a cup of brown sugar and #a_/b cup of boiling water4 ,heat the sugar until it becomes a light-brown liquid1 add the boiling water1 and stir until the sugar is all dissolved4 ,let it cool2 then add to the cornstarch mixture4 ,,method ,,of ,,work ,as soon as the class meets1 demonstrate the method of making cottage cheese4 ,show the separation of curd and whey1 by adding vinegar or lemon juice to sweet milk4 ,while the cheese is draining1 make assignments of work and have the rice or cornstarch pudding made4 ,in this lesson and in those following emphasize the use of protein foods4 ,discuss also the food value of skimmed milk and sour milk and the purposes for which these may be used in cooking4 ,use the cottage cheese and the pudding for the school lunch4 ,,lesson ,x3 ,,soups ,cream soups4 ,cream of carrot1 potato1 or onion soup1 green pea soup4 ,toast1 croutons1 or crisp crackers to serve with soup4 ,,subject-,,matter ,cream soups4--,the strained pulp of cooked vegetables or legumes1 with an equal portion of thin white sauce1 is the basis for cream soups4 ,the liquid for the soup may be all milk1 part vegetable water and part milk1 or all vegetable water4 ,a binding of flour is used to prevent a separation of the thicker and the thinner parts of the soup4 ,this is combined as for white sauce and is stirred into the hot liquid just before the soup is to be served4 ,the soup should be made in a double boiler and kept in this utensil until it is served4 ,four tablespoons of flour to each quart of soup is a good proportion to use for thickening all vegetable soups that are not of a starchy nature2 half that amount will be sufficient for soup prepared from a very starchy vegetable4 ,the value of the vegetable water should be impressed upon the pupils1 and it should be pointed out that these soups are an excellent way of using the cooking water and any left-over vegetables4 ,from these1 attractive cream soups may be prepared1 and a combination of flavours often gives good results4 ,accompaniments4--,crisp crackers1 croutons1 soup sticks1 or bread sticks are served with cream soups1 and are valuable because they necessitate thorough mastication1 thus inducing the flow of saliva and aiding in the digestion of the starchy ingredients of the soups4 ,,preliminary ,,plan ,as a basis for the soup1 the teacher should secure a vegetable that the pupils use in their own homes1 and crackers or bread to serve with the soup4 ,if dried peas are used1 they should be allowed to soak overnight and be put on to cook early in the morning4 ,it will be well to have the cooking of the carrots begun before the lesson period4 ,if the carrots are cut up in small pieces1 they will cook more quickly4 ,,recipes ,cream of ,carrot ,soup #a c4 cooked carrots #b c4 vegetable water #b c4 milk #d tbsp4 flour #b tbsp4 butter ,salt and pepper to taste ,press the vegetables through a sieve or chop finely2 put the vegetable water on to heat4 ,mix the flour smoothly with an equal measure of milk and thin it with a little more of the milk4 ,stir into the steaming liquid1 stirring constantly until it thickens4 ,stir in the butter1 vegetable pulp1 and remaining milk4 ,season to taste and serve hot4 ,serves six4 ,cream of ,potato ,soup #a pt4 milk or milk and water #b tsp4 chopped onions #c potatoes #a tbsp4 butter #a tbsp4 flour #a tsp4 salt #a_/h tsp4 pepper #b tsp4 chopped parsley ,put the milk to heat in a double boiler4 ,boil the potatoes and onion together until soft1 then rub the liquid and pulp through a strainer into the hot milk4 ,bind with the flour1 add the seasonings1 and serve hot4 ,serves four4 ,pea ,soup #a c4 split peas #b-a_/b qt4 water #b tbsp4 chopped onion #c tbsp4 butter #c tbsp4 flour #a-a_/b tsp4 salt #a_/h tsp4 pepper #a pt4 milk ,wash the peas and soak them overnight in cold water1 drain and rinse thoroughly1 add #b-a_/b quarts of cold water and the onion1 cook slowly until soft1 rub the liquid and pulp through a strainer1 and bind with the flour4 ,add the milk and the seasonings and serve hot4 ,serves six to eight4 ,toast ,cut stale bread into slices one quarter of an inch thick2 put on the toaster or fork1 move gently over the heat until dry1 then brown by placing near the heat1 turning constantly4 ,bread may be dried in the oven before toasting4 ,hot milk may be poured over dry toast4 ,croutons ,cut stale bread into one-half-inch cubes and brown in the oven4 ,crisp ,crackers ,put the crackers into the oven for a few minutes1 or split and butter thick crackers1 and brown in a hot oven2 serve with soup4 ,,method ,,of ,,work ,devote a few minutes to a discussion of cream soups and a review of the cooking of vegetables and white sauce4 ,divide the work among the members of the class1 assigning enough to each pupil to keep her busy1 arranging the work so that the soup and its accompaniments will be ready for serving at the same time4 ,,lesson ,,xi3 ,,eggs ,food value and general rules for cooking eggs4 ,cooked in shell1 poached1 scrambled1 and omelet4 ,,subject-,,matter ,eggs are a very valuable food1 because of the large amount of protein and fat they contain4 ,though lacking in carbohydrates1 they furnish material for building up the muscles and provide heat and energy to the body4 ,if cooked at a low temperature1 eggs are very easily and very completely digested4 ,combined with other foods1 they serve as a thickening agent 7for sauces and soups7 and as a means of making batters light 7popovers and sponge cake74 ,they add flavour and colour and increase the nutritive value of other foods4 ,,preliminary ,,plan ,the lesson on eggs furnishes one of the best opportunities to teach the muscle-building foods4 ,if eggs are scarce1 it may be well to give this lesson at some other time4 ,each pupil should be asked to bring an egg2 one or two should bring a little milk2 and sufficient bread should be provided to toast for the poached eggs4 ,the teacher should not undertake to give too many recipes in this lesson1 but should try to make the pupils familiar with a sufficient variety of ways of using eggs to make egg cookery interesting4 ,the necessity of having a moderate temperature for the cooking of eggs should be emphasized4 ,,recipes ,soft-cooked ,eggs ,put the eggs in boiling water sufficient to cover them1 remove from the fire1 cover1 and allow them to stand from #e to #h minutes4 ,hard-cooked ,eggs ,put the eggs in cold water1 heat1 and1 when the water boils1 reduce the heat1 and let them stand for #bj minutes with water just below the boiling-point1 then put them into cold water4 ,poached ,eggs ,break each egg into a saucer carefully1 slip the egg into boiling water1 decrease the heat1 and cook for #e minutes1 or until the white is firm and a film has formed over the yolk4 ,take up with a skimmer1 drain1 trim off the rough edges1 and serve on slices of toast4 ,season4 ,poached eggs are attractive when covered with white sauce to which chopped parsley has been added4 ,baked ,eggs ,line a buttered baking-dish with buttered bread crumbs or with cold mashed potatoes4 ,break the eggs in the dish without separating and add one tablespoon of milk or cream for each egg4 ,season with salt and pepper and sprinkle with grated cheese1 if desired4 ,bake in a moderate oven until the eggs are set4 ,creamed ,eggs #c hard-boiled eggs #f slices toast #a c4 medium white sauce ,prepare a white sauce4 ,add hard-boiled eggs cut in halves1 sliced1 or chopped and1 when hot1 serve on toast4 ,or separate the whites and yolks1 chop the whites fine1 add to the white sauce and1 when hot1 serve on toast and garnish with yolks run through a sieve or ricer4 ,season with salt and pepper4 ,serves four to six4 ,creamy ,omelet #a egg #a_/d tsp4 salt ,pepper #a_/b tsp4 butter #a tbsp4 milk ,beat the egg slightly1 add the milk and seasonings1 put the butter in the hot omelet pan and1 when melted1 turn in the mixture4 ,as it cooks1 draw the edges toward the centre until the whole is of a creamy consistency1 brown quickly underneath1 fold1 and turn on a hot platter4 ,serve at once4 ,serves one4 ,scrambled ,eggs ,double the quantity of milk given for ,creamy ,omelet and stir all the time while cooking4 ,foamy ,omelet,a #a egg #a_/h tsp4 salt #a tbsp4 milk or water #a_/b tsp4 butter ,cayenne or white pepper ,beat the yolk of the egg until creamy1 add seasoning and milk4 ,beat the white until stiff1 but not dry1 cut and fold into the yolk carefully4 ,heat an omelet pan1 rub the bottom and sides with the butter1 and turn in the omelet1 spreading it evenly on the pan4 ,cook gently over the heat until the omelet is set and evenly browned underneath4 ,put it into a hot oven for a few minutes1 to dry slightly on top1 fold1 and serve immediately4 ,serves one4 ,,method ,,of ,,work ,devote one half of the class period to a discussion of the structure of the egg and the effect of heat upon it4 ,use simple experiments or watch the poached egg1 to make a study of the changes produced in the egg by the application of heat4 ,if the pupils are sufficiently experienced1 let them work together in small groups1 first scrambling an egg1 then making an omelet4 ,demonstrate the cooking of the omelet before the entire class4 ,serve the egg dishes carefully while hot4 ,a ,the omelet recipes given are for individual portions4 ,to make a large omelet1 multiply the quantity of each ingredient by the number of eggs used4 ,the best results will be obtained by making an omelet of not more than four eggs1 as larger omelets are difficult to cook thoroughly and to handle well4 ,a two-egg omelet will serve three people4 ,a four-egg omelet will serve six people4 ,,lesson ,,xii3 ,,simple ,,desserts--,,custards ,,subject-,,matter ,a custard is a combination of eggs and milk1 usually sweetened and flavoured1 and either steamed1 or baked as cup custard1 or cooked in a double boiler as soft custard4 ,the whole egg may be used or the yolks alone4 ,the yolks make a smoother1 richer custard4 ,the eggs must be thoroughly mixed1 but not beaten light1 the sugar and salt added1 and the milk scalded and stirred in slowly4 ,the custard must be strained through a fine sieve and cooked at a moderate temperature4 ,it is desirable to strain a custard1 in order to remove the cords and pieces of the membrane which inclosed the yolk4 ,the cup custard should be strained before cooking1 the soft custard may be strained afterwards4 ,a soft custard is cooked over water and is stirred constantly until done4 ,when done1 the froth disappears from the surface1 the custard is thickened and coats the spoon and sides of the pan1 and there is no sign of curdling4 ,if the custard is cooked too long1 it becomes curdled4 ,if it becomes curdled1 put it into a pan of cold water and beat until smooth4 ,a steamed or baked custard is done when it becomes set and when a silver knife will come out clean after cutting it4 ,,preliminary ,,plan ,this lesson will furnish an opportunity for a review of milk and eggs4 ,the pupils should arrange to bring the necessary materials from their homes4 ,,recipes ,steamed ,custards #a qt4 milk 7heated7 #d eggs or #h egg yolks #a_/b c4 sugar #a_/d tsp4 salt #b tbsp4 caramel or #a_/b tsp4 nutmeg ,beat the eggs sufficiently to mix them thoroughly2 add the sugar1 salt1 and hot milk slowly4 ,strain into cups1 flavour with caramel1 or sprinkle nutmeg on top1 and steam until firm over gently boiling water--from #bj to #cj minutes4 ,baked ,custards ,prepare as for ,steamed ,custards1 set in a pan of hot water1 and bake in a slow oven until firm--from #bj to #dj minutes4 ,chocolate ,custards ,use the recipe for ,steamed ,custards1 adding #a ounce of chocolate 7melted7 to the hot milk4 ,steam or bake as desired4 ,soft ,custard #a pt4 milk 7heated7 #d egg yolks #a_/af tsp4 salt #a_/b tsp4 vanilla extract #d tbsp4 sugar ,beat the egg yolks sufficiently to mix them thoroughly1 add the sugar1 salt1 and hot milk slowly4 ,cook over water that is boiling gently4 ,stir constantly until the custard thickens4 ,strain4 ,flavour when cool4 ,for soft ,chocolate ,custard add #a_/b ounce chocolate 7melted7 to the hot milk4 ,serves six4 ,floating ,island ,use recipe for ,soft ,custard and1 when cold1 garnish with a meringue made according to the following recipe3 ,meringue #d egg whites #a_/d c4 powdered sugar ,beat the egg whites very light1 add powdered sugar1 and continue beating4 ,drop in large spoonfuls on the cold custard4 ,serves eight to ten4 ,,method ,,of ,,work ,it may be possible to teach two or three recipes in this lesson4 ,the baked custard may be put into the oven while the soft custard or floating island is being made4 ,serve at the school lunch4 ,,lesson ,,xiii3 ,,batters ,,and ,,doughs ,griddle ,cakes ,,subject-,,matter ,batters4--,batters are mixtures of flour or meal and a liquid1 with salt or sugar to give flavour1 butter to make tender1 and steam1 air1 or gas to make light4 ,one scant measure of liquid is used with one measure of flour for thin1 or pour1 batter4 ,one measure of liquid is used with two measures of flour for a thick1 or drop1 batter4 ,one measure of liquid is used with three measures of flour for a soft1 or bread1 dough4 ,one measure of liquid is used with four measures of flour for a stiff1 or pastry1 dough4 ,before mixing a batter1 the oven or griddle should be at the proper temperature1 with the fire well regulated and in good condition4 ,the oven should be tested by putting in a piece of white paper or two tablespoonfuls of flour1 which should brown in three minutes4 ,the pans should be prepared by greasing with lard1 salt pork1 or beef dripping4 ,all the materials should be measured and ready before beginning to combine the ingredients4 ,when the batter has been mixed and beaten until smooth1 it should be baked at once4 ,,preliminary ,,plan ,the teacher will be better prepared to give the lesson on batters if she first makes herself familiar with the kinds of breads that are used in the homes of the pupils and the methods followed in their preparation4 ,the simple1 general methods of preparing batters should be taught4 ,the teacher should not attempt the preparation of more than one or two batters in this lesson4 ,,recipes ,sour-milk ,griddle ,cakes #b-a_/b c4 flour #a_/b tsp4 salt #a-a_/d tsp4 soda #a egg #b c4 sour milk ,mix and sift the flour1 salt1 and soda2 add the sour milk and egg well beaten4 ,drop1 by spoonfuls1 on a greased hot griddle2 cook on one side4 ,when puffed full of bubbles and cooked on the edges1 turn1 and cook on the other side4 ,serve with butter and maple syrup4 ,sweet-milk ,griddle ,cakes #c c4 flour #a-a_/b tbsp4 baking-powder #a tsp4 salt #a_/d c4 sugar #b c4 milk #a egg #b tbsp4 melted butter ,mix and sift the dry ingredients1 beat the egg1 add the milk1 and pour on the first mixture4 ,beat thoroughly and add the butter4 ,cook the same as ,sour-milk ,griddle ,cakes4 ,,method ,,of ,,work ,discuss batters briefly4 ,have all measurements made1 the fire regulated1 the pans prepared1 and so on4 ,demonstrate the mixing and cooking of ,griddle ,cakes4 ,serve the cakes daintily after they are cooked4 ,,lesson ,,xiv3 ,,batters ,,and ,,doughs--,continued ,muffins--,baking-powder ,biscuits ,,subject-,,matter ,methods of making batters light4--,batters are made light by beating air into them1 by adding eggs into which air has been beaten1 or by entangling gas in the batter4 ,gas is secured by using soda and sour milk in a batter 7one teaspoon of soda to one pint of sour milk71 or soda with molasses 7one teaspoon of soda to one cup of molasses71 or soda with cream of tartar 7one teaspoon of soda with two slightly rounding teaspoons of cream of tartar74 ,the soda should be mixed well with the other dry ingredients1 then the sour milk or molasses added1 the whole beaten up quickly1 and baked at once4 ,baking-powder is a preparation containing soda and cream of tartar1 and may be used in place of soda if sweet milk is used4 ,two level teaspoonfuls of baking-powder should be used with one cup of flour4 ,,preliminary ,,plan ,this lesson is a continuation of the lesson on batters4 ,care should be taken not to undertake more than can be done well in the time available4 ,,recipes ,graham ,muffins #a c4 graham flour #a c4 flour #a_/d c4 sugar #a tsp4 salt #a c4 milk #a egg #a tbsp4 melted butter #d tsp4 baking-powder ,mix and sift the dry ingredients4 ,gradually add the milk1 the egg well-beaten1 and the melted butter4 ,bake in a hot oven in greased gem pans for #be minutes4 ,plain ,muffins #a_/d c4 butter #a_/d c4 sugar #a egg #c_/d c4 milk #b c4 flour #c tsp4 baking-powder ,cream the butter1 add the sugar and egg well beaten1 sift the baking-powder with the flour1 and add to the first mixture1 alternating with the milk4 ,bake in greased gem pans for #be minutes4 ,baking-powder ,biscuits #b c4 flour #d tsp4 baking-powder #a tsp4 salt #b tbsp4 fat #c_/d to #a c4 milk or water ,sift the dry ingredients together1 chop the fat into the flour with a knife1 slowly add sufficient milk to make a dough not too soft to be handled4 ,toss and roll the dough gently on a slightly-floured board and cut into small biscuits4 ,moisten the tops with a little milk4 ,handle the dough quickly1 lightly1 and as little as possible4 ,place on a buttered sheet4 ,bake in a hot oven till brown--from #ab to #ae minutes4 ,either white or whole wheat flour may be used for the biscuits4 ,serves six to eight4 ,oven test--the oven should be hot enough to colour a piece of unglazed white paper to a golden brown in one minute4 ,soda ,biscuits #b c4 flour #a_/b tsp4 soda 7scant7 #a_/b tsp4 salt #a c4 sour milk 7scant7 #b tbsp4 shortening 7lard or other fat7 ,proceed as for ,baking-powder ,biscuits4 ,if the sour milk is not thick enough to curdle1 it will not contain sufficient acid to neutralize the soda1 and the biscuits will be yellow and bitter4 ,to avoid this1 cream of tartar may be mixed with the soda 7#a teaspoonful74 ,if there is no cream of tartar at hand1 it will be wise to use the recipe for ,baking-powder ,biscuits4 ,,method ,,of ,,work ,have the oven and pans prepared and all the measurements made4 ,demonstrate the mixing of the muffins and1 while these are baking1 the mixing of the biscuits4 ,have one pupil take charge of the baking of the muffins and another of the baking of the biscuits4 ,when the breads are done1 have the class sit down and serve them to one another1 or to all the pupils at the school lunch hour4 ,,lesson ,,xv3 ,,meats ,composition and food value4 ,how to make tough cuts of meat palatable4 ,pork chops with fried apples4 ,beef or mutton stew with vegetables and dumplings4 ,rabbit stew4 ,bacon4 ,,subject-,,matter ,meats are rich in protein and usually in fats1 but are lacking in the carbohydrates4 ,they build up the muscular tissue1 furnish heat and energy1 are more stimulating and strengthening than any other food1 and satisfy hunger for a greater length of time4 ,for the most part1 meats are a very expensive food4 ,one cannot perform more labour by the use of a meat diet than on a diet of vegetable foods4 ,those who use large quantities of meat suffer from many disturbances of the system4 ,hence it should form a very small part of the diet4 ,the cuts of meat that come from those portions of the animal's body that are much exercised are tough1 owing to the development of the connective tissues1 but they contain a high percentage of nutrition4 ,for the same reason1 the meat from older animals is apt to be tough4 ,the flesh of chickens1 turkeys1 and other fowls is very nutritious and is easily digested if not too fat4 ,the flavour of meats is developed by cooking4 ,dry heat develops the best flavour1 hence the tender cuts are cooked by the processes known as broiling and roasting4 ,tough cuts of meat require long1 slow cooking in moist heat1 hence they are prepared in the form of stews and pot roasts or are used in meat soups4 ,,preliminary ,,plan ,after the teacher has found out what meats are used in the homes or what the school can afford to use1 she should determine upon a method of cooking that will make the meat palatable1 digestible1 and attractive4 ,if it can be prepared as a stew1 she should use a recipe in which vegetables are also used and1 if possible1 have dumplings prepared to serve with the meat1 as a review of the lesson on batters4 ,,recipes ,beef or ,mutton ,stew #b lb4 beef or mutton #a qt4 water ,salt1 pepper1 flour to dredge #a onion1 cut in slices #a_/b c4 turnip cut in dice #c_/d c4 carrot cut in dice #d potatoes cut in #a_/b-;inch slices #a tsp4 salt #a_/d tsp4 pepper #a_/b c4 flour #a_/d c4 cold water ,remove the fat and cut the meat into #a-;inch pieces4 ,reserve half of the best pieces of meat1 put the rest of the meat and the bone into cold water1 soak for one hour1 then heat until it bubbles4 ,season half the raw meat and roll it in the flour1 melt the fat in a frying-pan1 remove the scraps1 brown the sliced onion and then the floured meat in the hot fat1 add both to the stew1 and cook for #b hours at a low temperature4 ,to this add the vegetables and cook #a_/b hour2 then add the flour and seasonings1 which have been mixed with one-half cup of cold water1 and cook for #a_/b hour longer1 until the meat and vegetables are tender4 ,remove the bone from the stew and serve4 ,serves six to eight4 ,rabbit ,if beef and mutton are not commonly used and are not readily obtainable1 but rabbit can be secured1 substitute rabbit for beef in the stew4 ,after the rabbit has been thoroughly cleaned1 cut up in eight pieces 7four leg and four body pieces71 season1 and dredge with flour1 brown in the fat1 and proceed as with ,beef ,stew4 ,dumplings #b c4 flour #d tsp4 baking-powder #a_/b tsp4 salt #b tbsp4 fat 7lard or butter7 #c_/d c4 milk or water 7about7 ,sift the dry ingredients together1 cut in the butter1 and add the milk gradually1 to make a soft dough4 ,roll out on a floured board1 cut with a biscuit cutter1 lay on top of meat in a stew pan 7they should not sink into the liquid71 cover the kettle closely1 keep the stew boiling1 and cook the dumplings for #aj minutes without removing the lid4 7,do not put the dumplings in to cook until the meat is tender47 ,note4--,if desired1 the rolling may be eliminated and1 after mixing1 the dough may be dropped by spoonfuls into the stew4 ,to ,cook ,bacon ,place thin slices of bacon from which the rind has been removed in a hot frying-pan1 and pour off the fat as fast as it melts4 ,cook until the bacon is crisp and brown1 turning frequently4 ,another method of cooking is to lay the bacon on a rack in a baking-pan and bake in a hot oven until crisp and brown4 ,pork ,chops ,wipe the chops with a damp cloth1 and place in a hot frying-pan4 ,turn frequently at first and cook slowly until well browned on each side4 ,sprinkle with salt and pepper4 ,fried ,apples ,wash and core the apples and slice to the centre4 ,roll in flour if very juicy4 ,after the chops have been removed from the pan1 lay the apples in and cook till tender4 ,serve around the chops4 ,,method ,,of ,,work ,if the meat is to require two or three hours' cooking1 arrange to have the lesson divided and given at two periods through the day4 ,half an hour before opening the morning session or a portion of the morning or noon recess may be sufficient time to put the meat on to cook and to prepare the vegetables4 ,when the second class period is called1 the vegetables should be added to the partially cooked meat and the dumplings should be made4 ,it would be well to serve the completed dish at the lunch period4 ,there should be as much discussion regarding the kinds of meat1 their food value1 and the methods of cooking as time permits2 but it may be necessary to complete this discussion at some other class period4 ,should it be possible for the teacher to give additional lessons on meat1 it might be well to devote one lesson to the preparation and cooking of poultry1 directions for which may be secured from any reliable cook-book4 ,,lesson ,,xvi3 ,,baked ,,pork ,,and ,,beans--,,baking-,,powder ,,biscuits ,,subject-,,matter ,peas1 beans1 and lentils which are dried for market contain a high percentage of protein1 carbohydrate1 and mineral matter4 ,they form an excellent substitute for meat and are much cheaper in price4 ,the digestion of leguminous foods proceeds slowly1 involving a large amount of work3 on this account they are not desirable for invalids1 but they are satisfactory for those who are well and active4 ,the dried legumes must be soaked overnight in water and then cooked for a long time1 in order to soften the cellulose and develop the flavour4 ,,preliminary ,,plan ,it will be necessary to plan this lesson several days in advance1 if the beans are to be baked4 ,as they will be prepared and put on to bake before the lesson period1 the ,baking-powder ,biscuits may be made during the lesson1 to serve with them4 ,,recipe ,boston ,baked ,beans #a qt4 navy beans #a tbsp4 salt #a_/b tbsp4 mustard #c tbsp4 sugar #b tbsp4 molasses #a c4 boiling water #a_/b lb4 fat salt pork ,boiling water to cover ,look over the beans and soak them in cold water overnight4 ,in the morning drain1 cover with fresh water1 and simmer them until the skins will burst1 but do not let the beans become broken4 ,scald one-half pound of fat salt pork4 ,scrape the pork4 ,put a slice in the bottom of the bean pot4 ,cut the remaining pork across the top in strips just through the rind1 and bury the pork in beans1 leaving the rind exposed4 ,add one cup of boiling water to seasonings and pour over the beans4 ,cover with boiling water4 ,bake slowly1 adding more water as necessary4 ,bake from #f to #h hours1 uncover at the last1 so that the water will evaporate and the beans brown on top4 ,serves twelve4 ,,method ,,of ,,work ,have the beans washed and put to soak the night before the lesson is to be given4 ,assign to one of the pupils the task of putting them on to simmer early the next morning4 ,call the class together for a few moments when the beans are ready to bake4 ,assign one of the pupils to attend to the fire and the oven4 ,let the beans bake all day4 ,if the lesson is to be given late in the afternoon1 the beans may be ready to serve1 or the cooking may be continued on the second day and the lesson completed then4 ,it would be well to serve the dish at the lunch period4 ,have the biscuits prepared to serve with the baked beans4 ,,lesson ,,xvii3 ,,butter ,,cakes--,,plain ,,yellow ,,cake--,,cocoa--,,coffee--,,tea ,,subject-,,matter ,cakes4--,cakes made with fat resemble other batters1 except that the fat1 sugar1 and eggs are usually larger in amount and the texture of the baked batter is finer and more tender4 ,when preparing cake1 first get the pans ready4 ,grease them or line them with greased paper4 ,make sure that the oven is at the proper temperature4 ,for a small cake1 the oven should be hot enough to brown a piece of unglazed paper or a tablespoonful of flour in three minutes4 ,bake a small cake from twenty to thirty minutes4 ,when done1 the cake will shrink from the sides of the pan2 the crust will spring back when touched with the finger2 the loud ticking sound will cease2 a fine knitting-needle will come out clean if the cake is pierced2 and the crust will be nicely browned4 ,when the cake is removed from the oven1 let it stand in the pan for about three minutes1 then loosen1 and turn out gently4 ,do not handle while hot4 ,keep in a clean1 ventilated tin box in a cool1 dry place4 ,cocoa4--,chocolate and cocoa are prepared from the bean of a tropical tree4 ,this bean is rich in protein1 fat1 carbohydrate1 mineral matter1 and a stimulant called theobromine4 ,in the preparation of chocolate the seeds are cleaned1 milled1 and crushed into a paste4 ,in the preparation of cocoa much of the fat is removed1 and the cocoa is packed for market in the form of a fine powder4 ,cocoa is more easily digested than chocolate1 because it contains less fat4 ,though the amount of cocoa used in a cup of this beverage is not large1 when prepared with milk it serves as a nutritious food4 ,it is slightly stimulating as well1 because of the theobromine present and because it is served hot4 ,coffee and ,tea4--,coffee and tea have no food value when prepared as beverages4 ,they contain stimulating properties that are harmful to the body if taken in large quantities and1 on this account1 they should be used with discretion4 ,they should never be given to children or to those troubled with indigestion4 ,if carelessly prepared1 both coffee and tea may be decidedly harmful to the body4 ,coffee should not be boiled for more than eight minutes4 ,tea should never be permitted to boil4 ,fresh1 boiling water should be poured on the leaves and left for three minutes4 ,it should then be strained off and kept hot until used4 ,,preliminary ,,plan ,it may be wise to give this lesson on some special occasion1 as it is well adapted to serve for the refreshments for a mother's club or a little class party4 ,,recipes ,plain ,yellow ,cake #a_/b c4 butter #a c4 sugar #b eggs #a_/b c4 milk #b tsp4 baking-powder #a-a_/b c4 flour #a tsp4 spice or #a-a_/b tsp4 flavouring ,cream the butter1 add the sugar gradually1 and mix well4 ,add the well-beaten yolks of eggs1 then the flour and baking-powder alternately with the milk4 ,then add the flavouring and cut and fold in the whites of the eggs carefully4 ,turn into buttered pans and bake at once in a moderately hot oven4 ,for chocolate cake1 #b ounces of melted chocolate may be added after the yolks of the eggs4 ,serves sixteen to twenty4 ,gingerbread #a_/d c4 butter #a_/b c4 brown sugar #a egg #a_/b c4 molasses #a_/b c4 milk 7sour if possible7 #a_/b tsp4 soda #a-c_/d c4 flour #a tsp4 ginger #a_/b tsp4 cinnamon ,salt ,cream the butter1 add the sugar gradually1 then a well-beaten egg4 ,add the molasses4 ,sift all the dry ingredients together and add alternately with the milk4 ,bake in a buttered tin or in gem pans in a moderate oven for #be or #ce minutes4 ,serves eight to ten4 ,cocoa #a_/d c4 cocoa #a_/d c4 sugar #a c4 water #c c4 milk ,mix the cocoa and sugar with the water and boil from #c to #e minutes4 ,stir into the hot milk and serve at once4 ,if a scum forms1 beat with a ,dover egg-beater4 ,serves eight to ten4 ,tea #a tsp4 green or #b tsp4 black tea #b c4 boiling water 7freshly boiling7 ,scald the tea-pot1 put the tea in the tea-pot1 and pour boiling water over it2 steep #c minutes1 strain1 and serve4 ,serves four4 ,coffee ,take two tablespoonfuls of ground coffee for each cup of boiling water that is to be used4 ,put the coffee in the coffee-pot and add enough cold water to moisten the coffee and make it stick together--about one teaspoonful of water to each tablespoonful of coffee4 ,pour the boiling water over the coffee and boil it for #c minutes4 ,place it where it will keep hot1 but not boil1 for #e minutes or more1 and then serve4 ,if a small amount of egg white and shell is mixed with the coffee grounds and cold water1 it will aid in clarifying and settling the coffee4 ,note4--,the recipes for coffee and tea are given1 so that the teacher can discuss their preparation with the pupils and compare their value with that of cocoa4 ,if coffee and tea are both commonly used in the homes1 it may be well to have the pupils prepare both in the class1 to be sure that they understand how to make them properly4 ,,method ,,of ,,work ,begin the lesson period with a discussion of the methods of preparing cakes1 and put the cake in the oven as soon as possible4 ,while it is baking1 prepare the cocoa4 ,if the cocoa is not to be served for some time1 it can be kept hot or re-heated over hot water4 ,,lesson ,,xviii3 ,,yeast ,,bread ,,subject-,,matter ,yeast bread is made light by the presence of a gas produced by the action of yeast in the sponge or dough4 ,yeast is a microscopic plant which grows in a moist1 warm temperature and feeds on starchy materials such as are present in wheat4 ,a portion of the starch is converted into sugar 7thus developing new and pleasant flavours71 and some is still further changed1 giving off the gas upon which the lightness of the bread depends4 ,if the yeast is allowed to work for too long a time or the temperature is very hot1 a souring of the dough may result4 ,this souring can be prevented by kneading the dough thoroughly1 as soon as it has risen well or doubled in bulk1 or by putting it in a very hot oven to bake1 when it has reached this stage4 ,the yeast plant thrives in a heat of about the same temperature as our bodies4 ,a little extra heat will only make it more active1 but boiling temperature will kill it4 ,cold makes yeast inactive1 though it does not kill the plants4 ,yeast develops in a natural state on hops and other plants4 ,it is prepared for market in the form of dry or moist cakes4 ,the latter must be kept very cold4 ,for home use1 a liquid yeast is often prepared from the dry cakes4 ,this has the advantage of being more active4 ,when the yeast has been added to a batter1 it is spoken of as a sponge4 ,when the batter has had enough flour added1 so that it may be handled1 it is called a dough4 ,if the bread is to be made in a few hours1 the yeast is made up at once into a dough4 ,if it is to stand overnight1 a sponge is often made first4 ,more yeast is required for quick rising4 ,in ordinary circumstances1 one yeast cake is sufficient for one quart of liquid4 ,thorough kneading and baking are both essential to the success of the bread4 ,,preliminary ,,plan ,arrange to have the class meet the afternoon before1 in order to begin the process by making the sponge1 and to come early in the morning to care for the dough4 ,begin the study of flour1 yeast1 and bread in a previous class period1 correlating the work with geography1 nature study1 or some other subject4 ,either white or whole-wheat flour may be used for the breads4 ,,recipes ,bread 7,prepared with dry yeast7 #a dry yeast cake #a c4 warm water #a c4 flour #a qt4 water or milk 7scalded7 ,flour enough to make a soft dough #b tsp4 salt #b tbsp4 sugar #b tbsp4 lard or butter ,at noon put a dry yeast cake to soak in a cup of warm water4 ,when it is soft1 add a cup of flour1 cover1 and put in a warm place to grow light4 ,this will require several hours4 ,in the evening1 when ready to begin the dough1 mix the salt1 sugar1 fat1 and hot liquid in a large bowl2 when lukewarm1 add the cup of light yeast and enough flour to knead 7about three quarts74 ,mix thoroughly and knead it into a smooth dough1 and continue this process until it is soft and elastic4 ,return the dough to the bowl1 moisten1 cover1 and set in a moderately warm place for the night4 ,be sure that the place is free from draughts4 ,in the morning knead slightly2 divide into loaves or shape in rolls2 put into pans for baking2 cover1 and let it rise until double in bulk4 ,bake large loaves from #ej to #fj minutes4 ,rolls will bake in from #be to #ce minutes1 for they require a hotter oven4 ,it is of the utmost importance that all yeast breads be thoroughly cooked4 7,makes #d loaves47 7,time required for making bread with dry yeast1 from #af to #bj hours47 ,bread 7,prepared with compressed yeast7 #b c4 milk or water 7scalded7 #b tsp4 salt #b tsp4 sugar #a tbsp4 lard or butter #a_/d cake compressed yeast 7#a cake if set in morning7 #a_/d c4 water 7lukewarm7 ,flour1 white or whole wheat ,put the hot water or milk1 salt1 sugar1 and fat in a bowl2 when lukewarm1 and the yeast softened in the lukewarm water1 then the flour gradually and1 when stiff enough to handle1 turn the dough out on a floured board and knead until soft and elastic 7#bj minutes74 ,return the dough to the bowl1 moisten1 cover1 and let it rise in a warm place until double in bulk2 then knead slightly1 divide into loaves or shape into rolls1 cover1 and let rise in the pan in which they are to be baked until double in bulk1 and bake from #ej to #fj minutes4 7,makes #b loaves47 7,time required for making bread1 if one cake of compressed yeast is used1 #f hours47 ,,method ,,of ,,work ,if the class is large1 prepare two or three bowls of sponge1 so that all can have some practice in stirring and kneading4 ,do not make too large a quantity of bread to bake in the oven1 unless arrangements can be made to do some of the baking at the home of one of the pupils4 ,use the bread for the school lunch or divide it among the class to take home4 ,plan a bread contest1 so that each pupil will be interested in making bread at home4 ,,lesson ,,xix3 ,,serving ,a ,,simple ,,dinner ,,without ,,meat--,,baked ,,omelet--,,macaroni ,,and ,,cheese ,,preliminary ,,plan ,,and ,,method ,,of ,,work ,at some previous time the teacher should discuss with the pupils the plans for the dinner4 ,it may be well to let them invite the members of the school board or others interested in their work to partake of the dinner4 ,they should decide on the menu1 with the help and suggestions of the teacher1 and should choose foods that they can bring from their homes4 ,the main course should consist of such a vegetable dish as baked beans1 an omelet1 or macaroni with white sauce and grated cheese4 ,to accompany this there should be potatoes and a fresh green vegetable1 such as spinach or cabbage1 and a hot bread4 ,a simple dessert which the pupils know how to make should be chosen4 ,one duty should be assigned to each pupil1 and she should be entirely responsible for that portion of the dinner4 ,the teacher should supervise all the work carefully4 ,instructions for making the menu cards may be given in a drawing lesson4 ,,recipes ,baked ,omelet #b tbsp4 butter #b tbsp4 flour #a_/b tsp4 salt #a c4 milk1 heated #d eggs #b tsp4 fat ,pepper ,melt the butter1 add the flour and seasonings1 mix thoroughly1 then add the hot milk slowly4 ,separate the eggs1 beat the yolks1 and add the white sauce to them4 ,beat the whites until stiff and cut and fold them carefully into the yolk mixture1 so that the lightness is all retained4 ,turn into a greased baking-dish and bake in a moderate oven from #bj to #cj minutes4 ,serve hot4 ,serves six4 ,macaroni and ,cheese #a c4 macaroni1 noodles1 or rice #b tbsp4 fat #c tbsp4 flour #a_/b tsp4 salt ,pepper #a-a_/b c4 milk #a c4 grated cheese #b c4 buttered bread crumbs 7two tbsp4 butter or other fat7 ,break the macaroni into #a-;inch pieces and cook it in a large amount of salted boiling water from #cj to #de minutes4 ,drain it well when tender and pour cold water through it4 ,break up the bread crumbs and add two tablespoonfuls of melted butter to them4 ,grate the cheese and make a white sauce of the fat1 flour1 seasonings1 and milk4 ,mix the cheese with the sauce1 add the macaroni1 and pour it into a buttered baking-dish4 ,cover with the bread crumbs and bake #ae or #bj minutes1 to brown the crumbs4 ,serves eight4 ,,lesson ,,xx3 ,,sugar ,food value and cooking4 ,the use of peanuts in candy4 ,peanut cookies1 or peanut1 molasses1 or fudge candies1 to be made for a special entertainment4 ,,subject-,,matter ,sugar is valuable to the body as a source of heat and energy4 ,while it is easy of digestion1 it is very irritating to the body if taken in large quantities and1 on this account1 it should be taken in small quantities and preferably at meal time or with other food4 ,two or three pieces of candy taken at the end of the meal will not be hurtful1 but when eaten habitually between meals1 it is sure to produce harmful effects4 ,sugar is present in many fruits and in most vegetables4 ,milk contains a large percentage of sugar4 ,in preparing foods to which the addition of sugar seems desirable1 care should be taken not to add it in large quantities4 ,,preliminary ,,plan ,as it is desirable to have a discussion regarding sugar and its value to the body1 the preparation of cookies or candy for some school function or ,christmas party may be undertaken in conjunction with this lesson1 which should be given at a time when it will mean most to the pupils4 ,the work should be so planned that they will learn something of the principles of sugar cookery1 as well as the specific recipes they are using4 ,,recipes ,cookies #a c4 fat #a c4 sugar #b eggs #a_/d c4 milk #c c4 flour #c tsp4 baking-powder #a tbsp4 cinnamon #a_/b c4 sugar ,cream the butter and add the sugar and well-beaten eggs4 ,then add the milk alternately with the sifted dry flour 7sifted with baking-powder74 ,mix to the consistency of a soft dough1 adding more milk if necessary4 ,roll lightly1 cut in shapes1 and dip in the one-half cup of sugar and cinnamon that have been sifted together4 ,place on buttered sheets and bake in a hot oven for about #aj minutes4 ,slip from the pan and lay on the cake cooler4 ,to make a softer cookie1 use only one-half cup of butter4 7,three to four dozen47 ,peanut ,cookies #b tbsp4 butter #a_/d c4 sugar #a egg #a tsp4 baking-powder #a_/h tsp4 salt #a_/b c4 flour #b tsp4 milk #a_/b c4 finely chopped peanuts #a_/b tsp4 lemon juice #b doz4 whole peanuts shelled ,cream the butter and add the sugar and the egg well beaten4 ,add the milk and sifted dry ingredients1 alternately1 to the first mixture1 then the peanuts and lemon juice4 ,drop from a teaspoon on a baking sheet an inch apart and place #a_/b peanut on top of each4 ,bake from #ab to #ae minutes in a moderate oven4 7,two and a half to three dozen47 ,peanut ,brittle #a c4 sugar #a c4 peanuts in the shell ,stir the sugar over the heat1 constantly1 until it becomes a clear liquid4 ,take at once from the heat1 add the prepared peanuts1 and pour on a warm1 buttered tin4 ,mark in squares and cool4 ,serves ten4 ,molasses ,candy #b c4 molasses #b_/c c4 sugar #a tbsp4 vinegar #a_/d tsp4 soda #b tbsp4 butter ,put the molasses1 sugar1 and butter into a thick sauce-pan or kettle and stir until the sugar is dissolved4 ,boil until the mixture becomes brittle when tried in cold water4 ,stir constantly at the last to prevent burning4 ,add vinegar and soda just before removing from the fire4 ,pour into a well-greased pan and let it stand until cool enough to handle4 ,then pull until light and porous and cut in small pieces with scissors1 arranging on buttered plates4 ,serves sixteen to twenty4 ,fudge #b c4 sugar #a c4 milk #a tbsp4 butter #a_/b c4 nuts1 broken up ,put the sugar and the milk in a sauce-pan and stir over the heat until the sugar is dissolved4 ,add the butter and boil to the soft ball stage4 ,take from the heat and beat until creamy4 ,add the nuts and pour on buttered pans4 ,when cool1 cut in squares4 ,serves sixteen to eighteen4 ,,method ,,of ,,work ,devote1 if possible1 a separate period to the discussion of the food value and cooking of sugar2 then assign two recipes for the practical work1 allowing the pupils to work in groups4 ,assign only as much work as can be carefully supervised4 ,do not undertake both the cookies and the candy4 ,,twenty ,,lessons ,,in ,,sewing ,,suggestions ,,to ,,the ,,teacher ,the teacher should be familiar with the conditions in which the pupils live1 should know how much money they can afford to pay for materials1 what materials are available1 what previous experience in hand work they have had1 whether they can afford to have sewing-machines in their own homes1 and to what extent they make their own clothes or buy them ready-made4 ,the lessons should be planned to furnish hand training1 to give pupils practical instruction in the care of their own clothes1 and to provide an opportunity for preparing the apron for the cooking lessons4 ,the lesson course should tend to develop habits of thrift1 industry1 and neatness4 ,the pupils should be encouraged to learn to sew1 both to improve their own home conditions and to give them suggestions as to a possible means of livelihood4 ,if sewing-machines are available and are in use in the homes1 it is well to have lessons given in machine sewing and to have the long seams run by machine4 ,if the pupils cannot have sewing-machines in their own homes1 the lessons given should be limited to sewing by hand4 ,in some schools1 it may be necessary to simplify the lessons2 in others1 an increased number of articles may be prepared in the time allotted4 ,should the apron and cap not be needed for the cooking class1 an undergarment 7corset cover7 may well be substituted4,a ,a ,should the teacher feel that an apron or corset-cover is too large a piece for her pupils to undertake1 and should she desire to have more time spent on the first ten lessons4 ,lessons ,,xi to ,,xviii may be omitted1 two periods each devoted to both ,lessons ,,xix and ,,xx1 and three lessons used for the making of a simple needle-book or other small piece4 ,for each lesson the teacher should have in mind a definite plan of procedure4 ,the lesson should be opened with a brief and concrete class discussion of the new work that is to be taken up or the special stage that has been reached in work that is already under way4 ,though individual instruction is necessary1 it should not take the place of this general presentation of the subject-matter1 which economizes time and develops the real thought content of the work4 ,whenever possible1 the teacher should endeavour to correlate this work with the other subjects on the curriculum4 ,new stitches may be demonstrated on large pieces of scrim1 with long darning-needles and coarse red or black yarn4 ,the scrim should be pinned to the black-board with thumb tacks1 and the stitches made large enough for all to see without difficulty4 ,a variety of completed articles should be kept on hand1 in order to show additional application of points brought out in the lesson4 ,each class may be given the privilege of preparing one article to add to this collection1 and a spirit of class pride and valuable team work may be thereby developed4 ,during the lesson1 posture1 neatness1 and order should be emphasized4 ,application can be secured by making the problems of interest4 ,care must be taken that none of the work demands unnecessary eye strain4 ,each lesson should be closed in time to have one of the members of the class give a brief summary of the steps that have been covered4 ,since the class period for sewing in the rural school will necessarily be brief1 the pupils should be encouraged to continue their work at some other period4 ,however1 no work outside of the class period should be permitted until the pupil has mastered the stitch and can be trusted to do the work in the right way4 ,the privilege of sewing may be made the reward for lessons quickly learned1 home practice may be assigned1 or the class may meet out of school hours4 ,all outside practice must be carefully supervised1 the pupil bringing her work to the teacher for frequent inspection4 ,if it is possible to keep on hand a permanent equipment for sewing1 the following should be provided for a class of twelve3 ,approximate cost ,scissors1 #a dozen #c4jj ,thimbles1 #a dozen 4#ej ,tape-measures1 #a dozen 4#fj ,emery1 #a dozen 4#ej ,boxes for work1 #a dozen #a4jj ------ #e4fj ,note4--,shoe or candy boxes may be used1 but an effort should be made to have them uniform4 ,the teacher who is to give lessons in sewing should secure a helpful elementary text-book or some bulletin that deals with the teaching of sewing4 ,,reference ,,books4 ,school ,sewing1 ,based on ,home ,problems4 ,burton1 ,i4 ,r4 and ,m4 ,g4 ,vocational ,supply ,co41 ,indianapolis #a4jj ,handbook of ,elementary ,sewing4 ,flagg1 ,e4 ,p4 ,little1 ,brown ,co41 ,boston4 7,mc,clelland1 ,goodchild ,stewart1 ,toronto7 4#ej ,constructive ,sewing1 ,book ,i4 7paper7 ,industrial ,book ,equipment ,co41 ,indianapolis 4#fj ,school ,needlework4 ,hapgood1 ,o4 ,c4 ,ginn ,co41 ,boston 4#ej ,clothing and ,health4 ,kinne1 ,h41 and ,cooley1 ,a4 ,m4 ,macmillan's1 ,toronto 4#fe ,handicraft for ,girls4 ,mc,glauflin1 ,i4 ,manual ,arts ,press1 ,peoria4 ,ill4 #a4jj ,home and ,school ,sewing4 ,patton1 ,f4 ,newson ,co41 ,new ,york 4#fj ,a ,sewing ,course4 ,woolman1 ,m4 ,s4 ,frederick ,a4 ,fernald1 ,washington #a4ej ,sewing4 ,department of ,education of ,ontario 4#bj ,,lesson ,i3 ,,preparation ,,for ,,sewing ,preparation and use of working equipment3 ,needles1 pins1 thread1 tape-measure1 thimble1 scissors1 box for work4 ,talk on cleanliness and neatness 7care of hands1 etc474 ,discussion of hemming4 ,hems folded on sheets of paper4 ,,subject-,,matter ,a hem is made by twice turning over the edge of a piece of cloth toward the worker1 and then sewing it down4 ,it is used to finish a narrow edge4 ,in turning a narrow hem the first fold must not be so deep as the second1 in order that the hem may lie smoothly4 ,if the hem is a wide one1 the first fold can be much narrower than the second4 ,,preliminary ,,plan ,the teacher should have interested the pupils in the sewing lessons before the first meeting of the class1 and each pupil should be asked to bring with her the box in which to keep her materials and such other equipment as is required4 ,if the school is to furnish the equipment1 the teacher should be sure that there is an adequate supply on hand4 ,it will probably be necessary to have the towels to be used in the cooking classes hemmed1 and the pupils should be interested in doing this work4 ,if some of them wish to hem towels for use in their own homes1 it may be desirable to allow them to do so4 ,flour or meal sacks will answer4 ,it may be well to have each pupil hem a towel for home use1 as well as for school use1 in order to impress upon her the desirability of having hemmed dish-towels for daily use4 ,the towels may be planned during this lesson1 and the pupils may arrange to bring the material from home1 if they are to provide it2 but it will be well for the teacher to have on hand material for one or two towels4 ,plain paper will answer for the practice folding of the hem in the first lesson4 ,,method ,,of ,,work ,the teacher should devote a few minutes to a talk on cleanliness1 emphasizing its importance1 and the necessity for exercising care in handling the sewing materials4 ,this should be followed by a discussion regarding the care of the hands and the condition in which they should be for the sewing lesson4 ,each pupil should inspect her own hands and show them to the teacher4 ,illustration3 ,fig4 #b4--;,gauge ,when all the pupils have their hands in a proper condition for sewing1 the teacher should look over their supplies with them1 give them suggestions as to how they are to keep these1 and let them arrange their boxes4 ,next1 she should tell them what their first work is to be1 show them the material for the towels1 and discuss with them the best method of finishing the ends4 7,see ,lesson ,,ii47 ,before turning the hem1 the pupils should make a gauge from heavy paper1 notched to indicate the depth of the hem4 ,a few minutes should be devoted to practice in measuring and turning a hem of the desired depth on a sheet of paper4 ,this should give practice in the double turning necessary--first1 the narrow turn to dispose of the cut edge2 second1 the fold to finish the edge4 ,when the lesson is finished1 the boxes should be put away in systematic order1 and all scraps should be carefully picked up from the desks and the floor4 ,,lesson ,,ii3 ,,hemming ,,towels ,turning and basting hems4 ,hemming towels of crash1 sacking1 or other material1 for use in washing and drying dishes at home or in school4 ,illustration3 ,fig4 #c4--;,even basting ,,subject-,,matter ,basting is used to hold two pieces of material together until a permanent stitch can be put in4 ,it is done by taking long stitches 7one-fourth inch7 from right to left and parallel to the edges that are to be basted together4 ,in starting1 the thread is fastened with a knot2 when completed1 it is fastened by taking two or three stitches one over the other4 ,,preliminary ,,plan ,the teacher should have the necessary materials on hand or should see that they are supplied by the pupils4 ,the articles needed will include material for the towels1 white thread for basting and hemming1 and gauges for measuring4 ,the teacher should also have a large square of unbleached cotton or canvas1 #ah by #ah inches1 and a large darning-needle and coloured worsted thread1 to use for demonstration purposes4 ,the canvas should be fastened to the black-board1 where the class can see it easily4 ,,method ,,of ,,work ,as soon as the class is called1 the supplies are at hand1 and the hands are in a proper condition1 the teacher should demonstrate the basting-stitch1 with a large needle and thread1 on the square of canvas that has been fastened on the wall4 ,materials for work should be passed4 ,each pupil should straighten the ends of her towel by drawing a thread4 ,then she should turn and baste a hem three eighths of an inch in depth4 ,at the close of the lesson1 the pupils should fold their work carefully and put it neatly in their boxes4 ,,lesson ,,iii3 ,,hemming ,,towels--,continued ,the overhanding stitch and the hemming stitch4 ,,subject-,,matter ,overhanding 7also called overseaming or top sewing74--,the edges to be overhanded are held between the first finger and the thumb of the left hand1 with the edge parallel to the first finger4 ,the needle is inserted just below and perpendicular to the edge4 ,the needle is pointed straight toward the worker4 ,the stitches proceed from right to left1 each stitch being taken a little to the left of the preceding stitch4 ,the stitches should all be straight on the right side1 but they will slant a little on the wrong side4 ,they should not be deep4 ,it may be desirable to use this overhanding stitch at the ends of hems1 to hold the edges of the material together4 ,the overhanding stitch is also used for seams1 for patching1 and for sewing on lace4 ,illustration3 ,fig4 #d4--,overhanding ,the overhanding of narrow hems is not always necessary1 but the ends may be made stronger thereby1 and the stitch is a valuable one for the pupils to know4 ,illustration3 ,fig4 #e4--;,hemming ,hemming4--,the hemming-stitch is placed on the inside of the hem4 ,the end of the basted hem is laid over the first and under the second finger of the left hand1 with the folded edge outside and the material toward the worker4 ,it is held in place with the thumb4 ,the stitch is begun at the end of the hem4 ,the fastening of the thread is concealed by slipping it underneath the hem in the inside fold of the material4 ,the needle is pointed over the left shoulder1 a small stitch is taken by inserting the needle through the material just below the hem1 then through the folded edge4 ,this is repeated1 making the next stitch nearer the worker and moving the goods away from the worker as necessary4 ,uniformity of slant1 size1 and spacing of the stitches is important4 ,,preliminary ,,plan ,before this lesson is given1 all the pupils should report to the teacher1 having both ends of their towels basted1 so that they will all be ready to proceed at once with the new stitches4 ,,method ,,of ,,work ,the teacher should begin by demonstrating on the large square of canvas with the large needle and heavy thread the stitches to be used4 ,after overhanding the end of the hem1 the hemming-stitch should follow with the same thread4 ,the pupils will probably not be able to finish the hemming in this first lesson1 so provision should be made for additional time4 ,this can be required as an outside assignment1 if the pupils have mastered the method during the class period4 ,the teacher may also be able to give them some supervision while she is looking after other classes4 ,,lesson ,,iv3 ,,bags ,a school bag4 ,bag 7made of material obtainable7 to hold sewing materials4 ,measuring and straightening the material for the bag4 ,basting the seams4 ,,subject-,,matter ,the basting-stitch will be used as a review of work in the second lesson4 ,,preliminary ,,plan ,some time before the lesson1 the teacher should discuss with the pupils the kind of material they will be able to provide for their bags and1 if the material has to be purchased1 she should suggest something that is suitable1 washable1 and inexpensive4 ,the bag should cost only a few cents4 ,the dimensions of the finished bag should be about #ab by #ah inches4 ,,method ,,of ,,work ,the pupils should get out the materials they have brought and determine upon the size and shape of their bags4 ,it will not be necessary to make them uniform4 ,the teacher should help the pupils to use their material to the best advantage4 ,it should be straightened1 pulled in place1 and measured carefully4 ,when the bags have been cut out1 the sides should be basted4 ,,lesson ,v3 ,,bags--,continued ,sewing up the seams with a running-stitch and a back-stitch4 ,,subject-,,matter ,running is done by passing the needle in and out of the material at regular intervals4 ,small1 even stitches and spaces should follow consecutively on both sides of the material4 ,the stitches should be much shorter than those used for basting1 the length being determined largely by the kind of cloth used4 ,when running is combined with a back-stitch1 two or more running-stitches and one back-stitch are taken alternately4 ,the back-stitch is a stitch taken backward on the upper side of the cloth1 the needle being put back each time into the end of the last stitch and brought out the same distance beyond the last stitch4 ,,preliminary ,,plan ,the teacher should be sure that all the pupils are ready to report1 having the sides of their bags basted ready for stitching4 ,,method ,,of ,,work ,the teacher should first demonstrate the running-stitch with the back-stitch1 and the pupils should begin to sew the sides of the bag1 using this stitch4 ,they should commence sewing three quarters of an inch from the top of the bag1 so that there will be a space left for slits in the hem through which to run the cord4,a ,the seams will doubtless have to be finished outside of the class hour1 and may be assigned for completion before the next lesson4 ,illustration3 ,fig4 #f4--,running-stitch with a back-stitch ,a ,the draw-string1 or cord1 is to be run through the hem from the inside of the bag1 and it will be necessary to leave three quarters of an inch of space at the ends of the seams1 to provide slits as outlets for the cord4 ,,lesson ,,vi3 ,,bags--,continued ,overcasting the seams and turning the hem at the top of the bag4 ,,subject-,,matter ,overcasting is done by taking loose stitches over the raw edge of the cloth1 to keep it from ravelling or fraying4 ,,preliminary ,,plan ,the teacher should be sure that all the pupils are ready to report1 having the sides of their bags neatly sewed with the running-stitch4 ,illustration3 ,fig4 #g4--,overcasting ,,method ,,of ,,work ,the teacher should demonstrate the method of overcasting and explain its use4 ,she should have the pupils trim the edges of their seams neatly and overcast them carefully4 ,after the seams have been overcast1 she should discuss the depth of the hem that the pupils expect to use and the method of turning and basting it4 ,they should then measure1 turn1 pin1 and baste the hems1 using the gauge for determining the depth of the hem4 ,if the bags are deep enough to admit of a heading at the top1 a deep hem 7about #b-a_/b inches7 can be made1 and a running-stitch put in one-half inch 7or more7 above the edge of the hem1 to provide a casing1 or space1 for the cord4 ,if it is necessary to take a narrow hem1 the hem itself can be made to answer as space for the cord2 in this case the hem should be made about one-half inch deep4 ,,lesson ,,vii3 ,,bags--,continued ,hemming the top of the bag and putting in a running-stitch to provide a space for the cord4 ,,subject-,,matter ,review of the hemming-stitch and the running-stitch4 ,,preliminary ,,plan ,the pupils1 having the hems basted1 should report to the teacher4 ,,method ,,of ,,work ,the teacher should review briefly the method of making the hemming-stitch and the running-stitch1 asking the pupils to describe these stitches and to demonstrate them on the large square of canvas before the class4 ,the basted hems should then be sewed with the hemming-stitch4 ,after the hem is finished1 the pupils should run a basting thread around the bag1 to mark the location of the running-stitch1 which is to be half an inch above the hem4 ,they should measure for this carefully4 ,if there is not time to do all the hemming in the class period1 the hemming-stitch and the running-stitch 7which is to provide space for the draw-string7 should be assigned for outside work1 and each pupil should bring in her finished hem at a designated time before the next class period4 ,,lesson ,,viii3 ,,bags--,continued ,preparing a cord or other draw-string for the bag4 ,putting a double draw-string in the bag1 so that it can easily be drawn up4 ,use of the bodkin4 ,illustration3 ,fig4 #h4--;,bag nearly completed ,,subject-,,matter ,to make a cord1 it is necessary to take more than four times as much cotton as the final length of the cord will require1 for some of the length will be taken up in the twisting of the cord4 ,it will be easier for two to work together in making a cord4 ,the cord should be doubled1 the two lengths twisted together firmly1 and the ends brought together again and held in one hand1 while the middle is taken in the other hand1 and the lengths are allowed to twist firmly together4 ,the ends should be tied1 and the cord run into the bag with a bodkin or tape-needle4 ,if one cord is run in from one side and another is run in from the other side1 each cord running all the way around1 the bag can be drawn up easily4 ,illustration3 ,fig4 #i4--;,bodkin ,in place of the cord1 narrow tape may be used4 ,take two pieces of tape1 each piece being twice as long as the width of the bag plus two inches4 ,run one tape in from one side and a second from the other side1 each tape running all the way around4 ,join the tape ends in the following manner3 #a4 ,turn a narrow fold on one end of the tape to the wrong side1 and on the other end of the tape to the right side4 #b4 ,slip one fold under the other and hem down the folded edges4 ,,preliminary ,,plan ,if the pupils are not able to supply cords for their own bags1 the teacher should have a sufficient supply of cord on hand4 ,she should be sure the bags are in readiness for the cord before the class period4 ,illustration3 ,fig4 #aj4--- ,completed bag ,,method ,,of ,,work ,the teacher should begin the lesson by describing the method of making the cord1 estimating the amount necessary1 and demonstrating the process with the assistance of one of the pupils4 ,the pupils should be numbered1 so that they may work in groups of two4 ,after they have completed the cord and run it into the bag1 methods of finishing the ends neatly should be suggested to them4 ,,lesson ,,ix3 ,,darning ,,stockings ,use of a darning-ball or gourd as a substitute for a ball4 ,talk on the care of the feet and the care of the stockings4 ,illustration3 ,fig4 #aa4--;,darning ,,subject-,,matter ,this lesson will involve running and weaving4 ,darning is used to fill in a hole with thread1 so as to supply the part that has been destroyed or to strengthen a place which shows signs of weakness4 ,a darning-ball1 a gourd1 or a firm piece of cardboard should be placed under the hole4 ,the darn should extend one quarter of an inch beyond the edge of the material1 beginning with fine stitches in the material1 making rows running close together in one direction1 then crossing these threads with rows that run at a right angle to them4 ,care should be taken alternately to pick up and drop the edge of the material around the hole1 so that no raw edges will be visible1 and to weave evenly in and out of the material and the cross threads4 ,,preliminary ,,plan ,each pupil should provide a pair of stockings with a few small holes and a gourd or ball of some sort that she can use as a darning ball4 ,,method ,,of ,,work ,when the class meets1 the teacher should discuss briefly the care of the feet and of the stockings1 and demonstrate the method of darning1 on a large piece of coarse material1 with heavy yarn and a needle4 ,if the pupils finish one darn during the lesson period1 more darning should be assigned for practice out of class4 ,,lesson ,x3 ,,patching,a ,hemmed patches on cotton garments4 ,talk on the care of the clothes4 ,,subject-,,matter ,this lesson will involve measuring1 trimming1 basting1 and hemming4 ,a patch is a piece of cloth sewed on to a garment to restore the worn part4 ,the material used for the patch should be as nearly like the original fabric in colour and quality as possible4 ,in placing the patch1 the condition of the material about the hole must be taken into consideration1 as well as the size of the hole4 ,the worn parts around the hole should be removed1 and the hole cut square or oblong4 ,the patch should be1 on all four sides1 an inch larger than the trimmed hole4 ,the corners of the hole should be cut back diagonally1 so that the edges may be turned under4 ,the patch should be matched and pinned to the wrong side of the garment1 leaving the edges to project evenly on all four sides4 ,the edges of the material around the hole should be turned in and basted to the patch4 ,the edges of the patch should be turned in so that they extend1 when finished1 one-half inch from the edge of the hole4 ,the patch and the cloth should be basted together and hemmed4 ,a ,used when special problem comes up4 ,illustration3 ,fig4 #ab4--,patching ,,preliminary ,,plan ,the lesson on patching should be given at any time in the course when it can be applied to an immediate need4 ,if a pupil tears her dress while playing at school1 or if she wears a torn apron1 the teacher can announce a patching lesson for the next sewing class1 and request each pupil to bring a torn garment and the material for the patch from home4 ,it may be desirable to use two or three periods for this lesson4 ,,method ,,of ,,work ,the teacher should demonstrate the process of patching on a large piece of cotton4 ,the pupils should practise placing a patch on a piece of paper with a hole in it4 ,each step should be assigned in succession--examination of the article to determine its condition1 calculation of the size and preparation of the patch1 placing the patch1 trimming the article around the hole1 basting the patch and material together1 and hemming the patch4 ,,lesson ,,xi3 ,,cutting ,,out ,,aprons ,,or ,,undergarments ,,subject-,,matter ,when cutting out an apron1 the length of the skirt should first be measured1 and to this measure #f inches should be added for the hem and the seams4 ,one length of the material corresponding to this length should be cut4 ,this should be folded lengthwise through the middle4 ,three quarters of an inch should be measured on this fold1 and the material cut from the end of the selvage to this point1 in order to slope the front of the apron4 ,when the waist measure is taken1 #c inches should be added to it 7#a for the lap and #a at each end1 for finishing74 ,this makes a strong piece at each end for the button and button-hole4 ,two pieces of this length and #b-a_/b inches wide should be cut lengthwise of the material for the belt4 ,a measure should be made from the middle of the back of the waist line1 over the shoulder1 to a point #e inches to the right to the centre front and on the waist line4 ,two pieces of the length of this measure and #d-a_/b inches wide should be cut lengthwise of the material for the shoulder straps4 ,a piece #i by #ab inches should be cut for the bib1 the longer distance lengthwise of the material4 ,these measurements allow one quarter of an inch for seams4 ,,preliminary ,,plan ,before the lesson the teacher should see if arrangements can be made to secure the use of one or two sewing-machines1 so that the pupils may sew all the long seams by machine4 ,at a previous lesson she should discuss the kinds of material suitable for the aprons4 ,the pupils should consider whether their aprons shall be white or coloured1 and whether they shall be of muslin1 cambric1 or gingham4 ,each pupil will need from #a-a_/b to #b yards of material1 according to her size4 ,the taller ones will need #b yards4 ,illustration3 ,fig4 #ac4--;,cutting out skirt of apron ,there should be on hand a sufficient number of tape-measures1 pins1 and scissors1 so that the pupils may proceed with the cutting of their aprons without unnecessary delay4 ,the apron to be made is to have a skirt1 with a bib and shoulder straps1 in order to be a protection to the dress1 the skirt1 and the waist4,a ,a ,if the pupils are very inexperienced and find the sewing difficult1 it may be advisable to omit the bib and straps and to make the simple full-skirted apron4 ,if a machine is not at hand to use for the long seams1 the limited time may make the simpler apron necessary4 ,this will give more time for the various steps4 ,lessons ,,xiv and ,,xv may then be omitted1 ,lesson ,,xvi made more simple1 and less outside work may be required4 ,,method ,,of ,,work ,as soon as the class meets1 the pupils should take the measurements for their aprons4 ,one measurement should be assigned at a time1 and the reason for each measurement should be given4 ,the pupils should have explicit directions as to the measurements1 as they are apt to become confused if the directions are not clear4 ,they should work carefully1 so that the material does not become crumpled or soiled and1 at the conclusion of the lesson1 they should fold it carefully and put it away neatly4 ,all threads and scraps of material should be carefully picked off the floor and the desks1 and the room left in order4 ,,lesson ,,xii3 ,,aprons ,,or ,,undergarments--,continued ,basting the hem for hemming on the machine or by hand4 ,uneven basting4 ,,subject-,,matter ,an uneven basting forms the better guide for stitching4 ,in uneven basting1 the spaces are made about three times as long as the stitches4 ,the stitch should be about one eighth of an inch and the space three eighths of an inch4 ,,preliminary ,,plan ,in addition to the apron material which has been cut out in the previous lesson1 each pupil should provide her own spool of thread 7number sixty white thread will probably answer for all the work71 a piece of cardboard #e inches wide for a gauge1 and pins to use in fastening the hem4 ,illustration3 ,fig4 #ad4--,uneven basting ,,method ,,of ,,work ,as soon as the class meets1 the pupils should prepare a #e-;inch gauge1 to guide them in turning the hems of the skirts of their aprons4 ,they should make a half-inch notch in the measure for the first turn in the material4 ,a half-inch edge should be turned up from the bottom of the skirt1 then a #e-;inch hem should be turned1 pinned1 and basted carefully with uneven basting4 ,the gauge should be used for both measurements4 ,,lesson ,,xiii3 ,,aprons ,,or ,,undergarments--,continued ,gathering the skirt and stitching to the belt4 ,,subject-,,matter ,in gathering1 a stitch much like running is employed4 ,small stitches are taken up on the needle1 with spaces twice as great between them4 ,the top of the skirt should be divided into halves1 and each half gathered with a long thread1 fine stitches one quarter of an inch from the edge being used4 ,the middle of the belt and the middle of the top of the skirt of the apron should be determined upon4 ,the belt should be pinned to the wrong side of the apron at these points1 and the fulness drawn up to fit 7approximately one half of the waist measure74 ,the skirt and the belt should be pinned1 basted1 and sewn together4 ,illustration3 ,fig4 #ae4--;,gathering ,,preliminary ,,plan ,if the hems have been completed in the skirts1 the pupils are ready to gather the skirts and attach them to the belt4 ,it will be well to have a supply of pins on hand1 to use in fastening the skirt and belt together4 ,,method ,,of ,,work ,the teacher should first demonstrate the method of gathering and assign that portion of the lesson4 ,when the skirts have all been gathered1 she should show the pupils how to measure1 pin1 and baste the skirt to the belt4 ,illustration3 ,fig4 #af4--,sewing on the belt of the apron ,,lesson ,,xiv3 ,,aprons ,,or ,,undergarments--,continued ,making the bib4 ,,subject-,,matter ,a #b-;inch hem should be turned across one short end of the bib4 ,this should be basted and hemmed4 ,the bottom of the bib should be gathered1 the method employed for the top of the skirt being used1 and sufficient thread being left to adjust the gathers easily4 ,,preliminary ,,plan ,if the pupils have completed the skirts and attached them to the belts1 they are ready to make the bibs4 ,they should be provided with a #b-;inch marker1 for use in making the hems in the top of the bibs4 ,,method ,,of ,,work ,the teacher should guide the pupils carefully in the making of the bibs1 reviewing their knowledge of basting1 hemming1 and gathering4 ,illustration3 ,fig4 #ag4--;,bib and straps of apron ,,lesson ,,xv3 ,,aprons ,,or ,,undergarments--,continued ,making the straps4 ,,subject-,,matter ,one end of one of the straps should be placed at the bottom of the bib4 ,the edge of the strap should be pinned1 basted1 and sewed to the right side of the bib with a running-stitch4 ,the other long edge of the strap should then be turned in one quarter of an inch and the side turned in one inch4 ,the strap should then be folded through the middle for its entire length and the free side basted to the wrong side of the bib and hemmed4 ,the remaining edges of the strap should be overhanded together4 ,the other strap should be sewn to the other side of the bib in the same way4 ,,preliminary ,,plan ,the bibs should have been completed before the pupils report for this lesson4 ,,method ,,of ,,work ,as soon as the pupils report for the lesson1 the teacher should explain the method of attaching the straps to the bib and tell them how to finish the former4 ,as they proceed with their work1 she should supervise them carefully and assign the unfinished portion to be done out of class4 ,,lesson ,,xvi3 ,,aprons ,,or ,,undergarments--,continued ,putting the bib and the skirt on the belt4 ,,subject-,,matter ,the middle of the bottom of the bib should be determined1 and pinned to the middle of the upper edge of the belt1 to which the skirt has already been attached4 ,the belt should be fastened to the wrong side of the bib4 ,the gathering string of the bib should be drawn up1 leaving #b inches of fulness on each side of the middle4 ,the bib should be pinned1 basted1 and sewn to the belt4 ,the remaining long edges of the belt should be turned in one quarter of an inch1 and the ends one inch4 ,the edges of the other belt piece should be turned in in the same way1 and should be pinned over the belt to which the skirt and the bib have been attached 7with all the edges turned in71 and basted carefully1 to keep the edges even4 ,the skirt and the bib should be hemmed to this upper belt1 and all the remaining edges should be overhanded4 ,,preliminary ,,plan ,the bib and the straps of the apron should be completed before the pupils report for this lesson4 ,,method ,,of ,,work ,the teacher should guide the pupils carefully in the various steps necessary in fastening the bib to the belt and in completing the belt4 ,if the hemming and overhanding is not completed during the class hour1 they may be assigned as home work4 ,,lesson ,,xvii3 ,,methods ,,of ,,fastening ,,garments ,sewing buttons on the aprons1 corset-cover1 or other garment4 ,,subject-,,matter ,this lesson should teach neatness in dress1 through a consideration of the best methods of fastening garments4 ,the position of the button is measured by drawing the right end of the band one inch over the left end4 ,the place for the button should be marked with a pin on the left end of the band4 ,a double thread is fastened on the right side of the band1 drawn through one hole of the button1 and back through the other1 and then taken through the band close to the first stitch4 ,a pin should be inserted on top of the button under the first stitch1 left there until the button is firmly fastened in place1 and then removed4 ,before the thread is fastened1 it should be wrapped two or three times around the threads holding the button1 between the button and the cloth1 then fastened neatly on the wrong side with a few small stitches one on top of another4 ,illustration3 ,fig4 #ah4--,sewing on buttons ,,preliminary ,,plan ,each pupil should come to the class with her apron as nearly completed as possible1 and with three buttons to sew on it1 for fastening the belt and straps4 ,,method ,,of ,,work ,the teacher should discuss the best methods of fastening garments and should demonstrate the method of sewing on buttons4 ,the pupils should sew one button on the left end of the apron band in the middle of the width about #a inch from the end1 and another button #d inches from each end of the band1 to hold the shoulder straps4 ,,lesson ,,xviii3 ,,methods ,,of ,,fastening ,,garments--,continued ,button-holes on practice piece and on apron4 ,,subject-,,matter ,directions for making the button-hole4--,measure carefully the position for the button-hole1 lengthwise of the band1 so that the end will come one quarter of an inch from the edge of the garment4 ,mark the length of the button-hole on the material by putting in two lines of running-stitches at the ends4 ,to cut the button-hole1 insert the point of the scissors at the point marked by the running-stitches nearest the edge of the garment1 and cut carefully along the thread of the material to the row of stitches marking the length at the other end4 ,illustration3 7a7 ,starting the button-hole 7b7 ,the button-hole stitch 7c7 ,the finished button-hole ,fig4 #ai4--,working button-holes ,to make the button-hole1 use a thread of sufficient length to do both the overcasting and the button-holing4 ,beginning at the lower right corner1 overcast the raw edges with stitches one sixteenth of an inch deep4 ,do not overcast around the ends of the hole4 ,as soon as the overcasting is done1 proceed with the button-holing without breaking the thread4 ,hold the button-hole horizontally over the first finger of the left hand and work from right to left4 ,insert the point of the needle through the button-hole 7at the back end71 bringing the point through1 toward you1 four or five threads below the edge of the button-hole4 ,bring the doubled thread from the eye of the needle from right to left under and around the point of the needle1 draw the needle through1 and pull the thread firmly1 so that the purl is on the edge4 ,at the end of the button-hole1 near the end of the band1 make a fan1 by placing from five to seven stitches4 ,the other end of the button-hole should be finished with a bar made by taking three stitches across the end of the button-hole1 then button-hole over the bar1 taking in the cloth underneath and pulling the purl toward the slit4 ,the thread should be fastened carefully on the under side of the button-hole4 ,,preliminary ,,plan ,for this lesson it is desirable to have small pieces of cotton on hand1 to use as practice pieces for the button-holes4 ,,method ,,of ,,work ,the teacher should demonstrate the making of a button-hole1 illustrating each step of the process on a large piece of canvas4 ,the pupils should sew two small strips of cotton together and cut a button-hole one quarter of an inch from the edge1 and lengthwise of the material1 to work for practice4 ,when the button-hole has been sufficiently perfected on the practice piece1 the pupils should make three in the apron--one in the right end of the band and one in the end of each shoulder strap4 ,,lesson ,,xix3 ,a ,,padded ,,holder ,,for ,,handling ,,hot ,,dishes--,,binding ,,subject-,,matter ,a holder #f inches square will be satisfactory for handling hot dishes4 ,it can be made of quilted padding bound with tape1 or of two thicknesses of outing flannel covered with percale or denim and bound with tape or braid4 ,if made of the outing flannel and covered1 it should be quilted1 by stitching from the middle of one side to the middle of the opposite side in both directions1 in order to hold the outing flannel and the outside covering together4 ,the tape that is to be used for the binding should be folded through the middle lengthwise2 then1 a beginning being made at one corner of the padding1 the edge should be basted1 half on one side and half on the other4 ,right-angled corners should be formed4 ,when basted all around1 the tape should be sewn on each side with a hemming-stitch4 ,if the holder is to be suspended from the apron band1 a tape of from #bg inches to #cf inches in length should be attached to one corner4 ,the raw edge at one end of the tape should be turned in4 ,the end should be so placed that it overlaps the corner of the holder about half an inch and it should be basted to the holder4 ,the tape should then be secured firmly to the holder1 hemmed down on one edge1 across the bottom1 and up the other edge4 ,the other end of the tape should be finished with a #b-;inch loop4 ,the raw edge should be folded over1 the tape turned #b inches down for the loop1 and basted in place4 ,this should be hemmed across the end4 ,one quarter of an inch up from the end1 the double thickness of tape should be back-stitched together1 and the edges of the tape should be overhanded from there to the hemmed end4 ,,preliminary ,,plan ,each pupil should provide sufficient denim1 percale1 huckaback1 or other washable material to cover the two sides of a holder #g inches square1 and enough outing or canton flannel for a double lining4 ,about #a-a_/b yards of straight tape one-half inch wide will be needed for the binding and for suspending the holder from the apron4 ,illustration3 ,fig4 #bj4--,the holder ,,method ,,of ,,work ,the pupils should first carefully measure and turn the material for the covering of the holder and then prepare the lining1 basting it all together4 ,they should then put in the running-stitch and finish with the binding4 ,if it is not possible to complete the holder in one period1 a second lesson period should be provided1 or arrangements may be made to have supervised work done outside of the lesson hours4 ,illustration3 ,fig4 #ba4--;,cap ,,lesson ,,xx3 ,a ,,cap ,,to ,,wear ,,with ,,the ,,cooking ,,apron ,,subject-,,matter ,the simplest cap to make will be the circular one4 ,a pattern should be made by drawing with a pencil and string on a piece of wrapping-paper a circle #ba inches in diameter4 ,the material for the cap should be cut carefully around the circle and finished with a narrow hem4 ,a tape to hold the draw-string should be placed #a-a_/d inches inside the edge of the hem4 ,a small piece of cardboard cut about one-half inch wide should be used for measuring the position of the tape4 ,bias strips three quarters of an inch wide should be prepared for the tape1 or a commercial tape three eighths of an inch wide may be purchased4 ,the outer edge of the tape should be basted first and the edges joined2 then the inner edges should be basted1 the edge being kept smooth4 ,both edges should be neatly sewn with the hemming-stitch by hand or on the machine4 ,an elastic should be inserted in the band1 carefully fitted to the head1 and the ends fastened neatly4 ,,preliminary ,,plan ,this lesson will give a good opportunity to make a cap that will answer for a dust cap or serve as a part of the cooking uniform4 ,if such a cap does not seem desirable and the former lesson has not been completed1 the cap may be omitted and the work on the holder continued4 ,,method ,,of ,,work ,the pupils should first make the pattern for the cap and then cut out their material4 ,the hem should be basted and stitched with the hemming-stitch4 ,the bias strip should be basted on and sewn with a running-stitch4 ,it will probably not be possible for the pupils to complete the cap in one class period2 but1 if the material has been cut out and the work started1 they may be able to complete it at some other time4 ,the stitches are not new1 and the work will serve as an excellent test of the skill they have acquired in the course4 ,,household ,,science ,,equipment ,the introduction of ,household ,science into rural schools has been hindered by the prevalent impression that the subject requires equipment similar to that in the ,household ,science centres of towns and cities1 where provision is made for the instruction of twenty-four pupils at one time and for from ten to fifteen different classes each week4 ,owing to the expense and the lack of accommodation1 it is not possible to install such equipment in rural schools4 ,for this and other reasons it has been concluded that the subject is beyond the possibilities of the rural school4 ,that this is not the case is shown by the fact that many rural schools in the ,united ,states1 and some in ,saskatchewan1 as well as a number in our own ,province1 are teaching the subject successfully1 with equipment specially designed to meet existing conditions4 ,the accommodations and equipment required may be classified as follows3 #a4 ,working tables #b4 ,cupboards and cabinets for storing the utensils #c4 ,stoves #d4 ,cooking and serving utensils #a4 ,the provision for working tables is conditioned by the space available1 and every effort must be made to economize this space4 ,the equipment may be placed in the basement or in a small ante-room4 ,in one school in the ,province very successful work is being done in a large corridor4 ,when a new school-house is being erected1 provision should be made by building a small work-room off the class-room4 ,the possibilities of a small1 portable building1 in close proximity to the school1 should not be overlooked4 ,illustration3 ,fig4 #bb4--,working drawing of folding table ,where the school is provided with a large table1 this may be made of service4 ,when used as a working table it should be covered with a sheet of white oil-cloth4 ,when used as a dining-table a white table-cloth may be substituted for the oil-cloth4 ,if the school does not possess a table1 two or three boards may be placed on trestles1 if the space at the front or the back of the room permits1 and these may be stored away when not required4 ,a table with folding legs1 such as is shown in ,figures #bb and #bc1 may also be used4 ,the top of the cabinet containing the utensils or an ordinary kitchen table closed in as a cupboard underneath1 may be made to serve4 ,long boards1 about eighteen inches wide1 placed across the tops of six or eight desks1 provide good accommodation4 ,these should be blocked up level and should be provided with cleats at each end1 in order to prevent movement4 ,when not in use they may stand flat against the wall and occupy very little space4 ,separate boards1 resting on a desk at each end1 may also be placed across the aisles4 ,each of these will provide working space for one pupil4 ,tables which drop down flat when not in use may be fixed to the walls of the school-room4 ,as schools vary in many respects1 it is not possible to outline a plan which will suit all2 but that plan should be chosen which will best meet the requirements of the particular school4 ,illustration3 ,fig4 #bc3 ,folding ,table ,illustration3 ,fig4 #bd--;,household ,science ,cabinet for ,rural ,schools #b4 ,the cupboards and cabinets to contain the utensils may take various forms4 ,a kitchen cabinet costing from twenty-five to thirty-five dollars may be obtained from a furniture store1 or one may be made by a local carpenter4 ,a large packing-case painted brown outside and white inside 7for cleanliness7 is satisfactorily used in some schools4 ,if covered with oil-cloth1 the top of this may be used as an additional table4 ,a few shelves placed across a corner of the room and covered with a door or curtain may be used1 or it may be possible to devote one shelf of the school cupboard to the storing of the utensils4 ,it is desirable to have a combination cupboard and table1 which will contain most of the equipment1 including the stove4 ,figure #bd is a working drawing of such a cabinet1 which may be made by a local carpenter or by the older boys of the school4 ,the directions for making this cabinet are as follows3 ,obtain two boxes and cut or re-make them so that each is #cj inches high when standing on end1 #ab-a_/d inches across the front inside1 and #ah inches from front to back4 ,these will form the two end ,sections1 ,a and ,b4 ,inside the sides of these boxes nail #a inch #g_/h inch strips1 to form the slides for the drawer4 ,the slides come within #g_/h of an inch of the front edge4 ,rails may be nailed across the front4 ,guide pieces should be nailed to the slides1 in order to keep the drawers straight4 ,divide ,section ,a for one drawer and cupboard4 ,the drawers may be made out of raisin boxes cut down to the required size4 ,to the front of each drawer1 nail a piece of beaver board or pine a little larger than the drawer front4 ,use any handles that may be conveniently obtained4 ,cut two pieces #d' #i-a_/b #a-a_/b #g_/h4 ,space the ,sections as shown1 and nail these pieces firmly to the fronts of the larger boxes1 ,a and ,b1 top and bottom4 ,four end pieces #ah #a-a_/b will be required4 ,fill in ,section ,c1 in this case1 #b' #g-a_/b1 with the pieces from the box lids or with ordinary flooring4 ,make a door for the cupboard from similar material4 ,the top is best made from good1 clear1 white pine4 ,screw battens across1 and screw the whole firmly to the box top from the inside4 ,if more table space is required1 make a similar bench top1 which can rest on top of the cabinet when not in use4 ,when required1 it may be placed over the desks4 ,steel or glass shoes or wooden skids or battens should be fixed under the cabinet1 so that it can be pulled away from the stove and replaced easily4 ,the dimensions given are for a two-flame-burner oil-stove which is #cj inches high1 #ca inches across the front1 and #af inches from front to back4 ,the middle ,section1 ,c1 and the total height of the cabinet may be enlarged or reduced to fit other sizes of stoves4 ,illustration3 ,fig4 #be4--;,cabinet1 showing stove in position for use ,illustration3 ,fig4 #bf4--;,cabinet1 with stove behind centre partition when not in use ,the material required for1 and the approximate cost of1 such a cabinet1 labour not included1 are as follows3 #b boxes #be #j4ej #e raisin boxes #e 4#be #e handles at #de;c per doz4 4#bj #a cupboard latch 4#ae or #a turn button 4#jb ,about #i sq4 ft4 flooring 4#be ,about #h sq4 ft4 pine for top 4#ej ,pieces for battens1 etc4 4#be ,steel shoes 4#aj ,illustration3 ,fig4 #bg4--,space taken by equipment in class-room ,figure #bg shows another type of equipment and the space it occupies in the class-room when not in use4 ,the cupboard and the back of the cabinet contain the equipment necessary for teaching twelve pupils at one time and also for serving one hot dish at the noon lunch to twenty-four pupils4 ,one drawer contains linen1 etc41 and the other1 knives1 forks1 and spoons4 ,the dimensions of the cupboard and the cabinet are shown in ,figures #bh and #bi1 and the construction of each is such that it can be made easily by any carpenter4 ,illustration3 ,fig4 #bh4--,working drawings of cupboard ,illustration3 ,fig4 #bi4--,working drawing of cabinet ,illustration3 ,fig4 #cj4--;,cupboard with drawers and doors open1 showing equipment ,figure #cj shows the cupboard and drawers open and the method of storing the equipment4 ,the shelves may be covered with white oil-cloth or brown paper1 in order to obviate the necessity for frequent scrubbing4 ,the cupboard may be fixed to the wall with mirror plates or small iron brackets1 or it may be screwed through the back4 ,illustration3 ,fig4 #ca4--;,back of cabinet with equipment in place ,illustration3 ,fig4 #cb4--;,back of cabinet with stove removed ,figure #ca shows the back of the cabinet1 with the three-flame-burner stove-oven1 the one-flame-burner stove1 and other utensils in place4 ,the folding table1 previously described1 rests on the top of the cabinet4 ,figure #cb shows the back of the cabinet with the stove and oven removed4 ,the method of storing utensils and the construction of the cabinet are clearly shown4 ,illustration3 ,fig4 #cc4--,three-flame-burner oil-stove1 with kettles and one-flame-burner oil-stove on shelf ,illustration3 ,fig4 #cd4--;,household ,science equipment with drop-leaf table ,figure #cc shows the three-flame-burner oil-stove with the shelf underneath containing three kettles and the one-flame-burner oil-stove4 ,another type of equipment is shown in ,figure #cd4 ,each end of the top of this cabinet drops down when the cupboard doors are closed1 space being thus economized4 ,the top of the table may be covered with oil-cloth or zinc carefully tacked down on the edges4 ,the directions for making this cabinet are as follows3 ,,materials ,,required ,lumber3 #g pieces #c_/d #d #ad' yellow pine ceiling #f pieces #a #d #ab' yellow pine flooring #a piece #a #ab #ab' #a piece #a #h #ab' ,no4 #a common white pine #a piece #a_/b #f #ad' #d white pine laths ,hardware3 #g pairs #a-a_/b #c butt hinges #c cupboard catches #a piece zinc 7#bg #ci7 #b pieces zinc 7#ba #bg7 #a drawer pull #a lb4 #h;d finishing nails #a lb4 #f;d finishing nails #a_/d lb4 box #a brads #a_/d lb4 box #a-a_/d brads #a box tacks #b ft4 stopper chain ,,stock ,,bill ---------------------------------------- --------------------------- ,lumber ,cut into ,finished ,dimensions ,use the following pieces3 ---------------------------------------- --------------------------- #a #h #ab' #b #ac-af #b #cb-a_/b ,top side rails #b #ac-af #b #ah-a_/b ,top end rail #d #ac-af #b #bi-c_/d ,frame posts #a #ac-af #b #cj-g_/h ,bottom side rail #b #ac-af #b #ah-a_/b ,bottom end rails #a #ac-af #e #ad-c_/h ,drop door ------------- ---------------------------------------- ------------ #b pieces1 #a #d ,flooring #ab' flooring #g #c_/d #c-a_/d #cb-a_/b7;bottom7 ---------------------------------------- --------------------------- #e pieces1 #a #d ,ceiling 7ends #ad' yellow pine and side7 ceiling #bd #a_/d #c-a_/d #ca-a_/d ---------------------------------------- --------------------------- #a #ab #ab' #c #ac-af #aj-a_/d #cb-a_/b ,shelf #a #ac-af #h #cb-a_/b ,shelf #c #ac-af #a-c_/d #ca-a_/d ,casing #b #ac-af #a-c_/d #ad-c_/h ,casing #a #ac-af #e #ad-c_/h ,drawer front ---------------------------------------- --------------------------- #b pieces1 #a #d ,top #ab' flooring #h #c_/d #c-a_/d #cf ---------------------------------------- --------------------------- #b pieces1 #a #d ,doors #ad' yellow pine ceiling #aj #c_/d #c-a_/d #bb-g_/h ---------------------------------------- --------------------------- #b pieces1 #a #d ,swing tops #ab' flooring #ab #c_/d #c-a_/d #bd ---------------------------------------- --------------------------- #a_/b #f #ab' #b #g-af #e #ai-e_/h ,drawer slides #a #g-af #e #ac-a_/b ,drawer back #d #g-af #d-c_/d #ac-a_/b ,drawer bottom ---------------------------------------- --------------------------- #a_/b #f #ab' #a #g-af #d-a_/b #ac-a_/b ,partitions #c #g-af #d-a_/b #aj ,partitions ---------------------------------------- --------------------------- ,,tools ,rule ,lead-pencil ,saw ,hammer ,steel square ,plane #a_/b ,chisel and ,screw-driver ,,directions ,,for ,,making ,i ,cutting and ,squaring ,stock-- ,cut the stock only as needed1 in the following order1 and square up according to the directions previously given4 #a4 ,frame2 rip the #a #h #ab' piece for the frame material #b4 ,bottom #c4 ,ends and sides #d4 ,shelves #e4 ,top #f4 ,casing #g4 ,doors #h4 ,swing tops #i4 ,miscellaneous pieces ,,ii ,assembling-- ,frame3 #a4 ,check up the dimensions of the pieces squared up for the frame4 #b4 ,lay out and cut the lap joints in the top side rails and frame posts1 as shown in the drawing4 #c4 ,nail the frame together4 #d4 ,test the corners of the frame with a steel try-square and brace it by nailing1 temporarily1 several strips diagonally across the corners4 ,bottom3 #a4 ,cut seven pieces of flooring #cb-a_/b long for the bottom and plane off the groove of one piece4 #b4 ,turn the frame upside down and nail this piece with the smooth edge projecting #g_/h over the front side of the frame4 ,nail the rest of the flooring so that each piece matches tightly4 ,ends3 #a4 ,for the back1 cut eleven pieces of ceiling #ca-a_/d long4 #b4 ,plane off the groove edge of one piece of ceiling and nail it on the back of the frame even with the end4 #c4 ,nail the rest of the ceiling on the back4 ,be sure that each joint matches tightly4 ,illustration3 ,fig4 #ce4--;,frame of cabinet nailed together ,shelves3 #a4 ,make four strips 7#c_/d #c_/d #af-a_/b7 and nail two of them inside1 across each end1 #ae and #bd from the bottom4 ,these strips hold the shelves4 #b4 ,from a #a #ab piece cut two pieces #cb-a_/b long2 fit and nail them in for the upper shelf4 #c4 ,make the bottom shelf of two pieces1 one #aj-a_/d wide and the other #h wide4 ,when these boards are nailed in place1 the shelf is narrow enough to allow the doors1 with pockets on1 to close4 #d4 ,make two strips2 one #ac-af #a #af-a_/b and the other #ac-af #a-c_/d #bj-a_/b1 and nail them to the top shelf for drawer guides4 ,top3 #a4 ,cut eight pieces of flooring #cf long for the top4 #b4 ,plane off the groove of one piece and nail it on the top of the frame1 so that the smooth edge and the ends project #a over the front side and ends of the cabinet4 #c4 ,nail the rest of the flooring on for the top1 being sure that each joint matches tightly4 ,the last piece must also project #a over the back side4 ,casing3 #a4 ,nail the casing1 which is #a-c_/d wide1 on the front of the cabinet4 ,doors3 #a4 ,make each door #c_/d #ad-c_/h #bb-g_/h from five pieces of ceiling #bb-g_/h long1 held together by cleats at the top and bottom4 #b4 ,fit each door carefully1 then hang them with butt hinges4 ,fasten a cupboard catch on each door4 ,drop ,door3 #a4 ,make the drop door #ac-af #ad-c_/h and hinge it with a pair of butt hinges4 ,put on the stopper chain and catch4 ,swing ,tops3 ,the swing tops are each made from six pieces of flooring #bd long cleated together4 ,illustration3 ,fig4 #cf4--,working details #a4 ,plane off the groove edge of one piece and match them all together4 #b4 ,make the cleats #c_/d #b #ae and nail the top to them4 7,see the drawing for the position of the cleats47 #c4 ,rip off the tongue edge and plane it so that the top is exactly #ah wide4 #d4 ,turn the cabinet upside down on the floor and fit the swing tops4 ,hang them with a pair of butt hinges opposite the ends of the cleats4 #e4 ,make a ,t-brace with a nailed cross lap joint from two pieces1 one being #ac-af #b #ad1 the other #ac-af #b #af-a_/b4 ,the long edge of the ,t and the leg must be bevelled #ac-af on one side4 ,fit and hang a ,t-brace with a pair of butt hinges on each side of the swing tops4 #f4 ,make two brace cleats and fasten them to the ends of the cabinet1 so that the swing tops are held level and even with the top of the cabinet4 ,putting ,zinc on the ,top3 #a4 ,unscrew the swing tops from the cabinet to put the zinc on4 #b4 ,place the piece of zinc1 #bg #ci1 on top1 extending #a-a_/b over the edges all around4 #c4 ,hold the zinc firmly in place and make a square bend along the front edge with a hammer or mallet1 bending the edge of the zinc up under the top4 #d4 ,punch a straight row of holes #a apart through the zinc and tack it on4 #e4 ,bend the back edge1 punch and tack in the same manner as the front edge1 but be sure the zinc fits snugly on the top4 #f4 ,bend the ends of the zinc the same as before1 but be very careful to fold the corners neatly4 #g4 ,put the zinc on the swing tops in the same manner4 #h4 ,fasten the swing tops again to the top of the cabinet4 ,illustration3 ,fig4 #cg4--,working details ,drawer3 ,the drawer front1 #ac-af #e #ad-c_/h1 with lap #c_/h #a_/b cut out on the ends4 #a4 ,nail the sides1 #a_/b #e #ai-e_/h1 to the lap of the front and to the ends of the back4 #b4 ,nail the bottom in between the sides #a_/h from the lower edge4 ,this allows the drawer to slide on the edges of the sides4 #c4 ,put the partitions in the drawer as called for by this plan4 ,the racks for covers and pie tins shown in the drawings are made from two pieces1 #ac-af #b #d1 one piece #ac-af #b #aj-a_/b for the bottom1 and two pieces of lath #ab long for the sides4 ,these racks may be placed on the doors as shown1 or may be changed to suit the equipment4 ,,iii ,finishing-- #a4 ,set all the nails and putty the holes4 #b4 ,sandpaper the cabinet carefully4 #c4 ,paint or stain and wax the outside of the cabinet1 to harmonize with the surroundings where it is to be used4 #d4 ,paint the inside with two coats of white enamel4 ,illustration3 ,fig4 #ch4--;,cabinet completed ,before putting on the enamel1 apply a coat of ordinary white-lead paint and allow it to dry thoroughly4 ,if desired1 the outside of the cabinet may be finished in white enamel1 though this is somewhat more expensive than the paint or stain recommended above4 ,all the ,household ,science ,cabinets shown have a two-fold purpose4 ,in the first place1 they furnish storage space for the utensils and working space for the pupils4 ,in the second place1 they offer a most interesting manual training project for a boys' club4 ,the members can make any one of them1 thus correlating their practical woodwork and the domestic science of the girls and1 in this way1 exhibiting the co-operative spirit of the home and the school4 #c4 ,in some cases it may be possible to use the school stove for cooking purposes4 ,some schools use natural gas for heating and1 where this is the case1 provision for cooking may readily be made4 ,other schools situated on a hydro-electric line1 may1 as has been done in one case1 use electricity as a source of heat4 ,at present1 however1 the majority of schools may find it best to use one of the many oil-stoves now on the market4 ,one-1 two-1 or three-flame-burner stoves may be obtained for general use4 ,the two-1 or three-flame-burner stoves are recommended1 as they are less likely to be overturned4 ,the one-flame-burner stove1 however1 is often useful as an additional provision4 ,a good grade of oil should be used1 and the stove should be kept scrupulously clean1 constant attention being paid to the condition of the wick4 ,any oil spilt on the stove when it is being filled should be carefully wiped off before lighting4 ,if attention is paid to these details1 the stove will burn without any perceptible odour4 #d4 ,the number of the utensils and the amount of equipment depend upon the community and the number of pupils to be considered4 ,by careful planning few utensils are needed4 ,they should be as good as the people of the neighbourhood can afford and1 in general1 should be of the same character as those used in the homes of the district4 ,all the table-cloths1 towels1 dish-cloths1 etc41 required should be hemmed by the pupils4 ,articles for storing supplies may be bought or donated4 ,glass canisters with close lids are best1 but as substitutes1 fruit jars1 jelly glasses1 or tin cans will serve the purpose4 ,it is an easy matter to secure an empty lard-bucket or a syrup-can for flour or meal1 empty coffee-cans for sugar or starch1 etc41 and baking-powder or cocoa-tins for spices4 ,each should be plainly labelled4 ,several typical lists of equipment in ,household ,science are given here4 ,these may be modified to suit particular circumstances4 ,considerable expense may be saved if the pupils bring their own individual equipment--soup-bowl1 cup and saucer1 plate1 spoon1 knife1 fork1 and paper napkins4 ,this plan is not advised unless it is absolutely necessary1 but1 if followed1 an effort should be made to have the articles as uniform as possible4 ,the following equipment is that contained in the cabinet illustrated on page #aeb and is sufficient for giving organized instruction to six pupils4 ,if a noon lunch is provided1 additional individual equipment will be required4 ,,equipment ,,for ,,rural ,,school ,,household ,,science ,,cabinet--,,no4 #a #a ,perfection blue-flame stove 7two-flame7 #ae4jj #a ,two-burner oven #d4ej #a ,coal-oil can 4#ej #a ,dish-pan #a4ae #a ,tea-kettle #a4ej #a ,large sauce-pan and cover 4#ge #b ,medium sauce-pans and covers1 #cj;c each 4#fj #b ,small sauce-pans and covers1 #be;c each 4#ej #b ,frying-pans1 #bj;c ea4 4#dj #b ,pudding bake-dishes1 #ej;c ea4 #a4jj #b ,muffin pans 7#ab rings1 each #cj;c7 4#fj #a ,soap-dish 4#be #d ,small mixing bowls1 #af;c ea4 4#fd #b ,pitchers1 #ee;c ea4 #a4aj #c ,casseroles1 #bj;c1 #be;c1 #cj;c 4#ge #f ,measuring cups1 #ij;c ea4 4#fj #f ,custard cups1 #ij;c doz4 4#de #f ,white plates1 #a4de doz4 4#gc #f ,supply jars1 #ij;c doz4 4#de #b ,vegetable brushes1 #e;c ea4 4#aj #a ,grater 4#bj #b ,egg-beaters1 #aj;c ea4 4#bj #ab ,forks #b4be #ab ,teaspoons #a4bj #f ,tablespoons1 #b4he doz4 #a4dc #f ,vegetable knives1 #be;c ea4 #a4ej #f ,case knives1 #c4jj doz4 #a4ej #b ,strainers1 #bj;c ea4 4#dj #a ,spatula 4#dj #a ,bread knife 4#ej #a ,can-opener 4#aj #a ,french knife 4#de #b ,water pails1 #a4ae ea4 #b4cj #f ,dish-towels1 #be;c ea4 #a4ej #c ,dish-cloths1 #aj;c ea4 4#cj #c ,rinsing cloths1 #aj;c ea4 4#cj #a yd4 oil-cloth 4#de #e yards cheesecloth 4#ce ,,equipment ,,for ,,rural ,,school ,,household ,,science ,,cabinet--,,no4 ,,ii ,the equipment included in the ,cabinet and ,cupboard shown in ,figure #bg1 page #aed1 is as follows3 ,for ,six ,pupils #a ,cupboard #ae4jj #a ,cabinet table #aj4jj #a ,three-burner oil-stove #ba4jj #a ,portable oven #b4bj #a ,storage tin #a4ce #b ,dish-pans #a4cj #b ,draining pans 4#ij #b ,scrub basins 4#hj #b ,soap-dishes 4#dj #a ,pail 4#ee #b ,pails #a4hj #b ,dippers 4#gj #b ,tea-kettles #b4jj #c ,kneading boards 4#ij #c ,rolling-pins 4#de #a ,oil-can #a4aj #a ,stove mitt 4#bj #a ,dust-pan 4#aj #a ,whisk 4#ae #b ,scrub-brushes 4#cj #c ,vegetable brushes 4#ae #c ,stew pans #a4je #b ,sauce-pans 4#ej #c ,frying-pans 4#ge #c ,strainers 4#ci #c ,pie plates 4#ae #c ,measuring cups 7tin7 4#cj #a ,measuring cup 7glass7 4#ae #a ,double boiler 4#he #c ,baking-dishes 4#ch #b ,cake tins 4#cj #c ,toasters 4#cj #a ,tea-pot 4#be #a ,coffee-pot 4#ce #a ,pitcher 7#b quarts7 4#ah #a 7#a pint7 4#aj #e ,bowls 4#fj #f ,custard cups 4#fj #a ,butter crock 4#cj #a ,covered pail 7#a pint7 4#ae #b ,trays 4#bj #a ,grater 4#aj #a ,potato masher 4#aj #a ,can-opener 4#aj #a ,french knife 4#ce #a ,bread 4#ce #c ,egg-beaters 4#ae #a ,dover egg-beater 4#aj #c ,wooden spoons 4#ae #f ,paring knives 4#ij ,for ,eight ,pupils #a ,cupboard #ae4jj #a ,cabinet table #aj4jj #a ,collapsible table #e4jj #a ,three-burner oil-stove #ba4jj #a ,one-burner oil-stove #f4ej #a ,portable oven #b4bj #a ,storage tin #a4ce #b ,dish-pans #a4cj #b ,draining pans 4#ij #d ,scrub basins #a4fj #b ,soap-dishes 4#dj #a ,pail 4#ee #b ,pails #a4hj #b ,dippers 4#gj #c ,tea-kettles #c4jj #d ,kneading boards #a4bj #d ,rolling-pins 4#fj #a ,oil-can #a4aj #a ,stove mitt 4#bj #a ,dust-pan 4#aj #a ,whisk 4#ae #d ,scrub brushes 4#fj #d ,vegetable brushes 4#bj #d ,stew-pans #a4dj #b ,sauce-pans 4#ej #d ,frying-pans #a4jj #d ,strainers 4#eb #d ,pie plates 4#bj #d ,measuring cups 7tin7 4#dj #a ,measuring cup 7glass7 4#ae #a ,double boiler 4#he #d ,baking-dishes 4#ej #b ,cake tins 4#cj #d ,toasters 4#dj #a ,tea-pot 4#be #a ,coffee-pot 4#ce #b ,pitchers 7#b quarts7 4#ce #a ,pitcher 7#a quart7 4#aj #f ,bowls 4#gb #f ,custard cups 4#fj #a ,butter crock 4#cj #a ,covered pail 7#a pint7 4#ae #b ,trays 4#bj #a ,grater 4#aj #a ,potato masher 4#aj #a ,can-opener 4#aj #a ,french knife 4#ce #a ,bread 4#ce #d ,egg-beaters 4#bj #a ,dover egg-beater 4#aj #d ,wooden spoons 4#bj #f ,paring knives 4#ij ,for ,twelve ,pupils #a ,cupboard #ae4jj #a ,cabinet table #aj4jj #a ,collapsible table #e4jj #b ,three-burner oil-stoves #db4jj #a ,portable oven #b4bj #a storage tin #a4ce #c ,dish-pans #a4ie #c ,draining-pans #a4ce #f ,scrub basins #b4dj #c ,soap-dishes 4#fj #a ,pail 4#ee #b ,pails #a4hj #b ,dippers 4#gj #c ,tea-kettles #c4jj #f ,kneading boards #a4hj #f ,rolling-pins 4#ij #a ,oil-can #a4aj #b ,stove mitts 4#dj #a ,dust-pan 4#aj #a ,whisk 4#ae #f ,scrub brushes 4#ij #f ,vegetable brushes 4#cj #f ,stew pans #b4aj #c ,sauce-pans 4#ge #f ,frying-pans #a4ej #f ,strainers 4#gh #f ,pie plates 4#cj #f ,measuring cups 7tin7 4#fj #a ,measuring cup 7glass7 4#ae #a ,double boiler 4#he #f ,baking-dishes 4#ge #c ,cake tins 4#de #f ,toasters 4#fj #a ,tea-pot 4#be #a ,coffee-pot 4#ce #b ,pitchers 7#b qt47 4#ce #b 7#a qt47 4#bj #h ,bowls 4#if #f ,custard cups 4#fj #a ,butter crock 4#cj #a ,covered pail 7#a pt47 4#ae #b ,trays 4#bj #a ,grater 4#aj #a ,potato masher 4#aj #a ,can-opener 4#aj #a ,french knife 4#ce #a ,bread 4#ce #f ,egg-beaters 4#cj #c ,dover egg-beaters 4#cj #f ,wooden spoons 4#cj #ab ,paring knives #a4hj ,in the equipment for twelve pupils1 three one-burner oil-stoves at #f4ej each might be used in place of the second large stove4 ,in this case extra provision must be made for storing the stoves when not in use1 as the cabinet shown does not provide space for more than one large stove4 ,care should be taken in using the one-burner stove to avoid upsetting it while it is in use4 ,the equipment given above is generous1 and reductions may be made if necessary4 ,in any case it is not advisable that the whole equipment should be purchased at once2 only sufficient to make a beginning should be secured1 and further utensils may be added as the necessity for their use arises4 ,if a hot dish is served at the noon lunch1 as is most desirable1 the following will be needed in addition1 in order to serve twenty-four pupils3 #bd ,knives #b4dj #bd ,forks #a4bj #bd ,teaspoons 4#dj #ab ,tablespoons 4#fj #f ,salt and pepper shakers #a4ej #bd ,glasses #a4ej #bd ,plates #b4bj #d ,plates 7large7 4#ej #bd ,cups and saucers #d4bj #bd ,fruit and vegetable dishes #a4ej ,,hectograph ,the hectograph is a device for making copies of written work4 ,teachers whose schools have limited black-board space will find it of great service4 ,recipes and other rules for work may be copied and distributed to the pupils1 and thus kept in a permanent form4 ,many other uses in connection with the general work of the school will suggest themselves4 ,the following are the directions for making3 ,soak #a-a_/b ounces of white glue in three ounces of water until it is well softened4 ,cook in a double boiler until the whole mass is smooth4 ,remove from the fire and add six ounces of glycerine4 ,mix well1 re-heat1 skim1 and pour into a shallow pan or on a slate4 ,prick the bubbles as soon as they show4 ,allow the mixture to stand for twenty-four hours1 and it is then ready for use4 ,write the material to be copied1 in hectograph ink1 on a sheet of the same size as that on which the copy is to be made4 ,write clearly and space carefully4 ,wipe the hectograph with a damp cloth4 ,lay a sheet of unglazed paper on the hectograph1 rub it carefully1 and take off at once4 ,this removes any drops of water1 but leaves the surface moist4 ,lay the written side of the sheet on the hectograph and rub it carefully over its whole surface with a soft cloth1 so that every particle of the writing comes in contact with the surface of the hectograph4 ,leave it there for four or five minutes4 ,lift one corner and peel off carefully4 ,lay a plain sheet on the hectograph and rub as before4 ,take off as before4 ,if the copy is not clear1 leave the next sheet on a little longer4 ,when sufficient copies have been made1 wash the hectograph with a wet cloth before putting it away4 ,keep in a cool1 dry place4 ,,the ,,rural ,,school ,,lunch ,the best method of approach to ,household ,science in the rural school is through the medium of the hot noon-day lunch or the preparation of one or two hot dishes to supplement the lunch brought from home4 ,owing to the fact that many pupils live far from the school1 it is impossible for them to go home for the mid-day meal1 and they are thus dependent upon lunches which they bring with them4 ,very frequently the pupils are allowed to eat their lunches where and how they please1 and the method chosen is conducive neither to comfort nor to health4 ,in fine weather they do not wish to lose any time from their games1 and so they eat their food while playing1 or they bolt it1 in order that they may get to their play more quickly4 ,in severe weather they crowd round the steps or the stove and do not hesitate to scatter crumbs and crusts4 ,in one case even a teacher has been seen holding a sandwich in one hand and writing on the black-board with the other4 ,in many cases the lunch does not attract the pupil4 ,it is often carried1 without proper wrapping1 in a tin pail1 and it then absorbs the taste of the tin2 again1 it is often wrapped in a newspaper and is flavoured with printer's ink2 occasionally1 it is wrapped in cloth not too clean4 ,conditions such as these are not fair to the pupils4 ,they come a long way to school1 often over poor roads2 and it is necessary1 for both their physical and their mental development1 that they should receive adequate nourishment served as attractively as possible4 ,many of the defects found among school children can be traced1 to a greater or less extent1 to lack of nutrition4 ,the ,united ,states military draft shows that the number of those physically defective is from seven to twenty per cent4 higher in rural districts than in towns and cities1 and this difference is not peculiar to that country4 ,may we not reasonably suppose that many of these defects are caused by mal-nutrition1 and that this mal-nutrition is in part due to the poor noon-day lunch8 ,as these defects hinder mental as well as physical development1 the question of proper nutrition through the medium of the school lunch becomes an educational one4 ,,the ,,box ,,lunch ,with proper care in the selection of food1 the packing of the lunch box1 and rational methods of consumption1 there is no reason why the box lunch should not be nourishing1 attractive1 and possess an educational value4 ,it may be laid down as an axiom that every school lunch should be supervised by the teacher and hap-hazard methods of eating the lunch should be prohibited4 ,those schools that are fortunate enough to possess a large table can approximate somewhat to the best home conditions1 and have the table set in the proper manner1 as shown in ,lesson ,,vi1 page #ah4 ,the pupils should sit round the table1 at the head of which is the teacher1 and the lunch may be made to partake of the nature of a family party4 ,if rightly managed1 the meal1 even under the unusual difficulties presented in the rural school1 may offer the most favourable opportunities to inculcate habits of cleanliness and neatness and to cultivate good manners4 ,the pupils will learn something about the proper selection of food and the importance of thorough mastication4 ,clean hands and faces and tidy hair should be insisted upon1 and individual drinking cups should be encouraged4 ,as a manual training exercise1 each pupil may be taught to make his own drinking cup from heavy waxed paper4 ,grace may be said by the older pupils in turn4 ,the table should be made to look as attractive as possible4 ,the pupils1 in turn1 might undertake to have the table-cloth washed at home or1 in place of a linen cloth1 a covering of white oil-cloth may be used4 ,in some cases the school garden will be able to supply flowers or a growing plant for a centrepiece4 ,three or four of the larger pupils1 either boys or girls1 may set the table in ten minutes1 while the others are washing their hands and faces and tidying their hair4 ,some such plan as this will add palatability and cheer to the monotony of the everyday cold and often unattractive lunch and will create a spirit of true and healthy sociability among the pupils4 ,in schools that do not possess tables large enough to be used as suggested above1 each pupil should be required to set one place at his own desk1 as shown in the illustration on page #bj4 ,a paper napkin may be used for a table-cloth1 if a small piece of white oil-cloth is not procurable4 ,each pupil retains his place until all have finished2 he should then dispose of the crumbs and leave his desk tidy4 ,from twenty minutes to half an hour is generally found sufficient for the meal4 ,there should be cheerful conversation and restrained laughter throughout the meal1 and acts of courtesy and generosity should be encouraged4 ,at seasons when there are no flies1 and on days when the weather is favourable1 it is a pleasant change to serve lunch out-of-doors4 ,the lunch is provided by the home1 but the teacher may give some useful lessons in ,household ,science by talks on the contents of the lunch box and the proper methods of packing the same1 so that the food will keep in good condition until the time for its consumption arrives4 ,it is the duty of the school authorities to provide a suitable storage place for the lunch boxes4 ,these boxes should be kept free from dust or flies and in a place where the food will not freeze in winter4 ,open shelves1 so often seen1 are not suitable and a properly ventilated cupboard in the school-room should be provided4 ,,contents ,,of ,,the ,,lunch ,,box ,the whole question of the box lunch presents a serious problem1 when we consider the large number of children who must depend upon it for their noon-day meal4 ,this meal should be so constituted as to make it a real meal and not a makeshift4 ,the same principles which govern the preparation of the meal should govern the preparation of the lunch box4 ,it is said that the school lunch should consist of something starchy and something meaty1 something fat and something fibrous1 something sweet and something savoury4 ,with so many varieties of breads1 meats1 cheese1 jams1 etc41 innumerable kinds of sandwiches may be made4 ,for example1 there are brown1 graham1 rye1 raisin1 nut1 and date breads1 and equally many kinds of meat4 ,such variety makes it quite unnecessary to have an egg sandwich or hard-boiled eggs in the lunch box each day4 ,while eggs are very valuable in the diet1 a lunch with hard-boiled eggs five times each week becomes monotonous1 and the appetite of the consumer flags4 ,with skill and thought one can make little scraps of meat or other left-overs into attractive sandwiches4 ,ends of meat1 ground and mixed with salad dressing or cream1 make delicious sandwich fillings4 ,,sandwich ,,making ,the bread should be cut evenly4 ,the thickness of the slice should vary with the appetite of the consumer4 ,the crust should not be removed4 ,the butter should be creamed for spreading4 ,both slices should be buttered1 in order to prevent the absorption of the filling4 ,the filling should be carefully placed between the slices4 ,the sandwiches should be wrapped in waxed paper1 to prevent drying4 ,,suggestions ,,for ,,sandwich ,,filling #a4 ,egg and ham3 ,three eggs hard boiled and chopped fine or ground ,an equal amount of chopped or boiled ham ,salad dressing ,mix and spread4 #b4 ,raisin filling3 ,one cup of raisins ground or chopped ,one half-cup of water ,one half-cup of sugar ,one tablespoonful of flour into the same quantity of vinegar ,juice and grated rind of one lemon ,cook in a double boiler until thick4 #c4 ,fig filling3 ,remove the stems and chop the figs fine4 ,add a small quantity of water4 ,cook in a double boiler until a paste is formed4 ,add a few drops of lemon juice4 ,chopped peanuts may be added4 #d4 ,egg3 ,chop a hard-cooked egg4 ,mix with salad dressing or melted butter1 to a spreading consistency4 #e4 ,equal parts of finely-cut nuts and grated cheese1 with salad dressing #f4 ,equal parts of grated cheese and chopped olives #g4 ,sardines with lemon juice or a little dressing #h4 ,chopped dates with a little cream4 ,nuts may be added4 #i4 ,thinly sliced tomatoes 7seasonal7 #aj4 ,sliced cucumbers #aa4 ,marmalade4 ,chopped nuts may be added4 ,,suggestions ,,for ,,planning ,in selecting the food the following suggestions may prove helpful3 ,protein--,sandwiches of fish1 meat1 egg1 cheese1 nuts1 dish of cottage cheese ,for the older pupils1 baked beans ,carbohydrates--,bread1 cake1 cookies1 jam1 honey1 dates1 figs1 raisins1 prunes1 candy ,fats--,butter1 cream1 peanut-butter ,mineral matter--,celery1 lettuce1 radish1 tomatoes2 fresh fruits ,note4--,when possible1 a bottle of clean sweet milk should form part of every lunch4 ,,suggestions ,,for ,,desserts ,cup custards of various flavours ,cookies with nuts and fruits ,cakes--not too rich ,pies well made and with good filling ,candy--plain home-made ,preserves ,canned fruits ,fresh fruits ,as often as possible1 a surprise should be included1 generally in the form of a dessert of which the pupil is fond4 ,a surprise adds to the pupil's pleasure in eating and1 indirectly1 aids digestion4 ,,packing ,,the ,,lunch ,,box ,much of the attractiveness of a lunch depends upon the manner of packing4 ,we must consider the fact that the foods must be packed together closely and must remain so packed for several hours4 ,this makes careful packing a necessity4 ,,rules ,,for ,,packing #a4 ,be sure that the box is absolutely clean4 #b4 ,line it with fresh paper every time it is used4 #c4 ,wrap each article of food in wax paper4 #d4 ,place in the box neatly1 the food that is to be used last in the bottom of the box1 unless it is easily crushed4 #e4 ,lay a neatly folded napkin on the top4 ,,equipment ,,for ,,packing ,lunch box ,waxed paper ,paper napkin ,cup or container with screw top ,drinking cup ,knife1 fork1 and spoon ,thermos bottle or jar for milk or other liquid ,the box itself should be of odourless material1 permanent1 and light in weight1 admitting of safe means of ventilation4 ,paper bags should never be used for food containers1 as it is impossible to pack the lunch in them firmly and well and there is danger of their being torn or of insects or flies creeping into them4 ,boxes of fibre1 tin1 basket weave1 or other material1 may be used4 ,the box will require scrubbing1 and should be frequently dried and aired well4 ,many types of lunch boxes have compartments provided for the various kinds of food4 ,waxed paper and paper napkins1 or the somewhat heavier paper towels of much the same size1 are very useful for packing lunches1 and may be obtained at a low price1 particularly if bought in large quantities4 ,an extra napkin1 either of paper or cloth1 should be put in the basket1 to be spread over the school desk when the lunch is eaten4 ,napkins can be made out of cotton crepe at a cost of a very few cents each4 ,the crepe may be bought by the yard and should be cut into squares and fringed4 ,such napkins have the advantage of not needing to be ironed4 ,paper cups1 jelly tumblers with covers which can now be bought in several sizes1 and bottles with screw tops1 such as those in which candy and other foods are sold1 may all be used for packing jellies1 jams1 honey1 etc4 ,the thermos bottle may be used for carrying milk1 or1 if this is too expensive1 a glass jar with a tight cover may be substituted4 ,if the thermos bottle is used1 hot drinks may also be carried4 ,,serving ,a ,,hot ,,dish ,the serving of a hot lunch or of one hot dish need be neither an elaborate nor an expensive matter4 ,many rural schools in the ,united ,states1 some of them working under conditions worse than any of ours1 are serving at least one hot dish to supplement the lunch brought from home4 ,the advantages of this plan are3 #a4 ,it enables the pupils to do better work in the afternoon4 #b4 ,it adds interest to the school work and makes the pupils more ready to go to school in bad weather4 #c4 ,it gives some practical training and paves the way toward definite instruction in ,household ,science4 #d4 ,it gives a better balance to meals1 and as compared with a cold lunch it aids digestion4 #e4 ,it teaches neatness4 #f4 ,it gives opportunity to teach table manners4 #g4 ,it strengthens the relationship between the home and the school4 ,,the ,,method ,the teacher should have a meeting of the school trustees and of the mothers of the pupils and outline the method of procedure4 ,it is only in this way that the co-operation of all can be secured1 and without this co-operation there can be no success4 ,this meeting should be addressed by the ,public ,school ,inspector2 and after the consent of the parents and the trustees has been secured1 the scheme may be put into operation4 ,some thought will have to be given to the organization1 in order that the plan may work smoothly4 ,if properly organized1 there need be little or no interruption to the ordinary routine of the school4 ,the pupils1 both boys and girls1 should be arranged in groups1 each group taking the work in turn4 ,even the smallest pupils should be allowed to take part1 as there are many duties which they can perform successfully4 ,if each group is composed of five or six pupils1 the work may be arranged as follows3 two will prepare the dish1 two will get the table or the desks ready 7or each pupil may prepare his own desk71 and the others will wash the dishes4 ,the furnishing of supplies is a problem which each teacher will have to solve for herself1 according to the conditions which exist in the community4 ,supplies which can be stored are best purchased by the school trustees2 while the mothers of the pupils should furnish the perishable articles1 such as milk and butter4 ,as often as possible1 the pupils may be asked to bring various articles1 such as a potato1 an apple1 a carrot1 an egg1 etc4 ,these may be combined and prepared in quantities4 ,the school garden should be relied upon to supply many vegetables in season1 thus adding interest and life to both the garden work and the lunch4 ,in some districts the neighbourhood is canvassed for subscriptions in order to provide funds to purchase supplies for the term lunches4 ,some schools give a concert or entertainment in order to raise funds for this purpose1 and in others all the supplies have been purchased by the school trustees4 ,the pupils who are to prepare the hot dish may make the necessary preparations before school or at recess1 and they must so time the cooking that the dish will be ready when required4 ,they should be allowed to leave their desks during school hours to give it attention if necessary4 ,in schools where this method is adopted1 it has been found that the privilege has never been abused1 nor have the other pupils been less attentive on account of it4 ,however1 most of the recipes suggested later require little or no attention while cooking4 ,at twelve o'clock the assigned pupils get the dish ready for serving and set the table4 ,the others wash their hands1 tidy their hair1 and get their lunch boxes4 ,all pass to their places4 ,the pupils who have prepared the dish may serve it1 using trays to carry each pupil's supply1 or the pupils may pass in line before the serving table and to their places1 time being thus saved4 ,when the meal is finished1 the pupils rise and bring their dishes to the serving table and stack them with the other dishes4 ,two remain behind to clear up and wash the dishes1 while the others go to play4 ,if the desks are used1 each pupil is responsible for leaving his own desk clean4 ,the pupils may be required to keep an account of the cost of the food and to calculate the cost per head per day or per week4 ,a schedule of the market prices of food should be posted in a conspicuous place1 and the pupils may take turns in keeping these prices up to date4 ,a separate black-board may be used for this purpose4 ,the dish chosen should be as simple as possible--a vegetable or cream soup1 cocoa1 baked potatoes1 baked apples1 white sauce with potatoes or other vegetables1 apple sauce1 rice pudding1 etc4 ,it may be well1 in some cases1 to have plans made on ,friday for the following week4 ,as a rule1 each day a little before or after four o'clock1 the recipe for the following day should be discussed1 the quantities worked out to suit the number of pupils1 and the supplies arranged for4 ,the element of surprise should be made use of occasionally1 the pupils not being allowed to know the dish until they take their places4 ,,suggested ,,menus ,the following are some suggested menus in which the food brought from home is supplemented by one hot dish4 7,the name of the hot dish is printed in italics47 #a4 ,potato soup1 meat sandwiches1 orange1 sponge cake #b4 ,cream of tomato soup1 bread and butter sandwiches1 stuffed egg1 pear1 oatmeal cookies #c4 ,apple cooked with bacon1 bread and butter sandwiches1 gingerbread1 milk #d4 ,cocoa1 date sandwiches1 celery1 graham crackers1 apple #e4 ,stewed apples1 egg sandwiches1 plain cake1 prunes stuffed with cottage cheese #f4 ,custard1 brown bread sandwiches1 apple1 raisins1 sauce1 molasses cookies #g4 ,baked beans1 bread and butter sandwiches1 fruit1 sauce1 molasses cookies ,,suggestions ,,for ,,hot ,,dishes ,,for ,,four ,,weeks ,first week ,second week ,monday ,potato soup ,rice and milk ,tuesday ,cocoa ,tomato soup ,wednesday ,coddled eggs ,egg broth ,thursday ,creamed potatoes ,chocolate custard ,friday ,soft custard ,rice and tomato ,third week ,fourth week ,monday ,macaroni and cheese ,rice soup ,tuesday ,creamed eggs ,cocoa ,wednesday ,cheese soup ,boiled rice and milk ,thursday ,apple sauce ,soft-cooked eggs ,friday ,cheese ,wheat pudding ,first week ,second week ,monday ,rice soup ,macaroni and cheese ,tuesday ,cocoa ,apple sauce ,wednesday ,baked apples ,shirred eggs ,thursday ,custard ,cheese soup ,friday ,baked eggs ,apple custard ,third week ,fourth week ,monday ,potato soup ,rice and tomato ,tuesday ,tapioca cream ,apple custard ,wednesday ,cocoa ,tomato soup ,thursday ,creamed potatoes ,cracker pudding ,friday ,soft custard ,cocoa ,,recipes ,,suitable ,,for ,,the ,,rural ,,school ,,lunch ,all the recipes given have been used with success in preparing rural school lunches4 ,the number that the recipe will serve is generally stated and1 where this number does not coincide with the number of pupils in any particular school1 the quantities required may be obtained by division or multiplication4 ,the recipes given in the lessons on cooking may also be used in preparing the school lunch1 as each recipe states the number it will serve4 ,white ,sauce #a c4 milk #b tbsp4 flour #a_/b tbsp4 butter #a_/d tsp4 salt #a_/h tsp4 white pepper ,reserve one quarter of the milk and scald the remainder in a double boiler4 ,mix the flour to a smooth paste with an equal quantity of the cold milk and thin it with the remainder4 ,stir this gradually into the hot milk and keep stirring until it thickens4 ,add the butter1 salt1 and pepper1 and cover closely until required1 stirring occasionally4 ,this recipe makes a sauce of medium consistency4 ,to make a thick white sauce1 use #c or #d tablespoonfuls of flour to one cup of milk4 ,cocoa #f tbsp4 7#ah tsp47 cocoa #f tbsp4 7#ah tsp47 sugar #f c4 milk #f c4 boiling water #a_/b tsp4 salt ,scald the milk in a double boiler4 ,mix the cocoa1 sugar1 and salt1 then stir in the boiling water and boil for #c minutes4 ,add this mixture to the scalded milk4 ,if a scum forms1 beat with a ,dover egg-beater for one minute4 ,the preparation should begin at half-past eleven1 to have the cocoa ready at twelve o'clock4 7,will serve eighteen47 ,potato ,soup #a qt4 peeled potatoes cut in thin slices #c qt4 milk #b tsp4 salt #d tsp4 butter #d tbsp4 flour #a_/h tsp4 black pepper #a small onion #a_/b tsp4 celery seed or a stock of celery ,before the opening of school1 the potatoes should be pared and put into cold water2 and the butter1 flour1 salt1 and pepper should be thoroughly mixed4 ,at eleven o'clock1 the potatoes1 onion1 and celery should be put on to boil gently and the milk put into a double boiler to heat4 ,when the vegetables are tender1 they should be strained with the cooking liquid into the hot milk and the mixture bound with the flour4 ,the soup should be closely covered until required4 7,will serve ten47 ,cream of ,pea ,soup #a can peas or #a qt4 fresh peas #a pt4 milk #b tbsp4 butter #b tbsp4 flour #a tsp4 salt #a_/d tsp4 pepper ,heat the peas in their own water1 or cook them in boiling salted water until tender4 ,put the milk to heat in a double boiler4 ,when the peas are tender1 rub them1 with the cooking liquid1 through a strainer into the scalded milk4 ,add the butter and flour rubbed to a smooth paste and stir until thickened4 ,season and cover until required4 7,will serve six pupils generously47 ,cream of ,tomato ,soup #a pt4 or #a can tomatoes #b tbsp4 butter #c tbsp4 flour #a tsp4 sugar #a qt4 milk ,sprig of parsley #a_/d tsp4 white pepper #a_/b tsp4 soda #a tsp4 salt ,cook the tomatoes slowly with the seasonings for ten minutes and rub through a strainer4 ,scald the milk1 thicken with the flour and butter rubbed to a paste1 re-heat the tomatoes1 and add the soda1 mix with the milk1 and serve at once4 7,will serve six pupils generously47 ,cream of ,corn ,soup #b pt4 cans corn #a pt4 cold water #b slices onion #b qt4 of thin white sauce ,seasonings ,the process is that used in making ,cream of ,pea ,soup4 ,when making the thin white sauce1 place the onion in the milk and leave it until the milk is scalded4 ,then remove the onion to the other mixture and make the sauce4 ,this gives sufficient onion flavour4 7,will serve eighteen47 ,lima-bean ,soup #a c4 ,lima beans #b qt4 water #b whole cloves #a bay leaf #a tsp4 salt #c tbsp4 butter #b tbsp4 flour #c tbsp4 minced onion #a tbsp4 carrot #a tbsp4 celery #a_/d tsp4 pepper ,soak the beans overnight in soft water or in hard water which has been boiled and cooled4 ,if cold1 hard water is used1 add #a_/d tsp4 baking-soda to #a qt4 of water4 ,in the morning1 drain and put on to cook in #b qt4 of water4 ,simmer until tender4 ,it takes #b hours4 ,cook the minced vegetables in the butter for #bj minutes1 being careful not to brown them4 ,drain out the vegetables and put them into the soup4 ,put the flour and butter into a pan and stir until smooth4 ,add this mixture to the soup4 ,add the cloves1 bay leaf1 and seasonings1 and simmer for #a hour4 ,rub through a sieve4 ,one cup of milk may be added4 ,bring to the simmering point and serve4 7,will serve eighteen47 ,note4--,if desired1 the vegetables may be used without browning and the cloves and bay leaf omitted4 ,milk and ,cheese ,soup #d c4 milk #b tbsp4 flour #a-a_/c c4 grated cheese ,salt and pepper to taste ,thicken the milk with flour1 cooking thoroughly4 ,this is best done in a double boiler1 stirring occasionally4 ,when ready to serve1 add cheese and seasoning4 7,will serve six47 ,cream of ,rice ,soup #d tbsp4 rice #d c4 milk #c tbsp4 butter #a_/b small onion #d stalks celery #a_/b bay leaf ,salt and pepper to taste ,scald the milk1 add the well-washed rice1 and cook for #cj minutes in a closely covered double boiler4 ,melt the butter and cook the sliced onion and celery in it until tender1 but not brown4 ,add these1 with the bay leaf1 to the contents of the double boiler1 cover1 and let it stand on the back of the stove for #ae minutes4 ,strain1 season with salt and pepper1 re-heat1 and serve4 ,note that the bay leaf is added and allowed to stand1 to increase the flavour1 and may be omitted if desired4 7,will serve six47 ,rice ,pudding #c c4 rice #f c4 water #f c4 milk #b c4 sugar #d eggs #b tsp4 salt #c c4 fruit 7chopped raisins7 if desired ,wash the rice in a strainer placed over a bowl of cold water1 by rubbing the rice between the fingers4 ,lift the strainer from the bowl and change the water4 ,repeat until the water is clear4 ,put the water in the upper part of a double boiler directly over the fire1 and when it boils rapidly1 gradually add the rice to it4 ,boil rapidly for #e minutes1 then add the milk1 to which has been added the sugar1 salt1 and eggs slightly beaten4 ,cover1 place in the lower part of the double boiler1 and cook until kernels are tender--from #de minutes to #a hour4 ,if raisins are used1 add them before putting the rice in the double boiler4 ,serve with milk and sugar as desired4 7,will serve eighteen47 ,rice ,pudding #b c4 rice #a c4 raisins #a tsp4 salt #d qt4 milk #a c4 sugar #a tsp4 cinnamon ,prepare the rice and raisins and put them1 with the other ingredients1 in a buttered pan4 ,bake all forenoon1 stirring occasionally during the first hour4 ,serve with milk or cream4 7,will serve ten47 ,cream of ,wheat #a-a_/b c4 cream of wheat #aj c4 boiling water #a-a_/b tsp4 salt #a-a_/b c4 dates 7chopped7 ,put the boiling water and salt in the upper part of the double boiler directly over the heat4 ,when boiling1 add the cereal slowly4 ,stir constantly until the mixture thickens4 ,add the dates and cook for #e minutes4 ,place in the lower part of the double boiler and cook at least #a hour4 ,serve with milk and sugar4 7,will serve eighteen47 ,scrambled ,eggs #i eggs #a c4 milk #b tbsp4 butter #a tsp4 salt ,pepper ,beat the eggs until the yolks and whites are well mixed4 ,add the seasonings and milk4 ,heat the frying-pan1 melt the butter in it1 and turn in the egg mixture4 ,cook slowly1 scraping the mixture from the bottom of the pan as it cooks4 ,as soon as a jelly-like consistency is formed1 remove at once to a hot dish or serve on toast4 7,will serve nine47 ,creamed ,eggs #f hard-cooked eggs #d tbsp4 butter #b c4 milk #d tbsp4 flour ,salt and pepper ,melt the butter1 add the flour1 and stir in the milk gradually4 ,cook well and season with salt and pepper4 ,cut hard-cooked eggs in small pieces and add them to the white sauce4 ,it may be served on toast4 7,will serve six47 ,egg ,broth #f eggs #f tbsp4 sugar #a c4 hot milk ,few grains salt ,vanilla or nutmeg ,beat the eggs and add the sugar and salt4 ,stir in the hot milk gradually1 so that the eggs will cook smoothly4 ,flavour as desired4 7,will serve six47 ,soft-cooked ,eggs ,wash the eggs and put in a sauce-pan1 cover with boiling water1 remove to the back of the stove or where the water will keep hot1 but not boil4 ,let them stand1 covered1 from #g to #aj minutes1 according to the consistency desired4 ,baked ,shirred ,eggs ,butter small earthen cups4 ,break an egg in each and sprinkle with a few grains of salt and pepper and bits of butter4 ,bake in a moderate oven until the white is set4 ,for ,shirred ,eggs proceed as above1 but to cook1 place in a pan of hot water on the back of the stove1 until the white is set4 ,creamed ,potatoes ,white sauce 7medium consistency7 #c tbsp4 flour #c tbsp4 butter #a-a_/b c4 milk ,salt and pepper ,make a white sauce of the butter1 flour1 milk1 and seasonings4 ,cut cold potatoes 7about eight7 into cubes or slices and heat in the sauce4 ,serve hot4 7,will serve nine47 ,mashed ,potatoes ,boil the potatoes1 drain1 and mash in the kettle in which they were boiled4 ,when free from lumps1 add to each cup of mashed potatoes3 #a tsp4 butter #a or more tbsp4 hot milk #a_/d tsp4 salt ,beat all together until light and creamy4 ,re-heat1 and pile lightly1 without smoothing1 in a hot dish4 ,baked ,potatoes ,use potatoes of medium size4 ,scrub thoroughly in water with a brush4 ,place in a pan in a hot oven4 ,bake from #de to #fj minutes4 ,when done1 roll in a clean napkin and twist until the skin is broken4 ,serve immediately4 7,if no oven is available1 place a wire rack on the top of the stove4 ,put the potatoes on this rack and cover them with a large pan4 ,when half cooked1 turn47 ,macaroni and ,cheese #c c4 macaroni 7#b pieces7 #c tsp4 salt #c qt4 boiling water #f c4 white sauce 7medium7 ,cook the macaroni in boiling salted water until tender4 ,drain1 pour cold water over it1 and drain it once more4 ,put the macaroni into a baking dish1 sprinkling a layer of grated cheese upon each layer of macaroni4 ,pour in the sauce and sprinkle the top with cheese4 ,cook until the sauce bubbles up through the cheese and the top is brown4 ,to give variety1 finely-minced ham1 boiled codfish1 or any cold meat may be used instead of the cheese4 7,will serve ten47 ,cornstarch ,pudding #a qt4 milk #c_/d c4 cornstarch #a_/b tsp4 salt #c_/d c4 sugar ,vanilla ,scald the milk in a double boiler4 ,mix the sugar1 cornstarch1 and salt together4 ,gradually add to the hot milk and stir constantly until it thickens4 ,cover1 cook for #cj minutes1 add vanilla1 and pour into cold1 wet moulds4 ,when set1 turn out1 and serve with milk and sugar4 7,will serve nine47 ,apple ,sauce #i tart apples #c_/d c4 water #f whole cloves 7if desired7 #c_/d c4 sugar ,piece of lemon rind 7if desired7 ,wipe1 pare1 quarter1 and core the apples4 ,put the water1 apples1 lemon rind1 and cloves into a sauce-pan4 ,cook covered until the apples are tender1 but not broken4 ,remove the lemon peel and cloves4 ,add the sugar a few minutes before taking from the fire4 ,the apples may be mashed or put through a strainer4 7,will serve nine47 ,note4--,the lemon and the cloves may be used when the apples have lost their flavour4 ,stewed ,prunes or ,other ,dried ,fruit--,apricots1 ,apples1 ,pears #c_/d lb4 fruit 7about7 #a-a_/b pt4 of water #a_/c c4 sugar #a or #b slices lemon or a few cloves and a piece of cinnamon stick ,wash the fruit thoroughly and soak overnight4 ,cook in the water in which it was soaked4 ,cover1 and simmer until tender4 ,when nearly cooked1 add sugar and lemon juice4 ,the cloves and cinnamon should cook with the fruit4 ,all flavourings may be omitted1 if desired4 7,will serve nine47 ,soft ,custard #b c4 milk #f tbsp4 sugar #b eggs #a_/b tsp4 vanilla ,a few grains of salt ,scald the milk in a double boiler4 ,add the sugar and salt to the eggs and beat until well mixed4 ,stir the hot milk slowly into the egg mixture and return to the double boiler4 ,cook1 stirring constantly1 until the spoon1 when lifted from the mixture1 is coated4 ,remove immediately from the heat1 add vanilla1 and pour into a cold bowl4 ,to avoid too rapid cooking1 lift the upper from the lower portion of the boiler occasionally4 7,will serve six47 ,tapioca ,custard ,pudding #c c4 scalded milk #b eggs slightly beaten #b tbsp4 butter #d tbsp4 pearl1 or minute1 tapioca #f tbsp4 sugar ,a few grains of salt ,minute tapioca requires no soaking4 ,soak the pearl tapioca one hour in enough cold water to cover it4 ,drain1 add to the milk1 and cook in a double boiler for #cj minutes4 ,add to remaining ingredients1 pour into buttered baking-dish1 and bake for about #be minutes in a slow oven4 7,will serve eight47 ,rice and ,tomato #b c4 cooked rice #b tbsp4 butter #b tbsp4 flour #b c4 unstrained or #a c4 strained tomato #a slice of onion minced ,salt and pepper ,cook the onion with the tomato until soft4 ,melt the butter1 and add the flour1 salt1 and pepper4 ,strain the tomato1 stir the liquid into the butter and flour mixture1 and cook until thick and smooth4 ,add the rice1 heat1 and serve4 7,will serve six47 ,cracker ,pudding #f soda crackers #c c4 milk #c eggs #f tbsp4 sugar #a_/b tsp4 salt ,roll the crackers and soak them in milk4 ,beat the yolks and sugar well together and add to the first mixture1 with some salt4 ,make a meringue with white of eggs1 pile lightly on top1 and put in the oven till it is a golden brown4 ,serve hot4 7,will serve six47 ,note4--,dried bread crumbs may be used in place of the crackers4 ,candied ,fruit ,peel ,the candied peel of oranges1 lemons1 grapefruit1 and other fruits makes a good sweet which is economical1 because it utilizes materials which might otherwise be thrown away4 ,its preparation makes an interesting school exercise4 ,the skins can be kept in good condition for a long time in salt water1 which makes it possible to wait until a large supply is on hand before candying them4 ,they should be washed in clear water1 after removing from the salt water1 boiled until tender1 cut into small pieces1 and then boiled in a thick sugar syrup until they are transparent4 ,they should then be lifted from the syrup and allowed to cool in such a way that the superfluous syrup will run off4 ,finally1 they should be rolled in pulverized or granulated sugar4 ,a large number of recipes have been given1 in order that a selection may be made according to season1 community conditions1 and market prices1 and so that sufficient variety may be secured from day to day4 ,attention given to this matter will be well repaid by the improved health of the pupils1 the greater interest taken in the school by the parents1 and the better afternoon work accomplished4 ,it has been well said3 ,the school lunch is not a departure from the principle of the obligation assumed by educational authorities toward the child1 but an intensive application of the measures adopted for the physical nurture of the child1 to the end of securing in adult years the highest efficiency of the citizen4 ,,useful ,,bulletins ,the ,rural ,school ,luncheon3 ,department of ,education1 ,saskatchewan ,the ,box ,luncheon3 ,new ,york ,state ,college of ,agriculture1 ,cornell ,university ,hints to ,housewives3 ,issued by ,mayor ,mitchell's ,food ,supply ,committee1 ,new ,york ,city ,home ,economics in ,village and ,rural ,schools3 ,kansas ,state ,agricultural ,college ,home-made ,fireless ,cookers and ,their ,use3 ,farmers' ,bulletin1 ,united ,states ,department of ,agriculture ,hot ,lunches for ,rural ,schools3 ,parts ,i and ,,ii1 ,iowa ,state ,college of ,agriculture and ,mechanic ,arts ,rural ,school ,lunches3 ,university of ,idaho1 ,agricultural ,extension ,department ,the ,rural ,school ,lunch3 ,university of ,illinois ,college of ,agriculture ,the ,school ,luncheon3 ,oregon ,agricultural ,college ,,household ,,science ,,without ,,school ,,equipment ,there is no school so unhappily situated or so poorly equipped that it is unable to teach effectively the lessons previously outlined in the ,care of the ,home and ,sewing4 ,now that a grant in aid is provided by the ,department of ,education any rural school may procure one of the sets of equipment for cooking suggested or some modification thereof4 ,as a stepping-stone to the provision of that equipment and as a means of educating the people of the district in regard to the advantages of teaching this branch of ,household ,science1 it may be advisable or even necessary1 in some cases1 to attempt practical work1 even where no equipment is installed by the school authorities4 ,it should be remembered that the present position of ,manual ,training and ,household ,science in urban schools is entirely owing to private initiative and demonstration1 by which the people were shown how and why these subjects should be included in the curriculum of the schools4 ,it is reasonable to suppose that the same results will follow if somewhat the same methods are tried in the case of the rural schools1 which form such a large part of our educational system4 ,two methods of giving instruction of this character have1 in the ,united ,states1 been followed by successful results4 ,,first ,,method ,in the first of these1 the teacher spends the last thirty or forty minutes1 generally on ,friday afternoons1 in the description and discussion of some practical cooking problem which may be performed in the homes of the pupils4 ,before this plan is adopted1 it should be discussed with the pupils who are to take the work4 ,they should be required to promise that they will practise at home2 and the consent and co-operation of the parents should be secured1 as the success of this home work depends1 in the first place1 on the willingness of the pupil to accept responsibility1 and1 in the second place1 on the honest and hearty co-operation of the parents4 ,a meeting of the mothers should be called1 in order that the plan may be laid before them and their suggestions received4 ,at this meeting afternoon tea might be served4 ,the teacher should plan the lessons1 but occasionally1 particularly at festive seasons1 the pupils themselves should be allowed to decide what shall be made4 ,when it is possible1 the food prepared at home should be brought by the pupil to the school1 in order that it may be compared with that made by other pupils and be judged by the teacher4 ,in other cases1 the mother might be asked to fill up a previously prepared form1 certifying to the amount and character of the work done at home by the pupil each week4 ,the instructions placed on the black-board should be clear and concise and give adequate information concerning materials1 quantities1 and methods4 ,they should be arranged in such a way as to appeal to the eye and thus assist the memory4 ,connected composition should not be attempted1 but the matter should be arranged in a series of numbered steps1 somewhat as follows3 ,recipe3 ,boiled ,carrots ,carrots ,boiling water ,salt and pepper ,butter #a4 ,scrub1 scrape1 and rinse the carrots4 #b4 ,cut them into pieces by dicing them4 #c4 ,place the pieces in a sauce-pan4 #d4 ,set over the fire and cover with boiling water4 #e4 ,cook until the pieces are soft at the centre when pierced with a fork4 #f4 ,serve in a hot vegetable dish4 ,after being thoroughly explained1 these directions are placed in a note-book1 for the guidance of the pupil in her home practice4 ,in some cases1 the directions are placed on properly punched cards1 so that at the end of the year every pupil will have a collection of useful recipes and plans1 each one of which she understands and has worked out4 ,in many lessons of this type demonstrations may be given by the teacher and1 if the food cannot be cooked on the school stove1 it may be taken home to be cooked by one of the pupils4 ,lessons given according to this method1 by which the theory is given in school and the practice acquired at home1 need not be restricted to cookery4 ,any of the lessons prescribed in the curriculum for ,form ,,iii1 ,junior1 may be treated in the same way4 ,lessons on the daily care of a bed-room1 weekly sweeping1 care and cleaning of metals1 washing dishes1 washing clothes1 ironing a blouse and1 in fact1 on all subjects pertaining to the general care and management of the home1 may be given in this way4 ,each lesson should conclude with a carefully prepared black-board summary1 which should be neatly copied into the note-books1 to be periodically examined by the teacher4 ,the black-board work of many teachers leaves much to be desired1 and time spent in improving this will be well repaid4 ,examples of summaries of the kind referred to are to be found in the ,ontario ,teachers' ,manual on ,household ,management4 ,these instructions may be type-written or hectographed by the teacher and given to the pupils1 thus saving the time spent in note-taking4 ,,second ,,method ,the second of the plans referred to is a modification of what is known as the ,crete plan of ,household ,science1 so called from the name of the place in ,nebraska1 ,u4,s4,a41 where it was first put into operation4 ,by this plan1 definite instruction is given in the home kitchens of certain women in the district1 under the supervision of the educational authorities4 ,it was adopted1 at first1 in connection with the high schools of the small towns in that ,state but1 with certain modifications1 it is suitable to our rural school conditions4 ,in every community there are women who are known to be skilful in certain lines of cookery1 and the plan makes use of such women for giving the required instruction4 ,they become actually a part of the staff of the school1 giving instruction in ,household ,science1 and using the resources of their households as an integral part of the school equipment4 ,in order to put this plan into operation1 a meeting of women interested in the school should be called and if1 after the plan has been laid before them and fully discussed1 enough women are willing to open their homes and act as instructors1 then it is safe to proceed4 ,the subjects should be divided1 and a scheme somewhat as follows may be arranged3 ,mrs4 ,a4 bread and biscuits ,mrs4 ,b4 pies and cakes ,mrs4 ,c4 canning and preserving ,mrs4 ,d4 gems and corn bread ,mrs4 ,e4 desserts and salads ,mrs4 ,f4 cookies and doughnuts ,mrs4 ,g4 vegetables4 ,six has been found a convenient number for a class1 though ten is better1 if the homes can accommodate that number4 ,half-past three is a good time for the classes to meet1 as they then may be concluded by five o'clock1 thus leaving the housewife free to prepare her evening meal4 ,the day of the week should be chosen to suit the convenience of the instructor4 ,the classes may meet once a week4 ,arriving at the home of the instructor at half-past three1 the pupils are seated in the most convenient room1 and the lesson is given4 ,during this talk the pupils are given not only the recipe1 but details as to materials1 the preparation thereof1 the degree of heat required1 the common causes of failure and1 in fact1 everything that in the mind of a practical cook would be helpful to the class4 ,notes are taken1 and afterwards properly written out and examined by the teacher of the school4 ,the instructors prepare the food for cooking1 and sometimes1 as in the case of rolls and so on1 they cook the food in the presence of the pupils4 ,when white bread is to be baked1 the pupils are asked to call1 a few minutes after school1 at the home of the instructor1 to watch the first step--setting the sponge--and again the next morning before school to see the next step--mixing the bread--and again1 about half-past eleven or twelve1 to see the bread ready for the oven and1 finally1 on the way back to school1 to see the result--a fine loaf of well-cooked bread4 ,the pupils try the recipe carefully in their own homes1 not varying its terms until they are able to make the dish successfully4 ,when they can do this1 they are free to experiment with modifications1 and there should be no objection to receiving help from any source2 in fact1 it is a good thing for the daughter to get her mother to criticize her and offer suggestions in the many little details familiar to every housekeeper1 but which cannot always be given by an instructor in one lesson4 ,by this method the pupils learn in their own homes and handle real cooking utensils on a real stove heated by the usual fire of that home4 ,if it is a good thing--and no one doubts it--to learn ,household ,science in a school where everything that invention and skill can provide for the pupils is readily at hand1 is it not worth while to enter the field of actual life and1 with cruder implements1 win a fair degree of success8 ,at the end of five or six months1 after the pupils have had an opportunity to become skilful in making some of the dishes which have been taught1 it may be well to have an exhibition of their work4 ,each pupil may1 on ,saturday afternoon1 bring one or more of the dishes she has learned to prepare to the school-house1 where they may be arranged on tables for the inspection of the judges4 ,the dishes exhibited should be certified to as being the work of the pupil with no help or suggestion from anybody4 ,of course1 work of this kind cannot be undertaken by the suit case teacher4 ,the teacher who packs her bag on ,friday at noon1 carries it to school with her1 and rushes to catch a train or car at four o'clock1 not returning to the district until ,monday morning1 has no time for this kind of service4 ,occasionally the entire class may meet with their instructors in the school-room4 ,an oil-stove and the necessary equipment may be obtained1 and a demonstration may be given by one of the instructors4 ,by this means much valuable instruction will be given that is not included in the regular course4 ,at this time also many things may be discussed that pertain to the growth of the movement and the general well-being of the pupils4 ,the plan is flexible and may be modified easily to suit different localities4 ,it calls for no outlay on the part of the school trustees2 nor are the instructors necessarily put to any expense1 as the articles prepared in giving the lessons may be used in their own homes4 ,by the adoption of one of the plans outlined1 or such modifications of them as the peculiar requirements of the district may demand1 every rural school may do something1 not only toward giving a real knowledge of some phases of ,household ,science1 but also toward developing the community spirit and arousing an interest in the school1 which will benefit all concerned4 ,,the ,,fireless ,,cooker ,at the present time there is urgent need for thrift and economy in all that pertains to the management of the household--particularly in food and fuel4 ,in the average home much fuel could be saved by the proper use of what is known as the fireless cooker4 ,the scientific principle applied has long been known and is1 briefly1 as follows3 ,if a hot body is protected by a suitable covering1 the heat in it will be retained for a long time1 instead of being lost by radiation or conduction4 ,this is why a cosy is placed over a tea-pot4 ,in using a fireless cooker1 the food is first heated on the stove until the cooking has begun1 and then it is placed in the fireless cooker--a tight receptacle in which the food is completely surrounded by some insulating substance to prevent the rapid escape of the heat1 which in this way is retained in the food in sufficient quantity to complete the cooking4 ,sometimes1 when a higher cooking temperature is desired1 an additional source of heat1 in the form of a hot soapstone or brick or an iron plate such as a stove lid1 is put into the cooker with the food4 ,the same principle is also employed in cookery in other ways4 ,for example1 in camp life beans are often baked by burying the pots overnight in hot stones and ashes1 the whole being covered with earth2 and in the clam bakes on the ,atlantic ,coast1 the damp seaweed spread over the embers on the clams prevents the escape of the heat during cooking4 ,the peasants in some parts of ,europe are said to begin the cooking of their dinners and then to put them into hay boxes or between feather beds1 so that the cooking may be completed while the family is absent in the fields4 ,the chief advantages in the use of the fireless cooker are these3 #a4 ,it saves fuel1 especially where gas1 oil1 or electric stoves are used4 ,where coal or wood is the fuel1 the fire in the range is often kept up most of the day1 and the saving of fuel is not so great4 ,in summer1 or when the kitchen fire is not needed for heating purposes1 the dinner can be started in the stove early in the morning1 and then placed in the fireless cooker1 the fire in the range being allowed to go out4 ,during the hot weather1 the use of a kerosene or other liquid-fuel stove and a fireless cooker is a great convenience1 since it not only accomplishes a saving in fuel1 but helps to keep the kitchen cooler4 ,the saving in fuel resulting from the use of a fireless cooker is greatest in the preparation of foods such as stews1 which require long and slow cooking4 #b4 ,it saves time4 ,foods cooked in this way do not require watching1 and may be left1 without danger from fires or of over-cooking1 while other duties are being performed or the family is away from home4 #c4 ,it conserves the flavour of the food and makes it easier to utilize the cheaper cuts of meat which1 although not having so fine a texture or flavour1 are fully as nutritious1 pound for pound1 as the more expensive cuts4 ,long cooking at a relatively low temperature1 such as is given to foods in the fireless cooker1 improves the flavour and texture of these tougher cuts of meat4 ,most people do not cook cereals long enough4 ,by this method1 the cereal may be prepared at night1 cooked on the stove for about fifteen minutes1 and then put in the fireless cooker4 ,in the morning it will be cooked and ready to be served4 ,the fireless cooker may be used to advantage in preparing the following3 soups2 pot roasts2 beef stew2 ,irish stew2 lamb stew2 corned beef and cabbage2 boiled ham2 baked beans2 chicken fricassee2 vegetables1 such as turnips1 carrots1 parsnips1 beets2 dried vegetables1 such as peas and beans2 and dried fruits1 such as peaches1 apples1 apricots1 and prunes2 cereals2 and puddings4 ,the fireless cookers described in the following pages are not experiments4 ,they have all been tested and found to be most practical4 ,,directions ,,for ,,fireless ,,cooker--,,no4 ,i ,while there are many good fireless cookers on the market which cost from five to twenty-two dollars1 according to size and make1 it is possible to construct a home-made cooker which will give very satisfactory results and will be considerably cheaper than one which is purchased in the shops4 ,materials required3 ,a box or some other outside container2 some good insulating or packing material2 an inside container for the kettle1 or a lining for the nest in which the kettle is placed2 a kettle for holding the food2 and a cushion1 or pad1 of insulating material1 to cover the top of the kettle4 ,,the ,,outside ,,container ,for the outside container a tightly built wooden box1 such as that shown in ,figure #ci1 is satisfactory4 ,the walls should be thick and of some non-conducting material4 ,an old trunk1 a small barrel1 or a large butter or lard firkin or tin will serve the purpose4 ,another possibility is a galvanized iron bucket with a closely fitting cover 7this has the advantage of being fire-proof74 ,a shoe box #ae by #ae by #bh inches is convenient in size1 since it may be divided into two compartments4 ,it should have a hinged cover and1 at the front1 a hook and staple1 or some other device to hold down the cover tightly2 an ordinary clamp window fastener answers this purpose very well4 ,the size of the container1 which depends upon the size of the kettle used1 should be large enough to allow for at least four inches of packing material all round the nest in which the kettle is placed4 ,illustration3 ,fig4 #ci4--;,completed fireless cooker ,,the ,,insulating ,,material ,for packing or insulating material a variety of substances may be used4 ,asbestos and mineral wool are the best1 and have the additional advantage that they cannot burn4 ,ground cork 7used in packing ,malaga grapes71 hay1 excelsior1 ,spanish moss1 wool1 and crumpled paper may also be used satisfactorily4 ,of these materials crumpled paper is probably the best1 as it is clean and odourless and1 if properly packed1 will hold the heat better than the others4 ,it is wise to line the box with one thickness of heavy paper or with several thicknesses of newspaper1 to make it as air-tight as possible4 ,asbestos sheeting may be used instead4 ,to pack the container with paper1 crush single sheets of newspaper between the hands and pack a layer at least four inches deep over the bottom of the outside container1 pounding it in with a heavy stick of wood4 ,place the inside container for the cooking kettle or the lining for the inside of the nest in the centre of this layer1 and pack more crushed paper about it as solidly as possible4 ,the method of packing with paper is shown in ,figure #dj4 ,if other material is used it should be packed in a similar way4 ,where an extra source of heat is to be used1 it is much safer to use some non-inflammable material such as asbestos or mineral wool4 ,a cheap substitute and one which is easily obtained are the small cinders sifted from coal ashes1 preferably those from soft coal4 ,however1 the cinders from hard coal burned in the kitchen range will do4 ,if a fire-proof packing material is not used1 a heavy pad of asbestos should be placed at the bottom of the metal lining1 and a sheet or two of this paper should be placed between the lining of the nest and the packing material4 ,whatever is used should come to the top of the inside container1 and the box should be filled to within about four inches of the top4 ,illustration3 ,fig4 #dj4--;,fireless cooker1 showing method of packing with paper ,,the ,,inside ,,container ,the inside container for the cooking kettle or the lining for the nest in which it is to be placed should be cylindrical in shape1 should be deep enough to hold the cooking kettle and stone1 if one is used1 and should fit as snugly as possible to the cooking kettle1 but at the same time should allow the latter to be moved in and out freely4 ,for this purpose a galvanized iron or other metal bucket may be used1 or1 better still1 a tinsmith may make a lining of galvanized iron or zinc which can be provided with a rim to cover the packing material1 as shown in ,figure #da4 ,in case no hot stone or plate is to be used1 the lining may be made of strong cardboard4 ,illustration3 ,fig4 #da4--,metal lining with rim ,,the ,,kettle ,the kettle to be used for cooking should be durable and free from seams or crevices which are hard to clean4 ,it should have perpendicular sides1 and the cover should be as flat as possible and be provided with a deep lid fitting well down into the kettle1 in order to retain the steam4 ,a kettle holding about six quarts is a convenient size for general use4 ,tinned iron kettles should not be used in a fireless cooker1 for1 although cheap1 they are very apt to rust from the confined moisture4 ,enamelware kettles are satisfactory4 ,,extra ,,source ,,of ,,heat ,fireless cookers are adapted to a much wider range of cooking if they are provided with an extra source of heat in the form of a soapstone1 brick1 or an iron plate which is heated and placed underneath the cooking kettle4 ,this introduces a possible danger from fire1 in case the hot stove plate should come into direct contact with inflammable packing material such as excelsior or paper4 ,to avoid this danger1 a metal lining must be provided for the nest in which the cooking vessels and stone are to be placed4 ,illustration3 ,fig4 #db4--,tightly fitting lid ,,covering ,,pad ,a cushion1 or pad1 must be provided1 to fill completely the space between the top of the packing material and the cover of the box after the kettle is in place4 ,this should be made of some heavy goods1 such as denim1 and stuffed with cotton1 crumpled paper1 or excelsior4 ,hay may be used1 but it will be found more or less odorous4 ,figure #dc shows the vertical cross-section of a home-made fireless cooker4 ,illustration3 ,fig4 #dc4--,vertical cross-section of fireless cooker4 ,a4 ,outside container2 ,b4 packing or insulating material2 ,c4 metal lining of nest2 ,d4 cooking kettle2 ,e4 soapstone plate1 or other source of heat2 ,f4 pad of excelsior for covering top2 ,g4 hinged cover of outside container4 ,,directions ,,for ,,fireless ,,cooker--,,no4 ,,ii 7,single ,cooker7 ,materials required3 ,galvanized iron can1 ,no4 #c1 with a cover2 some sawdust2 a covered agate pail 7to be used as a cooking pail72 and two yards of denim2 any old linen1 cotton1 or woollen material may be used instead of denim4 ,,method ,,of ,,making ,place loose sawdust in the bottom of the can to a depth of about three inches4 ,measure the depth of the cooking pail4 ,turn a fold two inches greater than this depth the entire length of the denim or other material and make a long bag4 ,lay the bag flat on the table and fill it with an even layer of sawdust1 so that when completed it will still be half an inch wider than the depth of the pail4 ,roll the bag around the cooking pail1 so that a smooth1 firm nest is formed when the bag is placed upright in the can on the top of the sawdust4 ,from the remaining denim or other material make a round1 flat bag 7the material will have to be pieced for this74 ,fill this bag with sawdust and use it on top of the cooking pail4 ,the bags must be made and fitted into the can in such a way that there will be no open spaces whatever between the sides of the cooking pail and the can1 or between the top of the cooking pail and the cover of the can1 through which the heat might escape4 ,,directions ,,for ,,fireless ,,cooker--,,no4 ,,iii 7,double ,cooker7 ,materials required3 ,one long box and two square boxes2 the long box must be large enough to hold the other two and still leave two inches of space all around them2 five and one-quarter yards of sheet asbestos one yard wide2 two covered agate pails to be used as cooking pails2 and about one yard of denim or other material4 ,,method ,,of ,,making ,line the bottoms and sides of all three boxes with sheet asbestos4 ,in the bottom of the long box lay newspapers flat to a depth of about half an inch4 ,put two inches of sawdust on top of this layer of newspapers4 ,place the two square boxes inside the long one1 leaving at least two inches of space between them4 ,fill all the spaces between the boxes with sawdust4 ,tack strips of denim or other material so that they will cover all the spaces that are filled with sawdust4 ,the outside box must have a hinged lid1 which must be fastened down with a clasp4 ,line the lid with the sheet asbestos to within half an inch of the edge4 ,put a layer of sawdust one inch deep on top of the asbestos4 ,tack a piece of denim or other material over the sawdust1 still leaving the edge free and clear so that the cover may fit tightly2 or the lid may be lined with asbestos and a denim pillow filled with sawdust made to fit tightly into the top of the box4 ,,use ,,of ,,the ,,fireless ,,cooker ,,in ,,the ,,preparation ,,of ,,lunches ,the fireless cooker should prove very useful in the lunch equipment of rural schools1 as its use should mean economy of fuel1 utensils1 time1 and effort4 ,it might be made by the pupils and would afford an excellent manual training exercise4 ,many of the dishes in the recipes given may be cooked in this way1 but more time must be allowed for cooking1 as there is a fall of temperature in placing the food in the cooker4 ,when the vessel is being transferred from the stove to the cooker1 the latter should be in a convenient position1 and the transfer should be made1 and the cushion placed in position1 very quickly1 so that the food will continue boiling4 ,if the quantity of food is small1 it should be placed in a smaller tightly covered pail1 set on an inverted pan in the larger pail1 and surrounded with boiling water4 ,when there is an air space above the food in the cooking dish1 there is greater loss of heat1 as air gives off heat more readily than water4 ,the following are examples of the foods that may be cooked in a ,fireless ,cooker3 ,apple sauce--,bring to boiling temperature and place in the cooker1 leave two hours4 ,apple compote--,cut the apples in halves or quarters so that they need not be turned4 ,leave them in the cooker about three hours4 ,dried fruits--,soak overnight1 bring to the boiling-point1 and leave in the cooker at least three hours4 ,cream of wheat--,boil until thick1 place in the cooker1 leave overnight and1 if necessary1 re-heat in double boiler before using4 ,rolled oats--,boil five minutes1 then place in the cooker4 ,leave at least three hours and longer if possible4 ,macaroni--,boil1 then place in the cooker for two hours4 ,rice--,boil1 then place in the cooker for one hour4 ,all vegetables may be cooked in the cooker4 ,they must be given time according to their age4 ,a safe rule for all green vegetables is to allow two and a half times as long as if boiled on the stove4 ,in the home1 where the cooking is much greater in amount than it can be in the school1 the saving in fuel1 by the judicious use of the properly made fireless cooker1 is correspondingly much larger4 ,for example3 in soups1 from #b-a_/b to #c-a_/b hours use of fuel is made unnecessary2 pot roast #b-a_/b hours2 beef stew #b-a_/b hours2 lamb stew #a-a_/b hours2 corn beef and cabbage #b-a_/b hours2 baked beans #e-a_/b to #g-a_/b hours2 chicken fricassee #b hours2 dried peas1 beans1 and lentils #c hours2 dried fruits #c hours2 rice pudding #a-a_/b hours4 ,,special ,,grants ,,for ,,rural ,,and ,,village ,,schools 7,from the ,revised ,regulations of the ,department of ,education1 #aiah7 7#a7 ,the ,board of a rural or a village school which is unable to comply with the provisions of the ,general ,regulations1 but which maintains classes in ,manual ,training as applied to the work of the ,farm or in ,household ,science suitable to the requirements of the rural districts1 which employs a teacher qualified as below1 and which provides accommodations and equipment and a course of study approved by the ,minister before the classes are established1 will be paid by the ,minister the sums provided in the scheme below1 out of the grants appropriated therefor3 said grants to be expended on the accommodations1 equipment1 and supplies for ,manual ,training and ,household ,science4 ,in no year1 however1 will the ,departmental grants exceed the total expenditure of the ,board for these classes4 7#b7 ,on the report of the ,inspector of ,manual ,training and ,household ,science that the organization and the teaching of the classes in ,manual ,training or ,household ,science maintained as provided above are satisfactory1 an annual grant will be paid by the ,minister out of the ,grant appropriated according to the following scheme3 7a7 7i7 ,when the teacher holds a ,second ,class certificate but is not specially certificated in ,manual ,training or ,household ,science-- ,initial ,grant to board1 #dj2 to teacher1 #ae4 ,subsequent ,grant3 to board1 #bj2 to teacher1 #ae4 7ii7 ,when the teacher holds a ,second ,class certificate and has satisfactorily completed the work of one ,summer ,course in ,manual ,training or ,household ,science1 provided by the ,department1 and undertakes to complete ,part ,,ii the following year1 or receives permission from the ,minister to postpone said part-- ,initial ,grant3 to board1 #dj3 to teacher1 #bj4 ,subsequent ,grant3 to board1 #bj3 to teacher1 #bj4 7b7 7i7 ,when the teacher holds a ,second ,class certificate and in addition the ,elementary certificate in ,manual ,training or ,household ,science-- ,initial ,grant3 to board1 #ge2 to teacher1 #dj4 ,subsequent ,grant3 to board1 #cj2 to teacher1 #dj4 7ii7 ,when the teacher holds a ,second ,class certificate and in addition the ,ordinary certificate in ,manual ,training or ,household ,science-- ,initial ,grant3 to board1 #ge2 to teacher1 #ej4 ,subsequent ,grant3 to board1 #cj2 to teacher1 #ej4 7c7 ,when a school taking up ,household ,science provides at least one hot dish for the pupils staying to lunch from ,november #ast to ,march #cast1 the above grants to the teacher of ,household ,science will be increased #aj4