,illustration3 ,a ,household ,management pupil in uniform ,,ontario ,,teachers' ,,manuals ,,household ,,management ,,authorized ,,by ,,the ,,minister ,,of ,,education ,,toronto ,,the ,,copp1 ,,clark ,,company1 ,,limited ,,copyright1 ,,canada1 #aiaf1 ,,by ,,the ,,minister ,,of ,,education ,,for ,,ontario ,,contents ,,page ,,course ,,of ,,study--,,details #a ,,chapter ,i ,introduction #e ,correlation with ,other ,school ,subjects #g ,rooms #i ,equipment #ab ,tables1 seats1 racks1 sinks1 class cupboard1 stoves1 black-boards1 illustrative material1 book-case1 utensils #bc ,equipment for ,twenty-four ,pupils #bc ,class table1 sink and walls1 general cupboard equipment1 kitchen linen1 cleaning cupboard1 laundry equipment1 dining-room equipment1 miscellaneous #bh ,equipment for ,ordinary ,class-rooms #bh ,equipment1 ,packing-box #cj ,for ,class #ca ,individual ,equipment for ,six ,pupils #cb ,,chapter ,,ii ,suggestions for ,class ,management #cc ,teachers' ,preparation #cc ,number in ,class #cc ,uniforms1 etc4 #cc ,discipline #cd ,division of ,periods #ce ,assignment of ,work #cf ,supplies #cg ,practice ,work at ,home #cg ,suggestions1 ,general #ch ,suggestions for ,schools with ,limited or no ,equipment #ci ,,chapter ,,iii4 ,,form ,,iii3 ,,junior ,,grade ,correlations #db ,arithmetic1 geography1 nature study1 hygiene1 physical training1 composition1 spelling1 manual training1 art1 sewing #de ,,chapter ,,iv4 ,,form ,,iii3 ,,senior ,,grade ,scope of ,household ,management #df ,equipment1 ,uniform1 etc41 ,survey of #dg ,equipment1 ,use of #dh ,cleaning1 ,development of a ,lesson on ,meaning of ,cleaning #di ,methods of ,cleaning #di ,common ,household ,cleansing ,agents #ej ,black-board ,outline #ea ,dish ,washing #eb ,table ,cleaning #ec ,sink ,cleaning #ed ,dusting #ed ,measures and ,recipes ,measures #ee ,equivalent ,measures and ,weights1 ,table of #eh ,measuring1 ,plan of ,lesson on #eh ,time limit1 preparation1 development1 practical work to apply measuring1 serving1 note-taking1 housekeeping1 recipe for cocoa #fb ,recipes #fb ,,chapter ,v4 ,,form ,,iii3 ,,senior ,,grade 7,continued7 ,cookery ,meaning of ,cooking #fd ,reasons for ,cooking ,food #fd ,kinds of ,heat ,used #fd ,different ,ways of ,applying ,dry ,heat #fd ,different ,ways of ,applying ,moist ,heat #fd ,thermometer1 ,lesson on #fe ,boiling ,carrots1 ,plan of ,lesson on #fh ,aim1 time limit1 preparation for practical work2 practical work2 development of the ideas of boiling as a method of cooking2 serving1 housekeeping1 recipe in detail #gj ,simmering ,apples1 ,plan of ,lesson on #gj ,introduction1 discussion of recipe1 practical work1 development of ideas of simmering2 serving1 housekeeping1 recipe 7individual7 #gb ,methods of ,cooking3 ,details #gc ,boiling #gc ,simmering #gd ,steaming #gd ,steeping #ge ,toasting #gf ,broiling #gf ,pan-broiling #gg ,sauting #gh ,baking #gh ,frying #gi ,left-overs1 ,suggestions for the ,use of #hb ,bread1 cake1 meat1 fish1 eggs1 cheese1 vegetables1 canned fruit #hd ,beverages #hd ,meaning of ,beverages #hd ,kinds of ,beverages #he ,tea1 coffee1 cocoa1 chocolate #hf ,table ,setting #hg ,table ,manners #ij ,,chapter ,,vi4 ,,form ,,iv4 ,,junior ,,grade ,kitchen ,fire1 ,the #ib ,requirements #ic ,heat1 oxygen1 fuels #if ,kitchen ,stove1 ,the #if ,fireless ,cooker1 ,the #ii ,principles of ,fireless ,cooker #ajj ,reasons for ,use of ,fireless ,cooker #ajj ,ways of ,using ,fireless ,cooker #ajj ,home-made ,fireless ,cooker1 ,a #aja ,,chapter ,,vii4 ,,form ,,iv3 ,,junior ,,grade 7,continued7 ,food1 ,study of #ajc ,uses of ,food #ajc ,necessary ,substances in ,food #aje ,sources of ,food #ajf ,common ,foods1 ,study of #ajf ,milk #ajg ,eggs #aaj ,vegetable ,food1 ,study of #aad ,comparative food value of different parts of plants #aai ,green vegetables1 root vegetables and tubers1 ripe seeds 7peas1 beans1 and lentils7 #abj ,vegetables1 ,general ,rules for ,cooking #abb ,fruit1 ,general ,rules for ,cooking #abc ,fresh ,fruit #abc ,dried ,fruit #abc ,starch1 ,use of1 to ,thicken ,liquids #abd ,flour1 ,use of1 to ,thicken ,liquids #abe ,cream of ,vegetable ,soups #abf ,principles of ,cream ,soups #abf ,seeds1 ,outline of ,lesson on ,cooking #abg ,cereals #abg ,legumes3 ,peas1 ,beans1 ,lentils #abh ,nuts #abh ,salads #abi ,ingredients of ,salads #abi ,food ,values of ,salads #abi ,preparation of ,ingredients #acj ,dressings for ,salads #acj ,mineral ,food1 ,study of #aca ,summary of ,sources of ,mineral ,foods #acc ,diet #acc ,reference ,table of ,food ,constituents #acd ,water1 mineral matter1 protein1 sugar1 starch1 fat #acd ,preparing and ,serving ,meals3 ,rules #acf ,,chapter ,,viii4 ,,form ,,iv3 ,,junior ,,grade 7,continued7 ,house1 ,care of the #ach ,bed-room1 ,directions for ,care of #ach ,sweeping1 ,directions for #aci ,dusting1 ,directions for #adj ,metals1 ,care and ,cleaning of #adj ,iron or steel1 tin1 granite and enamel ware1 aluminium1 zinc1 galvanized iron1 copper or brass1 silver1 recipe for silver polish #add ,,chapter ,,ix4 ,,form ,,iv3 ,,junior ,,grade 7,continued7 ,laundry ,work #ade ,white ,cotton and ,linen ,clothes1 ,lesson on ,washing #ade ,materials--water1 alkalies1 soap1 soap substitutes or adjuncts1 blueing1 starch #adi ,preparation for ,washing #aej ,process of ,washing #aea ,removal of ,stains #aeb ,woollens1 ,outline of ,lessons on ,washing #aec ,experiments with ,cloth ,made of ,wool ,fibre #aed ,points in ,washing ,woollens #aef ,steps in ,washing ,woollens #aef ,,chapter ,x4 ,,form ,,iv3 ,,senior ,,grade ,foods #aeg ,food1 ,preservation of #aeh ,bacteria #aeh ,canning #afj ,jams and ,preserves #afc ,jelly #afd ,pickling #afe ,,chapter ,,xi4 ,,form ,,iv3 ,,senior ,,grade 7,continued7 ,cookery #aff ,flour1 ,outline of ,lesson on #aff ,sources of flour1 kinds of flour made from wheat1 composition of white flour1 kinds of wheat flour1 tests for bread flour #afg ,flour ,mixtures1 ,outline of ,series of ,lessons on #afh ,meaning of flour mixtures1 kinds of flour mixtures1 methods of mixing flour mixtures1 framework of flour mixtures1 lightening agents used in flour mixtures #afi ,experiments #agj ,baking-powder #agj ,cake making #aga ,classes of cake1 directions for making cake1 rules for mixing cake1 directions for baking cake #agc ,recipe for ,basic ,cake #agd ,variations of ,recipe for ,basic ,cake #agd ,spice cake1 nut cake1 fruit cake1 chocolate cake #agd ,recipe for ,basic ,biscuits #age ,variations of ,recipe for ,basic ,biscuits #age ,sweet biscuit1 fruit biscuit1 scones1 fruit scones1 short cake for fruit1 dumplings for stew1 steamed fruit pudding #age ,bread ,making #agf ,yeast1 ,outline of ,lessons on #agg ,bread ,making1 ,practical #agi ,ingredients of plain bread1 amount of ingredients for one small loaf1 process in making bread #ahj ,breads1 ,fancy #ahj ,bread-mixer1 ,the #ahb ,pastry #ahc ,pastry1 outline of lesson on--ingredients #ahd ,notes on flour1 fat1 water3 lightening agents used in pastry3 kinds of pastry3 amount of ingredients for plain pastry for one pie #ahd ,,chapter ,,xii4 ,,form ,,iv3 ,,senior ,,grade 7,continued7 ,meat #ahf ,names of ,meat #ahg ,parts of ,meat #ahh ,composition of ,fat #ahh ,composition of ,bone #ahh ,composition of ,muscle #aij ,meat ,experiments #aia ,selection of ,meat #aib ,care of ,meat #aic ,general ,ways of ,preparing ,meat #aic ,notes on ,tough ,meat #aic ,digestibility of ,meat #aie ,general ,rules for ,cooking ,meat #aih ,baking1 broiling1 boiling1 stewing1 beef juice #aii ,fish ,points of ,difference ,between ,fish and ,ordinary ,meat #aii ,kinds of ,fish #bjj ,selection of ,fish #bjj ,cooking of ,fish #bjj ,gelatine #bjj ,source #bja ,commercial ,forms #bja ,properties #bja ,steps in ,dissolving #bja ,value in ,diet #bjb ,ways of ,using #bjb ,frozen ,dishes #bjc ,value #bjc ,kinds #bjc ,water ice1 frapp sherbet1 ice cream1 plain ice cream1 mousse #bjc ,practical ,work #bjd ,freezing1 packing1 moulding #bjd ,planning of ,meals #bje ,,chapter ,,xiii4 ,,form ,,iv3 ,,senior ,,grade 7,continued7 ,infant ,feeding #bjh ,modified ,milk1 ,recipe for #bji ,pasteurizing ,milk1 ,directions for #bji ,bottles1 ,care of #baj ,food1 ,care of #baj ,feeding1 ,schedule for #baa ,,chapter ,,xiv4 ,,form ,,iv3 ,,senior ,,grade 7,continued7 ,household ,sanitation #bab ,means of ,bacteria ,entering the ,body #bab ,common ,disease-producing ,bacteria #bac ,methods of ,sanitation #bad ,disposal of ,waste in ,villages and ,rural ,districts #bae ,methods of ,disinfecting #bae ,home ,nursing #baf ,sick ,room1 ,the #baf ,location1 furniture1 ventilation1 care #baf ,disinfecting1 ,methods of #bah ,patient1 ,the #bah ,care of the bed1 and diet #bah ,poultices #bba ,fomentations #bbb ,,bibliography ,home1 ,the #bbc ,science and ,sanitation #bbc ,food and ,dietetics #bbc ,cooking and ,serving #bbd ,laundry ,work #bbd ,home ,nursing #bbe ,economics #bbe ,magazines #bbe ,,public ,,and ,,separate ,,school ,,course ,,of ,,study ,,details ,,form ,,iii3 ,,junior ,,grade ,,bills ,,of ,,household ,,supplies3 ,furniture1 bed and table linen1 material for clothing ,fuel1 meat1 milk1 groceries ,weekly or monthly expenses of an average household ,comparison of home and store cost of cooked food1 such as cake1 bread1 meat1 canned fruit4 ,,sources ,,of ,,household ,,materials3 ,fuel ,timber for building1 and furniture ,cotton1 linen1 woollen1 paper1 china ,common groceries1 such as salt1 sugar1 spices1 tea1 coffee1 cocoa1 cheese1 butter1 cereals ,cleansing agents1 such as coal-oil1 gasolene1 turpentine1 whiting1 bathbrick1 soap4 ,,manufacture ,,of ,,household ,,materials3 ,cotton1 linen1 woollens1 paper ,salt1 sugar1 tea1 coffee1 cocoa1 cheese1 butter1 cereals4 ,,kitchen ,,and ,,equipment3 ,arrangement of a convenient kitchen ,necessary utensils4 ,,form ,,iii3 ,,senior ,,grade ,,cleaning3 ,elementary principles of cleaning ,practice in cleaning dishes1 tables1 sinks1 towels4 ,,cookery3 ,table of cooking measurements ,a recipe 7parts1 steps in following7 ,reasons for cooking food2 kinds of heat used2 methods of cooking ,practice in making simple dishes of one main ingredient4 ,,serving3 ,setting the table ,table service and manners4 ,,form ,,iv3 ,,junior ,,grade ,,the ,,kitchen ,,fire3 ,requirements of a fire ,comparative merits of fuels ,construction and care of a practical stove4 ,,study ,,of ,,foods3 ,uses of food to the body ,necessary elements in food ,composition of the common foods1 excepting meat and fish4 ,,cookery3 ,practice lessons in preparing and cooking the common foods1 7milk1 eggs1 meat1 fish1 fruit1 vegetables7 ,cooking and serving a simple breakfast and a luncheon4 ,,care ,,of ,,the ,,house3 ,review of methods of cleaning taken in ,form ,,iii ,cleaning and care of household metals ,sweeping and dusting ,care of a bed-room4 ,,laundry ,,work3 ,necessary materials and the action of each ,process in washing white clothes4 ,,note4--,these subjects are intended to be taught simply 7not technically74 ,in schools where there is no laundry equipment1 the order of work may be developed in class and the practice carried on at home4 ,,form ,,iv3 ,,senior ,,grade ,,preservation ,,of ,,food3 ,causes of decay1 principles and methods of preservation ,practice in canning4 ,,cookery3 ,practice lessons to review cooking common foods ,flour 7kinds1 composition of white flour72 flour mixtures 7kinds1 methods of mixing1 lightening agents7 ,practice in making bread and cake ,practice in cooking meat ,cooking and serving a simple home dinner at a fixed cost4 ,,foods3 ,composition of meat and fish ,planning meals so as to obtain a broad balance of food elements4 ,,infant ,,feeding3 ,proper food2 pasteurizing milk ,care of bottles and food ,schedule for feeding4 ,,household ,,sanitation3 ,disposal of waste ,principles and methods of sterilizing and disinfecting4 ,,home ,,nursing3 ,two simple lessons to include the following3 #a4 ,the sick-room 7location1 size1 ventilation1 care7 #b4 ,care of patient's bed1 and diet #c4 ,making of mustard and other simple poultices4 ,,note4--,where no equipment has been provided1 a large doll and doll's bed will serve4 ,,laundry ,,work3 ,washing of woollens 7the processes74 ,,household ,,management ,,chapter ,i ,,introduction ,until a comparatively recent period1 education was regarded mainly as a means of training the intellect1 but this conception of education is now considered incomplete and inadequate4 ,our ideas of the purpose of schools are becoming broader1 and we have decided that not only the mental nature1 but all the child's activities and interests1 should be given direction by means of the training given in our schools4 ,we believe also that these activities and interests can be used to advantage in assisting the mental development4 ,household ,management aims to educate in this way1 by directing the mind to ideas connected with the home and by training the muscles to perform household duties4 ,though deemed essentially practical1 this subject will1 if rightly presented1 give a mental training similar to other subjects of the ,course of ,study4 ,it should do more4 ,while a pupil is made familiar with the duties of home life and with the materials and appliances used in the home1 she will be unavoidably led to think of the work of the larger world and to realize her relation to it4 ,when such knowledge comes1 and a girl begins to feel that some part of the world's work depends on her1 true character-building will begin4 ,the purpose of this ,manual is to assist teachers in presenting ,household ,management to public and separate school classes in such a way as to attain these ends4 ,it is hoped that it will be especially useful to those teachers whose training in the subject has been limited4 ,an attempt has been made to explain the work of ,form ,,iii ,senior1 and of the ,junior and ,senior divisions of ,form ,,iv4 ,the topics of ,form ,,ii ,junior are not discussed1 as the work of this ,form is intended to be taught as information lessons1 for which general methods will suffice4 ,in the other ,forms mentioned1 the topics of lessons are outlined in detail1 but the method of presentation is not given except in typical cases4 ,both outline and method are intended to be merely suggestive and to leave opportunity for the teacher's originality4 ,in cases where topics seem incompletely outlined1 it is due to the fact that they are treated in other school subjects or postponed until the pupils reach a more advanced stage of mental development4 ,the order of lessons is optional1 also the amount of work each should include1 unless this is specially stated4 ,many lessons are suitable for rural schools1 which have no equipment except what the ingenuity of the teacher may provide4 ,in such schools1 the teacher may perform the practical work1 while the class observes4 ,throughout the lessons1 there is the difficulty of presenting scientific facts to immature minds in a way that will be simple and clear4 ,the use of technical language would often assist the expression1 and this is apt to be unconsciously employed1 but there is danger of such forms of speech not being intelligible to the pupils2 the teacher should therefore choose her words carefully4 ,technical terms may be taught1 but this is not advised in ,junior classes1 unless really necessary4 ,if the facts are intelligently related to the experiences of the pupils1 that is all that is desired4 ,temperatures1 as indicated by ,fahrenheit thermometers1 have always been given1 as this scale is best known in the home4 ,since this ,manual is designed for teachers1 few recipes have been furnished4 ,the books of reference which are appended will supply these and additional information on the subject4 ,,correlation ,,with ,,other ,,school ,,subjects ,one of the benefits of placing ,household ,management in a ,course of ,study is that it relates the knowledge gained in school to the home life4 ,the ,household ,management teacher has great opportunity for this correlation4 ,she should be more than a teacher of household duties4 ,she should lead the pupils to see the importance and necessity of mastering the other school subjects4 ,wherever interest in these subjects has already been established1 this interest will form a basis for development in many ,household ,management lessons4 ,then1 too1 the teachers of other subjects should1 as far as possible1 work with the ,household ,management teacher in relating their instruction to the operations and requirements in the home4 ,if the teachers co-operate in planning their lessons1 the pupils will receive a deeper impression of the facts learned in each subject and will have an increased interest in the work1 through seeing how one branch of knowledge is related to another4 ,the following will show how some of the subjects are related to the class work of ,household ,management3 ,arithmetic4--,this subject is used in household accounts1 in measurements1 in the division of recipes1 and in computing the cost of foods prepared for the table4 ,reading4--,the pupils should be asked to read aloud the recipes and their notes and should be required to do this distinctly and accurately4 ,spelling1 ,writing1 ,language ,work4--,in writing recipes and notes1 in stories of household topics1 and in written answers1 the teacher should insist on neat writing1 correct spelling1 and good ,english4 ,geography4--,the study of materials for food1 clothing1 and house furnishings brings before the mind our commercial relations with foreign countries and the occupations of their inhabitants4 ,it also suggests consideration of climate and soils4 ,history4--,the evolution of furniture and utensils1 of methods of housekeeping1 and of preparing and serving food1 brings out historical facts4 ,elementary ,science4--,throughout the ,course1 this subject is the foundation of much of the instruction given1 as it explains the principles underlying household industries4 ,soap-making1 bread-making1 preservation of food1 and the processes of cooking and cleaning are examples of this4 ,some knowledge of elementary science is also necessary to an understanding of the construction and practical working of the kitchen stove1 the fireless cooker1 the cream separator1 and many household appliances4 ,its principles determine the methods of heating1 lighting1 and ventilating4 ,physiology and ,hygiene4--,the study of food and the planning and preparation of meals should include a knowledge of the body and its requirements4 ,the sanitary care of the house and its premises is directly related to hygiene4 ,nature ,study4--,animals and plants furnish us with most of our food1 and familiarity with these is necessary to the housekeeper4 ,a knowledge of the structure of animals is essential in studying the cuts of meat2 the structure of plants and the functions of their different parts give a key to the value of vegetable food4 ,physical ,training4--,the class should be carefully trained throughout in correct muscular movements4 ,the position of the body should be closely watched in working and in sitting1 and the classes should enter and leave the room in systematic order4 ,manual ,training4--,the practical part of housekeeping demands constant use of the hands4 ,the teacher should be watchful of awkward handling of materials and utensils and be careful to correct it4 ,she should require deft1 natural movements until they become habits4 ,art4--,ideas of colour and design should be applied in choosing wall-papers1 carpets1 dishes1 furniture1 and clothing4 ,the pupils might be asked to make original coloured designs for these household articles4 ,,rooms ,it is most desirable to have ,household ,management include all home operations and1 to make this possible1 more than one room should be provided4 ,many school boards1 however1 in introducing the work1 find that one room is all that can be afforded4 ,where this is the case1 it is necessary that this room be equipped as a kitchen1 though it must be used for other purposes as well4 ,it will serve also for table-setting and serving1 for simple laundry work1 for lessons in home-nursing1 and for sewing4 ,illustration3 ,a ,household ,management class at work ,this kitchen should be large and airy1 so that the class can work comfortably and conveniently4 ,a room having greater length than width admits of the best arrangement4 ,on account of the odours that arise from cooking and other domestic operations1 the kitchen should be on the top floor and should have more adequate means of ventilation than ordinary class-rooms4 ,a north exposure makes it cooler in summer4 ,illustration3 ,opposite end of ,household ,management class-room1 showing the black-board and class cupboard ,,equipment ,in planning an equipment1 one must be guided by the conditions to be met4 ,it is difficult to be definite in details1 but certain general principles should be observed4 ,the entire equipment should be suited to the needs of the pupils1 and it should also be one which it is desirable and possible for them to have in their own homes4 ,illustration3 ,a ,household ,management class-room1 showing tables1 sinks1 and stoves ,the walls and floor should be washable1 and they1 as well as the furniture1 should have plain1 smooth surfaces which do not catch dust and are easily cleaned4 ,the sinks1 stoves1 tables1 and cupboards should be placed so as to save steps4 ,,tables ,where economy is necessary1 movable tables may be used1 but the fixed ones are to be preferred4 ,the latter may be placed in the form of a hollow square or an oval1 with openings from opposite sides to give convenient access to a centre table1 which can be used for supplies or as a dining table4 ,illustration3 ,section of a table designed for two pupils ,drawers and cupboards to hold the necessary utensils and supplies should be provided in the tables for each pupil4 ,provision may also be made under the table top for desk boards1 which may be pulled out when notes are written1 in order to allow the pupils to sit comfortably in front of the cupboards4 ,the table top should be of hard wood or some non-absorbent material1 jointed in narrow strips in order to prevent warping4 ,part of this must be protected by a metal or glass strip on which to set the individual stoves or hot dishes4 ,illustration3 ,contents of a table cupboard equipped for two pupils ,a working drawing and design of the tables used in the ,normal ,schools may be obtained from the ,department of ,education1 ,toronto4 ,illustration3 ,contents of an individual utensil drawer ,illustration3 ,contents of an individual supply drawer ,,seats ,the seats may be swing seats1 stools1 or chairs4 ,the swing seats are noiseless and easily put out of the way1 but are uncomfortable and unsteady1 so that the pupils are inclined to prop themselves by placing their elbows on the table4 ,the stools and chairs are noisy and occupy a great deal of room1 but the latter are restful and conducive to the correct position of the pupils1 the importance of which cannot be over-estimated4 ,the former are inexpensive1 if made with a plain1 wooden top4 ,both should admit of being pushed under the table1 and for this reason the chairs should have folding backs4 ,the legs should be tipped with rubber in order to minimize the noise4 ,illustration3 ,a class towel rack ,,racks ,towel racks should be placed near the sinks and1 if possible1 should allow space for hanging the towels without folding4 ,in some tables a towel rack may be attached to one of the sides4 ,,sinks ,a sink at each corner of the room saves much time and inconveniences in the work4 ,each of these should be provided with hot and cold water4 ,they may be made of porcelain or of enamelled iron4 ,illustration3 ,a class gas range1 showing high ovens ,,class ,,cupboard ,a large class cupboard in two sections1 having glass doors in the upper part to show the class china and glass1 should be placed where it will be most convenient and add to the attractiveness of the room4 ,this cupboard will hold the dinner set and extra dishes and utensils1 as well as the linen and some staple food supplies4 ,a refrigerator is desirable for such foods as butter1 eggs1 meat1 etc4 ,illustration3 ,a class cupboard ,,stoves ,illustration3 ,individual table stoves 7a7 a gas stove 7b7 an electric stove 7c7 a blue-flame kerosene stove 7d7 an ordinary kerosene stove ,the stoves provided will depend on the fuel that is available in the neighbourhood4 ,wood is still in use in some rural sections1 while coal is the ordinary fuel in small towns and villages4 ,where either of these fuels is commonly used1 there should be two ranges4 ,one should be for coal or wood1 to teach the use of the home fuel1 and the other an oil1 gas1 or electric stove1 to demonstrate the time and labour saved the housekeeper by the use of one of these4 ,if possible1 the stoves should have high ovens1 to obviate the necessity of stooping4 ,a section of glass in the oven door is a great convenience1 as it allows the contents of the oven to be easily watched4 ,for individual work small table stoves are required4 ,these may be supplied with oil1 alcohol1 gas1 or electricity1 as may be most readily obtained4 ,these stoves may be arranged so that they can be swung from the table when not in use4 ,in this way more room is provided for work1 and the table is more easily cleaned4 ,the tops of the stoves should be wide and flat1 so that cooking dishes will not easily upset4 ,a fireless cooker1 though not really necessary1 is most helpful4 ,where funds are lacking1 one may be made by the pupils at small expense4 ,a barrel1 wooden box1 or large pail may be filled with hay or excelsior1 and small1 covered1 granite pails may be used to contain the food4 ,,black-,,boards ,the black-boards should be of slate or glass1 and as large as the size of the room allows4 ,the windows and doors should be so placed that there will be unbroken stretches of wall for this purpose4 ,part of the black-board should be provided with a sliding board which1 when required1 can be drawn to conceal what is written4 ,a separate black-board for current prices of common food materials is an excellent idea4 ,the responsibility of keeping these prices correct should be given to the pupils4 ,,illustrative ,,material ,a cabinet1 or display case1 for illustrative material1 is of great educational value and1 to the pupils1 is one of the most attractive features of the room4 ,the following list of specimens is suggestive for this3 ,illustration3 ,a display cabinet--canned fruit #a4 ,standard china1 such as ,crown ,derby1 ,wedgewood1 ,limoges1 ,dresden1 ,beleek1 etc4 #b4 ,standard carpet1 such as ,axminster1 ,wilton1 ,brussels1 ,tapestry #c4 ,woods used for furniture and building #d4 ,food materials in various stages of preparation1 such as sugar1 spices1 cereals1 tea1 coffee1 cocoa #e4 ,fruit canned by the pupils #f4 ,designs for wall-paper1 linoleum1 dishes1 etc41 made by the pupils4 ,other illustrative material in the form of charts showing the comparative values of the common foods1 or illustrating cuts of meat or different kinds of vegetables and fish1 will be found to aid greatly in making the teaching effective4 ,there are few of these to be obtained1 but home-made ones may be prepared from cuts in bulletins and magazines4 ,pictures illustrating the production and manufacture of food may also be mounted and used4 ,,book-,,case ,book shelves should be provided1 where a small library of books bearing on the various phases of the subject may be kept1 together with the ,government ,bulletins and some well-chosen periodicals and magazines4 ,these may be selected from the ,catalogue of ,books which has been prepared by the ,department of ,education4 ,,utensils ,in regard to the selection of small articles required1 such as dishes and utensils of various kinds1 the greatest care should be exercised4 ,this part of the equipment can be exactly duplicated by the pupils in their homes1 and in this way may be of educational value to the community4 ,the cooking and serving dishes should combine quality1 utility1 and beauty4 ,it is not economy to buy cheap utensils4 ,as far as possible1 they should be chosen with smooth1 curved surfaces1 as seams and angles allow lodging places for food and make the cleaning difficult4 ,everything should be of good quality1 the latest of its kind that has been approved1 and1 at the same time1 have a shape and colour that is artistic4 ,it is wise to buy from stock which can be duplicated if breakages occur1 so that the equipment may be kept uniform4 ,for individual work the utensils should not be too large4 ,coloured granite ware is best for most of the cooking dishes4 ,where tin is necessary1 it should be of a good quality4 ,crockery is desirable for some bowls1 jars1 and serving dishes4 ,spoons and serving forks should be of ,nevada silver1 and knives of the best steel with well-made wooden handles4 ,the cost of this part of the equipment and the number of articles purchased must of course depend on the funds available4 ,the following list is intended to give what is really desirable in a specially equipped room1 at prices which are a fair average4 ,,equipment ,,for ,,twenty-,,four ,,pupils ,i4 ,,class ,,table #a4 ,,utensil ,,drawer3 #bd plates1 enamel1 #i inch #j4gj #ad white crockery1 #g inch 4#hj #bd bowls white crockery1 #g inch #c4fj #bd #e #a_/b inch #a4bj #bd enamel bowls1 #f inch #b4dj #bd popover cups #a4hj #bd bakers1 crockery 7oval7 #a4bj #bd platters1 7small7 #a4ej #bd sieves 7wire bowl7 #a4cj #bd spoons1 wooden #a4ib #bd spatulas1 wire handle #g4bj #bd knives1 paring #b4jj #bd forks1 ,nevada silver #b4ej #bd spoons1 table1 ,nevada silver #b4ej #dh spoons1 tea1 #a4bj #bd cups1 measuring1 tin #b4dj #b4 ,,supply ,,drawer3 #ab boxes 7for flour71 tin #aj4jj #ab 7for sugar71 #g4ej #ab cheese jars 7for salt7 4#fh #bd shakers1 glass #b4dj #bd bread tins #d4cb #bd biscuit cutters 4#gb #ac safety match-box holders #a4fb #c4 ,,supply ,,cupboard3 #ab double boilers #e4gf #bd stew pans1 tin cover1 wooden knob #d4ef #bd frying-pans #a4bj #bd saucepans #b4af #ab knife-boards #a4hj #ab meat boards #c4jj #f scrub basins #a4ej #ab dish pans #f4jj #ab rinsing pans #c4jj #ab draining pans #c4jj #f tea-kettles #c4jj #ab scrub-brushes #b4jj #ab vegetable brushes 4#cj #ab soap dishes 4#ge #ab garbage crocks 4#if #bd asbestos mats #a4aj ,,ii4 ,,sink ,,and ,,walls #a garbage pail1 galvanized iron #a4jj #a waste-paper basket1 willow 7large7 4#ge #a soap dish 4#aa #a brush1 hand 4#jc #a brush1 scrub 4#ag #b basins1 hand1 enamel 4#dj #b basins1 scrub1 enamel 4#ej #a dish pan 4#gj #a crock for washing soda 4#cj #b towel racks #a4ej #a clock #e4ej #ab tablets for housekeeping rules 4#gj ,,iii4 ,,general ,,cupboard ,,equipment #b kettles1 granite #a4ej #a tea-kettle1 granite 4#he #a saucepan 4#bh #a saucepan 4#ce #e covers1 tin 4#be #a pie pan 4#aj #a coffee-pot 4#cb #f saucepans1 #a qt4 size1 white enamel #a4jh #a double boiler 4#ei #f covers1 tin 4#cj #a soup ladle1 enamel 4#ji #b pudding dishes1 white enamel 4#dj #ab strainers and mashers #a4hj #a kneading pan 4#he #c steamers 4#fg #aj graters #a4jj #b vegetable baskets 4#cj #f potato mashers 4#dh #d muffin pans 4#fj #bd patty-pans 4#bj #ab ,dover egg beaters #a4bj #a spice box 4#ej #a japanned tray 4#be #bd wire toasters #b4dj #a egg spade 4#ae #a scale #c4aj #a freezer #c4jj #a cast-iron frying-pan 4#dj #a dripping pan 4#be #b roasting pans 4#fj #a quart measure1 granite 4#fj #a pint measure1 4#de #a funnel1 tin 4#je #d baking sheets #g #ag 4#ib #f #aj #aj #a4jh #bd cups and saucers #a4cj #bd tumblers #a4ej #f platters 4#cf #f plates 4#cd #f pitchers1 #a #a_/b pt4 #a4jj #c brown bowls1 #b qt4 4#ge #b brown bowls 4#be nest of mixing bowls #a4jj #f glass measuring cups 4#fj #f glass lemon reamers 4#fj #f tea-pots 7pint7 #a4ej #a covered crock 4#be #a doz4 #a qt4 fruit jars 4#fe #a #b qt4 4#ge #a #a pt4 4#ee #a meat chopper #c4aj #a bread knife 4#be #a bread board 4#be #b knives1 ,french 4#he #b spoons1 granite 4#ba #a fork1 large wooden handle 4#ae #b can openers 4#bj #a corkscrew 4#be #a bunch skewers 4#ae #a brush1 pastry 4#je #a knife sharpener 4#be #c graters1 nutmeg 4#ji #a box toothpicks 4#je #a pad tissue paper 4#je #c scissors #a4be #a doz4 jelly glasses 4#ce #a cream and sugar 4#cj #bd rolling-pins #c4jj #a butter spade 4#ae #a file and catch 4#fe #c doz4 test-tubes 4#ij #a thermometers 7,dairy7 #b4ej #b lamp chimneys 4#cj #a bell 4#dj ,,iv4 ,,kitchen ,,linen #cf yards towelling 7#c doz4 dish towels7 #e4dj #af 7#d doz4 wash cloths7 #b4dj #ac check towelling 7#c doz4 dish cloths7 #a4fj #f towelling 4#ge #f 7#f meat cloths7 4#fj #a #a_/b flannelette 7oven cloths7 4#bc #ab cheesecloth 4#fj #a #c_/h denim 7stove apron7 4#bg #b flannelette 7for polishing silver7 4#bj chamois 4#be ,v4 ,,cleaning ,,cupboard #a stove apron 4#bg #a stove brush 4#be #a dauber 4#aj #c whisk brooms 4#de #a dust-pan 4#bj #a pair stove mitts 4#cj #a broom 4#de ,,vi4 ,,laundry ,,equipment #ad pony wash-boards #a4ge #f doz4 clothes-pins 4#aj #a clothes-line 4#be ,,vii4 ,,dining-,,room ,,equipment #a4 ,china and ,glass3 #a flower vase 4#be #a dinner set1 ,limoges china #ae4ej #a doz4 water glasses 4#hj #a glass fruit set #a4ej #b4 ,silver and ,steel3 #b doz4 teaspoons #d4bj #a dessert spoons #d4jj #a_/b tablespoons #a4ae #a dessert knives #d4ej #a dessert forks #d4ej #a dinner knives #d4ej #a dinner forks #d4ej #a carving set #b4jj #a butter pick 4#bj #c4 ,linen1 etc43 #a silence cloth #a4ej #a #d yd4 table-cloth #e4dj #a doz4 napkins #b4ge #a centre-piece 4#dj #b doylies 4#ej #b tray cloths #a4jj ,,viii4 ,,miscellaneous #a ,first ,aid cabinet #aj4jj #a fire blanket #b4jj ,,equipment ,,for ,,ordinary ,,class-,,rooms ,in some schools it is impossible to set aside a special room for ,household ,management work1 and the ordinary class-room is all that is available4 ,in such cases the equipment must be a movable one1 and gas stoves and plumbing are impossible4 ,table tops may be placed on trestles or laid across the ordinary desks1 and oil or alcohol lamps must be used4 ,these and the necessary utensils may be kept in a cupboard in the room4 ,with certain restrictions1 the ,department of ,education assists in equipping special rooms in villages and rural districts and also in maintaining instruction in this subject4 ,illustration3 ,modified equipment for rural schools ,the classes in these schools are usually smaller1 so that an outfit suitable for individual work with a class of twelve will generally suffice4 ,the following1 suggested by the ,macdonald ,institute1 ,guelph1 is a good basis and may be modified as desired3 #ab bowls1 brown #j4he #ab bread tins 4#ie #ab tea cups and saucers #a4be #ab tin measuring cups #a4be #ab egg beaters 4#cj #ab forks 4#dj #ab case knives #a4be #ab paring knives #a4be #ab plates 4#he #ab saucepans #a4fh #ab tablespoons 4#ej #bd teaspoons 4#dj #ab wooden spoons 4#fj #ab stew pans #b4dj #ab strainers 4#fe #b trays 4#hj #a bowl1 yellow 4#be #a 4#ce #a 4#de #c scissors #a4ej #e trestle tables #bj4ee #f frying-pans 4#ij #c tea strainers 4#ae #c match-box stands 4#bd #a emery knife 4#bj #c soap dishes 4#be #ab pepper shakers #a4ej #ab salt shakers #a4ej #a bell 4#ej #d lemon reamers 4#dj #f stoves1 kerosene #f4jj #ab plates1 dinner #a4be #f plates1 soup 4#fj #d jugs 4#fj #a jug 4#de #a butcher knife 4#cj #a ,french knife 4#fj #b spatulas 4#hj #f teaspoons 4#aj #c tablespoons 4#ac #d brushes 4#bj #b stove mitts 4#ej #d asbestos mats 4#bj #a corkscrew 4#be #d egg beaters 4#fj #d wash basins 4#ib #c draining pans 4#fi #d dish pans #b4jj #f broilers 4#dh #c cake tins 4#ce #d graters 4#dj #c strainers 4#ge #bd patty pans 4#bj #b tin dippers 4#dj #b fibre pails 4#gj #a colander 4#ce #a pail1 enamel 4#gj #a pan1 enamel 4#ah #c tea-kettles #b4gj #a saucepan 4#cj #a saucepan 4#be #a saucepan 4#bc #a saucepan 4#cj #a double boiler 4#he #a kettle1 covered 4#fj ,a#a stove to burn coal or wood #cj4jj -------- ,total #ajj4je ,,footnote3 ,a ,the above may be replaced by a twenty-dollar wood stove or a ten-dollar1 two burner1 coal-oil stove4 ,,packing-,,box ,,equipment ,when even the expense of the modified equipment is too great1 the ingenuity of the teacher and the pupils may be used to provide a packing-box equipment suitable for six pupils4 ,the outlay for this will vary according to what is provided1 but it can in no case be large4 ,the following equipment used by the ,department of ,domestic ,science1 ,teachers' ,college1 ,columbia ,university1 will be suggestive3 ,illustration3 ,packing-box equipment ,,for ,,class #c bread boards #j4ae #a rolling-pin 4#je #c baking-powder can tops1 for cookie cutters 44 #a flour sifter 4#aj #a large frying-pan 4#be #a double boiler 4#ej #a quart kettle 4#be #a tea-kettle 4#ej #a broiler 4#bj #a garbage can 4#be #b pitchers 4#be #b apple corers 4#aj #a chopping knife 4#aj #a chopping bowl 4#je #f muffin tins 4#ab #b layer-cake tins 4#aj #c dish pans 4#de #c rinsing pans 4#cj #a strainer 4#je #f china plates 4#cj #c mixing bowls 4#cj #f sauce dishes 4#ae #f cups and saucers 4#cj #a coffee-pot 4#be #a tea-pot 4#aj #c bread pans 4#ae #f quart jars 4#cj #c wooden pails with covers 4#cj #f dish towels 4#dh #c dish cloths 4#ae #c hand towels 4#ae #a broom 4#cj #a dust-pan 4#jh #a scrubbing-brush 4#aj #a scrubbing pail 4#bj #a ,dover egg beater 4#ji #a pepper shaker 4#je #a salt shaker 4#je #a baking dish 4#aj #a bread knife 4#be #a corkscrew 4#aj ----- ,total #h4jb #a packing-box table #a4jj #a packing-box cupboard 4#ej ,large blue-flame oil stove #aj4jj ,,individual ,,equipment ,,for ,,six ,,pupils #a white bowl1 #a qt4 #j4jg #a measuring cup 4#je #a granite plate 4#aj #a saucepan 4#je #a tin cover 4#je #a steel fork 4#aj #a steel knife 4#aj #a tablespoon 4#jc #b teaspoons 4#je ----- ,total 4#fj #a oil stove 4#ge #a asbestos mat 4#je ,,chapter ,,ii ,,suggestions ,,for ,,class ,,management ,,teachers' ,,preparation ,in no subject is careful planning of the details of the lesson more important than in ,household ,management4 ,the definite length of the period allowed in the school programme for this work makes economy of time absolutely necessary4 ,the cooking processes cannot be hurried1 and unless there is in the teacher's mind a well-arranged plan for the use of the time1 a part of the lesson is apt to be hastily and carelessly done4 ,then1 too1 in the limited space of one room1 a number of people cannot work without confusion unless there is system4 ,the pupils enjoy a well-regulated lesson and their co-operation is gained1 while1 through the poor results of a lesson indifferently planned1 they lose self-confidence and the sense of responsibility4 ,,number ,,in ,,the ,,class ,as a ,household ,management class is one that calls for individual supervision1 the number should not exceed twenty-four1 and a smaller class ensures more thorough supervision on the part of the teacher4 ,neatness1 thoroughness1 and accuracy are important factors in the work of each lesson1 and the number of pupils should not be so large that a lack of these will pass unnoticed4 ,,uniforms1 ,,etc4 ,the uniform consists of a large1 plain1 white apron with a bib large enough to protect the dress1 a pair of sleevelets1 a holder1 a small towel for personal use1 and a white muslin cap to confine the hair4 7,see ,frontispiece47 ,each pupil will also require a note-book and pencil for class1 and a note-book to be used at home for re-copying the class work in ink4 ,these books should be neatly written and kept for reference1 and should be regularly examined and marked by the teacher for correction by the pupils4 ,the pupils should be encouraged to be clean and neat in appearance4 ,they should be expected to have tidy hair1 clean hands and nails1 and neat uniforms4 ,it is a good plan for each pupil to have two sets of uniforms1 so that when one is in the wash the other will be ready to use4 ,it may be wise to make a rule that the pupils without uniforms will not be allowed to work1 but such a rule must be judiciously enforced1 as in some cases it might result in much loss of time4 ,there should be lockers or other proper provision provided at the school for keeping each uniform separately4 ,pasteboard boxes may be used for this purpose1 when no such provision is made4 ,,discipline ,the pupils should be trained to enter and leave the room in the same order as in their other classes4 ,each pupil should have a definite working place and should not be allowed to visit others during the class4 ,while at work1 it is wise to allow the pupils as much freedom in talking and movement as possible1 so as to portray the home life4 ,they should be taught1 however1 that when their conduct interferes with the order of the room or the comforts and rights of others1 they must suppress their inclinations4 ,during the time of teaching there must be perfect quiet and attention4 ,marks are sometimes given to secure punctuality and good work1 but the best way to have both is to try to make each member of the class interested and happy in her work4 ,,division ,,of ,,the ,,periods ,the time given to a practical lesson is usually one and a half hours4 ,this must include both the theoretical and the practical work4 ,in dividing the period1 it is difficult to say how much time should be given to each of these1 but1 broadly speaking1 the theoretical part may occupy one third of the time4 ,the time for dish washing and cleaning will be included in the time allowance for practical work4 ,these duties should require less time as the class advances in the work4 ,notes should be copied at the most convenient time1 usually while the food is cooking4 ,sitting to write notes will afford an opportunity for resting after any practical work4 ,if printed cards are used1 much of the note-taking is obviated4 ,a sample card is given below4 ,,household ,,management ,,junior ,,fourth ,,card ,,vegetable ,,water ,,sauce #a c4 veg4 water #b tbsp4 flour pepper #b tbsp4 butter #a_/d tsp4 salt #a4 ,put the vegetable water over a gentle heat4 #b4 ,mix the flour with a little cold water until smooth and thick as cream4 #c4 ,when the vegetable water is steaming hot1 gradually stir the flour paste into it and keep stirring until it thickens and boils4 #d4 ,add the butter1 salt1 and pepper4 #e4 ,pour the sauce over the hot vegetable4 ,,assignment ,,of ,,work ,for practical work there are two plans in general use--individual and group work4 ,in individual work1 each pupil performs all the processes1 handling small quantities of material4 ,in group work1 the pupils work in groups on one dish1 each sharing the duties4 ,by the first method1 the pupil has no chance to deal with quantities large enough for family purposes1 and the small amount does not give adequate practice in manipulation1 though it does give individual responsibility in every detail4 ,by the second method1 normal quantities are used1 but a pupil never has entire responsibility throughout the processes4 ,the cost of supplies is often accountable for group work1 but lack of utensils or oven room may make it a necessity4 ,in some lessons1 individual work with normal quantities may be obtained by allowing the pupils to bring the main ingredients from home2 for example1 fruit for a canning lesson4 ,the finished product is then the property of the pupil who has made it4 ,the cleaning which always follows the use of the equipment is preferably done in groups4 ,for instance1 if there are groups of fours1 number one can1 during a lesson1 wash all dishes used by the four1 number two can wipe the dishes1 number three can clean the table used by the group1 and number four can clean the sink4 ,during the next lesson number two is dish washer1 and number three dish wiper1 and so on1 until1 in four lessons1 each pupil has had practice in four kinds of household work and has also been given an idea of the inter-dependence of family life and interests4 ,the same numbers should be kept during the term1 as this affords an easy way of definitely designating the pupils for certain duties4 ,,supplies ,the supplies for a lesson may be put on a centre table1 or smaller amounts may be placed on the working tables in front of the groups4 ,if the class is large1 the latter plan is better1 especially where measurements are necessary1 as it saves time and confusion4 ,standard food supplies1 such as salt1 pepper1 sugar1 and flour may be kept in a drawer of the work-table of each pupil4 7,see page #ae47 ,every member of the class should be familiar with the contents of the class pantry1 cupboards1 and drawers1 so that she can get or put away utensils and materials without the help of the teacher4 ,if breakages occur through carelessness1 the utensils should be replaced at the expense of the offender4 ,this is not only a deserved punishment1 but it always ensures a full equipment4 ,,practice ,,work ,,at ,,home ,as a lesson in ,household ,management comes but once a week1 much is gained by having the work reviewed by practice at home4 ,to encourage this1 in some schools a practice sheet is posted1 on which the work done by each pupil1 between lessons1 is recorded4 ,there is a danger of the younger pupils attempting work that is too difficult1 which will end in poor results and discouragement4 ,to avoid this1 with pupils in the ,third ,form1 it may be wise to limit their practice in cookery to a review of the work done in class4 ,the home practice work may be taken at the beginning of a lesson or during the time the food is cooking4 ,it may be quickly ascertained by the pupils rising in order and stating simply the name of the duty they have done or the dish they have made unless they have had poor results1 when the nature of these should be told4 ,if there have been failures1 the pupils should1 if possible1 give reasons for these and suggest means of avoiding them in future4 ,,general ,,suggestions #a4 ,the teacher should endeavour to plan lessons which will be definitely related to the home lives of the pupils4 ,what is useful for one class may not be useful for another4 ,the connection between the lessons and the home should be very real4 ,it is also important to have a sequence in the lessons4 #b4 ,great care should be exercised in criticising any of the home methods that are suggested by the pupils4 ,a girl's faith in her mother should not be lessened4 #c4 ,the work should be taken up in a very simple manner2 scientific presentation should be left for the high school4 #d4 ,economy should be emphasized in all home duties2 time1 labour1 and money should be used to give the best possible returns4 ,wholesome substitutes for expensive foods and attractive preparation and serving of left-over foods should be encouraged4 #e4 ,too much vigilance cannot be exercised during the first year of practical work1 when habits are being formed4 ,it is much easier to form habits than to break away from them4 #f4 ,while nothing less than the best work should be accepted from the pupils1 it requires much discernment to know when fault should be found1 in order to avoid saying or doing anything that would discourage them4 #g4 ,as ,household ,management is a manual subject1 the teacher is advised1 as far as possible1 not to spend time in talking about the work1 but to have the class spend their time in doing the work4 ,,suggestions ,,for ,,schools ,,with ,,limited1 ,,or ,,no ,,equipment ,in schools where the ordinary class-room must be used for all subjects1 there are unusual difficulties in teaching ,household ,management4 ,for such schools1 two modified equipments are outlined4 ,since such class-rooms require special arrangement for practical lessons in this subject1 it would be well to take this work in the afternoon1 so that part of the noon hour may be taken for preparation4 ,pupils who have earned the right to responsibility may be appointed in turn to assist in this duty4 ,in rural schools1 the afternoon recess might be taken from #b4ae to #b4cj and1 during this time1 tables1 stoves1 and supplies may be placed1 so as to be ready for the lesson to follow in the remaining hour and a half4 ,for pupils who are not in the ,household ,management class1 definite work should be planned4 ,they may occupy themselves with manual training1 sewing1 art work1 map-drawing1 composition1 etc4 ,in summer1 school gardening may be done4 ,since the end of the week1 in many schools1 is chosen for a break in the usual routine1 ,friday afternoon seems a suitable time for ,household ,management lessons4 ,under such limited conditions1 it will be necessary to group the larger pupils into one class for practical work1 and it may be necessary for the pupils to take turns in working4 ,in some cases1 the teacher must demonstrate what the class may practise at home4 ,it will be impossible1 in such schools1 to cover the prescribed work4 ,from the topics suggested in the ,course of ,study each teacher may arrange a programme by selecting what is most useful to the pupils and what is possible in the school4 ,even in schools which have no equipment1 much of the theory of ,household ,management can be taught and some experiments may be performed4 ,on ,friday afternoons a regular period may be devoted to this subject1 when the ingenious teacher will find ways and means of teaching many useful lessons4 99 99 99 99 99 ,the following will be suggestive as suitable for lessons under such conditions3 #a4 ,any of the lessons prescribed in the ,course of ,study for ,form ,,iii1 ,junior4 #b4 ,measuring4--,table of measures used in cookery1 methods of measuring1 equivalent measures and weights of standard foods4 #c4 ,cleaning4--,principles1 methods1 agents4 #d4 ,water4--,uses in the home1 appearance under heat1 highest temperature1 ways of using cooking water4 #e4 ,cooking4--,reasons for cooking1 kinds of heat used1 common methods of conducting heat to food1 comparison of methods of cooking as to time required and effect of heat on food4 ,,note4--,an alcohol stove1 saucepan1 and thermometer are necessary for this lesson4 #f4 ,the kitchen fire4--,experiments to show necessities of a fire1 construction of a practical cooking stove4 #g4 ,food4--,uses1 kinds1 common sources4 #h4 ,preservation of food4--,cause of decay1 methods of preservation1 application of methods to well-known foods4 #i4 ,yeast4--,description1 necessary conditions1 sources1 use4 ,,note4--,a few test-tubes and a saucepan are necessary for this lesson4 #aj4 ,the table4--,laying a table1 serving at table1 table manners4 #aa4 ,care of a bed-room4--,making the bed1 ventilating1 sweeping1 and dusting the room4 #ab4 ,sanitation4--,necessity for sanitation1 household methods4 #ac4 ,laundry work4--,necessary materials1 processes4 #ad4 ,home-nursing4--,the ideal sick-room1 care of the patient's bed1 and diet4 ,,chapter ,,iii ,,form ,,iii3 ,,junior ,,grade ,the pupils of ,form ,,iii1 ,junior1 are generally too small to use the tables and stoves provided for the other classes and too young to be intrusted with fires1 hot water1 etc42 but they may be taught the simpler facts of ,household ,management by the special teacher of the subject1 or by the regular teacher in correlation with the other subjects4 ,in either case a special room is not necessary4 ,if the latter plan be adopted1 the following correlations are suggested3 ,,correlations ,arithmetic4--#a4 ,bills of household supplies1 such as furniture1 fuel1 meat1 groceries1 bed and table linen1 material for clothing4 ,this will teach the current prices as well as the usual quantities purchased4 #b4 ,making out the daily1 weekly1 or monthly supply and cost of any one item of food1 being given the number in the family and the amount used by each per day4 ,example3 ,one loaf costs #f;c4 and cuts into #ah slices4 ,find the cost of bread for two days for a family of six1 if each person uses #a #a_/b slices at one meal4 #c4 ,making out the total weekly or monthly expenses of a household1 given the items of meat1 groceries1 fuel1 gas1 etc4 ,this brings up the question of the cost of living4 #d4 ,making out the total cost of a cake1 a loaf of bread1 a jar of fruit1 or a number of sandwiches1 given the cost of the main materials and fuel used4 ,compare the home cost with the cost at a store4 ,this may be used to teach economy4 99 99 99 99 99 ,geography4--#a4 ,the sources of our water supply4 #b4 ,the geographical sources of our ordinary household materials1 their shipping centres1 the routes by which they reach us1 and the means of transportation4 ,examples3 ,fuels1 common minerals used in building and furnishing2 timber for floors and furniture2 manufactured goods1 such as cotton1 linen1 carpets1 china2 domestic and foreign fruits2 common groceries1 such as salt1 sugar1 tea1 coffee1 cocoa1 spices1 rice1 cereals1 and flour4 #c4 ,the preparation of our common household commodities4 ,examples3 ,cotton1 linen1 china1 paper1 sugar1 tea1 coffee1 cereals1 flour4 #d4 ,the household products that are exported4 99 99 99 99 99 ,nature ,study4--#a4 ,the parts of plants used as food4 #b4 ,the natural sources of our common foods1 such as cornstarch1 flour1 breakfast cereals1 tea1 coffee1 cocoa1 sugar1 salt1 cheese1 butter4 #c4 ,the sources of common household substances1 such as coal-oil1 gasolene1 paraffin1 turpentine1 washing soda1 whiting1 bathbrick1 soap4 #d4 ,the forms of water1 as ice1 steam4 #e4 ,the composition and impurities of the air4 #f4 ,the ordinary woods used in house building and furnishing4 ,hygiene4--,the necessity for the following3 #a4 ,fresh air in the home at all times--in living rooms and sleeping rooms #b4 ,good food and plenty of sleep #c4 ,cleanliness of the body #d4 ,cleanliness in preparing food #e4 ,cleanliness in the home and surroundings4 99 99 99 99 99 ,physical ,training4--#a4 ,the value of exercise gained by performing household duties4 #b4 ,the importance of correct positions in performing home duties1 such as dish washing1 sewing1 etc4 #c4 ,the value of conveniences to save steps4 99 99 99 99 99 ,composition4--,topics selected from household materials and activities4 ,examples3 ,food materials1 cleansing agents1 planning a convenient kitchen or bath-room1 sweeping day1 baking day1 arrangement of a kitchen cupboard or clothes closet1 etc4 99 99 99 99 99 ,spelling4--,names of household articles and duties as follows3 ,furniture of a special room1 such as kitchen or sitting-room1 kitchen utensils1 contents of a kitchen cupboard1 dishes and food used at a particular meal1 etc4 ,manual ,training4--,construction of household furnishings and utensils for a doll's house from raffia1 paper1 and plasticine4 ,art4--,designing and colouring carpets1 curtains1 wall-papers1 book covers1 dishes1 tiles1 ribbons1 and dress materials4 ,sewing4--,making the uniform for ,household ,management work4 ,if the ,household ,management teacher takes the work with this class1 she should follow the outline of work given in the ,course of ,study4 ,this outline will make the pupils familiar with the common household materials as to their sources1 preparation1 and cost1 and when1 in the next class1 they deal with these materials1 they will do so with more interest and intelligence4 ,it will also draw attention to the importance of economy in time and energy4 ,the convenience of a kitchen and the use of proper utensils to facilitate labour will impress this fact4 ,the lessons should be taught simply as information lessons and should be of the same length as the other studies--from thirty to forty minutes4 ,if the usual hour and a half period be set aside for this class1 the remainder of the time may be devoted to sewing4 ,,chapter ,,iv ,,form ,,iii3 ,,senior ,,grade ,,lesson ,i ,,scope ,,of ,,household ,,management ,in introducing the practical side of ,household ,management to a class1 it is an advantage to let them have a general idea of what the subject includes4 ,they will then work with more intelligence and usually with more interest4 ,then1 too1 the prevalent idea that the subject means only cooking will be corrected from the first4 ,throughout the introduction1 the teacher should not forget that she is dealing with immature minds and that the ideas must be very simply expressed4 ,she might ask what the pupils expect to learn in this class1 have them name other subjects they study in school1 and in each case lead up to the one thing of which a particular subject treats2 for example1 arithmetic treats of numbers2 geography1 of the world2 history1 of past events4 ,she should lead the class to see that the one thing of which ,household ,management treats is the home2 and that the two great requirements for a home are the house1 and the people who live in it1 or the occupants4 ,to get the details relating to each of these two divisions1 let the pupils imagine they are boarding in some locality where they decide to make a home for themselves4 ,the first thing to be done is to choose a building lot4 ,then they must decide upon the kind of house they want and the plan of the house4 ,after the house is built1 it must be furnished4 ,when the house is ready1 it must be cleaned and kept clean4 ,as soon as the family move in1 new considerations arise--they must have food1 which must be bought1 prepared1 and served2 each member of the family must be clothed and educated2 they must receive proper care when sick4 ,only a few minutes should be spent on this introductory talk4 ,while the class is naturally led to think of and name these details1 they should be written on the black-board in the order of development1 somewhat as follows3 #a4 ,household ,management teaches us about the home4 #b4 ,a home includes two main ideas3 7#a7 ,a house1 7#b7 a family4 #c4 ,in connection with a house we must consider3 7#a7 ,the lot1 7#b7 the plan1 7#c7 the furnishing1 7#d7 the cleaning4 #d4 ,in connection with a family we must consider3 7#a7 ,food 7buying1 cooking1 serving71 7#b7 clothing 7buying1 sewing1 mending71 7#c7 education1 7#d7 home nursing4 ,tell the pupils that a housekeeper should be informed on all of these points1 but little girls can expect to study only a few of them1 such as questions of food1 clothing1 and cleaning4 ,,survey ,,of ,,equipment1 ,,uniform1 ,,etc4 ,equipment4--,most of the time of the first lesson should be used in making the pupils acquainted with their surroundings and individual necessities1 so that they will be ready for work the next day4 ,give each member of the class a definite working place1 and let her examine the contents of the cupboard and drawers which belong to her place4 ,explain that the particular places which the pupils are given will be kept throughout the year1 and that1 while they have the privilege of using and enjoying them1 they are responsible for their cleanliness and order4 ,point out the remainder of the equipment--hot and cold water-taps1 towel racks1 class cupboard with its contents1 refrigerator1 large and individual stoves4 ,teach each pupil how to light her stove and regulate its heat4 ,uniforms1 etc4--,tell the pupils that you have shown them what has been provided for them1 but you want them also to provide some things for themselves4 ,it will be necessary for them to bring a large1 plain1 white apron1 having a bib large enough to protect the dress2 a pair of sleevelets2 a holder2 a small towel for personal use2 and a white muslin cap to confine the hair while working4 ,they will also need a note-book and pencil for class1 and a note-book to be used at home for re-copying the class work in ink4 ,the latter book is to be very neatly written and kept for reference after it has been examined by the teacher4 ,,lesson ,,ii ,,use ,,of ,,equipment ,the little girls who make up the classes are not so far removed from their playhouse days that a survey of the dishes1 stoves1 and tables will not give them an eager desire to begin using them4 ,this desire should be gratified1 but as the use always necessitates the cleaning as well1 it may be advisable at first to make use of the equipment only for the purpose of showing proper methods of cleaning4 ,a short lesson on cleaning may be given in a few minutes1 and the rest of the period spent in putting it into practice4 ,the teacher may proceed somewhat as follows in the development of a lesson on cleaning3 ,,development ,,of ,a ,,lesson ,,on ,,cleaning ,,meaning ,,of ,,cleaning ,take two dishes--plates or saucers--exactly alike4 ,have one clean and the other soiled with butter or some well-known substance4 ,ask the class the difference between them4 ,one is clean and one dirty4 ,what substance is on one that hinders your saying it is clean8 ,butter4 ,what else could be on it8 ,jam4 ,what else8 ,dust4 ,what else8 ,gravy4 ,now instead of telling the name of the particular substance in each case1 let us try to find one name that will apply to all of the substances which1 as you say1 make the dish dirty4 ,let us give these substances a name which will show that they do not belong to the plate4 ,we may call each of them a foreign substance4 ,and if ,i take the substance off the plate what am ,i doing to the plate8 ,cleaning it4 ,then what is cleaning8 ,cleaning is removing a foreign substance4 ,,methods ,,of ,,cleaning #a4 ,scraping or rubbing away the foreign substance3 ,what would you use to remove the butter from the plate8 ,a piece of paper or a knife4 ,what are you doing with the knife or paper8 ,scraping or rubbing off the foreign substance4 ,then how was it removed8 ,it was removed by scraping or rubbing4 ,suppose some one has sharpened a pencil and let the pieces fall on the floor1 what would you take to remove the foreign substance from the floor8 ,a broom4 ,what would you say you are doing with the broom8 ,sweeping4 ,how does the movement of the broom over the floor compare with the movement of the knife over the plate8 ,it is similar4 ,what would you take to remove the dust from the window-sill8 ,a duster4 ,what would you say you are doing8 ,dusting4 ,how does the movement of the duster compare with the movement of the knife and the broom8 ,it is similar4 ,in all of these cases of dish1 floor1 and sill1 how did we remove the foreign substance8 ,we scraped or rubbed it off4 ,name one way of removing a foreign substance4 ,scraping or rubbing it away4 #b4 ,dissolving the foreign substance and then scraping it away3 ,show a much soiled towel and ask what is usually done to clean it4 ,it is washed4 ,ask the pupils to tell just what they mean by that4 ,the towel is put in water and soap used on it4 ,what effect will the soap and water have on the foreign substance8 ,they will soften or dissolve it4 ,then what must be done next8 ,the towel must be rubbed on a board or with the hands4 ,what effect has this operation on the foreign substance8 ,it scrapes or rubs the foreign substance away4 ,then we have another way of cleaning3 ,by first dissolving the foreign substance1 and then scraping or rubbing it away4 ,a number of well-known cleaning operations may then be given1 and the pupils asked in each case to decide the method used--such as1 whisking a coat1 scrubbing a table1 cleaning the teeth1 or washing dishes4 ,,common ,,household ,,cleansing ,,agents ,next1 get lists of the common cleansing agents found in an ordinary home1 and arrange them in order of coarseness4 ,,black-,,board ,,outline ,the black-board scheme1 as the lesson develops1 will appear as follows3 #a4 ,meaning of ,cleaning3 ,cleaning is removing any foreign substance4 #b4 ,methods of ,cleaning3 7#a7 ,scraping or rubbing away the foreign substance4 7#b7 ,dissolving the foreign substance and then scraping or rubbing it away4 #c4 ,household cleansing agents used in the first method3 7#a7 ,duster 7#b7 ,brush 7#c7 ,broom 7#d7 ,washboard 7#e7 ,knife 7#f7 ,whiting 7#g7 ,bathbrick 7#h7 ,coarse salt 7#i7 ,sand 7#aj7 ,ashes4 #d4 ,household cleansing agents used in the second method3 7#a7 ,water 7#b7 ,hot water 7#c7 ,soap 7#d7 ,lux 7#e7 ,ammonia 7#f7 ,borax 7#g7 ,washing soda 7#h7 ,coal-oil 7#i7 ,gasolene 7#aj7 ,acids 7#aa7 ,lye4 #e4 ,combination cleansing agents3 7#a7 ,bon ,ami1 7#b7 ,dutch ,cleanser1 7#c7 ,sapolio4 ,when the class have these ideas1 they are ready to put them into practice1 and the remainder of the lesson should be spent in practical work4 ,if the pupils have soiled no dishes1 it may be wise to drill them first in table washing or towel washing1 so as to get them ready for the next lesson when tables and towels will be used4 ,,lessons ,,iii1 ,,iv1 ,,etc4 ,gradually1 in connection with the making of simple dishes1 the pupils should be taught special methods of dish washing1 sink cleaning1 and dusting4 ,each day as they are appointed to different duties in cleaning1 these methods should be strictly followed until they become well known4 ,while they are still new to the class1 it will be a great help to have outlines of the kinds of cleaning which are necessary in every lesson posted conveniently in different parts of the room for reference4 ,these outlines may be as follows3 ,,dish ,,washing ,preparation for washing3 #a4 ,put away the food4 #b4 ,scrape and pile the dishes4 #c4 ,put the dishes that need it to soak4 #d4 ,place soap1 pans1 brushes1 and towels4 #e4 ,put water in the pans4 7#a7 ,fill the dish pan about half full of warm water1 then soap it4 7#b7 ,fill the rinsing pan nearly full of hot water4 ,order of washing3 #a4 ,glass #b4 ,silver #c4 ,china #d4 ,crockery #e4 ,granite ware #f4 ,tins #g4 ,pots #h4 ,steel knives and forks4 ,finishing after washing3 #a4 ,soap a dish cloth and wash the sides and bottom of the dish pan1 before emptying it4 #b4 ,empty the dish pan1 rinse at the sink1 and half fill with clear1 warm water1 to rinse the towels4 #c4 ,wash the towels in the rinsing pan1 rinse them in the dish pan1 shake them straight1 fold1 and hang4 #d4 ,soap the dish cloth1 wash the inside of the rinsing pan1 empty1 rinse1 and wipe with the dish cloth4 #e4 ,wash and wipe the soap dish4 #f4 ,empty the dish pan and wipe with the dish cloth4 #g4 ,pile the pans1 place the brushes and soap1 and set away4 #h4 ,fold the dish cloth and hang it to dry4 ,,table ,,cleaning 7,,class ,,work7 #a4 ,if necessary1 scrape or brush off the table stoves4 #b4 ,get a scrub cloth1 a wash-basin of warm water1 and a scrub-brush4 #c4 ,wash the part of the table used by your group1 doing the part not occupied by the dish washing first2 then get the dish washers to move along1 so that you can finish it1 proceeding as follows3 7#a7 ,wet the table all over4 7#b7 ,rub the soap cake over it4 7#c7 ,scrub with the wet brush with the grain of the wood4 7#d7 ,rinse the soap off with the clear water4 7#e7 ,wipe with the cloth wrung dry4 #d4 ,get clear water4 ,rinse the brush and put it away4 ,rinse the scrub cloth and wring it dry4 #e4 ,take the basin and cloth to the sink4 ,empty1 rinse the basin1 and dry it with the cloth4 ,rinse the cloth under the tap and wring it dry4 #f4 ,fold and hang the cloth to dry4 ,bring back a dry cloth and thoroughly dry the aluminium strip4 #g4 ,put away the dry cloth and basin4 ,,sink ,,cleaning #a4 ,let the other housekeepers get the water they need4 #b4 ,get a sink pan1 a scrub cloth1 and a brush4 ,put warm water in the pan4 #c4 ,scrub the drain board if there be one1 as follows3 7#a7 ,wet the board all over4 7#b7 ,rub the soap cake over it4 7#c7 ,scrub with a wet brush with the grain of wood4 7#d7 ,rinse the soap off with clear water4 7#e7 ,wipe with the cloth wrung dry4 #d4 ,wash the nickel part of the sink 7tap and stand7 with soap4 ,wipe with the cloth wrung dry4 #e4 ,wash the outside of the basin of the sink4 #f4 ,when the other housekeepers have emptied their water1 wash the inside of the sink basin and wipe with the cloth wrung dry4 #g4 ,wash the scrub cloth and pan1 rinse the brush1 and put all away4 #h4 ,polish the nickel with a dry duster4 ,,dusting #a4 ,get a cheesecloth duster4 #b4 ,dust the chairs and put them in place4 #c4 ,dust the table legs and drawer handles4 #d4 ,dust the cupboard and refrigerator4 #e4 ,dust the wood-work1 window-sills1 ledges1 etc4 #f4 ,wash the duster and hang it up to dry4 ,,measures ,,and ,,recipes ,another preliminary part of the work will be teaching the pupils to measure and follow a recipe4 ,,measures ,the measures used in kitchen work are teaspoon1 tablespoon1 pint1 quart1 and gallon1 of which a table should be developed as follows3 #c teaspoonfuls 7tsp47 #a tablespoonful 7tbsp47 #af tbsp4 #a cup #b cups #a pint 7pt47 #b pt4 #a quart 7qt47 #d qt4 #a gallon 7gal47 ,in connection with this table the following points should be brought out3 #a4 ,that all measurements are made level4 #b4 ,that in measuring liquids1 the measure should be set on a level surface4 #c4 ,that to halve the contents of a spoon1 the division should be made lengthwise4 #d4 ,that to quarter the contents of a spoon1 the half should be divided crosswise4 #e4 ,that in measuring flour1 it should not be shaken down to level it4 #f4 ,that in using one measure for both dry and liquid ingredients1 the dry should be measured first4 #g4 ,that in measuring a cupful of dry ingredients1 the cup should be filled by using a spoon or scoop4 ,illustration3 7a7 ,dividing the contents of a spoon ,illustration3 7b7 ,dividing a spoonful in halves ,illustration3 7c7 ,filling a cup ,illustration3 7d7 ,levelling a cupful ,,table ,,of ,,equivalent ,,measures ,,and ,,weights ,a table of equivalent measures and weights of some staple foods will also be useful and may be given to the class3 #b cups butter 7packed solidly7 #a pound #b c4 granulated sugar #a #b c4 rice 7about7 #a #b c4 finely chopped meat #a #b #b_/c c4 brown sugar #a #b #b_/c c4 powdered sugar #a #b #b_/c c4 oatmeal #a #b #b_/c c4 cornmeal #a #d c4 white flour #a ,,plan ,,of ,,lesson ,,on ,,measuring ,,time ,,limit ,one and one-half hours to be divided approximately as follows--one-half hour for teaching the theory1 one-half hour for the practical application of the theory1 and one-half hour for housekeeping 7washing of dishes1 tables1 sinks1 etc41 and putting the kitchen in order74 ,,preparation #a4 ,place a set of measures at hand4 #b4 ,place a large bowl of flour on the teacher's table4 #c4 ,place flour and sugar in the boxes of the supply drawers4 #d4 ,place cans of cocoa and jugs of milk on the centre table4 ,,development #a4 ,introduction4--,what do we take for a guide when cooking8 ,how can we be sure that we use the exact quantities the recipes require8 ,name some measures that you have learned in arithmetic4 ,in this lesson we are going to learn the measures we require in cooking1 also the proper ways of using them4 #b4 ,names of measures4--,show and name the measures1 beginning at the smallest3 teaspoon1 tablespoon1 cup1 pint1 quart1 gallon4 ,as the measures are named1 place them on the table in order of size4 #c4 ,methods of using measures4--,ask two or three pupils1 in turn1 to measure a teaspoonful of flour from the bowl on the teacher's table4 ,they will not agree in their measurements1 and the necessity for levelling will be shown4 ,what can we use for levelling measures8 ,how can we level liquids8 ,if we need less than a spoonful1 how can we measure it8 ,which part of the spoon is deeper8 ,how shall we divide the spoonful to make both halves equal8 ,how must we divide a spoonful into quarters8 ,into eighths8 ,examine and explain the divisions of the cup4 ,to use one measure for both liquid and dry ingredients1 which should be measured first8 7,as these points are obtained1 they should be written on the black-board47 #d4 ,table of measures4--,in the tables of measures which you have learned1 you state the number of times one measure is contained in the next higher4 ,we shall form a table of the measures learned to-day4 ,by measuring flour from their boxes1 let each pupil find how many teaspoonfuls fill a tablespoon4 ,how many tablespoonfuls fill a cup1 a half cup1 a quarter of a cup4 ,they will state the remainder of the table from memory4 ,write the table on the black-board and teach the abbreviations4 ,,note4--,after the lesson on measuring is developed1 the class should be given individual work which will put these ideas into practice4 ,a simple recipe may be dictated by the teacher1 step by step4 ,cocoa makes a good recipe for this lesson1 as it affords practice in measuring liquids as well as dry ingredients1 both powdered and granular4 ,if each girl makes half a cupful of cocoa1 it will give practice in dividing the contents of a spoon4 ,,practical ,,work ,,to ,,apply ,,measuring ,have each pupil make half a cupful of cocoa by carrying out each step as it is dictated by the teacher1 as follows3 #a4 ,numbers one put two cups of water in the tea kettle2 numbers two light a fire and put the water to boil2 numbers three get cocoa from the centre table2 numbers four get milk4 #b4 ,set out sugar boxes and open them4 #c4 ,each take a small saucepan1 a measuring cup1 a teaspoon1 a paring-knife1 and a small cup4 #d4 ,measure half a teaspoonful of sugar into the saucepan4 #e4 ,measure half a teaspoonful of cocoa into the saucepan4 #f4 ,mix the sugar and cocoa by shaking the saucepan4 #g4 ,measure half of a third of a cupful of boiling water and stir it into the sugar and cocoa4 #h4 ,set the mixture over a gentle fire and stir until it bubbles4 ,cook for three minutes4 #i4 ,measure half of a third of a cupful of milk4 #aj4 ,stir the milk into the mixture and heat it until it is steaming hot1 but do not boil it4 #aa4 ,serve the cocoa in the small cups4 #ab4 ,turn out the fires and put the saucepans to soak4 ,,serving ,each pupil puts her table in order by moving all cooking utensils to the metal part of the table and wiping off any soiled spots on the wooden part2 she then sits to drink the cocoa she has made4 ,,note-,,taking ,notes are copied from the black-board in pencil in the ordinary class note-books4 ,the desk boards under the table tops are pulled out for this purpose4 ,in this lesson the notes consist of3 #a4 ,table of measures1 with abbreviations #b4 ,points in measuring #c4 ,recipe for cocoa 7if there are recipe cards1 these should be distributed74 ,,housekeeping ,this will be done in groups of fours1 according to their previous lessons in cleaning4 ,if necessary1 some special cleaning1 as dish washing or sink cleaning1 may be taught at this point of the lesson3 #a4 ,number one will wash dishes for her group4 #b4 ,number two will wipe dishes for her group4 #c4 ,number three will clean the entire table belonging to her group4 #d4 ,number four will do work outside of her group as appointed1 such as dusting1 cleaning a sink or the centre table4 ,,recipe ,,for ,,cocoa #a tsp4 sugar #a tsp4 cocoa #a_/c c4 boiling water #a_/c c4 milk4 #a4 ,mix the sugar and cocoa in a saucepan4 #b4 ,stir the boiling water into the mixture1 then set it over a gentle heat4 #c4 ,keep stirring until the mixture bubbles1 then boil gently for about three minutes4 #d4 ,stir in the milk and heat it until it steams1 but do not boil it4 #e4 ,serve the cocoa hot or ice-cold4 ,,recipes ,in connection with a recipe1 the pupils should be taught to look for three parts3 #a4 ,the name #b4 ,the list and amount of ingredients #c4 ,the method4 ,in carrying out a recipe1 they should1 from the first1 be taught to work in the following systematic order3 #a4 ,to attend to the fire if necessary #b4 ,to collect the necessary utensils #c4 ,to collect the necessary ingredients #d4 ,to obey the method4 ,for this lesson1 some simple recipe which will review measuring should be clearly written on the black-board--the recipe for apple sauce or cranberry sauce would be suitable4 ,while the pupils are learning obedience in following a recipe1 it is better to keep them together in carrying out their work4 ,the method should be written in definite1 numbered steps1 which may be checked off as each step is accomplished4 ,when the class has had instruction in cleaning1 measuring1 and recipes1 they are ready for a series of lessons involving the use of simple recipes which will put into practice the ideas they have learned4 ,for this practice1 such recipes as the following are suggested3 ,boiled potatoes1 mashed potatoes2 boiled parsnips2 boiled celery2 boiled carrots1 asparagus1 green peas2 cranberry sauce2 rhubarb sauce2 preparing and combining ingredients for salads 7fruit salad1 potato salad1 cabbage and nut salad1 ,waldorf salad7--the dressing being supplied2 stuffed eggs2 sandwiches4 ,the carrying out of these lessons will develop in the pupils accuracy and obedience1 and make them familiar with the use and care of their utensils1 as well as give opportunity for the cleaning of these and other parts of the equipment4 ,during these first lessons1 careful supervision should be given each pupil1 so that only correct habits may be formed in regard to neatness1 thoroughness1 quietness1 and natural use of muscles4 ,the pupils should be encouraged to begin a book of recipes to contain neatly written copies of all they have used in school4 ,the ,art teacher might correlate the work here by assisting them to design a suitable cover for this book4 ,,chapter ,v ,,form ,,iii3 ,,senior ,,grade 7,continued7 ,,cookery ,,lesson ,i ,after a number of practice lessons have developed in the pupils a certain ability and self-confidence in working1 formal cookery may be introduced1 and the following ideas should be brought out3 #a4 ,the meaning of cooking3 ,cooking is the application of sufficient heat to make a change in the food4 #b4 ,reasons for cooking food3 7#a7 ,to make some food digestible4 7#b7 ,to change flavours and make some food more appetizing4 7#c7 ,to preserve food4 7#d7 ,to kill harmful germs in food4 #c4 ,kinds of heat used3 7#a7 ,dry heat--heat1 only1 is conveyed to the food4 7#b7 ,moist heat--heat and moisture are conveyed to the food4 #d4 ,different ways of applying dry heat3 ,toasting1 broiling1 pan-broiling1 sauting1 frying1 baking4 #e4 ,different ways of applying moist heat3 ,boiling1 simmering1 steaming1 steeping4 ,,note4--,if the class cannot name these methods1 the teacher may name and write them with only a word of comment regarding each1 or they may not be given until the methods are studied4 ,as the moist heat methods are simpler and better known1 they should be studied first4 ,the class should be led to see that some liquid must be used to supply the moisture and should account for the common use of water for this purpose4 ,experiments should then be performed in heating water1 and its appearance and temperature should be noted4 ,,note4--,a preliminary lesson on the use of the thermometer may be necessary to show how to read it1 and to develop the idea that it is an instrument for measuring heat4 ,this may be taught in the regular class work1 previous to the ,household ,management lesson4 ,,lesson ,,on ,,the ,,thermometer #a4 ,development of the idea of measuring3 ,what would you use to measure the length of the table8 ,a foot measure4 ,what to measure the water in a tub8 ,a pint1 quart1 or gallon measure4 ,what to measure the amount of gas burned8 ,a gas-meter4 #b4 ,development of the name thermometer3 ,what do we call the instrument ,for measuring gas8 ,a gas-meter ,for measuring electricity8 ,an electrometer ,for measuring speed of a motor8 ,a speedometer 7speed-meter7 ,for measuring the distance a bicycle travels8 ,a cyclometer 7cycle-meter74 ,in each case what does meter mean8 ,it means an instrument for measuring4 ,what name may ,i give to an instrument for measuring heat8 ,you may call it a heat-meter4 ,tell the pupils that1 in science1 many ,greek words are used1 and that you will put a ,greek word in place of the ,english word heat1 namely thermos1 as in thermos bottle4 ,what will the name become8 ,thermosmeter1 or thermometer4 #c4 ,practice in using thermometers3 ,the unit of measurement 7degree7 should be given1 and the scale taught from the black-board4 ,thermometers may then be given to the class to examine and use4 ,saucepans having white inner surfaces are best to use for the experiments1 as changes made by the heat are more plainly seen4 ,observations of water under heat3 7#a7 ,at a temperature of about #ajj degrees1 very small bubbles form at the bottom and sides of the dish and rise slowly to the surface of the water4 ,these bubbles are a film of water containing the air that was in solution1 which1 when expanded1 rises to the top of the water4 7#b7 ,at a temperature of about #ahj degrees1 a few larger bubbles form at the bottom of the dish and rise slowly to the surface of the water1 making a slight movement in it4 ,in these bubbles air is replaced by steam which is formed from the water by the heat4 7#c7 ,at a temperature of #bab degrees1 a great number of large bubbles form and rise quickly to the surface1 making much movement in the water4 ,the water is then said to boil4 7#d7 ,the water will take no higher temperature than #bab degrees4 7#e7 ,after water once boils1 it requires little heat to keep it at this point1 therefore the heat may be reduced4 7#f7 ,an increase of heat increases the number1 size1 and rate of the bubbles and the volume of steam1 but makes the liquid no hotter4 ,application of these observations3 7#a7 ,if food be cooked in a liquid at its greatest heat1 where many bubbles are making much movement in it1 the process is called boiling4 7#b7 ,if cooked in a liquid heated to #ahj-bjj1 where there is scarcely any movement in the liquid1 the process is called simmering4 7#c7 ,if cooked in the steam rising from a boiling liquid1 the process is called steaming4 7#d7 ,if boiling liquid be poured over food and no further heat applied1 the process is called steeping4 ,,lessons ,,ii1 ,,iii1 ,,iv1 ,,etc4 ,practice should then be given in each of the moist heat methods of cooking4 ,the common foods1 such as vegetables1 fruit1 eggs1 and milk should be used for this purpose4 ,after the class has carried out a method for the first time1 they should be led to consider the order of work required for it4 ,the necessary steps should be arranged to form a set of rules for reference4 ,the effects of the method in each case should also be noted4 ,when the moist heat methods are well known1 the dry heat methods should be taught and practised4 ,the outlines on pages #gc-ha will suggest the development under each method4 ,,plan ,,of ,,lesson ,,on ,,boiling ,,carrots ,,aim ,to apply the principles of boiling1 as taught in a previous lesson1 to the cooking of food4 ,,time ,,limit ,one and one-half hours to be used approximately as follows3 twenty-five minutes for preparation for practical work and the first part of the practical work1 twenty-five minutes for the development of ideas of boiling as a method of cooking1 fifteen minutes for the serving of food1 twenty-five minutes for housekeeping4 ,,preparation ,,for ,,practical ,,work #a4 ,review4--,question the pupils as follows3 ,what kind of heat is used in cooking food by boiling8 ,at what temperature is the food cooked by this method8 ,name the kinds of boiling4 ,how much hotter is rapid boiling8 ,how is water made to boil rapidly8 ,when is rapid boiling useful8 #b4 ,discussion of recipe4--,have the recipe written on the black-board and read by one of the pupils1 while the others follow the reading carefully4 7#a7 ,have the class decide3 7a7 ,when the fires should be lighted 7b7 ,the dishes required for the work 7c7 ,the kind of boiling to use4 7#b7 ,demonstrate the scrubbing1 scraping1 and dicing of a carrot1 also the draining of a food cooked in liquid4 7#c7 ,state the quantity of ingredients each will use4 7#d7 ,caution the pupils as to accuracy1 neatness1 and quietness while working4 ,,practical ,,work ,have each pupil prepare the food according to the recipe and put it on to cook within a certain time4 ,while the class works1 carefully observe each pupil and give individual help to those who require it4 ,,development ,,of ,,the ,,ideas ,,of ,,boiling ,,as ,a ,,method ,,of ,,cooking ,this will be done while the carrots are cooking4 ,the ideas brought out from review and the class work1 by questioning1 will be those which are given on boiling under the methods of cooking4 #a4 ,definition of boiling #b4 ,kinds of boiling #c4 ,uses of rapid boiling #d4 ,rules for boiling #e4 ,effects of boiling4 ,as these ideas are obtained from the class1 they should be written by the teacher on the black-board and by the pupils in their note-books4 ,,serving ,the pupils will drain1 season1 and serve the food4 ,each girl will set one place on the wooden part of the table and serve herself4 ,while the food is being eaten1 the table manners of each girl should be observed1 and1 if necessary1 corrected in a tactful manner4 ,,housekeeping ,the work of putting the kitchen in order may be done in groups of twos or fours4 ,,recipe3 ,,boiled ,,carrots ,carrots ,boiling water ,salt and pepper ,butter4 #a4 ,scrub1 scrape1 and rinse the carrots4 #b4 ,cut them into pieces by dicing them4 #c4 ,put the pieces in a saucepan1 set over the fire1 and pour in boiling water until the food is covered4 #d4 ,cook the carrots until the pieces are soft at the centre when pierced with a fork4 #e4 ,drain off the liquid1 then season the food with salt1 pepper1 and butter4 #f4 ,serve in a hot vegetable dish4 ,,plan ,,of ,,lesson ,,on ,,simmering3 ,,apples ,,introduction #a4 ,review3 7#a7 ,appearance and temperature of a boiling liquid4 7#b7 ,appearance and temperature of a simmering liquid4 #b4 ,state the difficulty of keeping a liquid at simmering temperature2 show the double boiler and explain its use for this purpose4 #c4 ,compare boiling and simmering as to length of time required and difficulty4 #d4 ,tell the pupils they are going to study simmering by making ,coddled ,apples4 ,,discussion ,,of ,,recipe #a4 ,read recipe4 #b4 ,question regarding3 7#a7 ,kind of heat used 7#b7 ,whether to prepare apples or syrup first1 and why 7#c7 ,management in measuring so as to use only one cup 7#d7 ,why one quantity of syrup is sufficient for so many apples4 #c4 ,decide on the dishes required for the work4 ,,practical ,,work ,assign work in groups of twos--numbers one and three prepare syrup2 numbers two and four prepare apples2 all attend to the cooking4 ,,development ,,of ,,ideas ,,of ,,simmering 7,to be dealt with while food is cooking7 #a4 ,definition4--,obtain this by comparing simmering with boiling4 #b4 ,effects3 7#a7 ,compare a raw and simmered apple to get the idea of soft and tender4 7#b7 ,tell the pupils simmering temperature will not harden and toughen meat and eggs as much as boiling does4 7#c7 ,lying longer in the liquid to cook dissolves out more of the food substance4 7#d7 ,less water going off as vapour does not carry away as much flavour4 7#e7 ,less motion in the liquid does not break up the food4 ,,serving ,when the apples are tender1 let each girl serve herself with what she has cooked4 ,while the fruit is being eaten1 direct attention to the flavour of apple in the syrup4 ,,housekeeping ,assign the work which is necessary to put the kitchen in order1 and allow the pupils to carry it out in groups of twos or fours4 ,,recipe 7,,individual73 ,,coddled ,,apples #a apple #a_/d c4 sugar #a_/b c4 water4 #a4 ,put the sugar and water in the inside part of a double boiler1 set over the fire1 and boil gently for about five minutes4 #b4 ,wash and pare the apple1 cut it into halves1 and remove the core4 #c4 ,put the prepared fruit into the syrup1 cover the dish closely1 and set in the under part of the double boiler4 #d4 ,simmer the pieces of apple until tender1 turning them occasionally4 #e4 ,lift the fruit carefully into a serving dish1 then pour the syrup over it4 #f4 ,serve hot or cold4 ,,note4--,one cup of sugar will make sufficient syrup for six or seven apples4 ,,methods ,,of ,,cooking3 ,,details ,,boiling #a4 ,definition3 ,boiling is a method of cooking in which the heat reaches the food through a boiling liquid4 #b4 ,kinds of boiling3 7#a7 ,gentle boiling--temperature of #bab degrees4 7#b7 ,rapid boiling--temperature of #bab degrees4 #c4 ,uses of rapid boiling3 7#a7 ,to make much steam 7#b7 ,to break up food 7#c7 ,to keep small particles of food in motion4 #d4 ,rules for boiling3 7#a7 ,put the food in a cooking dish1 set over the heat1 and pour in the boiling liquid to cover the food well4 7#b7 ,regulate the heat to the kind of boiling required4 7#c7 ,keep the food boiling during the entire cooking4 7#d7 ,continue the cooking until the food is tender at the centre when it is tested1 or for the time required by the recipe4 7#e7 ,when the food is cooked1 lift it from the liquid or drain the liquid from the food4 #e4 ,effects of boiling3 7#a7 ,it makes some food soft and tender--fruit1 vegetables4 7#b7 ,it makes some food hard and tough--eggs1 etc4 7#c7 ,it breaks up food4 7#d7 ,it dissolves out some of the food substance4 7#e7 ,it causes some loss of flavour 7in the steam74 7#f7 ,it kills germs4 ,,simmering #a4 ,definition3 ,simmering is a method of cooking in a liquid at a temperature of about #ahj degrees4 #b4 ,rules for simmering3 7#a7 ,use a double boiler to keep the temperature correct4 7#b7 ,put the food in liquid in the top dish1 and proceed as in boiling4 #c4 ,effects of simmering3 7#a7 ,it makes some foods soft and tender--fruit and vegetables4 7#b7 ,it does not make the protein of animal food 7milk1 eggs1 and meat7 hard as boiling does4 7#c7 ,it dissolves out a good deal of the food substance into the cooking liquid4 7#d7 ,it causes very little loss of flavour4 7#e7 ,it does not break up the food4 ,,steaming #a4 ,definition3 ,steaming is a method of cooking in the steam from boiling liquid4 #b4 ,rules for steaming3 7#a7 ,have the water boiling rapidly in the under part of the steamer4 7#b7 ,put the food in the upper part1 cover closely1 and place over the lower part4 7#c7 ,keep the water boiling rapidly during the entire cooking4 7#d7 ,if extra water be needed1 only boiling water should be added1 as quickly and as gently as possible4 7#e7 ,continue the cooking according to the time required by the recipe1 or test as in boiling1 if the food permits4 #c4 ,effects of steaming3 7#a7 ,it makes vegetable food tender4 7#b7 ,it makes the protein of animal food harder than simmering1 but not so hard as boiling does4 7#c7 ,it does not break up the food4 7#d7 ,it does not dissolve out the food substance4 7#e7 ,it causes little loss of flavour if closely covered4 ,,steeping #a4 ,definition3 ,steeping is a method of cooking1 by pouring boiling water over food1 and letting it stand in a moderately warm place4 #b4 ,rules for steeping3 7#a7 ,heat the steeping dish4 7#b7 ,use water freshly boiled4 7#c7 ,put the food in the hot dish1 pour water over1 cover closely1 and set in a warm place4 7#d7 ,let the food remain in the liquid until you have extracted what is desired4 7#e7 ,strain off the liquid and use as required4 #c4 ,effects of steeping3 7#a7 ,to heat and soften the food4 7#b7 ,to extract the flavour and1 sometimes1 the substance of the food4 ,,toasting #a4 ,definition3 ,toasting is a method of cooking in which the heat reaches the food directly from the fire4 ,it is used mainly for bread4 #b4 ,rules for toasting3 7#a7 ,have a clear1 hot fire4 7#b7 ,cut bread in slices from one third to one half an inch thick4 7#c7 ,hold the food at some distance from the fire1 in a gentle heat at first1 to dry and heat the surfaces4 ,this drying may be done in the oven4 7#d7 ,then hold the dried1 hot surfaces in a strong heat1 to brown and crisp them4 7#e7 ,serve so that the surfaces will not become steamed from the moisture still contained in the slices4 ,put the toast in a toast-rack or stack it on a hot plate4 ,buttered toast may be piled4 #c4 ,effects of toasting3 7#a7 ,to heat and dry the surface of the food4 7#b7 ,to brown and crisp the surface4 7#c7 ,to change the flavour4 7#d7 ,to change the starch of the surface into a brown substance1 which is a form of sugar1 and more digestible than starch4 ,,broiling #a4 ,definition3 ,broiling is a method of cooking in which the heat reaches the food directly4 ,it is used mainly for meat and fish in slices or thin portions4 #b4 ,rules for broiling3 7#a7 ,have a clear1 hot fire4 7#b7 ,grease the broiler and trim the food4 7#c7 ,lay the food in the broiler compactly4 7#d7 ,hold the broiler in a very strong heat to seal the tubes of the food which hold the juices1 and turn frequently4 7#e7 ,when the surface is seared1 hold in a gentler heat to cook the food to the centre1 and turn occasionally while doing this4 7#f7 ,time the cooking to the thickness of the food--one inch of thickness cooks rare in eight minutes4 7#g7 ,serve at once on a hot dish1 and spread with butter1 salt1 and pepper4 #c4 ,effects of broiling3 7#a7 ,to sear the surface4 7#b7 ,to cook to the centre while browning the surface4 7#c7 ,to change the flavour and develop a very delicious one in the browned surface4 7#d7 ,to make the browned surface hard to digest4 ,,pan-,,broiling #a4 ,definition3 ,pan-broiling is an imitation of broiling and is a method of cooking on a hissing-hot1 metal surface4 #b4 ,rules for pan-broiling3 7#a7 ,have a hot fire4 7#b7 ,heat the pan or metal surface until it hisses when touched with water4 7#c7 ,lay the food in compactly1 and turn constantly until the entire surface is seared4 7#d7 ,place the pan in a gentle heat and cook the food to the centre1 turning occasionally4 7#e7 ,time the cooking to the thickness of the food--one inch cooks rare in ten minutes4 7#f7 ,serve at once1 as in broiling4 #c4 ,effects of pan-broiling3 ,the same as in broiling4 ,,saut,,ing #a4 ,definition3 ,sauting is a method of cooking in which the heat reaches the food through a smoking-hot1 greased surface4 #b4 ,rules for sauting3 7#a7 ,heat the pan enough to melt the fat4 7#b7 ,put in just enough fat to keep the food from sticking1 and let it run over the surface of the pan1 and get smoking hot4 7#c7 ,put in the food and let it brown on one side1 then turn it and brown the other side4 7#d7 ,serve on a hot dish4 #c4 ,effects of sauting3 7#a7 ,to sear the surface of the food4 7#b7 ,to brown the surface and develop a delicious flavour1 while cooking to the centre4 7#c7 ,to make the surface slightly fat-soaked with fat which has been very highly heated4 7#d7 ,to make the surface indigestible4 ,,baking #a4 ,definition3 ,baking is a method of cooking in which the heat is brought to the food through the confined heat of an oven4 #b4 ,kinds of ovens3 7#a7 ,slow4 7#b7 ,moderate--white paper browns in ten minutes4 7#c7 ,hot--white paper browns in five minutes4 7#d7 ,very hot--white paper browns in one minute4 #c4 ,rules for baking3 7#a7 ,heat the oven according to the recipe4 7#b7 ,put the food in the oven1 usually on the lower shelf1 to get an under heat first1 then toward the last of the cooking1 set it on the top shelf to brown4 7#c7 ,watch carefully during the baking1 but in opening the oven door1 be gentle and quick4 7#d7 ,if the oven gets too hot1 set a pan of cold water in it1 or leave the door slightly open4 ,if browning too quickly1 cover the surface with brown paper4 7#e7 ,cook the food according to the time required by the recipe1 or until it is done1 as shown by some test4 ,,frying #a4 ,definition3 ,frying is a method of cooking in which the heat is brought to the food by immersing it in smoking-hot fat4 #b4 ,temperature for frying3 7#a7 ,for cooked foods which have only to brown and warm through--about #djj degrees4 7#b7 ,for raw foods which have to cook--about #cej degrees4 #c4 ,rules for frying3 7#a7 ,use a deep iron1 steel1 or granite kettle1 which will hold the heat4 7#b7 ,put in sufficient fat to cover the food well1 but never fill the kettle more than two-thirds full4 7#c7 ,heat the fat to the desired temperature4 7#d7 ,have the food as dry as possible and not very cold4 7#e7 ,when the fat begins to give off a small quantity of white vapour1 test it for the required heat1 as follows3 7a7 ,for raw food1 put in a small square of bread1 and allow it sixty seconds to brown4 7b7 ,for cooked food1 allow a square of bread forty seconds to brown4 7#f7 ,put the food carefully into the hot fat1 and only an amount which will not cool it too much4 7#g7 ,when the food is nicely browned1 lift it from the fat with an open spoon or lifter and drain over the pot until it stops dripping4 7#h7 ,lay the food on crumpled brown paper or blotting paper1 to absorb any fat still clinging to the surface4 7#i7 ,strain the fat through cheesecloth and set it away to cool4 #d4 ,effects of frying3 7#a7 ,to sear the surface and prevent it from absorbing fat4 7#b7 ,to cook or heat the food to the centre4 7#c7 ,to brown the surface of the food and make it crisp4 7#d7 ,to develop a delicious flavour in the browned surface4 7#e7 ,to make the browned surface indigestible1 because it has absorbed highly-heated fat4 ,,note4--,as frying requires the fat used to be at a very high temperature1 it is dangerous to let young children take the responsibility in this method of cooking4 ,for this reason1 it may be wise to defer lessons on frying until the ,fourth ,form1 or even later4 ,for practice in the methods of cooking1 the following is suggestive3 ,boiling4--,cooking of any vegetable or fruit in season or rice1 macaroni1 eggs1 coffee ,simmering4--,dried fruit1 such as prunes1 peaches1 apricots1 apples2 strong-smelling vegetables1 such as cabbage1 onions2 porridge2 stew ,steaming4--,potatoes1 cauliflower1 apples1 peaches1 cup-puddings1 dumplings1 fish ,steeping4--,tea1 coffee1 lemon rind for sauce ,toasting4--,bread1 rolls ,broiling4--,steak1 fish ,pan-broiling4--,steak ,sauting4--,sliced potatoes1 potato cakes1 hash cakes1 griddle-cakes 7teacher prepares the batter7 ,baking4--,apples1 bananas1 potatoes1 scalloped potatoes1 scalloped tomatoes1 cheese crackers1 drop biscuits1 beef-loaf ,frying4--,potatoes1 cod-fish balls1 doughnuts 7teacher prepares the dough74 ,the lessons which give practice in the methods of cooking will also afford excellent drills in measuring1 manipulation1 and cleaning4 ,throughout all these1 the weak points of individual members of the class should receive careful attention4 ,in the case of typical defects1 much time may be saved by calling the attention of the class to these1 instead of correcting them individually4 ,after the pupils have considered and practised the methods of cooking1 they should be able to prepare any simple dish of one main ingredient1 for which recipes should be given4 ,if these cannot be used at school1 they may be of service in the homes of the pupils4 ,economy should be emphasized by suggesting simple ways of using left-overs1 and definite recipes should be written for these4 ,fancy cooking should be discouraged4 ,the teacher should aim to show how the necessary common foods may be prepared in a nutritious and attractive manner4 ,in this first year of practical work1 the main point is the formation of correct habits of work4 ,cleanliness1 neatness1 and accuracy should be insisted on in every lesson1 and deftness should be encouraged4 ,,suggestions ,,for ,,the ,,use ,,of ,,left-,,overs ,,bread #a4 ,toast for garnishing stews and hash #b4 ,croutons for soup #c4 ,bread crumbs to use for croquettes and scalloped dishes1 or for stuffing meat and fish #d4 ,pudding 7chocolate bread pudding1 cabinet pudding1 plain bread pudding1 brown betty7 #e4 ,pancakes4 ,,cake #a4 ,pudding 7steamed until just re-heated and served with a sauce7 #b4 ,pudding 7baked in a custard mixture7 #c4 ,trifle4 ,,meat #a4 ,meat pie or potato and meat pie #b4 ,meat loaf #c4 ,stew with dumplings #d4 ,hash #e4 ,scalloped meat #f4 ,croquettes #g4 ,meat moulded in gelatine #h4 ,salad 7light meats only7 #i4 ,sandwiches4 ,,fish #a4 ,scalloped fish #b4 ,salad4 ,,eggs #a4 ,stuffed eggs #b4 ,hard-boiled for salad #c4 ,garnish for salad #d4 ,sandwiches4 ,,cheese #a4 ,cheese crackers #b4 ,cheese straws #c4 ,cheese cream toast #d4 ,cheese omelet #e4 ,cheese salad #f4 ,welsh rarebit #g4 ,macaroni and cheese #h4 ,sandwiches4 ,,vegetables #a4 ,scalloped vegetable #b4 ,cream of vegetable soup 7water in which vegetable is cooked should be kept for this7 #c4 ,sautd vegetables #d4 ,salad4 ,,canned ,,fruit #a4 ,cup pudding or roly poly #b4 ,steamed or baked batter pudding #c4 ,pudding sauce 7strain juice and thicken7 #d4 ,trifle #e4 ,fruit salad #f4 ,gelatine mould4 ,,beverages ,after the moist heat methods of cooking are learned1 a special lesson on beverages may be taken1 if the teacher thinks it desirable4 ,if the subject be not taken as a whole1 each beverage may be taught incidentally1 when a recipe requiring little time is useful4 ,the following will suggest an outline of facts for a formal lesson3 ,,meaning ,,of ,,beverages ,a beverage is a liquid suitable for drinking4 ,water is the natural beverage2 other beverages are water with ingredients added to supply food1 flavour1 stimulant1 or colour4 ,since water is tasteless in itself and also an excellent solvent1 it is especially useful in making beverages4 ,,kinds ,,of ,,beverages #a4 ,refreshing4--,pure cold water1 all cold fruit drinks #b4 ,stimulating4--,all hot drinks1 tea1 coffee1 beef-tea1 alcoholic drinks #c4 ,nutritious4--,milk1 cocoa1 chocolate1 oatmeal and barley water1 tea and coffee with sugar and cream4 ,,note4--,as tea1 coffee1 and cocoa are ordinary household beverages1 they should be specially studied4 ,their sources and manufacture will have been learned in ,form ,,iii ,junior1 but their use as beverages may now be discussed and practised4 ,it is desirable that the pupils be led to reason out correct methods of cooking each4 ,,tea #a4 ,description4--,the leaves contain1 beside a stimulant and flavour1 an undesirable substance known as tannin1 which is injurious to the delicate lining of the stomach4 ,if the tea be properly made1 the tannin is not extracted4 #b4 ,method of cooking4--,steep the tea from three to five minutes1 then separate the leaves from the liquid 7suggest ways of doing this74 ,boiling is not a correct method to use for making tea1 as it extracts the tannin and causes loss of flavour in the steam4 ,,note4--,because of the stimulant1 young people should not drink tea or coffee4 ,,coffee #a4 ,description4--,the beans1 or seeds1 of coffee also contain tannin as well as a stimulant and flavour4 ,this beverage is more expensive than tea1 since a much larger amount must be used for one cup of liquid4 ,after the beans are broken by grinding1 the air causes the flavour to deteriorate1 so that the housekeeper should grind the beans as required1 or buy in small quantities and keep in tightly covered cans4 #b4 ,method of cooking4--,coffee may be cooked in different ways1 according to the size of the pieces into which the roasted beans are broken4 ,these pieces are much harder than the leaves of tea1 hence coffee may be given a higher temperature and a longer time in cooking than tea4 ,small pieces of beans are apt to float in the liquid1 making it cloudy2 this may be overcome by the use of egg-white or by careful handling4 ,coarsely ground coffee must be boiled gently4 ,finely ground coffee may be boiled gently or steeped4 ,very finely ground1 or powdered coffee should be steeped or filtered with boiling water4 ,,cocoa #a4 ,description4--,this contains a stimulant1 but differs from tea and coffee in being nutritious4 ,it makes a desirable drink for children4 #b4 ,method of cooking4--,cocoa contains starch and should be simmered or gently boiled4 ,,chocolate ,this substance is the same as cocoa1 except that it contains a much larger amount of fat4 ,,table ,,setting ,the serving of food is incidentally a necessary part of nearly every lesson in cookery1 as the pupils usually eat what they prepare4 ,in regular class work the bare work table is used1 and each pupil prepares a place for herself only4 ,the dishes soiled during the lesson should be placed on the section covered with metal or glass at the back of the table1 and the front1 or wooden part1 cleared to be used as a dining table4 ,the teacher should insist on this part being clean and neatly arranged4 ,the few dishes used should be the most suitable selected from the individual equipments1 and they should be as carefully placed as for a meal4 ,from the very first1 the pupils should be trained to habits of neatness in setting the table1 and in serving the food2 and1 what is most important1 they should be trained to eat in a refined manner4 ,lack of time is sometimes given as an excuse for neglecting this training in the usual cookery lessons2 but if the teacher insists upon neatness in work and good table manners1 the pupils will soon learn to comply without loss of time4 ,laying a table may be formally taught at any stage of the work of ,form ,,iii1 but it is most suitable after the class is capable of preparing the food for a simple home meal4 ,the topics of the lesson may be presented as follows3 ,,preparation #a4 ,see that the dining-room is well aired and in order4 #b4 ,see that the linen is clean and carefully laundered4 #c4 ,see that the glass1 silver1 and steel are polished4 #d4 ,decide on the number to be served4 ,,arrangement #a4 ,place a silence cloth of felt1 woollen1 or thick cotton3 7#a7 ,to prevent the dishes from making a noise 7#b7 ,to give the table a better appearance 7#c7 ,to preserve the table top4 #b4 ,lay the cloth1 placing the centre of the cloth in the centre of the table and spreading it smoothly1 having its folds parallel with the edges of the table4 #c4 ,arrange a centre-piece1 using a vase or basket of flowers1 a small plant or a dish of fruit4 #d4 ,put a plate at each person's place and lay the cutlery and silver beside it about one inch from the edge of the table1 in the order of use1 those used first on the outside1 or farthest from the plate4 ,at dinner these plates are usually placed before the one who serves4 7#a7 ,place the knives at the right side1 with the sharp edges toward the plate4 7#b7 ,place the forks at the left side1 with the tines up4 7#c7 ,place the soup spoons at the right of the knife1 bowl up4 7#d7 ,place the dessert spoons in front of the plates1 the handle to the right1 the bowl up4 7#e7 ,place the dessert forks with the other forks1 or in front of the plates with the dessert spoons4 #e4 ,place the water glasses at the end of the knife blades1 top up4 #f4 ,place the bread and butter plates at the left of the forks4 7,these are not necessary at dinner47 #g4 ,place the napkins at the left1 neatly folded2 discourage fancy folding4 ,illustration3 ,table laid for a home dinner #h4 ,place the salt and pepper so that they are convenient to every one4 #i4 ,place the dishes that are to be served at table directly in front of the one who is to serve them4 #aj4 ,place the carving set in front of the host1 and the tablespoons as on page #hi1 or where food is to be served4 #aa4 ,place a chair for each person4 ,illustration3 ,individual section of table laid for dinner ,,table ,,manners ,in ,form ,,iii1 the children are too young to serve at table1 so the lesson on ,preparing and ,serving ,meals1 page #acf1 has been reserved for the work of ,form ,,iv1 ,junior ,grade4 ,the class should1 however1 be carefully trained in table manners from the first4 ,in their usual class work this will be incidentally taught4 ,a regular lesson should include the following3 ,,rules ,,for ,,correct ,,table ,,manners ,these are based upon the accepted customs of well-bred people1 and have in view the convenience and comfort of all who are at the table4 ,they may be stated as follows3 #a4 ,stand behind the seat assigned you4 #b4 ,wait until the hostess is seated1 before taking a seat4 #c4 ,sit naturally erect1 without any support from the elbows1 placing the feet on the floor4 #d4 ,do not begin to eat until others are served4 #e4 ,eat and drink quietly1 taking small mouthfuls2 keep the mouth closed while eating4 #f4 ,do not drink with food in the mouth4 #g4 ,do not talk with food in the mouth4 #h4 ,use a fork preferably1 whenever it will serve the purpose2 and never put a knife into the mouth4 #i4 ,take soup from the side of the spoon4 #aj4 ,wipe the mouth before drinking from a glass4 #aa4 ,be attentive to the needs of others4 #ab4 ,if it be necessary to leave the table1 ask the hostess to excuse you4 #ac4 ,if a guest for one meal only1 leave the napkin unfolded beside the plate4 #ad4 ,never use a toothpick at the table1 or in any company4 #ae4 ,wait for the hostess to rise1 then stand1 and replace the chair in position4 ,,chapter ,,vi ,,form ,,iv3 ,,junior ,,grade ,,the ,,kitchen ,at the beginning of the year's work in ,form ,,iv1 several lessons should be spent in reviewing the methods of cooking and cleaning taught in the previous year4 ,this may be done by reviewing former recipes and by using new ones which require a knowledge of these methods4 ,as the pupils work1 they should be closely observed1 and1 without the teacher giving undue assistance1 their weak points should be carefully strengthened4 ,the length of time spent on the review will vary according to the ability of the class4 ,this can be plainly judged by their habits of work4 ,the new recipes given them should be such as they are likely to use at home1 so as to encourage home practice4 ,these recipes will also enlarge their collection in their special recipe books4 ,some of the following may be useful3 creamed potatoes1 potato omelet1 stuffed potatoes1 stuffed onions1 corn oysters1 baked tomatoes1 spaghetti with tomato sauce1 macaroni and cheese1 scalloped apples1 plain rice pudding1 ginger pudding1 sago pudding1 tapioca cream4 ,,the ,,kitchen ,,fire ,up to this time the pupils have been allowed to manage their individual table stoves or a gas range4 ,they should now be taught to understand and to use an ordinary coal or wood range4 ,two lessons will be necessary for this purpose4 ,after each lesson has been taught1 the remainder of the period should be spent in some kind of practical work which can be accomplished in the time4 ,some cookery which requires only a few minutes may be reviewed1 such as tea1 cocoa1 coffee1 toast1 bacon1 apple sauce2 drawers and cupboards may be cleaned2 silver and steel may be polished2 designs for wall-paper1 dishes1 curtains1 and dress materials may be drawn2 household accounts may be computed2 sewing may be finished4 ,,lesson ,i ,,requirements ,,of ,a ,,kitchen ,,fire ,in introducing a lesson on the kitchen fire1 ask the pupils to imagine that they have built a new house1 which the workmen have just vacated4 ,before they can move in it must be cleaned4 ,what kind of water is best for cleaning8 ,hot water4 ,what is necessary to provide hot water8 ,a fire4 ,find out from the pupils and then write on the black-board what is necessary for a fire4 ,what is the first requisite8 ,something to burn4 ,what do we call such a substance8 ,fuel4 ,where shall we put the fuel8 ,in a stove4 ,why is a stove necessary8 ,to confine the fire4 ,using a candle as fuel and a lamp chimney as a stove1 light the candle and place it in the chimney4 ,it burns only a short time and then dies out4 ,why8 ,because the oxygen of the air in the chimney is all exhausted4 ,then what is another requisite for a fire8 ,oxygen4 ,imagine the room to be a stove and the chairs1 books1 tables1 etc41 to be fuel4 ,the air in the room also contains much oxygen1 so that in this room we have three requisites for a fire4 ,it is very fortunate for us that something else is needed4 ,we shall try to find out what it is4 ,watch while ,i hold these strips of paper over this lighted gas stove high enough to be out of reach of the flame4 ,what happened to them8 ,they burst into a flame4 ,what did the paper that ,i held receive that it did not get when it was lying on the table8 ,heat4 ,we shall try a match in the same way1 also some thin shavings4 ,they also burn when they receive heat from the fire4 ,then what is another requisite for a fire8 ,heat4 ,name all of the requisites for a kitchen fire4 ,fuel1 stove1 oxygen1 and heat4 ,,note4--,just here it is a good thing to impress the care that is necessary in regard to gasolene1 coal-oil1 benzine1 etc41 or any substance that burns at a low temperature4 ,bring out the fact very clearly that it is the heat that makes fuel burn1 that a flame is not necessary4 ,,heat ,experiments to show on what the amount of heat required depends3 #a4 ,heat together two strips of paper of the same size but of different thicknesses and observe which burns first4 #b4 ,heat together a strip of very thin paper and a match which is much thicker than the paper1 and observe which burns first4 #c4 ,rub a match vigorously on some surface and observe the result4 ,conclusions4--#a4 ,the amount of heat required to make fuel burn depends on3 7#a7 ,the thickness of the fuel4 7#b7 ,the substance composing the fuel4 #b4 ,some substances burn at a very low temperature4 ,,note4--,this will explain the order of laying the fuel for a fire and the use of a match in lighting it4 ,,oxygen ,experiments to show the means of obtaining oxygen3 #a4 ,light a candle1 set the lamp chimney over it and observe the result4 #b4 ,raise the chimney by supporting it on two small pieces of wood4 ,note the result4 #c4 ,cover the raised chimney with a piece of cardboard4 ,note the result4 ,illustration3 ,experiments to show the necessity for oxygen ,conclusions4--#a4 ,a fresh supply of oxygen is constantly required4 #b4 ,two openings are required to ensure a constant supply of oxygen1 one below the fuel and one above it4 #c4 ,oxygen is obtained from the surrounding air4 #d4 ,the passage of air through these openings creates a draught4 ,it will be necessary next to lead the class to see that the supply of oxygen can be controlled3 #a4 ,by the relation of the openings3 7#a7 ,openings directly opposite each other cause a rapid circulation of air or a direct draught4 7#b7 ,indirect openings cause a slower circulation of air or an indirect draught4 #b4 ,by a cross current of air which tends to check the draught4 ,,fuels ,a discussion of the fuels may next be taken4 ,with pupils of ,form ,,iv it will not be wise to go into too many details regarding these4 ,besides the classification of the commonest ones1 they may be compared from the standpoints of cost1 and of the time and labour required in their use4 ,classes of ,fuels3 ,liquid--coal-oil1 gasolene1 alcohol ,solid--coal 7coke71 wood 7charcoal7 ,gaseous--natural gas1 coal gas4 ,,note4--,electricity is a means of producing heat1 but cannot be called a fuel4 ,,the ,,kitchen ,,stove ,,lesson ,,ii ,in developing the construction of a practical coal or wood range1 it is a good idea to use the black-board and make a rough drawing to illustrate the details1 as they are given by the pupils4 ,these details should be evolved from the knowledge gained in the preceding lessons1 and the drawing should not be an illustration of any particular stove4 ,after the best practical stove1 according to the pupils' ideas1 has been thought out and represented on the black-board1 they should examine and criticise the school range and the stoves at home4 ,they are then ready to be given the responsibility of managing any ordinary range4 99 99 99 99 99 ,the following are the necessary details to be considered regarding a kitchen stove3 ,material4--7#a7 ,iron1 7#b7 steel ,shape4--,rectangular4 ,compartments4--7#a7 ,fire-box1 7#b7 ash-box1 7#c7 oven1 7#d7 passage for hot air1 7#e7 other compartments if desired1 such as water tank1 warming closet1 etc4 ,dampers4--7#a7 ,front damper--below the fuel1 to control the entrance of oxygen to the fuel4 7#b7 ,oven damper--above the fuel at the entrance to the pipe1 to control the heat for the oven1 and also to control the draught4 7#c7 ,check damper--at the front of the stove above the fuel1 to admit a cross current of air to check the draught4 ,management of the stove4--7#a7 ,lighting the fire1 7#b7 heating the oven1 7#c7 arranging for over night1 7#d7 cleaning and care4 ,,note4--,openings below the level of the fire increase the draught1 and those above the level check it4 ,illustration3 ,a kitchen coal or wood range1 showing1 7a7 oven damper open ,illustration3 ,a kitchen coal or wood range1 showing1 7b7 oven damper closed ,,the ,,fireless ,,cooker ,throughout the training given in ,household ,management1 the teacher should emphasize the value of labour-saving devices and aids in the home4 ,how to economize time and energy should be a prominent feature of every practical lesson4 ,if time permit1 a lesson may be taken to consider specially such aids as are readily procurable1 together with their average cost4 ,in this lesson the fireless cooker is considered4 ,illustration3 ,a fireless cooker ,the principles of the fireless cooker are based on a knowledge of the laws governing the conduction and radiation of heat4 ,for this reason1 an elementary science lesson relating to these laws should precede this lesson4 ,such a science lesson is part of the regular grade work of ,form ,,iv1 so if a specialist teaches the ,household ,management of that grade1 she and the regular teacher should arrange to co-ordinate their lessons4 ,,principles ,,of ,,the ,,fireless ,,cooker #a4 ,it furnishes no heat1 but conserves the heat which is in the food when it is put into the cooker4 #b4 ,it conserves the heat in the food1 by surrounding it with substances which are poor conductors of heat4 #c4 ,extra heat may be given the food1 after it is put in the cooker1 by placing heated stone plates above and below the dish that contains the food4 ,the stone used for this purpose must be a good absorbent of heat4 ,,reasons ,,for ,,the ,,use ,,of ,,the ,,fireless ,,cooker #a4 ,it saves fuel and is therefore economical4 #b4 ,it saves time1 because it requires no watching4 #c4 ,it conserves the flavour of the food4 #d4 ,it obviates all danger of burning the food4 #e4 ,it does not heat the room4 ,,ways ,,of ,,using ,,the ,,fireless ,,cooker #a4 ,food cooked in liquid3 ,in all cookers where stone plates are not used1 only such foods as are cooked in liquids can be prepared4 ,examples of foods cooked in this way are1 meat soup1 beef-tea1 meat stews1 vegetables1 fruit1 porridge1 cereal1 puddings1 etc4 ,the prepared food is put into one of the food receptacles belonging to the cooker and is placed over a fire1 until it has boiled for a few minutes4 ,the cover is then tightly adjusted1 and the dish quickly locked in the cooker1 to conserve the heat that the food and liquid have absorbed4 #b4 ,food cooked in dry heat by the use of stone plates3 ,in this method the food is cold when it is placed in the cooker1 and all the heat is supplied by stone plates placed above and below the utensil containing the food4 ,these plates are heated for about twenty minutes over a fire1 before they are used in the cooker4 ,examples of food cooked in this way are1 roasts of meat2 baked fruit1 such as apples2 baked vegetables1 such as potatoes or beans2 cakes1 such as plain cake or fruit cake2 quick bread1 such as corn-bread and biscuits4 #c4 ,food cooked in liquid1 aided by the heat of one stone plate3 ,in cases where the original heat absorbed by the food is not sufficient to complete the cooking as desired1 a heated stone plate may be placed in the cooker below the utensil containing the hot food4 ,the stone may be necessary for one of the following reasons-- 7#a7 ,because the amount of food put into the cooker is too small to contain much heat4 ,it is always better to have the food nearly fill the dish4 7#b7 ,because the time required is so long that the heat of the food and liquid becomes exhausted before the cooking is completed4 7#c7 ,because it is desirable to finish the cooking in less time4 ,a ,,home-,,made ,,fireless ,,cooker ,use a large wooden box or a small trunk with a close-fitting cover4 ,make it as air-tight as possible by pasting thick paper all over the inside4 ,pack it level with clean sawdust or excelsior 7the latter preferably71 until just enough height is left to set in a covered granite pail1 which is to be used for holding the food4 ,place the pail in the centre1 so that its top edge is just about half an inch below the top of the box4 ,then pack in more excelsior very tightly around the pail1 until level with it4 ,this will shape the nest for the pail4 ,illustration3 ,a home-made fireless cooker ,make a thick cushion1 or mat1 of excelsior to fit in the space between the level of the excelsior and the inside of the cover4 ,cover the cushion with cheesecloth or denim to keep it intact4 ,,note4--,only food cooked in a liquid can be prepared in a home-made cooker4 ,,chapter ,,vii ,,form ,,iv3 ,,junior ,,grade 7,continued7 ,,study ,,of ,,food ,the pupils have been working with some of the well-known foods in all of their recipes and should have a fair knowledge of how to prepare them in simple ways for the table4 ,it is now time for them to learn what these foods contain for the use of their bodies4 ,much of this part of the work can be taught in rooms without special equipment4 ,an earnest teacher1 with a few articles from home1 can make the study interesting and valuable4 ,a series of lessons will be necessary for this purpose4 ,the amount of work to be taken at one time is suggested1 but this should be judged by the teacher4 ,as in other lessons on theory1 the remaining time of the lesson period should be used in practical work4 ,suggestions for such practical work are given under the lesson on ,the ,kitchen ,fire1 page #ib4 ,practice lessons1 to give variety and sustain interest1 should be interspersed between these lessons as desired4 ,,lesson ,i ,,uses ,,of ,,food ,the lesson may be introduced by asking the class to think in what way the body of a healthy baby1 who is fed regularly1 will have changed at the end of six months4 ,it will be larger2 it will have more flesh1 more bone1 more hair1 etc4 ,we want to get a name that will apply to any part of the body4 ,no matter which part we examine through a microscope we find the same fine and beautiful texture1 and to this we give a name similar to that given to fine1 thin paper4 ,we call it tissue--hair tissue1 bone tissue1 flesh tissue4 ,what has food done to the baby's tissues8 ,it has enlarged its tissues2 the child has grown larger4 ,to the enlargement1 or growth1 of the tissues1 we may apply the term1 build1 suggested by the building of a house4 ,then what may we say food does for the tissues of the body8 ,we may say that food builds the tissues of the body4 ,think of some persons who have taken food every day1 and yet as long as you have known them they have not increased in size4 ,what has food done for their tissues8 ,the class must be told that the tissues of our bodies wear out through use1 and that food has furnished the material to replace the worn-out parts4 ,what do we say we are doing to clothes when we replace the worn parts8 ,we are mending or repairing them4 ,what does food do for our worn-out tissues8 ,food repairs the tissues of the body4 ,do not think any more about the tissues of the body4 ,suppose you had not been able to get any food for several days4 ,in what way would you be different from what you are now8 ,you would not be as strong4 ,food gives strength or energy by being burned inside the body4 ,there is a fire burning in our bodies all the time we are alive1 the fuel being food4 ,what do we require from the fire in our homes8 ,we require heat4 ,the fires in our bodies give us heat also4 ,any fire gives off both heat and energy4 ,state another use of food to the body4 ,food produces heat and energy in the body4 ,but food does more for the body2 it contains substances to keep our bodies in order4 ,suppose the clock gets out of order and does not keep good time1 what does the watchmaker do to it8 ,he regulates it4 ,that is what certain kinds of food do for us4 ,what then is another use of food8 ,food regulates the body4 ,name the uses of food to the body4 #a4 ,it builds the tissues4 #b4 ,it repairs the tissues4 #c4 ,it produces heat and energy4 #d4 ,it regulates the body4 ,how then can we judge if a substance be a food8 ,by deciding that it performs one of these duties in the body4 ,,lesson ,,ii ,,necessary ,,substances ,,in ,,food ,the names of the substances in food which supply the material for the different uses of the body should be taken next4 #a4 ,for building and repairing4--7#a7 ,mineral matter--used largely in hard tissues4 7#b7 ,nitrogenous matter1 or protein--used largely for flesh4 7#c7 ,water--used in all tissues4 #b4 ,for fuel4--,carbonaceous matter 7starch1 sugar1 fat74 #c4 ,for regulating4--,mineral matter1 water4 ,,note4--,the teacher should call attention to the fact that few foods contain all these substances1 some have nearly all1 some have only one1 some two or more4 ,in order to get all1 we must eat a variety of foods4 ,the class is now ready to consider the well-known foods1 in order to find out which of these necessary substances each food contains1 and to obtain a general idea of their comparative food values4 ,,sources ,,of ,,food ,all nature supplies us with food4 ,the three great divisions of nature are animal1 vegetable1 and mineral1 and from each we obtain food1 though most largely from the animal and vegetable kingdoms4 ,animal food is some part of an animal's body or some product of an animal3 examples--meat or fish1 milk1 eggs4 ,vegetable food is some part of a plant3 examples--vegetables1 fruit1 seeds4 ,mineral food is some constituent of the earth's crust used as food4 ,this mineral food is obtained by drinking water which in coursing through the earth has absorbed certain minerals1 by eating plants which have absorbed the minerals from the soil1 or by eating animal food which was built from plant food4 ,this preliminary survey of the sources of all our food gives the pupils a basis for classifying the foods with which they are familiar4 ,they may be given exercises in doing this1 and will not only find them interesting1 but most useful as nature study4 ,,study ,,of ,,the ,,common ,,foods ,in beginning the analysis of the common foods1 it must be remembered that the pupils have no knowledge of chemistry1 and that what is found in each food must be discovered through the senses 7seeing1 smelling1 tasting1 feeling71 or through a process of reasoning4 ,the pupils should also feel quite sure of what they are setting out to do2 they are going to examine some particular1 well-known food1 to find which of the necessary food substances it contains4 ,the food substances for which they are looking are water1 mineral matter1 nitrogenous matter1 and carbonaceous matter 7sugar1 starch1 fat74 ,it is better to provide each pupil with a sample of the food to be studied1 but where conditions make this difficult1 the one used by the teacher will suffice4 ,,study ,,of ,,milk ,,lesson ,i ,,composition ,milk is the best food to examine first1 because it contains all the food elements except starch and because these can be easily found4 ,the pupils may each be asked to bring a half cup of milk from home4 ,it may be allowed to stand in glasses while other work is taken4 ,when ready for the lesson1 ask the pupils to look at the contents of the glass1 and they will observe a difference of colour where the cream has risen4 ,nature itself has divided the milk into two parts4 ,pour off the top part and feel it4 ,it feels greasy4 ,butter is made from this part4 ,we have found fat--a carbonaceous food4 ,move the milk around in the glass and let the pupils see that it is a liquid4 ,tell them that all liquid in a natural food is mostly water4 ,we have1 therefore1 another food substance--water1 a builder and regulator4 ,let the pupils compare a glass of water with a glass of skimmed milk1 and they see that something is dissolved in the water of the milk1 giving it the white colour4 ,show them a glass of sour milk1 where the white substance is separate from the water4 ,get the names curd and whey4 ,tell them how the cheesemaker separates sweet milk into curd and whey4 ,if advisable1 let them do it1 but in any case show them some sweet milk separated by rennet4 ,examine the sweet whey4 ,it tastes sweet1 denoting the presence of sugar--another carbonaceous food4 ,notice the greenish-yellow colour4 ,recall this same colour in water in which potatoes1 cabbage1 or other vegetables have been cooked4 ,tell the pupils that this colour is given by mineral matter being dissolved in the water4 ,there is still the curd of milk to examine4 ,the use of the senses does not allow us to definitely decide what food substance the curd is4 ,tell the pupils it is protein1 or find the name by a process of reasoning1 thus3 ,recall the fact that babies live for several months on milk alone and during that time build all tissues of the body4 ,milk1 therefore1 must contain all tissue-building substances4 ,review the food substances which are necessary to build all body tissues--mineral matter1 protein1 and water4 ,we have found the mineral matter and water in milk1 but not the protein4 ,since curd is the only remaining part of milk1 it must be largely protein4 ,tell the pupils that the scum which comes on the top of milk1 when it is boiled1 is another kind of protein of which there is a small amount in solution in milk4 ,lead the pupils to see that if starch were present1 it would be in a raw form1 and in this form is indigestible4 ,,lesson ,,ii ,,food ,,value ,the analysis of milk gives a key to the food value of milk and each of its by-products 7cream1 butter1 butter-milk1 sour milk1 skim milk1 curd1 whey1 cheese1 junket74 ,these may now be briefly discussed as to composition1 food value1 and cost4 ,,care ,milk readily absorbs odours1 bacteria1 etc41 and should be kept in covered1 sterilized dishes in a pure1 cool atmosphere4 ,,effect ,,of ,,heat ,experiments should be made to show the effect of simmering and boiling temperatures4 ,to save time1 a different experiment may be given to each pupil1 and the results reported4 #a4 ,simmer sweet milk and note the flavour4 #b4 ,boil sweet milk and note the flavour4 #c4 ,simmer the curd of milk4 ,examine its texture4 #d4 ,boil the curd of milk4 ,examine its texture and compare it with the simmered curd4 #e4 ,boil skim milk and note the scum4 #f4 ,simmer skim milk and note the absence of scum4 ,,note4--,from the above experiments deduce the effect of heat on protein4 ,practice lessons may now be given in preparing simple dishes in which milk is the main ingredient1 or1 at least1 recipes may be given for these to be made at home4 ,the following would be suitable3 cream sauce1 cream soups1 custard1 junket1 cottage cheese1 albuminized milk4 ,,study ,,of ,,eggs ,,lesson ,i ,,parts 7#a7 ,shell1 7#b7 thick membrane1 7#c7 white1 7#d7 thin membrane1 7#e7 yolk4 ,these parts are easily seen4 ,attention should be called to the pores in the shell1 and it should be explained that these allow the entrance of bacteria which spoil the egg4 ,any means of closing these pores helps to preserve the egg4 ,,methods ,,of ,,preserving ,cover the holes in the shell as follows3 #a4 ,pack in salt1 bran1 sawdust1 brine1 or water-glass4 #b4 ,coat the shells with fat or wax4 #c4 ,wrap the eggs in paper4 ,illustration3 ,testing eggs by floating3 7#a7 slightly stale1 7#b7 stale1 7#c7 very stale ,,tests #a4 ,in the shell3 ,after an egg is laid1 the liquid which it contains begins to evaporate through the pores of the shell and1 as this continues1 a noticeable space is left inside4 7#a7 ,shake the egg1 holding it near the ear4 ,if the contents rattle1 it is somewhat stale4 7#b7 ,drop the egg in cold water4 ,if it sinks1 it is fresh4 7#c7 ,hold the egg between your eye and the light4 ,if clear1 it is fresh4 7#d7 ,a rough appearance of the shell denotes freshness4 #b4 ,out of the shell3 ,white--this should be clear and cling to the yolk4 ,yolk--this should round up like a ball4 ,,care #a4 ,if eggs are to be used in the near future1 they should be washed and put in a pure1 cool atmosphere4 ,the lower shelf of the refrigerator is best1 as odours rise1 and eggs readily absorb these4 #b4 ,if eggs are to be preserved1 they should not be washed unless their condition compels it1 as washing removes the natural covering of the pores4 ,they should be stored in a clean1 cool place1 and packed as soon as possible4 ,,lesson ,,ii ,,composition ,it is wiser to develop the food substances in an egg by reasoning1 rather than by examining the different parts4 ,the shell is not used for food1 so it is the contents that should be studied4 ,the class should be guided in the following sequence of thought3 #a4 ,an egg is designed by nature to become a chicken1 so it must contain all of the substances necessary to build a chicken4 #b4 ,a chicken is an animal1 and all animal bodies are made of the same substances4 ,these we have seen to be mineral matter1 protein1 and water4 #c4 ,an egg therefore contains these three substances4 #d4 ,an egg must also contain three weeks' food for the chicken1 therefore must have fuel food as well4 ,this fuel food is found in the yolk1 in the form of fat4 #e4 ,the yolk therefore contains water1 mineral matter1 protein1 and fat4 #f4 ,the white contains water1 mineral matter1 and protein4 ,,effect ,,of ,,heat ,,on ,,eggs ,the following experiments will show the effect on both yolk and white of the usual methods of applying heat to eggs3 #a4 ,boil an egg for three minutes and note the effect4 #b4 ,boil an egg for twenty minutes and note the effect4 #c4 ,put an egg in boiling water1 remove from the fire1 and let it stand covered from eight to ten minutes4 #d4 ,fry an egg and note the effect4 ,,note4--,the eggs may be put to boil and simmer at the beginning of the lesson1 and pupils designated to take them from the heat at proper times4 ,the eggs will then be ready to examine when required4 ,,conclusions #a4 ,boiling an egg for three minutes does not allow time for the heat to reach the yolk4 ,the white is hard and tough just next the shell1 but soft and liquid as it approaches the yolk4 #b4 ,boiling an egg for twenty minutes hardens and toughens the white1 so that it all becomes hard to dissolve or digest4 ,it also gives the heat time to reach the centre and hardens the yolk1 but does not toughen it or make it hard to dissolve or digest4 #c4 ,allowing the egg to stand in the hot water coagulates the white to a jelly-like consistency without toughening it2 it also cooks the yolk4 ,,lessons ,,iii1 ,,iv1 ,,etc4 ,,uses ,,of ,,eggs ,to give practice in preparing eggs and to show their special uses the following dishes would be suitable3 #a4 ,white3 ,for food--poached eggs on toast1 simmered eggs ,for cohesive 7sticky7 property--potato balls1 fish balls ,for clearing liquids--coffee ,for holding air--foamy omelet ,for decoration--hard-boiled eggs cut in fancy shapes for garnishing1 meringue on lemon pudding1 etc4 #b4 ,yolk3 ,for food--egg-nog1 scrambled eggs ,for thickening liquids--custard1 salad dressing1 lemon pudding ,for colouring foods--tapioca cream ,for decoration--hard boiled and grated over salads4 ,,study ,,of ,,vegetable ,,food ,before beginning this part of the work1 it would be most helpful if the class had one or two nature study lessons on the structure and organs of plants4 ,with the pupils in possession of some knowledge thus acquired1 the ,household ,management teacher has only to lead up to ideas of the preparation and value of these parts as food4 ,these ideas should1 as far as possible1 follow in such a natural order that the pupils may even anticipate the sequence4 ,the outline may be as follows3 ,,lesson ,i ,,source ,all vegetable food is obtained from plants2 it is some part of a plant used as food4 ,,parts ,,of ,,plants ,,used ,,as ,,food #a4 ,root--carrot1 radish #b4 ,tuber--potato1 artichoke #c4 ,bulb--onion #d4 ,stem--rhubarb1 asparagus #e4 ,leaf--spinach1 cabbage #f4 ,flower--cauliflower #g4 ,fruit--apple1 orange #h4 ,seed--7#a7 ,of trees 7nuts7--beechnut1 almond 7#b7 ,of grasses 7cereals7--wheat1 corn1 rice 7#c7 ,of vines 7legumes7--peas1 beans1 lentils4 ,in asking for examples of the different parts1 there will be more interest and value if the questions correlate other subjects1 for instance3 ,for what fruit is ,canada noted8 ,what fruit does she import8 ,name a nut the squirrels gather4 ,,lesson ,,ii ,,composition ,,of ,,any ,,part ,,of ,a ,,plant ,from the foregoing1 the pupils may infer that there are eight different foods to study4 ,they should be led to see that in reality there is only one1 as all parts of plants are1 generally speaking1 the same in structure4 ,referring to the animal body1 they will know that a bone from the foot is of much the same structure as one from the face2 that a piece of flesh from the leg is the same as a piece from any other part of the body4 ,in the same way1 if we study one part of a plant1 it will be a type of all parts4 ,in general the structure is as follows3 #a4 ,a framework1 in cellular form1 made of a substance called cellulose4 #b4 ,material filling the cells3 7#a7 ,a juice in the cells of all parts of plants except seeds 7#b7 ,a solid in the cells of seeds4 ,to show the framework1 some vegetable food having a white colour should be chosen1 such as potato1 parsnip1 or apple4 ,it must be explained that all plants are made of a framework of numerous cells1 something like a honey-comb4 ,the cells in plants are of many different shapes1 according to the plant1 or the part of the plant1 in which they are found4 ,they are usually so small that they cannot be distinguished without a microscope2 but occasionally they are large enough to be seen without one4 ,pass sections of orange or lemon1 where the cells are visible4 ,make a drawing on the black-board of the cellular formation of a potato4 ,lead the class to understand that1 in every case1 the cell walls must be broken to get out the cell contents4 ,to illustrate this1 they may use potatoes1 and break the cell walls by grating the potatoes4 ,after they have broken up the framework1 the cell contents should be strained through cheesecloth into a glass4 ,they have now two parts to examine--cell walls and cell contents4 ,illustration3 ,cellular structure of a potato ,wash the framework to free it of any cell juice and study it first4 ,give its name1 and note its colour and texture4 ,compare the framework of potatoes1 strawberries1 lettuce1 trees1 etc4 ,tell the class that in some cases part of the cellulose is so fibrous that it is used to make thread1 cloth1 or twine2 for instance1 flax and hemp4 ,cellulose is most difficult to dissolve1 so that practically little of it is digested4 ,it serves a mechanical purpose in the digestive tract by helping to fill the organs and dilute the real food4 ,if fibrous1 it acts as an irritant and overcomes sluggishness of the intestines known as constipation4 ,the outer coats of cereals are an example of coarse cellulose1 as used in brown bread and some kinds of porridge4 ,examine next the juice which was contained in the cells of the potato4 ,the liquid shows much water2 the colour indicates mineral matter in solution2 the odour suggests a flavour2 the white sediment is starch4 ,,composition ,,of ,,potato ,,juice ,water1 mineral matter1 flavouring matter1 starch4 ,draw attention to the fact that the potato is the part of the plant which acts as a storehouse4 ,in such parts1 starch is always found as the stored form of sugar2 but1 in parts which are not storehouses1 sugar will be found in its stead4 ,in rare cases both are found1 as in the parsnip4 ,,note4--,this is a good time to impress the fact that plants are the source of starch for manufacturing purposes4 ,in ,england1 potatoes are largely used2 in ,canada1 corn4 ,it will be interesting to state that the early settlers obtained their starch for laundry purposes at home from potatoes1 by chopping or grinding them4 ,the insolubility of starch in cold liquids may be effectively reviewed at this part of the lesson4 ,the starch has been lying in the water of the potato cells for several months1 yet has not dissolved4 ,let two or three of the class gradually heat the potato juice with its starch sediment1 stirring all the time to distribute the sediment evenly4 ,they will find that a little less than boiling temperature dissolves the starch4 ,this will show them that heat is necessary for the solution of starch1 and a heat much greater than that in the body1 hence raw starch is indigestible4 ,recall the milk lesson and the uselessness of starch as a component of milk1 unless the milk be cooked4 ,squeeze the juice from a sour apple or lemon1 and note the taste4 ,explain that all fruit juices contain more or less acid4 ,the effects of this acid in the body are similar to those of mineral matter4 ,protein is also found in plant juices2 but in such small quantities that it may be disregarded as a source of food supply4 ,,general ,,composition ,,of ,,plant ,,juice ,water2 mineral matter2 flavouring matter2 starch or sugar1 or both2 acid 7in fruit juice74 ,,lesson ,,iii ,,composition ,,of ,,solid ,,material ,,in ,,cells ,,of ,,seeds ,this part of the lesson may be developed as follows3 #a4 ,seeds contain the building material for new plants1 as well as their food for a short time4 #b4 ,plants and animals require much the same material to build and feed them4 #c4 ,animals require water1 mineral matter1 protein1 sugar1 starch1 and fat4 #d4 ,plants require the same2 but the seed being a storehouse part of the plant1 it will not have sugar1 and water has to be supplied when the new plant is to be formed4 #e4 ,seeds contain1 therefore1 mineral matter1 protein1 starch1 and fat4 ,,note #a4--,seeds will grow in water until their stored food is used3 they must then be planted in soil1 to get further nourishment4 ,,note #b4--,the two fuel foods1 starch and fat1 are not found together in abundance in seeds2 one or the other will be much in excess4 ,for instance1 in walnuts there is a great deal of fat1 while in peas and beans there is scarcely a trace of fat1 but the starch is abundant4 ,,comparative ,,food ,,value ,,of ,,different ,,parts ,,of ,,plants ,only a very general idea of this should be attempted4 ,the food value of any part of a plant can be roughly estimated by considering the office of that particular part in plant structure4 ,nature study will assist in this4 ,the root collects the food to send it to the parts above2 the stem is a hallway through which the food is carried in a more diluted form4 ,the leaves serve the purpose of lungs and will not contain much food1 though they naturally have a good deal of flavour2 parsley1 sage1 and tea are examples of this4 ,the fruit is a house to protect the seeds1 and is made most attractive and delicious1 so that animals will be tempted to eat this part1 and thus assist in the dispersal of the seeds4 ,the fruit has comparatively little food value as building material4 ,the seed contains the stored material to build new plants1 and therefore is the most nutritive part of all4 ,it is the only part of the plant which contains an appreciable supply of building food1 that is1 which can take the place of eggs or meat in the diet4 ,baked beans are sometimes called nuggets of nourishment or the poor man's beef4 ,,lesson ,,iv ,after discussing the food value of the different parts in this broad way1 the pupils may be asked to consider the plant foods used in their diet and to compare their nutritive value4 ,the facts concerning these may be summed up as follows3 #a4 ,green vegetables3 ,these generally contain much water1 hardly any protein or fat1 and a small amount of sugar4 ,they are valuable mainly for their mineral matter and cellulose4 #b4 ,root vegetables and tubers3 ,these are more nutritious than green vegetables1 because they contain much more sugar and starch4 #c4 ,ripe seeds 7cereals1 legumes1 and nuts73 ,these are highly nutritious1 because of the large amount of protein and building mineral matter they contain1 and also the amount of fuel food4 ,,dried ,,vegetables ,,and ,,fruit ,it is important that the value of these be pointed out4 ,dried foods contain all of the constituents of fresh food excepting water and a little flavour lost in evaporation1 yet they are often much cheaper4 ,attention should be directed to the best means of restoring the water and1 if necessary1 of giving an additional flavour by the use of cloves1 cinnamon1 etc4 ,canning is a better means of preserving food for export or for use when out of season1 but where the expense prohibits this method1 drying is a good substitute4 ,in districts where fruit and vegetables cannot be grown or in seasons when they cannot be obtained fresh1 the dried forms are cheap and have excellent food value4 ,,the ,,cooking ,,of ,,vegetable ,,food ,as vegetable food is eaten both raw and cooked1 the pupils should be asked to decide when cooking is necessary and what they wish it to accomplish4 99 99 99 99 99 ,there are only two substances in vegetable food which will require cooking1 and these are3 #a4 ,cellulose1 if it be hard or tough #b4 ,starch1 if it be present4 ,the pupils have found in their experiment with the potato water1 that starch cooks quickly1 hence the time of cooking will depend altogether on the texture of the cellulose4 ,when the cellulose is softened at the centre1 the last part which the heat reaches1 the vegetable or fruit will be cooked4 ,if the food is cooked in water by boiling or simmering1 much of the substance will pass into the cooking water4 ,as the cell walls become softened1 they allow the cell contents to partially pass out and the cooking water to pass in to fill the space4 ,if the food is long in cooking1 the water may have more value than the vegetable1 and it should not be thrown away4 ,it may be used in two ways--as a basis for a sauce or a soup4 ,,general ,,rules ,,for ,,cooking ,,vegetables ,,note4--,as the principles in the general rules have been taught1 these rules may be dictated to the class4 ,,preparation #a4 ,wash1 pare1 peel1 or scrape the vegetable1 and cut it into convenient sizes4 #b4 ,unless green vegetables are freshly gathered1 soak them in cold water for an hour before cooking4 #c4 ,soak dried vegetables at least twelve hours4 ,,cooking #a4 ,put all vegetables on to cook in boiling water1 except dried vegetables1 which should be put on in cold water4 #b4 ,strong-smelling vegetables should be cooked at simmering point1 the others may boil gently4 #c4 ,for vegetables that grow above ground 7including onions71 salt the water 7one tsp4 to a quart74 #d4 ,for underground vegetables1 do not salt the water4 ,,vegetable ,,recipe ,prepare and cook the vegetables until tender1 according to the rules given above4 ,drain off and measure the vegetable water4 ,for each #a_/b cup of vegetable1 take #a_/d cup of the water and make into a sauce4 ,re-heat the vegetable in the sauce and serve in a hot dish4 ,,note #a4--;,for potatoes and tomatoes do not follow this recipe4 ,,note #b4--,the sauce is made by thickening each cup of vegetable water with two tablespoonfuls of flour1 and seasoning as desired with salt1 pepper1 and butter4 ,,note #c4--;,another method of saving and using the valuable vegetable water is to make it into a soup4 ,,general ,,rules ,,for ,,cooking ,,fruit ,,fresh ,,fruit #a4 ,stewed4--,put the prepared fruit in a saucepan with enough water to keep it from burning4 ,cover closely1 and stew until tender1 stirring often4 ,add the sugar and let the mixture boil a minute more4 #b4 ,cooked in syrup4--,make a syrup of one part sugar to two or three parts water4 ,put the prepared fruit in the hot syrup1 cover closely1 and simmer until tender4 ,,dried ,,fruit ,wash the fruit thoroughly4 ,cover with cold water and soak twenty-four hours4 ,put on to cook in the same water in which it has soaked4 ,add spices if desired4 ,cover closely and simmer until tender4 ,add the sugar and simmer ten minutes longer4 ,take out the fruit1 and1 if necessary1 boil down the syrup1 then pour it over the fruit4 ,,lessons ,v1 ,,vi1 ,,etc4 ,while studying vegetable food1 practice will be given in nearly every lesson in the preparation and cooking of vegetables or fruit1 but after the completion of this series of lessons1 these foods should be prepared and cooked with more intelligence and interest4 ,for this reason1 there may be1 at the last1 one general practical lesson devoted to vegetables and fruit1 to review and impress the facts that have been taught4 ,as potatoes1 on account of their large amount of starch1 require special care1 an extra lesson may be given to this vegetable4 ,in the lesson on potatoes the attention of the class should be directed to the following3 ,,points ,,in ,,cooking ,,potatoes #a4 ,be sure to soften the cellulose thoroughly4 #b4 ,after the potatoes are cooked1 get rid of all possible moisture1 that they may be white and mealy4 7#a7 ,if potatoes are cooked in water1 drain them thoroughly1 remove the cover1 and shake over the heat to dry out the starch4 7#b7 ,if potatoes are baked1 break the skins and allow the moisture to escape as steam4 #c4 ,when serving mashed potatoes1 pile them lightly without smoothing4 ,,use ,,of ,,starch ,,to ,,thicken ,,liquids ,a lesson on the use of starch for thickening purposes should be given before lessons on the making of a sauce or a soup from the water in which vegetables have been cooked4 ,the necessity of separating the starch grains should be shown by experiments4 ,,experiments ,,in ,,using ,,starch ,,for ,,thickening 7,any powdered starch may be used7 #a4 ,boil #a_/d cup of water in a small saucepan4 ,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 water1 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 saucepan 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 liquid 7#b7 ,by adding a double quantity of sugar 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 ,,basic ,,recipe ,,for ,,liquids ,,thickened ,,with ,,flour4 ,milk ,flour ,butter ,thin cream sauce #a cup #a tbsp4 #a tbsp4 ,thick cream sauce #a cup #b tbsp4 #b tbsp4 ,,note4--,use thick cream sauce to pour over a food4 ,use thin cream sauce when solid food substance is mixed with the sauce4 ,,variations ,,of ,,basic ,,recipe #a4 ,tomato sauce4--,use strained tomato juice instead of milk4 #b4 ,vegetable sauce4--,use vegetable water in place of the milk4 #c4 ,cheese sauce4--,use #a_/c to #a_/b cup of grated cheese in #a cup of thick cream sauce4 ,,cream ,,of ,,vegetable ,,soups ,at least one practice lesson should be given on the making of these soups4 ,the value of the vegetable water should be impressed upon the pupils1 and it may be pointed out that these soups are an excellent way of using the cooking water and any left-over vegetable4 ,the difference between tomatoes and other vegetables should be noted4 ,tomatoes are a fruit and1 as such1 contain an acid4 ,the acid would curdle milk and must be neutralized by the use of soda1 before milk can be added4 ,illustration3 ,utensils used for cream soups ,,principles ,,of ,,cream ,,soups #a4 ,the liquid may be all milk1 part vegetable water and milk1 or all vegetable water4 #b4 ,the amount of flour used for thickening depends on the vegetable4 ,starchy vegetables need only #a_/b tbsp4 to one cup of liquid2 non-starchy vegetables need #a tbsp4 to a cup4 #c4 ,the ingredients are combined as follows3 7#a7 ,the liquid is heated and thickened with flour4 7#b7 ,the seasonings of butter1 salt1 and pepper are added4 7#c7 ,the vegetable pulp is added in any desired quantity1 usually about two tbsp4 to one cup of liquid4 ,a special recipe should be given for cream of tomato soup1 so that the proportion of soda may be correct4 ,,note4--,if flavours of onion1 bay-leaf1 parsley1 etc41 are desired1 these should be cooked with the vegetables1 so as to be extracted in the vegetable water4 ,,outline ,,of ,,lessons ,,on ,,cooking ,,seeds ,,cereals3 ,,wheat1 ,,oats1 ,,corn1 ,,rice1 ,,rye1 ,,barley #a4 ,forms in which used3 7#a7 ,whole or cracked grains--rice1 cracked wheat1 coarse oatmeal1 etc4 7#b7 ,granular--corn meal1 cream of wheat1 fine oatmeal1 etc4 7#c7 ,rolled or flaked grains--wheat1 oats1 corn1 rice1 etc4 7#d7 ,powdered--wheat flour1 rice flour1 etc4 #b4 ,cooking cereals for breakfast3 ,for #a cup of water use #a_/d tsp4 of salt and the following cereal-- ,whole or cracked--#a_/d cup of cereal ,granular--#c tbsp4 of cereal ,rolled or flaked--#a_/b cup of cereal4 ,put salt and water in the inner part of a double boiler1 and set directly over the fire4 ,when steaming hot1 gradually stir in the dry cereal1 and keep stirring until the starch has thickened and boiled4 ,stir carefully1 so as not to break the flakes of rolled cereals4 ,then set the inner dish inside the outer part of the double boiler1 in which there should be boiling water1 and cook from two to four hours4 ,,note #a4--,rice has very tender cellulose and cooks in #c_/d hr4 ,,note #b4--,rolled or flaked cereals have been steamed an hour or more to soften them for rolling1 so require less cooking4 ,,note #c4--;,cereals may be cooked for breakfast the day before1 but should not be stirred while being re-heated4 ,,legumes3 ,,peas1 ,,beans1 ,,lentils #a4 ,forms in which used3 7#a7 ,ripe seeds 7#b7 ,meals--pea meal1 etc4 #b4 ,cooking of dried legumes3 7#a7 ,soak in cold1 soft water for twelve hours or more1 and then drain and rinse4 ,hard water may be softened by boiling1 or by the addition of soda 7#a_/h tsp4 of soda to #a pt4 of water74 7#b7 ,cook by simmering in softened water until they are soft4 7#c7 ,after simmering1 the beans may be baked4 ,,nuts ,forms in which used3 #a4 ,whole or broken nuts--used as dessert or in cakes1 salads1 etc4 #b4 ,butters--ground and mixed with other ingredients to make a paste4 #c4 ,meals--ground and used to thicken soups4 ,,salads ,the series of lessons on vegetable foods being finished1 it is a good time to take a salad lesson4 ,all salads were originally made from fresh young plants or salad greens1 and though any food material is now used for the purpose1 the subject seems to follow naturally the lessons on plant food4 ,the pupils should derive unusual pleasure from this work4 ,the dishes made are most attractive and appetizing1 besides affording an opportunity for each member of the class to display individual artistic skill4 ,none of the principles are new1 so that the lesson will be really a review4 ,the outline of notes for the class will be3 ,,ingredients ,,of ,,salads #a4 ,salad plants proper1 such as lettuce1 water-cress1 celery1 cabbage #b4 ,cooked vegetables1 such as peas1 beans1 asparagus1 carrots1 beets #c4 ,meat--cold1 of any kind #d4 ,fish--cold1 of any kind #e4 ,eggs--hard-boiled #f4 ,fruit #g4 ,combinations of the above in great variety4 ,,food ,,values ,,of ,,salads ,this depends on the ingredients4 ,if salad greens only are used1 the food value is mainly the mineral matter1 but the dish will be refreshing and appetizing1 and the oil1 butter1 or egg used in the dressing adds nutriment4 ,salads are prepared with little trouble and with no expense for fuel4 ,,preparation ,,of ,,salad ,,ingredients #a4 ,have everything cold before combining4 #b4 ,freshen the greens in cold water until crisp4 #c4 ,meat1 fish1 and solid ingredients should be seasoned some time before using1 so that they may absorb the flavours of the seasoning4 #d4 ,in most cases do not combine the ingredients with the dressing until just before serving4 7#a7 ,salad greens4--,wash thoroughly1 and put in cold water until crisp1 drain on a towel1 wrap in a damp cloth1 and put in a cool place4 ,cabbage and lettuce may be finely shredded4 7#b7 ,fruit and cooked vegetables4--,cut into cubes or suitable pieces4 ,chill and mix with the dressing1 to absorb it4 7#c7 ,meats4--,remove the fat1 skin1 and gristle4 ,cut in cubes and chill4 7#d7 ,fish4--,remove the bones1 flake1 chill1 and pour dressing over2 but do not mix4 ,,dressings ,,for ,,salads #a4 ,cooked salad dressing3 #b tbsp4 sugar #a_/b tsp4 mustard #a_/b tsp4 salt #a_/d cup vinegar #b eggs #b tbsp4 butter4 7#a7 ,mix the first four ingredients in a saucepan and heat until dissolved4 7#b7 ,beat the eggs very light in a round-bottomed bowl1 using a ,dover egg beater4 7#c7 ,beat the vinegar mixture into the eggs4 7#d7 ,set the bowl1 with its contents1 over a dish of boiling water1 then beat slowly and constantly until the mixture is thickened4 7#e7 ,lift the bowl from the heat at once4 7#f7 ,beat in the butter and set away to cool4 7#g7 ,if desired1 a half cup of whipped or plain cream may be added just before the dressing is used4 #b4 ,uncooked salad dressing3 #a_/d tsp4 salt #a_/h tsp4 pepper #d tbsp4 olive oil #b tbsp4 vinegar4 7#a7 ,stir the salt and pepper into the oil4 7#b7 ,add the vinegar slowly and stir vigorously until well blended and slightly thickened4 7#c7 ,serve with any salad made of salad greens4 ,,study ,,of ,,mineral ,,food ,as the study of mineral food involves a knowledge of chemistry1 little more can be done in ,junior classes than to teach that certain mineral compounds are required for the body1 to point out their two main uses1 and to lead the pupils to know the foods which generally supply these4 ,their attention should be directed to the fact that all mineral matter is found1 in the first place1 in the earth's crust1 but that1 with the exception of salt1 animals cannot use it in that form4 ,plants can use it1 and they absorb it from the soil2 then we eat the plants1 and in that way obtain the mineral substance1 or we may obtain it by eating the animals which have eaten the plants4 ,water also1 in making its way through the earth1 may dissolve certain minerals and1 by drinking the water1 we obtain these4 ,it will not be necessary to teach the names of the minerals which our food must supply1 as most of these will mean nothing to the pupils4 ,they might be asked to name one or two which are very familiar2 for instance1 the lime in bone and the iron in blood4 ,they may be told that there are a few others which they will learn when they study chemistry in the high school4 ,the pupils have already learned that mineral matter serves two main functions in the body3 that is1 building and regulating1 and it is a good plan to classify the well-known foods under these two headings4 ,with a little guidance the pupils can do most of this for themselves4 ,they know that milk serves all building purposes in a child's body1 and must1 therefore1 contain mineral matter4 ,eggs build animal bodies1 and must contain this substance also4 ,meat is the animal body that has been built1 therefore meat has this substance2 but we shall find in the meat lessons that there is no mineral matter in fat and that the cook cannot dissolve it out of bone1 therefore muscle or lean meat must be eaten to obtain it4 ,seeds1 too1 contain building material for new plants2 therefore1 the building mineral matter must be stored in their cells4 ,hard water is known by the lime it contains1 therefore this1 if drunk1 assists in the formation of bone4 ,the class must be told that the mineral in the juices of plants is mainly for regulating purposes2 that is1 to keep our bodies in order1 or as we say1 healthy4 ,when they get out of order1 we usually go to a doctor to be regulated or made well4 ,the medicine which he prescribes often contains some mineral in solution1 perhaps iron4 ,the mineral matter which is in the juices of plants1 being a more natural form than the mineral matter in the medicine1 is more easily made use of in the bodily processes4 ,this is one reason why people should eat plenty of vegetables and fruit4 ,many springs also furnish water with large quantities of mineral matter in solution1 which is used mainly for medicinal purposes4 ,the pupils may know some places where we find such springs1 and these should be mentioned1 such as ,preston ,springs1 ,banff1 and ,mount ,clemens1 which have become health resorts through the presence of these waters4 ,when the springs are in a distant country and their waters are known to contain a certain mineral which our bodies need1 the water is bottled and shipped to us1 and may be obtained from a druggist4 ,hunyadi ,janos1 ,apenta1 ,vichy1 and ,apollinaris are well-known medicinal waters shipped from ,european springs4 ,,summary ,,of ,,sources ,,of ,,mineral ,,foods #a4 ,building mineral matter4--,milk1 eggs1 lean meat1 seeds1 hard water #b4 ,regulating mineral matter4--,fruit1 vegetables1 mineral waters1 salt4 ,,note4--,this classification will be most useful to the pupils in preparing well-balanced meals in their diet lessons4 ,,diet ,after studying in this elementary way the composition of the animal and vegetable foods1 the pupils will be ready for simple lessons on diet4 ,the class may now be said to have a working knowledge of the well-known foods1 and they should be given a chance to use this knowledge1 by combining and serving these foods for simple meals4 ,,reference ,,tables ,,of ,,food ,,constituents ,it will be helpful in this work1 to guide the pupils in making out a reference table of the food constituents4 ,this will give lists of food in which each constituent predominates1 as follows3 #a4 ,water3 ,beverages 7water1 milk1 tea1 coffee1 cocoa71 fruit1 vegetables4 #b4 ,mineral matter3 7#a7 ,for building--milk1 eggs 7yolk and white71 lean meat or fish1 seeds1 hard water 7#b7 ,for regulating--fruit1 vegetables1 mineral waters4 #c4 ,protein3 ,milk 7curd71 eggs 7yolk and white71 lean meat or fish1 seeds4 #d4 ,sugar3 ,fruit 7juice71 non-starchy vegetables 7juice71 milk 7whey71 commercial sugar4 #e4 ,starch3 ,parts of plants which serve as storehouses3 ,tubers--potatoes1 artichokes ,roots--parsnip1 tapioca1 arrowroot ,stem--sago ,seeds--cereals1 legumes1 some nuts 7peanuts1 chestnuts74 #f4 ,fat3 ,milk 7cream71 egg-yolk1 meat or fish 7fat71 fruit1 as the olive 7oil71 most nuts 7walnut1 butternut1 pecan1 peanut1 etc474 ,besides the necessary substances in food1 the pupils must be told that there are other points for the housekeeper to consider when preparing the meals1 namely3 #a4 ,the amount of each food substance required daily4 #b4 ,special requirements of individuals according to3 7#a7 age1 7#b7 occupation1 7#c7 climate1 7#d7 season4 ,under #a1 above1 it may be explained1 that when a meal is prepared which gives the body a correct proportion of each food substance1 it is said to be well balanced4 ,from numerous experiments the ,dietary ,standard for one day for a grown person has been calculated to be3 ,water--about #e pints1 two of which are taken in solid food ,mineral matter--#a ounce ,protein--#c to #d #a_/b ounces ,fat--#b ounces ,sugar and starch 7together7--#ad to #ah ounces4 ,although the pupils cannot be expected to follow this table accurately1 from lack of sufficient knowledge1 it will be of some assistance to them in choosing a combination of food for the home meals4 ,under #b1 above1 some of the variations of food are obvious1 but some must be taught4 ,children require simple1 nourishing food1 which will contain plenty of protein and mineral matter for tissue building as well as much fuel food4 ,their diet should be varied and abundant4 ,in old age the diet should also be simple1 because of the lack of vigour in the digestive organs1 but the amount of building material should be decreased4 ,the food of old people should contain proportionately more carbonaceous material4 ,brain workers require less food than those engaged in active muscular work1 and it should be less stimulating and less bulky4 ,their diet should be in a form that is easily digested4 ,with the foregoing general ideas in mind1 the pupils may be asked to prepare menus for simple home meals4 ,these should be assigned as home work1 so that plenty of time can be given to their consideration1 and then they may be brought to the class for criticism4 ,the best of these should be chosen for actual practice in school work4 ,,note4--,it is intended that this part of the work shall be presented in a very rudimentary way4 ,the teacher should feel satisfied if she succeeds in implanting ideas of the importance of these food considerations1 so that the pupils will be ready for more specific instruction to be gained in higher schools or from their own reading4 ,cheap bulletins on ,human ,nutrition1 published by ,cornell ,university1 will be excellent reading on this subject4 ,,preparing ,,and ,,serving ,,meals ,before the pupils are given a meal to prepare and serve1 table setting should be reviewed1 and the rules of table service taught as follows3 ,,rules ,,for ,,serving #a4 ,the hostess serves the soup1 salad1 dessert1 tea1 and coffee2 the host serves the meat and fish4 #b4 ,vegetables and side dishes may be served by some one at the table or passed by the waitress4 #c4 ,dishes are served at the left of each person1 commencing with the chief guest4 #d4 ,guests are served first2 ladies before gentlemen4 #e4 ,in each course1 remove the dishes containing the food before removing the soiled plates4 #f4 ,when one course is finished1 take the tray in the left hand1 stand on the left side of the person1 and remove the individual soiled dishes with the right hand1 never piling them4 #g4 ,before dessert is served1 if necessary1 remove the crumbs from the cloth with a brush1 crumb knife1 or napkin4 #h4 ,tea or coffee may be poured at table or served from a side table by the waitress4 ,,note4--,extra cutlery and napkins should be conveniently placed on a side table1 in case of accident4 ,where the class consists of twelve or more pupils1 it must be divided for the preparation and serving of a meal4 ,each section should prepare and serve a meal for the others1 until all have had experience4 ,as breakfast and luncheon are the simpler meals1 they should be taken first in the order of lessons4 ,the duties of the cooking and serving should be definitely settled1 and each girl given entire responsibility for a certain part of the work4 ,those who are served should represent a family4 ,members should be chosen to act as father1 mother1 lady guest1 gentleman guest1 and children of varying ages1 so that the duties and serving of each may be typified4 ,,chapter ,,viii ,,form ,,iv3 ,,junior ,,grade 7,continued7 ,,care ,,of ,,the ,,house ,the pupils of ,form ,,iv ,junior should be urged to take entire care of their own bed-rooms4 ,the ,household ,management teacher can do much to encourage them in this4 ,she may include such work as part of the week's practice4 ,the order of work should be discussed and planned by the pupils1 the teacher guiding the class by her questioning4 ,in lessons of this kind1 the main work of the teacher is to ascertain what the pupil knows and to systematize her knowledge4 ,a typewritten sheet of directions may be given each pupil to hang in her room1 and may serve as an incentive to her to perform the duties outlined4 ,,directions ,,for ,,the ,,daily ,,care ,,of ,a ,,bed-,,room #a4 ,open the window1 if it has been closed during dressing4 #b4 ,throw the bed-clothing over the foot of the bed1 using a chair to hold it from the floor1 or place it over two chairs near the window4 #c4 ,put night clothing to air4 #d4 ,put away any other clothing in drawers and closet4 #e4 ,tidy and dust the top of the dressing-table4 #f4 ,make the bed1 after it has been aired at least half an hour4 ,once a week the following work should be added3 #a4 ,the blankets and comforter should be hung outside to air4 #b4 ,the mattress should be turned1 and fresh bed-linen placed on the bed4 #c4 ,the room should be thoroughly swept and dusted4 ,after the pupils have had training in the care of their bed-rooms1 this experience1 together with their lessons in cleaning1 should enable them to keep any of the other rooms in the house in good order4 ,it should be pointed out that1 in these days of sanitary building and furnishing1 there is no necessity for the semi-annual housecleaning of former times4 ,each week the house can be thoroughly gone over1 with the exception of laundering curtains and washing wood-work1 and these duties might be taken in turn1 a room at a time every week1 so that the work will not accumulate4 ,the class should be taught to consider the economy of time and energy and encouraged to provide themselves with all the latest aids they can afford4 ,the cleaning methods which are necessary for this work and which have not been formally taught1 should now be definitely outlined4 ,these are the weekly sweeping1 weekly dusting1 and cleaning special metals4 ,,directions ,,for ,,weekly ,,sweeping #a4 ,dust and put away all small articles4 #b4 ,lift the small rugs1 sweep them on both sides1 out-of-doors if possible1 and leave them to air4 ,rugs too large to take out should be brushed and folded over to allow of sweeping the under side and wiping the floor beneath4 #c4 ,cover the furniture with dust sheets4 #d4 ,shut the doors and open a window4 #e4 ,begin at the side of the room farthest from the door and sweep toward the centre2 sweep from the other side toward the centre2 gather the dust in a dust-pan and empty it into the garbage pail or fire4 #f4 ,put away the broom and dust-pan4 #g4 ,leave the room shut up for a few minutes1 in order to allow the dust to settle4 #h4 ,use a dustless mop to dust the floor4 ,,directions ,,for ,,weekly ,,dusting #a4 ,use a soft cotton or cheesecloth duster very slightly dampened4 #b4 ,roll up the covers that are over the furniture and carry them outside1 in order to shake off the dust4 #c4 ,wipe the dust from the furniture1 pictures1 window-sills1 ledges1 doors1 and baseboard1 being careful not to scatter it in the air4 #d4 ,change the duster when necessary4 #e4 ,replace the small articles4 #f4 ,wash and dry the dusters4 ,,care ,,and ,,cleaning ,,of ,,metals ,,iron ,,or ,,steel ,utensils made of these are heavy1 but strong and durable1 and hold the heat well4 #a4 ,care3 ,they must be kept dry and smooth4 ,moisture causes rust1 roughens the surfaces of the utensils1 and makes them more difficult to clean4 ,if they are not to be used for some time1 the surfaces should be greased or coated with paraffin4 #b4 ,cleaning3 7#a7 ,wash in hot soap-suds1 rinse in hot water1 and dry thoroughly4 7#b7 ,if food is burned on1 scour with some gritty material or boil in a solution of washing soda1 rinse in hot water1 and dry thoroughly4 ,,tin ,utensils made of this are light and inexpensive2 they are good conductors of heat1 but they are also good radiators and lose heat quickly4 #a4 ,care3 ,as tinware is steel or iron coated with liquid tin1 the grades vary according to the base-metal used and the thickness of the coating4 ,utensils made of this metal must be carefully kept from scratches1 since deep scratches expose the base-metal and allow the formation of rust4 #b4 ,cleaning3 7#a7 ,wash in hot soap-suds1 rinse1 and dry thoroughly4 7#b7 ,if food is burned on1 boil in a weak solution of washing soda1 rinse in hot water1 and dry thoroughly4 ,,note4--,whiting may be used to brighten the tin1 but scouring is not recommended1 as it wears off the coating4 ,,granite ,,and ,,enamel ,,ware ,utensils made of this are attractive1 not heavy1 and they do not tarnish or rust4 #a4 ,care3 ,these wares are made by coating steel or sheet-iron with a specially prepared glassy substance called enamel or glaze4 ,two or three coats are applied4 ,the durability depends on the ingredients used in the glaze and on the number of coats applied4 ,such utensils should be heated gradually1 scraped carefully1 and handled without knocking1 to avoid chipping4 #b4 ,cleaning3 7#a7 ,wash in hot soap-suds4 7#b7 ,if stained1 use some scouring powder2 wash and dry4 7#c7 ,if food is burned on1 boil in a solution of washing soda and then scour2 wash and dry4 ,,aluminium ,utensils made of this are very light in weight and1 as they have no crevices1 are easily cleaned4 ,they are also good conductors of heat4 #a4 ,care3 ,this metal warps under a high temperature1 and should1 therefore1 be used with care4 ,do not turn the gas on full1 or1 if used over wood or coal fires1 be sure to leave the stove lid on4 ,some foods injure the metal1 if they are allowed to remain in it very long4 #b4 ,cleaning3 7#a7 ,wash in hot water1 with mild soap4 ,alkalies should not be used1 as they darken the surface4 7#b7 ,if food is burned on1 the dish should be soaked in water and then scoured with bathbrick or emery powder4 7#c7 ,whiting may be used to brighten it4 ,,zinc ,this is not used for utensils1 but for table tops and for placing under stoves1 etc4 ,cleaning3 7#a7 ,use hot water and mild soap4 ,alkalies and acids affect zinc and should be used with care4 7#b7 ,if stained1 rub with coal-oil or a paste made of coal-oil and soda1 and then wash in hot water4 ,,galvanized ,,iron ,this is used for garbage pails1 ash pans1 stove pipes1 etc4 ,it is made by dipping sheet-iron into melted zinc4 ,cleaning3 ,the same as for zinc4 ,,copper ,,or ,,brass ,utensils made of these are heavy but durable and are good conductors of heat4 ,they are dangerous1 if not properly cleaned4 ,cleaning3 7#a7 ,wash in hot water1 using a little washing soda to remove any grease1 rinse well1 and dry4 7#b7 ,if stained or tarnished1 scour with salt and vinegar1 then rinse thoroughly1 and dry4 ,,silver ,this is used for spoons1 knives1 forks1 and serving dishes1 but never for cooking utensils1 on account of its cost4 ,it is the best conductor of heat among the house metals4 ,cleaning3 7#a7 ,wash in hot soap-suds4 7#b7 ,if stained or tarnished1 use whiting or silver polish1 wash1 and dry4 ,,recipe ,,for ,,silver ,,polish #b tbsp4 borax #a cup boiling water #a_/b cup alcohol whiting4 #a4 ,dissolve the borax in the water4 #b4 ,when cold1 add the alcohol and enough whiting to make a thin cream4 #c4 ,bottle1 and shake when used4 ,,note4--,the care and cleaning of the metals out of which ordinary utensils are made1 such as granite ware1 tin1 and steel1 may be taught incidentally as the utensils are used4 ,,chapter ,,ix ,,form ,,iv3 ,,junior ,,grade 7,continued7 ,,laundry ,,work ,this work is but a continuation of the lessons on cleaning4 ,it is the process of removing foreign matter from cotton1 linen1 woollen1 or silk fabrics by the use of water and additional cleansing agents4 ,it also includes the finishing of these materials by the use of blueing1 starch1 and heated irons1 to restore as far as possible their original appearance4 ,the principles of laundry work have been taught in the washing of dish cloths and towels1 and now these principles have only to be extended to white cotton and linen clothes of any kind4 ,the pupils may be asked to bring soiled articles of white linen or cotton from home for use at school in exemplifying the necessary processes4 ,in schools which lack an equipment1 these processes may be discussed in class and then practised at home4 ,the teacher should choose from the following outline what is most suitable to the class3 ,,outline ,,of ,,lessons ,,on ,,the ,,washing ,,of ,,white ,,cotton ,,and ,,linen ,,clothes ,,lesson ,i ,,materials #a4 ,water3 7#a7 ,use3 7a7 ,to soften and dissolve certain foreign substances in the clothes4 7b7 ,to carry away all the foreign matter that has been dissolved or rubbed out of the clothes4 7#b7 ,kinds3 7a7 ,hard water 7b7 ,soft water ,for laundry purposes1 the water should be soft4 ,the quality known as hardness1 which some water has1 is due to the lime which it has dissolved in making its way through the earth4 ,water is said to be temporarily or permanently hard according to the kind of lime it has in solution4 ,temporarily hard water may be softened by boiling2 the lime will be deposited1 as may be seen in the furring of tea-kettles4 ,boiling has no effect in softening permanently hard water1 so a substance known as an alkali is used for this purpose4 7#c7 ,methods of softening water by alkalies4--,for each gallon of water use one of the following3 7a7 ,one tablespoonful of borax or ammonia dissolved in one cup of water4 7b7 ,two tablespoonfuls of a solution made by dissolving one pound of washing soda in one quart of boiling water4 7c7 ,one fourth tablespoonful of lye dissolved in one cup of water4 #b4 ,alkalies 7borax1 ammonia1 washing soda1 lye73 7#a7 ,use3 7a7 ,to soften hard water 7b7 ,to assist in dissolving greasy substances4 7#b7 ,kinds3 7a7 ,borax4--,this alkali is one of the mildest1 and for this reason is less harmful to the clothing4 ,it is useful when an alkali is required to soften water for coloured clothes or woollens4 ,it also has a tendency to keep white clothes a good colour4 7b7 ,ammonia4--,this also is a mild alkali1 but is apt to yellow white materials4 ,as it is very volatile1 it should not be used unless the washing can be done quickly4 7c7 ,washing soda4--,this is a cheap substance and stronger than borax or ammonia4 ,it should be made into a solution before it is used1 for fear of too great strength4 7d7 ,lye1 or caustic soda4--,this alkali is very strong and should be employed with great care4 ,it must not be used except in weak solutions1 otherwise it would entirely dissolve fabrics4 ,it is not advisable for home laundry work4 #c4 ,soap3 7#a7 ,use4--,to act on greasy matter4 ,soap-suds penetrate fabrics more completely than water alone1 and when the soap comes in contact with fatty material1 it emulsifies it1 that is1 very finely divides it into minute particles1 so that it can be easily removed4 ,if a soap is used that contains free alkali1 this substance unites with the greasy impurities to form new soap which has cleansing value4 7#b7 ,kinds4--7a7 ,neutral1 7b7 medium1 7c7 strong4 ,all soap is a compound of an alkali and fat1 and according as one or the other of these substances predominates1 the kind of soap is determined4 ,when just enough alkali is used to completely saponify the amount of fat1 the product is called a neutral1 or mild1 soap4 ,when an excess of alkali is present1 the soap is termed medium or strong1 according to the amount of free alkali it contains4 ,a mild soap should be used when free alkali would be injurious1 as in washing woollens or fabrics that have delicate colours4 #d4 ,soap substitutes1 or adjuncts3 7#a7 ,use4--,to act alone or with soap in exerting a solvent action on greasy impurities1 so that the cleansing process may be facilitated4 7#b7 ,kinds3 7a7 ,alkalies4--,these must be used in excess of the amount needed for softening the water4 7b7 ,harmless solvents1 such as turpentine1 paraffin1 coal-oil1 gasolene4--,the clothing must be well rinsed to get rid of any odour4 7c7 ,washing powders4--,these are prepared mixtures of soap and some other solvent of greasy matter4 #e4 ,blueing3 7#a7 ,use4--,to make clothes which have a yellow tinge appear whiter in colour4 7#b7 ,kinds4--,there are several kinds on the market1 but the names of these will be of no value to the class4 ,,note4--,sufficient blueing should be used to make the blueing water a pale sky-blue colour when a little of it is lifted in the hand4 #f4 ,starch3 7#a7 ,use3 7a7 ,to stiffen fabrics and thus improve their appearance4 7b7 ,to give fabrics a glazed surface1 so that they will shed dust and other impurities4 7#b7 ,kinds4--7a7 ,cold starch1 7b7 boiled starch4 ,raw starch does not give as durable a finish as cooked starch1 but it does give greater stiffness4 ,a fabric will take up more starch in the raw form1 and the heat of the iron cooks the starch1 thus producing the stiffness4 ,the body1 or stiffness1 produced by cooked starch is usually preferable1 though on account of its preparation1 it is not so convenient to use4 7#c7 ,recipes for starch-- 7a7 ,cold ,starch #b tbsp4 laundry starch #a_/b tsp4 borax #b cups cold water4 ,dissolve the borax in a little boiling water4 ,add the cold water gradually to the starch and mix thoroughly4 ,add the dissolved borax and stir well before using4 7b7 ,boiled ,starch #b tbsp4 starch #d tbsp4 cold water #a_/b tsp4 lard1 butter1 or paraffin #a qt4 boiling water4 ,mix the starch with the cold water until free from lumps4 ,add the lard1 then gradually stir in the boiling water1 and keep stirring until thickened4 ,cook fifteen minutes and use hot4 ,,note4--,borax in starch gives greater gloss and increases the stiffness4 ,it also gives more lasting stiffness4 ,lard1 butter1 or wax is used to give a smoother finish and to prevent the starch from sticking to the iron4 ,,lesson ,,ii ,,preparation ,,for ,,washing ,,white ,,linen ,,or ,,cotton ,,clothes #a4 ,sort the clothes3 7#a7 ,table linen and clean towels 7#b7 ,bed and body linen 7#c7 ,handkerchiefs 7#d7 ,soiled towels and cloths4 #b4 ,mend the clothes4 #c4 ,remove stains4 #d4 ,look after necessary materials4 ,,process ,,of ,,washing ,,white ,,linen ,,or ,,cotton ,,clothes ,steps ,method #a4 ,soaking3 ,wet the clothes2 rub the soiled parts with soap and roll each article separately2 pack in a tub1 placing the clothing most soiled at the bottom2 cover with warm soapy water and soak from one hour to over night4 ,the soaking softens and loosens the fibres of fabrics1 so that the foreign matter in them can be more easily separated4 ,it also dissolves the soluble impurities in the fabrics4 #b4 ,rubbing3 ,wring the clothes out of the soaking water1 and place them in a tub of clean warm water or soap-suds2 rub the soiled parts first on one side and then on the other1 using the knuckles1 a washboard1 or a washing-machine4 ,when each piece is clean1 wring it tightly4 ,the rubbing scrapes or rubs out the foreign matter which has been loosened by the soaking4 #c4 ,rinsing3 ,shake out each piece and put it into a tub of clear water2 rub1 and move about in the water to get rid of any soiled water that the clothes may contain2 wring tightly4 #d4 ,boiling3 ,shake out each piece and place it in a boiler of cold water with or without soap2 bring to boiling heat1 and boil briskly for twenty minutes4 ,the boiling kills any germs and assists in whitening the clothes4 #e4 ,rinsing3 ,lift the clothes from the boiling water by means of a clothes stick and place them in a tub of clear1 cold water2 proceed as in the first rinsing4 #f4 ,blueing3 ,open out each piece and place one or two at a time in a tub of blueing water for just a moment2 wring tightly1 and shake out each piece4 ,the blueing tends to counteract any yellow tinge in the clothes1 making them appear whiter4 #g4 ,starching3 ,dip one piece at a time into the starch mixture until well saturated2 then wring4 ,only certain articles or parts of articles will require this part of the process1 to give them body or stiffness and1 it may be1 glossiness4 #h4 ,hanging3 ,shake out each piece thoroughly2 fasten to a clothes-line or hang on a rack to allow the moisture to evaporate4 ,this should be out-of-doors in the sunlight if possible4 ,,removal ,,of ,,stains ,foreign matter which is difficult or impossible to remove by the ordinary washing process is called a stain4 ,such matter is not dissolved by the usual cleansing agents used in laundry work1 such as water and soap1 but requires some special solvent to act on it4 ,the choice of the agent to be used will depend on the nature of the foreign matter to be removed4 ,in some cases it is difficult to find an agent which will not act also on the colour of the fabric2 in other cases to find one which does not injure the fibre of the goods4 ,the pupils should be asked to give instances from their own experience where special solvents were used to remove stains1 and be required to make a list of these4 ,if necessary1 the teacher should supplement this list with the names of other agents and the methods of using them4 ,,outline ,,of ,,lessons ,,on ,,the ,,washing ,,of ,,woollens ,the washing of woollen materials is part of the ,course for the work of the ,senior ,grade of ,form ,,iv1 but1 for the sake of convenience1 the laundry lessons of both ,grades of ,form ,,iv are outlined in one section of this ,manual4 ,before allowing the class any practice in this branch of laundry work1 it will be necessary for the teacher to make certain principles very clear3 #a4 ,that wool is an animal product4 ,as such it tends to be shrunken and hardened by 7#a7 heat1 7#b7 alkalies4 #b4 ,that the surface of each wool fibre woven into woollen materials is seen under the microscope to be covered with notches1 or scales4 ,if these notches in any way become entangled1 the material is thereby drawn up1 or shrunken4 #c4 ,that these notches may be entangled by3 7#a7 ,wetting the woollen material and then rubbing or twisting it4 ,when the fibres are wet1 they expand somewhat and the projecting scales1 or notches1 are loosened4 ,if the material is rubbed at this time1 the notched edges interlock4 7#b7 ,the use of strong soaps or alkalies4 ,these act chemically on the fibres and soften and expand them1 causing the notched edges to become so prominent that they catch in one another4 ,,note4--,the structure of woollen fibres may be sketched on the black-board and compared with those of cotton and linen4 ,to impress the foregoing principles1 a few experiments will be found most useful4 ,,experiments ,,with ,,cloth ,,made ,,of ,,wool ,,fibre #a4 ,boil a piece of new woollen cloth for five minutes4 ,dry1 and compare with an original piece4 #b4 ,saturate a piece of new woollen cloth with a strong solution of washing soda4 ,dry1 and compare with an original piece4 #c4 ,wash a piece of new woollen cloth in each of the following ways3 7#a7 ,by rubbing soap directly on the cloth and then sousing the goods in the water4 7#b7 ,by using a soap solution instead of the soap1 as in 7#a74 7#c7 ,by rubbing on a wash-board4 ,in each case dry the cloth and compare with an original piece4 ,after the results of the experiments have been discussed1 the pupils may formulate a series of points to be observed in the washing of woollen fabrics4 ,illustration3 ,cotton fibres magnified ,illustration3 ,linen fibres magnified ,illustration3 ,woollen fibres magnified ,,points ,,in ,,washing ,,woollens #a4 ,use lukewarm1 soft water4 #b4 ,do not use strong soaps or alkalies4 #c4 ,do not rub soap directly on the woollen material1 but use soap solutions4 #d4 ,do not rub or twist woollen cloth when it is wet4 #e4 ,do not boil to sterilize4 #f4 ,do not dry in extreme heat4 ,,steps ,,in ,,washing ,,woollen ,,materials #a4 ,shake or brush the clothing to free it from dust4 #b4 ,put it into lukewarm1 soapy water to soak for a few minutes4 #c4 ,wash on both sides by squeezing and sousing in the water4 #d4 ,rinse in clear1 lukewarm water2 use several waters1 if necessary1 to remove the soap4 #e4 ,pass through a loosely set wringer or squeeze the water out by hand4 #f4 ,shake1 in order to raise the woolly fibres4 #g4 ,dry in a moderate temperature1 in a wind1 if possible4 ,,chapter ,x ,,form ,,iv3 ,,senior ,,grade ,,foods ,the ,senior ,fourth class is the preparatory class for entrance into the high school1 and for many girls it is the final school year4 ,for this reason the ,course of this year should cover as many of the remaining household operations as possible4 ,the training of the previous years should have formed good habits of work and have given experience in ordinary cleaning1 and in the cooking and serving of the simple food materials4 ,through this training the pupils should also have been impressed with the value of food1 and should have learned the sources of food and of all well-known household materials4 ,the training of this last year1 while continuing the ,junior work1 should also emphasize the household processes that require greater mental development to understand and greater practical skill to carry out4 ,it is the border year between the public school and the high school1 and must necessarily anticipate the elementary science of the latter4 ,in this year more responsibility should be given to the pupils and more originality should be expected of them4 ,where they have hitherto followed recipes and been given rules1 they should now follow principles and deduce rules4 ,of the several topics outlined in the ,course for ,form ,,iv ,senior1 it is advisable to start with the preservation of food4 ,fruit and vegetables are most plentiful when the school year opens1 and ,september is the most opportune month to preserve these for winter use4 ,facts concerning food preservation may have been taken incidentally in previous lessons1 but now the subject should be systematically taught1 so that canning1 preserving1 and pickling may be intelligently practised4 ,,preservation ,,of ,,food ,,cause ,,of ,,decay ,the lesson may be introduced by referring to the unusual attention given to fruit at the time of ripening4 ,the economical housekeeper takes certain foods when they are most plentiful and preserves them for use when they are not in season4 ,some foods require special care to keep them from decaying4 ,the decay is caused by the action of microscopic plants called bacteria1 which get into the food4 ,,bacteria ,it is difficult for any one to get a correct conception of bacteria2 especially is it so for children4 ,the teacher should be most careful not to attempt to give the class unimportant details1 but the few necessary facts should be made very clear and real4 ,the following points should be impressed3 #a4 ,bacteria are plants4 7,this fact should be kept clearly in mind47 #b4 ,they are microscopic in size and hence the more difficult to deal with4 #c4 ,they are found everywhere that there is life--in the air1 in water1 in the soil4 #d4 ,they multiply very rapidly under favourable conditions4 #e4 ,some bacteria are useful to the housekeeper2 many kinds are her enemies4 #f4 ,some of these enemies get into food and1 growing there1 cause a change in it--then we say the food is spoiled4 ,,conditions ,,of ,,bacterial ,,growth ,all plants have the same requirements4 ,any well-known plant may be put before the class to help them to think of these4 ,they must be told that microscopic plants differ from other plants in one respect2 they do not need light4 ,hence bacterial requirements are as follows3 7#a7 water1 7#b7 food1 7#c7 air 7oxygen71 7#d7 heat4 ,the class should be led to see that if any one of these conditions is removed1 the remaining ones are insufficient for the plant's activity4 ,,means ,,of ,,overcoming ,,bacteria ,to the housekeeper1 preserving food means overcoming bacteria4 ,there are only two ways of doing this1 either of which may be chosen3 #a4 ,kill the bacteria in the food and exclude others4 #b4 ,subject the food to conditions which are unfavourable for bacterial growth4 ,in the first way1 extreme heat is used to kill the bacteria in the food1 and then while hot1 the food is sealed to keep out other bacteria3 ,example1 canning4 ,in the second way1 conditions are made unfavourable to the bacteria in the food1 as follows3 #a4 ,the bacteria are deprived of water2 the food is dried4 #b4 ,the bacteria are deprived of sufficient heat to be active2 cold storage is used4 #c4 ,large quantities of certain substances which are detrimental to the growth of bacteria are put into the food1 and the bacteria become inactive4 ,examples3 salt1 sugar1 spices1 vinegar1 smoke1 or certain chemicals4 ,when the lesson is finished1 the class is ready to practise the principles it involves4 ,the lessons on the special preservation of fruit may follow at once4 ,illustration3 ,utensils used in canning ,,canning ,as canning is the method of preservation most commonly used1 practice should be given in this method4 ,in rural schools with a limited equipment1 it may be that only one jar can be prepared4 ,in other schools1 it may be impossible to provide each pupil with material for work1 on account of the expense4 ,in the latter case1 the materials may all be brought from home1 or each pupil may bring her own jar and fruit1 and the school supply the sugar4 ,instruction on the care of jars and the preparation of fruit and syrup must precede the practical work4 ,,care ,,of ,,jars #a4 ,see that the jars are air-tight2 partly fill the jar with water2 place rubbers1 covers1 and rims2 screw tightly1 and invert4 ,if any water oozes out1 the jar is not air-tight4 ,often an extra rubber will correct the trouble4 #b4 ,wash the jars thoroughly with the aid of a small brush4 #c4 ,sterilize the jars in every part2 dip them in boiling water1 or place them on a rest 7folded paper or wooden slats7 in a kettle1 to prevent the jars from touching the bottom4 ,fill and surround them with tepid water1 then place them over heat until the water boils4 ,keep them in the boiling water until ready to fill with fruit4 ,dip the rubber bands in boiling water1 but do not allow them to remain in it4 ,use new rubbers each season4 #d4 ,when filling the jars1 place them on a folded cloth wrung out of warm water1 then seal1 and invert until cool4 ,,preparation ,,of ,,fruit ,use fresh1 sound fruit1 not too ripe4 #a4 ,berries4--,pick over1 wash in a strainer1 and hull4 #b4 ,currants1 gooseberries4--,pick over1 wash1 remove ends and stems4 #c4 ,cherries4--,pick over1 wash1 remove stones and stems4 #d4 ,plums4--,pick over1 wash1 remove stems1 and prick three or four times with a silver fork1 in order to prevent the steam bursting the skin4 #e4 ,pears1 apples4--,pick over1 wash1 pare1 and1 to prevent discoloration1 keep in cold water until used4 #f4 ,peaches4--,pick over1 plunge into boiling water a few seconds 7using a wire basket71 then into cold water2 peel2 drop into cold water to prevent discoloration4 ,,syrup ,,for ,,canning ,use about #a cup of water for each pint can4 ,no4 #a ,syrup4--,equal parts of sugar and water1 or #a cup of water and #a cup of sugar4 ,no4 #b ,syrup4--#a #a_/b cups of water and #a cup of sugar4 #a4 ,use ,no4 #a syrup for watery fruits and acid fruits4 #b4 ,use ,no4 #b syrup for pears1 peaches1 sweet plums1 sweet cherries1 etc4 ,,methods ,,of ,,canning #a4 ,fruit cooked in a steamer3 ,fill the sterilized jars with prepared fruit1 with or without syrup4 ,place the covers1 but do not fasten them down4 ,stand the jars in a steamer over cold water4 ,cover the steamer and heat to the boiling point4 ,steam at least fifteen minutes1 or until the fruit is tender4 ,remove from the steamer1 fill to overflowing with boiling syrup1 and seal at once4 ,invert4 #b4 ,fruit cooked in a boiler3 ,put a false bottom in the boiler1 to prevent the jars from being broken4 ,fill the jars with fruit1 and add syrup if desired4 ,cover and place the jars in the boiler without touching one another4 ,pour in tepid water to within an inch of the top of the jars and bring gradually to boiling heat4 ,cook and finish as directed in #a1 above4 #c4 ,fruit cooked in an oven3 ,fill sterilized1 hot jars with prepared raw fruit and cover with hot syrup4 ,place the jars in a moderate oven1 in a baking dish containing about an inch or two of hot water4 ,cook and finish as in #a1 above4 #d4 ,fruit cooked in a kettle3 ,make a syrup in a fairly deep kettle4 ,put the prepared fruit into it and cook gently until tender4 ,when the fruit is cooked1 lift carefully into hot1 sterilized jars1 and fill to overflowing with boiling syrup4 ,seal at once and invert4 ,,note4--,by ,methods #a1 #b1 and #c the fruit is kept more perfect in shape and loses less flavour than by ,method #d4 ,methods #b and #d are best to choose for class practice4 ,after the lesson in ,canning1 it may not be wise to take the school time for further practice in the preservation of fruit4 ,when such is the case1 the theory of jam and jelly making may be discussed in class for home practice4 ,the notes of these lessons may appear as follows3 ,,jams ,,and ,,preserves ,,points ,,in ,,making ,,jam #a4 ,in this method sugar is the preservative1 therefore the amount used must be large4 #b4 ,the quantity of sugar used is from three quarters to one pound of sugar to each pound of fruit4 ,little or no water is used4 #c4 ,the natural shape and appearance of the fruit is not kept4 #d4 ,the flavour of the fruit is not so natural1 on account of the excessive sweetness4 #e4 ,the jar need not be sealed1 but merely covered4 ,,jelly ,,composition ,,of ,,jelly #a4 ,jelly is made from certain fruit juices and sugar4 #b4 ,the fruit juice must contain a certain amount of pectin1 or jellying principle1 and also a certain amount of acid4 ,,parts ,,of ,,fruit ,,containing ,,most ,,pectin 7#a7 ,skin1 7#b7 core1 7#c7 pits and seeds4 ,illustration3 ,utensils used in making jelly ,,fruits ,,containing ,,most ,,pectin #a4 ,currants #b4 ,crab-apples1 apples #c4 ,quinces #d4 ,cranberries1 blackberries1 raspberries #e4 ,grapes1 if rather green4 ,,method ,,of ,,making ,,jelly #a4 ,cut up the prepared fruit if necessary1 and add barely enough water for cooking4 #b4 ,set over the heat and simmer gently until the cellulose is very soft4 #c4 ,turn into a jelly-bag1 and drain for a number of hours or over night1 in order to get rid of the cellulose4 #d4 ,measure the drained juice and take the same quantity of sugar4 #e4 ,heat the sugar in the oven4 #f4 ,boil the juice gently and steadily for twenty minutes1 skimming when required4 #g4 ,add the hot sugar and boil very gently from three to five minutes1 or until the mixture will jelly when tested4 #h4 ,empty at once into hot glasses and set to cool4 #i4 ,when cold and firm1 cover and set in a cool1 dark place4 ,,methods ,,of ,,covering ,,jam ,,or ,,jelly #a4 ,melt paraffin and pour a layer on each glass1 cover with a tin cover or paper pasted with egg-white4 #b4 ,cut clean1 white paper to fit the glass1 and lay on the jelly when it is firm and cold4 ,place the cover or paper as in #a1 above4 ,,pickling ,where the teacher finds it desirable1 a lesson should now be given on pickling1 with or without class practice4 ,at least one or two good recipes may be given for home use4 ,there are no new principles to teach4 ,the use of vinegar1 salt1 and spices as preservatives should be reviewed4 ,,chapter ,,xi ,,form ,,iv3 ,,senor ,,grade 7,continued7 ,,cookery ,the first work in cookery1 for this ,form1 should consist of practice lessons1 which will test the ability of the class in cooking the simple animal and vegetable foods4 ,the recipes used for these should be such as to attract the interest of the pupils1 and each may be a combination of several food materials4 ,cream soups1 custards1 scalloped dishes1 and shepherd's pie1 would be useful for this purpose4 ,it is desirable that this test shall be made in as few lessons as possible1 because nearly all the time in cookery for this year will be required for the new work1 namely1 a series of lessons on flour mixtures4 ,,outline ,,of ,,lesson ,,on ,,flour ,flour is a food substance ground into a powder4 #a4 ,sources of flour3 7#a7 ,certain cereals--wheat1 rye1 barley1 buckwheat1 rice 7#b7 ,potatoes4 #b4 ,kinds of flour made from wheat3 7#a7 ,graham flour--the entire wheat seed is ground4 7#b7 ,whole wheat flour--the first outer coat of cellulose with its valuable mineral contents is removed before the seed is ground4 7#c7 ,white flour--only the central white part of the seed is ground4 ,,note4--,the pupils should be given specimens of fall wheat to examine1 so as to compare the outer coat of cellulose with the central white part of the grain4 #c4 ,composition of white flour3 7#a7 ,starch--a fine1 granular1 white substance 7#b7 ,gluten--a sticky1 yellowish1 elastic substance 7a protein food74 ,to find the substances in white flour1 each pupil should mix half a cup of bread flour with enough cold water to make a dough4 ,she must then be taught to knead it4 ,this knowledge will be of use later in the bread lessons4 ,after it is thoroughly kneaded until it is smooth and well blended1 the dough should be washed in several waters4 ,the first washing water should be poured into a glass and allowed to settle1 to show the starch4 ,after all the starch is washed away1 the gluten will remain4 ,the gluten may then be put into a greased pan and baked1 to demonstrate that it admits of distention1 and also to show that it may be stiffened permanently by heat into any distended shape4 ,the baked gluten should be reserved to be used as a specimen in succeeding lessons4 #d4 ,kinds of wheat flour3 7#a7 ,bread flour--contains much gluten4 7#b7 ,pastry flour--contains little gluten4 ,,note4--,macaroni is a paste made from wheat flour which contains much gluten4 #e4 ,tests for bread flour3 7#a7 ,the colour is a deeper cream than pastry flour1 on account of the larger amount of gluten which it contains4 7#b7 ,when squeezed1 it will not hold the impress of the hand4 7#c7 ,when the flour is made into a dough and washed1 about one fourth of the original quantity remains as gluten4 ,,outline ,,of ,,series ,,of ,,lessons ,,on ,,flour ,,mixtures ,,lesson ,i #a4 ,meaning of flour mixtures3 ,a lightened mixture of flour and liquid1 with or without other ingredients1 is called a flour mixture4 #b4 ,kinds of flour mixtures3 7#a7 ,batters4--7a7 ,pour batters--pancakes1 popovers 7b7 ,drop batters--cake 7#b7 ,doughs4-- 7a7 ,soft dough--cookies1 baking-powder biscuits1 doughnuts 7b7 ,stiff dough--pastry4 #c4 ,methods of mixing flour mixtures3 7#a7 ,stirring4--,a roundabout movement which simply mixes the ingredients4 7#b7 ,beating4--,an upright1 circular movement1 which incorporates air into the ingredients while being mixed4 7#c7 ,folding4--,a slow1 careful beating1 which blends the ingredients without loss of the air they contain4 7#d7 ,kneading4--,a movement of the hands to blend the ingredients and also to incorporate air4 7#e7 ,cutting4--,a hacking movement of a knife to mix fat through flour4 #d4 ,framework of flour mixtures3 7#a7 ,gluten 7#b7 ,gluten and egg-white4 ,to show the framework1 the gluten baked in the flour lessons should be used4 ,it should be pointed out as the skeleton of the mixture which upholds the entire structure and on which the other ingredients depend4 ,to have light mixtures1 this framework must admit of being expanded and also of being stiffened permanently into the stretched shape4 ,since egg-white has both of these necessary qualities1 it may be used for a framework either alone or in combination with gluten4 ,it should also be observed that a mixture of ingredients light in weight does not prevent the framework from rising as much as heavy ones do4 ,the pupils will see that the framework of a mixture must increase in size in order to make the mixture light1 but it must be made very clear that1 while heat stiffens any framework1 it will not distend it4 ,some other agency is required for this4 #e4 ,lightening agents used in flour mixtures3 7#a7 ,air4--,incorporated by beating1 kneading1 and sifting4 7#b7 ,steam4--,incorporated in the form of a liquid which1 when heated1 changes to steam4 7#c7 ,carbonic acid gas4--,formed in the mixture by the chemical union of soda with some acid4 ,examples3 soda and sour milk2 soda1 cream of tartar and water2 soda and molasses4 ,the lightening agents1 air and steam1 may be taught from the samples of baked gluten4 ,experiments will show how to produce the carbonic acid gas4 ,experiments3 #a4 ,put into a thick glass #a_/h tsp4 of soda and #a_/d tsp4 of cream of tartar4 ,mix1 and note the result4 ,stir in #a_/h cup of cold water1 and note the result4 #b4 ,in ,no4 #a1 use hot water in place of cold1 and note the result4 #c4 ,put #a_/d cup of sour milk in a glass4 ,stir into the milk #a_/d tsp4 of soda1 and note the result4 #d4 ,put #a tbsp4 of molasses in a glass4 ,stir into the molasses a pinch of soda1 and note the result4 ,baking-powder3 ,it may now be explained that1 for the sake of convenience1 soda and cream of tartar may be obtained already mixed1 in accurate proportions of two parts of acid to one of the soda4 ,this mixture is known as baking-powder4 ,as very little moisture is necessary to start the action of the powder1 a little cornstarch is added to it to keep it dry4 ,for the same reason1 it should always be kept tightly covered4 ,soda is made from common salt and is cheap1 but the source of cream of tartar makes it expensive1 so that good baking-powder cannot be low priced4 ,if such be advertised1 it is usually adulterated4 ,as soon as the foregoing principles of flour mixtures are understood1 they should be put into practice4 ,the lessons on cake1 bread1 and pastry should follow in the order named1 with as much practical work in connection with each as the time will allow4 ,,cake ,,making ,,lessons ,,ii ,,and ,,iii #a4 ,classes of cake3 7#a7 ,cakes without butter4--,these mixtures contain no heavy ingredients and have little weight depending on the framework4 ,they are lightened by air and steam only4 ,examples3 sponge cake1 angel cake4 7#b7 ,cakes with butter4--,these are mixtures having ingredients of greater weight2 and the three lightening agents--air1 steam1 and carbonic acid gas are used to raise them4 ,examples3 pound cake1 chocolate cake1 nut cake1 etc4 ,,note4--,practice should be given in making at least one of each kind of cake1 to demonstrate the method of mixing employed4 #b4 ,general directions for making cake3 7#a7 ,attend to the fire1 so as to have the oven at a proper heat4 7#b7 ,grease the pans thoroughly2 greased paper may be used to line the bottom of the tin1 but1 in the case of fruit cake1 the whole tin should be lined4 7#c7 ,have everything ready1 so that the mixing may be quickly done4 7#d7 ,use pastry flour4 7#e7 ,use fine granulated sugar to ensure its being dissolved4 7#f7 ,blend the ingredients thoroughly1 and at the same time incorporate as large an amount of air as possible4 7#g7 ,fill the pan about two-thirds full1 pushing the mixture well to the corners and sides1 so as to leave a depression in the centre4 7#h7 ,attend carefully to the baking4 #c4 ,general rules for mixing cake3 7#a7 ,cake without butter-- 7a7 ,separate the yolks and whites of the eggs4 7b7 ,beat the yolks until thick and lemon-coloured4 7c7 ,add sugar to the yolks gradually and continue beating2 add the flavouring4 7d7 ,beat the whites until stiff and dry1 then fold them into the first mixture4 7e7 ,gradually sift and fold in the flour until well mixed4 7#b7 ,cake with butter-- 7a7 ,cream the butter by working it with a wooden spoon4 7b7 ,add the sugar gradually by stirring it in4 7c7 ,beat the eggs until light1 and add to the first mixture4 7,the eggs may be separated and the whites added later47 7d7 ,add the liquid and beat until the sugar is thoroughly dissolved4 7e7 ,mix the flour and baking-powder in a sifter and gradually sift and beat it into the mixture until it is thoroughly blended4 7,liquid and flour may be added alternately47 7f7 ,fold in the stiffly beaten whites1 if the eggs have been separated4 7g7 ,if fruit1 peel1 nuts1 etc41 are used1 they should be floured out of the quantity allowed for the cake and added last4 #d4 ,general directions for baking cake3 7#a7 ,small1 thin cakes should be baked in a hot oven4 ,examples3 cookies1 layer cake4 7#b7 ,all loaf cakes require a moderate oven4 7#c7 ,in baking cakes1 divide the time stated in the recipe into quarters as follows3 ,first quarter--mixture should begin to rise4 ,second quarter--mixture should continue rising4 ,third quarter--mixture should begin to brown and to stiffen into shape4 ,fourth quarter--mixture should finish browning and stiffening and shrink slightly from the sides of the pan4 7#d7 ,mixture is cooked when a slight pressure leaves no dent1 or when a small skewer or fine knitting-needle put into the centre comes out clean and dry4 ,to the inexperienced minds of the girls in the ,fourth ,form1 to whom the study of flour mixtures is new1 the number and variety of these seems very large4 ,all cook books give an almost endless collection of recipes for cakes1 cookies1 muffins1 etc41 and to the pupils each of these seems an entirely new mixture4 ,in reality1 many of them are but slight variations of the same type4 ,a certain mixture of materials is used for a foundation1 and numerous varieties are made from this by addition1 subtraction1 or substitution of ingredients4 ,the original mixture is called a basic recipe4 ,instead of teaching isolated mixtures1 it will be found an excellent idea to give the class the basic ingredients for a recipe and encourage them to suggest variations1 either original or from memory4 ,typical basic recipes for cake and biscuits are given below3 ,,basic ,,recipe ,,for ,,cake #a_/d cup butter #c_/d cup sugar #b eggs #a_/b cup milk #a #a_/b cup flour #a_/d tsp4 salt #b tsp4 baking-powder #a_/b tsp4 vanilla4 ,,variations ,,of ,,basic ,,recipe ,,for ,,cake #a4 ,spice cake3 ,to the basic recipe add #a tbsp4 of spice4 ,sift in the spice with the flour4 #b4 ,nut cake3 ,add #a_/b cup of chopped nuts4 ,increase the baking-powder by one third4 ,put a little of the flour on the nuts and beat them in at the last4 #c4 ,fruit cake3 ,add #c_/d cup of currants1 raisins1 figs1 or dates1 or a mixture of all4 ,increase the baking-powder by one third4 ,flour the fruit and add it last4 #d4 ,chocolate cake3 ,add #a_/b cup grated chocolate4 ,increase the milk by #b tbsp4 ,heat the chocolate in the milk just enough to dissolve it4 ,cool the mixture and use in place of milk4 ,,basic ,,recipe ,,for ,,biscuits1 ,,etc4 #b cups flour #a_/b tsp4 salt #d tsp4 baking-powder #b tbsp4 fat 7butter1 lard1 or dripping7 ,about #b_/c cup milk4 ,,variations ,,of ,,basic ,,recipe ,,for ,,biscuits #a4 ,sweet biscuit3 ,add #b tbsp4 of sugar after the fat is added4 #b4 ,fruit biscuit3 ,add #b tbsp4 of sugar and #a_/b cup of fruit1 7currants1 raisins1 peel1 or a mixture of all7 after the fat is added4 #c4 ,scones3 ,add #b tbsp4 of sugar1 and use one egg and only #a_/b cup of milk4 ,beat the egg until light1 add to milk1 and use this for liquid4 ,form into round cakes about eight inches in diameter1 and cut into quarters4 #d4 ,fruit scones3 ,add #a_/b cup of fruit to the scone recipe4 #e4 ,short cake for fruit3 ,same as scones1 but double the amount of fat4 #f4 ,dumplings for stews3 ,use the basic recipe1 leaving out the fat4 #g4 ,steamed fruit pudding3 ,use the basic recipe to make the dough that incases the fruit4 ,,bread ,,making ,in beginning the bread lessons1 it will be found that there are no new principles to teach4 ,it will1 however1 be necessary to explain the new means of producing gas which is used in this particular mixture1 namely1 yeast4 ,from their lessons on the ,preservation of ,food and ,canning1 the pupils are already acquainted with one class of microscopic plants4 ,the little plants1 in that case1 were a source of great inconvenience to the housekeeper4 ,yeast may be introduced as another family of one-celled plants1 but one which is most useful4 ,under good conditions these tiny plants will produce a large amount of carbon dioxide gas1 provided they are given sufficient time4 ,if1 however1 the gas be required quickly1 soda and acid must be used4 ,for this reason1 plain flour mixtures1 in which the carbon dioxide is quickly made1 are called quick breads1 to distinguish them from breads in which yeast is used4 ,examples of these are baking-powder biscuits1 gems1 corn-bread1 etc4 ,the use of yeast is the simplest and cheapest way of obtaining carbonic acid gas1 and mixtures so made remain moist longer than those in which baking-powder is used4 ,throughout the introductory lesson1 this fact must be kept prominently before the class1 that yeast is a plant and1 as such1 requires plant conditions4 ,the necessary conditions will be known from the lesson on ,bacteria1 so that they have only to be reviewed4 ,the pupils may be told that although they cannot see the plants1 they can very plainly see the bubbles of gas which the plants give off when the latter are made active under favourable conditions4 ,,lesson ,i ,,outline ,,of ,,lessons ,,on ,,yeast #a4 ,description of yeast3 ,yeast is a one-celled plant which can be seen only with a microscope4 ,under good conditions it becomes very active and multiplies rapidly by a process called budding4 ,it is used by the housekeeper for the carbonic acid gas it gives off4 ,illustration3 ,yeast plants magnified #b4 ,conditions necessary for the activity of yeast3 7#a7 ,oxygen 7#b7 ,water 7#c7 ,food4--,this must be sugar1 or starch which it will change into sugar4 ,potato starch is more easily used by yeast than flour starch4 ,it uses also some nitrogenous food and mineral matter4 7#d7 ,heat4--,the yeast plant thrives in a heat of about the same temperature as our bodies4 ,a little extra heat will only make it grow faster2 but excessive heat will kill it4 ,freezing will not kill the plant1 though cold makes yeast inactive4 #c4 ,sources of yeast3 ,yeast was first found as wild yeast in the air1 but now it may be obtained at grocery stores1 in three forms3 7#a7 ,liquid yeast4--,the plants are put into a starchy liquid4 ,this will keep only a few days1 as the starch sours4 7#b7 ,dry yeast4--,the plants are put into a starchy paste and the mixture is dried4 ,this form will keep for months1 because it is perfectly dry but1 for the same reason1 it takes the plants a long time to become active when used4 7#c7 ,compressed yeast4--,the plants are put into cakes of a starchy mixture and left moist4 ,they will keep only a few days4 ,good compressed yeast is a pale fawn colour1 smells sweet1 breaks clean1 and crumbles easily4 #d4 ,experiments with yeast3 ,make a yeast garden by using the plants obtained at the grocery store as follows3 ,take half a cup of lukewarm water to give the plants moisture1 a teaspoonful of sugar for immediate food1 and the same of wheat starch 7flour7 for a reserve food4 ,beat the mixture to infold oxygen1 and then put in one-quarter cake of yeast plants4 ,divide the mixture among a number of test-tubes1 so that each group of four pupils has three4 7#a7 ,place one test-tube in warm water and heat to boiling4 7#b7 ,place one test-tube in water which feels warm to the hand4 7#c7 ,place one test-tube in cracked ice and freeze the mixture4 ,afterwards thaw1 and place the same test-tube in lukewarm water4 ,observe the results1 and compare the amount of gas formed under the different conditions4 ,,lesson ,,ii ,,practical ,,bread-,,making ,ingredients of plain bread3 #a4 ,liquid4--7#a7 ,it wets the mixture and causes the ingredients to adhere4 7#b7 ,it furnishes steam for a lightening agent4 7#c7 ,it allows the gluten to become sticky and elastic4 7#d7 ,it furnishes moisture for yeast plants4 #b4 ,yeast4--,it gives off carbonic acid gas1 which lightens the mixture4 #c4 ,salt4--7#a7 ,it gives a flavour4 7#b7 ,it retards the growth of the yeast plant4 #d4 ,flour4--7#a7 ,it thickens the mixture4 7#b7 ,it supplies food for the yeast plant4 7#c7 ,it supplies gluten for a framework for the mixture4 ,amount of ingredients for one small loaf3 ,liquid--#a cup or #a_/b pt4 ,salt--#a_/b tsp4 ,flour--,about three times the amount of liquid ,yeast--,amount depends on the time given the bread to rise1 as follows3 #ab hr4 to rise #e hr4 to rise #c hr4 to rise #a_/d yeast cake #a_/b yeast cake #a yeast cake ,,note4--,one cake of compressed yeast contains about the same number of yeast plants as one cake of dry yeast or one cup of liquid yeast4 ,process in making bread3 7#a7 ,mixing 7stirring1 beating1 and kneading74-- 7a7 ,this mixes the ingredients4 7b7 ,it incorporates air to aid the yeast plant and to act as a lightening agent4 7c7 ,it makes the gluten elastic4 7#b7 ,first rising4--,this allows the yeast plants conditions and time to produce carbonic acid gas1 until the dough is distended to twice its original size4 7#c7 ,moulding4--7a7 ,this distributes the gas evenly throughout the loaf4 7b7 ,it shapes the loaf4 7#d7 ,second rising4--,this again allows the yeast plants time to produce gas which will distend the dough to twice its size4 7#e7 ,baking4--7a7 ,the heat of the oven expands the air and gas in the dough1 which causes the gluten framework to distend4 7b7 ,the water changes to steam1 which becomes another agent in distending the gluten4 7c7 ,the starch on the outside of the loaf becomes brown in the dry heat of the oven1 while the inside starch is made soluble in the moist heat of the mixture4 7d7 ,the gluten stiffens into the distended shape4 7e7 ,the yeast plants are killed4 ,in this lesson1 after deciding on the necessary ingredients1 the pupils may be told the amount of each to use for their class work4 ,they should then measure and mix these ingredients and set the dough away for the first rising4 ,while the bread is rising1 the kitchen may be put in order and the other steps of the process reasoned out and written4 ,other school work must be taken then1 until the dough has fully risen1 when the process may be completed4 ,after each stage of the process has been carried out1 the notes on it may be written4 ,with the foregoing principles of bread-making in mind1 the class should be able to make any bread mixture4 ,each pupil should have entire responsibility for the process of making one small loaf of plain bread4 ,about half a cup of liquid1 mixed with the other necessary ingredients1 makes a good-sized loaf for practice4 ,smaller loaves than this give little chance for manipulation4 ,in ,household ,management centres1 where the pupils come from other schools for the lesson period only1 the process will have to be divided into two lessons4 ,the first lesson may include the first two stages--mixing and first rising--each pupil using small quantities1 say for one eighth of a loaf of the ordinary size4 ,at the end of the lesson1 they may carry their dough home for completion1 or it may be used by another class which is ready for the later steps of the process4 ,the second lesson will include the last three steps--moulding1 second rising1 and baking--and it will be necessary for the teacher to have dough prepared for the moulding stage when the class arrives4 ,,lesson ,,iii ,,fancy ,,breads ,these mixtures are but variations of plain bread4 ,the extra ingredients1 such as milk1 eggs1 butter1 spices1 sugar1 currants1 raisins1 peel1 etc41 are added at the most convenient stage of the process4 ,,note4--,if there is not time to have one fancy bread1 such as ,parker ,house rolls or currant bread1 made in school1 recipes for these may be discussed in class and the work done at home4 ,,the ,,bread-,,mixer #a4 ,this utensil mixes and beats the bread by means of a large beater turned with a handle1 thus avoiding the use of the hands for this purpose4 #b4 ,it does this work with less energy and in a much shorter time than if the hands were used4 #c4 ,it can be used only for the first two steps of bread-making1 namely1 mixing and first rising4 #d4 ,the ingredients must all be put in at once2 hence1 they must be accurately measured4 #e4 ,the amount of ingredients may be learned by calculation from previous bread-making done in the old way1 or by using the book of recipes accompanying each mixer4 ,,note4--,there are several good kinds of bread-mixers which may be bought in three sizes4 ,small size makes #a to #b loaves and costs #a4ce 7about74 ,medium size makes #b to #f loaves and costs #b4jj 7about74 ,large size makes #d to #aj loaves and costs #b4ej 7about74 ,,pastry ,pastry is one of the simplest flour mixtures1 and one that has the lowest food value4 ,the intimate blending of butter or lard with the flour envelopes the starch grains with fat1 and makes the mixture difficult to digest4 ,the same thing occurs in frying food and in buttering hot toast2 so the idea is not a new one to the class4 ,in introducing the lesson on pastry1 this principle of digestion should be reviewed1 and it should be made plain that delicate pudding and seasonable fruits are a much better form of dessert4 ,there are no new principles to teach1 but some old ones to impress4 ,the object of the housekeeper should be to make a mixture that is light and one that will fall to pieces easily4 ,to ensure the latter1 anything that would toughen the gluten must be avoided4 ,from the bread lesson1 the pupils have learned that working the water into the gluten or much handling of flour after it is wet1 makes a mixture firm and tough4 ,in pastry there must be enough gluten to stick the ingredients together1 but its elastic quality is undesirable4 ,for the latter reason also1 a small amount of water is used4 ,in the cake mixtures1 it was found that the use of fat in the butter cakes made the framework tender and easily broken1 so in pastry the same means may be employed4 ,fat of some kind is mixed with the flour to act on the gluten and destroy its toughness4 ,air and steam are the only lightening agents commonly used in pastry4 ,since cold air occupies less room than warm air and admits of more expansion1 it is desirable that the mixture be kept very cold4 ,the low temperature also prevents the fat melting2 hence1 the necessity for the use of cold utensils and materials throughout the process4 ,,outline ,,of ,,lesson ,,on ,,pastry #a4 ,ingredients3 7#a7 ,flour1 7#b7 salt1 7#c7 fat1 7#d7 water4 #b4 ,notes on flour3 7#a7 ,use only pastry flour1 which will have a small amount of gluten4 7#b7 ,after the flour is wet1 handle the mixture as little as possible1 to avoid working the water into the gluten and making it tough4 #c4 ,notes on fat3 7#a7 ,fat is used to destroy the elasticity of the gluten1 so that it will not be tough when cooked4 7#b7 ,butter1 lard1 or dripping may be used4 7#c7 ,lard makes more tender pastry than butter4 7#d7 ,butter gives the best flavour4 7#e7 ,half butter and half lard makes a good mixture4 7#f7 ,layers of fat may be put in between layers of pastry1 to separate it into flakes4 7#g7 ,if two fats are used1 the softer is cut into the flour1 and the harder one laid on the paste and folded in4 #d4 ,notes on water3 7#a7 ,use the water as cold as possible4 7#b7 ,use the least amount of water necessary to make the ingredients adhere4 #e4 ,lightening agents used in pastry3 7#a7 ,air4--7a7 ,this should be as cold as possible4 7b7 ,the air may he folded in1 between layers of pastry4 7#b7 ,steam4 #f4 ,kinds of pastry3 7#a7 ,plain pastry4--,in this1 one quarter to one third as much fat as flour is used1 and it is all cut in4 7#b7 ,flaky pastry4--,in this1 the same amount of fat is used as in plain pastry1 but half of it is laid on and folded in4 7#c7 ,puff pastry4--,in this1 one half as much fat as flour1 up to equal parts of each is used2 one quarter of the fat is cut in1 and the remainder is laid on and folded in4 #g4 ,amount of ingredients for plain pastry for one pie3 #a #a_/b cup pastry flour2 #a_/d tsp4 salt2 #a_/b cup fat 7lard and butter72 ice water4 ,,chapter ,,xii ,,form ,,iv3 ,,senior ,,grade 7,continued7 ,,meat ,as meat is rather a complex food the teaching of which involves a good many lessons1 and as it does not lend itself as well as other foods to the making of dishes useful in practice work1 it seems wise to defer the study of it until the ,senior ,form is reached2 the ability and home needs of the pupils should decide this4 ,the season of the year should also be considered4 ,it is wiser to take meat lessons in cold weather because it is then more pleasant to handle and easier to keep4 ,the latter consideration is important in some rural districts1 where shops are not convenient4 ,more preparation is needed for the first meat lesson than for most foods4 ,some days before1 thin bones such as leg or wing bones of fowl1 or rib bones of lamb should be soaked in diluted hydrochloric or nitric acid 7one part acid to ten of water71 to dissolve the mineral substance which gives the bone its rigidity4 ,any time before the lesson1 a large solid bone of an old animal1 such as a knee or hip joint of beef1 should be burned for hours to get rid of the connective tissue which holds the mineral substance in shape4 ,this should be carefully done1 in order to retain the shape of the bone and to show the porous formation of the mineral substance4 ,if the bone is not blackened by the fire1 its white colour will also indicate the lime of which it is formed4 ,on the day of the lesson it will be necessary to have a piece of meat showing the three parts--fat1 bone1 and muscle4 ,a lower cut of the round of beef has all these parts1 and the muscle is sufficiently tough to show its connective tissue plainly4 ,for the study of fat1 a piece of suet is best1 as it can be easily picked apart to show its formation4 ,in examining fat meat and lean meat it is essential that1 at least1 every two pupils have a piece1 as close scrutiny is necessary4 ,one or two samples of bone will suffice for the class4 ,no definite amount of work can be laid down for any one lesson4 ,the interest and ability of the class must be the guide4 ,in rural schools1 the time of each lesson must be comparatively short1 though no ,household ,management teacher should spend more than forty minutes on purely theoretical work without a change of some kind4 ,the following is an outline of the facts to be considered in this particular study3 ,,lesson ,i #a4 ,names of meat3 7#a7 ,beef1 from the ox or cow4 ,the best meat comes from an animal about four years old4 7#b7 ,veal1 from the calf4 ,it should be at least six weeks old4 7#c7 ,mutton1 from the sheep4 ,spring lamb is from six to eight weeks old2 yearling is one year old4 7#d7 ,pork1 from the pig4 7#e7 ,fowl1 poultry--chicken1 turkey1 duck1 goose4 7#f7 ,game1 wild animals--deer1 wild duck1 partridge1 etc4 #b4 ,parts of meat3 7#a7 ,fat4--7a7 ,inside fat1 around the internal organs1 usually called kidney fat1 or suet4 7b7 ,outside fat1 next the skin1 called caul fat4 7#b7 ,bone1 7#c7 muscle1 or lean meat4 #c4 ,composition of fat3 7#a7 ,connective tissue1 7#b7 true fat1 7#c7 water4 ,fat should be the first part studied1 because it is the simplest tissue and the parts are most plainly seen4 ,pick the specimen apart1 and the tissue that holds it together is found4 ,its name is easily developed from its use4 ,the water may be shown by heating pieces of fat in a small saucepan and1 when it becomes hot1 covering the dish with a cold plate4 ,remove the plate before it gets heated1 and moisture will be condensed on its surface4 ,the presence of water in fat may also be reasoned out by remembering that water enters into the composition of all body tissues4 #d4 ,composition of bone3 7#a7 ,mineral matter 7lime71 7#b7 connective tissue1 7#c7 water4 ,neither the mineral substance nor the connective tissue in bone can be seen until either one or the other is eliminated4 ,strike the fresh bone with a steel knife1 and it shows the quality of hardness4 ,bones are built from food1 and the only food substance that is so hard is mineral matter4 ,show the burned bone1 with only the mineral matter left1 and let each pupil examine it4 ,its formation indicates the spaces which the part burned out of it occupied4 ,let it fall or crush part of it in the fingers1 to show how easily it is broken4 ,such bones would be no use as a framework to support the body4 ,the bones of very old persons get too much like this1 and we are afraid to have such people fall4 ,the burned bone needs something to hold it together--a connective tissue4 ,such a tissue was in the spaces before the bone was burned4 ,show the bone after it has been prepared in an acid solution1 with only the connective tissue left4 ,explain how it was prepared4 ,bend it to show its pliability4 ,to be of use in the body it needs some substance to make it hard and rigid--the mineral matter which was dissolved out4 ,,note4--,this is an excellent time to show the necessity for bone-building mineral in the diet of babies and young children4 ,if they do not get this mineral substance during the growth period1 they cannot have hard1 rigid bones1 and their bodies are apt to become misshapen--bow legs1 curved spines1 etc4 ,this substance is also necessary for hard1 sound teeth4 ,draw attention to the fact that the mineral matter in milk and eggs is in solution1 and therefore ready to be used by the body4 ,mineral matter is not in solution in bone1 and cannot be dissolved by the digestive process1 therefore it is practically of no use as food4 ,compare the connective tissue of bone with that of fat1 and let the pupils account for the difference in thickness4 ,lead them to see that connective tissue can be dissolved in hot water1 and in this way may be extracted from the mineral part of bone4 ,the housekeeper may do this herself1 or she may buy it already extracted1 as gelatine4 #e4 ,composition of muscle3 7#a7 ,connective tissue 7#b7 ,red part1 made up of microscopic tubes holding a red juice4 ,the juice contains3 7a7 ,water 7b7 ,red colour 7c7 ,flavour 7d7 ,muscle albumen--a protein substance similar to egg-white 7e7 ,mineral matter4 ,illustration3 ,muscle fibres highly magnified ,bundle of fibres4 ,tubes of one fibre4 ,proper carving of fibres--across the grain4 ,it should be made clear that the walls of such tiny tubes can never be thick enough to be tough4 ,attention should be called to the real cause of toughness--the thick connective tissue4 ,,note4--,very small pieces of meat will serve for specimens4 ,tough meat is better1 because it shows the connective tissue more plainly4 ,when the muscle is being examined1 it should be carefully scraped with a knife1 until a layer of connective tissue is laid bare4 ,the red part that is scraped off should be explained1 and a drawing should be made to illustrate it4 ,minced lean beef should he soaked in a little cold water for at least twenty minutes1 to extract the muscle juice for examination4 ,the juice should be strained through a cheesecloth and poured into a glass4 ,it shows nothing but water and a red colour4 ,in order to find the other substances1 pour part of the juice into a small saucepan and heat it gradually until it boils gently4 ,the red colour will disappear1 and the albumen which is dissolved in the juice will coagulate and become plainly visible4 ,the pupils will recall that egg-white was affected in the same way by heat1 and may be told that this coagulated substance is similar to egg-white1 and is called muscle albumen4 ,the odour given off by heating suggests that the flavour is also in the muscle juice1 hence the importance of conserving this juice in the cooking process4 ,strain the boiled juice to get rid of the coagulated albumen and then examine the liquid that is left4 ,its colour plainly denotes mineral matter in solution4 ,,lesson ,,ii #f4 ,meat experiments3 ,if time permit1 the following experiments may be taken4 ,the facts which these experiments prove may1 however1 be developed in a much shorter time by questioning3 7#a7 ,cut lean meat into small pieces1 cover them with cold water and let them stand4 ,note the colour of the water4 7#b7 ,cover a piece of lean meat with boiling water and let it stand4 ,note the colour of the water4 7#c7 ,sprinkle a piece of meat with salt4 ,what happens8 7#d7 ,wrap a piece of meat for a few minutes in ordinary brown wrapping-paper4 ,what happens8 7#e7 ,simmer a small piece of very tough meat for about an hour and then examine the connective tissue4 7#f7 ,boil or bake a small piece of very tough meat and then examine the connective tissue4 #g4 ,selection of meat3 7#a7 ,all flesh should be uniform in colour1 of a fine grain1 and firm and springy to the touch4 7#b7 ,beef should be bright red in colour1 well mottled1 and surrounded with fat4 7#c7 ,mutton should be a dull red1 and its fat white1 hard1 and flaky4 7#d7 ,lamb is lighter in colour than mutton1 and the bone is redder4 7#e7 ,veal has pinkish-coloured flesh and white fat4 ,very pale veal is not good4 7#f7 ,pork should have firm flesh of a pale red colour4 ,the skin should be white and clear1 the fat white4 7#g7 ,poultry3 7a7 ,chickens4--,young chickens have thin1 sharp nails2 smooth legs2 soft1 thin skin2 and soft cartilage at the end of the breastbone4 ,long hairs denote age4 7b7 ,turkeys4--,these should be plump1 have smooth1 dark legs1 and soft cartilage4 7c7 ,geese4--,these should be plump and have many pin feathers2 they should also have pliable bills and soft feet4 #h4 ,care of meat3 7#a7 ,remove the meat from the wrapping paper as soon as it arrives1 to prevent the loss of juices4 ,the butcher should use waxed paper next to the meat4 7#b7 ,wipe the meat all over with a damp cloth1 but do not put it into water4 7#c7 ,place the meat on an earthen or enamel dish1 and set it in a cool place until required4 7#d7 ,frozen meat should be thawed in a warm room before being cooked4 ,,lesson ,,iii #i4 ,general ways of preparing meat3 7#a7 ,extracting certain substances4--7a7 ,soup--substances extracted in water from lean meat1 bone1 and fat4 7b7 ,beef-tea--substances extracted in water from lean meat4 7c7 ,bouillon--substances extracted in water from lean meat and flavoured with vegetable4 7d7 ,beef juice--juices extracted from lean meat by heat only1 or by pressure4 7#b7 ,retaining all substances4--,roasts1 boiling pieces1 steaks1 chops1 cutlets4 7#c7 ,retaining part and extracting part4--,stews4 #aj4 ,notes on tough meat3 7#a7 ,the toughness of meat depends on the thickness of the connective tissue holding the muscle tubes together4 ,illustration3 ,cuts of beef #a4 ,neck1 stews and soup4 #b4 ,chuck ribs1 cheaper roasts4 #c4 ,prime ribs1 very good roasts4 #d4 ,loin1 best steaks or roasts 7sirloin1 tenderloin1 porterhouse74 #e4 ,rump1 roasts and steak4 #f4 ,brisket1 stews or corned beef4 #g4 ,fore shank1 soup4 #h4 ,shoulder1 stews or pot-roasts4 #i4 ,short ribs1 stews or cheap roasts4 #aj4 ,navel1 corned beef4 #aa4 ,plate1 stews or corned beef4 #ab4 ,flank1 stews or corned beef4 #ac4 ,round1 steaks4 #ad4 #bnd cut round1 stews and soup4 #ae4 ,hind shank1 stews and soup4 #af4 ,tail1 soup4 ,illustration3 ,bony structure 7#b7 ,the connective tissue is made thick and tough by two causes4--7a7 ,age--in old animals the connective tissue has grown thick4 7b7 ,exercise--in certain parts of the body1 where muscles are much used1 these muscles must be more firmly bound together1 as in the neck and legs1 etc4 7#c7 ,dry heat will harden connective tissue1 making it more difficult to cut and chew2 therefore tough cuts should not be cooked in dry heat4 7#d7 ,moist heat will soften and finally dissolve connective tissue1 making it easy to cut and chew2 therefore tough cuts should be cooked in moist heat4 7#e7 ,tough meat is more abundant in an animal's body1 and is1 therefore1 cheaper than tender meat4 7#f7 ,tough meat has richer juices than tender meat and should be used for soup1 broth1 and beef-tea4 #aa4 ,digestibility of meat3 7#a7 ,the less muscle juice is coagulated by heat1 the more easily it is digested4 7#b7 ,because of their close texture1 the liver1 kidney1 and heart of animals are more difficult to digest4 7#c7 ,mutton and lamb1 because of their shorter fibres1 are more easily digested than beef4 7#d7 ,veal is difficult to digest1 owing to its stringy fibres4 ,illustration3 ,cuts of veal ,illustration3 ,cuts of lamb 7#e7 ,pork has a large amount of fat intermingled with its fibres1 and is1 therefore1 difficult to digest4 7#f7 ,chicken and turkey are easily digested1 but goose and duck are indigestible1 because of the fat through the muscle fibres4 7#g7 ,game is easy of digestion4 ,the practical work1 besides the experiments1 in connection with the meat lessons1 should consist of at least three preparations of this food3 7#a7 the cooking of tender meat1 7#b7 the cooking of tough meat1 7#c7 the making of soup4 ,illustration3 ,cuts of pork ,the object of each preparation should be made plain1 so that the pupils may fully understand what they are trying to accomplish4 #a4 ,object in cooking tender meat3 7#a7 ,to change the flavour and appearance4 7#b7 ,to seal the tubes to keep in the juices4 7#c7 ,to cook the meat without densely coagulating the protein of the muscle juice1 so as to keep it digestible4 #b4 ,object in cooking tough meat3 7#a7 ,to change the flavour and appearance4 7#b7 ,to soften and partially dissolve the connective tissue1 making it easy to cut4 7#c7 ,to avoid making the muscle juice indigestible4 #c4 ,object in making soup3 7#a7 ,to extract the connective tissue from the bone4 7#b7 ,to extract the muscle juice from the tubes4 ,,general ,,rules ,,for ,,cooking ,,meat #a4 ,baking3 ,place the meat in a very hot oven with pieces of the fat or some dripping in the pan4 ,baste every ten minutes4 ,keep the oven very hot for a small roast4 ,for a large roast1 check the fire after the first fifteen minutes4 ,bake fifteen minutes to each pound4 #b4 ,broiling3 7#a7 ,over the coals4--,put the meat between the hot greased wires of a broiler4 ,place over a very hot1 clear fire4 ,turn the broiler every ten seconds4 ,beef one inch thick cooks rare in eight minutes4 7#b7 ,pan ,broiling4--,heat a frying-pan smoking hot4 ,lay the meat in flat2 turn constantly until seared1 then frequently1 as in broiling1 but do not pierce the muscle part with a fork4 ,beef one inch thick cooks rare in ten minutes4 #c4 ,boiling3 ,cover the meat with boiling water4 ,boil five minutes4 ,then simmer until done4 ,tender meat takes twenty minutes to the pound2 tough meat takes from three to five hours4 #d4 ,stewing3 ,cut the meat in pieces of a suitable size4 ,cover with cold water4 ,bring gradually to the simmering point and simmer until tender1 usually three or four hours4 ,keep the pot closely covered4 #e4 ,beef juice3 ,take one pound of steak from the top of the round4 ,wipe the steak1 remove all fat1 and cut the lean meat in small pieces4 ,place in canning jar1 and cover2 place on a rest in the kettle and surround with cold water4 ,allow the water to heat slowly1 care being taken not to have it reach a higher temperature than #acj degrees4 ,let stand two hours2 strain and press the meat to obtain all the juices4 ,salt to taste4 ,,note4--,these rules may be dictated to the class1 as all of the principles which they involve have been previously discussed4 ,,fish ,since fish is the flesh of sea animals1 there will be little new to learn concerning it4 ,main points of difference between this flesh and ordinary meat are3 #a4 ,fish is less stimulating and nourishing than meat1 as it contains more water and less protein than an equal quantity of lean meat4 #b4 ,oysters1 and the class called white-fish1 are more easily digested than meat1 hence they should be chosen for invalids or those having weak digestions4 ,kinds of fish3 #a4 ,white-fish4--,the fat is stored mostly in the liver1 making the flesh easy to digest4 ,examples3 cod1 halibut1 haddock1 white-fish4 #b4 ,oily fish4--,the fat is distributed throughout the flesh1 making it more difficult to digest4 ,examples3 salmon1 herring1 mackerel4 #c4 ,shell-fish4--,because of their close fibres1 these are difficult to digest1 with the exception of oysters4 ,examples3 clams1 scallops1 and oysters4 #d4 ,crustaceous4--,the flesh is tough and hard to digest4 ,examples3 lobsters1 crabs4 ,selection of fish3 ,fresh fish may be recognized by the following3 #a4 ,the eyes should be full and bright4 #b4 ,the flesh should be firm and elastic4 #c4 ,the gills should be bright red4 #d4 ,there should be no unpleasant odour4 ,cooking of fish3 ,fish may be cooked in any way similar to meat4 ,as the flesh of fish contains food substances which are very easily dissolved in water1 boiling is not a good method of cooking to choose for this food4 ,steaming1 baking1 and frying are more suitable4 ,,gelatine ,a lesson on gelatine naturally follows the lessons on meat and fish4 ,the study of bone and the making of soup have explained the source of this substance1 and only a few additional facts are necessary4 ,the gelatine practice dishes are sure to prove attractive to the class1 and the common use of this food in sickness1 and in salads and desserts1 makes it important that its food value be understood4 #a4 ,source of gelatine3 ,gelatine is obtained from the bones1 cartilage1 and skin of animals4 ,it is the connective tissue dissolved out of these parts4 ,the housekeeper may obtain it for herself or she may buy it already extracted2 both are equally good4 #b4 ,commercial forms3 7#a7 ,sheet gelatine 7#b7 ,shredded gelatine 7#c7 ,granulated gelatine4 #c4 ,properties of gelatine3 7#a7 ,it softens in cold water1 but will not dissolve4 7#b7 ,it dissolves in hot water4 7#c7 ,it jellies when cold1 if the solution be sufficiently strong4 7#d7 ,good gelatine has little taste1 colour1 or odour1 and no sediment when dissolved4 #d4 ,steps in dissolving gelatine3 7#a7 ,put a small amount of cold water or any cold liquid on gelatine1 and let it stand until the liquid is absorbed4 7#b7 ,add a boiling liquid and stir thoroughly until dissolved4 #e4 ,value in the diet3 7#a7 ,gelatine is a nitrogenous substance1 but cannot of itself build tissues1 as most protein foods do4 ,when eaten1 it will save the tissues already making up the body1 hence is called a protein-sparer4 7#b7 ,it is very easily digested1 and for this reason it gives a pleasant variety to the diet of an invalid4 7#c7 ,it makes an attractive dessert at the end of a substantial meal1 without adding much nutriment4 #f4 ,ways of using gelatine3 7#a7 ,it may assist in making soup4 7#b7 ,any liquid may be used to dissolve this substance to make a plain jelly4 ,examples3 coffee jelly1 tomato jelly1 wine jelly4 7#c7 ,plain jelly may be varied as follows3 ,allow the plain jelly mixture to cool until it is as thick as cream1 and then beat in whipped egg-white1 or fruit1 or chopped vegetables1 and set away until firm4 ,examples3 snow pudding1 orange charlotte1 vegetable salad4 7#d7 ,strain off the juice from a can of fruit1 heat it1 and use it for dissolving the gelatine4 ,when almost set1 add the fruit1 and set away to become firm4 ,,frozen ,,dishes ,a lesson on frozen dishes may be taken at any time1 but it seems specially opportune after the gelatine lesson4 ,it may be impossible to make these dishes in school1 but the facts of the lesson may be discussed and recipes furnished1 after which a ,form ,,iv pupil should find no difficulty in carrying out these recipes at home4 ,elementary science should be correlated1 to explain the use of salt in the freezing process4 ,,value ,,of ,,frozen ,,dishes #a4 ,they are cooling1 refreshing1 and nourishing when properly taken2 they are not good as a final course at a meal1 as cold mixtures reduce the temperature of the stomach and thus retard digestion4 #b4 ,they are appetizing in appearance and flavour4 #c4 ,they are economical as regards cost of ingredients1 fuel1 time1 and energy4 ,,kinds ,,of ,,frozen ,,dishes #a4 ,water ice4--,fruit juice diluted with water1 sweetened and frozen2 stirred about every five minutes while freezing4 #b4 ,frapp4--,water ice frozen to the consistency of mush2 in freezing1 equal parts of ice and salt are used to make the mixture granular4 #c4 ,sherbet4--,water ice to which is added a small quantity of dissolved gelatine or beaten egg-white2 stirred constantly while freezing4 #d4 ,ice cream4--,thin cream1 sweetened1 flavoured1 and frozen2 stirred constantly while freezing4 #e4 ,plain ice cream4--,same as ice cream with custard added4 #f4 ,mousse4--,thick cream1 beaten until stiff1 sweetened1 flavoured1 placed in a mould1 packed in ice and salt 7two parts ice to one part salt71 and allowed to stand three hours4 ,a small quantity of dissolved gelatine may be added to the mixture4 ,,practical ,,work #a4 ,freezing3 7#a7 ,scald the can and dasher and cool just before using4 7#b7 ,see that all parts of the freezer are properly adjusted4 7#c7 ,empty the mixture into the can2 never fill the can more than three-quarters full1 to allow for expansion when freezing4 7#d7 ,prepare ice by chipping finely or by crushing in a canvas bag by means of a mallet4 7#e7 ,allow three measures of ice to one of coarse rock salt and pack this mixture solidly around the can4 7#f7 ,turn the crank slowly and steadily until the mixture begins to freeze1 then turn more rapidly until frozen4 7#g7 ,add more ice and salt as needed1 but do not draw off the salt water except to keep it from getting inside the can4 #b4 ,packing3 7#a7 ,when the mixture is frozen1 draw off the water1 remove the dasher1 and pack the contents of the can down solidly with a spoon4 7#b7 ,replace the cover1 using a cork for the opening1 then repack in ice and salt 7four parts ice to one part salt74 7#c7 ,cover with newspapers1 blanket1 or carpet1 and let it stand for at least one hour before serving4 #b4 ,moulding3 7#a7 ,wet the mould and pack the frozen mixture in solidly4 7#b7 ,place the cover on the mould and bind strips of greased cotton or waxed paper around all the crevices4 7#c7 ,imbed the mould in ice and salt 7four parts ice to one part salt74 7#d7 ,wrap a cloth wrung from hot water around the mould for an instant1 before removing the mixture4 ,,planning ,,and ,,preparation ,,of ,,meals ,the food work of the previous ,forms1 from constant reference and use1 should be so well known that it may be reviewed in one lesson1 under the following heads3 #a4 ,uses of food #b4 ,necessary substances in food #c4 ,composition of the common foods--milk1 eggs1 meat1 vegetables1 fruit1 seeds #d4 ,general sources of each food substance4 ,after the review1 the class may be asked to prepare menus for one day's meals1 keeping in mind the following3 #a4 ,daily balance of food substances #b4 ,appetizing appearance and flavour of the food #c4 ,economy of time1 labour1 and money in providing the food4 ,the preparation of menus may be continued1 even while other work is being studied1 until the teacher feels satisfied with the ability of the class to prepare menus intelligently4 ,the planning of menus should1 if time permit1 be extended to actual practice in preparing and serving the meals called for by some of the menus4 ,in this ,form there should be a limit set to the number of people served and the cost of the food4 ,since breakfast and luncheon were prepared in the ,junior ,form1 a dinner should be taken in this4 ,the entire responsibility of the meal should be given to the pupils1 each being appointed to perform definite duties4 ,the teacher may advise while the class is planning the work1 but not assist while it is being carried out4 ,each member of the class may be asked to prepare a menu to suit the special conditions which have been made as to number and cost4 ,these may be planned at home and brought to the teacher for criticism4 ,at the first lesson1 three or four of the best may be written on the black-hoard for comparison and choice4 ,when the selection is made1 members of the class should be chosen for the following duties3 7#a7 marketing1 7#b7 preparation of food1 7#c7 laying the table1 7#d7 serving1 7#e7 representing members of the family to eat the meal4 ,,note4--,to prevent any suspicion of favouritism1 the duties may be written on slips of paper and the pupils allowed to draw these4 ,at the second lesson the meal will be prepared1 served1 and eaten4 ,in schools lacking an equipment1 the meal may be planned and selected in the same way as above1 but the entire responsibility of carrying it out must rest on one pupil1 as it will be necessary for each to prepare and serve it in her own home4 ,,chapter ,,xiii ,,form ,,iv3 ,,senior ,,grade 7,continued7 ,,infant ,,feeding ,this subject is more suitable for older students than for those attending the public and separate schools1 but1 because of its importance and the fact that many girls never go beyond the ,entrance class1 it is deemed wise to present1 to the pupils of ,form ,,iv1 the main facts relating to the feeding of infants4 ,each teacher must however use her judgment in the choice of these facts for her class and in the method of presenting them4 ,the instruction given may include the following ideas3 ,the natural food of an infant is its mother's milk1 and too much stress cannot be placed on the necessity of nursing by the mother4 ,even if the mother has but a small supply1 the baby should not be weaned2 the supply should be supplemented by modified milk4 ,in the rare cases where a mother cannot nurse her baby1 a physician should prescribe the food4 ,in such a case the best substitute is cow's milk4 ,if cow's milk be used1 it will have to be changed or modified to make it as far as possible like mother's milk4 ,cow's milk differs in the following respects3 ,it has 7#a7 less water and therefore more solids2 7#b7 a larger proportion of protein and mineral compounds2 7#c7 less sugar2 7#d7 a different combination of fats4 ,cow's milk cannot be made like mother's milk1 but it is better food for a little baby if cream1 milk sugar1 and barley water1 are added in certain proportions1 varying according to the age of the child4 ,,recipe ,,for ,,modified ,,milk ,milk #g ounces ,milk sugar #a_/b ounce ,cream 7#ah7 #a ounce1 if ordinary milk be used or #a_/b ounce if ,jersey milk be used4 ,barley water ,dilute with barley water to make #bj ounces for the first two or three weeks1 then reduce to #af ounces up to about three months of age4 ,the volume may then be reduced to #ad ounces1 and at five or six months to #ab ounces4 ,mixed milk1 and not one cow's milk1 should be used1 for the reason that a better average of milk is secured from several cows than from one4 ,the supply should be fresh and clean4 ,to make sure of the latter1 scrupulous care should be given to the cleanliness of the cows' bodies and stables1 the utensils1 and the clothing and hands of the milkers4 ,if there is any doubt of the cleanliness1 the milk should be pasteurized4 ,the pasteurization greatly reduces the bacterial life in the milk by a temperature which does not change its composition and digestibility1 as is the case in sterilizing it4 ,,directions ,,for ,,pasteurizing ,,milk ,sterilize bottles as for canning4 ,nearly fill the bottles with milk and cork them with absorbent cotton which has been sterilized 7by being baked a delicate brown74 ,place the bottles on a rest in a deep kettle and surround them with cold water as high as the milk4 ,heat the water gradually to #aee degrees ,fahrenheit1 or until tiny bubbles show in the milk next the glass4 ,remove the kettle and contents to where the temperature of the milk will remain the same for half an hour4 ,then cool the milk quickly by putting the bottles first in lukewarm water and then in cold water4 ,keep in a cool place and do not remove the cotton until ready to use4 ,pasteurized milk should not be kept more than a couple of days4 ,the utmost care and cleanliness should be observed in preparing the infant's food4 ,all utensils which come in contact with the food should be sterilized each time they are used4 ,bottles with rubber tubes should never be used1 as they cannot be thoroughly cleaned4 ,the bottle should be plain and graduated without a neck1 and the nipple should admit of being turned inside out4 ,,care ,,of ,,bottles ,after the nursing1 the bottles should at once be rinsed with cold water4 ,later1 the bottles and nipples should be carefully washed in hot1 soapy water1 then rinsed in clear1 hot water4 ,they should then be sterilized by boiling in water for twenty minutes1 after which they may be placed in boric acid solution 7#a tsp4 to #a qt4 water71 or the bottles may be emptied and plugged with sterilized absorbent cotton until again required4 ,,care ,,of ,,food ,it saves much time to make sufficient food to last for twenty-four hours4 ,this may be put into a large bottle1 or what is better1 into the several nursing bottles1 and each plugged with sterilized absorbent cotton4 ,after cooling1 the bottles should be put on the ice or in some cool place until required4 ,where there is no refrigerator1 an ice-box made on the principle of the home-made fireless cooker will do excellent service4 ,when the food is to be used1 it should be warmed slightly above body heat by placing the bottle in warm water4 ,the following table is taken from ,the ,care and ,feeding of ,children by ,l4 ,emmet ,holt1 ,m4,d41 of ,new ,york4 ,,schedule ,,for ,,feeding ,a ,,healthy ,,child ,,during ,,the ,,first ,,year ---------------------------------------- ------------------------------- ,interval ,night ,number between feedings of ,quantity ,quantity ,age meals 7#f p4m4 feedings for one for #bd by day to in #bd feeding hours #f a4m47 hours ---------------------------------------- -------------------------- ,hours ,ounces ,ounces #bnd to #gth day #c #b #g #a #b #g-ad ---------------------------------------- -------------------------- #bnd and #crd weeks #c #b #g #b-c #a_/b #ad-bd ---------------------------------------- -------------------------- #dth to #fth week #c #b #g #c-d #ba-bh ---------------------------------------- -------------------------- #gth week to #c mos4 #c #b #g #c #a_/b-e #be-ce ---------------------------------------- -------------------------- #c to #e months #c #a #f #d #a_/b-f #bg-cf ---------------------------------------- -------------------------- #e to #g months #c #a #f #e #a_/b-f #a_/b #cc-ci ---------------------------------------- -------------------------- #g to #ab months #d 44 #e #g-h #a_/b #ce-dc ---------------------------------------- -------------------------- ,,chapter ,,xiv ,,form ,,iv3 ,,senior ,,grade 7,continued7 ,,household ,,sanitation ,as the principles of sanitation are based on a knowledge of bacteria1 the facts concerning these microscopic plants1 which were taught in the lesson on the ,preservation of ,food1 have only to be reviewed and extended4 ,the following topics should he quickly reviewed3 #a4 ,description of bacteria #b4 ,occurrence of bacteria #c4 ,favourable conditions for bacteria #d4 ,multiplication of bacteria #e4 ,useful bacteria #f4 ,harmful bacteria4 ,it is with the harmful bacteria that our lesson on sanitation deals4 ,the pupils already know that some kinds belonging to this class cause the decay of food1 and now they are ready to be told that other harmful kinds of microscopic plants gain entrance to our bodies and cause disease4 ,concerning these1 the following outline of facts should be taken3 #a4 ,,means ,,of ,,bacteria ,,entering ,,the ,,body 7#a7 ,through the respiratory organs 7#b7 ,through the digestive tract 7#c7 ,through the broken skin4 #b4 ,,common ,,disease-,,producing ,,bacteria 7#a7 ,those entering the respiratory organs4--,mumps1 scarlet fever1 whooping-cough1 diphtheria1 measles1 pneumonia 7#b7 ,those entering the digestive tract4--,typhoid1 cholera1 tuberculosis 7#c7 ,those coming through cuts1 etc4--,skin diseases like ringworm1 blood poisoning1 lockjaw 7tetanus74 ,illustration3 ,sink and sewer connection ,t--,trap4 ,w--,waste ,pipe4 ,h4,d4--,house drain4 ,s4--,sewer4 ,if housekeepers do not exercise care1 these disease-producing bacteria may enter the home1 and finding there all the conditions which they require1 they will multiply1 and become a menace to the family4 #c4 ,,methods ,,of ,,sanitation ,since bacteria are too small to be seen1 it is very hard to deal with them4 ,the housekeeper has the following ways of protecting the household3 7#a7 ,by having all drain pipes trapped3 7#b7 ,by keeping the house free from lodging places for bacteria3 7a7 ,keep the house clean and free of dust4 7b7 ,wash garbage pails and sinks daily and scald them and drain pipes at least once a week4 7c7 ,keep the refrigerators1 cupboards1 and receptacles for food clean1 and allow no spoiled food to remain in them4 7d7 ,wash and sterilize the soiled clothing once a week4 7e7 ,keep the cellar well aired and clean2 allow no decaying material to remain in it4 7f7 ,keep the door-yards clean2 allow no scraps of food1 cleaning water1 or sweepings to be thrown near the house4 7#c7 ,by keeping the supply of food from disease-producing bacteria3 7a7 ,use screens to keep out flies1 which transfer bacteria from their bodies to food4 7b7 ,wash fresh fruit and vegetables before using4 7c7 ,boil for twenty minutes water of doubtful purity4 7#d7 ,by keeping the bodies of the family strong and healthy1 so that if bacteria gain an entrance they will be resisted and overcome3 7a7 ,provide well-balanced1 nutritious food4 7b7 ,supply suitable clothing to protect the body4 7c7 ,see that there is an abundant supply of fresh air1 night and day4 #d4 ,,disposal ,,of ,,waste ,,in ,,villages ,,and ,,rural ,,districts 7#a7 ,burn all combustible material4 7#b7 ,bury tins1 broken dishes1 etc4 7#c7 ,feed refuse food to animals or empty it into a pit dug for the purpose1 and cover with a layer of earth from time to time4 7#d7 ,throw slop water at a distance from the house and well1 and plant stalky growths like sunflowers1 which absorb the waste4 #e4 ,,methods ,,of ,,disinfecting ,where bacterial disease is known to exist1 the utmost care should be taken to subject everything that has come in contact with the patient to a process which will kill the disease-producing plants4 ,only two ways of doing this are known3 7#a7 ,subject the bacteria to extreme heat which will kill them-- 7a7 ,burn everything that can be burned4 7b7 ,boil bed and body linen4 7c7 ,scald dishes4 7d7 ,scald or bake utensils4 7#b7 ,use chemicals to destroy the germs-- 7a7 ,use chemical solutions to wash surfaces1 materials1 or utensils4 7b7 ,seal the rooms and burn chemicals to produce vapours which will destroy bacteria4 ,,note4--,directions for the use of chemicals are given under the lesson on ,home ,nursing4 ,,home ,,nursing ,this part of the work does not require a special equipment1 though it is an advantage to have one4 ,an ingenious teacher1 with the co-operation of her pupils1 will invent plans for providing whatever is necessary for demonstration4 ,pupils living near the school can supply many of the needed materials4 ,a doll and doll's bed may be used to teach bed making and the changing of bed-clothing while the patient is in bed4 ,the doll may also be used to illustrate the method of giving a patient a bath in bed and of changing the body clothing1 if such information is desired4 ,in some cases1 a manual training pupil might construct the bed1 and the sewing class the mattress1 bed-clothing1 and doll's underwear4 ,if this were the property of the school1 the girls could take turns in making the bed every day and in laundering the clothing at home once a week4 ,it is desirable that the instruction in home nursing be given in two lessons4 ,these may be outlined as follows3 ,,lesson ,i ,,the ,,sick ,,room #a4 ,location4--,the room should be on the sunny side of the house and be as large and airy as possible4 ,the top floor is quieter1 but necessitates many steps4 #b4 ,furniture4--,all furniture should admit of easy cleaning4 ,small rugs are better than a carpet1 as they can be easily removed for cleaning4 ,in infectious diseases1 only bare necessities should be kept in the room4 ,the bed should be single and placed so as to be accessible from both sides4 ,it should be high enough to prevent the nurse stooping4 ,the bed-clothing should be of light weight and washable4 ,a bedside table should be provided1 also a couch for the nurse4 ,a screen will be found useful to prevent draughts and to shade the light4 #c4 ,ventilation4--,a thermometer should be used1 and the temperature kept at #fe degrees to #fh degrees1 or1 in special diseases1 according to the doctor's orders4 ,an abundant supply of fresh air should be provided day and night4 ,to secure this1 there must be two openings1 one to admit pure1 fresh air1 and the other to let out the impure air4 ,these openings are preferably on opposite sides of the room and at different heights4 ,if there is only one window1 it should be made to open at both top and bottom4 ,in extreme cases1 an adjoining room may be aired and1 after the fresh air is warm1 it may be admitted to the sick room4 #d4 ,care4--,the room should be kept very clean and neat4 ,all cleaning should be quietly done1 so as not to annoy or disturb the patient4 ,the floor1 wood-work1 and furniture should be dusted with a damp cloth4 ,flowers should be removed at night and should have fresh water daily4 ,no food or medicine should he left in the room4 ,soiled dishes or clothing should be removed as soon as possible and1 in cases of infectious diseases1 placed in water containing a disinfectant4 ,all excreta should be taken away immediately and1 if necessary1 disinfected before being emptied4 ,,methods ,,of ,,disinfecting #a4 ,dishes or clothing4--7#a7 ,make a solution using one part of carbolic acid to twenty parts of water 7six teaspoonfuls to a pint of water7 and let it stand for half an hour4 ,soak the articles in this for two hours4 7#b7 ,use formalin according to directions4 7#c7 ,use bichloride tablets according to directions4 7,this turns clothes yellow47 ,,note4--,these solutions must be renewed every twenty-four hours1 if exposed to the air4 #b4 ,excreta4--,cover the excreta with one of the above solutions and allow it to stand for half an hour before emptying4 ,,lesson ,,ii ,,the ,,patient #a4 ,care of the bed4--,the bed of a sick person should be kept specially clean and fresh4 ,the linen should be changed every day1 or oftener if soiled4 ,where the supply of linen is limited1 or where there is pressure of work1 a good airing and sunning may occasionally take the place of laundering4 ,in making the bed1 it should be kept in mind that the under sheet requires unusual tucking in at the head1 to prevent its slipping down and becoming wrinkled4 ,the upper sheet should receive extra attention at the foot1 as it is apt to pull up4 ,when changing the sheets with the patient in bed1 work as deftly and quietly as possible4 ,have the clean sheets warmed and the room comfortably heated4 ,begin with the under sheet as follows3 7#a7 ,to change the under sheet4--,turn the patient over on the side away from you and fold the soiled sheet in flat folds close to the body4 ,lay the clean sheet on the side of the bed near you1 tuck it in1 and fold half of it against the roll of soiled sheet1 so that both can be slipped under the body at once4 ,turn the patient back to the opposite side1 on the clean sheet1 pull out the soiled sheet1 and tuck the clean one smoothly in place4 7#b7 ,to change the upper sheet4--,loosen all the clothes at the foot of the bed4 ,spread a clean sheet and blanket1 wrong side up1 on top of the other bedclothes4 ,pin the clean clothes at the head of the bed or get the patient to hold them4 ,gradually slip down and draw out the soiled sheet and blanket4 ,tuck all in place4 #b4 ,care of the diet4--,recovery from sickness in many cases depends more upon the right kind of food than on medicine4 ,the importance of proper diet should have been impressed on the minds of the pupils by their lessons on food1 in the ,junior ,grade of ,form ,,iv4 ,they may now be shown that1 in sickness1 the responsibility of the choice of food is transferred from the patient to the doctor or nurse4 ,hence it is most important that a person acting as nurse should be trained in food values and proper methods of cooking4 ,she should also be capable of exercising daintiness and artistic skill in serving1 so that the appearance of the food may tempt the patient to eat it4 ,illustration3 ,invalid's tray ,it should not be necessary to review the comparative values of the well-known foods or the best methods of applying heat to make and keep these foods digestible2 it may be taken for granted that the class remembers these facts4 ,the time may be more profitably used in naming and discussing special dishes which are included in invalid cookery4 ,recipes may be given for any of these which the pupils desire or the teacher chooses1 and one or two of the dishes which require very little time to make1 may be prepared4 ,for the sake of convenience1 diets for the sick may be classified as ,milk1 ,liquid1 ,light1 and ,full4 ,these terms are an easy way of indicating a certain range of foods4 ,milk ,diet4--,milk1 butter-milk1 koumyss1 kephyr4 ,,note4--,lime-water may be given with sweet milk1 one part to three of milk4 ,liquid ,diet4--,milk diet1 beef juice or beef-tea1 broths1 gruels1 and sometimes jelly4 ,light ,diet4--,soup1 white meat of fowl1 white fish1 oysters1 soft-cooked eggs1 custard1 milk puddings1 fruit1 gelatine jellies4 ,full ,diet4--,any food that is not particularly hard to digest4 ,,note4--,plenty of water should be given in all diets4 ,,poultices ,a poultice is used to reduce inflammation and should be as large as the affected part4 ,the kinds in ordinary use are3 #a4 ,mustard poultice1 used as a counter irritant4 #b4 ,linseed1 bread1 or potato poultice1 used to soothe4 ,directions for a mustard poultice3 #a4 ,for a very strong poultice1 mix pure mustard to a paste with warm water2 spread on a piece of cheesecloth or muslin1 leaving a margin of an inch2 fold over the margin1 and cover with thicker cotton or paper4 #b4 ,for milder poultices use flour to reduce the mustard as follows3 7#a7 #a part flour to #a part mustard 7#b7 #b parts flour to #a part mustard 7#c7 #c parts flour to #a part mustard4 ,directions for linseed1 bread1 or potato poultices3 ,use boiling water to mix the above to the consistency of thick porridge1 and spread as in the mustard poultice1 excepting that the layer of poultice is made much thicker1 in order to retain the moisture and heat4 ,,fomentations ,these are much the same in their effects as poultices1 but are sometimes more convenient4 ,directions for fomentations3 ,spread a towel over a large basin1 place a flannel in the towel and pour boiling hot water over it4 ,fold the towel over the flannel1 gather the dry ends of the towel in either hand1 and wring4 ,carry to the patient1 shake out the flannel1 and apply4 ,,bibliography ,the following books are recommended for reference1 the more useful being marked with an asterisk3 ,,the ,,home ,furnishing of a ,modest ,home4 ,daniels1 #a4jj4 ,atkinson1 ,mentzner ,co41 ,new ,york4 ,home ,decoration4 ,priestman1 #a4ej4 ,whitcomb ,barrows1 ,boston4 99,care of a ,house4 ,clark1 #a4ej4 ,the ,macmillan ,company of ,canada1 ,ltd41 ,toronto4 ,,science ,,and ,,sanitation 99,elementary ,household ,chemistry4 ,snell1 #a4be4 ,the ,macmillan ,company of ,canada1 ,ltd41 ,toronto4 ,chemistry of ,cooking and ,cleaning4 ,richards and ,elliott1 #a4jj4 ,whitcomb ,barrows1 ,boston4 ,fuels of the ,household4 ,white1 #ge;c4 ,whitcomb ,barrows1 ,boston4 99,story of ,germ ,life4 ,conn1 #ce;c4 ,whitcomb ,barrows1 ,boston4 99,household ,foes4 ,ravenhill1 #ge;c4 ,mc,clelland1 ,goodchild ,stewart1 ,ltd41 ,toronto4 99,the ,source1 ,chemistry1 and ,use of ,food ,products4 ,bailey1 #a4ge4 ,blakiston1 ,son ,co41 ,philadelphia4 ,,food ,,and ,,dietetics 99,food ,products4 ,sherman1 #b4jj4 ,the ,macmillan ,company of ,canada1 ,ltd41 ,toronto4 ,food ,materials and their ,adulterations4 ,richards1 #a4jj4 ,whitcomb ,barrows1 ,boston4 99,food and ,dietetics4 ,hutchison1 #c4jj4 ,wm4 ,wood ,co41 #ea ,fifth ,avenue1 ,new ,york1 ,n4,y4 ,principles of ,human ,nutrition4 ,jordan1 #a4ge4 ,the ,macmillan ,company of ,canada1 ,ltd41 ,toronto4 99,care and ,feeding of ,children4 ,dr4 ,emmet ,holt1 #ge;c4 ,d4 ,appleton1 ,n4,y4 7,mc,ainsh1 ,toronto7 ,care of the ,baby4 ,dr4 ,j4 ,p4 ,c4 ,griffith1 #a4ej4 ,w4 ,b4 ,saunders ,co41 ,philadelphia4 ,a ,little ,talk about the ,baby4 ,helen ,mac,murchy1 ,m4,d4 ,free4 ,the ,provincial ,board of ,health1 ,toronto4 ,farmers' ,bulletins4 #e;c each4 ,department of ,agriculture1 ,washington1 ,u4,s4,a4 ,,cooking ,,and ,,serving 99,boston ,cooking ,school ,cook ,book4 ,farmer1 #b4jj4 ,mc,clelland1 ,goodchild ,stewart1 ,ltd41 ,toronto4 99,diet in ,disease4 ,pattee1 #a4jj4 ,whitcomb ,barrows1 ,boston4 ,elements of the ,theory and ,practice of ,cookery4 ,williams ,fisher4 ,the ,macmillan ,co4 of ,canada1 ,ltd41 ,toronto4 99,girls' ,home ,manual4 ,annie ,b4 ,juniper4 ,british ,columbia ,government1 ,victoria1 ,b4,c4 ,practical ,cooking and ,serving4 ,hill1 #a4ej4 ,mc,clelland1 ,goodchild ,stewart1 ,ltd41 ,toronto4 ,,laundry ,,work ,the ,art and ,practice of ,laundry ,work4 ,rankin1 #as4 #f;d4 ,blackie ,son1 ,limited1 ,london1 ,england4 ,the ,expert ,cleaner4 ,seaman1 #ge;c4 ,mc,clelland1 ,goodchild ,stewart1 ,ltd41 ,toronto4 99,bulletins on ,the ,laundry4 #e;c each4 ,department of ,home ,economics1 ,cornell ,university1 ,ithaca1 ,n4,y4 ,,home ,,nursing ,emergencies4 ,gulick1 #dj;c4 ,ginn ,company1 ,new ,york4 99,home ,nursing4 ,harrison1 #a4jj4 ,the ,macmillan ,co4 of ,canada1 ,ltd41 ,toronto4 ,hints and ,helps for ,home ,nursing and ,hygiene4 ,cosgrave1 #dj;c4 ,st4 ,john ,ambulance ,assn41 ,toronto4 ,,economics ,home ,problems from a ,new ,standpoint4 ,hunt1 #a4jj4 ,whitcomb ,barrows1 ,boston4 99,household ,management4 ,terrill4 ,american ,school of ,home ,economics1 ,chicago1 ,ill4 99,the ,new ,housekeeping4 ,frederick1 #a4jj4 ,musson ,book ,co41 ,toronto4 ,,magazines ,good ,housekeeping ,magazine4 #b4jj per year4 #aai ,west ,fortieth ,st41 ,new ,york4 99,the ,journal of ,home ,economics4 #c4jj per year4 #ebe ,west #abjth ,st41 ,new ,york4 99 99 99 99 99 ,transcriber's ,notes3 ,obvious punctuation errors repaired4 ,page viii1 ,wood changed to ,wool 7of ,wool ,fibre7