N • N Property of OISE/UT Library Please return to 252 Bloor St. West Attention: Kathy Imrie OHEC 375 .00971 059DE\O v.9 A Hou-ehold Manaffement pupil in uniform ()NTARIO TECI-IER,q' ,XlANUALS AUTHORIZED BY THE MINISTER oF EDUCATION TORONTO TI4E COPP, CLARK COMPANY. LIMITED {'(II'Rlf;IlI", ('ANAI».t. I91r, IW THI -[INI.TEI F EI)U('ATII}N FOR ()NTAIll) CONTENTS PAGE COURSE OF STUDY--DETAILS ......................... 1 CHAPTER I Introduction ...................................... 5 Correlation with Other School Subjects ............. 7 Rooms ............................................ 9 Equipment ........................................ 12 Tables, seats, racks, sinks, class cupboard, stores, black-boards, illustrative material, book-case, utensils ..................................... 23 Equipment for Twenty-four Pupils .................. 23 Class table, sink and walls, general cupboard equipment, kitchen linen, cleaning cupboard, laundry equipment, dining-room equipment. miscellaneous ............................... 28 Equipment for Ordinary Class-rooms ................ 28 Equipment, Packing-box ............................ 30 For Class ..................................... 31 Individual Equipment for Six Pupils ............ 32 C HA.PTER II , Suggestions for Class Management .................. 33 Teachers' Preparation .......................... 33 Number in Class .............................. 33 Uniforms. etc .................................. 33 Discipline ..................................... 34 Division of Periods ............................ 35 Assignment of Work ........................... 36 Supplies ...................................... 37 Practice Work at Home ........................ 37 Suggestions. General ............................... 38 Suggestions for Schools with Limited or no Equipment 39 C|LkPTER III. FOR.[ III: JU.xIOR GRADE Correlations ...................................... 42 Arithmetic. geography, nature study, hygiene. physical training, composition, spelling, manual training, art, sewing ......................... 45 CHAPTER IV. FoRI III: SET,IOR GRADE Scope of Household Management ................... 46 Equipment. Uniform, etc., Survey of ................ 47 Equipment, Use of ................................. 48 ri HOUSEHOLD MANAGEMENT CH.«PTE IV. Fomi III: SE.'JOP, GR.DE--Coztinued PAVE Cleaning, Development of a Lesson on Meaning of Cleaning .......................... 49 Methods of Cleaning ........................... 49 Common Household Cleansing Agents .......... 50 Black-board Outline ........................... 51 Dish Washing ................................. 52 Table Cleaning ................................ 53 Sink Cleaning ................................. 54 Dusting ....................................... 54 Measures and Recipes Measures ...................................... 55 Equivalent Measures and Weights, Table of ...... 58 hleasuring, Plan of Lesson on .................. 58 Time limit, preparation, development, prac- tical work to apply measuring, serving, note-taking, housekeeping, recipe for cocoa 62 Recipes ......................................... 62 CHAPTER V. FOR,I III: SE'«o (R.*,DE (Continued) Cookery hleaning of Cooking ........................... 64 Reasons for Cooking Food ..................... 64 Kinds of Heat Used ........................... 64 Different Ways of Applying Dry Heat .......... 64 Different Ways of Applying Moist Heat ......... 64 Thermometer, Lesson on ....................... 65 Boiling Carrots, Plan of Lesson on ............. 68 Aire, rime limit, prelaaration for practical work; practical work: development of the ideas of boiling as a method of cooking; serving, housekeeping, recipe in detail .... 70 Simmering Apples, Plan of Lesson on .......... 70 Introduction, discussion of recipe, practical work, development of ideas of simmering: serviug, housekeeping, recipe (individual) 72 Methods of Cooking: Details ................... 7 Boiling ................................... 73 Simmering ................................ 74 Steaming .................................. 74 Steeping .................................. 75 Toasting .................................. 76 Broiling .................................. 76 Pan-broiling ............................... 77 Sautéing .................................. 78 Baking ................................... 78 Frying .................................... 79 CONTENTS vil CHAPTER V. FORM III: SE.Xlon GRAvE--Continucd PAGE Left-overs, Suggestions for the Use of .......... 82 Bread, cake, meat, fish, eggs, cheese, vege- tables, canned fruit ...................... 84 Beverages ..................................... 84 Meaning of Beverages ..................... 84 Kinds of Beverages ....................... 85 Tea, coffee, cocoa, chocolate ................ 86 Table Setting ................................. Table Manners ................................ 90 CI-IAPTER VI. FOR.X IV: Jv.oa GRADE Kitchen Fire, The ................................. 92 Requirements ................................. 93 Heat, oxygen, fuels ........................ 96 Kitchen Store, The ................................ 96 Fireless Cooker, The .............................. 99 Principles of Fireless Cooker ................... 100 Reasons for Use of Fireless Cooker ............ 100 Ways of Using Fieless Cooker ................. 100 Home-ruade Fireless Cooker, A ..................... 101 CHAPTER VII. FoR)t IV: Juon Gn.DE (Continued) Food, Study of .................................... 103 Uses of Food .................................. 103 Necessary Substances in Food .................. 105 Sources of Food ............................... 106 Common Foods, Study of ...................... 106 Milk ...................................... 107 Eggs ...................................... 110 Vegetable Food, Study of ...................... 114 Comparative food value of different parts of plants ................................... 119 Green vegetables, root vegetables and tubers, ripe seeds (peas, beans, and lentils) ............................. 120 Vegetables. General Rules for Cooking .......... 122 Fruit, General Rules for Cooking ............... 123 Fresh Fruit ............................... 123 Dried Fruit ............................... 123 Starch, Use of, to Thicken Liquids ............. 124 Flour, Use of. to Thicken Liquids .............. 125 Cream of Vegetable Soups ...................... 126 Principles of Cream Soups ..................... 126 Seeds. Outline of Lesson on Cooking ............ 127 Cereals ................................... 127 Legumes: Peas, Beans, Lentils ............. 128 Nuts ...................................... 128 viii HOUSEHOLD MANAGEMENT ('HAPTER VII. FORI IV: Jty'IOR GR XDE--Cotiued P x6E Salads ........................................ 129 Ingredients of Salads ...................... 129 Food Values of Salads ..................... 129 Preparation of Ingredients ................. 130 Dressings for Salads ....................... 130 Minerai Food, Study of ........................ 131 Summary of Sources of Mineral Foods ...... 133 Diet .............................................. 133 Reference Table of Food Constituents ........... 134 Water, minerai marrer, protein, sugar, starch, fat ...................................... 134 Preparing and Serving Meals: Rules ............... 136 CHAPTER VIII. FORM IV: J''1Oa GRADE (Continued) House. Care of the ................................. 138 Bed-room, Directions for Care of ............... 138 Sweeping, Directions for ....................... 139 Dusting, Directions for ........................ 140 lIetals, Care and Cleaning of ................... 140 Iron or steel, tin, granite and enamel ware, aluminium, zinc, galvanized iron, copper or brass, silver, recipe for silver polish ...... 144 CHAPTEa IX. For..[ IV: JUSIOR GRADE (Continued) Laundry Work .................................... 145 White Cotton and Linen Clothes, Lesson on Washing .................................... 145 Materials--water. alkalies, soap, soap sub- stitutes or adjuncts, blueing, starch ...... 149 Preparation for Washing .................. 150 Process of Washing ....................... 151 Removal of Stains ......................... 152 Woollens, Outline of Lessons on Washing ....... 153 Experiments with Cloth Made of Wood Fibre 154 Points in Washing Woollens ................ 156 Steps in Washing Woollens ................ 156 CHAI>TER X. FORI IV: SE-;IOR GRADE Foods ............................................ 157 Food. Preservation of ......................... 158 Bacteria .................................. 158 Canning .................................. 160 Jams and Preserves ....................... 163 JeIly ...................................... 164 Pickling .................................. 165 CONTENTS ix CHAPTER XI. Fonxt IV: SE.XOn GRADE (Continued) PA6E Cookery .......................................... 166 Flour. Outline of Lesson on .................... 166 Sources of flour, kinds of flour ruade from wheat, composition of white flour, kinds of wheat flour, tests for bread flour .......... 16_7 Flour Mixtures, Outline of Series of Lessons on .. 168 Meaning of flour mixtures, kinds of flour mixtures, methods of mixing flour mix- tures, framework of flour mixtures, light- ening agents used in flour mixtures ...... 169 Experiments .............................. 170 Baking-powder ............................ 170 Cake making .................................. 171 Classes of cake, directions for making cake, rules for mixing cake, directions for baking cake .................................... 173 Recipe for Basic Cake ......................... 174 Variations of Recipe for Basic Cake ............ 174 Spice cake, nut cake, fruit cake, chocolate cake .................................... 174 Recipe for Basic Biscuits ...................... 175 Variations of Recipe for Basic Biscuits ......... 175 Sweet biscuit, fruit biscuit, scones, fruit scones, short cake for fruit, dumplings for stew, steamed fruit pudding .............. 175 Bread Making ................................. 176 Yeast, Outline of Lessons on ............... 177 Bread Making, Practical ....................... 179 Ingredients of plain bread, amount of in- gredients for one small loaf, process in making bread ........................... 180 Breads, Fancy ................................ 180 Bread-mixer, Tle .............................. 182 Pastry ........................................ 183 Pastry, outline of lesson on--ingredients... 184 Notes on flour, fat, water; lightening agents used in pastry; kinds of pastry; amount of ingredients for plain pastry for one pie .......................... 184 CHAPTER XII. FORSI IV: SENIOR G,gADE (Continued) Meat ............................................. 186 Names of Meat ................................ 187 Parts of Meat ................................. 188 Composition of Fat ............................ 188 Composition of Bone ........................... 188 Composition of Muscle ......................... 190 X I-IOUSEHO LD MANAGEMENT CIAPEa XII. FO. IV: SENIOP. Ge..)E--Continued ]'A6 Meat Experiments ............................ 191 Selection of Meat .............................. 192 Care of Meat .................................. 193 General Ways of Preparing Meat ............... 193 Notes on Tough Meat .......................... 193 Digestibility of Meat .......................... 195 General Rules for Cooking Meat ................ 195 Baking. broiling, boiling, stewing, beef juice. 199 Fish Points of Difference Betwêen Fish and Ordinary 5Iêat ....................................... 199 Kinds of Fish ................................. 200 Selection of Fish .............................. 200 Cooking of Fish ............................... 200 Gelatine .......................................... 200 Source ....................................... 201 Commercial Forms ............................ 201 Properties .................................... 201 Steps in Dissolving ............................ 201 Value in Diet ................................. 202 Ways of Using ................................ 202 Frozen Dishes ..................................... 203 Value ......................................... 203 Kinds ........................................ 203 Watêr icê, fraDé, sherbet, icê cream, plain ice cream, mousse ....................... 203 Practical Work ................................ 204 Freezing, packing, moulding ............... 204 Planning of Meals ................................. 205 Cn.PTP, XIII. FolI IV: SE-IoB G-E (Continued) Infant Feeding .................................... 205 Modified Milk, Recipe for ...................... 209 Pasteurizing Milk, Directions for ............... 209 Bottles, Care of ..., ............................ 210 Food, Care of ................................. 210 Feeding, Schedule for .......................... 211 CHPTER XIV. FoP,3I IV: SE.X'IOR GP. XDE (Continued) Household Sanitation .............................. 212 Means of Bacteria Entering the Body ........... 212 Common Disease-producing Bacteria ........... 213 Methods of Sanitation ......................... 214 Disposal of Waste in Villages and Rural Districts 215 Methods of Disinfecting ....................... 215 CONTENTS xi CEI.kPTR XIV. Fo:.x[ IV: SEXl«»t Gr.ADÇ--Continucd PAGE Home Nursing .................................... 216 Sick Room. The ............................... 216 Location. furniture, ventilation, care ....... 216 Disinfecting, Methods of ...................... 218 Patient, The .................................. 218 Care of the bed. and diet ................... 218 Poultices ...................................... 221 Fomentations ......................  .......... 222 IBLIOGRAPHY Home. The ........................................ 223 Science and Sanitation ............................ 223 Food and Dietetics ................................ 223 Cooking and Serving .............................. 224 Laundry Work .................................... 224 Home Nursing .................................... 225 Economics ........................................ 225 Magazines ........................................ 225 PUBLIC AND SEPARATE S('I[[L COURSE )F STUDY DETAILS FOl13I III: .IUNI[}II I[ILLS OF I[OU8EIIOLD SI-PI'LIES : Furniture, bed and table linen, material for clothing Fuel, meat. milk. groceries Weeklv or m,mthlv exlwnses «,f an aerage lmusehohl ('.mparis«m of home and store cost «,f eooked food, su,.h as cake. I, rea,1, meat, eanned fruit. St'm'Es oi, I IOUSEtlOI D /,[ATERIALS : Fuel Tituber for buihling, and furni/urc {'otf«,n, lichen, w«ollen, paper, china ('tmtm.n ,gr,,«eries. su«b as sait. su.ar, spiees, tea, eoffee, c«}(.«a, ebeee, butter, eer«.als ('leansigagents, sm.h as e«,al-«,il, gasolene, turpen- tine, whiting, baflfiwick, MAN'I'FA«'TURE «F II[HEII[LD )[ATERIAL: ('ott«,n, linen, woollens, paper Sali, sugar, tea. e«ffee, e«e«a, eheese, ])utter, cereals. KIT['IIEN AXI EQvIPMENT: Arrangement of a eonvenient kilehen Yecessarv utensils. 1 2 IlOUSEHOLD IIANAGEM ENT F(}L'M !I[: EXI(}I (IIADE 'LEANING : l':h.mentarv princild,'s «,f cleaniug Praetiee in eleaning dishes, lai,les, sinks, towels. 'OOKERY : Table «,f «««,kiug nl,.astm.m,.nts A re,.ipe (parts, steps in following) lb.astres f«,r «.«,oking f««,d ; khuls «,f ]wat used ; meth««ls l'ra«ti,.e in makin simple dishes of one main in- gredient. EIgVI N(  Seltin/hc laide Table service and manners. F(IgII [\': JUNIOR GRADE "l'nE K.rr-nEX F: Rcquirements of a tire l'«,m],arative merits «,f fu,.ls (',mstru,.tim and tare of a practical store. N'I'['IY OF F«oDS: l'se ,f f, md tç, the l»dv Necessarv e]emcn[s in 'empositi¢m of the eollinlol foo,ls, excepting meat and fih. (-'oOKERY : Pra«.th.e ]essons m prcparin a nd c,oking t]e «mnmon f,,ads. (milk. e7z». meat. fish. fruit, vegctab]es) ('o«,king and serring a simple 1,rcakfast and a luncheon. COURSE OF STUDY 3 (!ARE OF THE I|OrSE: I{eview of methods of elealdng taken iii Forln III ('leaning and tare of household metals Sweeping and dusting ('are of a bed-room. LAt'gl)y,Y \VoK : Necessary matCiais and the a[.ti[,n of each Process in wa.hing whitc ,-hthes. NoTE.--These subjects are intended to be taught simply (hot technically). In schools where there is no laundry equipment, the order of work may be developed in class and the practice carried on at home. F(RM IV: SENI(R (;RADE PIiE.EIIVATION OF Fool»: Causes of decay, prilwiplcs and mcthods of preserva- tion Practice in eanning. ('OOKERY : Praetice lessons fo rcview co«,kin7common foods Flour (kinds, composition of white flour) ; flour mix- tures (kinds, met]lods of lnixing, ]ightenin.,_, agents) Practice in makinz bread and cake Practice in «.ooking moat ('ooking and serving a simple home dinner af a fixed cost. Conlposition of meat and fish Planning meals so as to obtain a broad balance of food elements. 4 HOUSEHOLD MANAGE]IENT ] NFANT FEEDING " Pr.por f,»-d; pasteurizing milk l'are ,,f I»,ttles ami fo«,d S«hedule f«,r feedinz 1 I»(',EIIoLI» S I.NIT I.TION : Disposal of waste Principles and metho,ls of sterilizing and disinfect- ing. ]-OME -URSING : Two simple le.sons fo include the following: 1. The si(-k-rr,.m (location, size. ventilation, eare) 2. Care of patient's bed, and diet 3. Making of mustard and other simple poultices. NOTE.--Where no equlpment has been provided, a large doll and doll's bed will serve. LçuNttY 'OK : Washing of woollens (th processes). HOUSEHOLD MANAGEMENT (IIAP'I'EI f INTRODUCTION "[NTIL a oomparative]y recent peri-d, edu(.ation was re- vardcd lnaitth as a lllCallN Of traininVthe intellect, but this eoneeptiol of edu<.ation is llf)W c.ntsidered incomp]cto and inadequate. Our ideas «,f the purl,,Se «,f s«.h.«,ls are hecoming I»roader, ald we have d«,.id«.d that n«,t only the mental nature. Irai ail the «.hihl's a«.tivities and interests, should be givelU dire«.ti,,u I,v moans ,»f the traininff gien in our s,.h,.,ls. XV«. 1,.lit,ve als,, that these a.tiviti(.s an,! i.ter«st «an t,e used te a«hanbtX development. II,,us(.hohl Managment aires te eduoate in this way, l,v directing the mind te ideas («,nnected with the home and l,v trainitg the mus,.les t,, l)crfi,rm h,,useh,,hl duties. Though dvomed essentially pra«tioal, thi subject wi]l. if rightly presented, give a mental training similar te other subjects of tbe ('ourse .f Studv. It sht,ul«l de more. While a l,upil is ma,le familiar with the duties of ho,me life and with tho materials and ap],liances used in home. she will I,o unavoidaldv ]ed t,, think of the work of the larger w.rld and te realize ber relation te, if. Wheu su«h knowh.dgo c..me.s, and a girl begins te fi,el that seine part of the w.rld's work del)eds on her, truc character- building wil] begin. 5 2 .. 6 ttOUSEHOLD MANAGEMENT Tbe pul'pose of this Manual is fo assist teachers in ]»re.entinz H«»u.ehohl .Management fo public and separatc s«h«,«,] «.]asses in .u«h a wax a. te» attain these en«]s. If is ho]»,_.d that if will be especia]ly u.eful t- those teachers wh-.¢e training in thc suhje«.t bas becn limited. ),n att«.mpt bas been ma«lc t- Cxl»lain thc work of F«,rm III Senior, and of the .lunior al«l .%_.ior divisions ¢»f Form IV. The topics of Form II Junior are hot dis- (.ussc,], as the work of tbis F«rm is intended lo l)e taught as information lessons, f«r which general metbods wi]l sufIi«.c. In /be-othcr F«,rms mcnti«»ned, the topics of les.«,n. are outlined in dctai], but the method of presenta- ti,n is hot gixen except in typi«al cases. Botb outline method are inten(]ed to ])e mere|y suggestive and fo |eave ,,I»l)«»rttmity for the teacber's originality. In cases where te,pics seêm incompletely out]ined, it is duc to the faet tbat thcv are trea/ed in «,ther school sub- je¢.t. or po.tponc«l mati! the pul)ils reach a more advanced stage «,f mettal d(.ve|ol»ment. The ordcr of le..-_ons is optional, al.o the amount of work cach slmuld include, unless this is sl_)ecially stated. Manv lessons are suitable for rural school., which have no cquii»nmnt exceit what the ingenuity «,f the teacher ma 3" I»rovide. In such .chools, the tcacher ma)" perf«rm the practical work, whi|e tbe c]ass observes. 'l'hr«»ughout the lessons, there is /be diflïcultv of prc- senting scientific facts to immature minds in a way that wi]| be simple an«] c|ear. The ase of technica] ]anguage woud often assist the e.xprc.sion, and tbis is apt to be unconsciously employed, but there is danger of such forms of speech not being intelligible to the pupils; the teacber CORRELATION WITH OTHER SUBJECTS 7 .,hould thcref.re cho-.c lncr words «arefully. 'l',.«lmi,.al terres mav be taught, but this is hot advised in Junior «.lasses, unless reallv necessary. If the fa«.ts are intelli- gently relatcd to thb exl)criences .f the lmpils, that is all that is desired. Tcmpcratures. as indieat«.d I»v Fahrenheit ther- m«,meters, have ahvavs I»een giron, as this scale is best known in the home. Since this 3lamal le designcd for teachers, few rceipes have bcen furnishcd. The I»ooks of reference which arc appendcd will Sul,ply thcsc and additi«,nal inforlnatio ,n the subject. CORRELATION WITH OTHER SCHOOL SUBJECTS One of the be,,efits of pla«ing llou(,hold Management in a (_'ourse of Studv is that it r«.latc.; the knowledge gained in school te» the h,me life. Thc lh,usehohl Malmtzcment h.a«hcr has great oppor- tunity for this correiation. ,he shou]d be more than a tcacher of househohl duties. She shou]d ]ead the pupil. to see the importal,ce and necessitv of mastering the other school subjects. Whcrever intcrest il, thesc subjects has alreadv I»(?n cstablished, this interest wi]l form a basis for development in manv ]hmsehold Management lessons. Then, too, the teacher. of other .ubjects should, a. far as pos.ible, work with thc ll-usehold .Management tea(.hcr in rclating their instruction fo the operations and require- ments in the h«,m.. If the t«.a«.hers «.«,«,l»erate in l»lanning their lessons, the pupils wi]] re«-oixe a doeper impression of the faets |earned in each sul»je«t ad will bave an in- ereased interest in the work, through seeing how one Iwanch of knowledge is related to another. 8 HOUSEHO|.I) MANAGEMENT Thc f.l].winzwi]! sh.w h-w s«m«. «,f the subjc«'t are r.]atcd te, thc elass w.rk of ]h»useh-]d Manag«.m«.nt : Aritbmetie.This ul,j«,et a.««,unts, it measuroments, in tho divisi,m of roeipes, and in «.mputing the c..st «,f f,,,,ds pr«.l,ared f,,r the tal,h.. l«ading.oE'he pupils sh«uld l,e asked fo read al.ud the re«.ipes and thcir u,,tes and sh,,uhl bu requircd to do this distin«'tlv and a¢«.urat«.lv. Slwllin . Writing. Lan¢uace Wt,rk.--ln writing recipes and t¢»ics, in st, wies «»f h-usch,»ld ¢»pi«.s. nd in written answers, the tea(.hcr .h.uhl insist cm neat wrifin, eorree slwlling, and «..] E¢ish. (;e«»gq»hy.The stu«lv .f matcrids f-r fo.d. cloth- inT. and ]muse furntshngs brin7s bcf,»rc the mind out ç,»mmer«ia] r«.lati-n» wiih fiweiT c,,untries and the oecu- l»ali«»ns of their inhahitants, if a]so suggests considera- li.n .f (.limait and s.ils. llisl¢»rv.oEhe eoluti.n ¢»f furniture and ulensils, of methods (»f hcmsckc«.l»in , and -f preparing and serving food. brings «»ni hist,wi«al fa«.ts. Eh.m«mtarv S«'i«.li«.e.Thr,,ugh«,ut the ['-ue. this suh- joet is the f,,undation ,,f much ¢,f the instrueti.n given, as i explains the lwineipl(.s underlying lmusehold industries. S,»ap-making Iwead-making. preservaticm of foc.l, and the lw«..esses .f e..kingand ('h.aning are examphs «,f lhis. S¢»nc know]edge .f e]ementarv «'ienee is a]so neces- sarv to an understanding of the c.nstruetion and praetical w«,rkin¢ ¢,f the kitchen store, the firoless co-ker, the ereana separator, and manv hr, usehold appli«mces. Ils prineiples «]eterminc the mcthods of heating, lighfing, and ,qtilatin7. PhysioloT and t[yicm.Thc studv p]annin ami preparation of meals should include a knovledge of the body and ifs requiremenfs. The sanitary ROOMS 9 eare of file ],,,use a,,l ifs pr,.mis,.s is direetly related fo hygiene. Nature Stu,ly.--Auimals and plants furnish us with luost of out food. a,,d falniliarity with these is necessary h, the h,,usckeelcr. A kl,,wlcdgc «,f the structure of «,uimals i esscntial il, sfudyil,g fhe ¢.uts «,f mcat; the structure «,f plants and fhe fu,,.tims «,f thcir diffcrcnt 1,arts give a key t,, thc value ,,f vegctal,lc Physical Training.The class slmuld be carcfully traincd throughout in correct muscular movemcnts. The positi«m of file bodv slmuhl bc (.h,soh- watchcd in working ad in sitting, and the «lassos slmuhl enter and ]cave the ro,m in systel,atic order. Manual Tl'ainingThe pracIiea] part of housekecping dcmands constant use «,f the hands. The teacher shouhl l,e watchful «,f awkward handling of materials and utensils and bc carcful to correct if. She should require dcft, natural movcmcltS until they becomc habits. Art.--hlcas of colour and design should be applied in «.ho«,singwall-lmpcrs ' carpcts, dishes, furlfiture, and ('h»th- ilg. The pupils might bc askcd fo makc original coloured desigs for thcse houschold articles. ROOMS If is most desiral)le tn bave lh)u.elmhl Management in- clude ail home operations and, to make-this V, ssihle, more than one room should I,e provided. Manv school boards, however, in introducing the work, find that one room is all that can be aff.rded. Where this is the case. if necessary that this room be equipped as a kitchen, though if must ],e use,1 for other lmrposes as well. It will serve al.«, for ta],le-setting and serving, f,,r .implc laundry work. for 1) HOUSEHOLD IYIANAGEIYIENT EQUIPMENT This kitchen should I,e large and airy, so that the cla.s can u'ork comfortal,l 3 and convetiently. A room having greater length than width admits t,f the best arrangement. On account of the odours that arise from cooking and other domestie operations, the kitchen shou]d be on tbe top floor and should have more adequatc means of ven- tilation t]lan «»rdinarv class-rooms. A north exposure makes it cooler in summer. Opposite end of Iffousehold Management class-room, showing the black-board and class cut, board EQUIPMENT In planning an equipmenf, one must be -mi¢]e¢] by fhe conditions fo be met. It is ¢]ifficult fo be definite in ¢]etails, but cerfain general principles should be observed. Tbe entire equipmen should be suited fo the needs of the pupils, aml it should also I,e mlewhieh it is desirahle and possil,lc for them to bave in their own lmnles. 12 HOUSEHOLD MANAGEMENT TABLES 13 The walls and floor should be washable, and they, as well as the furniture, should have plain, smooth surfaces which do hot catch dust and are easily eleaned. The sinks, stoves, taldes, and eUl)l«»ards slmuhl lfla«.ed so as fo save stel)S. TABLES Wherê êconomy is nccêssary, movablê tables may be used, but the fixed ones are fo be preferred. The latter Section of a table designed for two pupils may be placed in the form of a hollow square or an oval, with openings from opposite sides fo give convenient access fo a centre table, which can be used for supplies or as a difling table. Drawers and cupboards fo hold the neeessary utensils and supplies should be provided in the tables fr»r em.h pupil. Provisi«»l llmy al.«» bc nmde Uldcr thc table t«q) 14 HOUSEHOLD ]MANAGEMENT f,,r desk boards, which may ]»e pulled out when notes are written, in order fo allow the pupils to sit comfortably in front of the cupboards. The table t.p sholfld be of hard wood or some non-absorbent matcrial, jointed in narrow strips in order fo prevent warping. Part of this must be protected l,v a metal or glass strip t,, which tu set the i,.liridual stoes or hot dishes. [  Contents of a table cupboard equipped for two pupils A working drawing and design «,f the tahlc. u.ed in the Normal Schools mav be obtained fronl the Department (,f Education, Toronto. SEATS The seats mav be swing seats, stools, or ehairs. The swing seats are noiseless ad easily put out of the way, but are uncomfortable and unsteady, so that the pupils are inelined fo prop them.elve. l,y plaeing their elbows on the tahh., q'hc st,«,l» a,d «hairs are n+,iv and eeupy a great EQUIPMENT: DRAWERS 15 16 HOUSEHOLD IIANAGEMENT ,h.a] ,f r,«,nl, but |n. ]airer are restfu! ara| (-»ndm-ive to the correct position of file pupi]s, t]le importance of which canm,t be oxer-estilnatcd. Thc former arc inexpensive, if ruade with a plain, wç,,den te,p. B<,th sh«uld adroit of" b«.in pusbed under tle lai,le, and f,,r lhis reas«,n lhe «-hairs shou]d ]mve folding backs. The h.zs sh«,u]d },e fipped with rubber in order fo minimizc fle noise. A class towel rack RACKS Towel raeks shou]d be placed near the sinks and, if possible, should allow space f,-,r hanginff thc towel« with,ut f,,]ding. In some tal,]e a towc] ra<.k mav 1,c a/tacbed one of the side.. CLASS CUPBOARD 17 SINKS A sink af each corner of the room saves much rime and im.onveniences in the work. Each of these should I,e pro- vidcd with hot and «ohl water. They luay be ruade of poreelain or of enamelled iron. A class gas range, showing high ovens CLASS CUPBOARD A large cla.s euphoard in two sections, having glass d«»ors in the upper part to show the elass china and glass, should be placed where if will be most convenient and add fo the attractiveness of the rob,m. This cupboard will hold file dira,er set and extra dishes and utensils, as well as the linen and some staple food supplies. A refrigerator is desirable f»r sut'h foods as butter, eggs, meat, etc. 1_ I-tOUSEHOLD MANAGEMENT STOVES 19 STOVES The stores provided will del»end «,n the fuel that is available in thê leighl»ourhood. W«×»d is still in use in some rural sêctions, while coal is the ordinary fuel in small towns and villages. Where either of these fuels is commonly used, there shouhl I,e two ranges. One should Individual table stoves (a) a gas store (b) an electric stove (c) a blue-flame kerosene stove (d) an ordinary kerosene stove be for coal or wood, to teach the use of the home fuel, and the other an oil, gas, or electric store, to demon.trate the rime and labour saxed the housekeeper by the use of one of these. If possible, the stores should have high ovens, fo obviate the necessity of stooping. A section of glass in 20 HOUSEHOLD MANAGEMENT the oven door is a great convenienve, as if a]10,ws the con- tcnts ,,f the oven tobe easilv watehcd. F»r indiidual work snm]l table stocs are required. Thcsc m; 0" I,e SulTlicd with oil, alcohol, gas, or c]ectriciiy, as mav bc mot readilv ol,tained. Thcse stores may 1,e arranged so that lhey (.n be swung from the table wben n,»t in use. In this way more room is pr.vided for work, and the table is more easilv clcaned. The tops of the st»ves should be wide and fiat, so lhat cooking dishes will l,,t easilv upsct. A fireless («».er, th,uh n,t r('allv necessary, is most llc]pful. Whcre fumls are ]a«.kilg ouc nlay be ruade by thc pupils af small cxpense. A barrel, wooden box, or large pail mav be fillcd wilh hay [)r cx('e]si-r, and small, covered, grallite lmi]s nlaV bc used t,» v,»ltain the food. P, LAt" K-B-L't IIDS The black-b,,ards shouid be of s|ate or glass, and as larze as the «ize ,»f thc room allows. Thc windows and dehors .¢houl,1 be so plaeed that there will be unhroken stretvhês of wall for this purpose. Part of the black-board should be providcd with a sliding board which, when re- quired, tan bc drawn t conceal what is writtcn. A scparate black-board f,,r «'urrent priccs of common food material. i. an excellent idea. The responsibility of keep- ing these prices correct should be giveu to the pupils. I LLU,TIIATIVE MATEIII.L A cabinet, or display case, for illustrative material, i of great edueationa] value and, fo the pupi]s, i. one of the mo.¢t attractive features of the room. The following lst of .pecimens is suggestive for this: ILLUSTRATIVE MATERIAL 21 1. Standard china, such as ('rown Derby, Wedcw[»od, Limoges, Dresden, Beleek, etc. 2. Standard carpet, such as Axminster, Wilton, Brussels, Tapestry 3. Woods used for furniture and building A display cbinet--canned fruit 4. Food materials in various stages of preparation, such as sugar, spices, cereals, tea, coffee, cocoa 5. Fruit canned by the pupils 6. Designs for wall-paper, linoleum, dishes, etc., ruade by the pupils. 3 I-L t. o 22 HOUSEHOLD MANAGEMENT Other illn.trative material in the form of charts show- ing the comparative alues of the common foods, or illus- trating cuts of meat or different kinds of vegetables and fish, will be found to aid greatly in making the teaching effective. There are few of these to be obtained, but home-marie ones may be prepared from' cuts in bulletins and magazines, Pictures il[u.,trating the production and manufacture of food mav also be mounted and used. BOOK-CASE Book sbelves should be providcd, where a small library of books bearing on tbe vari«,u. phases of the sub- ject may be kept, tozther with tbe Govcrnment Bulletin» and some u'ell-cbosen periodi«.als and magazines. These mav be selected from the ('alaloge of Books which has been prepared by the Department of Education. UTENSILS In regard to tbe selection of small articles required. such as dishes ami utensils of various kinds, the greatest eare should be exercised: This part of the equipment tan be exactlv duplicated by the pupils in their homeso and in this wav mav be of educational value to the community. The cooking and serving dihes should combine quality, atility, and beauty. It is hot economv fo buv cbeap utensils. As far as possible, thev shouhl be chosen with smooth, curved sur- faces, as seams and an.les allow lodging places for food and make the c]eanin diflïcu]t. Eerytbin should be of Zood quality, the latest of ifs kind that has been approve«l, and. at the saine rime. have a sbape and colour that is artistic. EQUIPMENT 23 If is wise te buy frein stock which ean be duplieated if breakages occur, se that the equipment may be kept uniform. For individual work the utensils should net be too large. Coloured granite ware is best for most of the cooking dishes. Where tin is necessary, if should be of a good quality. Crockery is desirable for seine bor]s, jars, and serving dishes. ,qpoons and serving forks should be of Neva,la silver, and knives of the best steel rith well-made wooden handles. The cost of this part of the equipment and the hUm- ber of articles purchased must of course depend o the funds available. The followinff list is intende,l te give what is really desirable in a specially equipped room, at prices which are a fair averaffe. EQUIPMENT FOR TWENTY-FOUR PUPILS I. CLASS TABLE l. UTESSII, DRAWER: 24 plates, enamel, 9 inch ....................... $0.70 14 '" white crockery, 7 inch ................ 80 24 bowls white crockery, 7 inch ................ 3.60 24 ...... 5½ inch ............... 1.20 24 enamel bowls, 6 inch ....................... 2.40 24 popover cups ............................... 1.80 24 bakers, crockery (oval} ..................... 1.20 24 platters, " (small) ................... 1.50 24 sieves (wire bowl) .......................... 1.30 24 spoons, wooden .............................. 1.92 24 spatulas, wire handle ....................... 7.20 24 kntves, paring .............................. 2.00 24 forks, Nevada silver ........................ 2.50 24 HOUSEHOLD MANAGEMENT 24 spoons, table, Nevada silver ................ $2.50 48 spoons, tea, " - . ................ 1.20 24 cups, measuring, tin ........................ 2.40 2. SUPPLI" DRAWER: 12 boxes (for flour}, tin ........................ 10.00 12 " tfor sugar), " . ....................... 7.50 12 cheeso jars (for sait) ........................ 68 24 shakers, glass ............................... 2.40 24 bread tins .................................. 4.32 24 biscuit cutters ............................... 72 13 safety match-box holders .................... 1.62 . SUPPLY CUPBOARD: 12 double boilers .............................. 5.76 24 stew paris, tin cover, wooden knob .......... 4.56 24 frying-pans ................................. 1.20 24 saucepans ................................... 2.16 12 knife-boards ................................ 1.80 12 meat boards ................................ 3.00 6 scrub basins ................................ 1.50 12 dish paris .................................. 6.00 12 rinsing paris ................................ 3.00 12 draining paris ............................... 3.00 6 tea-kettles ................................. 3.00 12 scrub-brushes ................................ 2.(0 12 vegetable brushes ............................ 30 12 soap dishes .................................. 75 12 garbage crocks ............................... 96 24 asbestos mats ............................... 1.10 II. SINK AND WALLS 1 garbage pail, galvanized tron ................ 1.00 1 waste-1)aper basket, willow (large) ........... 75 1 soap dish .................................... 11 1 brush, hand ................................. 03 1 brush, scrub ................................. 17 2 basins, hand, enamel ......................... 40 EQUIPMENT 25 2 basins, scrub, enamel ......................... 50 .70 1 dish pari .................................... 1 crock for washing soda ...................... 30 2 towel racks ................................ 1.50 1 clock ....................................... 5.50 12 tablets for housekeeping rules ................. 70 III. GENERAL ('['PBOARI EQUIPMF.NT 2 kettles, granlte ............................. 1.50 1 tea-kettle, granite ............................ 85 1 saucepan .................................... 28 1 saucepan ..................................... 35 5 covers, tin ................................... 25 1 pie pari ...................................... 10 1 coffee-pot ................................. 32 6 saucepans, 1 qt. size, white enamel ........... 1.08 1 double boiler ................................ 59 6 covers, tin .................................. 30 1 soup ladle, enamel ........................... 09 2 pudding dishes, white enamel ................. 40 12 strainers and mashers ....................... 1.80 1 kneading pari ................................ 85 3 steamers ..................................... 67 10 graters ..................................... 1.00 2 vegetable baskets ............................. 30 6 potato mashers .............................. 4R 4 muffin pans .................................. 60 24 patty-pans ................................... 20 12 Dover egg beaters .......................... 1.20 1 spice box .................................... 50 I japanned tray ................................ 25 24 wire toasters ................................ 2.40 1 egg spade .................................... 15 1 scale ....................................... 3.10 1 freezer ..................................... 3.00 1 cast-iron frying-pan ........................... 40 1 dripping pari ................................. 25 2 roasting paris ................................ 60 26 HOUSEHOLD MANAGEMENT quart measure, granite ....................... pint measure, " . ..................... funnel, tin .................................. baking sheets 7" x 17" . ...................... .... 10" x 10" . ................... cups and saucers ........................... tumblers ............................ platters ..................................... plates ...................................... pitchers, 15 pt ............................... brown bowls, 2 qt ........................... brown bowls ................................ nest of mixing bowls ..................... glass measuring cups ....................... glass lemon reamers ........................ tea-pots (pint) .............................. covered crock ............................... doz. 1 qt. fruit jars .......................... " 2 qt. " °' , ......................... " 1 pt. " " , ......................... meat chopper .............................. bread knife ................................. bread board ................................ knives, French ............................. spoons, granite .............................. fork, large wooden handle .................. can openers ................................ corkscrew .................................. bunch skewers ............................ brush, pastry ............................... knife sharpener ............................. graters, nutmeg ............................. box toothptcks .............................. pad tissue paper ............................ scissors ..................................... doz. jelly glasses ............................ cream and sugar ............................ 60 .45 .05 .92 1.08 1.30 1.50 .36 .34 1.00 .75 .25 1.00 .60 .60 1.50 .25 .65 .75 .55 3.10 .25 .25 .$5 .21 .15 .20 .25 .15 .05 .25 .09 .05 .05 1.25 .35 .30 EQUIPMENT 27 24 rolling-pins ................................. 1 butter spado .............................. 1 file and catch ............................... 3 doz. test-tubes .............................. 1 " thermometers (Dairy) .................. 2 lamp chimneys .............................. 1 bel1 ......................................... 3.00 .15 .65 .90 2.50 .30 .40 IV. KIT{'IIEN" LIN'EN 36 yards towelling (3 doz. dish towels) .......... " (4 doz. wash eloths) ........ check towelling (3 doz. dish eloths)... towelling ........................... °' (6 meat cloths) ............ flanneletto (oven cloths) .............. cheesec]oth ....................... denim (stovo apron) .................. flanneletto (for polishing silver) ....... chamois ................................. 5.40 2.40 1.60 .75 .60 .23 ".60 .27 .20 .25 V. CLEANING CUPBOARD 1 stovo apron ................................. 1 stovo brush ................................. 1 dauber ..................................... 3 whisk brooms .............................. 1 dust-Pan .................................... I pair stovo mitts ............................ 1 broom ............................... .27 .25 .10 .45 .20 .30 .45 VI. L.iUNDRY EQ['IP.IES,'T 14 pony washboards ............................ 6 doz. clothes-pins ............................. 1 clothes-line ................................. 1.75 .I0 .25 2 HOUSEHOLD MANAGEMENT VII. DINING-ROOM EQUIPIENT China and Glass: 1 flower vase .................................. 25 1 dinner set, Limoges china ................... 15.50 1 doz. water glasses ........................... 80 1 glass fruit set .............................. 1.50 2. Silver and Steel: 2 doz. teaspoons .............................. 4.20 1 " dessert spoons ........................ 4.00 .'_. " tablespoons ........................ 1.15 1 " dessert knives ........................ 4.50 1 " dessert forks ......................... 4.50 1 " dinner knives ........................ 4.50 1 " dinner forks .......................... 4.50 1 carving set ............................. 2.00 1 butter pick .................................. 20 3. Linen, etc. : 1 silence cloth ............................... 1.50 1 4 yd. table-c|oth ............................ 5.40 1 doz. napkins ................................ 1 centre-piece .................................. 40 2 doylies ...................................... 50 2 tray cloths ................................. 1.00 VIII. " First Aid " cabinet ........................ 10.00 tire blanket ................................. 2.00 EQUIPMENT FOR ORDINARY CLASS-ROOMS In some schools it is impossible fo set aside a special room for Household Management wt)rk, and the ordinary «.lass-ro(.m is ll that is availab]e. In su«h cases the equip- meurt must be a movab]e one, and gas stores and p]umb- EQUIPMENT 29 ing are impossible. Table tol)S may he placed Oll trestles or laid across the ordinary desks, and oil or alcohol lamps must be used. Thcsc and the nece..ary utensils may be kept in a cupboard in the room. With certain restriction.% the Dcpartlnent of Education assists in equipping special rooms in villages and rural districts and also il, naintailfing ill.truction in this subject. The classes in these schools are usually smaller, so that :Modifled equipment for rural schools an outfit suitable for individual work with a class of weh'e wi]] enera]]y suffice. The f]]own, sugesed by the Macdonald Institute, Guelph, is a good basis and may be modified as desired: 2 bowls, brown ..... $0.85 12 bread tins ......... 95 12 tea cups and saucers 1.25 12 tin measuring cups. 1.25 12 egg beaters ......... 30 12 forks ............... 40 12 case knives ....... 1.25 12 paring knives ..... 1.25 12 plates ............. 85 12 saucepans ......... 1.68 I2 tablespoons ........ 50 24 teaspoons .......... 40 30 HOUSEHOLD MANAGEMENT 12 wooden spoons ..... 60 12 stew pans ........ 2.40 12 strainers .......... 65 2 trays .............. 80 1 bowl, yellow ....... 25 1 .... • ...... 35 1 .... • ...... 45 3 scissors ......... 1.50 5 trestle tables ...... 20.55 6 frying-pans ........ 90 3 tes strainers ....... 15 3 match-box stands.. .24 1 emery knife ........ 20 3 soap dishes ........ 25 12 pepper shakers ... 1.50 12 salt shakers ...... 1.50 1 bell ............... 50 4 lemon reamers .... 40 6 stores, kerosene... 6.00 12 plates, dinner ..... 1.25 6 plates, soup ........ 60 4 jugs ............... 60 1 jug ................ 45 1 butcher knife ...... 30 1 French knife ...... 60 2 spatulas ........... g0 6 teaspoons .......... 10 3 tableCpoons ........ 13 .20 4 brushes ........... 2 store mitts ........ 50 4 asbestos mats ...... 20 1 corkscrew .......... 25 4 egg beaters ........ 60 4 wash basins ....... 92 3 draining paris ..... 69 4 dish paris ......... 2.00 6 broilers ............ 48 3 cake tins ........... 35 4 graters ............ 40 3 strainers .......... 75 24 patty paris ......... 20 2 tin dippers ........ 40 2 fibre pails .......... 70 1 colander ........... 35 1 pail, enamel ....... 70 1 pari, enamel ....... 18 3 tea-kettles ........ 2.70 1 saucepan .......... 30 1 saucepan ........... 25 1 saucepan ........... 23 1 saucepan ........... 30 1 double boiler ...... g5 1 kettle, covered ..... 60 *I store to burn coal or wood ......... 30.00 Total .......... $100.05 *The above may be replaced by a twenty-dollar wood store or a ten-dollar, two burner, coal-il store. PACKING-BOX EQUIPMENT When even the expense of the modified equipment is too great, the ingenuity of the teacher and the pupils mav be used fo provide a '" packing-box" equipment suitable for six pupils. The outlav for this will varv according to PACKING-BOX EQUIPMENT 31 what is provided, but it can in no case be large. The fol- lowing equipment used by the Department of Domestic Science, Teachers' College, Columbia University, will be suggestive: Packing-box equipment FOR CLASS bread boards ..... $0.] 5 rolling-pin ......... 05 baking-powder can tops, for cookie cutters ............ flour sifter ........ 10 large frying-pan ..... 25 double boiler ....... 50 quart kettlo ....... 25 tea-kettle .......... 50 broiler ............. 20 garbago can ....... 25 pitchers ........... 25 apple corers ....... 10 chopping knife ..... 10 chopping bowl ...... 05 6 muffin tins ......... 2 layer-cake tins ..... 10 3 dish pans .......... 45 3 rinsing paris ....... 30 1 strainer ............ 05 6 china plates ........ 30 3 mixing bowls ...... 30 6 sauce dishes ....... 15 6 cups and saucers .. .30 1 coffee-pot .......... 25 1 tea-pot ............. 10 3 bread paris ........ 15 6 quart jars ......... 30 3 wooden paris with covers ........... 30 6 dish towels ........ 48 32 HOUSEHOLD MANAGEMENT 3 dish cloths ......... 15 3 hand towels ....... 15 1 broom ............. 30 1 dust-13an ........... 08 1 scrubbing-brush .... 10 I scrubbing pail ..... 20 1 Dorer egg beater.. .09 1 pepper shaker ...... 05 1 salt shaker ........ 05 1 baking dish ........ 10 1 bread knifo ........ 25 1 corkscrew .......... 10 Total ............ $8.02 1 packing-box table.. 1.00 1 packing-box cup- board ............ 50 Large blue-flame vil store ........... $10.00 INDIVIDU.L EQUIPME\'T FOI SIX IUPILS 1 white bowl, 1 qt... $0.07 measuring cup ..... 05 granite plate ....... 10 saucepan ........... 05 tin cover ........... 05 steel fork ......... 10 steel knife ......... 10 I tablespoon ......... 03 2 teaspoons .......... 05 Total ............ 1 oil stove .......... 1 asbestes mat ...... .6O .75 .05 CHAPTER II SUGGESTIONS FOR CLASS MANAGEMENT TEACIIERS" PItEPAIL**TION I' o subject is eareful planning «,f the details of the less-n more important than in ll,,useh«,l,1 Management. The definite length of thc peri««l alh,wcd in the se.ho,,1 pr.zramme f«,r this work makes et.out,mv «,f time al,s«,lutelv necessary. The cooking processes cannot be hurried, and unless there is in the tcacher's mind a well-arranged plan f«,r tl,e use «,f the time. a l,art ,,f thc less,,n is al,t to I,e hastily and carelesslv chine. Then, too. in the limite,1 spaee of one roc,m, a numher of pe-l,le cam,«»t work witl,- out confusion unless there is svstem. The pupils enjoy a wcll-regulated les.«,n and their co- operation is gaine& whilc, through the l,,,,,r results «,f a less«,n indiffcrentlv ],lanned, thcv lose self-c«,nfidcnce and the sense of responsil,ility. NUMBER IN TI[E ('LA.S As a llouseh«,ld ManaT,ncnt «.lass is c,ue that ¢-alls f,,r i,dividual supervision, thc number sh«,uld n«,t ex«.ced twenty-f«,nr, and a smallcr (.lass cnsurcs me,re th«,r, uzh supervision «,n t],c l,art «,f thc tea«'her. Neatncss. thor«,ugh- ness, and a«curacv arc imp,,rtant fa,'t,,rs in the work of each lesson, an,I the number of pupils sh.uhl hot be so large that a lack of these will pass unnoticed. UNIFORMS, ETC. The uniform consists of a large, plain, white apron with a bib lare enough fo pr«,tect the dres., a pair of slecvelets, a hohler, a small towel f,,r perso,ml use, and a 3 34 HOUSEHOLD MANAGEMENT white muslin cal» t» confine the hair. (See Frmtispiece.) Each pupil wi]l als« require a n,,te-I,,>ok and pencil for -l,ss, and a n,»tc-l,»ok to bc used at home f.r re-copying the elass work in ink. These books should be neatly writtcn and kept for refcrcnce, and should be regularly cxamined and marked bv the tem.her for c»rrection by /ho l,upils. The pupils should be encouraged fo be clean and neat in al»pearan('e. Thev slmuld be expeeted fo have tidy hair, elean hamls and naiN, and neat uniforms. It is a good ]dan rot each pupil te, bave tw«, set. of uniforms..o that when «me is in the wash the ,ther will be readv to use. It mav l,e wise to make a rule that thc pupils without uniforms will hot be all,wed to work, but such a rule must be judieiou.qy enf»reed, a. in s»me cases it might result in much h,s.¢ of rime. There shonld be lockers «,r »ther proper I, rovisim pr, vided af the sch«,,1 for keepin eaeh uniform Sel,aratel.v. Pasteh«,ard b«,xe. mav l»e used fi»r this pur- pose, when no sueh provision is ruade. DISCIPLINE The pupils should be trained to enter and leave the room in the saine «,rder as in their other ,'la».¢es. Each pul»il should have a definite workmg place and should hot he alhm'ed t, " " " . "" vst others durin the ('lass.  While at work. it i: wise to allow the pnpils as much freedom in talkinz and movement a. possible, so as to portray the home lire. Thev shouhl be tauzht, however, that when their c,nduct interfere.¢ with tho or, lor of the room or the cmnforts and rights .f .ther., thcv m>t suppress their int.linations, lurin.,.., the rime of teaching there must be perfeet quiet and attmjti«,n. Marks are sometimes given to secure lmnctuality and yo«,d work, DIVISION OF PERIODS 35 ]rut the ]»est wav fo have both is fo try t- make each recto- ber of the class interested and happy in her work. DIVISION OF TllE PERIOD. The rime given fo a practical less«,n is usually one and a hall hours. This must include both the theoretical and the practical work. In dividing the period, it is dittïcult fo sav ll.w much rime ,llouhl be given to ea«h of these, but, broadlv speaking, the the,reti«al part may o«.cupy one thir,1 of the rime. The rime f.r dish washing and clcaning will be included in the rime allowanr.e f«»r 1)ractical work. These dutie.a should require le.s finie as the clas. adrances in the work. Notes shonhl Ire et»pied ai the re.st convenient time, usuallv while the fo(,d is eo.king. Sitting fo write notes will afford an opportunity f.r festin.._, after anv praetieal work. If printed eards are used. mueh of the note-taking is obviated. A saml)le tard is given bel,)w. ]IOUSEIIOLD MANA(;EMENT JUNIOR FIrURTI[ CARD VEGETABLE WATER SAUCE 1 c. veg. water 2 tbsp. butter 2 tbsp. flour pepper  tsp. salt 1. Put the vegetable water over a gentle heat. 2. lIix the flour with a little cold water until smooth and thick as cream. 3. When the vegetable water is steaming hot, gradually stir the flour paste into it and keep stirring until It thickens and boils. 4. Add the butter, salt, and pepper. 5. Pour the sauce over the hot vegetable. 36 HOUSEHOLD MANAGEMENT A.SSIONMEST OF WOIIK For practical work there are two plans in general use --in,lividual and group work. In indivi,lual work, each l»ttpil performs ail the processe, handling small quantifies of material. In zroup work, the pupils work in groups on one dish, eaeh sharing the duties. By the first meth,,d, thc l»upil has no t-han«.e t« eh.al with quantitics larCe enough for family purposes, and the small amouut d,»es hot give adequate practiee in manipula- tion, though it does give individual responsibility in every detail. By the second method, normal quantities are used, but a pupil never has entire reponsibility throughout the procsses. The eost of upplies is often aeeountable for group work, but lack of utensils or oven room mav make if a ecessitv. lt some lessons, individual work with normal quantifies mav I,e ohtained 1,y alh,win the pupils t,, bring the main ingredients from home: for example, fruit for a canning lesson. The finished prouct is then the property of the pupil who has ruade if. The clea»ing whieh ahvavs follows the use of the equipment is preferably donc lu roups. For instance, if there aï,. r(,nps of fours, mmber one eau, during a lestera, wash ail dishes ued hv the four, numher two ean wipe the dishes, mtmler three t'an ,.lean the table used by the group, and number four tan clean the sink. During the next lesson number wo is dish washer, and nnmber three dish wipcr, and so on, util, in four lessons, each pupil has had practice in four kinds of household work and bas alto been .ŒEiven an idea of the inter-dependenoe of familv life and interests. The saine nun0»ers should be kept during the terre, as this affords an easv wav of definitely designating the pupils for certain duties. PRACTICE WORK AT HOME 37 SUPPLIES The supplies for a lesson may be put on a centre table, or smaller amounts may be placed on the workin tables in front of the groups. If the class is large, thc latter plan is better, especially where measurements are neces.-:ary, as if saves rime and confusion. Standard food supplies, .uch as sait, pcpper, sugar, and flour nmv be kcpt in a drawer of the work-table of ea«-h pupil. (Ste paze 15.) Every menlber of the class should be famiiiar with the eontents of the elass pantry, eupboard., and drawers, so that she ean get or put away utensils and materials with- out the help of the teaeher. If breakages o«.cur through carelessness, the utensils should be replaeed at the expense of the offender. This is hot only a deserved pulli,hment, but it always en.ures a full equipment. PRACTICE WORK AT IIOME As a lesson in llou.¢ehold Management cornes but once a week, mueh is gained bv having the work reviewed by praetiee at home. To encourage this, in some sehools a " praetiee sheet" is posted, on which the work donc eaeh pupil, between lessons, is reeorded. There is a danger of the younger pupils attempting work that is too diffieult, which will end in poor results and diseourage- ment. To avoid this, with pupils in the Third Form. it may be wise fo limit their praetiee in eookerv fo a review of the work dm,e in elass. The home praetiee work mav be taken af the beginning of a lesson or durinz the rime the food is eooking. It mav be quiekly aseertained hy the pupils rising in ortier and stating simply the name of the duty thev have donc or the dish they have ruade uldess they have had poor results, 38 HOUSEHOLD MANAGEMENT when the nature of these .llould be told. If there bave been failures, the pupils shouhl, if possible, give reasons for the.e and sugge.t meaus of avoidillg tht«n iii future. GENERAL SUGGESTIONS 1. The teacher should endeaour to plan lessons which will be definitelv related to the home lires of the pupiis. What is useful for Olle class mav not be useful for another. The connection bet'cen the lessons and the home should be very real. It is also important to have a sequence in the lessons. 2. Great (.are should be exerci.ed in criticising any of the home method. that are suggested bv the pupils. A girl'. faith in lier mother should n,»t be lessened. 3. The work should be taken up in a ver'¢ simple man- ner; scientific presentation should be left for the high school. 4. Economv should be empbasized in all home duties; time, labour, and money sbould be used to give the best possible returns. Wholesome substitutes for expensi'e foods and attractive preparatioll and serving of lcft-over foods should be encouraged. 5. Too much vigilance cannot be exercised during the first year of practi(.al work. wben habits are beinzformed. It is much easier to form habits than to break awav from them. 6. While nothin less than the best work sbould be accepted from the pupils, it requires mueh discernment to know when fault should be found, i order to avoid saying or doing alything that wouhl t.liscouraffe them. 7. As II«useliold Management is a manual subject,/he teacher is advised, as far as possible, not fo spend rime SPECIAL SUGGESTIONS 39 in talking about the work, but to have the class spend their timc in doing the work. SUGG,ESTIONS FOR SCH00LS WITH LIMITED, OR NO EQUIPMENT In schools where thc ordinary (.lass-ro,m must be uscd for all subjeets, there are unusual diffieulties in teaehing Household Management. For sueh sehools, two nmdified equipmênts are outlined. Sinee su«h elass-r««»ms rcquire spccial arrangement for praetieal lessons in this subject, if would be well fo take this work in the afternoon, so that part of the noon hour may be taken for preparation, l'upils who have earned the right fo responsibility may be appointed in turn to assist iu this duty. In rural schools, the afternoon rccess migbt be taken from 2.15 fo 2.30 aud, during this rime, tables, stores, aud supplies may be plaeed, su as fo be readv f«»r the lesson fo folloç in the remaining hour and a hall. For pupils who are hot in tbc l[ouseh.ld Management class, definite work shouhl l»c planned. Thcv may oecupy themselves with nmnual training, sewing, art work, map- drawing, composition, etc. In summer, school gardening mav be doue. Since the end of the weck, in many schools, is chosen for a break in the usual routine, Friday afternoon secms a suitable rime for llousehold Mana,.-ement lessons. Vnder su«b limited «mditims. it will l,e neeessarv to group the larger pupils into oue elass for praetieal work, and if may I»t, neeessarv for the pupils fo take turns in working, lu some cases, the teaeher must dcmonstrate what the elass may praetise af home. 40 HOUSEHOLD IIANAGEIMENT It will be imp,»ssiblc, in such se.ho»ris, t,» (.,,ver the pre- st.rihcd w,wk. From thc t,q»it.s sug7estcd in thc ('ourse of Studv ('ach teachcr mav arrange a l»rogrannle I»v selecting what is me,st useful to the pupils and what is possible in the school. Een il s«.h«»,ls whi«.h have no cquipmeut, nut.l of thc theorv of H,,usehold Management tan be taught and some experiments mav he perf,rmcd. On Fridav afternoons a regular lwri,,d lnaV ],e devoted to this subject, wheu the inenious tea«h«.r wi]l find wavs and means of teaching many useful lessons. The following will be su,..,.,..,cstive as suitab]e for lessons under such («,nditions" 1. Anv of the lessons prescrihed in t]e ('ourse of Study for Form III. Junior. 2. Mêasurin,,.,.--Table of mea.ures used in cookery, methods of measuring, equivlent measures and weights «,f standard f,,,,ls. 3. Clêaning.--Principles, methods, agents. 4. Water.--U.es in the h,me. apl,earanee under hêat, highest temperaturê, wavs of using cooking water. 5.. Cooking.--Rcasons for eooking, kinds of heat used, common mcth«,ds of coudu«-tin hcat t,, food, com- paris«,n «,f methods of cooking as to rime rêquired and effecf of heat on food. NoTE.'--An alcohol stove, saucepan, and thermometer are necessary or this lesson. 6. The kitchen fire.--Experiments fo show neeessities of a tire. construction of a practical cooking store. 7. Fo«,d.--Uses. kind.,, c«,mm«,n s«,urces. SPE('IAL SUGGESTIONS 41 8. Preservati,,,, ,,f f,,,,,I.--('ause ,,f ,I,.,'ay. mcth.,Is l,rescrxation, al,l,licati,,n ,,f mcthods to well-know,, foods. 9. Yeast.Description, necessary conditions, sources, use. NoT.A few test-tubes and a saucepan are necessary for this lesso. 10. The table.--Laying a table, serving at table, table manners. ll. ('arc ,,f a bcd-r«,,m.Making thc bcd, ventilating, sweeping, and dusting the room. 12. Sanitatiç, n.Necessitv f,,r sanitation, household methods. 13. Laundrv work.Necessarv materia]., processes. 14. IIome-nursing.The idal sick-room, «-are of the patient's bed, and diet. CIIAPTEh' III FORM III : ,IUNI(tR (IRADE TflE PUPILS ,,f F.rm III. Junior. are generally too small te, use the tables and stores l,rovidcd f«,r the .ther classes and t-o young t,, be intrustcd with rires, hot water, etc. ; but thev mav ],e taught thc simldcr facts »f Ih»uschold Manag«.ment I,v thc spccial tea«'hcr of the subject, or by the regular t,,a«'her in «.rr(,lation with the -ther subects. In either ('a»e a Sl«'cia] room is hot necessary. If thc ];ttcr plan I,e ad«,pted, the f.ll.wing correla- tions are suggested : CORRELATIONS Arithmetic.--l. P, ills «)f Imusehold supplies, such as furniture, fuel. meat. gro«-eries, bed and tahle linea, material for elothinz. This will tea«.h the current prices as well as the usual quantities purchased. 2. Makin.,.., out the ,laily, weckly, or monthly supply and cost of anv «,rie item of f,,o,], I,ein z given the number in the family and thc am.unt used by eaeh per dav. E.,'ample: (trie I.af «..sts 6c. and cuts int,, 1, slices, Find the cost «,f bread for two days f«»r a family of six, if eaeh person uses 1.x_, sliees al «,rie meal. 3. hlakinz out the total wcek|v or monthly expenses ,)f a household, iven the items ,,f meat, roeeries, fuel, gas, etc. This brings up thc question of the cost of living. 4. Making out the total cost of a cake. a loaf of bread, a jar of fruit, or a number «,f sandwiches, given the cost 42 CORRELATIONS 43 of the main materials and fuel used. l'.repart the home cost with the cost at a store. This nay he used fo teacli economy. Geography.--l. The sources of .ur watcr supplv. 2. The geographical sources «,f our «wdinarv household materials, their shipping centres, the routes bv which thev reach us, and the means of transportation. Ex»lple.: Fucls, c«.nlmol minera]s used in bui]ding and furnishing; tituber for floors and furniure; manu- facturcd goods, such as e»ttOll, linen, carpets, china; domestic an«] f»reign fruits: ct»nlnl»n groceries, such as sait, sugar, tea, coffee, eoeoa, spices, rice, cereals, and flour. 3. The preparation of our eomnloll h6usehold modifies. Example.¢: Cotton. linen, china, paper, sugar, tea, coffee, cereals, flour. 4. Thc h.usehold pro»dru.fs that are exported. Nature Study.--1. The parts [,f plants used as food. 2. The natural sources of out c«,mmon foods, such as cornstarch, fl.ur, breakfast ccreals, tca, c[»ffee, co(.oa, sugar, salt, cheese, butter. 3. Tbe sources of common household substances, such as coal-oil, gasolene, paraffin, turpeutine, washing soda, whiting, bathbrick, soap. 4. The forms of water, as ice, steam. 5. The composition and impurities of the air. 6. The ordinary woods used in house building and furnishing. 4 4 I IOUSEHOLD MANAGEM ENT IIygien[,.--The ,Jece.:ily for thc folh»wing: 1. Frcsh air in t}e h,me af all rimes--in living rooms and slecping rooms ?. ;ood food and plenty rd sleep 3. Cleanlinc:s of lhe 4. (leanhne.-.- iii preparing 5. f'leanliness in lhe home and surrrmn[lings. Pin-sic.al Training--l. The value of exercise gained by pcrforming hou:ehold dufies. 9.. Thc importance of correct positions in performing home dufie.q, such as dish washing, scwing, etc. 3. The value of oonvenienees te, save stel)S. (',mposition.Topics selectcd from household ma- terials and activities. E.ramlde.ç: Food materials, (.h,ansin azcnts, planning a convenient kitchen (,r 1,ath-room, sweeping day, baking day, arrangement of a kitchen cupboard or clothes closet, etc. Spelling.--Na,nes of househohl articles and duties as f,ll,,ws : Furniture of a .¢peeial rnom, sueh as kitchen or sitting- room. kitchen utensil.¢, contents of a kitchen cupboarà, dishes and food uscd af a particular meal, etc. Manual Trafniag.--Construction of household furnish- ings and utensils for a doll's house from raflïa, papcr, and plastieine. A rt.Designing and eolourin earpets, eurtains, wall- papers, book eovers, dishes, files, ribbons, and dress materials. CORRELATIONS 45 Sewing.--Making thc unil'orm f,,r I I,,useh,ld Man«,:c- ment work. If the t[ousêhold Management toa,.her takcs the w«,rk with this class, shê should follow the outline of work given in the ('ourse of Study. This outline will nmke lhe pupils familiar with the common household matcrials as to their sources, preparation, and cost. and when. in the next class, they deal with these materials, thêy will do so with nore interest and intelligence. It will a]so drap" attention to the imp,,rtan«e ,,f c¢'on,,mv tu rime ald energ).'. The convenicnce -f a kit,.heu and the uso of proper utensils fo facilitate labour will impress this tact. The lessons should be taught simply as information h_.ssons and should be of thê saine length as the other studies--from thirtv fo f,,rtv minut,:s. If the usual h,,ur and a ha]f peri«,d be set asi,lc f,,r this tlass, the rcmaindcr of the rime may be de'oted fo sewing. CIIAPTER IV FORM III: SENIOI; (RADE LESSON I (-'OPE ()F ]']'t)V.EII()LD .,IANAGEMENT Ix XTP, ODt'«].xc, the praotical side of Household Manage- ment fo a class, it is an advantage to let them bave a general idea of what the subje«.t in«.ludes. Thev will then work with more itfelligcn(.e and uualh" with more in- teres¢, q'he, tca, the prevalet i(h,a that tho subjee¢ means on]v cooking will be correeted from the first. Throughout the introduction, the teacher shou]d hot forger that she is dealing with imnmture mids and that the ideas must be very simply expressed. She might ask what the fui)ils expet,t fo learn in thi olas, bave them naine other subjeets the 3- stuC" in sch(ol, and in each cse lead up lo the one thing of which a particular subjeet treats: fi»r example, arithmetie treats of numbers; geography, of the world; historv, of pa.çt ecents. She should lead the elas fo see tiret the one thing of whieh ll«,useh,ld Management treats is the home; and that the two great requirements for a home are the hou.e, and the peol»]e who ]ive in if. or the occupat.*. To get the details relating to eaeh of these two divisions, let the pupils imagine they are boarding in some locality where they deeie fo make a home for themselves. The first çhing fo he done is fo choose a huilding lot. Then thev must deeide upon the kind of house they want and the plan -f the house. Af/er the bouse is built, if must be furnished. en the house is ready, if must he eleaned 46 SCOPE OF HOUSEHOLD MANAGEMENT 47 and kept clean. As soon a. the family more in, new siderations arise--they lllllst have food, whi«h must bought, prepared, and served ; each menti,er of the familv must be clothcd and e,lucat(.d: they must receive proper tare when sick. Only a few minutes should i,e spent on this intr«,ductory talk. While the elass is naturally led to think of and llame these details, they shouhl I,e written tll the i,la«.k-I,«,ard the order of development, s,,m«.what as follows : 1. Household Management teaehes us about the home. . A home ineludcs two main ideas: (1) A house, (2) a falnilv. 3. In connection with a boute we lnUSt eonsider: (1) The le, t, (2) the plan, (3) the furnishing. (4) the eleaning. 4. In connection with a family we must consider: (1) Food (I)uying, cooking, ser'ing), (2) clothing (buying, sewing, mending), (3) education, (4) lmme nursing. Tell the pupils that a housekeeper should be inf«»rmed on ail of these points, but little girls «an expe(.t to studv only a few of them, such as questions of f«»od, clothing, and cleaning. S['RVEY OF EQUIPMENT, [NIFORM. ETC. Equipment.--M«»st of the time of the first lcsson should be used in making the pupi]s acquainted with their sur- roundings and individual necessities, so that they will be ready for work the next day. (ix'e each member of the class a definite working place, and let her examine the «'onents of the cupboard 4, ] IOUSEHOLI» 1MANAGEMENT aJ,I drwcrs whi«.h I..I,m 1,, Iwr pla,'-. I..'Xld:lin that fh' parti««lar plan.es which the lmpils are 7ie wi]l be kept thr,;uh«ut the ycar. ami that. while /hev bave the privi- lege ,ff using and cnj«ying them. they are responsible for their clean]iness and ordcr. I%int out the remain,lor -f the cquipmenthof and co]d watcr-tap», t«ve] racks, class cupb.ard with its con- to»ts, rcfri¢erat,,r, large a«l ildiridual stores. Tea-h ea.h pupii h«,w t,, iight h«.r st,re and reulate ifs heat. I'if,rms. ct,..Teil the ]mpils that v,,u have shown them what has I,cen provided f,,r them. but 'ou want them als«, to i,r,ride s-m,. things f,,r th,.mselves. It will I,e neces- sary f«r them to bring a large, plain, white apron, having a Iib large cn,,ugl to pr,,te«.t the ,lress : a pair of sleevelets; a h,,lder; a small towel f,r pcrs«,nal use; and a white muslin «.ap to c,,nfine the hair while w,-,rkin. They will als, nccd a n,,t,.-I«,,k and pencil f,,r class, and a note-Iook to I,c uscd at h.me f,,r re-c,,pying the class work in ink. Thc latter I,,,,,k is t,, I,e rerr ncatlv writtcn anal k-pt f,»r rcfcren'e aft,'r it bas bcen examined by the teacher. LESSON II U8E OF EqUIPMENT The little girls wlm make up the classes are hot so far renmred fr,m their « l»layh«usc,, days that a sfirvey of the dishes, st«vês, and tables will hot give them an «.aêr dêsire to bêgin using them. This desire should be ratified. but as the use awavs neces.qitates the cleaning as well. if may le advisal,le at first fo rnake use of the equipment only f,»r the purpose of sh.ring proper methods of cleaning. CLEANING 49 A short lesson on clcaning may 1»c given in a few minutes, and the rest of the peric, d spent in putting it int pra«.tice. The em-her may proceed s«,mewhat as f«,lh»ws in the devch»pmcnt of a lcsson on cleaning: DEVELOPMENT OF A LESSON* ON" ('LEANING MEANING OF ('LEANING Takc two dishosplat,,s .r saueerscxactly alikc. ]Iaxe one clean and tlw -ther s«,ilcd with butter or well-known substance. Ask the clas the diffcrence tween them. ()ne is «lcan and «,ne dirtv. What substance is on one that hindcrs v«,ur sayingit is (-lcan? Butter. What else could be on it? Jam. What elsc? Dust. What else? Gravy. Now instcad ¢,f telling the naine the particular suhstam-c in cach case. let us trv fo find ont naine that will apply to all of the substaucc which, as vou say. make the dish dirty. Let us gire thesc substances a naine 'hich will shou" that they o not belong fo ihe plate. Wc mav call caeh ,,f them a foreign substance. And if I tokc the substance «,ff the plate what ara l doing fo the plate? {'lcaningif. Then what is clcaniug? Clean- ing is remo ing a foreign substance. 5IETIIODS OF «'LEANING 1. ,qcraping or rubbing awa!! tbe foroign subMa,ce: Whaf wouhl vau use fo remwe the hufter fretin the plate? A piece of paper or a knife. What are vou doing with fhe knife or paper? Scraping or rubbing off the foreign substance. Then how was if removed? It was removed by scraping or rubbin.. Suppose some one has sharpened a peneil and let the pieces fall on the tic»or, what would you take fo remove the foreign sui,stance from the flo.r? A. hroom. What 50 HOUSEHOLD MANAGE3IENT w, uid you say you are doing with the broom? ,qweeping. tlow does the movement of the broom over the floor com- pare with the movement r,f the knife over thc plate? It is similar. What w.uld vou take to remove the dust from the window-sill? A duster. What would you say you are doing? I)usting. }Iow d,es the novement of the duster compare with the movement of the knife and the broom It is similar. Iu all of tbese cases of dish, floor, and sill, how did we rcnove the foreign sui)stance? We seraped or rubbed it off. Xame one wav of remoring a foreign sub- stance. Scraping or rubbing it away. 2. Dissoh'ing tJe foreign ,ub.lance and lbvn .scraping Show a much soiled tawel and ask what is usually done fo «lean it. Itis washed. Ak the pupils to tell just what they mean by that. The towel is put in water and soap used «» it. What effect will the s«,ap and water bave on the foreign substance? They wi]l soften or dis- soLe it. Then what muet be d-ne next ? Thc towel must be rubbed on a board or with the hands. What effect has thi opera[ion an i]e foreign subs{an«.e? It scrapes or rubs ihe 5,reign substance away. Then we bave another wav of cleaninz: By first disso]ving the foreign substance, and then scraping ar rubbinz it away. A number of wcll-known cleaning operations may then be given, and the ]ml)ils aked in each case fo decide neth«,d uedsueh as. whiskin z a ce,af, scrul)bing a table, eleaning the teeth, .r washing dishes, CO.MMON IIOUElloLD «'LEANSIXG AGENTS NTcxt, get ]i.t. ,f l,e c, mmon c]eansing agents found in an ordinarv home, and arrange them in order of eoarse- ness. CLEANING 51 BLA{'K-BOARD OUTLINE The black-I..ard se.home, as the lesson dêvelops, will appear as follows: 1. Meaning of Cleaning is removing any foreign substance. 2. Method« of 'leaning: (1) Scrapinff or ruhl,inff away the fi,reiff sub- stance. (2) I)issolving the f.reign sui»stance and thon scraping or rubbing if awav. 3. Housebold cleansing agents used in lhe tirst melhod: (1) Duster (6) Whiling (2) Brush (ï) Bathbrick (3) Broom (8) Coarse sait (4) Washboard (9) Sand (5) Knife (10) Ashes. 4. Household cleansing agents used in the second method: (1) Water (7) Washin soda (2) Ilot water (8) ('oal-oil (3) Soap (9) Ga,olene (4) Lux (111) Acids (5) Ammonia (11) Lye. (6) Borax 5. Combihation cleaning agents: (1) Bon Ami. (?) Dutch Cleanser, (3) Sapo:lio. When the (.lass have these ideas, thev are readv fo put them into practice, and the remainder of the lesson should he spent in practical work. 52 HOUSEHOLD MANAGEMENT If the pupi]s have s-i]ed no dishes, it mav be wise fo drill them tirst in table washing or towel washing, so as to get them readv f,r the next lesson when tables and towels will be used. LESSONS III, IV, ETC. (;radually, in conleeti-n with the making of simple di«he., the pupils sh,,uld be taught special methods of dish wasl,in.,_,, sink cleaninff, and du.ting. Each day as they are appointed to different duties in cleanin, thcse methods sl,,uhl he stri«tly f, ll,wed u»til thcy bet'me well known. Whih, tilde" are still new to fhe cla.,s, it will be a great help t, lave outlines «tf the kinds of cleaning which are uo(.e,sarv in everv less., l,.sted conveniently in different l,arts ,f the r,,on, f,r r,.ferem.e. These outlines mav be as follows: DISH WASHINO Preparation for wa.¢hing: 1. Put awav the food. 2. ,'-;«ral»e and pile the dishcs. 3. Put the dishes that need it fo soak. 4. Place soap. pans, brushcs, and towel.¢. 5. Put water in the pans. (1) Fill the dish pari ab«,ut half full of warm water, then soap it. (2) Fill the rinsing pan nearlv full of hot water. Ordcr of washing: 1. Glass 2. Si]ver 3. China 4. Crockery 5. f;ranite ware 6. Tins 7. Pots 8. Steel knives and forks. CLEANING 53 Finishing after washing: 1. Sc,ap a dish ,.h,th and wash the sides and i,,,tt, m of thc dish pan. before emptying if. 2. Empty the dish l»an, rinse at the sink, and half fill with ('lear, warm watcr, fo rinse the towcls. 3. Wash the towels in the rinsing pari, rinse them in the dish pari, shake them straight, f,,hl, and hang. 4. Soap the dish chJth, wash the inside ,,f the rinsing pari, empty, ril}se, ami wipe with the dish chJth. 5. Wash and wipe the soap dish. ,. Empty the dish pan and wipe with the dish «.l,th. 7. Pile the pans, place the brushes and soap, and set awav. 8. F«,ld the dish «h,th and bang it to dry. TABLh; ('LEANING ({'LASS WORK) 1. If necessary, s,.rape «,r 1,rush off th,, rai,l<, stovo.. Z. (;et a scru], «h»th, a wash-basin of warm wat, r, and a scrut,-brush. 3. Wash the part of thc tahlo use,! bv vour gr-up. ,l,,ing the 1,art hot o,.cupied hv the dih ashing first : thon gel the dish washers t, m,,ve along, so that you can finish if, proceeding as follows: (1) We the table all over. (2} lul, fle s-a l, cake, over it. (3} Seruh with the wet brush with the grain of the w «,,1. (4) Rinse tbe s,ap off with the clear water. (5) Wipe with the cloth wrung ,lry. 4. Get ('lear water, linse the lwush and put it away. ltise the s,.ruh el»th a«l wrin it ,h'v. 5. Take the basin and cloth fo the sink. Empty. rinse the basin, and drv if wifl the cl«»th: Rinse the cloth under the tap and wring if drv. 54 HOUSEHOLD lIANAGEMENT 6. Fold and bang the e]oth to dry. Brin zback a dry c]«,th and thorough]y drv the aluminiunl strip. 7. Put away the dry e]oth and basin. SINK CLEANING l. Let the other housekeepers get the water they need. 2. (;et a sink pan, a scrub cloth, and a brush. Put warm water in the pan. 3. Scrub the drain board if there be one, as follows: (l) Wet the boar«] all over. (2) ]tub the soap cake over if. (3) Scrub with a wet brush with t]le grain of wood. (4} Ilinse the soap off with clear water. (5) Wipe with the cloth wrung dry. 4. Wash the nickel part of the sink (tap and stand) with soap. Wipe with the cloth wrung dry. 5. Wash the outside of the basin of the sink. 6. When the other housekeepcrs bave emptied their water, wash the inside of the sink basin and wipe with the cloth wrung dry. 7. Wash the scrul» cloth and pari, rinse the brush, and put all away. 8. Polish lhe nickel with a dry duster. DUSTING 1. Get a cheesecloth duster. ?. Dust the «hairs and put them in place. 3. Dust the table legs and drawer handles. 4. Dust the cupboard and refrigerator. 5. Dust the wood-work, window-sil]s, ledges, etc. 6. Wash the duster and hang if up to dry. MEASURES AND RECIPES 55 MEASURES AND IIECII'ES Another preliminary part of the work will be tcaching the pupils to measure and follow a rccipc. MEASURES The measures used in kitchen work are teaspoon, table- spoon, pint, quart, and gallon, of which a table should be developed as follows: 3 teaspoonfuls (tsp.) ............. 1 tablespoonful (tbsp.) 16 tbsp ........................... 1 cup 2 cups ........................... 1 pint (pt.) 2 pt ............................. 1 quart (qt.} 4 elt ............................. 1 gallon (gai.) In connection with this table the following points should be brought out: 1. That ail measurements are made level. 2. That in measuring liquid., the mea.ure sh,ul,l bc set on a level surface. 3. That to halve the contents of a spoon, the division should be ruade lenhwise. 4. That fo quarter the contents of a spoon, the half should be divided cros.wise. 5. That in measuring flour, it should n,»t be shaken d,,wn fo level if. 6. That in using one measure for both drv and liquid in- gredient., the dry shouhl be mea.ure,l first. 7. That in measuring a cupful of dry ingredients, the cup should be filled by using a spoon or scoop. 56 HOUSEHOLD MANAGEMENT (a) Dividing the contents of a spoon (b) Dividing a spoonful in halves MEASURES AND RECIPES 57 (c) Filling a cula (d) Ievelling a cupful 58 HOUSEHOLD MANAGEMENT TABLE OF EQUIVALENT MEASURES AND WEIGIITS A table of equivalent measures and weights of some staple foods will also be useful and mav be given to the class : 2 cups butter (packed solidly) .......... 1 pound 2 c. granulated sugar ................. 1 2 c. rice ...................... (abouti 1 " 2 c. finely chopped meat ............... 1 " 25 c. brown sugar ..................... 1 " 23 c. powdered sugar .................. 1 2§ c. oatmeal .......................... 1 " 2 c. cornmeal ......................... 1 " 4 c. white flour ...................... 1 " PLAN OF LESSON ON 5IEASURING TIME LIMIT One and one-half hours to be divided approximately as follows--one-half hour for teaching the theory, one- hall hour for tbe practical application of the theory, and one-half hour for housekeeping (washing of dishes, tables, sinks, etc., and putting the kitchen in order}. I'REPAILI, TIOX 1. Place a set of measures at hand. 2. Place a large bowl of flour on the teacher's table. 3. Place flour and sugar in the boxes of the supply drawers. 4. l'lace cans of cocoa and jugs of milk on the centre table. DEVELOPMENT 1. lntroduction.--What do we take for a guide when cooking? IIow «.an we be sure that we use the exact PLAN OF LESSON ON MEASURING 59 quantities tbe recipes require? Naine some measures that vou have learned in aritbmetic. In this lesson we are going to lcarn the measalres we require in cooking, also the proper wavs of using them. 2. ]ames of measures.--Show and naine the measures, beginning at the smallest: teaspoon, tablespoon, cup, pint, quart, gallon. As the measures are named, place thcm ,m tbe table in ordcr of size. 3. Methods of using measures.--Ask two or three pupil.% in turn, fo measure a teaspoonful of flour from the bowl on the tcacber's table. They will hot agree in their mea.urements, and the neces.ity f,,r levelling will be shown. What can we u.e for levelling measures? th»w can we level liquids? If we need less tban a spoonful, how can we measure it? Whicb part of the .¢poon is deeper? IIow shall we divide the spoonful to make both halves equal? How mu.t we divide a .-:poonful into quarters? Into eighths? Examine and explain the divisions of the CUl). To use (»ne mea.ure for both liquid and drv inzredients, which should be measured first ? (As these points are obtained, thev should be written on the black-board.) 4. Table of measures.--In the tables of measures which you have learned, vou state the number of times one measure is contained in the next higher. We shall form a table of the measures learned to-day. By measuring flour from their boxes, let each pupil find how many teaspoonfuls fill a tablespoon. IIow many tablespoonfuls fill a cup, a half cup, a quarter of a cup. Thev will state the remainder of the table from memory. Write the table on the black-board and teach the abbreviations. 60 HOUSEHOLD MANAGEMENT NOTE.--A[ter the lesson on measuring is developed, the class should be given individual work which will put these ideas into practice. A simple recipe may be dictated by the teacher, step by step. Cocoa makes a good recipe for this lesson, as it affords practice in measuring liquids as well as dry ingredients, both powdered and granular. If each girl makes hall a cupful of cocoa, it will give practice in dividing the coztents of a spoon. ]Iave each [,upil n,ake half a eupful of cocoa by carrying out ea«h step as it is dictated hv the tcaehcr, as follows: 1. Numberg one [,ut two cupg of water in thc tea kcttle; nnlbcrs two ]izht a re and put the water fo boil: numl,cr threc zet c.«,«oa frmn thc centre table; number f,,ur get milk. . Set out sugar boxes ad open them. 2. Ea¢.h take a small sacepan, a measuring cup, a tea- si»con, a l»aring-knife, a«[ u sma]l eup. 4. Mcasure ha]f a tcasl»O«,nful of suzar into the sauce- 5. Mcasure ha]f a teaspo, mful of eocoa into the saucepan. 6. Mix the suar ad c,»«,,a bv shakinz the saucepan. ï. Mea»urc hall of a third of a eupful of boiling water and stir it into the sugar and cocoa. 8. Set the mixture over a zcnt]e tire and stir until it bubb]e. ('ook for three minutes. 9. Mcasure half ,f a third of a eupful of milk. 10. Stir the milk into the mixture and heat it until it is steamin lmt. but d m,t hoil it. 11. Serve the cocoa in the small cups. 1. Turn out tbc rires and put thc saucepans fo soak. PRACTICAL WORK 61 SERVING Each pupil purs her table in order 1,v nloving ail cooking utensil. to the metal part of tlle table an,1 wipinz off any soiled spots (,n the wo,Jd.n part; she then sits drink the eoc)a she has ruade. N(tTE-TAKI N( N[,t[,s are (.[,],icd fr,m thc b]a['k-b,ard .rdinarv class n,tc-books. Thc dcsk boards undcr thc table tol,S arc pullcd [,ut f,,r this purpose. the notes consist of: 1. Table of measures, with al,brcviations 2. I',ints in mcasuring 3. Recipe for cocoa (if thcre are recipe [.ards, these shouhl be distributed). IIOUSEKEEPIXO This will be done in grups of f.urs, a'cording ¢[, their 1)revious lesson. in clcanin.. If necessary, s,me special clcaning, as dish washing or sink clcanin 7 mav be taugllt al this point of the lesson: 1. Xumlwr one will wash dishcs fiw hcr gr[,up. 2. Number two will wipe dishcs fi,r lier gr[,up. 3. Numl»er three will clean the entire lai,le behmging h, her group. 4. Number four will do work outside of her group as appointed, su(-h as dusting, cleaning a sink .r thc (.entre table. 62 HOUSEHOLD MANAGEMENT ]IECII'I.] FOR COCOn. 1 tsp. sugar, b c. boiling water 1 tsp. cocoa b c. milk. I. MiX the sugar and cocoa in a saucepan. 2. tir the I«dling water it« the mixture, then set it over a gentle heat. 3. Keep stirring uttti] thê mixture Imbh]es, tben b,,il gent]?" for about three minutes. 4. Stir in the mi]k and heat if unti] if steams, but do not boil it. 5. Serve the eoeoa hot or iee-eohl. RECIPES :In conncction with a rccipe, the pupils should be taught to look for three parts: 1. The naine 2. The list and amount of ingredients 3. The method. In carrying out a recipe, they should, from the tîrst, be taught fo work in thc following systematic order: 1. To attend to the tire if necessary 2. T, collect the necessary utensils 3. To collect the necessary ingredients 4. To obey the method. RECIPES 63 For this lesson, some simple recipe which will review measuring should be elearly writtcn on the black-board-- the reeipe for al»pie sauce or cranberry sauce would "be suitable. While the pupils are learning obedience in ïollowing a reçipe, if is'better to keep them together in (.arrying out their work. The method shouhl be written in definite, numbered steps, which may be checked off as eaeh step is accomplished. When the class has had in.truction in cleaning, measur- ing. and recipe., thev arc rcadv for a series of lcssons involving the use of simlde recipe. whieh will put into practice the ideas thev have lcarned. For thi. practice, sueh recipcs as the ï, llowing are suggested : Boiled potatoes, mashed p«»tatoes; boilcd parsnips; boiled celerv; h-ilcd carrot., asparagus, green pcas: cran- berrv saut.e: rhubarb sauce" preparing and coml»inin,,,, in- gredients for salads (fruit salad., potato salad, cabbage and nut salad, Wald,:rf salad)--the dressing being supplied; stuffed eggs; sandwiches. The carrying out of these lessons will develop in the pupils aecuracy and obedience, and make thelu ïamiliar with the use and tare of their utenils, as well as give Ol»l»ortunity for the cleaning of these and other parts oï the equipment. During these first lessons, careïul supervision shouhl be given each pupil, so that onlv correct habits mav be formed in regard to neatness, thorou._-hnes., quietness, and natural use of muscles. The pupils should be encouraged to begin a book of recipes fo contain neatly written copies of all thev have used in school. Tle Art teacher might correlate the work here by assisting them fo design a suitable cover for this book. ('IIAPTEII V FORM II1: ENI)I ;IkXI)E (('t,ntinued) ('OOKEItY LESSON I .\v-m a number «,f praoti«.e h.ssons llave deveh,ped in the pupil. a certain abilitv and self-cbnfidem-e lu w«,rkin. fornlal eookery mav be iutrodueed, and the following ideas hould he hr-uht out" 1. The meanilg of eooking" /'oaking is the application of ueient heat fo make a ehane in the foc,& 2. ]leasons f.r eo.king f.od" ( 1 ) Te, makc se,me food diestible. (2) T. ehane flavaurs and make some food more appetizin. (3) (t) To kill harmful germs in food. 3. Kinds of heat ued: (1) Drv heatheat, only, is eunveved fo the food. (2) M,,ist heatheat and moisture are eom'eved to the 4. Different wavs of app]yin dr v heal: Toasting, broiling, pan-hroiling, saut6in, frying. haking. 5. Different wavs of app]ying moi«t Boiling, simnlering, steaming, steeping. NOTE.If tho elass eannot naine theso methods, tho teaeher may naine and write them with only a word of comment regarding eaeh, or they may not be given until tho methods are studied. 64 THE THERMOMETER 65 As the m,ist beat meth«ls are sinq,lcr ami l,etter known, they shouhl he studied first. The «lass shouhl he led fo see tbat some liquid must he used te, sup],]y the moisture and should aceount for the c.mmon use of water for this purpose. Experiments should tben be I»erformed in heating water, and its al, l,earance and temperature sbould be noted. NO'rE.--A preliminary lesson on the use of tho thermometer may bo necessary to show how to read it, and to develop the idea that it is an instrument for measuring heat. This may be taught in the regular class work, previous to the House- hold Management lesson. LESON ON TIIE .FIIERMtMI.:TI-:I: 1. Develol»ment of tbe idea of '" measuring "" What would )'ou use fo measure the length «,f the table? A foot measure. Wbat to measure the water in a tub? A pint. quart, or galh,n measure. What to measure the amount «,f gas I,urned ? A gas-nwter. 2. Development of the naine "' tberxnometer": What do we eall tbe instrument F,r measurin gas? A zas-meter F,r measuring eleetri«itv? An electr-nwter For measurin speed of a motor? A sl,eed«»nwt.r (speed-meter) For measuring the distance a bievele travels? A eyelometer (eyelo-meter). In eaeh case what does " meter" mean ? It meas instrument for measurin. What naine mav I give fo an instrument for measuring heat? You may call it a heat- rneter. 66 ttOUSEHOLD hiANAGEMENT Tell the pupi]s that, in science, many (;reek words are used, and that cou will put a [;reek word in place of the English word "heat", namcly "thermos". as in thermos bottlc. Wbat will the name become? Thermos- mcter, or thermometcr. 3. l'factice in using therm,,meters" The unit «,f measurement (degree) should be given, and the scale taught from the black-board. Thermometers mav thon be givcn to the class to examine and use. Saucepans having white inner surfaces are best fo use f,,r the expcriments, as changes ruade by thc heat are more plainly seen. Obserration. o] watvr undcr heat : (1) 2.t a tcmpcraturc of al«,ut lt0 dcgrs, verv small bubbles form at the bottom and sides «,f the dish and rie slow]y t, tbe surface of the water. Thcse bubbles are a film of water «.ntainin the air that was in solution, which, when expaudcd, rises to the t.p of the watcr. () At a telnp'rature of al«.ut l0 degrees, a few ]arzer bubbles form at the b«.ttom ,,f the dish and rise s]ow]v to the surface of the water, makin a slight m«,v«.m«.lt in it. In thesc hubl,les air is replaced by steam which is formed fr«,m the water l»y the heat. (3) Af a temperature of 212 derees, a eat number of Large bubhlcs f, rm and rise quickly fo the surface, making much mo-ement in the water. The water is then said to hoil. () The water will take no higher temperature than 212 degrees. THE THERMOMETER 67 (5) After watcr once boils, it requires ]ittle leat keep it af this point, therefore the heat may be redue.cal. (6) An increase -f heat increases the number, size, and rate of tlle bubbles and the volume of steam, but makes the liquid no hotter. .1 pplication of these obserrations: (1) If food be cooked in a liquid at its greatest heat, xvhere lUally bubbles are making nmeh nlove- ment in it, the process is ealled boiling. (2) If eooked in a liquid heated to lsO-2ol, where there is scarcely any lnovement in the liquid, the proeess is called simmering. (3) If cooked in the steam rising from a boiling liquid, the proeess is ealled steaminç. (t) If boilillg liquid be p«,ured over food and no further heat applied, the proeess is ealled steepinç. LESSONS II, III, IV, ETC. Practiee S]l«,uld then i»e given in ea«h of the m«,ist heat methods of cookinz. The ce,ronron foods, such as vegetables, fruit, eggs. and milk shouid l»e used for this purpose. After the class has carried .ut a meth,d frr the first rime, thev should be led to consider the order of work required f«.r it. The necessary steps sh«»ul,1 be arraned fo form a set of rules for reference. The effects of the method in each case should also be noted. When the moist heat methods are well known, the dry heat methods shouid be tauzht and practised. The out- lines on pages 73-81 will suggest the development undêr each method. 68 IIOUSEHOLD MANAGEMENT I»LAN " LE..3_'SON ON IOILING (..-RROT.'-5 AIM %, al,l,lY the l,rhwil,k's ,,f b,,ili,v, as taught in a previous lesson, to the eooking of food. TIME LIMIT One and one-half hours fo i,e use, l approximatêly as follows: tweuty-fivê minutes f,,r preparation for practiea] work and the tiret part of thc l,ra,'ti,'al work, twentv-five minutes f,,r the ,levcl,,l,m,.nt «,f i,lcas ,,f I,oilin as a method of eooking, fifteen minutes for the serving of food, twentv-five minutes f,,r housekeeping. I'REP'tRATION Fol: I'RA«'TI{'AL WORK P, eview.--)uesti,m the pi, plis as follows: What kind of heat is used in e««,kin.,.., food l,v boiling? Af what teml,erature is the fod eooked bv this method ? Naine thé ki,ds «,f I,,,ili,g. ]h»w mueh botter is rapid boilin.? th,w is water ruade to boil rapidly? When is rapid I,oiling us,.ful? Diseussi.n of recil,e.llave the reeipe written oa the l,la-k-hoard ami read hv c,ne «,f the lml,ils, while thc others f-llow the readin. carefulh'. (1) l[ave the t'ia.-s deeide: (a) "fil,en fle rires shouhl I,e lighted (I,) The dis/ms rt«{uired for the wt, rk (ci Th,' kin,l «,1' I,oiling t, use. (?) Ienu,nstrate lhe serul,bing, seraping, and dicing of a earrot, also the draining of a food eooked in liquid. PLAN OF LESSON ON BOILING 69 (3) State the quantity of ingredients each will use. (4) Caution the pupils as fo accuracy, neatness, and quietness while working. PR{'TICAL WORK Have each pul)il preparo the food a««ording te, the recipe and put it on to cook witbin a certain rime. While the class works, carefullv observe eaeb pupil and give in- dividual help t. tbo.e who require it. DEVI-:LOPMENT OF TItE IDEAs OF BOILING AS ..METII(D OF COOKING This will be donc while tbe earrots are cooking Tbe ideas brought out from review and the class work, hy questioning, will be tbose which are given on boiling under the metbods of cooking. 1. Definition of boiling 2. Kinds of boiling 3. Uses of rapid boiling 4. P, ules for boiling 5. Effects of boiling. As these ideas are obtained from tbe class, they should be written bv tbe teaober on the black-board and bv the pupils in their note-books. .ERVIXG The pupils will drain, season, and serve the food. Each girl will set ol]e place on the woodcn part of the table and serve herself. While the fo«»d is being eaten, the table manners of each girl .-lmuld be observed, and, if nccessary, corrected in a tactful manner. 6 H.M. 70 HISTO .... "- ,-, -F-.,  uI HOUSEHOLD MANAGEMEN ItOUSEK EEPING The w(»rk of putting the kitchen in order may be done in groups of twos or fours. REC1PE : BO1LED Carrots Sait and pepper Boiling water Butter. 1. Scrub, serai)e, aml rinse thc carrots. 2. Cut them into pieces by dicing tbem. 3. Put the pieces in a saucepan, set oxer the tire, and pour in boiling water until the food is covcred. 4. ('««,k the carrots until tbe pieces arc sort af the centre whea pierced with a fork. 5. Drain off the liquid, flen season the food with salt, peppcr, and butter. 6. Serve in a h,,t vegetab]e dish. PLAN OF LEs.oN oN ,qlMMEIHNG: APPLES I NTRODU_'TIOX 1. Review : (1) Appearance and tempêrature of a boiling liquid. (2) Appearance and temperature of a simmering liquid. 2. State the difficulty of keeping a liquil af simmering temperature; show the double boiler and êxplain ifs use for this purpose. 3. Compare boiling and simmering as to lêngth of rime required and difiïculty. 4. Te|l the pupils they are going fo study simmering by making Coddled Apples. LESSON ON SIMMERING 71 DISCUSSION OF RECIPE 1. Read recipe. :. Question regarding" (1) Kind «,f heat used (2) Wlether to prepare apples or syrup first and why (3) Management in measuring so as to use only one cup (4 0 Why one quantity of syrup is suflïeient for so many apples. ' 3. Decide on the dishes required for the work. Assign work in gro. W of twos--number.q {,ne and three prepare syrup" numbers two and four preparc apples ; ail attend fo the cooking. DEVELOI'MENT OF IDEA OF .IMMEI[.ING (To be dealt with while food is cooking) 1. Definition.--Obtain this by comparing simmering with boiling. 2. Effeets : ,. idea of "soft and tender" (2) Tell the pupils simmerinz telnperature will not • "  i harden and toughen meat and %_:« as mueh as boilinz does. (8) Lyg lon.er in the licptid fo cdok dissolves out more of the f.od .cul»stance. (4) Less water oin z off as vapour: does hot carry away as llltleh flvour. (5) Less motion in the liquid does not break up the food. 72 HOUSEHOLD MANAGEMENT SEI:VIXG When the apples are tender, let cach grl serve herself with what she bas cookcd. While the fruit is being eaten, direct att,ntion t,, the ftavour of al,pie iu the syrup. IIOUSEKEEPI XG Assign the work which is neeessarv to put the kitchen lu ordcr, and allow the pupils to carrv if out lu groups of twos or fours. I/E('II'E (IXDIVIDUAL) : t'ODDLFI) APPLES 1 aPple • c. sugar 4 ½ c. water. 1. Put the su.zar and water in the inside part of a double hoiler, set over the tire, and boil gently for about rive miimtes. 2. Wash an,l pare the apple, eut it into hahes, and remove the core. 3. Put the prei,arê,l fruit into the svrup, cover the dish closely, and set in the under part of the double boiler. 4. Simmer the pieces of applc until tender, turning them occasionallv. 5. Lift the fruit carefullv into a serving dish, then pour the syrup over if. 6. Serve hot or cold. NOTE.--One cup of sugar will make suflicient syrup for six or seven apples. METHODS OF COOKING 73 IIETHODS OF COOKING: DETAILS BOILING 1. Definition : Boiling is a method of cookin reaches the food through a boiling liquid. 2. Kinds of boiling: (1} (;entlc boiling--tempcrature of 17 degrees. (2) Rapid 1,oiling--temperature «,f 21 .) degrees. 3. Uses of rapid boiliug (1) To make much steam (2) To break up food (3) To keep small particles of food in motion. 4. Rules for boiling: (1) (3) in which the heat Put the food in a cooking di:h..cet over the heat. and pour in the lmiling liquid to eover the food well. P, egulate tbe heat fo the kind of hoiling required. Keep the food boiling during the entire eooking. Continue the cooking until the food is tender at the centre when it is tested, or for the rime required bv the reeipe. (2) It makes some food hard and tough---eggs, etc. (3) It breaks up food. (4) It dissolves out some of the food substance. (5) It causes some loss of flavour (in the steam). (6) It kills germs. tables. (5) When the food is eooked, lift it from the liquid or drain the liquid fr,nl the food. 5. Effccts of boiling: (1) It makes some food sort and tender--fruit, vege- temperature of about 1 ,q0 degree.s. ,. 7 ! HOUSEHOLD MANAGEMENT .I SI,IMERING 1. Definition" : | , '1 ,, Simmering is a method of «o.okin in a. ,liquid at a Rules for simmering: (1) Use a double boiler to keë p tle temperature correct. (?) l'ut the food in liquid in the t,»p di.,h, and pro- ceed as in hoiling. I 3. Effects of simmerbz .. (1) It makes some foods sort and tender--fruit and vegetables. (2) It d,:,es hot make the protein of animal food (milk. egs, aml meat} bar,1 as boiling does. (3) ]t dissolves out a o,-,,l deal of the food substance into the eooking ]iqi,1. (4) I t «aus«.s very little lo.s -f flaw_,ur. (51 It does hot break up the food. STEAMING l. Definition : ,teaming is a method of cooking in the steam from boilin liquid. 2. Rules for steaming: (1) /Iave the water boiling rapidly in the under part of the steamer. (2) Put the food in the upper part, cover closely, and place over the lower part. (3) Keep the water boiling rapidly during the entire eooking. METHODS OP COOKING 75 (4) If extra water I»e needed, only I»oiling water should be added, as quickly and as gently as possihle. (5) Continue the cooking according fo the rime re- quired bv the recipe, or test as in boiling, if the food permits. 3. Effects of steaming: (1) If makes vegetable food tender. (2) It naakes the protein of animal food harder than silnlnering, but hot so hard as boiling doês. (.3) it does hot break up the food. (4) It doês hot dissolve out the food substance. (5) It causes little loss of flavour if closely covered. STEEPING 1. Definition : Steeping is a method of cooking, by pouring boiling water over food, and letting if stand in a moderately warm place. 2. Rules for steêping: (1) Heat the stêe.ping dish. (2) Use water freshly boiled. (3) Put the food in the hot dish, pour water over, cover clo.ely, and set in a warm place. (4) Let the food remain in the liquid until you have extraeted what is desirêd. (5) Strain off the liquid and use as rêquirêd. 3. Effects of steeping: (1) To heat and often the food. (2) To extract the flavour and, somêtime., the sub- stance of the food. 76 HOUSEHOLD MANAGEMENT TOASTING 1. Iefinition: Toa.ting is a method of eooking in whieh the heat reaches the food direetlv from the tire. It is u.ed mainly for bread. 2. Pules for toasting: (1) ]lave a «lear, hot tire. (2) Cut brea,1 in slices fr«,m one third fo one hall an inch thick. (3} IL,h1 the food at some distance from the tire, in a gentle heat af fir.t, fo dry and heat the sur- faces. This drying may be donc in the oven. (J) Then hold the dried, hot surfaces iii a strong heat, to brown and cri.p them. (5) Serve so that the surfaces will n-t become steamed fr.m the m,,isture still «,ntained i the slip.es. Put the toast in a toa»t-ra«k or stat'k it ou a hot plate. Buttered toa.,t mav he piled. 3. Effeets of toasting: (1) To heat and drv the surface of the food. (2} To brown and crisp the surface. (3) Toehan the flavour. (4) To ehmge the stareh of tho surface ino a brown sub»tance, which i. a form of .sugar, and more digestible than starch. BROILI.N'G 1. Definition : Broiling is a method of eooking in wh[eh the heat rea«hes the food direetlv. It is used mainly for meat and fish in sliees or rhin portions. METHODS OF COOKING 77 2. Rules for broiling: (1) ][ave a clear, hot tire. (?) (;rcase thc broilcr and trim the food. (31 Lay the food in the broiler conlpactly. (4) I[old tllc broiler in a very strong hcat to seal the tubes of the f,,od which hohl thc juices, and turn frequcntly. (5) When the surface is seared, ho}d iu a gonfler heat fo cook the food to the centre, ail,| turn occa- sionally while doing this. (6) Tinle the cooking to the thickness of the food-- one ineh of thickness cooks rare in eight minutes. (7) Serve at ouce on a h,,t dish, and spread with butter, salt. and pcpl»cr. 3. Effects of broiling: (1) To star the surface. (2) To cook to the centre while browning the surface. (3) To change the flavour and devclop a verv dclici- ous Che in the br«,wned surface. (4) To make the browned surface hard to digest. P_N-BIlOlLIXfl 1. Dcfinition - Pan-broiling is an iluitation of broilin and i.a a lnethod of eookiug on a his.ail-h,,t, lnetal surface. 2. Rules for pan-broiling: (1) IIave a hot tire. (2) Ilcar the pan or metal surface until if hisses when tonehed with water. (.3) Lav tlle food in eompaetly, an,l turn eonstantly until the entire surface is seared. 78 ItOUSEHOLD MANAGEMENT (t1 l'lace tbe pan in a gcnt]o ]wat and o,ok the food fo the centre, turniug o«.«-asi««mlly. (5) Time the eooking fo the thiekness of the food one ineh eooks rare in ten minutes. , erre (6)  at once, as in broiling. 3. Effects of pan-broiling: The saine as in broiling. .AUTÉING 1. Definition : Sautéing i. a methad of cookingin whieh the heat reaehes tle food through a smoking-hot, greased surface. 2. llules for snutéin: (1) Heat the pan enough fo melt the fat. (2) fut in jnst enough fat to keep the food from sticking, and let it run over the surface of the pan. and get smoking hot. (3) Put in the ï.,d and let it br,,wn on one side, then turn it and hrown the other side. (4) ,qerve on a hot dish. 3. Effeets of sautéing: (1) To sear the surface of the foo& (2/ To brown the surface and develop a flavour, while cooking to the centre. (3) (4) delicious To make the surface slightly fat-soaked with fat whieh has been verv hihly heated. To make the surface indigestible. BAKING 1. Definition : Baking is a mcthod of cooking in which the heat is brought fo the food through the confined heat of an oven. METHODS OF COOKING 79 2. Kinds of ovens : Sic,w. Moderate--hitc pawr hr«,wns in en minutes. Ih,t--white paper hrowllS in rive minutes. Verv h,t--white paper 1,rowns in one minute. 3. Rules () (2 for baking : lleat the oven according to the recipe. Put the food in the OVell, usualiv on the lower shelf, to zet ail und«.r heat tir»t, then toward the la.t of the «.o«,king. set it {}ll the t«,p shelf to hrown. (3) Watch carefullv durinz thc hakinz, but in open- ing the oven door, he entle and quiek. (4) If the oven get.¢ t«,o hot..et a pan of cold water in it. or leave the d«,«»r .iightly «,pen. If browll- in too qui«kl.v. ««wer the surface with hr,wn papêr. (5/ Cook thê food aeeordin te, thê time rêquired hv thê rêeipê, or until it is «lune. as .hown bv somê test. FRYIN-G 1. Definition : Frying is a method of cooking in which the heat is brought fo the food by immersing if in .qnoking-hot fat. 2. Temperature for frying" (1) For cooked foods which have only fo hrown and warm through--ahuut 4110 degrees. (?) For raw f.ods whi«.h bave to cook--about 350 degrees. 8{) HOUSEHOLD MANAGEMENT l:ulcs for frying: (l) Use a deep iron. steel, or gratuite kettle, which will hold the heat. ('.) Put in suftident fat to e»ver the food well, but never fill the kettle more than two-third. full. (:]) lIeat thc fat fo the «lesired temperature. (4) llave th«, f,,.d as drv as possible and m»t verv e»ld. (5} Whcn the fat begins fo give off a sma]l quantity of while val«,r, test it f¢,r thc required heat. as f«dlov. : (a) F.r rar f.,,], put in a .mall square of bread, and allow it sixty sccoml. fo brown. (h) Ft, r cookcd fo-d, allo" a square of bread forty second. fo brown. (C,) l'u{ thc f,,,d .arcfully into file hot fat, and only an amount which will hot cool it too much. (î) When the food is nicely brovncd, lift if from the fat with an open spo,n or lifter and drain over the pot until it ste, p., dripping. (8} Lay the food on crumpled brown paper or blot- ting paper, fo al»sorb any fat stil! elinging fo the surface. (9) ,qtrain the fat through eheeseeloth and set if away fo eool. 4. Effect.* of frying: (l) To sear the surface and prevent it from absorbing fat. (2) To eook or heat the food to the centre. (3) To brown the surface of the food and make it erisp. METHODS OF COOKING 81 (4) To develop a delicious flaour in the browncd surface. (5) To make the browned surface indigestible, cause it has absorbed highly-heated fat. NOTE.--AS frying requires the fat used to be at a very high temperature, it is dangerous to let young children take the responsibility in this method of ¢ooking. For this reason, it may be wise to defer lessons on frying until the Fourth Form. or even later. For practice in the methods of cooking, the following is suggestive : Boiling.--('ooking of anv vegetahlc or fruit in season or rioe. macaroni, e««« eoffee Simmering.Dried fruit, such as prune», peaches, apri- cors, apples; strong-smelling vegetables, such as cab- bage, onions; porridge ; stew Steaming.Potatoes. cauliflower, apples, pcachcs, cup- puddings, dumplings, fish Steeping.--Tea, coffee, lemon rind for sauce Toasting.--Bread, rolls Broiling.--Steak, fish Pan-broiling.--Steak Sautéin.--Sliced potatoes, potato eakes, hash eakes, griddle-cakes (teacher prepares the batter) Baking.--Apples, bananas, potatoes, scalloped potatoes, scalloped tomatoes, cheese crackers, drop biscuits, beef-loaf Frying.--Potatoes, cod-sh halls, doughnu/s (teacher pre- pares the dough). 82 HOUSEHOLD MANAGEMENT The lessons whi«.h give praetice in the methods of cooking will also affol'd excellent drills il measuring, manipulation, and cleaning. Throughout ail these, the weak points of individual members of the elass should reeeive eareful attention. In the case of typical defeets, nmeh rime mav be savcd bv cal]in the attention of the elass te these, instead of correetin them individually. After the pupi]s ]lave eonsidel'ed and praetised the metbods of «.ookin. they should be al,le t,» prepare any simple dish «,f one main ingredient, fl-,r whieh reeipes shouhl be iven. If fimse canner h. used at schoo], thev mav be of service in the h-mes of the pupils. Econ,,lUV should ho emp]msize,l by sugzesting simplc wavs of using ]eft-overs, nd definite reeipes shou]d be written for these. Faner cookinz shou]d be discouraged. Tbe tea«.her shou]d aire te show how the necessarv common foods mav he prepared in a nutritious and attractive lalllleç. In this first vear of praetieal work, the main point is the formation of correct habit.¢ of »'orZ'. ('lean]iness. neat- ness. and ac«.uraev shouhl be insisted on in everv lesson, and deftness should ],e encoura.ed. SUGGESTIONS FOR THE USE OF LEFT-OVERS BREAD 1. Toast for zarni.hing stews and hash 9 (-'routolls for soup 3. Bread crumbs te use for croquettes and scalloped dishe.% or for stuflïlJZ moat and tïsh 4. Pudding (chocolate bread puddinz, cabinet pudding, plain bread pudding, brown betty) 5. Pan««lkc.. SUGG,ESTIONS FOR USE OF LEFT-OVERS $3 CAKE 1. Pudding (steamed until jus re-heated and ser-ed with a sauce) 2. Puàding (baked in a custard mixture) 3. Trifle. I EAT 1. Meat pie or potato and meat pie o.. Meat loaf 3. Stew with dumplings 4. Hash 5. Scalloped meat 6. Croquettes ï..Ieat moulded in gelatine 8. Salad (light meats only) 9. Sandwiches. 1. Scalloped fish 2. Salad. 1. Stuffeà e«us 2. Harà-boiled for salaà 3. Garnish for salad 4. Sandwiches. 1. Cheese crackers 2. Cheese straws 3. Cheese cream toast 4. Cheese omelet 5. Cheese salad 6. Welsh rarebit 7. Macaroni and cheese 8. Sandwiches. FISH EGGS CHEESE 84 HOUSEHOLD MANAGEMENT % EGETABLES 1. Seal]ope«] rejetable ?. Crcam of vcgetab]e soup (water in which vegetable is cooked should be kept for this) 3. Sautéd vegetab]es 4. Salad. 'A \'NED FI{UIT 1. Cup pudding or roi 3" po]y ?..";teamed or baked barrer pudding :;. l'u,hling sauce (strail juice and thicken) 4. Triflc 5. Fruit salad 6. Gelatine mould. BEVERAGES After the moist hcat methods of. cooking are learne0, a special le.¢»on on bevera:,cs may be taken, if the tcacher thinks it desirable. If the subject be hot taken as a whole, each beveragc mav bc taught incidcntal]y, when a recipe requiring little rime i. u.eful. The following will suggest an outlinc of fact. for a formal lcsson: ME-NING OF BEVEIIAGES A beverage is a ]iquid suitable for drinking. Water is tbe natural beverage; other beverages are water with in- gredients added to supp]y food, flavour, stimulant, or colour. Since water is taste]ess in itself and a]so an excellent soh-ent, it is especially useful in making beveraes. BEVERAGES 85 KINDS OF BEVERAGES 1. Refreshing.--'ure «-ohl water, ail cohl fruit drinks 2. Stimulating.--All hot drinks, tea, coffee, beef-tea, ale.h.li«, drinks 3. Xutritious.--Milk, c¢coa, ('hoJ'olate, oatmcal and barlev water, tea and coffee with sugar and crealn. NoTE.--As tea. coffee, and eoeoa are ordinary household beverages, they should be speeially studied. Their sources and manufacture will bave been learned in Form III Junior. but their use as beverages may now be discussed and prac- tised. It is desirable that the pupils be led to reason out correct methods of cooking eaeh. TEA 2. Method of e-oking.--Steep the tea froln three to rive milmtes, then separate the leaves fr.m the liquid (eu. »et. wavs of d,ing this). B.ilinff is n.t a ('.rreet method fo use f¢r making tea. a» if extracts the tannil and causes l,-,s of flar¢ur in the steam. NoTE.--Because of the stimulant, young people should hOt drink tea or coffee. COFFEE 1. Deseriptioll.--The beans, or seeds. «,f ««ff(,e al« c.ntain tannin as well as a stimulant and flavour. This beverage is more expenive than fea. since a much 7 86 HOUSEHOLD MANAGEMENT larger amount must be used for one cup of liquid. After the beans are broken bv grinding, the air causes the fla'our to deteriorate, so that the house- keeper should grind the beans as required, or buy in small quantities and keep in tihtly covered cans. :. Method of cooking.--Coffee mav be cooked in different ways, according to the size of the pieces into which lhe roasted i)eans are broken. These pieces are much harder than the leaes of tea, hencc coffce may 1,e gien a highcr tcmpcrature and a ],,nger rime in cooking than tca. ,mall pieces «,f bcans are apt fo float in the liquid, makin._,z if eloudv; this may be overeonle bv the use of e,gg-white or bv careful handling. Coarsely ground coffec must bc loilcd gently. Finely gr,und coffee mav be boiled gcJtly or steeped. Very finely gr«und. ,r pow,lcred coffee should be steeped or tltered with boiling watcr. COCOA 1. Deseription.'l'his cotabl.q a stimulalt, from tea and coffee in being nutritious. desirable drink f«r ehildren. but differs It makes a 2. Method of eooking.--:'«woa e«,ntains starch and should be simmered or gently boiled. CHOCOLATE This substance is the saine as cocoa, except that if con- tains a much larger amount of fat. TABLE SETTING 87 TABLE SETTIXG The serving of food is incidentally a n.ecessary part of nearly every lesson in cookery, as the pupils usually eat what thev prepare. ]1 regular class work the bare work table is uscd. ant each 1)upil prepares a pla«-e herself onlv. The dishes soiled during the less,m sbouhl 1,e placcd on the section coxcred with mctal ,,r glass at the back of the tal,le, and the front. ,,r wo,,den part. cleared to be used as a dinin. table. The teacher shouhl insist on this part being clean and neatlv arrange,l. The few dishes used should-be the m,,:t suitable seleete,1 fr,,m the individual equipments, and fbev sb,,uhl be as car,,- fullv placed as for a meal. Fronl tbe ery first, the pupils sh«,uld be trained tf, habits «,f neafness in settinz the table, an4 in serving the f«,,,l: an,l.' wbat is n»,st important, thev shoul,1 1,e trained tf, eat in a refined manner. La(.k «,f rime is sr, metime.¢ ._,zien as an excuse for negleetin.z this frainin.,.., in the u.ual c,,»kerv lest, ms: but if the feaeber insiste upt)n neafnes» in work and tal,le manners, tbe pul,ils will s,«,n learn t,, coml,ly witb- out I«,ss of rime. Layin.z a tal,le mav be fi, rmallv tau._-dt at anv sta:ze «,f the w«)rk of F,,rm 111. but it is me,st suitable after the c]as. is capable «,f preparin.z the fo«,,l f«,r a simple borne meal. The topk.s of the lesson may be presented follows : PREPARATION 1. Sec flat the dining-r««m i. well aired and in order. . Sec thaf fhe linen is «leall and «arefullv launder.d. 3. Sec fhat the glass, silver, and steel are poli»hed. 4. Decide on the number to bc scrvcd. 88 tlOUSEHOLD MANAGEMENT ARRANGEMENT 1. l'lace a silence eloth of felt, woollen, or thick cotton: (1) To prevent the di.hes from making a noise C_ } Te» giv«, the tabh' a Iwtter apl»carance (:I) "1',, l,resere the table top. "2. Lav the ch,th, l,lacilff the centre «,f the e]oth iii t]le centre «,f thc table and .preading it smooth]y, having its f«,lds i)arallel with the edges of the table. 3. Arrange a eentre-pieee, usin£ a vase or I,asket of flowers, a slnall plant «,r a dish of fruit. -t. l'ut a plate at eaeh persou's place and lav the eutlerv and silvcr be.ide it ab«,ut ol,e illch frolll the ede of the rai,le, iii tht. order «,f ust.. th«,.e nsed first on the outside, or farthest from the ]date. At dillller t]lt.Sc 1,1ate. are usuallv place, l I,ef,,l'e the olle who serve.% (1) l'lace the knives at the right side. with the sharp t.des t,,ward the plate. (2. Plave the f«,rk. at the left side. with the tines up. (3) Place the s«,l spoons at the right of the knife, bowl (4) Pla«.e the dcssert sp«,«,,,s in front «,ï the plates. the handle to the riht, the b«wl up. (5) Place the dessert forks with the ,,ther forks, or iii front of the plates with the dessert spoons. • 5. l'lave the water gla.se. at the clld ,,f the kldïe blades, top up. 6. Place the bread and butter plates af Ihe h.ft of the forks. (These are no n.ecessary af dinner.) 7. Plat.e the napkil,s af the left. ,catlv ï-hl,.d" discourage fancy folding. TABLE SETTING 89 L I |  ! • 90 HOUSEHOLD MANAGEMENT s. Place the sait and pcpper so tbat they are eonvenient t,, eery one. !. l'lace the dishes that are to be served al table direct]y in front of the ont who is to sere them. lo. l'lace the ('arvilg set in front of thc host, and the tablcspoons as t,n page 9, or where food is to bc serve& 11. l'lace a chair ïor eaeh person. Individual section of table laid for dinner TABLE MANNEP, S In Form III. the clfih|ren are too youngto serve af /al,le, sothe lesson on Preparing and Serving Meals, page 136. ha.¢ I)een rcserved for the work of Form IV, Junior Grade. The (.la.es should, howcver, be carefully trained in laide manners from the first. In their usual class work thi.¢ will 1)e inciden{ally taught. A re.»mflar lesson sllould include thc following: TABLE MANNERS 91 RULES FOR CORRECT TABLE MANNERS Thcse are bascd upon the a«('¢,pted customs of wcll- brcd pcoplc, and have in vicw the convenience and coin- fort of all who are at the table. Thev mav he stated as follows: 1. Stand behiml tbe scat assigned you. o.. Wait until tbe hostess is seated, before taking a seat. 3. Sit natural]y erect, without any support from the ell«,ws, plaeing the feet on the floor. 4. Do hot begin fo eat until othêrs are served. 5. Eat and drink quietly, taking small mouthfuls; keep tlle mouth closed whi]c eating. 6. Do hot drJnk wit]l food tu the mout]l. 7. Do hot talk with food in thê mouth. 8. Use a fork preferably, whenêver it will serve thê pur- pose; and nêver put a kniïe into the mouth. 9. Takê soup froln the side of the spoon. 1o. Wipe the mouth bêforê drinking from a glass. 11. B,e atteldivê to thê neêds of othêrs. 12. If it bê neeessary to leavê thê table, ask thê hostess to excuse you. 13. If a guest for one meal only, ]eave thê napkin un- folded beside the plate. 1. Never use a toothpick al thê table, or in any eompany. 15. Watt for the hostêss fo rise, then stand, and replace the chair in position. ('IIAprI'ER Y! FORM IV: JUNI()R GRADE THE KI'I'ç'II EX AT TIE 1)eginning of the year's work in Form IV, several lessons should be spcnt in reviewing the methods of «..«king and ..leaing taught in the previous 'ear. This mav be d.me bv reviewing former recipes and bv using new ones which require a knowledge of these meflod. As the pupils work, they should be closely observed, and, with.mt the tea«'her giing umlue assistance, their weak points should be «-arcful]v strcnTthened. The ]ength of rime spent on /he revicw will varv according to the abi]ity af the class. This can he plainly judged by their habits (f w[rk. The new recipes given them should be such as thcv are likelv to use at ]mme, so a to encourage home 1,racti«e. Thcsc re«ipes will als[, eflar.ge their collection in their special rccipe books. Some of the fol]owing mav l»e uscful : creamcd potatoes, potato omelet, stuffed potatoes, tuffcd onions, corn oyters, baked tomatoes, spaghetti with tomato sauce, macaroni and cheese, scal]oped apples, ldain rice pudding, ginger pudding, sago pudding, tapioE.a cFeam. THE KITCHEX FIRE Up to this rime the pupils bave heen allowed fo manage their individual table stores or a gas range. They should now be îau.ht fo understand nd fo use an ordinary coal or wood rane. Two lesson. will he neeessarv for this pur- pose. After each lesson has been taught, the remainder THE KITCHEN FIRE 93 of the period should l»e spent in se»me kind of practieal work whi,-h tan be a,.c,,mplished in the rime. Smne eookerv whieh requires «»n]y a few minutes nmy be re- viewed, such as tca, «.ocoa. coffce, toast, bacon, apple sauce; drawers and cupl»oards mav bc cleaned; silver and steel may bc p«dishc,1; ,lcsigns f,»r wall-paper, dishes, curtains, and drcss materials mav I.. drawn ; h,»uschohl a,.counts nmv be e.ml»uted ; ewin mav be finished. LESSON I EQUIRE.MI.:NT. (»F A KIT('IIEN FIRE In intr,du«.ing a lcsson «,n the kit,hen tire, ask the pupils te» imagine that they havc huilt a new h,»u.e, whieh the workmcn havc just vm.atcd, lb.fo»re they ean more in if must be cleaned. What ki, of water is be.t f, Jr clcaning? llot water. What is necessary t provide hot water? A tire. Find out fr,m the pul»ils and then write cm the black- board what is necessary f«»r a tire. What i.¢ the first re- qui.cite? S«»mcthing te» burn. What de, wc ca]l such a substance? Fuel. Where shall we put the fuel? In a store. Whv is a stve neccssarv? To confine the tire. Using a candle as fuel an« a lamp ,.himmv as a ste»ve, light the eandle and place it in the chimney. It l»urns only a sh«»rt tin/e and then dies out. Why? Becau:e the oxygen of the air in the ehimnev is all exhaustcd. Then what is am»ther rcquisite f«»r a tire? O.,ygen. Imagine the room fo be a store and thc ehairs, tal»les, etc., to be fuel. The air in the room a]so mueh oxygen, so that in this room we have three requisites for a tire. It is verv f«»rtnnate f«»r u. {hat somcthing cl.c is needed. We shall try te» find «»ut what it is. 94 I-I OUSEI-I OLD MANAGEMENT Watch while I im}d these strips of paper over this lighIed gas store higb enough to be out of reach of the flame. What happem.d to tbem? They burst into a flame. Wbat di] tbe paper that I held receive tbat if did hot get when it was lyin .n the table? Ileat. We shall try a match in the saine way, also some rhin shavings. They a}so burn when thev receive hcat from tbe tire. Then wl,at is nimtbt.r rcquisitc for a tire? Heal. Naine ai} ,fthe rvtuisites for a kit«.]wn tire. Fuel, slore, o.rtj.lett, aud heal. Nm'E.Just here it is a good hing to impress the eare that is neeessary in regard to gasolene, eoal-oil, benzine, etc., or any substance that burns at a low temperature. Bring out the faet very elearly that it is the heat that makes fuel burn, that a flame is not neeessary. ]I EAT Experiments to show on wbat the amount of heat required depend. : l. ]lcat t-gerber two strips of paper of the saine size but of different thiekuesses and observe whieh burns first. 2. IIeat together a strip of verv rhin pomper ami a match which is much ihicker thau tbe paper, an,1 observe whieh burns fir.*t. 3. P, ub a nm/ch vigorous]y cm some surface and observe tbe resu|t. f'one]usious.l. Tbe amouut «,f heat required fo make fuel burn depends on : (1 } Tbe thiekness of tbe fuel. (2) The substance e¢,mposingthe fuel 2. Some substances bure, af a verv |.w temperature. NoTE.This will expIain the order of Iaying the fuel for a tire and the use of a match in lighting it. REQUIREMENTS OF' A KITCHEN FIRE 95 OXYGEN Experiment. to show the means of ,,btai,inz oxyg,.n" "« *- eandle, set tbe ]amp ehimney over it and 1." Lh a observe thê result. 2. l',aise the chinmey bv supp,,rting if «,n two small pieces of voo«|. Note the rê.u|t. 3. ('over the raised «himuev witb a pieee ¢,f «ardboarfl. Xote the result. Experiments to show the necessity for ox.gen Conclusions.--1. A fresh supply of oxygen is con- stantly rêquirêd. 2. Two openings are required to ensure a constant supply of oxygen, one bélow the fuel and one above it. 3. 0xygen is obtained from the surrounding air. 4. The passage of air through these openings creates a draught. 9, HOUSEHOLD MANAGEMENT I t will be necessarv next l,» ]ead the c|a¢s to see that lhe SUlqdy .f oxygen ,.an be e,,ntr,,lle,l: 1. Bv the relation of the .penings: (1) Openins direetlv opposite eai other eau.e a rapid circulation of air or a "'dire,:t draught " () Indirect ope.i.,..,s cause a sh.,wer circulation af air or an "'indirect draught" o.. P,v a ero.¢. outrent -f air whivh temls t,, check the draught. FUELS A discussion «,f the fuels mav ext be taken. With pupils of F,rm l V if will hot he wi.,e fo o into too many dctail. regardig these. Besicles the c|assifi«ation of the «ommonest ones. they may be compared from the stand- points of cost. an