Property of OISE/UT Library Please return to 252 Bloor St. West Attention: Kathy Imrie OHEC 375 .00971 059DE\O v.10 TE,,C'.'.S2S' COLLEGE .. ONTARIO TEACHERS' MANUALS HOUSEHOLD SCIENCE IN RURAL SCHOOLS AUTIIOKIZED BY THE 5IINISTER OF EDUCATION TOROXT¢} WILLIAI BRIGGS .'C" T}ON NISTOaiCAI.. COLLECTION CONTENTS PAGE P»efaco ............................................... Three Short Courses in Honw-making ..................... 1 Introduction ....................................... 1 A Iibrary on lfome Eeonomies for the Rural School .... 2 Twenty Lessons in the Care of thc Home .................. 4 Suggestions to the Teacher ......................... 4 Equipment ..................................... 5 Reference Books ............................... 6 Lesson I." Arrangement and Care of the Kitchc» ....... 7 Lesson II: Care of Cupboards and Utensils ........... 10 Lesson III-- Care of loods .......................... 12 Lesson IV." Disposal of Waste ....................... 14 Lesson V: Making Soap ............................ 17 Lesson VI: Setting and Clearing the Table.. .......... 1. Lesson 'II: Waiting on Table ...................... 21 Lessons III and IX: General Cleaning of a Room .... 23 Lesson X: Care of the Bed-room ..................... 25 Lesson XI: Care of Lamps ......................... 27 Lesson XII: Prevention of Pests .................... 29 Lesson XIII: Removing Stains. Bleaching Fabrics, and Setting Colours .................... _- Lesson XI': Washing Dish-Towels, Aprons, etc ........ 34 Lesson XV: Ironing ................................ 35 Lessons XI and XVII: Care of the Baby . ........... 36 Lesson XVIII: çost of Food. Clothing, and House ..... 39 Lesson XIX: How o Keep Accounts ................. 29 Lesson XX: Care of the Exterior of the House ........ 41 Reference Books ................................ 44 Twenty Lessons in Cooking .............................. 45 Suggestions to he Teacher . ......................... 45 Abbreviations and Ieasurements ................. 48 Table of Level Measurements .................... 48 Comparisons Between Weights and Measures ...... 48 Reference Books ............................... 49 Lesson I: Discussion of Foods and Cot, king ........... 50 Recipes ........................................ 52 iii iv PAGE Lesson II: Preparing and Serving Yegetab]es ......... 53 Recipes ........................................ Lesson III: The Value of Carbohydrates in the Diet ... 58 Rccipes ........................................ 59 Lesson IV: Fruits and Vegetables .................. 60 Recipes---Open-kettle Method; Cold-pack Method; Single Process Method; Intermittent liethod .... 63 Lesson V: Fats--Vegetables--Continued .............. 66 Recipes ........................................ 68 ]?,xperiments in Using Starch for Thickening ...... 69 Conclusions Based on the Foregoing Experiments... 69 Lesson VI: Cereals ................................. 70 Recipes ....................................... 71 Lesson VII: Classificalion of Foods--Reviewed ........ 73 Black-board Summary .......................... 76 Lesson VIII: The Planning and Selwing of Meals ..... 76 Examples of Well-chosen Menus .................. 77 Lesson IX: Milk .................................... 79 Recipes ....................................... 81 Lesson X: Soups ................................... 82 Recipes ....................................... 83 Lesson XI: Eggs ................................... 85 Reciies ........................................ 86 Lesson XII: Simple Desserls--Custards .............. 88 Recipes ........................................ 89 Lesson XIII: Batters and Doughs ................... 90 Recipes ....................................... 91 Lesson XIV: Batters and Doughs--Continued ........ 92 Recipes ....................................... 93 Lesson XV: Meats ................................. 94 Recipes ....................................... 95 Lesson XOE: ]3aked Pork and Beans--Baking-powder Biscuits ...................................... 98 Recipes ........................................ 98 Lesson XVII: Butter Cakes--Plain Yellow Cake--Cocoa --Coffee---Tea ................................. 99 Recipes ....................................... 101 Lesson XOEII: Yeast ]3read ........................ 103 Recipcs ....................................... 104 Lesson XIX: Serving a Simple Dinner Without Meat-- ]3aked Omelet--Macaroni and Cheese ............. 106 Recipes ....................................... 106 Lesson XX : Sugar ................................ ". 107 Recipes ......................... . .............. 108 çONTENTS v PAGE Twenty Lessons in Sewng .............................. lO Suggestions fo the Teacher .......................... lO Reference Boos ................................ Lesson I: Preparation for Sewing ................... 113 Lesson II: Hemming Towels ........................ 115 Lesson III: Hemming TowelsContinue4 ............ 116 Lesson lr: Bags .................................. Lesson V: Bags---Continued ........................ 120 Lesson VI: Bags---Continued ........................ 122 Lesson ,oEI: Bagsontinued ....................... 123 Lesson VIII : Bags---Continue4 ....... ' .............. 124 Lcsson IX: Darning Stockings ...................... 127 LÇsson X: Patching ................................ Lesson XI: Cutting Out Aprons or Undergarments .... Lesson XII: Aprons or Undergarments--Continued .... Lesson XIII: Aprons or Undergarments--Continued ... 134 Lesson XIV: Aprons or Undergarments---Continued ... 35 Lesson XV: Aprons or Undergarments--Continued .... Lesson XOE: Aprons or Undergarmentsontinued ... 137 Lesson X¥II: Iethods of Fastcning Garments ........ 138 Lesson X¥III: Methods of Fastening Garments--Con- tinued .......................................... 140 Lesson XIX: A P,adde4 Holder for/Iandling Hot Dishes --Binding ....................................... 142 Lesson XX: A Cap to Wear x-ith the Cooking Apron... 144 tIousehold Science Equipment ........................... 146 Household Science Cabinet .......................... Materials Required, Stock Bill, Tools, Directions for Making ..................................... 161 Equipment for Rural School Household Science Cabinet --No. I ........................................ 173 Equipment for Rural School Household Science Cabinet --No. II ........................................ 174 The Hectograph .................................... 177 The Rural School Lunch ................................ 178 The Box Lunch .................................... 179 Contents of the Lunch Box ..................... 1,q_1 Sandwich 5laking .............................. 182 Suggestions for Sandwich Fillings ............... 182 Suggestions for Planning ....................... 183 Suggestions for Desserts ........................ 184 ri ('ONT I':N'I'S PA(E Packing he Lunch Box ............................. 184 Ru]cs for Parking .............................. 184 Equipmeni for Parking ........................ 1.$5 Serving a Hot Dish ..................................... 1,q6 The 5Iethod ........................................ l.Q6 Suggested 5Ienus .............................. 1.Q9 Suggestions for Hot Di.hes for Four Veks ...... 1.9 Recipes Suita},]c for tire Rural School Lunch .............. 191 l'seful P,u]le¢in. .................................... 200 ]ï[«,usehohl Scicuce Without Sehool Equipmcnt ............. 201 First 3Iethod ...................................... 201 Second 3Icthod ..................................... 204 Tho Fire]ess Cooker .................................... 208 Directions for Fireless Cookcr--No. I ................ 210 The Outslde Container .......................... 210 The Insulating -[aterial ......................... 212 The Inside Containcr ........................... 214 The ettle .................................... 214 Extra Source of Heat ........................... 215 Covering Pad .................................. 215 Directions £or Firelcss Cookcr--No. Ii ............... 217 Iethod of 3Iaking ............................ 217 Directions £or Fireless CookeNo. III ............... 217 3Iethod of 3Iaking .............................. 21. Use of the Fireless Cookcr in the Prcparation of Lunches... 218 Special Grants £or lîurai and Village ,Schools .............. 221 PIEF.°E This Manual is is»uc«l f,,r thc 1)url»o»e of enc«,uraginz the introdu«.tion and furtherinz lhe progress (»f ll,,us,.- hold Science in the rural schools of this Province. Thcrc are 903 urban and 5.6tî rural sch«»ls, at,«l 45.s;% «,f th,. school population is in attendancc at th«, latter schools. The value of Housch,,ld ,Science as an e«lucati«mal and practical subject bas been recognized, to some extcnt, in the urban schools (,f the ]»ri,rince but. up te, the 1)resnl. little attempt bas been ruade t,» give the sul,jcct a l,la,.,. among thc activilies «»f the rural schools. There is a widc-spread impression that if is hot pos- sible in tlouschold Science to give anv instruction that is of value without the provisi«,n of separate re,oms, elabcrat,. equipment, and specially trained teachers. Where thesc conditions exist, of course, the best work ean be accom- plished; but. eren whcre they caun,»t be realized, mu,'h may be donc toward giving dcfinite, useful instruction in the cardinal princil,lcs cf h«,me-makinff, whieh shoul«l be learned bv every girl. There i. certainlv hot a single rural school where some practical work in scwin and s,,me valu- able lessons in the tare of the ho»m,, mav not be given. As for cookery, it is doubtful if there i a sinele s«.locl s,, small and so helpless that it i unal,h, to use the hot noon- dav hmch as a meth«,d «,f approach t, thi 1)ranch «,f rb,. subjcct. ,tudents of th«. pbysical wclfaro of childron are rapidly coming to the conclusion that a warm mid-dav rneal eatly increases the etîïiciency «f the pupil and determines vii viii PREFACE «, a large extent the resu]ts of the afternoon's studv. There are other benefits fo be derived fronl a school lunch well i, repared under proper conditions. In many con»- munities it bas been the means of bringing about a hea]thy and satisfactory eo-operation between the sehool and the home, of developing a higher social life in the lleighbourhood, and of introducing into the school a House- ho]d ,qeience course, which bas proved as zreat a benefit fo lhe farmer's wife a t,, hi. chi]dren. This _Manua] dea]s entire]v with conditions lhat exist in our rural sehoo]s and out]ines on]y such l»lans and »c]lelnes as tan be «arried out, even in adverse circunl- stances, bv alert trustees, sympathetic in.pectors, and re- sourceful teachcrs. Permission bas been obtained from the Bureau of E,lucation, Washington, U.S.A., fo make use of a recentlv issued bulletin--"Three Courses in Home-making for Rural .%hooN", aud of various bulletins issucd by State Agricultural Colleges. The freest use has been ruade of this material, and the permission te, do sois hereb gratefully acknowledged. Only such theory as tan be readilv assinlilated bas been given; and the teacher is advised for further information and help fo consult the Manuals issued by the Department of Edueation on Household Mangement and Sewing. Those who wish fo beeome thoroughly conlpetent and fo earn the highe.t Deparfmental grants should attend the Summer Sehoo]s provided bv the Deparfment of Eduea- tion. Under certain conditions fie expenses of teaehers aftending these courses are paid by the Departnlent. othing has been ineluded or reeommended that ean- not be aeeonlpli.hed in fhe averae rural sehool: and trusfees, teaehers, and inspeetors are urged fo make a be- PREFACE ix ginning by oelecting the lessons that appeal to them as being most suitable fo the districts in which their schools are situated. By careful planning and a wise use of the rime before and after school and during recess, the regular organiza- tion of the school need not be interfered with; and, in addition to the educational and social advantages fo be derived from undertakin. this work, much benefit will result from the inc.rea.ed interest taken in the school bv thc parents and the gcneral public. ]t is not essential that the lessons in thi. Manual should be taken exactlv in the order given. Any other arrangement called for bv the peculiar circumstances of the school is admissible. The Inspector of Manual Training and H«»usehohl Science is readv af all rimes fo vi.it rural schools for the purpose of conferring with the Pblic School Inspec'tor.¢. lhe trusteesç and the teachers regarding ¢he introduction of Household Science as a regular subject of the school curriculum. HOUSEHOLD SCIENCE IN RURAL SCH00LS TIII),EE SIIOIT (_'[}('lLl'i.'q IX IIOME-MAKIN(; INTRODUCTION The three brief courses lu h«,me-makin -utliued in this Manual have }»t'.'ll esl,ceial]y ],repar.d f,-,r use in elementarv rural seho,ls. Thev are in n,, :ense e,,mplete outlines .f the subjeets with whieh thev deal; rather, thev indieate a few .f the iml,,rtant phases »f fi,od stu,ly, sew- ing. and the tare of the home. with wbi-h the pupil in the elementarv :ehool shouhl become fami]iar. The under- lyin thought for eaeh prohlem sh,,u],l be: "' Wil[ this hel the pupils te lire more useful live., and will if lead te better c,ndition, in their home.?" The lessons are purposely nmde simple, and the plan, are definiteh" outlined, se, that eveu the inexperienced leaeher mav be able te achieve a certain mea.ure of suceess. The experienced teacher will find in them suggestions that mav be of value in the further development of the course. The teacher who desires te use thi. course will nece.- sarilv bave te adapt if te ber owu c,mmunity, and if hoped that she mav be able te de thi with but littl,. alteration. qile conditions of livinff and choice of food differ in varous parts of the Province. the general prin- eiples of nutrition, the rules of sanitation, and the methods of cooking and serving are much the same for all. [1]  ]0Ç.]]OLD SCIE_'CE IN RrRAL SCH00LS {Swing o he difficultv of securing rime on the pro- gramme for frequent lessons in home-making, each of the courses has been limited fo lwenty lessons. Some eachers mav not be able fo have a greater number of lessons during the school year, and they may fmd if well fo carry the three courses through three successive years. In other schools, where more frequent lessons can be given, if may he well to offer all three courses during one year. The «-ourses in cooking and the care of the home can be advan- tageo'u.ly combined, as many of the problems in both are r,.late«l. The lessons in sewing mav be given on anolher dav ol: the week. or it may be well to give them earlv in the year, fo be followed, later, bv the cooking lessons. Thus an opportunity will be furnished for the making of the cooking aprons and the hemming of the towels. It is most desirable that periods of af least forty minutes should be provided for ail the practical lessons. Longer periods will be necessary for some of them, such as the l,reparation and the serving of a meal. If no practical work i. undertaken in the lesson, a forty-minute period is sufficient. LIBRARY ON HOME ECONOMICS :FOR THE RURAL SCHOOL In addition fo the text-books recommended as sources of specia] reference for fhe rural feacher, the following books, bearing on home economics or on mefhods of teach- ing, are suggested for the rural school library. These books bave been chosen with the threefold purpose of pro- viding references for the feachers, reading marrer for the pupils, and a ]ending library for the parents. LIBRARY ON HOIOE ECO]-OMICS 3 Laundering. Balderston, L. Ray. Pub. by the Author. Philadelphia ..................................... $1.25 Country Lire ond the Country School. Carney, M. Row, Pcterson & Co., Chicago ........................... 1.-"5 How the lVorld @ Fed. Carpenter, 1 . O. American Book Co., ]'ew York .................................... 60 llow the lVorld s Clothed. Carpenter, F. O. American Book Co., New York ............................... 60 How the lVorld is Housed. Carpenter, F. O. American Book Co., .New York ............................... 60 lIow lVe Are Clothed. Chamberlain, J. 1 . 3[acmillan's, Toronto .......................................... 45 How We _4re Fed. Chamberlain, J. F. 3Iacmillan's, Toronto .......................................... 45 How lVe Are ,qheltered. Chamberlain, 5. 1 . 3[acmillan's, Toronto .......................................... 45 Bacterio, Yeosts, and Molds n the Home. Conn, Ginn & Co., Boston ............................... 1.00 The Boston Cool«ing-school Cook Book. Former, Little, Brown & Co., Boston. (McClelland, Goodchild & Stewart, Toronto) .............................. 1.80 Th lurol School Lunch. Farnsworth, '. W. Webb Pu%. Co., St. Paul, Minn ................................ 25 Clothng and Shelter. ]ïinne, It., and Cooley, A. Macmillan's, Toronto ............................. 1.10 Foods and lIousehold Management. Kinne, H., and Cooley, A. M. Macmillan's, Toronto ....................... 1.10 Means and Mcthods of lgriculturol Educotion. Leake, A.H. Houghton, Miffiin Co., 'ew York. (Thos. Allen, Toronto) ........................................ 2.00 lural Hygiene. Ogden, H. N. Saunders, Philadelphia .... 1.50 Health and Cleanliness. O'Shea, M. V., and ]ïellogg, Macmillan's, Toronto .............................. 56 lurol Educativn. Pickard, A.E. Webb Pub. Co., St. Paul, Minn ............................................ 1.00 Monuol of Personol Hyg@ne. Pyle, V. L. Saunders, Philadelphia ..................................... 1.50 Feeding the Fomily. Rose, BI. S. Mcmillan's, Toronto.. 2.10 Food lroducts. Sherman, H.C. Macmillan's, Toronto... 2.00 t HOUSEHt),, _lt t 1. ,IUI-.L b«'ltOOL TWENTY LESSONS IN THE CARE OF THE HOME SUCa-.ESTIONS TO TIIE TEACHER Thc purposc of this course i. lo give the pupils ill- .truction in various household ta.ks, in order that better living conditions may be secured in thc homes. Thc beautv and sacredness of an ideal home life should receivc 'mphasis, so that the pupils mav be impressed with the imporlance of con.ientious work in the performance of their dailv household duties. Thev should have some in- .*ight into the salfitary, economic, and social problems that are involved in houkeeping, so that they may develop an increased appreciation of the importance of the home- maker's work. The two most important things to l,e taught arc ",'leanliness and ortier". Too nmch emphasis cannot bc ],la(.cd on the value of fresh air and sunshine and thc ,ecessity for the free use of hot water and soap. The value ,,f property should also be emphasized. Economv in thc I»urchase and handling of house furnishings and equip- ment should be considcred. Instruction should also be given in the care of foods and clothing and in the care and arrangement of furniture. Simple instruction in the care ,,f babies should be given, since the older children are oftcn rcsponsible, to some extent, for the care of the youngcr members of their familles. In somc of hc les.on. more subje.ts mav bc suggested than the teacher will have time fo take up in a single period. In that case it will be well for her to choose the suhje«.t whieh .eems most vital fo the immediate needs of Ut;GETIONS TO THE TEACHER 3 the community. In manv cases she mav be able to give an increased number of le.on.. Practice and drill in all of the processes involved in housewiferv are essential to suc- cessful training. If a cupboard and a table have 1)een arranged for tbe u.e of the cookmg cla..e», most of the ugge»ted work tan be carried out with the school equipment. Where there is no equipment in the school and scbool conditions do hot approximate home conditions, it mav be possible fo secure permission fo give the le,.con after school hour. in the home of one of the pupils who lires nearby. In each lesson tho teacher, while giving the pupils helpful general information on the subject mader dis- eussion, should strive to impress on them the importance t,f doing sonie one -imple thing well. The rural teacher who is êager fo makê her school-room cm attractive place may dêvote some time iii these les»on ,, .ucb problems as the hanging and the tare of simple cur- tains, the care of indoor plançs, the arrangement of pic- lures, the planning of storage arrangements for supplies aud of cupboards for di.be., and the preparations for the • erving of the school lunch. In order fo teach these les:--ons effectively, itis desirable to have the following »imple equipment on hand. Addi- ional spêcial equipment mav be borrowed from the home». EUIPMENT ]rooI/l 1 Cloths for cleaninff. 6 Dish-cloth$, 2 Dis}l-towels, 12 l)llSI-brush» ] Dust-pan, 1 Garbage can (covered), l Lamp, 1 Oii-can, ] 6 IIOUSEHOLD SCIENCE I1 RURAL SCHOOLS REFERENCE BOOKS lhral Hygene. Brewer, I. Yç'. L]pplncott Co., Phila- delphia .......................................... $1.25 The Healttfd Farmttruse. Dodd, H. Whitcomb & Bar- rows, Boston ...................................... 60 Comnnity Hygiene. tIutchinson, XVoods. tIoughton, Miffiin Co., New York. (Thos. Allen, Toronto) ....... 65 Fooàs and Sanitation. Forster, G. H., and YVeigley, M. Row, Peterson & Co., Chicago ..................... 1.00 Te Home and the Fmnily. Kinne, tI., and Cooley, A. M. Macmillan's, Toronto .............................. 80 Hotse'eeping Notes. Kittredge, M. H. Whitcomb & Barrows, Boston .................................. 80 l'ractical 17orne-nakig. Kittredge, M. H. The Century Co., New York .................................... 70 Second Corse in ttone-nakiotg. Kittredge, I. The Century Co., N'ew York ........................ 80 ARRANGEMENT AND CARE OF KITCItEN 7 LESSON I: ARRANGEMENT AND CARE OF THE KITCHEN .UBJECT-IATTER In arranging the kitchen, the three things of most im- portance are the store, the sink, and the kitehen table. If there is no sink in the kitehen, there will be some other place arranged for washing the dishes, probably the kitehen table, and this must be taken into eonsideration when the furniture is plaeed. As most of the work is donc at the store and the table, both these must be plaeed where they will have a good light, and they should be close fo eaeh other, so that but few steps are neeessarv for the worker. In furnishing the kitehen, the housekeeper will find a high stool very useful, as it will enable her fo wa:h dishes, prepare vegetables, and do other work while seated. All the furniture should be kept so clean and free from dust that the kitchen will have a neat and attractive appearance. A vase of flowers or a potted plant, and a washable table-cover fo be u.ed after the dishes have been put away, will help fo make this room a pleasant place for the familv. Special attention should be given fo the ventilation. The kitehen should be thoroughly cleaned after each meal. If if has become dusty or disarranged, it should be put in order before the next meal is fo be prepared. While the cooking is under way, ever)oEhing should be kept in an orderly condition. As soon as the meal is completed, the left-over food should be covered and put away: the seraps and wasfe material should be afhered and disposed of; and the dishes, pots, and pans should be scraped, and 'a.hed in hot, soapy water, then rinsed in clear, hot water, dried, and put away. The table should be scrubbed, the 2 S IiOUSEHOLD .'SCIENCE IX RURAL .'SCHOOL.q .,tove cleaued, the floor »wept and »crubbed whclaever neees.ary, and everything put neatly in its place. ('are of the coal or wood range.--All spots should be removed from the range by wiping it with old paper. If il; is in bad condition, it should be wa.-:hed with :oap and water. If it is oiled oeea:ionally, blaeking will hot be neeessary: but if blaeking i: u.d, it .dmuld be applied with a eloth and rubbed to a p.li:h with a bru.-_h, just tire tire i. bêin tartêd. The a:hes and soot flues baek of the oven and nn,lerneath it slmuld be eleaned oui; onee a week. Directions for building a fire.--To build and eare for a tire in the eoal or wood range, elo all the dampers, eleau tire grate, and remove the a:he.¢ from the pan. Put on the eovers and brush the du:t «,ff the :tove. Open the «reative damper and the oçeu damper, leaving the check damper elosed. Lav some pal»er, slightly erumpled into roll.q, aero: the ba:e of the grate. Place small pieces of kindling wood aeros. one another, with the large pieces ou top. Lav pieces of hardwood or a shovelful of eoal on toi» of the kindling, building so as to adroit of the free circula- tion of air. If the store is to be polished, rub it with black- ing. Light the paper from below. When the tire begins to 1,urn bri:klv, add et, al or wood: then add more when that kindles. W-hen the tire is well :tarted and bine flame is no longer seen (about ten minutes), elo:e the oven damper. Close the ereative damper when the tire is :uffieientlv hot. Brush the store and the floor heneath it a.¢ soon as the tire is started. Polish the stove. If the tire beeomes too hot. open the check damper. Fil] the tea-kettle with fresh water and set if on the front of the range. Care of the sink. wash-ha.çin, and garha9e, pail.--A neg, leeted .ink or arbaze pail lnav 1,e a ïruitïul »,,nf,-,. ARRANGEME.N-T A.ND CARE OF KITCHEN 9 disease, in addition to attracting water-bugs and othcr pests. Scraps should never be left in the sink. After washing the dishes it should be thoroughly cleaned, a brush and scouring material being used. Thê nickel part may be washed with hot soap-suds, wiped dry, and polishêd. Water should never be left in the wash-basin. Both the soap-dish alad the wash-basil shouhl be scoured dailv. The garbage pail should be emptied and washed everv d'ay, and careful]v sca]ded once or twice a week. I'IIELI M I N_-lICy PLAN It will bc well to have this lesson succeed or follow a cooking lesson, for thcn the pupils will have a keener interest in the problem» of the kitchen. (Sec Twentv Lessons in Cooking, Les.oz1 I.) 51ETIIOD OF WOIK Cleanliness and order are the two point. to be con- sidered in this lesson. The doing well of ca«:h simple household task and the thoughtful arrangement and plan- ning of all parts of the bouse should be eml)hasized as being of great importance to thê housekeeper's success. Begin the lesson with a di.ussion of the purl)ose of the kitehen; then discuss its arrangement from the stand- ]»oint of convenience for the work that must be donc there. Ernphasize the importance of having the furniture so arranged that the work nmv be donc quiekly and easilv, and that the kitchen may be given a comfortab]e and attractive appearance. Let the pupils arrange the furniture in the • -:ehool-room. Discuss and demonstrate the care of the store by the u of the school store. A.sign each pupil a time when she is fo look after the store on-succeeding days and grade ber on hot work. Let eaeh pupil bring a report from I0 HOUSEHOLD SCIENCE IN- RURAL SCHOOLS home as to what she is doing to help in the care of the home kitchen. Make a specific assignment for home work. Questions Used fo Develop the Lesson What is the purpose of the kitchent What are the principal articles of furniture in the kitchen? tIow should we arrange these things Çan we make any general rules as to arrangements Why is it difficult to keep the kitchen clean? At what rimes is the kitchen most apt to become disarranged? Why is it important to keep the kitchen in good order? In what order should the kitchen be at the time we begin the preparation of the meal? IIow should the ttoor be cleaned? The utensils XVhat should we do with any left-over food? tIow should we take care of the store after the meal  LESSON II: CARE OF CUPBOAIDS Ah-D UTENSILS SUBJECT-MATTER It is of the utmo.t importance that cupboards and other places where food is stored should be kept free from dirt and scraps of food. Ants, cockroaches, mice, and other pests infest dirty places where food i. kept, and tender a hou.¢_e unfit for human habitation. It requires constant care and watchfulness on the part of the house- wife to keep the cupboards clean. She must look over the .helves daily, wiping them off whenever thev need if, and gving them a th«,rough cleaning af lea.-:t once a week. The housekeeper .hould know how fo care for the various utensil. uscd and under:tand the simplest and best methods of keeping them clean. Utensils should never be put in the cupboards until perfectly clean and drv. Par- licular attention houl,1 be paie] fo the care of milk ve..els. (ARE O1  CPBOARD8 AND UTENSIL8 11 Pans, pails, pitehers, or bottles in whieh milk has been kept, should be rinsed in cold water, washed in strong, clean soap-suds, rinsed in elean, boiling water, and dried in file sun. If utensils have beeome discoloured or badly coated, they should be specially scoured. If sonething has been burncd in a kettle, the kettle should be eleaned by filling with cold water, adding washing-soda, and boiling briskly for hall an hour; aftcr that a slight scraping ought to remove the |mrned portion. If the kettle is hot )'et clean, the process should be repeated. If a ketth, bas been used direetly over a wood tire and becomes blackcnecl with soot, it should be rubbcd off with a newspaper and then with an old eloth. Kettl, should be dried well belote being put away. With ira,per eare they sehlom beeome rusty. If an iron kettle bas ru.ted, it should be rubl,ed with kerosene and ashes, then washed in strong, hot, s««]a-water, rin:ed in elear hot water, and dried on the store. If a kettle is very rusty, if should be eovered thoroughly with some sort of grease, sprink|ed with lime, and left overnight. In the morning it should }ce washed out with hot soda-water and rinsed in elear, hot watcr. A new kettle i. general|y rusty, and should be greased thorough|y in.¢ide and out and allowed fo stand for two davs; then washed in hot soda- water. Bath-brick should be used for seouring iron utensils and s_teel knives and forks. If iron pots and frying-pans are serubbed with a picee of bath-brick eaeh rime they are used and then washed in hot soap-suds, thev ean be kept in good condition. Tinware and steel knives and forks may be eleaned by seouring with ashes, but only fine ashes should be used on tinware. The brown stains on granite utensi|s shofld be seoured off; and this ware should bc earefully handled, in order fo avoid ehipping. ('offee-pots 12 tlOUSEHOLD SCIENCE IN RURAL CHOOLS and tea-pots should be eleaned daily, the grounds rem,,ved, and the interior of the pots washed out thoroughly. The tea-kettle should be washed and dried overnight and left uneovered to air. PRELIMINAIIY PLAX | f ehool ]unehcs are served or eooking ]eson. are given ai lhc choo], if wi]] be we]] fo use this ]esson to get the cupbnards h readines. If if is impossible to do his a schooL arrange t, havc such a ]e.on }n one of the bornes outside of schoo] ]murs. Be sure tha the housekeeper is in sympathy with the work and is wi]]ing fo co-operate. METIIOD OF VORK Assign eaeh pupil a ta.k in the cleaning, thc scouring of the dishes, and the arrangement of the eupboard. Set a definiçe amount t,, be. ,1,,ne and earry out the plans, leaving a elean and neatlv arraned eupboard af the end of the les.on. LESSON III: CARE OF :FOOD UBJE('T-:[ATTEIt Several important points nm.t be borne in mind if foods are fo be kept in a good condition. Most ïoods change easilv. Vegetahles and fruits lose water, wilt, and become unfit o eat. Flonr and eornmeal beeome mouldy. Potatoes deeay and sprout. Some foods, su«h a. milk, turn sour. Eggs beeome tainted, and fat rows ranci& With proper tare in handlin.¢, storin., and keepin, thi. spoilin.ff eau be prevented. The spoiling of ïoods is due fo the presenee of micro- ortranisms; and if foods are fresh and sound and kept cool (' kltl.i OF' ]OOD,q 13 and clean lu eve,'y wa.v, th<.v will hot spoil re«tdily, because sueh conditions are unfavourable fo the derelopment of the miero-orgalisms. On the other hand, if foods are roughly handled and brui»cd, deeomposition will take place readily, for miero-oranisms deelol> in the bruised portions. ('arc must. therefore, Ie taken fo select fo,ds wisel)', handle them «'arefu]ly, wash l]u.m if thev are n«,t alreadv .lean, put them in elean reeeptae]os, and keep thenl in et e]ean, cool place. Ail pots, pans, and dis]leS in whieh foods are kept or eooked shou]d be thorollgh]y c]eansed and rinse,l well, so that no frazments stick o them whieh mav deeav and cause posil»le infection to lhe next ftod that is put in. Every part of the kitchon and store-rooms shmfld be kept e]ean, dry, and we]l aire& Lizht is thc bost ermieide and purifier known. ('overed receptacles should be seeured for al] foods. Those that are mOllçe-proof and insect-proof are esentia] to a we]]-kept pamry. AIl bottles and eans should be neatly labe]led and so arranged that each che ean be con- venient]v reaelled. Tbe outsi«le of the b«,tt]e or case should alwavs be qpe«l off af ter it bas been opened and food bas been removed from it. The »hches on whieh the cases are kept should be wiped off everv day. If supp]ies of fruit or vegetables are kept cm hand. 0ev shou]d be looked over freqllent]y, and whatever slows even the sliztest suzes- tion of spoiling should I»o removed. Brea«l shou]d he kept in a eovered tin box. and the box sholfld be washl out once or twk.e a week and frequently ealded and aired. PIELI.[ I_N'ARY PLAN If cookin l«,sons are fo be given, if wi]l 10e wo]] fo take this lesson on the eare of foods in eonnection with 14 IIOUSEHOLD SCIECE I.N  RURAL SCHOOLS the first cooking lesson, and to make it a means of arrang- ing for the materials that are to be kept on hand and of determining how everything s fo be handlcd. 51ETIIOD OF WORK Dcvote a large part of the lesson fo a discussion of the necessitv for carc in the handling, storing, and keep- ing of food:. If lac|lit|es permit, devote a few minutes to the putting awav of foo,ls that are to be uscd in the next (.ooking lc..on or i, the .n.hool lunch, ,li.¢cus.i,,g the rea.ons for .uch care. LE,qNON IV: DISPOSAL OF WASTE • UBJ ECT-MATTEI.' If the dailv disposal of wa:te is attendcd to, there will be no undesirable accumulation of garbage. Scraps of food that cannot be utilized for tl,e table should be fed to the pigs or the chickens and çhouhl not be allowed to stand and gathcr ri|es. A covered pail or pan should be u.ed for holding lhe gar|)age, unfil final disposal is ruade of if. Those portion., that are badly spoiled and will be of no value in feeding the stock «houh] be burned at once. Waste vegetable substances, if suilable, should be fed to the stock, and if not. should be buried in a thin layer on the ground at some dislance from the house, so that they lnay enrich the soil. Old papers that are badlv soiled shou]d be burned, but all others should be kept for use in cleaning the store. starting the rires, etc. Empty c-ans should be well washed and buried, so that thev will not prove a breeding-place DISPOSAL OF WASTE ]5 for fiies. It is well to pierce them through the bottom hnmediately aftcr opening them, so that they will not hold water. Dish-ater should be cmpticd at some distance from the bouse, un]ess there is a drain nearby. All recep- tacles that hold water should be carefu]lv emptied, and al] depressions in the soil should be fi]led, iii ordcr fo prevent mo.quitoes from breeding. All waste water should l,e used «,n the garden. Protection of the water suppl!/.--Only the water from deep wells should be used for drinking purposes, beeause all surface water and water in .hallow wells heeomes dan- /zerous through seepage front compost, pig-pens, privies, and other places where decaved organie marrer mav m.cumulate. In order that the water may he kept elean, the well must be supplied with a tight-fitting to I, which need hot be opened and a ruerai pump fo bring up tho water. A well platform that allovs the water spilled on it to run baek into the well is unsafe, for anv filth carried on the platform in anv way will be washe,l direetlv into it. Rats, miee, and other animal. get into the well if the top is hot tight, and these, in addition to being unpleasant, are liable to introduee disease gerlns. Simple disinfectants.--Sunshine and fresh air are nature's disinfeetants and should be freely admitted to every part of the bouse. Windows should be left open whenever possible. The windows in the leeping rooms sh«,uld a]wavs be opened at night. The interior of the bouse should be kept perfectly drv. Deeay does hot easily take place in dry places. A damp eellar should be drained, and the grounds around the house should not be allowed fo drain into the eellar. Coarse eoal ashes should be used to fill in around the house, on the walks, etc., to help in lB IIOU,SI';IIOLD f'IEN('E IN" RUR.kL Sf'IIOOLS :eeuring thorough drainage. Wood ashes may be u:cd as simple disinfectant te eover decaved organic matter. Whitewash is a g«,od disinïêctant and should be frequently used l,oth inside and [,utside the house and on ail out- I,uildings. Kerosene and «reoote al,c, mak«, goo«l dis- infectants. ('are o¢ oul-of-,Ioor rlo.et..--'I'he l,rivy should lw s,» .'rranged that it mav I»,. eleaned ot'ten ald all exereta di- posed of in a sale wav. The building should l»e se» well e«mstrm.t«.,l that there will l»e no eraeks for the admission of fiiez. In a po«,rly eonstruete«l building, old paper ean be pasted over the eraeks, te nlake tlle structure fly-proof. Iry earth, street, dust. or lime shoul«] be frequently prinkled over the exereta, and the seat should he elosed, t,» prevent the entrain.c, «,f flk.. «,r mosquitoes. The seat should he washêd frequently, and both the at and the floor .«ruhhed at l«.at onc.o a wook. I'I,'EI,I M I X.t IIy l'L.t. N It will he well te teach this les.on af a rime when improvements are neeessarv in the tare of the .ehool- hou. The discu.sion., in r«,gard te out-of-door closets will, of eourse, be taken when lhe girls are alone with the teaeher. 51ETII(tD O1: WORK Diseus the disposal of wasto, the eare of zarbae, etc., in the home and the sehool. Talk over the eare of waste from thê sehool lunch an«l dis,-uss methods of keepinz hool in a sanitarv eon«lition. Follow this bv a general cleanin of the school-house. MAKI-NG SOAP 17 LESSON V: .IAKING SOAP SUBJECT-/ATTER Hornc-Maàe H«rd ,çoap 6 lb. fat 1 pt. cold water 1 can lye 1 tbsp. borax Melt the fat slowly. Mix the l.ve and water m a bowl or kettle (do hot use a tin pan), stirl-ing with a stick until the potash dissolves. Add the borax and allow the mixture fo cool. Cool the fat and, when it is lukewarm, add the lye, pouring it in a rhin stream and stirring constantly. Stir with a smooth stick until about as thick as honey, and continue stirring for ten minutes. Pour the mixture in.to a box and allow it to harden. Cut into pieces the desired size and leave in a cool, dry place for ten days, to ripen belote using. When mking the soap, be careful hot to spill potash or lye on the hands, as it makes a bad burn. If the hands are burned, rub them with grease at once. Do hot wet thcm. PRELIMINARY PLAN Some ime before this ]es.on i. given ask the pupils t,» bring scraps of fat from home. See fhat fhese are in goo, l condition, and weigh them, fo determine he portion of the recipe Chat can be ruade. Ask one of the pupils t,» bring sufficienf borax for the recipe. METtIOD OF "WoRK Let the pupils look the fnt «ver and put it on to melt, watching if carefully. While if i. heatin z and coolin. diuss he process of soap-makinz the cost of materials. the care necessarv in the making of soap, and the import- ance of ifs use. Get ready the other nmerials, and a box for moulding the soap, and ]et the pupils work together. After the soap has hardenefl and been cut, bave if put awav on a shelf to dry. 18 HOUSEHOLD SCIENCE IX RURAL SCHOOLS LESSON VI: SETTI.N'G AI%'-D CLEARING THE TABLE SUBJECT-MATTER The following points mu.t be renembered when a meal is fo be served : The dining-room must bc clean, well aired, sufficientlv lighted, and in good order. The table must be perfectly clean and covered with a clean white cover (table-cl«»th, doilies, paper napkins, or oil-cloth). A vase of flowers or leaves or a small potted plant, in the centre of the table, will hclp fo make it attractive. The table should be preparcd with everything necessary t'or serving the meal, but only those foods should be placed on it that will hot bc spoiled bv standing. :If there is danger of the food attracting rites, cover it carefully. Plates for everyone who is fo partake of the meal should be arranged af equal distances from one another, and hall an inch from the edge of the table. The knife should be placed af the right of the plate with the cutting edge toward the plate, and one inch from the edge of the table. The fork should be placed af the left of the plate with the fines turned up. and one inch from the edge of the table. The spoon should be placed, bowl upward, af the right of the plate, fo the right of the knife. It should be placed one inch from the edge of the table. .qpoons and forks for sering should be plaeed ai the right and left of the dish fo be served, or in another convenienf position. No one should bave fo use the personal fork or spoon for serving. The napkins should be folded simply and placed af the left of the fork. SF, TTI A]VD CLEARING THE TABLE The tumbler should be placed at the upper end of the knife. The cups and saucers should be placed af the right of the plate with the handle of the cup toward the right. The bread-and-butter plate, if used, should be placed af the upper left hand of the fork. The salt-cellars and pepper-shakers should be placed near the centre of the table or af the sides, where they can be convenientlv reached. Individual salt-cellars, if used, should be placed immediately in front of the individual plate. The chairs should be placed af the table after it is set. Care should be taken not fo put them so close fo it that it will be necessary fo more them after they are occupied. PRELIMINARY PLA If possible, arrange to give this lesson before VIII in the series of " Twenty Lessons in Cooking'" is given; then the emphasis in that lesson may be put upon the food fo be served, proper combinations, etc., while this lesson gives the drill in the arrangement and handling of the dishes. It is desirable fo give the pupils a thorough drill in table setting and table service, since much of the pleasure derived from eating depends upon the attention paid fo these processes. Be careful fo oee that ever).'thing necessary is on hand fo set the table simply but daintilv. For class practic a small table mav be set for four. This will necessitate a table-cover, for or more dinner plates, four bread-and- butter plates, four tumblers, four cups and saucers, four knives, four fork,% four teaspoons, four napkins, a salt- cellar, a pepper-shaker, a platter, one serving spoon, and 20 HOUSEHOLD SCIENCE IN RURAL SCHOOLS one serving fork. If these things are ot already in the sehool, probably thev tan be brought from home by the pupils, if linen cioths are hot used and cannot be afforded .n the tables iii the homes, the pupils should be taught to use a white oil-cloth. l lave a diagranl nlade on the black-board by Olle of the impil «,f the arrangement of an individual place ai the table. FI6. l.--Arranlement of an individunl plaee.at table 1. Kuife ï. Spoon 3. Tunlbler 4. Fork 5. Napkin 6. 13read-and-butter plate 7. Dinner plate METtlOD OF WORK The process ,,f table setting should bc ,lelnonstrated with the materials «t had, and the w,»rk »hould be ,]al}ted to home e,,mlitions. If there is no available al»le in tbe seho,,l-roon, the desk tops mav be used for individual places. easons for the arrangement ,,f th,. t,hle sh«mld be ziventbe eonveniece of ]flaeing flc knives and spoons fo th«. rilit, the forks fo the h.ft. the cup and saucer ad the hmb]er to the right, the use of thc mpkin, etc. WAITING ON TABLE :21 LE,SON Vil: WAITII,'G 0" TABLE UBJ ECT-MATTEIt The one wllo is fo wait on table must be eareful to see that everything is in readiness before the meal is announee,1, so that she tan do her work easi]y, without subjeeting those at'the table to unnecessary delav. ,'3he »bould bave water, bread, and butter (if used), hot dishes readv for the hot fovds, and desrt dishes conveniently af hand. She mu»t sec that her hands are perfeetly clean and her hair and dress in order. A clean, neat apron will always improe hcr appearance. Thc room slmuld be clean and neatly arranged. If the meal is to be a famih- ont an,l ail are to sit at the table together, plates will bc passed t'r,m one to another as they are serve,l: I,nt it will still be 'ell to have ,,ne person appointed to wait on the table. She should be rcadv fo supply more bread, water, etc.. when it is neces- sary. and t,, cha,¢e the plates for the dessert course. She should rise from the table quickly and quiet]y, in order hot fo disturb others, and should take her place again as soon as the necessarv service has heen rendered. The following rules shonld be «,bserved: Hold the tumlders near the bott,,m, being careful hot to touch the upper edge. Fill only three-quarters full. Put the butter on the table just before the meal is ,nnounced. and serve in neat. compact pieces. Cut the bread m even slices, pile them neath o1 a sorving plate, and place it on tbe table, covering it'with a ,'lean napkin or towel, if there are flics about or there is dtngcr of dust. If preferred, the bread mav be cut at fit, table as required. Place the dessert dishes at one end of the la]tic or, better still» on a side table, until it is rime t- use 22 ttOUSEHOLD SCIENCE IN RURAL SCHOOLS them. Yhen carrying the dishes 4o and from the table, be careful not fo let the fingers corne in contact with the food. Learn to place the hand under the dish. In particular oervice a napkin is used between the hand and the di.¢h, or a ray, if the dish is a small one. The tray should be covered with a napkin or doily. When a dish is being passed, hold if at the left of the person fo be served and at a convenient height and dis- lance. Be sure hat each dish is supplied with a spoon or a fork for serving, and urn the handle of the spoon or the fork toward the one fo be served. If a plate is fo be placed in front of a pern, set i down from the righ. _ever reach in front of others at the table. When a course is fini.hed, remove the dishes conaining he food fir.: then he soiled plates, knives, and forks. Be careful fo handle onlv a few dishes at a rime and not fo pile them. If another course is o be served, remove the crumb. from the al.le. using for the purpose a napkin and plate, or a crumb trav and bru.h, and bru.hing the crumbs lightly into lhe plate. Fill the tumblers, and arrange he dishes and forks or spoons quickly for he next coure. When the meal is over. the chairs .-:hould be moved back from the table, he dishes neafly piled and carried fo the kitchen sink, the table wiped, the crumbs brushed from he floor, and the room aired. PRELIIINARY PLA" :Let his lesson be a continuaion of Che previous one, placing emphasis on the method of waitin on table. The saine articles will be required as vere used in the last lesson. In addition to these he pupil. mu.t be careful 4o bave clean aprons for his lesson. GEINTERAL CLEAiYI:NG OF A ROOM 23 IETHOD OF WORK Have the table set, as a review of the work of the last ]esson ; thenhave four or six of the pupils seat themselves and go through the forms of serving one anther fo any simple meal upon which the class may dccide. Family rneal service should be explained and ¢]cmonstrated first; then service where there is onc waitress. Have the pupils, in turn, act as waitresses and serve all the others, offcring and placing the food, removing the soilcd dishes, filling the turnblers, etc. LESSO.k'S VIII Ah'I) IX: GE.koERAL CLEAMNG OF A RO02I SUBJECT-I'ATTER Rooms which are in constant use should be .wept and dustcd evcry da)'. A thorougb clcaning of each room in the house will be necearv every wcck or two, even though the room is swcpt and kcpt in order daily. First, all c(pboard.% drawers, and oiher re«'cptaclcs in 'bicb articles collect .bould be cleancd; tbcn a|l large movable articles be dusted and movcd out of the room; t]mse that are hot rcadilv rnovable should be du.tcd and covercd. The floor should be swept with the windows open; the ceiling and walls should be brushed with a covered broom, and the dus allowed to settle. The floor should then be ,iped with a damp cloth on the broorn.* The woodwork should be «If the floor is of unfinished wood, it will require a thorough scrubbing. After sweeping Che floor and allowing the dust .to settle, a small portion at a Cime should be scrubbed wiCh a floor- brush and soap. When scrubblng, Che grain of Che wood should be followed. The scrubbing-water should be changed frequently. For rinsing and drying the floor, a cloth should le wr,lng of clear watcr. 3 24 IIOUSEHOLD SCIENCE IN RURAL SCIIOOLS cleaned with a damp cloth and a soap that is hot too strong. Soda or sapolio should hOt be used. The furniture should be carefully macovered, and everything arranged in perfect order. The things that are highest should be dusted flrst, and tare should be taken fo collect ail the dust in the dust- cloth. After collecting the dust, the cloth should be shaken out-of-doors, washed thoroughly, and boiled. The dust- cloth should be dampened belote using on all surfaces except the polished furniture and windows. Sweeping should be donc with short strokes and the broom should be kept close to the floor, so that the dust will hot be scattered. The corners of the room should be swept first, the dust gathered in the centre, and then swept . into the dust-pan. The dust should be burned, for it may contain disease germs. Loose hairs and fluff should be removed from the broom after using, and if shou]d also be washed periodically. Small rugs should be cleaned out-of-doors. They hould be swept, beaten, and re-swept, then rolled until ready tobe put on the floor. If the rugis a large one and cannot be removed, if should be wiped over with a damp cloth, rolled, and the under side of the rug and the floor beneath it should be wiped. Aïter the room has been cleaned, the windows should be arranged so that a supply of fresh, clean air tan corne constantlv into it. This is essential to everv room in the hou, if perfect hea!th i. tobe maintained. PRELIMINARY It will be well to have Lesson IX given in one of the bornes some day after sehool hours, if possible. If tha; CARE OF THE BED-ROOM 25 cannot be arranged, the school-room may bc utilized as the place fr practice. ,METIIOD OF WOIK Devote Lesson ¥III fo a discussion of the methods of cleaning and to various short ta.ks in connection with the school-room. In Lesson IX bave the pupils go through the entire process of cleaning a room. Assign some portion of the task to each one of them, so that ail may take part in the work. Supervise the work carefully, assign home practice, and have each pupil clean a room af home once a week for a month. LESSO T X: CARE OF THE BED-ROOM SUBJECT-IATTER As soon as one is dressed in the morning, the windows in the bed-room should be opened wide to air the room thoroughly, and he bed-clothes should be removed and put on chairs before he window fo air. The night cloth- ing should also be aired. The slops should be emptied, and the chamber should be wa.hed with cold waer, using a special cloth. The basin should be washed in warm, soapy water, which should hen be poured into the chambcr and used for washing if. The toilet articles should be washed, then the basin rind and wiped drv. The slop jar should be washed out thoroughly, and bo'th he slop jar and the chamber should be cleaned frequently with chloride of lime or some other disinfectant. The pitcher should be filled wih fresh water, and all he articles arranged neafly on the wash-stand. If the towels are soiled, clean ones should be supplied. The mattress should be turned 26 HOUSEHOLD SCIEICE IN RURAL SCHOOLS and the bed ruade carefully; the lower sheet being tucked under the mattress all around, and the other covers tucked in af the bottom and sides of the bed. The bed should be kept free from wrinkles and smooth in appearance, and the pillows should be well shaken and arranged at the head of the bed. The floor should be 'ept, the furniture dusted, and everything put in place. The windows should be lcft partly opened, so that the bed-room mav be well aired. Fresh air is alwavs necessary, but especially during sleep, when the body is repairing itself, and if is important that the room should be wcll aired during the day and the windows left open af night. When the 'oom is tobe thorouhly cleaned, the frame of the bed should be du.¢ted, the mattress turned, and the bed should be ruade. The window shades should be dusted and 'olled lp. The curtains should be wcll shaken and covercd, if one has a du.t sheet. ._ll the .mall articles on the bureau, table, and shelf should be placed on the bed, and the wh«,le covered with a sheet. The tables, chairs, and any other nmvable furniture should be dusted and l,]accd outsidc the room or covcred. The 'ugs should be r,,llcd and (.lcancd out-of-doors. The room should be wept and dustcd. As soon as the dust has settled, the ('overs should be removed, and the furniture, rugs, and all the small articles should be restored to their places. The shades should be adjusted, and the 'oom left in perfect order. The broom and everything else that has been used in the work should be cleaned and put back into thei" places. PRELIIIINARY PLAN It may be possible for the teacher fo give this lesson in her own bed-room or in the bed-room of one of the neighbours. :If this is hot feasible, the only way fo make CARE OF LAMPS 27 it effective is fo havc the pupils report cach day on the work thev do af home. -METIIOD OF WO]fK lllustrate each process and give the reasons for every- thing that is done. Emphasize the importance of the sanitary care of the bed-room, a regular rime ïor doing the work, and the benefit of having each member of the ïamily care for hcr own personal bclongings and her own portion of thc bed-room. LESSON XI: CARE OF LAMPS It is assumed that the teacher is acquainted with the possi- bilities of electricity and other methods of better lighting in country homes, and will instruct ber pupils in the economic use of modera ]ighting facilities. SUBJECT-MATTER Directions for cleaning and filling lamps.--A bright light cornes ïrom elean burners that allow a good draught. This means constant eare on the part of the one who looks after the lamps. In the daily eleaning, first dust the ehimney shade and the body of the lamp. Wash the ehimney. If sooty, elean with a newspaper before wash- ing. Next, turn the wiek high enough fo show all the eharred part; eut this off, making it perfeetly even, then tub with a piêee of sort paper. Wipe the humer and any other part of the lamp that mav be oilv. Drv with another cloth. Fill the bodv of the lamp with off fo within an ineh of the top. leaving plenty of room for the gas that mav be generated from the kerosene, as thi. in a lamp that bas been used many rimes without refilli-ng, mav be a source of danger. 28 HOUSEHOLD SCIEITCE I.N" RURAL SCHOOLS When lighting the lamp. turn the wick down, allowing the chimney fo become heated gradually. If if is necessary fo more the lighted lamp, turn the wick low. The flaring up of the flame smokes the chimnev. Do not leave a lirhted lamp in a room where there is no one to watch When putting out ihe light, blow across the chimney, never down into it, as this might send the flame dowi1 into the kerosene. Al»out once a month give the lamp a thorough clean- ing. pread out a newspaper and take the lamp apart. Wash the chinmcy and the shade in hot water, dry with a towel, and polish, using soft paper. Boil every part of the burner in water to which two tablespoonfuls of soda bave been added. Insert new wicks if the old ones are dirty, and put the parts all securelv together again. Keep an o]d pan and me clths exclusivelv for this purpose, and be verv careful not to allow the dirtv hands or a drop of kerosene fo cme near anv food. Have a regular time in the day for cleaning the lamps, preferal,|y imnlediatelv after all the morning work bas been done after breakfast. Do not fill the lamps near the kitchen store. Do not light a match while the oil-can is near, and never fill a lamp while if is lighted or while near another one which is lighted. If'a tire is caused by kerosene, smother it with a heavv rug or a woollen gar- ment, and do not attempt fo put if out with water. PRELIMIXARY PLAN It will be well o give this lesson just before some evening entertainment af the school-house. If there are no lamps at thc .hool have a few brought in from neigh- bouring homes. Secure an old pan and some cloths fo use in cleaning. PREVENTIO  OF PESTS 29 METHOD OF WORK Discuss with tbe pupils the cost and properties of kerosene and the danger of having a light or too great heat near a can of kerone. Explain the draught by means of which the kerosene can be ma,le to burn on thc wick and the danger if the burner becomes chgge,1 up and the draught is cut off. Have the lamps taken apart, the burners boiled, the chimneys cleancd, aud the bt,,ly the lamps filled and wiped off. Then have the ]amps lighted, to see that they burn properly. LESSON XII: PREV-EITION OF PESTS SUBJECT-2IATTER Itousehold pe.t. are annoying, danerous o health, and destructive to property. Thev carrv disea germ. from one person fo another and from the lower animals t0» human beings. Absolute cleanliness is essential, if thc bouse is fo ]e kept free from pests. As a rule, they flouri:h in dark, damp, dirty places. With proper care the house- keeper can keep ber hou.¢e free from them and, if they are noticed, she should know how fo exterminate them. A few simph- methods of extermination are here given : Bedbugs.--Kerosene shou]d be poured into all the crack.% and a brush, dipped in kerosene, run briskly over all surfaces. Care must be taken fo have no tire in the room whi]e this is being done. The windows should be open, and the room shou]d be kept free from _lust. In four days this should be repeated, in order fo kill any bugs that may bave just hatched. 30 IIOUSEHOLD SCIENCE IN RURAL SCHOOLS ('oc],'roac]es end waterbugs.--A solution of one pound of alum fo three pints of water should be poured into all the cracks. ]nsect-powder and borax are also effective. Absolute cleanliness and ïreedom ïrom dampness are nêcesarv , iï the house is fo be kept ïree from cockroaches. ,Ints.--Oil of cloves or pennyroyal on pieces oï cotton- batting scattercd about in the places where ants appear will drire them away. aturating the nests with coal-oil will destrov them. Food which attracts ants should be removed ïrom places which they are able fo reach. Rats end mice.--These are best exterminated by the use oï a trap or some preparation such as "' Rough on ,as . Traps should be set nightly and should be scahled and aired after a mouse has been caught. Rat holcs mav be stoppcd by sprinkling with chloride of lime and then filling with mortar or pla.ter of Pari.. Mosquitoes.--Thcse breed in swampy places, or in old barrels or kegs or lin cans which hold stagnant, water. Therefore, iï the swampy places are drained and the gounds about the house are kept free from stavnant water, the housekeeper will, as a rule, hot be troubled with mosquitoes. Empty barrels or kegs should be inverted, and old tin cans should have a bole punched in ?he bottom. so that they will hot hold water. All hi.h weeds near the house should be eut down and destroyed, so that tbey will hot provide a damp place in which to harbour mosquitoes. If it is impossible fo get rid of all standing watêr, the brêeding of mosquitoes ean be ehe«kêd by pouring kerosêne oil on the water. One ounee of oil on fiffeen square fêet of water is suflïeiênt, and this will have fo be renewed af least once in tên davs. The doors, windows, and ven- tilators of the bouse should be wêll screenêd, as a protection a7ainst mosquitoes. PREVENTION OF PESTS 31 Flies.--These are one of the greatest carriers of typhoi,1 and other germs, as wcll as filth of all sorts. They can be got rid of only by destroying the breeding places and kill- ing the flies as rapidly as possiblc. Materials that attract them should not be exposcd in and about the house. The house should be well screened with wire nlesh or mosquito uetting, in order fo keep out the flies. A fly swatter should be kept at hand. The stables should be cleaned daily. Manure piles should be screencd, and every effort shou]d be ruade fo kill the larvoe by frequent spraying with kerosene, creoline (dilute creosote), or lime. Fleas.--These will be troublcsome if cats or dogs are kept in thc housc. These pets should be given frequent },aths, thc rugs on which they lie should be brushed and shaken dai]y, and the floors should be washed with soap and water and wiped with kerbsefle. Motl, s.---These are apt fo develop in woollen clothes unless the garments are thoroughly shaken and absolute]y protected by wrapping in newspapers before being put away. Woollen garments that are used only occasionally should be kept in a light, dry place, examined frequently, and hung in the sun occasionally. Moths or carpet beetles can be exterminated by the use of kerosene. PRELIM INAIY PLAN Give this lesson at a rime when the pupi]s are asking about household pests or when the school is suffering from them. ]t would be.well fo have it in the spring, just before the school closes, so that the pupils may inmlediately put into praetice what they learn. ]t may be desirable to devote their efforts fo the destruction of one particular ]»est: for examide , a fly crusadc mav be iuaugurated. 32 HOUSEHOLD SCIE1N'CE IN" RURAL SCHOOLS ]k[ETHOD OF WORK If tbere are pests in the school-room, discuss their habits, what seems fo attract them, where they corne from, etc. ]Iave the pupils report any that they may have at home. Explain why they are dangerous, tell how tbey can be exterminated, and assign to each pupil the task of exterminating one b«,uselmld pest. Have her report, each day, the success of ber efforts. Continue this work for several weeks. LESSON XIII: REMOVING STAIITS, ]3LEACHIITG FA]3RIC,S, AND ,¢3ETTING COLOURS SUBJECT-ZIATTER As garments and bousehold linens are apt fo become stained and thus lose their attractiveness, it is well to know tbe remedies for the most common stains and the principle upon which their removal depends. All stains should be removed a.¢ soon as possible. Boiling water will loosen and remove ,coffee, tea, and frcsh fruit stains. The .tained spot shouhl be behl over a bowl, and the water should be poured upon it with somc force. Cold water will rcmove stains ma,le b) blood or meat juice. Soaking will help in tbe removal of blood stains. Rust stains may be removed bv wetting the staincd spot with lemon juice, covering it with salt, and placing the stained fabric in the sun. Stains from store b]ac-king, paint, and grass mav be removed l,v soakint in kerosene and wa.bing well with soap and water. Iuk stain. may be removcd bv soaking in water, removing as much of the stain as possible, and then soaking in milk. Stains from cream and other forms of REMOOEXG STA L'N'S 33 greasc may be washed out in cold water, followed by warm water and soap. White cotton and white linen materials may be bleach(.d by exposure fo the suu.h]ne while still damp. If they are ]eft out overnight, the b]eaching process is ruade effective by the moisture furnished by dew or frost. A stream of steam from the tea-kett]e mav also help in the bleaching lorocess. Some colours are set bv the addition of a small amount of acid fo the first water in which they are soaked, while others are set bv the use of salt. If is necessary to try a small amount of the material before dipping in the entire garment, in order tobe sure of sati.factory results. Vinegar should be used for blues, one-half cup fo one gallon of water. alt if most effective for browns, black, and pinks. In most ca.¢e., two cups of salt to one ga]lon of cold water will be sufficient. PP, ELIMINARy PLAN The towels used for drying dishes or the linen used for some schoo] entertainment may bave become stained with eoffee, fruit, or some other substance. Make this the basis of a lesson, and let the pupils bring from home other things which are stained. Each pupil shou]d bave an article on which fo practise. This lesson should be pre- ]iminarv to the les.con on laundrv work. METHOD OF WOP, K Examine the various articles from which stains are fo be removed. Discuss the method of removal, and let each pupil work at ber own stain until itis as nearly removed as possible. 2 HOUSEHOLD SCIENCE IN RURAL SCHOOLS ]ESSON XIV: WASHING DISH-TOWELS, APRONS, ETC. SUBJECT-3IATTER Dish-towels ,hould be thoroughly wa.hed af least once a dav. Wash one piece at a time (the cleanest first) in warm, soapy water and rinse in clear water in another pan. ]Iang in the sun, if possible, so that the air will pass lhrough. Boil at leastonce a weck in soapy water, to keep them fresh and white. Sunshine and fresh air are valuable for the purposes of bleaching and purifying. Wash the aprons in hot, svapy water: boil. rinse, and Mue ,¢lightly. A .mall amount of rhin ,¢tarch mav be desirahlc. A thin .¢tarch mav be ruade as follows: Recipe for Thin Stnrcb 2 tbsp. starch 1 tsp. lard, butter, or paraffin 4 tbsp. cold water 1 qt. boiling water Add the cold water to the starch and lard, stir until smooth, then add the boiling water slowly, stirring constantly. Boil for several minutes in order to cook the starch thoroughly.; then add one pint of cold water and a small amount of blueing. Dilute if necessary. Ilanv the articles in the sun to dry, shaking well before putting on the line, and folding the edge of each over at least six inche.. Be sure to bave the line clean. When dry, fold carefullv. A short rime before ironing, sprinkle well. PRELIMINARY PLAN" If may be desirahle to give this leon earlier in the eour.e, if co«»king le.<ons are heing given and di.h-towels IRONI:%TG 35 are in use, or if the aprons are badly soiled. Other articles may be washed, if time and facilities permit. IETItOD OF WORK Discuss brieflv the necd for laundry work and tle general principles. Let the pupils take turns af washing the towels or aprons; examine each article af ter if is washed, and give careful directions for the boiling, blueing, and starching. While thesc processes are being completed, let me of the pupils preparc the line. Let two of them be appointed to bring the towels in, before going home from school. LESSON XV: IRONING • '-;U B J E('T-3I ATTER To do good ironing if is necessary fo have a firm, un- warped ironing 5oard_ This should be covered with s,mm thick woollen material and a white cotton cover that is «lean, smooth, and tightly drawn. The thiek cover should be tacked on, while the top cover should be pinned, so that it may be easilv taken off to be washed. A heavy iron-holder should be provided; and the irons should be clean and smooth. For this purpose paper should be kept at hand, as well as a piece of beeswax, sandpaper, or salt. A small cloth should be used fo wipe the iron after using the bees- wax. A newspaper should be spread on the floor, to protect any pieces that may bang down while being ironed. The coarser towels should be ironed first, as the longer the irons are used. the smoother they become. Starched pieces should hot be ironed until the irons are very hot. If the article is first laid smooth, if will be easier fo iron if and keep if in 36 tIOUSEtIOLD SCIENCE IN RURAL SCHOOLS shape, and every pieee should be ironed until it is perfectly drv. As soon as the ironing is eompleted, the articles should be hung up fo air. PRELIMINRY PL&N Arrange to bave the ironing ]esson just as soon after the laundrv lesson as possible. It will probably be easy to borrow the neeessary equipment ïrom homes near the school. Eaeh pupil may be directed to bring something that will eontribute toward tire equipment, and one may be instructed te, have the tire ready and another to put the irons on fo heat belote the ]esson hour. METIID OF WORK Call the pupils together earlv in the morning or a some rime previou. fo the les»on period, and give them directions for sprinkling the articles to be ironed. When the cla.s hour cornes, demonstrate the method of ironing, folding, and hanging the articles, and let the pupils take turns in doing the work. LESSONS XVI AND XVII: CARE OF THE BABY • ¢,UBJEC'F-M ATTER Because young girl. are fond of little children and raust help their mothers often with their baby brothers and sisters, they should know how fo care for them. It is e.sential that thev should understand the following points: The li'ttle body needs protection. The head is sort, and the brain mav be injured bv hard bumps or pressure. The skin is tender and is easilv irritated bv the biles of insects, friction, and so on. Kicking and wiggling are necessary CARE OF THE BABY 37 fo the developmcnt of the muscles, but the baby should not be played with all the rime; and if is well for if whfle awake fo lie quiet for part of the time. If should not be ruade fo sit up until ready fo do so. A desire fo creep shonld be encouraged. Standing or walking should not be taught the baby un{i| if tries fo stand or wa|k t.¢elf, and then if must be helped very carefullv. The baby should bave plenty of fre.h air and shou]d be allowed to spend much of ifs rime out-of-doors. cold weather it must be warmly covered and sheltered from high winds. Ifs eves shou]d a]wavs be protected from strong sunlight. P, egular hours should be observed for »|cep, and the babv shou]d be put fo bed early in the evening. If the house is hot we]l screened in summer, a mosquito bar should be put over the crib. Te elothing .hould be light and loose, so that thê body ean more freely. Pêrfêct clêanlinêss is neeêssary to keep the baby's skiil in good condition; and a daily bath should be givên. A morning hour, midway betwêên the mêals is usually the best rime for this. Thê babv should bê taught to use the chamber bêforê th bath and after thê nap. Everything should be rêady beforê itis urrdressêd. Thê room shoubl be ver 3- warm. The water should be only moderatelv warm, and should bê earêfullv testêd to makê sure that it is hot too hot. Tbê towels and covers for thê babv should be af hand. The hêad and thê feêt should bê washêd first, and the bodv soaped beforê putting thê chi]d into thê bath. Littlê soap shou]d be used. for even the best soap is strong and is. apt to irritate the delicatê skin. The bath should be given quick]y, and thê bodv wrapped at once in a blankêt or towel and kêpt eovêrêd as much as possible while if is being driêd. 38 HOUSEHOLD SCIENCE IN RURAL SCHOOLS The baby should be fed in small quantities af r%ular intervals and given p]enty of cold water fo drink. Not until if is eleven or twelve months of age should if be given solid or semi-solid food. Even then, milk should continue fo form the basis of ifs diet, and of this a con- siderable quantity should be used--about a quart a day from the twelfth month on. As the child grows older a more varied diet will be necessary. The most hygienic methods of food preparation should always be observed. Certain foods shou]d never be given; for example, friêd ïoods, pastries, condiments, pickles, preserves, canned meats, fish, pork, sausage, cheap candies, coarse vegetables, unripe and overripe fruits, stimulants, ïoods treated with a preservative or colouring matter, and halï-cooked. starches. PRELIMINARY PLAlç 'Fhe teacher should talk with the pupils, in order to see w]mt points in connectior with the care of the baby if is neeessarv for them to know, so that they may do their work af home intelligently. 3IETIIOD OF WORK It will probably hot be possible to have anything more than a class discussion of the points in question, but the pupils' home experiences ought to make this discussion vital. If there is a nurse in the neighbourhood who can be secured o give one ]esson on the care of the baby, ihe tcacher ,¢hould supplement her own lessons bv an addi- lional lesson given by the nurse. COST OF FOOD, CLOTHING', AND HOUSE 39 LESSOI XVIII: COST OF FOOD, CLOTHING, _AND HOUSE SUBJECT-:MATTER If iS of great importance that children should learn in an elementary way the value of property. This will pre- pare them ïor the knowledge of the cost of living that is essential. They should learn that the cost of ïood can be decreased by having gardens, and bv the proper choice, care, and handling of ïoods; that taking care of clothing will reduce another item oï expense; and that the owning of one's own house and lot is something worth working ïor, in order to obviate the necessity of paying rent. I'IEL[MINAIIY PL.X The teachcr will have fo acquaint herself thoroughly with conditions in the conmmnity, so that shê tan talk intelligêntly with the pupils, emphasizê the right points, and give constructive help. 5IETIIOD OF WORK: Bcgin with a discussion of the cost of food" hov much the pupils êarn or spend during thê week; and why if is worth while fo cook and scv well and fo look after propêrty. Continue such discussions from rime fo rime, in connection with otber school work. LESSON XIX: IIOW TO ]ï:EEP ACCOUNTS SUBJECT-.IATTER If is well for every one to keep a written record of all money received and all money spent. Children should be taught fo do this as soon as they are old cnough fo have 4. 40 HOUSEHOLD SCIENCE I " RURAL SCHOOLS money in their possession. A simple little note-book in which all expenditurcs are entered on the right side and all receipts on the left side, with the balance drawn up each week or month, will prore an easy and satisfactory method of keeping accounts. If the little girl learns to do this with ber pennies, she will be better able to take care of the more important household accounts when she is in charge of a home. IIowerer, there will be no real incentive ïor her to keep accounts unless she is endeavouring fo save for some good purpose. If she learns to save for the future purchase of a book, a dress, or some little treat, she will feel that ber aceount-keeping is worth while. As a housekeeper, she wi]l appreciate the importance of saving for some future benefit fo the family. I'I{ELIMINAIIY PLAX In order to nlake the lessou of vital interest, introduce if af a rime wben the pupils are saving for some specific purpose--material for a dress to be ruade in the sewing elass, refreshmcnts for a party for their mothers, a school library, or something el.e that wi]l be a pleasure and help in the work of the school. METHOD OF WORK After discu:sing the urces of income of the pupil and of her family, and the means of increasing and taking care of that income, discuss simple methods of keeping accounts, illustrate these on the black-board, show how to balance the accounts, and see that each pupil has a small book suitab]e for the purpooe. It mav be necessarv to make or fo rule this book as a portion of the class exercise. CARE OF EXTERIOR OF tt0USE 41 LESSON XX: CARE OF THE EXTERIOR OF THE HOUSE SUBJECT-IATTER Closely allied fo the housekeeper's work within the home is the care of the exterior of the houoe and ifs surround- ings. If is absolutelv necessary that the grounds be kept neat and clean. In addition fo this they should be marie attractive by the carcful selection of a fcw trees and shrubs suitably placed. While the garden af the rear of the house mav be planned lcly f«»r the plea.ure and use of /he family, in planning the lawn af the sides and fro»nf the neighbours and pas.ers-by must be considcred. The grounds ,¢hould be a picture of which the hou.e is the centre, the trees and shrubs be]ng gronped fo frame the picture. In placing shrub., the effect of the who]e land.capc h«»uld be considered. A. a rle sbrubs sh«»uI,l be placed in corners, fo hide outho.es fr,»m view, or fo screen other places which should be shielded. The centre of the lawn should be left free, and in no ca.ce should a shrub be placed in the middle of an open space in a ]awn or yar,l. A few flowers should be planted am«»ng the shrubs, fo give colour af diff_.rent seas«»n.. The exterior of the house must be c,n.idered, if tbe picture framed by the shrubs and vines is fo be a pleasing one. The house should be painted in a soft brown or dark green fo blend with the landscape of oaks and pines. The paint will help fo preserve the ]muse, but ifs colour must be carefully chosen fo give a pleasing effecf. The general plan of the grounds and local conditions in regard fo soil and climate will determ]ne fo a large extent the kind of shrubs fo be nsed. Many beautiful shrubs which have been introduced from foreign counries do 42 ItOUSEHOLD SCIENCE IX RURAL SCttOOLS well in Ontario, but our native shrubs serve all decorative purposes. For damp ground there is no better shrub than the red osier dogwood. This shrub will do well on almot anv kind of soil. The swamp bush honevsuckle grows quickly and is suiab]e for clav land; so are the black elder- berry and several species of viburnum. Thc hazel which nay be obtained from the woods nakes a good dense shrub, and the wi]d rose alto has possibiliies. The common barberrv is an attractive sbrub: but, as it a.¢.ists in the formation of wheat ru.ci, it should not be u.ed in rural sections. The lilac mav be used where a high shrub is desrable. The common arbor vitae or cedar of the swamps makes a good evergreen shrub. If serres well as a shield for both winter and summcr and thrves wih moderate care. The weigcla, forsythia, and spir'oea are also excellent shrubs. The ground af the back of the house should be used for vcgctablc gardens 'ilh flowcr borders. For this purpose a deel), rich soil is nccessary, and cvels., square foot of space should be ufilized. Everv family should learn fo make u.c of an increased number of vegefables and ïrnits and fo cook tbem in a variety of wavs. -No crops should be al]owed o go to waste. A familv of fie people could be enfirclv provided with vegetab]cs for the snnlnler and autumn from a garden less than fiftv by seventy-five ïeet. The attracfiveness, as wc|l as fhe nsefulness, of fhe borders depends upon tlle choice and arrangement of flowers. These should be chosen with due consideration as fo height of planes, colour of blooms, and seasons of bloom- ing. The Callest planes shonld be placed af Che back of the border; for a border ix ïeet wide none of fhe plants need be over rive ïeet in height. There can be a riot of colours, if the flowers are arranged in clumps of four to CARE OF EXTERIOR OF :HOUSE 43 six throughout the entire leng'h of the border. In a well- planned flower border some flowers should be in bloom each month. Hardy perennial flowers should predominate, with enough annuals fo fill up the spaces and hide the soil. The well-tried, old-fa.hioned flowers will give the best satisfaction. Every four years the flower borders need fo be spaded, well manured, and replanted. The following lists of flowers for borders may be suggestive : Perennals.--Pleedlng-heart, carnations, chrysanthe- mures, columbine, coreopsis, dahlias, gaillardias, golden glow, iris, lark.pur, oriental poppies, peonies, phlox, pink.. platycodon, snapdragon. Biennials.--Forget-me-not. foxglove, Canterbury bells, holl'hoek, sweet-william, wallflower. .4nnuals.--African daisy, ageratum, aster, calendula, calliopsis, balsam, eandytuft, cornflower, cosmos, marigold, mignonette, nasturtium, petunia, poppy, stock, sweet alyssum, sweet-pea, verbcna, zinnia, annual phlox, red sun- flower, cut-and-come-again sunflower. Each home gardener should study garden literature, in order fo assist in solving the garden problems; ïor the day bas passed when one needed only fo scratch the soil with a shell, plant the seeds, and receive an abundant trop. To- day successful gardening depends upon intelligent manage- ment of the soil and trop and upon persistent labour. PRELIMINARy PLAN The teacher should, if possible, visit the homes of all the pupils, in order fo make herlf familiar with the con- dition in which :their grounds are kept. She mav be able fo secure permission from one of the housekeepes fo use 44 HOUSEHOLD SCIENCE IN" RURAL SCHOOLS her grounds as the practice place for the lesson, prit may be more desirable to give tllis lesson at the school and to conduct a school garden as a model home garden. IETHOD OF WOI/K Discuss the arrangement and care of the home or school grounds, tiare the class tidy the lawn and garden chosen for the lesson, supervising the work carefully. Assign the tidying up of the home lawns or work in the home gar- dens for the coming week. Let this lesson serve as a means of intcresting the pupils in home gardening, if that bas hot alreadv been taken up, or of emphasizing the rela- tion of gardening to the housekeeper's work, if thcy are alreadv interested in the former. REFERENCE BOOKS Bnsh Fruits. Card. 3Iacmi]lan's, Toronto .............. $1.75 lVlen Motler Lets Us Garden. Duncan. Moffat, Y'ard & Co., New York .................................... 75 .1 Wornan's ltardy Garden. Ely. Macmillan's, Toronto .. 1.75 Tle Beginner's Garden Bool:. :French. Macmillan's, To- ronto ........................................... l. 00 Proà«ctiee l'egetable Garden. Lloyd. Lippincott Co., Philadelphia ..................................... 1.50 TWENTY LESSONS IN COOKING 45 TWENTY LEgSON IN ('OOKIN(I SUGGESTIONS TO THE TEACHER The teacher should learn how the pupils lire in their own homes, what food produce is grown for home use, what foods they use, and how they prepare and serve their foods. The instruction given in the lessons should be based on this knowledge, and the possibilities for the improvement of aceeptcd methods of eooking should be considcred. Those foods should be u.¢ed in the recipes which the pupils ean afford fo use at home. They should be encouraged to grow in their gardens a variety of gardên produce, and to keep chickens, pigs, and cows. Elêmentary prineiples of nutrition and sanitation should be taught. Simple meals, with plain but well- cooked dishes, should be planned. Variations should be suggested, and the value of a mixed diet emphasized. Care should be taken hot fo waste rime on points that are unrelated fo the bornes of the pupil.% except as such points nmy be necessary to raise their ideals. All the work should be donc carefully. The sanitarv handling of food and eare in the storage of foods should be insisted upon. Careful attention should be given to the dish-washing, tare of the dish-towels, etc., emphasizing the points in sanitation involved. The pupils should be drilled faithfully in all points connected with the handling of any- thing that cornes in contact with thê food. Proper methods of sweeping and cleaning should bê employed, and thoroughness must be practised in everv detail of the work. Constant drill in these processes should bê given. 46 HOUSEHOLD SCIENCE I.  RURAL SCHOOLS The order in which the lessons are fo be given will be regulated, in part, by the season of the year in which they occur, the locality, the foods obtainable, and any .pecial local needs. However, care must be taken that the lessons are given in proper sequcnce, so that the pupils may see the relation of one to another and may appreciatc the value of each. It mav be necessarv fo combine two lessons or fo give only part of a lësson. In some of the lessons more recipes are suggc.ted than can be prepared in a brief period. In every case the choice of a recipe will bave fo be ruade bv the teacher. Wherever if is possible, simple experiments shoul,l be performed fo show the composition of. and the effect of heat on, food. Xo attemp has been ruade fo give a complete t of recipes; but those included here are chosen as illustrating lhe subject. fo be di.cussed in the lessons. The teacher who desires fo make uoe of a greater number of recipes will do well fo supply herself with one of the text-books listed. Level measurements zhould be used in the preparation of all the recipes, and all the directions should be carefully followed. The first few lessons are more fullv outlined than the others, furnishing suggestions for methods of procedure that may be adapted fo later lessons. The teacher should bave a detailed plan for ever.- lesson, outlining her method of work, the lcading questions for the discussion, and the home a.signments which she desires to make. Foods that are in common use are sugested for the lessons outlined. There will necessarily be exceptions fo their use in different localities. If any foods used in the bornes are harmful because of the manner in which they are prepared, the teacher should do all in her power to TWENTY LESSONS IN COOKING 47 correct the situation, but she must, af the saine rime, be careful not fo be too radical. If the lessons given are not followed by home practice, the ime devotcd fo hem will be, fo all intents and purposes, wasted. Simple meal service should be introduced wherever if is possible, and as much instruction on the furnishing and the care of the kitchen shou]d be includcd as rime permits. By the rime the course is completed, the pupil should be able to keep ber kitchen in a sanitary condition and should bave a sufficient knowledge of food values and of the pro- cesses of cooking fo enable ber to provide simple, whole- some meals for ber family. For the teaching of food values, if will be helpful fo secure the set of sixteen food charts which may be obtaine,l from the Superintendent of Documents, Govern- ment Printing Office, Washington, D.C., price one dollar. If will be shown later how the school ]uncheon may be managed with very little interference with the ordinary organization of the school. Where definite instruction is given in Houschold Science, a place must be provided for it on the school rime-table, as is the case with the other school subjects. In sewing and househo]d management lessons of fory minutes each are suflïcient, and these can be arrange(] for at the rimes round tobe most convenient. If each pupil keeps her sewing in a box or bag, it may often be used as "busy work" when the pupil ha. tïnished her a.signed work or while she is waiting for the teachcr, who may be engaged with another class. Lessons in cookery should be, if possible, af ]east one hour in length, and should be given ata rime when his period can be exceeded, if the character of the lesson renders it desirable; for example, in those cases where the cooking 48 HOUSEIIOLD ,SCIENCE IN" IURAL SCtIOOL, is lh,t completed at thc expiration of the rime as.igned. For this reason the last hour on Friday afternoon bas lJroved a very suitable rime. In some sehools the lesson is commenced af half-past three and runs on until com- pleted, and in this wav only hall an hour of tlle regular .n.]mol time is taken. The possibilities of a Saturday morniag cooking elass should hot be overlooked. ABBREVIATION, AND 51EA.UI(EMENTS lbsp. --- tablespoonful lsp. -- teaspoonful c. -- cupful qt. --- quart pt.  pint oz, -- ounce lb. --- pound nin. -- minute hr. --- hour TABLE OF LEVEL MEASUREMENTS 3 tsp. --- 1 tbsp. 12 tbsp. (liquid) ; 1 c. ]6 tbsp. -- 1 c. (dry measure) 2 c. = 1 pt. CO-MPARI,ONS BETWEEN WEIGHTS AND MEA.URE. 2 c. butter, packed solidly  1 111. 2 c. sugar (granulated)  1 lb. 2 c. meai, finely chopped ; 1 lb. 2 c. brown sugar  1 lb. 2 c. oatmeal -- 1 lb. 4 c. rolled oats -- 1 lb. 4 c. flour -- 1 lb. 2 .tbsp. butter  1 oz. 4 tbsp. flour -- 1 oz. 9 or 10 eggs  1 lb. 1 lemon (juiee)  3 tbsp. ]rOTE.--The half-pint measuring cup and not the ordinary tea eup is the one fo be used. REFEREXCE BOOKS 49 REFERENCE BOOKS Hosehold Mngement. Ontario Teachers' .fanua|. The Copp, Clark Co., Ltd., Toronto ..................... $0.19 Domestic ,gcence. Austin, ]. J. Lyons & Carnahan, Chicago. Vol. I .................................. 60 Vol. II ................................. 60 Prnciples of Cookig. Conley, G. American Book Co., 'ew York ........................................ 52 ttome Ecoomcs. Flagg, G. P. Little, Brown & Co., Boston. ([cClelland, Goodchild & Stewart, Toronto). .75 Lessans in Elementary Cooking. Jones, 3I. C. Boston Cooking School Maga.zine Co., Boston .............. 1.00 Fooà anà ttealth. Kinne, H., and Cooley, A. 3I. Mac- millan's, Toronto .................................. 65 Te Scool Kitcen Tert-boo¢. Lincoln, M.J. Little, Browa & Co., Boston. (McClelland, Goodchild & Stewart Toronto) ................................. 60 Fooà and Cookery. Metcalf, M. L. Industrial Education Co., Indianapolis ................................. 1.00 ttouseholà ,gcence ond Arts. Morris, . American Book Co. 'ew York .................................... 60 Tle ,gcece of ttome-mol:ig. Pirie, E. E. Scott, Fores- man & Co., Chicago ............................... 90 Elements of the Theory and Pravtice of Cookery. Yiïlliams, ]f. E., and Fisher, K. R. Macmillan's, Toronto ..... 1.00 50 }tOUSEHOLD SCIER'CE IN RURA.L SCHOOLS LESSON I: DISCUSSION OF FOODS A.Nq:) COOKING Management of the 'itchen store. Cooking bt àrt heat. Bakeà vegetable or fruit. SUBJECT-3[ATTER Foods.--The body uses food to build and repair ifs tissues, to provide heat and energy, and to regulate the body processes. Foods differ ïrom one another in their composition and in their ability fo assist the body in the performance of ifs varied functions. These differences have ]cd fo the c]a..ification of food.._- into rive groups, which are .l,oken of as the rive foo,]-stuff. or foc,,] principles. ('ooki,,g.--Whi]e some foods can be used as they occur in nature, most of them are ruade more acceptable by the application of heat. IIeat softens the structure of vege- tables and fruits, makes tcnder the tissues of meat, pre- pares starch for digestion, develops the flavour in many ïoods, and destrovs thc parasites and germs that may be I, resent. The rive food-stuffs are differentlv affected by heat--some require slow cooking, others require intense heat. Hence, it is necessary fo study cooking, in order that each food may be properly prepared. The store. A knowledge of the construction of the store and the methods wherebv heat is obtained is impera- tire if one is to be a successful cook. For all stores three things are necessary--fuel, a supply of oxygen, and a certain degree of heat. kmown as the kindling point, whereby the tire is started. The supply of oxygen is regu- ]ated by dampers and checks so arranged as fo admit or cut off the draught of air. DISCUSSION OF FOODS AND COOKIIqG 51 The creative dampers are doors or slides that corne below the tire box. When open, they adroit the entrance of air, increase thc draught, and facilitate combustion. The oven damper is a fiat plate which closes the open- ing into the chinmey flue, fo decrease the drawing of thc draught. When the oven dampcr is closed, the heat from the tire remains in the store and passes around the oven. Checks are doors or slides highcr than the fire-box, which, when open, al]ow thc c«-,Id air to pass over the tire, retarding combustion. A store is also provided with means for disposing of the ashes, soot, and the gases fornled. All parts of the store are so «rranged that t]ley may bc kept clean. (See Twcnty Lcssons in thc Care of thc llomc. Lcsson I) PP*ELIMINARY VLAN Therc should bc providcd for this lcsson (from hc homcs of the pupils or the school garden), some fruit or vcgetable in seas«m that can bc cooked by d heat. Each pupil may be able fo bring au apple or a potato. The teachcr should be sure fo bave an ovcn that can be wc]l ]leated for baking and fo bave the tire well started beforc the ]csson begins, so that the oven wi]l be ready for use. Lessons in geoaphy and nature study should be corre]ated with the cooking ]esson, o give the pupils an opportunity fo study fhe source of foods and the reasons for cooking them. 0ne of the pupils should wr[fe the recipes on fhe black- board before the lesson hour. 52 HOUSEHOLD SCIEICE IN RURAL SCHOOLS RECIPES Baked Apples Wash the apples, core them, and cut through the skin with a knife, so that the apple can expand in baking without breaking the skin. Place the apples in a baking-dish and fill each cavity wi/h sugar. Cover /he bottom of the dish wi/h water one quarter of an inch deep and bake until the apples are sort (20 to 45 minutes), basting them every 10 minutes. Place them in a serving dish and pour the juice ovcr them. Serve hot or cold. Baked Potatoes Sclect smooth potatoes of medium size, scrub carefully, and place in a baking-pan. Bake in a h6t oven from 45 minutes to one hour. When sort, break the skin fo let the steam cscapc and serve at once. IETIIOD OF WORK Discu.s very briefly the food that is fo be co«ked and the metho,l -f cooking if. I[ave as many apples or potatoes baked as there are members of the class or as the 1,aking-dish will hold. Assign ta.ks to special memhers of the ela.a As quickly as possible put the vegetalle or fruit in the oven fo bake. While the baking is in proce.., take nl a general dis- «'us.ion of foods and cookinz aud a .iecial discussion of fhe food which i being use(] and the mehd of cooking that is beinz employed. Give as thorough a lesson on the store and combustion as rime permits. Examine tle baked article and discuss lhe methods of serving if, the ime for serving, and so on. Use the finished product for the school lunch or bave if served daintily in the class. Encourage the pupils fo bring a dish o school in order o take the result.¢ of their PREPARING AND SERVING VEGETABLES 53 work home for the family meal, if a s«hool lunch is hot served or if they do hot need a lunch. Gie careful direc- .tions for washing the dishes and supervise the housework carefully. (See pages 52, 53, Household Management.) l'OT.--It may be necessary fo go on with some other recita- tion before the baking is completed, in 'hich case one member of the class should be appointed to watch the oven. Questions Used to Develop the Lesson Wha.t food bave we on hand for use to-day Does this food nced cooking Why How shall we prepare it for cooking? tIow shall we prepare the oven tIow shall we care for the fire tIow long will it be necessary to cook this food (Time the baking carefully and discuss more thoroughly at the close of the lesson.) How can we tell when it is cooked tIow shall we serve it  For what meal shall we serve it ? Of what value is it fo the body? Home assignme, t.--The irai»ils should prepare the baked dish af home and af the next lesson report, the re.ult of their work. :NOTE.--The recipes given in this Manual are prepared for normal rimes; but in everv case the Regulations of the Canada Food Board should be observed, and substitutes used wherever possible. LE'SON II: PREPARIiX'G AND SERVING %OEGETABLES Flrater and minerol raotter in vegetobles. How fo prepore ond serve uncooked vege?ables--lcttnce, cress, cabboge, etc. Cooh'ing by moist heat. How fo boil, season, and serve beet tops, turnip tops, cabbage, spronts, kale, spinach, mustord, or other vegetable greens. " 54 HOUSEHOLD SCIENCE IN RURAL SCHOOLS SUBJECT-IATTER Water.--All fluids and tissues of the body contain large quantities of water, therefore water is regarded as one of the most important food-stuffs required by the body. Practically all foods contain some water. Fresh vegetables and fruits provide the body with a high percentage of water. Water is a valuable medium for cooking. As it heats, small bubbles are formed, which continually increase in number and size, but gradually disappear. Some time before the boiling-point is reached, an occasional large bubble will rise fo the surface and disappear. The water has then reached the simmering-point, 185 °, a emperature frequently ruade use of in cooking. When many bubbles form and break, causing a commotion on the surface of the water, the boiling-point, 212 °, has been reached. Mi,zeral »atter.--Mineral marrer is a second ïood-stuff that is needed by the body, but the anmunt required is very mall. If a variety of food is used, there is generally sufficient mineral nmtter in the diet. Fruits and vege- tables, espeeially fre.¢h green vegetables, are comparatively rich in mineral mattër. Mineral matter builds up the bones and certain tissues, such as the hair, teeth, and nails, and regulates the body processes by keeping the blood and digestive fluids in proper condition. Green vegetabIes.--Green vegetables hold an important place in the diet, because they contain valuable mineral marrer. They also contain a high percentage of water and considerable cellulose. Vith few exceptions they shoulà be eaten raw, becauoe the mineral salis, being soluble, are lost in the water in which they are cooked and because the cellulose serres ifs purpose best in the crisp form. Cab- bage is rendered much more difficult of digestion by cook- PREPARING AND SER%OENG %OEGETABLES  ing. Spinach, beet reps, etc., are more palatable when cooked. The delicately flavoured vegetables should be boiled in a very small amount of water, se that they need net be drained. Thus the mineral matter will be retained when the vegetables are served. PRELI3IINARY PLAX There should be provided for the lesson (frein the bornes of the pupils or the school garden), seine fresh vegetables in season ; one that can be cooked bv boiling and one that can be served uncooked with a simple dressing. 0ne of the pupils should write the recipes on the black-board before the lesson heur. RECIPES Preparat{on of Fresh Greeq Vegetables « Y7ash the vegetables thoroughly, leaving them in cold water te ctisp, if wilted. Keep cool until ready te serve, then arrange daintily, and dress with salt, vinegar, and oil as desired, or prepare a dressing as follows: Cookcd Dress&ng  .tbsp. salt 1, tbsp. fleur 1 tsp. mustard 1 egg or yolks of 2 cggs 11, tbsp. sugar 1', tbsp. melted butter A few grains pepper  e. milk  c. vinegar Mix the dry ingredients, add the egg slightly beaten and the bu.tter and the milk. Cook over boiling water until the mixture thickens. Add the vinegar, stirring constantly. Strain and cool. IOTE.--It may be well te omit frein 4his lesson the uncooked vegetable that is served in the ferre of ,% salad and te give if af seine other rime. It is net well te a.ttempt te teach more than the pupils can toaster thoroughly. 56 HOUSEHOLD SCIENCE IN" RURAL SCHOOLS Recipe for Boiling and Seasoning Fresh Green legetables Wash the vegetables earefully and put them on fo eook tu boiling water. Delieately flavoured vegetables (spinaeh, eelery, fresh peas, etc.) will require but little water, and that should be allowed to boil away at the last. If spinaeh is stirred eonstantly, no water need be added. Starehy vegetables should be eom- pletely covered with water, and strongly flavoured vegetables (as turnips, onions, eabbage, and eauliflower) should be eooked in water at simmering temperature. After the vegetables have eooked for a few minutes, sait should be added, one teaspoonful to eaeh quart of water. Cook the vegetable until it ean be easily piereed wi.th a fork. Let the water boil away ai the last. If it is neeessary to drain, do so as soon as the vegetable is tender. Season with sait, pepper, and butter (1 A teaspoon sait, a/ teaspoon pepper, and l& tablespoon butter to each eup of vegetable). -N'OTE.--The water in which the vegetables are eooked should be saved for soui, s and sauces, as it eontaius most of the valu- able mineral marrer. IETHOD OF WORK Diuss the heating of water and apply the facts" to cooking. Have the pupils observe and describe the heating of water. If a new tin sauce-pan or other bright tin vessel is at hand in which to heat the water, the changes which take place as the temperature increases will be more readilv apparent, and the pupils will enjoy watching the process. Discuss whv one vegetable is to be cooked and another served uncooked. Emphasize the cleaning of the vegetable, ifs structure, composition, and the effect of the boiling water upon it. After the vegetable bas been put on fo cook, discuss the method of seasoning or dressing the vegetable which is to be served uncooked, and have if prepared attractively to PREPARING AND SERVING VEGETABLES 57 serve on the plates. Especial emphasis should be placed on the use and importance of fresh, green vegetables. Continue the discussion of vegetables, letting the mem- bers of the class suggest others that may be prepared as salads or cooked in the manner being illustrated, and writc the list on the black-board for the pupil. fo copy in their note-books. When the cooked vegetable is tender, have if drained, .easoned, and served, and serve the uncooked vegetable at the saine rime. When readv for serving, let the pupils arrange their plates and forks carefully, then let them all sit down except the two who pass the vegetables. Be sure that they eat carefullv and daintily. Emphasize the careful washing of the dishes, etc., as on the previous day. Questions Used to Develop the Les.n How shall we prepare out vegetables for serving? Of what value is hot water in cooking food How must the vegetable be prepared for boiling Does this vegetable contain any water Will i.t be necessary to add any more Will it be necessary to cover the sauce-pan How hot must the water be kept How tan one tell when the water is sufficiently hot tIow can we determine when the food bas cooked long enough 1 How shall we serve this vegetable How does boiling compare with baking-- In the rime needed In the matter of flavour In the amount of fuel used In the amount of work necessary Home assignment.--Practice in the boiling and the serving of vegetables. 58 HOUSEHOLD SCIENCE IX RURAL SCHOOLS LESSON III: THE YALlYE OF CARBOHYI)RATES IN THE DIET Potatovs as a source of carbohydrates. The cho4ve, cost, care, compositon,.fooà value, and cooki/ng of potatoes, bakeà squash, stearneà squash. SUBJECT-MATTER Carbo],ydrates.A third class of food-stuffs required by the body is known as the carbohydrates, or sugars and starches. This class of foods is used as fuel. for the pro- duction of heat and ener- in the bodv. Excess of carbo- hydrates may be stored in the body as fatty tissue. Potatoes.--Potatoes are a cheap source of carbo- hydrates. They are al valuable for their mineral matter and for the large quantity of water which they contain. Three fourths of the potato is water. The framework of the potato is cellulose, vhich is an indigestible carbo- hydrate material. Potatoes have onlv a small amount of cellulose, however, and they are comparatively easy of digestion. When drv and nealy, thev are nost digestible. When uoed for a meal, potatoes should be supplemented by some musde-building food, such as milk, cheese, eggs, fish, or meat. PRELIM I.'A1RY PLA  At some previous period the teacher should have dis- cussed with the pupils the use of potatoes and learned from them the different ways in which they cook them in their bornes. She should determine upon some recipes for the lesson that will increase the variety of ways in which potatoes may be served and that will improve the methods used in the homes. VALUE OF CARBOHYDRATES IN DIET 59 Each pupil should be asked fo bring one or two potatoes for the lesson. The best methods of cooking and the means of seeuring variety should be emphasized. RECIPES Mashed Potatoes 6 potatoes  c. hot milk or cream 1 tbsp. butter 1 tsp. salt Wash and pare the potatoes, boil, drain, dry, and mash (with a potato masher) in the sauce-pari in whieh .they were cooked. Beat them until very light and creamy; add hot milk, butter, and salt, and beat again, re-heat, and serve. Serves six to eight. Browned Potatoes Wash, scrub, and pare potatoes of a uniform size. Parboil for 10 minutes, then put in a dripping-pan with the meat or on a rack in a baking-pan. Baste with fat every 10 minutes, when the meat is basted. Allow about 40 minutes for the potatoes to cook. EXPERIMENT TO SHOW THE PRESE,;CE OF STARCH IN POTATOES Scrub and pare a potato. Examine a rhin cross-section. Grate the potato. Remove .the coarse, shredded portion. Examine. Examine the liquid end note any sediment. Heat the liquid and stir until boiling. How bas it changed? Examine the portion of the grater. How bas the colour changed ? Why? Baked Squasl Wipe the shell of the squash, eut if into pieces for serving, remove the seeds and strin- portion, place in a dripping-pan, and bake in a slow oven for three quarters of an hour (until tender). Serve at once. 60 HOUSEItOLD SCIENCE IN RURAL SCHOOLS 8teameà Squash Prepare the squash as for baking, put in a steamer over boil- ing :ater, and cook for 30 minutes or until soft. Then scrape the squash from the shell, mash, and season with butter, sait, and pepper. METIIOD OF W0aK Discuss the composition and structure of the potato. Iead over and discuss the reeipes that are fo be used. 3Iake assignments of work. After the potatoës have been put on to eook, have the cla examine a raw potato, following the directions given.* If one of the recipes requires the use of the oven, be careful to have the potatoes for it prepared first an# as quickly as possible. It mav be neeessarv fo proceed with another class, assigninff one pupil fo take charge of the bakinff. pecial attention sbould be given fo the eareful servinz of the potatoes. Home as.,ignmenf.--Before the next lesson, each pupil .hould be able fo report that she has cooked potatoes at home, using the reeipes learned in ela... LESSON IV: FRUITS ARD VEGETA]LES Food value and tse of fruits, tT, easons and rules for eaqming. ltow to van and se such vegetables as beets, beans, tomatoes, and carrots, and such fruits as figs, grapes, apples, and peavhes. The àrying of fruits and vegetables. SCBJECT--MATTER Fruits impart palatability and flavour fo other foods and exercise a favourable influence upon the digestive " Squash is another vegetab]e eontaining a high pereentage of earbohydrate. The reeipe for squash ean be used at this rime or in some other lesson. FRUITS AND YEGETABLES 61 organs, though heir food value is low. They contain a high percentage oï water and only a small percentage of nutrients. Most ïruits are eaten raw and are exceedingly valuable fo the body because oï the ïresh acids they con- tain. Cooking soïtens the cellulose of the ïruit and, there- fore, renders some fruits more easy of digestion. The cooking of ïruit is of value chiefly ïor the purpose oï preservation. Tlte drySg of fruits.--Fruits are dried so that they may be preserved ïor use. Bacteria and moulds, which cau the decay of ïruits, need moisture for development and growth. Iï the moisture is evaporated, the fruits will keep almost indefinitely. Fruits and vegetables can be easily and inexpensively dried. When dried ïruits are to be used ïor the table, they must be washed thoroughly and soaked for several hours, or overnight, in Water, so as fo restore fo them s much water as possible. They should be cooked, until soft. in the saine water in w.hich they are soaked. ('annng and. preserrtg.--Other methods of preserva- tion are desirable, in order that vegetables and fruits be ruade of value for a longer period of rime than through their ripening season. Canning is one of the methods nost commonly employed in the home, being both easy and satisfactory. Fruit which is fo be canned is first sterilized by boiling or steam]ng, in order fo destroy all germs and spores. This can be adequately accomplished by boiling for twentv minutes, but a shorter rime is some- rimes sufiïcient. In order fo ensure complete success, all germs must also be destroyed on the cans and on everv- thing whi«.h cornes in contact with the food. This will be effected by boi|ing or steaming for twentv miroites. The jars, covers, dipper, and funnel shou|d ali be p|aced 62 tIOUSEHOLD SCIENCE IN RURAL SCHOOLS in cold water, heated until the water cornes fo the boiling- point, boiled rive minutes, and left in the water until just before sealing. As for the rubbers, it will be sufficient to dip them into the boiling water. After the fruit has been put into the can, it must be sealed so that if is perfectly air-tight. In order to do this, it is necessal 5" to have good covers, with new, pliable rubbers, and fo see fo it that they fit fightly. 3en the jar is to be filled, it should be placed on a board or wooden table, or on a cloth wrung out of hot water, and should be filled fo overflowing. Suzar is hot essential fo sterilization and is used only fo improve the flavour. :Both fruits and vegetables can be canned without sugar. IIowever. fruits canned with a large amount of sugar do not spoil readily, for germs develop slowly in a thick syrup. Metl ods of tan n ing.--The simplest method of canning is the " Open-kettle 5lethod" employed for small, watery fruit.% such as berries, grapes, tomatoes, etc. The fruit is boiled in an open kettle (which permits of the evaporation of some of the water in the fruit) and transferred at once fo a sterilized jar, which is immediatelv sealed. Another and saler method, which secures more com- plete sterilization without serious change of flavour in the fruit, is that known as the "' Cold-pack 5Iethod ". After being transferred fo the cans. Che vegetable or fruit is subjected fo an additional period of heating of consider- able lenh, or fo three periods of briefer length on three successive davs. If the three periods of sterilization are used, the process is kmown as the "Inlernittent Method ". The Single Process Method is described in the recipe. for canned beets. The Intermittent Process proves more satisfactor), for canned beans. FRUIT, A.'D YE(ETAtLES 63 PRELIMINTARY PLAN The teacher should asccrtain what fruits and vegetables are most abundant and select for canning those that the class can provide. Each pupil should be asked fo bring some vegetable or fruit, some granulated sugar, and a jar in which fo can ber fruit. If the school does not possess enough kettles or sauce-pans in which to do the cooking, they may be bor- rowed from the homes. Only one fruit or one vegetable should be taken up af a rime, for the preparation necessarily varies slightly, and the different methods will prove confusing. If is not neces- sary fo confine the choice of fruits and vegetables fo those nentioned in the recipes included here. The teacher will find if better fo base her instruction on the products of the particular rime and place. The principles of canning should be taken up at some other period, if possible, in order that the cooking lesson may be devoted entirely fo the practical work. RECIPES Canneà Tornatoes (Open-kettle Me.thod) Scald and peel the tomatoes. Boil gently for 20 minutes. Sterilize the jars, covers, and rubbers. Stand the jars on a cloth in a pari of hot water or on a board or wooden table. Fill the jars with hot tomatoes, being careful fo fil to overflowing and fo expel all air bubbles from the jar. Adjust the rubbers and cover.. Seal and allow to cool. Test, label, and met away i a cool, dry dark place. 64 HOUSEHOLD SCIENCE IX RURAL SCHOOLS (Cold-paek Method) Seald in water hot enough to loosen the skins. Plunge quiekly in cold water and remove the skins. Pack whole or in pieces in tho jars. Fill tho jars with tomatoes only. Add 1 level tea- spoonful of salt fo each quart. Place the rubber and cover in position. Partially seal, but hot tigh.tly. Place the jars on a rack in  boiler. Pour sufficient warm water into the boiler fo corne half-way up tho jars. Place the filled jars on the rack so as hot to ,touch ono another, and pack the spaces between them with cotton, to prevent the jars striking when the water boils. Sterilize for 22 minutes after the water begins to boil. Remove the ars from the boiler. Tighten the covers. Invert to cool, and test the joints. Wrap tho jars in paper to prevent bleaching and store in  cool, dry, dark place. This method of cooking is also called " Tho Hot Water Bath". Canned Grapes (Open-kettle Iethod) 6 qt. grapes 1 qt. sugar  e. water Pick over, wash, drain, and remove the stems from the grapes. Separate the pulp from the skins. Cook the pulp 5 minutes and then rub through a sieve that is fine enough to hold baek the seeds. Put the water, skins, and pulp into the preserving kettle and heat slowly fo the boiling-point. Skim the fruit and then add the sugar. Bot] ]5 minutes. Put in.fo jars as directed. Sweet grapes may be canned with less sugar; very sour grapes will require more sugar. Canned Peaches Choose Erre, so]id fruit. Sca]d long enough to loosen the skins. Peel and eut in halves. If clingstone peaches are used, they may be canned whole. Pack tho fruit into sterilized jars, fill with boiling syrup (1 c. sugar to 1½ c. water). Then put on the covers loosely and place on wooden racks in the boiler. 8teri]ize in hot water bath for 20 minutes. Remove the jars and tighten the covers. Invert fo cool and test .the joints. XVrap the jars in paper fo prevent bleaching; then store. FRUITS A.N'D OEGETABLES 65 Canned Beets (Single Process) Vash the beets and boil them un.til they are nearly tender and the skins corne off easily. Remove the skins and carefully pack the bcets in a jar. Cover with boiling water, to which one tablespoonful of salt is added for each quart, and put the cover on .the jar, but do hOt fasten it down. Place the jar on a rack or a folded cloth in a large kettle that can be closcly covered. Pour enough water into the kettlc fo reach within two inches of the top of the jar, cover the kettle, bring the water fo the boiling- point, and boil from one and one-half to two hours. As the water around the jar boils down, replenish with boiling water, never with cold. Remove the jars and tighten the covers. Invert to cool, and test the joints. Wrap the jars in paper to prevent bleaching; then store. NOTE.--In eanning beets, if vinegar is added fo the water in the proportion of one part vinegar to four parts wter, the natural bright eolour will be retained. Canned String Beans and Peas (Intermittent Method) Can on the saine day that the vegetables are picked. Blanch in boiling water from 2 to 5 minutes. Remove, and plunge into cold water. Paek in sterilized jars. Add boiling water to fill the ereviees. Add 1 level teaspoonïul of sait to eaeh quart. Place rubbers and eovers in position. Set the jars on the raek in the boiler and bring gradually to boiling heat. At the end of an hour's boiling, remove the jars from the boiler. Tighten the clamps or rims and set the jars aside fo cool until the following day. Do hOt let the vegetables cool off in the boiler, as this results in over-eooking. On the second day, loosen the elamps or unserew the riras, place the jars in warm water, heat again to boiling temperature, and boil for an bout; then remove them again. On the third day, repeat the hour's boiling, as on the preeeding day. Crn may be canned suecess'fully in the saine way. 66 HOUSEHOLD SCIENCE IN RURAL SCHOOLS Dried Corn Pick the eorn early in the morning. Immediately husk, silk, and eut the corn from the eob. Sprcad in a very thin layer on a board, cover with mosquito netting which is kept sufficiently elevtcd so that it will hot corne in contact with the corn, place in the hot sun, and leave all day. Bcfore the dcw begins fo fall, take it into the bouse and place in an oven tha.t is slightly warm. Leave in the oven overnight and place out in the sun again the next day. Repeat this process until absolutely dry. ,çtring Beams String beans are hung up to dry and kept for winter use. ]IETHOD OF WOtLK If possible, let each pupil can a jar of vegetables or fruit for her own home. If the class is large, let the pupils work in groups of two or three. Begin the le.son with a very brief discussion of how fo prepare fruit for canning. Let the pupils proceed with the practical work as quickly as possible. Demonstrate the method of filling and sealing the jars. Assign the care of the jars and the intermittent can- ning on succeeding days fo members of the class, and hold them responsih]e for the completion of the work. The drying of some vegetables can be undertaken af school, and carefullv followed from dav fo day. If will furnish the pupils witb an interesting problem. LESSON V: FATS--OEGETABLESontinued Prcparatlon of white sauce to serve with «,cgctables. How to boil, season, and serve s-uch vegetables as lima or butter beans, string beans, on¢ons, eabbage, corn, beets, turnips, or carrots. FATS--VEGETABLES 67 SUBJECT-MATTER Fats.--Butter belongs to the class of food-stuffs known as fats. ]t increases the fuel value of those dishes to which itis added. Fais supply heat and energy fo the body in a concen- trated form. For this reason they should be used in a limited quantity. Fais undergo several changes during the process of digestion, and the excessive use of them interfercs with the digestion of other foods and throws a large amount of work upon the digestive organs. Cooked fais are more difiïcult of digestion than uncooked fais, and other foods cooked with hot fat are rendered more difficult fo digest. Vegetables.--'egetables should be used when in sea- son, as they are always best and cheapest then. They are better kept in a cold, dry, and dark place. If the vegetables contain starch or tough cellulose, they will require cooking; as raw starch is indigestible, and the harsh cellulose may be too irritating fo the digestive tract. In old or exceedingly large vegetables the cellulose may be very tough; hence a long period of cooking is necessary. They should be cooked only until they are tender. Longer cooking may destroy the flavour, render the vegetables difficult of digestion, and cause the colour fo change. In very young vegetables the cellulose is delicate and, if young vegetables do hot contain much starch, they may be eaten raw. When cooked vegetables are served, they are usually seasoned and dressed with butter (for one cu l) of vegetables use 1 teaspoonful of sali, 1/ teaspoonful of pepper, and 1 tablespoonful of fat), or a sauce is prepared fo serve with them. {58 HOUSEHOLD SCIENCE IN RURAL SCHOOL8 PRELIMINAIY PLAN It may be well fo bave a preliminary lesson devoted fo • -imp]e experiments with flour, liquid, and fat, in order fo dctermine the best method of combining the ingrcdients in the white sauce. ]Io,ever, if the lesson period is of suffi- tient length, a few of the experiments may be performed in connection with it. There should be provided for the lesson some vegetablc that is improved by serving with white sauce, and suffi- cient mi]k, butter or other fat, flour, and salt ïor the sauce and the experiments. Discu.¢s with the pupils the fat that is used in their homes, in order fo know what is available.- The recipes should be written on the black-board before the lesson hour. RECIPES 8tewed Onio.ns 1 qt. onions 2 tbsp. butter White pepper / tsp. salt Peel the onions under eold water. Cover with boiling water, add sait, and sir.r.er until tender. Drain and serve with one cup of white sauce; or omit the sauce and serve seasoned with butter and pepper. Serres six. Cabbage Cu the cabbage into quarters and soak one-half hour in cold salt water to draw out any insects. Chop or shred, cover with boi|- ing water, add salt, nd sir-,mer until tender. Drain, and serve with butter, salt, and pepper, or with a sauce. Scrape the carrots and cut ther. into large diee or slices. Add boiling water and boil uniil tender (fror. 30 to 45 r-inutes). Drain, and season with butter, salt, and pepper, or serve with white sauce. FRUITS--VEGETABLES 69 8trn Beans String the beans, if neeessary, and eut into pieces. Boil in salted water until tender. Season with butter, salt, and pepper, and serve hot. Salt pork may be boiled with the beans, to give them an added flavour. EXPEFIME'TS I.%" USLG STARCH FOR THICKE'I'G (Any powdered starch may be used) 1. Boil ¼ cup of water in a s-mail sauce-pan. q61e boiling, stir into it 1,Zoe tsp. of cornstarch and let it boil one minute. Observe the result. Break open a lump and examine it. 2. Mix 1 tsp. of cornstarch with 2 tsp. of cold water and stir into  cup of boiling water. Note the result. 3. Mix 1 tsp. of cornstarch with 2 tsp. of sugar and stir into 1,6 cup of boiling water. Note the result. 4. Mix 1 tsp. of cornstarch with 2 tsp. of melted fat in a small sauce-pan and stir into it lA cup of boiling water. Note the result. CONCLUSIONS BASED ON THE FOREGOING EXPERIMEI'TS 1. Stareh granules must be separated before being used to thieken a liquid: (1) By adding a double quantity of eold liquid, (2) By adding a double quantity of sugar, (3) By adding a double quantity of melted fat. 2. The liquid whieh-is being thiekened must be eonstantly stirred, to distribute evenly the stareh grains until they are eooked. White Sauce 2 tbsp. butter or other fat 1 c. milk 2 tbsp. flour / tsp. salt Us tsp. pepper (Sufficient for 1 pint vegetables) ]Ielt the butter, add the flour, and stir over the tire until frothy. Add the milk and stir constantly until it thickens. Stir in the seasonings. lXOTE.--Vegetable water may be substituted for part of the milk. Hh 70 HOUSEtIOLD SCIENCE IN RURAL SCIIOOLS ]IETItOD OF WOItK leview the facts on boiling vegetables learned in the previous lesson. Let the pupils put water on fo boil and prepare a vegetable for cooking. If experiments are fo be ruade, they can be performed while the vegctable is cook- ing. If the experiments have been ruade previously, they can be reviewed in discussion af this rime. Prepare a white sauce by dcmonstration, using the method which seems most practical. Have the vegetables drained, dried, and added fo the white sauce. When well-heated, serve. Questions Used to Develop the Lesson What facts regarding the boiling of vegetables did we learn in the last lesson Does the vegotable that we are to cook to-day differ in any marked way from those we cooked before Should we follow the saine rule in cooking it Should we add the flour directly to the cold milk To the hot milk How shall we combine the white sauce With what other vegotables can white sauce be used Home «ssi, gnment.--Each pupil should prepare some vegetable and serve if with white sauce, before the next ]esson. LESSON VI ." CEREALS Kimds, vomposition, care, and gneral rules for vooking cereals. Oatrneal, cracked wheat, corn-meal porrdge, rîce. Fruits to serve with cereal--stewed" prunes, stewed apples, or apple SUBJECT-I ATTER The terre "cereals" is applied fo the cultivated grasses rice, wheat, corn, rye, oats, and buckwheat. They arc widely grown throughout the temperate zone and are pre- pared in various ïorms for use as food. Cereals contain a CEREALS 71 high percentage of starch and a low percentage or water. with varying proportions of minerai marrer and fat. In addition fo the four food-stuffs already studied, cereals contain a small anaount of another food-stuff known as protein--a muscle-building material. For tàe most part, the cereals contain a large amount of bellulose, which is broken up during the process of preparation for market and requires long cooking beforê being ready ïor use bv the bodv. The digestibility of the cereals depends upon the amount of cellulose which they contain and thê thorough- ness of the cooking. Cêreals are palatable, and they are aluable, becausê in cooking they can be blenflefl in various wavs with other substances. They are beneficial also to the body, because their cellulose acts meehanically on the digestive organs by stimulating them fo action. Cereals are ruade nmrê attractive by serving with ïresh or cooked fruit. PRELI3I[NAIIY PLA_N" The oereals should be disous.ed in a nature studv or geography lesson, and two ,r three kinds that are in emn- nmn use should be brought from holne bv the pupils. Il" eereals are hot genêrally use,l as breakïast f,ods, the less, m mav be a means of introdueing them. .%mm lmpils should bring a little milk and sugar, fo serve with the eooked eereal. Apples or prunes should be brought, fo eook and serve with the eeroal. RECIPES Oatmeal 3 c. boiling water  c. oatmeal  tsp. salt Add tlao oatmeal slowly fo boiling salted water. Boil for 10 minutes, stirring constantly, then cook slowly, preferably over water, at least one and one-half hours longer; the ttavour is developed by longer cooking. Serves six. 6 72 HOUSEHOLD SCIENCE IN RURAL SCHOOLS Cracked Wheat Follow the recipe for oatmeal, using "A c. of cracked wheat. Carn-meal Porridgc 4 c. boiling water sA c. corn-meal • 1 tsp. sait Add the corn-mcal slowly to boiling salted water. ]oil for 10 minutes, stirring constantly, then cook slowly for thrce hours longer, prcfcrably over wuter. Serres six to eight. Boilcd t:icc 3 qt. boiling water 1 c. rice 2 tsp. sait Pick he rice over carefully and wash thoroughly. Add it to the boiling salted water so gradually that it will hOt stop boiling. Parly cover and cook for 20 minutes, or until the grains are sort; turn into a colander, and pour cold water through it, drain, dry, and re-heat in u hot oven wih door open. Serve hot as u vegetablc or as a simple dessert wih cream and sugar. Serres six to eight. ,çtewed Prtnes ½ lb. prunes. 1 qt. cold water $Vash the prunes in two or three waters; then soak them in cold water for several hours, l=Ieat them in the water in which ¢hey are soaked and simmer until tender (an hour or more). Serres six to eight. fO small apples Stewed Apples sA c. water  e. sugar Cook the sugar and water together until it boils. Wash, pare, and eut the apples into quarters; cote, and sliee tho quartors lengthwise into /-inch slices; put the apple slices into hoiling syrup and cook slowly uniil ?ender. Remove from ihe s)rup at once and let the syrup boil down to thicken. CLASSIFICATION OF FOODS 73 4pple ,Sauce 10 small applés ½ e. sugar  e. water Wipe, quarter, cote, and pare sour apples; add the water and eook uatil the apples begi to soften; add the s