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v.9
A Hou-ehold Manaffement pupil in uniform
()NTARIO
TECI-IER,q' ,XlANUALS
AUTHORIZED BY THE MINISTER oF EDUCATION
TORONTO
TI4E COPP, CLARK COMPANY. LIMITED
{'(II'Rlf;IlI", ('ANAI».t. I91r, IW
THI -[INI.TEI F EI)U('ATII}N FOR ()NTAIll)
CONTENTS
PAGE
COURSE OF STUDY--DETAILS ......................... 1
CHAPTER I
Introduction ...................................... 5
Correlation with Other School Subjects ............. 7
Rooms ............................................ 9
Equipment ........................................ 12
Tables, seats, racks, sinks, class cupboard, stores,
black-boards, illustrative material, book-case,
utensils ..................................... 23
Equipment for Twenty-four Pupils .................. 23
Class table, sink and walls, general cupboard
equipment, kitchen linen, cleaning cupboard,
laundry equipment, dining-room equipment.
miscellaneous ............................... 28
Equipment for Ordinary Class-rooms ................ 28
Equipment, Packing-box ............................ 30
For Class ..................................... 31
Individual Equipment for Six Pupils ............ 32
C HA.PTER II ,
Suggestions for Class Management .................. 33
Teachers' Preparation .......................... 33
Number in Class .............................. 33
Uniforms. etc .................................. 33
Discipline ..................................... 34
Division of Periods ............................ 35
Assignment of Work ........................... 36
Supplies ...................................... 37
Practice Work at Home ........................ 37
Suggestions. General ............................... 38
Suggestions for Schools with Limited or no Equipment 39
C|LkPTER III. FOR.[ III: JU.xIOR GRADE
Correlations ...................................... 42
Arithmetic. geography, nature study, hygiene.
physical training, composition, spelling, manual
training, art, sewing ......................... 45
CHAPTER IV. FoRI III: SET,IOR GRADE
Scope of Household Management ................... 46
Equipment. Uniform, etc., Survey of ................ 47
Equipment, Use of ................................. 48
ri HOUSEHOLD MANAGEMENT
CH.«PTE IV. Fomi III: SE.'JOP, GR.DE--Coztinued PAVE
Cleaning, Development of a Lesson on
Meaning of Cleaning .......................... 49
Methods of Cleaning ........................... 49
Common Household Cleansing Agents .......... 50
Black-board Outline ........................... 51
Dish Washing ................................. 52
Table Cleaning ................................ 53
Sink Cleaning ................................. 54
Dusting ....................................... 54
Measures and Recipes
Measures ...................................... 55
Equivalent Measures and Weights, Table of ...... 58
hleasuring, Plan of Lesson on .................. 58
Time limit, preparation, development, prac-
tical work to apply measuring, serving,
note-taking, housekeeping, recipe for cocoa 62
Recipes ......................................... 62
CHAPTER V. FOR,I III: SE'«o (R.*,DE (Continued)
Cookery
hleaning of Cooking ........................... 64
Reasons for Cooking Food ..................... 64
Kinds of Heat Used ........................... 64
Different Ways of Applying Dry Heat .......... 64
Different Ways of Applying Moist Heat ......... 64
Thermometer, Lesson on ....................... 65
Boiling Carrots, Plan of Lesson on ............. 68
Aire, rime limit, prelaaration for practical
work; practical work: development of the
ideas of boiling as a method of cooking;
serving, housekeeping, recipe in detail .... 70
Simmering Apples, Plan of Lesson on .......... 70
Introduction, discussion of recipe, practical
work, development of ideas of simmering:
serviug, housekeeping, recipe (individual) 72
Methods of Cooking: Details ................... 7
Boiling ................................... 73
Simmering ................................ 74
Steaming .................................. 74
Steeping .................................. 75
Toasting .................................. 76
Broiling .................................. 76
Pan-broiling ............................... 77
Sautéing .................................. 78
Baking ................................... 78
Frying .................................... 79
CONTENTS vil
CHAPTER V. FORM III: SE.Xlon GRAvE--Continucd PAGE
Left-overs, Suggestions for the Use of .......... 82
Bread, cake, meat, fish, eggs, cheese, vege-
tables, canned fruit ...................... 84
Beverages ..................................... 84
Meaning of Beverages ..................... 84
Kinds of Beverages ....................... 85
Tea, coffee, cocoa, chocolate ................ 86
Table Setting .................................
Table Manners ................................ 90
CI-IAPTER VI. FOR.X IV: Jv.oa GRADE
Kitchen Fire, The ................................. 92
Requirements ................................. 93
Heat, oxygen, fuels ........................ 96
Kitchen Store, The ................................ 96
Fireless Cooker, The .............................. 99
Principles of Fireless Cooker ................... 100
Reasons for Use of Fireless Cooker ............ 100
Ways of Using Fieless Cooker ................. 100
Home-ruade Fireless Cooker, A ..................... 101
CHAPTER VII. FoR)t IV: Juon Gn.DE (Continued)
Food, Study of .................................... 103
Uses of Food .................................. 103
Necessary Substances in Food .................. 105
Sources of Food ............................... 106
Common Foods, Study of ...................... 106
Milk ...................................... 107
Eggs ...................................... 110
Vegetable Food, Study of ...................... 114
Comparative food value of different parts of
plants ................................... 119
Green vegetables, root vegetables and
tubers, ripe seeds (peas, beans, and
lentils) ............................. 120
Vegetables. General Rules for Cooking .......... 122
Fruit, General Rules for Cooking ............... 123
Fresh Fruit ............................... 123
Dried Fruit ............................... 123
Starch, Use of, to Thicken Liquids ............. 124
Flour, Use of. to Thicken Liquids .............. 125
Cream of Vegetable Soups ...................... 126
Principles of Cream Soups ..................... 126
Seeds. Outline of Lesson on Cooking ............ 127
Cereals ................................... 127
Legumes: Peas, Beans, Lentils ............. 128
Nuts ...................................... 128
viii HOUSEHOLD MANAGEMENT
('HAPTER VII. FORI IV: Jty'IOR GR XDE--Cotiued P x6E
Salads ........................................ 129
Ingredients of Salads ...................... 129
Food Values of Salads ..................... 129
Preparation of Ingredients ................. 130
Dressings for Salads ....................... 130
Minerai Food, Study of ........................ 131
Summary of Sources of Mineral Foods ...... 133
Diet .............................................. 133
Reference Table of Food Constituents ........... 134
Water, minerai marrer, protein, sugar, starch,
fat ...................................... 134
Preparing and Serving Meals: Rules ............... 136
CHAPTER VIII. FORM IV: J''1Oa GRADE (Continued)
House. Care of the ................................. 138
Bed-room, Directions for Care of ............... 138
Sweeping, Directions for ....................... 139
Dusting, Directions for ........................ 140
lIetals, Care and Cleaning of ................... 140
Iron or steel, tin, granite and enamel ware,
aluminium, zinc, galvanized iron, copper or
brass, silver, recipe for silver polish ...... 144
CHAPTEa IX. For..[ IV: JUSIOR GRADE (Continued)
Laundry Work .................................... 145
White Cotton and Linen Clothes, Lesson on
Washing .................................... 145
Materials--water. alkalies, soap, soap sub-
stitutes or adjuncts, blueing, starch ...... 149
Preparation for Washing .................. 150
Process of Washing ....................... 151
Removal of Stains ......................... 152
Woollens, Outline of Lessons on Washing ....... 153
Experiments with Cloth Made of Wood Fibre 154
Points in Washing Woollens ................ 156
Steps in Washing Woollens ................ 156
CHAI>TER X. FORI IV: SE-;IOR GRADE
Foods ............................................ 157
Food. Preservation of ......................... 158
Bacteria .................................. 158
Canning .................................. 160
Jams and Preserves ....................... 163
JeIly ...................................... 164
Pickling .................................. 165
CONTENTS ix
CHAPTER XI. Fonxt IV: SE.XOn GRADE (Continued) PA6E
Cookery .......................................... 166
Flour. Outline of Lesson on .................... 166
Sources of flour, kinds of flour ruade from
wheat, composition of white flour, kinds of
wheat flour, tests for bread flour .......... 16_7
Flour Mixtures, Outline of Series of Lessons on .. 168
Meaning of flour mixtures, kinds of flour
mixtures, methods of mixing flour mix-
tures, framework of flour mixtures, light-
ening agents used in flour mixtures ...... 169
Experiments .............................. 170
Baking-powder ............................ 170
Cake making .................................. 171
Classes of cake, directions for making cake,
rules for mixing cake, directions for baking
cake .................................... 173
Recipe for Basic Cake ......................... 174
Variations of Recipe for Basic Cake ............ 174
Spice cake, nut cake, fruit cake, chocolate
cake .................................... 174
Recipe for Basic Biscuits ...................... 175
Variations of Recipe for Basic Biscuits ......... 175
Sweet biscuit, fruit biscuit, scones, fruit
scones, short cake for fruit, dumplings for
stew, steamed fruit pudding .............. 175
Bread Making ................................. 176
Yeast, Outline of Lessons on ............... 177
Bread Making, Practical ....................... 179
Ingredients of plain bread, amount of in-
gredients for one small loaf, process in
making bread ........................... 180
Breads, Fancy ................................ 180
Bread-mixer, Tle .............................. 182
Pastry ........................................ 183
Pastry, outline of lesson on--ingredients... 184
Notes on flour, fat, water; lightening
agents used in pastry; kinds of pastry;
amount of ingredients for plain pastry
for one pie .......................... 184
CHAPTER XII. FORSI IV: SENIOR G,gADE (Continued)
Meat ............................................. 186
Names of Meat ................................ 187
Parts of Meat ................................. 188
Composition of Fat ............................ 188
Composition of Bone ........................... 188
Composition of Muscle ......................... 190
X I-IOUSEHO LD MANAGEMENT
CIAPEa XII. FO. IV: SENIOP. Ge..)E--Continued ]'A6
Meat Experiments ............................ 191
Selection of Meat .............................. 192
Care of Meat .................................. 193
General Ways of Preparing Meat ............... 193
Notes on Tough Meat .......................... 193
Digestibility of Meat .......................... 195
General Rules for Cooking Meat ................ 195
Baking. broiling, boiling, stewing, beef juice. 199
Fish
Points of Difference Betwêen Fish and Ordinary
5Iêat ....................................... 199
Kinds of Fish ................................. 200
Selection of Fish .............................. 200
Cooking of Fish ............................... 200
Gelatine .......................................... 200
Source ....................................... 201
Commercial Forms ............................ 201
Properties .................................... 201
Steps in Dissolving ............................ 201
Value in Diet ................................. 202
Ways of Using ................................ 202
Frozen Dishes ..................................... 203
Value ......................................... 203
Kinds ........................................ 203
Watêr icê, fraDé, sherbet, icê cream, plain
ice cream, mousse ....................... 203
Practical Work ................................ 204
Freezing, packing, moulding ............... 204
Planning of Meals ................................. 205
Cn.PTP, XIII. FolI IV: SE-IoB G-E (Continued)
Infant Feeding .................................... 205
Modified Milk, Recipe for ...................... 209
Pasteurizing Milk, Directions for ............... 209
Bottles, Care of ..., ............................ 210
Food, Care of ................................. 210
Feeding, Schedule for .......................... 211
CHPTER XIV. FoP,3I IV: SE.X'IOR GP. XDE (Continued)
Household Sanitation .............................. 212
Means of Bacteria Entering the Body ........... 212
Common Disease-producing Bacteria ........... 213
Methods of Sanitation ......................... 214
Disposal of Waste in Villages and Rural Districts 215
Methods of Disinfecting ....................... 215
CONTENTS xi
CEI.kPTR XIV. Fo:.x[ IV: SEXl«»t Gr.ADÇ--Continucd PAGE
Home Nursing .................................... 216
Sick Room. The ............................... 216
Location. furniture, ventilation, care ....... 216
Disinfecting, Methods of ...................... 218
Patient, The .................................. 218
Care of the bed. and diet ................... 218
Poultices ...................................... 221
Fomentations ...................... .......... 222
IBLIOGRAPHY
Home. The ........................................ 223
Science and Sanitation ............................ 223
Food and Dietetics ................................ 223
Cooking and Serving .............................. 224
Laundry Work .................................... 224
Home Nursing .................................... 225
Economics ........................................ 225
Magazines ........................................ 225
PUBLIC AND SEPARATE S('I[[L
COURSE )F STUDY
DETAILS
FOl13I III: .IUNI[}II
I[ILLS OF I[OU8EIIOLD SI-PI'LIES :
Furniture, bed and table linen, material for clothing
Fuel, meat. milk. groceries
Weeklv or m,mthlv exlwnses «,f an aerage lmusehohl
('.mparis«m of home and store cost «,f eooked food,
su,.h as cake. I, rea,1, meat, eanned fruit.
St'm'Es oi, I IOUSEtlOI D /,[ATERIALS :
Fuel
Tituber for buihling, and furni/urc
{'otf«,n, lichen, w«ollen, paper, china
('tmtm.n ,gr,,«eries. su«b as sait. su.ar, spiees, tea,
eoffee, c«}(.«a, ebeee, butter, eer«.als
('leansigagents, sm.h as e«,al-«,il, gasolene, turpen-
tine, whiting, baflfiwick,
MAN'I'FA«'TURE «F II[HEII[LD )[ATERIAL:
('ott«,n, linen, woollens, paper
Sali, sugar, tea. e«ffee, e«e«a, eheese, ])utter, cereals.
KIT['IIEN AXI EQvIPMENT:
Arrangement of a eonvenient kilehen
Yecessarv utensils.
1
2 IlOUSEHOLD IIANAGEM ENT
F(}L'M !I[: EXI(}I (IIADE
'LEANING :
l':h.mentarv princild,'s «,f cleaniug
Praetiee in eleaning dishes, lai,les, sinks, towels.
'OOKERY :
Table «,f «««,kiug nl,.astm.m,.nts
A re,.ipe (parts, steps in following)
lb.astres f«,r «.«,oking f««,d ; khuls «,f ]wat used ; meth««ls
l'ra«ti,.e in makin simple dishes of one main in-
gredient.
EIgVI N(
Seltin/hc laide
Table service and manners.
F(IgII [\': JUNIOR GRADE
"l'nE K.rr-nEX F:
Rcquirements of a tire
l'«,m],arative merits «,f fu,.ls
(',mstru,.tim and tare of a practical store.
N'I'['IY OF F«oDS:
l'se ,f f, md tç, the l»dv
Necessarv e]emcn[s in
'empositi¢m of the eollinlol foo,ls, excepting meat
and fih.
(-'oOKERY :
Pra«.th.e ]essons m prcparin a nd c,oking t]e «mnmon
f,,ads. (milk. e7z». meat. fish. fruit, vegctab]es)
('o«,king and serring a simple 1,rcakfast and a
luncheon.
COURSE OF STUDY 3
(!ARE OF THE I|OrSE:
I{eview of methods of elealdng taken iii Forln III
('leaning and tare of household metals
Sweeping and dusting
('are of a bed-room.
LAt'gl)y,Y \VoK :
Necessary matCiais and the a[.ti[,n of each
Process in wa.hing whitc ,-hthes.
NoTE.--These subjects are intended to be taught simply (hot
technically). In schools where there is no laundry
equipment, the order of work may be developed in
class and the practice carried on at home.
F(RM IV: SENI(R (;RADE
PIiE.EIIVATION OF Fool»:
Causes of decay, prilwiplcs and mcthods of preserva-
tion
Practice in eanning.
('OOKERY :
Praetice lessons fo rcview co«,kin7common foods
Flour (kinds, composition of white flour) ; flour mix-
tures (kinds, met]lods of lnixing, ]ightenin.,_,
agents)
Practice in makinz bread and cake
Practice in «.ooking moat
('ooking and serving a simple home dinner af a fixed
cost.
Conlposition of meat and fish
Planning meals so as to obtain a broad balance of food
elements.
4 HOUSEHOLD MANAGE]IENT
] NFANT FEEDING "
Pr.por f,»-d; pasteurizing milk
l'are ,,f I»,ttles ami fo«,d
S«hedule f«,r feedinz
1 I»(',EIIoLI» S I.NIT I.TION :
Disposal of waste
Principles and metho,ls of sterilizing and disinfect-
ing.
]-OME -URSING :
Two simple le.sons fo include the following:
1. The si(-k-rr,.m (location, size. ventilation, eare)
2. Care of patient's bed, and diet
3. Making of mustard and other simple poultices.
NOTE.--Where no equlpment has been provided, a large doll
and doll's bed will serve.
LçuNttY 'OK :
Washing of woollens (th processes).
HOUSEHOLD MANAGEMENT
(IIAP'I'EI f
INTRODUCTION
"[NTIL a oomparative]y recent peri-d, edu(.ation was re-
vardcd lnaitth as a lllCallN Of traininVthe intellect, but
this eoneeptiol of edu<.ation is llf)W c.ntsidered incomp]cto
and inadequate. Our ideas «,f the purl,,Se «,f s«.h.«,ls are
hecoming I»roader, ald we have d«,.id«.d that n«,t only the
mental nature. Irai ail the «.hihl's a«.tivities and interests,
should be givelU dire«.ti,,u I,v moans ,»f the traininff gien
in our s,.h,.,ls. XV«. 1,.lit,ve als,, that these a.tiviti(.s an,!
i.ter«st «an t,e used te a«hanbtX
development.
II,,us(.hohl Managment aires te eduoate in this way,
l,v directing the mind te ideas («,nnected with the home
and l,v trainitg the mus,.les t,, l)crfi,rm h,,useh,,hl duties.
Though dvomed essentially pra«tioal, thi subject wi]l.
if rightly presented, give a mental training similar te other
subjects of tbe ('ourse .f Studv. It sht,ul«l de more.
While a l,upil is ma,le familiar with the duties of ho,me
life and with tho materials and ap],liances used in
home. she will I,o unavoidaldv ]ed t,, think of the work of
the larger w.rld and te realize ber relation te, if. Wheu
su«h knowh.dgo c..me.s, and a girl begins te fi,el that seine
part of the w.rld's work del)eds on her, truc character-
building wil] begin.
5
2 ..
6 ttOUSEHOLD MANAGEMENT
Tbe pul'pose of this Manual is fo assist teachers in
]»re.entinz H«»u.ehohl .Management fo public and separatc
s«h«,«,] «.]asses in .u«h a wax a. te» attain these en«]s. If is
ho]»,_.d that if will be especia]ly u.eful t- those teachers
wh-.¢e training in thc suhje«.t bas becn limited.
),n att«.mpt bas been ma«lc t- Cxl»lain thc work of
F«,rm III Senior, and of the .lunior al«l .%_.ior divisions
¢»f Form IV. The topics of Form II Junior are hot dis-
(.ussc,], as the work of tbis F«rm is intended lo l)e taught
as information lessons, f«r which general metbods wi]l
sufIi«.c. In /be-othcr F«,rms mcnti«»ned, the topics of
les.«,n. are outlined in dctai], but the method of presenta-
ti,n is hot gixen except in typi«al cases. Botb outline
method are inten(]ed to ])e mere|y suggestive and fo |eave
,,I»l)«»rttmity for the teacber's originality.
In cases where te,pics seêm incompletely out]ined, it is
duc to the faet tbat thcv are trea/ed in «,ther school sub-
je¢.t. or po.tponc«l mati! the pul)ils reach a more advanced
stage «,f mettal d(.ve|ol»ment.
The ordcr of le..-_ons is optional, al.o the amount of
work cach slmuld include, unless this is sl_)ecially stated.
Manv lessons are suitable for rural school., which have
no cquii»nmnt exceit what the ingenuity «,f the teacher
ma 3" I»rovide. In such .chools, the tcacher ma)" perf«rm the
practical work, whi|e tbe c]ass observes.
'l'hr«»ughout the lessons, there is /be diflïcultv of prc-
senting scientific facts to immature minds in a way that
wi]| be simple an«] c|ear. The ase of technica] ]anguage
woud often assist the e.xprc.sion, and tbis is apt to be
unconsciously employed, but there is danger of such forms
of speech not being intelligible to the pupils; the teacber
CORRELATION WITH OTHER SUBJECTS 7
.,hould thcref.re cho-.c lncr words «arefully. 'l',.«lmi,.al
terres mav be taught, but this is hot advised in Junior
«.lasses, unless reallv necessary. If the fa«.ts are intelli-
gently relatcd to thb exl)criences .f the lmpils, that is all
that is desired.
Tcmpcratures. as indieat«.d I»v Fahrenheit ther-
m«,meters, have ahvavs I»een giron, as this scale is best
known in the home.
Since this 3lamal le designcd for teachers, few rceipes
have bcen furnishcd. The I»ooks of reference which arc
appendcd will Sul,ply thcsc and additi«,nal inforlnatio ,n
the subject.
CORRELATION WITH OTHER SCHOOL SUBJECTS
One of the be,,efits of pla«ing llou(,hold Management
in a (_'ourse of Studv is that it r«.latc.; the knowledge
gained in school te» the h,me life.
Thc lh,usehohl Malmtzcment h.a«hcr has great oppor-
tunity for this correiation. ,he shou]d be more than a
tcacher of househohl duties. She shou]d ]ead the pupil.
to see the importal,ce and necessitv of mastering the other
school subjects. Whcrever intcrest il, thesc subjects has
alreadv I»(?n cstablished, this interest wi]l form a basis for
development in manv ]hmsehold Management lessons.
Then, too, the teacher. of other .ubjects should, a. far
as pos.ible, work with thc ll-usehold .Management tea(.hcr
in rclating their instruction fo the operations and require-
ments in the h«,m.. If the t«.a«.hers «.«,«,l»erate in l»lanning
their lessons, the pupils wi]] re«-oixe a doeper impression of
the faets |earned in each sul»je«t ad will bave an in-
ereased interest in the work, through seeing how one
Iwanch of knowledge is related to another.
8 HOUSEHO|.I) MANAGEMENT
Thc f.l].winzwi]! sh.w h-w s«m«. «,f the subjc«'t are
r.]atcd te, thc elass w.rk of ]h»useh-]d Manag«.m«.nt :
Aritbmetie.This ul,j«,et
a.««,unts, it measuroments, in tho divisi,m of roeipes, and
in «.mputing the c..st «,f f,,,,ds pr«.l,ared f,,r the tal,h..
l«ading.oE'he pupils sh«uld l,e asked fo read al.ud the
re«.ipes and thcir u,,tes and sh,,uhl bu requircd to do this
distin«'tlv and a¢«.urat«.lv.
Slwllin . Writing. Lan¢uace Wt,rk.--ln writing recipes
and t¢»ics, in st, wies «»f h-usch,»ld ¢»pi«.s. nd in written
answers, the tea(.hcr .h.uhl insist cm neat wrifin, eorree
slwlling, and «..] E¢ish.
(;e«»gq»hy.The stu«lv .f matcrids f-r fo.d. cloth-
inT. and ]muse furntshngs brin7s bcf,»rc the mind out
ç,»mmer«ia] r«.lati-n» wiih fiweiT c,,untries and the oecu-
l»ali«»ns of their inhahitants, if a]so suggests considera-
li.n .f (.limait and s.ils.
llisl¢»rv.oEhe eoluti.n ¢»f furniture and ulensils, of
methods (»f hcmsckc«.l»in , and -f preparing and serving
food. brings «»ni hist,wi«al fa«.ts.
Eh.m«mtarv S«'i«.li«.e.Thr,,ugh«,ut the ['-ue. this suh-
joet is the f,,undation ,,f much ¢,f the instrueti.n given, as
i explains the lwineipl(.s underlying lmusehold industries.
S,»ap-making Iwead-making. preservaticm of foc.l, and the
lw«..esses .f e..kingand ('h.aning are examphs «,f lhis.
S¢»nc know]edge .f e]ementarv «'ienee is a]so neces-
sarv to an understanding of the c.nstruetion and praetical
w«,rkin¢ ¢,f the kitchen store, the firoless co-ker, the ereana
separator, and manv hr, usehold appli«mces. Ils prineiples
«]eterminc the mcthods of heating, lighfing, and ,qtilatin7.
PhysioloT and t[yicm.Thc studv
p]annin ami preparation of meals should include a
knovledge of the body and ifs requiremenfs. The sanitary
ROOMS 9
eare of file ],,,use a,,l ifs pr,.mis,.s is direetly related fo
hygiene.
Nature Stu,ly.--Auimals and plants furnish us with
luost of out food. a,,d falniliarity with these is necessary
h, the h,,usckeelcr. A kl,,wlcdgc «,f the structure of
«,uimals i esscntial il, sfudyil,g fhe ¢.uts «,f mcat; the
structure «,f plants and fhe fu,,.tims «,f thcir diffcrcnt
1,arts give a key t,, thc value ,,f vegctal,lc
Physical Training.The class slmuld be carcfully
traincd throughout in correct muscular movemcnts. The
positi«m of file bodv slmuhl bc (.h,soh- watchcd in working
ad in sitting, and the «lassos slmuhl enter and ]cave the
ro,m in systel,atic order.
Manual Tl'ainingThe pracIiea] part of housekecping
dcmands constant use «,f the hands. The teacher shouhl
l,e watchful «,f awkward handling of materials and
utensils and bc carcful to correct if. She should require
dcft, natural movcmcltS until they becomc habits.
Art.--hlcas of colour and design should be applied in
«.ho«,singwall-lmpcrs ' carpcts, dishes, furlfiture, and ('h»th-
ilg. The pupils might bc askcd fo makc original coloured
desigs for thcse houschold articles.
ROOMS
If is most desiral)le tn bave lh)u.elmhl Management in-
clude ail home operations and, to make-this V, ssihle, more
than one room should I,e provided. Manv school boards,
however, in introducing the work, find that one room is
all that can be aff.rded. Where this is the case. if
necessary that this room be equipped as a kitchen, though
if must ],e use,1 for other lmrposes as well. It will serve
al.«, for ta],le-setting and serving, f,,r .implc laundry work.
for
1) HOUSEHOLD IYIANAGEIYIENT
EQUIPMENT
This kitchen should I,e large and airy, so that the cla.s
can u'ork comfortal,l 3 and convetiently. A room having
greater length than width admits t,f the best arrangement.
On account of the odours that arise from cooking and
other domestie operations, the kitchen shou]d be on tbe
top floor and should have more adequatc means of ven-
tilation t]lan «»rdinarv class-rooms. A north exposure
makes it cooler in summer.
Opposite end of Iffousehold Management class-room, showing
the black-board and class cut, board
EQUIPMENT
In planning an equipmenf, one must be -mi¢]e¢] by fhe
conditions fo be met. It is ¢]ifficult fo be definite in
¢]etails, but cerfain general principles should be observed.
Tbe entire equipmen should be suited fo the needs of
the pupils, aml it should also I,e mlewhieh it is desirahle
and possil,lc for them to bave in their own lmnles.
12 HOUSEHOLD MANAGEMENT
TABLES 13
The walls and floor should be washable, and they, as
well as the furniture, should have plain, smooth surfaces
which do hot catch dust and are easily eleaned.
The sinks, stoves, taldes, and eUl)l«»ards slmuhl
lfla«.ed so as fo save stel)S.
TABLES
Wherê êconomy is nccêssary, movablê tables may be
used, but the fixed ones are fo be preferred. The latter
Section of a table designed for two pupils
may be placed in the form of a hollow square or an oval,
with openings from opposite sides fo give convenient
access fo a centre table, which can be used for supplies or
as a difling table.
Drawers and cupboards fo hold the neeessary utensils
and supplies should be provided in the tables fr»r em.h
pupil. Provisi«»l llmy al.«» bc nmde Uldcr thc table t«q)
14 HOUSEHOLD ]MANAGEMENT
f,,r desk boards, which may ]»e pulled out when notes are
written, in order fo allow the pupils to sit comfortably in
front of the cupboards. The table t.p sholfld be of hard
wood or some non-absorbent matcrial, jointed in narrow
strips in order fo prevent warping. Part of this must be
protected l,v a metal or glass strip t,, which tu set the
i,.liridual stoes or hot dishes.
[
Contents of a table cupboard equipped for two pupils
A working drawing and design «,f the tahlc. u.ed in
the Normal Schools mav be obtained fronl the Department
(,f Education, Toronto.
SEATS
The seats mav be swing seats, stools, or ehairs. The
swing seats are noiseless ad easily put out of the way, but
are uncomfortable and unsteady, so that the pupils are
inelined fo prop them.elve. l,y plaeing their elbows on the
tahh., q'hc st,«,l» a,d «hairs are n+,iv and eeupy a great
EQUIPMENT: DRAWERS 15
16 HOUSEHOLD IIANAGEMENT
,h.a] ,f r,«,nl, but |n. ]airer are restfu! ara| (-»ndm-ive to
the correct position of file pupi]s, t]le importance of which
canm,t be oxer-estilnatcd. Thc former arc inexpensive, if
ruade with a plain, wç,,den te,p. B<,th sh«uld adroit of"
b«.in pusbed under tle lai,le, and f,,r lhis reas«,n lhe
«-hairs shou]d ]mve folding backs. The h.zs sh«,u]d },e
fipped with rubber in order fo minimizc fle noise.
A class towel rack
RACKS
Towel raeks shou]d be placed near the sinks and, if
possible, should allow space f,-,r hanginff thc towel« with,ut
f,,]ding. In some tal,]e a towc] ra<.k mav 1,c a/tacbed
one of the side..
CLASS CUPBOARD 17
SINKS
A sink af each corner of the room saves much rime and
im.onveniences in the work. Each of these should I,e pro-
vidcd with hot and «ohl water. They luay be ruade of
poreelain or of enamelled iron.
A class gas range, showing high ovens
CLASS CUPBOARD
A large cla.s euphoard in two sections, having glass
d«»ors in the upper part to show the elass china and glass,
should be placed where if will be most convenient and add
fo the attractiveness of the rob,m. This cupboard will hold
file dira,er set and extra dishes and utensils, as well as the
linen and some staple food supplies. A refrigerator is
desirable f»r sut'h foods as butter, eggs, meat, etc.
1_ I-tOUSEHOLD MANAGEMENT
STOVES 19
STOVES
The stores provided will del»end «,n the fuel that is
available in thê leighl»ourhood. W«×»d is still in use in
some rural sêctions, while coal is the ordinary fuel in
small towns and villages. Where either of these fuels is
commonly used, there shouhl I,e two ranges. One should
Individual table stoves
(a) a gas store
(b) an electric stove
(c) a blue-flame kerosene stove (d) an ordinary kerosene stove
be for coal or wood, to teach the use of the home fuel, and
the other an oil, gas, or electric store, to demon.trate the
rime and labour saxed the housekeeper by the use of one
of these. If possible, the stores should have high ovens,
fo obviate the necessity of stooping. A section of glass in
20 HOUSEHOLD MANAGEMENT
the oven door is a great convenienve, as if a]10,ws the con-
tcnts ,,f the oven tobe easilv watehcd.
F»r indiidual work snm]l table stocs are required.
Thcsc m; 0" I,e SulTlicd with oil, alcohol, gas, or c]ectriciiy,
as mav bc mot readilv ol,tained. Thcse stores may 1,e
arranged so that lhey (.n be swung from the table wben
n,»t in use. In this way more room is pr.vided for work,
and the table is more easilv clcaned. The tops of the
st»ves should be wide and fiat, so lhat cooking dishes will
l,,t easilv upsct.
A fireless («».er, th,uh n,t r('allv necessary, is most
llc]pful. Whcre fumls are ]a«.kilg ouc nlay be ruade by thc
pupils af small cxpense. A barrel, wooden box, or large
pail mav be fillcd wilh hay [)r cx('e]si-r, and small, covered,
grallite lmi]s nlaV bc used t,» v,»ltain the food.
P, LAt" K-B-L't IIDS
The black-b,,ards shouid be of s|ate or glass, and as
larze as the «ize ,»f thc room allows. Thc windows and
dehors .¢houl,1 be so plaeed that there will be unhroken
stretvhês of wall for this purpose. Part of the black-board
should be providcd with a sliding board which, when re-
quired, tan bc drawn t conceal what is writtcn. A
scparate black-board f,,r «'urrent priccs of common food
material. i. an excellent idea. The responsibility of keep-
ing these prices correct should be giveu to the pupils.
I LLU,TIIATIVE MATEIII.L
A cabinet, or display case, for illustrative material, i
of great edueationa] value and, fo the pupi]s, i. one of the
mo.¢t attractive features of the room. The following lst
of .pecimens is suggestive for this:
ILLUSTRATIVE MATERIAL 21
1. Standard china, such as ('rown Derby, Wedcw[»od,
Limoges, Dresden, Beleek, etc.
2. Standard carpet, such as Axminster, Wilton, Brussels,
Tapestry
3. Woods used for furniture and building
A display cbinet--canned fruit
4. Food materials in various stages of preparation, such
as sugar, spices, cereals, tea, coffee, cocoa
5. Fruit canned by the pupils
6. Designs for wall-paper, linoleum, dishes, etc., ruade by
the pupils.
3 I-L t. o
22 HOUSEHOLD MANAGEMENT
Other illn.trative material in the form of charts show-
ing the comparative alues of the common foods, or illus-
trating cuts of meat or different kinds of vegetables and
fish, will be found to aid greatly in making the teaching
effective. There are few of these to be obtained, but
home-marie ones may be prepared from' cuts in bulletins
and magazines, Pictures il[u.,trating the production and
manufacture of food mav also be mounted and used.
BOOK-CASE
Book sbelves should be providcd, where a small
library of books bearing on tbe vari«,u. phases of the sub-
ject may be kept, tozther with tbe Govcrnment Bulletin»
and some u'ell-cbosen periodi«.als and magazines. These
mav be selected from the ('alaloge of Books which has
been prepared by the Department of Education.
UTENSILS
In regard to tbe selection of small articles required.
such as dishes ami utensils of various kinds, the greatest
eare should be exercised: This part of the equipment tan
be exactlv duplicated by the pupils in their homeso and
in this wav mav be of educational value to the community.
The cooking and serving dihes should combine quality,
atility, and beauty.
It is hot economv fo buv cbeap utensils. As far as
possible, thev shouhl be chosen with smooth, curved sur-
faces, as seams and an.les allow lodging places for food
and make the c]eanin diflïcu]t.
Eerytbin should be of Zood quality, the latest of ifs
kind that has been approve«l, and. at the saine rime. have
a sbape and colour that is artistic.
EQUIPMENT 23
If is wise te buy frein stock which ean be duplieated if
breakages occur, se that the equipment may be kept
uniform. For individual work the utensils should net be
too large.
Coloured granite ware is best for most of the cooking
dishes. Where tin is necessary, if should be of a good
quality. Crockery is desirable for seine bor]s, jars, and
serving dishes. ,qpoons and serving forks should be of
Neva,la silver, and knives of the best steel rith well-made
wooden handles.
The cost of this part of the equipment and the hUm-
ber of articles purchased must of course depend o the
funds available. The followinff list is intende,l te give
what is really desirable in a specially equipped room, at
prices which are a fair averaffe.
EQUIPMENT
FOR TWENTY-FOUR PUPILS
I. CLASS TABLE
l. UTESSII, DRAWER:
24 plates, enamel, 9 inch ....................... $0.70
14 '" white crockery, 7 inch ................ 80
24 bowls white crockery, 7 inch ................ 3.60
24 ...... 5½ inch ............... 1.20
24 enamel bowls, 6 inch ....................... 2.40
24 popover cups ............................... 1.80
24 bakers, crockery (oval} ..................... 1.20
24 platters, " (small) ................... 1.50
24 sieves (wire bowl) .......................... 1.30
24 spoons, wooden .............................. 1.92
24 spatulas, wire handle ....................... 7.20
24 kntves, paring .............................. 2.00
24 forks, Nevada silver ........................ 2.50
24 HOUSEHOLD MANAGEMENT
24 spoons, table, Nevada silver ................ $2.50
48 spoons, tea, " - . ................ 1.20
24 cups, measuring, tin ........................ 2.40
2. SUPPLI" DRAWER:
12 boxes (for flour}, tin ........................ 10.00
12 " tfor sugar), " . ....................... 7.50
12 cheeso jars (for sait) ........................ 68
24 shakers, glass ............................... 2.40
24 bread tins .................................. 4.32
24 biscuit cutters ............................... 72
13 safety match-box holders .................... 1.62
. SUPPLY CUPBOARD:
12 double boilers .............................. 5.76
24 stew paris, tin cover, wooden knob .......... 4.56
24 frying-pans ................................. 1.20
24 saucepans ................................... 2.16
12 knife-boards ................................ 1.80
12 meat boards ................................ 3.00
6 scrub basins ................................ 1.50
12 dish paris .................................. 6.00
12 rinsing paris ................................ 3.00
12 draining paris ............................... 3.00
6 tea-kettles ................................. 3.00
12 scrub-brushes ................................ 2.(0
12 vegetable brushes ............................ 30
12 soap dishes .................................. 75
12 garbage crocks ............................... 96
24 asbestos mats ............................... 1.10
II. SINK AND WALLS
1 garbage pail, galvanized tron ................ 1.00
1 waste-1)aper basket, willow (large) ........... 75
1 soap dish .................................... 11
1 brush, hand ................................. 03
1 brush, scrub ................................. 17
2 basins, hand, enamel ......................... 40
EQUIPMENT 25
2 basins, scrub, enamel ......................... 50
.70
1 dish pari ....................................
1 crock for washing soda ...................... 30
2 towel racks ................................ 1.50
1 clock ....................................... 5.50
12 tablets for housekeeping rules ................. 70
III. GENERAL ('['PBOARI EQUIPMF.NT
2 kettles, granlte ............................. 1.50
1 tea-kettle, granite ............................ 85
1 saucepan .................................... 28
1 saucepan ..................................... 35
5 covers, tin ................................... 25
1 pie pari ...................................... 10
1 coffee-pot ................................. 32
6 saucepans, 1 qt. size, white enamel ........... 1.08
1 double boiler ................................ 59
6 covers, tin .................................. 30
1 soup ladle, enamel ........................... 09
2 pudding dishes, white enamel ................. 40
12 strainers and mashers ....................... 1.80
1 kneading pari ................................ 85
3 steamers ..................................... 67
10 graters ..................................... 1.00
2 vegetable baskets ............................. 30
6 potato mashers .............................. 4R
4 muffin pans .................................. 60
24 patty-pans ................................... 20
12 Dover egg beaters .......................... 1.20
1 spice box .................................... 50
I japanned tray ................................ 25
24 wire toasters ................................ 2.40
1 egg spade .................................... 15
1 scale ....................................... 3.10
1 freezer ..................................... 3.00
1 cast-iron frying-pan ........................... 40
1 dripping pari ................................. 25
2 roasting paris ................................ 60
26 HOUSEHOLD MANAGEMENT
quart measure, granite .......................
pint measure, " . .....................
funnel, tin ..................................
baking sheets 7" x 17" . ......................
.... 10" x 10" . ...................
cups and saucers ...........................
tumblers ............................
platters .....................................
plates ......................................
pitchers, 15 pt ...............................
brown bowls, 2 qt ...........................
brown bowls ................................
nest of mixing bowls .....................
glass measuring cups .......................
glass lemon reamers ........................
tea-pots (pint) ..............................
covered crock ...............................
doz. 1 qt. fruit jars ..........................
" 2 qt. " °' , .........................
" 1 pt. " " , .........................
meat chopper ..............................
bread knife .................................
bread board ................................
knives, French .............................
spoons, granite ..............................
fork, large wooden handle ..................
can openers ................................
corkscrew ..................................
bunch skewers ............................
brush, pastry ...............................
knife sharpener .............................
graters, nutmeg .............................
box toothptcks ..............................
pad tissue paper ............................
scissors .....................................
doz. jelly glasses ............................
cream and sugar ............................
60
.45
.05
.92
1.08
1.30
1.50
.36
.34
1.00
.75
.25
1.00
.60
.60
1.50
.25
.65
.75
.55
3.10
.25
.25
.$5
.21
.15
.20
.25
.15
.05
.25
.09
.05
.05
1.25
.35
.30
EQUIPMENT 27
24 rolling-pins .................................
1 butter spado ..............................
1 file and catch ...............................
3 doz. test-tubes ..............................
1 " thermometers (Dairy) ..................
2 lamp chimneys ..............................
1 bel1 .........................................
3.00
.15
.65
.90
2.50
.30
.40
IV. KIT{'IIEN" LIN'EN
36 yards towelling (3 doz. dish towels) ..........
" (4 doz. wash eloths) ........
check towelling (3 doz. dish eloths)...
towelling ...........................
°' (6 meat cloths) ............
flanneletto (oven cloths) ..............
cheesec]oth .......................
denim (stovo apron) ..................
flanneletto (for polishing silver) .......
chamois .................................
5.40
2.40
1.60
.75
.60
.23
".60
.27
.20
.25
V. CLEANING CUPBOARD
1 stovo apron .................................
1 stovo brush .................................
1 dauber .....................................
3 whisk brooms ..............................
1 dust-Pan ....................................
I pair stovo mitts ............................
1 broom ...............................
.27
.25
.10
.45
.20
.30
.45
VI. L.iUNDRY EQ['IP.IES,'T
14 pony washboards ............................
6 doz. clothes-pins .............................
1 clothes-line .................................
1.75
.I0
.25
2 HOUSEHOLD MANAGEMENT
VII. DINING-ROOM EQUIPIENT
China and Glass:
1 flower vase .................................. 25
1 dinner set, Limoges china ................... 15.50
1 doz. water glasses ........................... 80
1 glass fruit set .............................. 1.50
2. Silver and Steel:
2 doz. teaspoons .............................. 4.20
1 " dessert spoons ........................ 4.00
.'_. " tablespoons ........................ 1.15
1 " dessert knives ........................ 4.50
1 " dessert forks ......................... 4.50
1 " dinner knives ........................ 4.50
1 " dinner forks .......................... 4.50
1 carving set ............................. 2.00
1 butter pick .................................. 20
3. Linen, etc. :
1 silence cloth ............................... 1.50
1 4 yd. table-c|oth ............................ 5.40
1 doz. napkins ................................
1 centre-piece .................................. 40
2 doylies ...................................... 50
2 tray cloths ................................. 1.00
VIII.
" First Aid " cabinet ........................ 10.00
tire blanket ................................. 2.00
EQUIPMENT FOR ORDINARY CLASS-ROOMS
In some schools it is impossible fo set aside a special
room for Household Management wt)rk, and the ordinary
«.lass-ro(.m is ll that is availab]e. In su«h cases the equip-
meurt must be a movab]e one, and gas stores and p]umb-
EQUIPMENT 29
ing are impossible. Table tol)S may he placed Oll trestles
or laid across the ordinary desks, and oil or alcohol lamps
must be used. Thcsc and the nece..ary utensils may be
kept in a cupboard in the room.
With certain restriction.% the Dcpartlnent of Education
assists in equipping special rooms in villages and rural
districts and also il, naintailfing ill.truction in this
subject.
The classes in these schools are usually smaller, so that
:Modifled equipment for rural schools
an outfit suitable for individual work with a class of
weh'e wi]] enera]]y suffice. The f]]own, sugesed by
the Macdonald Institute, Guelph, is a good basis and may
be modified as desired:
2 bowls, brown ..... $0.85
12 bread tins ......... 95
12 tea cups and saucers 1.25
12 tin measuring cups. 1.25
12 egg beaters ......... 30
12 forks ............... 40
12 case knives ....... 1.25
12 paring knives ..... 1.25
12 plates ............. 85
12 saucepans ......... 1.68
I2 tablespoons ........ 50
24 teaspoons .......... 40
30 HOUSEHOLD MANAGEMENT
12 wooden spoons ..... 60
12 stew pans ........ 2.40
12 strainers .......... 65
2 trays .............. 80
1 bowl, yellow ....... 25
1 .... • ...... 35
1 .... • ...... 45
3 scissors ......... 1.50
5 trestle tables ...... 20.55
6 frying-pans ........ 90
3 tes strainers ....... 15
3 match-box stands.. .24
1 emery knife ........ 20
3 soap dishes ........ 25
12 pepper shakers ... 1.50
12 salt shakers ...... 1.50
1 bell ............... 50
4 lemon reamers .... 40
6 stores, kerosene... 6.00
12 plates, dinner ..... 1.25
6 plates, soup ........ 60
4 jugs ............... 60
1 jug ................ 45
1 butcher knife ...... 30
1 French knife ...... 60
2 spatulas ........... g0
6 teaspoons .......... 10
3 tableCpoons ........ 13
.20
4 brushes ...........
2 store mitts ........ 50
4 asbestos mats ...... 20
1 corkscrew .......... 25
4 egg beaters ........ 60
4 wash basins ....... 92
3 draining paris ..... 69
4 dish paris ......... 2.00
6 broilers ............ 48
3 cake tins ........... 35
4 graters ............ 40
3 strainers .......... 75
24 patty paris ......... 20
2 tin dippers ........ 40
2 fibre pails .......... 70
1 colander ........... 35
1 pail, enamel ....... 70
1 pari, enamel ....... 18
3 tea-kettles ........ 2.70
1 saucepan .......... 30
1 saucepan ........... 25
1 saucepan ........... 23
1 saucepan ........... 30
1 double boiler ...... g5
1 kettle, covered ..... 60
*I store to burn coal
or wood ......... 30.00
Total .......... $100.05
*The above may be replaced by a twenty-dollar wood store
or a ten-dollar, two burner, coal-il store.
PACKING-BOX EQUIPMENT
When even the expense of the modified equipment is
too great, the ingenuity of the teacher and the pupils mav
be used fo provide a '" packing-box" equipment suitable
for six pupils. The outlav for this will varv according to
PACKING-BOX EQUIPMENT 31
what is provided, but it can in no case be large. The fol-
lowing equipment used by the Department of Domestic
Science, Teachers' College, Columbia University, will be
suggestive:
Packing-box equipment
FOR CLASS
bread boards ..... $0.] 5
rolling-pin ......... 05
baking-powder can
tops, for cookie
cutters ............
flour sifter ........ 10
large frying-pan ..... 25
double boiler ....... 50
quart kettlo ....... 25
tea-kettle .......... 50
broiler ............. 20
garbago can ....... 25
pitchers ........... 25
apple corers ....... 10
chopping knife ..... 10
chopping bowl ...... 05
6 muffin tins .........
2 layer-cake tins ..... 10
3 dish pans .......... 45
3 rinsing paris ....... 30
1 strainer ............ 05
6 china plates ........ 30
3 mixing bowls ...... 30
6 sauce dishes ....... 15
6 cups and saucers .. .30
1 coffee-pot .......... 25
1 tea-pot ............. 10
3 bread paris ........ 15
6 quart jars ......... 30
3 wooden paris with
covers ........... 30
6 dish towels ........ 48
32 HOUSEHOLD MANAGEMENT
3 dish cloths ......... 15
3 hand towels ....... 15
1 broom ............. 30
1 dust-13an ........... 08
1 scrubbing-brush .... 10
I scrubbing pail ..... 20
1 Dorer egg beater.. .09
1 pepper shaker ...... 05
1 salt shaker ........ 05
1 baking dish ........ 10
1 bread knifo ........ 25
1 corkscrew .......... 10
Total ............ $8.02
1 packing-box table.. 1.00
1 packing-box cup-
board ............ 50
Large blue-flame vil
store ........... $10.00
INDIVIDU.L EQUIPME\'T FOI SIX IUPILS
1 white bowl, 1 qt... $0.07
measuring cup ..... 05
granite plate ....... 10
saucepan ........... 05
tin cover ........... 05
steel fork ......... 10
steel knife ......... 10
I tablespoon ......... 03
2 teaspoons .......... 05
Total ............
1 oil stove ..........
1 asbestes mat ......
.6O
.75
.05
CHAPTER II
SUGGESTIONS FOR CLASS MANAGEMENT
TEACIIERS" PItEPAIL**TION
I' o subject is eareful planning «,f the details of the
less-n more important than in ll,,useh«,l,1 Management.
The definite length of thc peri««l alh,wcd in the se.ho,,1
pr.zramme f«,r this work makes et.out,mv «,f time al,s«,lutelv
necessary. The cooking processes cannot be hurried, and
unless there is in the tcacher's mind a well-arranged plan
f«,r tl,e use «,f the time. a l,art ,,f thc less,,n is al,t to I,e
hastily and carelesslv chine. Then, too. in the limite,1
spaee of one roc,m, a numher of pe-l,le cam,«»t work witl,-
out confusion unless there is svstem.
The pupils enjoy a wcll-regulated les.«,n and their co-
operation is gaine& whilc, through the l,,,,,r results «,f a
less«,n indiffcrentlv ],lanned, thcv lose self-c«,nfidcnce and
the sense of responsil,ility.
NUMBER IN TI[E ('LA.S
As a llouseh«,ld ManaT,ncnt «.lass is c,ue that ¢-alls f,,r
i,dividual supervision, thc number sh«,uld n«,t ex«.ced
twenty-f«,nr, and a smallcr (.lass cnsurcs me,re th«,r, uzh
supervision «,n t],c l,art «,f thc tea«'her. Neatncss. thor«,ugh-
ness, and a«curacv arc imp,,rtant fa,'t,,rs in the work of
each lesson, an,I the number of pupils sh.uhl hot be so
large that a lack of these will pass unnoticed.
UNIFORMS, ETC.
The uniform consists of a large, plain, white apron
with a bib lare enough fo pr«,tect the dres., a pair of
slecvelets, a hohler, a small towel f,,r perso,ml use, and a
3
34 HOUSEHOLD MANAGEMENT
white muslin cal» t» confine the hair. (See Frmtispiece.)
Each pupil wi]l als« require a n,,te-I,,>ok and pencil for
-l,ss, and a n,»tc-l,»ok to bc used at home f.r re-copying
the elass work in ink. These books should be neatly
writtcn and kept for refcrcnce, and should be regularly
cxamined and marked bv the tem.her for c»rrection by
/ho l,upils.
The pupils should be encouraged fo be clean and neat
in al»pearan('e. Thev slmuld be expeeted fo have tidy hair,
elean hamls and naiN, and neat uniforms. It is a good
]dan rot each pupil te, bave tw«, set. of uniforms..o that
when «me is in the wash the ,ther will be readv to use. It
mav l,e wise to make a rule that thc pupils without
uniforms will hot be all,wed to work, but such a rule must
be judieiou.qy enf»reed, a. in s»me cases it might result in
much h,s.¢ of rime. There shonld be lockers «,r »ther proper
I, rovisim pr, vided af the sch«,,1 for keepin eaeh uniform
Sel,aratel.v. Pasteh«,ard b«,xe. mav l»e used fi»r this pur-
pose, when no sueh provision is ruade.
DISCIPLINE
The pupils should be trained to enter and leave the
room in the saine «,rder as in their other ,'la».¢es. Each
pul»il should have a definite workmg place and should hot
he alhm'ed t, " " " .
"" vst others durin the ('lass.
While at work. it i: wise to allow the pnpils as much
freedom in talkinz and movement a. possible, so as to
portray the home lire. Thev shouhl be tauzht, however,
that when their c,nduct interfere.¢ with tho or, lor of the
room or the cmnforts and rights .f .ther., thcv m>t
suppress their int.linations, lurin.,.., the rime of teaching
there must be perfeet quiet and attmjti«,n. Marks are
sometimes given to secure lmnctuality and yo«,d work,
DIVISION OF PERIODS 35
]rut the ]»est wav fo have both is fo try t- make each recto-
ber of the class interested and happy in her work.
DIVISION OF TllE PERIOD.
The rime given fo a practical less«,n is usually one and
a hall hours. This must include both the theoretical and
the practical work. In dividing the period, it is dittïcult
fo sav ll.w much rime ,llouhl be given to ea«h of these, but,
broadlv speaking, the the,reti«al part may o«.cupy one thir,1
of the rime. The rime f.r dish washing and clcaning will
be included in the rime allowanr.e f«»r 1)ractical work.
These dutie.a should require le.s finie as the clas. adrances
in the work.
Notes shonhl Ire et»pied ai the re.st convenient time,
usuallv while the fo(,d is eo.king. Sitting fo write notes
will afford an opportunity f.r festin.._, after anv praetieal
work. If printed eards are used. mueh of the note-taking
is obviated. A saml)le tard is given bel,)w.
]IOUSEIIOLD MANA(;EMENT
JUNIOR FIrURTI[ CARD
VEGETABLE WATER SAUCE
1 c. veg. water 2 tbsp. butter
2 tbsp. flour pepper tsp. salt
1. Put the vegetable water over a gentle heat.
2. lIix the flour with a little cold water until smooth and
thick as cream.
3. When the vegetable water is steaming hot, gradually stir
the flour paste into it and keep stirring until It thickens and
boils.
4. Add the butter, salt, and pepper.
5. Pour the sauce over the hot vegetable.
36 HOUSEHOLD MANAGEMENT
A.SSIONMEST OF WOIIK
For practical work there are two plans in general use
--in,lividual and group work. In indivi,lual work, each
l»ttpil performs ail the processe, handling small quantifies
of material. In zroup work, the pupils work in groups on
one dish, eaeh sharing the duties.
By the first meth,,d, thc l»upil has no t-han«.e t« eh.al
with quantitics larCe enough for family purposes, and the
small amouut d,»es hot give adequate practiee in manipula-
tion, though it does give individual responsibility in every
detail. By the second method, normal quantities are used,
but a pupil never has entire reponsibility throughout the
procsses.
The eost of upplies is often aeeountable for group
work, but lack of utensils or oven room mav make if a
ecessitv. lt some lessons, individual work with normal
quantifies mav I,e ohtained 1,y alh,win the pupils t,, bring
the main ingredients from home: for example, fruit for a
canning lesson. The finished prouct is then the property
of the pupil who has ruade if.
The clea»ing whieh ahvavs follows the use of the
equipment is preferably donc lu roups. For instance, if
there aï,. r(,nps of fours, mmber one eau, during a lestera,
wash ail dishes ued hv the four, numher two ean wipe
the dishes, mtmler three t'an ,.lean the table used by the
group, and number four tan clean the sink. During the
next lesson number wo is dish washer, and nnmber three
dish wipcr, and so on, util, in four lessons, each pupil
has had practice in four kinds of household work and bas
alto been .ÂŒEiven an idea of the inter-dependenoe of familv
life and interests. The saine nun0»ers should be kept
during the terre, as this affords an easv wav of definitely
designating the pupils for certain duties.
PRACTICE WORK AT HOME 37
SUPPLIES
The supplies for a lesson may be put on a centre table,
or smaller amounts may be placed on the workin tables
in front of the groups. If the class is large, thc latter
plan is better, especially where measurements are neces.-:ary,
as if saves rime and confusion. Standard food supplies,
.uch as sait, pcpper, sugar, and flour nmv be kcpt in a
drawer of the work-table of ea«-h pupil. (Ste paze 15.)
Every menlber of the class should be famiiiar with the
eontents of the elass pantry, eupboard., and drawers, so
that she ean get or put away utensils and materials with-
out the help of the teaeher.
If breakages o«.cur through carelessness, the utensils
should be replaeed at the expense of the offender. This is
hot only a deserved pulli,hment, but it always en.ures a
full equipment.
PRACTICE WORK AT IIOME
As a lesson in llou.¢ehold Management cornes but once
a week, mueh is gained bv having the work reviewed by
praetiee at home. To encourage this, in some sehools a
" praetiee sheet" is posted, on which the work donc
eaeh pupil, between lessons, is reeorded. There is a
danger of the younger pupils attempting work that is too
diffieult, which will end in poor results and diseourage-
ment. To avoid this, with pupils in the Third Form. it
may be wise fo limit their praetiee in eookerv fo a review
of the work dm,e in elass.
The home praetiee work mav be taken af the beginning
of a lesson or durinz the rime the food is eooking. It mav
be quiekly aseertained hy the pupils rising in ortier and
stating simply the name of the duty thev have donc or
the dish they have ruade uldess they have had poor results,
38 HOUSEHOLD MANAGEMENT
when the nature of these .llould be told. If there bave been
failures, the pupils shouhl, if possible, give reasons for
the.e and sugge.t meaus of avoidillg tht«n iii future.
GENERAL SUGGESTIONS
1. The teacher should endeaour to plan lessons which
will be definitelv related to the home lires of the pupiis.
What is useful for Olle class mav not be useful for another.
The connection bet'cen the lessons and the home should
be very real. It is also important to have a sequence in
the lessons.
2. Great (.are should be exerci.ed in criticising any of
the home method. that are suggested bv the pupils. A
girl'. faith in lier mother should n,»t be lessened.
3. The work should be taken up in a ver'¢ simple man-
ner; scientific presentation should be left for the high
school.
4. Economv should be empbasized in all home duties;
time, labour, and money sbould be used to give the best
possible returns. Wholesome substitutes for expensi'e
foods and attractive preparatioll and serving of lcft-over
foods should be encouraged.
5. Too much vigilance cannot be exercised during the
first year of practi(.al work. wben habits are beinzformed.
It is much easier to form habits than to break awav from
them.
6. While nothin less than the best work sbould be
accepted from the pupils, it requires mueh discernment to
know when fault should be found, i order to avoid saying
or doing alything that wouhl t.liscouraffe them.
7. As II«useliold Management is a manual subject,/he
teacher is advised, as far as possible, not fo spend rime
SPECIAL SUGGESTIONS 39
in talking about the work, but to have the class spend their
timc in doing the work.
SUGG,ESTIONS FOR SCH00LS WITH LIMITED,
OR NO EQUIPMENT
In schools where thc ordinary (.lass-ro,m must be uscd
for all subjeets, there are unusual diffieulties in teaehing
Household Management. For sueh sehools, two nmdified
equipmênts are outlined.
Sinee su«h elass-r««»ms rcquire spccial arrangement for
praetieal lessons in this subject, if would be well fo take
this work in the afternoon, so that part of the noon hour
may be taken for preparation, l'upils who have earned the
right fo responsibility may be appointed in turn to assist
iu this duty.
In rural schools, the afternoon rccess migbt be taken
from 2.15 fo 2.30 aud, during this rime, tables, stores, aud
supplies may be plaeed, su as fo be readv f«»r the lesson fo
folloç in the remaining hour and a hall.
For pupils who are hot in tbc l[ouseh.ld Management
class, definite work shouhl l»c planned. Thcv may oecupy
themselves with nmnual training, sewing, art work, map-
drawing, composition, etc. In summer, school gardening
mav be doue.
Since the end of the weck, in many schools, is chosen
for a break in the usual routine, Friday afternoon secms
a suitable rime for llousehold Mana,.-ement lessons.
Vnder su«b limited «mditims. it will l,e neeessarv to
group the larger pupils into oue elass for praetieal work,
and if may I»t, neeessarv for the pupils fo take turns in
working, lu some cases, the teaeher must dcmonstrate
what the elass may praetise af home.
40 HOUSEHOLD IIANAGEIMENT
It will be imp,»ssiblc, in such se.ho»ris, t,» (.,,ver the pre-
st.rihcd w,wk. From thc t,q»it.s sug7estcd in thc ('ourse of
Studv ('ach teachcr mav arrange a l»rogrannle I»v selecting
what is me,st useful to the pupils and what is possible in
the school.
Een il s«.h«»,ls whi«.h have no cquipmeut, nut.l of thc
theorv of H,,usehold Management tan be taught and some
experiments mav he perf,rmcd. On Fridav afternoons a
regular lwri,,d lnaV ],e devoted to this subject, wheu the
inenious tea«h«.r wi]l find wavs and means of teaching
many useful lessons.
The following will be su,..,.,..,cstive as suitab]e for lessons
under such («,nditions"
1. Anv of the lessons prescrihed in t]e ('ourse of Study
for Form III. Junior.
2. Mêasurin,,.,.--Table of mea.ures used in cookery,
methods of measuring, equivlent measures and
weights «,f standard f,,,,ls.
3. Clêaning.--Principles, methods, agents.
4. Water.--U.es in the h,me. apl,earanee under hêat,
highest temperaturê, wavs of using cooking water.
5.. Cooking.--Rcasons for eooking, kinds of heat used,
common mcth«,ds of coudu«-tin hcat t,, food, com-
paris«,n «,f methods of cooking as to rime rêquired
and effecf of heat on food.
NoTE.'--An alcohol stove, saucepan, and thermometer are
necessary or this lesson.
6. The kitchen fire.--Experiments fo show neeessities of
a tire. construction of a practical cooking store.
7. Fo«,d.--Uses. kind.,, c«,mm«,n s«,urces.
SPE('IAL SUGGESTIONS 41
8. Preservati,,,, ,,f f,,,,,I.--('ause ,,f ,I,.,'ay. mcth.,Is
l,rescrxation, al,l,licati,,n ,,f mcthods to well-know,,
foods.
9. Yeast.Description, necessary conditions, sources,
use.
NoT.A few test-tubes and a saucepan are necessary for
this lesso.
10. The table.--Laying a table, serving at table, table
manners.
ll. ('arc ,,f a bcd-r«,,m.Making thc bcd, ventilating,
sweeping, and dusting the room.
12. Sanitatiç, n.Necessitv f,,r sanitation, household
methods.
13. Laundrv work.Necessarv materia]., processes.
14. IIome-nursing.The idal sick-room, «-are of the
patient's bed, and diet.
CIIAPTEh' III
FORM III : ,IUNI(tR (IRADE
TflE PUPILS ,,f F.rm III. Junior. are generally too small
te, use the tables and stores l,rovidcd f«,r the .ther classes
and t-o young t,, be intrustcd with rires, hot water, etc. ;
but thev mav ],e taught thc simldcr facts »f Ih»uschold
Manag«.ment I,v thc spccial tea«'hcr of the subject, or by
the regular t,,a«'her in «.rr(,lation with the -ther subects.
In either ('a»e a Sl«'cia] room is hot necessary.
If thc ];ttcr plan I,e ad«,pted, the f.ll.wing correla-
tions are suggested :
CORRELATIONS
Arithmetic.--l. P, ills «)f Imusehold supplies, such as
furniture, fuel. meat. gro«-eries, bed and tahle linea,
material for elothinz. This will tea«.h the current prices
as well as the usual quantities purchased.
2. Makin.,.., out the ,laily, weckly, or monthly supply
and cost of anv «,rie item of f,,o,], I,ein z given the number
in the family and thc am.unt used by eaeh per dav.
E.,'ample: (trie I.af «..sts 6c. and cuts int,, 1, slices,
Find the cost «,f bread for two days f«»r a family of six, if
eaeh person uses 1.x_, sliees al «,rie meal.
3. hlakinz out the total wcek|v or monthly expenses
,)f a household, iven the items ,,f meat, roeeries, fuel,
gas, etc. This brings up thc question of the cost of living.
4. Making out the total cost of a cake. a loaf of bread,
a jar of fruit, or a number «,f sandwiches, given the cost
42
CORRELATIONS 43
of the main materials and fuel used. l'.repart the home
cost with the cost at a store. This nay he used fo teacli
economy.
Geography.--l. The sources of .ur watcr supplv.
2. The geographical sources «,f our «wdinarv household
materials, their shipping centres, the routes bv which thev
reach us, and the means of transportation.
Ex»lple.: Fucls, c«.nlmol minera]s used in bui]ding
and furnishing; tituber for floors and furniure; manu-
facturcd goods, such as e»ttOll, linen, carpets, china;
domestic an«] f»reign fruits: ct»nlnl»n groceries, such as
sait, sugar, tea, coffee, eoeoa, spices, rice, cereals, and flour.
3. The preparation of our eomnloll h6usehold
modifies.
Example.¢: Cotton. linen, china, paper, sugar, tea,
coffee, cereals, flour.
4. Thc h.usehold pro»dru.fs that are exported.
Nature Study.--1. The parts [,f plants used as food.
2. The natural sources of out c«,mmon foods, such as
cornstarch, fl.ur, breakfast ccreals, tca, c[»ffee, co(.oa, sugar,
salt, cheese, butter.
3. Tbe sources of common household substances, such
as coal-oil, gasolene, paraffin, turpeutine, washing soda,
whiting, bathbrick, soap.
4. The forms of water, as ice, steam.
5. The composition and impurities of the air.
6. The ordinary woods used in house building and
furnishing.
4 4 I IOUSEHOLD MANAGEM ENT
IIygien[,.--The ,Jece.:ily for thc folh»wing:
1. Frcsh air in t}e h,me af all rimes--in living rooms
and slecping rooms
?. ;ood food and plenty rd sleep
3. Cleanlinc:s of lhe
4. (leanhne.-.- iii preparing
5. f'leanliness in lhe home and surrrmn[lings.
Pin-sic.al Training--l. The value of exercise gained by
pcrforming hou:ehold dufies.
9.. Thc importance of correct positions in performing
home dufie.q, such as dish washing, scwing, etc.
3. The value of oonvenienees te, save stel)S.
(',mposition.Topics selectcd from household ma-
terials and activities.
E.ramlde.ç: Food materials, (.h,ansin azcnts, planning
a convenient kitchen (,r 1,ath-room, sweeping day, baking
day, arrangement of a kitchen cupboard or clothes closet,
etc.
Spelling.--Na,nes of househohl articles and duties as
f,ll,,ws :
Furniture of a .¢peeial rnom, sueh as kitchen or sitting-
room. kitchen utensil.¢, contents of a kitchen cupboarà ,
dishes and food uscd af a particular meal, etc.
Manual Trafniag.--Construction of household furnish-
ings and utensils for a doll's house from raflïa, papcr, and
plastieine.
A rt.Designing and eolourin earpets, eurtains, wall-
papers, book eovers, dishes, files, ribbons, and dress
materials.
CORRELATIONS 45
Sewing.--Making thc unil'orm f,,r I I,,useh,ld Man«,:c-
ment work.
If the t[ousêhold Management toa,.her takcs the w«,rk
with this class, shê should follow the outline of work
given in the ('ourse of Study. This outline will nmke lhe
pupils familiar with the common household matcrials as
to their sources, preparation, and cost. and when. in the
next class, they deal with these materials, thêy will do so
with nore interest and intelligence. It will a]so drap"
attention to the imp,,rtan«e ,,f c¢'on,,mv tu rime ald
energ).'. The convenicnce -f a kit,.heu and the uso of
proper utensils fo facilitate labour will impress this tact.
The lessons should be taught simply as information
h_.ssons and should be of thê saine length as the other
studies--from thirtv fo f,,rtv minut,:s. If the usual h,,ur
and a ha]f peri«,d be set asi,lc f,,r this tlass, the rcmaindcr
of the rime may be de'oted fo sewing.
CIIAPTER IV
FORM III: SENIOI; (RADE
LESSON I
(-'OPE ()F ]']'t)V.EII()LD .,IANAGEMENT
Ix XTP, ODt'«].xc, the praotical side of Household Manage-
ment fo a class, it is an advantage to let them bave a
general idea of what the subje«.t in«.ludes. Thev will then
work with more itfelligcn(.e and uualh" with more in-
teres¢, q'he, tca, the prevalet i(h,a that tho subjee¢
means on]v cooking will be correeted from the first.
Throughout the introduction, the teacher shou]d hot
forger that she is dealing with imnmture mids and that
the ideas must be very simply expressed. She might ask
what the fui)ils expet,t fo learn in thi olas, bave them
naine other subjeets the 3- stuC" in sch(ol, and in each cse
lead up lo the one thing of which a particular subjeet
treats: fi»r example, arithmetie treats of numbers;
geography, of the world; historv, of pa.çt ecents. She
should lead the elas fo see tiret the one thing of whieh
ll«,useh,ld Management treats is the home; and that the
two great requirements for a home are the hou.e, and the
peol»]e who ]ive in if. or the occupat.*.
To get the details relating to eaeh of these two divisions,
let the pupils imagine they are boarding in some locality
where they deeie fo make a home for themselves. The
first çhing fo he done is fo choose a huilding lot. Then
thev must deeide upon the kind of house they want and the
plan -f the house. Af/er the bouse is built, if must be
furnished. en the house is ready, if must he eleaned
46
SCOPE OF HOUSEHOLD MANAGEMENT 47
and kept clean. As soon a. the family more in, new
siderations arise--they lllllst have food, whi«h must
bought, prepared, and served ; each menti,er of the familv
must be clothcd and e,lucat(.d: they must receive proper
tare when sick. Only a few minutes should i,e spent on
this intr«,ductory talk.
While the elass is naturally led to think of and llame
these details, they shouhl I,e written tll the i,la«.k-I,«,ard
the order of development, s,,m«.what as follows :
1. Household Management teaehes us about the home.
. A home ineludcs two main ideas:
(1) A house, (2) a falnilv.
3. In connection with a boute we lnUSt eonsider:
(1) The le, t, (2) the plan, (3) the furnishing.
(4) the eleaning.
4. In connection with a family we must consider:
(1) Food (I)uying, cooking, ser'ing), (2) clothing
(buying, sewing, mending), (3) education,
(4) lmme nursing.
Tell the pupils that a housekeeper should be inf«»rmed
on ail of these points, but little girls «an expe(.t to studv
only a few of them, such as questions of f«»od, clothing, and
cleaning.
S['RVEY OF EQUIPMENT, [NIFORM. ETC.
Equipment.--M«»st of the time of the first lcsson should
be used in making the pupi]s acquainted with their sur-
roundings and individual necessities, so that they will be
ready for work the next day.
(ix'e each member of the class a definite working
place, and let her examine the «'onents of the cupboard
4, ] IOUSEHOLI» 1MANAGEMENT
aJ,I drwcrs whi«.h I..I,m 1,, Iwr pla,'-. I..'Xld:lin that fh'
parti««lar plan.es which the lmpils are 7ie wi]l be kept
thr,;uh«ut the ycar. ami that. while /hev bave the privi-
lege ,ff using and cnj«ying them. they are responsible for
their clean]iness and ordcr.
I%int out the remain,lor -f the cquipmenthof and
co]d watcr-tap», t«ve] racks, class cupb.ard with its con-
to»ts, rcfri¢erat,,r, large a«l ildiridual stores.
Tea-h ea.h pupii h«,w t,, iight h«.r st,re and reulate
ifs heat.
I'if,rms. ct,..Teil the ]mpils that v,,u have shown
them what has I,cen provided f,,r them. but 'ou want them
als«, to i,r,ride s-m,. things f,,r th,.mselves. It will I,e neces-
sary f«r them to bring a large, plain, white apron, having
a Iib large cn,,ugl to pr,,te«.t the ,lress : a pair of sleevelets;
a h,,lder; a small towel f,r pcrs«,nal use; and a white
muslin «.ap to c,,nfine the hair while w,-,rkin. They will
als, nccd a n,,t,.-I«,,k and pencil f,,r class, and a note-Iook
to I,c uscd at h.me f,,r re-c,,pying the class work in ink.
Thc latter I,,,,,k is t,, I,e rerr ncatlv writtcn anal k-pt f,»r
rcfcren'e aft,'r it bas bcen examined by the teacher.
LESSON II
U8E OF EqUIPMENT
The little girls wlm make up the classes are hot so
far renmred fr,m their « l»layh«usc,, days that a sfirvey
of the dishes, st«vês, and tables will hot give them an
«.aêr dêsire to bêgin using them. This desire should be
ratified. but as the use awavs neces.qitates the cleaning
as well. if may le advisal,le at first fo rnake use of the
equipment only f,»r the purpose of sh.ring proper methods
of cleaning.
CLEANING 49
A short lesson on clcaning may 1»c given in a few
minutes, and the rest of the peric, d spent in putting it int
pra«.tice. The em-her may proceed s«,mewhat as f«,lh»ws
in the devch»pmcnt of a lcsson on cleaning:
DEVELOPMENT OF A LESSON* ON" ('LEANING
MEANING OF ('LEANING
Takc two dishosplat,,s .r saueerscxactly alikc.
]Iaxe one clean and tlw -ther s«,ilcd with butter or
well-known substance. Ask the clas the diffcrence
tween them. ()ne is «lcan and «,ne dirtv. What substance
is on one that hindcrs v«,ur sayingit is (-lcan? Butter.
What else could be on it? Jam. What elsc? Dust.
What else? Gravy. Now instcad ¢,f telling the naine
the particular suhstam-c in cach case. let us trv fo find ont
naine that will apply to all of the substaucc which, as
vou say. make the dish dirty. Let us gire thesc substances
a naine 'hich will shou" that they o not belong fo ihe
plate. Wc mav call caeh ,,f them a foreign substance.
And if I tokc the substance «,ff the plate what ara l doing
fo the plate? {'lcaningif. Then what is clcaniug? Clean-
ing is remo ing a foreign substance.
5IETIIODS OF «'LEANING
1. ,qcraping or rubbing awa!! tbe foroign subMa,ce:
Whaf wouhl vau use fo remwe the hufter fretin the
plate? A piece of paper or a knife. What are vou doing
with fhe knife or paper? Scraping or rubbing off the
foreign substance. Then how was if removed? It was
removed by scraping or rubbin..
Suppose some one has sharpened a peneil and let the
pieces fall on the tic»or, what would you take fo remove
the foreign sui,stance from the flo.r? A. hroom. What
50 HOUSEHOLD MANAGE3IENT
w, uid you say you are doing with the broom? ,qweeping.
tlow does the movement of the broom over the floor com-
pare with the movement r,f the knife over thc plate? It
is similar. What w.uld vou take to remove the dust from
the window-sill? A duster. What would you say you are
doing? I)usting. }Iow d,es the novement of the duster
compare with the movement of the knife and the broom
It is similar. Iu all of tbese cases of dish, floor, and sill,
how did we rcnove the foreign sui)stance? We seraped or
rubbed it off. Xame one wav of remoring a foreign sub-
stance. Scraping or rubbing it away.
2. Dissoh'ing tJe foreign ,ub.lance and lbvn .scraping
Show a much soiled tawel and ask what is usually done
fo «lean it. Itis washed. Ak the pupils to tell just
what they mean by that. The towel is put in water
and soap used «» it. What effect will the s«,ap and water
bave on the foreign substance? They wi]l soften or dis-
soLe it. Then what muet be d-ne next ? Thc towel must
be rubbed on a board or with the hands. What effect has
thi opera[ion an i]e foreign subs{an«.e? It scrapes or
rubs ihe 5,reign substance away. Then we bave another
wav of cleaninz: By first disso]ving the foreign substance,
and then scraping ar rubbinz it away.
A number of wcll-known cleaning operations may then
be given, and the ]ml)ils aked in each case fo decide
neth«,d uedsueh as. whiskin z a ce,af, scrul)bing a table,
eleaning the teeth, .r washing dishes,
CO.MMON IIOUElloLD «'LEANSIXG AGENTS
NTcxt, get ]i.t. ,f l,e c, mmon c]eansing agents found
in an ordinarv home, and arrange them in order of eoarse-
ness.
CLEANING 51
BLA{'K-BOARD OUTLINE
The black-I..ard se.home, as the lesson dêvelops, will
appear as follows:
1. Meaning of
Cleaning is removing any foreign substance.
2. Method« of 'leaning:
(1) Scrapinff or ruhl,inff away the fi,reiff sub-
stance.
(2) I)issolving the f.reign sui»stance and thon
scraping or rubbing if awav.
3. Housebold cleansing agents used in lhe tirst melhod:
(1) Duster (6) Whiling
(2) Brush (ï) Bathbrick
(3) Broom (8) Coarse sait
(4) Washboard (9) Sand
(5) Knife (10) Ashes.
4. Household cleansing agents used in the second method:
(1) Water (7) Washin soda
(2) Ilot water (8) ('oal-oil
(3) Soap (9) Ga,olene
(4) Lux (111) Acids
(5) Ammonia (11) Lye.
(6) Borax
5. Combihation cleaning agents:
(1) Bon Ami. (?) Dutch Cleanser, (3) Sapo:lio.
When the (.lass have these ideas, thev are readv fo put
them into practice, and the remainder of the lesson should
he spent in practical work.
52 HOUSEHOLD MANAGEMENT
If the pupi]s have s-i]ed no dishes, it mav be wise fo
drill them tirst in table washing or towel washing, so as to
get them readv f,r the next lesson when tables and towels
will be used.
LESSONS III, IV, ETC.
(;radually, in conleeti-n with the making of simple
di«he., the pupils sh,,uld be taught special methods of dish
wasl,in.,_,, sink cleaninff, and du.ting. Each day as they
are appointed to different duties in cleanin, thcse methods
sl,,uhl he stri«tly f, ll,wed u»til thcy bet'me well known.
Whih, tilde" are still new to fhe cla.,s, it will be a great
help t, lave outlines «tf the kinds of cleaning which are
uo(.e,sarv in everv less., l,.sted conveniently in different
l,arts ,f the r,,on, f,r r,.ferem.e.
These outlines mav be as follows:
DISH WASHINO
Preparation for wa.¢hing:
1. Put awav the food.
2. ,'-;«ral»e and pile the dishcs.
3. Put the dishes that need it fo soak.
4. Place soap. pans, brushcs, and towel.¢.
5. Put water in the pans.
(1) Fill the dish pari ab«,ut half full of warm
water, then soap it.
(2) Fill the rinsing pan nearlv full of hot water.
Ordcr of washing:
1. Glass
2. Si]ver
3. China
4. Crockery
5. f;ranite ware
6. Tins
7. Pots
8. Steel knives and forks.
CLEANING 53
Finishing after washing:
1. Sc,ap a dish ,.h,th and wash the sides and i,,,tt, m of thc
dish pan. before emptying if.
2. Empty the dish l»an, rinse at the sink, and half fill with
('lear, warm watcr, fo rinse the towcls.
3. Wash the towels in the rinsing pari, rinse them in the
dish pari, shake them straight, f,,hl, and hang.
4. Soap the dish chJth, wash the inside ,,f the rinsing pari,
empty, ril}se, ami wipe with the dish chJth.
5. Wash and wipe the soap dish.
,. Empty the dish pan and wipe with the dish «.l,th.
7. Pile the pans, place the brushes and soap, and set awav.
8. F«,ld the dish «h,th and bang it to dry.
TABLh; ('LEANING ({'LASS WORK)
1. If necessary, s,.rape «,r 1,rush off th,, rai,l<, stovo..
Z. (;et a scru], «h»th, a wash-basin of warm wat, r, and a
scrut,-brush.
3. Wash the part of thc tahlo use,! bv vour gr-up. ,l,,ing
the 1,art hot o,.cupied hv the dih ashing first : thon
gel the dish washers t, m,,ve along, so that you can
finish if, proceeding as follows:
(1) We the table all over.
(2} lul, fle s-a l, cake, over it.
(3} Seruh with the wet brush with the grain of
the w «,,1.
(4) Rinse tbe s,ap off with the clear water.
(5) Wipe with the cloth wrung ,lry.
4. Get ('lear water, linse the lwush and put it away.
ltise the s,.ruh el»th a«l wrin it ,h'v.
5. Take the basin and cloth fo the sink. Empty. rinse the
basin, and drv if wifl the cl«»th: Rinse the cloth
under the tap and wring if drv.
54 HOUSEHOLD lIANAGEMENT
6. Fold and bang the e]oth to dry. Brin zback a dry
c]«,th and thorough]y drv the aluminiunl strip.
7. Put away the dry e]oth and basin.
SINK CLEANING
l. Let the other housekeepers get the water they need.
2. (;et a sink pan, a scrub cloth, and a brush. Put warm
water in the pan.
3. Scrub the drain board if there be one, as follows:
(l) Wet the boar«] all over.
(2) ]tub the soap cake over if.
(3) Scrub with a wet brush with t]le grain of wood.
(4} Ilinse the soap off with clear water.
(5) Wipe with the cloth wrung dry.
4. Wash the nickel part of the sink (tap and stand) with
soap. Wipe with the cloth wrung dry.
5. Wash the outside of the basin of the sink.
6. When the other housekeepcrs bave emptied their water,
wash the inside of the sink basin and wipe with the
cloth wrung dry.
7. Wash the scrul» cloth and pari, rinse the brush, and put
all away.
8. Polish lhe nickel with a dry duster.
DUSTING
1. Get a cheesecloth duster.
?. Dust the «hairs and put them in place.
3. Dust the table legs and drawer handles.
4. Dust the cupboard and refrigerator.
5. Dust the wood-work, window-sil]s, ledges, etc.
6. Wash the duster and hang if up to dry.
MEASURES AND RECIPES 55
MEASURES AND IIECII'ES
Another preliminary part of the work will be tcaching
the pupils to measure and follow a rccipc.
MEASURES
The measures used in kitchen work are teaspoon, table-
spoon, pint, quart, and gallon, of which a table should be
developed as follows:
3 teaspoonfuls (tsp.) ............. 1 tablespoonful (tbsp.)
16 tbsp ........................... 1 cup
2 cups ........................... 1 pint (pt.)
2 pt ............................. 1 quart (qt.}
4 elt ............................. 1 gallon (gai.)
In connection with this table the following points
should be brought out:
1. That ail measurements are made level.
2. That in measuring liquid., the mea.ure sh,ul,l bc set
on a level surface.
3. That to halve the contents of a spoon, the division
should be ruade lenhwise.
4. That fo quarter the contents of a spoon, the half
should be divided cros.wise.
5. That in measuring flour, it should n,»t be shaken d,,wn
fo level if.
6. That in using one measure for both drv and liquid in-
gredient., the dry shouhl be mea.ure,l first.
7. That in measuring a cupful of dry ingredients, the cup
should be filled by using a spoon or scoop.
56 HOUSEHOLD MANAGEMENT
(a) Dividing the contents of a spoon
(b) Dividing a spoonful in halves
MEASURES AND RECIPES
57
(c) Filling a cula
(d) Ievelling a cupful
58 HOUSEHOLD MANAGEMENT
TABLE OF EQUIVALENT MEASURES AND WEIGIITS
A table of equivalent measures and weights of some
staple foods will also be useful and mav be given to the
class :
2 cups butter (packed solidly) .......... 1 pound
2 c. granulated sugar ................. 1
2 c. rice ...................... (abouti 1 "
2 c. finely chopped meat ............... 1 "
25 c. brown sugar ..................... 1 "
23 c. powdered sugar .................. 1
2§ c. oatmeal .......................... 1 "
2 c. cornmeal ......................... 1 "
4 c. white flour ...................... 1 "
PLAN OF LESSON ON 5IEASURING
TIME LIMIT
One and one-half hours to be divided approximately
as follows--one-half hour for teaching the theory, one-
hall hour for tbe practical application of the theory, and
one-half hour for housekeeping (washing of dishes, tables,
sinks, etc., and putting the kitchen in order}.
I'REPAILI, TIOX
1. Place a set of measures at hand.
2. Place a large bowl of flour on the teacher's table.
3. Place flour and sugar in the boxes of the supply
drawers.
4. l'lace cans of cocoa and jugs of milk on the centre
table.
DEVELOPMENT
1. lntroduction.--What do we take for a guide when
cooking? IIow «.an we be sure that we use the exact
PLAN OF LESSON ON MEASURING 59
quantities tbe recipes require? Naine some measures
that vou have learned in aritbmetic. In this lesson
we are going to lcarn the measalres we require in
cooking, also the proper wavs of using them.
2. ]ames of measures.--Show and naine the measures,
beginning at the smallest: teaspoon, tablespoon, cup,
pint, quart, gallon. As the measures are named,
place thcm ,m tbe table in ordcr of size.
3. Methods of using measures.--Ask two or three pupil.%
in turn, fo measure a teaspoonful of flour from the
bowl on the tcacber's table. They will hot agree in
their mea.urements, and the neces.ity f,,r levelling
will be shown. What can we u.e for levelling
measures? th»w can we level liquids?
If we need less tban a spoonful, how can we
measure it? Whicb part of the .¢poon is deeper?
IIow shall we divide the spoonful to make both
halves equal? How mu.t we divide a .-:poonful into
quarters? Into eighths? Examine and explain the
divisions of the CUl). To use (»ne mea.ure for both
liquid and drv inzredients, which should be measured
first ? (As these points are obtained, thev should be
written on the black-board.)
4. Table of measures.--In the tables of measures which
you have learned, vou state the number of times one
measure is contained in the next higher. We shall
form a table of the measures learned to-day. By
measuring flour from their boxes, let each pupil find
how many teaspoonfuls fill a tablespoon. IIow many
tablespoonfuls fill a cup, a half cup, a quarter of a
cup. Thev will state the remainder of the table from
memory. Write the table on the black-board and
teach the abbreviations.
60 HOUSEHOLD MANAGEMENT
NOTE.--A[ter the lesson on measuring is developed, the
class should be given individual work which will put these
ideas into practice. A simple recipe may be dictated by the
teacher, step by step. Cocoa makes a good recipe for this
lesson, as it affords practice in measuring liquids as well as
dry ingredients, both powdered and granular. If each girl
makes hall a cupful of cocoa, it will give practice in dividing
the coztents of a spoon.
]Iave each [,upil n,ake half a eupful of cocoa by carrying
out ea«h step as it is dictated hv the tcaehcr, as follows:
1. Numberg one [,ut two cupg of water in thc tea kcttle;
nnlbcrs two ]izht a re and put the water fo boil:
numl,cr threc zet c.«,«oa frmn thc centre table;
number f,,ur get milk.
. Set out sugar boxes ad open them.
2. Ea¢.h take a small sacepan, a measuring cup, a tea-
si»con, a l»aring-knife, a«[ u sma]l eup.
4. Mcasure ha]f a tcasl»O«,nful of suzar into the sauce-
5. Mcasure ha]f a teaspo, mful of eocoa into the saucepan.
6. Mix the suar ad c,»«,,a bv shakinz the saucepan.
ï. Mea»urc hall of a third of a eupful of boiling water
and stir it into the sugar and cocoa.
8. Set the mixture over a zcnt]e tire and stir until it
bubb]e. ('ook for three minutes.
9. Mcasure half ,f a third of a eupful of milk.
10. Stir the milk into the mixture and heat it until it is
steamin lmt. but d m,t hoil it.
11. Serve the cocoa in the small cups.
1. Turn out tbc rires and put thc saucepans fo soak.
PRACTICAL WORK 61
SERVING
Each pupil purs her table in order 1,v nloving ail
cooking utensil. to the metal part of tlle table an,1 wipinz
off any soiled spots (,n the wo,Jd.n part; she then sits
drink the eoc)a she has ruade.
N(tTE-TAKI N(
N[,t[,s are (.[,],icd fr,m thc b]a['k-b,ard
.rdinarv class n,tc-books. Thc dcsk boards undcr thc
table tol,S arc pullcd [,ut f,,r this purpose.
the notes consist of:
1. Table of measures, with al,brcviations
2. I',ints in mcasuring
3. Recipe for cocoa (if thcre are recipe [.ards, these shouhl
be distributed).
IIOUSEKEEPIXO
This will be done in grups of f.urs, a'cording ¢[, their
1)revious lesson. in clcanin.. If necessary, s,me special
clcaning, as dish washing or sink clcanin 7 mav be taugllt
al this point of the lesson:
1. Xumlwr one will wash dishcs fiw hcr gr[,up.
2. Number two will wipe dishcs fi,r lier gr[,up.
3. Numl»er three will clean the entire lai,le behmging h,
her group.
4. Number four will do work outside of her group as
appointed, su(-h as dusting, cleaning a sink .r thc
(.entre table.
62 HOUSEHOLD MANAGEMENT
]IECII'I.] FOR COCOn.
1 tsp. sugar, b c. boiling water
1 tsp. cocoa b c. milk.
I. MiX the sugar and cocoa in a saucepan.
2. tir the I«dling water it« the mixture, then set it over
a gentle heat.
3. Keep stirring uttti] thê mixture Imbh]es, tben b,,il
gent]?" for about three minutes.
4. Stir in the mi]k and heat if unti] if steams, but do
not boil it.
5. Serve the eoeoa hot or iee-eohl.
RECIPES
:In conncction with a rccipe, the pupils should be
taught to look for three parts:
1. The naine
2. The list and amount of ingredients
3. The method.
In carrying out a recipe, they should, from the tîrst,
be taught fo work in thc following systematic order:
1. To attend to the tire if necessary
2. T, collect the necessary utensils
3. To collect the necessary ingredients
4. To obey the method.
RECIPES 63
For this lesson, some simple recipe which will review
measuring should be elearly writtcn on the black-board--
the reeipe for al»pie sauce or cranberry sauce would "be
suitable. While the pupils are learning obedience in
ïollowing a reçipe, if is'better to keep them together in
(.arrying out their work. The method shouhl be written
in definite, numbered steps, which may be checked off as
eaeh step is accomplished.
When the class has had in.truction in cleaning, measur-
ing. and recipe., thev arc rcadv for a series of lcssons
involving the use of simlde recipe. whieh will put into
practice the ideas thev have lcarned. For thi. practice,
sueh recipcs as the ï, llowing are suggested :
Boiled potatoes, mashed p«»tatoes; boilcd parsnips;
boiled celerv; h-ilcd carrot., asparagus, green pcas: cran-
berrv saut.e: rhubarb sauce" preparing and coml»inin,,,, in-
gredients for salads (fruit salad., potato salad, cabbage and
nut salad, Wald,:rf salad)--the dressing being supplied;
stuffed eggs; sandwiches.
The carrying out of these lessons will develop in the
pupils aecuracy and obedience, and make thelu ïamiliar
with the use and tare of their utenils, as well as give
Ol»l»ortunity for the cleaning of these and other parts oï
the equipment.
During these first lessons, careïul supervision shouhl
be given each pupil, so that onlv correct habits mav be
formed in regard to neatness, thorou._-hnes., quietness, and
natural use of muscles.
The pupils should be encouraged to begin a book of
recipes fo contain neatly written copies of all thev have
used in school. Tle Art teacher might correlate the work
here by assisting them fo design a suitable cover for this
book.
('IIAPTEII V
FORM II1: ENI)I ;IkXI)E (('t,ntinued)
('OOKEItY
LESSON I
.\v-m a number «,f praoti«.e h.ssons llave deveh,ped in
the pupil. a certain abilitv and self-cbnfidem-e lu w«,rkin.
fornlal eookery mav be iutrodueed, and the following ideas
hould he hr-uht out"
1. The meanilg of eooking"
/'oaking is the application of ueient heat fo
make a ehane in the foc,&
2. ]leasons f.r eo.king f.od"
( 1 ) Te, makc se,me food diestible.
(2) T. ehane flavaurs and make some food more
appetizin.
(3)
(t) To kill harmful germs in food.
3. Kinds of heat ued:
(1) Drv heatheat, only, is eunveved fo the food.
(2) M,,ist heatheat and moisture are eom'eved to
the
4. Different wavs of app]yin dr v heal:
Toasting, broiling, pan-hroiling, saut6in, frying.
haking.
5. Different wavs of app]ying moi«t
Boiling, simnlering, steaming, steeping.
NOTE.If tho elass eannot naine theso methods, tho teaeher
may naine and write them with only a word of comment
regarding eaeh, or they may not be given until tho methods
are studied.
64
THE THERMOMETER 65
As the m,ist beat meth«ls are sinq,lcr ami l,etter
known, they shouhl he studied first. The «lass shouhl he
led fo see tbat some liquid must he used te, sup],]y the
moisture and should aceount for the c.mmon use of water
for this purpose. Experiments should tben be I»erformed
in heating water, and its al, l,earance and temperature
sbould be noted.
NO'rE.--A preliminary lesson on the use of tho thermometer
may bo necessary to show how to read it, and to develop the
idea that it is an instrument for measuring heat. This may
be taught in the regular class work, previous to the House-
hold Management lesson.
LESON ON TIIE .FIIERMtMI.:TI-:I:
1. Develol»ment of tbe idea of '" measuring ""
What would )'ou use fo measure the length «,f the
table? A foot measure. Wbat to measure the water in
a tub? A pint. quart, or galh,n measure. What to
measure the amount «,f gas I,urned ? A gas-nwter.
2. Development of the naine "' tberxnometer":
What do we eall tbe instrument
F,r measurin gas? A zas-meter
F,r measuring eleetri«itv? An electr-nwter
For measurin speed of a motor? A sl,eed«»nwt.r
(speed-meter)
For measuring the distance a bievele travels? A
eyelometer (eyelo-meter).
In eaeh case what does " meter" mean ? It meas
instrument for measurin. What naine mav I give fo an
instrument for measuring heat? You may call it a heat-
rneter.
66 ttOUSEHOLD hiANAGEMENT
Tell the pupi]s that, in science, many (;reek words
are used, and that cou will put a [;reek word in place of
the English word "heat", namcly "thermos". as in
thermos bottlc. Wbat will the name become? Thermos-
mcter, or thermometcr.
3. l'factice in using therm,,meters"
The unit «,f measurement (degree) should be given,
and the scale taught from the black-board. Thermometers
mav thon be givcn to the class to examine and use.
Saucepans having white inner surfaces are best fo use
f,,r the expcriments, as changes ruade by thc heat are more
plainly seen.
Obserration. o] watvr undcr heat :
(1) 2.t a tcmpcraturc of al«,ut lt0 dcgrs, verv
small bubbles form at the bottom and sides
«,f the dish and rie slow]y t, tbe surface of
the water. Thcse bubbles are a film of water
«.ntainin the air that was in solution, which,
when expaudcd, rises to the t.p of the watcr.
() At a telnp'rature of al«.ut l0 degrees, a few
]arzer bubbles form at the b«.ttom ,,f the dish
and rise s]ow]v to the surface of the water,
makin a slight m«,v«.m«.lt in it. In thesc
hubl,les air is replaced by steam which is
formed fr«,m the water l»y the heat.
(3) Af a temperature of 212 derees, a eat number
of Large bubhlcs f, rm and rise quickly fo the
surface, making much mo-ement in the water.
The water is then said to hoil.
() The water will take no higher temperature than
212 degrees.
THE THERMOMETER
67
(5) After watcr once boils, it requires ]ittle leat
keep it af this point, therefore the heat may
be redue.cal.
(6) An increase -f heat increases the number, size,
and rate of tlle bubbles and the volume of
steam, but makes the liquid no hotter.
.1 pplication of these obserrations:
(1) If food be cooked in a liquid at its greatest heat,
xvhere lUally bubbles are making nmeh nlove-
ment in it, the process is ealled boiling.
(2) If eooked in a liquid heated to lsO-2ol, where
there is scarcely any lnovement in the liquid,
the proeess is called simmering.
(3) If cooked in the steam rising from a boiling
liquid, the proeess is ealled steaminç.
(t) If boilillg liquid be p«,ured over food and no
further heat applied, the proeess is ealled
steepinç.
LESSONS II, III, IV, ETC.
Practiee S]l«,uld then i»e given in ea«h of the m«,ist heat
methods of cookinz. The ce,ronron foods, such as vegetables,
fruit, eggs. and milk shouid l»e used for this purpose.
After the class has carried .ut a meth,d frr the first
rime, thev should be led to consider the order of work
required f«.r it. The necessary steps sh«»ul,1 be arraned
fo form a set of rules for reference. The effects of the
method in each case should also be noted.
When the moist heat methods are well known, the dry
heat methods shouid be tauzht and practised. The out-
lines on pages 73-81 will suggest the development undêr
each method.
68 IIOUSEHOLD MANAGEMENT
I»LAN " LE..3_'SON ON IOILING (..-RROT.'-5
AIM
%, al,l,lY the l,rhwil,k's ,,f b,,ili,v, as taught in a
previous lesson, to the eooking of food.
TIME LIMIT
One and one-half hours fo i,e use, l approximatêly as
follows: tweuty-fivê minutes f,,r preparation for practiea]
work and the tiret part of thc l,ra,'ti,'al work, twentv-five
minutes f,,r the ,levcl,,l,m,.nt «,f i,lcas ,,f I,oilin as a
method of eooking, fifteen minutes for the serving of
food, twentv-five minutes f,,r housekeeping.
I'REP'tRATION Fol: I'RA«'TI{'AL WORK
P, eview.--)uesti,m the pi, plis as follows: What kind
of heat is used in e««,kin.,.., food l,v boiling? Af
what teml,erature is the fod eooked bv this method ?
Naine thé ki,ds «,f I,,,ili,g. ]h»w mueh botter is
rapid boilin.? th,w is water ruade to boil rapidly?
When is rapid I,oiling us,.ful?
Diseussi.n of recil,e.llave the reeipe written oa the
l,la-k-hoard ami read hv c,ne «,f the lml,ils, while thc
others f-llow the readin. carefulh'.
(1) l[ave the t'ia.-s deeide:
(a) "fil,en fle rires shouhl I,e lighted
(I,) The dis/ms rt«{uired for the wt, rk
(ci Th,' kin,l «,1' I,oiling t, use.
(?) Ienu,nstrate lhe serul,bing, seraping, and dicing
of a earrot, also the draining of a food eooked
in liquid.
PLAN OF LESSON ON BOILING 69
(3) State the quantity of ingredients each will use.
(4) Caution the pupils as fo accuracy, neatness, and
quietness while working.
PR{'TICAL WORK
Have each pul)il preparo the food a««ording te, the
recipe and put it on to cook witbin a certain rime. While
the class works, carefullv observe eaeb pupil and give in-
dividual help t. tbo.e who require it.
DEVI-:LOPMENT OF TItE IDEAs OF BOILING
AS ..METII(D OF COOKING
This will be donc while tbe earrots are cooking Tbe
ideas brought out from review and the class work, hy
questioning, will be tbose which are given on boiling under
the metbods of cooking.
1. Definition of boiling
2. Kinds of boiling
3. Uses of rapid boiling
4. P, ules for boiling
5. Effects of boiling.
As these ideas are obtained from tbe class, they should
be written bv tbe teaober on the black-board and bv the
pupils in their note-books.
.ERVIXG
The pupils will drain, season, and serve the food.
Each girl will set ol]e place on the woodcn part of the
table and serve herself. While the fo«»d is being eaten,
the table manners of each girl .-lmuld be observed, and, if
nccessary, corrected in a tactful manner.
6 H.M.
70
HISTO .... "- ,-, -F-., uI
HOUSEHOLD MANAGEMEN
ItOUSEK EEPING
The w(»rk of putting the kitchen in order may be done
in groups of twos or fours.
REC1PE : BO1LED
Carrots Sait and pepper
Boiling water Butter.
1. Scrub, serai)e, aml rinse thc carrots.
2. Cut them into pieces by dicing tbem.
3. Put the pieces in a saucepan, set oxer the tire, and pour
in boiling water until the food is covcred.
4. ('««,k the carrots until tbe pieces arc sort af the centre
whea pierced with a fork.
5. Drain off the liquid, flen season the food with salt,
peppcr, and butter.
6. Serve in a h,,t vegetab]e dish.
PLAN OF LEs.oN oN ,qlMMEIHNG: APPLES
I NTRODU_'TIOX
1. Review :
(1) Appearance and tempêrature of a boiling liquid.
(2) Appearance and temperature of a simmering
liquid.
2. State the difficulty of keeping a liquil af simmering
temperature; show the double boiler and êxplain ifs
use for this purpose.
3. Compare boiling and simmering as to lêngth of rime
required and difiïculty.
4. Te|l the pupils they are going fo study simmering by
making Coddled Apples.
LESSON ON SIMMERING 71
DISCUSSION OF RECIPE
1. Read recipe.
:. Question regarding"
(1) Kind «,f heat used
(2) Wlether to prepare apples or syrup first and why
(3) Management in measuring so as to use only one
cup
(4 0 Why one quantity of syrup is suflïeient for so
many apples. '
3. Decide on the dishes required for the work.
Assign work in gro. W of twos--number.q {,ne and
three prepare syrup" numbers two and four preparc apples ;
ail attend fo the cooking.
DEVELOI'MENT OF IDEA OF .IMMEI[.ING
(To be dealt with while food is cooking)
1. Definition.--Obtain this by comparing simmering with
boiling.
2. Effeets :
,. idea of "soft and tender"
(2) Tell the pupils simmerinz telnperature will not
• " i harden and toughen meat and %_:« as mueh
as boilinz does.
(8) Lyg lon.er in the licptid fo cdok dissolves out
more of the f.od .cul»stance.
(4) Less water oin z off as vapour: does hot carry
away as llltleh flvour.
(5) Less motion in the liquid does not break up the
food.
72 HOUSEHOLD MANAGEMENT
SEI:VIXG
When the apples are tender, let cach grl serve herself
with what she bas cookcd. While the fruit is being eaten,
direct att,ntion t,, the ftavour of al,pie iu the syrup.
IIOUSEKEEPI XG
Assign the work which is neeessarv to put the kitchen
lu ordcr, and allow the pupils to carrv if out lu groups of
twos or fours.
I/E('II'E (IXDIVIDUAL) : t'ODDLFI) APPLES
1 aPple
• c. sugar
4
½ c. water.
1. Put the su.zar and water in the inside part of a double
hoiler, set over the tire, and boil gently for about
rive miimtes.
2. Wash an,l pare the apple, eut it into hahes, and remove
the core.
3. Put the prei,arê,l fruit into the svrup, cover the dish
closely, and set in the under part of the double
boiler.
4. Simmer the pieces of applc until tender, turning them
occasionallv.
5. Lift the fruit carefullv into a serving dish, then pour
the syrup over if.
6. Serve hot or cold.
NOTE.--One cup of sugar will make suflicient syrup for
six or seven apples.
METHODS OF COOKING 73
IIETHODS OF COOKING: DETAILS
BOILING
1. Definition :
Boiling is a method of cookin
reaches the food through a boiling liquid.
2. Kinds of boiling:
(1} (;entlc boiling--tempcrature of 17 degrees.
(2) Rapid 1,oiling--temperature «,f 21 .) degrees.
3. Uses of rapid boiliug
(1) To make much steam
(2) To break up food
(3) To keep small particles of food in motion.
4. Rules for boiling:
(1)
(3)
in which the heat
Put the food in a cooking di:h..cet over the heat.
and pour in the lmiling liquid to eover the food
well.
P, egulate tbe heat fo the kind of hoiling required.
Keep the food boiling during the entire eooking.
Continue the cooking until the food is tender at
the centre when it is tested, or for the rime
required bv the reeipe.
(2) It makes some food hard and tough---eggs, etc.
(3) It breaks up food.
(4) It dissolves out some of the food substance.
(5) It causes some loss of flavour (in the steam).
(6) It kills germs.
tables.
(5) When the food is eooked, lift it from the liquid
or drain the liquid fr,nl the food.
5. Effccts of boiling:
(1) It makes some food sort and tender--fruit, vege-
temperature of about 1 ,q0 degree.s. ,.
7 ! HOUSEHOLD MANAGEMENT
.I
SI,IMERING
1. Definition"
: | , '1 ,,
Simmering is a method of «o.okin in a. ,liquid at a
Rules for simmering:
(1) Use a double boiler to keë p tle temperature
correct.
(?) l'ut the food in liquid in the t,»p di.,h, and pro-
ceed as in hoiling.
I
3. Effects of simmerbz ..
(1) It makes some foods sort and tender--fruit and
vegetables.
(2) It d,:,es hot make the protein of animal food
(milk. egs, aml meat} bar,1 as boiling does.
(3) ]t dissolves out a o,-,,l deal of the food substance
into the eooking ]iqi,1.
(4) I t «aus«.s very little lo.s -f flaw_,ur.
(51 It does hot break up the food.
STEAMING
l. Definition :
,teaming is a method of cooking in the steam from
boilin liquid.
2. Rules for steaming:
(1) /Iave the water boiling rapidly in the under part
of the steamer.
(2) Put the food in the upper part, cover closely, and
place over the lower part.
(3) Keep the water boiling rapidly during the entire
eooking.
METHODS OP COOKING 75
(4) If extra water I»e needed, only I»oiling water
should be added, as quickly and as gently as
possihle.
(5) Continue the cooking according fo the rime re-
quired bv the recipe, or test as in boiling, if
the food permits.
3. Effects of steaming:
(1) If makes vegetable food tender.
(2) It naakes the protein of animal food harder than
silnlnering, but hot so hard as boiling doês.
(.3) it does hot break up the food.
(4) It doês hot dissolve out the food substance.
(5) It causes little loss of flavour if closely covered.
STEEPING
1. Definition :
Steeping is a method of cooking, by pouring boiling
water over food, and letting if stand in a moderately warm
place.
2. Rules for steêping:
(1) Heat the stêe.ping dish.
(2) Use water freshly boiled.
(3) Put the food in the hot dish, pour water over,
cover clo.ely, and set in a warm place.
(4) Let the food remain in the liquid until you have
extraeted what is desirêd.
(5) Strain off the liquid and use as rêquirêd.
3. Effects of steeping:
(1) To heat and often the food.
(2) To extract the flavour and, somêtime., the sub-
stance of the food.
76 HOUSEHOLD MANAGEMENT
TOASTING
1. Iefinition:
Toa.ting is a method of eooking in whieh the heat
reaches the food direetlv from the tire. It is u.ed mainly
for bread.
2. Pules for toasting:
(1) ]lave a «lear, hot tire.
(2) Cut brea,1 in slices fr«,m one third fo one hall an
inch thick.
(3} IL,h1 the food at some distance from the tire, in
a gentle heat af fir.t, fo dry and heat the sur-
faces. This drying may be donc in the oven.
(J) Then hold the dried, hot surfaces iii a strong heat,
to brown and cri.p them.
(5) Serve so that the surfaces will n-t become steamed
fr.m the m,,isture still «,ntained i the slip.es.
Put the toast in a toa»t-ra«k or stat'k it ou a
hot plate. Buttered toa.,t mav he piled.
3. Effeets of toasting:
(1) To heat and drv the surface of the food.
(2} To brown and crisp the surface.
(3) Toehan the flavour.
(4) To ehmge the stareh of tho surface ino a brown
sub»tance, which i. a form of .sugar, and more
digestible than starch.
BROILI.N'G
1. Definition :
Broiling is a method of eooking in wh[eh the heat
rea«hes the food direetlv. It is used mainly for meat and
fish in sliees or rhin portions.
METHODS OF COOKING 77
2. Rules for broiling:
(1) ][ave a clear, hot tire.
(?) (;rcase thc broilcr and trim the food.
(31 Lay the food in the broiler conlpactly.
(4) I[old tllc broiler in a very strong hcat to seal the
tubes of the f,,od which hohl thc juices, and
turn frequcntly.
(5) When the surface is seared, ho}d iu a gonfler heat
fo cook the food to the centre, ail,| turn occa-
sionally while doing this.
(6) Tinle the cooking to the thickness of the food--
one ineh of thickness cooks rare in eight
minutes.
(7) Serve at ouce on a h,,t dish, and spread with
butter, salt. and pcpl»cr.
3. Effects of broiling:
(1) To star the surface.
(2) To cook to the centre while browning the surface.
(3) To change the flavour and devclop a verv dclici-
ous Che in the br«,wned surface.
(4) To make the browned surface hard to digest.
P_N-BIlOlLIXfl
1. Dcfinition -
Pan-broiling is an iluitation of broilin and i.a a
lnethod of eookiug on a his.ail-h,,t, lnetal surface.
2. Rules for pan-broiling:
(1) IIave a hot tire.
(2) Ilcar the pan or metal surface until if hisses
when tonehed with water.
(.3) Lav tlle food in eompaetly, an,l turn eonstantly
until the entire surface is seared.
78 ItOUSEHOLD MANAGEMENT
(t1 l'lace tbe pan in a gcnt]o ]wat and o,ok the food
fo the centre, turniug o«.«-asi««mlly.
(5) Time the eooking fo the thiekness of the food
one ineh eooks rare in ten minutes.
, erre
(6) at once, as in broiling.
3. Effects of pan-broiling:
The saine as in broiling.
.AUTÉING
1. Definition :
Sautéing i. a methad of cookingin whieh the heat
reaehes tle food through a smoking-hot, greased surface.
2. llules for snutéin:
(1) Heat the pan enough fo melt the fat.
(2) fut in jnst enough fat to keep the food from
sticking, and let it run over the surface of the
pan. and get smoking hot.
(3) Put in the ï.,d and let it br,,wn on one side, then
turn it and hrown the other side.
(4) ,qerve on a hot dish.
3. Effeets of sautéing:
(1) To sear the surface of the foo&
(2/ To brown the surface and develop a
flavour, while cooking to the centre.
(3)
(4)
delicious
To make the surface slightly fat-soaked with fat
whieh has been verv hihly heated.
To make the surface indigestible.
BAKING
1. Definition :
Baking is a mcthod of cooking in which the heat is
brought fo the food through the confined heat of an oven.
METHODS OF COOKING 79
2. Kinds
of ovens :
Sic,w.
Moderate--hitc pawr hr«,wns in en minutes.
Ih,t--white paper hrowllS in rive minutes.
Verv h,t--white paper 1,rowns in one minute.
3. Rules
()
(2
for baking :
lleat the oven according to the recipe.
Put the food in the OVell, usualiv on the lower
shelf, to zet ail und«.r heat tir»t, then toward
the la.t of the «.o«,king. set it {}ll the t«,p shelf
to hrown.
(3) Watch carefullv durinz thc hakinz, but in open-
ing the oven door, he entle and quiek.
(4) If the oven get.¢ t«,o hot..et a pan of cold water
in it. or leave the d«,«»r .iightly «,pen. If browll-
in too qui«kl.v. ««wer the surface with hr,wn
papêr.
(5/ Cook thê food aeeordin te, thê time rêquired hv
thê rêeipê, or until it is «lune. as .hown bv somê
test.
FRYIN-G
1. Definition :
Frying is a method of cooking in which the heat is
brought fo the food by immersing if in .qnoking-hot fat.
2. Temperature for frying"
(1) For cooked foods which have only fo hrown and
warm through--ahuut 4110 degrees.
(?) For raw f.ods whi«.h bave to cook--about 350
degrees.
8{) HOUSEHOLD MANAGEMENT
l:ulcs for frying:
(l) Use a deep iron. steel, or gratuite kettle, which
will hold the heat.
('.) Put in suftident fat to e»ver the food well, but
never fill the kettle more than two-third. full.
(:]) lIeat thc fat fo the «lesired temperature.
(4) llave th«, f,,.d as drv as possible and m»t verv
e»ld.
(5} Whcn the fat begins fo give off a sma]l quantity
of while val«,r, test it f¢,r thc required heat.
as f«dlov. :
(a) F.r rar f.,,], put in a .mall square of bread,
and allow it sixty sccoml. fo brown.
(h) Ft, r cookcd fo-d, allo" a square of bread
forty second. fo brown.
(C,) l'u{ thc f,,,d .arcfully into file hot fat, and only
an amount which will hot cool it too much.
(î) When the food is nicely brovncd, lift if from the
fat with an open spo,n or lifter and drain over
the pot until it ste, p., dripping.
(8} Lay the food on crumpled brown paper or blot-
ting paper, fo al»sorb any fat stil! elinging fo
the surface.
(9) ,qtrain the fat through eheeseeloth and set if
away fo eool.
4. Effect.* of frying:
(l) To sear the surface and prevent it from absorbing
fat.
(2) To eook or heat the food to the centre.
(3) To brown the surface of the food and make it
erisp.
METHODS OF COOKING 81
(4) To develop a delicious flaour in the browncd
surface.
(5) To make the browned surface indigestible,
cause it has absorbed highly-heated fat.
NOTE.--AS frying requires the fat used to be at a very high
temperature, it is dangerous to let young children take the
responsibility in this method of ¢ooking. For this reason, it
may be wise to defer lessons on frying until the Fourth Form.
or even later.
For practice in the methods of cooking, the following is
suggestive :
Boiling.--('ooking of anv vegetahlc or fruit in season or
rioe. macaroni, e««« eoffee
Simmering.Dried fruit, such as prune», peaches, apri-
cors, apples; strong-smelling vegetables, such as cab-
bage, onions; porridge ; stew
Steaming.Potatoes. cauliflower, apples, pcachcs, cup-
puddings, dumplings, fish
Steeping.--Tea, coffee, lemon rind for sauce
Toasting.--Bread, rolls
Broiling.--Steak, fish
Pan-broiling.--Steak
Sautéin.--Sliced potatoes, potato eakes, hash eakes,
griddle-cakes (teacher prepares the batter)
Baking.--Apples, bananas, potatoes, scalloped potatoes,
scalloped tomatoes, cheese crackers, drop biscuits,
beef-loaf
Frying.--Potatoes, cod-sh halls, doughnu/s (teacher pre-
pares the dough).
82 HOUSEHOLD MANAGEMENT
The lessons whi«.h give praetice in the methods of
cooking will also affol'd excellent drills il measuring,
manipulation, and cleaning. Throughout ail these, the
weak points of individual members of the elass should
reeeive eareful attention. In the case of typical defeets,
nmeh rime mav be savcd bv cal]in the attention of the
elass te these, instead of correetin them individually.
After the pupi]s ]lave eonsidel'ed and praetised the
metbods of «.ookin. they should be al,le t,» prepare any
simple dish «,f one main ingredient, fl-,r whieh reeipes
shouhl be iven. If fimse canner h. used at schoo], thev
mav be of service in the h-mes of the pupils.
Econ,,lUV should ho emp]msize,l by sugzesting simplc
wavs of using ]eft-overs, nd definite reeipes shou]d be
written for these. Faner cookinz shou]d be discouraged.
Tbe tea«.her shou]d aire te show how the necessarv common
foods mav he prepared in a nutritious and attractive
lalllleç.
In this first vear of praetieal work, the main point is
the formation of correct habit.¢ of »'orZ'. ('lean]iness. neat-
ness. and ac«.uraev shouhl be insisted on in everv lesson,
and deftness should ],e encoura.ed.
SUGGESTIONS FOR THE USE OF LEFT-OVERS
BREAD
1. Toast for zarni.hing stews and hash
9 (-'routolls for soup
3. Bread crumbs te use for croquettes and scalloped
dishe.% or for stuflïlJZ moat and tïsh
4. Pudding (chocolate bread puddinz, cabinet pudding,
plain bread pudding, brown betty)
5. Pan««lkc..
SUGG,ESTIONS FOR USE OF LEFT-OVERS $3
CAKE
1. Pudding (steamed until jus re-heated and ser-ed with
a sauce)
2. Puà ding (baked in a custard mixture)
3. Trifle.
I EAT
1. Meat pie or potato and meat pie
o.. Meat loaf
3. Stew with dumplings
4. Hash
5. Scalloped meat
6. Croquettes
ï..Ieat moulded in gelatine
8. Salad (light meats only)
9. Sandwiches.
1. Scalloped fish
2. Salad.
1. Stuffeà e«us
2. Harà -boiled for salaÃ
3. Garnish for salad
4. Sandwiches.
1. Cheese crackers
2. Cheese straws
3. Cheese cream toast
4. Cheese omelet
5. Cheese salad
6. Welsh rarebit
7. Macaroni and cheese
8. Sandwiches.
FISH
EGGS
CHEESE
84 HOUSEHOLD MANAGEMENT
% EGETABLES
1. Seal]ope«] rejetable
?. Crcam of vcgetab]e soup (water in which vegetable is
cooked should be kept for this)
3. Sautéd vegetab]es
4. Salad.
'A \'NED FI{UIT
1. Cup pudding or roi 3" po]y
?..";teamed or baked barrer pudding
:;. l'u,hling sauce (strail juice and thicken)
4. Triflc
5. Fruit salad
6. Gelatine mould.
BEVERAGES
After the moist hcat methods of. cooking are learne0,
a special le.¢»on on bevera:,cs may be taken, if the tcacher
thinks it desirable. If the subject be hot taken as a whole,
each beveragc mav bc taught incidcntal]y, when a recipe
requiring little rime i. u.eful. The following will suggest
an outlinc of fact. for a formal lcsson:
ME-NING OF BEVEIIAGES
A beverage is a ]iquid suitable for drinking. Water is
tbe natural beverage; other beverages are water with in-
gredients added to supp]y food, flavour, stimulant, or
colour. Since water is taste]ess in itself and a]so an
excellent soh-ent, it is especially useful in making
beveraes.
BEVERAGES 85
KINDS OF BEVERAGES
1. Refreshing.--'ure «-ohl water, ail cohl fruit drinks
2. Stimulating.--All hot drinks, tea, coffee, beef-tea,
ale.h.li«, drinks
3. Xutritious.--Milk, c¢coa, ('hoJ'olate, oatmcal and barlev
water, tea and coffee with sugar and crealn.
NoTE.--As tea. coffee, and eoeoa are ordinary household
beverages, they should be speeially studied. Their sources
and manufacture will bave been learned in Form III Junior.
but their use as beverages may now be discussed and prac-
tised. It is desirable that the pupils be led to reason out
correct methods of cooking eaeh.
TEA
2. Method of e-oking.--Steep the tea froln three to rive
milmtes, then separate the leaves fr.m the liquid
(eu. »et. wavs of d,ing this). B.ilinff is n.t a
('.rreet method fo use f¢r making tea. a» if extracts
the tannil and causes l,-,s of flar¢ur in the steam.
NoTE.--Because of the stimulant, young people should hOt
drink tea or coffee.
COFFEE
1. Deseriptioll.--The beans, or seeds. «,f ««ff(,e al« c.ntain
tannin as well as a stimulant and flavour. This
beverage is more expenive than fea. since a much
7
86 HOUSEHOLD MANAGEMENT
larger amount must be used for one cup of liquid.
After the beans are broken bv grinding, the air
causes the fla'our to deteriorate, so that the house-
keeper should grind the beans as required, or buy
in small quantities and keep in tihtly covered cans.
:. Method of cooking.--Coffee mav be cooked in different
ways, according to the size of the pieces into which
lhe roasted i)eans are broken. These pieces are
much harder than the leaes of tea, hencc coffce may
1,e gien a highcr tcmpcrature and a ],,nger rime
in cooking than tca. ,mall pieces «,f bcans are apt
fo float in the liquid, makin._,z if eloudv; this may be
overeonle bv the use of e,gg-white or bv careful
handling.
Coarsely ground coffec must bc loilcd gently.
Finely gr,und coffee mav be boiled gcJtly or steeped.
Very finely gr«und. ,r pow,lcred coffee should be
steeped or tltered with boiling watcr.
COCOA
1. Deseription.'l'his cotabl.q a stimulalt,
from tea and coffee in being nutritious.
desirable drink f«r ehildren.
but differs
It makes a
2. Method of eooking.--:'«woa e«,ntains starch and should
be simmered or gently boiled.
CHOCOLATE
This substance is the saine as cocoa, except that if con-
tains a much larger amount of fat.
TABLE SETTING 87
TABLE SETTIXG
The serving of food is incidentally a n.ecessary part
of nearly every lesson in cookery, as the pupils usually
eat what thev prepare. ]1 regular class work the bare
work table is uscd. ant each 1)upil prepares a pla«-e
herself onlv. The dishes soiled during the less,m sbouhl
1,e placcd on the section coxcred with mctal ,,r glass at
the back of the tal,le, and the front. ,,r wo,,den part.
cleared to be used as a dinin. table. The teacher shouhl
insist on this part being clean and neatlv arrange,l. The
few dishes used should-be the m,,:t suitable seleete,1 fr,,m
the individual equipments, and fbev sb,,uhl be as car,,-
fullv placed as for a meal. Fronl tbe ery first, the
pupils sh«,uld be trained tf, habits «,f neafness in settinz
the table, an4 in serving the f«,,,l: an,l.' wbat is n»,st
important, thev shoul,1 1,e trained tf, eat in a refined
manner. La(.k «,f rime is sr, metime.¢ ._,zien as an excuse
for negleetin.z this frainin.,.., in the u.ual c,,»kerv lest, ms:
but if the feaeber insiste upt)n neafnes» in work and
tal,le manners, tbe pul,ils will s,«,n learn t,, coml,ly witb-
out I«,ss of rime.
Layin.z a tal,le mav be fi, rmallv tau._-dt at anv sta:ze
«,f the w«)rk of F,,rm 111. but it is me,st suitable after the
c]as. is capable «,f preparin.z the fo«,,l f«,r a simple borne
meal. The topk.s of the lesson may be presented
follows :
PREPARATION
1. Sec flat the dining-r««m i. well aired and in order.
. Sec thaf fhe linen is «leall and «arefullv launder.d.
3. Sec fhat the glass, silver, and steel are poli»hed.
4. Decide on the number to bc scrvcd.
88 tlOUSEHOLD MANAGEMENT
ARRANGEMENT
1. l'lace a silence eloth of felt, woollen, or thick cotton:
(1) To prevent the di.hes from making a noise
C_ } Te» giv«, the tabh' a Iwtter apl»carance
(:I) "1',, l,resere the table top.
"2. Lav the ch,th, l,lacilff the centre «,f the e]oth iii t]le
centre «,f thc table and .preading it smooth]y, having
its f«,lds i)arallel with the edges of the table.
3. Arrange a eentre-pieee, usin£ a vase or I,asket of
flowers, a slnall plant «,r a dish of fruit.
-t. l'ut a plate at eaeh persou's place and lav the eutlerv
and silvcr be.ide it ab«,ut ol,e illch frolll the ede of
the rai,le, iii tht. order «,f ust.. th«,.e nsed first on the
outside, or farthest from the ]date. At dillller t]lt.Sc
1,1ate. are usuallv place, l I,ef,,l'e the olle who serve.%
(1) l'lace the knives at the right side. with the sharp
t.des t,,ward the plate.
(2. Plave the f«,rk. at the left side. with the tines up.
(3) Place the s«,l spoons at the right of the knife,
bowl
(4) Pla«.e the dcssert sp«,«,,,s in front «,ï the plates.
the handle to the riht, the b«wl up.
(5) Place the dessert forks with the ,,ther forks, or
iii front of the plates with the dessert spoons.
• 5. l'lave the water gla.se. at the clld ,,f the kldïe blades,
top up.
6. Place the bread and butter plates af Ihe h.ft of the
forks. (These are no n.ecessary af dinner.)
7. Plat.e the napkil,s af the left. ,catlv ï-hl,.d" discourage
fancy folding.
TABLE SETTING 89
L I |
! •
90 HOUSEHOLD MANAGEMENT
s. Place the sait and pcpper so tbat they are eonvenient
t,, eery one.
!. l'lace the dishes that are to be served al table direct]y
in front of the ont who is to sere them.
lo. l'lace the ('arvilg set in front of thc host, and the
tablcspoons as t,n page 9, or where food is to bc
serve&
11. l'lace a chair ïor eaeh person.
Individual section of table laid for dinner
TABLE MANNEP, S
In Form III. the clfih|ren are too youngto serve af
/al,le, sothe lesson on Preparing and Serving Meals,
page 136. ha.¢ I)een rcserved for the work of Form IV,
Junior Grade. The (.la.es should, howcver, be carefully
trained in laide manners from the first. In their usual
class work thi.¢ will 1)e inciden{ally taught. A re.»mflar
lesson sllould include thc following:
TABLE MANNERS 91
RULES FOR CORRECT TABLE MANNERS
Thcse are bascd upon the a«('¢,pted customs of wcll-
brcd pcoplc, and have in vicw the convenience and coin-
fort of all who are at the table.
Thev mav he stated as follows:
1. Stand behiml tbe scat assigned you.
o.. Wait until tbe hostess is seated, before taking a seat.
3. Sit natural]y erect, without any support from the
ell«,ws, plaeing the feet on the floor.
4. Do hot begin fo eat until othêrs are served.
5. Eat and drink quietly, taking small mouthfuls; keep
tlle mouth closed whi]c eating.
6. Do hot drJnk wit]l food tu the mout]l.
7. Do hot talk with food in thê mouth.
8. Use a fork preferably, whenêver it will serve thê pur-
pose; and nêver put a kniïe into the mouth.
9. Takê soup froln the side of the spoon.
1o. Wipe the mouth bêforê drinking from a glass.
11. B,e atteldivê to thê neêds of othêrs.
12. If it bê neeessary to leavê thê table, ask thê hostess to
excuse you.
13. If a guest for one meal only, ]eave thê napkin un-
folded beside the plate.
1. Never use a toothpick al thê table, or in any eompany.
15. Watt for the hostêss fo rise, then stand, and replace
the chair in position.
('IIAprI'ER Y!
FORM IV: JUNI()R GRADE
THE KI'I'ç'II EX
AT TIE 1)eginning of the year's work in Form IV, several
lessons should be spcnt in reviewing the methods of
«..«king and ..leaing taught in the previous 'ear. This
mav be d.me bv reviewing former recipes and bv using
new ones which require a knowledge of these meflod.
As the pupils work, they should be closely observed, and,
with.mt the tea«'her giing umlue assistance, their weak
points should be «-arcful]v strcnTthened. The ]ength of
rime spent on /he revicw will varv according to the abi]ity
af the class. This can he plainly judged by their habits
(f w[rk. The new recipes given them should be such as
thcv are likelv to use at ]mme, so a to encourage home
1,racti«e. Thcsc re«ipes will als[, eflar.ge their collection
in their special rccipe books. Some of the fol]owing mav
l»e uscful : creamcd potatoes, potato omelet, stuffed potatoes,
tuffcd onions, corn oyters, baked tomatoes, spaghetti
with tomato sauce, macaroni and cheese, scal]oped apples,
ldain rice pudding, ginger pudding, sago pudding, tapioE.a
cFeam.
THE KITCHEX FIRE
Up to this rime the pupils bave heen allowed fo manage
their individual table stores or a gas range. They should
now be îau.ht fo understand nd fo use an ordinary coal
or wood rane. Two lesson. will he neeessarv for this pur-
pose. After each lesson has been taught, the remainder
THE KITCHEN FIRE 93
of the period should l»e spent in se»me kind of practieal
work whi,-h tan be a,.c,,mplished in the rime. Smne
eookerv whieh requires «»n]y a few minutes nmy be re-
viewed, such as tca, «.ocoa. coffce, toast, bacon, apple sauce;
drawers and cupl»oards mav bc cleaned; silver and steel
may bc p«dishc,1; ,lcsigns f,»r wall-paper, dishes, curtains,
and drcss materials mav I.. drawn ; h,»uschohl a,.counts nmv
be e.ml»uted ; ewin mav be finished.
LESSON I
EQUIRE.MI.:NT. (»F A KIT('IIEN FIRE
In intr,du«.ing a lcsson «,n the kit,hen tire, ask the
pupils te» imagine that they havc huilt a new h,»u.e, whieh
the workmcn havc just vm.atcd, lb.fo»re they ean more
in if must be cleaned. What ki, of water is be.t f, Jr
clcaning? llot water. What is necessary t provide hot
water? A tire.
Find out fr,m the pul»ils and then write cm the black-
board what is necessary f«»r a tire. What i.¢ the first re-
qui.cite? S«»mcthing te» burn. What de, wc ca]l such a
substance? Fuel. Where shall we put the fuel? In a
store. Whv is a stve neccssarv? To confine the tire.
Using a candle as fuel an« a lamp ,.himmv as a ste»ve,
light the eandle and place it in the chimney. It l»urns
only a sh«»rt tin/e and then dies out. Why? Becau:e the
oxygen of the air in the ehimnev is all exhaustcd. Then
what is am»ther rcquisite f«»r a tire? O.,ygen.
Imagine the room fo be a store and thc ehairs,
tal»les, etc., to be fuel. The air in the room a]so
mueh oxygen, so that in this room we have three requisites
for a tire. It is verv f«»rtnnate f«»r u. {hat somcthing cl.c
is needed. We shall try te» find «»ut what it is.
94 I-I OUSEI-I OLD MANAGEMENT
Watch while I im}d these strips of paper over this
lighIed gas store higb enough to be out of reach of the
flame. What happem.d to tbem? They burst into a flame.
Wbat di] tbe paper that I held receive tbat if did hot get
when it was lyin .n the table? Ileat. We shall try a
match in the saine way, also some rhin shavings. They
a}so burn when thev receive hcat from tbe tire. Then
wl,at is nimtbt.r rcquisitc for a tire? Heal. Naine ai} ,fthe
rvtuisites for a kit«.]wn tire. Fuel, slore, o.rtj.lett, aud heal.
Nm'E.Just here it is a good hing to impress the eare
that is neeessary in regard to gasolene, eoal-oil, benzine, etc.,
or any substance that burns at a low temperature. Bring out
the faet very elearly that it is the heat that makes fuel burn,
that a flame is not neeessary.
]I EAT
Experiments to show on wbat the amount of heat
required depend. :
l. ]lcat t-gerber two strips of paper of the saine size
but of different thiekuesses and observe whieh burns
first.
2. IIeat together a strip of verv rhin pomper ami a match
which is much ihicker thau tbe paper, an,1 observe
whieh burns fir.*t.
3. P, ub a nm/ch vigorous]y cm some surface and observe
tbe resu|t.
f'one]usious.l. Tbe amouut «,f heat required fo make
fuel burn depends on :
(1 } Tbe thiekness of tbe fuel.
(2) The substance e¢,mposingthe fuel
2. Some substances bure, af a verv |.w temperature.
NoTE.This will expIain the order of Iaying the fuel for a
tire and the use of a match in lighting it.
REQUIREMENTS OF' A KITCHEN FIRE 95
OXYGEN
Experiment. to show the means of ,,btai,inz oxyg,.n"
"« *- eandle, set tbe ]amp ehimney over it and
1." Lh a
observe thê result.
2. l',aise the chinmey bv supp,,rting if «,n two small
pieces of voo«|. Note the rê.u|t.
3. ('over the raised «himuev witb a pieee ¢,f «ardboarfl.
Xote the result.
Experiments to show the necessity for ox.gen
Conclusions.--1. A fresh supply of oxygen is con-
stantly rêquirêd.
2. Two openings are required to ensure a constant
supply of oxygen, one bélow the fuel and one above
it.
3. 0xygen is obtained from the surrounding air.
4. The passage of air through these openings creates a
draught.
9, HOUSEHOLD MANAGEMENT
I t will be necessarv next l,» ]ead the c|a¢s to see that
lhe SUlqdy .f oxygen ,.an be e,,ntr,,lle,l:
1. Bv the relation of the .penings:
(1) Openins direetlv opposite eai other eau.e a
rapid circulation of air or a "'dire,:t
draught "
() Indirect ope.i.,..,s cause a sh.,wer circulation af
air or an "'indirect draught"
o.. P,v a ero.¢. outrent -f air whivh temls t,, check the
draught.
FUELS
A discussion «,f the fuels mav ext be taken. With
pupils of F,rm l V if will hot he wi.,e fo o into too many
dctail. regardig these. Besicles the c|assifi«ation of the
«ommonest ones. they may be compared from the stand-
points of cost. and of the rime and labour rcquired in their
('lasses of Fuels:
Liquid--coal-oil, ga.¢olene, aleohoI
,%J]id--coal (coke), wo,,d (charcoal)
(;aseous--natural ça.c. oJal
N.TE.--Electricity is a means of producing heat, but cannot
be called a fuel.
THE KITCHEN STOVE
LESSOX I1
In developing the eonsru«ti«,n of a pra«tical coal or
xood range, it is a g«od idea to use the hlack-l)oard and
make a rough drawin t,» illustrate the details, a. thev are
THE KITCHEN STOVE 97
given by the pul)ils. Thesc details should be evolved from
the knowledge gaincd in lhe pre«.eding lessons, a,l thc
drawing should hot Ie an illustration of any parti«.ular
store.
After the be.t practical .tove, according fo the pupils'
ideas, has been thought out and represented on the black-
board, they should examine and criticise the st'hool range
and the stores at ho,me. Thev arc thon r(.adv t,, I,e givcn
the responsibility of managiug anv ordinary range.
The following are the uecessary dctails to be consid-
ercd rcgarding a kitchen stove:
3latêrial.--(l) Iron, (2) stêêl
Shape.-- 1 :ceta gu I a r.
Compartmcnts.--(1) Fire-box, (2) a.qh-box, (3) oven,
(4) passage f«r h,t air, (5) «.thcr c«ml»artmcnts if
desired, such as watcr tank, warmin cl«sct, et('.
Dampcrs.--(1) Front daml,er--I»clow the fuel, fo control
the etrance «f oxygcn fothe fucl. (2) Oven damper
--above the fuel af the entrance to the pipe, fo
trol the heat for the oven, ami also fo control the
draught. (3) Chec'k daml),_'r--at the front of the
store al)ove the fuel, te» adroit a cross «.urrent of air
to check the draught.
Management of the store.--(1) l,ightinff the tire, (2)
heating the ovên, (3) arranging for over night, (4)
cleaning and tare.
No'E.--OPenings below the level of the tire lncrease the
draught, and those above the level check lt.
98 ItOUSEHOLD MANAGEMINT
A kitchen coal or wood range, showing, (a) oven damper open
B
A kitchen coal or wood range, showing, (b) oven damper closed
THE FIRELESS COOKER 99
THE FIRELESS COOKER
Throughout thc training given in IIou.ehold Manage-
ment, thc teachSr should elnphasize the valuc of labour-
saving devices and aids in the home. Ih»w fo economize
time and energ 3" slmuhl bc a prominclt fcature of cvery
practical lcsson. If rime permit, a lesson may be taken
fo consider specially su('h aids as arc readily procurablc,
Iii this lcsson the firclcss
t«gethcr with their acl'agc cost.
cooker is considcred.
A fireless cooker
The 1)rilwiplcs of the fireless eooker are based on a
knowled,.-e of the laws governing the conduction and radia-
tion of boat. For/his rca¢on, an elcmcn/ary science lesson
relating fo thcse law. sh«,uld precede this lesson. Such a
science lcsson is part of the regular grade work of Form
IV. so if a spe«ialist tcaches the Household Management
of that grade, she and tbe rcgular tca«her should arrange
Go co-ordinate their lessons.
100 HOUSEHOLD MANAGEMENT
PRIN('IPLES OF TIIE FIIIELE.'5. COOKER
1. It furnishes no heat, but conserves the heat which
i. in the food when itis put into the cooker.
2. It conserves the heat in the food, by surrounding
it with substances which are poor conductors of hcat.
3. Extra heat may be given the food, after if is put in
the cookcr, by placing heated stone plates above and below
the dish that contains the food. The stone used for this
iurpose must be a govd absorbent of heat.
REASONg FOR TIIE UgE OF TIIE FIRELE..q COOKER
1. It saves fuel and i.¢ therefore ct«,nomical.
2. It saves time, I,ecau.e if requires no watehing,
3. If conserves the flaxour of the food.
4. It obviates ail danger of burning the food.
5. It does hot hcat the room.
WAS OF U-¢,ISG TIIE FIIIELESS COOKER
1. Food cooked in liquid:
In ail cookers wherc stone plates are not u.ed, only sueh
fl,ods as are cooked in liquids tan be prepared. Examplês
of ïood.¢ cooked in thi. wav are, meat soup, bêef-tea, meat
stews, vegetables, fruit, porridge, eêrêal, puddings, etc.
The prepared food is put into one of the food reeep-
tacles hêlonginff to the cooker and is placed over a tire,
until it bas hoilêd for a few minutes. Thê eovêr is then
tight]y adjusted, and the dish quickly locked in the cooker,
fo conserve the heat that the food and liquid have ab.¢orbed.
2. Food cooked in drv heat by the use of stone plates:
In this method the food is cold when if is placed in
the cooker, and all the heat is supplied bv .tone plates
THE FIRELESS COOKER 101
plaeed al.ve and below file utellsil ctmtaining file tic.l.
These plates are heated for about twenty minutes over a
tire, before they are u:ed in the eo,ker.
Exalnples of food eooked iii this wav are, r«»asts of
meat; baked fruit, sueh as apples; bakcd vegetables, sueh
as potatoes or beans; cakes, su«h as plain «.akc or fruit
cake; quick bread, sueh as corn-bread an,l biscuits.
3. Fotd eo.ked in liquid, aided by thc heat of «,ne stone
plate :
In ca.cs whcre the orignal heat
is net suffit.lent to eomplete the c'ooking as desired, a heated
stone plate may be placed in the co.ker bel.w the utensil
eontainin the hot food. The .tone lnav be neeessarv for
one of the folh,win reasons--
(1) Beeause the amount of f,od put into the eooker is
too small te eontain nmeh heat. If is always better
fo have the food nearly fill the dish.
(2) Beeause the rime required is se h,ng that the heat of
the food and liquid bec-mes exhausted before the
eooking is eolnpleted.
(3) Beeause it is desirable te finish the eooking in less
rime.
A HOME-MADE FIRELESS COOKER
Use a large wooden box or a small trunk with a cl«,sc-
fitting cover. Make it as air-tiht as possible by pastin
thiek paper ail over the inside.
Pack it level with clcan sawdust -r excolsi.r (the latter
preferably), until just enough heiht is left te set in a
eovered granite pail, which i.-: te be used for holding the
102 HOUSEHOLD MANAGEMENT
food. Place the pail in the centre, so that its top cdge
is just about hall an inch below the top of the box. Then
pack in more excelsior very tightly around the pail, until
level wlth if. This will shape thc " nest " for thc pail.
A home-marie fireles« cooker
Make a thick cu.hion, or mat, of excel.ior fo fit in the
pace between the level of the e.xcelsior and the in.¢ide of the
cover. ('over the cushion 'ith cheesecloth or denim fo
keep if intact.
NOTF..--Only food cooked in a liquid tan be prepared in a
home-made cooker.
('HAPTEII VI[
FOIIM IX': JUNI[)II (;IIAI}E (Continued)
S'I"UI}Y {}F
TIIE PVPILS hltvê been working with s(,me of the well-
known foods in all of thoir re«ipes and should have a fair
knowledge of how to prepare thcm iii simple wavs f.r the
taille. If is now time f. them fo learn what the.e food.q
eontain for thê use of their b.dies. Mueh of thi.q part
of thê work ean he tauht in r,,m. with.ut special equip-
ment. Ail earnest teaeher, with a few articles fr)m home,
ean make the studv interesting and aluable.
A series of le.s.ns will bê neees.qary for thi.q purpo.e.
Thê amount of work » be taken at olle rime is sugêsted.
but this .hould be judged hy the teaeher. As in other
lessons on theory, thê remainin time of the lesson peri.d
should t,e used in praetieal work. ,quetions 5,r .u«h
praetieal work are given under the lesson on '" The Kitehen
Firê", page 92.
Praetiee lessons, to give varieIy aml sustain interest,
should be interspersed between these lessons as desired.
LESSON I
USES OF FOOD
The lesson mav he intr(,du«.ed hy a.king the «lass to
think in what wav the h.dv .f a healthy bahy, who is fM
regularly, wi]l have changed at the end of six months. If
will be larger; if will have more flesh, more bone, more
bair. etc. We want to get a naine that will apply fo any
10t HOUSEHOLD MANAGEMENT
l,art of the bodv. .No matter which part we examine
through a micro.cope we final the saine fine and beautiful
texture, and to this we give a naine similar to that given
to finc. thin paper. We call it /i.xuehair tissue, bonc
tissue, flesh tissue.
Yhat has fl»od done fo the babv's tissues? It bas
cnlarged its tissues; the child has grown larger. T» the
enlargt«nent. «,r growth, of the tissues, we mav apply the
t,rm, buihl, sngzestcd hv the huihling «,f a h,,use. Then
what mav we sav food does for the tissm, s of the I)»ly?
We mav sav that food buildx Ihc lixxue. of the body.
Think «,f smne persms who have takeu fi»«»l every day,
and ver as ]on,, as vou haxe known thcm thev have hot
increased in size. What has f,od donc for their tissues?
The clas» nmst be t,dd that the tissues «,four bodies wear
out thr«mffh use. and that fl,od has furnished the material
to replaee the worn-out part». What d» we say we are
doin, fo ch»thes when we replace the worn parts? We are
mendin or repairinff them. What does f,,od do f,,r our
worn-out tissues? Food repairx lhe lix.'ues of lhe body.
D, hot think anv more al«,ut the tissues
Supp«,se you had n,,t hcen ahle b, get atv f«,,d f,r several
day. In what way would v«u be diff¢rent from what you
are now? You would hot be as stron. Food ffives
strenh or enerffy hv beinff burned insidc the bodr. Thcre
is a tire hurnin in out bodies all the rime we are alive, the
fut.] bein« food. What do we require from the tire in out
homes? We require heat. The rires iu our bodies give
heat also. Anv tire gives off both heaf and ener'. State
nother use ,f food fo the bodv. Food produces heat and
ener#y in the body.
But ft, cd d«es more for the bodv; if contains sub-
stan«es fo keep out bodies in ordcr. Suppose the cock ffets
STUDY OF FOOD 105
ont of order and does ll«»t keep good rime, what ch»es Ihe
watchmaker do te» it? fie r«.gulates it. That is what
eerlain kinds of food do for us. What lhcn is an,ther ue
of food ? l"ood regulale.s the body.
Naine the nses of food to thê hodv.
1. It builds the tissnes.
2. It repairs the tissues.
:l. It produces heat and energy.
4. It rcgulafes fhe hody.
ll,,w then tan we judge if a sui)stance 1)e a food ? Bv
deciding that if perform one of these duties in the bodv.
LESSON II
The names of the sui,stance» in food which supply the
material for the diflkrent uses of the bodv should I,e taken
next.
1. For building and rrl,uiring.--(1) Mineral matt,-r--
used large]y in hard tissues. (2) Nitrogenous
mattcr, or protcinn»cd largely for flcsh. (3)
Water--used in ail ti»sues.
2. For fuel.--('arbonaceous mat/er (s/arch, sugar, fat).
3. For regulaling.Minera] marrer, watcr.
NOTE.The teacher should call attention to the tact that
few foods contain all these substances, some have nearly all,
some have only one, some two or more. In order to get ail,
wo must eat a variety of foods. The class is now ready to
consider the well-known foods, in order to find out which of
these necessary substances each food contains, and to obtain
a general idea of their comparative food values.
106 HOUSEHOLD MANAGEMENT
SOURCES OF FOOD
A]I nature supp]ies us with food. The three great
divisions of nature are animal, vegetab}e, and minerai, and
fr,,m ea«h we obtain food. thouh most ]argely from the
animal and vegetable kingdoms.
Animal f«,,»l is some part of an animal's body or some
product of an animal: examl,lesmeat .r fish. milk, eggs.
Vegetable food is some part of a plant" examples
vegetables, fruit, seeds.
Mineral food is some constituent of the earth's trust
used aa food. This minerai food is obtained by drinking
water whieh in eoursing through the earth bas absorbed
certain minerals, hv eating plauts whi«h have ahsorled the
minerals from the soi], or bv eating animal food whieh was
built from plant food.
This preliminary survev of t]e sources of ail our food
gives the pupils a I,asis for c]assifyinz the foods with whieh
thev are familiar. They mav be ziven exereises in doing
this, and wi]l lot onlv find then interesting, but most use-
fui as nature studv.
STUDY F TtlE 'M.MON F[))DS
In heginning the analvsis of the comm,,n fl,od.-:, it must
be remembered that the pupils have no kuowledge of
ehemistry, and that what is found in eaeh food must be
diseovered throuh the sênses (.eeing, smelling, tasting,
feeling), or through a process of reasoninz.
The pupils should also feel quite sure of what they are
setting out fo do; thev are going fo examine some par-
tieular, well-known food, fo final which of the necessary
STUDY OF MILK 107
food substa»ccs if contains. The food substances for
which thcy are looking are water," mineral marrer,
llitrogcnous matter, and carbonaceous marrer (sugar,
starch, fat).
It is better fo I-,rovide each pupil with a saml,le of the
f.od t,, l,e studied, l,u/whcre conditions make this difficult,
• the one used by the tcacher will suffiee.
STUDY OF MILK
LES80N [
COMPOSITION
5[ilk is the i,est fo«l fo examine first, be«ausê it con-
tains ail the food elements except stareh and beeause these
can be easily found.
The pupils may each be asked fo bring a hall cup of
milk from home. It mav be allowed fo stand in glasses
while other work is taken.
When ready for the lesson, ask the pupils to look af
thc contents of the glass, and thev ill observe a difference
of colour where the cream has risen. Nature itself bas
divided the milk ilffO two parts. P,,ur off the top part
and feel if. If féels greasy. Butter is ruade from tbis
part. We have found fat--a carbonaceous food.
More the milk around in the glass and let the pupils
sec that if is a liquid. Tell them that ail liquid in a
natural food is mostlv water. We have, therefore, another
food substa,lce--water, a builder and r%o-ulator.
Let the pupils compare a glass of water with a gla.s
of skimrned rnilk, and they sec that something is dissolved
in the water of the milk, giving if the white colour. Show
105 HOUSEHOLD MANAGEMENT
[he., a glass of sour miik. whêrc ti,e white sub:tance is
scparaie fr,,m tl,c water. iet Ihê nan,es curd an«l whev.
Tell thcm h,,w the ,'heesemaker separafes sweet milk int,,
curd ami whey. If adisal,le, let them doit. hut in any
case short- them s,,me sveet miik separatcd hv rennet.
Exami.c the sweet wiwv. It fastes svect, denoting the
presenee of slgaran(ther earb«naee«us
Notice the greenish-yeliow colour. Recall this saine
e-lour in watcr in whi(.h potatoes, cal,bage, or other vege-
tables hae I,een co.ked. T,il the i,upiis that this c(,h,ur
is gicn I,v mineral malter bcing dissolved in the water.
There is still the «urd of milk to examine. The use of
the senses d,,ês hot aliow us t. definitelv dêi-ide what f,»od
sui,stance the curdis. Tcll the 1,upils it i protein, or find
the naine l,v a 1,r,,çess «,f reas,,ning, thus: Iccall the faet
that I,al,ic lie f«,r several m,,nths ,,n milk al-ne and dur-
in that tiret, huild ail tissucs ,,f thc b.v. Milk. thcrefore,
must ««,ntain ail tisu,.-I,uihling sul,stanees. Rcview the
f,«,,l ubstan«es whieh arc w,-essarv t,-, huihl ail body
tissuesminerai matter, pr,,tei, ami watcr. We bave
f,,und the minerai marrer and water in milk, hut hot the
l,r,,tein. Sin««. rural is thc onh" rt.maining part of milk,
it must I,c largely pro,rein.
T«.ll th«. pul,ils that the scum whieh cornes ,,n the t.,p
«,f milk. when it is boiled, is another kind ¢,f l,rotein of
which there is a small amount in s,,luti,m in milk.
Lead the pupils fo see that if stareh were prescrit, it
would be in a raw ferre, and in this form is indigèstible.
STUDY OF MILK 109
I.ESSON" l [
Jq}ol V t.LUE
The analvsis of milk gives a key fo thc food value of
milk and each of its by-products (crcam, butter, butter-
milk. sour milk. skim milk, «.urd. whcy. cheesc, junkct).
These mav now I»e I»ricflv discusscd as t» t«»mposition, h,,]
value, and cost.
CRE
Milk readilv al»sorbs o&»urs, l»a.toria, etc.. and should
I»c kcpt iu covered, sterilized dihes iu a pure, co,,1
atmospbere.
EFFECT OF IIET
Experimeuts sbould ho ruade t,, show the effe,.t ,,f
simmering and boiling temperatures. To save rime. a
different experimeut nmv 1,e giron to each pupil, and tbe
results reported.
1. Simmer sweet milk and uote the flavour.
. Boil sweet milk and note the flavour.
3. Simmer the curd of milk. Examine its texture.
4. Boil tbe curd of milk. Examine its texture and con,-
pare if with the sinm]ered cur,1.
5. Boil skim milk and n,,te the scum.
6. Simmer skim milk and n-te tho al,senee of scum.
NOTE.From the above experiments de4uce the effect of
heat on protein.
Practice lessons mav now 1,e giv«.n in preparinff simplo
disbes in wbich milk is tbe main ingredient, or. at least.
recipes mav 1,e given 5,r thee t,, ho ma,h. at h,,me. The
following would I,c suital,le: cr(.am sauce. «roam s,ups,
custard, junket, cottage cbeese, albuminized milk.
110 I-IOUSEHOLD blANAGEhlENT
STUDY OF EGGS
Lssor [
PA I,*TS
(I} Shcll, (2} thi,k m«ubrane. (:;) white, (4} thin
membrane, (.5} volk.
Thcse parts are casily sccn. Attention sh«uld bc callcd
to thc pores in the shell, and it sh,»uhl be explained that
thesc allow the entrance of Iactcri«t whi«h sl»il the
Any means of .losing these p«wcs hclps te» prescrve thc egg.
METIIoD. OF PREnERVING
Cover the holcs iia the shc]l as 5,1h,ws-
]. Pack in salt. bran, sawdust, brine, or water-glass.
2. ('oat the sbells with fat or wax.
3. Wrap the e.._««« in paper.
Testing eggs by floating:
{l) slightly stale, (2) stale, (3) very stale
TESTS
1. In the shell:
After an e,.z is laid. the liquid whi[.h it eontains begins
fo evaporate throu.gh the p-res of the shcll and, as
this continues, a noticeable spaee is left inside.
STUDY OF EGS 111
(1) .qhake the egg, holdig if near the ear. If the
contents rattle, if is somewhat stale.
(?) I)rop the egg in cold water. If it sinks, if is fresh.
(3) tIold the egg between your eye and the light. If
.ler. if is fresh.
(4) A r(»ugh apl»earauee of the shell donc»tes freshness.
2. Out of the shell:
White--this sh.uhl be .lcar and cling t«) the yolk.
Yolk--this sh.uld rould u 1) likc a ball.
CARE
1. If e-«. are to he used in the near future, thev
should he washed aml put in a pure, c«)«,I atm«»sl,hcre.
The lower shelf of the refrigerat«,r
and eggs readily ahsorb thcse.
2. If eggs arc to he prescrved, thcy should hot
wa.¢hed unlcss their condition c«,ml)el. it, as washin;z re-
modes the natural c.verig «»f the p.re.¢. Th«..v sh«»uld ho
storêd in a (.lean, c,,(,1 l,Ia«.¢', ad 1,a«-ked as soo as possible.
LES.O. Il
t()MPf)sITION
It is wiser fo develop the f,»(,d suhstances tu an e.,_,ghv
reasonin., rathor than hv examifing the dift'êret part.
The shell is hot used for foc»d, so it is the eontents that
should be studicd. The ela.s should be guided in the
folIowing .¢equenee of thouht:
:I. An egg is desined hy nature to hecome a ehicke, so
it must contain ail of the sub.tances necessarv fo
build a chicken.
112 HOUSEHOLD MANAGEMENT
2. A «.hicken is cm animal, and ail animal I,odies ar,,
madc of [he saine sui,s/al,c.e,s. "l'l,,.s«. ¢«, have sc«.n
fo I,e mineral ma/ter, profein, a,d wa[er.
3. An e,,' therefore contains these three substances.
• t. An e'g mus/ also confain three weeks' food for the
chicken. Oerefore mus/ bave fuel food as we]l.
This fuel f,,od is f,,und in /he yolk, in Oie form of
fat.
5. The v,,lk fleref,re contains wa/er, minerai mat/er,
l, rotein, and fa/.
ri. Thê white contains water, mineral mat/er, a,d
protein.
EFFEçT f)F HEAT ON EGGS
The following experiments will show the effet./ on both
volk and 'llite of the usual mêthods of apl,lying heat fo
1. Boil an egg for flree mi»utes and note the effect.
. B,,i] an egg for twentv minutes and note the effect.
3. Put an e,,«,., in I,oiling water, remove from the tire,
and let it .tand co ered from eight fo ten minutes.
4. Fry an egg and note fhe effeet.
No,,--The eggs may be put to boil and simmer at the
beginning of the lesson, and pupils designated to take them
from the heat at proper rimes. The eggs will then be ready
to examine when required.
COCLU.ION'S
1. Boi]ing an egg for three minu/es does not a]low rime
for the heat fo reach the yo]k. The white is hard
and tough just next the shel], but soft and liquid
as if approaches the yo]k.
STUDY OF EGGS 113
~.» Boiling an e¢,«« for twentv, minutes hardens and
toughens the white, so that it all becomes hard fo
dissolve or digest. If also gives the heat rime to
reach thc ccntrê and llardcns thc yolk, but does not
toughen if -r makc if hard te» diss.lvc or dist.
3. Allowing the egg fo stand in thc hot water
thc white te, a jclly-likc ,.o,,siste,,«.y without t«,ugh-
ening if; if als,, co,,ks thc .v,,Ik.
LI':SsoN,¢; ]I1, IV, .:'rc.
U,SES (F I.'.GGR
To give practi«c in preparin. %». and h, sh,w their
spe('ial ues the f,,lh,wing dishes woul,I bc suitable:
1. White :
For f.od--loachcd eggs on t,,ast, simlncrcd e7g
For cohesive (sticky) propcrty--potato halls, fish
halls
F(r clearin liquid--coffee
For holding air--foamy omelet
For de«-rafion--hard-hoiled eggs cul in fam.v
shapes for garnishing, meringue on lemon pud-
ding, etc.
2. Yolk :
For food--egg-nog, scrambled eggs
For thickening ]iquids---custard, sa]ad dressing,
]emon pud«l i n.g
For colouring foods--tapio«a cream
For decoration--hard boiled and gratcd over salads.
114 HOUSEHOLD MANAGEhIENT
STUDY OF VEGETABLE FOOD
Beforê beginning this part of the work. it would be
mo.¢t helpful if the class had one or two nature study
lessons on the structure and organs of plants. With the
lmpils in possessio of some knowledge thus a««luired, the
ll,usch,ld Mana.,_,'(«nent tca[-hcr has onlv to h.ad up to
ideas .f thc prcparation and value «,f thcse parts as food.
These ideas sh,,uhI, as far as l.,ssil,lc, fl:lh,w in such a
mural .rdcr that the lmpils nmy ecn mticipate the
Thê outline may be as f[,lh,ws:
LESSON 1[
Ail voetabk, fo«,d i obtaincd from plants; if s some
pari of a plant u.ed as f(md.
PARTS OF PI.ANT. USED A. FOOD
1. Root--carrot. radish
2. Tuberp«xtato, artichokc
3. Bulboni,n
4. Stcmrhubarl). asparagus
3. L«.af--sl)inach" (-ahhage
6. Flowereaulifl[,wer
;. Fruitapple. orange
S. Set, d--(1) Of trees (]mts)heechnut, almond
() () Vasses (eereals)--whet, eorn, riee
(3) Of vine (legumes)pea, 1)eans, lentils.
In askin. for examples «,f the different parts, there will
l)e more inerest and alue if the questions eorrelate othêr
STUDY OF VEGETABLE FOOD 115
subjects, for instance: For what fruit is Canada noted?
What fruit does she import? Name a nut the squirrels
gather.
LEsso II
COMPOSITION OF ANY PAItT OF A PLANT
From theforegoing the lmpils nlav inter that there
are eight diffcrent foods to studv. They should be led to
sec that in realitv there is onlv one, as all parts of plants
are. geuerally speaking, the salue in structure. Referring
t. the animal bod
foot is of much the saine structure as «»ne froln the face;
that a piece of fie»h ïrom the leg is Ihe salue as a piece
from anv other part of the hodv. In the saule wav. if we
studv one part of a plant, it will be a type of all parts.
In general the structure is as ïol]ows:
1. A framework, in cellular tortu, ruade of a substance
called cellulose.
2. Matcrial filling the cells:
(1) A juice in the cells of ail parts of plants
except seeds
(2) A s«»lid in the cells of seeds.
Tt, show the framework..ome rejetable food having
a white colour should be choscn, such as potato, parsnip,
or apple.
If must be explained that all plants are ruade of a
framework of numerou. cells, something like a honev-
eomb. The cells ili plants are of manv different shapes,
according fo the plant, or thc part of the plant, in which
thev are found. Thev are u.¢uallv so small that thev tan-
hot be distino-uished without a microscope: but occasion-
116 HOUSEHOLD MANAGEMENT
allv they are large enough to be seen without one. Pass
seetion. of orange or lemon, where the eells are visible.
:qake a drawing on the blaek-board of the eellular forma-
tion of a potato. Lead the elass t, understand that, in
every case, the eell walls mu.t be broken fo get out the
eell contents. T,» illu.¢trate this, they may use potatoes,
and break the cêll wall. hy grating the potatoês. After
they have broken up the framework, the cell contents
Cellular structure of a potato
.lmuld be .trained thruh cheesecloth int a glas,. Thev
bave nt, w two parts fo examinecell walI. and cell con-
tents.
\Va.h the framework t- free if of an)" eell juice and
stndv if first. {-ive it. naine, and note its co!our and
texture. Compare the framework of potatoe., straw-
berries, lt, ttuce, trees, etc. Tell the class tha in some
ca.es part of the cellulose is so flbrous that if i. u.ed fo
make thread, cloth, or twine: for instance, flax and hcmp.
STUDY OF VEGETABLE FOOD: POTATO 117
Celhflose is most difficult fo dissolve, so that pra«.tically
little of if is digested. It serres a mechanical purpose in
the digestive tract by helping fo fill the organs and dilutc
the real food. If fibrous, it acts as an irritant and over-
COlneS sluggishness of the intestines known as constipa-
tion. The outer coats of (.ereals are ail example of eoarse
cellulose, as used in browu bread and some kinds of
porridge.
Examine next the juice whicb was eontained in thc
cells of the potato. Tlae liquid shows lnuch water; the
colour indi(.ates mieral matter in solution: the odour
suggests a flavour; the white sediment is starch.
('OMI'OSITION OF POTATO JUI('E
Watcr, mineral marrer, flavouring marrer, starch.
Draw attention to the tact that thc potato is the part
of the plant which acts as a storchouse. In such parts,
starch is a]wavs fould as the stored f,rln of suzr ; but, in
parts whi«.h are hot storchouses, sugar will be found in its
stead. In rare cases b-th arc fould, as in the parsnip.
NoTE.--This is a good rime to impress the tact that plants
are the source of starch for manufacturing purposes. In Eng-
land, potatoes are largely used; in Canada, corn. It wil! be
interesting to state that the early settlers obtained their
starch for laundry purposes at home from potatoes, by chop-
ping or grinding them.
The inso]ubility of starch in eo]d liquids mav be effee-
tively reviewed at this part of the lesson. The starch has
been lying in the water of the potato oeils for several
rnonths, yet has not dissolved. Let two or three of the
«]ass gradually heat the l)otat«» jui«.e with its starch sedi-
ment, stirring ail the rime to distribute the sedimcnt evenly.
11 HOUSEHOLD MANAGEMENT
"l'h¢.y will final that a little less than boiling temperature
diss,,lxes the starch. This will sh.w them that heat is
necessarv for the solution of starch, and a heat nmch
greater than that in the l,ody, hence raw starch is indiges-
tible, lS«.all rite lnilk less,m aud the uselessness of star«-h
as a «omponent of ntilk, unless the milk be cooked.
Squeeze the jui«e fr.m a s,ur apple ,r lem,n, and note
tl,e tast«.. Explail, that ail fruit jui«-es c.-main more or
l«,ss acid. The effçJ«.ts ,,f this a<.id in the b,dy are similar
t,, th,se ,,f minerai mattcr.
Protein is also found in plant juices: hut in such small
quantities that if luay be disrearded as a source of food
supply.
GENEIAL «'OMP«ITION OF PLANT JUI<'E
Water: mi]eral mattt.r: flav«,uring matter: starch or
sugar, or both: a,'i,1 (in fruit juice}.
LE.ox III
COMI'O.ITIoN OF .OLID MATEI;IAL IN CELLS OF SEEDS
This part of thc lcss«,ll may be deveh,ped as follows:
1. Seeds contain the l,uilding material for new plants,
a well as their food f, a short rime.
2. ]'latlts and aninlals r,.quirc much the saine material
to build and fec,1 them.
3. Animals require water, mineral marrer, protein,
sugar, starch, and fat.
4. Plants require the saine: but the seed bein a store-
bouse part of the plant, if will nof have sugar,
and water has fo be supplied when tle new plant
is fo be formed.
FOOD VALUES OF PARTS OF PLANTS 119
5. Seeds contain, thereft, re, minerai matter, protein.
stareh, and fat.
No'r 1.--Seeds will grow in water until their stored food
ls used: they must then be planted in soil, to get further
nourishment.
NOTE 2.--The two fuel foods, starch and fat, are hot round
together in abundance in seeds; one or the other will be much
in excess. For instance, in walnuts there is a great deal of
fat, while in peas and beans there is scarcely a trace of fat,
but the starch is abundant.
('OMPARATIVE F(}OI} VALUE OF I}IFFERENT I'.t.ITS (}F I'Lt.NTS
Onlv a vcrv geueral idea of this sllouhl be atteluptcd.
The fo«,d value of anv part of a plaut eau I»e r.ughly esti-
mated by cousidering the oee of that 1,articular part in
plant structure. Nature studv will assist lu this. The
ro, l c«llects the fi,,,d t,, seud if t« the parts ab«ve ; the stem
is a hallwav through which the f,,od is carried iii a more
diluted tortu. The leaves serve thê purpose of luug» an,l
will not contain ranch f«,,«l, tlmugh th«v naturallv have a
good deal of flavour" parsley, saze, and tea are exalnples
of this. The fruit is a ho,use h, protect flic seeds, and is
ruade most attractive and deli«i,us, se» that auimals will
I,e tempted to car this part. and thus assist in the dispersal
of the seeds. The fruit has ç«,mparatively little f,,«l value
as Imihlinzmaterial. The eed e,,ntaiu the st«»red ma-
terial fo buihl new plaufs, aud theref,,re is the me,et nutri-
tive part of ail. It is the only part of the l,lant which con-
tains an appreeiable supply «»f huilding f,»od, that is. whieh
can take the place of egs or meat iu the diet. Baked
beans are sometimes ealled " nuggets of nourishment " or
"fhe poor man's beef ".
120 HOUSEHOLD MANAGEMENT
LESSON IV
After discus»ing the food value of the different parts
in this broad way, the l)upils mav be asked to consider the
plant food.,_ used in their diet and to compare their nutri-
tive value.
The facts coneerning these mav be summed up as
follows :
1. Green vegetables:
These generally contain nmch watcr, hardlv any
protein or fat, and a sma]l amount of sugar.
They arc valualde mainlv for their minerai
matter and eellul.se.
2. Root x egetables and tubers:
These are more nutritiou., than green vegetables,
be(.ause they contain much more sugar and
starch.
3. I,'ipe seeds (eereals, lcgumes, and nuts) :
These are highly nutritious, because of the large
amount of protein and building minerai matter
thev contain, and also the amount f fuel food.
DRIED VEGETABLES AND FRUIT
It is important that the alue of these be pointed out.
Dried foods contain all of the eonstituents of freh food
exeêpting water and a little flavour lo.¢t in evaporation.
yet thev are often much cheaper. Attention should be
directed to the best means .f restoring the water and, if
ne¢.essary, .f giving an additional flavour by the use of
cloves, cinnamon, etc.
COOKING VEGETABLE FOOD 121
Canning is a better means of preserving food for
export or for use when out of season, but where the eXl»ense
prohibits this method, drying is a g,..l substitute. In
districts where fruit aM vegetahles cannot be grown or in
seasons when thcv cammt I,e obtained fresh, the dried
forms are cheap and have excellent food value.
THE COOKING OF VEGETt.BLE F«»OD
As vegetable food i. eaten both raw and cooked, the
pupils sh-uld be asked t,, decide whcu c(«ki.g is uecessary
and what they wish if to aecomplish.
There are only two substances in vegeta.ble food which
will require cooking, aud these are:
1. Cellulose, if it be hard or tough
2. Stareh, if it be present.
The pupils have ïound in their experiment with the
potato wCer, that starch cooks quickly, hence the rime of
cooking will depend altogethcr on the texture of the cellu-
lo.e. When the celluh,se is sot'tened af the centre, the last
part which the heat reaches, the xegetablc or fruit will be
cooked.
If the food is eooked in water bv boiling or simmering,
much of the sui)stance will pas.* into the cookig water.
As the ell walls beeome softened, thev allow the eell con-
teurs fo partially pass out and the cooking water fo pas. in
fo fill the spaee. If the food is long in eooking, the water
may have more value than the vegetalde, and it should hot
be thrown away. If mav be used in two wavs--as a basis
for a sauce or a soup.
1"2"2 HOUSEHOLD MANAGEMENT
GENERAL RULES FOR COOKING VEGETABLES
NoTE.--As the principles in the general rules bave beer
taught, theso rules may ho dictated to tho class.
PI:EPARATION
l. Wash. pare, peel. or serap, the vcgetable, aild eut it
into convenient sizes.
2. Unless green vegetables art' freshlv gathered, soak
them i ««dd waWr f,r an h.ur I»efore
3. Soak dried vegetalde. at least twehe hr»urs.
COOKING
:I. Put all vegetables on to cook in b,]]ing water, except
dried vegtab|es, which .hou]d be put ou in cold
water.
2. Strong-.qme]ling vegetables should be cooked af sim-
mering point, the ,thers nmy boil gcnt]y.
3. For vegetablcs that grow above ground (including
oni«ms, salt the water (one tsp. t. a quart).
4. For undcrgrouml vegctablês, do m»t sait the watcr.
VEGETABLE RECIPE
Prepare and «o«»k file vegetaldes until tender, accord-
ing fo the rules given above. Drain off and mcasure the
vegetable water. For cach ½ cup of vegetahle, fake ¼ cup
of the water and make into a sauce. Re-heat the vegetal)le
in fhe sauce and serve iii a hot di.h.
NOTE 1.--For potatoes and tomatoes do hOt follow this
reeipe.
NOTE 2.--The sauce is marie by thickening each cup of
vegetable water with two tablespoonfuls of flour, and season-
ing as desired with sait, pepper, and butter.
NoF 3.--Another method of saving and using the valuable
vegetable water is to rnake it into a soup.
COOKING FRUIT 12
GENERAL RULES FOR COOKING FRUIT
FRESI[ FRUIT
1. Stewed.--Put the prepared fruit in a saueepan with
enough water to keep it fr.m burninz. Cover
.],,st.ly. and stew unti] temh.r, stirril oft,.n. Ad,l
the suar ami h.t the mixture }»«»i] a illinUtO nl,,1-e.
2. I',,,,ked in s.vrup.--Make a .<.vrup ,,f ,,le 1,art su:zar
fo two or three parts water. Put the prêpare,1
fruit in the hot syrup, cover ch,se]y, and simuler
until tender.
DRIED FRUIT
Wa.«h the fruit thor.u,]lly, l'over with «vld water
and s«,ak twentv-fl,ur hours. Put on t,, «o.k in tbe saine
rator in whieb it has soaked. Add spiees if de:ired.
('6ver e]o.elv and simmer until tender. Add the su:zar
and sinlmer ten minutes longer. Take out the fruit, and,
if neeessary, boil d.wn the syrup, then pour it oer the
fruit.
IEssONS V, V], ETc.
While studyin£ vegêtab]e food, praetiee wi]l be given
in nearly every lesson in the preparation and eooking of
vegetables or fruit, but after the completion of this series
of lessons, these food. sllould be prepared and eooked with
more intelliêlwe and interest. Vor this reason, there mav
he, at the }ast, c,ne general practieal le:son dev«,ted fo
vegetables and fruit, fo review and impre.s the faets that
have heen tauht. As potatoes, on accourir of thêir lare
amount of starch, reqnire .peeial eare, an era lesson
may be given to this vegetahle.
124 HOUSEHOLD MANAGEMENT
In the lcsson on potatoes the attention of the c]ass
.qmuld be directed te the ïollowing:
POINTS IX COOKING POTATOES
1. Be sure te soften the cellulose thoroughly.
2. After the potatoes are cooked, get rid of all possible
moisture, that they mav be white and mealv.
(1} If potatoes are cooked in water, drain them thor-
oughly, remove the eover, and shake over the heat
te drv out the starch.
(?) If potat,es are I,aked, i,reak the skins and alh,w the
moisture te es«ape as steam.
3. When serving mashed l»«,tat«,es, pile them lightly
without .¢moothinz.
USE OF STARCH TO THICKEN LIQUIDS
A lesson on the u.e of starch for thickeninz purposes
should be ffiven I,efore lessons on the nlakin,. «,f a sauce
«,r a soup frein thc ater in which vé..éta »les hare been
eookéd. Thé necéssity oï separating the stareh grains
should be shown bv experiment:.
EXPEI[IMENT.q IN U.ING .TAP,('II Ff)P, TtlICKENIXG
(Any powdered starch may be used)
l. Boil ¼ cup of water in a small saucepan. While boil-
ing, .¢tir into it ½ tsp. of cornstarch and let if boil
one minute. Observe thc re,ult. Break open a
lump and examine if,
2. Mix 1 t.¢p. of cornstarch with 2 tsp. of cold water, and
stir into ¼ cup of boilin._-, water. Œ%te the resu]t.
3. Mix I tsp. of corn.¢tarch with 2 t.¢p. of sugar and .¢tir
into ¼ cup of boiling water. Note the re.¢ult.
BASIC RECIPE FOR THICKENED LIQUIDS 125
4. Mix 1 tsp. of cornstarch with 2 tsp. of melted fat in a
small saucepan and stir into it cup of boiling
water. Note the resu}t.
CONCLUSIONS BA.ED OX TtIE FOREGOIXO, EXPEIII.IENT.q
1. Starch granules mu.t be separated before i)êing u.ed
fo thicken a liquid :
(1) By a,lding a double quantity of cohl liqui,1
(21 By addinz a double quantity ,,ï suar
(3) Bv adding a d,,uldê quantity «,f melte,l fat.
2. The liquid whieh is being thiekenM must bê eonstantlv
stirred, t,» distributê evenly tho star«h grains until
they are cooked.
BASIC REI'IPE FOR LtQUIDq TIIII'KENED WITII FLOUII.
Milk Flour Butter
Thin erealn sauce .... 1 eup 1 tbsp. 1 th:p.
Thick erealn sauce ... 1 eup 2 tl,sp. 2 th:p.
NOTE.--Use thick cream sauce to pour over a food. Use
rhin cream sauce when solid food substance is mixed with
the sauce.
VARIATIONS OF BLIC I;ECIPE
1. Tomato sauce.--Ir.e strailwd tmnat«, juiee instea,1 «,f
milk.
2. Vegetahle sauce.--Use vegetable water iii plm'e ,,f the
nlilk.
.3. Cheee auee.--Use fo I eup of grated eheese in 1 cup
of thiok eream sauce.
126 HOUSEHOLD MANAGEMENT
('REAM OF VEGETABLE SOUPS
Al lea.l one pracli(-e lesson should be givên on the
making of these soups. The value of thc egetablc water
should be impressed upon thc Irai)ils, and it mav be poiuted
,ut that these soups are an excellent way of using thc
.ooking watcr and any left-over vegetable.
Thc differcut, e bctwecn tomatoes aml other vegetables
shouhl be noted. Tmmtoes arc a fruit and, as such, con-
tain an acid. The aeid wouhl ourdie mi]k and must be
ncutralize,1 by the use «,f soda. },ef,,re milk «an be added.
Utensils used for cream soups
PRINCIPLE.q OF CREA]I SOUPS
l. Thê liquid mav I,e ail milk. part vegtable water and
mi]k. or ail vegetal)le water.
2. The amount of flour uced for thiekenin._ depends on the
vegtable. tar«qv vegetables need only tbsp. to
ouo CUl-, of liqllid ; mm-star(.hv veetahle nee,1 l tbsp.
to a «up.
3. The inffedients are eomhined as follows:
1 ) The liquid is heatcd an,1 thi(.kened with flour.
(2) The soasonins <,f butter, salt, and pepper are
added.
COOKING SEEDS 127
(3) Thc xegetable pull» is added in anv desil't.d
quantity, usually about two tbsp. t,, O,le cup ,,f
liquid.
A Sl,e(.ial recil,e sh«,uld I,e giron for cream t,f t,,lnat,,
soup, s, that the proportion of s,,,la mav bc correct.
NOTE.--If flavour of onion, bay-leaf, parsley, etc., are
desired, these should be cooked with the vegetables, so as to
be extraeted in the vegetable water.
OUTLINE OF LESSONS ON COOKING SEEDS
('I.:IIE.IL. : W IIEAT, OAT.'4, «'ORN'. I;I«'E, ]:YE, B.RLEY
1. Forms in which used:
(|)
««,arse oatlneal, etc.
{2) ([ranular--e«rn mea]. cream «,f whcat, fine aat-
meal. etc.
(3) P.»llcd or flaked tzrains--wheaL oats,
rice, etc.
P,)wdered--wheat flur, ricc fl,,ur, etc.
()
2. Cooking cercals for breakfast :
For 1 cup of water use I tsp. of salt and the follow-
ing eereal--
Wh.le or craeked--Œ eup of «ereal
flranular--3 ri,si,..f eercal
l/,,lled «,r flak¢.,1---. eup ,,f «.ereal.
Put sait and water in the inner part of a «l«,ul,le boiler,
and set directly over the tire. When steaming hot. gradu-
ally stir in the dry cereal, and keep stirring until the
starch has thickened and boiled. Stir carefully, so as hot
te, break the flakes ,,f r,,lh',l cereals. Thcn set the imper
128 HOUSEHOLD MANAGEMENT
dish inside I]le outer part of the double boiler, in which
flmre should be i»oiling water, and cook from two fo four
]lours.
NOTE 1.--Rice has very tender cellulose and cooks in hr.
NOTE 2.--Rolled or flaked cereals bave been steamed an
hour or more to soften them for rolling, so require less cook-
ing.
NOT 3.--Cereals may be cooked for breakfast the day
before, but should ot be stirred u'hile beinfl re-heated.
LEGUIES: PEAS, BEANS» LENTILS
1. Forms in which u.ed :
(1) ]tipe seeds
(?) Meals--pca meal, etc.
2. ('ookiug af dried legume.¢:
(1) ,%,ak in col,l, soft water for tweh'e hour. or
more, and tben drain and rinse, liard
water ma S be softened by boiling, or by lhè
addition of soda ( lsp. of soda o 1 pt. of
water).
(?) ('o,,k by .f»merfng in s«,ftened water until
thev are soft.
(3'1 After sinmmring, the beans mav be baked.
NUTS
Forms in whieh used:
1. Wh,,h, or brokel nuts--used a. dessert or in eakes,
salads, etc.
. Butters--groun,1 and mi,ced with «,ther ingredients
t,) make a paste.
3. Meals--grmmd and used fo thieken soups.
SALADS 129
SALADS
The series of lessons on vegetablc foods being finished,
it is a good time to take a salad lcsson. All salads werc
originally ruade from fresh young 1)lants or salad greens,
and though any food material is now used f,,r the 1,urI,,,se,
tbe subject seems fo follow naturally the lessons on plant
food.
The pupils shouhl derive unu.ual pleasure from this
work. OEhe dis/les ruade are most attra,.tive and aPl»«.tizhff
besides affording an opI,ortunity ft, r eaeh member of the
elass fo display individual artistie skill. Xone of the prin-
(.iples are new, so that the lesson will be really a review.
The outline of notes for tbe class will be:
INGREDIENTS {,F SALAD.q
1. Salad plants l,rOl,er, such as lettuce, water-cress,
eelery, cabbage
2. Cooked vegetables, such as peas, beans, asparagu.%
carrots, beets
3. Meat--co]d, of an S kind
4. Fish--cold. of any kind
5. Egghard-boiled
6. Fruit
7. ('ombinatioDs (,f the al,ove in great variety.
F(OD VALI'I':S OF SALADS
This depcnds on the ingredients. If sala,l greens only
are used, the food value is mainly the mineral marrer, but
the dish will be refreshing and appetizing, and the oil,
butter, or egg used in the dressing adds nufriment.
Salads are prepared with littlc trouble and with no
cxpense for fuel.
130 HOUSEHOLD MANAGEMENT
PREPAR ,TION OF ALAI) INGREDIENTS
l. l[ave everyflfing cold hcfore combining.
2. Freshen the grecns in cold water until crisp.
3. Meat. fish. and solid ingredients should be seasoned
se,me rime hef«,re using, se, that thev may abs, rb the
flavours of the seasoning.
4. In me,st «.ases d,, n«,t coml,i,e the in7redients with
thc dressing uutil just before serving.
(1) Sa]ad greens.Wash thorouh]y, and put in
cold water until crisp, drain on a towel, wrap
in a dam cloth, and put iu a cool place. Cab-
bage and lettuce may be finely shredded.
(2) Fruit and c«,oked vegetables.--('ut into cubes or
suitable pieces. ('hill and mix with the dress-
ing, fo absorb if.
(3) 3Ioat.]h«uove the fat, skin, and grist]e. Cut
in cul»es and chill.
(4) Fish.--Rêm-ve the hones, flake, chill, and pour
dre»sing over" but do hot mix.
DREgSIXGS FOR SALADS
1. Cooked salad dressing:
": tl,st,, su,,,ar
• . isp. mt, stard
tsp. sait
(1)
«-up inegar
2 tbsp. butter.
Mix tlJe first four ingredients in a saucepan and
heat until disso|ved.
(2) Beat the eggs verv light in a round-bottomed bocal.
usine, a I)over e_.% beater.
(3} Boat the vinegar mixture into the eggs.
STUDY OF MINERAL FOOD 131
(4) Set the bowl. with ifs contents, over a dish of boil-
ing water, then beat slowly an] conAantly until
tle mixture is thiekened.
(5) Lift the l,ow] fr.m the heat al once.
(6) Beat in the butter and set awav t,» («»«,1.
(7) If desired, a half cup of whiI,IW,1 ,»r plain ,.ream
may I», a,lde,l just I»cfi,re the dressing is used.
2. Uncooked salad dressing:
tsp. sait 4 tl,sp, olive off
tsp. pepper 2 tbsp. vinegar.
(l) Stir the salt and pepper into the oil.
(2) Add the v]negar sh,wly ami stir vigorously until
wel] blended and s]ihtly thickened.
(3) Serve with any salad ruade ,f salad grecns.
STUDY OF IIINERAL FOOD
As the study of lnineral food involves a kw,wlede of
chemistry, ]ittle me,re tan he «l«,le in .luni«,r clan»es than
fo teach that certain mineral t«,lnl,ounds are required for
the body, io I,oint out their tw«, main ues. and to lea,l
the ])upils to kllow the f««,ds which gcnerally sul,ply these.
Their attention sh.uld be directed fo the fact that all
minoral mattcr is f.nd, in the first phw«. i th«. .ar/h's
trust, hut that. with the excepti.n of sait, animais
use it in that form. Plants ean ue if, and thev al,sorh
if from the soil: then we eat the plants, and in that way
oblain the mineral substance, or we may «,btain it by
eatin the animais whieh bave ea[en the plants. Water
also, in makinz ifs way through the earth, mav dissolve
certain minerals and, 1,v drinking the water, we obtain
hese.
132 HOUSEHOLD MANAGEMENT
It will hot be neeessary to teach the names of the
minerals wbich our food must supply, as most of these
will rot.an n,,tbing t, tb. pupils. Tbev miht be asked
t,, naine one or two which are very familiar; for instance,
the lime in bone and the irm in blood. They may be
t,,l,1 that there are a few others wbich they will learn
when they study chemistrv in the high school.
The l, Ul, i]s bave alrea,lv learned that minerai matter
serres two main functions in the I»,ly: that is, building
and regtlolbg, and it is a g,od plan to classify the well-
kn«,wn f«,,,ds under thcse two headins. With a little
gui,lance the pupi]s can ,lo most of this for thcmselves.
They know that milk serres ail building purposes in a
chih]'s b,,dy, and must, therefore, contain minerai matter.
Egs build animal b«,dies, an,1 must (.ontain this sub-
stance aiso. Mcat i rbe animal bodv that bas been buiit,
thcef, re meat has this suhtance; but we shall find in he
meat less,,ns that there is n,, minerai matter in fat and
that tbe c,,,,k cannot dissolve it out of bone. therefore
muscle or lean meat must be catch fo obtain it. Seeds,
t,o. c,mtain huildin.u material for new plants; therefore,
the bui]dinZ mineral matter must be stored in their oeils.
liard water is kn,»wn hv tbe lime it contains, therefore
this. if drunk, asists in the formation of bone.
The class must be told that the minerai in the juicçs
,,f plants is mainlv fi,r reulstin purp,»se»: that is. to
keep out bodies in «,rder. ,r as we say. bealthv. Wben
thev zet out of order, we usually go fo a doctor fo be
regulate,l or ma,le well. The medicine which he pre-
scribes often contains some minerai in solution, perhaps
iron. The mineral matter which is in the juices of plants,
heing a me, re natural form flmn the minerai matter in
the medi«inc, is m,,re easilv ma,le use of iq the bodily
DIET 133
processes. This is one reason why people should eat
plenty of vegetablcs and fruit.
Many springs also furnish water with large quantities
of mineral matter in solution, which is used main]y f,,r
medicinal purposes. The pupils may know some places
where we find su(.h sprilgs, and these shouhl ],c n|ell-
tioned, such as Preston Springs, Banff, and M,mlt
('lemens, which have become health resorts thr,,ugh the
l)resence of these waters. When the springs are in a
distant country and their waters arc known fo contain a
certain minerai which our bodies need, the water is
bottled and shipped to us, and mav be oltaim.d from a
druggist. }/unyadi Janos, A1)ellta, Vi('hy, and Ap.llinaris
are well-known medicinal waters shil)ped from Europcall
springs.
SUMMARY OF SOURCES OF MINERAL FOODS
1. Building minerai matter.--Milk, e«,.%=¢._ lean meat,
seeds, hard water
2. Regulating mineral matter.--Fruit, vegetables, minerai
waters, salt.
NoT.--This classification will be most useful to tho pupils
in preparing well-balanced meals in their diet lessons.
DIET
After studying in this elementary way the composi-
tion of the animal and vegetable f-ods, the pupils will be
ready for simple lessons on diet. The cla.¢. ma3" now be
said to have a working knowledge of tle well-known foods,
and they should be given a chance fo use this knowledge,
by combining and serving these foods for simple meals.
lO H.M.
134
HOUSEHOLD MANAGEMENT
REFERENCE TABLES OF FOOD CONSTITUENTS
It will I,e helpful in this work, to guide the pupils in
making out a referenee table of the food eonstituents.
Tbis will give lists of food in whieh eaeh constituent pre-
d,,minates, as follows:
1. Water :
Beveraes (water, milk, tea, coffee, eocoa), fruit,
vêgetables.
2. Minerai matter :
(1) For building--milk, eggs (yolk and white),
lean meat or fish, seeds, hard water
(2) For regulating--fruit, vegetables, mineral
waters.
" l'rotein"
Milk (eurd), eggs (yolk and white), lean meat or
fish, seeds.
4. Nu,,ar"
Fruit (juk), non-starehy egetables (juiee),
milk (whey), commercial sugar.
. S'tareh :
l'arts of plant. whieh serre a. storehuuses:
Tubers--potatoes, artiehokes
Iloots--parsnip, tapioca, arrowroot
Stem--sago
Seeds--cereals, legumes, some nuis (peanuts,
chestnuts).
6. Fat :
Milk («reanl), egg-yolk, ment or fish (fat),
fruit, as the olive (oil), most nuts (walnut,
butternut, pecan, peanut, etc.).
REFERENCE TABLE OF FOOD CONSTITUENTS 135
Besides the necessary substances in food, the pupils
must be told that there are othcr points fl,r the house-
kceper fo consider when preparing the meals, namely:
1. The am-unt -f ca«.h f..d sui,stance rcquired dailv.
2. Spc('ial rcquircmcnt. of individual. a«.«.ording to: (1)
age, (2) occupati.n, (3) climate, (4) scason.
Under 1, al»ove, it may be explaincd, that when a meal
is prepared which gives the body a eorrect l-,r.portion
ea¢'h fo.d sui»stance, it is said t- he well I,alanced. From
numerous experiments the " Dietary Standard" for one
dav for a grown person bas been calculated to
Waterabout 5 l, ints, two of which are taken in solid
food
hlineral matterl ounee
Protein3 to 4 ounces
Fat--2 ounces
Sugar and starch (together)--14 fo 18 ounces.
Although the pupils cannot be expected fo follow this
table accurately, from lack of sulïicient knowledge, it will
be of some assistance fo them in choosing a c«,mbinati.n
of food for the home meals.
Under 2, above, some .f the variationg of food are
.l»vi.us. but SOIIIe must he taught. I'hildren require
simple, nourishin fo.d. whieh will ct,ntain plenty
protein and mineral matter fl,r tissue building as well as
nmeh fuel food. Their diet should be varied and
ahundant.
In old age the diet sh,,uld also be Siml,le , he¢.ause of
the lack of vigour in the digestive organs, but the amount
of building material should be decreased. The food of
136 ttOUSEHOLD MANAGEMENT
chi pe«,ple shouhl c«mtaiJ proportionately more carbon-
aceous nlateriai.
Brain workers require less food than those engaged
la active muscular work, and it shouhl be less stimulating
and less bulkv. Their diet sh[,uhl be in a form that is
e«,sily digested.
With the fi,regoing general ideas in mind, the pupils
may be asked to prepare menus for simple home meals.
These shouhl be assigned as hoe work, so that plenty
«»f time ean be given fo their c.nsideration, and then they
may be brought te, the elass f-r eritieism. The best of
these should be ch,sen for actual practice in sehool vork.
NOTE.It is intended that this part of the work shall be
presented in a very rudimentary way. The teacher should
feel satisfied if she succeeds in implanting ideas of the
importance of these food considerations, so that the pupils
will be ready for more specific instruction to be gained in
higher schools or from their own reading. Cheap bulletins
on Human Nutrition, published by Cornell çniversity, will
be excellent reading on this subject.
I'ItEPA[tlN( AND .';EIU'IXG MEALS
Before the pupils are given a m,.al to prepare and
serve, table setting should be reviewed, and the rules of
table service taught as follows:
RULES FOR SERVING
1. The hostess serres the soup. saIad, dessert, tea, and
«offee" the host serres the meat and fish.
2. Vegetables and side dishes mav be served b S some one
at the table or passed i,v the waitress.
3. Dishes are serred af the left of each person, commencing
with the chief ,naest.
RULES FOR SERVING 137
4. Guests are scrv(,d tïrst; ladies beforc g(.ntlcmen.
5. In ea«'h course, renmve the dishes
I»efl»re removing the soiled plates.
6. Whcn one course is finished, take the trav in the h'ft
han,1, stand on the left side of the pers.m, and re-
more the individual s.iled dishes with the riht hand,
never piling them.
7. Before dessert is served, if necessary, rclnove the
crumbs from the eloth with a brush, crulnl» knife, or
napkilL
8. Tea ,,r c,,lïee may I,,. p,,ured at tahh, ,,r served from a
side table I»v the waitress.
NoT..--Extra eutlery and napklns should ho eonveniently
plaeed on a side table, in case of accident.
Where the class consists of twelve or more pupils, it
must be divided for the I,reparation and .erving of a meal.
Eaeh section should prepare and serve a meal for the
others, until ail have had exl»erienee. As I,reakfast and
lulwheon are the simpler meals, they sh«»uhl be taken first
in the order of les.ons. The duties «,f thê eooking and
serring should be definite]y settled, and eaell girl giên
entire responsibility for a certain part of the work.
Those who are served should represent a familv.
Members shouhl be ehosen fo aet as father, mother, lady
guest, gentleman guest, and ehildren of varying ages, so
that the duties and serving of eaeh may be typified.
('tIAPTER VIII
FORM IV: 3UNIç)R GRADE (Continued)
(ARE (tF TIIE IIOUSE
"l'ttE rrÂœfl.. of Form IV Junior should be urged to take
entire eare -f their own bed-rooms. The IIousehold
Managemt.ut teacher t'an d. much to encourage them in
this. She mav include such work as pa of the week's
praetice.
The order of w«rk shou]d he discussed and planned by
the pupils, the teacher idin the c]ass l)y her ques-
ti.nin 7. In les»ons of this kind. the main work of the
tea«her is to ascertain what the pupil knows and fo
svstematize ber kn.wledze.
A t)ewritten sheet of directions mav be given ead
l,upil to bang in h«r r,),,m, and mav serve as an incentive
,, her t,, perf.rm the duties outlined.
DIRECTIONS FOR THE DAILY CARE OF A BED-ROOM
l. Open the window, if if has been ('h,sed during dressing.
9. Throw the be(]-clothin over the fo«,t of the bed, using
a chair to hod if fr,m the flo,r, or place if (»ver two
ehairs near the window.
3. Put night clothin.c to air.
4. Put awav anv other «|,thing i drawers and (.1,set..
5. Tidv and dust the t, I, of the dressing-tabh,.
6. Make the bed. after it has been aired at |east hall an
h t»ur. ,
138
DIRECTIONS FOR WEEKLY SWEEPING, 139
Once a week the following work slmuhl be added"
1. The blankets and comforter sh(,uld Ire hung tmtside fo
air.
2. The mattress should be turned, and fresh bed-linen
placed on the bed.
3. The room should be thoroughly swept and dusted.
After the pupils have had training in the care of their
bed-rooms, this experience, together with their lessons
in cleaning, shouhl enable them fo keep any of the other
roons in the house in good order.
It should be pointed out that, in these days of sanitary
building and furnishing, there is no necessity for the
semi-almual housecleanm= of former times. Each
week the bouse can be thoroughly gone over, with the
exception of laundering curtains and washing wood-work,
and these duties might be taken in turn, a room at a rime
every week, so that the work will n,-,t accumulate.
The class should be faught fo consider fhe economy of
ime and energy and eneouraged to provide themselves
wilh ail the lafest aids fhey ean aff«)rd.
The cleaningmefhods which are necessarv for this
work and which bave not been formally taught, shoul,l
now be deniely outlined. These are the weekly sweeping,
weekly dusfing, and eleaning special metals.
DIRECTIONS FOR WEEKLY SWEEPING
1. Dust and put away all small articles.
2. Lift the small rugs, sweep them on both sides, out-of-
doors if possible, and leave fhem o air. P, ugs foo
large to ake out should be brusbed and folded over
fo allow of sweeping fhe under side and wiping tbc
f[oor beneafb.
140 HOUSEHOLD MANAGEMENT
3. Cover the furniture wilh dust sheets.
4. Shut the doors and open a window.
5. Begin af the side of the room farthest from the door
and sweep toward the centre; sweep from the other
side toward the centre; gather the dust in a dust-
pari and elnpty it into the garbage pail or tire.
6. Put away the broom and dust-pan.
7. Leae the room shut up for a few minutes, in order
t, allow the dust to settle.
S. Use a "" dustless" mop fo dust the tir»or.
DIRECTIONS FOR WEEKLY DUSTING
1. Ue a .oft cotton or cheesecl«»th duster verv slighfly
dampened.
?. Roll up the covers that are over the furniture and carry
flem outside, in order fo shake off the dust.
3. Wipe the dust fr,m the furniture, pictures, whdow-
si]ls, ]edges, doors, and baseboard, being careful hot
fo scattr it in the air.
t. Change the du:ter when necessary.
5. F, eplace the small articles.
6. Wash and drv the du.ters.
CARE AND CLEANING OF METALS
IRON OR .TEEL
Utensils ruade of these are heavy, but strong and
durable, and ho]d the heat well.
1. ('are :
They must be kept dry and smooth. Moisture
eau.ces rust, rou.uhens the surfaces of the
CARE AND CLEANING OF METALS 141
ulensils, alld makes them Inc»re ditticult 1o
elean. If they are hOt fo, be used f«,r some
rime, the surfaces shouhl be greased or coated
with paratïï».
2. Cleaning :
(1) Wash in hot soap-suds, rinse in hot watêr, and
dry thoroughly.
(2) If food is burned on, scour with some gritty
material or b,il iii a solution «tf washing soda,
rinse iii hot water, and dry thoroughly.
TIN
Uten.iIs ruade of this are light and inexpensive; they
are good conductors of heat, but they are also good
radators and lose heat quickly.
1. Care :
As tinware is .steel or iron coate,1 with liquid
tin, the grades vary according to the '" base-
metal " used and the thickness of the coating.
l'tensils ruade of tbis metal nmst be carefully
kept from scratches, since deep scratehes expose
the base-ruerai and allow the f,,rnmtion of ru.t.
2. Cleaning:
(1) Wash in hot soap-suds, rinse, and dry thoroughly.
(2) If food is burned on, boil in a weak solution of
washin soda, rinse in hot waer, and dry
thoroughly.
NoT.--Whlting may be used to brighten the tin, but
scourlng la hot recoramended, as it wears off the coating.
14- ° HOUSEHOLD MANAGEMENT
GRANITE AND ENAIEL WARE
Utensils ruade of this are attractive, hot heavy and
they do hot tarnish or rust.
('are :
These wares are ruade by eoating steel or sheet-
iron with a specially prepared lassy substà nce
ca|led ename| or laze. Two or thrce coats arc
applied. The durability depends on the
redients used in the glaze and m the number
of coats appIied.
Such utensils should be heated gradually, scraped
carcfully, and hand|ed without knocking, fo
avoid " chipping"
('leanin :
(l) Wa.h in hot soap-suds.
(2) If stained, use s,me scouring powder; wash and
drv.
(3) If food is 1,urned on, boil in a solution of washing
soda and then seour ; wash and dry.
hL['.M IX'II'M
Utensils ruade of this are very light in weight and, as
thev bave no crevice.% are easily cleaned. They are also
good conduclors of heat.
1. Care :
This metal warp. under a high temperature, and
should, therefore, be used with care. Do not
turn the gas on full. or. if used over wood or
coal rires, be sure lo ]eave the store lid on.
S,me food. injure lhe meta], if thev are allowed
t. remain in it verv long.
CARE AND CLEANING OF METALS 143
leamn :
(1) Wash in Ii«»t water, with mihl soap. AIkalies
should not be used. as they darken fl,e surface.
(2) If food is 1,urned on, the dish should bê soaked
iJ, water and then scoured with bath-brick or
emery powder.
(3) Whiting may be used to hrighten it.
ZINC
This is ne»t. used for utcnsils, but f,r fable t«,ps and
for placing under stores, etc.
Cleaning :
(1) Use hot water and mild soap. Alkalics and acids
affect zinc ad shouhl I,ê u.ed with carc.
(9.) If stained, rub with coal-oil or a pas/e ruade of
coal-(,il and soda, and then wash iii hot water.
GALVANIZED 1RON
This is used for garl)age pails, ash pans, store pipes,
etc. It is ruade by dipping sheet-iron into melted zinc.
Cleaning :
The saine as for zinc.
COPPEIt OR BRASS
Utensils ruade of these are heavy but durable and are
good comlu(.tor. of heat. They are dangerous, if hot
properly cleaned.
Cleaning :
(1) Wash in hot water, u.ing a little washin soda to
remove any grease, rinse well, and dry.
(2) If stained or tarnished, seour with sait and
vinegar, then rinse thoroughly, a,,l dry.
144 HOUSEHOLD MANAGEMENT
I
This is used for spoons, knives, forks, and serving
dishes, but never for cooking utensils, on account of
ce»st. Itis ihe best conductor of heat among the house
motal..
('leaning :
(1) Wash in hot soap-suds.
(2) If stained or tarnished, use whiting or silver
polish, wa.,:h, and dry.
RECIPE F[»R .qlLVER I'OLISt[
2 thsp. 1,orax
1 cup boilinz water
½ CUl, alcohol
whitivg.
1. Dissolvc thc borax iii ihe water.
2. When e,ld, Md the ah'.h-1 and enough whiting fo
make a thin eream.
a. B«dtle, and shake whcn used,
NoTE.--Tho caro and cleaning of the mutais out of whlch
ordinary utensils are ruade, such as gran|te ware. tin, and
steel, may bo taught Incidentally as the utensils are used
CIIAP'I'EI IX
F()RM IX" ,IUNI()R t;ILXDE (C,mtinued)
LAUNI)IY XXOIK
THt.s WORK iS but a «.«»ntinuatiol of the lessolns on clealn-
ing. If is the 1)r«,'ess of removing 5,reign marrer fr«,m
e«,tto,, linon, u'oMlcn, or silk fabri«s bv the use of u'at,?r
aud additional clcansing agents. If als,, includcs thc
finishi»g «,f thcse matcrials hv the use t,f I,lucilng, starch.
and heated irons, to rcst,,rc as far as 1,,ssib]c their origi,al
al)l)earance.
The prin(.iples «,f laundrv work bave been taught in
the ashing of disln cl«hs and towels, and now these
principles 1,ae OldV to be extended to white cotton and
linen clothes of anv kind.
The pupils mav be asked te) bring soi]ed articles of
white linen or cotton from haine for u.e at school in
exemplifyin the necessarv processes. Ii schools which
lack an equipment, these proces.¢es mav be discussed in
class and then practised af home. The teaeher should
ehoose from the f,Alowing outline what is most suitable
to the class:
OUTLINE OF LESSONS ON THE WASHING OF
WHITE COTTON AND LINEN CLOTHES
LESSON I
%IATERIALS
1. Water :
(1) Use:
(a) To soften ad dissoh-e certain foreign sub-
stances in the clothes.
145
146 HOUSEHOLD MANAGEMENT
(b) To carry away ail the foreign marrer that
]pas I,een dissolved or rubbed out of the
clothes.
(2} Kilds :
(a} liard t,'aler
( b ) ,"ofl cater
For laundry purposes, the water should
be soft. The qua]ity known as hardness,
whicll some water has. is due to the lime
which it bas dissolved in making its way
through the earth.
Watcr is said to I»c temporarily or per-
manentlv hard a(.cording to the kind of
lime it bas in s-lution. Temporarily liard
water mav be softened by boi]ing; the lime
will he depositcd, as mav he seen in the
"furring" of tea-kettles. Boiling bas no
effect in softenig permanently hard water,
so a sui»stance kmwn as an alkali is used for
this purpo.e.
(3) 5I,thods of .«,ft¢,ni)g water hv alkalies.For
each ga]lon of water use one of the fol-
lowing :
(a) One tab]espoonfu] of borax or ammonia dis-
solved in one cup of water.
(b) Two taldespoonfuls of a }olution ruade bv
dissolving c, ne pound of washing soda in
one quart of hoiling water.
(c) One fourth tab]espoonful of lye dissolved in
one cup ,,f water.
LAUNDRY WORK 147
2. Alkalies (borax, ammonia, washing soda, lye) :
(1) Use:
(a) Te» soften hard water
(b) To assist in dissolving greasy substances.
(2) Kinds :
(a) Borax.--This alkali i. oue ,f the mihle.t,
and for this rcason i. le.s harmful t- tlw
clothin. It i. u.eI'ul wheu an alkali i
required fo soften water for eoloured
('h,thes or woolleus. It als, has a tendcncy
fo keep white elothes a god eo]our.
(b) Ammoia.This als«, is a mihl alkali, but i.
apt fo "vellow'' white materials. As if
is verv volatile, it sh,,uhl ll«»t he us(.d
unless the washing tan bc «lole qui(.kly.
(c) ll'ashing soda.oEhis is a «.hca[, suhstau(.e
and stronger than borax or amnmnia. It
should be ruade into a solution bef[re it
is used, for fear of tc, o great strength.
(d) Lye. or caustic soda.--']'his alkali i. vcry
strong and shouhl [»e employed with great
('are. It must not be u.ed except in weak
solutious, otherwise if would entirelv di.-
.olve fabrics. ]t is hot advisable for
home laundry work.
3. Soap :
(1) Use.--To a('t on gkeasy marrer.
S«,ap-suds l)enetrate fa[»rics more completely
than water alolm, and when the soap
('ornes in contact with fatty material, if
emul«ifies it,. that is, ery fincly divides
it into minute particles, so that it cal, he
easily rcmoved. If a soap is used that
14 HOUSEHOLD MANAGEMENT
contains free a|kali, this substance unites
with the grca.y impurities te» form new
soap which has c]eansing value.
(2) Kinds.(a) Neutra], (b) n]cdiulu, (t') strong.
Ail soap is a c-mpould of an alkali and fat,
and acçording as one or the other of these
su]»stallcVS predominates, the kind of soap
is determined.
V]]en just enough a]ka]i is used fo com-
plcte]y .,«po»ify thc am«,unt of fat, tbe
pr«)du.t is callcd a ncutral, «r mild, soal).
When an excess of a]kali is present, the
soap is termed medium or strong,
according to the anlount of free alkali it
contain..
A mild soap should be u.e«l when fre
alkali would be injurios, as in washing
voollens or fabries that have delieate
eolours.
4. Soap substitutes, or adjuncts:
(1) Use.To aet alone or with soap in exertng a
,,lvent action on greasy impurities, so
that the cleansing process may be
facilitated.
(2) Kinds :
() Alkalie,.--These must be used in excess of
le amount needed for softening the water.
(b} Hardie.us soh'ent.% .«ucl .
paraf]ïn, coal-oil, ga.qolee.--The (-lothinv
must be well rinsed fo get rid of any
odour.
LAUNDRY WORK 149
(c) Washing pou'ders.--These are prepared mix-
tures of soap and some other solvent of
greasy matter.
5. Blueing :
(1) Use.--To inake clotlles which hae a yell,,w
tinge appear whiter in colour.
(2) Kinds.--There are several kinds on" the market,
but the names of tbese will be of no value
to the class.
NoTE.--Suffieient blueing should be used to rnake the
blueing water a pale sky-blue eolour when a little of it is
lifted in the hand.
6 Starch :
() U.e:
(a) To stiffcn fabrics and t]luS improve their
appearance.
(b) T« give fabrics a glazed surface, so that
tlley will shed dust and other impurities.
(2) Kinds.--(a) Cold starch, [b} boi]ed starc/l.
I{aw starch does hot give as durable a finish
as eooked starch, but it does give greater
stiffness. A fabric will take up moe
sfarch in the raw form. and the heat of
the iron cooks t]le sfarch, thus producing
file stiffness. The "body", or stiffness,
produced by cooked starch is usuall.y
preferable, though on account of its pre-
paration, it is hot so ¢6nvenient fo use.
11 H.M.
150 HOUSEHOLD MANAGEMENT
(3) I¢ecipes for starch--
(ai (',,ld Starch
2 tbsl), laundry starch
- tsp. borax
2 eups eold water.
Dissohe the borax in a little b.iling water. Add the
'old water gradua]ly to the stareh and mix tboroughl,v.
Add the dissolved borax and stir well before using.
(b) Boiled Starch
2 tbsp. stareh } tsp. lard, butter, or paraflïn
4 tbsp. co]d water 1 qt. boiling water.
Mix the star,.h .with the «old water until free from
lumps. Add the lard, then gradually stir in the boiling
water, and keep stirring until thickened. Cook fifteen
minutes and use hot.
NoT.--Borax in starch gives greater gloss and increases
the stiffness. It also gives more lasting stiffness. Lard,
butter, or wax is used to give a smoother finish and to pre-
vent the starch from sticking to the iron.
LESSON | |
PREPARATION FOR WASII[NC, WIIITE LINEN
OR COTTOX CLOTHES
l. Sort the clothes : (1)
()
(3)
2. Mend the clotbes.
o. h'emove stains.
4. Look after necessary materials.
Tahle linen and clean towels
Bcd and bodv linen
l[andkerchiefs
Soiled towels and cloths.
LAUNDRY WORK 151
PROCESS OF WASI[IXG WHITE
OR COTTOX ('LOTIIES
Steps Melh od
1. Soaklng :
Wet the clothes: rub the s«,iled part with soap and
roll ea(-h article separately; i,;wk in a iub. placing
the clothing me,st s.iled at thc I,«,tt,mt- (.i,ver with
WflFlll soapy water an soak frofl oo hotr to oyer
night.
The s«»aking s-fteus ad l«»«»sens the fil»res of fahries,
s,, that the forein matter in them ean I»e more
easily separated. It also dissolves the soluble im-
purities in tbe fabries.
2. Rubbing"
Wring the c]othes ont «,f the soaking water, and place
theln in a tub of clean warm water or soal,-suds;
rul, tho s,,il«d parts first on one side and then on
tire other, uing the knuckles, a washhoard, or a
washing-luaehilw. When each piece is clean, wring
it tightly.
The rubbing serai»es or rul,s «,ut the f«,reign matter
whieh bas been loosened l,y the s,,aking.
3. insing :
Shake out each piece and put it in,, a tub of e]ear
water; tub. and more al,,ut in the water to get
rid of any soi]ed water that the clothes may con-
tain; wl'ill tigbtly.
4. Boiling"
Shake out each pieee and plwe it in a boiler of eold
water with or without soap" brin te; b,iling heat.
and l,oil briskly f,,r twenty minute.
Tbe boiling kills any germs and assists in whitening
the elothes.
152 HOUSEHOLD MANAGEMENT
llinsing:
l,ift the ch,thes from the boiling water by means of
a ch,lhes stick and place tbem in a tub of clear,
«.old water ; proceed as in the first rinsing.
6. Blueing :
()pen out each piece and place one or two at a rime
in a tub of I)lueing water for just a moment;
wring tightly, and shake out eaeh pieee.
The blucin tends te» eounteraet any yellow tinge in
the elothes, making them appear whiter.
7. Starehing :
Dip c,ne piece at a time into the stareh mixture until
well saturated; tht.n wrin.
lnlv certain arti«.]cs «»r ]»arts of articles wilt require
this l,art «,f tlw pr«,cess, te» gie them body or stiff-
ness and, if may be, glossiness.
8. IIanging :
Shake out each pieee thoroughly; fasten to a clothes-
line or hand- on a raek to allow the moisture to
êaporate. This sbould be out-of-doors in the sun-
ligbt if possible.
REMOVAL OF STAINS
Forein matter whieh i. diltleult or impossible fo
remove bv the ordinarv wasbin proeess is ealled a Main.
Sueh marrer is hot dissolved by the usual eleansing agents
used in laun,lry work, such as watêr and soap, but requires
some spêeial solvent fo aet on if. The eboiee of the agent
to be used will depend on the nature of the foreign marrer
to be removed. In some cases it is diffieult fo find
LAUNDRY WORK 153
an agent which will ],,,t a,-t als,» ,,n thc eolour «,f the
fabric: in other cases t,» find «,ne u'hi«h d,es hot injure
the fibre of
The pupils should be asked fo give insfances from
their own exl,erien,.e where Sl)e('ial s,»lvens were used fo
remove stains, and be required fo make a list of these.
If neeessary, the teaeher should supplement this list with
flte names of «dher agents and the mcth.ds «,f usin lhcm.
OUTLINE OF LESSONS ON THE WASHING OF WOOLLENS
Thc washing of woollen matcrials is part of thc Course
f.r the work of the Scnior Grade of F»rm IX', I»uf, f»r the
sake «»f conveniencc, thc laundrv lessons of Itofl iradcs of
F.rm IV are outlined in one section «tf this Manual.
Before allowing the class any praefice in this branch of
]aundrx" u'ork, it x-ill be necessary for le teacher fo make
certain principles very clcar:
1. That 'ool is an animal produet. As such if tends fo
1,e shrunken and hardem'd I,v (1) heat. (2) alkalies.
2. That the surface of eaeh wool fil)re woven into woollen
materials is seen under the rnicr,,scope t,, be eovered
with notches, or scales. If these notches in anv way
become entanled, thê material is therebv drawn up,
or « shrllnken »
3. That these notehes nmv be entangh'd by:
(1) Wettin£ the woollen material and then ruhbing
or twisting if. When the fibres are wct, they
expand somewbat and the projectin seales, or
notehes, are loosened. I f the material is rubbed
af this rime, the notched edges interlock.
154 HOUSEHOLD IIANAGEMENT
(?) The use of strong SOal,S or a]ka]ies. These aet
ehemieally on the fibres and soften and expand
them. eausing the notehed edzes to beeome so
pmmincnt that they (-at,-h in one am,ther.
NoTv..--The structure of woollen fibres may be sketched on
the black-board and compared with those of cotton and linen.
To iml,re.< the f,,regoin prin«'ip]c., a few êxperimenfs
will ho, fimnd nu,st u:eful.
I-;XPF.RI.IEXT. WIT[[ ('LOTII .IADE OF WO(L FIBRE
1. Boil a pieee of new woollen cloth for rive minutes. Dry,
and «.«anpare with an origial piece.
2. Saturaie a piece ,f new woollen eloth with a strong
s«,lutmn «,f washin s,,da. I)ry. and c.mpare with an
«,riinal I,ieee.
3. Wa.q a pieee ¢)f new w,ollen eh,th in eaeh of the f«,llow-
inzwav. :
(1) Bv ru],hinzs«,ap direeth" on the elofll and then
sousing the g«,«,«ls in the water.
(2) Bv using a s,ap solution instead of the soap, as
iii (1).
(3) BV ruhbing on a wash-board.
In each case dry the d,,th and compare with an original
pieee.
After the re.ult.¢ «,f the experiments bave heen dis-
eussed, the pupi|s mav f«rnmlate a series of "points" fo
be observed in the washing of woollen fabries.
LAUNDRY WORK 155
Cotton fibres magnified
Linen flbre magnifled
Woollen fibres magnifled
156 HOUSEHOLD MANAGEMENT
:POINTS IN" WASItI\'G 'OOLLENS
1. Use lukewarm, soft water.
2. I)«» n«»t use strong soaps or alkalics.
3. Do hot rub soap directly on the woollen material, but
use soap solutions.
4. D,_» hot rub or twist woollen cloth when it is wet.
5. Do hot boil fo sterilize.
6. lo not dry in extreme boat.
STEPS IN" WASIIING WOOLLE :IATERIALS
1. Slake or brush the clothing fo free it from dust.
2. Put if into ]ukewarm, soapy water fo soak for a few
minutes.
3. Wash on both sides by squeezing and sousing in the
water.
4. Rinse in clcar. ]ukewarm watcr; use several waters,
if necessary, fo remove the soap.
5. Pass thr«,uzh a looscly set w.ringer or squeeze the water
out by hand.
6. Shake, in order fo raise the woo]ly fibres.
7. Dry in a moderate temperature, in a wind, if possible.
('IIAI'TEI X
FORMIV: SENIOR GRADE
FOODS
TttE Senior Fourth cla.s i. the preparatory «.la». for
entranee into the high sch«,ol, and for manv girls it i.s thc
final sehool year. For this reason thc C(,ursê «,f this vcar
should cover as manv of thc rêmaining hou.êh.hl opêra-
tions as possible.
The training of the prêvious year. slmuhl have formed
good habits of work and bave given experie)ce in ordin-
ary cleaning, and in thc cooking aml serving of the simple
food materials. Through this training the pupils should
also havc l»een impressed with the value of f,od, and should
bave learnêd the sources of f,,«»d aud «,f all wcll-kn«,wn
household material..
The training of this la.t year. while continuing the
Junior work, shoubl also empba.ize tbe household pro-
cesses that require greater mental evelopmcnt to undêr-
stand and greater practical skill t« carrv out. It is the
border year between the public school and thê high sch«ol,
and must neêessarily anticipate the elementarv science
tbe latter. Iu this vear more responsibility sh()ul,l
given to the pupils and mrre originality shou]d l»e expeeted
of flem. Wbere thev bave hithêro f«,llowel reeipes ami
been givên rules, thêy shouhl now foll«tw prineiplês and
deduee r .les.
Of tte several topies ontlined in the Cour.e for Fornl
IV Senior, if is advisahle fo sfart with thê preservafion of
food. Fruit and vegetables are nlo.t plentiful whên the
157
158 HOUSEHOLD MANAGEMENT
seho,l vear opens, and Septelnber is the most opportune
month fo preserve these for winter use. Fa«ts eoneerning
fi,od preservation mav bave been taken ineideutally in
prei-us h.sso,s, but now the subje«t sh«ruh| Ire svstematie-
ally taught, so that canuing, preservin, and piekling may
ire intelligently ]rractised.
I'REsERVATIOX OF FOOI)
CAUSE OF DECAY
The lesson may be iutroduocd by referrin fo the un-
usual attention given to fruit at the rime of ripening.
The ee«m««uieal housekeept'r takes certain fi.»ds when they
are re.st plentiful aml preserve. thcm f.r use when they
are lmt in seas.t. Se»me ft.,]s reqllire Slwvial «are ter keep
thcm fr.m de«aying. The deoav is eauscd bv the avtion
.f micr.copit, plants called "" bm.teria ", which get into the
BAçTERIA
It is difficult f,,r anv ,me fo get a crrect conception of
i,aoteria : espe(.ially is it s,r for ohihlren, q'he tva,.her sh,ru]d
be nmst eareful m,t t,r attemlrt fo give the olass uuimpor-
tant details, but the few nevessarv fa«.ts shouhl Ire ruade
very elear and real. The following points should be im-
pressed :
1. P, aeteria are plant. (This faet shouhl he kept elearlv
in mind.)
2. Thev are mieroseopie in size and henee the more diflï-
eult ter deal with.
3. They are round evervwhere that there is lire--in the
air, in water, in the soil.
PRESERVATION OF FOOD 159
4. They multiply verv rapidly under favourable condi-
tions.
5. Se»nie 1,acteria are useful fo the h,»usekeeper; many
kinds are her enenlies.
6. St,me of thes, (.iWlllie.q get int- fo-d and. growing thcrc.
cause a chall:e il| it--thcn wc sav the f,,« «l i
si)oiled.
('OXI)ITI(tN'. ¢, OF BCTERIAL GROWTII
All plants have the saine requirement.. Anv well-known
plant mav he put befrc the ,-lass t,» hcll> hcm t,, think
of these. Thev must be t,,ld that micr,,scopic plants differ
fronl other plants in c,ne respect: thcv d,, ]ot nced lizht.
I/ente ],aeterial requirenlettts are as f,,]lors: (1) water,
(2) f,od. (3) air («,xygen}. (4) heat.
The class should be led to sec that if anv one of these
conditions is relnoved, the remaining ones are inufficient
for the plant's aetivitv.
:ME_*.:'. OF OVERCOMING B ,CTERIA
To the hou.ekeeper, preserving food means overcoming
bacteria. There are onlv two wavs of doing this, either of
which may be chosen:
1. Kill the bacteria in the food and exclude others.
2. Subject the f««d fo conditions which are unfavourable
for bacterial growth.
In the first way, extreme heat i. used fo kill the bac-
feria in the food. and then while hot. the food is sealed fo
keep out other bacteria: Exanlple, eanning.
lb0 HOUSEHOLD MANAGEMENT
In the second way, conditions are ruade unfavourable
te, thc I,a,.teria in the f,,od, as
1. The ba«teria are dcprived of water; the food is dried.
"L The bacteria are deprive,1 ç,f sucient heat
cold storage is used.
3. Large, quantifies «»f certain substan«cs whi«.h are detri-
m,«tal te» the gr«» th ,»f ba,.t«ria are put int« the
ami the baeteria hec'orne inactive. Examples: sait.
suvar, spices, vincgar, smtkc, or certain ,.hemi,-a].
When the lesson is finished, the class is ready to prac-
fise the principles it involves. The lessons ,n the special
preser'ation of fruit mav fll«,w at once.
Utensils used in «anning
CANN[NG
As canning is the method ¢»f preservation most eom-
monly used. practiec should be given in this method. In
rural s«hools with a limited equipment, if may be that only
one jar ean be prepared. In other schools, if mav be im-
possible fo provide each pupil with material for work. on
account of the expense. In the latter case, the materials
CANNING 161
may ail be brought from home, or eaell pupil may bring
lier .Wh jar alibi fruit, and thc scho.l supply the suzar.
Instruction on the eare of jars and the preparation of
fruit and syrup must precede the practical work.
cA. OF ,±US
1. Sec that tbe jars are air-tigbt; partly fill the jar with
water; 1,1a«'c ruhhers, covers, and rinls screw tigbtly,
and invert. If anv water o,zes out, the jar is hot air-
tight. Often an extra ruhber will correct the trouble.
?. Wasb the jars thoroughly with thc aid of a small 1,rush.
3. Sterilize the jars in every part; dip thcln in boiling
water, or place them on a test (fo]ded paper or
wooden slats) in a kettle, to prevent the jars from
touching the bottom. Fill and surr,,uM them with
fepid water, thon place them over heat unti] the water
boils. Keep tbem in the hoiling water until rea,lv
fo fill with fruit. Dip the rubber bands in boiling
wafer, but do hot al]ow them to remain in it. Use
new rubbers eaeh seas(m.
4. en filling the jars. place them on a folded eloth
wrung out «»f warm water, then seal, and invert until
cool.
PREPRATI()N" fF FRUIT
Use fresh, sound fruit, hot too ripe.
1. Berries.Pi«k over. wash in a strainer, and hull.
2. Currants, ooseberries.Piek over, wash, remove ends
and stems.
3. Cherries.Pick over. wasb, rem«ve stones and stems.
4. Plums.Pi«k over. u'ash, remove stems, at pri«k three
or four times with a silver fork, in order fo prevent
the steam bursting the skin,
162 HOUSEHOLD MANAGEMENT
5. Pear:. apples.--Pick over, wash, pare, and, to prevent"
discoloration, keep in cold water until used.
6. Pea«hês.--Pick over, plunge into boiling water a few
seconds (using a wire basket), then into c«»ld water;
peel ; drop into cold water fo prevent discoloration.
Çse about 1 cup of water for each pint can.
No. I S.vrup.--Equal part» of suar and water, or 1
cup of water and ! cup of suar.
No. .yrup.--]½ cups of water and I cup of sugar.
l. Use No. I syrup f«r water fruit» and acid fruit».
2. Use No. :yrup for pear:, peaehe», sweet plumE, sweet
cherries, etc.
METHODS OF
1. Fruit cooked in a steamer:
Fill the sterilized jars with prepared fruit, with or
without syrup. Place the «ver:, but do hot fasten
them dowu. Stand the jar: in a steamer over cold
water. ('over the :teamer and .heat to the boiling
point. .team at least fifteen minute., or until the
fruit is tender. P, emove from the steamer, fill fo
overflowing with boiling :)amp, and seal at once.
Invert.
?. Fruit cooked in a boiler:
Put a fal:e bottom in the boiler, fo prevent the jar:
from bein hroken. Fill the jars with fruit, and
a«]d syrup if d,:ire«]. Coer anti place the jar in
the boiler without touehing one another. Pour in
tepid water fo within an ineh of the top of the jars
and bring gradually to boiling heat. Cook and
finish as directed in 1. above.
JAMS AND PRESERVES 163
3. Fruit eooked in an oven:
Fill sterilized, hot jars with prepared raw fruit and
cover with h,t syrup, l'lace the jars in a moderatc
oven, in a bakilg dish c, mtaining about au inch or
two of h,,t wator. C»,,k ami finish as in 1, aboie.
4. Fruit cooked in a kettle:
3lake a syrup in a fairlv deep kêttle. Put the pre-
pared fruit into if and cook gcntly until tender.
When thê fruit is cooked, lift earefullv into hot,
sterilized jars, and fill to overflowing with boiling
syrup. Sêal af once and invert.
NoxE.By Methods 1. 2. and 3 the fruit is kept more I)er-
fect in shape and loses less flavour than by :Vlethod 4. Methods
2 and 4 are best fo choose for class practice.
After the lêsson in Canning, it may hot be wie fo take
the school rime for ïurther praetice in the preservation of
fruit. When sm'h is the case, the theorv t)f jam and jelly
making Inay be discussed in class for home practice. The
notes of these lessons may apl)ear as follows :
JAMS AND PRESERVES
POINTS I_N MAKING JAM
1. In this method sugar is the preservative, therefore the
amount used must be large.
2. The quantity of suffar used is from three quarters fo
one pound of suzar fo each pound of fruit. Little or
no water is used.
3. The natural shape and appearance of the fruit is not
kept.
4. The flavour of tht. fruit is hot so natural, on account
of the excessive sweetness.
5. The jar need hOt be sealed, but merely covered.
164 HOUSEHOLD MANAGEMENT
JELLY
COMPO.ITION OF JELLY
1. Jelly is ruade frm certain fruit juices and sugar.
2. The fruit juice must contain a certain amount of pectin,
or jellying principle, and also a certain alnount of
acid.
P.¢T. (F »':UT CO'TALNO m.T
(1} Skin, (2} core, (3) pits and seeds.
/II I
Utensi]s used in making je]]y
FRUITS CONTAI-N'ING MOST PECTI
1. Currants
2. Crab-apples, apples
3. Quinces
4. Cranberries. b]ackberries, raspberries
5. Grapes, if rather green.
PICKLING 165
METHOD OF MAKING JELLY
1. Cut up the prepared fruit if necessary, and add barely
enough water for cooking.
2. Set over the heat and simmcr gently until the cellulose
is very soft.
3. Turn into a jelly-bag, and drain for a number of hours
or over night, in order to get rid of the cellulose.
4. Measurc the drained juicc and take the same quantity
of sugar.
5. Heat the sugar in the oven.
6. Boil the juice gently and steadily for twenty minutes,
skimming when required.
7. Add the hot sugar and boil very gently from three fo
rive minutes, or mtil t|le mixture will jelly when
tested.
8. Empty af once into hot glasses and set fo cool.
9. When cold and firm, cover and set in a cool, dark place.
METHODS OF COVERING JAM OR JELLY
1. Melt paraffin and pour a layer on each glass, cover with
a tin eover or paper pasted with egg-white.
2. Cut clean, white paper to fit the glass, and lay on the
jelly when it is firm and cold. Place the cover or
paper as in 1, al)ove.
PICKLING
Where the teacher finds it desirable, a lesson should
now be given on pickling, with or without class practice.
At least one or two good recipes may be given for home
use.
There are no new principles to teach. The use of
vinegar, salt, and spices as preservatives should be reviewed.
12
CHAPTER XI
FORM IX': SEXI(}R (RADE (Continued)
COOKERY
THE FI]I.¢,T work in eookerv, f«»r this Form, should con-
sist of practice lessons, which will test the abilitv of the
class ilt cooking the simple animal and vegetable foods.
The recipes used for these should be such as fo attract the
int«,rest «»f the pul)i]s, and each mav be a combination of
several f6¢,d materials. ('rcam s-up., j-ustards, scalh»l)ed
dis]lCS, and shcpherd's pie, w«»uhl be useful for this
purp«»se.
If is desirahle that this test shall be ruade in as few
fessons as possible, because nearlv all the rime in cookery
for this vear wi]l be required fl»r the new work, name]y, a
series of lessons on flour mix-tures.
OUTLINE OF LESSON ON FLOUR
Flour is a food substance ground into a powder.
1. Sources of flour:
(1) Certain cereals--wheat, rye, barley, buckwheat,
rice
(2) Potatoes.
2. Kinds of flour ruade from wheat:
(1) Graham flour--the entire wheat seed is ground.
(2) Whole wheat flour--the first outer coat of
cellulose with its valuable mineral contents is
removed beforc the secd i. round.
166
LESSON ON FLEUR 167
(3) White flour--onlv the central whitc part of the
seed is ground.
NOTE.--The pupils should be given specimens of fall wheat
te examine, se as te compare the outer coat of cellulose with
the central white part of the grain.
3. Composition of white fleur:
(1) Starch--a fine, granular, white substance
(2) Gluten--a sticky, yellowish, elastie sui,stance (a
protein food ).
To tind tl,e sul,stances iii white flour, eaeh pupil should
mix half a eup of bread flour with enough c.hl water to
make a d.ugh. She nmst then I,e taught t, knead it. This
knowledge will be of use later i,, thc bread lessons. After
it is thoroughly kneaded until it i. smooth and well
blended, the dough should be washed in several waters.
The first washing water sh-uld 1,o l,-ur(.d int- a glass and
allowed fo settle, fo show the stareh. After all the stareh
is washed away. the gluten will romain.
The gluten mav then be put into a greased pari and
baked, fo demonstrate that it admits of distenti,n.
also fo show that if mav be stiffened permanently bv heat
into anv distended shape. The baked gluten shouhl I,e
reserved to be used as a speeimen in sueeeeding lessons.
4. Kinds of wheat fl,,ur:
{l) Bread fl-ur--contains much gluten.
(?) Pa.trv fl-ur--eontains little gluten.
NoTE.--Macaroni is a paste made from wheat our which
contains much gluten.
5. Tests for bread fleur:
(1) Thc colour is a deeper cream than pastry fleur,
on aeeount of the larger amount of gluten
which if contains.
168 HOUSEHOLD MANAGEMENT
(2) When squeezed, it will hot hold the impress of
the hand.
(3) When the flour is lnade into a dough and washed,
about one fourth of the original quantit)" re-
lnains as gluten.
OUTLINE OF SERIES OF LESSONS ON FLOUR MIXTURES
LESSON I
I. 31eaning of flour mixtures:
A lightened mixture of flour and liquid, with or
without other ingredients., is called a flour
mixture.
2. Kinds of flour mixtures:
(l) Batters.--(a) Pour batters--pancakes, popoers
(b) Drop batters--cake
(2} Doughs.--(a) ,qoft dough--cookies, baking-pow-
der biscuits, doughnuts
(b} Stiff dough--pastry.
3. MeIhods of mixing flour mixtures:
(1 Stirring.--A roundabout movement which simply
mixes the ingredients.
(? } ];vating.--An upright, circular movement, which
incorporate. air into the ingredients while be-
ing mixed.
(3) Folding.--A slow, careful beating. rhich blends
the ingredients without lo:s of the air they
contain.
Kneadinz.A movement of the hands fo blend
the ingredients and a|so fo incorporate air.
of a knife fo
(4)
(5) ('uttinr.--A ha,,king movemcnt
mix fat through flour.
FLOUR MIXTURES 169
4. Framework of ftour mixtures:
(1) Gluten
(2) Gluten and egg-white.
To show the framework, the gluten baked in the flour
fessons shouhl be use& It should be pointed out as the
skeleton of the mixture which upholds the cntire structure
and on whi«h the other in:..,redients depend. T[, have light
mixtures, this framework must adlnit of being expanded
and also of being stiffened permanently into the stretched
shape. Since egg-white has both of these nece.sary quali-
iies, if mav be used for a framework either alone or in
eombination with gluten.
It should also be observed that a mixture of ingredieuts
light lu weight de,es uot prevènt the framework from ri.ing
as mueh as heavv ones do.
The pupils will see that the framework of a mixture
nmst inerease in size in .Mer t« make the mixture lizht,
but if must be ruade verv elear that, while heat stiffens any
framework, it will hot distend it. ,ome other ageney is
required for this.
5. Lightening agents used in flour mixtures:
(1) Air.--Ineorporated I»y beating, kneading, and
sifting.
(2) Steam.--Iueorporated iu the form of a liquid
whieh, wheu heated, changes t, steam.
(.3) ç'arbonie a«id as.--Formed in the mixture hv
the ehemieal uuion of soda with s-me aeid.
Examples: soda aud sour milk; soda, cream of
tartar and water; soda and molasses.
170 HOUSEHOLD MANAGEMENT
Thc lihtening ant.,, air and steam, mav be taught
from the saml,lcs of baked glufen. Experiments will show
]lOW t,» l»ro,]u('c the (.arbonic acid gas
Experiments :
I. l'ut into a thick glass a s tsp. of soda and ¼ tsp. of
«ream of tartar. 3Iix, and note the result. Stir
in as eup of e,ld water, and note the result.
2. In No. 1. use hot water in place of col,l, and note
the result.
3. Put -I cup «,f sour milk in a ,.-lass. ,qtir into the
milk tsp. of soda. and n,»te the result.
4. Put 1 tbsp. of molasses in a glass. Stir into the
molasses a pinch of soda, and note the result.
Baking-powder :
It mav now be explained that. for the sake of conveni-
ente, soda an,1 cream of tartar mav be obtained already
mixcd, in ac«urate proportions of two parts of acid to
of the soda. This mixture is known as baking-powder.
As erv little mt, isture is necessarv t,, start the action of
the powder, a little corn.tarch is adde,] to if fo keep it drv.
For the saine rea.,on, it should alwavs be kept tightly
covered.
Soda is ruade from conmon sait ancl is eheap, but the
source of cream of tartar makes it expensive, so that good
I»akinff-p«,wder cannot be low priced. If such be adver-
tised, it is usuallv adulterated.
As soon as the foreoing principles of flour mixtures
are understood, thev should bê put into practicê. The
lessons on cake, hread, and pastry shouhl follow in the
order named, with as nmch practical work in connection
with each as the time will allow.
CAKE MAKING 171
CAKE MAKING
LE.S,ONS II AND III
1. Classes of cake:
(1) Cakes without butter.--The.¢e mixtures contain
no heavy ingredients and have little weight
depending on the framework. They are light-
ened bv air and steam onlv. Examples: sponge
cake, angel cake.
(2) Cakes vith btter.--These are mixtures having
ingrêdiênts of greater wêight; and the three
lightening agents--air, steam, and carbonic
acid gas are u.*ed to rai.*e them. Examplcs:
pound cake, ehoeolate cake, nut cake, etc.
NOT..--Practice should be given in making at least one of
each kind of cake, to demonstrate the method of mixing
emlloyed.
2. General directions for making cake:
(1) Attend to the tire, so as to have the oven at a
proper heat.
(?) Grea,¢c the pans thoroughly; greased paper mav
be u.¢ed fo line thc b,»ttom of the tin, but, in thc
case of fruit cake, the whole tin .¢houhl be lined.
(3} Have everythinz ready, so that the mixing may
be quiekly donc.
(4) Use pastry tour.
(5} Use fine granulated sugar fo ensure its being
dissolved.
(6) Blend the ingredients thoroughly, and af the
saine rime ineorporate as large an anmunt of
air as possible.
172 HOUSEHOLD MANAGEMENT
(i) Fill the I)an ab«»ut two-thirds full, pushilg thé
mixtu'e wdl te» th«, «.«,rners and sides, so as fo
leae a depres.*ion in thé (.entre.
(8) Atténd earefully t«, thé haking.
.3. lleneral rules for mixing cake:
(1) Cake without I»utter--
(a) SeI)arate thé yolk. and whiIe. of thé eggs.
(b) Béat thé volks until thiek and lenlon-
eoloured.
(c) Add sugar to thé yolks gradually and eon-
tilme I»eating; add thé flavouring.
(d Béat thé whites until stiff and dry, then
[old them into thé first mixture.
(e) C, raduallv sift and fold in thé flour until
well mixcd.
(?) Cake with butter--
(a) Cream thé butter }ff working if with a
wooden spoon.
(b) Add thé sugar graduall 3" by stirring it in.
(c) Béat thé eggs until light, and add fo thé
first mixture. (Thé eg.¢s may bé separ-
ated and thé whites added later.)
(d) Add thé liquid and béat until thé sugar
is thoroughly dissolved.
(e) 5Iix thé flour and haking-powder in a
sifter and gradually sift and beat it into
the mixture until if is thoroughly
blended.
(Liquid and flour may ],e added
alternately.)
(f) Fold in thé stiffty beaten whites, if thé
eggs bave been separated.
CAKE MAKINÇ 173
If fruit, peel, nuts, etc., are used, the¢
should be floured out of the qîlantity
allowed for the cake and added last.
,4. General directi«,ns f,,r baking cake:
(1) .mall, rhin cakes should ire baked in a hot oxen.
Examples: cookies, laver cake.
(2) Ail loaf cakes require a moderate oven.
(3) In bakin calmes, ditide the rime stated in the
recipe into quarters'as follows:
First quarter--lnixture should begin to rire.
Second quarter--mixture shouhl continue
rising.
Third quarter--mixture should beiu to
browu and to stiffeu int«, shape.
Fourth quarter--mixture should finish
I,rowniug and stiffening and shrink,
slightly from the sides of the pan.
(4) Mixture is cooked when a slight pressure leaves
no dent, or when a snall skewer or fine knit-
ting-needle put into the centre cornes out clean
and à rv.
To the inexperienced minds of the girls in the Fourth
Form, fo whom the studv of flour mixtures is new. the
number and variety of these seens verv large. Ail cook
books give an ahnost endless collection of recipes for cakes,
cookies, muffins, etc., and to the pupils each of these seems
an entirelv new mixture. In reality, manv of them are
but slight variation. of the saine type. A certain mixture
of materials is used for a foundation, and nunerous varie-
ties are ruade from this by a«ldition, subtraction, or sub-
stitution of ingredients. The original mixture is called
174 HOUSEHOLD MANAGEMENT
a basic recil»'. In:tead of teaehing is,lated mixtures, it
will be round an excellent idea fo give the elas. the ba.ic
ingredient. fi,r a reeipe and encourage them fo suggest
variation., either original or from memorv.
Typical ba.,ie reeipes for cake and biscuits are given
below :
¼ eup butter
4 a eup .ugar
½ cup milk
1 eup flour
:} tsp, salt
2 t.p. baking-powder
½ t:p. vanilla.
YARIkTIONS OF BASIC IIECIPE FOR CAKE
1. Spiee cake:
Tn the basie reeipê add 1 tbsp. of ,piee. Sift in the
spiee with the flour.
2. Nut «.ake :
Ad,1 ½ eup of chopped nut.. Inerea.e the baMng-
powder bv one third. Put a little of the flour on
the nuts and beat them in af the last,
3. Fruit cake:
Add -1 cup of currant., raisin.,, fiZ., or date», or a
mixture of ail. Increase the baking-powder by
one third. Flour the fruit and add it la»t.
4. Chocolate cake:
Add ½ cup grated chocolate. Increa.e the milk bv
2 thsp. IIeat the ehocolate in the milk just
enough fo dissolve if. Cool the mixture and use
in place of milk.
BASIC RECIPE FOR BISCUITS 175
BASI[' RE('II'E FOR BI.CUIT. q. ET['.
2 cups flour
½ tsp. sait
4 tsp. baking-powder
2 thsp. fat (butter. lard. [,r dripping)
About ¢'tlp milk.
VAP, I XTIONS (F BA.qI[' RE['IPE F(tll BI.['UIT.q
1. Sweet biscuit:
Add 2 tbsp. of sugar after the fat is a[hh.d.
2. Fruit biscuit:
Add 2 tbsp. of sugar and ½ cup of fruit, (currants,
raisins, peêl, or a mixture of ail) after thê fat is
addêd.
3. Scones :
Add 2 tbsp. of sugar, and use one ezg an«l only cup
of milk. Boat the egg until light, add to lnilk,
aud use this 5)r liquid. F[»rm into r«»und (.akos
about eight inches in diamcter, and eut into
quarters.
4. Fruit sconês :
Add ½ cup of fruit to the scorie reeipe.
5. Short cake for fruit:
Saine as scones, but double thê amount of fat.
6. Dumplings for stêws:
Use thê basic rêcipe, leaving out thê fat.
7. Stêamêd fruit pudding:
Use the ha.,ic recipc fo make the d,,ugh that ineases
the fruit.
176 HOUSEHOLD MANAGEMENT
BREAD MAKING
In beginning the brcad les.on., it wi]l be found that
thcre are no new prhcil»]e. t- tea«h. It wi]l, however, be
neces.arv t- cxplain thc new means ,f l»rodueinK gs whieh
is u.ed in this particular mixture, namely, vea,t.
Fr,m their lcssons on/he " Preser ation of Food " and
"" {'amin.,..,", the pul»il. are alrcadv acquainted with ont
-ia.«s of mieroscopie plants. The ]ittle plants, in that case,
werc a s-urce of vrcat inconvenience fo the housekeeper.
Ycast mav be introduced as another familv of one-cê]lcd
plants, but one which is most uscful. Undor good con-
ditions the.¢c tiuy plants will produ.e a large amount of
earbon di,xide ga.. provid,d thev are giron suffieicnt rime.
If, howevcr, the zas I,c required qui«kl.v, soda and aeid
must he used. F.r this rca.on, plai flour mixtures, in
whi«h the carbon di-xidc is quickl.v marie, are cal|cd quiek
breads, fo distinguish thcm fr-m breads in whi-h veast is
used. Examp]e. of these are baking-powdcr biscuits, geins,
«orn-brcad. etc.
The use of vea:t is the
obtaining carhonic aeid gas.
simplest and cheapest wav of
and mixtures so ruade remaia
moist longer than those in which baking-powder is used.
Throughout the introductory ]esson, this fact must be
kept promincntly bcfi,re the c]ass, that veast i. a plant and,
as such, requires plant conditions. The necessarv condi-
tions will be known from t]m les.on on '" Baceria ", so that
thev have on]v fo be reviewed. The pupils may be to]d
that although they cannot see the plants, thev can very
plainly sec the bubbles of gas whieh the plants give off
when the latter are made active under faourable con-
ditions.
YEAST 177
LES.SON
OUTLINE OF LEONS ON YEA.T
1. Description of yeast:
Yeast is a one-celled plant which can be seen only with
a microscope, l'mler good c,nditions it becomes verv
m-tire and multiplies rapidly bv a process called buddin.l.
It is used by the hou.,ekeeper for the carbonic acid gas it
gives off.
@,
Yeast plants magnified
2. Conditions necessary for the activity of ycast:
(l) Oxygen
(2) Water
(3) Food.--This must be sugar, or starch which it
will change into sugar, l'otato starch is more
easily used by yeast than flour starch. It uses
also some nitrogenous ft,od and mineral
matter.
(4) Heat.--The yea.t plant thrives in a heat of about
the saine temperature as our bodies. A little
extra heat will only make it grow faster; but
excessive heat will kill i,t.
Freezin:z will n,t kill file plant, though cold
makes ycast inactixc.
178 HOUSEHOLD IIANAGEMENT
3. Sources of yeasf:
Ycast was first fou,,d as u'ild yeast in thc air, but now
it may I,c obtaincd at gr,ccry stores, in thrce forms :
() Liquid yeast.Thc plants arc put into a starchy
liquid. This will keep only a fcw days, as the
starch sours.
(2) l}ry yeast.Thê plants are put into a starchy
paste and the mixture is dried. This form
will keep f,r mouths, heeanse it i» perfeetly
drv but, for the saine reason, it takes the plants
a long finie to beconle active when used.
(3) Compressed yeast.The plants are put into eakes
of a starchv nlixture and left moist. They will
keep only a few davs. Good compressed yeast
is a ]»aie fawn e.hmr, smells sweet, breaks
cleau, and cruntbles easily.
4. Experiments with yeast:
Make a llea«t 9arde! hv using the planers obtained af
the groeery store as follows:
Take hall a eup of lukewarm water to give the plants
moisture, a teaspoonfu] of snar for immediate food, and
the saine ,f wheat star,h (flour} for a reserve fo.,1. Beat
the mixture to infold oxygen, and then put in one-quarter
cake of 'east plants.
Divide the mixture ammff a number of test-tubes, so
that ea«h group of four pupils has three.
(1) Place one test-tube in warm water and heat to
boiling, o
(2) Place one test-tube in water which feels warm
fo the hand.
BREAD-hIAKING 1"/9
• (3) l'lace one test-tube in cracked ice and freeze the
mixture. Aftcrwards thaw, and place the
saine tcst-tubc in lukcwarm watcr.
Observe the results, and conlpare the amount of gas
formed undcr the diffcrcnt conditions.
LESSON II
PRACTI{.'AL BREAD-MAKING
Ingredients of plain brcad"
1. Liquid.--(1) It wets tlle mixturc and causes the
il,grcdicnts to adhcrc.
(2) If furnis]les stcam for a lightcning
agent.
(3) If all,ws thc glutcn fo become stickv
and clastit-.
(4) If furnishes moisture for yeast plants.
2. Yeast.--It gives »ff carbonic acid gas, which lightens
the mixture.
3. Sait.- (1) If gives a flavour.
(2) If retards the growth of the yeast
plant.
4. Flour.--(l) If thickes the mixture.
(2.) It supplies food for the veast plant.
(3) It supplics gluten for a framework for
the mixture.
Amount of ingredient.¢ for one small loaf:
Liquid--1 cup or ½ pt.
Sait--½ t.p.
FlourAbout thrce rimes thc amount of liquid
180 HOUSEHOLD MANAGEMENT
east--Amouut depends ou the time given the bread
to rise, as follow.:
12 hr. fo rise 5 hr. to rise 3 hr. fo rise
¼ yca.t cake ½ ycast cake 1 yeast cake
NoTE.--One cake of compressed yeast contains about the
samo number of yeast plants as ono cako of dry yeast or one
cup of liquid yeast.
l'rcess i1 makin bread :
(1) 31ixing (.tirring, beating, and kneading).--
() This mixes the ingredients.
(b) It incorporates air to aid the veast plant
and to a«-t as a lightening agent.
(c) It makes the gluten ela.¢tic.
(2) First rising.This allows the yeast plants con-
ditions aud rime to produce carbonic acid gas,
until the dough is distended to twice its origi-
nal size.
(3) 3loulding.(a) This distributes the gas evenly
throughout the loaf.
(b) It shapes the loaf.
(4) ,':,t,c,nd ri.inz.--This again allows the veast
plants rime to produce gas which will dis-
tend the dough fo twice its size.
(5) Baking.--(,tl The hcat .f the oven expauds the
air and gas in the dough, which causes
the gluten framework to di.tend.
(b) The water changes to steam, which be-
cornes anothcr agent in distending the
gluten.
BREAD-MAKING 181
(¢) The starch on the outside of the l-af be-
cornes brown in the drv heat of the oven,
while the inside stareh is ruade s.lul»le in
the lnoist heat .f the mixture.
(d) Thc gluten stiffens into the distendcd
shape.
(e) The veast plants are killed.
In this lessoli, after deciding on the necessarv ingre-
dients, the pupils lnay he tohl the am«,unt ,f eaeh t,» use
for their class w.rk. Thev shouhl then lneasure and mix
these ingrt, dients and set the d,»nh awav for the first
rising. While the bread is rising, the kitchen mav be put
in order and thc other step. of the process reasoned out
and written.
Other school work must Ire taken then. until the dough
has fully risen, when the pr.eess mav I,e e.mplèted. Af ter
eaeh stage of the process has been carried out, the notes
on it may i,e written.
With the foregoing prineiples of I»read-lnakin in mind.
the dass sh.uhl he al»le te make anv l,read mixture. Eaeh
pupil shouhl have entire resp,nsil,ility f,,r the proeess of
making one small h,af of plain bread. AI,out half a cup
of liquid, mixed with the other neeessarv in,redients,
lnakes a good-sized loaf f.r praeti«.e. .';maller loaves than
this give little ehanee for manipulati,,n.
In H,usehohl Mana.cernent centres, where the pupils
corne frein other sch«,ols for the lesson period only, the
process will have te be divided into two lessons. The first
les.,n mav include the first two staes--mixin and first
rising-ea«.h pupil usin small quantities, sav f,,r c,ne
eighth of a loaf of the ordinary .ize. At the end of the
lesson, they mav carry their dough home for completion,
1 H.M.
152 ttOUSEHOLD 5IANAGESIENT
or if may be used by another class which is ready for the
later steps of the process.
The second lcsson will include the last three steps--
moulding, second rising, and baking--and if will be neces-
sarv for the teacher fo have dough prepared for the mould-
ing stage when the class arrives.
LEsSo.'q III
FANCY BI{EADS
These mixtures are but variations of plain bread. The
extra ingredients, sm.h as milk, eggs, butter, spices, suar,
currant«, raisins, peel, etc., are added at the most con-
renient stage of the process.
NoT.--If there is hot tirne to bave one fancy bread, such
as Parker House rolls or currant bread, marie in school,
recipes for these may be discussed in class and the work donc
at home.
THE BREAD-MIXER
1. This utensil mixes and beats the bread by means of
a large beater turned with a handle, thus a-oiding
the use of the hands for this purpose.
2. It doe. this work with less energy and in a much
shorter time than if the hands were used.
3. If tan be used on]v for the first two steps of bread-
making, namely, mixing and first rising.
4. T]le ingredient. nmst all be put in af once; hence,
t]ley must be accratelv measured.
5. The amount of ingredients mav be learned hv cal-
culation fr«m previ«us hread-makin.e donc in the
old wav, or by using the book of recipes accompany-
ing each mixer.
PASTRY 153
NOTE.--There are 8everal good kind8 of bread-mixer
which may be bought in three sizes. Small ize make 1 to 2
loaves and costs $1.35 (about). Medium size makes 2 to 6
loave and costs $2.00 (about). Large size make8 4 to 10
loaves and costs $2.50 (about).
PASTRY
Pastry is one of the simple.*t fl,»ur mixtures, and one
that has the lowest food value. The intimate blcnding of
butter or lard with the flour envelopês the starch grains
with fat, and makes the mixture diflivult t-digcst. The
saine thing occurs in fryin,,.,, f»d and in buttering hot
toast; so the idea is m»t a new one to the t.lass.
In introdueing the h.sson on pastry, this princil»le of
digestion should be reviewed, and it should be ruade plain
that dt.licate pudding and seasonable fruits are a much
better form of dessert.
There are no new prin«iples t-tea«h, but some
ones to impress. The objeÇ.t ,f the h.sekeeper should
be fo make a mixture that is lirlt aud one that w;.ll fall
to pieces easih'. To ensure the latter, anything that u'ould
toughen the gluten must be avoided.
From the bread lesson, the pupils bave learned that
working the water into the glutcn ,_,r nluch handling ,,f
flour after it is wet. makes a mixture firnl and touh. In
pastry there must be en,,uh luten to stick the ingredient.¢
together, but its elastic quality is undesirable. For the
latter reason also. a small amount ,f water is used.
In the cake mixtures, it was f,,und that the use of fat
in the "butter eakes" ruade tl,e framework tender and
easily broken, so tu pastry the saine meaus may be
employed. Fat of s,me kin,1 is nlixed with tlle flour to
act on the gluten and destroy its toughness.
184 IlOUSEHOLD MANAGEMENT
Air and steam are the only lightening agents eom-
monlv ust«l in pastry. Sinee col,1 air oceupies less room
lhan warm air and admits of nie,re expansion, it is desir-
aide that tbe mixture be kept very col& The 1.w tem-
perature also prevents tire fat meltin; hence, the neeessity
fl,r the use of cold utensils and materials throughout the
pl'Ocess.
OUTLIXE OF LESSOX OX PASTI/Y
1. Ingredients :
(1) Fl.ur, (2) sait, (3) fat, (4) water.
2. Notes on
(1} l-se-nh" pastr.v tiour, w]lieh will bave a small
amount «,f gluten.
(2) After the fl,,ur is wet. handle the mixture as
little as possible, ta avoid workinff tbe water
ilt«, tbe gluten and making it tough.
3. Notes on fat :
( 1 ) Fat is u.¢ed fo destrov the elasticiiy of the gluten,
so that it will hot be tough when cooked.
{:) Butter, lard, or drippinff mav be use&
{3) Lard makes more tender pastry than butter.
(4) Butter gires the best flavour.
(5) IIa]f butter and half lard makes a good mixture.
(6) Lavers of fat may be put in between lavers of
pastry, fo separate it into flakes.
(7) If two fats are used, the softer i. eut into the
flour, and the harder one laid on the paste
and folded in.
PASTRY. 185
4. Notes on water:
(1) Use the water as cold as possible.
(2) l'se the h.ast amount ,,f water neeessarv fo mak,'
the ingrediênts adhere.
5. Light,.ning agents used in pastry:
(1) Air.--(a) This sh,,uhl I,t. as c,,hl as l»,ssil,le.
(b) The air nmv I,t, f,,]de, l in, between
layers of pastry.
,_ team.
(2) .
6. Kinds of pastry:
(1) Plain pastry.--ln this, c,ne quarter to one third
as mu,.h fat as flour is use,l, and it is all "' eut
in"
(2) Flakv pa.try.--|n this. the saine amount of fat
is u.ed as in plain pastry, but ha]f of it is
"" laid on" and f,.,]ded in.
(3/ Puff pa.try.--ln this, one ball a. mueh fat as
flour, up fo êqual parts of eaeh is used; one
quarter of the fat i. eut in, and the remainder
i. laid on and f,,hh.d in.
7. Amount of ingredient. f,,r plain pastry for one pie:
1. cup pastry flour" i sp. salt" ½ eup fat (lard and
butter)- ice water.
('HAPTER XII
FOI]M IV: ,qEXl(l (fig.\DE (Continued)
NEAT
.'kS MEAT is rathor a eoml,h'x f,,o,1 the tea,-hiug of whid
inv«,]ves a goo(1 nmny Iessons, and as it «loes hot Ieud
itself as well as otber foods to thc making of dishes usefuI
in practice work, if sec, ms wise fo defer the study of if
untiI the Senior Form is reaehed: the abi]ity and home
needs of the pupils sbou]«l decide this. The season of the
vear shoul«l a]so be eonsidered. It is wiser fo take meat
Icssons in ««,ld weather hccause it is thon more pleasant
to hau«]le and casier fo keep. q'h«, latter cousidcration is
important in some rural districts, where shops are hot con-
renient.
More preparation is needed for the first meat lesson
than f.r toast foods. ome davs before, rhin I»mes such as
]« or wing 1,ones of fowl, or rib bones of lamb shouhl be
soaked in dilufed hydro«.h]orie or nifric aeid (one part acid
to ten of water), to dissolve the mieral substace whieh
ives the bone ifs riidify.
Anv time efore tbe ]esson. a ]ar.e so]id bone of an old
aima], sueh as a knee or hip joint of beef, should be burned
for hours fo et riel of the connective tissue which holds
the mineral substance in shape. Tbis should be earehflly
,hme. in ord«.r te» retain the shape of the bone and fo show
the por,us fornmti,m of the miuera] substance. If the
1,one is u,,t bla«kene,l bv the tire, its white eolour will also
ildicate the lime of whieh it is forme,l.
186
MEAT 187
On the day of the lesson if will be necessary fo have a
piece of meat showing the three parts--fat, bone, and
muscle. A lower cut of the round of beef bas all thcse
parts, and the muscle is suflïcient]y tough fo show its con-
nective tissue p]ain]y. For tbe study of fat, a pieee of suet
is best, as if ean be easi]y picked apart to show its forma-
tion.
Iu examining fat nwat and lean nwat it is essential
that. af ]east, every two pupil bave a piece, as close
scrutinv is noeessarv. {)ne or two saml]cs t,f I.mc will
suffiee for the class.
No definite amount of wc, rk can be laid down ff, r any
one/esson. The /nterest and ability of the class must be
the gui«]e. In rural schools, the rime of cach ]eson musË
be eomparatively short, thouh no tlouehohl Manazement
teaeher shou]d spend more than forty minutes on purely
theoretica] work without a change of some kiud.
The fo]lowing is an outline of the faets tobe con-
sidered in this partieular study:
LES80N I
1. Names of meat:
(1) Beef, from the on or cow. The best meat cornes
from an animal about f,ur vears old.
(2) Veal, fr«m the ealf. It should be af least six
weeks old.
(3) Mutton, from the shêep, gpring lamb is from six
fo eight weeks c,]d- yêarling is (,ne vear (,Id.
(4) Pork, from/he pig.
(5) Fowl, poultry--ehieken, turkey, duck, goose.
(6) (-lame, wild animals--deer, wild duek, partridge,
etc.
185 HOUSEHOLD MANAGEMENT
2. Parts of meat:
(1) Fat.--(a) lnside fat, around the inlernal organs,
u.uallv called kidney fat, or suet.
(b) Outside fat, next the skin, called caul fat.
(2) I;(,ne, (31 muscle, or h.an moat.
3. (',,mpositil,n t»f fat:
(11 Connective tissue, (2} truc fat, (3) water.
Fat should be the first part studied, beeause it is the
simplest tissue au,l the part are most p]aidy seen. Pick
the sl»ecimeu al,art, and the tissue that hohls it together is
f,,und, lts mme is easily dt, vt, h,l»t.d frt,m its use.
The water mav I,e shown bv heatin pieces of fat in
a small sau«.epan and. when it hec,,mes h,,t. covering the
,lish with a col,1 plate. I:cm,»ve the plate bef,,re if gets
heated, au,l moisture will he condensed on its surface.
The preece of watcr in fat mav also be reasoned out by
renwmbering that water enters into the composition of ail
bodv ticsues.
t. ('-mp,,siti,,n of b,,ne:
(1} Mineral marrer (lime), ('2) eonnectire tis.ue,
(3 } watr.
Xeithcr the minerai substance nor the connective ri:sue
in b,,ne tan be sêen until either che «.r the other is e]im-
inated.
.";trike the fresh bone with a stee| kuife, and if shows
the quality of hardness. Bones are built from food, and
the onlv food substance that is so hard i: minerai matter.
Show the burned bone. with onlv the minerai marrer left,
and let eaeh pupil examine it. Its formation indieates
MEAT 159
the spaces which the part burned out of it occupied. Let
it fall or crush part of it in the fiugers, to show how
easily itis brokên. uch boues wouhl be no use as a
framework fo support the bodv. The bonês of very
persons get too much like this. and we are af raid to have
such people fall. The burned bone needs something
h,ld it t,,gether--a «,,nue«tive tissue. Su«-h a tissue was
iu the spaces l,cri,re the bOllê was burucd.
Show the bone af ter it bas bêe» prêpared in an at.id
solution, with on}v the connective ris.tue left. Exl,lain
how if was prepared. Bend it to show its pliability. To
l,e of use in the l»,,lv it needs s,,me sui,stance to make it
hard and rigid--the mineral marrer which was disso!ved
out.
NOTE.--This is an excellent time to show the necessity for
bone-building minerai in the diet of babies and young children.
If they do hot get this mineral substance during the growth
period, they cannot have hard. rigid bones, and their bodies
are apt to become misshapen--bow legs. curved spines, etc.
This substance is also necessary for hard, sound teeth.
Draw atteution to the fa,'t that the milmral matter in
milk and eggs is iii solution, and theref,,re readv to bc use,]
by the body. Mineral matter is hot in solution in ]OllO,
and cannot be di¢solved bv the digestive çrocess, therefore
it is practieally of no use as food.
('ompare the connective tissue of bone with that of fat,
and lef the pupils account for the difference in thickness.
Lead them fo see that connective tissue can »e diss,,lved iu
hot water, and in this wav mav be extracted from the
minera] part of bone. The housekeeper mav do this her-
self. or she mav buy it already extrm.tcd, as gelatine.
190 HOUSEHOLD MANAGEMENT
5." Compositi«,n of muscle:
(1) Connective tissue
(2) ]ecl part, ruade up of microscopic tubes holding
a rcd juice. The juiee contains:
(a) Water
(b Re,1 colour
(c Flavour
(,1) lus«]e a]bumcn--a protein sub-
stance similar fo e.-white
(,.} Minerai mattcr.
It should be ruade clear that the walls of such tiny
tubes ean never be tl,ick enough to be tougb. Attention
lIuscle fibres highly magnified
lundle of fibres. Tubes of one fibre. Proper carving of fibres--
across the grain.
shouhl be called to the real cause of toughness--the thick
connective ti.ue.
NOTF.--Very small pieces of meat will serve for specimens.
Tough meat is better, because it shows the connective tissue
more plainly. When the muscle is being examined, it should
be carefully scraped with a knife, until a layer of connective
tissue is laid bare. The red part that is scraped off should
be explained, and a drawing should be ruade to lllustrate it.
MEAT 191
3Iinced ]ean beef should be soaked in a litt]e cold vater
for af lêast tventy minutes, fo extract the muscle j.uice for
examination. The juice should be strained throl a
eheeseeloth and poured into a glass. If shovs nothing but
rater and a red colour.
In order fo find the other substances, pour part of the
juice into a small saueepan and heat it gradually until if
boils gently. The red colour will disappear, an«l the al]m-
men which is diss,lved in the jui.e will coaulate and
beeome plainly visihle. The pupils will reeall that eg-
white was affeeted in the saine wav I»v heat, and mav be
told that this coagulated substance is similar to egg-white,
and is ealled muscle alhumen. The o,hmr given off by
heating suggests that the flavour i also in the muscle juiee,
henee the importance of conserving thi juiee in the cook-
ing proeess.
Strain the boile¢l jfiee fo get rid .f the eoagulated albu-
men and then examine the liquid that-is left. lts eolour
plainly denotes mineral matter in solution.
LESSOX II
6. 3leat experiments :
If rime permit, the following experiments mav be
taken. The faets which these experiment. prove may,
however, be developed in a much shorter rime bv ques-
tioning :
(2)
(3) qprinkle a pieee of lneat with salt.
pens ?
('ut lean meat into slnall pieces, eover them with
¢.o]d water aml let them stand. Note the e,h,ur
of the watêr.
('over a pieee of leau meat with boiling water
let if stand. N»te the c«,lour of the water.
What hap-
192 HOUSEHOLD IIANAGEMENT
(t-) Wrap a piccc of meat f,»r a few minutes in ordin-
arv I»r«»'tt 'ral,ping-lal»er. What happens?
(5) Simmer a small pic«.e of ery touzh meat fur
al,,,ut an lmur a,d thon examine the connective
tissue.
(; Boil or bake a small piece of very touh meat
and thym examim, the connective tissue.
St.lc,.tion of meat:
All flesh shou],l be uniform in eolour, of a fine
grain, ami firm and springy fo the toueh.
Beef sh«,u]«l i,c i,right red in ,.olour. well mottled.
and surr«,undcd witb fat.
3lutton shouhl I,e a du]] rod. ami its fat white,
hard. and flakv.
Lamb is lighter in col,ur than nmtton, and the
bone is redder.
Veal bas l,inkish-co]oured flcsh and white fat.
Verv l,ale veal is hot good.
I'«,rk sh«,a]d bave firm flesh of a pale red co]our.
The skin sh«,u]d be white and e]ear, the fat
white.
l'ouhrv:
(,t) Chiekens.Younz chickens have rhin,
shar I, halls: sm,,,th ]es; s, dt. rhin skin ;
ami soft cartilage at the end «,f the breast-
],,me. L»n hairs dem,te agc.
(b} Turkevs.Thee shou]d },e plump, have
smooth, «]ark ]ces. anti sort cartilage.
(e) Geese.These shou]d be p]ump an«l hare
many pin feathers: tbc- sh,,uhl also lmvc
pliai,]e i,ills and s, ft feet.
lXIEAT 193
8. ('are -f mea{:
(1) P, cnmvc thc meat fr«,m the wrapping paper as'
soon as it arrives, te, prevent the h,ss of juices.
The I»ut«hcr sh«»uhl use waxcd pal)er next to
ihe meat.
(2) Wipe t]u' mt.at ail ,,ver with a ,l,mp ,-loth. but d,,
hot put it int,» water.
(3) Place thc meat cm an earthen «»r enamel dish, and
set it in a eol place until require,l.
(41 Fr»zen meat sh«»uhl l»e thawed in a wann r«»t»m
before bcing cooked.
194 HOUSEHOLD MANAGEMENT
Cuts of beef
1. Neck, stews nd soup. 2. Chuck ribs, cheaper
roasu. 3. Prime ribs, very good toasts. 4. Loin,
best steaks or toasts {sirloin, tenderloin, porter-
bouse). 5. Rump, toasts and steak. 6. Brisket,
stews or corned beef. 7. Fore shank, soup.
8. Shoulder, stews or pot-toasts. 9. Short ribs,
stews or cheap toasts. I[L Navel, corned beef.
11. Plate, steu, s or corned beef. 12. Flank, stews or
corned beef. 13. Round, steaks. 14. 2nd cut round,
ste*s an4 soup. 15. Hind shank, stews d soup.
16. Tail, soup.
]ony structure
MEAT" 195
(2) Tbe connective tissue is ruade thick and tough by
two causes.--
(a) Age--in old afimals the connective tissue
has grown thiek.
(b) Exercisein certain parts of file body,
whcre muscles are much used, these
muscles must be mooe firmlv bound
t,gether, as in the neck and legs, etc.
(3) Drv heat will hardel connective tissue, makinff if
more dicult te eut and chew; therefore tough
cuts should net be cooked in dry heat.
(4) Moit heat will soften and finallv dissolve «onnec-
rive tissue, making if easy te eut and chew;
therefore tough cuts should be cooked in moist
heat.
(5) q'ouh meat is m,,re abun,lant in an animal'
body, and is, theref.rc, chcapcr than tender
meat.
(6) Tmzh meat ha richcr jui«cs than tcn&.r nwat
and should be used for soup, broth, and beef-
tea.
11. Digestibility of lneat:
(l} The les.¢ muscle jui«e is (.ozlate,l by heat, the
more easilv it is digested.
(2) lq, ecaus «,f their ,'l,,se texture, thc liver, kidney,
and heart of animals are more difficult te
digest.
(3) Mutt.n and lamh. he,-au:e «»f their shorter fibres,
are more easily digested than beef.
(4) Veal is difficult t, digest, owing te ifs stringy
fibres.
Cuts of lRrnb
MEAT " 9 7
(5) P,,rk has a large anmunt of fat intermil|gled with
ifs fibres, and is. therefore, difficult fo digest.
(6) ('hickel and turkev are easily digestcd, but g,,ose
and du,.k are indigestible, be,'ausc of the fat
through thc musrlc fil,res.
(7) (;ame is easv -f digestion.
The pra«ti«.al w.rk, hesides the exl,erimet, in
tion with the meat lessons, should consist .f af lcast three
preparations of this fo««l: (1 the c««,kiug of tender
meat, (2) the eookiug .f t,ugh mcat, (3) thc making of
soup.
] / f ..--
Cuts of pork
The ohjeet of each preparation should l,e ruade plain.
so that the pui)il. mav fullv uuder.tald what they are
trying fo accompli.h.
1. Object in cookiug tender meat:
(1 } To change the flavour and appearance.
(2) To seal the tubes to. keep in the juice..
(3) To e««,k tho meat with,,ut dt.nselv eoaulating
the pr-tein of the muscle juice, so as fo keep
if digestil,le.
14
19 IOUSEHOLD lYIANAGEMENT
2. Objeet in eooking tough meat:
bl 2) To change the flavour and appearanee.
) To soften and partially dissolve the connective
tissue, making it ea.y fo eut.
. (.3) To avoid making the muscle juiee indigestible.
3. Ohjeet in nlaking soup:
(1) To extraet the connective tissue from the bone.
(2) To extraet the nlusele juiee from the tubes.
GENEI:XL I:ULES FOI1 COOKING IEAT
1. Baking :
l'lace the meat in a 'er" hot oven with pieces of the
fat or some dripping in the pan. Baste every
ten minutes. Keep the oven very hot for a smaI1
toast. For a large roa.,t, check the tire after the
first fifteen miuutes. /3ake fifteen minutes to
eaeh pound.
2. Broiling-
(1) Oxer the eoals.--Put the meat between the hot
greased wires of a broiler. Place over a very hot,
elear tire. Turn the broiIer every ten seconds.
Beef one ineh thick eooks rare in eight minutes.
(2) Pan Broiling.--HeaI a fr.ving-pan smoking hot.
Lav the lneat in fiat: turn constantlv until
seared, then frequently, as in broiling, but do
hot pieree the muscle part with a fork. Beef one
ineh thick eooks rare in ten minutes.
3. Boiling :
Cover the meat with boilin water. Boil rive minutes.
Then simmer until done. Tender meat akes
twenty minutes tu the pound; tough meat takes
from three fo rive hours.
FISH 199
4. Stewm, :
Cut the nwat in pi'es of a suitable size. Cover with
cold water. P, ring gradually tot, he Silnmering
point and silnmer until tender, usuallv thr¢e or
four hours. Keep the pot ch,sely covered.
5. Beef juiee:
Take one pound of steak froln the t,»p of the rolm,l.
W/pe the steak, relnove ail fat, and eut the leal
lneat in small pieces, l'lace iii calming jar, al,d
coxer: place on a rest in the kettle and surr,und
wi/h eold water. Alh,w the water t- heat slowlv.
eare being takel, llot to have it rcaeh a higher
/emperature than 130 degrees. I.et stand two
hours; strain and press the ineat to obtain ail
the juiees. Salt fo taste.
NoTE.--These rules may be dictated to the class, as ail of
the prineiples whieh they involve bave been previously dis-
cussed.
FISH
Since fish is the flé]l of sea aniinals, there will be little
new fo learn eoneerning if.
[ain points of difference between /his flesh and
ordinarv lneat are:
1. Fish is less stilnulating and nourishing than meat,
as if e,ntains m,,re water and less protein than an
equal quan/ity of lean meat.
2. Oysters, and the elass ealled white-fish, are more
eaily digested tllan meat, henee they shouhl be
chosen for invalids or those having weak dige»tions.
200 HOUSEHOLD MANAGEMENT
Kinds of fi.-:h:
1. Whitc-fi.h.--T]m fat i. .tored mostlv in the Iiver,
makin th,. fl,.h casv t,» dicst. Examplcs:
halibut, had,h)rk, white-fish.
2. Oih" fish.The fat is distributed throuhout the
th.»h, maki,g it m,,re ,iil5«ult to digest. Examples:
salm(m, hcrring, mackcrcl.
3. Shell-fi»h.],ccause of their ch,se fibres, these are
diti,.u]t t- ,]izet. with the exception of oyters.
Examlde«: vlams, scalh,l,S, and ovster.
4. t'ru»ta«.eous.The flc»h is tough and hard fo digest.
Examples" h_,bsters, crabs.
Seleeti«,n t,f fish:
Fresh fish mav be ree«»gnized by the following:
1. The ex'es sh«,ubl b«, full and bright.
2. The llesh should be firm and elastie.
3. The ill sh«mld be briht red.
4. There slmuld be no Ulq,h.aant odour.
('o,kin «f fish :
Fish mav he e-,ked iii any way similar fo meat.
the flesh of fish eontains fo,d substances whieh are very
easilv dissolved in water, boiling is hot a good method
«,f eooking to ehoose for this food. Steaming, baking, and
frying are more suitab]e.
GELATINE
A le..¢on on gelatine naturally f,_,llows the lessons on
meat and fish. The studv of bone and the making of soup
have exldained the source of this substance, and onlv a fexv
additional facts are neee.sarv.
GELATINE 201
The gelatine praetiee dishe. are sure to prove attrac-
tive fo the class, and the ,ronron use of this fmd in sic.k-
ness, and in salads and desserts, makes if important that
ifs food vahe be understood.
1. Source of gelatine:
(elatine ix obtained fr«,m the lmnes, cartilage, and skin
of animais. It is the connective tissue dissolved out of
these parts.
The housekeeper mav obtain if f,»r herself or she nlay
buv if already extraeted; both are equally good.
". ('onmere.ia| f¢}rnls:
(1 } Sheet elatine
(2) Shredded elatine
(3) Granulated gelatine.
3. Properties of gelatine:
(l) It ,oftens in cold rater, but will not dissolve.
(2) It dissolves in h,t water.
(3) It jellies when eold, if the solution be suffieiently
strong.
(4) Good gelatine has little ta.te, colour, or odour.
and no sedinlent when dissolved.
4. Steps in dissolving gelatine:
(1) Put a small ara,tant of cold water or anv c-hl
liquid on gelatine, and let it stand until the
liquid is absorbe,l.
(2/ A01d a boiling liquid and stir tll,»r«mzllly until
di.solved.
202 HOUSEHOI,D MANAGEMENT
5. Value in the diet:
(1) Gelatine is a nitrogenous suhstance, Imt cannot
«,f itself huild ris:ueo, as mo.t protein foods do.
When eaten, if vill save the tissues already
making up the l»ody, hence i. called a protein-
spa re r.
(9. It is verv ea.*ilv dirested, and for thi. reason if
,dites a pleasant varietv fo the diet of an
invalid.
(:11 It makes an attraetix'ê dessert at the end of a
substantial meal, without adding mueh nutri-
ment.
C,. Wavs ¢,f using gelatine:
(1) It mav a..ist in making soup.
(2) Anv liquid mav be n:ed te, dis.olve this sub-
.Ian«e to make a plain jelly. Examples: eoffee
jelly, tomato jelly, wine jelly.
(3) Plain jelly mav he varied a. follows:
A]low the plain je]ly mixture to cool until it
i. as thick as «.ream. ad then beat in whipped
eg,.--white. «,r fruit, af «.lmppèd ve,.etables, and
set awav until firm. Examples: show pudding,
orange eharhtte, vegeIable salad.
(4) ,qti'ain off the juiee from a ean of fruit, heat
if. and use if 5,r diss«,hin the ge]atine. Whën
almost set. add the fruit, and set away fo
become firm.
FROZEN DISHES 203
FROZEN DISHES
A lesson on frozen dishes may be taken af any rime,
'but it seenlS specially opportune after the gelatine lesson.
It may be impossible to make these di.hcs in school, but
the facts of the ]es.on mav be discussed and recipes fur-
nished, after which a Form IV pupil should find no diffi-
cultv in carrying out these recipes at home.
Elcmentarv s¢.ien«e should be corrc}atctl, to exl)lain the
use of salt in the freezing lwoces..
VALUE OF FROZEN DISItES
l. They are cooling, refre.hing, and nourishing when
properly aken: thev are hot g«»od as a final course
at a meal, as cold mixtures rcduce the temperature
of the stomach and thus retard dige.tion.
2. Thev are appetizing in appearance aud flavour.
3. They are economical as regards cost of ingredients,
fuel, rime, and energy.
I. Water }ce.--Fruit juice di]uted with water, sweetened
and frozen: stirçed about everv five minutes whi]e
freezing.
2. Frappé.--Water ice frozen (o the consistent?" of
mush: in freezi'nz, equal part., of ice and salt are
used to make the mixture granular.
3. Sherbet.Water ice fo which i. addcd a small quan-
itv of dissolved gelatine or beaten egg-white;
stirred constantly while freezing.
4. Ice cream.--Thin cream, sweefened, flavoured, and
frozen; stirred constantly whi]e freezing.
204 HOUSEHOLD MANAGEMENT
5. Plain ice cream.--Same as ice cream with custard
added.
6. Mousse.--Thick cream, heaten until stiff, sweetened,
flavoured, placed in a mouhl, pat.ked in i¢e and
sait {tu-o parts ice to one part sait), and allowed
t,, stand threê hours. A small quantity t,f dissohed
gelatine mav be added t» the mixture.
PRACTICAL WOIiK
1. Freezing :
(1} .';«.ald the «an and dasher and cool just bef«,re
using.
(2} Sée that ail part, of the freezer are properly
a,lju»ted.
(3) Empty the mixture into the can: never fill the
can more than thrce-quarters full. to alhw
for exl, ansi«,n when freezing.
(4) l'repare iee 1,v (.hipping finelv or bv erushing in
a ca,as I,ag by m.a,s «,f a mallet.
(5 Allow three meaures of ice fo one of coarse
rock sait and pa«k this mixture solidlv
around the can.
(6) Turn the erank slowlv and steadilv until the
mixture begins fo freeze, then turn more rap-
idly until frozen.
(7) Add mv, re i«e and sait as needcd, but (1« hot
draw off the sait water except fo, keep if from
getting inside the tan.
PLANNING OF MEALS 2{)5
2. Packing :
(1) When the lnixture is frozen, draw off the wafer,
remove the dasher, and pack the contents of
the ean down solid|y with a spoon.
(2) Replace the eover, u.inga eork for the opening,
then repack in iee and sait (four parts iee fo
one part sait).
(3) Cover with newspapers, blanket, or earpet, and
let if stand for at lea:t «»ne hour before serving.
3. Moulding :
(1) Wet the mouhl and pack the frozen mixture in
solidlv.
(2) Place the cover .n the mould and bind strip.
of greased cotton or waxed paper around ail
the cre'ices.
(3) Imbed the mould in ice and sait (four parts
ice fo one part alt).
(4) Wrap a el«,tb wrung from hot water ar.und
the mould for an instant, bef.re removing the
mixture.
PLANNING AND PREPARATION OF MEALS
The food work of the previou. Form., from constant
referenee ami u:e, sh«mhl be se» well k,mwn that it nmv
be reviewed in one lesson, under the following heads:
l. Uses of food
2. Neeessarv substances in food
3. Composition of the conlmon foodsnlilk, eggs, meat,
vegetables, fruit, seeds
4. çleneral s¢,urces of each food substance.
206 I-IOUSEHOLD MANAGEMENT
After the review, the clas. mav he asked fo prepare
menus for one day's meals, keeling in mind the following:
1. ]ai]v balance o1' ïo»d sub.tances
2. Appetizing appearancc an« flawmr of the food
3. Ec(momy of /ime, labour, and nmnev in providig
thc food.
The preparation «,f menu.¢ ma S l)e eontinued, even
while ,ther w(wk is being studied, until the teacher feels
stisliel with
intellimtly.
The ldamin of menus shou]d, if lime permit, be
extendcd t, a,-tual practice in preparing and serving the
meals ealled for bv some of the menus. In this Form
l]wrc slmuld Ic a limit set t» the number of people scrved
and the cost of the
Sinee 1,reakfast and luncheon were prepared in the
Junior Form, a dhmer hould he taken in this. The
entire reponsibi]ity ,f the meal shouhl be given fo the
pupi], em.h bein appointed fo perform definite duties.
The teaeher mav advie while the ela is plalming the
work, but not asist while it is hcing «.arried
Ea«h memler of the elas lnav be asked o prepare a
menu to suit the slc«ial emclitions which haxe been nlade
as f, numher ami «ot. These mav I»e planned af lu»me
and hr«mht t, the teacher for criticism. At the first
]esson. ]roe or 5)nf f the I»est mav l»c written on the
black-board for comparison and choice.
When the selecti«»n is ruade, members of the clas
shouhl he ehsen 5r the 5,11mving duties: (1) marketing.
(2) preparation of food, (3) laying the table, (4) serving.
(5) representing members of the family fo eat the meal.
PREPARAT]ON OF IEALS 207
NOTE.--To prevent any suspicion of favouritism, the dutieu
may be written on slips of Pal)er and the pupils allowed to
draw these.
At thc second lesson the meal will be prepared, served,
and caten. In scools laeking an equipment, the mcal may
be planned and seleeted in the saine way as above, but
the entire resp«msibility ¢,f carrying if out must rest on crue
pupil, as it will he nece.,sary for each to prepare and serve
it in hcr own home.
('IIAPTER XII
FORM IV: SENIOR I;IL_I)E (f'ontinued)
INFANT FEEDI \'(
"!'. subje«.t is more suitable
t],ose attending the puhlic ad st, parate sello,s, but, be-
«-au.e of its importam.e aml the fact that mauv girl. never
ro I,evond t]lC Entraee «la... it i. deenled wise te present,
te the pupils «,f F«rm IV, tht. main fa«t. rclating te the
h.edb,Z «,f infant.. Eat.h tea«her mu.t howerer use her
jud:zment lu the choiee of the.e faets for hêr cla.s and in
the metlmd of preseti»z thenl. The instruction given
mav im.ludê the f, il,,win,,., idea.:
q'he ,atural ri,,1 «,f al infant i. it. mother's milk, and
t,o mu«.h stress ea,n«,t l,e placo,l on the necessity of nurs-
ing I,v the m«,ther.
Ever, if the mother ha. hut a small supply, the bahy
should ,ot he weancd: the supply sh,,nhl be supplemented
I,v nmdified milk. In the rare caso. where a mother ean-
n«,t nur.e lwr l,aby, a |hysicia9 sh,»uhl pre.«.ribe the food.
In sm.h a «a.e tire I,est sul».titute i. ,'ow's milk.
If eç,w'. milk ho used, it wili haro t, he ehanged or
'" m«,dified" « make it as far as p.sible like mother's
milk. f'«w's milk differs in the fi»llowing re.peets: If
1,as (1) less water and therefi,re more solide; (e) a larger
pr«,porti«,n of protein and miueral compounds; (3) less
sugar; (1) a different combirmtion of fat..
f'ow's milk canner he ruade like m«,ther's milk. hut it
is hetter food for a litt|e l,abv if «ream. milk sugar, and
harlev water, are added in certain proportions, varying
aceording te tire age of thc child.
INFANT FEEDING 20
RE('II'E Fo)Il AIODIFIED AIILK
Milk î OUllOes
Mi]k suTar ½ -unr-e
('ream (18cA) 1 ,,um.c, if ,,rdinarv milk he used «,r { .unce
if .h.rsov milk be used.
Barley water Dilut,. with harlev water t,, nlake ¢t «,unces
f.r th«. first tw,, ,,r three wceks, then
redu,-c te, 1[; oum.cs ll» «» ab,ut three
nlOIIt}ls «,f axt,. The '«,ltIHl«' nlaV then
I,o redue-c.,1 t. 1 I t»UlleS, and af rive or
six lOllths t» 12 «,une.es.
Mixed milk. ami llt,f Olle çow's lnilk, sh,uhl 1,e used,
for the reason that a better averae «,f milk is seeured
from several cows tban from one. The supp]y slmuld
be fresh and t-lean. To make sure «,f the latter, scrupul,us
eare sh«,uld be given to the cleanliness of the oows' bodies
and stahles, the utensils, and the ch,thin and ha»ds of
the milkers. If there is anç douht of the cleanliness, the
milk should he pasteurized. Ths ImSteurization greatly
reduees the ha«-terial lire in the milk I,v a temperature
wbich does llot chane its compositi.n and digestibility, as
is the case in sterilizing if.
DI/Et'T/OXS FO P.t.'STErlIIZIX( MILK
Sterilize b,ttles as for Cllning. Nearlv fill the bottles
with milk and cork them with ahs,rhent e-tton whieh bas
heen sterilized {bv being haked a delieate brown). [Place
the bottles on a test in a deel» kettlv and surrou/t] them
with e,hl water as hih as tire laiilk. Heat flic water
ora«lually to 155 degree. Fahrenheit. or until tin..," hulbles
show in the milk next the #ass. emove tbe kettle and
««»lrIenL fo where tire temperaure of tire milk will remain
210 HOUSEHOLD MANAGEMENT
the saine f,)r half an hour. Then co, d the milk quickly
hy putting the hottles first lu lukewarm water aud then
in cold water. Keep in a ««ol place and d, n,t rÇmove
the çll{{(lll until ready b, uso Pasteuriz(,d milk should hot
I»e kept m,,re tlmn a e»ulde of davs.
The utm-st eare a«l elenliness shouhl be .hserved in
prepari»g lhc idant's f,,,,]. 11 utensils whi«h c, mm in
contm. with the f,,,d sh,mld be sterilized em-h lime they
re use& Botth.s with ruld,(.r tubes shouhl never be use&
as tlwy canno/ be /h-r.ugly «lcaned. "l'he bottle shouhl
be plain and graduated without a net.k, and the nipple
slumhl adroit ,f being turned inside out.
('..ltE OF BOTTLES
After the nur.i.,.s, the I,,ttles sh,,uld af once be rinsed
with cold water. Later. tho I»,,ttles and nipples should be
,.arefullv washed in h,t, s,,apy water, theu rinsed in clear,
h,,t water. T]leV shouhl then I,e sterilized l,v }«>i]ilg in
water fi,r twcntv minutes, aftcr whid tllev mav ho ldaeed
in Iri. m'il s,luti,n (1 tsp. t. 1 qt, water), or the
hottles may be eml»tied and plugged with sterilized
ahsorl»cnt cotton until again rcquircd.
('ARE OF FO(H}
It saves mu,-.h time t,» make suflïcient food fo last for
twentv-four hours. This mav 1,e lmt into a large bottle, or
what is better, into the several nursiug bottles, and each
pluggcd with sterilized al)sorhent cotton. Aftcr coding,
the bottles should bc put on the ice or lu s)mc cool place
until required. Whcre there is n refrigrator, an icc-box
nmde on the prin«ilde of the h,me-made tîreless cooker will
INFANT FEEDING 211
do excellent service. When the f,,,»,l s fo be used, it shou]d
be warmed slight]). above body heat by placing the bottle
in warn water.
The folh,wing table is taken from The C'are and Feed-
ing of ('hihb'«n bv L. Emet Ih,lt, M.D., ,,f New York.
S('IlEDULE FOR FEI':I}ING A HI.:ALTIIY ClllLD
DUl:IXG TIIE FIRST YEAR
Age
2nd to 7th day .....
2nd and 3rd weeks.
4th t» 6th week...
71h week fo 3 mos.,
3 to 5 months .....
5 to 7 months .....
7 to 12 months .... I
ttours
2
• 3 1
4 oo
k)uatity
for oI/e
feeding
Uuantity
for 24
hours
7-14
14-24
21-28
25-35
27-36
33-39
3.5-43
('HAPTER XIV
FORM IV: ,";ENIIII I',Ik'tl)E (t'«,ntinuod)
ll U,'.;EII{)I,I) SANITATION
A.s "rn lrinviph.s «,f sanitati«m are bascd on a know-
]«dgo «,f I,a«.tvria. tho favts c«,n«ernitt thesc mi«roscol»ic
plants, whi«.), wore taught it the ]es.on on the "Pre-
servati«,n ,,f F,,od ", bave on]v to be reviewed and extended.
The f,»ll,wing t,,l,it's should I,c quickly reviewed:
1. Iescril,tion of ba«-teria
2. ceurrenoe of ba«t0ria
3. Favourable conditions for bacteria
-1. Multiplication of bacteria
5. Vseful bacteria
6. Ilarmftd bacteria.
It is with the harmful I,aeteria that our lesson on
sanitatio deals. The pupils already know that some
kinds },elonging fo this class cause the decay of food, and
now they are readv to be tohl that other harmful kinds
«,f microscopic plants gain entrance to our bodies and
.ause disease, f'oncerning these, the following outline
,,f facts shouhl be taken:
1. MEANS OF BACTERIA ENTERING THE BODY
(1) Through the resl,irah,ry organs
(2) Through the digestive tract
(3) Thrt, ugh the broken skin.
212
DISEASE-PRODUCING BACTERIA 213
2. COMMON DISEASE-PRODUCING BACTERIA
(l) Those entering the respiratory organs.--Mumps,
scarlet fever, whooping-cough, diphtheria,
measles, pl]eUlnOl]ia
(e) Those entcril|g the digestive tract.--Typhoid,
('holcra. tuber«ulosis
(3) Those ce,rein.,.,, through cuts, etc.--Skin diseases
like ringworm, blood poisoning, lockjaw
(tetanus).
VP
Sink and sewer connection
T--Trap. V£--V'aste pipe. H.D.--House drain. S.--Sewer.
If housekeepers do hot excr(-ise care, these disease-
produ('ing bacteria mav enter thc h»mo, and finding there
all the conditions which thcv require, they will nmltiply,
and beeome a menace to the family.
214 I-IOUSEHOLD MANAGEMENT
3. METHODS OF SANITATION
Since bacter]a are too sma]] fo be seen, t s verv hard
dea] with them. The housekeeper bas the fo]lowing
wavs ,,f pr,,tecting the hou.eh«,Id :
{ l ) Er having ail drain pipes trapped :
(2) P,v keepi,g the l,.use free from l,»dzing plat.es
for baeteria :
(a) lçeep the house elean and ïree of dust.
(b) Wash garl»age }»ails and sinks daily and
seald them and drain pipes at least once a
(«) Keep the refrigerators, cul,b,»ar,ls, and rê-
cepta«les for food elean, and allow no
sl»,iled food to remain in them.
(dl W«.h nd sterilizê the soiled elothing once
a wPk.
(el Keep the eellar well aired and elean; allow
no deeaying material o remain in it.
(/) Neep the d«»or-yards elean; allow no seraps
«,f food. elenin.z water, or sweepings fo
be thrown near the housê.
(3) Bv kccping the sui,p1S of fo,d from disease-
I, roducing baetcri "
(a) ['se sereens to keep out files, whieh transfer
baeteria fr«m their hodies to food.
(bi Wash fresh fruit and egetables before
using.
(c) Boil f,»r twenty minutes water of doubtful
purity.
(t) Bv keeping the bodies of the ïamilv stron. and
healthy, so that if ba,.teria gain an êntraneê
they will be resisted and ovêreome:
METHODS OF DISINFECTING 215
(a} Provide well-balanced, nutriti«»us food.
(b) Supply suitable clothing to protect the
bodv.
(c) See that there is an abundant supply of
ïresh air, night and day.
4. DISPOSAL OF WASTE IN VILLAGES A.'D RURAL
DISTRICTS
(1) Burn all combustible material.
(2) Burv tin.-_-, broken dishes, etc.
(3) Fced refuse f,»od t,» animals «»r empty it int,» a
pit dug f,»r thc purp,»:c, and ,-,»ver with a
laver of earth ïr,»m rime t,» rime.
(-i) Throw slop watcr at a distance from the hou.e
and well, and plant stalky growths like sun-
flowers, which ab»,»rb the waste.
5. METHODS OF DISINFECTING
Where bacterial disea:e is known fo ex-ist, the utmost
care should be taken to subject eerything that has corne
in contact with the patient to a proce.-:s which will kill
the di.¢ease-producing plants. (n]y two ways of doing
this are known:
(1) Subject the bacteria to extreme heat which will
kill them
(a) Burn everythingthat can be burned.
(b) Boil bed and body linen.
(c) Scald dishes.
(d) Scald or bake utensils.
(2) Use chemicals destrov the germs
(a) Use chemical solutions fo wash surfaces,
materials, or utensils.
216 HOUSEIqOLD blANAGEMENT
(bi ,";cal the r«,«,m. aml burn (-hcmica]s to pro-
du«c Vl,«»urs wbich will destr«,v bacteria.
NoTE.--Directions for the use of chemicals are given under
the lesson on " Home Nursing ".
Tbis part «»f thc w-rk does n,t require a special equip-
m.nt, th-ugh it is an advantage te» havc (me. An in-
zeni.us teaeher, with the co-,,l)eration of ber pupils, will
im'ent plans for l»roridig whatever is necessary for
dem«,ntrati«,n, l'upils livin 7 near the school tan supply
manv «,f the needed n,aterial.
A d.ll and doll's bed mav I,e used fo teach I,ed making
.nd tbe elmnffing «,f l»ed-clotbing while the patient is in
bed. The doll mav alsr» be used t,» illustrate the method
«»f giving a patient a bath in bed and of ehanging the
body elothing, if sueh infi»rmation is desired.
In s.me cases, a mnual training pul)il might con-
stru«t the hed. and the sewing ela»s the mattress, bed-
clothing, and doll's underwear. If this were the prorty
«,f the s«h.r,1, the girls «ouhl take turns in making the
bed eerv dav and in laundering the clothing at home
»llt'e fl week.
It is desirable that the intructi.n in home mrsin.
be given in two Iessons. These mav be outlined as follows:
LESSON I
TIIE 8I('K ROOM
1. Location.--The room shouh| be «,n /he sunnv side
the house and Ire as large and airv as possible. Thc
t«»p floor is quieter, but neces,¢itates manv step.¢.
HO1ME NURSING 217
2. Furnituro.--All furniture sh,»uhl a,lmit ,,f casv
«leanim..,. .";mail rugs are I,.tter than a carl,et, as
thcy (.au bc easilv rem,,ved f,,r cleanin. In infecti(,us
diseases, mdv I,are necessitics shouhl be kel,t in the
rltOlll.
The bed slmuhl be single an,l place,l
accessible fr, m I.,th sides. It sh«,uhl be high enough
fo prevent the nurse st,,,l, inT. The
shouhl I,e of light weight and washa},lc.
A bedside table shoul,l bc l,rovidcd, a]s,, a couch
for the nurse. A screen wiil be f-und ucful fo prc-
vent draughts and fo shade the lih/.
3. Venti}ation.--A thermometer should be used, and the
temperature kept at 65 de7rees to 68 degrees, or, iaa
special diseases, at.cording to the doct,,r's ,,rder..
An abundant supply of fresh air should be pro-
vided day and night. To secure this, there must be
two openings, one to adroit pure, fresh air. and the
other fo let out the impure air. Thcse opcnin:zs are_
preferably on oppo.ite sides of the ro¢,m and at
different heights. If there is onlv one window, it
should be ruade fo «,pen af both top and bott,-,m. In
extreme cases, an adjoining r,-m nmy he airvd and.
after the fresh air is warm, it mav be admitted to
the sick room.
4. Care.--The roc, m sht)uld be kept verv elean and neat.
Ail eleaning should l,e quiotly de,ne,
annoy or disturb the patient. The fl,-«,r, wood-work,
and furniture sh,uhl be duste,1 with a damp «loth.
Flowers shmd,1 he rêmoved af night and should
have fre.h water dailv.
218 }IOUSEHOLD MANAGEMENT
No food or nwdieine sh,,uld he h.ft
,";«,ih.«l dishes ,,r ,.I,,Ihing sh«,uld he rt.m,,ved as soon
as l,ossil,h, and. if, ,-as,.s ,,f it,fe«-ti,,us dis,.ascs, pla,.cd
in water cm,taining a ,lisinfectaut.
Ail excreta shou}d he taken away imn, cdiately and,
if ne,.essary, disinfc'tcd beh»re I,ei,,g emptivd.
/,IETIIODS OF DISINFE('TIXG
l. ])ishés or ,.h,thing.---(l) Make a s, dution using one
1,art of carl»,]ic a,'id t- twcnty parts of water (six
t«.asp,)o,fu]s t,, a pit,t of water) and let if stand for
haif an ]mur. S,,ak t]w arti('h.s h, this f,,r two h,,urs.
2) Use f«,rma]in a,.eording to directions. (3) Use
hi(.hloridc tal,l,:ts a,'cordinz t,, directions. (This turns
d,,thes y,,]h,w. )
NoTn.--These solutions must be renewed every twenty-
four hours, if exposed to the air.
2. Ex«reta.--{',,ver the exereta with one nf the above
solutions and a]],w it t- stand for haif an hour be-
f,,re emptying.
LESSON I I
TIIE PATIENT
1. ('are of the bcd.--The bed of a sick person should be
kept specially clean and fresh. The linen should be
chanzed evcrv day. or (,ftencr if soi]cd. Where the
supply of linen i. limited, or wherc lhere is pressure
of w«,rk, a go«,d airing and sunninz mav oeeasiona]lv
take the place of ]aundering.
In makin. the hed, it shouhl be kept in rein,1
that the under sheet requires unusual tucking in at
HOME NURSING 219
thc head. t, prevcnt it., slippinz d,»wn and
wrinkicd. The uppcr she«.t shou/d receive "extra
attention at the foot, as itis apt te) pull up.
When changing the sheets with the patient in
bed, work as dcftlv and qtictly as 1,«,ssil,lc. llave
the (h,an sheets warmcd and the r«,«,m c«)mforfal,ly
heated. Begin with the under slwet as
(1) To change the under sheet.Turn the patient
over on the side awav from y«.u and fold the
soiled sheet in fl«t folds close to the body. Lay
the clean sheet, on the side of the hed near
you, tuck it in. and f[dd hall «)f it againt the
roll of soiled sheet, s,. that I)«th ean be slipped
uuder the hody at once. Turn the patient
back to the opposite side, on the clean sheet,
pull out the soiled sheet, and tuek the clean
che smoothly in place.
(2) To change the ul,per sheet.L«,osen ail the
clothes at (he foot of the I,ed. Spread a clcan
sheet and I.lanket, wr«,ng side up, on top of
he other bedch, thes. Pin the cleau clothes
af the head of the bed or jet the patient
hold them. Graduallv slip d«,wn and draw
out the soiled sheet and blnket. Tuck ail in
place.
?. Care of the diet.--Reeoverv from sickness in many
cases depend. more upon the riht kind of food than
on medicine. The importance of proper diet should
bave been impressed on the minds of the pupils by
their lessous on food, in the Junior C,rade «tf Form
IV. They may now be shown that, in siekness, the
220 HOUSEHOLD MANAGEMENT
responsibi]ity of the choice of food is transferred
from the patient to ihe do«.tor or nurse, llence if is
most important that a person acting as nurse should
be trained in food alues and proper methods of
«.ookin. She shouid also be capable of exereising
daintiness and arti.¢tie ski]l in servig, so that the
appearance of the food may tempt the patient to
(,«fl if.
Invalid's tway
If should not be necessary fo review the comparative
values of the we]]-known foods or the best metho¢]s of
applying heat fo make and keep these foods digestible;
it mav he taken for granted that tbe cla.s remembers
these facts. The rime mav be more profitab]y used in
namin._-, and discussinz special dishes whieb are inc]utled
in invalid cnnkerv. Reripes may be given for anv of these
which the pupi|s desire or the teacher chooses, and one or
two of the «]ishes whicb require very ]itt]e rime fo make,
mav be prepared.
HOME NURSING 221
For the sake of eonvenienee, diet. for the siek nmy
},e c]as.«ified as Mil1,', Liquid. Light. and Full. These
terres are an easv wav of indicating a certain range of
foods.
Milk Diet.Milk, butter-milk, koumyss, kephyr.
NoTE.--Lime-water may be given with sweet mllk, one
part to threo of milk.
Liquid Diet.Milk diet, beef juice or beef-tea, broths,
gruels, and sometimes jelly.
Light Diet.Soup, white mct of fowl, white fish,
oysters, soft-cooked eggs, custard, mi]k puddings, fruit,
gelatine jellies.
Full Diet.--Any food that is not particularly hard fo
digest.
NoTE.--Plenty of water should be given in all diets.
POULTICES
A poultiee is used to reduee inflammation and should
be as large as the affeeted part.
q'he kinds in ordinarv use are:
1. Mustard poultice, u.¢ed as a counter irritant.
2. Linseed, bread, or potato poultice, used fo soothe.
Direetions for a mustard poultice:
1. For a very .¢trong poultiee, mix pure mu,¢tard to a
paste with warm water; spread on a piece of
cheesecloth or muslin, leaving a margin of an
inch: fold over the margin, and cover with thicker
cotton or paper.
222
HOUSEHOLD MANAGEMENT
. FJr mihler l«,ulti«.es use flour t« reduce the mustard
as foliows : '
(1} 1 part flour fo 1 part mustard
(? 2 parts flour fo 1 part mustartl
{3) 3 parts fl«,ur fo 1 ]»art mustard.
Directi,»t,s f,r linseed, i,read, or potato pou]tices:
['se l,oiling water to mix the above fo the consistency
of thiok p, rridge, and spread as in the mustard
poultice, exceptin that the layer of poultice is
ruade much thicker, in «,rdcr fo retain the moisture
and heat.
FOMENTATIOXS
These are much the saine in their effects as poultices,
but are som,:tin}es mnre convénient.
Directions fo fomcntations:
Si,read a towel over a large basin, place a flannel in
the t«wel and pour boiling hot water over it. Fold
the t,wel over the flannel, gather the dry encls of
the towel in either hand. and wrin. Oarry to the
patient, shake out the flatmel, and apply.
BIBLIOGRAPHY
THE FOLLOWINI; I,,,,,k. are re,-,,mmende,1 for referenee,
the more useful i,eing marked with ail a:terisk:
THE IIoIE
Furnishing of a M«,dest Ih«ne. IJanie|s. $1.o. Alkinon,
Mentzner & ('o., New Y,»rk.
Ilome Decoration. l'riestman, $1.5o. Whiteomb &
Barrows, Boston.
*('are of a IIouse. Clark, 81.5o. The Macmillan Com-
pany of Canada, Ltd., Toronto.
SCIENCE AND SANITATIO
*Elemêntary Househol,1 ('hemistrv. .nêll. $1.5. The
5Iacmillan I'.mpany of l'anada, lad., T,,r,,nto.
Chemi.try of ('ookinz and ('leaning. I',ichards and
E]liott, $1.o. Whitcomb & Barrows.
Fuels of the Household. White, îSc. Whitcomb &
Barrows, Boston.
*Storv of (;erre Life. Conn, 35c. Whitcomb & Barrows,
Boston.
*Hou.ehold Foes. Ravenhi]|, ,5c. M,.('|elland, C, ood-
chihl & Stewart. Ltd., Tor,nto.
*The ,,uree, ('hemistry; and Usc .f F«««I Pr.dut't:.
Bailey, .$1.;5. Blakiston, S,,n & ('o., Phi]ade]pbia.
FOOD çND DIETETIC.q_
*Food Produet.. Sherman, $2.0. The Macmillan Com-
pany of Canada, Ltd., Toronto.
Fo¢«| Materials and their Adulteration.¢. Richards,
$1.0. Whitcomb & P, arrow.¢, Boston,
223
224 HOUSEHOLD MANAGEMENT
:::F««»d and ])iet(.ti(.s. lluWhi..n, $3.m. Wm. Wood &
I'.., 51 Fifih Avenue, Xew Y«trk, N.Y.
l'rim.ildes «tf ||uman Nutrition. ,hwdan, $1.75. The
Maemillan (',mpauy «tf (_'anada, Ltd., Toronto.
*{'are and Feedinz,f ('bi|drcn. ])r. Emmet Ht|t, 75c.
!. Ap])ht»n, N.Y. (M«.Ainsh, Ttr«,nto)
('are of the Bahv. Ilr..1. P. C. Griffith, $1.5. W.B.
S;mnd«rs & ('o., l'bilade]pbia.
A Litt]é Talk about the Babv. llelen Ma«.Murchy, M.D.
Free. The Provin('ial B¢)ard of llealth, Toronto.
Farmers' Bulletins. Se eaeh. Department of Agricul-
ture, Wa.hington, U.S.A.
COOKING AND SEP,Â¥1NG
*Boston ('ooking Schoo] Cook Book. Fariner, $?,.00.
Mc('lel]and, (oodchild & Stewart, Ltd., Toronto.
*Diet in I)isease. Pattee, $1.)0. Whitcomb & Barrow«,
Boston.
Elcmenls of the The«,rv and Practice ,f ('ookerv.
Wi]liams & Fishcr. The Macmi]]an ('o. of Canada,
Ltd.. Toronto.
*Girls' lIome M«nua]. Anniê B. Juniper, British
('o]umbia (;overmuent, Victoria, B.C.
Prac.tk.a] ('ooking and erving. Hill, $1.50. Mc('lelland,
(;,««h.hild &- Stewart, Ltd., Tor-nto.
LAUNDRY WORK
The Art and Practice of Laundry Work. Rankin, ls.
Blackie &- ,q-n, Limited, London. Engand.
The Expert ('leaner. Scaman, 75c. Mc('lelland, Good-
cbi]d & 8tewart, Ltd., Toronto.
*Bu]letins on "The Laundry". 5(, each. Department of
IIome Economic., Cornell University, Ithaca, N.Y.
BIBLIOGRAPHY 225
ll03iE NURSING
Emergeneies. ;ulick, 4c. Ginn & Company, New
York.
*Home Nursing. IIarrison, $1.. The Macmi}|an Co.
of Canada, Ltd, Toronto.
Hints an,] IIelps for IIome Nursing and Hygiene.
Cosgrave, 40< St. John .çmbulance Assn., Toronto.
#
ECONOMICS
Home Problems from a Ne" Stan(]poinL IIun, $I.00.
Whitcomb & Barrows, Boston.
*IIousehold Management. Terrill. American School of
Home Economics, Chicago,
*The New llousekeeping. Frederiek, $1.00. Musson Buok
Co., Toronto.
MAGAZINES
Good IIousekeeping Magazine. $2.00 per year. 119
West Fortieth St., New York.
*The Journal of Itome Economics. $3.0) per year. 525
West l?.0th St., New York.
