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v.10
TE,,C'.'.S2S' COLLEGE
..
ONTARIO
TEACHERS' MANUALS
HOUSEHOLD SCIENCE
IN
RURAL SCHOOLS
AUTIIOKIZED BY
THE 5IINISTER OF EDUCATION
TOROXT¢}
WILLIAI BRIGGS
.'C" T}ON
NISTOaiCAI.. COLLECTION
CONTENTS
PAGE
P»efaco ...............................................
Three Short Courses in Honw-making ..................... 1
Introduction ....................................... 1
A Iibrary on lfome Eeonomies for the Rural School .... 2
Twenty Lessons in the Care of thc Home .................. 4
Suggestions to the Teacher ......................... 4
Equipment ..................................... 5
Reference Books ............................... 6
Lesson I." Arrangement and Care of the Kitchc» ....... 7
Lesson II: Care of Cupboards and Utensils ........... 10
Lesson III-- Care of loods .......................... 12
Lesson IV." Disposal of Waste ....................... 14
Lesson V: Making Soap ............................ 17
Lesson VI: Setting and Clearing the Table.. .......... 1.
Lesson 'II: Waiting on Table ...................... 21
Lessons III and IX: General Cleaning of a Room .... 23
Lesson X: Care of the Bed-room ..................... 25
Lesson XI: Care of Lamps ......................... 27
Lesson XII: Prevention of Pests .................... 29
Lesson XIII: Removing Stains. Bleaching Fabrics, and
Setting Colours .................... _-
Lesson XI': Washing Dish-Towels, Aprons, etc ........ 34
Lesson XV: Ironing ................................ 35
Lessons XI and XVII: Care of the Baby . ........... 36
Lesson XVIII: çost of Food. Clothing, and House ..... 39
Lesson XIX: How o Keep Accounts ................. 29
Lesson XX: Care of the Exterior of the House ........ 41
Reference Books ................................ 44
Twenty Lessons in Cooking .............................. 45
Suggestions to he Teacher . ......................... 45
Abbreviations and Ieasurements ................. 48
Table of Level Measurements .................... 48
Comparisons Between Weights and Measures ...... 48
Reference Books ............................... 49
Lesson I: Discussion of Foods and Cot, king ........... 50
Recipes ........................................ 52
iii
iv
PAGE
Lesson II: Preparing and Serving Yegetab]es ......... 53
Recipes ........................................
Lesson III: The Value of Carbohydrates in the Diet ... 58
Rccipes ........................................ 59
Lesson IV: Fruits and Vegetables .................. 60
Recipes---Open-kettle Method; Cold-pack Method;
Single Process Method; Intermittent liethod .... 63
Lesson V: Fats--Vegetables--Continued .............. 66
Recipes ........................................ 68
]?,xperiments in Using Starch for Thickening ...... 69
Conclusions Based on the Foregoing Experiments... 69
Lesson VI: Cereals ................................. 70
Recipes ....................................... 71
Lesson VII: Classificalion of Foods--Reviewed ........ 73
Black-board Summary .......................... 76
Lesson VIII: The Planning and Selwing of Meals ..... 76
Examples of Well-chosen Menus .................. 77
Lesson IX: Milk .................................... 79
Recipes ....................................... 81
Lesson X: Soups ................................... 82
Recipes ....................................... 83
Lesson XI: Eggs ................................... 85
Reciies ........................................ 86
Lesson XII: Simple Desserls--Custards .............. 88
Recipes ........................................ 89
Lesson XIII: Batters and Doughs ................... 90
Recipes ....................................... 91
Lesson XIV: Batters and Doughs--Continued ........ 92
Recipes ....................................... 93
Lesson XV: Meats ................................. 94
Recipes ....................................... 95
Lesson XOE: ]3aked Pork and Beans--Baking-powder
Biscuits ...................................... 98
Recipes ........................................ 98
Lesson XVII: Butter Cakes--Plain Yellow Cake--Cocoa
--Coffee---Tea ................................. 99
Recipes ....................................... 101
Lesson XOEII: Yeast ]3read ........................ 103
Recipcs ....................................... 104
Lesson XIX: Serving a Simple Dinner Without Meat--
]3aked Omelet--Macaroni and Cheese ............. 106
Recipes ....................................... 106
Lesson XX : Sugar ................................ ". 107
Recipes ......................... . .............. 108
çONTENTS v
PAGE
Twenty Lessons in Sewng .............................. lO
Suggestions fo the Teacher .......................... lO
Reference Boos ................................
Lesson I: Preparation for Sewing ................... 113
Lesson II: Hemming Towels ........................ 115
Lesson III: Hemming TowelsContinue4 ............ 116
Lesson lr: Bags ..................................
Lesson V: Bags---Continued ........................ 120
Lesson VI: Bags---Continued ........................ 122
Lesson ,oEI: Bagsontinued ....................... 123
Lesson VIII : Bags---Continue4 ....... ' .............. 124
Lcsson IX: Darning Stockings ...................... 127
LÇsson X: Patching ................................
Lesson XI: Cutting Out Aprons or Undergarments ....
Lesson XII: Aprons or Undergarments--Continued ....
Lesson XIII: Aprons or Undergarments--Continued ... 134
Lesson XIV: Aprons or Undergarments---Continued ... 35
Lesson XV: Aprons or Undergarments--Continued ....
Lesson XOE: Aprons or Undergarmentsontinued ... 137
Lesson X¥II: Iethods of Fastcning Garments ........ 138
Lesson X¥III: Methods of Fastening Garments--Con-
tinued .......................................... 140
Lesson XIX: A P,adde4 Holder for/Iandling Hot Dishes
--Binding ....................................... 142
Lesson XX: A Cap to Wear x-ith the Cooking Apron... 144
tIousehold Science Equipment ........................... 146
Household Science Cabinet ..........................
Materials Required, Stock Bill, Tools, Directions for
Making ..................................... 161
Equipment for Rural School Household Science Cabinet
--No. I ........................................ 173
Equipment for Rural School Household Science Cabinet
--No. II ........................................ 174
The Hectograph .................................... 177
The Rural School Lunch ................................ 178
The Box Lunch .................................... 179
Contents of the Lunch Box ..................... 1,q_1
Sandwich 5laking .............................. 182
Suggestions for Sandwich Fillings ............... 182
Suggestions for Planning ....................... 183
Suggestions for Desserts ........................ 184
ri ('ONT I':N'I'S
PA(E
Packing he Lunch Box ............................. 184
Ru]cs for Parking .............................. 184
Equipmeni for Parking ........................ 1.$5
Serving a Hot Dish ..................................... 1,q6
The 5Iethod ........................................ l.Q6
Suggested 5Ienus .............................. 1.Q9
Suggestions for Hot Di.hes for Four Veks ...... 1.9
Recipes Suita},]c for tire Rural School Lunch .............. 191
l'seful P,u]le¢in. .................................... 200
]ï[«,usehohl Scicuce Without Sehool Equipmcnt ............. 201
First 3Iethod ...................................... 201
Second 3Icthod ..................................... 204
Tho Fire]ess Cooker .................................... 208
Directions for Fireless Cookcr--No. I ................ 210
The Outslde Container .......................... 210
The Insulating -[aterial ......................... 212
The Inside Containcr ........................... 214
The ettle .................................... 214
Extra Source of Heat ........................... 215
Covering Pad .................................. 215
Directions £or Firelcss Cookcr--No. Ii ............... 217
Iethod of 3Iaking ............................ 217
Directions £or Fireless CookeNo. III ............... 217
3Iethod of 3Iaking .............................. 21.
Use of the Fireless Cookcr in the Prcparation of Lunches... 218
Special Grants £or lîurai and Village ,Schools .............. 221
PIEF.°E
This Manual is is»uc«l f,,r thc 1)url»o»e of enc«,uraginz
the introdu«.tion and furtherinz lhe progress (»f ll,,us,.-
hold Science in the rural schools of this Province. Thcrc
are 903 urban and 5.6tî rural sch«»ls, at,«l 45.s;% «,f th,.
school population is in attendancc at th«, latter schools.
The value of Housch,,ld ,Science as an e«lucati«mal and
practical subject bas been recognized, to some extcnt, in
the urban schools (,f the ]»ri,rince but. up te, the 1)resnl.
little attempt bas been ruade t,» give the sul,jcct a l,la,.,.
among thc activilies «»f the rural schools.
There is a widc-spread impression that if is hot pos-
sible in tlouschold Science to give anv instruction that is
of value without the provisi«,n of separate re,oms, elabcrat,.
equipment, and specially trained teachers. Where thesc
conditions exist, of course, the best work ean be accom-
plished; but. eren whcre they caun,»t be realized, mu,'h
may be donc toward giving dcfinite, useful instruction in
the cardinal princil,lcs cf h«,me-makinff, whieh shoul«l be
learned bv every girl. There i. certainlv hot a single rural
school where some practical work in scwin and s,,me valu-
able lessons in the tare of the ho»m,, mav not be given.
As for cookery, it is doubtful if there i a sinele s«.locl s,,
small and so helpless that it i unal,h, to use the hot noon-
dav hmch as a meth«,d «,f approach t, thi 1)ranch «,f rb,.
subjcct.
,tudents of th«. pbysical wclfaro of childron are rapidly
coming to the conclusion that a warm mid-dav rneal
eatly increases the etîïiciency «f the pupil and determines
vii
viii PREFACE
«, a large extent the resu]ts of the afternoon's studv.
There are other benefits fo be derived fronl a school lunch
well i, repared under proper conditions. In many con»-
munities it bas been the means of bringing about a
hea]thy and satisfactory eo-operation between the sehool
and the home, of developing a higher social life in the
lleighbourhood, and of introducing into the school a House-
ho]d ,qeience course, which bas proved as zreat a benefit fo
lhe farmer's wife a t,, hi. chi]dren.
This _Manua] dea]s entire]v with conditions lhat exist
in our rural sehoo]s and out]ines on]y such l»lans and
»c]lelnes as tan be «arried out, even in adverse circunl-
stances, bv alert trustees, sympathetic in.pectors, and re-
sourceful teachcrs.
Permission bas been obtained from the Bureau of
E,lucation, Washington, U.S.A., fo make use of a recentlv
issued bulletin--"Three Courses in Home-making for
Rural .%hooN", aud of various bulletins issucd by State
Agricultural Colleges. The freest use has been ruade of
this material, and the permission te, do sois hereb
gratefully acknowledged.
Only such theory as tan be readilv assinlilated bas been
given; and the teacher is advised for further information
and help fo consult the Manuals issued by the Department
of Edueation on Household Mangement and Sewing.
Those who wish fo beeome thoroughly conlpetent and fo
earn the highe.t Deparfmental grants should attend the
Summer Sehoo]s provided bv the Deparfment of Eduea-
tion. Under certain conditions fie expenses of teaehers
aftending these courses are paid by the Departnlent.
othing has been ineluded or reeommended that ean-
not be aeeonlpli.hed in fhe averae rural sehool: and
trusfees, teaehers, and inspeetors are urged fo make a be-
PREFACE ix
ginning by oelecting the lessons that appeal to them as
being most suitable fo the districts in which their schools
are situated.
By careful planning and a wise use of the rime before
and after school and during recess, the regular organiza-
tion of the school need not be interfered with; and, in
addition to the educational and social advantages fo be
derived from undertakin. this work, much benefit will
result from the inc.rea.ed interest taken in the school bv
thc parents and the gcneral public.
]t is not essential that the lessons in thi. Manual
should be taken exactlv in the order given. Any other
arrangement called for bv the peculiar circumstances of
the school is admissible.
The Inspector of Manual Training and H«»usehohl
Science is readv af all rimes fo vi.it rural schools for the
purpose of conferring with the Pblic School Inspec'tor.¢.
lhe trusteesç and the teachers regarding ¢he introduction
of Household Science as a regular subject of the school
curriculum.
HOUSEHOLD SCIENCE IN RURAL
SCH00LS
TIII),EE SIIOIT (_'[}('lLl'i.'q IX IIOME-MAKIN(;
INTRODUCTION
The three brief courses lu h«,me-makin -utliued in
this Manual have }»t'.'ll esl,ceial]y ],repar.d f,-,r use in
elementarv rural seho,ls. Thev are in n,, :ense e,,mplete
outlines .f the subjeets with whieh thev deal; rather, thev
indieate a few .f the iml,,rtant phases »f fi,od stu,ly, sew-
ing. and the tare of the home. with wbi-h the pupil in the
elementarv :ehool shouhl become fami]iar. The under-
lyin thought for eaeh prohlem sh,,u],l be: "' Wil[ this hel
the pupils te lire more useful live., and will if lead te
better c,ndition, in their home.?"
The lessons are purposely nmde simple, and the plan,
are definiteh" outlined, se, that eveu the inexperienced
leaeher mav be able te achieve a certain mea.ure of suceess.
The experienced teacher will find in them suggestions that
mav be of value in the further development of the course.
The teacher who desires te use thi. course will nece.-
sarilv bave te adapt if te ber owu c,mmunity, and if
hoped that she mav be able te de thi with but littl,.
alteration. qile conditions of livinff and choice of food
differ in varous parts of the Province. the general prin-
eiples of nutrition, the rules of sanitation, and the methods
of cooking and serving are much the same for all.
[1]
]0Ç.]]OLD SCIE_'CE IN RrRAL SCH00LS
{Swing o he difficultv of securing rime on the pro-
gramme for frequent lessons in home-making, each of the
courses has been limited fo lwenty lessons. Some eachers
mav not be able fo have a greater number of lessons during
the school year, and they may fmd if well fo carry the
three courses through three successive years. In other
schools, where more frequent lessons can be given, if may
he well to offer all three courses during one year. The
«-ourses in cooking and the care of the home can be advan-
tageo'u.ly combined, as many of the problems in both are
r,.late«l. The lessons in sewing mav be given on anolher
dav ol: the week. or it may be well to give them earlv in
the year, fo be followed, later, bv the cooking lessons.
Thus an opportunity will be furnished for the making of
the cooking aprons and the hemming of the towels.
It is most desirable that periods of af least forty minutes
should be provided for ail the practical lessons. Longer
periods will be necessary for some of them, such as the
l,reparation and the serving of a meal. If no practical
work i. undertaken in the lesson, a forty-minute period is
sufficient.
LIBRARY ON HOME ECONOMICS :FOR THE RURAL
SCHOOL
In addition fo the text-books recommended as sources
of specia] reference for fhe rural feacher, the following
books, bearing on home economics or on mefhods of teach-
ing, are suggested for the rural school library. These
books bave been chosen with the threefold purpose of pro-
viding references for the feachers, reading marrer for the
pupils, and a ]ending library for the parents.
LIBRARY ON HOIOE ECO]-OMICS 3
Laundering. Balderston, L. Ray. Pub. by the Author.
Philadelphia ..................................... $1.25
Country Lire ond the Country School. Carney, M. Row,
Pcterson & Co., Chicago ........................... 1.-"5
How the lVorld @ Fed. Carpenter, 1 . O. American Book
Co., ]'ew York .................................... 60
llow the lVorld s Clothed. Carpenter, F. O. American
Book Co., New York ............................... 60
How the lVorld is Housed. Carpenter, F. O. American
Book Co., .New York ............................... 60
lIow lVe Are Clothed. Chamberlain, J. 1 . 3[acmillan's,
Toronto .......................................... 45
How We _4re Fed. Chamberlain, J. F. 3Iacmillan's,
Toronto .......................................... 45
How lVe Are ,qheltered. Chamberlain, 5. 1 . 3[acmillan's,
Toronto .......................................... 45
Bacterio, Yeosts, and Molds n the Home. Conn,
Ginn & Co., Boston ............................... 1.00
The Boston Cool«ing-school Cook Book. Former,
Little, Brown & Co., Boston. (McClelland, Goodchild
& Stewart, Toronto) .............................. 1.80
Th lurol School Lunch. Farnsworth, '. W. Webb Pu%.
Co., St. Paul, Minn ................................ 25
Clothng and Shelter. ]ïinne, It., and Cooley, A.
Macmillan's, Toronto ............................. 1.10
Foods and lIousehold Management. Kinne, H., and Cooley,
A. M. Macmillan's, Toronto ....................... 1.10
Means and Mcthods of lgriculturol Educotion. Leake,
A.H. Houghton, Miffiin Co., 'ew York. (Thos. Allen,
Toronto) ........................................ 2.00
lural Hygiene. Ogden, H. N. Saunders, Philadelphia .... 1.50
Health and Cleanliness. O'Shea, M. V., and ]ïellogg,
Macmillan's, Toronto .............................. 56
lurol Educativn. Pickard, A.E. Webb Pub. Co., St. Paul,
Minn ............................................ 1.00
Monuol of Personol Hyg@ne. Pyle, V. L. Saunders,
Philadelphia ..................................... 1.50
Feeding the Fomily. Rose, BI. S. Mcmillan's, Toronto.. 2.10
Food lroducts. Sherman, H.C. Macmillan's, Toronto... 2.00
t HOUSEHt),, _lt t 1. ,IUI-.L b«'ltOOL
TWENTY LESSONS IN THE CARE OF THE HOME
SUCa-.ESTIONS TO TIIE TEACHER
Thc purposc of this course i. lo give the pupils ill-
.truction in various household ta.ks, in order that better
living conditions may be secured in thc homes. Thc
beautv and sacredness of an ideal home life should receivc
'mphasis, so that the pupils mav be impressed with the
imporlance of con.ientious work in the performance of
their dailv household duties. Thev should have some in-
.*ight into the salfitary, economic, and social problems that
are involved in houkeeping, so that they may develop an
increased appreciation of the importance of the home-
maker's work.
The two most important things to l,e taught arc
",'leanliness and ortier". Too nmch emphasis cannot bc
],la(.cd on the value of fresh air and sunshine and thc
,ecessity for the free use of hot water and soap. The value
,,f property should also be emphasized. Economv in thc
I»urchase and handling of house furnishings and equip-
ment should be considcred. Instruction should also be
given in the care of foods and clothing and in the care and
arrangement of furniture. Simple instruction in the care
,,f babies should be given, since the older children are oftcn
rcsponsible, to some extent, for the care of the youngcr
members of their familles.
In somc of hc les.on. more subje.ts mav bc suggested
than the teacher will have time fo take up in a single
period. In that case it will be well for her to choose the
suhje«.t whieh .eems most vital fo the immediate needs of
Ut;GETIONS TO THE TEACHER 3
the community. In manv cases she mav be able to give an
increased number of le.on.. Practice and drill in all of
the processes involved in housewiferv are essential to suc-
cessful training.
If a cupboard and a table have 1)een arranged for tbe u.e
of the cookmg cla..e», most of the ugge»ted work tan be
carried out with the school equipment. Where there is no
equipment in the school and scbool conditions do hot
approximate home conditions, it mav be possible fo secure
permission fo give the le,.con after school hour. in the home
of one of the pupils who lires nearby.
In each lesson tho teacher, while giving the pupils
helpful general information on the subject mader dis-
eussion, should strive to impress on them the importance
t,f doing sonie one -imple thing well.
The rural teacher who is êager fo makê her school-room
cm attractive place may dêvote some time iii these les»on
,, .ucb problems as the hanging and the tare of simple cur-
tains, the care of indoor plançs, the arrangement of pic-
lures, the planning of storage arrangements for supplies
aud of cupboards for di.be., and the preparations for the
erving of the school lunch.
In order fo teach these les:--ons effectively, itis desirable
to have the following »imple equipment on hand. Addi-
ional spêcial equipment mav be borrowed from the home».
EUIPMENT
]rooI/l 1
Cloths for cleaninff. 6
Dish-cloth$, 2
Dis}l-towels, 12
l)llSI-brush» ]
Dust-pan, 1
Garbage can (covered), l
Lamp, 1
Oii-can, ]
6 IIOUSEHOLD SCIENCE I1 RURAL SCHOOLS
REFERENCE BOOKS
lhral Hygene. Brewer, I. Yç'. L]pplncott Co., Phila-
delphia .......................................... $1.25
The Healttfd Farmttruse. Dodd, H. Whitcomb & Bar-
rows, Boston ...................................... 60
Comnnity Hygiene. tIutchinson, XVoods. tIoughton,
Miffiin Co., New York. (Thos. Allen, Toronto) ....... 65
Fooàs and Sanitation. Forster, G. H., and YVeigley, M.
Row, Peterson & Co., Chicago ..................... 1.00
Te Home and the Fmnily. Kinne, tI., and Cooley, A. M.
Macmillan's, Toronto .............................. 80
Hotse'eeping Notes. Kittredge, M. H. Whitcomb &
Barrows, Boston .................................. 80
l'ractical 17orne-nakig. Kittredge, M. H. The Century
Co., New York .................................... 70
Second Corse in ttone-nakiotg. Kittredge, I.
The Century Co., N'ew York ........................ 80
ARRANGEMENT AND CARE OF KITCItEN 7
LESSON I: ARRANGEMENT AND CARE OF THE
KITCHEN
.UBJECT-IATTER
In arranging the kitchen, the three things of most im-
portance are the store, the sink, and the kitehen table.
If there is no sink in the kitehen, there will be some other
place arranged for washing the dishes, probably the
kitehen table, and this must be taken into eonsideration
when the furniture is plaeed. As most of the work is donc
at the store and the table, both these must be plaeed where
they will have a good light, and they should be close fo eaeh
other, so that but few steps are neeessarv for the worker.
In furnishing the kitehen, the housekeeper will find
a high stool very useful, as it will enable her fo wa:h
dishes, prepare vegetables, and do other work while seated.
All the furniture should be kept so clean and free from
dust that the kitchen will have a neat and attractive
appearance. A vase of flowers or a potted plant, and a
washable table-cover fo be u.ed after the dishes have been
put away, will help fo make this room a pleasant place for
the familv. Special attention should be given fo the
ventilation.
The kitehen should be thoroughly cleaned after each
meal. If if has become dusty or disarranged, it should be
put in order before the next meal is fo be prepared. While
the cooking is under way, ever)oEhing should be kept in an
orderly condition. As soon as the meal is completed, the
left-over food should be covered and put away: the seraps
and wasfe material should be afhered and disposed of;
and the dishes, pots, and pans should be scraped, and
'a.hed in hot, soapy water, then rinsed in clear, hot water,
dried, and put away. The table should be scrubbed, the
2
S IiOUSEHOLD .'SCIENCE IX RURAL .'SCHOOL.q
.,tove cleaued, the floor »wept and »crubbed whclaever
neees.ary, and everything put neatly in its place.
('are of the coal or wood range.--All spots should be
removed from the range by wiping it with old paper. If il;
is in bad condition, it should be wa.-:hed with :oap and
water. If it is oiled oeea:ionally, blaeking will hot be
neeessary: but if blaeking i: u.d, it .dmuld be applied
with a eloth and rubbed to a p.li:h with a bru.-_h, just
tire tire i. bêin tartêd. The a:hes and soot flues baek of
the oven and nn,lerneath it slmuld be eleaned oui; onee a
week.
Directions for building a fire.--To build and eare for a
tire in the eoal or wood range, elo all the dampers, eleau
tire grate, and remove the a:he.¢ from the pan. Put on
the eovers and brush the du:t «,ff the :tove. Open the
«reative damper and the oçeu damper, leaving the check
damper elosed. Lav some pal»er, slightly erumpled into
roll.q, aero: the ba:e of the grate. Place small pieces of
kindling wood aeros. one another, with the large pieces ou
top. Lav pieces of hardwood or a shovelful of eoal on toi»
of the kindling, building so as to adroit of the free circula-
tion of air. If the store is to be polished, rub it with black-
ing. Light the paper from below. When the tire begins to
1,urn bri:klv, add et, al or wood: then add more when that
kindles. W-hen the tire is well :tarted and bine flame is
no longer seen (about ten minutes), elo:e the oven damper.
Close the ereative damper when the tire is :uffieientlv hot.
Brush the store and the floor heneath it a.¢ soon as the tire
is started. Polish the stove. If the tire beeomes too hot.
open the check damper. Fil] the tea-kettle with fresh
water and set if on the front of the range.
Care of the sink. wash-ha.çin, and garha9e, pail.--A
neg, leeted .ink or arbaze pail lnav 1,e a ïruitïul »,,nf,-,.
ARRANGEME.N-T A.ND CARE OF KITCHEN 9
disease, in addition to attracting water-bugs and othcr
pests. Scraps should never be left in the sink. After
washing the dishes it should be thoroughly cleaned, a brush
and scouring material being used. Thê nickel part may be
washed with hot soap-suds, wiped dry, and polishêd.
Water should never be left in the wash-basin. Both the
soap-dish alad the wash-basil shouhl be scoured dailv. The
garbage pail should be emptied and washed everv d'ay, and
careful]v sca]ded once or twice a week.
I'IIELI M I N_-lICy PLAN
It will bc well to have this lesson succeed or follow a
cooking lesson, for thcn the pupils will have a keener
interest in the problem» of the kitchen. (Sec Twentv
Lessons in Cooking, Les.oz1 I.)
51ETIIOD OF WOIK
Cleanliness and order are the two point. to be con-
sidered in this lesson. The doing well of ca«:h simple
household task and the thoughtful arrangement and plan-
ning of all parts of the bouse should be eml)hasized as
being of great importance to thê housekeeper's success.
Begin the lesson with a di.ussion of the purl)ose of
the kitehen; then discuss its arrangement from the stand-
]»oint of convenience for the work that must be donc there.
Ernphasize the importance of having the furniture so
arranged that the work nmv be donc quiekly and easilv, and
that the kitchen may be given a comfortab]e and attractive
appearance. Let the pupils arrange the furniture in the
-:ehool-room. Discuss and demonstrate the care of the store
by the u of the school store. A.sign each pupil a time
when she is fo look after the store on-succeeding days and
grade ber on hot work. Let eaeh pupil bring a report from
I0 HOUSEHOLD SCIENCE IN- RURAL SCHOOLS
home as to what she is doing to help in the care of the
home kitchen. Make a specific assignment for home work.
Questions Used fo Develop the Lesson
What is the purpose of the kitchent
What are the principal articles of furniture in the kitchen?
tIow should we arrange these things
Çan we make any general rules as to arrangements
Why is it difficult to keep the kitchen clean?
At what rimes is the kitchen most apt to become disarranged?
Why is it important to keep the kitchen in good order?
In what order should the kitchen be at the time we begin the
preparation of the meal?
IIow should the ttoor be cleaned? The utensils
XVhat should we do with any left-over food?
tIow should we take care of the store after the meal
LESSON II: CARE OF CUPBOAIDS Ah-D UTENSILS
SUBJECT-MATTER
It is of the utmo.t importance that cupboards and
other places where food is stored should be kept free from
dirt and scraps of food. Ants, cockroaches, mice, and
other pests infest dirty places where food i. kept, and
tender a hou.¢_e unfit for human habitation. It requires
constant care and watchfulness on the part of the house-
wife to keep the cupboards clean. She must look over the
.helves daily, wiping them off whenever thev need if, and
gving them a th«,rough cleaning af lea.-:t once a week.
The housekeeper .hould know how fo care for the
various utensil. uscd and under:tand the simplest and best
methods of keeping them clean. Utensils should never be
put in the cupboards until perfectly clean and drv. Par-
licular attention houl,1 be paie] fo the care of milk ve..els.
(ARE O1 CPBOARD8 AND UTENSIL8 11
Pans, pails, pitehers, or bottles in whieh milk has been kept,
should be rinsed in cold water, washed in strong, clean
soap-suds, rinsed in elean, boiling water, and dried in file
sun. If utensils have beeome discoloured or badly coated,
they should be specially scoured. If sonething has been
burncd in a kettle, the kettle should be eleaned by filling
with cold water, adding washing-soda, and boiling briskly
for hall an hour; aftcr that a slight scraping ought to
remove the |mrned portion. If the kettle is hot )'et clean,
the process should be repeated. If a ketth, bas been used
direetly over a wood tire and becomes blackcnecl with soot,
it should be rubbcd off with a newspaper and then with an
old eloth. Kettl, should be dried well belote being put
away. With ira,per eare they sehlom beeome rusty. If an
iron kettle bas ru.ted, it should be rubl,ed with kerosene
and ashes, then washed in strong, hot, s««]a-water, rin:ed
in elear hot water, and dried on the store. If a kettle is
very rusty, if should be eovered thoroughly with some sort
of grease, sprink|ed with lime, and left overnight. In the
morning it should }ce washed out with hot soda-water and
rinsed in elear, hot watcr. A new kettle i. general|y rusty,
and should be greased thorough|y in.¢ide and out and
allowed fo stand for two davs; then washed in hot soda-
water.
Bath-brick should be used for seouring iron utensils and
s_teel knives and forks. If iron pots and frying-pans are
serubbed with a picee of bath-brick eaeh rime they are
used and then washed in hot soap-suds, thev ean be kept
in good condition. Tinware and steel knives and forks
may be eleaned by seouring with ashes, but only fine ashes
should be used on tinware. The brown stains on granite
utensi|s shofld be seoured off; and this ware should bc
earefully handled, in order fo avoid ehipping. ('offee-pots
12 tlOUSEHOLD SCIENCE IN RURAL CHOOLS
and tea-pots should be eleaned daily, the grounds rem,,ved,
and the interior of the pots washed out thoroughly. The
tea-kettle should be washed and dried overnight and left
uneovered to air.
PRELIMINAIIY PLAX
| f ehool ]unehcs are served or eooking ]eson. are given
ai lhc choo], if wi]] be we]] fo use this ]esson to get the
cupbnards h readines. If if is impossible to do his a
schooL arrange t, havc such a ]e.on }n one of the bornes
outside of schoo] ]murs. Be sure tha the housekeeper is
in sympathy with the work and is wi]]ing fo co-operate.
METIIOD OF VORK
Assign eaeh pupil a ta.k in the cleaning, thc scouring of
the dishes, and the arrangement of the eupboard. Set a
definiçe amount t,, be. ,1,,ne and earry out the plans, leaving
a elean and neatlv arraned eupboard af the end of the
les.on.
LESSON III: CARE OF :FOOD
UBJE('T-:[ATTEIt
Several important points nm.t be borne in mind if foods
are fo be kept in a good condition. Most ïoods change
easilv. Vegetahles and fruits lose water, wilt, and become
unfit o eat. Flonr and eornmeal beeome mouldy.
Potatoes deeay and sprout. Some foods, su«h a. milk, turn
sour. Eggs beeome tainted, and fat rows ranci& With
proper tare in handlin.¢, storin., and keepin, thi. spoilin.ff
eau be prevented.
The spoiling of ïoods is due fo the presenee of micro-
ortranisms; and if foods are fresh and sound and kept cool
(' kltl.i OF' ]OOD,q 13
and clean lu eve,'y wa.v, th<.v will hot spoil re«tdily, because
sueh conditions are unfavourable fo the derelopment of the
miero-orgalisms. On the other hand, if foods are roughly
handled and brui»cd, deeomposition will take place readily,
for miero-oranisms deelol> in the bruised portions. ('arc
must. therefore, Ie taken fo select fo,ds wisel)', handle
them «'arefu]ly, wash l]u.m if thev are n«,t alreadv .lean,
put them in elean reeeptae]os, and keep thenl in et e]ean,
cool place. Ail pots, pans, and dis]leS in whieh foods are
kept or eooked shou]d be thorollgh]y c]eansed and rinse,l
well, so that no frazments stick o them whieh mav deeav
and cause posil»le infection to lhe next ftod that is put in.
Every part of the kitchon and store-rooms shmfld be kept
e]ean, dry, and we]l aire& Lizht is thc bost ermieide and
purifier known.
('overed receptacles should be seeured for al] foods.
Those that are mOllçe-proof and insect-proof are esentia]
to a we]]-kept pamry. AIl bottles and eans should be
neatly labe]led and so arranged that each che ean be con-
venient]v reaelled. Tbe outsi«le of the b«,tt]e or case should
alwavs be qpe«l off af ter it bas been opened and food bas
been removed from it. The »hches on whieh the cases are
kept should be wiped off everv day. If supp]ies of fruit or
vegetables are kept cm hand. 0ev shou]d be looked over
freqllent]y, and whatever slows even the sliztest suzes-
tion of spoiling should I»o removed. Brea«l shou]d he kept
in a eovered tin box. and the box sholfld be washl out
once or twk.e a week and frequently ealded and aired.
PIELI.[ I_N'ARY PLAN
If cookin l«,sons are fo be given, if wi]l 10e wo]] fo
take this lesson on the eare of foods in eonnection with
14 IIOUSEHOLD SCIECE I.N RURAL SCHOOLS
the first cooking lesson, and to make it a means of arrang-
ing for the materials that are to be kept on hand and of
determining how everything s fo be handlcd.
51ETIIOD OF WORK
Dcvote a large part of the lesson fo a discussion of
the necessitv for carc in the handling, storing, and keep-
ing of food:. If lac|lit|es permit, devote a few minutes to
the putting awav of foo,ls that are to be uscd in the next
(.ooking lc..on or i, the .n.hool lunch, ,li.¢cus.i,,g the
rea.ons for .uch care.
LE,qNON IV: DISPOSAL OF WASTE
UBJ ECT-MATTEI.'
If the dailv disposal of wa:te is attendcd to, there will
be no undesirable accumulation of garbage. Scraps of
food that cannot be utilized for tl,e table should be fed
to the pigs or the chickens and çhouhl not be allowed to
stand and gathcr ri|es. A covered pail or pan should be
u.ed for holding lhe gar|)age, unfil final disposal is ruade
of if. Those portion., that are badly spoiled and will be of
no value in feeding the stock «houh] be burned at once.
Waste vegetable substances, if suilable, should be fed to
the stock, and if not. should be buried in a thin layer on
the ground at some dislance from the house, so that they
lnay enrich the soil.
Old papers that are badlv soiled shou]d be burned, but
all others should be kept for use in cleaning the store.
starting the rires, etc. Empty c-ans should be well washed
and buried, so that thev will not prove a breeding-place
DISPOSAL OF WASTE ]5
for fiies. It is well to pierce them through the bottom
hnmediately aftcr opening them, so that they will not hold
water. Dish-ater should be cmpticd at some distance
from the bouse, un]ess there is a drain nearby. All recep-
tacles that hold water should be carefu]lv emptied, and al]
depressions in the soil should be fi]led, iii ordcr fo prevent
mo.quitoes from breeding. All waste water should l,e used
«,n the garden.
Protection of the water suppl!/.--Only the water from
deep wells should be used for drinking purposes, beeause
all surface water and water in .hallow wells heeomes dan-
/zerous through seepage front compost, pig-pens, privies,
and other places where decaved organie marrer mav
m.cumulate. In order that the water may he kept elean,
the well must be supplied with a tight-fitting to I, which
need hot be opened and a ruerai pump fo bring up tho
water. A well platform that allovs the water spilled on it
to run baek into the well is unsafe, for anv filth carried on
the platform in anv way will be washe,l direetlv into it.
Rats, miee, and other animal. get into the well if the top
is hot tight, and these, in addition to being unpleasant, are
liable to introduee disease gerlns.
Simple disinfectants.--Sunshine and fresh air are
nature's disinfeetants and should be freely admitted to
every part of the bouse. Windows should be left open
whenever possible. The windows in the leeping rooms
sh«,uld a]wavs be opened at night. The interior of the
bouse should be kept perfectly drv. Deeay does hot easily
take place in dry places. A damp eellar should be drained,
and the grounds around the house should not be allowed
fo drain into the eellar. Coarse eoal ashes should be used
to fill in around the house, on the walks, etc., to help in
lB IIOU,SI';IIOLD f'IEN('E IN" RUR.kL Sf'IIOOLS
:eeuring thorough drainage. Wood ashes may be u:cd as
simple disinfectant te eover decaved organic matter.
Whitewash is a g«,od disinïêctant and should be frequently
used l,oth inside and [,utside the house and on ail out-
I,uildings. Kerosene and «reoote al,c, mak«, goo«l dis-
infectants.
('are o¢ oul-of-,Ioor rlo.et..--'I'he l,rivy should lw s,»
.'rranged that it mav I»,. eleaned ot'ten ald all exereta di-
posed of in a sale wav. The building should l»e se» well
e«mstrm.t«.,l that there will l»e no eraeks for the admission
of fiiez. In a po«,rly eonstruete«l building, old paper ean
be pasted over the eraeks, te nlake tlle structure fly-proof.
Iry earth, street, dust. or lime shoul«] be frequently
prinkled over the exereta, and the seat should he elosed, t,»
prevent the entrain.c, «,f flk.. «,r mosquitoes. The seat
should he washêd frequently, and both the at and the
floor .«ruhhed at l«.at onc.o a wook.
I'I,'EI,I M I X.t IIy l'L.t. N
It will he well te teach this les.on af a rime when
improvements are neeessarv in the tare of the .ehool-
hou. The discu.sion., in r«,gard te out-of-door closets
will, of eourse, be taken when lhe girls are alone with the
teaeher.
51ETII(tD O1: WORK
Diseus the disposal of wasto, the eare of zarbae, etc.,
in the home and the sehool. Talk over the eare of waste
from thê sehool lunch an«l dis,-uss methods of keepinz
hool in a sanitarv eon«lition. Follow this bv a general
cleanin of the school-house.
MAKI-NG SOAP 17
LESSON V: .IAKING SOAP
SUBJECT-/ATTER
Hornc-Maàe H«rd ,çoap
6 lb. fat 1 pt. cold water
1 can lye 1 tbsp. borax
Melt the fat slowly. Mix the l.ve and water m a bowl or
kettle (do hot use a tin pan), stirl-ing with a stick until the
potash dissolves. Add the borax and allow the mixture fo cool.
Cool the fat and, when it is lukewarm, add the lye, pouring it in a
rhin stream and stirring constantly. Stir with a smooth stick
until about as thick as honey, and continue stirring for ten
minutes. Pour the mixture in.to a box and allow it to harden.
Cut into pieces the desired size and leave in a cool, dry place for
ten days, to ripen belote using.
When mking the soap, be careful hot to spill potash or lye
on the hands, as it makes a bad burn. If the hands are burned,
rub them with grease at once. Do hot wet thcm.
PRELIMINARY PLAN
Some ime before this ]es.on i. given ask the pupils t,»
bring scraps of fat from home. See fhat fhese are in goo, l
condition, and weigh them, fo determine he portion of
the recipe Chat can be ruade. Ask one of the pupils t,»
bring sufficienf borax for the recipe.
METtIOD OF "WoRK
Let the pupils look the fnt «ver and put it on to melt,
watching if carefully. While if i. heatin z and coolin.
diuss he process of soap-makinz the cost of materials.
the care necessarv in the making of soap, and the import-
ance of ifs use. Get ready the other nmerials, and a box
for moulding the soap, and ]et the pupils work together.
After the soap has hardenefl and been cut, bave if put awav
on a shelf to dry.
18 HOUSEHOLD SCIENCE IX RURAL SCHOOLS
LESSON VI: SETTI.N'G AI%'-D CLEARING THE TABLE
SUBJECT-MATTER
The following points mu.t be renembered when a meal
is fo be served : The dining-room must bc clean, well aired,
sufficientlv lighted, and in good order.
The table must be perfectly clean and covered with a
clean white cover (table-cl«»th, doilies, paper napkins, or
oil-cloth).
A vase of flowers or leaves or a small potted plant, in
the centre of the table, will hclp fo make it attractive.
The table should be preparcd with everything necessary
t'or serving the meal, but only those foods should be placed
on it that will hot bc spoiled bv standing. :If there is
danger of the food attracting rites, cover it carefully.
Plates for everyone who is fo partake of the meal should
be arranged af equal distances from one another, and hall
an inch from the edge of the table.
The knife should be placed af the right of the plate
with the cutting edge toward the plate, and one inch from
the edge of the table.
The fork should be placed af the left of the plate with
the fines turned up. and one inch from the edge of the
table.
The spoon should be placed, bowl upward, af the right
of the plate, fo the right of the knife. It should be placed
one inch from the edge of the table. .qpoons and forks for
sering should be plaeed ai the right and left of the dish
fo be served, or in another convenienf position. No one
should bave fo use the personal fork or spoon for serving.
The napkins should be folded simply and placed af the
left of the fork.
SF, TTI A]VD CLEARING THE TABLE
The tumbler should be placed at the upper end of the
knife.
The cups and saucers should be placed af the right of
the plate with the handle of the cup toward the right.
The bread-and-butter plate, if used, should be placed af
the upper left hand of the fork.
The salt-cellars and pepper-shakers should be placed
near the centre of the table or af the sides, where they can
be convenientlv reached. Individual salt-cellars, if used,
should be placed immediately in front of the individual
plate.
The chairs should be placed af the table after it is set.
Care should be taken not fo put them so close fo it that
it will be necessary fo more them after they are occupied.
PRELIMINARY PLA
If possible, arrange to give this lesson before
VIII in the series of " Twenty Lessons in Cooking'" is
given; then the emphasis in that lesson may be put upon
the food fo be served, proper combinations, etc., while this
lesson gives the drill in the arrangement and handling of
the dishes.
It is desirable fo give the pupils a thorough drill in
table setting and table service, since much of the pleasure
derived from eating depends upon the attention paid fo
these processes.
Be careful fo oee that ever).'thing necessary is on hand
fo set the table simply but daintilv. For class practic a
small table mav be set for four. This will necessitate a
table-cover, for or more dinner plates, four bread-and-
butter plates, four tumblers, four cups and saucers, four
knives, four fork,% four teaspoons, four napkins, a salt-
cellar, a pepper-shaker, a platter, one serving spoon, and
20 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
one serving fork. If these things are ot already in the
sehool, probably thev tan be brought from home by the
pupils, if linen cioths are hot used and cannot be afforded
.n the tables iii the homes, the pupils should be taught to
use a white oil-cloth.
l lave a diagranl nlade on the black-board by Olle of the
impil «,f the arrangement of an individual place ai the table.
FI6. l.--Arranlement of an individunl plaee.at table
1. Kuife ï. Spoon 3. Tunlbler 4. Fork 5. Napkin
6. 13read-and-butter plate 7. Dinner plate
METtlOD OF WORK
The process ,,f table setting should bc ,lelnonstrated
with the materials «t had, and the w,»rk »hould be
,]al}ted to home e,,mlitions.
If there is no available al»le in tbe seho,,l-roon, the
desk tops mav be used for individual places.
easons for the arrangement ,,f th,. t,hle sh«mld be
ziventbe eonveniece of ]flaeing flc knives and
spoons fo th«. rilit, the forks fo the h.ft. the cup and saucer
ad the hmb]er to the right, the use of thc mpkin, etc.
WAITING ON TABLE :21
LE,SON Vil: WAITII,'G 0" TABLE
UBJ ECT-MATTEIt
The one wllo is fo wait on table must be eareful to see
that everything is in readiness before the meal is
announee,1, so that she tan do her work easi]y, without
subjeeting those at'the table to unnecessary delav. ,'3he
»bould bave water, bread, and butter (if used), hot dishes
readv for the hot fovds, and desrt dishes conveniently af
hand. She mu»t sec that her hands are perfeetly clean and
her hair and dress in order. A clean, neat apron will
always improe hcr appearance. Thc room slmuld be
clean and neatly arranged.
If the meal is to be a famih- ont an,l ail are to sit at
the table together, plates will bc passed t'r,m one to
another as they are serve,l: I,nt it will still be 'ell to have
,,ne person appointed to wait on the table. She should be
rcadv fo supply more bread, water, etc.. when it is neces-
sary. and t,, cha,¢e the plates for the dessert course. She
should rise from the table quickly and quiet]y, in order hot
fo disturb others, and should take her place again as soon
as the necessarv service has heen rendered.
The following rules shonld be «,bserved: Hold the
tumlders near the bott,,m, being careful hot to touch the
upper edge. Fill only three-quarters full.
Put the butter on the table just before the meal is
,nnounced. and serve in neat. compact pieces.
Cut the bread m even slices, pile them neath o1 a
sorving plate, and place it on tbe table, covering it'with a
,'lean napkin or towel, if there are flics about or there is
dtngcr of dust. If preferred, the bread mav be cut at fit,
table as required. Place the dessert dishes at one end of the
la]tic or, better still» on a side table, until it is rime t- use
22 ttOUSEHOLD SCIENCE IN RURAL SCHOOLS
them. Yhen carrying the dishes 4o and from the table, be
careful not fo let the fingers corne in contact with the food.
Learn to place the hand under the dish. In particular
oervice a napkin is used between the hand and the di.¢h, or
a ray, if the dish is a small one. The tray should be
covered with a napkin or doily.
When a dish is being passed, hold if at the left of the
person fo be served and at a convenient height and dis-
lance. Be sure hat each dish is supplied with a spoon or
a fork for serving, and urn the handle of the spoon or the
fork toward the one fo be served.
If a plate is fo be placed in front of a pern, set i down
from the righ. _ever reach in front of others at the table.
When a course is fini.hed, remove the dishes conaining
he food fir.: then he soiled plates, knives, and forks.
Be careful fo handle onlv a few dishes at a rime and not
fo pile them. If another course is o be served, remove
the crumb. from the al.le. using for the purpose a napkin
and plate, or a crumb trav and bru.h, and bru.hing the
crumbs lightly into lhe plate. Fill the tumblers, and
arrange he dishes and forks or spoons quickly for he
next coure.
When the meal is over. the chairs .-:hould be moved
back from the table, he dishes neafly piled and carried fo
the kitchen sink, the table wiped, the crumbs brushed from
he floor, and the room aired.
PRELIIINARY PLA"
:Let his lesson be a continuaion of Che previous one,
placing emphasis on the method of waitin on table. The
saine articles will be required as vere used in the last
lesson. In addition to these he pupil. mu.t be careful 4o
bave clean aprons for his lesson.
GEINTERAL CLEAiYI:NG OF A ROOM 23
IETHOD OF WORK
Have the table set, as a review of the work of the last
]esson ; thenhave four or six of the pupils seat themselves
and go through the forms of serving one anther fo any
simple meal upon which the class may dccide. Family
rneal service should be explained and ¢]cmonstrated first;
then service where there is onc waitress. Have the pupils,
in turn, act as waitresses and serve all the others, offcring
and placing the food, removing the soilcd dishes, filling
the turnblers, etc.
LESSO.k'S VIII Ah'I) IX: GE.koERAL CLEAMNG
OF A RO02I
SUBJECT-I'ATTER
Rooms which are in constant use should be .wept and
dustcd evcry da)'. A thorougb clcaning of each room in the
house will be necearv every wcck or two, even though the
room is swcpt and kcpt in order daily. First, all c(pboard.%
drawers, and oiher re«'cptaclcs in 'bicb articles collect
.bould be cleancd; tbcn a|l large movable articles
be dusted and movcd out of the room; t]mse that are hot
rcadilv rnovable should be du.tcd and covercd. The floor
should be swept with the windows open; the ceiling and
walls should be brushed with a covered broom, and the dus
allowed to settle. The floor should then be ,iped with a
damp cloth on the broorn.* The woodwork should be
«If the floor is of unfinished wood, it will require a thorough
scrubbing. After sweeping Che floor and allowing the dust .to
settle, a small portion at a Cime should be scrubbed wiCh a floor-
brush and soap. When scrubblng, Che grain of Che wood should
be followed. The scrubbing-water should be changed frequently.
For rinsing and drying the floor, a cloth should le wr,lng
of clear watcr.
3
24 IIOUSEHOLD SCIENCE IN RURAL SCIIOOLS
cleaned with a damp cloth and a soap that is hot too
strong. Soda or sapolio should hOt be used. The furniture
should be carefully macovered, and everything arranged in
perfect order.
The things that are highest should be dusted flrst, and
tare should be taken fo collect ail the dust in the dust-
cloth. After collecting the dust, the cloth should be shaken
out-of-doors, washed thoroughly, and boiled. The dust-
cloth should be dampened belote using on all surfaces
except the polished furniture and windows.
Sweeping should be donc with short strokes and the
broom should be kept close to the floor, so that the dust
will hot be scattered. The corners of the room should be
swept first, the dust gathered in the centre, and then swept .
into the dust-pan. The dust should be burned, for it may
contain disease germs. Loose hairs and fluff should be
removed from the broom after using, and if shou]d also be
washed periodically.
Small rugs should be cleaned out-of-doors. They
hould be swept, beaten, and re-swept, then rolled until
ready tobe put on the floor. If the rugis a large one and
cannot be removed, if should be wiped over with a damp
cloth, rolled, and the under side of the rug and the floor
beneath it should be wiped.
Aïter the room has been cleaned, the windows should
be arranged so that a supply of fresh, clean air tan corne
constantlv into it. This is essential to everv room in the
hou, if perfect hea!th i. tobe maintained.
PRELIMINARY
It will be well to have Lesson IX given in one of the
bornes some day after sehool hours, if possible. If tha;
CARE OF THE BED-ROOM 25
cannot be arranged, the school-room may bc utilized as the
place fr practice.
,METIIOD OF WOIK
Devote Lesson ¥III fo a discussion of the methods of
cleaning and to various short ta.ks in connection with the
school-room. In Lesson IX bave the pupils go through
the entire process of cleaning a room. Assign some
portion of the task to each one of them, so that ail may
take part in the work. Supervise the work carefully,
assign home practice, and have each pupil clean a room
af home once a week for a month.
LESSO T X: CARE OF THE BED-ROOM
SUBJECT-IATTER
As soon as one is dressed in the morning, the windows
in the bed-room should be opened wide to air the room
thoroughly, and he bed-clothes should be removed and
put on chairs before he window fo air. The night cloth-
ing should also be aired. The slops should be emptied,
and the chamber should be wa.hed with cold waer, using
a special cloth. The basin should be washed in warm,
soapy water, which should hen be poured into the chambcr
and used for washing if. The toilet articles should be
washed, then the basin rind and wiped drv. The slop jar
should be washed out thoroughly, and bo'th he slop jar
and the chamber should be cleaned frequently with chloride
of lime or some other disinfectant. The pitcher should
be filled wih fresh water, and all he articles arranged
neafly on the wash-stand. If the towels are soiled, clean
ones should be supplied. The mattress should be turned
26 HOUSEHOLD SCIEICE IN RURAL SCHOOLS
and the bed ruade carefully; the lower sheet being tucked
under the mattress all around, and the other covers tucked
in af the bottom and sides of the bed. The bed should be
kept free from wrinkles and smooth in appearance, and
the pillows should be well shaken and arranged at the head
of the bed. The floor should be 'ept, the furniture
dusted, and everything put in place. The windows should
be lcft partly opened, so that the bed-room mav be well
aired. Fresh air is alwavs necessary, but especially during
sleep, when the body is repairing itself, and if is important
that the room should be wcll aired during the day and the
windows left open af night.
When the 'oom is tobe thorouhly cleaned, the frame
of the bed should be du.¢ted, the mattress turned, and the
bed should be ruade. The window shades should be dusted
and 'olled lp. The curtains should be wcll shaken and
covercd, if one has a du.t sheet. ._ll the .mall articles on
the bureau, table, and shelf should be placed on the bed,
and the wh«,le covered with a sheet. The tables, chairs,
and any other nmvable furniture should be dusted and
l,]accd outsidc the room or covcred. The 'ugs should be
r,,llcd and (.lcancd out-of-doors. The room should be
wept and dustcd. As soon as the dust has settled, the
('overs should be removed, and the furniture, rugs, and all
the small articles should be restored to their places. The
shades should be adjusted, and the 'oom left in perfect
order. The broom and everything else that has been used
in the work should be cleaned and put back into thei"
places.
PRELIIIINARY PLAN
It may be possible for the teacher fo give this lesson
in her own bed-room or in the bed-room of one of the
neighbours. :If this is hot feasible, the only way fo make
CARE OF LAMPS 27
it effective is fo havc the pupils report cach day on the
work thev do af home.
-METIIOD OF WO]fK
lllustrate each process and give the reasons for every-
thing that is done. Emphasize the importance of the
sanitary care of the bed-room, a regular rime ïor doing
the work, and the benefit of having each member of the
ïamily care for hcr own personal bclongings and her own
portion of thc bed-room.
LESSON XI: CARE OF LAMPS
It is assumed that the teacher is acquainted with the possi-
bilities of electricity and other methods of better lighting in
country homes, and will instruct ber pupils in the economic use of
modera ]ighting facilities.
SUBJECT-MATTER
Directions for cleaning and filling lamps.--A bright
light cornes ïrom elean burners that allow a good draught.
This means constant eare on the part of the one who
looks after the lamps. In the daily eleaning, first dust the
ehimney shade and the body of the lamp. Wash the
ehimney. If sooty, elean with a newspaper before wash-
ing. Next, turn the wiek high enough fo show all the
eharred part; eut this off, making it perfeetly even, then
tub with a piêee of sort paper. Wipe the humer and
any other part of the lamp that mav be oilv. Drv with
another cloth. Fill the bodv of the lamp with off fo
within an ineh of the top. leaving plenty of room for the
gas that mav be generated from the kerosene, as thi.
in a lamp that bas been used many rimes without refilli-ng,
mav be a source of danger.
28 HOUSEHOLD SCIEITCE I.N" RURAL SCHOOLS
When lighting the lamp. turn the wick down, allowing
the chimney fo become heated gradually. If if is necessary
fo more the lighted lamp, turn the wick low. The flaring
up of the flame smokes the chimnev. Do not leave a
lirhted lamp in a room where there is no one to watch
When putting out ihe light, blow across the chimney,
never down into it, as this might send the flame dowi1
into the kerosene.
Al»out once a month give the lamp a thorough clean-
ing. pread out a newspaper and take the lamp apart.
Wash the chinmcy and the shade in hot water, dry with a
towel, and polish, using soft paper. Boil every part of
the burner in water to which two tablespoonfuls of soda
bave been added. Insert new wicks if the old ones are
dirty, and put the parts all securelv together again. Keep
an o]d pan and me clths exclusivelv for this purpose,
and be verv careful not to allow the dirtv hands or a drop
of kerosene fo cme near anv food.
Have a regular time in the day for cleaning the lamps,
preferal,|y imnlediatelv after all the morning work bas
been done after breakfast. Do not fill the lamps near the
kitchen store. Do not light a match while the oil-can is
near, and never fill a lamp while if is lighted or while
near another one which is lighted. If'a tire is caused by
kerosene, smother it with a heavv rug or a woollen gar-
ment, and do not attempt fo put if out with water.
PRELIMIXARY PLAN
It will be well o give this lesson just before some
evening entertainment af the school-house. If there are
no lamps at thc .hool have a few brought in from neigh-
bouring homes. Secure an old pan and some cloths fo use
in cleaning.
PREVENTIO OF PESTS 29
METHOD OF WORK
Discuss with tbe pupils the cost and properties of
kerosene and the danger of having a light or too great
heat near a can of kerone. Explain the draught by
means of which the kerosene can be ma,le to burn on thc
wick and the danger if the burner becomes chgge,1 up
and the draught is cut off. Have the lamps taken apart,
the burners boiled, the chimneys cleancd, aud the bt,,ly
the lamps filled and wiped off. Then have the ]amps
lighted, to see that they burn properly.
LESSON XII: PREV-EITION OF PESTS
SUBJECT-2IATTER
Itousehold pe.t. are annoying, danerous o health, and
destructive to property. Thev carrv disea germ. from
one person fo another and from the lower animals t0»
human beings. Absolute cleanliness is essential, if thc
bouse is fo ]e kept free from pests. As a rule, they flouri:h
in dark, damp, dirty places. With proper care the house-
keeper can keep ber hou.¢e free from them and, if they are
noticed, she should know how fo exterminate them.
A few simph- methods of extermination are here
given :
Bedbugs.--Kerosene shou]d be poured into all the
crack.% and a brush, dipped in kerosene, run briskly over
all surfaces. Care must be taken fo have no tire in the
room whi]e this is being done. The windows should be
open, and the room shou]d be kept free from _lust. In
four days this should be repeated, in order fo kill any bugs
that may bave just hatched.
30 IIOUSEHOLD SCIENCE IN RURAL SCHOOLS
('oc],'roac]es end waterbugs.--A solution of one pound
of alum fo three pints of water should be poured into all
the cracks. ]nsect-powder and borax are also effective.
Absolute cleanliness and ïreedom ïrom dampness are
nêcesarv , iï the house is fo be kept ïree from cockroaches.
,Ints.--Oil of cloves or pennyroyal on pieces oï cotton-
batting scattercd about in the places where ants appear
will drire them away. aturating the nests with coal-oil
will destrov them. Food which attracts ants should be
removed ïrom places which they are able fo reach.
Rats end mice.--These are best exterminated by the
use oï a trap or some preparation such as "' Rough on
,as . Traps should be set nightly and should be
scahled and aired after a mouse has been caught. Rat
holcs mav be stoppcd by sprinkling with chloride of lime
and then filling with mortar or pla.ter of Pari..
Mosquitoes.--Thcse breed in swampy places, or in old
barrels or kegs or lin cans which hold stagnant, water.
Therefore, iï the swampy places are drained and the
gounds about the house are kept free from stavnant water,
the housekeeper will, as a rule, hot be troubled with
mosquitoes. Empty barrels or kegs should be inverted,
and old tin cans should have a bole punched in ?he bottom.
so that they will hot hold water. All hi.h weeds near the
house should be eut down and destroyed, so that tbey will
hot provide a damp place in which to harbour mosquitoes.
If it is impossible fo get rid of all standing watêr, the
brêeding of mosquitoes ean be ehe«kêd by pouring kerosêne
oil on the water. One ounee of oil on fiffeen square fêet
of water is suflïeiênt, and this will have fo be renewed af
least once in tên davs. The doors, windows, and ven-
tilators of the bouse should be wêll screenêd, as a protection
a7ainst mosquitoes.
PREVENTION OF PESTS
31
Flies.--These are one of the greatest carriers of typhoi,1
and other germs, as wcll as filth of all sorts. They can be
got rid of only by destroying the breeding places and kill-
ing the flies as rapidly as possiblc. Materials that attract
them should not be exposcd in and about the house. The
house should be well screened with wire nlesh or mosquito
uetting, in order fo keep out the flies. A fly swatter
should be kept at hand. The stables should be cleaned
daily. Manure piles should be screencd, and every effort
shou]d be ruade fo kill the larvoe by frequent spraying with
kerosene, creoline (dilute creosote), or lime.
Fleas.--These will be troublcsome if cats or dogs are
kept in thc housc. These pets should be given frequent
},aths, thc rugs on which they lie should be brushed and
shaken dai]y, and the floors should be washed with soap
and water and wiped with kerbsefle.
Motl, s.---These are apt fo develop in woollen clothes
unless the garments are thoroughly shaken and absolute]y
protected by wrapping in newspapers before being put
away. Woollen garments that are used only occasionally
should be kept in a light, dry place, examined frequently,
and hung in the sun occasionally. Moths or carpet beetles
can be exterminated by the use of kerosene.
PRELIM INAIY PLAN
Give this lesson at a rime when the pupi]s are asking
about household pests or when the school is suffering from
them. ]t would be.well fo have it in the spring, just
before the school closes, so that the pupils may inmlediately
put into praetice what they learn. ]t may be desirable to
devote their efforts fo the destruction of one particular
]»est: for examide , a fly crusadc mav be iuaugurated.
32 HOUSEHOLD SCIE1N'CE IN" RURAL SCHOOLS
]k[ETHOD OF WORK
If tbere are pests in the school-room, discuss their
habits, what seems fo attract them, where they corne from,
etc. ]Iave the pupils report any that they may have at
home. Explain why they are dangerous, tell how tbey can
be exterminated, and assign to each pupil the task of
exterminating one b«,uselmld pest. Have her report, each
day, the success of ber efforts. Continue this work for
several weeks.
LESSON XIII: REMOVING STAIITS, ]3LEACHIITG FA]3RIC,S,
AND ,¢3ETTING COLOURS
SUBJECT-ZIATTER
As garments and bousehold linens are apt fo become
stained and thus lose their attractiveness, it is well to
know tbe remedies for the most common stains and the
principle upon which their removal depends. All stains
should be removed a.¢ soon as possible. Boiling water will
loosen and remove ,coffee, tea, and frcsh fruit stains. The
.tained spot shouhl be behl over a bowl, and the water
should be poured upon it with somc force. Cold water
will rcmove stains ma,le b) blood or meat juice. Soaking
will help in tbe removal of blood stains. Rust stains may
be removed bv wetting the staincd spot with lemon juice,
covering it with salt, and placing the stained fabric in the
sun. Stains from store b]ac-king, paint, and grass mav be
removed l,v soakint in kerosene and wa.bing well with
soap and water. Iuk stain. may be removcd bv soaking in
water, removing as much of the stain as possible, and then
soaking in milk. Stains from cream and other forms of
REMOOEXG STA L'N'S 33
greasc may be washed out in cold water, followed by warm
water and soap.
White cotton and white linen materials may be bleach(.d
by exposure fo the suu.h]ne while still damp. If they are
]eft out overnight, the b]eaching process is ruade effective
by the moisture furnished by dew or frost. A stream of
steam from the tea-kett]e mav also help in the bleaching lorocess.
Some colours are set bv the addition of a small amount
of acid fo the first water in which they are soaked, while
others are set bv the use of salt. If is necessary to try a
small amount of the material before dipping in the entire
garment, in order tobe sure of sati.factory results.
Vinegar should be used for blues, one-half cup fo one
gallon of water. alt if most effective for browns, black,
and pinks. In most ca.¢e., two cups of salt to one ga]lon
of cold water will be sufficient.
PP, ELIMINARy PLAN
The towels used for drying dishes or the linen used for
some schoo] entertainment may bave become stained with
eoffee, fruit, or some other substance. Make this the basis
of a lesson, and let the pupils bring from home other
things which are stained. Each pupil shou]d bave an
article on which fo practise. This lesson should be pre-
]iminarv to the les.con on laundrv work.
METHOD OF WOP, K
Examine the various articles from which stains are fo
be removed. Discuss the method of removal, and let each
pupil work at ber own stain until itis as nearly removed
as possible.
2 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
]ESSON XIV: WASHING DISH-TOWELS, APRONS, ETC.
SUBJECT-3IATTER
Dish-towels ,hould be thoroughly wa.hed af least once
a dav. Wash one piece at a time (the cleanest first) in
warm, soapy water and rinse in clear water in another pan.
]Iang in the sun, if possible, so that the air will pass
lhrough. Boil at leastonce a weck in soapy water, to keep
them fresh and white. Sunshine and fresh air are valuable
for the purposes of bleaching and purifying.
Wash the aprons in hot, svapy water: boil. rinse, and
Mue ,¢lightly. A .mall amount of rhin ,¢tarch mav be
desirahlc. A thin .¢tarch mav be ruade as follows:
Recipe for Thin Stnrcb
2 tbsp. starch 1 tsp. lard, butter, or paraffin
4 tbsp. cold water 1 qt. boiling water
Add the cold water to the starch and lard, stir until smooth,
then add the boiling water slowly, stirring constantly. Boil for
several minutes in order to cook the starch thoroughly.; then add
one pint of cold water and a small amount of blueing. Dilute if
necessary.
Ilanv the articles in the sun to dry, shaking well before
putting on the line, and folding the edge of each over at
least six inche.. Be sure to bave the line clean. When
dry, fold carefullv. A short rime before ironing, sprinkle
well.
PRELIMINARY PLAN"
If may be desirahle to give this leon earlier in the
eour.e, if co«»king le.<ons are heing given and di.h-towels
IRONI:%TG 35
are in use, or if the aprons are badly soiled. Other articles
may be washed, if time and facilities permit.
IETItOD OF WORK
Discuss brieflv the necd for laundry work and tle
general principles. Let the pupils take turns af washing
the towels or aprons; examine each article af ter if is
washed, and give careful directions for the boiling, blueing,
and starching. While thesc processes are being completed,
let me of the pupils preparc the line. Let two of them
be appointed to bring the towels in, before going home
from school.
LESSON XV: IRONING
'-;U B J E('T-3I ATTER
To do good ironing if is necessary fo have a firm, un-
warped ironing 5oard_ This should be covered with s,mm
thick woollen material and a white cotton cover that is
«lean, smooth, and tightly drawn. The thiek cover should
be tacked on, while the top cover should be pinned, so that
it may be easilv taken off to be washed. A heavy iron-holder
should be provided; and the irons should be clean and
smooth. For this purpose paper should be kept at hand, as
well as a piece of beeswax, sandpaper, or salt. A small
cloth should be used fo wipe the iron after using the bees-
wax. A newspaper should be spread on the floor, to protect
any pieces that may bang down while being ironed. The
coarser towels should be ironed first, as the longer the irons
are used. the smoother they become. Starched pieces should
hot be ironed until the irons are very hot. If the article is
first laid smooth, if will be easier fo iron if and keep if in
36 tIOUSEtIOLD SCIENCE IN RURAL SCHOOLS
shape, and every pieee should be ironed until it is perfectly
drv. As soon as the ironing is eompleted, the articles
should be hung up fo air.
PRELIMINRY PL&N
Arrange to bave the ironing ]esson just as soon after
the laundrv lesson as possible. It will probably be easy
to borrow the neeessary equipment ïrom homes near the
school. Eaeh pupil may be directed to bring something
that will eontribute toward tire equipment, and one may
be instructed te, have the tire ready and another to put the
irons on fo heat belote the ]esson hour.
METIID OF WORK
Call the pupils together earlv in the morning or a
some rime previou. fo the les»on period, and give them
directions for sprinkling the articles to be ironed. When
the cla.s hour cornes, demonstrate the method of ironing,
folding, and hanging the articles, and let the pupils take
turns in doing the work.
LESSONS XVI AND XVII: CARE OF THE BABY
¢,UBJEC'F-M ATTER
Because young girl. are fond of little children and
raust help their mothers often with their baby brothers
and sisters, they should know how fo care for them. It is
e.sential that thev should understand the following points:
The li'ttle body needs protection. The head is sort, and the
brain mav be injured bv hard bumps or pressure. The
skin is tender and is easilv irritated bv the biles of insects,
friction, and so on. Kicking and wiggling are necessary
CARE OF THE BABY 37
fo the developmcnt of the muscles, but the baby should
not be played with all the rime; and if is well for if whfle
awake fo lie quiet for part of the time. If should not be
ruade fo sit up until ready fo do so. A desire fo creep
shonld be encouraged. Standing or walking should not
be taught the baby un{i| if tries fo stand or wa|k t.¢elf, and
then if must be helped very carefullv.
The baby should bave plenty of fre.h air and shou]d
be allowed to spend much of ifs rime out-of-doors.
cold weather it must be warmly covered and sheltered from
high winds. Ifs eves shou]d a]wavs be protected from
strong sunlight.
P, egular hours should be observed for »|cep, and the
babv shou]d be put fo bed early in the evening. If the
house is hot we]l screened in summer, a mosquito bar
should be put over the crib. Te elothing .hould be light
and loose, so that thê body ean more freely.
Pêrfêct clêanlinêss is neeêssary to keep the baby's skiil
in good condition; and a daily bath should be givên. A
morning hour, midway betwêên the mêals is usually the
best rime for this. Thê babv should bê taught to use the
chamber bêforê th bath and after thê nap. Everything
should be rêady beforê itis urrdressêd. Thê room shoubl
be ver 3- warm. The water should be only moderatelv
warm, and should bê earêfullv testêd to makê sure that it
is hot too hot. Tbê towels and covers for thê babv should
be af hand. The hêad and thê feêt should bê washêd first,
and the bodv soaped beforê putting thê chi]d into thê bath.
Littlê soap shou]d be used. for even the best soap is strong
and is. apt to irritate the delicatê skin. The bath should
be given quick]y, and thê bodv wrapped at once in a
blankêt or towel and kêpt eovêrêd as much as possible
while if is being driêd.
38 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
The baby should be fed in small quantities af r%ular
intervals and given p]enty of cold water fo drink. Not
until if is eleven or twelve months of age should if be
given solid or semi-solid food. Even then, milk should
continue fo form the basis of ifs diet, and of this a con-
siderable quantity should be used--about a quart a day
from the twelfth month on. As the child grows older a
more varied diet will be necessary. The most hygienic
methods of food preparation should always be observed.
Certain foods shou]d never be given; for example, friêd
ïoods, pastries, condiments, pickles, preserves, canned
meats, fish, pork, sausage, cheap candies, coarse vegetables,
unripe and overripe fruits, stimulants, ïoods treated with
a preservative or colouring matter, and halï-cooked.
starches.
PRELIMINARY PLAlç
'Fhe teacher should talk with the pupils, in order to
see w]mt points in connectior with the care of the baby if
is neeessarv for them to know, so that they may do their
work af home intelligently.
3IETIIOD OF WORK
It will probably hot be possible to have anything more
than a class discussion of the points in question, but the
pupils' home experiences ought to make this discussion
vital. If there is a nurse in the neighbourhood who can
be secured o give one ]esson on the care of the baby, ihe
tcacher ,¢hould supplement her own lessons bv an addi-
lional lesson given by the nurse.
COST OF FOOD, CLOTHING', AND HOUSE 39
LESSOI XVIII: COST OF FOOD, CLOTHING,
_AND HOUSE
SUBJECT-:MATTER
If iS of great importance that children should learn in
an elementary way the value of property. This will pre-
pare them ïor the knowledge of the cost of living that is
essential. They should learn that the cost of ïood can be
decreased by having gardens, and bv the proper choice,
care, and handling of ïoods; that taking care of clothing
will reduce another item oï expense; and that the owning
of one's own house and lot is something worth working ïor,
in order to obviate the necessity of paying rent.
I'IEL[MINAIIY PL.X
The teachcr will have fo acquaint herself thoroughly
with conditions in the conmmnity, so that shê tan talk
intelligêntly with the pupils, emphasizê the right points,
and give constructive help.
5IETIIOD OF WORK:
Bcgin with a discussion of the cost of food" hov much
the pupils êarn or spend during thê week; and why if is
worth while fo cook and scv well and fo look after
propêrty. Continue such discussions from rime fo rime,
in connection with otber school work.
LESSON XIX: IIOW TO ]ï:EEP ACCOUNTS
SUBJECT-.IATTER
If is well for every one to keep a written record of all
money received and all money spent. Children should be
taught fo do this as soon as they are old cnough fo have
4.
40 HOUSEHOLD SCIENCE I " RURAL SCHOOLS
money in their possession. A simple little note-book in
which all expenditurcs are entered on the right side and
all receipts on the left side, with the balance drawn up
each week or month, will prore an easy and satisfactory
method of keeping accounts. If the little girl learns to do
this with ber pennies, she will be better able to take care
of the more important household accounts when she is in
charge of a home. IIowerer, there will be no real incentive
ïor her to keep accounts unless she is endeavouring fo
save for some good purpose. If she learns to save for the
future purchase of a book, a dress, or some little treat, she
will feel that ber aceount-keeping is worth while. As a
housekeeper, she wi]l appreciate the importance of saving
for some future benefit fo the family.
I'I{ELIMINAIIY PLAX
In order to nlake the lessou of vital interest, introduce
if af a rime wben the pupils are saving for some specific
purpose--material for a dress to be ruade in the sewing
elass, refreshmcnts for a party for their mothers, a school
library, or something el.e that wi]l be a pleasure and help
in the work of the school.
METHOD OF WORK
After discu:sing the urces of income of the pupil and
of her family, and the means of increasing and taking care
of that income, discuss simple methods of keeping
accounts, illustrate these on the black-board, show how to
balance the accounts, and see that each pupil has a small
book suitab]e for the purpooe. It mav be necessarv to make
or fo rule this book as a portion of the class exercise.
CARE OF EXTERIOR OF tt0USE 41
LESSON XX: CARE OF THE EXTERIOR OF THE HOUSE
SUBJECT-IATTER
Closely allied fo the housekeeper's work within the home
is the care of the exterior of the houoe and ifs surround-
ings. If is absolutelv necessary that the grounds be kept
neat and clean. In addition fo this they should be marie
attractive by the carcful selection of a fcw trees and shrubs
suitably placed. While the garden af the rear of the
house mav be planned lcly f«»r the plea.ure and use of
/he family, in planning the lawn af the sides and fro»nf
the neighbours and pas.ers-by must be considcred. The
grounds ,¢hould be a picture of which the hou.e is the
centre, the trees and shrubs be]ng gronped fo frame the
picture.
In placing shrub., the effect of the who]e land.capc
h«»uld be considered. A. a rle sbrubs sh«»uI,l be placed in
corners, fo hide outho.es fr,»m view, or fo screen other
places which should be shielded. The centre of the lawn
should be left free, and in no ca.ce should a shrub be
placed in the middle of an open space in a ]awn or yar,l.
A few flowers should be planted am«»ng the shrubs, fo give
colour af diff_.rent seas«»n..
The exterior of the house must be c,n.idered, if tbe
picture framed by the shrubs and vines is fo be a pleasing
one. The house should be painted in a soft brown or dark
green fo blend with the landscape of oaks and pines. The
paint will help fo preserve the ]muse, but ifs colour must
be carefully chosen fo give a pleasing effecf.
The general plan of the grounds and local conditions in
regard fo soil and climate will determ]ne fo a large extent
the kind of shrubs fo be nsed. Many beautiful shrubs
which have been introduced from foreign counries do
42 ItOUSEHOLD SCIENCE IX RURAL SCttOOLS
well in Ontario, but our native shrubs serve all decorative
purposes. For damp ground there is no better shrub than
the red osier dogwood. This shrub will do well on almot
anv kind of soil. The swamp bush honevsuckle grows
quickly and is suiab]e for clav land; so are the black elder-
berry and several species of viburnum. Thc hazel which
nay be obtained from the woods nakes a good dense shrub,
and the wi]d rose alto has possibiliies. The common
barberrv is an attractive sbrub: but, as it a.¢.ists in the
formation of wheat ru.ci, it should not be u.ed in rural
sections. The lilac mav be used where a high shrub is
desrable. The common arbor vitae or cedar of the swamps
makes a good evergreen shrub. If serres well as a shield
for both winter and summcr and thrves wih moderate
care. The weigcla, forsythia, and spir'oea are also excellent
shrubs.
The ground af the back of the house should be used for
vcgctablc gardens 'ilh flowcr borders. For this purpose a
deel), rich soil is nccessary, and cvels., square foot of space
should be ufilized. Everv family should learn fo make
u.c of an increased number of vegefables and ïrnits and fo
cook tbem in a variety of wavs. -No crops should be
al]owed o go to waste. A familv of fie people could be
enfirclv provided with vegetab]cs for the snnlnler and
autumn from a garden less than fiftv by seventy-five ïeet.
The attracfiveness, as wc|l as fhe nsefulness, of fhe
borders depends upon tlle choice and arrangement of
flowers. These should be chosen with due consideration as
fo height of planes, colour of blooms, and seasons of bloom-
ing. The Callest planes shonld be placed af Che back of
the border; for a border ix ïeet wide none of fhe plants
need be over rive ïeet in height. There can be a riot of
colours, if the flowers are arranged in clumps of four to
CARE OF EXTERIOR OF :HOUSE 43
six throughout the entire leng'h of the border. In a well-
planned flower border some flowers should be in bloom
each month. Hardy perennial flowers should predominate,
with enough annuals fo fill up the spaces and hide the
soil. The well-tried, old-fa.hioned flowers will give the
best satisfaction. Every four years the flower borders need
fo be spaded, well manured, and replanted.
The following lists of flowers for borders may be
suggestive :
Perennals.--Pleedlng-heart, carnations, chrysanthe-
mures, columbine, coreopsis, dahlias, gaillardias, golden
glow, iris, lark.pur, oriental poppies, peonies, phlox, pink..
platycodon, snapdragon.
Biennials.--Forget-me-not. foxglove, Canterbury bells,
holl'hoek, sweet-william, wallflower.
.4nnuals.--African daisy, ageratum, aster, calendula,
calliopsis, balsam, eandytuft, cornflower, cosmos, marigold,
mignonette, nasturtium, petunia, poppy, stock, sweet
alyssum, sweet-pea, verbcna, zinnia, annual phlox, red sun-
flower, cut-and-come-again sunflower.
Each home gardener should study garden literature, in
order fo assist in solving the garden problems; ïor the day
bas passed when one needed only fo scratch the soil with a
shell, plant the seeds, and receive an abundant trop. To-
day successful gardening depends upon intelligent manage-
ment of the soil and trop and upon persistent labour.
PRELIMINARy PLAN
The teacher should, if possible, visit the homes of all
the pupils, in order fo make herlf familiar with the con-
dition in which :their grounds are kept. She mav be able
fo secure permission from one of the housekeepes fo use
44 HOUSEHOLD SCIENCE IN" RURAL SCHOOLS
her grounds as the practice place for the lesson, prit may
be more desirable to give tllis lesson at the school and to
conduct a school garden as a model home garden.
IETHOD OF WOI/K
Discuss the arrangement and care of the home or school
grounds, tiare the class tidy the lawn and garden chosen
for the lesson, supervising the work carefully. Assign the
tidying up of the home lawns or work in the home gar-
dens for the coming week. Let this lesson serve as a
means of intcresting the pupils in home gardening, if that
bas hot alreadv been taken up, or of emphasizing the rela-
tion of gardening to the housekeeper's work, if thcy are
alreadv interested in the former.
REFERENCE BOOKS
Bnsh Fruits. Card. 3Iacmi]lan's, Toronto .............. $1.75
lVlen Motler Lets Us Garden. Duncan. Moffat, Y'ard &
Co., New York .................................... 75
.1 Wornan's ltardy Garden. Ely. Macmillan's, Toronto .. 1.75
Tle Beginner's Garden Bool:. :French. Macmillan's, To-
ronto ........................................... l. 00
Proà«ctiee l'egetable Garden. Lloyd. Lippincott Co.,
Philadelphia ..................................... 1.50
TWENTY LESSONS IN COOKING 45
TWENTY LEgSON IN ('OOKIN(I
SUGGESTIONS TO THE TEACHER
The teacher should learn how the pupils lire in their
own homes, what food produce is grown for home use, what
foods they use, and how they prepare and serve their foods.
The instruction given in the lessons should be based on
this knowledge, and the possibilities for the improvement
of aceeptcd methods of eooking should be considcred.
Those foods should be u.¢ed in the recipes which the pupils
ean afford fo use at home. They should be encouraged to
grow in their gardens a variety of gardên produce, and to
keep chickens, pigs, and cows.
Elêmentary prineiples of nutrition and sanitation
should be taught. Simple meals, with plain but well-
cooked dishes, should be planned. Variations should be
suggested, and the value of a mixed diet emphasized.
Care should be taken hot fo waste rime on points that are
unrelated fo the bornes of the pupil.% except as such points
nmy be necessary to raise their ideals.
All the work should be donc carefully. The sanitarv
handling of food and eare in the storage of foods should
be insisted upon. Careful attention should be given to the
dish-washing, tare of the dish-towels, etc., emphasizing the
points in sanitation involved. The pupils should be drilled
faithfully in all points connected with the handling of any-
thing that cornes in contact with thê food.
Proper methods of sweeping and cleaning should bê
employed, and thoroughness must be practised in everv
detail of the work. Constant drill in these processes should
bê given.
46 HOUSEHOLD SCIENCE I. RURAL SCHOOLS
The order in which the lessons are fo be given will be
regulated, in part, by the season of the year in which they
occur, the locality, the foods obtainable, and any .pecial
local needs. However, care must be taken that the lessons
are given in proper sequcnce, so that the pupils may see the
relation of one to another and may appreciatc the value of
each. It mav be necessarv fo combine two lessons or fo
give only part of a lësson. In some of the lessons more
recipes are suggc.ted than can be prepared in a brief
period. In every case the choice of a recipe will bave fo
be ruade bv the teacher. Wherever if is possible, simple
experiments shoul,l be performed fo show the composition
of. and the effect of heat on, food.
Xo attemp has been ruade fo give a complete t of
recipes; but those included here are chosen as illustrating
lhe subject. fo be di.cussed in the lessons. The teacher
who desires fo make uoe of a greater number of recipes will
do well fo supply herself with one of the text-books listed.
Level measurements zhould be used in the preparation of
all the recipes, and all the directions should be carefully
followed.
The first few lessons are more fullv outlined than the
others, furnishing suggestions for methods of procedure
that may be adapted fo later lessons. The teacher should
bave a detailed plan for ever.- lesson, outlining her method
of work, the lcading questions for the discussion, and the
home a.signments which she desires to make.
Foods that are in common use are sugested for the
lessons outlined. There will necessarily be exceptions fo
their use in different localities. If any foods used in the
bornes are harmful because of the manner in which they
are prepared, the teacher should do all in her power to
TWENTY LESSONS IN COOKING 47
correct the situation, but she must, af the saine rime, be
careful not fo be too radical. If the lessons given are not
followed by home practice, the ime devotcd fo hem will
be, fo all intents and purposes, wasted. Simple meal service
should be introduced wherever if is possible, and as much
instruction on the furnishing and the care of the kitchen
shou]d be includcd as rime permits.
By the rime the course is completed, the pupil should be
able to keep ber kitchen in a sanitary condition and should
bave a sufficient knowledge of food values and of the pro-
cesses of cooking fo enable ber to provide simple, whole-
some meals for ber family.
For the teaching of food values, if will be helpful fo
secure the set of sixteen food charts which may be
obtaine,l from the Superintendent of Documents, Govern-
ment Printing Office, Washington, D.C., price one dollar.
If will be shown later how the school ]uncheon may
be managed with very little interference with the ordinary
organization of the school. Where definite instruction is
given in Houschold Science, a place must be provided for
it on the school rime-table, as is the case with the other
school subjects. In sewing and househo]d management
lessons of fory minutes each are suflïcient, and these can
be arrange(] for at the rimes round tobe most convenient.
If each pupil keeps her sewing in a box or bag, it may
often be used as "busy work" when the pupil ha.
tïnished her a.signed work or while she is waiting for the
teachcr, who may be engaged with another class. Lessons
in cookery should be, if possible, af ]east one hour in
length, and should be given ata rime when his period
can be exceeded, if the character of the lesson renders it
desirable; for example, in those cases where the cooking
48 HOUSEIIOLD ,SCIENCE IN" IURAL SCtIOOL,
is lh,t completed at thc expiration of the rime as.igned.
For this reason the last hour on Friday afternoon bas
lJroved a very suitable rime. In some sehools the lesson
is commenced af half-past three and runs on until com-
pleted, and in this wav only hall an hour of tlle regular
.n.]mol time is taken. The possibilities of a Saturday
morniag cooking elass should hot be overlooked.
ABBREVIATION, AND 51EA.UI(EMENTS
lbsp. --- tablespoonful
lsp. -- teaspoonful
c. -- cupful
qt. --- quart
pt. pint
oz, -- ounce
lb. --- pound
nin. -- minute
hr. --- hour
TABLE OF LEVEL MEASUREMENTS
3 tsp. --- 1 tbsp. 12 tbsp. (liquid) ; 1 c.
]6 tbsp. -- 1 c. (dry measure) 2 c. = 1 pt.
CO-MPARI,ONS BETWEEN WEIGHTS AND MEA.URE.
2 c. butter, packed solidly 1 111.
2 c. sugar (granulated) 1 lb.
2 c. meai, finely chopped ; 1 lb.
2 c. brown sugar 1 lb.
2 c. oatmeal -- 1 lb.
4 c. rolled oats -- 1 lb.
4 c. flour -- 1 lb.
2 .tbsp. butter 1 oz.
4 tbsp. flour -- 1 oz.
9 or 10 eggs 1 lb.
1 lemon (juiee) 3 tbsp.
]rOTE.--The half-pint measuring cup and not the ordinary tea
eup is the one fo be used.
REFEREXCE BOOKS 49
REFERENCE BOOKS
Hosehold Mngement. Ontario Teachers' .fanua|. The
Copp, Clark Co., Ltd., Toronto ..................... $0.19
Domestic ,gcence. Austin, ]. J. Lyons & Carnahan,
Chicago. Vol. I .................................. 60
Vol. II ................................. 60
Prnciples of Cookig. Conley, G. American Book Co.,
'ew York ........................................ 52
ttome Ecoomcs. Flagg, G. P. Little, Brown & Co.,
Boston. ([cClelland, Goodchild & Stewart, Toronto). .75
Lessans in Elementary Cooking. Jones, 3I. C. Boston
Cooking School Maga.zine Co., Boston .............. 1.00
Fooà anà ttealth. Kinne, H., and Cooley, A. 3I. Mac-
millan's, Toronto .................................. 65
Te Scool Kitcen Tert-boo¢. Lincoln, M.J. Little,
Browa & Co., Boston. (McClelland, Goodchild &
Stewart Toronto) ................................. 60
Fooà and Cookery. Metcalf, M. L. Industrial Education
Co., Indianapolis ................................. 1.00
ttouseholà ,gcence ond Arts. Morris, . American Book
Co. 'ew York .................................... 60
Tle ,gcece of ttome-mol:ig. Pirie, E. E. Scott, Fores-
man & Co., Chicago ............................... 90
Elements of the Theory and Pravtice of Cookery. Yiïlliams,
]f. E., and Fisher, K. R. Macmillan's, Toronto ..... 1.00
50 }tOUSEHOLD SCIER'CE IN RURA.L SCHOOLS
LESSON I: DISCUSSION OF FOODS A.Nq:) COOKING
Management of the 'itchen store. Cooking bt àrt heat.
Bakeà vegetable or fruit.
SUBJECT-3[ATTER
Foods.--The body uses food to build and repair ifs
tissues, to provide heat and energy, and to regulate the
body processes. Foods differ ïrom one another in their
composition and in their ability fo assist the body in the
performance of ifs varied functions. These differences have
]cd fo the c]a..ification of food.._- into rive groups, which are
.l,oken of as the rive foo,]-stuff. or foc,,] principles.
('ooki,,g.--Whi]e some foods can be used as they occur
in nature, most of them are ruade more acceptable by the
application of heat. IIeat softens the structure of vege-
tables and fruits, makes tcnder the tissues of meat, pre-
pares starch for digestion, develops the flavour in many
ïoods, and destrovs thc parasites and germs that may be
I, resent. The rive food-stuffs are differentlv affected by
heat--some require slow cooking, others require intense
heat. Hence, it is necessary fo study cooking, in order
that each food may be properly prepared.
The store. A knowledge of the construction of the
store and the methods wherebv heat is obtained is impera-
tire if one is to be a successful cook. For all stores three
things are necessary--fuel, a supply of oxygen, and a
certain degree of heat. kmown as the kindling point,
whereby the tire is started. The supply of oxygen is regu-
]ated by dampers and checks so arranged as fo admit or
cut off the draught of air.
DISCUSSION OF FOODS AND COOKIIqG 51
The creative dampers are doors or slides that corne
below the tire box. When open, they adroit the entrance of
air, increase thc draught, and facilitate combustion.
The oven damper is a fiat plate which closes the open-
ing into the chinmey flue, fo decrease the drawing of thc
draught. When the oven dampcr is closed, the heat from
the tire remains in the store and passes around the oven.
Checks are doors or slides highcr than the fire-box,
which, when open, al]ow thc c«-,Id air to pass over the tire,
retarding combustion.
A store is also provided with means for disposing of
the ashes, soot, and the gases fornled. All parts of the
store are so «rranged that t]ley may bc kept clean.
(See Twcnty Lcssons in thc Care of thc llomc. Lcsson I)
PP*ELIMINARY VLAN
Therc should bc providcd for this lcsson (from hc
homcs of the pupils or the school garden), some fruit or
vcgetable in seas«m that can bc cooked by d heat. Each
pupil may be able fo bring au apple or a potato. The
teachcr should be sure fo bave an ovcn that can be wc]l
]leated for baking and fo bave the tire well started
beforc the ]csson begins, so that the oven wi]l be ready
for use.
Lessons in geoaphy and nature study should be
corre]ated with the cooking ]esson, o give the pupils an
opportunity fo study fhe source of foods and the reasons
for cooking them.
0ne of the pupils should wr[fe the recipes on fhe black-
board before the lesson hour.
52 HOUSEHOLD SCIEICE IN RURAL SCHOOLS
RECIPES
Baked Apples
Wash the apples, core them, and cut through the skin with a
knife, so that the apple can expand in baking without breaking
the skin. Place the apples in a baking-dish and fill each cavity
wi/h sugar. Cover /he bottom of the dish wi/h water one quarter
of an inch deep and bake until the apples are sort (20 to 45
minutes), basting them every 10 minutes. Place them in a
serving dish and pour the juice ovcr them. Serve hot or cold.
Baked Potatoes
Sclect smooth potatoes of medium size, scrub carefully, and
place in a baking-pan. Bake in a h6t oven from 45 minutes to
one hour. When sort, break the skin fo let the steam cscapc and
serve at once.
IETIIOD OF WORK
Discu.s very briefly the food that is fo be co«ked and
the metho,l -f cooking if. I[ave as many apples or
potatoes baked as there are members of the class or as the
1,aking-dish will hold.
Assign ta.ks to special memhers of the ela.a
As quickly as possible put the vegetalle or fruit in the
oven fo bake.
While the baking is in proce.., take nl a general dis-
«'us.ion of foods and cookinz aud a .iecial discussion of
fhe food which i being use(] and the mehd of cooking
that is beinz employed.
Give as thorough a lesson on the store and combustion
as rime permits. Examine tle baked article and discuss
lhe methods of serving if, the ime for serving, and so on.
Use the finished product for the school lunch or bave
if served daintily in the class. Encourage the pupils fo
bring a dish o school in order o take the result.¢ of their
PREPARING AND SERVING VEGETABLES 53
work home for the family meal, if a s«hool lunch is hot
served or if they do hot need a lunch. Gie careful direc-
.tions for washing the dishes and supervise the housework
carefully. (See pages 52, 53, Household Management.)
l'OT.--It may be necessary fo go on with some other recita-
tion before the baking is completed, in 'hich case one member of
the class should be appointed to watch the oven.
Questions Used to Develop the Lesson
Wha.t food bave we on hand for use to-day
Does this food nced cooking Why
How shall we prepare it for cooking?
tIow shall we prepare the oven
tIow shall we care for the fire
tIow long will it be necessary to cook this food
(Time the baking carefully and discuss more thoroughly at the
close of the lesson.)
How can we tell when it is cooked
tIow shall we serve it
For what meal shall we serve it ?
Of what value is it fo the body?
Home assignme, t.--The irai»ils should prepare the
baked dish af home and af the next lesson report, the re.ult
of their work.
:NOTE.--The recipes given in this Manual are prepared for
normal rimes; but in everv case the Regulations of the Canada
Food Board should be observed, and substitutes used wherever
possible.
LE'SON II: PREPARIiX'G AND SERVING %OEGETABLES
Flrater and minerol raotter in vegetobles. How fo prepore ond
serve uncooked vege?ables--lcttnce, cress, cabboge, etc.
Cooh'ing by moist heat. How fo boil, season, and serve beet
tops, turnip tops, cabbage, spronts, kale, spinach, mustord, or
other vegetable greens. "
54 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
SUBJECT-IATTER
Water.--All fluids and tissues of the body contain large
quantities of water, therefore water is regarded as one of
the most important food-stuffs required by the body.
Practically all foods contain some water. Fresh vegetables
and fruits provide the body with a high percentage of
water.
Water is a valuable medium for cooking. As it heats,
small bubbles are formed, which continually increase in
number and size, but gradually disappear. Some time
before the boiling-point is reached, an occasional large
bubble will rise fo the surface and disappear. The water
has then reached the simmering-point, 185 °, a emperature
frequently ruade use of in cooking. When many bubbles
form and break, causing a commotion on the surface of
the water, the boiling-point, 212 °, has been reached.
Mi,zeral »atter.--Mineral marrer is a second ïood-stuff
that is needed by the body, but the anmunt required is
very mall. If a variety of food is used, there is generally
sufficient mineral nmtter in the diet. Fruits and vege-
tables, espeeially fre.¢h green vegetables, are comparatively
rich in mineral mattër. Mineral matter builds up the
bones and certain tissues, such as the hair, teeth, and
nails, and regulates the body processes by keeping the
blood and digestive fluids in proper condition.
Green vegetabIes.--Green vegetables hold an important
place in the diet, because they contain valuable mineral
marrer. They also contain a high percentage of water and
considerable cellulose. Vith few exceptions they shoulà
be eaten raw, becauoe the mineral salis, being soluble, are
lost in the water in which they are cooked and because the
cellulose serres ifs purpose best in the crisp form. Cab-
bage is rendered much more difficult of digestion by cook-
PREPARING AND SER%OENG %OEGETABLES
ing. Spinach, beet reps, etc., are more palatable when
cooked. The delicately flavoured vegetables should be
boiled in a very small amount of water, se that they need
net be drained. Thus the mineral matter will be retained
when the vegetables are served.
PRELI3IINARY PLAX
There should be provided for the lesson (frein the
bornes of the pupils or the school garden), seine fresh
vegetables in season ; one that can be cooked bv boiling and
one that can be served uncooked with a simple dressing.
0ne of the pupils should write the recipes on the
black-board before the lesson heur.
RECIPES
Preparat{on of Fresh Greeq Vegetables «
Y7ash the vegetables thoroughly, leaving them in cold water
te ctisp, if wilted. Keep cool until ready te serve, then arrange
daintily, and dress with salt, vinegar, and oil as desired, or
prepare a dressing as follows:
Cookcd Dress&ng
.tbsp. salt 1, tbsp. fleur
1 tsp. mustard 1 egg or yolks of 2 cggs
11, tbsp. sugar 1', tbsp. melted butter
A few grains pepper e. milk
c. vinegar
Mix the dry ingredients, add the egg slightly beaten and the
bu.tter and the milk. Cook over boiling water until the mixture
thickens. Add the vinegar, stirring constantly. Strain and cool.
IOTE.--It may be well te omit frein 4his lesson the uncooked
vegetable that is served in the ferre of ,% salad and te give if af
seine other rime. It is net well te a.ttempt te teach more than the
pupils can toaster thoroughly.
56 HOUSEHOLD SCIENCE IN" RURAL SCHOOLS
Recipe for Boiling and Seasoning Fresh Green legetables
Wash the vegetables earefully and put them on fo eook tu
boiling water. Delieately flavoured vegetables (spinaeh, eelery,
fresh peas, etc.) will require but little water, and that should be
allowed to boil away at the last. If spinaeh is stirred eonstantly,
no water need be added. Starehy vegetables should be eom-
pletely covered with water, and strongly flavoured vegetables (as
turnips, onions, eabbage, and eauliflower) should be eooked in
water at simmering temperature.
After the vegetables have eooked for a few minutes, sait
should be added, one teaspoonful to eaeh quart of water. Cook
the vegetable until it ean be easily piereed wi.th a fork. Let the
water boil away ai the last. If it is neeessary to drain, do so as
soon as the vegetable is tender. Season with sait, pepper, and
butter (1 A teaspoon sait, a/ teaspoon pepper, and l& tablespoon
butter to each eup of vegetable).
-N'OTE.--The water in which the vegetables are eooked should
be saved for soui, s and sauces, as it eontaius most of the valu-
able mineral marrer.
IETHOD OF WORK
Diuss the heating of water and apply the facts" to
cooking. Have the pupils observe and describe the heating
of water.
If a new tin sauce-pan or other bright tin vessel
is at hand in which to heat the water, the changes which
take place as the temperature increases will be more
readilv apparent, and the pupils will enjoy watching the
process.
Discuss whv one vegetable is to be cooked and another
served uncooked.
Emphasize the cleaning of the vegetable, ifs structure,
composition, and the effect of the boiling water upon it.
After the vegetable bas been put on fo cook, discuss the
method of seasoning or dressing the vegetable which is to
be served uncooked, and have if prepared attractively to
PREPARING AND SERVING VEGETABLES 57
serve on the plates. Especial emphasis should be placed
on the use and importance of fresh, green vegetables.
Continue the discussion of vegetables, letting the mem-
bers of the class suggest others that may be prepared as
salads or cooked in the manner being illustrated, and writc
the list on the black-board for the pupil. fo copy in their
note-books.
When the cooked vegetable is tender, have if drained,
.easoned, and served, and serve the uncooked vegetable at
the saine rime.
When readv for serving, let the pupils arrange their
plates and forks carefully, then let them all sit down
except the two who pass the vegetables. Be sure that they
eat carefullv and daintily.
Emphasize the careful washing of the dishes, etc., as
on the previous day.
Questions Used to Develop the Les.n
How shall we prepare out vegetables for serving?
Of what value is hot water in cooking food
How must the vegetable be prepared for boiling
Does this vegetable contain any water
Will i.t be necessary to add any more
Will it be necessary to cover the sauce-pan
How hot must the water be kept How tan one tell when
the water is sufficiently hot
tIow can we determine when the food bas cooked long enough 1
How shall we serve this vegetable
How does boiling compare with baking--
In the rime needed
In the matter of flavour
In the amount of fuel used
In the amount of work necessary
Home assignment.--Practice in the boiling and the
serving of vegetables.
58 HOUSEHOLD SCIENCE IX RURAL SCHOOLS
LESSON III: THE YALlYE OF CARBOHYI)RATES IN
THE DIET
Potatovs as a source of carbohydrates. The cho4ve, cost, care,
compositon,.fooà value, and cooki/ng of potatoes, bakeà
squash, stearneà squash.
SUBJECT-MATTER
Carbo],ydrates.A third class of food-stuffs required
by the body is known as the carbohydrates, or sugars and
starches. This class of foods is used as fuel. for the pro-
duction of heat and ener- in the bodv. Excess of carbo-
hydrates may be stored in the body as fatty tissue.
Potatoes.--Potatoes are a cheap source of carbo-
hydrates. They are al valuable for their mineral matter
and for the large quantity of water which they contain.
Three fourths of the potato is water. The framework of
the potato is cellulose, vhich is an indigestible carbo-
hydrate material. Potatoes have onlv a small amount of
cellulose, however, and they are comparatively easy of
digestion. When drv and nealy, thev are nost digestible.
When uoed for a meal, potatoes should be supplemented by
some musde-building food, such as milk, cheese, eggs, fish,
or meat.
PRELIM I.'A1RY PLA
At some previous period the teacher should have dis-
cussed with the pupils the use of potatoes and learned
from them the different ways in which they cook them in
their bornes. She should determine upon some recipes for
the lesson that will increase the variety of ways in which
potatoes may be served and that will improve the methods
used in the homes.
VALUE OF CARBOHYDRATES IN DIET 59
Each pupil should be asked fo bring one or two
potatoes for the lesson. The best methods of cooking and
the means of seeuring variety should be emphasized.
RECIPES
Mashed Potatoes
6 potatoes
c. hot milk or cream
1 tbsp. butter
1 tsp. salt
Wash and pare the potatoes, boil, drain, dry, and mash (with
a potato masher) in the sauce-pari in whieh .they were cooked.
Beat them until very light and creamy; add hot milk, butter,
and salt, and beat again, re-heat, and serve. Serves six to eight.
Browned Potatoes
Wash, scrub, and pare potatoes of a uniform size. Parboil
for 10 minutes, then put in a dripping-pan with the meat or on a
rack in a baking-pan.
Baste with fat every 10 minutes, when the meat is basted.
Allow about 40 minutes for the potatoes to cook.
EXPERIMENT TO SHOW THE PRESE,;CE OF STARCH IN POTATOES
Scrub and pare a potato. Examine a rhin cross-section.
Grate the potato. Remove .the coarse, shredded portion.
Examine.
Examine the liquid end note any sediment.
Heat the liquid and stir until boiling. How bas it changed?
Examine the portion of the grater. How bas the colour
changed ? Why?
Baked Squasl
Wipe the shell of the squash, eut if into pieces for serving,
remove the seeds and strin- portion, place in a dripping-pan,
and bake in a slow oven for three quarters of an hour (until
tender). Serve at once.
60 HOUSEItOLD SCIENCE IN RURAL SCHOOLS
8teameà Squash
Prepare the squash as for baking, put in a steamer over boil-
ing :ater, and cook for 30 minutes or until soft. Then scrape
the squash from the shell, mash, and season with butter, sait, and
pepper.
METIIOD OF W0aK
Discuss the composition and structure of the potato.
Iead over and discuss the reeipes that are fo be used.
3Iake assignments of work. After the potatoës have
been put on to eook, have the cla examine a raw potato,
following the directions given.*
If one of the recipes requires the use of the oven, be
careful to have the potatoes for it prepared first an# as
quickly as possible. It mav be neeessarv fo proceed with
another class, assigninff one pupil fo take charge of the
bakinff. pecial attention sbould be given fo the eareful
servinz of the potatoes.
Home as.,ignmenf.--Before the next lesson, each pupil
.hould be able fo report that she has cooked potatoes at
home, using the reeipes learned in ela...
LESSON IV: FRUITS ARD VEGETA]LES
Food value and tse of fruits, tT, easons and rules for eaqming.
ltow to van and se such vegetables as beets, beans,
tomatoes, and carrots, and such fruits as figs, grapes, apples,
and peavhes. The àrying of fruits and vegetables.
SCBJECT--MATTER
Fruits impart palatability and flavour fo other foods
and exercise a favourable influence upon the digestive
" Squash is another vegetab]e eontaining a high pereentage of
earbohydrate. The reeipe for squash ean be used at this rime or
in some other lesson.
FRUITS AND YEGETABLES 61
organs, though heir food value is low. They contain a
high percentage oï water and only a small percentage of
nutrients. Most ïruits are eaten raw and are exceedingly
valuable fo the body because oï the ïresh acids they con-
tain. Cooking soïtens the cellulose of the ïruit and, there-
fore, renders some fruits more easy of digestion. The
cooking of ïruit is of value chiefly ïor the purpose oï
preservation.
Tlte drySg of fruits.--Fruits are dried so that they
may be preserved ïor use. Bacteria and moulds, which
cau the decay of ïruits, need moisture for development
and growth. Iï the moisture is evaporated, the fruits will
keep almost indefinitely. Fruits and vegetables can be
easily and inexpensively dried. When dried ïruits are to
be used ïor the table, they must be washed thoroughly and
soaked for several hours, or overnight, in Water, so as fo
restore fo them s much water as possible. They should
be cooked, until soft. in the saine water in w.hich they are
soaked.
('annng and. preserrtg.--Other methods of preserva-
tion are desirable, in order that vegetables and fruits be
ruade of value for a longer period of rime than through
their ripening season. Canning is one of the methods
nost commonly employed in the home, being both easy
and satisfactory. Fruit which is fo be canned is first
sterilized by boiling or steam]ng, in order fo destroy all
germs and spores. This can be adequately accomplished by
boiling for twentv minutes, but a shorter rime is some-
rimes sufiïcient. In order fo ensure complete success, all
germs must also be destroyed on the cans and on everv-
thing whi«.h cornes in contact with the food. This will
be effected by boi|ing or steaming for twentv miroites.
The jars, covers, dipper, and funnel shou|d ali be p|aced
62 tIOUSEHOLD SCIENCE IN RURAL SCHOOLS
in cold water, heated until the water cornes fo the boiling-
point, boiled rive minutes, and left in the water until just
before sealing. As for the rubbers, it will be sufficient to
dip them into the boiling water. After the fruit has been
put into the can, it must be sealed so that if is perfectly
air-tight. In order to do this, it is necessal 5" to have good
covers, with new, pliable rubbers, and fo see fo it that they
fit fightly.
3en the jar is to be filled, it should be placed on a
board or wooden table, or on a cloth wrung out of hot
water, and should be filled fo overflowing.
Suzar is hot essential fo sterilization and is used only
fo improve the flavour. :Both fruits and vegetables can be
canned without sugar. IIowever. fruits canned with a
large amount of sugar do not spoil readily, for germs
develop slowly in a thick syrup.
Metl ods of tan n ing.--The simplest method of canning
is the " Open-kettle 5lethod" employed for small, watery
fruit.% such as berries, grapes, tomatoes, etc. The fruit is
boiled in an open kettle (which permits of the evaporation
of some of the water in the fruit) and transferred at once
fo a sterilized jar, which is immediatelv sealed.
Another and saler method, which secures more com-
plete sterilization without serious change of flavour in the
fruit, is that known as the "' Cold-pack 5Iethod ". After
being transferred fo the cans. Che vegetable or fruit is
subjected fo an additional period of heating of consider-
able lenh, or fo three periods of briefer length on three
successive davs. If the three periods of sterilization are
used, the process is kmown as the "Inlernittent Method ".
The Single Process Method is described in the recipe.
for canned beets. The Intermittent Process proves more
satisfactor), for canned beans.
FRUIT, A.'D YE(ETAtLES 63
PRELIMINTARY PLAN
The teacher should asccrtain what fruits and vegetables
are most abundant and select for canning those that the
class can provide.
Each pupil should be asked fo bring some vegetable or
fruit, some granulated sugar, and a jar in which fo can
ber fruit. If the school does not possess enough kettles or
sauce-pans in which to do the cooking, they may be bor-
rowed from the homes.
Only one fruit or one vegetable should be taken up af a
rime, for the preparation necessarily varies slightly, and
the different methods will prove confusing. If is not neces-
sary fo confine the choice of fruits and vegetables fo those
nentioned in the recipes included here. The teacher will
find if better fo base her instruction on the products of the
particular rime and place. The principles of canning
should be taken up at some other period, if possible, in
order that the cooking lesson may be devoted entirely fo
the practical work.
RECIPES
Canneà Tornatoes
(Open-kettle Me.thod)
Scald and peel the tomatoes. Boil gently for 20 minutes.
Sterilize the jars, covers, and rubbers. Stand the jars on a cloth
in a pari of hot water or on a board or wooden table. Fill the
jars with hot tomatoes, being careful fo fil to overflowing and fo
expel all air bubbles from the jar. Adjust the rubbers and
cover.. Seal and allow to cool. Test, label, and met away i a
cool, dry dark place.
64 HOUSEHOLD SCIENCE IX RURAL SCHOOLS
(Cold-paek Method)
Seald in water hot enough to loosen the skins. Plunge quiekly
in cold water and remove the skins. Pack whole or in pieces in
tho jars. Fill tho jars with tomatoes only. Add 1 level tea-
spoonful of salt fo each quart. Place the rubber and cover in
position. Partially seal, but hot tigh.tly. Place the jars on a rack
in boiler. Pour sufficient warm water into the boiler fo corne
half-way up tho jars. Place the filled jars on the rack so as hot
to ,touch ono another, and pack the spaces between them with
cotton, to prevent the jars striking when the water boils.
Sterilize for 22 minutes after the water begins to boil. Remove
the ars from the boiler. Tighten the covers. Invert to cool,
and test the joints. Wrap tho jars in paper to prevent bleaching
and store in cool, dry, dark place. This method of cooking is
also called " Tho Hot Water Bath".
Canned Grapes
(Open-kettle Iethod)
6 qt. grapes 1 qt. sugar e. water
Pick over, wash, drain, and remove the stems from the grapes.
Separate the pulp from the skins. Cook the pulp 5 minutes and
then rub through a sieve that is fine enough to hold baek the
seeds. Put the water, skins, and pulp into the preserving kettle
and heat slowly fo the boiling-point. Skim the fruit and then
add the sugar. Bot] ]5 minutes. Put in.fo jars as directed.
Sweet grapes may be canned with less sugar; very sour
grapes will require more sugar.
Canned Peaches
Choose Erre, so]id fruit. Sca]d long enough to loosen the
skins. Peel and eut in halves. If clingstone peaches are used,
they may be canned whole. Pack tho fruit into sterilized jars,
fill with boiling syrup (1 c. sugar to 1½ c. water). Then put on
the covers loosely and place on wooden racks in the boiler.
8teri]ize in hot water bath for 20 minutes. Remove the jars and
tighten the covers. Invert fo cool and test .the joints. XVrap the
jars in paper fo prevent bleaching; then store.
FRUITS A.N'D OEGETABLES 65
Canned Beets
(Single Process)
Vash the beets and boil them un.til they are nearly tender
and the skins corne off easily. Remove the skins and carefully
pack the bcets in a jar. Cover with boiling water, to which one
tablespoonful of salt is added for each quart, and put the cover
on .the jar, but do hOt fasten it down. Place the jar on a rack
or a folded cloth in a large kettle that can be closcly covered.
Pour enough water into the kettlc fo reach within two inches of the
top of the jar, cover the kettle, bring the water fo the boiling-
point, and boil from one and one-half to two hours. As the water
around the jar boils down, replenish with boiling water, never
with cold. Remove the jars and tighten the covers. Invert to
cool, and test the joints. Wrap the jars in paper to prevent
bleaching; then store.
NOTE.--In eanning beets, if vinegar is added fo the water in
the proportion of one part vinegar to four parts wter, the natural
bright eolour will be retained.
Canned String Beans and Peas
(Intermittent Method)
Can on the saine day that the vegetables are picked. Blanch
in boiling water from 2 to 5 minutes. Remove, and plunge into
cold water. Paek in sterilized jars. Add boiling water to fill
the ereviees. Add 1 level teaspoonïul of sait to eaeh quart.
Place rubbers and eovers in position.
Set the jars on the raek in the boiler and bring gradually to
boiling heat. At the end of an hour's boiling, remove the jars
from the boiler. Tighten the clamps or rims and set the jars
aside fo cool until the following day. Do hOt let the vegetables
cool off in the boiler, as this results in over-eooking. On the
second day, loosen the elamps or unserew the riras, place the jars
in warm water, heat again to boiling temperature, and boil for
an bout; then remove them again. On the third day, repeat the
hour's boiling, as on the preeeding day.
Crn may be canned suecess'fully in the saine way.
66 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
Dried Corn
Pick the eorn early in the morning. Immediately husk, silk,
and eut the corn from the eob. Sprcad in a very thin layer on a
board, cover with mosquito netting which is kept sufficiently
elevtcd so that it will hot corne in contact with the corn, place
in the hot sun, and leave all day. Bcfore the dcw begins fo fall,
take it into the bouse and place in an oven tha.t is slightly warm.
Leave in the oven overnight and place out in the sun again the
next day. Repeat this process until absolutely dry.
,çtring Beams
String beans are hung up to dry and kept for winter use.
]IETHOD OF WOtLK
If possible, let each pupil can a jar of vegetables or
fruit for her own home. If the class is large, let the
pupils work in groups of two or three.
Begin the le.son with a very brief discussion of how
fo prepare fruit for canning.
Let the pupils proceed with the practical work as
quickly as possible. Demonstrate the method of filling and
sealing the jars.
Assign the care of the jars and the intermittent can-
ning on succeeding days fo members of the class, and hold
them responsih]e for the completion of the work.
The drying of some vegetables can be undertaken af
school, and carefullv followed from dav fo day. If will
furnish the pupils witb an interesting problem.
LESSON V: FATS--OEGETABLESontinued
Prcparatlon of white sauce to serve with «,cgctables. How to
boil, season, and serve s-uch vegetables as lima or butter
beans, string beans, on¢ons, eabbage, corn, beets, turnips, or
carrots.
FATS--VEGETABLES 67
SUBJECT-MATTER
Fats.--Butter belongs to the class of food-stuffs known
as fats. ]t increases the fuel value of those dishes to which
itis added.
Fais supply heat and energy fo the body in a concen-
trated form. For this reason they should be used in a
limited quantity. Fais undergo several changes during
the process of digestion, and the excessive use of them
interfercs with the digestion of other foods and throws a
large amount of work upon the digestive organs. Cooked
fais are more difiïcult of digestion than uncooked fais, and
other foods cooked with hot fat are rendered more difficult
fo digest.
Vegetables.--'egetables should be used when in sea-
son, as they are always best and cheapest then. They are
better kept in a cold, dry, and dark place.
If the vegetables contain starch or tough cellulose, they
will require cooking; as raw starch is indigestible, and the
harsh cellulose may be too irritating fo the digestive tract.
In old or exceedingly large vegetables the cellulose may
be very tough; hence a long period of cooking is necessary.
They should be cooked only until they are tender. Longer
cooking may destroy the flavour, render the vegetables
difficult of digestion, and cause the colour fo change. In
very young vegetables the cellulose is delicate and, if young
vegetables do hot contain much starch, they may be eaten
raw.
When cooked vegetables are served, they are usually
seasoned and dressed with butter (for one cu l) of vegetables
use 1 teaspoonful of sali, 1/ teaspoonful of pepper, and
1 tablespoonful of fat), or a sauce is prepared fo serve
with them.
{58 HOUSEHOLD SCIENCE IN RURAL SCHOOL8
PRELIMINAIY PLAN
It may be well fo bave a preliminary lesson devoted fo
-imp]e experiments with flour, liquid, and fat, in order fo
dctermine the best method of combining the ingrcdients in
the white sauce. ]Io,ever, if the lesson period is of suffi-
tient length, a few of the experiments may be performed
in connection with it.
There should be provided for the lesson some vegetablc
that is improved by serving with white sauce, and suffi-
cient mi]k, butter or other fat, flour, and salt ïor the sauce
and the experiments. Discu.¢s with the pupils the fat that
is used in their homes, in order fo know what is available.-
The recipes should be written on the black-board before
the lesson hour.
RECIPES
8tewed Onio.ns
1 qt. onions 2 tbsp. butter
White pepper / tsp. salt
Peel the onions under eold water. Cover with boiling water,
add sait, and sir.r.er until tender. Drain and serve with one cup
of white sauce; or omit the sauce and serve seasoned with butter
and pepper. Serres six.
Cabbage
Cu the cabbage into quarters and soak one-half hour in cold
salt water to draw out any insects. Chop or shred, cover with boi|-
ing water, add salt, nd sir-,mer until tender. Drain, and serve
with butter, salt, and pepper, or with a sauce.
Scrape the carrots and cut ther. into large diee or slices.
Add boiling water and boil uniil tender (fror. 30 to 45 r-inutes).
Drain, and season with butter, salt, and pepper, or serve with
white sauce.
FRUITS--VEGETABLES 69
8trn Beans
String the beans, if neeessary, and eut into pieces. Boil in
salted water until tender. Season with butter, salt, and pepper,
and serve hot.
Salt pork may be boiled with the beans, to give them an added
flavour.
EXPEFIME'TS I.%" USLG STARCH FOR THICKE'I'G
(Any powdered starch may be used)
1. Boil ¼ cup of water in a s-mail sauce-pan. q61e boiling, stir
into it 1,Zoe tsp. of cornstarch and let it boil one minute.
Observe the result. Break open a lump and examine it.
2. Mix 1 tsp. of cornstarch with 2 tsp. of cold water and stir
into cup of boiling water. Note the result.
3. Mix 1 tsp. of cornstarch with 2 tsp. of sugar and stir into
1,6 cup of boiling water. Note the result.
4. Mix 1 tsp. of cornstarch with 2 tsp. of melted fat in a small
sauce-pan and stir into it lA cup of boiling water. Note
the result.
CONCLUSIONS BASED ON THE FOREGOING EXPERIMEI'TS
1. Stareh granules must be separated before being used to thieken
a liquid:
(1) By adding a double quantity of eold liquid,
(2) By adding a double quantity of sugar,
(3) By adding a double quantity of melted fat.
2. The liquid whieh-is being thiekened must be eonstantly
stirred, to distribute evenly the stareh grains until they are
eooked.
White Sauce
2 tbsp. butter or other fat 1 c. milk
2 tbsp. flour / tsp. salt
Us tsp. pepper
(Sufficient for 1 pint vegetables)
]Ielt the butter, add the flour, and stir over the tire until
frothy. Add the milk and stir constantly until it thickens. Stir
in the seasonings.
lXOTE.--Vegetable water may be substituted for part of the
milk.
Hh
70 HOUSEtIOLD SCIENCE IN RURAL SCIIOOLS
]IETItOD OF WOItK
leview the facts on boiling vegetables learned in the
previous lesson. Let the pupils put water on fo boil and
prepare a vegetable for cooking. If experiments are fo be
ruade, they can be performed while the vegctable is cook-
ing. If the experiments have been ruade previously, they
can be reviewed in discussion af this rime. Prepare a
white sauce by dcmonstration, using the method which
seems most practical. Have the vegetables drained, dried,
and added fo the white sauce. When well-heated, serve.
Questions Used to Develop the Lesson
What facts regarding the boiling of vegetables did we learn
in the last lesson
Does the vegotable that we are to cook to-day differ in any
marked way from those we cooked before Should we
follow the saine rule in cooking it
Should we add the flour directly to the cold milk To the
hot milk
How shall we combine the white sauce
With what other vegotables can white sauce be used
Home «ssi, gnment.--Each pupil should prepare some
vegetable and serve if with white sauce, before the next
]esson.
LESSON VI ." CEREALS
Kimds, vomposition, care, and gneral rules for vooking cereals.
Oatrneal, cracked wheat, corn-meal porrdge, rîce. Fruits to
serve with cereal--stewed" prunes, stewed apples, or apple
SUBJECT-I ATTER
The terre "cereals" is applied fo the cultivated grasses
rice, wheat, corn, rye, oats, and buckwheat. They arc
widely grown throughout the temperate zone and are pre-
pared in various ïorms for use as food. Cereals contain a
CEREALS 71
high percentage of starch and a low percentage or water.
with varying proportions of minerai marrer and fat. In
addition fo the four food-stuffs already studied, cereals
contain a small anaount of another food-stuff known as
protein--a muscle-building material. For tàe most part,
the cereals contain a large amount of bellulose, which is
broken up during the process of preparation for market
and requires long cooking beforê being ready ïor use bv
the bodv. The digestibility of the cereals depends upon the
amount of cellulose which they contain and thê thorough-
ness of the cooking. Cêreals are palatable, and they are
aluable, becausê in cooking they can be blenflefl in various
wavs with other substances. They are beneficial also to the
body, because their cellulose acts meehanically on the
digestive organs by stimulating them fo action. Cereals
are ruade nmrê attractive by serving with ïresh or cooked
fruit.
PRELI3I[NAIIY PLA_N"
The oereals should be disous.ed in a nature studv or
geography lesson, and two ,r three kinds that are in emn-
nmn use should be brought from holne bv the pupils. Il"
eereals are hot genêrally use,l as breakïast f,ods, the less, m
mav be a means of introdueing them. .%mm lmpils should
bring a little milk and sugar, fo serve with the eooked
eereal. Apples or prunes should be brought, fo eook and
serve with the eeroal.
RECIPES
Oatmeal
3 c. boiling water c. oatmeal
tsp. salt
Add tlao oatmeal slowly fo boiling salted water.
Boil for 10 minutes, stirring constantly, then cook slowly,
preferably over water, at least one and one-half hours longer;
the ttavour is developed by longer cooking. Serves six.
6
72 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
Cracked Wheat
Follow the recipe for oatmeal, using "A c. of cracked wheat.
Carn-meal Porridgc
4 c. boiling water sA c. corn-meal
1 tsp. sait
Add the corn-mcal slowly to boiling salted water.
]oil for 10 minutes, stirring constantly, then cook slowly for
thrce hours longer, prcfcrably over wuter. Serres six to eight.
Boilcd t:icc
3 qt. boiling water 1 c. rice
2 tsp. sait
Pick he rice over carefully and wash thoroughly. Add it to
the boiling salted water so gradually that it will hOt stop boiling.
Parly cover and cook for 20 minutes, or until the grains are
sort; turn into a colander, and pour cold water through it,
drain, dry, and re-heat in u hot oven wih door open. Serve hot
as u vegetablc or as a simple dessert wih cream and sugar.
Serres six to eight.
,çtewed Prtnes
½ lb. prunes. 1 qt. cold water
$Vash the prunes in two or three waters; then soak them in
cold water for several hours, l=Ieat them in the water in which
¢hey are soaked and simmer until tender (an hour or more).
Serres six to eight.
fO small apples
Stewed Apples
sA c. water
e. sugar
Cook the sugar and water together until it boils.
Wash, pare, and eut the apples into quarters; cote, and sliee
tho quartors lengthwise into /-inch slices; put the apple slices
into hoiling syrup and cook slowly uniil ?ender. Remove from
ihe s)rup at once and let the syrup boil down to thicken.
CLASSIFICATION OF FOODS 73
4pple ,Sauce
10 small applés ½ e. sugar
e. water
Wipe, quarter, cote, and pare sour apples; add the water and
eook uatil the apples begi to soften; add the sugar and flavour-
ing, eook until the apples are very sort, the press through a
strainer and beat well. Serçes eight to ten.
:METHOD OF WORK
As soon as the class meets, discuss the recipes briefly and
put the cereals on to cook at once. Prepare the fruit.
While the long cooking of the cereal is in progress, discuss
the composition, food value, and methods of using cereals.
Then go on with another lesson and call the class together,
for serving, later in the day. Serve the fruit and the
cereals together.
LESSON VII: CLASSIFICATION" OF FOODS--Reviewed
SUB.IECT-:MATTER
Those foods whieh build up and repair the muscular
tissues of the body are called protein foods, muscle
builders, or flesh formers. 3leat, fish, eggs, cheeoe, milk,
cereals, legumes, and nuts are classed as protein foods.
q'hose foods which serve solelv as fuel for the body--
providing heat and energy---are classed under two groups:
the carbohydrates (suzar and starches), which the body is
able to use in relativelv larze quantities: and the rats,
which the bodv cannot use in .uch large quantifies, but
which yield a large amount of heat and energy. Protein
also serres as fuel. though tissue building is regarded as
ifs special function. .quzars and starche. are abundant in
fruits and vegetables. Fats are round in meats, fish, milk,
74 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
and in some vegetable foods. Heat-giving food may be
stored in the body as fatty tissue.
Mineral compounds must be present in our food, to
help in the regulation of the body processes and to enter
into the composition of the structure and the fluids of the
body. Mineral compounds are best supplied by fresh
green vegetables, fruits, and milk.
Water is absolutely essential fo the body, is present in
large quantities in many foods, and is combined with many
other foods during the processes of cooking.
0ne or more of the food-.tuffs sometimes predominafe
in a single food. For example, rice is almost entirely
carbohydrate, and butter is almost pure fat. 0ccasionally,
we find a food that contains all fhe rive groups of food
principlcs. _Mi]k is an example of such a food, containing
all rive food principles in such proportions as fo supply
all the nourishment which a 'babv needs during the early
months of ifs life. As the child grows older, foodsrich in
both carbohvdratcs must be added fo the diet. Wheat
contains ail that the body needs for nourishment except
water, which is easily added in cooking.
t'roten f oods Carbol ydrate f oods
Meats Sugar
Fish Honey
Poultry Syrup
Eggs Vegetables:
Cheese. Potatoes
Milk Parsnips
Cereals : Peas
Wheat Beets
Oatmeal Carrots
Rye Cereal preparations :
Legumes : Meals
Peas Flours, etc.
Beans Fruits
CLASSIFICATION OF FOODS 75
Proten foods (Con.)
Lcntils
Peanuts
Nuts
Carbohydrate foods (Con.)
Prepared foods:
Bread
Cackers
Macaroni
Jcllies
Dried fruits
Candy
Milk
Fat foods Mineral foods
Cream Fruits
Butter Vegetables :
Lard Spinach
Suet Tomatoes
Fat meats Onions
Fish Turnip tops
Salad oil Cauliflower
Nuts Cereals :
Choeolate Grits and other coarse
preparations
Milk
Eggs
Choice of food.--The diet must be carefully chosen, to
give a needed variety and to combine the foods properly so
that one may have a right proportion of ail the food-stuffs.
Each meal should contain sonle protein food, some rats or
carbohydrates, some mineral nmtter, and water. All rive
forms of food-stuffs should have a place in the dav's diet.
The greater part of the water which the body need should
be taken between meals.
-IETHOD OF WORK
]evlew the foods discussed in the previous lessons and
sure up the classification of foods, being sure that the
76 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
pupils can naine common examples of each. Discuss simple
c«,mbinations for the different meals, using dishes already
],repared in the course and creating an interest in other
recipes fo be prepared in succeeding lessons.
BLA('K-BOARD SU:M:IARY
Thcre are rive food principles:
1. Water--builds and repairs the ¢issues, regulates the system--
round in all food-stuffs.
2. Mine',al natter--builds and repairs the tissues, regulates
the system--
found in vegetables, fruits, cereal, and so on.
3. Carbohyàrotes--give heat and energy to the body -
round in sugar and starches.
4. Fats--give heat and energy ¢o the body--
round in cream, nuts, pork, and so on.
5. Protein--builds and repalrs ¢he ¢issues--
found in meat, eggs, cheese, seeds.
-Always choose a diet carefully:
1. To give varier.v.
2. To combine the foods properly, so that they will
contain adequatc proportions of each food-stuff
at every mcal.
LESSON VIII: THE PLANNING AN-D SERVING OF MEALS
SUBJECT-SIATTER
Experience ha. shown that some ïoods are more accept-
able atone rime of dav than other food.% and that certain
combinations are more pleasing than others. The choice of
foods will also depend upon the season of the year. For
example, breakfast is, as a rule, ruade up of simple foods
that are not highly seasoned nor subjected fo laborate
methods of cooking. A fruit, a cereal, and bread, with,
PLANNING AhD SERVING OF MEALS 77
possibly, eggs or meat, are seved af breakfast. A hot
beverage is added by most people to this meal.
Fundamentally, dinner consists of a hot meat or other
protein dish, with one or two vegetables. Soup, salad, and
a sweet dessert are often served. The soup is served bef.re
the meat course, and the salad and dessert follow if. The
dessert may be a fruit, a cookie or other pastry, a pudding,
or a frozen dish.
Lunch or supper may be a very simple meal, consisting
of a soup with crackers, one protein dish (eggs, milk, or
meat} with bread and stewed fruit, or a salad, with a
simple dessert.
EXAMPLES OF WELL-CHOSEN :MENUS
Breakfast
No. I Apple sauce Oatmeal
Sausage or bacon Toast
No. II Baked apples
Eggs in the shell
Cracked wheat
Çorn muffins
No. III Stewed lïgs or berrics
Poaehed eggs
Corn-meal porridge
Toast
NOTE.--Eggs should be omitted from the brealffast menu if
they are net eheap and easily obtainable.
Dier
No. I Pork ehops
Potatoes
Fried apples
No. II Beef or mutton stew
Biscuits
h'o. III Baked beans
Grape sauce
Mashcd turnips
Bread
Rite pudding
Spinaeh or turnip tops
Cornstareh pudding
Cabbage salad
Bread or biscuits
78 HOUSEHOLD SCIENCE IX RURAL SCE'OOLS
,_q[«pper
To. I Stewed apricots or
other fruit
YVholc wheat bread
'o. II Omelet
Creamcd potatoes
lX'o. III Cream of carrot soup
]3iscui.ts
]3u.ttermilk or swcct milk
Pcanut cookics
]3read
:Fresh fruit
Cottage ehceso
Syrup
The table should alwavs be neatly set, with individual
places arranged ïor each one who is to partake of the meal.
Each place should be wide enough ïor a plate, with a -knife
and spoon at the right and a fork at the leït side. A
tumbler should be placed at thc point of the knife and a
napkin at the left of thc ïork. Ever3"thing on the table
sbould be perfectly clean, the napkin should be neatly
f,,ldcd, and all tbe articles should be uniïormly arranged,
in order fo givc a neat appearance fo the table. A flower
or plant in tbe centre will add fo ifs attractiveness. Salt,
pepper, sugar, inegar, and anythiug of the kind that may
be needed with the meal should be arranged where it can
be easily reached. Fresh water should be poured into the
tumblers just before the meal is served. The bread, butter,
and so on, may be put on the table several minutes before
the meal is announced, but fhe bot di.hes should be placed
immediatelv before the familv i.¢ seated.
PIELI-MI--AIIY PLAN
If Les.on VI, enttlcd « .qcting and Clearing the
Table" as outlined in the course on the ('are of the
Home bas been given, this lesson mav be devoted fo what
to serve and how to serve itç or if may precede the lesn on
"" Waiting on Table". The manner of serving ma 3, be
demonstrated in the next lesson, in connection with the
course on the Care of the Home.
MILK 79
Simple equipment for ïamily service will be required,
if the ïorm of scrving is to be taken up. For class practice,
a table for four may be arranged. This will necessitate a
table-cover, four dinner plates, four bread-and-butter
plates, four tumblers, four cups and saucers, four knives,
ïour forks, four teaspoons, four napkins, a platter, one
serving spoon, and one serving fork.
]klETIIOD OF WORK
Discuss meal service from the standpoint both of
choice and combination of ïoods and of the method of
service. Let the class plan a mcal, then go through the
ïorm of serving that meal at table. In the absence of a
table, fle top of a desk mav be used. Later in the course,
he tcacher should plan to comnbine this lesson with one
on cooking and have thc food served. In each cooking
lesson, suggestions for serving the food should be ruade,
and each dish cooked should be carefully served." Interest
in this lesson mav be increased by allowing the pupils fo
make original menus, and, if they are having some lessons
in drawing, simple menu cards may be planned and
executed.
LESSON IX: MILK
Care, cost, and food value of rnilk.
cottage cheese, c«rdled mille.
(plain, caranel, or chocolate).
Value and use of smtr rnilk
F, ice or cornstarch Ftdd£ng
.UBJECT-IATTER
Iilk contains all the food-stuffs which the bodv
quires, except starch, and, therefore, is capable of sustain-
ing life for comparatively long perids. If is one of the
most important protein foods; but it contains so small a
.0 HOUSEIIOLD SCIEXCE IN RURAL SCHOOLS
percentage of carbohydrate (milk sugar) that for the
adult if rnust be supplemented with carbohydrate foods.
For the baby, rnilk is a perfect food, and if is a valuable
adjunct fo the diet of ail children. One quart of milk
should he allowed for the diet of each child daily, after tbe
twelfth rnonth; and the diêt of the adult should be sup-
p|emented bv the use of rnilk. The greatest care should
be exereised in proIectinzmilk from dust and dirt, for if
is easily contaminated and rnay be the rneans of carrying
disease germs fo the bodv. The changs which rnilk
nndergoes when souring do hot render if harmful. For
rnany people buttermilk is more easy of digestion than
sweet rni|k, because of thc changes produced by souring,
as well as the absence of fat. our rnilk is of value in
cookinz producing a tender bread whieh tan readilv be
rnade light bv the addition of soda-one teaspoonfùl of
soda fo one pint of sour rnilk that has curdled.
In the preparation of cheese, the whey is separated
frorn fhe eurds, thus extractingrnost of the watêr, sugar,
and minerai rnatter, and leaving a substance rich in pro-
rein and fat. Cheese is of value in cooking, for if in-
creases the food value of those foods fo which if is added.
PRELIMINARY PLAN
The eacher should marc inquiries a few davs in
advance, fo be sure that one quart of sour rnilk «àn be
oeeured, and. when if is brought, .he should examine it fo
see hat if is in proper condition o rnake cottage cheese.
She should arranze fo bave about one quart of sweet rni|k
and such other supplies as are necessary for the pudding,
brought by the pupils.
An opportunity rnav be afforded fo discuss the use of
]eft-over cereal by the preparation of a rite pudding, if
MILK 1
the teacher provides some cold cooked rite for the lesson.
In the absence of cold rice, the cornstarch pudding may be
prepared.
llECIPES
Cottage Cbeese
Heat sour milk slowly until the whey rises fo the top, pour
the whey off, put the curd in a bag, and let it drip for six hours
without squeezing. Put the eurd into a bowl and break into fine
pieces with a wooden spoon; season with salt and mL,: into a
paste with a little eream or bu.tter. Mould into halls, if desired,
and keep in a eold place. (It is best when fresh.)
t:ioe Pudding
1 c. rice 1/a c. sugar
2 c. milk 1,6 tsp. salt
eggs 1 tsp. vanilla
8eald the riee in a double boiler. Add the prepared riee and
eook until sort. ]3eat the egg-yolks, sugar, and sal.t together
until well mixed. 8tir into the rice and cook for 3 minutes.
Removo from the heat and serve cold. Serres eight.
Cornstarch Padding
e. sugar
5 tbsp. eornstarch, or V._, c. flour
I tsp: vanilla, or other flavouring
3 e. milk
I egg
ML,: the sugar and cornstarch thoroughly. Add one cup of
cold milk and stir until smooth. Heat the remainder of the milk
in a double boiler; add the cornstarch mixture slowly, stirring
constan.tly until it begins to thicken. Continue cooking for 20
minutes. Beat the egg well, add the hot pudding slowly, strain,
and cool. Serve with milk or cream and sugar. (The egg may
be omitted, if desired.) Serves eight.
For chocolate eornstarch pudding, use 1 cup of sugar addi-
tional and two squares of ehocolate. Melt the ehocolate earefully.
add the sugar, and add fo the cornstarch mixture.
82 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
For caramel cornstarch pudding, use 1 cup of brown sugar
and cup of boiling water. Heat the sugar until it becomes a
light-brown liquid, add the boiling water, and stir until the
sugar is all dissolved. Let it cool; then add to the cornstarch
mixture,
3IETHOD OF WORK
As soon as the class meets, demonstrate the method of
making cottage cheese. Show the separation of curd and
whey, by adding vinegar or lemon juice fo sweet milk.
While the cheese is draining, make assignments of work
and bave the rice or cornstarch pudding ruade.
In this lesson and in thooe following empha.cize the use
of protein food.c.
Di.ccu.cs also the food value of skimmed milk and sour
milk and the purpo.¢es for whi«h these mav be used in
.ooking.
l'se the cottage «hee.e and the i,udding for the school
I u neh.
LESSOX" X: SOUPS
Cream so«ps. Creom of corrot, pototo, or omon soup, green pea
seup. Toast, croutons, or crsp crackers to serve with seup.
.UBJECT-IATTER
Ceam soups.--The strained pu]p of cooked vegetab|es
or ]egurnes, with an equal portion of rhin white sauce, is
the basis for crêam soups. The liquid for the soup may be
all milk, part vegetable water and part rnilk, or all vege-
table water.
A binding of flour is used fo prevent a separation of
fhe thickêr and the thinnêr parts of the soup. This is
çombined as for white sauce and is stirred into the hot
liquid just hefore the soup is fo be served. The soup
should be ruade in a doub|e bol|er and kept in this utensil
unfil if is served.
SOUPS 83
Four tablespoons of flour to each quart of soup is a
good proportion to use for thickening all vegetable soups
that are not of a starchy nature; half that amount will be
sufficient for soup prepared from a very starchy vegetable.
The value of the vegetable water should be impressed
upon the pupils, and if should be pointed out that these
soups are an excellent way of using the cooking water and
any left-over vegetables. Froln these, attractive cream
soups may be prepared, and a combination of flavours often
gives good results.
Accompaniments.--Cri.¢p crackers, croutons, soup
sticks, or bread sticks are served with cream soups, and
are valuable because thev necessitat, thorough matication,
fhus inducing the flow of salira and aiding in the digestion
of the starchy ingredienfs of the soups.
PRELIM IN-ARY PLAN
As a basis for the soup, file tea«her s]muld secure a
vegetable that the pupils use in t],eir own home.% and
craekers or bread to serve with the soup.
If dried peas are u:ed. they should be allowed to uak
oernight and be put on fo cook early in the morning.
It will be well fo bave the cooking of the carrots begun
before the lesson period. :If the carrots are cut up in
small pieces, they will cook more quickly.
RECIPES
Crcam of Carrot Soup
1 c. cooked carrots 4 tbsp. flour
2 c. vegetable water 2 tbsp. butter
2 c. milk Salt and pepper fo rasta
Press the vegetables through a sieve or chop finely; put tha
xegetable water on fo heat. 5Iix the flour smoothly with au
84 IIOUSEHOLD SCIENCE IN RURAL SCI[OOLS
equal measure of milk and rhin it with a little more of the milk.
Stir into the steaming liquid, stirring constantly until it thickens.
Stir in the butter, vegetable pulp, and remaining milk. Season
te taste and serve hot. Serres six.
Cream of Potato ,Soup
1 pt. milk or milk and water 1 tbsp. fleur
2 tsp. choppt, d entons 1 tsp. salt
: potatocs a tsp. [,eppcr
1 tbsp. butter 2 ts[,. cho[,ped parsley
Put thc milk te hcat in a double boiler. Boil the potatoes and
onion togethcr until soft. then tub the liquid and pulp through a
strainer into the hot milk. Bind with the fleur, add the season-
ings, and serve hot. Serres four.
Pea ,oup
1 e. ci)lit peas
21 qt. water
2 tbsp. chopped onion
3 tbsp. butter
3 tbsp. fleur
11 tsp. salt
1 tsp. peppcr
1 pt. milk
Wash the i, eas and soak them overnight in cold water, drain
and rinse thoroughly, add 21, quarts of cold watcr and the onion,
cook slowly until soft, rub tho liquid and pulp through a strainer,
and bind with the fleur. Add the milk and the seasonings and
serve hot. Serres six te cight.
Cut sta]e bread into s]ioes one quarter of an inch thick; put
on the toaster or fork, more gent]y over the heat until dry, then
brown by placing near the hea, urning constantly. Bread may
be dried in the oven before toasfing. Hot milk may be pour
over dry toast.
Croutons
Cu sale bread into one-half-inch cubes and bro in tho
oven.
Crp Cracers
Put the crackers laie the oven for n few mlnutes, or spllt and
butter thick crackers, and brown in a hot ovcn; serve with soup.
EGGS 85
]IETHOD OF WORK
Devote a few minutes fo a discussion of cream soups
and a review of the cooking of vegetables and white sauce.
Divide the work among the members of the class,
assigning enough fo each pupil fo keep her busy, arranging
the work so that the soup and its accompaniments will be
readv for serving at the saine rime.
LESSON XI: EGGS
Faod vah«e and gcncral rtdcs for cooking eggs.
poached, scrambled, and omelet.
Cooked in shell,
SUBJ ECT-51ATTER
Eggs-are a verv valuable food, because of the large
amount of protein and fat thev contain. Though lacking
in carbohydrates, they furnish ,material for building up
the muscles and provide.heat and energy to the body. If
cooked at a low temperature, e«s, are verv easilv and very
eompletely digested. ('ombined with other foods, they
serve as a thickening agent (for sauces and soups) and as
a means of making batters light (popoers and sponge
cake). They add flavour and colour and increase the
nutritive value of other foods.
PRELIIINARY PLAN
The lesson on eggs furnishes one of the best oppor-
tunities to teach the muscle-building foods. If eggs are
searee, if may be well to give thi. lesson af .ome other
tinm. Each pupil should be asked to bring an egg; one
or two shou]d }»ring a little milk; and suflïcient bread
should be provided fo toast for the poached eggs. The
teacher should not undertake to give too manv re«il)es in
86 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
this lesson, but should try fo make the pupils familiar with
a sufiïcient variety of ways of using eggs fo make egg
cookery interesting. The necessity of having a moderate
temperature for the cooking of eggs should be emphasized.
RECIPES
Soft-cookcd Eggs
Put tho eggs in boiling water sufficient fo cover them, remove
from the tire, cover, and allow thcm to stand from 5 to 8
minutes.
Hard-cooked Eggs
Put the eggs in cold water, .boat, and, when the water boils,
rcduce Che boat, and let them stand for 20 minutes with water
just below the boiling-point, thon put them into cold water.
Poached Eggs
Brcak each egg into a saucer carefully, slip the egg into boil-
ing water, decrease the hcat, and cook for 5 minutes, or until
tire whitc is firm and a tilm has formed over the yolk. Take up
with a skimmer, drain, trim off the rough edges, and serve on
slices of toast. Scason.
Poaehed eggs are attractive when eovered with white sauce
to -hich ehopped parsley bas been added.
Baked E99s
Line a buttered baking-dish with buttered bread crumbs or
with cold mashed potatoes. Break the eggs in the dish without
scparating and add one tablcspoon of milk or cream for eaeh egg.
Season with salt and pcpper and sprinkle with grated cheese if
desired. Bake in a moderate oven until the eggs are set.
Creamed Eggs
3 hard-boiletl eggs 6 slices toast
1 c. medium white sauce
Prepare a white sauce. Add hard-boilcd eggs cut in halves
sliced, or chopped and, when hot, ser:e on toast.
EGGS 87
Or separae the whites and yolks, chop the whites fine, add fo
the white sauce and, when hot, serve on toast and garnish with
yolks run through a sieve or ricer. Season with salt and pepper.
8erres ïour to sLx.
Creamy Omelet
1 egg Pepper
ah tsp. salt ½ tsp. butter
1 tbsp. milk
Beat the egg slightly, add the milk and seasonings, put the
butter in the hot omelet pari and, when melted, turn in the
mixture. As it cooks, draw the edges toward the centre until the
whole is of a creamy consistency, browa quickly underneath,
fold, and turn on a hot platter. Serve at once. Serres one.
Vcramblcd Eggs
Double the quantity of milk given for Creamy Omelot and stir
all the rime while cooking.
Foamy Omelet *
1 egg 1 tbsp. milk or water
1 tsp. sait 1/_, tsp. butter
Cayenne or white pepper
Beat the yolk of the egg until creamy, add seasoning and
rnilk. Beat the white until stiff, but hot dry, eut and fold into
he yolk carefully. Heat an omelet pari, rub the bottom and
sides with the butter, and turn in the omelet, spreading it evenly
on the pari. Cook gently over the heat until the omelet is set
and evenly browaed underneath. Put it into a hot oven for a
few minutes, to dry slightly on top, fold, and serve immediately.
Serres one.
« The omelet rccipes given are for individual portions. To
make a large omelet, multiply the quantity of each ingredient by
the number of eggs used. The best results will be obtained bv
making an omelet of hot more than four eggs, as larger omelet's
are diflîcult fo cook thoroughly and fo handle well. A two-egg
omelet will serve three people. A four-egg omelet will serve
six people.
88 I-IOUSEI-IOLD SCIENCE IN RURAL SCHOOLS
,IETIIOD OF WOIK
Devote one half of the class period to a discussion of
the structure of the egg and the effect of heat upon it.
Use simple experiments or watch the poached egg, to make
a study of the changes produced in the cgg by the appli-
cation of hcat. If the pupils are sufiiciently experienced,
let them work together in small groups, first scrambling
an e«-, thon making an omelet. Demonstrate the cooking
of the omclct bcfore the entire class. Serve the egg dishes
carefully wliile hot.
LESSON XII: SIMPLE DESSERTS---ÇUSTARDS
SUBJ ECT-5IATTER
A custard is a combination of eggs and milk, u.ually
swcetcncd and flavourcd, and eithcr stcamed, or baked as
cup custard, or cooked in a double boiler as soft custard.
The whole egg may be u.ed 6r the yolks alone. The yolks
make a sm«,othcr, richer custard.
The eggs must be thoroughly mixed, but not beaten
light, the sugar and salt added, and the milk scalded and
.tirred in slowh. Thc custard mu.t 1)e strained through a
fine sieve and cooked af a modcrate temperature. It is
desirablc fo strain a custard, in ordcr fo remove the cords
and pieces of the membrane which inclosed the yolk. The
cup custard should be strained before cooking, the sort
custard mav be strained afterwards.
A sort custard is cooked over water and is stirred con-
stantly until done. When done, the froth disappears from
the surface, the custard is tldckened and coats the spoon
and sides of the pan, and there is no sign of curdling.
If the custard is cooked too long, it becomes curdled. If
SIMPLE DESSERTS--CUSTARDS 89
if becomes curdled, put if into a pan of cold water and
beat until smooth.
A steamed or baked cu,tard is donc when it becomcs
set and when a silver knife will corne out clean after
cutting if.
PRELIMINARY PLAN
This leson will furni:h an opportunity for a review
of nfilk and eggs. The pupils should arrange to bring the
necessary matcrials from thcir homes.
RECIPES
SteamcdCustards
1 qt. milk (héatcd} ], tsp. salt
4 eggs or 8 cgg .volks 2 tbsp. caramel or
1/_, c. sugar V_, tsp. nutmeg
:Beat tho cggs sufficiently to mix thcm thoroughl.v; add the
sugar, sait, and hot nfilk slowly.
Strain into cups, flavour with earamcl, or sprinklc nutmeg on
top, and steam until firm ovcr gcntly boiling watcr--from 20 to 30
minutes.
Bakcd Custards
Prepare as for Steamed Custards, set in a pari of hot water,
and bake in a slow oven until firm--from 20 fo 40 minutes.
Chocolate Custards
Use the reclpe for Steamed Custards, adding 1 ounce
chocolate (melted) to the hot milk. Steam or bake as desired.
of
Sort Custard
1 pt. milk (heated) tsp. salt
4 egg yolks ½ tsp. vanilla exiract
4 tbsp. sugar
Beat the egg yolks sufficiently to mix them horoughly, add
the sugar, salt, and hot milk slowly. Cook over water that la
90 HOUSEHOLD SCIENCE IN" RURAL SCHOOLS
boiling gent]y. Stir eonstant]y until the eustard thiekens. Strain.
Flavour when cool.
:For sort Choeolate Custard add 1 ounee choeolatc (melted)
te the hot milk. Serves six.
Floating Island
Use recipe for Sort Custard and, when eold, garnish with a
meringue ruade aceording te the following reeipc:
4 cgg whites
Meringue
1 c. powdered sugar
]3eat thc cgg whitcs vcry light, add powdered sugar, and con-
tinue beating. Drop in large spoonfuls on the cold custard.
Serres eight te ten.
METHOD OF WOIK
If may be possible fo teach two or three recipes in this
]csson. The baked custard mav be put into the oven while
the soft custard or floating i.-:land is being made. Serve
af the school lunch.
LESSON XIII: BATTERS AND DOUGHS
Griddle Cakes
SUBJ ECT-SIATTER
Batter.ç.--Batters are mixturcs of flour or meal and a
liquid, with salt or sugar to give flavour, butter to make
tender, and steam, air, or gas to make light.
One scant measure of liquid is used with one measure
of flour for thin, or pour, barrer. One measure of liquid
is used with two measures of flour for a thick, or drop,
barrer. One measure of liquid is used with three measures
BATTERS A DOUGHS 91
of flour for a soft, or bread, dough. One naeasure oï liqui,l
is used with four measures of flour for a stiff, or pastry,
dough.
Before nfixing a barrer, the oven or griddle shou]d Ire
af the propcr temperature, with the tire well regulated and
in good condition. The oven shou]d be tested by putting
in a piece of white paper or two tablcspoonfuls of flour,
which should bron in three minutes. The pans should be
prepared by greasing with lard, sait pork. or bcef dripping.
Ail the nateria]s .houl,l be measured and readv before
beginning to combizm the ingredients. When the barrer
]Las been mixed and beaten lnlil smooth, it should be baked
af once.
I'RELIM INARY PLAN
The teacher will be botter prepared fo give the ]esson
on batters if she first nlakes herself familiar with the
kinds of breads that are used in the hones of the pupils
and the methods followed in their preparation. The
simple, general mcthods of preparing batters should be
taught. The teacher should not attempt the preparatio
of more than one or two batters in this lesson.
ItEC1PES
8our-mill Griddle Cakes
la, tsp. soda
1 egg
2 e. sour milk
Mix and sift he flour, salt, and soda; add the sour milk and
egg well beaten. Drop, by spoonfuls, on a greased hot griddle;
cook on one side. çhen puffed full of bubbles and cooked on
the edges, turn, and cook on the other side. Serve with butter
and maple syrup.
92 HOUSEHOLD SCIENCE IN RURAL SCtIOOLS
$'weet-milk Griddlc Ct, kcs
3 c. flour 1/ c. sugar
11 tbsp. baking-powder 2 c. milk
1 tsp. sait 1 egg
2 tbsp. melted butter
Mix and sift the dry ingredients, beat thc egg, add the milk,
and pour on tho first mixture. Beat thoroughly and add the
butter. Cook thc samc as Sour-milk Griddlc Cakcs.
IETIIOD OF WORK
Discuss battcrs bricflv. IIave all measurements ruade,
the tire regulated, the pans prepared, and so on. Demon-
strate the mixing and cooking of Griddle Cakes. Serve
the cakes daintily after they are cooked.
LESSON XIV: BATTERS AND DOUGHSontinued
Muffis--Bakig-powàcr Biscuits
5UBJECT-MATTER
Meilods of l«bg b«crs /i.qlt.--Batters are ruade
light by beating air into thcm. by adding eggs into which
air bas been beaten, or by entanling gas in the barrer.
Gas is secured by using soda and sour milk in a batter
(one feaslooon of soda fo one loint of sour milk), or soda
with molasses (one teaspoon of soda fo one cup of
molasses), or soda wifl cream of tartar (one teaspoon of
soda with two slightly rounding teaspoons of cream of
tartar). The soda should be mixed well with the other dry
inredients, then le sour milk or molasses added, the
whole beaten up quickly, and baked af once.
Baking-powder is a preparation containing soda and
cream of tartar, and mav be used in place of soda if sweet
nilk is used. Two level tea.poonfuls of baking-powder
should be used with one cup of flour.
]ATTERS AXD DOUGHS 92
PRELI:MINARY PLAN
This lesson is a continuation of the lesson on battcr:.
('are should be taken net te undcrtake m,»rc than can ho
done well in the rime available.
RECIPES
Grhm Muffins
1 c. graham fleur
1 c. fleur
lA c. sugar
1 tsp. sait
Mix and sift the dry ingredients.
the egg well-beaten, and the melted butter.
in greased gem pans for 25 minutes.
1 c. milk
1 egg
1 tbsp. melted buttcr
4 tsp. bakig-powder
Gradually add the milk,
Bake in a hot oven
Plain Muffins
lA c. butter sA c. milk
lA c. sugar 2 c. fleur
1 egg 3 tsp. baking-powder
Cream the butter, add thc sugar and egg well beaten, sift
the baking-powder with the fleur, and add te the first mixture,
alternating with he milk. ]ake in greased gem pans for 25
minutes.
Bking-powàer Biscuits
2 e. fleur 1 tsp. sait
4 tsp. baking-powder 2 tbsp. fat
te 1 e. milk or water
Sift thc dry ingredients toget,her, ehop the fat into the fleur
with a knife, slowly add suffieient milk te make a dough net too
sort te be handled. Toss and roll the dough gently on a slightly-
floured board and eut into small biscuits. Moisten the reps with
a little milk. Handle the dough quickly, lightly, and as little as
possible. Place on a buttered sheet. Bake in a hot oven till
brown--from 12 te 15 minutes. Either white or whole wheat fleur
may be used for the biscuits. Serres six te eight. Oven test--
the oven should be hot enough te colour a piece of unglazed
white paper te a golden brown in one minute.
94 IIOUSEIIOLD SCIENCE IN RURAL SCHOOLS
Soda Biscuits
2 e. flour 1/2 tsp. salt
1/,_, tsp. soda (scant) 1 c. sour milk (scant)
2 tbsp. shortening (lard or other fat)
Proceed as for ]3aking-powder Biscuits.
If thc sour mi]k is hot thick enough to curdle, it will hot
contain sufficient acid to neutralize the soda, and the biscuits
xvill bo yellow aud l,itter. To avoid this, cream of tartar may be
mixed with tho soda (1 teaspoonfu]). If there is no eream of
tartar at hand, it will be xvise to use the reeipe for ]3aking-powder
]3iseuits.
:,IETIIOD OF WOI.K
llave thc oven and pans prcparcd and all the mcasure-
meuts ruade. ]emonstrate the mixiug of the muffins and,
while thesc arc bakin/z, thc mixing of the biuits, tiare
c, ne pupil take charze of the baking of /he muffins and
another of the bakin of the biscuit.c. When the breads
are donc. bave the cla.s sit down and serve them fo one
another, or to all the pupil. af the school lunch hour.
LESSON XV: 3IEATS
Composition a.d food value. How fo ?llal-e tough cuts of rneat
lmlatablc. Pork choies u'ith frieà aplles. Beef or rnutto
stew with vegctablcs and dumplings. 17abbit stew. Bacon.
,SUBJ ECT-MATTEr
Meats are rich in protein and usually in rats, but are
lacking in the carbohydrates. They build up the muscular
tissue, furnish heat and energy, are more stimulating and
strengthenin«.z than any other ft,od, and sati.fv hunger for
a greater length of time. For the most part, meats are a
verv expen.ive food. One cannot perform more labour bv
fhe use of a meat diet than on a diet of vegetable food.
çhose who use large quantifies of meat surfer from many
MEATS 95
disturbances oî the sysem. Hence it should ïorm a very
small part oî the diet. The cuts oî meat that colne ïrom
those portions oî the animal's body that are lnuch exer-
cised arc tough, owing to the developmcnt of thc connective
tissues, but they contain a high percentage of nutrition.
For the sanie reason, the moat îron oldcr animals is apt
fo be tough. Thc flcsh of chickens, turkey.% and othcr
fowls is very nutritious and is easily digested if not too
fat.
The flavour of meats is developed bv cooking. Dry
heat develops the best flavour, hence the tender cuts are
cooked by the processes knoql as broiling and roastinz.
Tough cuts of meat require long. slow cooking in me,Nf
heat, hence they are prepared in the form of stews and pot
toasts or are used iii meat soups.
PRELIMIS:ARY PLAN
After thc teacher bas found out what meats are used
in the homes" or what the school tan afford to u, she should
determine upon a method of cooking that will make the
nmat palatable, digesfible, and attractive. If if can be
prepared as a stew, she should use a recipe in which
vegetables are also used and, if possible, have dumplings
prepared fo serve with the meat, as a review of the lesson
on batters.
PECIPES
Beef or Mutton Stew
lb. bcef or mutton
qt. water
Salt, pepper, flour to dredge
onion, cut in slices
c. turnip cut in dice
c. carrot eut in dico
4 potatoes cu.t in V._,-inch slices
1 tsp. salt
A tsp. pepper
c. flour
x/ c. cold water
96 HOUSEHOLD C1E'CE IN RURAL SCHOOLS
Rcmove the fat and eut the meat into 1-inch pieces. Reserve
half of thc best pieces of mcat, put file rest of lhc nleat and thc
bone into cold watcr, soak for ont heur, thon hcat until it bubbles.
Season half the raw mcat aud roll it in thc fleur, mclt thc fat in
a frying-pan, rcmove thc scraps, brown file sliccd ouion ami then
the floured nacat in the hot fat, add both te .the stcw, and cook
for 2 hours at a low tcmperature. Te this add the vegetables and
cook 1 heur; then add the fleur and seasonings, which bave been
mixed with one-half cup of cold watcr, and cook for 1/._, heur
longer, until tho nleat aml vegctables are tender. Rcmove the
bone from file stew and serve. Serres six te eight.
l?abbit
If beef and muttort are rtot eommonly used and are hot
readily ohtainable, hut rabbit eart be secured, substitute rabbit
for beeï in the stew. After the rabbit has beert thoroughly
cleaned, eut up in eight pieces (ïour leg and four body pieces),
soason, and dredge with fleur, brown
with P, eef Stcw.
D'mplings
2 e. fleur 1/2
4 tsp. baking-powder 2
a/ c. milk or water
in the ïat, and proceed as
tsp. salt
tbsp. fat (lard or butter)
(about)
Siït the dry ingredients together, eut in the butter, and add
the milk gradually, te mhke a soït dough. Roll out on a floured
hoard, eut with a biscuit cutter, lay on top oï naeat in a stew
part (they shouhl net sirtk into the liquid), cover the kettle
closely, keep the stew hoiling, and cook the dumplings for 10
minutes without removing the lid. (De net put the dumplings in
te cook until tho meat is tender.)
]N'OTE.--If desired, tho rollirtg may be eliminated and, aïter
mixing, tho dough naay be dropped by spoonïuls into the stew.
To Cook Bacon
Place thin slices of baeon from which the rind bas been
removed in a hot frying-pan, and pour off the fat as fast as it
MEATS 97
melts. Cook until the bacon is crisp and brown, turning fre-
quently. Another method of cooking is to lay the bacon on a rack
in a baking-pan and bake in a hot oven until crisp and brown.
l'ork Chaps
Wipe the chops with a damp cloth, and place in a hot frying-
pari. Turn frequently at first and cook slowly until well browned
on each side. Sprinkle with salt and pepper.
Fricd l pplcs
Wash and core the apples and slice to the centre. Roll in
flour if very juicy.
Aïter the chops bave been removed from the I, an, lay the
apples i'n and cook till tender. Serve around the chops.
3IETII¢.D OF WORK
If the meat is fo require two or three hours' cooking,
arrange to have the lesson divided and given at two periods
through the day. Half an hour before opening the morn-
ing session or a portion of the morning or noon reces.
may be sufficient time fo put the meat on fo cook and to
prepare the vegetables. When the second class period is
called, the vegetables should be added fo the partially
cooked meat and the dumplings should be made. It
would be well fo serve the completed dish at the lunch
period. There should be as nmch discussion regarding the
kinds of meat, their food value, and the methods of cook-
ing as rime permits; but it mav be necessary fo complete
this discussion ai some other dass period.
Should if be possible for the teacher fo give additional
lessons on meat, if might be well fo devote one lesson fo
the preparation and cooking of poultry, directions for
which may be secured from any reliable cook-book.
98 IIOUSEHOLD SCIENCE IN RURAL SCHOOLS
LESSON XVI: BAKED PORK AND BEANS--BAKING-
POWDER BISCUITS
SUBJECT-:M ATTER
Peas, bcans, and lentils which arc dried f«»r market
contain a high percentage of protcin, carbohydrate, and
mineral matter. They form an excellent substitute for
meat and are much cheaper in price. The digestion of
leguminous foods proceeds slowly, involving a large amount
of work : on this account they are hot desirable for invalids,
but thcv are sati.factory for tho.e wbo arc well and active.
The dried lcg'umes mu:t be soakcd overnight iii water and
thon eoked f,r a h»n rime, in order fo sdten the
.«.lluh».c aml dcvehq the flavour.
PI1ELIM IXARY :PLAN
It will bc necessary fo plan this lesson several davs in
advance, if the beans are fo bc baked. .-s they will be
I»repared and put on fo hake before the lesson period, the
Bakinz-powder Biscuits mav be ruade during the lesn, to
serve with them.
IIECIPE
Boston Bakcd Beans
1 qt. navy beans 2 tbsp. molasses
1 tbsp. sait 1 c. boiling water
. tbsp. mustard 1 lb. fat salt pork
3 tbsp. sugar Boiling water to cover
Look over thc beans and soak them in cold water overnight.
In thc morning drain, cover with fresh watero and simme
them until the skins will burst, but do hot let the bcans become
broken.
Scald one-half pound of fat salt pork. Scrape the pork. Put
a slice in the bottom of the bean pot. Cut the remaining pork
CAKES--COCOA1-COFFEE--TEA 99
across the top in strips just through the rind, and bury the pork
in beans, leaving tho rind cxposed.
Add one cup of boiling watcr fo seasonings and pour over tho
beans. Cover with boiling water. Bake slowly, adding moto
wter as necessary. Bake from 6 .fo S hours, uneover at the last,
so that the 'atcr will evaporate and the beans brown on top.
Serres twelve.
-IETIIOD Or WORK
tiare the beans washed and put fo soak the night
before the lesson is to be given. Assign fo one of the
pupils the task of putting them on fo simmer early the
next morning. Call the class together for a few monlents
when the beans are ready to bake. Assign one of the
pupils fo attend to the tire and the oven. Let the beans
bake all dav. If the lesson is fo be given late iii the after-
noon, the beans may be ready to serve, or the eooking may
be eontinued on the second day and the lesson eompleted
then. If would be well fo serve the dish at the lunch
period. Have the biseuits prepared fo serve with the
baked beans.
LESSON XVII: IUTTER CAKES--PLAIN YELLOW CAKE--
COCOA1-COFFEE--TEA
SrBJECT-fATTEP
Cal«es.--ç'akes ruade wifh fat rcsemble other batters,
exeept that the fat, sugar, and eggs are usually larger in
amount and the texture of the baked batter is finer and
more tender.
When preparing cake, first get the pans ready. çlrease
them or line them with greased paper. Make sure that
the oven is at thc proper temperature. For a small cake,
the oren should be hot enough fo brown a pieee of un-
100 HOUSEHOLD SCIENCE IN RURAL SCIIOOLS
glazed paper or a tablespoonful of flour in three minutes.
Bake a small cake from twcnty fo thirty minutes. When
donc, the cake will shrink from thc sides of the pari; the
crust will spring back whcn touched with the finger; the
loud tickiig sound will cease; a fine knitting-ncedle will
corne out clean if the cake is pierced; and the crust will
be nicely browned. When the cake is rcmoved from the
oven, let it stand in the pari for about three minutes, then
loooen, and turn out gcntly. Do hot handle while hot.
Kee 1) in a clcan, ventilated tin box in a cool, dry place.
Cocoa.--ç'hocolate and cocoa are prepared from the
bean of a tropical tree. This bcan is riel» in protein fat,
carbohydratc, minerai marrer, and a stimulant called
thcobrominc. In the prcparation of chocolate the oeeds
are cleaned, millcd, and cruhed into a paste. In the
preparation of cocoa much of the fat is renmved, and the
cocoa is packed for markct in thc form of a fine powder.
ç'ocoa is more easily dige.ted than chocolate, bccause it
contains lcss fat. Though the amount of cocoa used in a
cup of this bcverage is hot large; whcn 1)rcpared with milk
it serres as a nutritiou.s food. It is lightly stimulating
as well, becaue of the thcobromine prescrit and becau.,e it
is served hot.
Coffee ad Tea.--Coffec and tea have no food value
when prepared as beverages. They contain stimulating
properties that are harmful to the body if taken in large
quantities and, on this account, they should be used with
discretion. They should never be given to children or t0
those troubled with indige.tion. If carelessly prepared.
both coffee and tea mav be deeidedly harmful to the body.
Coffee should hot be boiled for more than eight minutes.
CAKES--COCOAOEOFFEE--TEA 101
Tea should never be permitted fo boil. Fresh, boiling
water should be poured on the leaves and left for three
minutes. It should then be strained off and kept hot until
use(].
PRELIMINSY PLAN
If may be wise fo give this lesson on some special
occasion, as it is well adapted fo serve for the refreshments
for a mother's club or a little ela.-_s party.
RECIPES
l& c. butter
1 c. sugar
2 eggs
J e. nfilk
Plain Yellow Cakc
2 tsp. baking-powder
11/2 C. flour
1 tsp. spice or
11/_, tsp. flavouring
Cream the butter, add the sugar gradually, and mix well.
Add the well-beaten yolks of eggs, then the flour and baking-
powder alternately with thc milk. Then add the flavouring and
cut and fold in the whites of the eggs carefully. Turn into
buttered pans and bake at once in a moderately hot oven.
For chocola.te cake, 2 ounces of melted chocolate may be added
after the yolks of the eggs. 8erres sixteen to .twenty.
G-fngerbread
1 c. butter
& c. brown sugar
1 egg
1 c. molasses
1, c. milk (sour if possible)
/_, tsp. soda
15 c. flour
1 tsp. ginger
, tsp. cinnamon
Salt
Cream the butter, add the sugar gradually, then a well-beaten
egg. Add the molasses. Sift all the dry ingredients together
and add alternately with the milk. Bake in a buttered tin or in
gem pans in a moderate oven for 25 or 35 minute.. 8erres eight
to ten.
102 IIOUSEHOLD SCIENCE IN RURAL SCttOOLS
Co¢oa
1 C. COCOa 1 C. water
æ,4 c. sugar 3 c. milk
]Iix the cocoa and sugar with the water and boil from 3 fo 5
ninutes. Stir into the hot milk and serve at once. If scum
forms, beat wi.th Dorer egg-beater. Serres eight to ten.
Te2
] tsp. green or 2 tsp. black tea
2 c. boiling water (freshly boiling)
cald the tea-pot, put the tea in the tea-pot, and pour boiling
water over it ; steep 3 minutes, strain, and serve. Serres four.
Coff ee
Take two tablespoonfuls of ground coffee for each cup of
boiling water that is to bc used. Put the coffee in the coffee-pot
and add enough cold water to moisten the coffee and make it
stick together--about one teaspoonful of water to each table-
spoonful of coffee. Pour the boiling water over the coffee and
boil it for 3 minutes. Place it where it will keep hot, but not
boil, for 5 minutes or more, and then serve. If a small amount
«,f cgg white and shell is mixed with the coffee grounds and
«old water, it will aid in clarifying and settling the coffee.
NOTE.--The recipes for eoffce and tea are given, so that tle
teacher can discuss their preparation with the pupils and compare
their value with that of eocoa. If eoffee and .tea are both com-
rnonly used in the bornes, it may be well to bave the pupils prepare
both in the class, to be sure that they understand how to make
them properly.
IETIIOD OF WOPK
Begin the lesson period with a discussion of the methods
of preparing cakes, and put the cake in the oven as soon as
possible. While if is baking, prepare the cocoa. If the
co«oa is not fo be served for some rime, it can be kept hot
or re-heated over hot water.
EAST BREAD 103
LESSON XVIII: YEAST BREAD
SUBJECT-MATTER
Yeast bread is ruade light ],y tlle presence of a gas pro-
duced by the action of :yeast in the sponge or dough.
Yeast is a microscopic plant which grows in a moist, warm
temperature and feeds on starehy materials such as are
present in 'heat. A portion of the starch is converted
into sugar (thus developing new and pleasant flavours),
and some is still further changed, giving off the gas upon
which tle lightness of the bread dcpends. If the yeast is
aowed to work for too long a rime or thc temperature is
very hot, a souring of thc &,uzh mav result. This souring
can be prevented by kncading the dagh thoroughly, as soon
as it has rien well or doubled in bulk, or by l,utting it in
a very hot oven fo bake, when it bas reaehed this stage.
Thc ycast plant flrives in a heat of about thc saine tem-
peratnre as our b,.lies. A little extra heat will only make
it lnore active, but boiling temperature will kill if. Cold
nakes yeast inactive, though it does n«,t kill the plants.
Yeast deveb»ps in a natural »t«te ou ]l»],s and other
plants. ]t is lrepared for market in the form of dry or
moist eakes. The latter must be kept ery e,ld. For home
use, a liquid yeast is often prepared from the dry cakes.
This has the advantaze of being more active.
en the yeast has been added fo a barrer, if is spoken
of as a spqnge. When the batter has had enough flour
the bread is fo be made in a few hours, the
up af once into a dough. If if is fo stand overnight, a
spone is offert ma«]e firsf. More yeast is requiree] for
quiek rising. In ordinarv circumsfanees one veast cake is
sufficicnt for one quart of liquid. Thorough kneading and
baking are both essential te the ,,uccess of the bread.
PIIELIMINARY PLAX
Arrange te have thc class mect the afternoon beïore, in
order te bêgin the process by making the sponge, and te
eome early in the morning te care for the dough. Bêgin
the study of fleur, yeast, and bread in a previous class
period, correlating the work with geography, naëure study,
or seine other subject. Either white or whole-wheat fleur
nay be used ïor the .breads.
RECIPES
Brcad
(Prepared with dry yeast)
1 dry yeast cake .2" tsp. sait
1 c. warm watcr 2 ,tl,sp. sugar
1 e. fleur 2 tbsp. lard or but.ter
1 qt. water or milk (scalded)
Fleur enough te make a sort dough
At noon put a dry yeast cake te soak in a cup of warm water.
Vhen it is sort, add a cup of fleur, cover, and put in a warm
place te grow light. Tlfis will require several hours.
In the evening, when ready te begin the dough, mix the salt,
sugar, fat, and hot liquid in a large bowl; when lukewarm, add
the eup of light yeast and enough fleur te knead (about three
quarts). Mix thoroughly and knead it into a smot>th dough, and
continue this process until it is sort and elastic.. Return the
dough te the bowl, moisten, cover, and set in a moderately warm
place for the night. Be sure that the place is free from draughts.
In the morning knead slightly; divide into loaves or shape in
relis; put into pans for baking; eover, and let it rise until
double in bulk: Bake large ]oaves frein 50 te 60 minutes. Rolls
will bake in frein 25 te 35 minutes, for they require a botter oven.
YEAST BREAD 105
It is of the utmost impnrtance that all yeast breads be thoroughly
cooked. (Makes 4 loaves.)
(Time required for making bread with dry yeast, from 16 to 20
hours.)
Brcaà
(Preparcd with comprcsscd ycast)
2 c. milk or water (scaldcd)
2 tsp. sait
2 tsp. sugar
1 tbsp. lard or butter
1/ cake compressed yeast (1 cako
if set in morning)
1 c. water (lukcwarm)
Flour, white or wholo wheat
Put the hot watcr or milk, salt, sugar, and fat in a bowl;
when lukewarm, add the yeast softened in the lukewarm water,
then tho flour gradually and, when stiff .enough to handle, turn
the dough out on a floured board aml knead until soft" and
elastic (20 minutes). Roturn the dough to the bowl, moisten,
cover, and let it rise in a warm place until dnublc in bulk; thon
knead slightly, divido in.to loaves or shape into rolls, cover, and
let rise in the pan in which thcy are to be bakcd until double in
bulk, and bake from 50 to 60 minutes. (Makes 2 Ioavcs.)
(Time required for making bread, if ono cake of compressed
yeast is used, 6 hours.)
METHOD OF WOIlK
If the class is large, preparc Cwo or Chrec bowls of
sponge, so that all can bave some pracCice in stirring and
kneading. Do hot make too large a quanCiCy of bread fo
bake in the oven, unless arrangements can be ruade fo do
some of the baking af Che home of one of Che pupil.¢. Use
the bread for Che school lunch or «livide if among the
class fo take home.
Plan a bread contest, that each pupil will be inter-
ested in makng bread af home.
106 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
LESSON XIX: SER.'ING A SIMPLE DIN-:.OER WITHOUT
MEAT--BAKED OMELET--MACARONI AND CHEESE
I'RELIMINAIIY I,LAN AND METHOD OF WOIIK
3_t me previous rime the teacher should discuss with
lhe pupils the plans for the dinner. It mav be well fo let
them invite the members of the school board or others inter-
ested in their work to partake of the dinner. They should
deeide on the menu, with the help and sugzestions of the
toaclwr, and should ehoose foods that thev can bring
from their homes. The main course should consist of sueh
a vegetable dish as baked beans, an omelet, or macaroni
with whife sauce and grated ehee. To accompany this
there should be potatoes and a fresh green vegetable, sueh
as spinach or cabbaze, and a hot bread.
3_ simple dessert whieh the pupils know how to make
shouhl be eho:on. O,e dutv should he assizned to eaoh
pupil, and she should be entirely responsible for flat
l«,rtion of fhe dinner. The teacher should superise all
the work earefullv.
Instru.fions f-r making the menu cards may be given
in a drawin,, lesson.
IIEC'IPES
Bakcd Omclct
2 tbsp. butter 1 e. milk, heated
2 tbsp. flour 4 eggs
/2 tsp. salt 2 tsp. fat
Pepper
A[e|t the butter, add thv flour and-svasonings, mix thoroughly,
then add the hot milk slowly. Separate the eggs, beat the yolks,
and add the white sauce fo them. Bêat the whites until stiff
and eu.t and fold thêm earefully into the yolk mixture, so that the
lightness is all retained. Turn into a greased baking-dish and
bakê in a moderate oven from 20 fo 30 minutes. Serve hot.
Serves six.
SUGAR 107
Macaroni, and Cheese
1 e. macaroni, noodles, or riee
2 tbsp. fat Pepper
3 tbsp. flour 11 c. milk
tsp. sali 1 c. grated cheeso
2 c. buttered bread crumbs (two tbsp. butter
or other fat)
]3reak the macaroni into 1-inch pieces and cook it in a large
amount of salted bdiling water from 30 to 45 minutes. Drain
it well when tender and pour cold water through it.
3reak up the bread crumbs and add two tablespoonfuls of
melted butter to thêm. Grate the cheese and make a white sauce
of the fat, flour, seasonings, and milk. Mix the cheese with the
sauce, add the macaroni, and pour it into a buttered baking-dish.
Cover with the bread crumbs and bake 15 or 20 minutes, to bron
the crumbs. 8crves eight.
LESSO_N" XX: SUGAR
Fooà value and cooking. Thc i«se of pcanuts in candy. Peaut
coo'ies, or peanttt, molasses, or [ttdge candies, to be naàe [or
a special entertainraent.
SUBJECT-SIATTER
,ugar is valuable fo the body as a source of heat and
energy. While if is easy of digestion, if is ver- irritating
fo the body if aken in large quantifies and. on this
nccount, if should be taken in small quantities and pre-
ïerably af meal rime or with other food. Two or three
pieces of candy taken af the end of the meal will hot be
hurtïul, but when eaten habitually between meal., if is sure
fo produce harmful effects.
Sugar is pre.ent in many fruits and in mo.t vegetables.
3Iilk contains a large percentage of sugar. In preparing
foods ¢o which the addition of sugar seems desirable, care
should be taken hot fo add if in large quantifies.
108 HOUSEttOLD SCIENCE IN RURAL SCHOOLS
PRELIMINARY l'.LA N
As if is desirable fo have a discussion regarding sugar
and its value fo the body, the preparation of cookies or
candy for some school function or Christmas party may be
undertaken in conjunction with this lesson, which should
be given at a time when it will mean mo.t to the pupils.
The work should be so planned that they will learn some-
thing of the principles of sugar coo.kery, as well as the
l»ecific recipes they are using.
1 c. fat 3 c. flour
1 c. sugar 3 tsp. baking-powdcr
2 eggs 1 tbsp. cinnarnon
a, c. rnilk ½ c. sugar
Cream thc butter and add thc sugar- and well-beaten eggs. Then
add the milk alternately with the sifted dry flour (sifted with
baking-powder). Mix to the consistency of a sort dough, adding
more rnilk if nccessary. Roll lightly, cut in shapes, and clip in
he one-half cup of sugar and cinnarnon that have been sifted
togethcr. Place on buttered sheets and bake in a hot oven for
about 10 minutes. Slip frorn the pari and la.v on the cake cooler.
To make a softer cookie, use only one-half cup of butter. (Threc
to four dozen)
2 tbsp. but.ter
a c. sugar
] egg
] tsp. baking-powdcr
a/s tsp. salt
Peanut Cookies
a, c. flour
2 tsp. rnilk
a e. finely ehoiied ieanuts
tsp. lernon juice
2 doz. wholc peanuts shelled
Cream the butter and add the sugar and the egg well beaten.
Add the rnilk and sifted dry ingredients, alternately, to the first
mixture, hcn the peanu-ts and lemon juice. Drop frorn a teaspoon
on a baking shect an inch apart and place ½ peanut on top of
each. ]3ake from 12 to 15 minutes in a rnoderate oven. (Two and
a hall to three dozen)
SUGAR 109
1 c. sugar
Peanut Brittle
1 c. peanuts in the shell
Stir the sugar over the heat, constantly, until it becomes a
elear liquifl. Take at once from the heat, adfl the prepared pea-
nuts, and pour on a warm, buttered tin. Mark in squares and cool.
Serres ton.
2 c. mo]asses
% c. sugar
Molasses Candy
2 tbsp. butter
1 tbsp. vinegar
, tsp. soda
Put the molasses, sugar, and butter into a thick sauce-pan
or kettle and stir until the sugar is dissolved. Boil until tho
mixture bccomes brittle when tricd in cold water. Stir constantly
at the last to prevent burning. Add vinegar and soda just before
removing from the tire. Pour into a well-greased pan and let it
stand until cool enough fo handle. Thon pull until light and
porous and cut in small pieces with scissors, arranging on but-
tered plates. Serres sixteen fo twenty.
" Fudge
2 c. sugar 1 tbsp. butter
1 c. milk lfl_ c. nuts, ],roken up
Put tho sugar and the milk in a sauce-pari and stir over the heat
until the sugar is dissolved. Add the butter and bnil to the " sort
ball" stage. Take frnm he heat and heat until creamy. A,hl
the nuts and pour on buttered pans. When cool, cut in squares.
Serres sixteen to cighteen.
METtlOD OF WORK
Devote, if po.sible, a separate period fo he diseu..ion
of the food value and cooking of sugar; then assign two
recipes for the praetical work, allowing the pupil. fo work
in groups. Assign onlv as mueh work as ean be earefully
supervised. Do hot undcrtake both the eookies and the
candy.
110 HOUSEHOLD SCIENCE IN RURAL SCItOOLS
TWENTY LES,ONS IN SEWING
SUGGESTIONS TO THE TEACtIER
The teachcr should be familiar with the conditions in
which the pupils lire, should know how much money they
can aff,,-d to pay for materials, what matcrials are avail-
ablc. what previous experience in hand work they have
had. whcther thcy can affoM fo have sewing-machines in
their own bornes, and to what extent thev make their own
clothes or buv them rcady-made.
The lcss«,ns should ],e ],l,nncd fo furnish hand train-
ing. fo give ],ul,il. practical instruction in the tare of their
own clothc.. ,and to pr, vidc an ol,portmity for preparing
the apr«,n for the cooking ]cs«ons. The lesson cour»e
shonld tend fo deveh,p habits «»f thrift, industry, and neat-
ncs.. The pupils shou]d ],c encourazed fo learn to sew, both
t» improve thcir own h¢mc conditions and to give thcm
sugzestions as to a pc, ssi],lc nlCallS of liveIiho«,d. If sew-
ing-maehincs are avaiIabIc and arc in nse in the homcs, if
is well tf, have lessons given in machine scwing and fo
have the l,nZ seam. run bv machine. If the pupils can-
not have sewin-ma«.hinr« in thcir r, wn homes, the lessons
given should be limit,d fo sewing by hand. In saine
sehools, if mav be neeessarv to sinp]ify the les.ons: in
other.% an incrca.ed numl,cr of artielc.¢ mav he prepared in
the rime alh,tte«l, ghou]d the apron and cap not be needed
for the cookin.< cla..% an undergarment (corset eover)
mav we]l be suhstituted.*
« Should the teacher fool that an apron or corset-eover is too
large a piece for ber pupils o undertake, and should she desire
to bave more rime spent on the first ton ]ossons, Lessons XI fo
XVIII mav be omitted, two periods each devoted to both Lessons
XIX and XX, and three ]essons used for the making of a simple
needle-book or othcr small piece.
SUGGESTIONS TO THE TEACttER 111
For each lesson the teacher should have in mind a
definite plan of procedure. The lesson should be opened
with a brief aud concrete class discussion of the new work
that is to be taken up or the Sl)ccial stage that has becn
reached in work that is already under way. Though in-
dividual instruction is necessary, if should nvt take the
p|ace of this general pre.¢entation of the subject-mattcr,
which economizes rince and devclops the real thought cou-
tent of the work. Whenever possible, the teacher should
endeavour to correlate this work with the other subjects
on the curriculum.
New stitches nmy bc demonstrated on large pieces of
serim, with lon darning-needles and eoarse red or black
yarn. The serim should be pinned to the blaek-board
with thunab tacks, and the stitches nmde large enough for
all to sec without diflïcultv. A variety of completed articles
should be kept on hand, in order to show additional appli-
cation of poiuts brought out in the les.on. Each ela.s
nay be given the privilege of preparing one article to add
to this collection, and a spirit of el,.s pride and valuable
team work may 1)e thereby developed.
During the lesson, po.<ture, neatness, and order should
be emphasized. Application can be secured 'bv making the
problems of interest. ('are nu.¢t be taken that none of the
work demands unneeessary eye strain. Eaeh lesson should
be elosed in rime to have one of the nenbers of the class
give a brief summarv of the steps that bave been covered.
Sinee he elass period for sewing in the rural sehool
will necessarily be brief, the pupils should be encouraged
to continue flaeir work at .ome other period. H«,wever, no
work out.ide of the elass period should be permitted until
the pupil ha.¢ ma.¢tered the stiteh and can be trtsted to do
the work in the right way. The privilege of sewing may be
11 I/OFEHOLD SCIER'CE IX RURAL SCHOOES
ruade the reward for lessons quickly learned, home practice
may be assigned, or the elass mav meet out of sehool hours.
Ail outside praetiee must be earëfullv supervised, the pupil
bringing her work to the teaeher for frequent inspection.
If itis po.¢.¢ible to keep on hand a permanent equip-
ment for se-ing, the following should be provided for a
class ,f twelve:
Approximate eost
Scissors, 1 dozen ......................... $3.00
Thimblcs, I dozcn ........................ 50
Tape-measures, I dozen .................... 60
Emery, 1 dozen ........................... 50
Boxes for work, I dozen .................. 1.00
5.60
'o.--Shoe or candy boxes may be used, but an effor should
he mad to have them uni_form.
The teaeher who is to give lessons in sewing shoulà
oeeure a helpful elementary text-book or some bulletin
that deals with the teaehing of sewing.
I¢EFEP, E_YCE BOOKS
,qclool ,qeu'ina, Based on Home Problems. ]3urton, I. R.
and M. G. Voeationa] Supply Co., Indianapo]is ..... $I.00
llandbook of Elementary 8eu'ing. Flagg, E. P. Little,
Brown & Co., Boston. (MeClelland, Goodehild &
,qtewart, Toronto) ................................. 50
(onstructire 8ewing, Bool: I. (paper) Industrial Book &
Equipment Co., Indianapolis ........................ 60
,qchool Needl¢worl:. Hapood, O.C. Ginn & Co., Boston.. .50
Clothina and 17ealth. Kinne, H., and Cooley. A. M. Mae-
millan's. Toronto .................................. 65
Ilandicra[t for C'rls. MeGlauflin, I. Manual A.rts Press,
Peoria. Ill ....................................... 1.00
IIome and ,qchool 8ewig. Patron, 1
Yrk
A 8ewing Course. Woolman, M.S. l:'rederick A. l:'ernald,
Washinffton ..................................... 1.50
,çewing. I)epartment of Education of Ontario ........... 20
PREPARATION FOR SEWING 113
LESSON I: PREPARATION FOR SEWING
Preparation a,à use of workin equipme, t : Xeedles, pins, threaà,
tape-rneasure, thimble, scissors, box for work. Talk
cleaniness and neatness (care of ha,s, etc.). Dtscussion o
hemming, livres [olàvd on sheets of paper.
SUBJECT-SIATTEI:
A hem is ruade by twice turning over the edge of a
piece of cloth toward the worker, and then sewing it down.
If is used to finish a narrow edge. In turning a narrow
hem the first fold must hot be so deep as the second, in
ordcr that the hem mav lie smoothly. If the hem is a wide
one, the first fold can be much narrower than the second.
PI:ELIMIX.A RY PL&X
The teacher should bave interested the pupils in the
sêwing lessons before the first meeting of the elass, and
eaeh pupil should be asked fo bring with ber the box in
whieh fo keep her materials and such other equipment as
is required, if the sehool is tq furni.¢h the equipment, the
teaeher should be sure that there is an adequate supply on
hand.
If will probably be neeessary te, have the towels fo be
u.¢ed in the eooking classes hemmed, and the pupils should
be interested in doing this work. If some of them wish to
hem towels for use in their own homes, it may be desirable
lo allow them fo do so. Flour or meal saeks will answer.
It may be well to have eaeh pupil hem a towel for home
use, as well as for sehool use, in order fo impress upon ber
the desirability of haing hemmed dish-towels for daily
use. The towels mav be planned during this lesson, and
the pupils may arrange to bring the material from home,
]14 IIOUSEHOLD SCIE.CE IN RURAL SCHOOLS
if they are to larovide it; but it will be well for the
teacher fo have on hand maerial for one or two towels.
Plain loaper wi|l answer for the loractiee ïolding of the hem
in the first lesson.
_arr, T170D OF womv
The teacher shou]d devote a few minutes fo a talk on
elealfliness, emphasizing it. importance, and the neeessity
f,,r exereisin eare in handling the sewing materials. This
sbould ],e followed by a discussion regarding the eare of
the hands and the condition in whieh they should be for
Fro. 2.--Gaugc
(- .......... .___.
the sewing lesson. Eaeh pupil sllould inspect her own
]ronds and show them to the teaeher.
When all the pupils have their hand.a in a proper con-
dition for sêwing, the teaeher should look over their sup-
plies with them, give theln suggestions as to how they are
to keep these, and let them arrange their boxes.
Next, she shouhl tell them what their first work is fo
be, show flmm the nlaterial for the towels, and discuss
with them the best method of finishing the ends. (See
Lêsson II.)
Before turning the hem, the puloils should make a
gauge from heavy paper, notched fo indicate the deloth of
the hem. A few minutes should be devoted to practice
tlEMMING TOWELS 115
in measuring and turning a hem of the desircd depfla on
a sheet of paper. This should give prtetice in the double
turning necessary--first, the narrow turn fo dispose of the
eut edge; second, the fold fo tànish the edge.
When the lesson is tànished, the boxes should be put
awav in systematic order, and all scraps should be care-
fully picked up from the desks and the floor.
LESSON II: HEMMING TOV'EL
Turning and basticag hems. tcrarag towels of crash, sackçng,
or othcr raotcrial, for tse in washing and dryng dishes at
honte or in school.
Fro..q.--Even basting
SUBJECT-MATTEI,'
]3asting is used fo hold two pieces of material together
until a permanent stitch can be put in. If is done bv
taking long stitches (one-fourth inch) from right fo leït
and parallel fo the edges that are fo be basted together.
In starting, the thread is fa.tened with a knot; when com-
pleted, if is fastened by taking two or three stitches one
over the other.
116 HOUSEHOLD SCIENCE IN RURAI SCItOOLS
PRELII INAIIY PLA"
The teachcr sh)uld bave the nccesary materials on
hand or should see that they are supplied by the pupils.
The articlcs needed will include matcrial for the towels,
white tbread for basting and hemming, and gauges for
n}casuring.
The teachcr sbould also bave a large square of un-
bleachcd cotton or canvas, 18 by 18 inches, and a large
dtrning-needle and coloured wor.tcd tbread, 4o use for
demon.ration purposes. The canvas .¢hould be fastened
fo the black-board, wbcre tbe class can see if easily.
METtIOD OF WORK
As soon a. the «.]a.s is ca]]ed, the supp]ies are af hand,
and tbe hands arc in a propcr condition, the teacber should
demonstrate tbe ba.¢ting-stitcb, with a large necdle
tbrcad, on tbe sqlare «,f canva. tbat bas been fa.tened on
tbe wall. Matcrials for work .hotfld be pa.scd. Each
l»upil shofld .tra]zhtcn tbe ends of ber towel by drawin., a
|bread. Tben .¢be should turn and ba.¢c a hem three
¢'igbtbs «,f an inch in depth.
At thc c|ose of tbc lcs.,¢»n, the pnpil. shold fold their
work carcfully and put it neatlv in their boxes.
LESSON III: HEMMING TOWELS---Continued
Tle overhanding stitcl, ad tle lemming stitch.
SUBJECT-5IATTER
Overlanding (also called overseamin. or top sewing).
The edges fo be overhanded are held between the first
inger and the thumb of thc left hand, with the edge
paralle] fo he first finer. Thc needlc is in.¢crted just
below and perpendicular to the edge. The needle is
HEMMING TOWELS 117
pointed straight toward thc worker. The .titches procced
from right.to left, each stitch being taken a little to the
left of the preceding stitch. The stitches should all be
straight on the right side, but they will slant a little on
the wrong side. They should hot be deep. It may bc
desirable fo use this ovcrhanding stitch at thc ends of
Fro. 4.---Overhanding
hems, to hold the edges of the material together. The
overhanding stitch is also used for seams, for patching,
and for sewing on lace.
The overhanding of narrow hem. is not always neces-
sary, but the ends mav be ruade stronger thereby, and the
stitch is a valuable one for the pupils to know.
118 :HOUSEHOLD SCIE:h'CE IN RURAL SCHOOL,
Hemming.--The hemming-.titch is placed on the inside
of the hem. The end of the basted hem is laid over the
first and under the second finger of the left hand, with
the folded edge outside and the material toward the
worker. Itis held in place with the thumb. The stitch
is begun at the end of the hem. The fastening of the
thread is concealed by slipping it underneath the hem in
FIG. 5.--Hemming
the in.ide fohl «,f the material. The needle is pointed
«,ver the left shoulder, a small stitch is taken by inserting
the needle through the material just below the hem, then
through the folded edge. This is repeated, making the
next stitch nearer the worker and moving the goods away
from the worker as necessarv. Uniformitv of slant, size,
and spacing of the stitches is important.
BAGS 119
PRELIMINY PLAN
Before this lesson is given, all the pupils should report
fo the teacher, having both ends of their towels basted, so
that they will all be ready fo proceed at once with the new
stitches.
IETIIOD OF WORK
The teacher should bcgin by demon.-_trating on thc
large square of canvas with the large needle and heay
thread the stitches tobe u.ed. After overhanding the end
of the hem, the hemming-stitch should follow with the
saine thread. The pupils will probably hot be able to
finish the hemming in this first lesson, so provision should
be ruade for additicnal rime. This can be required as an
outside assignment, if the pupil. bave mastered the method
during the class period. The teacher mav a]so be able to
give them some supcrvi.ion while she is looking after other
classes.
LESSON IV: BAGS
.4 school bag. Bag (ruade of motcriol obtainablc) to hold scwing
rnaterials. Mcastrng and straightcning the material for the
bag. Bastng the seams.
.UBJEçT-MATTER
The basting-stitch will be used as a review of work in
the second lesson.
PRELIMINARY PLAN
,qome time before the lesson, the teaeher should di.cuss
with the pupils the kind of material they will be able to
pro'ide for their bags and. if the material bas to be pur-
chase& she shou]d suggest something that is suitable,
washable, and inexpensive. The bag should cost only a few
9
120 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
«.ents. The dimensions of the finished bag should be about
12 bv 18 inehes.
IETIIOD OF WORK
The pupils shouh] get out thc materials they have
I»rought and determine upon the size and shape of their
bags. It will not be necessary to make them uniform. The
teacher should help the pupils fo use their material fo the
best advantage. If should be straightened, pulled in place,
and lneasred ¢'arefullv. When the bags bave been cut out,
the sides should bc basted.
LESSON V: BAGS--Continued
,ewing «p the seams with a rt«nitg-stitch and a bavk-stitvh.
SUBJECT-IATTER
lunning is done by passing the needle in and out of
the lnaterial at regular internais. Small, even stitches and
spaces should follow consecutively on both sides of the
material. The stitches should be much shorter than those
used for basting, the length being dete'rmined largely.by
the kind of cloth used.
When running is combined with a back-stitch, two or
more running-stitches and one back-stitch are taken alter-
natelv. The back-stitch is a stitch taken backward on the
upper side of the cloth, the needle being put back each rime
into the end of the last stitch and brought out the saine
distance bevond the last stitch.
PRELIMINARY PL,N
The teacher should be sure that ail the pupils are
ready to report, having the sides of their bags basted readv
or stitching.
BAGS 121
METIIOD OF B ORK
The teacher should first demonstrate the running-
stitch with the back-stitch, and the pupils should begin
fo sew the sides of the bag, u.qing thi.q stitch. They should
commence sewing three quarters of an inch from the top
of the bag, so that therc will be a space left for slits in the
:FIG. 6.--Running-stitch with a back-stitch
hem through which fo run the cord.* The seams will
doubtless bave fo be finished outside of the class bout. and
may be assigned for completion before the next lesson.
The draw-sirlng, or eord, is fo ])e run through the hem from
the inside of the bag, and it will be neeessary fo leave ?hroo
quarters of an ineh of spaee at the ends of the seams, fo provide
slits as outlets for the tord.
122 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
LESSON VI : BAGS--Continued
Overcasting the seas aà turning the hem at $he top of the bag.
SUBJ ECT-MATTEI,"
0verca.¢ting is donc by taking loose stitches over the raw
edge of the cloth, fo keep it from ravelling or fraying.
PRELI:MINARY PLAN
The teacher shou]d be sure that al! the pupils are ready
fo report, having the sides of their bags neatly sewed with
the running-sti¢ch.
Fro. 7.--Overcasting
XIETHOD OF WORK
The teacher should demonstrate the method of over-
casting and explain ifs use. She should have the pupils
trim he edges of their seams neatlv and overcast them
carefu]ly. After the seams bave been overcast, she should
discuss the depth of the hem that the pupils expect to use
BAGS 123
and the method of turning and basting it. They should then
measure, turn, pin, and baste the hems, using the gauge
for determining the depth of the hem. If the bags are
deep enough to adroit of a heading at the top, a deep hem
(about 21/2 inehes) can be ruade, and a running-stiteh put
in one-half ineh (or more) above the edge of the hem, to
provide a casing, or space, for the cor& If it is necessary
to take a narrow hem, the hem itself tan be ruade to
answer as ,pace for the tord; in this case the hem shouId
he ruade about one-half in«h deep.
LES,qON Vil: BA(-S--Continued
llemmig tl, e top of tl, e bag ad pttting n. a rting-stitcl, to
proviàç a pace for tl«« eord.
suBJ ECT-MAT'rEft
Review of the hemming-stiteh and the running-stiteh.
PRELIMINARY PLAN
The pupils, having the hem. ba.ted, should report fo the
teaeher.
5IETHOD OF WORK
The teacher should review briefly the method of mak-
ing the hemnfing-stiteh and the running-stitch, asking the
pupils to describe these stitches and to demonstrate them
on the large square of canva. before the class. The basted
hems should then be sewed with the hemming-stitch.
After the hem is finished, the pupils should run a
basting thread around the bag, fo mark the location of the
rnning-stitch, which is to be hall an inch above the hem.
Thev should measure for this carefully.
124 HOU,qEHOLD SCIENCE IX RURAL SCHOOLS
If thre is hot rime to do all the hemming in the elass
period, the hemming-stiteh and the running-stiteh (whieh
ls fo provide spaee for the draw-string) should be assigned
for outside work, and eaeh pupil should bring in her
finished hem af a designated rime before the next ela.s
period.
LESSON XIII: BAGS--Continued
Preparing a tord or ot],er draw-string for t]e bag. P«tting a
double draw-string in t]e bag, so that it can easily be drawn
vp. Use of t]e bodkin.
Fro. 8.--]3ag nearly completed
SUBJECT--IATTER
To make a cord, it is necessary to take more than four
rimes as much cotton as the final lenzth of the cord will
require, for .ome of the length will be taken up in the
twi.ting of the cord. It will be ea.¢ier for two fo work
t,»gether in making a cord. The cord should be doubled,
the two lengths twisted together firmly, and the ends
brought together again and held in one hand, while the
middle is taken in the other hand, and the lengths are
allowed fo twist firmly together. The ends should be tied,
and the cord run into the bag with a bodkin or tape-needle,
If one cord is run in from one side and another is run in
ïrom the other side, each cord running ail the way around,
the bag can be drawn up easily.
In place of the cord, narrow tape may be used. Take
two pieces of tape, eaeh pieee being twice as long as the
width of the bag plus two inches. Run" one tape in ïrom
FIG. 9.--Bodkin
one side and a second from the other side, eaeh tape run-
ning all the way around. Join the tape ends in the ïollow-
ing manner :
1. Turn a narrow fold on one end of the tape fo the
wrong side, and on the other end of the tape fo
the riglt side.
Slip one fold under the other and hem down the
folded edges.
126 IIOUSEI{OLD SCIENCE IN RURAL SCIIOOLS
PIELI]IINAIIY PLAN
If the pupils are hot able to supply cords for their own
bags, the teacher should have a sufficient supply of cord
on hand. She should be sure the bags are in readiness for
thc cord beîore the class period.
Fro. 10.--Completed bag
IETY{OD OF WORK
The teacher should begin the lesson by describing the
method of making the cord, estimating the amount neces-
sary, and denmnstrating the process with the assistance of
one of the pupils. The pupil. should be numbered, so
that they may work in groups of two. After they bave
completed the cord and run if into the bag, methods of
finishing the ends neatly should be suggested fo them.
DAltNIiG STOCKIiGS lF
LESSOIff IX: DARNING STOCKINGS
Use of a darnng-ball or gourd as a substitute for a ball.
on the care of the feet and the care of the stockings.
Tall
SUBJECT-MATTER
This lesson will involve running and weavin. Darn-
ing is used te fill in a hole with thread, se as te supply the
part that bas bccn destroycd or te strengthen a place
which shows signs of wcakness. A darning-ball, a gourd,
or a firm picce of cardboard should be placed under the
hole. The darn sho,uld extend one quarter of an inch
beyond the edge of tho material, beginning with fine
stitches in the material, making rows running close
together in one direction, then crossing these threads with
rows that run at a right ane te them. ('are should be
taken alternately te pick up and drop the edge of the
material around the hole, se that no raw edges will be
:12. IIOUSEIIOLD SCIENCE IlX" RURAL SCY-IOOLS
visible, and fo weave even]y in and out of the material
and the cross thrcad..
PIIELIMINARY PLAN
Eaeh pupil shouM provide a pair of stockings with a
few small holes and a gourd or ball of some sort that she
can use as a darning ball.
IETIIOD OF WOP, K
When the c|ass mette, the teacher should discuss briefly
the tare of the feet and of the stockings, and demonstrate
tire method of darning, on a large piece of coarse material,
with hcavv yarn and a needle. If the pupils finish one
darn ,luringtbe lc.son pcri««l, more darning should be
assigned for l»rm.tiee out of «las..
Thi. ]esson will involve measuring, trimming, basting,
and hemming. A patch is a piece of cloth sewed on fo a
garment to restore the worn part. The material used for
he patch should be as nearly like the original fabric in
colour and quality as possible. In plaeing the patch, the
condition of file material about he holê must be taken
into considcration, a. well as tbe size of the hole. The
worn parts around the hole should be renmved, and the
hole cut square or oblong. The patch should be, on all four
«Used when speeial problem cornes up.
PATCtIING 129
sides, an inch larger than the trimmed hole. The corners
of thê holc should be cut back diagonally, so that the edges
may be turned undcr. The patch slmuld be matched and
pinned to the wrong side of the garm(.nt, lcaving the edges
to project evenly on all four sidcs. Thc edges of the
material around the hole shouhl be turncd in and basted to
the patch. The edffes of thc patch .houhl be hrnod in so
that they extend, when fini.¢hed, ,ne-hall inch frmn the
edge of the lmle. The patch and the cl.th shuld be
basted together and hemmcd.
PRELIMINARY PLAN
The lesson on patching shouh] be given af any rime in
the course whcn if tan be applied to an immediate need.
If a pupil tears her dre.. while playing af .chool. or if
shê wcars a torn aprom thê teacher can announce a patch-
ing lesson for the next sewing class, and rcquest each pupil
fo bring a torn garment and the material for Ihe patch
frora home. If nmy be desirable fo use two or three periods
for this lessom
130 tIOUSEtIOLD SCIENCE I RURAL SCHOOLS
:METHOD OF WORK
The teachcr should dcmonstrate the process of patch-
ing on a large piece.of cotton. The pupils should practise
placing a patch on a piece of paper with a hole in if.
Each step should be assigned in succession-examination
of the article fo determine ifs condition, calculation of the
size and preparation of the patch, placing the patch, trim-
in the article around the hole, ba.¢ting the patch and
mterial together, and hemming the patch.
LESSON XI: CUTTING OUT APIONS O1
UlXDERGARME NTS
UBJ ECT-MATTER
When cutting out an apron, the length of the skirt
.hould tir.et be mea.ured, and fo this measure 6 inches
.hould bc added for the hem and the seam.. ne length
,,f the material corre.ponding to this length .hould be cut.
This .hould be folded lengthwi.e through the middle.
Three quarters of an inch shotfld be measured on this fold.
and the material cut from the end of the selvage to this
point,.in order fo slope the front of the apron. When the
wai.t measure is taken, 3 inches should be added fo it
(1 for the lap and I at each end, for finishing). This
makes a strong piece af each end for the button and button-
hole. Two pieces of this lenh and 2- inches wide
should be cut lengflwise of the materal for the belt. A
measure should be ruade from the middle of the back of
the wa.t line, over the shoulder, fo a point 5 inches to the
right fo the centre front and on the waist line. Two
pieces of the lenth of this measure and 4. , inches wide
should be cut }engthwise of the material for the shoulder
straps. A piece 9 by 12 inches should be cut for the bib,
CUTTIIG OUT APEOh'S 131
the longer distance lengthwise of the material. These
measurements allow one quarter of an inch for seams.
PRELIMINtRY PLAN
Before the lesson the teacher should see if arrange-
ments can be nmde t.» secure the use of one or two sewing-
machines, so that the pu!»ils mav .cw all the ]«,ng .eams by
machine.
At a previous lesson shc .hould discuss the kinds of
material suitable for the aprons. The pupils .hould con-
FIG. 13.---Cutting out skirt of apron
sider whether their aprons shall be white or coloured, and
whether they shall be of muslin, cambric, or gingham.
Each pupil will need from 11 to 2 yards of material,
according to ber size. The taller ones will need 2 )ards.
There should be on hand a suflïcient number of tape-
measures, pins, and scissors, so that the pupils may proceed
with the cutting of their aprons without unneces.arv
delay.
132 HOUSEHOLD SCIENCE IX RURAL SCIIOOLS
The apron to be ruade i. to have a skirt, with a bib
and shoulder straps, in ord¢.r fo bc a protection to the
dres.% the .kirt, and the waist.*
METII«»D OF WOIfK
A» soon a. the class meets, Ihe lJupil should take the
measurements for their aprons. One measurement should
be assigned af a rime, and the reason ïor each measure-
menç shouhl be gien. The pupils should bave explicit
directions as to the mea.urement.% as thev are apt to
hecome confu.ed if the directions are not clear. They
.hould work carefully, so that the material does not become
«'rumpled or soiled and, af the conclusion of the lesson, they
should ïold it carefullv and put it awav neatlv. Ail threads
and scraps of fiaterial should be careïully picked off the
floor and the de.ks, and the room left in order.
LESSO" XII: APRO.%'S OR U'-DERG2,-RIENTS---Continued
Basting the hcn for hernrnng on th machine or by hand.
Ueven basting.
-UBJECT-MATTER
An uneven ba»ting ïorms the better guide ïor stitching.
In uneven ba.-_ting, thc spaees are ruade about three rimes
as long as the stitehes. The stitch should be about one
eighth of an ineh and the space three eighths oï an inch.
« If the pupils are very inexperienced and fmd the sewing
difficu]t, it may be advisable fo omit the bib and straps and fo
make ihe simple fuII-skirted apron. If a machine is hot at hand
lo use for the long seams, the ]imited rime may make the simpIer
apron necessary. This wi]] giv« more rime for ihe various steps.
Lessons XIV and XV may then be omi.tted. Lesson XOE ruade
more simple, and ]ess outside work may be required.
APRON,q OR UNDERGARMENTS 133
PIIELI_M INAI,'Y PLAN
In addition fo flic apron material whieh lla. been eut
out in the previous lêsson, eaeh pupil slmuld prmidê ber
own spool of thrêad (nunlbêr sixty white thrêad will prob-
ably answer for all the work), a piêeê of eardboard 5 inehes
wide for a gauge, and pins fo u.ê in fastening the hem.
FiG. 14.--Uneven basting
METHOD OF WORK
As soon as the class meets, the pupils should prepare a
5-ineh gauge, to guide thenl in turning the hems of the
skirts of thêir aprons. They should nlake a half-incl noteh
in the measure for the first turn in the material. A half-
ineh edge should be turned up from the bottom of the
skirt, then a 5-ineh hem should be turned, pinned, and
basted carefully with unêvên basting. The gauge should
be usêd for both measurêmênts.
134 HOU8EHOLD SCIENCE IN RURAL SCHOOL8
LE88ON XIII': APROh'S OR UNDERGARMEhrTSContinued
Gatherng the skirt and sttchng to the belt.
SUBJECT-MATTER
In gathering, a stitch much like running is employed.
Small stitches are taken Ul» on the needle, with spaces
twice as great between them. The top of the skirt should
be divided into halves, and each half gathered with a
long thread, fine stitches one quarter of an inch from the
FIG. 15.--Gathering
edge being used. The middle of the belt and the middle
of the top of the skirt of the apron should be determined
upon. The belt should be pinned to the wrong side of the
apron at these points, and the fulness drawn up to fit
(approximate]y one ha]f of the waist mea.¢ure). The skirt
and the belt should be pinned, basted, and sewn together.
PIELII IXAIïY PLAX
If the ]aems bave been comp]eted in fhe skirts, the
Impils are readv ,» gather the skirts and attach them fo
APRONS O1 U-N-DERGARMENTS 135
the belt. It will he well to have a supply of pins on hand,
to use in ïastening the skirt and bclt together.
IETIIOD OF WORK
The teacher should first demonstrate the method of
gathering and assign that portion of the lesson. When
the skirts bave all been gathered, she should show the
pupils how fo measure, pin, and baste the skirt to the belt.
Fro. 16.--Sewing on the belt of the alron
LESSON XIV: APRON, OR U'-DERGARMENTS---Continued
Mak{g tlc bib.
bUBJ ECT-MATTER
A 2-inch hem shou]d be turned across one short end
of the bib. This should be bated and hemmed. The
bottom of the bib should be gathered, the method employed
for the top of the skirt being used, and sufficient threatl
being left fo adjust the athers easily.
PRELI.IIN.'RY PLAN
If the pupils bave comp]eted the skirts anti attached
them fo the belts, they aro ready fo make the bibs. Thev
10
136 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
should be provided with a 2-inch marker, for use in mak-
ing the hems in the top of the bibs.
BIETHOD OF WORK
The teacher should guide tle pupils carefully in the
making of the bibs, reviewing their knowledge of basting,
hemming, and gathering.
-IG. 17.--Bib and straps of apron
LESSON XV: APRONS OR UN3:)ERGARMENTS--Continued
Ma'g he sraps.
.UBJECT-MATTER
()ne end of one of lhe strap. should be plaeed at the
bottom of thc bib. The edge of the strap should be pinned,
basted, and sewed fo the right side of the bib with a
running-stitch. The other long edge of the strap should
then be turned in one quarter of an inch and the side
APRO.%'S OR U'DERGARME.XTS 137
turned in one inch. The strap should hen be foldcd
through the middle for ifs entire length and the ïree side
basted to tle wrong side of the bb and hcnmed. The
remaining edges of he strap should be overhandcd
togethcr. The othcr strap should be sewn fo the other
side of the bib in the saine wav.
I'RELIMIXARY PLAN
The bib .houhl have becr eompleted before the _,upils
report for this ]esse,n.
METIIOD OF WORK
As soon as the pupil. report for the lesson, the teacher
should explain the mcthod of attaching the straps to the
bib and tell them how to fini.h ihe former. As they pro-
eeed with their work. she should supervi them carefully
and asNgn the unfini.hed portion to be done out of cla,s.
LESSON XVI: APROXS OR IY-DERGARME'TS---Continued
PutHng the b{b end tbe sl'{rt on the belt.
I_'BJ ECT-MATTER
The middle of the bottom of the bib should be dcter-
mined, and pinned to tle middlc of the upper edge of
belt, 4o which the skirt has already been attaehed. The
belt shoul,l be fastened fo the wronz side of the bib. The
gathcring .tring of the bib .¢hou],l be drawn up, ]eavinz
2 inehes «,f fulncss on ea«h si,le of thc middle. The
should bc pinned, baste,], an,l sêwn to thc belt. Thc re-
maining ]on.g ed._-es of the belt shoul,l be turned in
quarter of an inch. and the ênd one inch. The êdges of
the other belt piece should be turned in in the same way,
138 IIOUSEHOLD SCIENCE IX RURAL SCIIOOL8
and should be pinned over tbe belt to vhich the skirt and
the bib have been attaehed (with ail the edges turned in),
and basted carefully, to keep the edges even. The skirt
and the bib should be hemmed fo this upper belt, and all
the remaining edges should be overhanded.
PIIELIMIXAY PLAN
The bib and lhe sraps of the apron shou]d be com-
p]eted belote the pupi]s repor for this ]esson.
METHOD OF WOIK
The teacher should guide the pupils carefully in the
various steps necessarv in fastening the bib fo the belt and
in completing the belt. If the hemming and overhanding
i not completed during the class hour, they mav be
a.¢_.qgned as home work.
LESSON xvn: .OETHODS OF FASTEqNG GARMENTS
Sewing b«ttos on the optons, corset-coter, or other 9arment.
SUBJECT-MATTEI[
This lesson .-houhl teaeh neatne.-s in dress, through a
eonsideration of the best methods of ïastening garnmnts.
The position of the button is measured bv drawing the
right end of the hand one ineh over the left end. The place
for the butt«,n should be marked with a pin on the leff
end of the hand. A double threa,l is fastened on the right
side of the hand. dran through one hole of the button,
,nd baek through thc other, and then taken through the
1,and close to the fir.t .titeh. A pin should be inserted on
top of the button nnder the first stiteh, left there until
2YETHODS OF FASTENING 139
the button is firmly fastened in place, and then removed.
Before the thread is fastened, it should be wrapped two
or three rimes around file threads holding the button,
between the button and the clotb, then fastened neath- on
the wrong side with a ïcw small stitches one on top of
another.
Fc,. 1.S.--Sewing on buttons
PIELIMINAIY PLAN
Each pupil should corne fo the class with her apron as
nearh" completed as possible, and with three buttons fo
w on if, for fastening the belt and strap:.
3IETtIOD OF WORK
The teacher should discuss the best methods of fasten-
ing garments and should demonstrate the method of sew-
ing on buttons. The pupils should sew one button on the
left end of the apron band in the middle of the width
about 1 inch ïrom the end, and another button 4 inches
from each end of the band, fo hold the shoulder straps.
140 HOUSEHOLD SCIENCE IX RURAL SCHOOLS
LESSOI XVIII: ]IETHODS OF FASTENL%'G GARMEI,'TS
Continued
lutton-holes on practice picce anà on apron.
SUBJECT-IATTER
Directions for making the button-hole.--Measure care-
fu|ly the position for the button-hole, lengthwise of the
]»and, so that the end will corne one quarter of an inch
ïr,m the edge of the garmcnt. Mark the lcngth of the
(a) (b) (e)
Starting the button- The button-hole The fmished
hole stiteh button-hole
Fro. 19.--Worldng button-holes
button-hole on the lnaterial by putting hl t'O lines of
running-stitches at the end.. To eut the button-hole,
in.ert the point of file seissors af the point marked by
the running-stitches nearest the edge of the garment, and
eut carefullv along the thread of the material fo the row
of stitches marking the length af the other end.
To make tire button-holo, use a flread of sufficient
length to do both the overcasting and the button-holing.
Beginninff af the ]ower right corner, overcast he raw
edges with stitches one sixteenth of an inch deep. Do hot
METHODS OF FASTENING 141
overcast around the ends of the hole. As soon as the over-
casting is done, proceed with the button-holing without
breaking the flread. IIold the button-hole horizontally
over the first finger of the left hand and work from right
to left. ]nsert the point of the needle through the button-
hole (at the back end ), bringing the point through, toward
you, four or rive threads bclow the edge of the button-ho|e.
Bring the doubled thread from the eve of the needle from
right to left under and around lhe point of the needle,
draw the needle through, and pull the thread firmly, so
that the purl is «,n the edge. At the end of the button-
hole, near the end of the hand, make a fan. bv placing
from rive to seven stitches. The other end of ihe button-
hole should be finished with a bar ruade bv iakin7 three
stitches across the end of the button-h«le, then button-hole
over the bar, taking in ihe cloth underneath and pulling
the purl toward ihe slit. The thread should be fa.¢tened
carefully on the under side «,f the button-hole.
PI',ELIM INARY PLX
For this lesson if is de.irable fo have small pieces of
cotton on hand, to use as practice pieces for the button-
holes.
IETIIOD OF WOr, K
The ¢eacher sh«,uld demontrate the making of a
button-hole, illn.lrating eaeh step of thc process on a large
piece of canvas. The pupils sh«,uld sew two .¢mall strips
of cotton together and eut a button-hole one quarter of an
inch from the edge, and len.gthwi:e of the material, tç. work
for practice. When the button-hole has been .¢uiîàciently
perfected on the practice piece, the pupils .hould make
lhree in the apron---onc in the right cnd of the hand and
one in the end of each shoulder strap.
142 IIOUSEHOLD SCIENCE IN RURAL SCHOOLS
LESSON XIX: A PADDED HOLDER FOR YtAN-DLING
HOT DISHES--BINDING
SUBJECT-[ATTER
A hol,lcr 6 inchcs square will be satifactory for hand-
]ing hot dishes. It tan be ruade ,,f quilted padding boun,]
with tape, or of two thicknesses of outing flannel covered
with percale or dênim and bound with tape or braid. If
nmde «,f the outing flannel and covered, if should be
quilted, by stitching from the middle of one side fo the
middle of/he oppo.ite side in both directions, in order fo
hold the outing flamd and the out.ide coverin,- /ogether.
Tlle tape that is fo be used for the binding-shouh] b«,
f,,lded through tbe middle lengthwise; then. a beginniw_.,
bving lnade af one cors, er of the padding, the edge should
I,e t,asted, half on one side and hall on the other. Rig[t-
angled eorners should be formed. When basted ail around,
the tape should be sewn on each side with a hemming-
stitch.
If the holder is fo be suspended from the apron hand, a
tape of from 27 inches fo 36 inches in length should be
nttached fo one corner. The raw ed.ge af one end of the
tape .hou|d be turned in. Tbe end should be so p|aced
that if over]aps the corner of the ho|der about hall an inch
and if shou]d be basted fo the holder. The tape should
then be secured flrnflv to the holder, hemmed down on one
ede, across the bottom, and p the othcr edge. The
other end of the tape shou]d be flnis]md with a 2-inch Ioop.
The raw edge shou]d be fo]ded over, the tape turned
2 inches down for the ]oop, and ba.ted in place. This
should be hemrned across the end. One quarter of an inch
up from tbe end, the double thiekness of tape should be
back-stitched together, and the edges of the tape should be
overhanded from there fo the hemmed end.
IIOLDER FOR HANDLING HOT DISHES 143
PRELIBIINAIRY PLAN
Each pupil should provide sufficient denim, percale,
huekabaek, or other washable material to eover the two
sides of a holder 7 inches square, and enough outing or
canton flannel for a double lining. About 11/. 2 yards of
straight tape one-ha]f ineh wide will be needed for the
binding and for suspending the holder from the apron.
FIG. 20.--The holder
IETttOD OF WORK
The pupils should first carefully measure and turn the
material for the covering of the holder and then prepare
the lining, basting it all together. They should then put
in the running-stitch and fmish with the binding.
]44 HOUSEHOLD SCIENCE IN" RURAL SCHOOLS
If it is hot possible fo comp|ete the holder in one
period, a second lesson period should be provided, or
arrangements nmv be ruade fo bave supervised work done
outside of the lesson hours.
Fro. 21.Cap
LESSON XX: A CAP TO WEAR VITH THE COOKING
APRON
SUBJECT-MATTER
The sirop|est cap fo make will be the circular one. A
pattern should be ruade by drawing with a pencil and
string on a piece of wrapping-paper a circle 21 inches in
CAP 145
diameter. The material for the cap should be cut care-
fully around the circle and finished with a narrow h,,m.
A tape fo hold the draw-string shouh] be placed 11/ inches
inside the edge of the hem. A small piece of cardboard eut
about one-half inch wide should be u.ed for measuring
the position of the tape. Bias strips three quarters of an
inch wide should be prepared for thc tape, or a conl-
mercial tape three cighths of an inch wide may be pur-
chased. The outer edge of the tape should be basted first
and the edges joined; then the ilmer edges shouhl be
basted, the edge being kept smooth. Both edges should be
neafly sewn with the h,,mming-.titç.h bv hand «,r on the
machine. An elastic sh«mhl be inserte,l in tire hand, care-
fully fitted to the head, and the ends fa.tened neatlv.
I'I{ELI MINAP, Y PLAX
This lesson will give a goo«] opportunity fo make a cap
that will answer for a dust cap or serve as a part of the
eooking uniform. If such a cap does hot seem desirable
and the former lesson bas hot bç, en c-mpleted, the cap mav
be omitted and the work on th," bob]or eontinuod.
IETIIOD OF WORk
The pupils shouhl flrst make th paftern for the cap
and then eut out their nmterial. The hem should be basted
and stitched with the hemming-stitch. The bias strip
should be basted on and sewn with a running-stitch. It
will probably hot be possible f,r the pupils fo complete the
cap in one class period: buf, if the material bas been eut
out and the work started, they may be able fo complete
if at some «,ther rime. The stitehe, are not new, and the
work will serve as an excellent test of the ski]l they bave
nequirod in t]e cour.e.
146 ItOUSEIIOLD SCIENCE IN RURAL SCHOOLS
IIOUSEIIOLD SCIENCE EQUIPMENT
The introduction of Household Science into rural
schools has been hindered by the prevalent impression that
the subject requires equipment similar to that in the
][ousehoht Science centres of towns and cities, where pro-
vision is ruade for the instruction of twenty-four pupils
at one rime and for from ten fo fifteen different classes
«.ach wee!. Owing fo the expense and the lack of accommo-
dation, it is not possible to instal such equipment in
rural sclmo]s. For this and other reasons it has been con-
cluded that the subject is beyond the possibilities of the
rural school. That this is not the case is shown by the
fact that manv rural schools in the United ,
, tares, and
se, me in Saskatchewan, as well as a number in our own
Province, are teachin. the subject successfully, with equip-
ment .pecially designed fo meet existing conditions.
The accommodations and equlpment required mav be
«']a.¢.ified as follows :
1. Working tables
2. Cupboards and cabinets for storing the utensils
3. Stores
4. Cookin:4 and scrving utensils
l. The provision for working tables is conditioned by
the space available, and every effort must be ruade to
economize this space. Tbe equipment mav be placed in the
basement or in a small ante-room. In one school in the
Provinc very successful work is being done in a large cor-
ridor. W-ben a new school-house is being erected, provision
should be ruade by building a small work-room off the
class-room. The possibilifies of a small, portable building,
in close proximity fo the school, should not be overlookÇd.
HOUSEHOLD SCIENCE EQUIPMETT 147
Where the school is provided with a large table, this may
be ruade of service. When used as a working table if
should be eovered with a sheet of white oil-eloth. When
used as a dining-table a white table-eloth may be sub-
stituted for the oil-cloth. If the school does hot possess a
table, two or three boards may be placed on trestles, if the
space af the front or the back of the room permits, and
these may be stored away when hot required. A table
with folding legs, such as is sbown in Figmres 22 and 23,
may also be used. The top of the cabinet eontaining the
FI(/-. 22.--Working drawing of folding table
utensils or an ordinary kitehen table elosed in as a eup-
board underneath, may be ruade to serve. Long boards,
about eighteen inches wide, placed across the tops of six
or eight desks, provide good accolnmodation. These should
be blocked ui» level and should be provided with cleats af
each end, in order fo prevent movement. Wben hot in use
they may stand fiat again.t the wall and occupy very
]ittle space. .qeparate board.% resting on a desk af each
end, may also be placed across the ais|es. Each of these
will provide working spaee for one pupil. Tables which
drop down fiat when hot in use may be fixed fo the walls
of the school-room. As schools vary in many respects, if
148 }IOUSEIIOLD SCIER'CE IN RURAL SCHOOLS
HOUSEHOLD SCIENCE EQUIPMENT 149
r rl r r
150 tOUSEIIOLD SCIENCE IN RURAL SCHOOLS
is not possible to outline a llan whlch will suit all; but
that plan should be chosen which will best meet the require-
ments of the particular school.
2. The cupboards and'cabinets fo eontain the utensils
may take various forms. A kitchen cabinet costing from
twenty-five fo thirty-five dollars may be obtained from" a
furniture store, or one may be ruade by a local carpenter.
A large packing-case painted brown outside and white
inside (for cleanliness) is satisfactorily tsed in some
sehools. If eovered with oil-cloth, the top of this may be
used as an additional table. A few shelves placed across
a corner of the room and eovered with a door or eurtain
may be used, or if may be possible fo devote one shelf of
the school cupboard fo the storing of the utensils. If is
desirable fo have a combination cupboard and table, which
will contain most of the equipment, including the store.
Figure 24: is a working drawing of such a cabinet,
which may be ruade by a local carpenter or by the older
boys of the school.
The directions for making this cabinet are as follows:
Obtain two boxes and cut or re-make them so that eaeh
is 30 inches h_igh when standing on end, 121/ inches
across the front inside, and 18 inches from front fo back.
These will form the two end Sections, A and B. Inside
the sides of these boxes nail I inch x 7 inch strips, fo
form the slides for the drawer. The slides corne within
/7 of an inch of the front edge. P, ails may be nailed
across the front. Guide pieces should be nailed fo the
slides, in order fo keep the drawers straight. Divide
,Rection A for one drawer and cupboard. The drawers
may be made out of raisin boxes cut down to the required
size. To the front of each drawer, nail a pieee of beaver
HOUSEHOLD SCIENCE EQUIPMENT 151
-" O
ll
].5 HOUSEIOLD SCIENCE IN RURAL SCHOOLS
HOUSEHOLD SCIENCE EQUIPMENT 153
board or pine a little larger than the drawer front. Use
any handles that may bc conveniently obtained. Cut two
pieces 4' 9,.z" x 11/" x /7". Space the Se«tions as shmn,
and nail theoe pieces firmly fo the fronts of the larger
boxes, A and B, top and botte,m. Four end picces
18" x 11/2" will be required. Fill iu Section C, in this
case, 2' ",,._.", with the pieces from thc box lids or with
ordinarv flooring. Make a door for the cupboard from
similar material The top is best ruade from good, clear,
white pine. Screw battens across, and ..rew thc wholc
firmly fo the box top from the iuside. If more table spaee
is required, make a similar beneh top, which ean test on
top of the cabinet when not in use. When required, it may
be plaeed over the desks. Steel or glass shoes or wooden
skids or battens should be fixed under the cabinet, so that
it ean be pulled away from the store and replaeed easilv.
The dimen.ions given are for a two-flame-l,urner oil-stove
whieh is 30 inehes high, 31 inehes aeross thc frJnt, aud
16 inches from front fo baek. The middle Section. (', and
the total height of the cabinet lnay be enlarged or redueed
fo fit other sizes of stores.
The material rcquil'ed fr, and the approximate
of, sueh a cabinet, labour hot included, are as ïollow.:
2 boxes @ 25 ............................. $0.50
5 raisin boxes @ 5 ......................... 25
5 handles at 45c per doz ..................... 20
1 cupboard latch .................... 15
or 1 turn button ......................... 02
About 9 sq. ft. ttooring ..................... 25
About 8 sq. ft. pine for toi, ................. 50
Pieces ïor ba.ttens, etc .................... 25
8teel shoes .............................. 10
154 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
Figure 27 shows another t'pe of equipment and the
space it occupies in the class-room whcn hot in use. The
cupboard and thc back of the cabinet contain thc equip-
o
FIG. 27.--Space taken by equipment in class-room
ment necessar:), ïor teaehing twelve pupils at one time and
a]so for serving one hot dish at the noon lunch fo twcnty-
four pupils. 0ne drawer contains linen, etc., and the
ttOUSEtOLD SCIEI%'CE EQUIPMENT 155
other, knives, forks, and spoons. The dimcnsions of the
cupboard and the cabinet are shown in Figures 28 and 29,
and the construction of each is such that if can be ruade
ea.i]y by any carpcntcr.
l;'io. 28.--Working drawings of cupboard
Fro. 29.--Working drawing of cabinet.
156
}tOUSEtIOLD SCIENCE IX RURAL SCHOOLS
FI6. 30.--Cupboard with drawers and doors open, showing
equipment
Figure 30 shows the cupboard and drawers open and
file method of storing the equipment. The shelves may be
covered with white oil-cloth or brown paper, in order to
HOUSEHOLD SCIENCE EQUIPMENT 157
obviate the neee..ity fer frequent serul)bing. The eupboard
mav be fixed to the wall with mirror plates or small iron
brackets, or if may be screwed through the back.
158 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
;.
]=[OUSEHOLD SCIENCE EQUIPMENT 159
Figure 31 shows the back of the cabinet, with the
three-flame-burner stove-oven, the one-flame-burner store,
and other utcnsils in place. The folding table, previously
describcd, rcsts on the top of the cabinct. Figure 32 shows
|
lI(. 33.--Three-flame-burner oil-stove, with kettles and one-flame-
burner oil-stove oa shelf
the back of the cabiqet with the slove and oven removed.
The method of storing utensils and the construction of the
cabinet are clearly shown.
]60 IIOUSEHOLD SCIENCE IN RURAL SCHOOLS
HOUSEHOLD SCIENCE EQUIPMENT 161
Figure 33 shows the three-flame-burner oil-stove with
the shelf underneath containing three kettles and the one-
flame-burner oil-stove.
Another type of equipment is shown in Figure 34.
Eaeh end of the top of this cabinet drops down when
the cupboard doors are closed, space being thus economized.
The top of the table mav be eovered with oil-«loth or zinc
carefully taeked down on the edges.
The dircctious for making this cabinet are as follows:
MATE1HAI» REQUIRED
Lumber :
pieces a/4" x 4'" x 14'
pieces 1" x 4" x 12"
pieee 1" x 12" x 12'
pieee 1" x q'" x 12'
pieeo &" x 6" x 14'
whito pinc laths
yollow pine eeiling
yellow pine flooring
o. 1 eommon white pine
Hardware :
7 pairs 11&" x 3"" butt hinges
.9, cupboard catehes
1 pieco zinc (27" x 39")
2 pieces zinc (21" x 27")
1 drawer pull
1 lb. ,1 finishing nails
1 lb. 6d flnishing nails
/ lb. box 1" brads
/ lb. box 111" brads
1 box tacks
2 ft. stopper chain
169. HOUSEttOLD SCIENCE IN RURAL SCHOOLS
STOCK BILL
2 pieces, 1" x
12' flooring ....
5 pieces,
14" yellow pine!
ceding ........
l"x 12" x 12" ...
2 pieces, 1" x 4" x
12' flooring...
2 pieces, 1" x 4'" x
14' yellow pine
ceiling ........
2 pieces, l" x 4"" x
12" flooring...
Use
24
3
1
3
2
1
8
10
12
4
1
3
13-16"x 2"x 32". .....
OE op side rails
13-16"x 2"x 18". Top end rail
13-1fi"x2"x29". Frame posts
13-16"x2"x30". ... Bottom side rail
13-1fi"x 2" x 18". ..... Bottom end rails
13-16" x 5" x 14 ....... Drop door
"2" x 3-t-} " x 32" . ....... Flooring (bottom)
x3 x31 ........ I
..... ,, 1,, . Ceiling (ends and
' .- «" lO,,," .-r'.... I Shlî e)
13-16"x 8 x 32 ....... Shelf
13-16" x l ]" x 31". .... Casing
13-16"'x 1" x 14 "
.. Casing
13-16" x 5" x 14". ..... Drawer front
,]" x 3" x 36" Top
I.] "x 3" x 22". IDoot s
l]"x 3" x 24".
......... Swing tops
-;:. ". 1". ..... l'ra,,'er slids
17-16 x 5"x 13". ...... ]Drawer back
[7-16"" x 4/}"x 1". ..... Drawer bottom
7-16"x 4"x 13". .... '
Partitions
7-1fi"x4."xlO".. . Partitions
lulo
Lead-pencil
Saw
lITlmer
TOOLS
Steel square
Plane
½" Chisel and
Screw-driver
HOUSEHOLD SCIENCE EQUIPMENT 163
DIRECTIONS FOR IIAKING
I Cutting and Squaring Stock--
Cut the stock only as needed, in the following order,
and square up according to the directions previously
given.
1. Frame; rip the 1" x 8" x 12' piece for thc frame material
2. Bottom 6. Casing
.% Ends and sides 7. Doors
4. Shelves 8. Swing tops
5. Top 9. Misccllaneous pieces
] I Assembling--
Frame :
1. Check up the dimensions of the pieces squared up
for the frame.
2. Lay out and eut the lap joints in the top side rails
and frame posts, as shown in the drawing.
3. Nail the frame together.
4. Test the corners of the frame with a steel try-square
and brace if by nailing, temporarily, several strip»
diagonally across the corners.
Bottom :
1. Cut seven pieces of flooring 32" long for the
bottom and plane off the groove of one piece.
2. Turn the frame upside down and nail this piece with
the smooth edge projecting 7," over the front side
of the frame. Nail the rest of the flooring so
that each piece matches tightly.
Ends :
1. For the hack, cut eleven pieces of cei]ing 311/" long.
2. Plane off the groove edge of one piece of ceiling and
nail if on the back of the frame even with the end.
164
HOUSEHOLD SCIENCE IN RURAL SCHOOLS
3. Nail the test of the ceiling on the back. Be sure
that each joint matches tightly.
Shêlves :
1. Make four strips (3/4" x .a/" x 161/") and nail two
of them inside, across ea«h end, 15" and 24" from
thê bottom. Thesê strips hold the shêlvcs.
HOUSEHOLD SCIENCE EQUIPMENT 165
2. From a 1" x 12" piece eut two pieces 32V2" long; fit
and nail thcm in for the upper shelf.
3. Make the bottom shelf of two pieces, one 101/4" wide
and the other 8" wide. When these boards are
nailed in place, thc shelf is narrow enough fo
allow the doors, with pockets on, to close.
4. 5Iake two strips; one 13-16" x 1" x 161" and the
other 13-16" x l_ï x,201 .,", and nail them to the
top shelf for drawer guides.
Top"
1. Cut eight pieces of flooring 36" long for tire top.
2. Plane off the gl'oove of one piece and nail it on the
top of the frame, so that the ,¢mooth edge and the
ends project 1"" over the front side and ends of
the cabinet.
3. Xail the rest of the flooring on for the top. being
sure that each joint matches tightly. The last
piece must also project 1" over the back side.
('aing :
1. Nail the casinz which is la4 " widê, on the front of
the cabinet.
Doors-
1. Make eaeh door 8" x 14a " x 227." from rive pieces
of ceiling227'" long, held together by cleats at
the top and bottom.
2. Fit each door carefully, then hangthem with butt
hinges. Fasten a cupboard catch on each door.
Drop Door :
1. Make the drop door 13-16" x 14" and hinge it
with a pair of butt hings. Put on the stopper
chain and catch.
lôô HOUSEHOLD SCIENCE IN RURAL SCHOOLS
Swing Tops :
The swing tops are each ruade from six pieces of floor-
ing 24" long cleated together.
1. Plane off the groove edge of one piece and match
hem all together.
:HOUSEHOLD SCIENCE EQUIPMENT 16'
2. Make the cleats 3/" x 2" x 15" and nail the top to
them. (Sce the drawing for the position of the
cleats.)
3. lip off the tonguo edge and plane it so that the top
is exactly 18" wide.
4. Turn the cabinet upside clown on the floor and fit
the swing tops. Hang them with a pair of butt
hinges opposite the ends of the clêats.
5. Make a T-brace with a nailed cross ]ap joint from
two pieces, one being 13-16" x 2" x 14", the other
13-16" x 2" x 161/2". The long edge of the T
and the Icg must be bevelled 13-16" on one side.
Fit and bang a T-brace with a pair of butt hinges
on each side of the swing tops.
6. Make two brace cleats and fasten them to the ends
of the cabinet, so that the swing tops are hcld
level and even with the top of the cabinet.
Putting Zinc on the Top:
l. Unscrew the swing tops from the cabinet to put the
zinc on.
2. Place the pieee of zinc, 27" x 39", on top, extending
] 1/.2" over the êdges all around.
3. Ho|d the zinc firm]y in p|ace and make a square
bend along the front edge with a hammêr or
mallet, bending the edge of the zinc up under
the top.
4. Punch a straight row of ho|es 1" apart through the
zinc and taek if on.
5. Bend the back edge, punch and tack in the same
manner as the front edge, but be sure the zinc
fits snugly on the top.
12
68 HOUSEIiOLD SCIE.N'CE IX RURAL SCHOOLS
n
tIOU8EHOLD SCENCE EQUIPMENT 169
6. Bend the ends of the zinc the saine asbefore, but be
very careful fo fold the corners neatlv.
7. Put the zinc on the swing tops in the .came manner.
8. Fasten the swing tops again fo the top of the
cabinet.
Drawer :
The drawer front, 13-16" x 5" x 14:", with lap
s" x 1" cut out on the ends.
1. Nail the sides, 1, ....
f_, x 5" x 19 , to tbc lai» of the
front and fo the ends of the back.
2. Nail the bottom in between the sides ç" from the
lower edge. This allows the drawcr fo slide on
the edges of the sides.
3. Put thc partitions in the drawer as callc,l for bv this
plan.
The rcks for covers and pic tins .-hown in the drawing
are ruade from two pieces, 13-16" x 2" x 4". olle piece
13-16" x 2" x 101.2" for the bottom, and two pieces of
lath 12" long far the sides. Thesc racks mav )e placed on
the doors as shown, or may be changcd fo suit the equip-
mcnt.
1I I Finishing--
1. ,qet ail the nails and putty the holes.
2. Sandpaper the cabinet carefully.
3. Paint or stain and wax the outside of the cabinet, fo
harmonize with the surroundings where if is to
be u.ed.
4. Paint the in.¢ide with two eoats of white enamel.
]70 }fOUSEHOLD SCIENCE IN" RURAL SCHOOLS
HOUSEHOLD SCIENCE EQUIPMENT 171
Before putting on the enamel, apply a coat of ordinary
white-lead paint and allow if fo dry thoroughly. If
desired, the outside of the cabinet may be finished in
white charnel, though this is somewhat nmre expensive
han the paint or stain recommended above.
All the Household Science ('abinets shown have a two-
fold purpose. In the first place, they furni.,h storage space
for the utensils and working space for the pupils. In the
second place, they offer a most interesting manual training
project for a boys' club. The members can make any one
of them, thus correlating their practieal wood-work and the
domestic science of the girls and, in this way, exhibiting
the co-operative spirit of t!e home and he sehool.
3. In some cases if may be possible to use the school
store for cooking purposes. Solne sch0ols use natural gas
for heating and, where this is the case, provision for cook-
ing may readily be ruade. Other sehools situated on a
hydro-electrie line, may, as has been donc in «,ne case, use
electricity as a source of heat. Af presen, however, the
majority of schools may find it best fo use one of the many
oil-stoves now on the market. One-, two-, or three-flame-
burner stoves mav be obtained for general use. The two-,
or three-flame-burner stores are recommended, as they
are less likelv fo be overturned. The one-flame-burner
store, however, is often useful as an additional provision.
A good grade of oil should be used, and the stove shoulcl
be kep serupu]onsly clean, constant attention being paid
fo the condition of the wick. Any oil spilt on the stove
when it is being filled should be carefully wiped off before
lighting. If attention is paid fo these details, the stove
will burn without any perceptible odour.
4. The number of the utensils and the amonnt of
equipment c]epend upon the community and the number of
:172 HOUSEHOLD SCIE.N'CE IN RURAL SCHOOLS
pupils fo be eonsidered. By careful planning few utensils
are needed. They should be as good as the people of the
neighbourhood can afford and, in general, should be of the
saine eharacter as those used in the homes of the district.
All the table-cloths, towels dish-chths, etc., required
should be hemmed bv the pupils. Articles for storing
stlpp]ies may be bought or donated. G]a.s canisters with
close lids are best, but as substitutes, fruit jars, jélly
gla.ses, or tin cans will serve the purpose. It is an ea.y
matter fo secure an empty lard-bucket or a syrup-can for
flour or meal, empty coffee-cans for suzar or starch, etc.,
and baking-pow«ler or cocoa-tins for spices. Each should
be plainly labellcd.
,qeveral typical li.¢ts of equipment in Hou.ehold Science
are given here. The.e mav be modified to suit particular
circumstances. ('on.iderable expense mav be saved if the
pupils bring their own individual equipment--soup-bow],
cup and saucer, plate, spoon, kniîe, fork, and._ paper
napkin.. This plan is not advi.ed un]ess if is ablutely
necessary, but, if f»]]owed, an eff«»rt should be marie fo
have the articles as uniform a possible.
The followin. equipment i.¢ that contained in the
cabinet i]lu.trat.d on page 152 and i. .¢uffieiènt for giv-
inz organized in.truction fo six pupil.¢. If a noon lunch
is provided, additional individual equipment will be
required.
EQUIPME-T FOR CAP, INET NO. ] ]72
EQUIPME-TT FOR RURAL SCIIOOL IIOUSEHOLD SCIENCE
CABINET--NO. I
1 Perfection bluc-flamc store (two-flame ............. $15.00
1 Two-burncr ovcn ............................. 4.
1 Coal-oil can .................. 50
1 Iish-pan .......................................... 1.15
1 Tea-kettle ........................................ 1.5
1 Large sauce-pari and voyer .......................... 75
2 Mcdium sauce-pans and covcrs, 30c cach ..............
2 Small saucc-pans and covers, 25c each ................. 50
2 Fr.ving-pans, 20c ca ................................. 40
2 Pudding bakc-d]shcg, 50c ca .................. 1.00
2 Muffin pans (12 rings, each 30c) ................ 60
1 Soap-dish ......................................... 25
4 Small mix]ng bowls, 16c ca .......................... 64
2 Pitchers, 55c ca .................................... 1.10
3 Casseroles, 20c, 25c, 30c .................. ". .......... 75
6 Mcasuring cups, 90c ea .............................. 60
6 Custard cups, 90c doz .............................. 45
6 Vhite plates, $1.45 doz ...........................
6 Supply jars, 90c doz .......................... 45
2 Vegetable brushes, 5c ca ............................
1 Grater ............................................ 20
2 Egg-beatcrs, 10c ea ................................. 20
12 Forks ............................................ 2.25
] 2 Teaspoons ........................................ 1.2ç
6 Tablespoons, $2.85 doz ............................. 1.43
6 'egetable knives, 25c ea ........................... 1.50
6 Case knives, $3.00 doz ........................ 1.50
2 Stra]ners, 20c ea .................................... 40
1 Spatula ........................................... 40
1 Bread knife ....................................... 50
I Can-opener ........................................ 10
1 Frcnch knife ....................................... 45
2 Water pails, $1.15 ea ............................... 2.30
6 Dsh-towels, 25c ea ................................. 1.50
3 Dish-cloths, 10c ea .................................. 30
3 R]ns]ng cloths, 10c ea ............................... 30
1 yd. oil-cloth ....................................... 45
5 yards cheesecloth ................................... 35
174 HOUSEttOLD SCIENCE IR " RURAL SCHOOLS
EQUIPM-ENT FOR RURAL SCHOOL YtOUSEHOLD SCIER'CE
CABI,ET--TO. II
The equipment included in the Cabinet and Cupboard
shown in Figure 27, page 154, is as ïollows :
For Six
Cutïboarcl ........... $15.00
Cabinet table ....... 10.00
Three-burner oil-stove 21.00
Portable oven ...... 2.20
Storage tin ......... 1.35
Dish-pans .......... 1.30
Draining pans ....... 90
Scrub basins ......... 80
Soap-dishes .......... 40
Pail ................ 55
Pails .............. 1.80
Dippers ............. 70
Tea-kettles ......... 2.00
]ïneading boards ..... 90
Rolling-pins ......... 45
Oil-can ............. 1.10
Store roitt ........... 20
Dust-pan ............ 10
Whisk ............. 15
Scrub-brushes ........ 30
Vegetable brushes .... 15
Stew pans .......... 1.05
Sauce-pans .......... 50
Fr.ving-pans ......... 75
Strainers ............ 39
Pupils
Pie plates .......... $0.15
Measuring cups (tin) .30
Measuring cup (glass) .15
Double boiler ........ 85
Baldng-dishes ........ 38
Cake tins ............ 30
Toasters ............. 30
Tea-pot ............. 25
Coffee-pot ........... 35
Pitcher (2 quar.ts) .. .18
"' (1 pint) ..... 10
I?owls ............... 60
Custard cups ......... 60
Butter crock ......... 30
Coverecl pail (1 pint) .15
Trays ............... 20
Grater .............. 10
Potato mashcr ....... 10
Can-opener .......... 10
French knife ......... 35
Bread "' . ........ 35
Egg-beaters ......... 15
Dorer egg-beater ..... 10
NVooden spoons ...... 15
Paring knives ....... 90
For Eight
Cupboard ........... $15.00
Cabinet table ....... 10.00
Collapsible table ... 5.00
Three-burner oil-stove Ol.00
One-burner oil-stove.. 6.50
Pupils
1 Portable oven ....... $2.20
1 Storage tin ......... 1.35
2 Dish-pans .......... 1.30
2 Drining paris ....... 90
4 Scrub basins ........ 1.60
EQUIPMENT FOR CABINET 10. II 175
Soap-dishes ......... $0.40
Pail ................ 55
Pails .............. 1.80
Dippers ............. 70
Tea-kettles ......... 3.00
Kneading boards ... 1.20
Rolling-pins ......... 60
0il-can ............ 1.10
Store mitt ........... 20
Dust-pan ............ 10
Whisk .............. 15
Scrub brushes ....... 60
Vegetable brushcs .... 20
8tew-pans .......... 1.40
Sauce-pans .......... 50
Frying-pans ........ 1.00
Strainers ............ 52
Pie plates ........... 20
Measuring cups (tin) .40
lIeasuring cup (glass) .15
Double boiler ........ 85
Baking-dishes ....... $0.50
Cake tins ............ 30
Toasters ............ 40
Tea-pot ............. 25
Coffee-pot ........... 35
Pitchcrs (2 quarts) .. .35
Pitcher (1 quart) .... 1
Bowls ............... 72
Custard cups ......... 60
Butter crock ......... 30
Covered pail (1 pint) .15
Trays ............... 20
Grater .............. 10
Potato masher ....... 10
Can-opencr .......... 10
French knife ......... 35
Bread '" . ........ 35
Egg-beaters ......... 20
Dorer egg-beater ..... 10
Wooden spoons ...... 20
Paring knives ........ 90
For Twelve
1 Cupboard ........... $15.00 2
1 Cabinet table ....... 10.00 1
1 Collapsible table .... 5.00 1
2 Three-burner oil-stoves 42.00 6
1 Pot.table oven ....... 2.20 6
1 torage tin ......... 1.35 6
3 Dish-pans .......... 1.95 3
3 Draining-pans ...... 1.35 6
6 Scrub basins ........ 2.40 6
3 Soap-dishes .......... 60 6
1 Pail ................ 55 6
2 Pails .............. 1.80
2 Dippers ............. 70 1
3 Tea-kettles ......... 3.00 6
6 Kneading boards ... 1.80 3
6 Rolling-pins ......... 90 6
10il-can ............. 1.10 1
Pupils
Stove mitts ......... $0.40
Dust-pan ............ 10
Whisk .............. 15
Scrub brushes ....... 90
Vegetable brushcs .... 30
Stew paris .......... 2.10
Sauce-pans .......... 75
Frying-pans ........ 1.50
Strainers ............ 78
Pie plates ........... 30
Measuring cups (tin) .60
Measuring cup (glass) .15
Double boiler ........ 85
Baking-dishes ........ 75
Cake tins ............ 45
Toasters ............ 60
Tea-pot ............. 25
176 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
1 Coffee-pot ......... $0.35
2 Pitchers (2 qt.) ...
2 " (1 qt.) ...
,q lowls .............
6 Çustard cups ......
1 ]utter crock .......
1 Çovered pail (1 pt.)
.2" Trays .............
1 Grater ............
1 Potato mashcr ..... $0.10
35 1 Can-opener ......... 10
20 1 French knife ........ 35
96 1 Bread « . ....... 35
.60 6 Egg-bcatcrs ........ 30
.30 3 Dorer egg-beaters .. .30
.15 6 Wooden spoons ..... 30
.20 12 Paring knives ..... 1.80
.10
ll tbe eqllilnlent for twelve /mpils. three one-burner
oil-st.ves at ,$6.50 em.b mi,bt be used in place of the
second large store. In this case extra provision must .be
ruade f.r ste, ring tbe stores when hot in use, as the cabinet
sh.wn does n.t provide spaee for more than one large
store. ('are shouhl be faken in usin the one-burner
store to avoid upsettin if while it is in use. The equip-
mont iven above is generous, and reduetions mav be
ruade if neeessary. In any case it is hot advisab]e that
the wh.le equipmenf should be purchased at once; onlv
sufli«ient fo make a beinnin ShOl]d be seeured, and
furfher ufensils mav be ad,lori as fhe necessitv for their use
a rises.
If a b.t dish is served at the noon lunch, as is most
desirab]e, the fo]].win wi]] be needed in addition, in order
t«, serve twentv-four pupil,¢:
24 Knives ........................................... $2.40
2-$ Forks
24 Tcaspoons ......................................... 40
12 Tablespoons ....................................... 60
6 Salt and pepI,er shakers ............................ 1.50
2-$ Glasscs
24 Plates
............................................ 2.20
4 Plates (large) ..................................... 50
24 Cps and saucers
.................................. 4.20
24 Fruit and vegetable dishes
.......................... 1.50
THE tIECTOGRAPH ] 77
T1TE IIECTOGRAPH
The hectograph is a device for making copies of written
work. Teachers who.e schools bave limited black-board
space will find it of great service. Recipes and other rulcs
for work mav be copied and distributed to lhe pupils, and
thus kept in a 1Jermanent form. Manv olher u.es in con-
nection with thc general work of the school will sugget
themselves.
The fo]lowing are the directions for making:
Soak 1,.'.:. ounces of white glue in three ounces of watcr
until it is well soflencd. Cook in a double boiler until the
whole mass is smooth. Rcmove from the tire and add six
ounces of glycerine. .Mix well, re-heat, skim, and pour
nto a shallow pan or on a slate. Pribk the bulbles as soon
as thev show. A1]ow the mixture to stand for twentv-four
hours, and if is then rcady for use.
Write the material to be coI)ied, in hectograph ink, on
a sheet of the saine size as that «»n which the copy is to be
ruade. Write clearlv and space carefully. Wipe the
hectograph wilh a damp cloth. Lav a .¢heet of unglazed
paper on lhe hectograph, rub it carefully, and take off af
once. This removes anv droI,s f water, but leaves the
surface mo.t. La)- the written side of tbe sheet on the
hectograph and rub if carefullv over ifs whole surfa'e with
a soft clofl, so that everv particlc of the writing c.mes in
contact with the surface of the hectograph. Leave it
there for four or rive mnutes. Lift one corner an.| peel
off carefull)-. Lay a plain sheet on the hectograph and rul)
as before. Take off as before. If the copy is not clear,
leave the next sheet on a little longer. When sufficient
copies have been ruade, wa.¢h the hectograph with a wet
cloth before putting if awav. Keep n a cool, drv place.
178 HOUSEHOLD SCIE:X'CE IN RURAL SCHOOLS
THE RURAL SCHOOL LUNCH
The best mehod of approach fo Household Science in
the rural school is through the medium of the hot noon-
day lunch or the preparation of one or two hot dishes to
upplement the lunch brought from home. Owing fo the
fact that many pupils lire far from the school, it is im-
possible for them to go home for the mid-day meal, and
they are thus dependent upon lunches which they bring
with them. Verv frequently the pupils are allowed fo eat
heir lunches where and how they please, and the method
.hosen is conducive neither fo comfort nor fo health. In
fine weather thev do hot wish fo lose any rime from their
gaines, and so they eat their food while playing, or they
bolt if, in order that they may get fo their play more
qui.kly. In severe weaher they crowd round the steps or
the sove and do hot hesitate 4o scatter crumbs, and crusts.
In one case even a eacher has been seen holding a sand-
wich in one hand and writing on the black-board wih
the other.
In many cases the lunch does hot attract he pupil.
If is often carried, without proper wrapping, in a tin pafl,
and if then absorbs the taste of the tin; again, it is often
wrapped in a newspaper and is flavoured with printer's
ink; occasionally, if is wrapped in cloth not too clean.
Conditions such as these are not fair to he pupils. They
come a long way fo school, often over poor roads; and if is
necessary, for both their physical and their mental develop-
ment, that thev should receive adequate nourishment served
as attraetively as possible. Ianv of the defects found
among school children can be traced, fo a greater or less
extent, fo lack of nutrition. Thë United States military
THE RURAL SCHOOL LUNCH 179
draft shows that the number of those physically defective
is from seven to twenty per cent. higher in rural districts
than in towns and cities, and this difference is not peculiar
fo that country. May we hot reasonably suppose that many
of these defects are caused by mal-nutrition, and that this
mal-nutrition is in part due fo the poor noon-day lunch ?
As these defects hinder mental as wcll as physical develop-
ment, the question of proper nutrition through the medium
of the school lunch becomes an educational one.
THE BOX LUR'CH
With proper care in the sele«.tion of food, the packing
of the lunch box, and rational methods of consumption,
there is no reason why the b«»x lunch should not be nourish-
ing, attractive, an«l possess an educational value.
It may be laid down as an axiom that every school
lunch should be supcrvised bv the teacher and hap-hazar,l
methods of eating the lunch should be prohibited. Those
schools that are fortunate enough to pos.¢ess a large tble
ean approximate somewhat to the best home conditions,
and have the table set in the proper manner, as shown in
Lesson VI, pag 18. The pupils should sit round the
table, at the head of which is the teacher, and the lunch
may be ruade fo partake of the nature of a family party.
If rightly managed, the meal, even under the unusual
difficulties presented in the rural school, may offer the
most favourab]e opportunities fo inculcate habits of clean-
liness and neatness and fo cultivate good manners. The
pupils will ]earn something about the proper selection of
food and the importance of thorough mastication. Clean
hands and faces and tidy hair should be insisted upon, and
individual drinking cups should be encouraged. As a
180 I-IOUSEHOLD SCIENCE IN RURAL SCHOOLS
manual training exorcise, each pupil may be taught to
make his own drinking cup from heavy waxed paper.
Grace nlay be said by the older pupils in turn.
The table should be ruade fo look as attractive as pos-
sible. The pupils, in turn, might undertake fo have the
table-cloth washed at home or, in place of a linen cloth, a
covering of white oil-cloth may be used. In some cases
the school garden will be able to supply flowers or a grow-
ing plant for a eentrepiece. Three or four of the larger
pupils, either boys or girls, nlav set the table in ten
ninutes, while the others are washing their hands and
faces and tidying their hair. Some such plan as this will
add palatability and checr fo the monotony of the everyday
c,ld and often unattractive lunch and will create a spirit
of truc and hoalthv sociabilitv anmng he pupils.
In scho«»l. that do hot po.sess tables large enough fo
be u.ed as suggested above, eaeh pupil should be required
fo set one place at his own desk, as shown in the illustra-
tion on page 20. A paper napkin nmv be used for a
table-eloth, if a small pieee of white oil-eloth is hot pro-
curable. Each pupil retains hi.¢ place until all have
fini.hed: he s]muld then di.pose of the erumbs and leave
hi, desk ri,Iv. From twentv minutes fo half an ho.lr is
generally found suffieient for the meal. There .hould be
cheerful eonver.ation and restrained laughter throughout
the meal, and aets of eourtesy and generosity should be
eneoura.ed. Af seasons when there are no flies, and on
days when the weather is favourable, if is a pleasant change
fo serve lunch out-of-doors.
The lunch is providec] bv the home, but the teaeher
mav give some u.eful lessons in Household Science by
falks on the eontents of the lunch box and the proper
method. of paeking the me, .o that the food will keep in
CONTENTS OF THE LUNCII BOX :ll
good condition until the time for its consumption arrixes.
If is the duty of the sclmol authorities to provide a suitable
storage place ïor the hmeh boxes. These boxes should be
kept ïree ïrom dust or flics and in a place where the ïood
will hot ïreeze in winter. Open shelves, so oïten seen, are
hot suitable and a properly ventilated cupboard in the
school-room should be provided.
ÇONTENTS OF THE LUNCH BOX
The whole question of the box lun,.h presents a serious
problenl, when we consider the large number of children
who must depend upon if for their n,,on-day meal. This
meal should be so constitute,| as to nmke it a real meal and
not a makeshift. The saine principles which overn the
preparation of the meal should govern tbe preparation of
the lunch box. If is said that the sch,ol lunch should
consist of " something star«hv and somehin meaty, some-
thing fat and somethin. fibrous, sonwthing sweet and
something savoury"
With so many varieties ,,f breads, lneas, cheese, jams,
etc., innumerab]e kinds of sandviches mav be nmde. For
example, there are brown, raham, rye, raisin, nut, and
date breads, and equally many kinds of meat. Such variety
makes if quine unnecessarv fo have an ezg sandwich or
hard-boiled egzs in the lunch box each day. While egs
are very valuable in the diet, a lunch with hard-boiled eg.
rive rimes each week becomes monoonous, and the appetite
of the consumer tïags. With skill and thougt one ean
make little serap. of meat or other "" left-over. '" into
attractive sandwiches. Ends of meat, zound and mixed
with salad dressing or cream, make delicious sandwich
fillings.
182 HOUSEHOLD SCIEI-CE IN RURAL SCHOOLS
SANDWICH IAKING
The bread should be eut evenly.
The thickness of the slice should vary with the appetitc
of the consumer.
The crust should not be removed.
The butter should be creamed for spreading.
Both slices should be buttered, in order fo prevent the
absorption of the filling.
The filling should be carefully placed between the
slices.
The sandwiches should be wrapped in waxed paper, to
prevent drying.
SUGGESTION. FOR SANDWICH FILLING
1. Egg and haro:
Three eggs hard boiled and chopped fine
ground
An equal amount of chopped or boiled ham
Salad dressing
Mix and spread.
or
. laisin
One
One
One
filling :
cup of raisins ground or chopped
half-cup of water
half-cup of sugar
One tablespoonful of flour into the same quantity
of vinegar
Juice and grated rind of one lemon
Cook in a double boiler until thick.
Fig filling :
lemove the stems and chop the figs fine.
Add a small quantity of water.
SUGGESTIONS FOR PLAIOEG 183
Cook in a double boiler until a paste is formed.
Add a few drops of lemon juice.
Chopped peanuts may be added.
4. Egg :
Chop a hard-cooked eee««.
M ix with salad dressing or melted butter, to a
spreading consistency.
5. Equal parts of finely-cut nuis and grated cheese,
with salad dressing
6. Equal parts of grated cheese and chopped olives
7. Sardines with lemon juice or a little dressing
8. Chopped dates with a little cream. Nuis may be
added.
9. Thinlv sliced tomatoes (seasonal)
10. Sliced cucumbers
11. Marmalade. ('hopped nuts mav be added.
SUGGESTIO'S FOR PLANNING
In selecting the food the following suggestions may
prove helpful :
Protein--Sandwiches of fish, meat, egg, cheese, nuts, dish
of cottage cheese
:For the older pupils, baked beans
Carbohydrates--Bread, cake, cookies, jam, honey, dates,
figs, raisins, prunes, candy
Fas--]3utter, cream, peanut-butter
Mineral malter--Celer)', lettuce, radish, tomatoes; fresh
fruits
N'OTE.When possible, a bottle of clean sweet milk should form
part of every lunch.
13
184 HOU5Iu,L _«v.±,,u I.N RURAL SCHOOLS
SUGGESTIONS FOR DESSIRT8
Cup custards of various flavours
Cookies with nuts and fruits
Cakes--not too rich
Pies well ruade and with good filling
Candy--plain home-nade
Preserves
Canned fruits
Fresh fruits
A. often as possible, a surprise should be included,
generally in the form of a dessert of w]aich the puioil is
fond. A .urprise adds to /he pupil's pleasure in eating
and, indirectly, aids digestion.
PACKING TIIE LUNCH BOX
Mu(h of /he a//ra«tivene. .f a lunch depends ttpon
lhe manner of packin g. We must eonsider the faet that
the fo.d. must be packed together closely and must remain
so packed for several hours. This makes careful packing a
necessity.
RULES FOR PACKIG
l. Be sure /bat the box is absolutely clean.
2. Line it with fresh paper every time if is use&
3. Wrap each article of food in wax pal)er"
4. Place in the box neafly, the food that is fo be used
last in the bot/oto of the box, unless it is easily
«ru,hed.
5. Lay a neatly folded napkin on the top.
185
F.QUIPIEIT FOR PACKIlqG
Lunch box
Waxed paper
Paper napkin
Cup or container with screw top
Drinking cup
Knife, fork, and spoon
Thermos bottle or jar for milk or other liquid
The box itself should be of odourless material, per-
manent, and light in weight, admitting of safe means of
ventilation. Paper bags should never be used for food
containers, as it is impossible fo pack the lunch in them
firmly and well and there is danger of their being torn
or of inseets or flics creeping into them. Boxes of fibre,
tin, basket weave, or othêr material, mav be used. The
box will require serubbing, and should be frequently driel
and aired well. Manv types of lum,h boxes have eompart-
ments provided ffr the various kinds of food.
Waxed paper and paper napkin., or the somewhat
heavier paper towel. of much tire same size, are very um-
ful for packing lunches, and may be obtained at a low
price, particularly if bought in large quantifies. An extra
napkin, either of paper or eloth, should be put in the
basket, fo be spread over the sehool desk when the lunch is
eaten. Napkins can be ruade out of cotton crëpe at a
eost of a very few cents eaeh. The crêpe may be bought
by the yard and should be eut into squares and fringed.
Such napkins have the advantage of hot needing to be
ironed.
Paper eups, jelly tumblers with covers which tan now
be bought in several sizes, and botfles with serew tops,
such as those in whieh candy and other foods are sold, may
186 HOUSEnu,u WlECE IN'RURAL SCHOOLS
ail be used for packing jellies, jams, honey, etc. The
thermos bottle may be used for carrying milk, or, if this
is too expensive, a glass jar with a tight cover may be
substituted. If the thermos bottle îs used, hot drinks may
a]so be carried.
SERVING A HOT DISH
The serving of a hot lunch or of one hot dish need
be neither an elaborate nor an expensive matter. Many
rural schools in the United States, some of them working
under conditions worse than anv of ours, are serving at
least one hot dish to supp]ement the lunch brought from
home. The advantages of this l]an are:
I. It enab]es ihe pupi]. fo do better work în the after-
llOOn.
2. It adds interest to the school work and makes the
pupi]s more read), to go fo school in bad weather.
3. It gives some practical training and paves the way
toward definite instruction in Household Science.
4. It gives a better balance to mea]s, and as compared
wiih a co]d lunch it aids digestion.
5. If teaches neatness.
6. It gives opporiunity to teach table manners.
7. If strengthens the re]ationship between the home and
the schoo].
THE :METHOD
The teacher should have a meeting of the school trus-
tees and of the mothers of the pupils and outline the
method of procedure. It is only in this way that the co-
operation of all can be secured, and without this co-
«»peration there can be no success. This meeting should
be addressed by the Public School In.¢pecfor; and after
SER¥ING A HOT DISH 187
the consent of the parents and the trustees has been
secured, the scheme may be put into operation. Some
thought will have to be given fo the organization, in order
that the plan may work smoothly. If properly organized,
there need be little or no interruption the ordinary
routine of the school.
The pupils, both boys and girls, should be arranged in
groups, each group taking the work in turn. Even the
smallest pupils should be allowed fo take part, as there
are many duties which they can perform successfully. If
each group is composed of rive or six pupils, the work mav
be arranged as f,,llows: two will prepare the dish. two will
get the table or the desks readv (or each pupil may prepare
his own desk), and the others will wash the dishes.
The furnishing of supplies is a problem which each
teacher will bave fo solve for herself, according fo the con-
ditions which exist in the community. Supplies which
tan be stored are best purchased bv the school trustees;
while the mothers of the pupils .hould furnish the perish-
able articles, such as milk and butter. As offert as pos-
sible, the pupils may be asked fo bring various articles,
such as a potato, an apple, a carrot, an egg, etc. These
may be combincd and prepared in quantities. The school
garden should be relied upon fo supply manv vegetables in
season, thus adding interest and life fo both the garden
work and the lunch. In some districts the neigbbourhood
is canvassed for subscriptions in order fo provide funds fo
purchase supplies for the terre lunches. Some schools give
a concert «»r entertainment in order fo raise funds for this
purpose, and in others ail the supplies have been purcha..«ed
bv the school trustees.
The pupils who are to prepare the hot dish may make
the necessary preparations before school or af recess, and
188 HOUSEHOLD SCIENCE IN RURAL SCHOOL
they nust so time the cooking that the dish will be ready
when required. They should be allowed to leave their
desks during school hours to give it at[ention if necessary.
In schools where this method is adopted, it has been found
that the privilege has never been abused, nor have the
other pupils been less attentive on account of it.. ]=[owever,
nmst of the recipes suggested later require little or no
attention while cooking.
At twelve o'clock the assigned pupils get the dish ready
for serving and set the table. The others wash their hands,
tidy their hair, and get their lunch boxes. All pass to
their places. The pupils who have prepared the dish may
serve it, using trays to carry each pupil's supply, or the
pupils may pass in line before the serving table and to
their places, rime being ?hus saved. When the meal is
finished, the pupil.¢ i'ise and bring ¢heir dishes to the
serving table and stack them wi?h the o?her dishes. Two
remain behind to clear trp and wash the dishes, while
the others go fo play. If the desks are used, each pupil is
responsible for leaving his owa desk clean.
The pupils nay be required to keep an account of the
cost of the food and to calculate the cost per head per day
or per week. A sdhedule of the market prices of food
should be posted in a conspicuous place, and the pupils
may lake turns in keeping ?hese prices up fo date. A
separate black-board nav be used for this purpose.
The dish chosen should be as simple as possible--a
vegetable or cream oup, cocoa, baked potatoes, baked
apples, white sauce with potatoes or other vegetables, apple
sauce, rice pudding, etc. It may be well, in some cases, fo
have plans ruade on Friday for the foilowing week. As a
rule, each day a little before or after four o'clock, the
recipe for the following day should be discussed, the quan-
SUGGESTED MEXUS 189
tities workeà out to suit the number of pupils, and the
supplies arranged for. Ttie element of surprioe should be
ruade use of occasionally, the pupils hot being allowed to
know the àish untfl they take their places.
SUGGESTED IENU. .
The following are some suggested menus in which the
food brought from home is supplemented by one hot di.h.
(The naine of the hot dish is printed in italies.)
1. Potato soup, meat sandwiches, orange, sponge cake
2. Cream of tomato .¢oup, bread and butter sandwiches,
stuffed e« pear, oatmeal cookies
3. Apple cooked with bacon, bread and butter san,l-
wiehes, gingerbread, milk
4. Cocoa, date sandwiches, eelcry, graham eraekers,
apple
5. Stewed apples, egg sandwiches, plain cake, prunes
stuffed with cottage eheese
6. Custard, brown bread sandwiches, apple, raisins,
sauee, molasses eookies
7. Baked beans, bread and butter sandwiches, fruit,
sauee, molasses eookies
SUGGESTIONS FOR HOT DI,HES FOR FOUR WEEKq
First week
Monday ....... Potato soup
Tuesday ....... Cocoa
Wednesday .... Coddled eggs
Thursday ...... Creamed potatoes
Friday ........ Soft custard
Second week
Riee and milk
Tomato soup
Egg broth
Choeola.te eustard
Riee and tomato
190 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
T]drd week
]onday ....... Macaroni and cheeso
Tuesday ....... Creamed eggs
Yi'ednesday .... Cheeso soup
Thursday ...... Applo sauco
Friday ........ Cheeso
Fourth weeI¢
lice soup
Cocoa
Boiled rice and milk
Soft-cooked cggs
Yi3eat pudding
First week
lIonflay ....... Rico soup
Tuesday ....... Cocoa
%Vednesday .... Baked apples
Thursday ...... Custard
Friflay ........ Bakefl eggs
Second weel
lIacaroni and cheesc
Apple sauce
Shirred eggs
Cheeso soup
Applo custard
Third week
Monday ....... Potato soup
Tuesday ....... Tapioca cream
%Vednesday .... Cocoa
Thursday ...... Creamed potatoes
Friday ........ Sort custard
Fo.rth week
Rice and tomato
Applo custard
Tomato soup
Cracker pudding
Cocoa
RECIPES SUITABLE FOR A HOT LUNCH 191
RECIPES SUITABLE FOR THE IURAL SCHOOL
LUNCH
All the recipes given have been used with success in
preparing rural school lunches. The number that the recipe
will serve is generally stated and, where this number does
not coincide with the number of pupils in any particular
school, the quantifies required may be obtained by division
or multiplication. The recipes given in 0e lessons on
eooking may a]so be u.ed in preparing the school lunch, as
each reeipe states the number if wi]l serve.
White ,qattee
1 c. milk & tbsp. butter
2 tbsp. flour aA tsp. sait
tsp. white pepper
Reserve one quarter of the milk and scald the remainder in a
double boiler. Mix the flour to a smooth paste with an equal
quantity of the cold milk and rhin if with the remainder. Stir
this gradually into the hot milk and keep stirring until it
thickens. Add the butter, salt, and pepper, and cover closely
until required, stirring occasionally. This recipe makes a sauce
of medium consistency. To make a thiek white sauce,.use 3 or 4
tablespoonfuls of flour to one cup of milk.
Cocoa
6 tbsp. (18 tsp.) cocoa 6 c. milk
6 tbsp. (18 tsp.) sugar 6 c. boiling water
1 tsp. sait
Scald the milk in a double boilcr. Mix the coeoa, sugar, and
salt, then stir in the boiling water and boil for 3 minutes. Add
this mixture fo the scalded milk. If a scum forms, beat with a
Dorer egg-beater for one minute. The preparation should begn
at half-past eleven, to bave the cocoa ready at twelve o'clock.
(Will serve eighteen.)
193 HOU8EHOLD ,SCIENCE IN RURAL CHOOLS
totato ,oup
1 qt. peeled pottoes cut
in thin slices
3 qt. milk
2 tsp. salt
4 tsp. butter
tbsp. flour
tsp. black pepper
small onion
tsp. celery seed or rr
stock of celery
Before the opening of school, the potatoes should be pared and
put into cold water; and the butter, flour, salt, and pepper
should be thoroughly mixed. At eleven o'clock, the potatoes,
onion, and celery should be put on to boil gently and the milk
put into a double boiler to heat. When the vegetables are tender,
they should be strained with the cooking liquid into the hot milk
and the mixture bound with the flour. The soup should be closely
¢overed until required. (Will serve ten.)
Cream of _Pea ,$oup
1 tan peas or 1 qt. fresh peas 2 tbsp. flour
1 pt. milk 1 tsp. salt
2 tbsp. butter lA tsp. pepper
IIcat the peas in their own water, or cook them in boiling
salted water until tender. Put the milk to heat in a double boiler.
When the peas are tender, rub them, with the cooking liquid,
through a strainer into the scalded milk. Add the butter and
flour rubbed to a smooth paste and stir until thickened. 8eason
and cover until required. (Will serve six pupils generously.)
Cream of Toato oup
] pt. or ] tan tomatoes
2 tbsp. butter
3 tbsp. flour
1 tsp. sugar
] tsp. salt
1 qt. milk
Sprig of parsley
A tsp. white pepper
V_, tsp. soda
Cook the tomatoes slowly with the seasonings for ten minutes
and tub through a strainer. 8cald the milk, thicken with the
flour and butter rubbed to a paste, re-heat the tomatoes, and add
the soda, mix with the milk, and serve af once. (Will serve six
pupils generously.)
RECIPES SUITABLE FOR A_ HOT LUNCH 193
Crvam of Corn Soup
2 pt. cans corn 2 slices onion
1 pt. cold water 2 qt. of thin 'hite sauce
Seasonings
The process is that used in making Cream of Pea Soup. When
making the thin white sauce, place the onion in the milk and
leave it until the milk is scalded. Then remove the onion to
the other mixture and make the sauce. This gives sufficient
onion flavour. (Will serve eighteen.)
Lirna-bean 8o«p
1 c. Lima beans 3 tbsp. butter
2 qt. water 2 tbsp. flour
2 whole cloves 3 tbsp. minced onion
1 bay leaf 1 tbsp. " carrot
1 tsp. salt 1 tbsp. " ce|ery
lA tsp. pepper
Soak the beans overnight in soft water or in hard water which
bas been boiled and cooled. If cold, hard water is used, add
1 tsp. baking-soda fo 1 qt. of water. In the morning, drain
and put on to cook in 2 qt. of water. Simmer until tender. It
takes 2 hours. Cook the minced vegetables in the bu.tter for
20 minutes, being careful hot to brown them. Drain out the
vegetables and put them into the soup. Put the flour and butter
into a pari and stir until smooth. Add this mixture to the soup.
Add the cloves, bay leaf, and seasonings, and simmer for 1 hour.
Rub through a sieve. One cup of milk may be added. Bring to
the simmering point and serve. (Will serve eighteen.)
ioTE.--If desired, the vegetables may be used without brown-
ing and the cloves and bay leaf omitted.
Milk and Cheese 8o«p
4 c. milk ll/a c. grated cheese
2 tbsp. flour Salt and pepper to taste
tl'hlcken" the milk with flour, c.ooking thoroughly. This is best
done in a double boiler, stirring occasionally. When ready to
serve, add cheese and seasoning. (Will serve six.)
194 HOUSEttOLD SCIENCE IN RURAL SCHOOLS
Crcam of ticc 8oup
4 tbsp. rice 1 small onion
4 e. milk 4 stalks celery
3 -tbsp. butter 1/_, bay lcaf
Sait and pcpper fo taste
Scald the milk, add the well-washed riee, and eook for 30
minutes in a elosely eovered double boiler. Melt the butter and
cook the sliccd onion and celery in it until .tender, but hot
brown. Add those, with the bay leaf, fo the contents of the
double boiler, eover, and let if stand on the baek of -the stove
for 15 minutes. Strain, season with sait and pepper, re-heat, and
serve, l,ote that the bay leaf is added and allowed fo stand, to
increase tho flavour, and nlay be omitted if desired. (Will serve
Rite P«dding
six.)
:: c. rice 2 e. sugar
; c. waWr 4 eggs
13 c. milk 2 tsp. sait
2 c. fruit (choppcd raisins) if ,lesired
Wash the rite in a strainer placed over a bowl of eold water,
by rubbing the rice between the tingers. Lift the strainer from
the bowl and change the water. Repeat until the water is elear,
Put the water in the upper part of a double boiler directly over
the tire, and when it boils rapidly, gradually add the riee to it.
t3oil rapidly for 5 minutes, then add the milk, to which has
1,een added the sugar, salt, and eggs slightly beaten. Cover,
place in the lower part of the double boiler, and eook until
kernels are tender--from 45 minutes to 1 hour. If raisins are
nsed, add them before putting the riee in the double boiler.
,Serve with milk and sugar as desired. (Will serve eighteen.)
Rice Puddimg
2 c. riee 4 qt. milk
1 c. raisins 1 e. sugar
1 tsp. salt 1 tsp. cinnamon
Prepare the riee and raisins and put them, with the other
ingredients, in a buttered pan. Bake ail forenoon, stirring
RECIPES SUITABLE FOR A HOT LUNCH 195
occasionally during the first hour. Serve wi.th milk or cream.
(Will serve ten.)
Cream of Whcat
1½ c. cream of wheat l& tsp. sait
10 c. hoiling water 1V._, c. dates (chopped)
Put the boiling water and sait in the upper part of .the double
boiler direetly over Ihe heat. When boiling, add the eereal
slowly. Stir eonstanl.v until tho mixture thiekens. Add the
dates and eook for 5 minutes. Place in the lower part of the
double boiler and eook ai least 1 hour. Serve with milk and
sugar. (Will serve eighteen.)
Scrambled Eggs
9 eggs 2 tbsp. bu.tter
l e. rnilk ' 1 tsp. sait
Pepper
Beat the eggs until the yolks and whites are well mixed. Add
lhe seasonings and milk. Heat the frying-pan, melt the butter in
if, and turn in the egg mixture. Cook slowly, seraping the mix-
ture from the bottom of the pan as i.t eooks. As soon as a jelly-
like eonsistency is formed, remove at once to a hot dish or serve
on toast. (Will serve nine.)
Creamed Eggs
6 hard-cookcd eggs
4 tbsp. butter
Salt and pepper
2 c. milk
4 tbsp. flour
Melt the butter, add the flour, and stir in the milk gradually.
C)ok well and season with salt and pepper. Cut hard-eooked
eggs in small pieces and add them to the white sauce. It may
be served on toast. (Will serve six.)
Egg Broth
6 eggs 1 c. hot milk
6 tbsp. sugar Fcw grains sait
Vanilla or nutmeg
196 HOUrtt)) UIL±,UL 1.\ k/Uk/AL (2HOOL
Beat the eggs and add the sugar and sait. St|r in Che hot rnilk
gradually, so that the eggs will cook smoothly. Flavour as
desired. (Wi]l serve six.)
8oft-cooked Eggs
Wash the eggs and put in a sauce-pari, cover with boiling
water, rernove to the back of the store or where the water will
keep hot, but hot boil. Let them stand, covered, frorn 7 to 10
minutes, according to the consisteney desired.
Baked 8hirred Eggs
Butter srnall earthen cups. Break an egg in each and sprinkle
with a few grains of sal.t and pepper and bits of butter. Bake in
a moderate oven until the white is set. For Shirred Eggs proceed
as above, but to cook, place in a pari of hot water on the back of
the store, until thc white is set.
Creamed Potatoes
V'hite sau«'e (rnediurn consistency) 3 tbsp. butter
3 tbsp. fl«,ur lfi_ c. rnilk
Sal.t and pepper
Make a white saueo of the butter, flour, rnilk, and seasonings.
Cut eold potatoes (abou eight) into cubes or sliees and heat in
the sauce. Serve hot. (Will serve nine.)
Mashed Potatoes
Boil the potatoes, drain, and mash in the kettle in whieh they
were boiled. When free from lurnps, add to eaeh eup of rnashed
potatoes:
1 tsp. butter
1 or more tbsp. hot rnilk
a, tsp. sait
Beat a|] .together until light and creamy. Re-heat, and pile
lightly, without smoothing, in a hot dish.
Bakeà Pototoes
Use potatoes of rnedium size.
RECIPES SUITABLE FOR A HOT LUNCH 197
Scrub thoroughly in water with a brush. Place in a pan in a
hot oven. Bako from 45 to 60 minutes. When donc, roll in a
clcan napkin and twist until the skin la broken. Serve imme-
diately. (If no oven is available, place a wire rack on tho top
of the store. Put the potatoes on this rack and cover them with
a large pan. When hall cooked, turn.)
Macaroni and Ch«esv
3 c. macaroni (2 pieces) 3 qt. boiling water
3 tsp. sait 6 c. -hite sauce (medium)
Cook the macaroni in boiling salted water un.t tender.
Drain, pour eold water over if, and drain it once more. Put the
macaroni into a baking dish, sprinkling a layer of grated cheese
upon each layer of macaroni. Pour in the sauce and sprinkle the
top with cheese. Cook until the sauce bubbles up through the
eheese and the top is brown. To give variety, finely-minceà haro,
boiled codfish, or any cold meat may be used instead of the
cheese. (Will serve .ten.)
Cornstarch Puddin9
1 qt. milk 1/_, tsp. salt
a4 c. cornstarch : c. sugar
Vanilla
Seald the milk in a «]ouble boiler. Mix the sugar, cornstarch,
and salt together. Gradually add fo the hot milk and stir con-
stantly until it thickens. Cover, cook for 30 minutes, add
vanilla, and pour into cold, wet moulds. When set, turn out, and
serve with milk and sugar. (Vill serve nine.)
Apple Sauce
9 fart apples 6 whole cloves (if desired)
31 c. water c. sugar
Piece of lemon rind (if desired)
Wipe, pare, quarter, and core the apples. Put the water,
apples, lemon rind, and cloves into a sauce-pari. Cook covered
untll the apples are tender, but hot broken. Remove the lemon
198 HOUSEHOLD SCIEh'CE IN RURAL SCHOOLS
peel and cloves. Add the sugar a few minutes before taking
from the tire. The apples may be mashed or put through a
strainer. (Will serve nine.)
OTE.--The lemon and the eloves may be used when the
applcs bave lost Cheir flavour.
,ç'tcw«d Prunes or Other D'id Fr«it-- lpricots, Apples, Pears
/ lb. fruit (about) 1/: c. sugar
11/ pt. of water 1 or 2 slices lcmon or
a few cloves and a piece of cinnamon stick
Wash the fruit thoroughly and soak overnight. Cook in the
water in which it was soaked. Cover, and simmer until tender.
When ncarly eookcd, add sugar and lemon juice. The c]oves and
cinnamon should cook with the fruit. All flavourings may be
omitted, if desired. (Wi]l serve nine.)
,$oft C«stard
2 c. milk eggs
6 tbsp. sugar 1 tsp. vanil]a
A few grains of salt
Scald the milk in a double boiler. Add the sugar and sa]t to
tho eggs and beat until well mixed. Stir the hot mi]k slowly in.to
lhe egg mixture and return to the double boiler. Cook, stirring
constantly, until the spoon, when lif.ted from the mixture, is
coated. Rcmove immediately from the heat, add vanilla, and pour
into a cold bowl. To avoid too rapid cooking, lift the upper from
the lower portion of thc boi]er occasional]y. (Will serve six.)
Tapioca Cstard Pudding
3 c. scalded mi]k 4 tbsp. pear|, or minute» tapioca
2 eggs slightly bcatcn 6 tbsp. sugar
2 tbsp. butter A few grains of sa|t
Minule iapoca requircs no soaking. Soal the pearl taploca
one hour in enough cold water .fo cover it. Drain, add to the
milk, and covl in « double boiler for 30 minutes. Add to re-
maining ingredients, pour into buttered baking-dish, and bake for
about 25 minutes in a slow oven. (Will serve eight.)
RECIPES SUITABLE FOR A tIOT LUNCH 199
l:,ce omà To»oto
2 c. cooked rice
2 tbsp. butter
2 tbsp. flour
2 c. unstrained or 1 c. strained tomato
1 slice of onion minced
Salt and pepper
Cook the onion with the tomato until soft. Ielt the butter,
and add the flour, salt, and pepper. Strain the tomato, stir
the liquid into the butter and flour mixture, and cook until thick
and smooth. Add the rice, heat, and serve. (Will serve six.)
Cracker Pttdding
6 soda crackers 3 eggs
3 c. milk 6 tbsp. sugar
/._, tsp. salt
Roll the crackers and soak them in milk. ]3eat tho yolks and
sugar well together and add to the first mixture, with some salt.
Make a meringue with hite of eggs, pile ligh.tly on top, and put
in the oven till it is a golden brown. Serve hot. (ïll serve
six.).
lXTOTE.--Dried bread crumbs may be use,1 in place of the
crackers.
Candied Frdt Pcc!
The eandiod peel of orangos, lemons, grapefruit, and other
fruits makes a good swoet which is oconomical, because it
utilizes materials which might otherwise be thrown away. Its
preparation makes an interesting school exorcise. The skins can
be kept in good condition for a long time in salt water, which
makes it possible to wait until a large supply is on hand before
candying them. They should be washed in clear water, after re-
moving from the salt water, boiled until tender, cut into small
pieces, and then boiled in a thick sugar syrup until they are
transparent. They should then be lifted from the syrup and
allowed .to cool in such a way that the superfluous syrup will run
off. 'inally, they should be rolled in pulverized or granulated
sugar.
14
200 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
A large number of recipes have been given, in order
that a se|ection may be ruade according fo season, com-
munity conditions, and markct prices, and so that sufficient
variety may be secured from day fo day.
Attention givcn fo this mattêr will be well repaid by
the improved health of thc pupi]s, the greater interest
taken in the school by the parents, and the better afternoon
work aecomplished. It has been well said: "The school
lunch is hot a doparture from the principle of the obliga-
ti«,n assum,-,l hv e,]ucational authorities toward the child,
but an intênsive application .f the measures adopted for
tho physieal nurture of the ehild, fo the end of securing in
a,lult vears th,. hiffh(.st effi«ienov «tf flac eitizen "
USEFUL BULLETINS
The 17, «ral ,çchool Lunchcon : Dei,artrnent of Education, Sas-
katehowan
Th¢ Bo.r Lttnehcon ,N'ew York tate Colleo of Agriculture.
Cornell Univorsity
Hnt.ç to Uotsmrçres: Issued by Mayor Mitehell's Food Supply
Committee. New York Ci.ty
Home Eco»m{cs in Fillage and »ral ,çchools: Kansas State
Agricultural Çollo2e
Home-mode Fireless Cool,ers and Their Use: Farmers' Bulletin,
United Statcs Dcpartment of Agriculture
Hot Lnnchc.ç for .tral ,çchools: Parts I and II, Iowa Sta.te
College of Agriculture and Meehanie Arts
Rural ,%bool Lu.nches: Unlversity of Idaho, Agrieultural Exten-
sion Department
The Rural School Lunch: University of Illinois College of Agri-
culture
Th¢ ,çchool Lunehon : Oregon Agricultural Collego
HOUSEHOLD SCIENCE WITHOUT EQUIPMENT 201
HOUSEHOLD SCIENCE WITHOUT SCHOOL
EQUIPMENT
There i. no school so unhappily situated or so poorly
equipied that it is unable to teach effectively the lessons
previously outlined in the "' Care of the Ih,mte'" an,l
'" Sewing". Now that a grant in aid is provided by the
I)epartment of Education anv rural ..hool mav procure
one of the sers of equipment for co,»king suggested or
.*orne modification thereof. _k. a stepping-st,Jne fo the
provision of that equipment and as a means of educating
the people of the district in regard to the adantages of
teaching this branch of Hou.ehold Science, it nmv
advisable or even necessary, in se,me case., t,» attenwt
practical work. even where no equipment i. in»talled bv the
school authorities.
If hould be renembercd that the [resent po.-_iti«m of
Manual Training and Househol,l Science in url,an schools
is entirely owing to private initiative and dem,,n.-_tration,
by which the people were shown h-w and whv these sub-
jects should be included in the eurrieulum of the school..
It is reasonable fo suppose that the saine results will
follow if somewhat the saine methods are Iried in the case
of the rural .hools. whi«h form such a large part of our
educational svstem. Two method. of giving instruction
of this character bave. in the United States, been followed
by successful results.
FIRST METHOD
In the first of these, the teacher spends the last thirty
or forty minutes, generally on Friday afternoons, in the
description and discussion of some pra$tical cooking prob-
202 HOUSEHOLD SCIEik'CE IN RURAL SCHOOLS
lem which rnay be perforrned in the bornes of the pupils.
Before this plan is adopted, if should be diseussed with
the pupils who are fo take the work. They should be
required fo promise that they will praetise af home; and
the consent and co-operation of the parents should be
seeured, as the sueeess of this home work depends, in the
trst place, on the willingness of the pupil fo aeeept respon-
sibi]i-, and, in tbe second place, on the honest and hearty
eo-operation of the parents.
A meeting of the rnothers should be ealled, in order
tbat the plan rnay be laid before them and their suggestions
reeeived. AU this meeting afternoon tea rnight be served.
The teacher sbould plan the lessons, but oeeasionlly, p'ar-
ieularly af festive season.s, tbe pupils thernselves should be
allowed te decide what shall be rnade. When if is possible,
the food prepared af home should be brought by the pupil
%o the school, in order that if rnav be cornpared with that
nJade by other pupils and be judgcd bv the teacher. In
ofher casc., the rnoher rnight be asked te fill up a pre-
vious]y prepared forrn, certifyinz te the arnount and char-
a«ter of thc work done af home by the pupil each week.
Thc insfruc#ions p|aced on the b]ack-board should be
clear and concise and give adequate information concern-
ing rnaterials, quantifies, nd rnethods. They should be
arranged in .u«h a way as te appeal te the eve and thus
assist the nmrnory. Connected composition should net be
atternpted, but the rnatter shou]d be arranged in a series
,.f nurnbered steps, sornewhat as fo]lows:
Redpe: Boiled Carrots
Carrots Salt and pepper
Boiling water Butter
]=IOUSEHOLD SCIENCE WITHOUT EQUIPMENT 203
1. Scrub, scraIe , and rinse the carrots.
2. Cut them into pieces by dicing them.
3. Place the pieces in a sauce-pan.
4. Set over the tire and cover with boiling water.
i. Cook until the pieces are soft at the centre when
pierced with a fork.
6. Serve in a hot vegetable dish.
After being thoroughly explained, these directions are
placed in a note-book, for the guidance of the pupil in her
home practice. In some cases, the directions are placed on
properly punched cards, so that at the end of the ycar. every
pupil will have a collection of useful recipes and plans,
each one of which she understands and has vorked out.
In many lessons of this type demonstrations mav be given
by the teacher and, if the food cannot be cooked on the
school store, it ma, be taken home to be cooked by one of
the pupils.
Lessons given according fo this method, bv which the
theory is given in school and the practice acquired at home,
need not be restricted to cookerv. Anv of the lessons pre-
scribed in the curriculum for Form III, Junior, may be
treated in the same way. Lessons on lhe daily care of a
bed-room, weekly sweeping, care and cleaning of metals,
washing dishes, washing clothes, ironing a blouse and, in
fact, on all subjects pertaining to the general care and
management of the home, may be given in this way.
:Each lesson should conclude with a carefully prepared
black-board summary, which should be neatly copied into
the nofe-books, fo be periodically examined by the teacher.
The black-board work of many teachers leaves much fo be
desired, and rime spent in improving this will be well
repaid. Examples of summaries of the kind referred to
204 tIOUSEHOLD SCIENCE IN RURAL SCHOOLS
are fo be ïound in the 0ntario Teachers' Manual on
Houselold Management. These instructions may be type-
written or hectographed by the teacher and given to the
pupils, thus saving the lime spcnt in note-taking.
SECO:N-D METHOD
The second of the plans referred to is a modification of
what is known as the " ('rete " pla, of Househo]d Science,
so called ïrom the naine oï the place in Nebraska. U.S.A.I
where it was first put into operation. By this plan, definite
instruction is given in the home kitchens of certain women
i the district, um]er the supervision of the educational
authorities. Il was adopted, at first, in connection with the
high schools of the small towns in that State but, with
eertait nlodifieations, it is suitable to our rural school
conditions.
In everv conlnlunitv there are women who are known
to be ,kilful in certain lines of cookery, and the plan makes
u of such women for giving the required instruction.
Thev become aetuallv a part of the staff of the school,
giving instruction in Housellold Science, and using the
resources of their households as an interal part of thê
school equipment.
In order to put this plan into operation, a nleeting of
women interested in the sehool should be called and if,
aller the plan has beeu laid before them and ful]y dis-
cussed, enough women are willing fo open their homes and
act as instructors, then il is sale fo proceed. The subjects
shou]d be divided, and a scheme somewhat as ïollows mav
be arranged :
Mrs. A. bread anà biscuifs
Mrs. B. pies and cakes
HOUSEHOLD SCIENCE WITHOUT EQUIPMENT 205
Mrs. C. canning and preserving
Mrs. D. geins and corn bread
Mrs. E. desserts and salads
Mrs. F. cookies and doughnuts
Mrs. G. vegetables.
Six has been foun,] a convenient number for a class,
though ten is better, if the honms can accommodate that
number. IIalf-past three is a good, time for tbe classes to
meet, as they then mav be conclu,]cal bv rive o'clock, tbus
leaving the houscwife free to prepare her evening meal.
The dav of tbc week sh, mhl be ,-ho»en fo suit the
venience of the instructor. The clas«.es nmy meet once a
Arriving at thc home of the instructor at half-past
three, the pupils arc seated in the most convenient room,
and the lesson is given. During this talk the l»ul»ils are
given not only the recipe, but details as to materials, the
preparation thereof, the degree of heat required, the coin-
mon causes of failure and. in fact, everything that in tbe
mind of a practical cook would be helpful to tbe cla»s.
Notes are taken, and afterwards properly written out and
examined by the teacher of the school.
The instructors prepare the food for cooking, and
sometimes, as in the case of roll and so on. thev «.ook
the food in the presence of the pupils. When white bread
is fo be baked, the pupils are asked fo call, a few minutes
after hool. af the home of tbe instructor, to watch thc
first steset.ting the spongand again the next morn-
ing before school fo see fle next stepmixinz the bread
and again, about half-past eleven or twelve, to see the bread
ready for the oven and, finally, on tbe wav baek to school,
to see the result--a e loaf of well-eooked bread.
206 IIOUSEHOLD SCIENCE IN RURAL SCHOOLS
The pupils try the recipe carefully in their own homes,
not varying ifs terres until they are able to make the dish
successfu]]y. When they can do this, they are free to
experiment with modifications, and there shou]d be no
objection to receiving he]p from any source; in faet, if is
a good thing for the daughter fo get her mother to
criticize hcr and offer suggestions in the many little detai]s
familiar to every housekeeper, but which cannot always be
given by an instructor in one lesson.
By this method the pupi]s ]earn in their own homes and
hand]e rea] cooking utensi]s on a real store heated by the
usual/]re of that home. If if is a good thing--and no one
doubts it--to ]earn Househo]d Science in a school where
everything that invention and skill tan provide for the
pupi]s is readi]y at hand, is it hot worth whi]e to enter the
fie]d of actua] lire and, with cruder imp]ements, win a fair
degree of success ?
Af the end of rive or six months, after the pupils have
had an opportunity to become ski]ful in making some of
the dishes which have been taught, if may be we]] to have
an exhibition of their work. Ehch pupi] may, on Satur-
day afternoon, hring one or more of the dishes she has
]earned to prepare to the school-house, where they may be
arranged on tables for the inspection of the judges. The
di.hes exhibited should be certified fo as being the work
of the pupil with no hc]l o or suggestion from anybody.
Of course, work of this kind cannot be undertaken by the
"suit case"' teacher. The teacher who packs her bag on
Friday af noon, carries it to schoo] with her, and rushes
to catch a train or car af four o'clock, not returning fo the
district until Monday morning, has no rime for this kind
of service.
HOUSHOLD SCIlCE WITHOUT UIPBIIT
Occasionally the entire class may mcet with their in-
structors in the school-room. An oil-stove and thc neces-
sary equipnent may bc obtained, and a demonstration may
be given by one of the instructors. By this neans much
valuable instruction will be given that is hot included in
the regular course. AS this time also nany things may
be discussed that pertain to the growth of the movement
and the general wcll-being of the pupils.
The plan is flexilde and may be modified easily to suit
different localities. It calls for no outlay on the part of the
school trustees; nor are the instructors neces.arily put to
an)' expense, as the articles prepared in giving the lessons
may be used in their own horaes.
By the adoption of one of the plans outlined, or such
modifications of them as the peculiar requirements of the
district may demand, every rural school may do something,
hot only toward giving a real knowledge of some phases
of Household Science, but also toward developing the com-
munity spirit and arousing an interest in the school, which
will benefit all concerned.
208 HOUSEHOLD SCIENCE :IN" RURAL SCI-IOOLS
THE FIRELE,%q COOKER
Af the present time there is urgent need for thrift and
economy in all that pertains fo the management of the
household--particularly in food and fuel. In the average
]mme much fuel could be saved bv the proper use of what
is known as thc fireless cooker. The scientific principle
al,plied ha.¢ 1,mg been known and is, briefly, as follows:
If a h«,t b,,dv is pr,tected bv a suitable coverin., the heat
in it will be retained t,,r a lon rime. instead of being lost
bv radiation r c«,nduetion. This is why a cosy is placed
over a tea-pot.
In using a fireless e,».ker, the food is first heated on the
st«ve until the c«,,king bas begun, and then if is placed in
the fireless «t,,,ker--a tizht receptacle in which the food is
completely surrouuded bv some insulating substance to
prevent the rapid e.ape of the heat. which in this wav is
retaincd in the food in sufficient quantity to complete the
c«,okinz S.nletimes. when a hizher cookin temperature
is desired, an additional source of heat. in the form of a
hot soapstone or brick or an iron plate such as a store lid,
is put into the eo,ker with the food.
The saine principle is also employed in cookerv in other
wavs. For exalnplp, lu camp life I)eans are offert baked by
burying the pots overnight in hot stones and ashes, the
wlmle being covered with carth: and in thc "' clam bakes"
on the Atlantie ('oasf. the danlp seawced spread over the
eml)ers on the clams prevenfs the e.,cape of the heat during
cookinz. The peasants in some parts «f Europe are said to
begin the cooking of their dinners and then to put them
into hav boxes «)r between feather beds. so that the cooking
mav be conpleted while thc familv is abnt in the fields.
THE FIRELESS COOKER --°09
The chief advantages in the use of the fireless cooker
are these
]. It saves fuel, especially whcrc ga.% oil, or etectric
stores are used. Where coal or wood is the fuel, the tire
in the range is often kept up most of the da)', and the
saving of fuel is not so great. In summer, or when the
kitchen tire is not needed for heating purposes, the dinner
ean be started in the store early in the nmrning, and then
placed in the fireless cooker, the tire in the range being
allowcd fo go out. During the hot weather, the use of a
kerosêne or other liquid-fuel store and a fireless cooker is a
grcat convenience, since if not only accomplishes a savin
in fuel, but helps to keep the kitehen cooler. The savin
in fuel resulting from the u of a fireless cooker is greate.¢t
in the preparation of food.¢ su«.h as stews, whieh require
long and slow co«,king.
2. It savcs tiret. Food.¢ cooked in thi. wav do n._,t
require watching, and mav be left, without danger ïrom
rires or of over-cookinz, while other duties are -beinz per-
formed or the fanfilv is awav from home.
3. If conserves the flavour of the food and makes if
easier to utilize the cheaper cuts of meat which, although
not having so fine a texture or flavour, are fully as nutri-
tious, pound for pound, as the more expensive ours. Lon
«ooking af a relatively low temperature, such as i. given fo
ïoods in the fireless cooker, improves the flavour and
texture of these toughcr cuts of meat. Most people do hot
eook cereal. lonz enough. Bv thi. method, the cereal may
be prepared af night, cooked on the .-fore for about fiftêen
minutes, and then put in the firelcss cookêr. In the morn-
ing it will be cooked and readv fo be served.
Tbe fireless cooker mav bc used fo advantaze in pre-
paring the following: soups; pot roasts; beeï tew" Irish
210 HOUSEHOLD SCIENCE IN RURAL SCIiOOLS
tcw; lamb stew; corned bcef and cabbage; boiled ham;
1,aked beans; chicken fricassee ; vegetables, such as turnips,
carrots, parsnips, beets; dried vegetables, such as peas and
beans; and dried fruits, such as peaches, apples, apricots,
and prunes; cereals; and puddings.
The fireless cookers described in the following pages are
hot experiments. They have all been tested and found fo
be most practicah
DIRECTIONS FOR FIRELESS COOKER--XO.
While there are many good fireless cookers on the
market which cost from rive fo twenty-two dollars, accord-
ing fo size and make, itis possible fo construct a home-
ruade cookcr which will give very satisfactory results and
will be considcrably cheaper than one which is purchased
in the shops.
Materials rcquired: A box or some other outside con-
¢ainer; some good insulating or packing material ; an inside
«ontainer for the kettle, or a lining for the nest in which
fhe kettle is placed; a kettle
cushion, or pad, of insulating
the kettle.
THE OUTSIDE
for holding the food; and a
maferial, fo cover the top of
CONTAINER
For the outside confainer a tightly built wooden box,
such as that shown in Figure 39, is satisfactory. The
walls should be thick and of some non-conducting
material. An old trunk, a small barrel, or a large butter
or lard firkin or tin will serve the purpose. Another
possibility is a galvanized iron bucket with a closely fitting
cover (this has the advantage of being fireproof). A shoe
box 15 by 15 by 28 inches is convenient in size, since if
may be divided into two compartments. It should have
a hinged cover and, at the front, a hook and staple, or
THE FIRELESS COOKER 211
Fç. 39.Completed fircless cookcr
212 HOUSEHOLD SCIENCE IN RURAL SCHOOLS
.ome otber .devlce fo hold down the cover tightly; an
ordinary clamp window fastener answers this purpose very
wcll. Tbe .ize of the container, which depends upon tbe
size of the kettle used, should be large enough fo allow for
at least four inehes of packin. material all round the nest
in wbieh tbe ket]e i. i»lm.e,l.
q'i! E IN,ULATIN(I MATERIAL
For ]»ackinz or il.ulalingmaterial a varicty of sub-
.tances may be used. A.I)c.tos and mineral wool are the
}.c.t, and bave thc additi,,nal advaniage that they cannot
}.urn. (round cork (u.,_d il paeking Ma]aga grapes), hav,
ex(.elsior, l)ani,h moss, wo(,1, and crumpled paper may al.o
be used safisfact,rilv. Of these materials crumpled paper
is pr«,bably the best, as it is clcan and odourless and, if
properly packed, will hold the ]mat better tban the ofler..
It is wise o line tle box with one thickness of heavy
papcr or w]th several th]cknesses of newspaper, fo make it
as air-tight as possible. A.be,tos sheeting mav be used
insead. To pack the container vitl paper, crush sing]e
.heet. of newspaper between the hand. and pack a layer af
lca.t four inches deep over the botom of the outside con-
ainer, pounding it in wifl a heavv stick of wood.
Place le inside container for "the cooking kettle or tle
]ining for the ;nside of the nest in the centre of tlis laver,
and pack more crushed papcr about if as so]]dlv as possible.
The meflmd «.f packin z vith paper is shown i Figure 40.
If other material is ud it should be packed n a simi]ar
'aV.
Vhere an extra source of heat is fo be used, it is much
safer fo use some non-inflammable material such as
asbestos or minera] wool. A cheap sub.titute and one which
is easily obtained are the sma]l cnders sifted from coal
THE FIRELESS COOKER 213
ashes, preferably those from soft coal. However, the
cinders from hard coal burned in fhe kitchen range will do.
f a fire-proof packing material is hot used, a heavy pad
of asbestos should be placed at fhe bottom of the metal
lining, and a sheet or two of fhis paper should be placed
befween the lining of the nest and the packinff material.
Whatever is used should corne to the top of the inside
container, and the box :hould be filled fo within about four
inehes of the top.
n
:Fro. 40.--Fireless cooker, showing method of packing with paper
9.14 HOUS.nuLI) CIENCE IN RURAL SCHOOLS
THE INSIDE CONTAINER
The inside container for the cooking kettle or the
]ining for the nest in which if is fo be placed should be
cylindrical in shape, should be deep enough fo hold the
cooking kettle and stone, if one is used, and should fit as
snugly as possible fo the cooking kettle, but af the saine
ime shou]d a]]ov the latter fo be moved in and out ïree]v.
For this purpose a galvanized iron or other merci buckêt
may be used, or, better still, a tinsmith may make a lining
of galvanized iron or zinc whieh can be provided with a rira
o cover the packing material, as shown in Figure 41.
In case no hot stone or plate is fo be used, the lin'ing may
be ruade of sfrong cardboard.
THE KETTLE
The kettle fo be used for cooking should be durable and
free from seams or crevices which are hard fo clean. If
should have perpendicular sides, and the cover should be
THE FIRELESS COOKER 215
a+ fiat as l»,»ssible and be provided with a dcel» lid fittilg
well down into the kettle, iii order fo retain the steam.
A kettle holding al»t»ut six quarts is a emenient size f,,r
general use. Tinned iron kettles .hould n,,t be use,l in a
firele.s cooker, fol'. although cheap, thev are erv al,t t,
ru:t from the contined moi:tare. Enamelware kettle. are
satism'torv.
EXTRA SOURCE OF HEAT
Fireles: c««,kers are a,laptcd t. a llltll.h u i«l«ll ralt/C «»f
«.«+king if they are l»ro ided with an extra :ource of lwat
in thc form of a :oal,:tone. brick, or au irt, n l,latc whi«'h
FI6. 42.--Tighlly filfing li,l
i: heated and placed underneath the co«,kild ketllo. Thi-
illtroduces a pos:ible danger ïrom tire. in ca:e the
.-t,,ve plate should corne into direct, c.ntaet with inflam-
mai»le packinffmaterial such as excel:ior .r papcr.
avoid this danger, a metal lininff mu»t be l»rox idcd for thc
nest in which the cooking ve:sel: and :toue are to bc
COVERING l'AD
k cushion, or pad, mu.t ho provide,l, t«, fill c,,mldet,'ly
the :pace between the top of the packing material and the
15
216 IlOUSEHOLD SCIEN(¢E IN RURAL ,SCIlOOLS
cover of tlie box after the kettle is in place. This should
be ruade of some hcavy goods, .uch as denim, and .tuffed
with cotton, crumpled paper, or excclsior. Hay may be
ud, but it will },c f,,m,,[ m,,re or les.s odor,,us. Figure 43
shows the vertical cross-sectiou of a home-ruade fireless
cooker.
3.--Vertlcal cross-section of fireless cooker. A. O,,side
«'ontainer; B. paeking or insulatin material; C. metal
iining of nest; D. cooking kettle; E. soapstonc plate, or
other source of hea.t ; F. pad of excelsior for covering top;
G. hinged cover of outside eontainer.
THE FIRELESS COOKER 217
DIRECTIONS FOR FIRELESS ('OOKEI--NO. iI
(Single Cooker)
Materials rcquired : [ialvanized iron can, No. 3, with a
cover ; some sawdu.t : a covered agate pail (to be u.¢ed as a
cooking pail" and two )'ard of donim; anv ohl linen,
c«tton, er wo«»llen mawrial mav he u»ed in¢tead of denim.
METtlOD OF 5IAKING
Place |oo.e sawdust in tho bottom of the can to a depth
of about three inches. Moa:ure tbe deptb of the cooking
pail. Turn a ïold two inches greater than this depth the
entire length of the denim or other material and make a
long bag. Lav the bag fiat on the table and fill it with an
even layer of sawdust, so that when completed if will still
be halï an inch wider than the depth of the pail. P, oll the
bag around the cooking pail, so that a smooth, firm nest is
formed when the bag is placed upright in the can on the
top of the sawdust. From the remaining denim or other
rnaterial make a round, fiat bag (the material will hae to
be pieced for this). Fill this bag with sawdust and use
it on top of the c,»oking pail. The bags must bê ruade and
fltted into the ean in such a wav that there will be no
open spaces whatever between the sides of the cooking pail
and the can, or between the top of the cooking pail and the
cover of the can. through which the heat might escape.
DIRECTIONS FOR FIRELESS COOKER--NO. III
(Double Cooker)
.[aferials required: One long box and two square
boxes: the long box nlust be large enough te» hold tbo ,»ther
t;w(» and still leae two incbt.s of space all al'oUml thenl;
218 IIOUSEHOLD SCIENCE IN" RURAL SCHOOLS
Iive and one-quarter )'ards of sheet asbestos one yard wide;
tw,» ¢'ovcr«.d aza|e ]»ails to be used as cooking pails; and
ab«,ut mie yard of denim or otber material.
IETIIOD I»1." 3I.t_KING
Line the botte, ms and sidcs ,»f a]l'threc boxes witb shcet
asbestos. :In the bott,m «»f the lonzbox lay newspapers
fiat fo a ¢]eptb of al»out hall an inch. Put two inches of
saw«]ust on top of this lav«,r of newspapers. Place the two
sq'uare boxes inside the ]onz one, leavingat least two inches
«,f .paee between tbem. Fi]l ail the spaces between the
l»oxes wi0 sawdusf. Tack strips of denim or other
nmterial so that thev will cover ail fle spaces that are filled
with sawdust.
The outside box mu.et have a hinze«] ]id. which must be
fastened clown with a clasp. Line the lid with the sheet
asbesfo. fo witbin hall an inch of the edZe. Put a laver
of sawdust one inch «]eep on top of the asbe.tos. Tack a
Iiece of denim or other material over the sawdust, still
]oavinz the edz free and elear so that t]le cover may fit
ti.ffhtly; or the ]id mav be lined with asbestos and a denim
l,i]low filled with sawdust ruade fo fit tightlv into the top
of the box. "
I',qE OF T]:tE FIRELESS COOKER IN" THE PREPARATION
OP LUNCHES
The fireless cooker should l,rove verv useful in the lunch
equipment of rural schools, as ifs se shou]d mean economv
of fuel. utensils, rime, and effort. ]t might be ruade by tbe
Impils atd would afford an excellent manual training
exer«isc.
THE IRELESS COOKER 219
Many of the dishes in the recipes given may be cooked
in thi. way, but more rime mu.t be allowed for cooking
as there i.¢ a fall of tvmperature in placing the food in the
«ooker. When the ves.el i.¢ being tran»ferred from the
store te the cooker, the latter sh-uld bc in a convenient
position, and the tran.fer .bould bc ruade, and the cu.¢hion
i,laced ia po.ition, vcry quickly, se that the food will con-
inue boiling. If the quantity of f«,d is .mall, if shoul,l
t,e placed in a smaller tightly covered pail, set on an
inverted pari in the larder pail, and surrounded with boil-
in water. When there is an air spaee above the food in
the cooking di.-h, there i ffreater lo:s of heat, as air zivos
off hoat more readilv than water.
The following are examplea of the foods that mav 1.e
eaaked in a Firele,.* {'ooker:
Apple sauee--Bring fo boilin temperature and place in
the eooker, leae two hours.
Apple eompote--Cut tbe apple. in halve or quarters se
that thev need w,t be turned, l,«.ave them in he
eooker about three hours.
Dried fruit--.qoak overnibt, brinff te the boiling-
point, a'nd leave in the eaoker at least three heur.,.
Cream of wheat--Boil until thiek, place in the eoÇker,
leave overnight and. if neeesarv, re-heat in double
boiler before u.-:ing.
olled oat.--Boil tire minntes, then place in the eooker.
Leave af least three heur., and longer if possible.
"[aearoni--Boil. then place in the eooker for two hours.
P, ico--Boil, then place in the eookor for ono }mur.
2-00 ]-IOUSEHOLD CIEXCE IX RURAL CHOOLS
Ail vegetables may be cooked in tbe eooker. They must
be given ri,ne according fo their age. A safe rule for ail
green vegetables is to allow two and a ha]f rimes as long
as if boiled on the store.
In /he home, where the cooking is much greater in
amount than if can be in the school, the saving in fuel,
by/he judicious use «,f the proper]y made fireless cooker,
is corresponding]y mu(.h larger. For cxa,nple: in soups,
from 21/ to 31 .'_. hours 11.e of fuel is ruade unnecessary;
pot roa.t
hours; corn becf and cabbage 2 hours: baked beans 51
fo hour.- chieken frica..ee 2 lmur.; dried peas, beans,
anç] lentil. 3 ]murs; dried fruits 3 hours; ree pudding
J /. hours.
SPECIAL GRA.N'TS FOI RURAL DCHOOLS 221
SPECIAL GRANTS FOR RURAL AND VILLA(_;E
SCHOOLS
(From the Revised Regulations of the Department of
Education, 1918)
(1) The Board of a rural or a village school which
is unable to comply with the provisions of the General
Regulations, but which maintains classes in Manual Train-
ing as applied fo the work of the Farm or in Househol,l
Science suitable fo the requirements of the rural district»,
which employs a teacher qualified as below, and whieh pro-
rides accommodations and equipment and a course of
studv approved bv the Minister before the classes are
established, will be paid bv the Minister the sums provided
in the scheme below, out of the grants appropriated there-
for: said grants to be expelldCd «,1 the aecolnnlodations.
equipment, and supplies for 3lanual Traininff and Houe-
h«.ld .qcienee. In no year, however, will the Departmental
grants exceed the total expenditure of the Board for the:e
classes.
(2) On the report of tlle Illspector of Manual Train-
illg and llousehold Science that the orglizatioll and tho
teaching of the classes in Malmal Traininff or ]Iousehold
Science maintained as provided al»ove are satisfactorv, al
annual rant will be paid bv the Minister out of the Grant
appropriated according to the following seheme:
(a) (i) When thc teacher holds a Second ('lass certi-
ficate but is hot specially certificated in Manual Trainin
or Household Science--
Initial Grant fo board. $40: fo teaeher. $15. Subse-
quent Granf: fo board. $2o: fo teacher. $15.
'222 IIOUSEHOLD S('IEKCE IN RURAL S('IIOOLS
(ii) When the tea(.her holds a ,econd Cla.. certificat«.
and bas sati.fa-tori]v o,mp]eted the w«,rk of ono Summer
('tnrse in lanua] Training ,r ll«,nseho]d Science. pro-
vided hv the l)cp«rfm(,nt, an0 und'rtakes fo comp]ele
l'art II the f«,l]owing year. or reeeives permission from the
5Iini«ter fo postpone sai0 part--
Initial (rani: fo hoarO..$40: to teaeher. $20. Subse-
quent (;rant: fo I)oar0. $20: o teacher.
(b) ([) Whpn the i«'a«her ho]ds a Sepond ('iass certi-
ficate and in a0diti[,n the E]ementarv certificate in Mannal
Trainin,/or lI,,usehohl
Initia] (;rant: t¢, I,,,arO. $î5: t,, tea('her. $40. ub.e-
quent (;tant: t¢, hoard. $30: to teacher. $40.
(il) Wh¢,n the tea«.her bol,l, a Se(',n0 Cl«, certificate
an«l in additi,n the ()rdinarv ['ertifi(.ate in Manual Train-
ng or ][,useho]d Science--
Initial (;l'ant: ri, 1,0,ard. $1.5" t0, tea('her, .$.50.
quent (ralt" to hoard. $:0" to tea«her..$.50.
(c) Wht.n a s('hool taking n l) lIouehold Science pro-
viOes at least ,ne hot dish fier the i»ul»il. stavin fo lunch
t'r[mt Noveml,er 1st fo Mareh 31st, the al)ove'grants to the
teaeher (,f I[uehold ,Science will be inereased $10.
a-.*__-ro. »p*_. of ucation
Hj;seholfl science if, rural school»
