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jtes Circular No. 11. January, 1922. 





|d Contents. — Introduction — (A) Essential conditions for teaching home economics in 
13 tlic elementary and secondary schools — (B) Space requirements for home economics 
B artments : Assumed conditions governing use of rooms ; home economics rooms in 
lith grade school of 1,000 or 1,200 pupils, in sixth grade school of 600 or 700 pupils, 
junior high school of about 600 pupils, in larger junior high schools, in 4-year high 
schools requiring home economics in ninth grade with elective courses in grades 10—12, 
in high school of six grades, in small schools — (C) A residence or portable building as a 
place in which to teach home economics — (D) Equipment for home economics rooms: 
Introduction ; standard permanent cooking equipment with group arrangement, with unit 
kitchen arrangement, for small school — (E) General type of cooking desks — (F) Types 
of tops for cooking desks — (G) Location of desks, sinks, and stoves — (H) Lists of cooking 
utensils — (I) Equipment for teaching garment making — (J) Suggestive plans for arrange- 
ment of equipment. 


The type of rooms assigned for the use of home economics departments and 
the location of these rooms in the school building largely determine the kind 
and quality of the instruction given. 

It is true that the best of material surroundings will not transform a time- 
serving teacher into one imbued with loving zeal for her work. It is equally 
true that dark, damp, inaccessible rooms, placed below all other instructional 
space, overcrowded with classes and inadequately supplied with suitable equip- 
ment, will dishearten even the most enthusiastic teacher and result in her resig- 
nation in favor of schools where there is greater appreciation of the dignity 
of the home and the representative of that home — the public school home 
economics department. 

Cooking and sewing, heretofore the only phases of home economics subject 
matter generally recognized by school offioials and school architects, are but 
two phases of home economics. 

These subjects appeared in public school courses of study as the first evi- 
dence of the recognition that some differentiation should exist in the education 
of girls from that of boys, and as a concession to those who believe that chil- 
dren may receive training of mind and hand simultaneously, and as an ac- 
knowledgment that mothers of to-day for various reasons can not give to Ameri- 
can girls the training in arts and sciences relating to household activities which 
as American daughters they now need and which later as wise and capable 
home makers they must have. 

With a broader conception of what should constitute satisfactory home eco- 
nomics instruction in the elementary and secondary schools, with a realization 
that the schools must serve more efficiently a much larger portion of the popu- 
lation, and with a realization that lowered ideals of home life lower the margin 
of safety for all American institutions, a readjustment of home economics 
teaching conditions is imperative. 

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School children naturally interpret the desirability of the place and the types 
of rooms, and the support given a subject, as the evaluation placed upon that 
subject by the school and community. If assigned to the least desirable place 
in the building, then to the pupil it is of least value as a subject. The rooms 
in which home economics is taught are all too frequently the only rooms that 
represent to a child of foreign parentage standards of American home life. 
How can such children have borne upon their consciousness the fact that 
Americans do not approve of eating, cooking, and living in basements, if they 
know no American homes, and if the teaching of home making is in basement 
rooms in close proximity to heating plant and toilets? 

Were home economics rooms used but a few hours per week, there would 
be some excuse for reserving for more efficient use the most desirable rooms; 
but to-day in a modern and well-organized school the home economics rooms 
are in as constant use as are others of the school plant. 

Architects and builders have assumed responsibility for the selection and 
placement of home economics equipment because, in many instances, there was 
no home economics woman in a position to speak with authority concerning 
these matters. For a similar reason these men have located the rooms where 
they most easily fitted into their plans and where such location least inter- 
fered with the wishes of other department heads. 

That school authorities, architects, and patrons may better understand the 
aims, extent, and needs of home economics departments, the Bureau of Educa- 
tion offers the suggestions here given. 


1. All home economics rooms should be above ground. The rooms may be 
upon the first or upon the top floor, but should never be in a basement. The 
objections to basement rooms are founded upon psychological as well as 
biological reasons, the most important of which is that home economics rooms 
and lunch rooms are the only places in the school plant where American 
standards of living can be presented to children from poor homes. 

2. Where possible home economics rooms should be conveniently near the 
school lunch room and the arts and crafts rooms. 

3. There should be an abundance of natural light from windows placed on 
one side or one side and one end of the room. Overhead lighting by skylights 
is unsatisfactory. Hand sewing, machine work, costume design, millinery, and 
many food preparation processes necessitate postures which throw shadows 
upon the work if the light is from above the worker ; moreover, it is desirable 
to secure in home economics rooms the maximum resemblance to satisfactory 
home conditions. 

4. Window ventilation should be arranged for the food rooms. Owing to the 
excessive amounts of moisture, cooking odors, gas waste products, and stove 
heat to be removed from the atmosphere of the room, the usual method of 
schoolroom ventilation does not prove satisfactory. 

5. Walls should be given a sanitary finish in light and attractive colors. 

6. Floors should have a sanitary finish or a sanitary floor covering well laid. 
An uncovered cement floor is not suitable for the use of home economics 

7. Adequate blackboard space should be provided in every foods and clothing 

8. Bulletin boards for exhibits should be provided. 

9. All home economics rooms should be supplied with an ample supply of 
running water and connected with a sewage system. 

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10. Toilets and lavatories should not be adjacent to or immediately opposite 
home economics rooms. 

11. Since home economics rooms are to represent good local home conditions, 
flues should be so provided that one or more ranges using the common fuel of 
the locality can be installed. 

12. There should be adequate provision in the home economics rooms for the 
personal cleanliness of the pupils. Not less than two lavatory basins, with 
bubbling fountain attachments, should be provided in each classroom accom- 
modating 12 or more pupils. 

13. Home economics department heads should have supervisory authority 
over lunch rooms. Foods cooked in home economics classes may be served in 
lunch rooms, but educational values are sacrificed when home economics classes 
are expected to do the entire cooking for lunch rooms, or when all products of 
classrooms are marketed in the lunch room; hence, home economics class- 
rooms should not be considered to be lunch rooms except in the smallest 
schools. All other schools should have lunch room and kitchen for lunch room 
separate from, though contiguous to, the home economics rooms. 


1. Assumed conditions governing use of room: 

o. These estimates as to space required for schools of different sizes are based 
upon the following time-allotment plan, which is that recommended by the Fed- 
eral Bureau of Education: 

Fifth grade, 160 to 180 minutes per week. 

Sixth grade, 160 to 180 minutes per week. 

Seventh grade, 200 to 225 minutes per week. 

Eighth grade, 200 to 225 minutes per week. 

Ninth grade, 360 to 450 minutes per week. 

Tenth, eleventh, and twelfth grades, elective, 360 to 450 minutes per week. 

One-half day five times per week for intensive courses for girls 14 years old or 
over wherever there is a demand for such courses or where there is a group 
who will profit by such instruction. 

Continuation classes to meet local conditions. 

Not less than the above time will be assigned to home economics in the more 
progressive schools. 

o. It is assumed that not more than 20 girls will be enrolled in any one 
class in home economics at any one time. 

c. In reorganized and progressive schools it is certain that all phases of home 
economics will be taught to each pupil in the degree in which she is prepared 
to profit by such instruction. 

d. It is recognized that home economics appears in various types of public 
schools, i. e., in elementary schools of 8 grades ; in elementary schools of 6 
grades ; in junior high schools of 3 grades ; in high schools of 4 grades ; in high 
schools of 6 grades; in schools having all 12 grades; in rural consolidated 
schools of 12 grades and in small rural schools; hence, rooms and equipment 
suitable for one type and one size of school may be inadequate or superabundant 
for some other of different size or of different grades. Therefore, there is in this 
report an effort to estimate accurately the minimum amount of space which 
should be set aside for home economics in each of these different types of 

e. The figures for the distribution of pupils in the various grades are drawn 
from Bureau of Education Bulletin, 1920, No. 24 — Statistics of City School 
Systems, 1917-18. These, of course, are averages and may require readjustment 


in any specific place because of peculiar local conditions. The better the school 
system the larger the relative size of upper grade classes will be. This means 
that in a progressive school of a certain size more classes in home economics 
will have to be provided than in average schools. 

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2. In an elementary school of 1,000 to 1,200 pupils distributed through eight 
grades it is probable that there will be 63 to 65 girls in the fifth grade, 57 to 60 
girls in the sixth grade, 48 to 50 girls in the seventh grade, and 39 to 40 girls 
in the eighth grade. 

This would mean — 


3 classes of about 20 In fifth grade, 4 periods per week 12 

3 classes of about 20 in sixth grade, 4 periods per week 15 

3 classes of about 17 in seventh grade, 5 periods per week 15 

2 classes of about 20 in eighth grade, 5 periods per week 10 

1 class in intensive home economics, 15 to 20 periods per week 15 

' Total 64 

Interpreted, this indicates that there would be 64 class hours of home eco- 
nomics per week for girls in grades 5 to 8, inclusive. 

A school of this size would have some 30 or more girls of 14 who have not 
reached the eighth grade, some of whom would inevitably drop out of school 
as soon as possible. Therefore it is right to assume that provision should be 
made for instructing them in intensive courses in home economics occupying 
more than one-fourth of their school day. 


One room will provide for either 30 or 40 class hours per week, according to 
whether the school day is of 300 or 360 minutes. 

It is evident that to provide home economics of the kinds advocated, and in 
the amount assumed as requisite for the girls of 1,000 or 1,200 pupil schools, 
there will be need of the following rooms : 

One food room, approximately 22 by 48 feet. 
One clothing room, approximately 22 by 40 feet. 
One 40-pupil classroom for lectures and recitations. 
One home kitchen, approximately 9 by 10 feet. 
One home dining room, approximately 12 by 16 feet. 
One fitting and pressing room (with windows), 7 by 10 feet. 
One food store room (may be inside space), 7 by 10 feet. 
One closet for clothing class material (may be inside space), 7 by 10 feet. 
One teachers' rest room or nurses' room with lavatory and, if possible, bath and toilet. 
This room to be used to teach housekeeping. 

This space will accommodate the 49 class hours for students in grades five to 
eight and one class of girls in intensive home economics using the rooms from 
15 to 20 class periods per week. 

3. In a six-grade school of 600 or 700 pupils there probably will be 60 or 65 
girls in the fifth grade and 55 or 60 girls in the sixth grade, which means the 
following home economics space requirement : 

3 sections, fifth grade, of about 20 girls, 4 periods per week 12 

3 sections, sixth grade, of about 18 or 20 girls, 4 periods per week 12 

1 section ungraded or special pupils, 10 periods per week 10 

This equals 34 periods per week, or full use of one room equipped for 20 
pupils. Elsewhere will be discussed the dual-purpose equipment for this type 
of school. 

A school of over 700 pupils will require the same room as suggested for the 
1,000-pupil school, though it will not be used quite so effectively. 

4. A junior high school of about 600 pupils will have from 114 to 120 girls in 
seventh grade, 96 to 100 in the eighth grade, and 78 to 80 in the ninth grade, 
which means the following: 


5 sections, seventh-grade girls, 5 periods per week 25 

5 sections, eighth-grade girls, 5 periods per week 25 

4 sections, ninth-grade girls, 8 periods per week 32 

1 section, intensive home economics 15 

This is a total of 97 periods of home economics classroom use. With the 
best of scheduling this would necessitate the full use of three units of home 
economics and one recitation room. 

This would mean: 

One foods classroom with storeroom. 

One clothing classroom with fitting room and storeroom. 

One 40-pupil recitation room. 

One home kitchen. 

One home dining room. 

One home living room and bedroom combined to be used as teachers' rest room or students' 

social room. 
One bathroom. 

The latter four rooms compose the third unit of the home-economics space 

5. Junior high schools of more than 600 pupils will require additional home 
economics space for the first 200 or fewer additional pupils, for which there 
should be one extra foods room and one extra clothing room. For a school of 
1,000 pupils the original space should be doubled. 



6. In high schools of four grades with 600 or 700 pupils, requiring home eco- 
nomics in the 9th grade for all girls and offering elective courses for the girls of 
the upper three grades, there may be expected about 150 or 160 girls in the 9th 
grade, 90 to 100 in the 10th grade, 60 to 70 girls in the 11th grade, and 50 to 60 
girls in the 12th grade. 

Of the 200 or more girls in the upper three years not more than 40 or 50 will 
be found in the elective courses in home economics ; hence the demand for space 

may thus be analyzed : 

8 classes of 20 each in 9th grade, 8 periods per week 64 

3 classes of 12 to 15 each in 10th, 11th, and 12th grades, 8 periods per week 24 

or a total of 88 periods of home economics per week. With these classes, use 
can be made of three units of home economics equipment. The same space and 
arrangement are recommended as suggested for junior high schools of 600 pupils. 
If home economics is elective in all four high-school years in a 600-pupil high 
school, probably only about one-third of the girls will elect this subject ; hence, 
a foods room, a clothing room, and a practice dining room should be supplied. 
Other rooms in the building can be used for housekeeping practice and home 

7. In high schools having six grades with home economics required in first 
three and elective in the upper three, the distribution of girls in a 600-pupil 
school will be about as follows: Seventh grade, 96; eighth grade, 78; ninth 
grade, 62 ; tenth grade, 40 ; eleventh grade, 26 ; and twelfth grade, 20. For these 

the following classes will be needed : 


5 sections, 7th grade, 5 periods per week 25 

4 sections, 8th grade, 5 periods per week 20 

3 sections, 9th grade, 8 periods per week 24 

2 sections, 10-12 grades, 8 periods per week 18 

1 section, intensive home economics 10 

Total 95 

These classes will require at least a three-unit home economics department 
similar to that recommended for the junior high school, together with one class- 
room seating 40 pupils. 

8. In eight-grade elementary schools of 500 pupils or less, in junior high 
schools and four-year high schools of 300 pupils or less, and in ordinary consoli- 
dated rural and village schools, but one room will be required for teaching home 
economics if that room is large enough and is properly located and equipped. 

The rooms for these smaller schools should be not less than 22 by 42 feet 
with the maximum number of windows possible on the long side and on one 
end of the room. 

There should be a storeroom for food supplies and one for clothing. 

It is recommended that a teachers' rest room or nurse's first-aid room be 
placed near this room, so that the pupils may have the opportunity to practice 
the instruction given in housekeeping. 

If there is to be a lunchroom, that also should be placed near the home eco- 
nomics room in order that cooked food may be easily transferred from the home 
economics room to the lunchroom. In small schools the home economics room 
and adjacent classrooms may be used as rooms for the service of hot foods. 


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1. Many schools are so overcrowded that the introduction of new subjects is 
precluded because of the condition of the school buildings. There are various 
ways by which this handicap may be overcome. Without discussing the general 
subject of the reorganization of the curriculum, it is suggested that the pur- 
chase or rental of a near-by residence provides a most admirable place for teach- 
ing home economics. The house chosen should be the type common in the 
community. It should be furnished in a sanitary and attractive manner at an 
expense that the patrons of the school could afford for their own homes. 

This residence should retain all the attributes of a home and should not be 
changed over into food laboratories and clothing classrooms. Such a building 
provides unusually good conditions for teaching the various phases of home 

In some places where houses have been thus used, the grade teacher has 
come with her class and has assisted the home economics teacher in maintain- 
ing the varied types of work made possible in a real house. This is an admir- 
able arrangement, and results in more effective teaching and better correlation 
of home economics with other class work. The fact that the children are dis- 
tributed in the various rooms of the house makes teaching more difficult, but 
the results more than justify the extra labor. 

2. Portable buildings can be made satisfactory. Two such buildings may be 
placed so as to connect. One may be used for foods classes and the second for 
clothing classes, and both may be used for lessons in housekeeping. It is even 
possible to use these same rooms as lunch rooms if there are but few children 
to be fed. 


The ideal equipment for a school kitchen is such equipment that, were a unit 
transferred into a home in the community, it would be appropriate, convenient, 
adequate, and satisfactory. 

The cooking desks, the stove, and the sink should not be more expensive 
than the financial and social conditions in the neighborhood justify. 

The placement of equipment should be such that the convenience of the 
arrangement would appeal to a thoughtful housekeeper after her mind was dis- 
abused of traditional ideas of putting all articles for kitchen use around the 
outer walls of a room. 

i. Standard permanent equipment for foods room having group placement of equipment. 


(a) 10 or 12 double desks hereafter de- 

<6) 5 or 6 enameled iron sinks, 18 by 24 
inches, without backs or drain 

(0) 5 or 6 gas stoves (4-burner), of type 
commonly used in households. 

(d) 5 or 6 towel racks. 

(e) 1 wood or coal range, if either fuel is 

in general use in community. 
if) 2 lavatory basins with drinking spigot 

(g) 2 stationary tubs with hinged covers. 
(ft) 1 ironing board, hinged to wall and 

arranged to fasten up when not in 

use, electric connection for iron. 

(t) 1 

U) 1 

washing machine (water or electric 
power) with plumbing connections. 

supply table, 42 by 84 inches, and 31 
inches high, to be used as dining 

(fc) 1 kitchen cabinet, commercial type. 

(I) 1 cupboard, 2 sections: 

(1) Lower section, height 32 
inches, length 54 inches, 
depth 18 inches, sliding 
wooden doors, 1 shelf. 

(2) Upper section, height 34 
inches, length 54 inches, 
depth 12 inches, sliding glass 
doors, movable shelves. 





(m) 200 individual lockers for aprons, 
caps, etc., 7 by 7 by 12 inches. 

(») Not less than 12 running feet of black- 

(o) 12-inch drop shelf under blackboard 
for books, bags, and papers of stu- 

(p) 1 bulletin board not less than 3 by 5 

(q) 1 table or desk for teacher's use. 

(r) 8 chairs for use during meal service, 
(a) 20 or 24 stools for pupils, unless desk 

has stools attached. 
(t) 1 refrigerator. 
(u) 1 flreless cooker, 
(v) 1 iceless refrigerator in dry, hot section 

of the country. 
(w) Unless floor is of wood, it should be 

covered with well-laid cork carpet. 

2. Standard permanent equipment for foods room- having unit kitchens, each accom- 

dating 4 pupils. 

(a) 5 or 6 kitchen cabinets, commercial 

(6) 5 or 6 sinks with backs and drain 

(c) 5 or 6 kitchen stoves, elevated ovens. 

(d) 5 or 6 kitchen tables, enameled tops. 

(e) 5 or 6 towel racks. 

(f) to (to) As in previous list of equip- 


3. Permanent equipment for small school. 

(a) 8 double cooking desks to be used also 

as sewing tables. 
(6) 4 sinks, 18 by 24 inches without backs 
or drain boards, with boards that 
may be used as covers, 
gas stoves, 4 burner, if gas is used 
in community. 1 gas hot-water 
heater or 2 ranges with hot-water 
tanks. 2 oil stoves, 4 burner. 
4 towel racks. 

2 lavatory basins with drinking spigot. 
2 stationary tubs with hinged covers. 
1 washing machine. 

(c) 4 


ironing board. 
1 supply table, 42 by 81 inches and 31 
inches (high), to be used as din- 
ing table, pupils lunch table, and 
as a sewing table. 
1 kitchen cabinet, commercial type. 
1 cupboard (see previous list). 
(I to to) As in previous list. 
(w) 4 sewing machines. 
(y) 8 folding sewing tables. 
(2) 8 folding chairs to be used by pupils, 
in sewing. 




It is generally agreed that all of the cooking utensils frequently used should 
be close at hand, and that no unnecessary walking should be requisite in the 
preparation of a meal or the cooking of an article. Hence, the cooking desks 
should have drawers and cupboards and places to hang dish pans. 

Desk drawers should not be deeper than will accommodate the utensils to be 
placed in these drawers. All drawers and cupboards should be painted on the 
inside with two or more coats of white paint. 

The different cooking desks in the room should be of different heights. 
There are in every class some tall girls and some smaller ones. 


There are many excellent materials now used for surfacing the tops of cook- 
ing desks. 

1. Well-seasoned oak or maple, carefully tongued, grooved, and bolted, makes 
a good surface. This can be scrubbed and kept in good condition. It wears 
well, and it presents problems in cleaning similar to those met with in the 
pupil's own home. 

The wooden top should never be painted or varnished. No woman would 
choose a varnished cook table for her own kitchen. 

Unsuitable and extravagant woods, such as birdseye maple and mahogany, 
should not be chosen. 

2. Glass, marble, and slate have been used in some places. All were sanitary 
and easily cleaned, but the glass fractured when there were sudden sharp 



changes in the temperature of the room or when hot kettles were placet! 
in contact with it. Marble, while desirable, is very expensive. Slate because of 
its dark color has proven unattractive. 

3. White enameled metal table tops are now on the market and meet the ap- 
proval of many good housekepers. These are smooth surfaced and easily 
cleaned, and they can be fitted over locally made cooking desks. 

4. Locally made desks can be covered with either sheet zinc or aluminum. 
Of the two, aluminum is somewhat the easier to keep clean and attractive. 
Both wear well. 

5. There are many commercial desks on the market. Some of these have 
composition tops. These tops are smooth, durable, and easily kept clean, and 
the more recently made ones do not stain badly. Some of the commercial 
desks are all metal and are particularly suitable to moist warm sections of the 
country, where special care is necessary to overcome the evils of mold, bac- 
teria, and insects. 

6. The tile-topped desk is no longer so popular as it once was. The tile is 
expensive, and it is difficult to find workmen to so lay them that they will 
remain even and in place. 

There is no one best kind of desk top. Local conditions, economy, and good 
judgment must decide what is chosen for each school. Especially should those 
knowing local conditions make this decision. 


Edges of stoves and edges of desks should not be contiguous. There should 
be not less than one inch of space between any two edges in order that these 
edges may be kept perfectly clean. 

In figuring location of desks, sinks, and stoves, it must be borne in mind 
that edges too closely placed afford a small crack in which moisture and dirt 
find lodgment. 


Introduction. — A somewhat greater number of cooking utensils, per group of 
four pupils, is needed in school kitchens than would be necessary to properly 
equip a home kitchen, because there are always four pairs of hands to be kept 

1. Equipment for Each Group of four Pupils. 

<o) Aluminum, blue or white enameled, or 
gray granite ware : 
2 1-pint double boilers. 
1 1-quart double boiler. 

1 2-quart double boiler. 
Berlin kettles with covers — 

1 oneKjuart. 
1 two-quart. 
Stew kettles with covers — 
1 two-quart. 

1 four-quart. 
Pudding pans — 

2 one-quart. 
2 two-quart. 

2 pie tins, 9-lnch. 

1 mixing bowl, 3-quart. 

1 mixing bowl, 6-quart. 

2 small salt boxes and covers. 
<&) Tinware : 

1 flour sifter, with revolving handle. 
1 collander. 

(&) Tinware — Continued. 

4 wire-edge heavy dish pans, 8-quart. 

1 puree strainer, 6-inch. 

1 tea strainer. 

1 one-half -quart measure. 

1 one-half-pint measure. 

2 square cake pans, 9 by 9 by 13 

4 single-loaf bread pans. 
4 layer-cake pans. 
2 biscuit cutters. 
1 cooky cutter. 
1 doughnut cutter. 

1 apple cover. 

2 6-cup muflin tins, 
(o) Glassware : 

1 lemon reamer. 
4 measuring cups, J-pint. 
1 Pyrex glass baking dish. 
4 Pyrex glass custard cups. 



(d) Earthenware : 

2 1-pint white bowls. 

2 1-quart white bowls. 

4 dessert-size semiporcelain plates. 

4 cups and saucers, semiporcelain. 

4 cereal bowls, semiporcelain. 

(e) Ironware: 

1 steel frying pan, 9-inch. 

2 sheet iron frying pans, 6-inch. 

(f) Woodenware : 
1 rolling pin. 

1 bread board. 

1 cutting board. 

4 small scrub brushes. 

1 scrub brush, 6-inch. 

2 wooden mixing spoons, 8-inch. 

(g) Cutlery, all with metal to end of han- 

4 forks, 4-tined. 

4 common table knives. 

2 paring knives. 

2 spatulas, 5-inch. 

2 spatulas, 7-inch. >. 

(h) Miscellaneous: 

4 asbestos mats. 

2 Dover egg beaters. 

1 egg whisk. 

1 soap dish. 

1 match box holder. 

2. Cooking utensils for general use. 

(a) Aluminum, blue or white enameled, or 
grey granite ware : 


covered roasting pans. 


Buffalo coolers. 


coffee pot, 4 quart. 


coffee pot, 2 quart. 


double boilers, 6 quart. 


Berlin kettles, 6 quart. 


set gelatine moulds. 


soup ladle. 

(6) Tin ware : 


vegetable graters. 


nutmeg graters. 




steam cooker. 


wash boiler (copper bottom). 

(c) Wire: 


frying baskets. 


heavy wire toasters. 


cake racks. 

(d) Iron ware : 

5 iron gem pans. 

2 Swedish iron frying kettles. 

1 pancake griddle. 

1 waffle iron. 

(e) Cutlery: 

2 bread slicers. 

2 butcher knives. 

2 can openers. 

2 pairs shears. 

1 set trussing needles. 

1 set larding needles. 

1 set pastry tubes. 

1 pastry bag. 

2 large heavily tinned spoons. 

2 large heavily tinned meat forks. 

(f) Wooden: 

2> potato mashers. 

2 large wooden spoons. 

(g) Miscellaneous : 
2 bread mixers. 

4 baking sheets, 14 by 14. 
1 1-gallon ice cream freezer. 
1 2-quart ice cream freezer. 

1 1-quart ice cream freezer. 

2 family-sized meat grinders. 
2 vegetable presses. 

1 percolator (aluminum or nickled). 

2 Japanned trays, 16 inch. 
2 ice picks. 

1 ice shave. 
1 ice crusher. 

8. Articles for meal service. 

12 breakfast plates. 1 

12 bread and butter plates. 1 

1 meat platter, 9 inch. 1 

meat platter, 12 inch. 1 

vegetable dishes. 1 

cream pitchers. 1 

sugar bowls. 1 

tea pots, 1-quart size. 1 
1 gravy boat and ladle. 1 
12 drinking glasses. 
12 individual salt dips. 
1 condiment set. 
12 knives (plated). 

1 Semiporcelain to match articles in desk. 

24 forks (plated). 
24 teaspoons (plated). 
6 tablespoons (plated). 
1 butter knife. 
1 sugar spoon. 

4 flower containers (glass), different sizes 
and different shapes. 

1 silence cloth. 

2 tablecloths. 
1,000 paper napkins. 

1 set of " sanitary " doilies, center piece, 



i. Food supply containers. 

1 50-pound flour can. 

1 20-pound meal can. 

1 20-pound whole-wheat flour can. 

1 50-pound sugar can. 

1 10-pound sugar can. 

1 10-pound brown-sugar can. 

1 set spice boxes. 

1 2-pound earthen salt jar. 

6 4-quart earthen jars with lids. 

12 2-quart glass jars with japanned lids. 

12 1-quart glass jars with japanned lids. 

1 bread box. 

1 cane box. 

24 1-quart fruit jars. 

24 jelly glasses. 

5. General sanitation equipment. 3 

1 garbage container. 

1 broom. 

1 dish pan. 

1 floor brush. 

1 dry mop. 

10 yards cheese cloth. 

2 pails. 

2 paper-towel containers. 

2 toilet-soap containers. 

Paper towels. 

2 waste-paper receptacles. 

6. Toweling. 

100 yards of linen crash for dish towels and dishcloths. 


Equipment for home kitchen : 

1 gas range. 

1 commercial kitchen cabinet. 

1 cooking table with enameled metal 

1 sink with enameled drain boards. 

Cooking utensils same as listed for 
group of 4 in school kitchen. 

1 wheeled table. 
Equipment for home dining room : 

1 dining table. 

1 wheel tray. 

1 china cabinet. 

1 sideboard. 

12 chairs. 

Curtains to be made by students. 

Pictures to be earned and selected by 

1 rug of type suitable in community. 

Table linen (2 table cloths, 12 napkins, 
and 1 set of doilies) made as sew- 
ing class project. 

1 silence cloth. 

1 set semiporcelain dishes — pattern se- 
lected by pupils and teacher. 

Silver same as used in general kitchen. 

1 dozen glasses. 

2 glass pitchers. 
2 serving trays. 

Equipment for teaching sewing : 8 

2 dozen chairs, comfortable for use 

when sewing. 
8 work tables, furnishing not less than 

6 square feet of working space for 

each child in class. 
2 cutting tables covered with cork. 

Carpet, well glued down. 
6 sewing machines. 

Equipment for teaching sewing — Continued. 
1 teacher's chair. 
6 chairs to be used at machine. 
1 full-length mirror for fitting room. 

1 stand for fitting room. 

2 Ironing boards for fitting room. 

2 irons and 2 electric wall openings. 
1 blackboard, bulletin board, display 

cabinet, etc. 
1 screen. 
1 long table for storeroom. 

1 heavy roll paper and roller for same. 
6 waist forms. 

2 lavatory basins with drinking spigot. 
2 stationary tubs with covers. 

Equipment for teacher's rest room : 

with springs and 

single iron bed, 
good mattress, 
pair blankets, 
white bedspreads, 
mattress pad. 
4-fold 5-foot screen, 
comfortable chairs, 
table or disk, 
medicine cabinet — 

1 hot-water bottle. 

1 ice bag. 

Emergency medicines. 

Emergency bandages, etc. 
foot tub. 
wash basin, 
roll of old linen, 
electric-light connection, 
electric-fan connection, 
electric fan. 

1 teacher's desk. 

1 If coal or wood is used, then necessary carriers and containers for it must be sup- 
plied. If water must be heated by students for general use, then each group of four must 
be equipped with one 10-quart teakettle ; otherwise teakettles are unnecessary. 

•Adapted from textbook, Teaching Home Economics, by Cooley et al. 



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