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+The Project Gutenberg EBook of Ontario Teachers' Manuals: Household
+Science in Rural Schools, by Ministry of Education Ontario
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Ontario Teachers' Manuals: Household Science in Rural Schools
+
+Author: Ministry of Education Ontario
+
+Release Date: February 10, 2007 [EBook #20557]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK ONTARIO TEACHERS' MANUALS ***
+
+
+
+
+Produced by Sigal Alon, Turgut Dincer and the Online
+Distributed Proofreading Team at http://www.pgdp.net (This
+file was produced from images generously made available
+by The Internet Archive/Canadian Libraries)
+
+
+
+
+
+
+
+
+
+ONTARIO
+TEACHERS' MANUALS
+
+HOUSEHOLD SCIENCE
+IN
+RURAL SCHOOLS
+
+[Illustration: Printer's mark.]
+
+AUTHORIZED BY THE MINISTER OF EDUCATION
+
+TORONTO
+WILLIAM BRIGGS
+
+Copyright. Canada. 1918. by
+The Minister of Education for Ontario
+
+
+
+
+CONTENTS
+
+
+
+                                                            PAGE
+
+Preface                                                      vii
+
+Three Short Courses in Home-making                             1
+    Introduction                                               1
+    A Library on Home Economics for the Rural School           2
+Twenty Lessons in the Care of the Home                         4
+    Suggestions to the Teacher                                 4
+        Equipment                                              5
+        Reference Books                                        6
+    Lesson I: Arrangement and Care of the Kitchen              7
+    Lesson II: Care of Cupboards and Utensils                 10
+    Lesson III: Care of Foods                                 12
+    Lesson IV: Disposal of Waste                              14
+    Lesson V: Making Soap                                     17
+    Lesson VI: Setting and Clearing the Table                 18
+    Lesson VII: Waiting on Table                              21
+    Lessons VIII 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                                   32
+    Lesson XIV: Washing Dish-Towels, Aprons, etc.             34
+    Lesson XV: Ironing                                        35
+    Lessons XVI and XVII: Care of the Baby                    36
+    Lesson XVIII: Cost of Food, Clothing, and House           39
+    Lesson XIX: How to Keep Accounts                          39
+    Lesson XX: Care of the Exterior of the House              41
+        Reference Books                                       44
+
+Twenty Lessons in Cooking                                     45
+    Suggestions to the Teacher                                45
+        Abbreviations and Measurements                        48
+        Table of Level Measurements                           48
+        Comparisons Between Weights and Measures              48
+        Reference Books                                       49
+    Lesson I: Discussion of Foods and Cooking                 50
+        Recipes                                               52
+    Lesson II: Preparing and Serving Vegetables               53
+        Recipes                                               55
+    Lesson III: The Value of Carbohydrates in the Diet        58
+        Recipes                                               59
+    Lesson IV: Fruits and Vegetables                          60
+        Recipes--Open-kettle Method; Cold-pack Method;
+          Single Process Method; Intermittent Method          63
+    Lesson V: Fats--Vegetables--Continued                     66
+        Recipes                                               68
+        Experiments in Using Starch for Thickening            69
+        Conclusions Based on the Foregoing Experiments        69
+    Lesson VI: Cereals                                        70
+        Recipes                                               71
+    Lesson VII: Classification of Foods--Reviewed             73
+        Black-board Summary                                   76
+    Lesson VIII: The Planning and Serving 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
+        Recipes                                               86
+    Lesson XII: Simple Desserts--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 XVI: Baked Pork and Beans--Baking-powder Biscuits  98
+        Recipes                                               98
+    Lesson XVII: Butter Cakes--Plain Yellow Cake--Cocoa
+                   Coffee--Tea                                99
+        Recipes                                              101
+    Lesson XVIII: Yeast Bread                                103
+        Recipes                                              104
+    Lesson XIX: Serving a Simple Dinner Without Meat--Baked
+                  Omelet--Macaroni and Cheese                106
+        Recipes                                              106
+    Lesson XX: Sugar                                         107
+        Recipes                                              108
+
+Twenty Lessons in Sewing                                     110
+    Suggestions to the Teacher                               110
+        Reference Books                                      112
+    Lesson I: Preparation for Sewing                         113
+    Lesson II: Hemming Towels                                115
+    Lesson III: Hemming Towels--Continued                    116
+    Lesson IV: Bags                                          119
+    Lesson V: Bags--Continued                                120
+    Lesson VI: Bags--Continued                               122
+    Lesson VII: Bags--Continued                              123
+    Lesson VIII: Bags--Continued                             124
+    Lesson IX: Darning Stockings                             127
+    Lesson X: Patching                                       128
+    Lesson XI: Cutting Out Aprons or Undergarments           130
+    Lesson XII: Aprons or Undergarments--Continued           132
+    Lesson XIII: Aprons or Undergarments--Continued          134
+    Lesson XIV: Aprons or Undergarments--Continued           135
+    Lesson XV: Aprons or Undergarments--Continued            136
+    Lesson XVI: Aprons or Undergarments--Continued           137
+    Lesson XVII: Methods of Fastening Garments               138
+    Lesson XVIII: Methods of Fastening Garments--Continued   140
+    Lesson XIX: A Padded Holder for Handling Hot Dishes
+        Binding                                              142
+    Lesson XX: A Cap to Wear with the Cooking Apron          144
+
+Household 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                            181
+        Sandwich Making                                      182
+        Suggestions for Sandwich Fillings                    182
+        Suggestions for Planning                             183
+        Suggestions for Desserts                             184
+    Packing the Lunch Box                                    184
+        Rules for Packing                                    184
+        Equipment for Packing                                185
+
+Serving a Hot Dish                                           186
+    The Method                                               186
+        Suggested Menus                                      189
+        Suggestions for Hot Dishes for Four Weeks            189
+
+Recipes Suitable for the Rural School Lunch                  191
+    Useful Bulletins                                         200
+
+Household Science Without School Equipment                   201
+    First Method                                             201
+    Second Method                                            204
+
+The Fireless Cooker                                          208
+    Directions for Fireless Cooker--No. I                    210
+        The Outside Container                                210
+        The Insulating Material                              212
+        The Inside Container                                 214
+        The Kettle                                           214
+        Extra Source of Heat                                 215
+        Covering Pad                                         215
+    Directions for Fireless Cooker--No. II                   217
+        Method of Making                                     217
+    Directions for Fireless Cooker--No. III                  217
+        Method of Making                                     218
+
+Use of the Fireless Cooker in the Preparation of Lunches     218
+
+Special Grants for Rural and Village Schools                 221
+
+
+
+
+PREFACE
+
+
+This Manual is issued for the purpose of encouraging the introduction
+and furthering the progress of Household Science in the rural schools of
+this Province. There are 903 urban and 5,697 rural schools, and 45.87%
+of the school population is in attendance at the latter schools. The
+value of Household Science as an educational and practical subject has
+been recognized, to some extent, in the urban schools of the Province
+but, up to the present, little attempt has been made to give the subject
+a place among the activities of the rural schools.
+
+There is a wide-spread impression that it is not possible in Household
+Science to give any instruction that is of value without the provision
+of separate rooms, elaborate equipment, and specially trained teachers.
+Where these conditions exist, of course, the best work can be
+accomplished; but, even where they cannot be realized, much may be done
+toward giving definite, useful instruction in the cardinal principles of
+home-making, which should be learned by every girl. There is certainly
+not a single rural school where some practical work in sewing and some
+valuable lessons in the care of the home may not be given. As for
+cookery, it is doubtful if there is a single school so small and so
+helpless that it is unable to use the hot noon-day lunch as a method of
+approach to this branch of the subject.
+
+Students of the physical welfare of children are rapidly coming to the
+conclusion that a warm mid-day meal greatly increases the efficiency of
+the pupil and determines to a large extent the results of the
+afternoon's study. There are other benefits to be derived from a school
+lunch well prepared under proper conditions. In many communities it has
+been the means of bringing about a healthy and satisfactory co-operation
+between the school and the home, of developing a higher social life in
+the neighbourhood, and of introducing into the school a Household
+Science course, which has proved as great a benefit to the farmer's wife
+as to his children.
+
+This Manual deals entirely with conditions that exist in our rural
+schools and outlines only such plans and schemes as can be carried out,
+even in adverse circumstances, by alert trustees, sympathetic
+inspectors, and resourceful teachers.
+
+Permission has been obtained from the Bureau of Education, Washington,
+U.S.A., to make use of a recently issued bulletin--"Three Courses in
+Home-making for Rural Schools", and of various bulletins issued by State
+Agricultural Colleges. The freest use has been made of this material,
+and the permission to do so is hereby gratefully acknowledged.
+
+Only such theory as can be readily assimilated has been given; and the
+teacher is advised for further information and help to consult the
+Manuals issued by the Department of Education on _Household Management_
+and _Sewing_. Those who wish to become thoroughly competent and to earn
+the highest Departmental grants should attend the Summer Schools
+provided by the Department of Education. Under certain conditions the
+expenses of teachers attending these courses are paid by the Department.
+
+Nothing has been included or recommended that cannot be accomplished in
+the average rural school; and trustees, teachers, and inspectors are
+urged to make a beginning by selecting the lessons that appeal to them
+as being most suitable to the districts in which their schools are
+situated.
+
+By careful planning and a wise use of the time before and after school
+and during recess, the regular organization of the school need not be
+interfered with; and, in addition to the educational and social
+advantages to be derived from undertaking this work, much benefit will
+result from the increased interest taken in the school by the parents
+and the general public.
+
+It is not essential that the lessons in this Manual should be taken
+exactly in the order given. Any other arrangement called for by the
+peculiar circumstances of the school is admissible.
+
+The Inspector of Manual Training and Household Science is ready at all
+times to visit rural schools for the purpose of conferring with the
+Public School Inspectors, the trustees, and the teachers regarding the
+introduction of Household Science as a regular subject of the school
+curriculum.
+
+
+
+
+HOUSEHOLD SCIENCE IN RURAL
+SCHOOLS
+
+THREE SHORT COURSES IN HOME-MAKING
+
+
+INTRODUCTION
+
+The three brief courses in home-making outlined in this Manual have been
+especially prepared for use in elementary rural schools. They are in no
+sense complete outlines of the subjects with which they deal; rather,
+they indicate a few of the important phases of food study, sewing, and
+the care of the home with which the pupil in the elementary school
+should become familiar. The underlying thought for each problem should
+be: "Will this help the pupils to live more useful lives, and will it
+lead to better conditions in their homes?"
+
+The lessons are purposely made simple, and the plans are definitely
+outlined, so that even the inexperienced teacher may be able to achieve
+a certain measure of success. The experienced teacher will find in them
+suggestions that may be of value in the further development of the
+course.
+
+The teacher who desires to use this course will necessarily have to
+adapt it to her own community, and it is hoped that she may be able to
+do this with but little alteration. While conditions of living and
+choice of foods differ in various parts of the Province, the general
+principles of nutrition, the rules of sanitation, and the methods of
+cooking and serving are much the same for all.
+
+Owing to the difficulty of securing time on the programme for frequent
+lessons in home-making, each of the courses has been limited to twenty
+lessons. Some teachers may not be able to have a greater number of
+lessons during the school year, and they may find it well to carry the
+three courses through three successive years. In other schools, where
+more frequent lessons can be given, it may be well to offer all three
+courses during one year. The courses in cooking and the care of the home
+can be advantageously combined, as many of the problems in both are
+related. The lessons in sewing may be given on another day of the week,
+or it may be well to give them early in the year, to be followed, later,
+by 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 at least forty minutes should be
+provided for all the practical lessons. Longer periods will be necessary
+for some of them, such as the preparation and the serving of a meal. If
+no practical work is undertaken in the lesson, a forty-minute period is
+sufficient.
+
+
+LIBRARY ON HOME ECONOMICS FOR THE RURAL SCHOOL
+
+In addition to the text-books recommended as sources of special
+reference for the rural teacher, the following books, bearing on home
+economics or on methods of teaching, are suggested for the rural school
+library. These books have been chosen with the threefold purpose of
+providing references for the teachers, reading matter for the pupils,
+and a lending library for the parents.
+
+_Laundering._ Balderston, L. Ray. Pub. by the Author.
+    Philadelphia                                                $1.25
+
+_Country Life and the Country School._ Carney, M. Row,
+    Peterson & Co., Chicago                                      1.25
+
+_How the World is Fed._ Carpenter, F. O. American Book
+    Co., New York                                                 .60
+
+_How the World is Clothed._ Carpenter, F. O. American
+    Book Co., New York                                            .60
+
+_How the World is Housed._ Carpenter, F. O. American
+    Book Co., New York                                            .60
+
+_How We Are Clothed._ Chamberlain, J. F. Macmillan's,
+    Toronto                                                       .45
+
+_How We Are Fed._ Chamberlain, J. F. Macmillan's,
+    Toronto                                                       .45
+
+_How We Are Sheltered._ Chamberlain, J. F. Macmillan's,
+    Toronto                                                       .45
+
+_Bacteria, Yeasts, and Molds in the Home._ Conn, H. W.
+    Ginn & Co., Boston                                            1.00
+
+_The Boston Cooking-school Cook Book._ Farmer, F. M.
+    Little, Brown & Co., Boston. (McClelland, Goodchild
+    & Stewart, Toronto)                                           1.80
+
+_The Rural School Lunch._ Farnsworth, N. W. Webb Pub.
+    Co., St. Paul, Minn.                                           .25
+
+_Clothing and Shelter._ Kinne, H., and Cooley, A. M.
+    Macmillan's, Toronto                                          1.10
+
+_Foods and Household Management._ Kinne, H., and Cooley,
+    A. M. Macmillan's, Toronto                                    1.10
+
+_Means and Methods of Agricultural Education._ Leake,
+    A. H. Houghton, Mifflin Co., New York. (Thos. Allen,
+    Toronto)                                                      2.00
+
+_Rural Hygiene._ Ogden, H. N. Saunders, Philadelphia              1.50
+
+_Health and Cleanliness._ O'Shea, M. V., and Kellogg, J. H.
+    Macmillan's, Toronto                                           .56
+
+_Rural Education._ Pickard, A. E. Webb Pub. Co., St. Paul,
+    Minn.                                                         1.00
+
+_Manual of Personal Hygiene._ Pyle, W. L. Saunders,
+    Philadelphia                                                  1.50
+
+_Feeding the Family._ Rose, M. S. Macmillan's, Toronto            2.10
+
+_Food Products._ Sherman, H. C. Macmillan's, Toronto              2.00
+
+
+
+
+TWENTY LESSONS IN THE CARE OF THE HOME
+
+
+SUGGESTIONS TO THE TEACHER
+
+The purpose of this course is to give the pupils instruction in various
+household tasks, in order that better living conditions may be secured
+in the homes. The beauty and sacredness of an ideal home life should
+receive emphasis, so that the pupils may be impressed with the
+importance of conscientious work in the performance of their daily
+household duties. They should have some insight into the sanitary,
+economic, and social problems that are involved in housekeeping, so that
+they may develop an increased appreciation of the importance of the
+home-maker's work.
+
+The two most important things to be taught are "cleanliness and order".
+Too much emphasis cannot be placed on the value of fresh air and
+sunshine and the necessity for the free use of hot water and soap. The
+value of property should also be emphasized. Economy in the purchase and
+handling of house furnishings and equipment should be considered.
+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
+of babies should be given, since the older children are often
+responsible, to some extent, for the care of the younger members of
+their families.
+
+In some of the lessons more subjects may be suggested than the teacher
+will have time to take up in a single period. In that case it will be
+well for her to choose the subject which seems most vital to the
+immediate needs of the community. In many cases she may be able to give
+an increased number of lessons. Practice and drill in all of the
+processes involved in housewifery are essential to successful training.
+
+If a cupboard and a table have been arranged for the use of the cooking
+classes, most of the suggested work can be carried out with the school
+equipment. Where there is no equipment in the school and school
+conditions do not approximate home conditions, it may be possible to
+secure permission to give the lesson after school hours in the home of
+one of the pupils who lives nearby.
+
+In each lesson the teacher, while giving the pupils helpful general
+information on the subject under discussion, should strive to impress on
+them the importance of doing some one simple thing well.
+
+The rural teacher who is eager to make her school-room an attractive
+place may devote some time in these lessons to such problems as the
+hanging and the care of simple curtains, the care of indoor plants, the
+arrangement of pictures, the planning of storage arrangements for
+supplies and of cupboards for dishes, and the preparations for the
+serving of the school lunch.
+
+In order to teach these lessons effectively, it is desirable to have the
+following simple equipment on hand. Additional special equipment may be
+borrowed from the homes.
+
+
+EQUIPMENT
+
+  Broom, 1
+  Cloths for cleaning, 6
+  Dish-cloths, 2
+  Dish-towels, 12
+  Dust-brush, 1
+  Dust-pan, 1
+  Garbage can (covered), 1
+  Lamp, 1
+  Oil-can, 1
+
+
+REFERENCE BOOKS
+
+_Rural Hygiene._ Brewer, I. W. Lippincott Co., Philadelphia
+                                                              $1.25
+_The Healthful Farmhouse._ Dodd, H. Whitcomb & Barrows,
+    Boston                                                      .60
+_Community Hygiene._ Hutchinson, Woods. Houghton, Mifflin Co.,
+    New York. (Thos. Allen, Toronto)                            .65
+_Foods and Sanitation._ Forster, G. H., and Weigley, M.
+    Row, Peterson &. Co., Chicago                              1.00
+_The Home and the Family._ Kinne, H., and Cooley, A. M.
+    Macmillan's, Toronto                                        .80
+_Housekeeping Notes._ Kittredge, M. H. Whitcomb &
+    Barrows, Boston                                             .80
+_Practical Home-making._ Kittredge, M. H. The Century
+    Co., New York                                               .70
+_A Second Course in Home-making._ Kittredge, M. H.
+    The Century Co., New York                                   .80
+
+
+
+
+LESSON I: ARRANGEMENT AND CARE OF THE KITCHEN
+
+
+SUBJECT-MATTER
+
+In arranging the kitchen, the three things of most importance are the
+stove, the sink, and the kitchen table. If there is no sink in the
+kitchen, there will be some other place arranged for washing the dishes,
+probably the kitchen table, and this must be taken into consideration
+when the furniture is placed. As most of the work is done at the stove
+and the table, both these must be placed where they will have a good
+light, and they should be close to each other, so that but few steps are
+necessary for the worker.
+
+In furnishing the kitchen, the housekeeper will find a high stool very
+useful, as it will enable her to wash 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 to be used after the dishes
+have been put away, will help to make this room a pleasant place for the
+family. Special attention should be given to the ventilation.
+
+The kitchen should be thoroughly cleaned after each meal. If it has
+become dusty or disarranged, it should be put in order before the next
+meal is to be prepared. While the cooking is under way, everything
+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 scraps
+and waste material should be gathered and disposed of; and the dishes,
+pots, and pans should be scraped, and washed in hot, soapy water, then
+rinsed in clear, hot water, dried, and put away. The table should be
+scrubbed, the stove cleaned, the floor swept and scrubbed whenever
+necessary, and everything put neatly in its place.
+
+_Care of the coal or wood range._--All spots should be removed from the
+range by wiping it with old paper. If it is in bad condition, it should
+be washed with soap and water. If it is oiled occasionally, blacking
+will not be necessary; but if blacking is used, it should be applied
+with a cloth and rubbed to a polish with a brush, just as the fire is
+being started. The ashes and soot flues back of the oven and underneath
+it should be cleaned out once a week.
+
+_Directions for building a fire._--To build and care for a fire in the
+coal or wood range, close all the dampers, clean the grate, and remove
+the ashes from the pan. Put on the covers and brush the dust off the
+stove. Open the creative damper and the oven damper, leaving the check
+damper closed. Lay some paper, slightly crumpled into rolls, across the
+base of the grate. Place small pieces of kindling wood across one
+another, with the large pieces on top. Lay pieces of hardwood or a
+shovelful of coal on top of the kindling, building so as to admit of the
+free circulation of air. If the stove is to be polished, rub it with
+blacking. Light the paper from below. When the fire begins to burn
+briskly, add coal or wood: then add more when that kindles. When the
+fire is well started and blue flame is no longer seen (about ten
+minutes), close the oven damper. Close the creative damper when the fire
+is sufficiently hot. Brush the stove and the floor beneath it as soon as
+the fire is started. Polish the stove. If the fire becomes too hot, open
+the check damper. Fill the tea-kettle with fresh water and set it on the
+front of the range.
+
+_Care of the sink, wash-basin, and garbage pail._--A neglected sink or
+garbage pail may be a fruitful source of disease, in addition to
+attracting water-bugs and other 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. The nickel part may be washed
+with hot soap-suds, wiped dry, and polished. Water should never be left
+in the wash-basin. Both the soap-dish and the wash-basin should be
+scoured daily. The garbage pail should be emptied and washed every day,
+and carefully scalded once or twice a week.
+
+
+PRELIMINARY PLAN
+
+It will be well to have this lesson succeed or follow a cooking lesson,
+for then the pupils will have a keener interest in the problems of the
+kitchen. (See Twenty Lessons in Cooking, Lesson I.)
+
+
+METHOD OF WORK
+
+Cleanliness and order are the two points to be considered in this
+lesson. The doing well of each simple household task and the thoughtful
+arrangement and planning of all parts of the house should be emphasized
+as being of great importance to the housekeeper's success.
+
+Begin the lesson with a discussion of the purpose of the kitchen; then
+discuss its arrangement from the standpoint of convenience for the work
+that must be done there. Emphasize the importance of having the
+furniture so arranged that the work may be done quickly and easily, and
+that the kitchen may be given a comfortable and attractive appearance.
+Let the pupils arrange the furniture in the school-room. Discuss and
+demonstrate the care of the stove by the use of the school stove. Assign
+each pupil a time when she is to look after the stove on succeeding days
+and grade her on her work. Let each pupil bring a report from 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 to Develop the Lesson
+
+What is the purpose of the kitchen?
+
+What are the principal articles of furniture in the kitchen?
+
+How should we arrange these things?
+
+Can we make any general rules as to arrangements?
+
+Why is it difficult to keep the kitchen clean?
+
+At what times 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?
+
+How should the floor be cleaned? The utensils?
+
+What should we do with any left-over food?
+
+How should we take care of the stove after the meal?
+
+
+
+
+LESSON II: CARE OF CUPBOARDS AND UTENSILS
+
+
+SUBJECT-MATTER
+
+It is of the utmost 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 is
+kept, and render a house unfit for human habitation. It requires
+constant care and watchfulness on the part of the housewife to keep the
+cupboards clean. She must look over the shelves daily, wiping them off
+whenever they need it, and giving them a thorough cleaning at least once
+a week.
+
+The housekeeper should know how to care for the various utensils used
+and understand the simplest and best methods of keeping them clean.
+Utensils should never be put in the cupboards until perfectly clean and
+dry. Particular attention should be paid to the care of milk vessels.
+Pans, pails, pitchers, or bottles in which milk has been kept, should be
+rinsed in cold water, washed in strong, clean soap-suds, rinsed in
+clean, boiling water, and dried in the sun. If utensils have become
+discoloured or badly coated, they should be specially scoured. If
+something has been burned in a kettle, the kettle should be cleaned by
+filling with cold water, adding washing-soda, and boiling briskly for
+half an hour; after that a slight scraping ought to remove the burned
+portion. If the kettle is not yet clean, the process should be repeated.
+If a kettle has been used directly over a wood fire and becomes
+blackened with soot, it should be rubbed off with a newspaper and then
+with an old cloth. Kettles should be dried well before being put away.
+With proper care they seldom become rusty. If an iron kettle has rusted,
+it should be rubbed with kerosene and ashes, then washed in strong, hot,
+soda-water, rinsed in clear hot water, and dried on the stove. If a
+kettle is very rusty, it should be covered thoroughly with some sort of
+grease, sprinkled with lime, and left overnight. In the morning it
+should be washed out with hot soda-water and rinsed in clear, hot water.
+A new kettle is generally rusty, and should be greased thoroughly inside
+and out and allowed to stand for two days; then washed in hot
+soda-water.
+
+Bath-brick should be used for scouring iron utensils and steel knives
+and forks. If iron pots and frying-pans are scrubbed with a piece of
+bath-brick each time they are used and then washed in hot soap-suds,
+they can be kept in good condition. Tinware and steel knives and forks
+may be cleaned by scouring with ashes, but only fine ashes should be
+used on tinware. The brown stains on granite utensils should be scoured
+off; and this ware should be carefully handled, in order to avoid
+chipping. Coffee-pots and tea-pots should be cleaned daily, the grounds
+removed, and the interior of the pots washed out thoroughly. The
+tea-kettle should be washed and dried overnight and left uncovered to
+air.
+
+
+PRELIMINARY PLAN
+
+If school lunches are served or cooking lessons are given at the school,
+it will be well to use this lesson to get the cupboards in readiness. If
+it is impossible to do this at school, arrange to have such a lesson in
+one of the homes outside of school hours. Be sure that the housekeeper
+is in sympathy with the work and is willing to co-operate.
+
+
+METHOD OF WORK
+
+Assign each pupil a task in the cleaning, the scouring of the dishes,
+and the arrangement of the cupboard. Set a definite amount to be done
+and carry out the plans, leaving a clean and neatly arranged cupboard at
+the end of the lesson.
+
+
+
+
+LESSON III: CARE OF FOODS
+
+
+SUBJECT-MATTER
+
+Several important points must be borne in mind if foods are to be kept
+in a good condition. Most foods change easily. Vegetables and fruits
+lose water, wilt, and become unfit to eat. Flour and corn-meal become
+mouldy. Potatoes decay and sprout. Some foods, such as milk, turn sour.
+Eggs become tainted, and fat grows rancid. With proper care in handling,
+storing, and keeping, this spoiling can be prevented.
+
+The spoiling of foods is due to the presence of micro-organisms; and if
+foods are fresh and sound and kept cool and clean in every way, they
+will not spoil readily, because such conditions are unfavourable to the
+development of the micro-organisms. On the other hand, if foods are
+roughly handled and bruised, decomposition will take place readily, for
+micro-organisms develop in the bruised portions. Care must, therefore,
+be taken to select foods wisely, handle them carefully, wash them if
+they are not already clean, put them in clean receptacles, and keep them
+in a clean, cool place. All pots, pans, and dishes in which foods are
+kept or cooked should be thoroughly cleansed and rinsed well, so that no
+fragments stick to them which may decay and cause possible infection to
+the next food that is put in. Every part of the kitchen and store-rooms
+should be kept clean, dry, and well aired. Light is the best germicide
+and purifier known.
+
+Covered receptacles should be secured for all foods. Those that are
+mouse-proof and insect-proof are essential to a well-kept pantry. All
+bottles and cans should be neatly labelled and so arranged that each one
+can be conveniently reached. The outside of the bottle or case should
+always be wiped off after it has been opened and food has been removed
+from it. The shelves on which the cases are kept should be wiped off
+every day. If supplies of fruit or vegetables are kept on hand, they
+should be looked over frequently, and whatever shows even the slightest
+suggestion of spoiling should be removed. Bread should be kept in a
+covered tin box, and the box should be washed out once or twice a week
+and frequently scalded and aired.
+
+
+PRELIMINARY PLAN
+
+If cooking lessons are to be given, it will be well to take this lesson
+on the care of foods in connection with the first cooking lesson, and to
+make it a means of arranging for the materials that are to be kept on
+hand and of determining how everything is to be handled.
+
+
+METHOD OF WORK
+
+Devote a large part of the lesson to a discussion of the necessity for
+care in the handling, storing, and keeping of foods. If facilities
+permit, devote a few minutes to the putting away of foods that are to be
+used in the next cooking lesson or in the school lunch, discussing the
+reasons for such care.
+
+
+
+
+LESSON IV: DISPOSAL OF WASTE
+
+
+SUBJECT-MATTER
+
+If the daily disposal of waste is attended to, there will be no
+undesirable accumulation of garbage. Scraps of food that cannot be
+utilized for the table should be fed to the pigs or the chickens and
+should not be allowed to stand and gather flies. A covered pail or pan
+should be used for holding the garbage, until final disposal is made of
+it. Those portions that are badly spoiled and will be of no value in
+feeding the stock should be burned at once. Waste vegetable substances,
+if suitable, should be fed to the stock, and if not, should be buried in
+a thin layer on the ground at some distance from the house, so that they
+may enrich the soil.
+
+Old papers that are badly soiled should be burned, but all others should
+be kept for use in cleaning the stove, starting the fires, etc. Empty
+cans should be well washed and buried, so that they will not prove a
+breeding-place for flies. It is well to pierce them through the bottom
+immediately after opening them, so that they will not hold water.
+Dish-water should be emptied at some distance from the house, unless
+there is a drain nearby. All receptacles that hold water should be
+carefully emptied, and all depressions in the soil should be filled, in
+order to prevent mosquitoes from breeding. All waste water should be
+used on the garden.
+
+_Protection of the water supply._--Only the water from deep wells should
+be used for drinking purposes, because all surface water and water in
+shallow wells becomes dangerous through seepage from compost, pig-pens,
+privies, and other places where decayed organic matter may accumulate.
+In order that the water may be kept clean, the well must be supplied
+with a tight-fitting top which need not be opened and a metal pump to
+bring up the water. A well platform that allows the water spilled on it
+to run back into the well is unsafe, for any filth carried on the
+platform in any way will be washed directly into it. Rats, mice, and
+other animals get into the well if the top is not tight, and these, in
+addition to being unpleasant, are liable to introduce disease germs.
+
+_Simple disinfectants._--Sunshine and fresh air are nature's
+disinfectants and should be freely admitted to every part of the house.
+Windows should be left open whenever possible. The windows in the
+sleeping rooms should always be opened at night. The interior of the
+house should be kept perfectly dry. Decay does not easily take place in
+dry places. A damp cellar should be drained, and the grounds around the
+house should not be allowed to drain into the cellar. Coarse coal ashes
+should be used to fill in around the house, on the walks, etc., to help
+in securing thorough drainage. Wood ashes may be used as a simple
+disinfectant to cover decayed organic matter. Whitewash is a good
+disinfectant and should be frequently used both inside and outside the
+house and on all out-buildings. Kerosene and creosote also make good
+disinfectants.
+
+_Care of out-of-door closets._--The privy should be so arranged that it
+may be cleaned often and all excreta disposed of in a safe way. The
+building should be so well constructed that there will be no cracks for
+the admission of flies. In a poorly constructed building, old paper can
+be pasted over the cracks, to make the structure fly-proof. Dry earth,
+street dust, or lime should be frequently sprinkled over the excreta,
+and the seat should be closed, to prevent the entrance of flies or
+mosquitoes. The seat should be washed frequently, and both the seat and
+the floor scrubbed at least once a week.
+
+
+PRELIMINARY PLAN
+
+It will be well to teach this lesson at a time when improvements are
+necessary in the care of the school-house. The discussions in regard to
+out-of-door closets will, of course, be taken when the girls are alone
+with the teacher.
+
+
+METHOD OF WORK
+
+Discuss the disposal of waste, the care of garbage, etc., in the home
+and the school. Talk over the care of waste from the school lunch and
+discuss methods of keeping the school in a sanitary condition. Follow
+this by a general cleaning of the school-house.
+
+
+
+
+LESSON V: MAKING SOAP
+
+
+SUBJECT-MATTER
+
+_Home-Made Hard Soap_
+
+  6 lb. fat
+  1 can lye
+  1 pt. cold water
+  1 tbsp. borax
+
+Melt the fat slowly. Mix the lye and water in a bowl or kettle (do not
+use a tin pan), stirring with a stick until the potash dissolves. Add
+the borax and allow the mixture to cool. Cool the fat and, when it is
+lukewarm, add the lye, pouring it in a thin stream and stirring
+constantly. Stir with a smooth stick until about as thick as honey, and
+continue stirring for ten minutes. Pour the mixture into 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 before using.
+
+When making the soap, be careful not 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 not wet them.
+
+
+PRELIMINARY PLAN
+
+Some time before this lesson is given ask the pupils to bring scraps of
+fat from home. See that these are in good condition, and weigh them, to
+determine the portion of the recipe that can be made. Ask one of the
+pupils to bring sufficient borax for the recipe.
+
+
+METHOD OF WORK
+
+Let the pupils look the fat over and put it on to melt, watching it
+carefully. While it is heating and cooling, discuss the process of
+soap-making, the cost of materials, the care necessary in the making of
+soap, and the importance of its use. Get ready the other materials, and
+a box for moulding the soap, and let the pupils work together. After the
+soap has hardened and been cut, have it put away on a shelf to dry.
+
+
+
+
+LESSON VI: SETTING AND CLEARING THE TABLE
+
+
+SUBJECT-MATTER
+
+The following points must be remembered when a meal is to be served: The
+dining-room must be clean, well aired, sufficiently lighted, and in good
+order.
+
+The table must be perfectly clean and covered with a clean white cover
+(table-cloth, doilies, paper napkins, or oil-cloth).
+
+A vase of flowers or leaves or a small potted plant, in the centre of
+the table, will help to make it attractive.
+
+The table should be prepared with everything necessary for serving the
+meal, but only those foods should be placed on it that will not be
+spoiled by standing. If there is danger of the food attracting flies,
+cover it carefully.
+
+Plates for everyone who is to partake of the meal should be arranged at
+equal distances from one another, and half an inch from the edge of the
+table.
+
+The knife should be placed at 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 at the left of the plate with the tines turned
+up, and one inch from the edge of the table.
+
+The spoon should be placed, bowl upward, at the right of the plate, to
+the right of the knife. It should be placed one inch from the edge of
+the table. Spoons and forks for serving should be placed at the right
+and left of the dish to be served, or in another convenient position. No
+one should have to use the personal fork or spoon for serving.
+
+The napkins should be folded simply and placed at the left of the fork.
+
+The tumbler should be placed at the upper end of the knife.
+
+The cups and saucers should be placed at the right of the plate with the
+handle of the cup toward the right.
+
+The bread-and-butter plate, if used, should be placed at the upper left
+hand of the fork.
+
+The salt-cellars and pepper-shakers should be placed near the centre of
+the table or at the sides, where they can be conveniently reached.
+Individual salt-cellars, if used, should be placed immediately in front
+of the individual plate.
+
+The chairs should be placed at the table after it is set. Care should be
+taken not to put them so close to it that it will be necessary to move
+them after they are occupied.
+
+
+PRELIMINARY PLAN
+
+If possible, arrange to give this lesson before Lesson VIII in the
+series of "Twenty Lessons in Cooking" is given; then the emphasis in
+that lesson may be put upon the food to be served, proper combinations,
+etc., while this lesson gives the drill in the arrangement and handling
+of the dishes.
+
+It is desirable to 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 to these processes.
+
+Be careful to see that everything necessary is on hand to set the table
+simply but daintily. For class practice a small table may be set for
+four. This will necessitate a table-cover, four or more dinner plates,
+four bread-and-butter plates, four tumblers, four cups and saucers, four
+knives, four forks, four teaspoons, four napkins, a salt-cellar, a
+pepper-shaker, a platter, one serving spoon, and one serving fork. If
+these things are not already in the school, probably they can be brought
+from home by the pupils. If linen cloths are not used and cannot be
+afforded on the tables in the homes, the pupils should be taught to use
+a white oil-cloth.
+
+Have a diagram made on the black-board by one of the pupils of the
+arrangement of an individual place at the table.
+
+[Illustration: _Fig. 1._--Arrangement of an individual place at table
+1. Knife 2. Spoon 3. Tumbler 4. Fork 5. Napkin
+6. Bread-and-butter plate 7. Dinner plate]
+
+
+METHOD OF WORK
+
+The process of table setting should be demonstrated with the materials
+at hand, and the work should be adapted to home conditions.
+
+If there is no available table in the school-room, the desk tops may be
+used for individual places.
+
+Reasons for the arrangement of the table should be given--the
+convenience of placing the knives and the spoons to the right, the forks
+to the left, the cup and saucer and the tumbler to the right, the use of
+the napkin, etc.
+
+
+
+
+LESSON VII: WAITING ON TABLE
+
+
+SUBJECT MATTER
+
+The one who is to wait on table must be careful to see that everything
+is in readiness before the meal is announced, so that she can do her
+work easily, without subjecting those at the table to unnecessary delay.
+She should have water, bread, and butter (if used), hot dishes ready for
+the hot foods, and dessert dishes conveniently at hand. She must see
+that her hands are perfectly clean and her hair and dress in order. A
+clean, neat apron will always improve her appearance. The room should be
+clean and neatly arranged.
+
+If the meal is to be a family one and all are to sit at the table
+together, plates will be passed from one to another as they are served:
+but it will still be well to have one person appointed to wait on the
+table. She should be ready to supply more bread, water, etc., when it is
+necessary, and to change the plates for the dessert course. She should
+rise from the table quickly and quietly, in order not to disturb others,
+and should take her place again as soon as the necessary service has
+been rendered.
+
+The following rules should be observed: Hold the tumblers near the
+bottom, being careful not to touch the upper edge. Fill only
+three-quarters full.
+
+Put the butter on the table just before the meal is announced, and serve
+in neat, compact pieces.
+
+Cut the bread in even slices, pile them neatly on a serving plate, and
+place it on the table, covering it with a clean napkin or towel, if
+there are flies about or there is danger of dust. If preferred, the
+bread may be cut at the table as required. Place the dessert dishes at
+one end of the table or, better still, on a side table, until it is time
+to use them. When carrying the dishes to and from the table, be careful
+not to let the fingers come in contact with the food. Learn to place the
+hand under the dish. In particular service a napkin is used between the
+hand and the dish, or a tray, if the dish is a small one. The tray
+should be covered with a napkin or doily.
+
+When a dish is being passed, hold it at the left of the person to be
+served and at a convenient height and distance. Be sure that each dish
+is supplied with a spoon or a fork for serving, and turn the handle of
+the spoon or the fork toward the one to be served.
+
+If a plate is to be placed in front of a person, set it down from the
+right. Never reach in front of others at the table.
+
+When a course is finished, remove the dishes containing the food first;
+then the soiled plates, knives, and forks. Be careful to handle only a
+few dishes at a time and not to pile them. If another course is to be
+served, remove the crumbs from the table, using for the purpose a napkin
+and plate, or a crumb tray and brush, and brushing the crumbs lightly
+into the plate. Fill the tumblers, and arrange the dishes and forks or
+spoons quickly for the next course.
+
+When the meal is over, the chairs should be moved back from the table,
+the dishes neatly piled and carried to the kitchen sink, the table
+wiped, the crumbs brushed from the floor, and the room aired.
+
+
+PRELIMINARY PLAN
+
+Let this lesson be a continuation of the previous one, placing emphasis
+on the method of waiting on table. The same articles will be required as
+were used in the last lesson. In addition to these the pupils must be
+careful to have clean aprons for this lesson.
+
+
+METHOD OF WORK
+
+Have the table set, as a review of the work of the last lesson; then
+have four or six of the pupils seat themselves and go through the forms
+of serving one another to any simple meal upon which the class may
+decide. Family meal service should be explained and demonstrated first;
+then service where there is one waitress. Have the pupils, in turn, act
+as waitresses and serve all the others, offering and placing the food,
+removing the soiled dishes, filling the tumblers, etc.
+
+
+
+
+LESSONS VIII AND IX: GENERAL CLEANING OF A ROOM
+
+
+SUBJECT-MATTER
+
+Rooms which are in constant use should be swept and dusted every day. A
+thorough cleaning of each room in the house will be necessary every week
+or two, even though the room is swept and kept in order daily. First,
+all cupboards, drawers, and other receptacles in which articles collect
+should be cleaned; then all large movable articles should be dusted and
+moved out of the room; those that are not readily movable should be
+dusted and covered. The floor should be swept with the windows open; the
+ceiling and walls should be brushed with a covered broom, and the dust
+allowed to settle. The floor should then be wiped with a damp cloth on
+the broom.[A] The woodwork should be cleaned with a damp cloth and a
+soap that is not too strong. Soda or sapolio should not be used. The
+furniture should be carefully uncovered, and everything arranged in
+perfect order.
+
+    [A] If the floor is of unfinished-wood, it will require a
+    thorough scrubbing. After sweeping the floor and allowing
+    the dust to settle, a small portion at a time should be
+    scrubbed with a floor-brush and soap. When scrubbing, the
+    grain of the wood should be followed. The scrubbing-water
+    should be changed frequently. For rinsing and drying the
+    floor, a cloth should be wrung out of clear water.
+
+The things that are highest should be dusted first, and care should be
+taken to collect all 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 before using on all surfaces
+except the polished furniture and windows.
+
+Sweeping should be done with short strokes and the broom should be kept
+close to the floor, so that the dust will not 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 it should also be washed periodically.
+
+Small rugs should be cleaned out-of-doors. They should be swept, beaten,
+and re-swept, then rolled until ready to be put on the floor. If the rug
+is a large one and cannot be removed, it should be wiped over with a
+damp cloth, rolled, and the under side of the rug and the floor beneath
+it should be wiped.
+
+After the room has been cleaned, the windows should be arranged so that
+a supply of fresh, clean air can come constantly into it. This is
+essential to every room in the house, if perfect health is to be
+maintained.
+
+
+PRELIMINARY PLAN
+
+It will be well to have Lesson IX given in one of the homes some day
+after school hours, if possible. If that cannot be arranged, the
+school-room may be utilized as the place for practice.
+
+
+METHOD OF WORK
+
+Devote Lesson VIII to a discussion of the methods of cleaning and to
+various short tasks in connection with the school-room. In Lesson IX
+have the pupils go through the entire process of cleaning a room. Assign
+some portion of the task to each one of them, so that all may take part
+in the work. Supervise the work carefully, assign home practice, and
+have each pupil clean a room at home once a week for a month.
+
+
+
+
+LESSON X: CARE OF THE BED-ROOM
+
+
+SUBJECT-MATTER
+
+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 the bed-clothes
+should be removed and put on chairs before the window to air. The night
+clothing should also be aired. The slops should be emptied, and the
+chamber should be washed with cold water, using a special cloth. The
+basin should be washed in warm, soapy water, which should then be poured
+into the chamber and used for washing it. The toilet articles should be
+washed, then the basin rinsed and wiped dry. The slop jar should be
+washed out thoroughly, and both the slop jar and the chamber should be
+cleaned frequently with chloride of lime or some other disinfectant. The
+pitcher should be filled with fresh water, and all the articles arranged
+neatly on the wash-stand. If the towels are soiled, clean ones should be
+supplied. The mattress should be turned and the bed made carefully; the
+lower sheet being tucked under the mattress all around, and the other
+covers tucked in at 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
+swept, the furniture dusted, and everything put in place. The windows
+should be left partly opened, so that the bed-room may be well aired.
+Fresh air is always necessary, but especially during sleep, when the
+body is repairing itself, and it is important that the room should be
+well aired during the day and the windows left open at night.
+
+When the room is to be thoroughly cleaned, the frame of the bed should
+be dusted, the mattress turned, and the bed should be made. The window
+shades should be dusted and rolled up. The curtains should be well
+shaken and covered, if one has a dust sheet. All the small articles on
+the bureau, table, and shelf should be placed on the bed, and the whole
+covered with a sheet. The tables, chairs, and any other movable
+furniture should be dusted and placed outside the room or covered. The
+rugs should be rolled and cleaned out-of-doors. The room should be swept
+and dusted. As soon as the dust has settled, the covers 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 room
+left in perfect order. The broom and everything else that has been used
+in the work should be cleaned and put back into their places.
+
+
+PRELIMINARY PLAN
+
+It may be possible for the teacher to give this lesson in her own
+bed-room or in the bed-room of one of the neighbours. If this is not
+feasible, the only way to make it effective is to have the pupils report
+each day on the work they do at home.
+
+
+METHOD OF WORK
+
+Illustrate each process and give the reasons for everything that is
+done. Emphasize the importance of the sanitary care of the bed-room, a
+regular time for doing the work, and the benefit of having each member
+of the family care for her own personal belongings and her own portion
+of the bed-room.
+
+
+
+
+LESSON XI: CARE OF LAMPS
+
+
+It is assumed that the teacher is acquainted with the possibilities of
+electricity and other methods of better lighting in country homes, and
+will instruct her pupils in the economic use of modern lighting
+facilities.
+
+
+SUBJECT-MATTER
+
+_Directions for cleaning and filling lamps._--A bright light comes from
+clean burners that allow a good draught. This means constant care on the
+part of the one who looks after the lamps. In the daily cleaning, first
+dust the chimney shade and the body of the lamp. Wash the chimney. If
+sooty, clean with a newspaper before washing. Next, turn the wick high
+enough to show all the charred part; cut this off, making it perfectly
+even, then rub with a piece of soft paper. Wipe the burner and any other
+part of the lamp that may be oily. Dry with another cloth. Fill the body
+of the lamp with oil to within an inch of the top, leaving plenty of
+room for the gas that may be generated from the kerosene, as this gas,
+in a lamp that has been used many times without refilling, may be a
+source of danger.
+
+When lighting the lamp, turn the wick down, allowing the chimney to
+become heated gradually. If it is necessary to move the lighted lamp,
+turn the wick low. The flaring up of the flame smokes the chimney. Do
+not leave a lighted lamp in a room where there is no one to watch it.
+When putting out the light, blow across the chimney, never down into it,
+as this might send the flame down into the kerosene.
+
+About once a month give the lamp a thorough cleaning. Spread out a
+newspaper and take the lamp apart. Wash the chimney 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 have been
+added. Insert new wicks if the old ones are dirty, and put the parts all
+securely together again. Keep an old pan and some cloths exclusively for
+this purpose, and be very careful not to allow the dirty hands or a drop
+of kerosene to come near any food.
+
+Have a regular time in the day for cleaning the lamps, preferably
+immediately after all the morning work has been done after breakfast. Do
+not fill the lamps near the kitchen stove. Do not light a match while
+the oil-can is near, and never fill a lamp while it is lighted or while
+near another one which is lighted. If a fire is caused by kerosene,
+smother it with a heavy rug or a woollen garment, and do not attempt to
+put it out with water.
+
+
+PRELIMINARY PLAN
+
+It will be well to give this lesson just before some evening
+entertainment at the school-house. If there are no lamps at the school
+have a few brought in from neighbouring homes. Secure an old pan and
+some cloths to use in cleaning.
+
+
+METHOD OF WORK
+
+Discuss with the pupils the cost and properties of kerosene and the
+danger of having a light or too great heat near a can of kerosene.
+Explain the draught by means of which the kerosene can be made to burn
+on the wick and the danger if the burner becomes clogged up and the
+draught is cut off. Have the lamps taken apart, the burners boiled, the
+chimneys cleaned, and the body of the lamps filled and wiped off. Then
+have the lamps lighted, to see that they burn properly.
+
+
+
+
+LESSON XII: PREVENTION OF PESTS
+
+
+SUBJECT-MATTER
+
+Household pests are annoying, dangerous to health, and destructive to
+property. They carry disease germs from one person to another and from
+the lower animals to human beings. Absolute cleanliness is essential, if
+the house is to be kept free from pests. As a rule, they flourish in
+dark, damp, dirty places. With proper care the housekeeper can keep her
+house free from them and, if they are noticed, she should know how to
+exterminate them.
+
+A few simple methods of extermination are here given:
+
+_Bedbugs._--Kerosene should be poured into all the cracks, and a brush,
+dipped in kerosene, run briskly over all surfaces. Care must be taken to
+have no fire in the room while this is being done. The windows should be
+open, and the room should be kept free from dust. In four days this
+should be repeated, in order to kill any bugs that may have just
+hatched.
+
+_Cockroaches and water-bugs._--A solution of one pound of alum to three
+pints of water should be poured into all the cracks. Insect-powder and
+borax are also effective. Absolute cleanliness and freedom from dampness
+are necessary, if the house is to be kept free from cockroaches.
+
+_Ants._--Oil of cloves or pennyroyal on pieces of cotton-batting
+scattered about in the places where ants appear will drive them away.
+Saturating the nests with coal-oil will destroy them. Food which
+attracts ants should be removed from places which they are able to
+reach.
+
+_Rats and mice._--These are best exterminated by the use of a trap or
+some preparation such as "Rough on Rats". Traps should be set nightly
+and should be scalded and aired after a mouse has been caught. Rat holes
+may be stopped by sprinkling with chloride of lime and then filling with
+mortar or plaster of Paris.
+
+_Mosquitoes._--These breed in swampy places, or in old barrels or kegs
+or tin cans which hold stagnant water. Therefore, if the swampy places
+are drained and the grounds about the house are kept free from stagnant
+water, the housekeeper will, as a rule, not be troubled with mosquitoes.
+Empty barrels or kegs should be inverted, and old tin cans should have a
+hole punched in the bottom, so that they will not hold water. All high
+weeds near the house should be cut down and destroyed, so that they will
+not provide a damp place in which to harbour mosquitoes. If it is
+impossible to get rid of all standing water, the breeding of mosquitoes
+can be checked by pouring kerosene oil on the water. One ounce of oil on
+fifteen square feet of water is sufficient, and this will have to be
+renewed at least once in ten days. The doors, windows, and ventilators
+of the house should be well screened, as a protection against
+mosquitoes.
+
+_Flies._--These are one of the greatest carriers of typhoid and other
+germs, as well as filth of all sorts. They can be got rid of only by
+destroying the breeding places and killing the flies as rapidly as
+possible. Materials that attract them should not be exposed in and about
+the house. The house should be well screened with wire mesh or mosquito
+netting, in order to keep out the flies. A fly swatter should be kept at
+hand. The stables should be cleaned daily. Manure piles should be
+screened, and every effort should be made to kill the larvae by frequent
+spraying with kerosene, creoline (dilute creosote), or lime.
+
+_Fleas._--These will be troublesome if cats or dogs are kept in the
+house. These pets should be given frequent baths, the rugs on which they
+lie should be brushed and shaken daily, and the floors should be washed
+with soap and water and wiped with kerosene.
+
+_Moths._--These are apt to develop in woollen clothes unless the
+garments are thoroughly shaken and absolutely 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.
+
+
+PRELIMINARY PLAN
+
+Give this lesson at a time when the pupils are asking about household
+pests or when the school is suffering from them. It would be well to
+have it in the spring, just before the school closes, so that the pupils
+may immediately put into practice what they learn. It may be desirable
+to devote their efforts to the destruction of one particular pest; for
+example, a fly crusade may be inaugurated.
+
+
+METHOD OF WORK
+
+If there are pests in the school-room, discuss their habits, what seems
+to attract them, where they come from, etc. Have the pupils report any
+that they may have at home. Explain why they are dangerous, tell how
+they can be exterminated, and assign to each pupil the task of
+exterminating one household pest. Have her report, each day, the success
+of her efforts. Continue this work for several weeks.
+
+
+
+
+LESSON XIII: REMOVING STAINS, BLEACHING FABRICS, AND SETTING COLOURS
+
+
+SUBJECT-MATTER
+
+As garments and household linens are apt to become stained and thus lose
+their attractiveness, it is well to know the remedies for the most
+common stains and the principle upon which their removal depends. All
+stains should be removed as soon as possible. Boiling water will loosen
+and remove coffee, tea, and fresh fruit stains. The stained spot should
+be held over a bowl, and the water should be poured upon it with some
+force. Cold water will remove stains made by blood or meat juice.
+Soaking will help in the removal of blood stains. Rust stains may be
+removed by wetting the stained spot with lemon juice, covering it with
+salt, and placing the stained fabric in the sun. Stains from stove
+blacking, paint, and grass may be removed by soaking in kerosene and
+washing well with soap and water. Ink stains may be removed by soaking
+in water, removing as much of the stain as possible, and then soaking in
+milk. Stains from cream and other forms of grease may be washed out in
+cold water, followed by warm water and soap.
+
+White cotton and white linen materials may be bleached by exposure to
+the sunshine while still damp. If they are left out overnight, the
+bleaching process is made effective by the moisture furnished by dew or
+frost. A stream of steam from the tea-kettle may also help in the
+bleaching process.
+
+Some colours are set by the addition of a small amount of acid to the
+first water in which they are soaked, while others are set by the use of
+salt. It is necessary to try a small amount of the material before
+dipping in the entire garment, in order to be sure of satisfactory
+results. Vinegar should be used for blues, one-half cup to one gallon of
+water. Salt is most effective for browns, blacks, and pinks. In most
+cases, two cups of salt to one gallon of cold water will be sufficient.
+
+
+PRELIMINARY PLAN
+
+The towels used for drying dishes or the linen used for some school
+entertainment may have become stained with coffee, 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 should have an
+article on which to practise. This lesson should be preliminary to the
+lesson on laundry work.
+
+
+METHOD OF WORK
+
+Examine the various articles from which stains are to be removed.
+Discuss the method of removal, and let each pupil work at her own stain
+until it is as nearly removed as possible.
+
+
+
+
+LESSON XIV: WASHING DISH-TOWELS, APRONS, ETC.
+
+
+SUBJECT-MATTER
+
+Dish-towels should be thoroughly washed at least once a day. Wash one
+piece at a time (the cleanest first) in warm, soapy water and rinse in
+clear water in another pan. Hang in the sun, if possible, so that the
+air will pass through. Boil at least once a week 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, soapy water; boil, rinse, and blue slightly. A
+small amount of thin starch may be desirable. A thin starch may be made
+as follows:
+
+_Recipe for Thin Starch_
+
+  2 tbsp. starch
+  4 tbsp. cold water
+  1/2 tsp. lard, butter, or paraffin
+  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.
+
+Hang the articles in the sun to dry, shaking well before putting on the
+line, and folding the edge of each over at least six inches. Be sure to
+have the line clean. When dry, fold carefully. A short time before
+ironing, sprinkle well.
+
+
+PRELIMINARY PLAN
+
+It may be desirable to give this lesson earlier in the course, if
+cooking lessons are being given and dish-towels are in use, or if the
+aprons are badly soiled. Other articles may be washed, if time and
+facilities permit.
+
+
+METHOD OF WORK
+
+Discuss briefly the need for laundry work and the general principles.
+Let the pupils take turns at washing the towels or aprons; examine each
+article after it is washed, and give careful directions for the boiling,
+blueing, and starching. While these processes are being completed, let
+some of the pupils prepare the line. Let two of them be appointed to
+bring the towels in, before going home from school.
+
+
+
+
+LESSON XV: IRONING
+
+
+SUBJECT-MATTER
+
+To do good ironing it is necessary to have a firm, unwarped ironing
+board. This should be covered with some thick woollen material and a
+white cotton cover that is clean, smooth, and tightly drawn. The thick
+cover should be tacked on, while the top cover should be pinned, so that
+it may be easily 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 to wipe the iron after using the
+beeswax. A newspaper should be spread on the floor, to protect any
+pieces that may hang 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 not be ironed until the irons are very
+hot. If the article is first laid smooth, it will be easier to iron it
+and keep it in shape, and every piece should be ironed until it is
+perfectly dry. As soon as the ironing is completed, the articles should
+be hung up to air.
+
+
+PRELIMINARY PLAN
+
+Arrange to have the ironing lesson just as soon after the laundry lesson
+as possible. It will probably be easy to borrow the necessary equipment
+from homes near the school. Each pupil may be directed to bring
+something that will contribute toward the equipment, and one may be
+instructed to have the fire ready and another to put the irons on to
+heat before the lesson hour.
+
+
+METHOD OF WORK
+
+Call the pupils together early in the morning or at some time previous
+to the lesson period, and give them directions for sprinkling the
+articles to be ironed. When the class hour comes, 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
+
+
+SUBJECT-MATTER
+
+Because young girls are fond of little children and must help their
+mothers often with their baby brothers and sisters, they should know how
+to care for them. It is essential that they should understand the
+following points: The little body needs protection. The head is soft,
+and the brain may be injured by hard bumps or pressure. The skin is
+tender and is easily irritated by the bites of insects, friction, and so
+on. Kicking and wiggling are necessary to the development of the
+muscles, but the baby should not be played with all the time; and it is
+well for it while awake to lie quiet for part of the time. It should not
+be made to sit up until ready to do so. A desire to creep should be
+encouraged. Standing or walking should not be taught the baby until it
+tries to stand or walk itself, and then it must be helped very
+carefully.
+
+The baby should have plenty of fresh air and should be allowed to spend
+much of its time out-of-doors. In cold weather it must be warmly covered
+and sheltered from high winds. Its eyes should always be protected from
+strong sunlight.
+
+Regular hours should be observed for sleep, and the baby should be put
+to bed early in the evening. If the house is not well screened in
+summer, a mosquito bar should be put over the crib. The clothing should
+be light and loose, so that the body can move freely.
+
+Perfect cleanliness is necessary to keep the baby's skin in good
+condition; and a daily bath should be given. A morning hour, midway
+between the meals, is usually the best time for this. The baby should be
+taught to use the chamber before the bath and after the nap. Everything
+should be ready before it is undressed. The room should be very warm.
+The water should be only moderately warm, and should be carefully tested
+to make sure that it is not too hot. The towels and covers for the baby
+should be at hand. The head and the feet should be washed first, and the
+body soaped before putting the child into the bath. Little soap should
+be used, for even the best soap is strong and is apt to irritate the
+delicate skin. The bath should be given quickly, and the body wrapped at
+once in a blanket or towel and kept covered as much as possible while it
+is being dried.
+
+The baby should be fed in small quantities at regular intervals and
+given plenty of cold water to drink. Not until it is eleven or twelve
+months of age should it be given solid or semi-solid food. Even then,
+milk should continue to form the basis of its diet, and of this a
+considerable 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 should never be given; for example, fried foods, pastries,
+condiments, pickles, preserves, canned meats, fish, pork, sausage, cheap
+candies, coarse vegetables, unripe and overripe fruits, stimulants,
+foods treated with a preservative or colouring matter, and half-cooked
+starches.
+
+
+PRELIMINARY PLAN
+
+The teacher should talk with the pupils, in order to see what points in
+connection with the care of the baby it is necessary for them to know,
+so that they may do their work at home intelligently.
+
+
+METHOD OF WORK
+
+It will probably not 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 to give one lesson on the care of the
+baby, the teacher should supplement her own lessons by an additional
+lesson given by the nurse.
+
+
+
+
+LESSON XVIII: COST OF FOOD, CLOTHING, AND HOUSE
+
+
+SUBJECT-MATTER
+
+It is of great importance that children should learn in an elementary
+way the value of property. This will prepare them for the knowledge of
+the cost of living that is essential. They should learn that the cost of
+food can be decreased by having gardens, and by the proper choice, care,
+and handling of foods; that taking care of clothing will reduce another
+item of expense; and that the owning of one's own house and lot is
+something worth working for, in order to obviate the necessity of paying
+rent.
+
+
+PRELIMINARY PLAN
+
+The teacher will have to acquaint herself thoroughly with conditions in
+the community, so that she can talk intelligently with the pupils,
+emphasize the right points, and give constructive help.
+
+
+METHOD OF WORK
+
+Begin with a discussion of the cost of food; how much the pupils earn or
+spend during the week; and why it is worth while to cook and sew well
+and to look after property. Continue such discussions from time to time,
+in connection with other school work.
+
+
+
+
+LESSON XIX: HOW TO KEEP ACCOUNTS
+
+
+SUBJECT-MATTER
+
+It is well for every one to keep a written record of all money received
+and all money spent. Children should be taught to do this as soon as
+they are old enough to have money in their possession. A simple little
+note-book in which all expenditures are entered on the right side and
+all receipts on the left side, with the balance drawn up each week or
+month, will prove an easy and satisfactory method of keeping accounts.
+If the little girl learns to do this with her pennies, she will be
+better able to take care of the more important household accounts when
+she is in charge of a home. However, there will be no real incentive for
+her to keep accounts unless she is endeavouring to 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 her account-keeping is
+worth while. As a housekeeper, she will appreciate the importance of
+saving for some future benefit to the family.
+
+
+PRELIMINARY PLAN
+
+In order to make the lesson of vital interest, introduce it at a time
+when the pupils are saving for some specific purpose--material for a
+dress to be made in the sewing class, refreshments for a party for their
+mothers, a school library, or something else that will be a pleasure and
+help in the work of the school.
+
+
+METHOD OF WORK
+
+After discussing the sources 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 suitable for the purpose. It may be necessary to make or to rule
+this book as a portion of the class exercise.
+
+
+
+
+LESSON XX: CARE OF THE EXTERIOR OF THE HOUSE
+
+
+SUBJECT-MATTER
+
+Closely allied to the housekeeper's work within the home is the care of
+the exterior of the house and its surroundings. It is absolutely
+necessary that the grounds be kept neat and clean. In addition to this
+they should be made attractive by the careful selection of a few trees
+and shrubs suitably placed. While the gardens at the rear of the house
+may be planned solely for the pleasure and use of the family, in
+planning the lawn at the sides and front the neighbours and passers-by
+must be considered. The grounds should be a picture of which the house
+is the centre, the trees and shrubs being grouped to frame the picture.
+
+In placing shrubs, the effect of the whole landscape should be
+considered. As a rule, shrubs should be placed in corners, to hide
+outhouses from view, or to screen other places which should be shielded.
+The centre of the lawn should be left free, and in no case should a
+shrub be placed in the middle of an open space in a lawn or yard. A few
+flowers should be planted among the shrubs, to give colour at different
+seasons.
+
+The exterior of the house must be considered, if the picture framed by
+the shrubs and vines is to be a pleasing one. The house should be
+painted in a soft brown or dark green to blend with the landscape of
+oaks and pines. The paint will help to preserve the house, but its
+colour must be carefully chosen to give a pleasing effect.
+
+The general plan of the grounds and local conditions in regard to soil
+and climate will determine to a large extent the kind of shrubs to be
+used. Many beautiful shrubs which have been introduced from foreign
+countries do 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 almost any kind of soil. The swamp
+bush honeysuckle grows quickly and is suitable for clay land; so are the
+black elderberry and several species of viburnum. The hazel which may be
+obtained from the woods makes a good dense shrub, and the wild rose also
+has possibilities. The common barberry is an attractive shrub; but, as
+it assists in the formation of wheat rust, it should not be used in
+rural sections. The lilac may be used where a high shrub is desirable.
+The common arbor vitae or cedar of the swamps makes a good evergreen
+shrub. It serves well as a shield for both winter and summer and thrives
+with moderate care. The weigela, forsythia, and spiraea are also
+excellent shrubs.
+
+The ground at the back of the house should be used for vegetable gardens
+with flower borders. For this purpose a deep, rich soil is necessary,
+and every square foot of space should be utilized. Every family should
+learn to make use of an increased number of vegetables and fruits and to
+cook them in a variety of ways. No crops should be allowed to go to
+waste. A family of five people could be entirely provided with
+vegetables for the summer and autumn from a garden less than fifty by
+seventy-five feet.
+
+The attractiveness, as well as the usefulness, of the borders depends
+upon the choice and arrangement of flowers. These should be chosen with
+due consideration as to height of plants, colour of blooms, and seasons
+of blooming. The tallest plants should be placed at the back of the
+border; for a border six feet wide none of the plants need be over five
+feet in height. There can be a riot of colours, if the flowers are
+arranged in clumps of four to six throughout the entire length 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 to fill up the spaces and hide the soil. The well-tried,
+old-fashioned flowers will give the best satisfaction. Every four years
+the flower borders need to be spaded, well manured, and replanted.
+
+The following lists of flowers for borders may be suggestive:
+
+_Perennials._--Bleeding-heart, carnations, chrysanthemums, columbine,
+coreopsis, dahlias, gaillardias, golden glow, iris, larkspur, oriental
+poppies, peonies, phlox, pinks, platycodon, snapdragon.
+
+_Biennials._--Forget-me-not, foxglove, Canterbury bells, hollyhock,
+sweet-william, wallflower.
+
+_Annuals._--African daisy, ageratum, aster, calendula, calliopsis,
+balsam, candytuft, cornflower, cosmos, marigold, mignonette, nasturtium,
+petunia, poppy, stock, sweet alyssum, sweet-pea, verbena, zinnia, annual
+phlox, red sunflower, cut-and-come-again sunflower.
+
+Each home gardener should study garden literature, in order to assist in
+solving the garden problems; for the day has passed when one needed only
+to scratch the soil with a shell, plant the seeds, and receive an
+abundant crop. Today successful gardening depends upon intelligent
+management of the soil and crop and upon persistent labour.
+
+
+PRELIMINARY PLAN
+
+The teacher should, if possible, visit the homes of all the pupils, in
+order to make herself familiar with the condition in which their grounds
+are kept. She may be able to secure permission from one of the
+housekeepers to use her grounds as the practice place for the lesson, or
+it may be more desirable to give this lesson at the school and to
+conduct a school garden as a model home garden.
+
+
+METHOD OF WORK
+
+Discuss the arrangement and care of the home or school grounds. Have 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 gardens for the coming week. Let this lesson serve as a means of
+interesting the pupils in home gardening, if that has not already been
+taken up, or of emphasizing the relation of gardening to the
+housekeeper's work, if they are already interested in the former.
+
+
+REFERENCE BOOKS
+
+_Bush Fruits._ Card. Macmillan's, Toronto               $1.75
+
+_When Mother Lets Us Garden._ Duncan. Moffat,
+   Yard & Co., New York                                   .75
+
+_A Woman's Hardy Garden._ Ely. Macmillan's, Toronto      1.75
+
+_The Beginner's Garden Book._ French. Macmillan's,
+   Toronto                                               1.00
+
+_Productive Vegetable Garden._ Lloyd. Lippincott Co.,
+   Philadelphia                                          1.50
+
+
+
+
+TWENTY LESSONS IN COOKING
+
+
+SUGGESTIONS TO THE TEACHER
+
+The teacher should learn how the pupils live 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 accepted methods of cooking should be considered. Those
+foods should be used in the recipes which the pupils can afford to use
+at home. They should be encouraged to grow in their gardens a variety of
+garden produce, and to keep chickens, pigs, and cows.
+
+Elementary principles 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 not to waste time on points that are
+unrelated to the homes of the pupils, except as such points may be
+necessary to raise their ideals.
+
+All the work should be done carefully. The sanitary handling of food and
+care in the storage of foods should be insisted upon. Careful attention
+should be given to the dish-washing, care 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 anything
+that comes in contact with the food.
+
+Proper methods of sweeping and cleaning should be employed, and
+thoroughness must be practised in every detail of the work. Constant
+drill in these processes should be given.
+
+The order in which the lessons are to be given will be regulated, in
+part, by the season of the year in which they occur, the locality, the
+foods obtainable, and any special local needs. However, care must be
+taken that the lessons are given in proper sequence, so that the pupils
+may see the relation of one to another and may appreciate the value of
+each. It may be necessary to combine two lessons or to give only part of
+a lesson. In some of the lessons more recipes are suggested than can be
+prepared in a brief period. In every case the choice of a recipe will
+have to be made by the teacher. Wherever it is possible, simple
+experiments should be performed to show the composition of, and the
+effect of heat on, food.
+
+No attempt has been made to give a complete set of recipes; but those
+included here are chosen as illustrating the subjects to be discussed in
+the lessons. The teacher who desires to make use of a greater number of
+recipes will do well to supply herself with one of the text-books
+listed. Level measurements should be used in the preparation of all the
+recipes, and all the directions should be carefully followed.
+
+The first few lessons are more fully outlined than the others,
+furnishing suggestions for methods of procedure that may be adapted to
+later lessons. The teacher should have a detailed plan for every lesson,
+outlining her method of work, the leading questions for the discussion,
+and the home assignments which she desires to make.
+
+Foods that are in common use are suggested for the lessons outlined.
+There will necessarily be exceptions to their use in different
+localities. If any foods used in the homes are harmful because of the
+manner in which they are prepared, the teacher should do all in her
+power to correct the situation, but she must, at the same time, be
+careful not to be too radical. If the lessons given are not followed by
+home practice, the time devoted to them will be, to all intents and
+purposes, wasted. Simple meal service should be introduced wherever it
+is possible, and as much instruction on the furnishing and the care of
+the kitchen should be included as time permits.
+
+By the time the course is completed, the pupil should be able to keep
+her kitchen in a sanitary condition and should have a sufficient
+knowledge of food values and of the processes of cooking to enable her
+to provide simple, wholesome meals for her family.
+
+For the teaching of food values, it will be helpful to secure the set of
+sixteen food charts which may be obtained from the Superintendent of
+Documents, Government Printing Office, Washington, D.C., price one
+dollar.
+
+It will be shown later how the school luncheon may be managed with very
+little interference with the ordinary organization of the school. Where
+definite instruction is given in Household Science, a place must be
+provided for it on the school time-table, as is the case with the other
+school subjects. In sewing and household management lessons of forty
+minutes each are sufficient, and these can be arranged for at the times
+found to be most convenient. If each pupil keeps her sewing in a box or
+bag, it may often be used as "busy work" when the pupil has finished her
+assigned work or while she is waiting for the teacher, who may be
+engaged with another class. Lessons in cookery should be, if possible,
+at least one hour in length, and should be given at a time when this
+period can be exceeded, if the character of the lesson renders it
+desirable; for example, in those cases where the cooking is not
+completed at the expiration of the time assigned. For this reason the
+last hour on Friday afternoon has proved a very suitable time. In some
+schools the lesson is commenced at half-past three and runs on until
+completed, and in this way only half an hour of the regular school time
+is taken. The possibilities of a Saturday morning cooking class should
+not be overlooked.
+
+ABBREVIATIONS AND MEASUREMENTS
+
+  tbsp. = tablespoonful
+   tsp. = teaspoonful
+     c. = cupful
+    qt. = quart
+    pt. = pint
+    oz. = ounce
+    lb. = pound
+   min. = minute
+    hr. = hour
+
+TABLE OF LEVEL MEASUREMENTS
+
+  3 tsp. = 1 tbsp.
+  16 tbsp. = 1 c. (dry measure)
+  12 tbsp. (liquid) = 1 c.
+  2 c. = 1 pt.
+
+COMPARISONS BETWEEN WEIGHTS AND MEASURES
+
+  2 c. butter, packed solidly = 1 lb.
+  2 c. sugar (granulated)     = 1 lb.
+  2 c. meat, finely chopped   = 1 lb.
+  2-2/3 c. brown sugar        = 1 lb.
+  2-2/3 c. oatmeal            = 1 lb.
+  4-3/4 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 (juice)             = 3 tbsp.
+
+    _Note._--The half-pint measuring cup and not the ordinary
+    tea cup is the one to be used.
+
+
+
+
+REFERENCE BOOKS
+
+_Household Management._ Ontario Teachers' Manual. The
+   Copp, Clark Co., Ltd., Toronto                          $0.19
+
+_Domestic Science._ Austin, B. J. Lyons & Carnahan,
+   Chicago. Vol. I                                           .60
+            Vol. II                                          .60
+
+_Principles of Cooking._ Conley, G. American Book Co.,
+   New York                                                  .52
+
+_Home Economics._ Flagg, G. P. Little, Brown & Co.,
+   Boston. (McClelland, Goodchild & Stewart, Toronto).       .75
+
+_Lessons in Elementary Cooking._ Jones, M. C. Boston
+   Cooking School Magazine Co., Boston                      1.00
+
+_Food and Health._ Kinne, H., and Cooley, A. M. Macmillan's,
+   Toronto                                                   .65
+
+_The School Kitchen Text-book._ Lincoln, M. J. Little,
+   Brown & Co., Boston. (McClelland, Goodchild &
+   Stewart, Toronto)                                         .60
+
+_Food and Cookery._ Metcalf, M. L. Industrial Education
+   Co., Indianapolis                                        1.00
+
+_Household Science and Arts._ Morris, J. American Book
+   Co., New York                                             .60
+
+_The Science of Home-making._ Pirie, E. E. Scott, Foresman
+   & Co., Chicago                                            .90
+
+_Elements of the Theory and Practice of Cookery._ Williams,
+   M. E., and Fisher, K. R. Macmillan's, Toronto            1.00
+
+
+
+
+LESSON I: DISCUSSION OF FOODS AND COOKING
+
+_Management of the kitchen stove. Cooking by dry heat. Baked vegetable
+or fruit._
+
+
+SUBJECT-MATTER
+
+_Foods._--The body uses food to build and repair its tissues, to provide
+heat and energy, and to regulate the body processes. Foods differ from
+one another in their composition and in their ability to assist the body
+in the performance of its varied functions. These differences have led
+to the classification of foods into five groups, which are spoken of as
+the five food-stuffs or food principles.
+
+_Cooking._--While some foods can be used as they occur in nature, most
+of them are made more acceptable by the application of heat. Heat
+softens the structure of vegetables and fruits, makes tender the tissues
+of meat, prepares starch for digestion, develops the flavour in many
+foods, and destroys the parasites and germs that may be present. The
+five food-stuffs are differently affected by heat--some require slow
+cooking, others require intense heat. Hence, it is necessary to study
+cooking, in order that each food may be properly prepared.
+
+_The stove._--A knowledge of the construction of the stove and the
+methods whereby heat is obtained is imperative if one is to be a
+successful cook. For all stoves three things are necessary--fuel, a
+supply of oxygen, and a certain degree of heat, known as the kindling
+point, whereby the fire is started. The supply of oxygen is regulated by
+dampers and checks so arranged as to admit or cut off the draught of
+air.
+
+The creative dampers are doors or slides that come below the fire box.
+When open, they admit the entrance of air, increase the draught, and
+facilitate combustion.
+
+The oven damper is a flat plate which closes the opening into the
+chimney flue, to decrease the drawing of the draught. When the oven
+damper is closed, the heat from the fire remains in the stove and passes
+around the oven.
+
+Checks are doors or slides higher than the fire-box, which, when open,
+allow the cold air to pass over the fire, retarding combustion.
+
+A stove is also provided with means for disposing of the ashes, soot,
+and the gases formed. All parts of the stove are so arranged that they
+may be kept clean.
+
+(See Twenty Lessons in the Care of the Home. Lesson I)
+
+
+PRELIMINARY PLAN
+
+There should be provided for this lesson (from the homes of the pupils
+or the school garden), some fruit or vegetable in season that can be
+cooked by dry heat. Each pupil may be able to bring an apple or a
+potato. The teacher should be sure to have an oven that can be well
+heated for baking and to have the fire well started before the lesson
+begins, so that the oven will be ready for use.
+
+Lessons in geography and nature study should be correlated with the
+cooking lesson, to give the pupils an opportunity to study the source of
+foods and the reasons for cooking them.
+
+One of the pupils should write the recipes on the black-board before the
+lesson hour.
+
+
+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 with sugar. Cover the
+bottom of the dish with water one quarter of an inch deep and bake until
+the apples are soft (20 to 45 minutes), basting them every 10 minutes.
+Place them in a serving dish and pour the juice over them. Serve hot or
+cold.
+
+
+_Baked Potatoes_
+
+Select smooth potatoes of medium size, scrub carefully, and place in a
+baking-pan. Bake in a hot oven from 45 minutes to one hour. When soft,
+break the skin to let the steam escape and serve at once.
+
+
+METHOD OF WORK
+
+Discuss very briefly the food that is to be cooked and the method of
+cooking it. Have as many apples or potatoes baked as there are members
+of the class or as the baking-dish will hold.
+
+Assign tasks to special members of the class.
+
+As quickly as possible put the vegetable or fruit in the oven to bake.
+
+While the baking is in process, take up a general discussion of foods
+and cooking and a special discussion of the food which is being used and
+the method of cooking that is being employed.
+
+Give as thorough a lesson on the stove and combustion as time permits.
+Examine the baked article and discuss the methods of serving it, the
+time for serving, and so on.
+
+Use the finished product for the school lunch or have it served daintily
+in the class. Encourage the pupils to bring a dish to school in order to
+take the results of their work home for the family meal, if a school
+lunch is not served or if they do not need a lunch. Give careful
+directions for washing the dishes and supervise the housework carefully.
+(See pages 52, 53, _Household Management._)
+
+    _Note._--It may be necessary to go on with some other
+    recitation before the baking is completed, in which case
+    one member of the class should be appointed to watch the
+    oven.
+
+Questions Used to Develop the Lesson
+
+What food have we on hand for use to-day?
+
+Does this food need cooking? Why?
+
+How shall we prepare it for cooking?
+
+How shall we prepare the oven?
+
+How shall we care for the fire?
+
+How 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?
+
+How shall we serve it?
+
+For what meal shall we serve it?
+
+Of what value is it to the body?
+
+_Home assignment._--The pupils should prepare the baked dish at home and
+at the next lesson report the result of their work.
+
+    _Note._--The recipes given in this Manual are prepared for
+    normal times; but in every case the Regulations of the
+    Canada Food Board should be observed, and substitutes used
+    wherever possible.
+
+
+
+
+LESSON II: PREPARING AND SERVING VEGETABLES
+
+
+_Water and mineral matter in vegetables. How to prepare and serve
+uncooked vegetables--lettuce, cress, cabbage, etc. Cooking by moist
+heat. How to boil, season, and serve beet tops, turnip tops, cabbage,
+sprouts, kale, spinach, mustard, or other vegetable greens._
+
+
+SUBJECT-MATTER
+
+_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 to the surface and disappear. The water has then
+reached the simmering-point, 185°, a temperature frequently made 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.
+
+_Mineral matter._--Mineral matter is a second food-stuff that is needed
+by the body, but the amount required is very small. If a variety of food
+is used, there is generally sufficient mineral matter in the diet.
+Fruits and vegetables, especially fresh green vegetables, are
+comparatively rich in mineral matter. 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 vegetables._--Green vegetables hold an important place in the
+diet, because they contain valuable mineral matter. They also contain a
+high percentage of water and considerable cellulose. With few exceptions
+they should be eaten raw, because the mineral salts, being soluble, are
+lost in the water in which they are cooked and because the cellulose
+serves its purpose best in the crisp form. Cabbage is rendered much more
+difficult of digestion by cooking. Spinach, beet tops, etc., are more
+palatable when cooked. The delicately flavoured vegetables should be
+boiled in a very small amount of water, so that they need not be
+drained. Thus the mineral matter will be retained when the vegetables
+are served.
+
+
+PRELIMINARY PLAN
+
+There should be provided for the lesson (from the homes of the pupils or
+the school garden), some fresh vegetables in season; one that can be
+cooked by boiling and one that can be served uncooked with a simple
+dressing.
+
+One of the pupils should write the recipes on the black-board before the
+lesson hour.
+
+
+RECIPES
+
+_Preparation of Fresh Green Vegetables_[A]
+
+Wash the vegetables thoroughly, leaving them in cold water to crisp, if
+wilted. Keep cool until ready to serve, then arrange daintily, and dress
+with salt, vinegar, and oil as desired, or prepare a dressing as
+follows:
+
+_Cooked Dressing_
+
+  1/2 tbsp. salt
+  1 tsp. mustard
+  1-1/2 tbsp. sugar
+  A few grains pepper
+  1/2 tbsp. flour
+  1 egg or yolks of 2 eggs
+  1-1/2 tbsp. melted butter
+  3/4 c. milk
+  1/4 c. vinegar
+
+Mix the dry ingredients, add the egg slightly beaten and the butter and
+the milk. Cook over boiling water until the mixture thickens. Add the
+vinegar, stirring constantly. Strain and cool.
+
+    Note.[A]--It may be well to omit from this lesson the
+    uncooked vegetable that is served in the form of a salad
+    and to give it at some other time. It is not well to
+    attempt to teach more than the pupils can master
+    thoroughly.
+
+_Recipe for Boiling and Seasoning Fresh Green Vegetables_
+
+Wash the vegetables carefully and put them on to cook in boiling water.
+Delicately flavoured vegetables (spinach, celery, fresh peas, etc.) will
+require but little water, and that should be allowed to boil away at the
+last. If spinach is stirred constantly, no water need be added. Starchy
+vegetables should be completely covered with water, and strongly
+flavoured vegetables (as turnips, onions, cabbage, and cauliflower)
+should be cooked in water at simmering temperature.
+
+After the vegetables have cooked for a few minutes, salt should be
+added, one teaspoonful to each quart of water. Cook the vegetable until
+it can be easily pierced with a fork. Let the water boil away at the
+last. If it is necessary to drain, do so as soon as the vegetable is
+tender. Season with salt, pepper, and butter (1/4 teaspoon salt, 1/8
+teaspoon pepper, and 1/2 tablespoon butter to each cup of vegetable).
+
+    _Note._--The water in which the vegetables are cooked
+    should be saved for soups and sauces, as it contains most
+    of the valuable mineral matter.
+
+
+METHOD OF WORK
+
+Discuss 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 readily apparent, and the pupils will enjoy
+watching the process.
+
+Discuss why one vegetable is to be cooked and another served uncooked.
+
+Emphasize the cleaning of the vegetable, its structure, composition, and
+the effect of the boiling water upon it.
+
+After the vegetable has been put on to cook, discuss the method of
+seasoning or dressing the vegetable which is to be served uncooked, and
+have it prepared attractively to 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 members of the class
+suggest others that may be prepared as salads or cooked in the manner
+being illustrated, and write the list on the black-board for the pupils
+to copy in their note-books.
+
+When the cooked vegetable is tender, have it drained, seasoned, and
+served, and serve the uncooked vegetable at the same time.
+
+When ready 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 carefully and daintily.
+
+Emphasize the careful washing of the dishes, etc., as on the previous
+day.
+
+_Questions Used to Develop the Lesson_
+
+How shall we prepare our 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 it be necessary to add any more?
+
+Will it be necessary to cover the sauce-pan?
+
+How hot must the water be kept? How can one tell when
+  the water is sufficiently hot?
+
+How can we determine when the food has cooked long enough?
+
+How shall we serve this vegetable?
+
+How does boiling compare with baking--
+
+  In the time 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.
+
+
+
+
+LESSON III: THE VALUE OF CARBOHYDRATES IN THE DIET
+
+_Potatoes as a source of carbohydrates. The choice, cost, care,
+composition, food value, and cooking of potatoes, baked squash, steamed
+squash._
+
+
+SUBJECT-MATTER
+
+_Carbohydrates._--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 production of heat and energy in the body.
+Excess of carbohydrates may be stored in the body as fatty tissue.
+
+_Potatoes._--Potatoes are a cheap source of carbohydrates. They are also
+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, which is an indigestible carbohydrate
+material. Potatoes have only a small amount of cellulose, however, and
+they are comparatively easy of digestion. When dry and mealy, they are
+most digestible. When used for a meal, potatoes should be supplemented
+by some muscle-building food, such as milk, cheese, eggs, fish, or meat.
+
+
+PRELIMINARY PLAN
+
+At some previous period the teacher should have discussed with the
+pupils the use of potatoes and learned from them the different ways in
+which they cook them in their homes. 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.
+
+Each pupil should be asked to bring one or two potatoes for the lesson.
+The best methods of cooking and the means of securing variety should be
+emphasized.
+
+
+RECIPES
+
+_Mashed Potatoes_
+
+  6 potatoes
+  1/4 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-pan in which 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 PRESENCE OF STARCH IN POTATOES
+
+Scrub and pare a potato. Examine a thin cross-section.
+
+Grate the potato. Remove the coarse, shredded portion. Examine.
+
+Examine the liquid and note any sediment.
+
+Heat the liquid and stir until boiling. How has it changed?
+
+Examine the portion of the grater. How has the colour changed? Why?
+
+
+_Baked Squash_
+
+Wipe the shell of the squash, cut it into pieces for serving, remove the
+seeds and stringy portion, place in a dripping-pan, and bake in a slow
+oven for three quarters of an hour (until tender). Serve at once.
+
+
+_Steamed Squash_
+
+Prepare the squash as for baking, put in a steamer over boiling water,
+and cook for 30 minutes or until soft. Then scrape the squash from the
+shell, mash, and season with butter, salt, and pepper.
+
+
+METHOD OF WORK
+
+Discuss the composition and structure of the potato. Read over and
+discuss the recipes that are to be used.
+
+Make assignments of work. After the potatoes have been put on to cook,
+have the class examine a raw potato, following the directions given.[A]
+
+    [A] Squash is another vegetable containing a high
+    percentage of carbohydrate. The recipe for squash can be
+    used at this time or in some other lesson.
+
+If one of the recipes requires the use of the oven, be careful to have
+the potatoes for it prepared first and as quickly as possible. It may be
+necessary to proceed with another class, assigning one pupil to take
+charge of the baking. Special attention should be given to the careful
+serving of the potatoes.
+
+_Home assignment._--Before the next lesson, each pupil should be able to
+report that she has cooked potatoes at home, using the recipes learned
+in class.
+
+
+
+
+LESSON IV: FRUITS AND VEGETABLES
+
+
+_Food value and use of fruits. Reasons and rules for canning. How to can
+and use such vegetables as beets, beans, tomatoes, and carrots, and such
+fruits as figs, grapes, apples, and peaches. The drying of fruits and
+vegetables._
+
+
+SUBJECT-MATTER
+
+Fruits impart palatability and flavour to other foods and exercise a
+favourable influence upon the digestive organs, though their food
+value is low. They contain a high percentage of water and only a small
+percentage of nutrients. Most fruits are eaten raw and are exceedingly
+valuable to the body because of the fresh acids they contain. Cooking
+softens the cellulose of the fruit and, therefore, renders some fruits
+more easy of digestion. The cooking of fruit is of value chiefly for the
+purpose of preservation.
+
+_The drying of fruits._--Fruits are dried so that they may be preserved
+for use. Bacteria and moulds, which cause the decay of fruits, need
+moisture for development and growth. If the moisture is evaporated, the
+fruits will keep almost indefinitely. Fruits and vegetables can be
+easily and inexpensively dried. When dried fruits are to be used for the
+table, they must be washed thoroughly and soaked for several hours, or
+overnight, in water, so as to restore to them as much water as possible.
+They should be cooked, until soft, in the same water in which they are
+soaked.
+
+_Canning and preserving._--Other methods of preservation are desirable,
+in order that vegetables and fruits be made of value for a longer period
+of time than through their ripening season. Canning is one of the
+methods most commonly employed in the home, being both easy and
+satisfactory. Fruit which is to be canned is first sterilized by boiling
+or steaming, in order to destroy all germs and spores. This can be
+adequately accomplished by boiling for twenty minutes, but a shorter
+time is sometimes sufficient. In order to ensure complete success, all
+germs must also be destroyed on the cans and on everything which comes
+in contact with the food. This will be effected by boiling or steaming
+for twenty minutes. The jars, covers, dipper, and funnel should all be
+placed in cold water, heated until the water comes to the
+boiling-point, boiled five 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 it is perfectly air-tight. In order to do this,
+it is necessary to have good covers, with new, pliable rubbers, and to
+see to it that they fit tightly.
+
+When 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 to
+overflowing.
+
+Sugar is not essential to sterilization and is used only to improve the
+flavour. Both fruits and vegetables can be canned without sugar.
+However, fruits canned with a large amount of sugar do not spoil
+readily, for germs develop slowly in a thick syrup.
+
+_Methods of canning._--The simplest method of canning is the
+"Open-kettle Method" employed for small, watery fruits, 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 to a sterilized jar, which is immediately sealed.
+
+Another and safer method, which secures more complete sterilization
+without serious change of flavour in the fruit, is that known as the
+"Cold-pack Method". After being transferred to the cans, the vegetable
+or fruit is subjected to an additional period of heating of considerable
+length, or to three periods of briefer length on three successive days.
+If the three periods of sterilization are used, the process is known as
+the "Intermittent Method".
+
+The Single Process Method is described in the recipe for canned beets.
+The Intermittent Process proves more satisfactory for canned beans.
+
+
+PRELIMINARY PLAN
+
+The teacher should ascertain what fruits and vegetables are most
+abundant and select for canning those that the class can provide.
+
+Each pupil should be asked to bring some vegetable or fruit, some
+granulated sugar, and a jar in which to can her fruit. If the school
+does not possess enough kettles or sauce-pans in which to do the
+cooking, they may be borrowed from the homes.
+
+Only one fruit or one vegetable should be taken up at a time, for the
+preparation necessarily varies slightly, and the different methods will
+prove confusing. It is not necessary to confine the choice of fruits and
+vegetables to those mentioned in the recipes included here. The teacher
+will find it better to base her instruction on the products of the
+particular time 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 to the practical work.
+
+
+RECIPES
+
+_Canned Tomatoes_
+
+(Open-kettle Method)
+
+Scald and peel the tomatoes. Boil gently for 20 minutes. Sterilize the
+jars, covers, and rubbers. Stand the jars on a cloth in a pan of hot
+water or on a board or wooden table. Fill the jars with hot tomatoes,
+being careful to fill to overflowing and to expel all air bubbles from
+the jar. Adjust the rubbers and covers. Seal and allow to cool. Test,
+label, and set away in a cool, dry, dark place.
+
+
+(Cold-pack Method)
+
+Scald in water hot enough to loosen the skins. Plunge quickly in cold
+water and remove the skins. Pack whole or in pieces in the jars. Fill
+the jars with tomatoes only. Add 1 level teaspoonful of salt to each
+quart. Place the rubber and cover in position. Partially seal, but not
+tightly. Place the jars on a rack in a boiler. Pour sufficient warm
+water into the boiler to come half-way up the jars. Place the filled
+jars on the rack so as not to touch one 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 jars from the boiler. Tighten the covers. Invert to cool, and test
+the joints. Wrap the jars in paper to prevent bleaching and store in a
+cool, dry, dark place. This method of cooking is also called "The Hot
+Water Bath".
+
+
+_Canned Grapes_
+
+(Open-kettle Method)
+
+  6 qt. grapes
+  1 qt. sugar
+  1/2 c. 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 back the seeds. Put the water, skins,
+and pulp into the preserving kettle and heat slowly to the
+boiling-point. Skim the fruit and then add the sugar. Boil 15 minutes.
+Put into jars as directed.
+
+Sweet grapes may be canned with less sugar; very sour grapes will
+require more sugar.
+
+
+_Canned Peaches_
+
+Choose firm, solid fruit. Scald long enough to loosen the skins. Peel
+and cut in halves. If clingstone peaches are used, they may be canned
+whole. Pack the fruit into sterilized jars, fill with boiling syrup (1
+c. sugar to 1-1/2 c. water). Then put on the covers loosely and place on
+wooden racks in the boiler. Sterilize in hot water bath for 20 minutes.
+Remove the jars and tighten the covers. Invert to cool, and test the
+joints. Wrap the jars in paper to prevent bleaching; then store.
+
+
+_Canned Beets_
+
+(Single Process)
+
+Wash the beets and boil them until they are nearly tender and the skins
+come off easily. Remove the skins and carefully pack the beets 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 not fasten it down.
+Place the jar on a rack or a folded cloth in a large kettle that can be
+closely covered. Pour enough water into the kettle to reach within two
+inches of the top of the jar, cover the kettle, bring the water to 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 canning beets, if vinegar is added to the
+    water in the proportion of one part vinegar to four parts
+    water, the natural bright colour will be retained.
+
+
+_Canned String Beans and Peas_
+
+(Intermittent Method)
+
+Can on the same day that the vegetables are picked. Blanch in boiling
+water from 2 to 5 minutes. Remove, and plunge into cold water. Pack in
+sterilized jars. Add boiling water to fill the crevices. Add 1 level
+teaspoonful of salt to each quart. Place rubbers and covers in position.
+
+Set the jars on the rack 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 to cool until the
+following day. Do not let the vegetables cool off in the boiler, as this
+results in over-cooking. On the second day, loosen the clamps or unscrew
+the rims, place the jars in warm water, heat again to boiling
+temperature, and boil for an hour; then remove them again. On the third
+day, repeat the hour's boiling, as on the preceding day.
+
+Corn may be canned successfully in the same way.
+
+
+_Dried Corn_
+
+Pick the corn early in the morning. Immediately husk, silk, and cut the
+corn from the cob. Spread in a very thin layer on a board, cover with
+mosquito netting which is kept sufficiently elevated so that it will not
+come in contact with the corn, place in the hot sun, and leave all day.
+Before the dew begins to fall, take it into the house and place in an
+oven that is slightly warm. Leave in the oven overnight and place out in
+the sun again the next day. Repeat this process until absolutely dry.
+
+
+_String Beans_
+
+String beans are hung up to dry and kept for winter use.
+
+
+METHOD OF WORK
+
+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 lesson with a very brief discussion of how to 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 canning on succeeding
+days to members of the class, and hold them responsible for the
+completion of the work.
+
+The drying of some vegetables can be undertaken at school, and carefully
+followed from day to day. It will furnish the pupils with an interesting
+problem.
+
+
+
+
+LESSON V: FATS--VEGETABLES--Continued
+
+_Preparation of white sauce to serve with vegetables. How to boil,
+season, and serve such vegetables as lima or butter beans, string beans,
+onions, cabbage, corn, beets, turnips, or carrots._
+
+
+SUBJECT-MATTER
+
+_Fats._--Butter belongs to the class of food-stuffs known as fats. It
+increases the fuel value of those dishes to which it is added.
+
+Fats supply heat and energy to the body in a concentrated form. For this
+reason they should be used in a limited quantity. Fats undergo several
+changes during the process of digestion, and the excessive use of them
+interferes with the digestion of other foods and throws a large amount
+of work upon the digestive organs. Cooked fats are more difficult of
+digestion than uncooked fats, and other foods cooked with hot fat are
+rendered more difficult to digest.
+
+_Vegetables._--Vegetables should be used when in season, 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 to 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 to change.
+In very young vegetables the cellulose is delicate and, if young
+vegetables do not contain much starch, they may be eaten raw.
+
+When cooked vegetables are served, they are usually seasoned and dressed
+with butter (for one cup of vegetables use 1/2 teaspoonful of salt, 1/8
+teaspoonful of pepper, and 1/2 tablespoonful of fat), or a sauce is
+prepared to serve with them.
+
+
+PRELIMINARY PLAN
+
+It may be well to have a preliminary lesson devoted to simple
+experiments with flour, liquid, and fat, in order to determine the best
+method of combining the ingredients in the white sauce. However, if the
+lesson period is of sufficient length, a few of these experiments may be
+performed in connection with it.
+
+There should be provided for the lesson some vegetable that is improved
+by serving with white sauce, and sufficient milk, butter or other fat,
+flour, and salt for the sauce and the experiments. Discuss with the
+pupils the fat that is used in their homes, in order to know what is
+available.
+
+The recipes should be written on the black-board before the lesson hour.
+
+
+RECIPES
+
+_Stewed Onions_
+
+  1 qt. onions
+  White pepper
+  2 tbsp. butter
+  1/4 tsp. salt
+
+Peel the onions under cold water. Cover with boiling water, add salt,
+and simmer until tender. Drain and serve with one cup of white sauce; or
+omit the sauce and serve seasoned with butter and pepper. Serves six.
+
+
+_Cabbage_
+
+Cut the cabbage into quarters and soak one-half hour in cold salt water
+to draw out any insects. Chop or shred, cover with boiling water, add
+salt, and simmer until tender. Drain, and serve with butter, salt, and
+pepper, or with a sauce.
+
+
+_Carrots_
+
+Scrape the carrots and cut them into large dice or slices. Add boiling
+water and boil until tender (from 30 to 45 minutes). Drain, and season
+with butter, salt, and pepper, or serve with white sauce.
+
+
+_String Beans_
+
+String the beans, if necessary, and cut 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.
+
+
+EXPERIMENTS IN USING STARCH FOR THICKENING
+
+(Any powdered starch may be used)
+
+1. Boil 1/4 cup of water in a small sauce-pan. While boiling, stir into
+it 1/2 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 1/4
+cup of boiling water. Note the result.
+
+3. Mix 1 tsp. of cornstarch with 2 tsp. of sugar and stir into 1/4 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 1/4 cup of boiling water. Note the result.
+
+
+CONCLUSIONS BASED ON THE FOREGOING EXPERIMENTS
+
+1. Starch granules must be separated before being used to thicken a
+liquid:
+
+  (1) By adding a double quantity of cold liquid,
+  (2) By adding a double quantity of sugar,
+  (3) By adding a double quantity of melted fat.
+
+2. The liquid which is being thickened must be constantly stirred, to
+distribute evenly the starch grains until they are cooked.
+
+
+_White Sauce_
+
+  2 tbsp. butter or other fat
+  2 tbsp. flour
+  1 c. milk
+  1/4 tsp. salt
+  1/8 tsp. pepper
+
+(Sufficient for 1 pint vegetables)
+
+Melt the butter, add the flour, and stir over the fire until frothy. Add
+the milk and stir constantly until it thickens. Stir in the seasonings.
+
+    _Note._--Vegetable water may be substituted for part of
+    the milk.
+
+
+METHOD OF WORK
+
+Review the facts on boiling vegetables learned in the previous lesson.
+Let the pupils put water on to boil and prepare a vegetable for cooking.
+If experiments are to be made, they can be performed while the vegetable
+is cooking. If the experiments have been made previously, they can be
+reviewed in discussion at this time. Prepare a white sauce by
+demonstration, using the method which seems most practical. Have the
+vegetables drained, dried, and added to 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 vegetable that we are to cook to-day differ in any marked way
+from those we cooked before? Should we follow the same 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 vegetables can white sauce be used?
+
+_Home assignment._--Each pupil should prepare some vegetable and serve
+it with white sauce, before the next lesson.
+
+
+
+
+LESSON VI: CEREALS
+
+
+_Kinds, composition, care, and general rules for cooking cereals.
+Oatmeal, cracked wheat, corn-meal porridge, rice. Fruits to serve with
+cereals--stewed prunes, stewed apples, or apple sauce._
+
+
+SUBJECT-MATTER
+
+The term "cereals" is applied to the cultivated grasses--rice, wheat,
+corn, rye, oats, and buckwheat. They are widely grown throughout the
+temperate zone and are prepared in various forms for use as food.
+Cereals contain a high percentage of starch and a low percentage of
+water, with varying proportions of mineral matter and fat. In addition
+to the four food-stuffs already studied, cereals contain a small amount
+of another food-stuff known as protein--a muscle-building material. For
+the most part, the cereals contain a large amount of cellulose, which is
+broken up during the process of preparation for market and requires long
+cooking before being ready for use by the body. The digestibility of the
+cereals depends upon the amount of cellulose which they contain and the
+thoroughness of the cooking. Cereals are palatable, and they are
+valuable, because in cooking they can be blended in various ways with
+other substances. They are beneficial also to the body, because their
+cellulose acts mechanically on the digestive organs by stimulating them
+to action. Cereals are made more attractive by serving with fresh or
+cooked fruit.
+
+
+PRELIMINARY PLAN
+
+The cereals should be discussed in a nature study or geography lesson,
+and two or three kinds that are in common use should be brought from
+home by the pupils. If cereals are not generally used as breakfast
+foods, the lesson may be a means of introducing them. Some pupils should
+bring a little milk and sugar, to serve with the cooked cereal. Apples
+or prunes should be brought, to cook and serve with the cereal.
+
+
+RECIPES
+
+_Oatmeal_
+
+  3 c. boiling water
+  3/4 c. oatmeal
+  3/4 tsp. salt
+
+Add the oatmeal slowly to boiling salted water.
+
+Boil for 10 minutes, stirring constantly, then cook slowly, preferably
+over water, at least one and one-half hours longer; the flavour is
+developed by longer cooking. Serves six.
+
+_Cracked Wheat_
+
+Follow the recipe for oatmeal, using 3/4 c. of cracked wheat.
+
+
+_Corn-meal Porridge_
+
+  4 c. boiling water
+  3/4 c. corn-meal
+  1 tsp. salt
+
+Add the corn-meal slowly to boiling salted water.
+
+Boil for 10 minutes, stirring constantly, then cook slowly for three
+hours longer, preferably over water. Serves six to eight.
+
+
+_Boiled Rice_
+
+  3 qt. boiling water
+  1 c. rice
+  2 tsp. salt
+
+Pick the rice over carefully and wash thoroughly. Add it to the boiling
+salted water so gradually that it will not stop boiling. Partly cover
+and cook for 20 minutes, or until the grains are soft; turn into a
+colander, and pour cold water through it, drain, dry, and re-heat in a
+hot oven with door open. Serve hot as a vegetable or as a simple dessert
+with cream and sugar. Serves six to eight.
+
+
+_Stewed Prunes_
+
+  1/2 lb. prunes
+  1 qt. cold water
+
+Wash the prunes in two or three waters; then soak them in cold water for
+several hours. Heat them in the water in which they are soaked and
+simmer until tender (an hour or more). Serves six to eight.
+
+
+_Stewed Apples_
+
+  10 small apples
+  1/2 c. sugar
+  3/4 c. water
+
+Cook the sugar and water together until it boils.
+
+Wash, pare, and cut the apples into quarters; core, and slice the
+quarters lengthwise into 1/4-inch slices; put the apple slices into
+boiling syrup and cook slowly until tender. Remove from the syrup at
+once and let the syrup boil down to thicken.
+
+
+_Apple Sauce_
+
+  10 small apples
+  1/2 c. sugar
+  3/4 c. water
+
+Wipe, quarter, core, and pare sour apples; add the water and cook until
+the apples begin to soften; add the sugar and flavouring, cook until the
+apples are very soft, then press through a strainer and beat well.
+Serves 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
+
+SUBJECT-MATTER
+
+Those foods which build up and repair the muscular tissues of the body
+are called protein foods, muscle builders, or flesh formers. Meat, fish,
+eggs, cheese, milk, cereals, legumes, and nuts are classed as protein
+foods.
+
+Those foods which serve solely as fuel for the body--providing heat and
+energy--are classed under two groups: the carbohydrates (sugar and
+starches), which the body is able to use in relatively large quantities;
+and the fats, which the body cannot use in such large quantities, but
+which yield a large amount of heat and energy. Protein also serves as
+fuel, though tissue building is regarded as its special function. Sugars
+and starches are abundant in fruits and vegetables. Fats are found in
+meats, fish, milk, 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 to the body, is present in large
+quantities in many foods, and is combined with many other foods during
+the processes of cooking.
+
+One or more of the food-stuffs sometimes predominate in a single food.
+For example, rice is almost entirely carbohydrate, and butter is almost
+pure fat. Occasionally, we find a food that contains all the five groups
+of food principles. Milk is an example of such a food, containing all
+five food principles in such proportions as to supply all the
+nourishment which a baby needs during the early months of its life. As
+the child grows older, foods rich in both carbohydrates must be added to
+the diet. Wheat contains all that the body needs for nourishment except
+water, which is easily added in cooking.
+
+  _Protein foods_      _Carbohydrate foods_
+
+  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
+    Lentils            Prepared foods:
+    Peanuts              Bread
+    Nuts                 Crackers
+                         Macaroni
+                         Jellies
+                         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:
+  Chocolate              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 all the food-stuffs. Each meal should contain some protein
+food, some fats or carbohydrates, some mineral matter, and water. All
+five forms of food-stuffs should have a place in the day's diet. The
+greater part of the water which the body needs should be taken between
+meals.
+
+
+METHOD OF WORK
+
+Review the foods discussed in the previous lessons and sum up the
+classification of foods, being sure that the pupils can name common
+examples of each. Discuss simple combinations for the different meals,
+using dishes already prepared in the course and creating an interest in
+other recipes to be prepared in succeeding lessons.
+
+
+BLACK-BOARD SUMMARY
+
+There are five food principles:
+
+1. _Water_--builds and repairs the tissues, regulates the system--
+
+found in all food-stuffs.
+
+2. _Mineral matter_--builds and repairs the tissues, regulates the
+system--
+
+found in vegetables, fruits, cereal, and so on.
+
+3. _Carbohydrates_--give heat and energy to the body--
+
+found in sugar and starches.
+
+4. _Fats_--give heat and energy to the body--
+
+found in cream, nuts, pork, and so on.
+
+5. Protein--builds and repairs the tissues--
+
+found in meat, eggs, cheese, seeds.
+
+Always choose a diet carefully:
+
+1. To give variety.
+
+2. To combine the foods properly, so that they will contain adequate
+proportions of each food-stuff at every meal.
+
+
+
+
+LESSON VIII: THE PLANNING AND SERVING OF MEALS
+
+
+SUBJECT-MATTER
+
+Experience has shown that some foods are more acceptable at one time of
+day than other foods, 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, made up of simple foods that
+are not highly seasoned nor subjected to elaborate methods of cooking. A
+fruit, a cereal, and bread, with, possibly, eggs or meat, are served at
+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 before the meat course, and the salad and
+dessert follow it. 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
+        Sausage or bacon
+        Oatmeal
+        Toast
+
+No. II  Baked apples
+        Eggs in the shell
+        Cracked wheat
+        Corn muffins
+
+No. III Stewed figs or berries
+        Poached eggs
+        Corn-meal porridge
+        Toast
+
+    Note.--Eggs should be omitted from the breakfast menu if
+    they are not cheap and easily obtainable.
+
+_Dinner_
+
+No. I    Pork chops
+         Potatoes
+         Fried apples
+         Mashed turnips
+         Bread
+         Rice pudding
+
+No. II   Beef or mutton stew
+         Biscuits
+         Spinach or turnip tops
+         Cornstarch pudding
+
+No. III  Baked beans
+         Grape sauce
+         Cabbage salad
+         Bread or biscuits
+
+_Supper_
+
+No. I Stewed apricots or other fruit
+      Whole wheat bread
+      Buttermilk or sweet milk
+      Peanut cookies
+
+No. II Omelet
+       Creamed potatoes
+       Bread
+       Fresh fruit
+
+No. III Cream of carrot soup
+        Biscuits
+        Cottage cheese
+        Syrup
+
+The table should always be neatly set, with individual places arranged
+for each one who is to partake of the meal. Each place should be wide
+enough for a plate, with a knife and spoon at the right and a fork at
+the left side. A tumbler should be placed at the point of the knife and
+a napkin at the left of the fork. Everything on the table should be
+perfectly clean, the napkin should be neatly folded, and all the
+articles should be uniformly arranged, in order to give a neat
+appearance to the table. A flower or plant in the centre will add to its
+attractiveness. Salt, pepper, sugar, vinegar, and anything 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 the hot
+dishes should be placed immediately before the family is seated.
+
+
+PRELIMINARY PLAN
+
+If Lesson VI, entitled "Setting and Clearing the Table" as outlined in
+the course on the Care of the Home has been given, this lesson may be
+devoted to what to serve and how to serve it, or it may precede the
+lesson on "Waiting on Table". The manner of serving may be demonstrated
+in the next lesson, in connection with the course on the Care of the
+Home.
+
+Simple equipment for family service will be required, if the form of
+serving 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, four forks, four teaspoons, four napkins, a platter, one serving
+spoon, and one serving fork.
+
+
+METHOD OF WORK
+
+Discuss meal service from the standpoint both of choice and combination
+of foods and of the method of service. Let the class plan a meal, then
+go through the form of serving that meal at table. In the absence of a
+table, the top of a desk may be used. Later in the course, the teacher
+should plan to combine this lesson with one on cooking and have the food
+served. In each cooking lesson, suggestions for serving the food should
+be made, and each dish cooked should be carefully served. Interest in
+this lesson may be increased by allowing the pupils to 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 milk. Value and use of sour milk--cottage
+cheese, curdled milk. Rice or cornstarch pudding (plain, caramel, or
+chocolate)._
+
+
+SUBJECT-MATTER
+
+Milk contains all the food-stuffs which the body requires, except
+starch, and, therefore, is capable of sustaining life for comparatively
+long periods. It is one of the most important protein foods; but it
+contains so small a percentage of carbohydrate (milk sugar) that for the
+adult it must be supplemented with carbohydrate foods. For the baby,
+milk is a perfect food, and it is a valuable adjunct to the diet of all
+children. One quart of milk should be allowed for the diet of each child
+daily, after the twelfth month; and the diet of the adult should be
+supplemented by the use of milk. The greatest care should be exercised
+in protecting milk from dust and dirt, for it is easily contaminated and
+may be the means of carrying disease germs to the body. The changes
+which milk undergoes when souring do not render it harmful. For many
+people buttermilk is more easy of digestion than sweet milk, because of
+the changes produced by souring, as well as the absence of fat. Sour
+milk is of value in cooking, producing a tender bread which can readily
+be made light by the addition of soda--one teaspoonful of soda to one
+pint of sour milk that has curdled.
+
+In the preparation of cheese, the whey is separated from the curds, thus
+extracting most of the water, sugar, and mineral matter, and leaving a
+substance rich in protein and fat. Cheese is of value in cooking, for it
+increases the food value of those foods to which it is added.
+
+
+PRELIMINARY PLAN
+
+The teacher should make inquiries a few days in advance, to be sure that
+one quart of sour milk can be secured, and, when it is brought, she
+should examine it to see that it is in proper condition to make cottage
+cheese. She should arrange to have about one quart of sweet milk and
+such other supplies as are necessary for the pudding, brought by the
+pupils.
+
+An opportunity may be afforded to discuss the use of left-over cereal by
+the preparation of a rice pudding, if the teacher provides some cold
+cooked rice for the lesson. In the absence of cold rice, the cornstarch
+pudding may be prepared.
+
+
+RECIPES
+
+_Cottage Cheese_
+
+Heat sour milk slowly until the whey rises to the top, pour the whey
+off, put the curd in a bag, and let it drip for six hours without
+squeezing. Put the curd into a bowl and break into fine pieces with a
+wooden spoon; season with salt and mix into a paste with a little cream
+or butter. Mould into balls, if desired, and keep in a cold place. (It
+is best when fresh.)
+
+
+_Rice Pudding_
+
+  1/2 c. rice
+  2 c. milk
+  2 eggs
+  1/3 c. sugar
+  1/8 tsp. salt
+  1/2 tsp. vanilla
+
+Scald the milk in a double boiler. Add the prepared rice and cook until
+soft. Beat the egg-yolks, sugar, and salt together until well mixed.
+Stir into the rice and cook for 3 minutes. Remove from the heat and
+serve cold. Serves eight.
+
+
+_Cornstarch Pudding_
+
+  1/4 c. sugar
+  5 tbsp. cornstarch, or 1/2 c. flour
+  1 tsp. vanilla, or other flavouring
+  3 c. milk
+  1 egg
+
+Mix 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 constantly 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 cornstarch pudding, use 1/4 cup of sugar additional
+and two squares of chocolate. Melt the chocolate carefully,
+add the sugar, and add to the cornstarch mixture.
+
+For caramel cornstarch pudding, use 1 cup of brown sugar
+and 1/2 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.
+
+
+METHOD 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 to sweet milk. While the cheese is draining, make assignments of
+work and have the rice or cornstarch pudding made.
+
+In this lesson and in those following emphasize the use of protein
+foods.
+
+Discuss also the food value of skimmed milk and sour milk and the
+purposes for which these may be used in cooking.
+
+Use the cottage cheese and the pudding for the school lunch.
+
+
+
+
+LESSON X: SOUPS
+
+_Cream soups. Cream of carrot, potato, or onion soup, green pea soup.
+Toast, croutons, or crisp crackers to serve with soup._
+
+
+SUBJECT-MATTER
+
+_Cream soups._--The strained pulp of cooked vegetables or legumes, with
+an equal portion of thin white sauce, is the basis for cream soups. The
+liquid for the soup may be all milk, part vegetable water and part milk,
+or all vegetable water.
+
+A binding of flour is used to prevent a separation of the thicker and
+the thinner parts of the soup. This is combined as for white sauce and
+is stirred into the hot liquid just before the soup is to be served. The
+soup should be made in a double boiler and kept in this utensil until it
+is served.
+
+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 it should be pointed out that these soups are an excellent way of
+using the cooking water and any left-over vegetables. From these,
+attractive cream soups may be prepared, and a combination of flavours
+often gives good results.
+
+_Accompaniments._--Crisp crackers, croutons, soup sticks, or bread
+sticks are served with cream soups, and are valuable because they
+necessitate thorough mastication, thus inducing the flow of saliva and
+aiding in the digestion of the starchy ingredients of the soups.
+
+
+PRELIMINARY PLAN
+
+As a basis for the soup, the teacher should secure a vegetable that the
+pupils use in their own homes, and crackers or bread to serve with the
+soup.
+
+If dried peas are used, they should be allowed to soak overnight and be
+put on to cook early in the morning.
+
+It will be well to have 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
+
+_Cream of Carrot Soup_
+
+  1 c. cooked carrots
+  2 c. vegetable water
+  2 c. milk
+  4 tbsp. flour
+  2 tbsp. butter
+  Salt and pepper to taste
+
+Press the vegetables through a sieve or chop finely; put the vegetable
+water on to heat. Mix the flour smoothly with an equal measure of milk
+and thin 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 to taste and serve hot.
+Serves six.
+
+
+_Cream of Potato Soup_
+
+  1 pt. milk or milk and water
+  2 tsp. chopped onions
+  3 potatoes
+  1 tbsp. butter
+  1 tbsp. flour
+  1 tsp. salt
+  1/8 tsp. pepper
+  2 tsp. chopped parsley
+
+Put the milk to heat in a double boiler. Boil the potatoes and onion
+together until soft, then rub the liquid and pulp through a strainer
+into the hot milk. Bind with the flour, add the seasonings, and serve
+hot. Serves four.
+
+
+_Pea Soup_
+
+  1 c. split peas
+  2-1/2 qt. water
+  2 tbsp. chopped onion
+  3 tbsp. butter
+  3 tbsp. flour
+  1-1/2 tsp. salt
+  1/8 tsp. pepper
+  1 pt. milk
+
+Wash the peas and soak them overnight in cold water, drain and rinse
+thoroughly, add 2-1/2 quarts of cold water and the onion, cook slowly
+until soft, rub the liquid and pulp through a strainer, and bind with
+the flour. Add the milk and the seasonings and serve hot. Serves six to
+eight.
+
+
+_Toast_
+
+Cut stale bread into slices one quarter of an inch thick; put on the
+toaster or fork, move gently over the heat until dry, then brown by
+placing near the heat, turning constantly. Bread may be dried in the
+oven before toasting. Hot milk may be poured over dry toast.
+
+
+_Croutons_
+
+Cut stale bread into one-half-inch cubes and brown in the oven.
+
+
+_Crisp Crackers_
+
+Put the crackers into the oven for a few minutes, or split and butter
+thick crackers, and brown in a hot oven; serve with soup.
+
+
+METHOD OF WORK
+
+Devote a few minutes to 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 to each
+pupil to keep her busy, arranging the work so that the soup and its
+accompaniments will be ready for serving at the same time.
+
+
+
+
+LESSON XI: EGGS
+
+_Food value and general rules for cooking eggs. Cooked in shell,
+poached, scrambled, and omelet._
+
+
+SUBJECT-MATTER
+
+Eggs are a very valuable food, because of the large amount of protein
+and fat they 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, eggs are very easily and very
+completely digested. Combined with other foods, they serve as a
+thickening agent (for sauces and soups) and as a means of making batters
+light (popovers and sponge cake). They add flavour and colour and
+increase the nutritive value of other foods.
+
+
+PRELIMINARY PLAN
+
+The lesson on eggs furnishes one of the best opportunities to teach the
+muscle-building foods. If eggs are scarce, it may be well to give this
+lesson at some other time. Each pupil should be asked to bring an egg;
+one or two should bring a little milk; and sufficient bread should be
+provided to toast for the poached eggs. The teacher should not undertake
+to give too many recipes in this lesson, but should try to make the
+pupils familiar with a sufficient variety of ways of using eggs to make
+egg cookery interesting. The necessity of having a moderate temperature
+for the cooking of eggs should be emphasized.
+
+
+RECIPES
+
+_Soft-cooked Eggs_
+
+Put the eggs in boiling water sufficient to cover them, remove from the
+fire, cover, and allow them to stand from 5 to 8 minutes.
+
+
+_Hard-cooked Eggs_
+
+Put the eggs in cold water, heat, and, when the water boils, reduce the
+heat, and let them stand for 20 minutes with water just below the
+boiling-point, then put them into cold water.
+
+
+_Poached Eggs_
+
+Break each egg into a saucer carefully, slip the egg into boiling water,
+decrease the heat, and cook for 5 minutes, or until the white is firm
+and a film has formed over the yolk. Take up with a skimmer, drain, trim
+off the rough edges, and serve on slices of toast. Season.
+
+Poached eggs are attractive when covered with white sauce to which
+chopped parsley has been added.
+
+
+_Baked Eggs_
+
+Line a buttered baking-dish with buttered bread crumbs or with cold
+mashed potatoes. Break the eggs in the dish without separating and add
+one tablespoon of milk or cream for each egg. Season with salt and
+pepper and sprinkle with grated cheese, if desired. Bake in a moderate
+oven until the eggs are set.
+
+
+_Creamed Eggs_
+
+  3 hard-boiled eggs
+  6 slices toast
+  1 c. medium white sauce
+
+Prepare a white sauce. Add hard-boiled eggs cut in halves, sliced, or
+chopped and, when hot, serve on toast.
+
+Or separate the whites and yolks, chop the whites fine, add to the white
+sauce and, when hot, serve on toast and garnish with yolks run through a
+sieve or ricer. Season with salt and pepper. Serves four to six.
+
+
+_Creamy Omelet_
+
+  1 egg
+  1/4 tsp. salt
+  Pepper
+  1/2 tsp. butter
+  1 tbsp. milk
+
+Beat the egg slightly, add the milk and seasonings, put the butter in
+the hot omelet pan and, when melted, turn in the mixture. As it cooks,
+draw the edges toward the centre until the whole is of a creamy
+consistency, brown quickly underneath, fold, and turn on a hot platter.
+Serve at once. Serves one.
+
+
+_Scrambled Eggs_
+
+Double the quantity of milk given for Creamy Omelet and stir all the
+time while cooking.
+
+
+_Foamy Omelet_[A]
+
+  1 egg
+  1/8 tsp. salt
+  1 tbsp. milk or water
+  1/2 tsp. butter
+  Cayenne or white pepper
+
+Beat the yolk of the egg until creamy, add seasoning and milk. Beat the
+white until stiff, but not dry, cut and fold into the yolk carefully.
+Heat an omelet pan, rub the bottom and sides with the butter, and turn
+in the omelet, spreading it evenly on the pan. Cook gently over the heat
+until the omelet is set and evenly browned underneath. Put it into a hot
+oven for a few minutes, to dry slightly on top, fold, and serve
+immediately. Serves one.
+
+
+METHOD OF WORK
+
+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 egg by
+the application of heat. If the pupils are sufficiently experienced, let
+them work together in small groups, first scrambling an egg, then making
+an omelet. Demonstrate the cooking of the omelet before the entire
+class. Serve the egg dishes carefully while hot.
+
+    [A] The omelet recipes 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 by making an omelet of not more than four
+    eggs, as larger omelets are difficult to cook thoroughly
+    and to handle well. A two-egg omelet will serve three
+    people. A four-egg omelet will serve six people.
+
+
+
+
+LESSON XII: SIMPLE DESSERTS--CUSTARDS
+
+
+SUBJECT-MATTER
+
+A custard is a combination of eggs and milk, usually sweetened and
+flavoured, and either steamed, or baked as cup custard, or cooked in a
+double boiler as soft custard. The whole egg may be used or the yolks
+alone. The yolks make a smoother, richer custard.
+
+The eggs must be thoroughly mixed, but not beaten light, the sugar and
+salt added, and the milk scalded and stirred in slowly. The custard must
+be strained through a fine sieve and cooked at a moderate temperature.
+It is desirable to strain a custard, in order to remove the cords and
+pieces of the membrane which inclosed the yolk. The cup custard should
+be strained before cooking, the soft custard may be strained afterwards.
+
+A soft custard is cooked over water and is stirred constantly until
+done. When done, the froth disappears from the surface, the custard is
+thickened 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
+it becomes curdled, put it into a pan of cold water and beat until
+smooth.
+
+A steamed or baked custard is done when it becomes set and when a silver
+knife will come out clean after cutting it.
+
+
+PRELIMINARY PLAN
+
+This lesson will furnish an opportunity for a review of milk and eggs.
+The pupils should arrange to bring the necessary materials from their
+homes.
+
+
+RECIPES
+
+_Steamed Custards_
+
+  1 qt. milk (heated)
+  4 eggs or 8 egg yolks
+  1/2 c. sugar
+  1/4 tsp. salt
+  2 tbsp. caramel or 1/2 tsp. nutmeg
+
+Beat the eggs sufficiently to mix them thoroughly; add the sugar, salt,
+and hot milk slowly.
+
+Strain into cups, flavour with caramel, or sprinkle nutmeg on top, and
+steam until firm over gently boiling water--from 20 to 30 minutes.
+
+
+_Baked Custards_
+
+Prepare as for Steamed Custards, set in a pan of hot water, and bake in
+a slow oven until firm--from 20 to 40 minutes.
+
+
+_Chocolate Custards_
+
+Use the recipe for Steamed Custards, adding 1 ounce of chocolate
+(melted) to the hot milk. Steam or bake as desired.
+
+
+_Soft Custard_
+
+  1 pt. milk (heated)
+  4 egg yolks
+  1/16 tsp. salt
+  1/2 tsp. vanilla extract
+  4 tbsp. sugar
+
+Beat the egg yolks sufficiently to mix them thoroughly, add the sugar,
+salt, and hot milk slowly. Cook over water that is boiling gently. Stir
+constantly until the custard thickens. Strain. Flavour when cool.
+
+For soft Chocolate Custard add 1/2 ounce chocolate (melted) to the hot
+milk. Serves six.
+
+
+_Floating Island_
+
+Use recipe for Soft Custard and, when cold, garnish with a meringue made
+according to the following recipe:
+
+
+_Meringue_
+
+  4 egg whites
+  1/4 c. powdered sugar
+
+Beat the egg whites very light, add powdered sugar, and continue
+beating. Drop in large spoonfuls on the cold custard. Serves eight to
+ten.
+
+
+METHOD OF WORK
+
+It may be possible to teach two or three recipes in this lesson. The
+baked custard may be put into the oven while the soft custard or
+floating island is being made. Serve at the school lunch.
+
+
+
+
+LESSON XIII: BATTERS AND DOUGHS
+
+_Griddle Cakes_
+
+
+SUBJECT-MATTER
+
+_Batters._--Batters are mixtures 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, batter. One measure of liquid is used with two measures of
+flour for a thick, or drop, batter. One measure of liquid is used with
+three measures of flour for a soft, or bread, dough. One measure of
+liquid is used with four measures of flour for a stiff, or pastry,
+dough.
+
+Before mixing a batter, the oven or griddle should be at the proper
+temperature, with the fire well regulated and in good condition. The
+oven should be tested by putting in a piece of white paper or two
+tablespoonfuls of flour, which should brown in three minutes. The pans
+should be prepared by greasing with lard, salt pork, or beef dripping.
+All the materials should be measured and ready before beginning to
+combine the ingredients. When the batter has been mixed and beaten until
+smooth, it should be baked at once.
+
+
+PRELIMINARY PLAN
+
+The teacher will be better prepared to give the lesson on batters if she
+first makes herself familiar with the kinds of breads that are used in
+the homes of the pupils and the methods followed in their preparation.
+The simple, general methods of preparing batters should be taught. The
+teacher should not attempt the preparation of more than one or two
+batters in this lesson.
+
+
+RECIPES
+
+_Sour-milk Griddle Cakes_
+
+  2-1/2 c. flour
+  1/2 tsp. salt
+  1-1/4 tsp. soda
+  1 egg
+  2 c. sour milk
+
+Mix and sift the flour, salt, and soda; add the sour milk and egg well
+beaten. Drop, by spoonfuls, on a greased hot griddle; cook on one side.
+When puffed full of bubbles and cooked on the edges, turn, and cook on
+the other side. Serve with butter and maple syrup.
+
+
+_Sweet-milk Griddle Cakes_
+
+  3 c. flour
+  1-1/2 tbsp. baking-powder
+  1 tsp. salt
+  1/4 c. sugar
+  2 c. milk
+  1 egg
+  2 tbsp. melted butter
+
+Mix and sift the dry ingredients, beat the egg, add the milk, and pour
+on the first mixture. Beat thoroughly and add the butter. Cook the same
+as Sour-milk Griddle Cakes.
+
+
+METHOD OF WORK
+
+Discuss batters briefly. Have all measurements made, the fire regulated,
+the pans prepared, and so on. Demonstrate the mixing and cooking of
+Griddle Cakes. Serve the cakes daintily after they are cooked.
+
+
+
+
+LESSON XIV: BATTERS AND DOUGHS--Continued
+
+_Muffins--Baking-powder Biscuits_
+
+
+SUBJECT-MATTER
+
+_Methods of making batters light._--Batters are made light by beating
+air into them, by adding eggs into which air has been beaten, or by
+entangling gas in the batter. Gas is secured by using soda and sour milk
+in a batter (one teaspoon of soda to one pint of sour milk), or soda
+with molasses (one teaspoon of soda to one cup of molasses), or soda
+with 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 ingredients, then the sour milk or molasses added, the whole
+beaten up quickly, and baked at once.
+
+Baking-powder is a preparation containing soda and cream of tartar, and
+may be used in place of soda if sweet milk is used. Two level
+teaspoonfuls of baking-powder should be used with one cup of flour.
+
+
+PRELIMINARY PLAN
+
+This lesson is a continuation of the lesson on batters. Care should be
+taken not to undertake more than can be done well in the time available.
+
+
+RECIPES
+
+_Graham Muffins_
+
+  1 c. graham flour
+  1 c. flour
+  1/4 c. sugar
+  1 tsp. salt
+  1 c. milk
+  1 egg
+  1 tbsp. melted butter
+  4 tsp. baking-powder
+
+Mix and sift the dry ingredients. Gradually add the milk, the egg
+well-beaten, and the melted butter. Bake in a hot oven in greased gem
+pans for 25 minutes.
+
+
+_Plain Muffins_
+
+  1/4 c. butter
+  1/4 c. sugar
+  1 egg
+  3/4 c. milk
+  2 c. flour
+  3 tsp. baking-powder
+
+Cream the butter, add the sugar and egg well beaten, sift the
+baking-powder with the flour, and add to the first mixture, alternating
+with the milk. Bake in greased gem pans for 25 minutes.
+
+
+_Baking-powder Biscuits_
+
+  2 c. flour
+  4 tsp. baking-powder
+  1 tsp. salt
+  2 tbsp. fat
+  3/4 to 1 c. milk or water
+
+Sift the dry ingredients together, chop the fat into the flour with a
+knife, slowly add sufficient milk to make a dough not too soft to be
+handled. Toss and roll the dough gently on a slightly-floured board and
+cut into small biscuits. Moisten the tops 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 to 15 minutes. Either
+white or whole wheat flour may be used for the biscuits. Serves six to
+eight. Oven test--the oven should be hot enough to colour a piece of
+unglazed white paper to a golden brown in one minute.
+
+
+_Soda Biscuits_
+
+  2 c. flour
+  1/2 tsp. soda (scant)
+  1/2 tsp. salt
+  1 c. sour milk (scant)
+  2 tbsp. shortening (lard or other fat)
+
+Proceed as for Baking-powder Biscuits.
+
+If the sour milk is not thick enough to curdle, it will not contain
+sufficient acid to neutralize the soda, and the biscuits will be yellow
+and bitter. To avoid this, cream of tartar may be mixed with the soda (1
+teaspoonful). If there is no cream of tartar at hand, it will be wise to
+use the recipe for Baking-powder Biscuits.
+
+
+METHOD OF WORK
+
+Have the oven and pans prepared and all the measurements made.
+Demonstrate the mixing of the muffins and, while these are baking, the
+mixing of the biscuits. Have one pupil take charge of the baking of the
+muffins and another of the baking of the biscuits. When the breads are
+done, have the class sit down and serve them to one another, or to all
+the pupils at the school lunch hour.
+
+
+
+
+LESSON XV: MEATS
+
+_Composition and food value. How to make tough cuts of meat palatable.
+Pork chops with fried apples. Beef or mutton stew with vegetables and
+dumplings. Rabbit stew. Bacon._
+
+
+SUBJECT-MATTER
+
+Meats are rich in protein and usually in fats, but are lacking in the
+carbohydrates. They build up the muscular tissue, furnish heat and
+energy, are more stimulating and strengthening than any other food, and
+satisfy hunger for a greater length of time. For the most part, meats
+are a very expensive food. One cannot perform more labour by the use of
+a meat diet than on a diet of vegetable foods. Those who use large
+quantities of meat suffer from many disturbances of the system. Hence it
+should form a very small part of the diet. The cuts of meat that come
+from those portions of the animal's body that are much exercised are
+tough, owing to the development of the connective tissues, but they
+contain a high percentage of nutrition. For the same reason, the meat
+from older animals is apt to be tough. The flesh of chickens, turkeys,
+and other fowls is very nutritious and is easily digested if not too
+fat.
+
+The flavour of meats is developed by cooking. Dry heat develops the best
+flavour, hence the tender cuts are cooked by the processes known as
+broiling and roasting. Tough cuts of meat require long, slow cooking in
+moist heat, hence they are prepared in the form of stews and pot roasts
+or are used in meat soups.
+
+
+PRELIMINARY PLAN
+
+After the teacher has found out what meats are used in the homes or what
+the school can afford to use, she should determine upon a method of
+cooking that will make the meat palatable, digestible, and attractive.
+If it can be prepared as a stew, she should use a recipe in which
+vegetables are also used and, if possible, have dumplings prepared to
+serve with the meat, as a review of the lesson on batters.
+
+
+RECIPES
+
+_Beef or Mutton Stew_
+
+  2 lb. beef or mutton
+  1 qt. water
+  Salt, pepper, flour to dredge
+  1 onion, cut in slices
+  1/2 c. turnip cut in dice
+  3/4 c. carrot cut in dice
+  4 potatoes cut in 1/2-inch slices
+  1 tsp. salt
+  1/4 tsp. pepper
+  1/2 c. flour
+  1/4 c. cold water
+
+Remove the fat and cut the meat into 1-inch pieces. Reserve half of the
+best pieces of meat, put the rest of the meat and the bone into cold
+water, soak for one hour, then heat until it bubbles. Season half the
+raw meat and roll it in the flour, melt the fat in a frying-pan, remove
+the scraps, brown the sliced onion and then the floured meat in the hot
+fat, add both to the stew, and cook for 2 hours at a low temperature. To
+this add the vegetables and cook 1/2 hour; then add the flour and
+seasonings, which have been mixed with one-half cup of cold water, and
+cook for 1/2 hour longer, until the meat and vegetables are tender.
+Remove the bone from the stew and serve. Serves six to eight.
+
+
+_Rabbit_
+
+If beef and mutton are not commonly used and are not readily obtainable,
+but rabbit can be secured, substitute rabbit for beef in the stew. After
+the rabbit has been thoroughly cleaned, cut up in eight pieces (four leg
+and four body pieces), season, and dredge with flour, brown in the fat,
+and proceed as with Beef Stew.
+
+
+_Dumplings_
+
+  2 c. flour
+  4 tsp. baking-powder
+  1/2 tsp. salt
+  2 tbsp. fat (lard or butter)
+  3/4 c. milk or water (about)
+
+Sift the dry ingredients together, cut in the butter, and add the milk
+gradually, to make a soft dough. Roll out on a floured board, cut with a
+biscuit cutter, lay on top of meat in a stew pan (they should not sink
+into the liquid), cover the kettle closely, keep the stew boiling, and
+cook the dumplings for 10 minutes without removing the lid. (Do not put
+the dumplings in to cook until the meat is tender.)
+
+    _Note._--If desired, the rolling may be eliminated and,
+    after mixing, the dough may be dropped by spoonfuls into
+    the stew.
+
+
+_To Cook Bacon_
+
+Place thin slices of bacon from which the rind has been removed in a hot
+frying-pan, and pour off the fat as fast as it melts. Cook until the
+bacon is crisp and brown, turning frequently. 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.
+
+
+_Pork Chops_
+
+Wipe the chops with a damp cloth, and place in a hot frying-pan. Turn
+frequently at first and cook slowly until well browned on each side.
+Sprinkle with salt and pepper.
+
+
+_Fried Apples_
+
+Wash and core the apples and slice to the centre. Roll in flour if very
+juicy.
+
+After the chops have been removed from the pan, lay the apples in and
+cook till tender. Serve around the chops.
+
+
+METHOD OF WORK
+
+If the meat is to 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 morning session or a portion of the morning or
+noon recess may be sufficient time to put the meat on to cook and to
+prepare the vegetables. When the second class period is called, the
+vegetables should be added to the partially cooked meat and the
+dumplings should be made. It would be well to serve the completed dish
+at the lunch period. There should be as much discussion regarding the
+kinds of meat, their food value, and the methods of cooking as time
+permits; but it may be necessary to complete this discussion at some
+other class period.
+
+Should it be possible for the teacher to give additional lessons on
+meat, it might be well to devote one lesson to the preparation and
+cooking of poultry, directions for which may be secured from any
+reliable cook-book.
+
+
+
+
+LESSON XVI: BAKED PORK AND BEANS--BAKING-POWDER BISCUITS
+
+
+SUBJECT-MATTER
+
+Peas, beans, and lentils which are dried for market contain a high
+percentage of protein, 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 not desirable for invalids, but they
+are satisfactory for those who are well and active. The dried legumes
+must be soaked overnight in water and then cooked for a long time, in
+order to soften the cellulose and develop the flavour.
+
+
+PRELIMINARY PLAN
+
+It will be necessary to plan this lesson several days in advance, if the
+beans are to be baked. As they will be prepared and put on to bake
+before the lesson period, the Baking-powder Biscuits may be made during
+the lesson, to serve with them.
+
+
+RECIPE
+
+_Boston Baked Beans_
+
+  1 qt. navy beans
+  1 tbsp. salt
+  1/2 tbsp. mustard
+  3 tbsp. sugar
+  2 tbsp. molasses
+  1 c. boiling water
+  1/2 lb. fat salt pork
+  Boiling water to cover
+
+Look over the beans and soak them in cold water overnight.
+
+In the morning drain, cover with fresh water, and simmer them until the
+skins will burst, but do not let the beans 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 across the top in
+strips just through the rind, and bury the pork in beans, leaving the
+rind exposed.
+
+Add one cup of boiling water to seasonings and pour over the beans.
+Cover with boiling water. Bake slowly, adding more water as necessary.
+Bake from 6 to 8 hours, uncover at the last, so that the water will
+evaporate and the beans brown on top. Serves twelve.
+
+
+METHOD OF WORK
+
+Have the beans washed and put to soak the night before the lesson is to
+be given. Assign to one of the pupils the task of putting them on to
+simmer early the next morning. Call the class together for a few moments
+when the beans are ready to bake. Assign one of the pupils to attend to
+the fire and the oven. Let the beans bake all day. If the lesson is to
+be given late in the afternoon, the beans may be ready to serve, or the
+cooking may be continued on the second day and the lesson completed
+then. It would be well to serve the dish at the lunch period. Have the
+biscuits prepared to serve with the baked beans.
+
+
+
+
+LESSON XVII: BUTTER CAKES--PLAIN YELLOW CAKE--COCOA--COFFEE--TEA
+
+
+SUBJECT-MATTER
+
+_Cakes._--Cakes made with fat resemble other batters, except 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. Grease them or line them
+with greased paper. Make sure that the oven is at the proper
+temperature. For a small cake, the oven should be hot enough to brown a
+piece of unglazed paper or a tablespoonful of flour in three minutes.
+Bake a small cake from twenty to thirty minutes. When done, the cake
+will shrink from the sides of the pan; the crust will spring back when
+touched with the finger; the loud ticking sound will cease; a fine
+knitting-needle will come out clean if the cake is pierced; and the
+crust will be nicely browned. When the cake is removed from the oven,
+let it stand in the pan for about three minutes, then loosen, and turn
+out gently. Do not handle while hot. Keep in a clean, ventilated tin box
+in a cool, dry place.
+
+_Cocoa._--Chocolate and cocoa are prepared from the bean of a tropical
+tree. This bean is rich in protein, fat, carbohydrate, mineral matter,
+and a stimulant called theobromine. In the preparation of chocolate the
+seeds are cleaned, milled, and crushed into a paste. In the preparation
+of cocoa much of the fat is removed, and the cocoa is packed for market
+in the form of a fine powder. Cocoa is more easily digested than
+chocolate, because it contains less fat. Though the amount of cocoa used
+in a cup of this beverage is not large, when prepared with milk it
+serves as a nutritious food. It is slightly stimulating as well, because
+of the theobromine present and because it is served hot.
+
+_Coffee and Tea._--Coffee 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 to those
+troubled with indigestion. If carelessly prepared, both coffee and tea
+may be decidedly harmful to the body. Coffee should not be boiled for
+more than eight minutes. Tea should never be permitted to 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 used.
+
+
+PRELIMINARY PLAN
+
+It may be wise to give this lesson on some special occasion, as it is
+well adapted to serve for the refreshments for a mother's club or a
+little class party.
+
+
+RECIPES
+
+_Plain Yellow Cake_
+
+  1/2 c. butter
+  1 c. sugar
+  2 eggs
+  1/2 c. milk
+  2 tsp. baking-powder
+  1-1/2 c. flour
+  1 tsp. spice or 1-1/2 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 the 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 chocolate cake, 2 ounces of melted chocolate may be added after the
+yolks of the eggs. Serves sixteen to twenty.
+
+
+_Gingerbread_
+
+  1/4 c. butter
+  1/2 c. brown sugar
+  1 egg
+  1/2 c. molasses
+  1/2 c. milk (sour if possible)
+  1/2 tsp. soda
+  1-3/4 c. flour
+  1 tsp. ginger
+  1/2 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 minutes. Serves eight to ten.
+
+
+_Cocoa_
+
+  1/4 c. cocoa
+  1/4 c. sugar
+  1 c. water
+  3 c. milk
+
+Mix the cocoa and sugar with the water and boil from 3 to 5 minutes.
+Stir into the hot milk and serve at once. If a scum forms, beat with a
+Dover egg-beater. Serves eight to ten.
+
+
+_Tea_
+
+  1 tsp. green or 2 tsp. black tea
+  2 c. boiling water (freshly boiling)
+
+Scald the tea-pot, put the tea in the tea-pot, and pour boiling water
+over it; steep 3 minutes, strain, and serve. Serves four.
+
+
+_Coffee_
+
+Take two tablespoonfuls of ground coffee for each cup of boiling water
+that is to be 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 tablespoonful 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 of egg white and shell is mixed with the coffee grounds and
+cold water, it will aid in clarifying and settling the coffee.
+
+    _Note._--The recipes for coffee and tea are given, so that
+    the teacher can discuss their preparation with the pupils
+    and compare their value with that of cocoa. If coffee and
+    tea are both commonly used in the homes, it may be well to
+    have the pupils prepare both in the class, to be sure that
+    they understand how to make them properly.
+
+
+METHOD OF WORK
+
+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 it is
+baking, prepare the cocoa. If the cocoa is not to be served for some
+time, it can be kept hot or re-heated over hot water.
+
+
+
+
+LESSON XVIII: YEAST BREAD
+
+
+SUBJECT-MATTER
+
+Yeast bread is made light by the presence of a gas produced 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 starchy materials
+such as are present in wheat. 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 the lightness of the
+bread depends. If the yeast is allowed to work for too long a time or
+the temperature is very hot, a souring of the dough may result. This
+souring can be prevented by kneading the dough thoroughly, as soon as it
+has risen well or doubled in bulk, or by putting it in a very hot oven
+to bake, when it has reached this stage. The yeast plant thrives in a
+heat of about the same temperature as our bodies. A little extra heat
+will only make it more active, but boiling temperature will kill it.
+Cold makes yeast inactive, though it does not kill the plants.
+
+Yeast develops in a natural state on hops and other plants. It is
+prepared for market in the form of dry or moist cakes. The latter must
+be kept very cold. For home use, a liquid yeast is often prepared from
+the dry cakes. This has the advantage of being more active.
+
+When the yeast has been added to a batter, it is spoken of as a sponge.
+When the batter has had enough flour added, so that it may be handled,
+it is called a dough. If the bread is to be made in a few hours, the
+yeast is made up at once into a dough. If it is to stand overnight, a
+sponge is often made first. More yeast is required for quick rising. In
+ordinary circumstances, one yeast cake is sufficient for one quart of
+liquid. Thorough kneading and baking are both essential to the success
+of the bread.
+
+
+PRELIMINARY PLAN
+
+Arrange to have the class meet the afternoon before, in order to begin
+the process by making the sponge, and to come early in the morning to
+care for the dough. Begin the study of flour, yeast, and bread in a
+previous class period, correlating the work with geography, nature
+study, or some other subject. Either white or whole-wheat flour may be
+used for the breads.
+
+
+RECIPES
+
+_Bread_
+
+(Prepared with dry yeast)
+
+  1 dry yeast cake
+  1 c. warm water
+  1 c. flour
+  1 qt. water or milk (scalded)
+  Flour enough to make a soft dough
+  2 tsp. salt
+  2 tbsp. sugar
+  2 tbsp. lard or butter
+
+At noon put a dry yeast cake to soak in a cup of warm water. When it is
+soft, add a cup of flour, cover, and put in a warm place to grow light.
+This will require several hours.
+
+In the evening, when ready to begin the dough, mix the salt, sugar, fat,
+and hot liquid in a large bowl; when lukewarm, add the cup of light
+yeast and enough flour to knead (about three quarts). Mix thoroughly and
+knead it into a smooth dough, and continue this process until it is soft
+and elastic. Return the dough to 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
+rolls; put into pans for baking; cover, and let it rise until double in
+bulk. Bake large loaves from 50 to 60 minutes. Rolls will bake in from
+25 to 35 minutes, for they require a hotter oven. It is of the utmost
+importance that all yeast breads be thoroughly cooked. (Makes 4 loaves.)
+
+(Time required for making bread with dry yeast, from 16 to 20 hours.)
+
+
+_Bread_
+
+(Prepared with compressed yeast)
+
+  2 c. milk or water (scalded)
+  2 tsp. salt
+  2 tsp. sugar
+  1 tbsp. lard or butter
+  1/4 cake compressed yeast (1 cake if set in morning)
+  1/4 c. water (lukewarm)
+  Flour, white or whole wheat
+
+Put the hot water or milk, salt, sugar, and fat in a bowl; when
+lukewarm, and the yeast softened in the lukewarm water, then the flour
+gradually and, when stiff enough to handle, turn the dough out on a
+floured board and knead until soft and elastic (20 minutes). Return the
+dough to the bowl, moisten, cover, and let it rise in a warm place until
+double in bulk; then knead slightly, divide into loaves or shape into
+rolls, cover, and let rise in the pan in which they are to be baked
+until double in bulk, and bake from 50 to 60 minutes. (Makes 2 loaves.)
+
+(Time required for making bread, if one cake of compressed yeast is
+used, 6 hours.)
+
+
+METHOD OF WORK
+
+If the class is large, prepare two or three bowls of sponge, so that all
+can have some practice in stirring and kneading. Do not make too large a
+quantity of bread to bake in the oven, unless arrangements can be made
+to do some of the baking at the home of one of the pupils. Use the bread
+for the school lunch or divide it among the class to take home.
+
+Plan a bread contest, so that each pupil will be interested in making
+bread at home.
+
+
+
+
+LESSON XIX: SERVING A SIMPLE DINNER WITHOUT MEAT--BAKED OMELET--MACARONI
+AND CHEESE
+
+
+PRELIMINARY PLAN AND METHOD OF WORK
+
+At some previous time the teacher should discuss with the pupils the
+plans for the dinner. It may be well to let them invite the members of
+the school board or others interested in their work to partake of the
+dinner. They should decide on the menu, with the help and suggestions of
+the teacher, and should choose foods that they can bring from their
+homes. The main course should consist of such a vegetable dish as baked
+beans, an omelet, or macaroni with white sauce and grated cheese. To
+accompany this there should be potatoes and a fresh green vegetable,
+such as spinach or cabbage, and a hot bread.
+
+A simple dessert which the pupils know how to make should be chosen. One
+duty should be assigned to each pupil, and she should be entirely
+responsible for that portion of the dinner. The teacher should supervise
+all the work carefully.
+
+Instructions for making the menu cards may be given in a drawing lesson.
+
+
+RECIPES
+
+_Baked Omelet_
+
+  2 tbsp. butter
+  2 tbsp. flour
+  1/2 tsp. salt
+  1 c. milk, heated
+  4 eggs
+  2 tsp. fat
+  Pepper
+
+Melt the butter, add the flour and seasonings, mix thoroughly, then add
+the hot milk slowly. Separate the eggs, beat the yolks, and add the
+white sauce to them. Beat the whites until stiff and cut and fold them
+carefully into the yolk mixture, so that the lightness is all retained.
+Turn into a greased baking-dish and bake in a moderate oven from 20 to
+30 minutes. Serve hot. Serves six.
+
+
+_Macaroni and Cheese_
+
+  1 c. macaroni, noodles, or rice
+  2 tbsp. fat
+  3 tbsp. flour
+  1/2 tsp. salt
+  Pepper
+  1-1/2 c. milk
+  1 c. grated cheese
+  2 c. buttered bread crumbs (two tbsp. butter or other fat)
+
+Break the macaroni into 1-inch pieces and cook it in a large amount of
+salted boiling water from 30 to 45 minutes. Drain it well when tender
+and pour cold water through it.
+
+Break up the bread crumbs and add two tablespoonfuls of melted butter to
+them. 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 brown the crumbs. Serves eight.
+
+
+
+
+LESSON XX: SUGAR
+
+_Food value and cooking. The use of peanuts in candy. Peanut cookies, or
+peanut, molasses, or fudge candies, to be made for a special
+entertainment._
+
+
+SUBJECT-MATTER
+
+Sugar is valuable to the body as a source of heat and energy. While it
+is easy of digestion, it is very irritating to the body if taken in
+large quantities and, on this account, it should be taken in small
+quantities and preferably at meal time or with other food. Two or three
+pieces of candy taken at the end of the meal will not be hurtful, but
+when eaten habitually between meals, it is sure to produce harmful
+effects.
+
+Sugar is present in many fruits and in most vegetables. Milk contains a
+large percentage of sugar. In preparing foods to which the addition of
+sugar seems desirable, care should be taken not to add it in large
+quantities.
+
+
+PRELIMINARY PLAN
+
+As it is desirable to have a discussion regarding sugar and its value to
+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 most to the pupils.
+The work should be so planned that they will learn something of the
+principles of sugar cookery, as well as the specific recipes they are
+using.
+
+
+RECIPES
+
+_Cookies_
+
+  1 c. fat
+  1 c. sugar
+  2 eggs
+  1/4 c. milk
+  3 c. flour
+  3 tsp. baking-powder
+  1 tbsp. cinnamon
+  1/2 c. sugar
+
+Cream the butter and add the 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 soft dough, adding more milk if necessary.
+Roll lightly, cut in shapes, and dip in the one-half cup of sugar and
+cinnamon that have been sifted together. Place on buttered sheets and
+bake in a hot oven for about 10 minutes. Slip from the pan and lay on
+the cake cooler. To make a softer cookie, use only one-half cup of
+butter. (Three to four dozen.)
+
+
+_Peanut Cookies_
+
+  2 tbsp. butter
+  1/4 c. sugar
+  1 egg
+  1 tsp. baking-powder
+  1/8 tsp. salt
+  1/2 c. flour
+  2 tsp. milk
+  1/2 c. finely chopped peanuts
+  1/2 tsp. lemon juice
+  2 doz. whole peanuts shelled
+
+Cream the butter and add the sugar and the egg well beaten. Add the milk
+and sifted dry ingredients, alternately, to the first mixture, then the
+peanuts and lemon juice. Drop from a teaspoon on a baking sheet an inch
+apart and place 1/2 peanut on top of each. Bake from 12 to 15 minutes in
+a moderate oven. (Two and a half to three dozen.)
+
+
+_Peanut Brittle_
+
+  1 c. sugar
+  1 c. peanuts in the shell
+
+Stir the sugar over the heat, constantly, until it becomes a clear
+liquid. Take at once from the heat, add the prepared peanuts, and pour
+on a warm, buttered tin. Mark in squares and cool. Serves ten.
+
+
+_Molasses Candy_
+
+  2 c. molasses
+  2/3 c. sugar
+  1 tbsp. vinegar
+  1/4 tsp. soda
+  2 tbsp. butter
+
+Put the molasses, sugar, and butter into a thick sauce-pan or kettle and
+stir until the sugar is dissolved. Boil until the mixture becomes
+brittle when tried in cold water. Stir constantly at the last to prevent
+burning. Add vinegar and soda just before removing from the fire. Pour
+into a well-greased pan and let it stand until cool enough to handle.
+Then pull until light and porous and cut in small pieces with scissors,
+arranging on buttered plates. Serves sixteen to twenty.
+
+
+_Fudge_
+
+  2 c. sugar
+  1 c. milk
+  1 tbsp. butter
+  1/2 c. nuts, broken up
+
+Put the sugar and the milk in a sauce-pan and stir over the heat until
+the sugar is dissolved. Add the butter and boil to the "soft ball"
+stage. Take from the heat and beat until creamy. Add the nuts and pour
+on buttered pans. When cool, cut in squares. Serves sixteen to eighteen.
+
+
+METHOD OF WORK
+
+Devote, if possible, a separate period to the discussion of the food
+value and cooking of sugar; then assign two recipes for the practical
+work, allowing the pupils to work in groups. Assign only as much work as
+can be carefully supervised. Do not undertake both the cookies and the
+candy.
+
+
+
+
+TWENTY LESSONS IN SEWING
+
+
+SUGGESTIONS TO THE TEACHER
+
+The teacher should be familiar with the conditions in which the pupils
+live, should know how much money they can afford to pay for materials,
+what materials are available, what previous experience in hand work they
+have had, whether they can afford to have sewing-machines in their own
+homes, and to what extent they make their own clothes or buy them
+ready-made.
+
+The lessons should be planned to furnish hand training, to give pupils
+practical instruction in the care of their own clothes, and to provide
+an opportunity for preparing the apron for the cooking lessons. The
+lesson course should tend to develop habits of thrift, industry, and
+neatness. The pupils should be encouraged to learn to sew, both to
+improve their own home conditions and to give them suggestions as to a
+possible means of livelihood. If sewing-machines are available and are
+in use in the homes, it is well to have lessons given in machine sewing
+and to have the long seams run by machine. If the pupils cannot have
+sewing-machines in their own homes, the lessons given should be limited
+to sewing by hand. In some schools, it may be necessary to simplify the
+lessons; in others, an increased number of articles may be prepared in
+the time allotted. Should the apron and cap not be needed for the
+cooking class, an undergarment (corset cover) may well be
+substituted.[A]
+
+    [A] Should the teacher feel that an apron or corset-cover
+    is too large a piece for her pupils to undertake, and
+    should she desire to have more time spent on the first ten
+    lessons. Lessons XI to XVIII may be omitted, two periods
+    each devoted to both Lessons XIX and XX, and three lessons
+    used for the making of a simple needle-book or other small
+    piece.
+
+For each lesson the teacher should have in mind a definite plan of
+procedure. The lesson should be opened with a brief and concrete class
+discussion of the new work that is to be taken up or the special stage
+that has been reached in work that is already under way. Though
+individual instruction is necessary, it should not take the place of
+this general presentation of the subject-matter, which economizes time
+and develops the real thought content of the work. Whenever possible,
+the teacher should endeavour to correlate this work with the other
+subjects on the curriculum.
+
+New stitches may be demonstrated on large pieces of scrim, with long
+darning-needles and coarse red or black yarn. The scrim should be pinned
+to the black-board with thumb tacks, and the stitches made large enough
+for all to see without difficulty. A variety of completed articles
+should be kept on hand, in order to show additional application of
+points brought out in the lesson. Each class may be given the privilege
+of preparing one article to add to this collection, and a spirit of
+class pride and valuable team work may be thereby developed.
+
+During the lesson, posture, neatness, and order should be emphasized.
+Application can be secured by making the problems of interest. Care must
+be taken that none of the work demands unnecessary eye strain. Each
+lesson should be closed in time to have one of the members of the class
+give a brief summary of the steps that have been covered.
+
+Since the class period for sewing in the rural school will necessarily
+be brief, the pupils should be encouraged to continue their work at some
+other period. However, no work outside of the class period should be
+permitted until the pupil has mastered the stitch and can be trusted to
+do the work in the right way. The privilege of sewing may be made the
+reward for lessons quickly learned, home practice may be assigned, or
+the class may meet out of school hours. All outside practice must be
+carefully supervised, the pupil bringing her work to the teacher for
+frequent inspection.
+
+If it is possible to keep on hand a permanent equipment for sewing, the
+following should be provided for a class of twelve:
+
+                              Approximate cost
+  Scissors, 1 dozen                      $3.00
+  Thimbles, 1 dozen                        .50
+  Tape-measures, 1 dozen                   .60
+  Emery, 1 dozen                           .50
+  Boxes for work, 1 dozen                 1.00
+                                        ------
+                                         $5.60
+
+    _Note._--Shoe or candy boxes may be used, but an effort
+    should be made to have them uniform.
+
+The teacher who is to give lessons in sewing should secure a helpful
+elementary text-book or some bulletin that deals with the teaching of
+sewing.
+
+
+REFERENCE BOOKS.
+
+_School Sewing, Based on Home Problems._ Burton, I. R.
+   and M. G. Vocational Supply Co., Indianapolis           $1.00
+
+_Handbook of Elementary Sewing._ Flagg, E. P. Little,
+   Brown & Co., Boston. (McClelland, Goodchild &
+   Stewart, Toronto)                                         .50
+
+_Constructive Sewing, Book I._ (paper) Industrial Book &
+   Equipment Co., Indianapolis                               .60
+
+_School Needlework._ Hapgood, O. C. Ginn & Co., Boston       .50
+
+_Clothing and Health._ Kinne, H., and Cooley,
+   A. M. Macmillan's, Toronto                                .65
+
+_Handicraft for Girls._ McGlauflin, I. Manual Arts Press,
+   Peoria. Ill.                                             1.00
+
+_Home and School Sewing._ Patton, F. Newson & Co.,
+   New York                                                  .60
+
+_A Sewing Course._ Woolman, M. S. Frederick A. Fernald,
+   Washington                                               1.50
+
+_Sewing._ Department of Education of Ontario                 .20
+
+
+
+
+LESSON I: PREPARATION FOR SEWING
+
+_Preparation and use of working equipment: Needles, pins, thread,
+tape-measure, thimble, scissors, box for work. Talk on cleanliness and
+neatness (care of hands, etc.). Discussion of hemming. Hems folded on
+sheets of paper._
+
+
+SUBJECT-MATTER
+
+A hem is made by twice turning over the edge of a piece of cloth toward
+the worker, and then sewing it down. It is used to finish a narrow edge.
+In turning a narrow hem the first fold must not be so deep as the
+second, in order that the hem may lie smoothly. If the hem is a wide
+one, the first fold can be much narrower than the second.
+
+
+PRELIMINARY PLAN
+
+The teacher should have interested the pupils in the sewing lessons
+before the first meeting of the class, and each pupil should be asked to
+bring with her the box in which to keep her materials and such other
+equipment as is required. If the school is to furnish the equipment, the
+teacher should be sure that there is an adequate supply on hand.
+
+It will probably be necessary to have the towels to be used in the
+cooking 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 to allow them to do so. Flour or meal sacks
+will answer. It may be well to have each pupil hem a towel for home use,
+as well as for school use, in order to impress upon her the desirability
+of having hemmed dish-towels for daily use. The towels may be planned
+during this lesson, and the pupils may arrange to bring the material
+from home, if they are to provide it; but it will be well for the
+teacher to have on hand material for one or two towels. Plain paper will
+answer for the practice folding of the hem in the first lesson.
+
+
+METHOD OF WORK
+
+The teacher should devote a few minutes to a talk on cleanliness,
+emphasizing its importance, and the necessity for exercising care in
+handling the sewing materials. This should be followed by a discussion
+regarding the care of the hands and the condition in which they should
+be for the sewing lesson. Each pupil should inspect her own hands and
+show them to the teacher.
+
+[Illustration: _Fig._ 2.--Gauge]
+
+When all the pupils have their hands in a proper condition for sewing,
+the teacher should look over their supplies with them, give them
+suggestions as to how they are to keep these, and let them arrange their
+boxes.
+
+Next, she should tell them what their first work is to be, show them the
+material for the towels, and discuss with them the best method of
+finishing the ends. (See Lesson II.)
+
+Before turning the hem, the pupils should make a gauge from heavy paper,
+notched to indicate the depth of the hem. A few minutes should be
+devoted to practice in measuring and turning a hem of the desired depth
+on a sheet of paper. This should give practice in the double turning
+necessary--first, the narrow turn to dispose of the cut edge; second,
+the fold to finish the edge.
+
+When the lesson is finished, the boxes should be put away in systematic
+order, and all scraps should be carefully picked up from the desks and
+the floor.
+
+
+
+
+LESSON II: HEMMING TOWELS
+
+_Turning and basting hems. Hemming towels of crash, sacking, or other
+material, for use in washing and drying dishes at home or in school._
+
+[Illustration: _Fig._ 3.--Even basting]
+
+
+SUBJECT-MATTER
+
+Basting is used to hold two pieces of material together until a
+permanent stitch can be put in. It is done by taking long stitches
+(one-fourth inch) from right to left and parallel to the edges that are
+to be basted together. In starting, the thread is fastened with a knot;
+when completed, it is fastened by taking two or three stitches one over
+the other.
+
+
+PRELIMINARY PLAN
+
+The teacher should have the necessary materials on hand or should see
+that they are supplied by the pupils. The articles needed will include
+material for the towels, white thread for basting and hemming, and
+gauges for measuring.
+
+The teacher should also have a large square of unbleached cotton or
+canvas, 18 by 18 inches, and a large darning-needle and coloured worsted
+thread, to use for demonstration purposes. The canvas should be fastened
+to the black-board, where the class can see it easily.
+
+
+METHOD OF WORK
+
+As soon as the class is called, the supplies are at hand, and the hands
+are in a proper condition, the teacher should demonstrate the
+basting-stitch, with a large needle and thread, on the square of canvas
+that has been fastened on the wall. Materials for work should be passed.
+Each pupil should straighten the ends of her towel by drawing a thread.
+Then she should turn and baste a hem three eighths of an inch in depth.
+
+At the close of the lesson, the pupils should fold their work carefully
+and put it neatly in their boxes.
+
+
+
+
+LESSON III: HEMMING TOWELS--Continued
+
+_The overhanding stitch and the hemming stitch._
+
+
+SUBJECT-MATTER
+
+_Overhanding_ (also called overseaming or top sewing).--The edges to be
+overhanded are held between the first finger and the thumb of the left
+hand, with the edge parallel to the first finger. The needle is inserted
+just below and perpendicular to the edge. The needle is pointed straight
+toward the worker. The stitches proceed 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 not be deep. It may be desirable to use
+this overhanding stitch at the ends of hems, to hold the edges of the
+material together. The overhanding stitch is also used for seams, for
+patching, and for sewing on lace.
+
+[Illustration: _Fig._ 4.--Overhanding]
+
+The overhanding of narrow hems is not always necessary, but the ends may
+be made stronger thereby, and the stitch is a valuable one for the
+pupils to know.
+
+[Illustration: _Fig._ 5.--Hemming]
+
+_Hemming._--The hemming-stitch 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. It is 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 the inside fold of the material. The needle is
+pointed over 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 necessary. Uniformity of slant,
+size, and spacing of the stitches is important.
+
+
+PRELIMINARY PLAN
+
+Before this lesson is given, all the pupils should report to the
+teacher, having both ends of their towels basted, so that they will all
+be ready to proceed at once with the new stitches.
+
+
+METHOD OF WORK
+
+The teacher should begin by demonstrating on the large square of canvas
+with the large needle and heavy thread the stitches to be used. After
+overhanding the end of the hem, the hemming-stitch should follow with
+the same thread. The pupils will probably not be able to finish the
+hemming in this first lesson, so provision should be made for additional
+time. This can be required as an outside assignment, if the pupils have
+mastered the method during the class period. The teacher may also be
+able to give them some supervision while she is looking after other
+classes.
+
+
+
+
+LESSON IV: BAGS
+
+_A school bag. Bag (made of material obtainable) to hold sewing
+materials. Measuring and straightening the material for the bag. Basting
+the seams._
+
+
+SUBJECT-MATTER
+
+The basting-stitch will be used as a review of work in the second
+lesson.
+
+
+PRELIMINARY PLAN
+
+Some time before the lesson, the teacher should discuss with the pupils
+the kind of material they will be able to provide for their bags and, if
+the material has to be purchased, she should suggest something that is
+suitable, washable, and inexpensive. The bag should cost only a few
+cents. The dimensions of the finished bag should be about 12 by 18
+inches.
+
+
+METHOD OF WORK
+
+The pupils should get out the materials they have brought 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 to use their material
+to the best advantage. It should be straightened, pulled in place, and
+measured carefully. When the bags have been cut out, the sides should be
+basted.
+
+
+
+
+LESSON V: BAGS--Continued
+
+_Sewing up the seams with a running-stitch and a back-stitch._
+
+
+SUBJECT-MATTER
+
+Running is done by passing the needle in and out of the material at
+regular intervals. 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 determined 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 alternately. The
+back-stitch is a stitch taken backward on the upper side of the cloth,
+the needle being put back each time into the end of the last stitch and
+brought out the same distance beyond the last stitch.
+
+
+PRELIMINARY PLAN
+
+The teacher should be sure that all the pupils are ready to report,
+having the sides of their bags basted ready for stitching.
+
+
+METHOD OF WORK
+
+The teacher should first demonstrate the running-stitch with the
+back-stitch, and the pupils should begin to sew the sides of the bag,
+using this stitch. They should commence sewing three quarters of an inch
+from the top of the bag, so that there will be a space left for slits in
+the hem through which to run the cord.[A] The seams will doubtless have
+to be finished outside of the class hour, and may be assigned for
+completion before the next lesson.
+
+[Illustration: _Fig._ 6.--Running-stitch with a back-stitch]
+
+    [A] The draw-string, or cord, is to be run through the hem
+    from the inside of the bag, and it will be necessary to
+    leave three quarters of an inch of space at the ends of
+    the seams, to provide slits as outlets for the cord.
+
+
+
+
+LESSON VI: BAGS--Continued
+
+_Overcasting the seams and turning the hem at the top of the bag._
+
+
+SUBJECT-MATTER
+
+Overcasting is done by taking loose stitches over the raw edge of the
+cloth, to keep it from ravelling or fraying.
+
+
+PRELIMINARY PLAN
+
+The teacher should be sure that all the pupils are ready to report,
+having the sides of their bags neatly sewed with the running-stitch.
+
+[Illustration: _Fig._ 7.--Overcasting]
+
+
+METHOD OF WORK
+
+The teacher should demonstrate the method of overcasting and explain its
+use. She should have the pupils trim the edges of their seams neatly and
+overcast them carefully. After the seams have been overcast, she should
+discuss the depth of the hem that the pupils expect to use 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 admit of a heading at the top, a
+deep hem (about 2-1/2 inches) can be made, and a running-stitch put in
+one-half inch (or more) above the edge of the hem, to provide a casing,
+or space, for the cord. If it is necessary to take a narrow hem, the hem
+itself can be made to answer as space for the cord; in this case the hem
+should be made about one-half inch deep.
+
+
+
+
+LESSON VII: BAGS--Continued
+
+_Hemming the top of the bag and putting in a running-stitch to provide a
+space for the cord._
+
+
+SUBJECT-MATTER
+
+Review of the hemming-stitch and the running-stitch.
+
+
+PRELIMINARY PLAN
+
+The pupils, having the hems basted, should report to the teacher.
+
+
+METHOD OF WORK
+
+The teacher should review briefly the method of making the
+hemming-stitch and the running-stitch, asking the pupils to describe
+these stitches and to demonstrate them on the large square of canvas
+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, to mark the location of the running-stitch, which is to be half
+an inch above the hem. They should measure for this carefully. If there
+is not time to do all the hemming in the class period, the
+hemming-stitch and the running-stitch (which is to provide space for the
+draw-string) should be assigned for outside work, and each pupil should
+bring in her finished hem at a designated time before the next class
+period.
+
+
+
+
+LESSON VIII: BAGS--Continued
+
+_Preparing a cord or other draw-string for the bag. Putting a double
+draw-string in the bag, so that it can easily be drawn up. Use of the
+bodkin._
+
+[Illustration: _Fig._ 8.--Bag nearly completed]
+
+
+SUBJECT-MATTER
+
+To make a cord, it is necessary to take more than four times as much
+cotton as the final length of the cord will require, for some of the
+length will be taken up in the twisting of the cord. It will be easier
+for two to work together 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 to 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 from the other side,
+each cord running all the way around, the bag can be drawn up easily.
+
+[Illustration: _Fig._ 9.--Bodkin]
+
+In place of the cord, narrow tape may be used. Take two pieces of tape,
+each piece being twice as long as the width of the bag plus two inches.
+Run one tape in from one side and a second from the other side, each
+tape running all the way around. Join the tape ends in the following
+manner:
+
+1. Turn a narrow fold on one end of the tape to the _wrong_ side, and on
+the other end of the tape to the _right_ side.
+
+2. Slip one fold under the other and hem down the folded edges.
+
+
+PRELIMINARY PLAN
+
+If the pupils are not 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 the cord before the class period.
+
+[Illustration: _Fig._ 10.--- Completed bag]
+
+
+METHOD OF WORK
+
+The teacher should begin the lesson by describing the method of making
+the cord, estimating the amount necessary, and demonstrating the process
+with the assistance of one of the pupils. The pupils should be numbered,
+so that they may work in groups of two. After they have completed the
+cord and run it into the bag, methods of finishing the ends neatly
+should be suggested to them.
+
+
+
+
+LESSON IX: DARNING STOCKINGS
+
+_Use of a darning-ball or gourd as a substitute for a ball. Talk on the
+care of the feet and the care of the stockings._
+
+[Illustration: _Fig._ 11.--Darning]
+
+
+SUBJECT-MATTER
+
+This lesson will involve running and weaving. Darning is used to fill in
+a hole with thread, so as to supply the part that has been destroyed or
+to strengthen a place which shows signs of weakness. A darning-ball, a
+gourd, or a firm piece of cardboard should be placed under the hole. The
+darn should extend one quarter of an inch beyond the edge of the
+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 angle to them. Care should be taken
+alternately to pick up and drop the edge of the material around the
+hole, so that no raw edges will be visible, and to weave evenly in and
+out of the material and the cross threads.
+
+
+PRELIMINARY PLAN
+
+Each pupil should 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.
+
+
+METHOD OF WORK
+
+When the class meets, the teacher should discuss briefly the care of the
+feet and of the stockings, and demonstrate the method of darning, on a
+large piece of coarse material, with heavy yarn and a needle. If the
+pupils finish one darn during the lesson period, more darning should be
+assigned for practice out of class.
+
+
+
+
+LESSON X: PATCHING[A]
+
+_Hemmed patches on cotton garments. Talk on the care of the clothes._
+
+
+SUBJECT-MATTER
+
+This lesson will involve measuring, trimming, basting, and hemming. A
+patch is a piece of cloth sewed on to a garment to restore the worn
+part. The material used for the patch should be as nearly like the
+original fabric in colour and quality as possible. In placing the patch,
+the condition of the material about the hole must be taken into
+consideration, as well as the size of the hole. The worn parts around
+the hole should be removed, and the hole cut square or oblong. The patch
+should be, on all four sides, an inch larger than the trimmed hole. The
+corners of the hole should be cut back diagonally, so that the edges may
+be turned under. The patch should be matched and pinned to the wrong
+side of the garment, leaving the edges to project evenly on all four
+sides. The edges of the material around the hole should be turned in and
+basted to the patch. The edges of the patch should be turned in so that
+they extend, when finished, one-half inch from the edge of the hole. The
+patch and the cloth should be basted together and hemmed.
+
+    [A] Used when special problem comes up.
+
+[Illustration: _Fig._ 12.--Patching]
+
+
+PRELIMINARY PLAN
+
+The lesson on patching should be given at any time in the course when it
+can be applied to an immediate need. If a pupil tears her dress while
+playing at school, or if she wears a torn apron, the teacher can
+announce a patching lesson for the next sewing class, and request each
+pupil to bring a torn garment and the material for the patch from home.
+It may be desirable to use two or three periods for this lesson.
+
+
+METHOD OF WORK
+
+The teacher should demonstrate the process of patching on a large piece
+of cotton. The pupils should practise placing a patch on a piece of
+paper with a hole in it. Each step should be assigned in
+succession--examination of the article to determine its condition,
+calculation of the size and preparation of the patch, placing the patch,
+trimming the article around the hole, basting the patch and material
+together, and hemming the patch.
+
+
+
+
+LESSON XI: CUTTING OUT APRONS OR UNDERGARMENTS
+
+
+SUBJECT-MATTER
+
+When cutting out an apron, the length of the skirt should first be
+measured, and to this measure 6 inches should be added for the hem and
+the seams. One length of the material corresponding to this length
+should be cut. This should be folded lengthwise through the middle.
+Three quarters of an inch should be measured on this fold, and the
+material cut from the end of the selvage to this point, in order to
+slope the front of the apron. When the waist measure is taken, 3 inches
+should be added to it (1 for the lap and 1 at each end, for finishing).
+This makes a strong piece at each end for the button and button-hole. Two
+pieces of this length and 2-1/2 inches wide should be cut lengthwise of
+the material for the belt. A measure should be made from the middle of
+the back of the waist line, over the shoulder, to a point 5 inches to
+the right to the centre front and on the waist line. Two pieces of the
+length of this measure and 4-1/2 inches wide should be cut lengthwise of
+the material for the shoulder straps. A piece 9 by 12 inches should be
+cut for the bib, the longer distance lengthwise of the material. These
+measurements allow one quarter of an inch for seams.
+
+
+PRELIMINARY PLAN
+
+Before the lesson the teacher should see if arrangements can be made to
+secure the use of one or two sewing-machines, so that the pupils may sew
+all the long seams by machine.
+
+At a previous lesson she should discuss the kinds of material suitable
+for the aprons. The pupils should consider whether their aprons shall be
+white or coloured, and whether they shall be of muslin, cambric, or
+gingham. Each pupil will need from 1-1/2 to 2 yards of material,
+according to her size. The taller ones will need 2 yards.
+
+[Illustration: _Fig._ 13.--Cutting out skirt of apron]
+
+There should be on hand a sufficient number of tape-measures, pins, and
+scissors, so that the pupils may proceed with the cutting of their
+aprons without unnecessary delay.
+
+The apron to be made is to have a skirt, with a bib and shoulder straps,
+in order to be a protection to the dress, the skirt, and the waist.[A]
+
+    [A] If the pupils are very inexperienced and find the
+    sewing difficult, it may be advisable to omit the bib and
+    straps and to make the simple full-skirted apron. If a
+    machine is not at hand to use for the long seams, the
+    limited time may make the simpler apron necessary. This
+    will give more time for the various steps. Lessons XIV and
+    XV may then be omitted, Lesson XVI made more simple, and
+    less outside work may be required.
+
+
+METHOD OF WORK
+
+As soon as the class meets, the pupils should take the measurements for
+their aprons. One measurement should be assigned at a time, and the
+reason for each measurement should be given. The pupils should have
+explicit directions as to the measurements, as they are apt to become
+confused if the directions are not clear. They should work carefully, so
+that the material does not become crumpled or soiled and, at the
+conclusion of the lesson, they should fold it carefully and put it away
+neatly. All threads and scraps of material should be carefully picked
+off the floor and the desks, and the room left in order.
+
+
+
+
+LESSON XII: APRONS OR UNDERGARMENTS--Continued
+
+_Basting the hem for hemming on the machine or by hand. Uneven basting._
+
+
+SUBJECT-MATTER
+
+An uneven basting forms the better guide for stitching. In uneven
+basting, the spaces are made about three times as long as the stitches.
+The stitch should be about one eighth of an inch and the space three
+eighths of an inch.
+
+
+PRELIMINARY PLAN
+
+In addition to the apron material which has been cut out in the previous
+lesson, each pupil should provide her own spool of thread (number sixty
+white thread will probably answer for all the work), a piece of
+cardboard 5 inches wide for a gauge, and pins to use in fastening the
+hem.
+
+[Illustration: _Fig._ 14.--Uneven basting]
+
+
+METHOD OF WORK
+
+As soon as the class meets, the pupils should prepare a 5-inch gauge, to
+guide them in turning the hems of the skirts of their aprons. They
+should make a half-inch notch in the measure for the first turn in the
+material. A half-inch edge should be turned up from the bottom of the
+skirt, then a 5-inch hem should be turned, pinned, and basted carefully
+with uneven basting. The gauge should be used for both measurements.
+
+
+
+
+LESSON XIII: APRONS OR UNDERGARMENTS--Continued
+
+_Gathering the skirt and stitching to the belt._
+
+
+SUBJECT-MATTER
+
+In gathering, a stitch much like running is employed. Small stitches are
+taken up 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 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
+(approximately one half of the waist measure). The skirt and the belt
+should be pinned, basted, and sewn together.
+
+[Illustration: _Fig._ 15.--Gathering]
+
+
+PRELIMINARY PLAN
+
+If the hems have been completed in the skirts, the pupils are ready to
+gather the skirts and attach them to the belt. It will be well to have a
+supply of pins on hand, to use in fastening the skirt and belt together.
+
+
+METHOD OF WORK
+
+The teacher should first demonstrate the method of gathering and assign
+that portion of the lesson. When the skirts have all been gathered, she
+should show the pupils how to measure, pin, and baste the skirt to the
+belt.
+
+[Illustration: _Fig._ 16.--Sewing on the belt of the apron]
+
+
+
+
+LESSON XIV: APRONS OR UNDERGARMENTS--Continued
+
+_Making the bib._
+
+
+SUBJECT-MATTER
+
+A 2-inch hem should be turned across one short end of the bib. This
+should be basted and hemmed. The bottom of the bib should be gathered,
+the method employed for the top of the skirt being used, and sufficient
+thread being left to adjust the gathers easily.
+
+
+PRELIMINARY PLAN
+
+If the pupils have completed the skirts and attached them to the belts,
+they are ready to make the bibs. They should be provided with a 2-inch
+marker, for use in making the hems in the top of the bibs.
+
+
+METHOD OF WORK
+
+The teacher should guide the pupils carefully in the making of the bibs,
+reviewing their knowledge of basting, hemming, and gathering.
+
+[Illustration: _Fig._ 17.--Bib and straps of apron]
+
+
+
+
+LESSON XV: APRONS OR UNDERGARMENTS--Continued
+
+_Making the straps._
+
+
+SUBJECT-MATTER
+
+One end of one of the straps should be placed at the bottom of the bib.
+The edge of the strap should be pinned, basted, and sewed to 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 turned in
+one inch. The strap should then be folded through the middle for its
+entire length and the free side basted to the wrong side of the bib and
+hemmed. The remaining edges of the strap should be overhanded together.
+The other strap should be sewn to the other side of the bib in the same
+way.
+
+
+PRELIMINARY PLAN
+
+The bibs should have been completed before the pupils report for this
+lesson.
+
+
+METHOD OF WORK
+
+As soon as the pupils report for the lesson, the teacher should explain
+the method of attaching the straps to the bib and tell them how to
+finish the former. As they proceed with their work, she should supervise
+them carefully and assign the unfinished portion to be done out of
+class.
+
+
+
+
+LESSON XVI: APRONS OR UNDERGARMENTS--Continued
+
+_Putting the bib and the skirt on the belt._
+
+
+SUBJECT-MATTER
+
+The middle of the bottom of the bib should be determined, and pinned to
+the middle of the upper edge of the belt, to which the skirt has already
+been attached. The belt should be fastened to the wrong side of the bib.
+The gathering string of the bib should be drawn up, leaving 2 inches of
+fulness on each side of the middle. The bib should be pinned, basted,
+and sewn to the belt. The remaining long edges of the belt should be
+turned in one quarter of an inch, and the ends one inch. The edges of
+the other belt piece should be turned in in the same way, and should be
+pinned over the belt to which the skirt and the bib have been attached
+(with all the edges turned in), and basted carefully, to keep the edges
+even. The skirt and the bib should be hemmed to this upper belt, and all
+the remaining edges should be overhanded.
+
+
+PRELIMINARY PLAN
+
+The bib and the straps of the apron should be completed before the
+pupils report for this lesson.
+
+
+METHOD OF WORK
+
+The teacher should guide the pupils carefully in the various steps
+necessary in fastening the bib to the belt and in completing the belt.
+If the hemming and overhanding is not completed during the class hour,
+they may be assigned as home work.
+
+
+
+
+LESSON XVII: METHODS OF FASTENING GARMENTS
+
+_Sewing buttons on the aprons, corset-cover, or other garment._
+
+
+SUBJECT-MATTER
+
+This lesson should teach neatness in dress, through a consideration of
+the best methods of fastening garments. The position of the button is
+measured by drawing the right end of the band one inch over the left
+end. The place for the button should be marked with a pin on the left
+end of the band. A double thread is fastened on the right side of the
+band, drawn through one hole of the button, and back through the other,
+and then taken through the band close to the first stitch. A pin should
+be inserted on top of the button under the first stitch, left there
+until the button is firmly fastened in place, and then removed. Before
+the thread is fastened, it should be wrapped two or three times around
+the threads holding the button, between the button and the cloth, then
+fastened neatly on the wrong side with a few small stitches one on top
+of another.
+
+[Illustration: _Fig._ 18.--Sewing on buttons]
+
+
+PRELIMINARY PLAN
+
+Each pupil should come to the class with her apron as nearly completed
+as possible, and with three buttons to sew on it, for fastening the belt
+and straps.
+
+
+METHOD OF WORK
+
+The teacher should discuss the best methods of fastening garments and
+should demonstrate the method of sewing 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 from the end, and another button 4 inches from each
+end of the band, to hold the shoulder straps.
+
+
+
+
+LESSON XVIII: METHODS OF FASTENING GARMENTS--Continued
+
+_Button-holes on practice piece and on apron._
+
+
+SUBJECT-MATTER
+
+Directions for making the button-hole.--Measure carefully the position
+for the button-hole, lengthwise of the band, so that the end will come
+one quarter of an inch from the edge of the garment. Mark the length of
+the button-hole on the material by putting in two lines of
+running-stitches at the ends. To cut the button-hole, insert the point
+of the scissors at the point marked by the running-stitches nearest the
+edge of the garment, and cut carefully along the thread of the material
+to the row of stitches marking the length at the other end.
+
+[Illustration:
+  (_a_) Starting the button-hole
+  (_b_) The button-hole stitch
+  (_c_) The finished button-hole
+  _Fig._ 19.--Working button-holes]
+
+To make the button-hole, use a thread of sufficient length to do both
+the overcasting and the button-holing. Beginning at the lower right
+corner, overcast the raw edges with stitches one sixteenth of an inch
+deep. Do not overcast around the ends of the hole. As soon as the
+overcasting is done, proceed with the button-holing without breaking the
+thread. Hold the button-hole horizontally over the first finger of the
+left hand and work from right to left. Insert the point of the needle
+through the button-hole (at the back end), bringing the point through,
+toward you, four or five threads below the edge of the button-hole.
+Bring the doubled thread from the eye of the needle from right to left
+under and around the point of the needle, draw the needle through, and
+pull the thread firmly, so that the purl is on the edge. At the end of
+the button-hole, near the end of the band, make a fan, by placing from
+five to seven stitches. The other end of the button-hole should be
+finished with a bar made by taking three stitches across the end of the
+button-hole, then button-hole over the bar, taking in the cloth
+underneath and pulling the purl toward the slit. The thread should be
+fastened carefully on the under side of the button-hole.
+
+
+PRELIMINARY PLAN
+
+For this lesson it is desirable to have small pieces of cotton on hand,
+to use as practice pieces for the button-holes.
+
+
+METHOD OF WORK
+
+The teacher should demonstrate the making of a button-hole, illustrating
+each step of the process on a large piece of canvas. The pupils should
+sew two small strips of cotton together and cut a button-hole one
+quarter of an inch from the edge, and lengthwise of the material, to
+work for practice. When the button-hole has been sufficiently perfected
+on the practice piece, the pupils should make three in the apron--one in
+the right end of the band and one in the end of each shoulder strap.
+
+
+
+
+LESSON XIX: A PADDED HOLDER FOR HANDLING
+HOT DISHES--BINDING
+
+
+SUBJECT-MATTER
+
+A holder 6 inches square will be satisfactory for handling hot dishes.
+It can be made of quilted padding bound with tape, or of two thicknesses
+of outing flannel covered with percale or denim and bound with tape or
+braid. If made of the outing flannel and covered, it should be quilted,
+by stitching from the middle of one side to the middle of the opposite
+side in both directions, in order to hold the outing flannel and the
+outside covering together. The tape that is to be used for the binding
+should be folded through the middle lengthwise; then, a beginning being
+made at one corner of the padding, the edge should be basted, half on
+one side and half on the other. Right-angled corners should be formed.
+When basted all around, the tape should be sewn on each side with a
+hemming-stitch.
+
+If the holder is to be suspended from the apron band, a tape of from 27
+inches to 36 inches in length should be attached to one corner. The raw
+edge at one end of the tape should be turned in. The end should be so
+placed that it overlaps the corner of the holder about half an inch and
+it should be basted to the holder. The tape should then be secured
+firmly to the holder, hemmed down on one edge, across the bottom, and up
+the other edge. The other end of the tape should be finished with a
+2-inch loop. The raw edge should be folded over, the tape turned 2
+inches down for the loop, and basted in place. This should be hemmed
+across the end. One quarter of an inch up from the end, the double
+thickness of tape should be back-stitched together, and the edges of the
+tape should be overhanded from there to the hemmed end.
+
+
+PRELIMINARY PLAN
+
+Each pupil should provide sufficient denim, percale, huckaback, or other
+washable material to cover the two sides of a holder 7 inches square,
+and enough outing or canton flannel for a double lining. About 1-1/2
+yards of straight tape one-half inch wide will be needed for the binding
+and for suspending the holder from the apron.
+
+[Illustration: _Fig._ 20.--The holder]
+
+
+METHOD 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 finish with the
+binding. If it is not possible to complete the holder in one period, a
+second lesson period should be provided, or arrangements may be made to
+have supervised work done outside of the lesson hours.
+
+[Illustration: _Fig._ 21.--Cap]
+
+
+
+
+LESSON XX: A CAP TO WEAR WITH THE COOKING APRON
+
+
+SUBJECT-MATTER
+
+The simplest cap to make will be the circular one. A pattern should be
+made by drawing with a pencil and string on a piece of wrapping-paper a
+circle 21 inches in diameter. The material for the cap should be cut
+carefully around the circle and finished with a narrow hem. A tape to
+hold the draw-string should be placed 1-1/4 inches inside the edge of
+the hem. A small piece of cardboard cut about one-half inch wide should
+be used for measuring the position of the tape. Bias strips three
+quarters of an inch wide should be prepared for the tape, or a
+commercial tape three eighths of an inch wide may be purchased. The
+outer edge of the tape should be basted first and the edges joined; then
+the inner edges should be basted, the edge being kept smooth. Both edges
+should be neatly sewn with the hemming-stitch by hand or on the machine.
+An elastic should be inserted in the band, carefully fitted to the head,
+and the ends fastened neatly.
+
+
+PRELIMINARY PLAN
+
+This lesson will give a good opportunity to make a cap that will answer
+for a dust cap or serve as a part of the cooking uniform. If such a cap
+does not seem desirable and the former lesson has not been completed,
+the cap may be omitted and the work on the holder continued.
+
+
+METHOD OF WORK
+
+The pupils should first make the pattern for the cap and then cut out
+their material. 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 not be possible for the pupils to
+complete the cap in one class period; but, if the material has been cut
+out and the work started, they may be able to complete it at some other
+time. The stitches are not new, and the work will serve as an excellent
+test of the skill they have acquired in the course.
+
+
+HOUSEHOLD 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 Household Science centres of towns and cities,
+where provision is made for the instruction of twenty-four pupils at one
+time and for from ten to fifteen different classes each week. Owing to
+the expense and the lack of accommodation, it is not possible to install
+such equipment in rural schools. For this and other reasons it has been
+concluded that the subject is beyond the possibilities of the rural
+school. That this is not the case is shown by the fact that many rural
+schools in the United States, and some in Saskatchewan, as well as a
+number in our own Province, are teaching the subject successfully, with
+equipment specially designed to meet existing conditions.
+
+The accommodations and equipment required may be classified as follows:
+
+  1. Working tables
+  2. Cupboards and cabinets for storing the utensils
+  3. Stoves
+  4. Cooking and serving utensils
+
+1. The provision for working tables is conditioned by the space
+available, and every effort must be made to economize this space. The
+equipment may be placed in the basement or in a small ante-room. In one
+school in the Province very successful work is being done in a large
+corridor. When a new school-house is being erected, provision should be
+made by building a small work-room off the class-room. The possibilities
+of a small, portable building, in close proximity to the school, should
+not be overlooked.
+
+[Illustration: _Fig._ 22.--Working drawing of folding table]
+
+Where the school is provided with a large table, this may be made of
+service. When used as a working table it should be covered with a sheet
+of white oil-cloth. When used as a dining-table a white table-cloth may
+be substituted for the oil-cloth. If the school does not possess a
+table, two or three boards may be placed on trestles, if the space at
+the front or the back of the room permits, and these may be stored away
+when not required. A table with folding legs, such as is shown in
+Figures 22 and 23, may also be used. The top of the cabinet containing
+the utensils or an ordinary kitchen table closed in as a cupboard
+underneath, may be made to serve. Long boards, about eighteen inches
+wide, placed across the tops of six or eight desks, provide good
+accommodation. These should be blocked up level and should be provided
+with cleats at each end, in order to prevent movement. When not in use
+they may stand flat against the wall and occupy very little space.
+Separate boards, resting on a desk at each end, may also be placed
+across the aisles. Each of these will provide working space for one
+pupil. Tables which drop down flat when not in use may be fixed to the
+walls of the school-room. As schools vary in many respects, it is not
+possible to outline a plan which will suit all; but that plan should be
+chosen which will best meet the requirements of the particular school.
+
+[Illustration: _Fig._ 23: Folding Table]
+
+[Illustration: _Fig._ 24--Household Science Cabinet for Rural Schools]
+
+2. The cupboards and cabinets to contain the utensils may take various
+forms. A kitchen cabinet costing from twenty-five to thirty-five dollars
+may be obtained from a furniture store, or one may be made by a local
+carpenter. A large packing-case painted brown outside and white inside
+(for cleanliness) is satisfactorily used in some schools. If covered
+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 covered with a door
+or curtain may be used, or it may be possible to devote one shelf of the
+school cupboard to the storing of the utensils. It is desirable to have
+a combination cupboard and table, which will contain most of the
+equipment, including the stove. Figure 24 is a working drawing of such a
+cabinet, which may be made 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 each is 30 inches high
+when standing on end, 12-1/4 inches across the front inside, and 18
+inches from front to back. These will form the two end Sections, A and
+B. Inside the sides of these boxes nail 1 inch × 7/8 inch strips, to
+form the slides for the drawer. The slides come within 7/8 of an inch of
+the front edge. Rails may be nailed across the front. Guide pieces
+should be nailed to the slides, in order to keep the drawers straight.
+Divide Section 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 piece of beaver board or pine a little larger than the
+drawer front. Use any handles that may be conveniently obtained. Cut two
+pieces 4' 9-1/2" × 1-1/2" × 7/8". Space the Sections as shown, and nail
+these pieces firmly to the fronts of the larger boxes, _A_ and _B_, top
+and bottom. Four end pieces 18" × 1-1/2" will be required. Fill in
+Section _C_, in this case, 2' 7-1/2", with the pieces from the box lids
+or with ordinary flooring. Make a door for the cupboard from similar
+material. The top is best made from good, clear, white pine. Screw
+battens across, and screw the whole firmly to the box top from the
+inside. If more table space is required, make a similar bench top, which
+can rest on top of the cabinet when not in use. When required, it may be
+placed over the desks. Steel or glass shoes or wooden skids or battens
+should be fixed under the cabinet, so that it can be pulled away from
+the stove and replaced easily. The dimensions given are for a
+two-flame-burner oil-stove which is 30 inches high, 31 inches across the
+front, and 16 inches from front to back. The middle Section, _C_, and
+the total height of the cabinet may be enlarged or reduced to fit other
+sizes of stoves.
+
+[Illustration: _Fig._ 25.--Cabinet, showing stove in position for use]
+
+[Illustration: _Fig._ 26.--Cabinet, with stove behind centre partition
+when not in use]
+
+The material required for, and the approximate cost of, such a cabinet,
+labour not included, are as follows:
+
+  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. flooring                    .25
+  About 8 sq. ft. pine for top                .50
+    Pieces for battens, etc.                  .25
+    Steel shoes                               .10
+
+[Illustration: _Fig._ 27.--Space taken by equipment in class-room]
+
+Figure 27 shows another type of equipment and the space it occupies in
+the class-room when not in use. The cupboard and the back of the cabinet
+contain the equipment necessary for teaching twelve pupils at one time
+and also for serving one hot dish at the noon lunch to twenty-four
+pupils. One drawer contains linen, etc., and the other, knives, forks,
+and spoons. The dimensions of the cupboard and the cabinet are shown in
+Figures 28 and 29, and the construction of each is such that it can be
+made easily by any carpenter.
+
+[Illustration: _Fig._ 28.--Working drawings of cupboard]
+
+[Illustration: _Fig._ 29.--Working drawing of cabinet]
+
+[Illustration: _Fig._ 30.--Cupboard with drawers and doors open, showing
+equipment]
+
+Figure 30 shows the cupboard and drawers open and the method of storing
+the equipment. The shelves may be covered with white oil-cloth or brown
+paper, in order to obviate the necessity for frequent scrubbing. The
+cupboard may be fixed to the wall with mirror plates or small iron
+brackets, or it may be screwed through the back.
+
+[Illustration: _Fig._ 31.--Back of cabinet with equipment in place]
+
+[Illustration: _Fig._ 32.--Back of cabinet with stove removed]
+
+Figure 31 shows the back of the cabinet, with the three-flame-burner
+stove-oven, the one-flame-burner stove, and other utensils in place. The
+folding table, previously described, rests on the top of the cabinet.
+Figure 32 shows the back of the cabinet with the stove and oven removed.
+The method of storing utensils and the construction of the cabinet are
+clearly shown.
+
+[Illustration: _Fig._ 33.--Three-flame-burner oil-stove, with kettles
+and one-flame-burner oil-stove on shelf]
+
+[Illustration: _Fig._ 34.--Household Science equipment with drop-leaf
+table]
+
+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. Each end of the top of
+this cabinet drops down when the cupboard doors are closed, space being
+thus economized. The top of the table may be covered with oil-cloth or
+zinc carefully tacked down on the edges.
+
+The directions for making this cabinet are as follows:
+
+MATERIALS REQUIRED
+
+Lumber:
+
+  7 pieces   3/4" × 4" × 14'     yellow pine ceiling
+  6 pieces   1" × 4" × 12'       yellow pine flooring
+  1 piece    1" × 12" × 12'   }
+  1 piece    1" × 8" ×  12'   }  No. 1 common white pine
+  1 piece    1/2" × 6" ×  14' }
+  4 white pine laths
+
+Hardware:
+
+  7 pairs 1-1/2" × 3" butt hinges
+  3 cupboard catches
+  1 piece zinc (27" × 39")
+  2 pieces zinc (21" × 27")
+  1 drawer pull
+  1 lb. 8d finishing nails
+  1 lb. 6d finishing nails
+  1/4 lb. box  1" brads
+  1/4 lb. box 1-1/4" brads
+  1 box tacks
+  2 ft. stopper chain
+
+
+STOCK BILL
+
++--------------------+---------+-----------------------+---------------+
+|Lumber              |Cut into |Finished Dimensions    |Use            |
+|                    |   the   |                       |               |
+|                    |following|                       |               |
+|                    | pieces: |                       |               |
++--------------------+---------+-----------------------+---------------+
+| 1" × 8" × 12'      |    2    |13-16" × 2" × 32-1/2"  |Top side rails |
+|                    |    2    |13-16" × 2" × 18-1/2"  |Top end rail   |
+|                    |    4    |13-16" × 2" × 29-3/4"  |Frame posts    |
+|                    |    1    |13-16" × 2" × 30-7/8"  |Bottom side    |
+|                    |         |                       |rail           |
+|                    |    2    |13-16" × 2" × 18-1/2"  |Bottom end     |
+|                    |         |                       |rails          |
+|                    |    1    |13-16" × 5" × 14-3/8"  |Drop door      |
++-------------  -----+---------+-----------------------+---------------+
+|2 pieces, 1" × 4" × |         |                       |Flooring       |
+|12' flooring        |    7    |3/4" × 3-1/4" × 32-1/2"|(bottom)       |
++--------------------+---------+-----------------------+---------------+
+|5 pieces, 1" × 4" × |         |                       |Ceiling (ends  |
+|14' yellow pine     |         |                       |and side)      |
+|ceiling             |   24    |1/4" × 3-1/4" × 31-1/4"|               |
++--------------------+---------+-----------------------+---------------+
+|1" × 12" × 12'      |    3    |13-16" × 10-1/4" ×     |               |
+|                    |         | 32-1/2"               |Shelf          |
+|                    |    1    |13-16" × 8" × 32-1/2"  |Shelf          |
+|                    |    3    |13-16" × 1-3/4" ×      |               |
+|                    |         | 31-1/4                |Casing         |
+|                    |    2    |13-16" × 1-3/4" ×      |               |
+|                    |         | 14-3/8"               |Casing         |
+|                    |    1    |13-16" × 5" × 14-3/8"  |Drawer front   |
++--------------------+---------+-----------------------+---------------+
+|2 pieces, 1" × 4" × |         |                       |Top            |
+|12' flooring        |    8    |3/4" × 3-1/4" × 36"    |               |
++--------------------+---------+-----------------------+---------------+
+|2 pieces, 1" × 4" × |         |                       |Doors          |
+|14' yellow pine     |         |                       |               |
+|ceiling             |   10    |3/4" × 3-1/4" × 22-7/8"|               |
++--------------------+---------+-----------------------+---------------+
+|2 pieces, 1" × 4" × |         |                       |Swing tops     |
+|12' flooring        |   12    |3/4" × 3-1/4" × 24"    |               |
++--------------------+---------+-----------------------+---------------+
+|1/2" × 6" × 12'     |    2    |7-16" × 5" × 19-5/8"   |Drawer slides  |
+|                    |    1    |7-16" × 5" × 13-1/2"   |Drawer back    |
+|                    |    4    |7-16" × 4-3/4" ×       |               |
+|                    |         | 13-1/2"               |Drawer bottom  |
++--------------------+---------+-----------------------+---------------+
+|1/2" × 6" × 12'     |    1    |7-16" × 4-1/2" ×       |               |
+|                    |         | 13-1/2"               |Partitions     |
+|                    |    3    |7-16" × 4-1/2" × 10"   |Partitions     |
++--------------------+---------+-----------------------+---------------+
+
+TOOLS
+
+  Rule
+  Lead-pencil
+  Saw
+  Hammer
+  Steel square
+  Plane
+  1/2" Chisel and
+  Screw-driver
+
+
+DIRECTIONS FOR MAKING
+
+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" × 8" × 12' piece for the frame material
+  2. Bottom
+  3. Ends and sides
+  4. Shelves
+  5. Top
+  6. Casing
+  7. Doors
+  8. Swing tops
+  9. Miscellaneous pieces
+
+II Assembling--
+
+Frame:
+
+1. Check up the dimensions of the pieces squared up for the frame.
+
+2. Lay out and cut 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 it by
+nailing, temporarily, several strips diagonally across the corners.
+
+Bottom:
+
+1. Cut seven pieces of flooring 32-1/2" 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 7/8" over the front side of the frame. Nail the rest of the
+flooring so that each piece matches tightly.
+
+Ends:
+
+1. For the back, cut eleven pieces of ceiling 31-1/4" long.
+
+2. Plane off the groove edge of one piece of ceiling and nail it on the
+back of the frame even with the end. 3. Nail the rest of the ceiling on
+the back. Be sure that each joint matches tightly.
+
+[Illustration: _Fig._ 35.--Frame of cabinet nailed together]
+
+Shelves:
+
+1. Make four strips (3/4" × 3/4" × 16-1/2") and nail two of them inside,
+across each end, 15" and 24" from the bottom. These strips hold the
+shelves.
+
+2. From a 1" × 12" piece cut two pieces 32-1/2" long; fit and
+nail them in for the upper shelf.
+
+3. Make the bottom shelf of two pieces, one 10-1/4" wide and the other
+8" wide. When these boards are nailed in place, the shelf is narrow
+enough to allow the doors, with pockets on, to close.
+
+4. Make two strips; one 13-16" × 1" × 16-1/2" and the other 13-16" ×
+1-3/4" × 20-1/2", and nail them to the top shelf for drawer guides.
+
+Top:
+
+1. Cut eight pieces of flooring 36" long for the top.
+
+2. Plane off the groove of one piece and nail it on the top of the
+frame, so that the smooth edge and the ends project 1" over the front
+side and ends of the cabinet.
+
+3. Nail 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.
+
+Casing:
+
+1. Nail the casing, which is 1-3/4" wide, on the front of the cabinet.
+
+Doors:
+
+1. Make each door 3/4" × 14-3/8" × 22-7/8" from five pieces of ceiling
+22-7/8" long, held together by cleats at the top and bottom.
+
+2. Fit each door carefully, then hang them with butt hinges. Fasten a
+cupboard catch on each door.
+
+Drop Door:
+
+1. Make the drop door 13-16" × 14-3/8" and hinge it with a pair of butt
+hinges. Put on the stopper chain and catch. Swing Tops:
+
+The swing tops are each made from six pieces of flooring 24" long
+cleated together.
+
+[Illustration: _Fig_. 36.--Working details]
+
+1. Plane off the groove edge of one piece and match them all together.
+
+2. Make the cleats 3/4" × 2" × 15" and nail the top to them. (See the
+drawing for the position of the cleats.)
+
+3. Rip off the tongue edge and plane it so that the top is exactly 18"
+wide.
+
+4. Turn the cabinet upside down on the floor and fit the swing tops.
+Hang them with a pair of butt hinges opposite the ends of the cleats.
+
+5. Make a T-brace with a nailed cross lap joint from two pieces, one
+being 13-16" × 2" × 14", the other 13-16" × 2" × 16-1/2". The long edge
+of the T and the leg must be bevelled 13-16" on one side. Fit and hang 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 held level and even with the top of the cabinet.
+
+Putting Zinc on the Top:
+
+1. Unscrew the swing tops from the cabinet to put the zinc on.
+
+2. Place the piece of zinc, 27" × 39", on top, extending 1-1/2" over the
+edges all around.
+
+3. Hold the zinc firmly in place and make a square bend along the front
+edge with a hammer or mallet, bending the edge of the zinc up under the
+top.
+
+4. Punch a straight row of holes 1" apart through the zinc and tack it
+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.
+
+6. Bend the ends of the zinc the same as before, but be very careful to
+fold the corners neatly.
+
+7. Put the zinc on the swing tops in the same manner.
+
+8. Fasten the swing tops again to the top of the cabinet.
+
+[Illustration: _Fig._ 37.--Working details]
+
+
+Drawer:
+
+The drawer front, 13-16" × 5" × 14-3/8", with lap 3/8" × 1/2" cut out on
+the ends.
+
+1. Nail the sides, 1/2" × 5" × 19-5/8", to the lap of the front and to
+the ends of the back.
+
+2. Nail the bottom in between the sides 1/8" from the lower edge. This
+allows the drawer to slide on the edges of the sides.
+
+3. Put the partitions in the drawer as called for by this plan.
+
+The racks for covers and pie tins shown in the drawings are made from
+two pieces, 13-16" × 2" × 4", one piece 13-16" × 2" × 10-1/2" for the
+bottom, and two pieces of lath 12" long for the sides. These racks may
+be placed on the doors as shown, or may be changed to suit the
+equipment.
+
+
+III Finishing--
+
+1. Set all the nails and putty the holes.
+
+2. Sandpaper the cabinet carefully.
+
+3. Paint or stain and wax the outside of the cabinet, to harmonize with
+the surroundings where it is to be used.
+
+4. Paint the inside with two coats of white enamel.
+
+[Illustration: _Fig._ 38.--Cabinet completed]
+
+Before putting on the enamel, apply a coat of ordinary white-lead paint
+and allow it to dry thoroughly. If desired, the outside of the cabinet
+may be finished in white enamel, though this is somewhat more expensive
+than the paint or stain recommended above.
+
+All the Household Science Cabinets shown have a two-fold purpose. In the
+first place, they furnish 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 practical woodwork and the domestic
+science of the girls and, in this way, exhibiting the co-operative
+spirit of the home and the school.
+
+3. In some cases it may be possible to use the school stove for cooking
+purposes. Some schools use natural gas for heating and, where this is
+the case, provision for cooking may readily be made. Other schools
+situated on a hydro-electric line, may, as has been done in one case,
+use electricity as a source of heat. At present, however, the majority
+of schools may find it best to use one of the many oil-stoves now on the
+market. One-, two-, or three-flame-burner stoves may be obtained for
+general use. The two-, or three-flame-burner stoves are recommended, as
+they are less likely to be overturned. The one-flame-burner stove,
+however, is often useful as an additional provision. A good grade of oil
+should be used, and the stove should be kept scrupulously clean,
+constant attention being paid to 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 to these details, the stove will
+burn without any perceptible odour.
+
+4. The number of the utensils and the amount of equipment depend upon
+the community and the number of pupils to be considered. 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 same
+character as those used in the homes of the district. All the
+table-cloths, towels, dish-cloths, etc., required should be hemmed by
+the pupils. Articles for storing supplies may be bought or donated.
+Glass canisters with close lids are best, but as substitutes, fruit
+jars, jelly glasses, or tin cans will serve the purpose. It is an easy
+matter to secure an empty lard-bucket or a syrup-can for flour or meal,
+empty coffee-cans for sugar or starch, etc., and baking-powder or
+cocoa-tins for spices. Each should be plainly labelled.
+
+Several typical lists of equipment in Household Science are given here.
+These may be modified to suit particular circumstances. Considerable
+expense may be saved if the pupils bring their own individual
+equipment--soup-bowl, cup and saucer, plate, spoon, knife, fork, and
+paper napkins. This plan is not advised unless it is absolutely
+necessary, but, if followed, an effort should be made to have the
+articles as uniform as possible.
+
+The following equipment is that contained in the cabinet illustrated on
+page 152 and is sufficient for giving organized instruction to six
+pupils. If a noon lunch is provided, additional individual equipment
+will be required.
+
+
+EQUIPMENT FOR RURAL SCHOOL HOUSEHOLD SCIENCE
+CABINET--NO. 1
+
+   1 Perfection blue-flame stove (two-flame)           $15.00
+   1 Two-burner oven                                     4.50
+   1 Coal-oil can                                         .50
+   1 Dish-pan                                            1.15
+   1 Tea-kettle                                          1.50
+   1 Large sauce-pan and cover                            .75
+   2 Medium sauce-pans and covers, 30c each               .60
+   2 Small sauce-pans and covers, 25c each                .50
+   2 Frying-pans, 20c ea.                                 .40
+   2 Pudding bake-dishes, 50c ea.                        1.00
+   2 Muffin pans (12 rings, each 30c)                     .60
+   1 Soap-dish                                            .25
+   4 Small mixing bowls, 16c ea.                          .64
+   2 Pitchers, 55c ea.                                   1.10
+   3 Casseroles, 20c, 25c, 30c                            .75
+   6 Measuring cups, 90c ea.                              .60
+   6 Custard cups, 90c doz.                               .45
+   6 White plates, $1.45 doz.                             .73
+   6 Supply jars, 90c doz.                                .45
+   2 Vegetable brushes, 5c ea.                            .10
+   1 Grater                                               .20
+   2 Egg-beaters, 10c ea.                                 .20
+  12 Forks                                               2.25
+  12 Teaspoons                                           1.20
+   6 Tablespoons, $2.85 doz.                             1.43
+   6 Vegetable knives, 25c ea.                           1.50
+   6 Case knives, $3.00 doz.                             1.50
+   2 Strainers, 20c ea.                                   .40
+   1 Spatula                                              .40
+   1 Bread knife                                          .50
+   1 Can-opener                                           .10
+   1 French knife                                         .45
+   2 Water pails, $1.15 ea.                              2.30
+   6 Dish-towels, 25c ea.                                1.50
+   3 Dish-cloths, 10c ea.                                 .30
+   3 Rinsing cloths, 10c ea.                              .30
+   1 yd. oil-cloth                                        .45
+   5 yards cheesecloth                                    .35
+
+
+EQUIPMENT FOR RURAL SCHOOL HOUSEHOLD SCIENCE CABINET--NO. II
+
+The equipment included in the Cabinet and Cupboard shown in Figure 27,
+page 154, is as follows:
+
+For Six Pupils
+
+   1 Cupboard                    $15.00
+   1 Cabinet table                10.00
+   1 Three-burner oil-stove       21.00
+   1 Portable oven                 2.20
+   1 Storage tin                   1.35
+   2 Dish-pans                     1.30
+   2 Draining pans                  .90
+   2 Scrub basins                   .80
+   2 Soap-dishes                    .40
+   1 Pail                           .55
+   2 Pails                         1.80
+   2 Dippers                        .70
+   2 Tea-kettles                   2.00
+   3 Kneading boards                .90
+   3 Rolling-pins                   .45
+   1 Oil-can                       1.10
+   1 Stove mitt                     .20
+   1 Dust-pan                       .10
+   1 Whisk                          .15
+   2 Scrub-brushes                  .30
+   3 Vegetable brushes              .15
+   3 Stew pans                     1.05
+   2 Sauce-pans                     .50
+   3 Frying-pans                    .75
+   3 Strainers                      .39
+   3 Pie plates                     .15
+   3 Measuring cups (tin)           .30
+   1 Measuring cup (glass)          .15
+   1 Double boiler                  .85
+   3 Baking-dishes                  .38
+   2 Cake tins                      .30
+   3 Toasters                       .30
+   1 Tea-pot                        .25
+   1 Coffee-pot                     .35
+   1 Pitcher (2 quarts)             .18
+   1   "     (1 pint)               .10
+   5 Bowls                          .60
+   6 Custard cups                   .60
+   1 Butter crock                   .30
+   1 Covered pail (1 pint)          .15
+   2 Trays                          .20
+   1 Grater                         .10
+   1 Potato masher                  .10
+   1 Can-opener                     .10
+   1 French knife                   .35
+   1 Bread  "                       .35
+   3 Egg-beaters                    .15
+   1 Dover egg-beater               .10
+   3 Wooden spoons                  .15
+   6 Paring knives                  .90
+
+For Eight Pupils
+
+   1 Cupboard                   $15.00
+   1 Cabinet table               10.00
+   1 Collapsible table            5.00
+   1 Three-burner oil-stove      21.00
+   1 One-burner oil-stove         6.50
+   1 Portable oven                2.20
+   1 Storage tin                  1.35
+   2 Dish-pans                    1.30
+   2 Draining pans                 .90
+   4 Scrub basins                 1.60
+   2 Soap-dishes                   .40
+   1 Pail                          .55
+   2 Pails                        1.80
+   2 Dippers                       .70
+   3 Tea-kettles                  3.00
+   4 Kneading boards              1.20
+   4 Rolling-pins                  .60
+   1 Oil-can                      1.10
+   1 Stove mitt                    .20
+   1 Dust-pan                      .10
+   1 Whisk                         .15
+   4 Scrub brushes                 .60
+   4 Vegetable brushes             .20
+   4 Stew-pans                    1.40
+   2 Sauce-pans                    .50
+   4 Frying-pans                  1.00
+   4 Strainers                     .52
+   4 Pie plates                    .20
+   4 Measuring cups (tin)          .40
+   1 Measuring cup (glass)         .15
+   1 Double boiler                 .85
+   4 Baking-dishes                 .50
+   2 Cake tins                     .30
+   4 Toasters                      .40
+   1 Tea-pot                       .25
+   1 Coffee-pot                    .35
+   2 Pitchers (2 quarts)           .35
+   1 Pitcher (1 quart)             .10
+   6 Bowls                         .72
+   6 Custard cups                  .60
+   1 Butter crock                  .30
+   1 Covered pail (1 pint)         .15
+   2 Trays                         .20
+   1 Grater                        .10
+   1 Potato masher                 .10
+   1 Can-opener                    .10
+   1 French knife                  .35
+   1 Bread    "                    .35
+   4 Egg-beaters                   .20
+   1 Dover egg-beater              .10
+   4 Wooden spoons                 .20
+   6 Paring knives                 .90
+
+For Twelve Pupils
+
+   1 Cupboard                   $15.00
+   1 Cabinet table               10.00
+   1 Collapsible table            5.00
+   2 Three-burner oil-stoves     42.00
+   1 Portable oven                2.20
+   1 storage tin                  1.35
+   3 Dish-pans                    1.95
+   3 Draining-pans                1.35
+   6 Scrub basins                 2.40
+   3 Soap-dishes                   .60
+   1 Pail                          .55
+   2 Pails                        1.80
+   2 Dippers                       .70
+   3 Tea-kettles                  3.00
+   6 Kneading boards              1.80
+   6 Rolling-pins                  .90
+   1 Oil-can                      1.10
+   2 Stove mitts                   .40
+   1 Dust-pan                      .10
+   1 Whisk                         .15
+   6 Scrub brushes                 .90
+   6 Vegetable brushes             .30
+   6 Stew pans                    2.10
+   3 Sauce-pans                    .75
+   6 Frying-pans                  1.50
+   6 Strainers                     .78
+   6 Pie plates                    .30
+   6 Measuring cups (tin)          .60
+   1 Measuring cup (glass)         .15
+   1 Double boiler                 .85
+   6 Baking-dishes                 .75
+   3 Cake tins                     .45
+   6 Toasters                      .60
+   1 Tea-pot                       .25
+   1 Coffee-pot                    .35
+   2 Pitchers (2 qt.)              .35
+   2    "     (1 qt.)              .20
+   8 Bowls                         .96
+   6 Custard cups                  .60
+   1 Butter crock                  .30
+   1 Covered pail (1 pt.)          .15
+   2 Trays                         .20
+   1 Grater                        .10
+   1 Potato masher                 .10
+   1 Can-opener                    .10
+   1 French knife                  .35
+   1 Bread  "                      .35
+   6 Egg-beaters                   .30
+   3 Dover egg-beaters             .30
+   6 Wooden spoons                 .30
+  12 Paring knives                1.80
+
+In the equipment for twelve pupils, three one-burner oil-stoves at $6.50
+each might be used in place of the second large stove. In this case
+extra provision must be made for storing the stoves when not in use, as
+the cabinet shown does not provide space for more than one large stove.
+Care should be taken in using the one-burner stove to avoid upsetting it
+while it is in use. The equipment given above is generous, and
+reductions may be made if necessary. In any case it is not advisable
+that the whole equipment should be purchased at once; only sufficient to
+make a beginning should be secured, and further utensils may be added as
+the necessity for their use arises.
+
+If a hot dish is served at the noon lunch, as is most desirable, the
+following will be needed in addition, in order to serve twenty-four
+pupils:
+
+  24 Knives                              $2.40
+  24 Forks                                1.20
+  24 Teaspoons                             .40
+  12 Tablespoons                           .60
+  6 Salt and pepper shakers               1.50
+  24 Glasses                              1.50
+  24 Plates                               2.20
+  4 Plates (large)                         .50
+  24 Cups and saucers                     4.20
+  24 Fruit and vegetable dishes           1.50
+
+
+HECTOGRAPH
+
+The hectograph is a device for making copies of written work. Teachers
+whose schools have limited black-board space will find it of great
+service. Recipes and other rules for work may be copied and distributed
+to the pupils, and thus kept in a permanent form. Many other uses in
+connection with the general work of the school will suggest themselves.
+
+The following are the directions for making:
+
+Soak 1-1/2 ounces of white glue in three ounces of water until it is
+well softened. Cook in a double boiler until the whole mass is smooth.
+Remove from the fire and add six ounces of glycerine. Mix well, re-heat,
+skim, and pour into a shallow pan or on a slate. Prick the bubbles as
+soon as they show. Allow the mixture to stand for twenty-four hours, and
+it is then ready for use.
+
+Write the material to be copied, in hectograph ink, on a sheet of the
+same size as that on which the copy is to be made. Write clearly and
+space carefully. Wipe the hectograph with a damp cloth. Lay a sheet of
+unglazed paper on the hectograph, rub it carefully, and take off at
+once. This removes any drops of water, but leaves the surface moist. Lay
+the written side of the sheet on the hectograph and rub it carefully
+over its whole surface with a soft cloth, so that every particle of the
+writing comes in contact with the surface of the hectograph. Leave it
+there for four or five minutes. Lift one corner and peel off carefully.
+Lay a plain sheet on the hectograph and rub 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 made, wash the hectograph with
+a wet cloth before putting it away. Keep in a cool, dry place.
+
+
+
+
+THE RURAL SCHOOL LUNCH
+
+
+The best method of approach to 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 supplement the lunch brought from home. Owing to
+the fact that many pupils live far from the school, it is impossible for
+them to go home for the mid-day meal, and they are thus dependent upon
+lunches which they bring with them. Very frequently the pupils are
+allowed to eat their lunches where and how they please, and the method
+chosen is conducive neither to comfort nor to health. In fine weather
+they do not wish to lose any time from their games, and so they eat
+their food while playing, or they bolt it, in order that they may get to
+their play more quickly. In severe weather they crowd round the steps or
+the stove and do not hesitate to scatter crumbs and crusts. In one case
+even a teacher has been seen holding a sandwich in one hand and writing
+on the black-board with the other.
+
+In many cases the lunch does not attract the pupil. It is often carried,
+without proper wrapping, in a tin pail, and it then absorbs the taste of
+the tin; again, it is often wrapped in a newspaper and is flavoured with
+printer's ink; occasionally, it is wrapped in cloth not too clean.
+Conditions such as these are not fair to the pupils. They come a long
+way to school, often over poor roads; and it is necessary, for both
+their physical and their mental development, that they should receive
+adequate nourishment served as attractively as possible. Many of the
+defects found among school children can be traced, to a greater or less
+extent, to lack of nutrition. The United States military 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 to that country. May we not reasonably
+suppose that many of these defects are caused by mal-nutrition, and that
+this mal-nutrition is in part due to the poor noon-day lunch? As these
+defects hinder mental as well as physical development, the question of
+proper nutrition through the medium of the school lunch becomes an
+educational one.
+
+
+THE BOX LUNCH
+
+With proper care in the selection of food, the packing of the lunch box,
+and rational methods of consumption, there is no reason why the box
+lunch should not be nourishing, attractive, and possess an educational
+value.
+
+It may be laid down as an axiom that every school lunch should be
+supervised by the teacher and hap-hazard methods of eating the lunch
+should be prohibited. Those schools that are fortunate enough to possess
+a large table can approximate somewhat to the best home conditions, and
+have the table set in the proper manner, as shown in Lesson VI, page 18.
+The pupils should sit round the table, at the head of which is the
+teacher, and the lunch may be made to 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 favourable
+opportunities to inculcate habits of cleanliness and neatness and to
+cultivate good manners. The pupils will learn 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 manual training exercise, each
+pupil may be taught to make his own drinking cup from heavy waxed paper.
+Grace may be said by the older pupils in turn.
+
+The table should be made to look as attractive as possible. The pupils,
+in turn, might undertake to 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 growing
+plant for a centrepiece. Three or four of the larger pupils, either boys
+or girls, may set the table in ten minutes, while the others are washing
+their hands and faces and tidying their hair. Some such plan as this
+will add palatability and cheer to the monotony of the everyday cold and
+often unattractive lunch and will create a spirit of true and healthy
+sociability among the pupils.
+
+In schools that do not possess tables large enough to be used as
+suggested above, each pupil should be required to set one place at his
+own desk, as shown in the illustration on page 20. A paper napkin may be
+used for a table-cloth, if a small piece of white oil-cloth is not
+procurable. Each pupil retains his place until all have finished; he
+should then dispose of the crumbs and leave his desk tidy. From twenty
+minutes to half an hour is generally found sufficient for the meal.
+There should be cheerful conversation and restrained laughter throughout
+the meal, and acts of courtesy and generosity should be encouraged. At
+seasons when there are no flies, and on days when the weather is
+favourable, it is a pleasant change to serve lunch out-of-doors.
+
+The lunch is provided by the home, but the teacher may give some useful
+lessons in Household Science by talks on the contents of the lunch box
+and the proper methods of packing the same, so that the food will keep
+in good condition until the time for its consumption arrives. It is the
+duty of the school authorities to provide a suitable storage place for
+the lunch boxes. These boxes should be kept free from dust or flies and
+in a place where the food will not freeze in winter. Open shelves, so
+often seen, are not suitable and a properly ventilated cupboard in the
+school-room should be provided.
+
+
+CONTENTS OF THE LUNCH BOX
+
+The whole question of the box lunch presents a serious problem, when we
+consider the large number of children who must depend upon it for their
+noon-day meal. This meal should be so constituted as to make it a real
+meal and not a makeshift. The same principles which govern the
+preparation of the meal should govern the preparation of the lunch box.
+It is said that the school lunch should consist of "something starchy
+and something meaty, something fat and something fibrous, something
+sweet and something savoury".
+
+With so many varieties of breads, meats, cheese, jams, etc., innumerable
+kinds of sandwiches may be made. For example, there are brown, graham,
+rye, raisin, nut, and date breads, and equally many kinds of meat. Such
+variety makes it quite unnecessary to have an egg sandwich or
+hard-boiled eggs in the lunch box each day. While eggs are very valuable
+in the diet, a lunch with hard-boiled eggs five times each week becomes
+monotonous, and the appetite of the consumer flags. With skill and
+thought one can make little scraps of meat or other "left-overs" into
+attractive sandwiches. Ends of meat, ground and mixed with salad
+dressing or cream, make delicious sandwich fillings.
+
+
+SANDWICH MAKING
+
+The bread should be cut evenly.
+
+The thickness of the slice should vary with the appetite of the
+  consumer.
+
+The crust should not be removed.
+
+The butter should be creamed for spreading.
+
+Both slices should be buttered, in order to 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.
+
+
+SUGGESTIONS FOR SANDWICH FILLING
+
+1. Egg and ham:
+
+    Three eggs hard boiled and chopped fine or ground
+    An equal amount of chopped or boiled ham
+    Salad dressing
+    Mix and spread.
+
+2. Raisin filling:
+
+    One cup of raisins ground or chopped
+    One half-cup of water
+    One 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.
+
+3. Fig filling:
+
+    Remove the stems and chop the figs fine.
+    Add a small quantity of water.
+    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 egg.
+    Mix with salad dressing or melted butter, to a
+      spreading consistency.
+
+5. Equal parts of finely-cut nuts 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. Nuts may be added.
+
+9. Thinly sliced tomatoes (seasonal)
+
+10. Sliced cucumbers
+
+11. Marmalade. Chopped nuts may be added.
+
+
+SUGGESTIONS 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
+
+_Fats_--Butter, cream, peanut-butter
+
+_Mineral matter_--Celery, lettuce, radish, tomatoes; fresh fruits
+
+    _Note._--When possible, a bottle of clean sweet milk
+    should form part of every lunch.
+
+
+SUGGESTIONS FOR DESSERTS
+
+Cup custards of various flavours
+
+Cookies with nuts and fruits
+
+Cakes--not too rich
+
+Pies well made and with good filling
+
+Candy--plain home-made
+
+Preserves
+
+Canned fruits
+
+Fresh fruits
+
+As often as possible, a surprise should be included, generally in the
+form of a dessert of which the pupil is fond. A surprise adds to the
+pupil's pleasure in eating and, indirectly, aids digestion.
+
+
+PACKING THE LUNCH BOX
+
+Much of the attractiveness of a lunch depends upon the manner of
+packing. We must consider the fact that the foods must be packed
+together closely and must remain so packed for several hours. This makes
+careful packing a necessity.
+
+
+RULES FOR PACKING
+
+1. Be sure that the box is absolutely clean.
+2. Line it with fresh paper every time it is used.
+3. Wrap each article of food in wax paper.
+4. Place in the box neatly, the food that is to be used last in the
+     bottom of the box, unless it is easily crushed.
+5. Lay a neatly folded napkin on the top.
+
+
+EQUIPMENT FOR PACKING
+
+  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, permanent, and light in
+weight, admitting of safe means of ventilation. Paper bags should never
+be used for food containers, as it is impossible to pack the lunch in
+them firmly and well and there is danger of their being torn or of
+insects or flies creeping into them. Boxes of fibre, tin, basket weave,
+or other material, may be used. The box will require scrubbing, and
+should be frequently dried and aired well. Many types of lunch boxes
+have compartments provided for the various kinds of food.
+
+Waxed paper and paper napkins, or the somewhat heavier paper towels of
+much the same size, are very useful for packing lunches, and may be
+obtained at a low price, particularly if bought in large quantities. An
+extra napkin, either of paper or cloth, should be put in the basket, to
+be spread over the school desk when the lunch is eaten. Napkins can be
+made out of cotton crepe at a cost of a very few cents each. The crepe
+may be bought by the yard and should be cut into squares and fringed.
+Such napkins have the advantage of not needing to be ironed.
+
+Paper cups, jelly tumblers with covers which can now be bought in
+several sizes, and bottles with screw tops, such as those in which candy
+and other foods are sold, may all 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 is used, hot drinks may also 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 any of ours,
+are serving at least one hot dish to supplement the lunch brought from
+home. The advantages of this plan are:
+
+1. It enables the pupils to do better work in the afternoon.
+
+2. It adds interest to the school work and makes the pupils more ready
+     to go to 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 meals, and as compared with a cold lunch
+     it aids digestion.
+
+5. It teaches neatness.
+
+6. It gives opportunity to teach table manners.
+
+7. It strengthens the relationship between the home and the school.
+
+
+THE METHOD
+
+The teacher should have a meeting of the school trustees 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-operation there can be no success. This meeting should be addressed
+by the Public School Inspector; and after 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 to the organization, in order that
+the plan may work smoothly. If properly organized, there need be little
+or no interruption to 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 to take part, as there are many duties which they can perform
+successfully. If each group is composed of five or six pupils, the work
+may be arranged as follows: two will prepare the dish, two will get the
+table or the desks ready (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 have to
+solve for herself, according to the conditions which exist in the
+community. Supplies which can be stored are best purchased by the school
+trustees; while the mothers of the pupils should furnish the perishable
+articles, such as milk and butter. As often as possible, the pupils may
+be asked to bring various articles, such as a potato, an apple, a
+carrot, an egg, etc. These may be combined and prepared in quantities.
+The school garden should be relied upon to supply many vegetables in
+season, thus adding interest and life to both the garden work and the
+lunch. In some districts the neighbourhood is canvassed for
+subscriptions in order to provide funds to purchase supplies for the
+term lunches. Some schools give a concert or entertainment in order to
+raise funds for this purpose, and in others all the supplies have been
+purchased by the school trustees.
+
+The pupils who are to prepare the hot dish may make the necessary
+preparations before school or at recess, and they must 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 attention 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. However, most 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, time being thus saved. When the meal is finished, the
+pupils rise and bring their dishes to the serving table and stack them
+with the other dishes. Two remain behind to clear up and wash the
+dishes, while the others go to play. If the desks are used, each pupil
+is responsible for leaving his own desk clean.
+
+The pupils may 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 schedule of
+the market prices of food should be posted in a conspicuous place, and
+the pupils may take turns in keeping these prices up to date. A separate
+black-board may be used for this purpose.
+
+The dish chosen should be as simple as possible--a vegetable or cream
+soup, cocoa, baked potatoes, baked apples, white sauce with potatoes or
+other vegetables, apple sauce, rice pudding, etc. It may be well, in
+some cases, to have plans made on Friday for the following week. As a
+rule, each day a little before or after four o'clock, the recipe for the
+following day should be discussed, the quantities worked out to suit the
+number of pupils, and the supplies arranged for. The element of surprise
+should be made use of occasionally, the pupils not being allowed to know
+the dish until they take their places.
+
+
+SUGGESTED MENUS
+
+The following are some suggested menus in which the food brought from
+home is supplemented by one hot dish. (The name of the hot dish is
+printed in italics.)
+
+1. _Potato soup_, meat sandwiches, orange, sponge cake
+
+2. _Cream of tomato soup_, bread and butter sandwiches, stuffed egg,
+      pear, oatmeal cookies
+
+3. _Apple cooked with bacon_, bread and butter sandwiches, gingerbread,
+      milk
+
+4. _Cocoa_, date sandwiches, celery, graham crackers, apple
+
+5. _Stewed apples_, egg sandwiches, plain cake, prunes stuffed with
+      cottage cheese
+
+6. _Custard_, brown bread sandwiches, apple, raisins, sauce, molasses
+      cookies
+
+7. _Baked beans_, bread and butter sandwiches, fruit, sauce, molasses
+      cookies
+
+
+SUGGESTIONS FOR HOT DISHES FOR FOUR WEEKS
+
+               _First week_           _Second week_
+
+  Monday       Potato soup            Rice and milk
+  Tuesday      Cocoa                  Tomato soup
+  Wednesday    Coddled eggs           Egg broth
+  Thursday     Creamed potatoes       Chocolate custard
+  Friday       Soft custard           Rice and tomato
+
+               _Third week_           _Fourth week_
+
+  Monday       Macaroni and cheese    Rice soup
+  Tuesday      Creamed eggs           Cocoa
+  Wednesday    Cheese soup            Boiled rice and milk
+  Thursday     Apple sauce            Soft-cooked eggs
+  Friday       Cheese                 Wheat pudding
+
+               _First week_           _Second week_
+
+  Monday       Rice soup              Macaroni and cheese
+  Tuesday      Cocoa                  Apple sauce
+  Wednesday    Baked apples           Shirred eggs
+  Thursday     Custard                Cheese soup
+  Friday       Baked eggs             Apple custard
+
+              _Third week_            _Fourth week_
+
+  Monday      Potato soup             Rice and tomato
+  Tuesday     Tapioca cream           Apple custard
+  Wednesday   Cocoa                   Tomato soup
+  Thursday    Creamed potatoes        Cracker pudding
+  Friday      Soft custard            Cocoa
+
+
+RECIPES SUITABLE FOR THE RURAL 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 quantities required may be obtained
+by division or multiplication. The recipes given in the lessons on
+cooking may also be used in preparing the school lunch, as each recipe
+states the number it will serve.
+
+
+_White Sauce_
+
+  1 c. milk
+  2 tbsp. flour
+  1/2 tbsp. butter
+  1/4 tsp. salt
+  1/8 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 thin it 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 thick white sauce,
+use 3 or 4 tablespoonfuls of flour to one cup of milk.
+
+
+_Cocoa_
+
+  6 tbsp. (18 tsp.) cocoa
+  6 tbsp. (18 tsp.) sugar
+  6 c. milk
+  6 c. boiling water
+  1/2 tsp. salt
+
+Scald the milk in a double boiler. Mix the cocoa, sugar, and salt, then
+stir in the boiling water and boil for 3 minutes. Add this mixture to
+the scalded milk. If a scum forms, beat with a Dover egg-beater for one
+minute. The preparation should begin at half-past eleven, to have the
+cocoa ready at twelve o'clock. (Will serve eighteen.)
+
+
+_Potato Soup_
+
+  1 qt. peeled potatoes cut
+  in thin slices
+  3 qt. milk
+  2 tsp. salt
+  4 tsp. butter
+  4 tbsp. flour
+  1/8 tsp. black pepper
+  1 small onion
+  1/2 tsp. celery seed or a 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 covered until required. (Will serve ten.)
+
+
+_Cream of Pea Soup_
+
+  1 can peas or 1 qt. fresh peas
+  1 pt. milk
+  2 tbsp. butter
+  2 tbsp. flour
+  1 tsp. salt
+  1/4 tsp. pepper
+
+Heat 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. Season and cover until required. (Will serve six pupils
+generously.)
+
+
+_Cream of Tomato Soup_
+
+  1 pt. or 1 can tomatoes
+  2 tbsp. butter
+  3 tbsp. flour
+  1 tsp. sugar
+  1 qt. milk
+  Sprig of parsley
+  1/4 tsp. white pepper
+  1/2 tsp. soda
+  1 tsp. salt
+
+Cook the tomatoes slowly with the seasonings for ten minutes and rub
+through a strainer. Scald 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 at once. (Will serve six pupils generously.)
+
+
+_Cream of Corn Soup_
+
+  2 pt. cans corn
+  1 pt. cold water
+  2 slices onion
+  2 qt. of thin white 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.)
+
+
+_Lima-bean Soup_
+
+  1 c. Lima beans
+  2 qt. water
+  2 whole cloves
+  1 bay leaf
+  1 tsp. salt
+  3 tbsp. butter
+  2 tbsp. flour
+  3 tbsp. minced onion
+  1 tbsp.   "    carrot
+  1 tbsp.   "    celery
+  1/4 tsp. pepper
+
+Soak the beans overnight in soft water or in hard water which has been
+boiled and cooled. If cold, hard water is used, add 1/4 tsp. baking-soda
+to 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 butter for 20 minutes, being careful not to brown them. Drain out
+the vegetables and put them into the soup. Put the flour and butter into
+a pan 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.)
+
+    _Note._--If desired, the vegetables may be used without
+    browning and the cloves and bay leaf omitted.
+
+
+_Milk and Cheese Soup_
+
+  4 c. milk
+  2 tbsp. flour
+  1-1/3 c. grated cheese
+  Salt and pepper to taste
+
+Thicken the milk with flour, cooking thoroughly. This is best done in a
+double boiler, stirring occasionally. When ready to serve, add cheese
+and seasoning. (Will serve six.)
+
+
+_Cream of Rice Soup_
+
+  4 tbsp. rice
+  4 c. milk
+  3 tbsp. butter
+  1/2 small onion
+  4 stalks celery
+  1/2 bay leaf
+  Salt and pepper to taste
+
+Scald the milk, add the well-washed rice, and cook for 30 minutes in a
+closely covered double boiler. Melt the butter and cook the sliced onion
+and celery in it until tender, but not brown. Add these, with the bay
+leaf, to the contents of the double boiler, cover, and let it stand on
+the back of the stove for 15 minutes. Strain, season with salt and
+pepper, re-heat, and serve. Note that the bay leaf is added and allowed
+to stand, to increase the flavour, and may be omitted if desired. (Will
+serve six.)
+
+
+_Rice Pudding_
+
+  3 c. rice
+  6 c. water
+  6 c. milk
+  2 c. sugar
+  4 eggs
+  2 tsp. salt
+  3 c. fruit (chopped raisins) if desired
+
+Wash the rice in a strainer placed over a bowl of cold water, by rubbing
+the rice between the fingers. Lift the strainer from the bowl and change
+the water. Repeat until the water is clear. Put the water in the upper
+part of a double boiler directly over the fire, and when it boils
+rapidly, gradually add the rice to it. Boil rapidly for 5 minutes, then
+add the milk, to which has been added the sugar, salt, and eggs slightly
+beaten. Cover, place in the lower part of the double boiler, and cook
+until kernels are tender--from 45 minutes to 1 hour. If raisins are
+used, add them before putting the rice in the double boiler. Serve with
+milk and sugar as desired. (Will serve eighteen.)
+
+
+_Rice Pudding_
+
+  2 c. rice
+  1 c. raisins
+  1 tsp. salt
+  4 qt. milk
+  1 c. sugar
+  1 tsp. cinnamon
+
+Prepare the rice and raisins and put them, with the other ingredients,
+in a buttered pan. Bake all forenoon, stirring occasionally during the
+first hour. Serve with milk or cream. (Will serve ten.)
+
+
+_Cream of Wheat_
+
+  1-1/2 c. cream of wheat
+  10 c. boiling water
+  1-1/2 tsp. salt
+  1-1/2 c. dates (chopped)
+
+Put the boiling water and salt in the upper part of the double boiler
+directly over the heat. When boiling, add the cereal slowly. Stir
+constantly until the mixture thickens. Add the dates and cook for 5
+minutes. Place in the lower part of the double boiler and cook at least
+1 hour. Serve with milk and sugar. (Will serve eighteen.)
+
+
+_Scrambled Eggs_
+
+  9 eggs
+  1 c. milk
+  2 tbsp. butter
+  1 tsp. salt
+  Pepper
+
+Beat the eggs until the yolks and whites are well mixed. Add the
+seasonings and milk. Heat the frying-pan, melt the butter in it, and
+turn in the egg mixture. Cook slowly, scraping the mixture from the
+bottom of the pan as it cooks. As soon as a jelly-like consistency is
+formed, remove at once to a hot dish or serve on toast. (Will serve
+nine.)
+
+
+_Creamed Eggs_
+
+  6 hard-cooked eggs
+  4 tbsp. butter
+  2 c. milk
+  4 tbsp. flour
+  Salt and pepper
+
+Melt the butter, add the flour, and stir in the milk gradually. Cook
+well and season with salt and pepper. Cut hard-cooked eggs in small
+pieces and add them to the white sauce. It may be served on toast. (Will
+serve six.)
+
+
+_Egg Broth_
+
+  6 eggs
+  6 tbsp. sugar
+  1 c. hot milk
+  Few grains salt
+  Vanilla or nutmeg
+
+Beat the eggs and add the sugar and salt. Stir in the hot milk
+gradually, so that the eggs will cook smoothly. Flavour as desired.
+(Will serve six.)
+
+
+_Soft-cooked Eggs_
+
+Wash the eggs and put in a sauce-pan, cover with boiling water, remove
+to the back of the stove or where the water will keep hot, but not boil.
+Let them stand, covered, from 7 to 10 minutes, according to the
+consistency desired.
+
+
+_Baked Shirred Eggs_
+
+Butter small earthen cups. Break an egg in each and sprinkle with a few
+grains of salt 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 pan of hot water on the back of the stove, until the white is
+set.
+
+
+_Creamed Potatoes_
+
+  White sauce (medium consistency)
+  3 tbsp. flour
+  3 tbsp. butter
+  1-1/2 c. milk
+  Salt and pepper
+
+Make a white sauce of the butter, flour, milk, and seasonings. Cut cold
+potatoes (about eight) into cubes or slices and heat in the sauce. Serve
+hot. (Will serve nine.)
+
+
+_Mashed Potatoes_
+
+Boil the potatoes, drain, and mash in the kettle in which they were
+boiled. When free from lumps, add to each cup of mashed potatoes:
+
+  1 tsp. butter
+  1 or more tbsp. hot milk
+  1/4 tsp. salt
+
+Beat all together until light and creamy. Re-heat, and pile lightly,
+without smoothing, in a hot dish.
+
+
+_Baked Potatoes_
+
+Use potatoes of medium size.
+
+Scrub thoroughly in water with a brush. Place in a pan in a hot oven.
+Bake from 45 to 60 minutes. When done, roll in a clean napkin and twist
+until the skin is broken. Serve immediately. (If no oven is available,
+place a wire rack on the top of the stove. Put the potatoes on this rack
+and cover them with a large pan. When half cooked, turn.)
+
+
+_Macaroni and Cheese_
+
+  3 c. macaroni (2 pieces)
+  3 tsp. salt
+  3 qt. boiling water
+  6 c. white sauce (medium)
+
+Cook the macaroni in boiling salted water until tender. Drain, pour cold
+water over it, 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 cheese and the top is brown. To give variety,
+finely-minced ham, boiled codfish, or any cold meat may be used instead
+of the cheese. (Will serve ten.)
+
+
+_Cornstarch Pudding_
+
+  1 qt. milk
+  3/4 c. cornstarch
+  1/2 tsp. salt
+  3/4 c. sugar
+  Vanilla
+
+Scald the milk in a double boiler. Mix the sugar, cornstarch, and salt
+together. Gradually add to the hot milk and stir constantly 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. (Will
+serve nine.)
+
+
+_Apple Sauce_
+
+  9 tart apples
+  3/4 c. water
+  6 whole cloves (if desired)
+  3/4 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-pan. Cook covered until the apples are
+tender, but not broken. Remove the lemon peel and cloves. Add the sugar
+a few minutes before taking from the fire. The apples may be mashed or
+put through a strainer. (Will serve nine.)
+
+    _Note._--The lemon and the cloves may be used when the
+    apples have lost their flavour.
+
+
+_Stewed Prunes or Other Dried Fruit--Apricots, Apples, Pears_
+
+  3/4 lb. fruit (about)
+  1-1/2 pt. of water
+  1/3 c. sugar
+  1 or 2 slices lemon 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 nearly cooked, add
+sugar and lemon juice. The cloves and cinnamon should cook with the
+fruit. All flavourings may be omitted, if desired. (Will serve nine.)
+
+
+_Soft Custard_
+
+  2 c. milk
+  6 tbsp. sugar
+  2 eggs
+  1/2 tsp. vanilla
+  A few grains of salt
+
+Scald the milk in a double boiler. Add the sugar and salt to the eggs
+and beat until well mixed. Stir the hot milk slowly into the egg mixture
+and return to the double boiler. Cook, stirring constantly, until the
+spoon, when lifted from the mixture, is coated. Remove 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 the boiler
+occasionally. (Will serve six.)
+
+
+_Tapioca Custard Pudding_
+
+  3 c. scalded milk
+  2 eggs slightly beaten
+  2 tbsp. butter
+  4 tbsp. pearl, or minute, tapioca
+  6 tbsp. sugar
+  A few grains of salt
+
+Minute tapioca requires no soaking. Soak the pearl tapioca one hour in
+enough cold water to cover it. Drain, add to the milk, and cook in a
+double boiler for 30 minutes. Add to remaining ingredients, pour into
+buttered baking-dish, and bake for about 25 minutes in a slow oven.
+(Will serve eight.)
+
+
+_Rice and Tomato_
+
+  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. Melt 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 Pudding_
+
+  6 soda crackers
+  3 c. milk
+  3 eggs
+  6 tbsp. sugar
+  1/2 tsp. salt
+
+Roll the crackers and soak them in milk. Beat the yolks and sugar well
+together and add to the first mixture, with some salt. Make a meringue
+with white of eggs, pile lightly on top, and put in the oven till it is
+a golden brown. Serve hot. (Will serve six.)
+
+    _Note._--Dried bread crumbs may be used in place of the
+    crackers.
+
+
+_Candied Fruit Peel_
+
+The candied peel of oranges, lemons, grapefruit, and other fruits makes
+a good sweet which is economical, because it utilizes materials which
+might otherwise be thrown away. Its preparation makes an interesting
+school exercise. 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 removing 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. Finally,
+they should be rolled in pulverized or granulated sugar.
+
+A large number of recipes have been given, in order that a selection may
+be made according to season, community conditions, and market prices,
+and so that sufficient variety may be secured from day to day.
+
+Attention given to this matter will be well repaid by the improved
+health of the pupils, the greater interest taken in the school by the
+parents, and the better afternoon work accomplished. It has been well
+said: "The school lunch is not a departure from the principle of the
+obligation assumed by educational authorities toward the child, but an
+intensive application of the measures adopted for the physical nurture
+of the child, to the end of securing in adult years the highest
+efficiency of the citizen".
+
+
+USEFUL BULLETINS
+
+_The Rural School Luncheon_: Department of Education, Saskatchewan
+
+_The Box Luncheon_: New York State College of Agriculture,
+   Cornell University
+
+_Hints to Housewives_: Issued by Mayor Mitchell's Food Supply
+   Committee, New York City
+
+_Home Economics in Village and Rural Schools_: Kansas State
+   Agricultural College
+
+_Home-made Fireless Cookers and Their Use_: Farmers' Bulletin,
+   United States Department of Agriculture
+
+_Hot Lunches for Rural Schools_: Parts I and II, Iowa State
+   College of Agriculture and Mechanic Arts
+
+_Rural School Lunches_: University of Idaho, Agricultural Extension
+    Department
+
+_The Rural School Lunch_: University of Illinois College of Agriculture
+
+_The School Luncheon_: Oregon Agricultural College
+
+
+HOUSEHOLD SCIENCE WITHOUT SCHOOL EQUIPMENT
+
+There is no school so unhappily situated or so poorly equipped that it
+is unable to teach effectively the lessons previously outlined in the
+"Care of the Home" and "Sewing". Now that a grant in aid is provided by
+the Department of Education any rural school may procure one of the sets
+of equipment for cooking suggested or some modification thereof. As a
+stepping-stone to the provision of that equipment and as a means of
+educating the people of the district in regard to the advantages of
+teaching this branch of Household Science, it may be advisable or even
+necessary, in some cases, to attempt practical work, even where no
+equipment is installed by the school authorities.
+
+It should be remembered that the present position of Manual Training and
+Household Science in urban schools is entirely owing to private
+initiative and demonstration, by which the people were shown how and why
+these subjects should be included in the curriculum of the schools. It
+is reasonable to suppose that the same results will follow if somewhat
+the same methods are tried in the case of the rural schools, which form
+such a large part of our educational system. Two methods of giving
+instruction of this character have, 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 practical cooking problem which may be performed in
+the homes of the pupils. Before this plan is adopted, it should be
+discussed with the pupils who are to take the work. They should be
+required to promise that they will practise at home; and the consent and
+co-operation of the parents should be secured, as the success of this
+home work depends, in the first place, on the willingness of the pupil
+to accept responsibility, and, in the second place, on the honest and
+hearty co-operation of the parents.
+
+A meeting of the mothers should be called, in order that the plan may be
+laid before them and their suggestions received. At this meeting
+afternoon tea might be served. The teacher should plan the lessons, but
+occasionally, particularly at festive seasons, the pupils themselves
+should be allowed to decide what shall be made. When it is possible, the
+food prepared at home should be brought by the pupil to the school, in
+order that it may be compared with that made by other pupils and be
+judged by the teacher. In other cases, the mother might be asked to fill
+up a previously prepared form, certifying to the amount and character of
+the work done at home by the pupil each week.
+
+The instructions placed on the black-board should be clear and concise
+and give adequate information concerning materials, quantities, and
+methods. They should be arranged in such a way as to appeal to the eye
+and thus assist the memory. Connected composition should not be
+attempted, but the matter should be arranged in a series of numbered
+steps, somewhat as follows:
+
+
+_Recipe: Boiled Carrots_
+
+  Carrots
+  Boiling water
+  Salt and pepper
+  Butter
+
+1. Scrub, scrape, and rinse the carrots.
+
+2. Cut them into pieces by dicing them.
+
+3. Place the pieces in a sauce-pan.
+
+4. Set over the fire and cover with boiling water.
+
+5. 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 year every pupil will have a collection of useful recipes
+and plans, each one of which she understands and has worked out. In many
+lessons of this type demonstrations may be given by the teacher and, if
+the food cannot be cooked on the school stove, it may be taken home to
+be cooked by one of the pupils.
+
+Lessons given according to this method, by which the theory is given in
+school and the practice acquired at home, need not be restricted to
+cookery. Any of the lessons prescribed in the curriculum for Form III,
+Junior, may be treated in the same way. Lessons on the 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 note-books, to be
+periodically examined by the teacher. The black-board work of many
+teachers leaves much to be desired, and time spent in improving this
+will be well repaid. Examples of summaries of the kind referred to are
+to be found in the Ontario Teachers' Manual on _Household Management_.
+These instructions may be type-written or hectographed by the teacher
+and given to the pupils, thus saving the time spent in note-taking.
+
+
+SECOND METHOD
+
+The second of the plans referred to is a modification of what is known
+as the "Crete" plan of Household Science, so called from the name of the
+place in Nebraska, U.S.A., where it was first put into operation. By
+this plan, definite instruction is given in the home kitchens of certain
+women in the district, under the supervision of the educational
+authorities. It was adopted, at first, in connection with the high
+schools of the small towns in that State but, with certain
+modifications, it is suitable to our rural school conditions.
+
+In every community there are women who are known to be skilful in
+certain lines of cookery, and the plan makes use of such women for
+giving the required instruction. They become actually a part of the
+staff of the school, giving instruction in Household Science, and using
+the resources of their households as an integral part of the school
+equipment.
+
+In order to put this plan into operation, a meeting of women interested
+in the school should be called and if, after the plan has been laid
+before them and fully discussed, enough women are willing to open their
+homes and act as instructors, then it is safe to proceed. The subjects
+should be divided, and a scheme somewhat as follows may be arranged:
+
+  Mrs. A. bread and biscuits
+  Mrs. B. pies and cakes
+  Mrs. C. canning and preserving
+  Mrs. D. gems and corn bread
+  Mrs. E. desserts and salads
+  Mrs. F. cookies and doughnuts
+  Mrs. G. vegetables.
+
+Six has been found a convenient number for a class, though ten is
+better, if the homes can accommodate that number. Half-past three is a
+good time for the classes to meet, as they then may be concluded by five
+o'clock, thus leaving the housewife free to prepare her evening meal.
+The day of the week should be chosen to suit the convenience of the
+instructor. The classes may meet once a week.
+
+Arriving at the home of the instructor at half-past three, the pupils
+are seated in the most convenient room, and the lesson is given. During
+this talk the pupils are given not only the recipe, but details as to
+materials, the preparation thereof, the degree of heat required, the
+common causes of failure and, in fact, everything that in the mind of a
+practical cook would be helpful to the class. 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 rolls and so on, they cook the food in the presence of the
+pupils. When white bread is to be baked, the pupils are asked to call, a
+few minutes after school, at the home of the instructor, to watch the
+first step--setting the sponge--and again the next morning before school
+to see the next step--mixing the bread--and again, about half-past
+eleven or twelve, to see the bread ready for the oven and, finally, on
+the way back to school, to see the result--a fine loaf of well-cooked
+bread. The pupils try the recipe carefully in their own homes, not
+varying its terms until they are able to make the dish successfully.
+When they can do this, they are free to experiment with modifications,
+and there should be no objection to receiving help from any source; in
+fact, it is a good thing for the daughter to get her mother to criticize
+her and offer suggestions in the many little details familiar to every
+housekeeper, but which cannot always be given by an instructor in one
+lesson.
+
+By this method the pupils learn in their own homes and handle real
+cooking utensils on a real stove heated by the usual fire of that home.
+If it is a good thing--and no one doubts it--to learn Household Science
+in a school where everything that invention and skill can provide for
+the pupils is readily at hand, is it not worth while to enter the field
+of actual life and, with cruder implements, win a fair degree of
+success?
+
+At the end of five or six months, after the pupils have had an
+opportunity to become skilful in making some of the dishes which have
+been taught, it may be well to have an exhibition of their work. Each
+pupil may, on Saturday afternoon, bring one or more of the dishes she
+has learned to prepare to the school-house, where they may be arranged
+on tables for the inspection of the judges. The dishes exhibited should
+be certified to as being the work of the pupil with no help 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 at noon, carries it to school with her, and rushes to catch a
+train or car at four o'clock, not returning to the district until Monday
+morning, has no time for this kind of service.
+
+Occasionally the entire class may meet with their instructors in the
+school-room. An oil-stove and the necessary equipment may be obtained,
+and a demonstration may be given by one of the instructors. By this
+means much valuable instruction will be given that is not included in
+the regular course. At this time also many things may be discussed that
+pertain to the growth of the movement and the general well-being of the
+pupils.
+
+The plan is flexible 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 necessarily put to any expense, as the articles
+prepared in giving the lessons may be used in their own homes.
+
+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, not only toward giving a real knowledge
+of some phases of Household Science, but also toward developing the
+community spirit and arousing an interest in the school, which will
+benefit all concerned.
+
+
+THE FIRELESS COOKER
+
+At the present time there is urgent need for thrift and economy in all
+that pertains to the management of the household--particularly in food
+and fuel. In the average home much fuel could be saved by the proper use
+of what is known as the fireless cooker. The scientific principle
+applied has long been known and is, briefly, as follows: If a hot body
+is protected by a suitable covering, the heat in it will be retained for
+a long time, instead of being lost by radiation or conduction. This is
+why a cosy is placed over a tea-pot.
+
+In using a fireless cooker, the food is first heated on the stove until
+the cooking has begun, and then it is placed in the fireless cooker--a
+tight receptacle in which the food is completely surrounded by some
+insulating substance to prevent the rapid escape of the heat, which in
+this way is retained in the food in sufficient quantity to complete the
+cooking. Sometimes, when a higher cooking temperature is desired, an
+additional source of heat, in the form of a hot soapstone or brick or an
+iron plate such as a stove lid, is put into the cooker with the food.
+
+The same principle is also employed in cookery in other ways. For
+example, in camp life beans are often baked by burying the pots
+overnight in hot stones and ashes, the whole being covered with earth;
+and in the "clam bakes" on the Atlantic Coast, the damp seaweed spread
+over the embers on the clams prevents the escape of the heat during
+cooking. The peasants in some parts of Europe are said to begin the
+cooking of their dinners and then to put them into hay boxes or between
+feather beds, so that the cooking may be completed while the family is
+absent in the fields.
+
+The chief advantages in the use of the fireless
+cooker are these:
+
+1. It saves fuel, especially where gas, oil, or electric stoves are
+used. Where coal or wood is the fuel, the fire in the range is often
+kept up most of the day, and the saving of fuel is not so great. In
+summer, or when the kitchen fire is not needed for heating purposes, the
+dinner can be started in the stove early in the morning, and then placed
+in the fireless cooker, the fire in the range being allowed to go out.
+During the hot weather, the use of a kerosene or other liquid-fuel stove
+and a fireless cooker is a great convenience, since it not only
+accomplishes a saving in fuel, but helps to keep the kitchen cooler. The
+saving in fuel resulting from the use of a fireless cooker is greatest
+in the preparation of foods such as stews, which require long and slow
+cooking.
+
+2. It saves time. Foods cooked in this way do not require watching, and
+may be left, without danger from fires or of over-cooking, while other
+duties are being performed or the family is away from home.
+
+3. It conserves the flavour of the food and makes it easier to utilize
+the cheaper cuts of meat which, although not having so fine a texture or
+flavour, are fully as nutritious, pound for pound, as the more expensive
+cuts. Long cooking at a relatively low temperature, such as is given to
+foods in the fireless cooker, improves the flavour and texture of these
+tougher cuts of meat. Most people do not cook cereals long enough. By
+this method, the cereal may be prepared at night, cooked on the stove
+for about fifteen minutes, and then put in the fireless cooker. In the
+morning it will be cooked and ready to be served.
+
+The fireless cooker may be used to advantage in preparing the following:
+soups; pot roasts; beef stew; Irish stew; lamb stew; corned beef and
+cabbage; boiled ham; baked 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 not
+experiments. They have all been tested and found to be most practical.
+
+
+DIRECTIONS FOR FIRELESS COOKER--NO. I
+
+While there are many good fireless cookers on the market which cost from
+five to twenty-two dollars, according to size and make, it is possible
+to construct a home-made cooker which will give very satisfactory
+results and will be considerably cheaper than one which is purchased in
+the shops.
+
+Materials required: A box or some other outside container; some good
+insulating or packing material; an inside container for the kettle, or a
+lining for the nest in which the kettle is placed; a kettle for holding
+the food; and a cushion, or pad, of insulating material, to cover the
+top of the kettle.
+
+
+THE OUTSIDE CONTAINER
+
+For the outside container 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 fire-proof). A shoe box 15 by 15 by 28 inches is
+convenient in size, since it may be divided into two compartments. It
+should have a hinged cover and, at the front, a hook and staple, or
+some other device to hold down the cover tightly; an ordinary clamp
+window fastener answers this purpose very well. The size of the
+container, which depends upon the size of the kettle used, should be
+large enough to allow for at least four inches of packing material all
+round the nest in which the kettle is placed.
+
+[Illustration: _Fig._ 39.--Completed fireless cooker]
+
+THE INSULATING MATERIAL
+
+For packing or insulating material a variety of substances may be used.
+Asbestos and mineral wool are the best, and have the additional
+advantage that they cannot burn. Ground cork (used in packing Malaga
+grapes), hay, excelsior, Spanish moss, wool, and crumpled paper may also
+be used satisfactorily. Of these materials crumpled paper is probably
+the best, as it is clean and odourless and, if properly packed, will
+hold the heat better than the others. It is wise to line the box with
+one thickness of heavy paper or with several thicknesses of newspaper,
+to make it as air-tight as possible. Asbestos sheeting may be used
+instead. To pack the container with paper, crush single sheets of
+newspaper between the hands and pack a layer at least four inches deep
+over the bottom of the outside container, pounding it in with a heavy
+stick of wood.
+
+Place the inside container for the cooking kettle or the lining for the
+inside of the nest in the centre of this layer, and pack more crushed
+paper about it as solidly as possible. The method of packing with paper
+is shown in Figure 40. If other material is used it should be packed in
+a similar way.
+
+Where an extra source of heat is to be used, it is much safer to use
+some non-inflammable material such as asbestos or mineral wool. A cheap
+substitute and one which is easily obtained are the small cinders sifted
+from coal ashes, preferably those from soft coal. However, the cinders
+from hard coal burned in the kitchen range will do. If a fire-proof
+packing material is not used, a heavy pad of asbestos should be placed
+at the bottom of the metal lining, and a sheet or two of this paper
+should be placed between the lining of the nest and the packing
+material. Whatever is used should come to the top of the inside
+container, and the box should be filled to within about four inches of
+the top.
+
+[Illustration: _Fig._ 40.--Fireless cooker, showing method of packing
+with paper]
+
+THE INSIDE CONTAINER
+
+The inside container for the cooking kettle or the lining for the nest
+in which it is to be placed should be cylindrical in shape, should be
+deep enough to hold the cooking kettle and stone, if one is used, and
+should fit as snugly as possible to the cooking kettle, but at the same
+time should allow the latter to be moved in and out freely. For this
+purpose a galvanized iron or other metal bucket may be used, or, better
+still, a tinsmith may make a lining of galvanized iron or zinc which can
+be provided with a rim to cover the packing material, as shown in Figure
+41. In case no hot stone or plate is to be used, the lining may be made
+of strong cardboard.
+
+[Illustration: _Fig._ 41.--Metal lining with rim]
+
+
+THE KETTLE
+
+The kettle to be used for cooking should be durable and free from seams
+or crevices which are hard to clean. It should have perpendicular sides,
+and the cover should be as flat as possible and be provided with a deep
+lid fitting well down into the kettle, in order to retain the steam. A
+kettle holding about six quarts is a convenient size for general use.
+Tinned iron kettles should not be used in a fireless cooker, for,
+although cheap, they are very apt to rust from the confined moisture.
+Enamelware kettles are satisfactory.
+
+
+EXTRA SOURCE OF HEAT
+
+Fireless cookers are adapted to a much wider range of cooking if they
+are provided with an extra source of heat in the form of a soapstone,
+brick, or an iron plate which is heated and placed underneath the
+cooking kettle. This introduces a possible danger from fire, in case the
+hot stove plate should come into direct contact with inflammable packing
+material such as excelsior or paper. To avoid this danger, a metal
+lining must be provided for the nest in which the cooking vessels and
+stone are to be placed.
+
+[Illustration: _Fig._ 42.--Tightly fitting lid]
+
+
+COVERING PAD
+
+A cushion, or pad, must be provided, to fill completely the space
+between the top of the packing material and the cover of the box after
+the kettle is in place. This should be made of some heavy goods, such as
+denim, and stuffed with cotton, crumpled paper, or excelsior. Hay may be
+used, but it will be found more or less odorous. Figure 43 shows the
+vertical cross-section of a home-made fireless cooker.
+
+[Illustration: _Fig._ 43.--Vertical cross-section of fireless cooker. A.
+Outside container; B. packing or insulating material; C. metal lining of
+nest; D. cooking kettle; E. soapstone plate, or other source of heat; F.
+pad of excelsior for covering top; G. hinged cover of outside
+container.]
+
+
+DIRECTIONS FOR FIRELESS COOKER--NO. II
+
+(Single Cooker)
+
+Materials required: Galvanized iron can, No. 3, with a cover; some
+sawdust; a covered agate pail (to be used as a cooking pail); and two
+yards of denim; any old linen, cotton, or woollen material may be used
+instead of denim.
+
+
+METHOD OF MAKING
+
+Place loose sawdust in the bottom of the can to a depth of about three
+inches. Measure the depth of the cooking pail. Turn a fold two inches
+greater than this depth the entire length of the denim or other material
+and make a long bag. Lay the bag flat on the table and fill it with an
+even layer of sawdust, so that when completed it will still be half an
+inch wider than the depth of the pail. Roll 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 material make a round, flat bag (the material will have to be
+pieced for this). Fill this bag with sawdust and use it on top of the
+cooking pail. The bags must be made and fitted into the can in such a
+way 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)
+
+Materials required: One long box and two square boxes; the long box must
+be large enough to hold the other two and still leave two inches of
+space all around them; five and one-quarter yards of sheet asbestos one
+yard wide; two covered agate pails to be used as cooking pails; and
+about one yard of denim or other material.
+
+
+METHOD OF MAKING
+
+Line the bottoms and sides of all three boxes with sheet asbestos. In
+the bottom of the long box lay newspapers flat to a depth of about half
+an inch. Put two inches of sawdust on top of this layer of newspapers.
+Place the two square boxes inside the long one, leaving at least two
+inches of space between them. Fill all the spaces between the boxes with
+sawdust. Tack strips of denim or other material so that they will cover
+all the spaces that are filled with sawdust.
+
+The outside box must have a hinged lid, which must be fastened down with
+a clasp. Line the lid with the sheet asbestos to within half an inch of
+the edge. Put a layer of sawdust one inch deep on top of the asbestos.
+Tack a piece of denim or other material over the sawdust, still leaving
+the edge free and clear so that the cover may fit tightly; or the lid
+may be lined with asbestos and a denim pillow filled with sawdust made
+to fit tightly into the top of the box.
+
+
+USE OF THE FIRELESS COOKER IN THE PREPARATION OF LUNCHES
+
+The fireless cooker should prove very useful in the lunch equipment of
+rural schools, as its use should mean economy of fuel, utensils, time,
+and effort. It might be made by the pupils and would afford an excellent
+manual training exercise.
+
+Many of the dishes in the recipes given may be cooked in this way, but
+more time must be allowed for cooking, as there is a fall of temperature
+in placing the food in the cooker. When the vessel is being transferred
+from the stove to the cooker, the latter should be in a convenient
+position, and the transfer should be made, and the cushion placed in
+position, very quickly, so that the food will continue boiling. If the
+quantity of food is small, it should be placed in a smaller tightly
+covered pail, set on an inverted pan in the larger pail, and surrounded
+with boiling water. When there is an air space above the food in the
+cooking dish, there is greater loss of heat, as air gives off heat more
+readily than water.
+
+The following are examples of the foods that may be cooked in a Fireless
+Cooker:
+
+Apple sauce--Bring to boiling temperature and place in the cooker, leave
+  two hours.
+
+Apple compote--Cut the apples in halves or quarters so that they need
+  not be turned. Leave them in the cooker about three hours.
+
+Dried fruits--Soak overnight, bring to the boiling-point, and leave in
+  the cooker at least three hours.
+
+Cream of wheat--Boil until thick, place in the cooker, leave overnight
+  and, if necessary, re-heat in double boiler before using.
+
+Rolled oats--Boil five minutes, then place in the cooker. Leave at least
+  three hours and longer if possible.
+
+Macaroni--Boil, then place in the cooker for two hours.
+
+Rice--Boil, then place in the cooker for one hour.
+
+All vegetables may be cooked in the cooker. They must be given time
+according to their age. A safe rule for all green vegetables is to allow
+two and a half times as long as if boiled on the stove.
+
+In the home, where the cooking is much greater in amount than it can be
+in the school, the saving in fuel, by the judicious use of the properly
+made fireless cooker, is correspondingly much larger. For example: in
+soups, from 2-1/2 to 3-1/2 hours use of fuel is made unnecessary; pot
+roast 2-1/2 hours; beef stew 2-1/2 hours; lamb stew 1-1/2 hours; corn
+beef and cabbage 2-1/2 hours; baked beans 5-1/2 to 7-1/2 hours; chicken
+fricassee 2 hours; dried peas, beans, and lentils 3 hours; dried fruits
+3 hours; rice pudding 1-1/2 hours.
+
+
+SPECIAL GRANTS FOR RURAL AND VILLAGE 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 Training as applied to the work of the Farm or in
+Household Science suitable to the requirements of the rural districts,
+which employs a teacher qualified as below, and which provides
+accommodations and equipment and a course of study approved by the
+Minister before the classes are established, will be paid by the
+Minister the sums provided in the scheme below, out of the grants
+appropriated therefor: said grants to be expended on the accommodations,
+equipment, and supplies for Manual Training and Household Science. In no
+year, however, will the Departmental grants exceed the total expenditure
+of the Board for these classes.
+
+(2) On the report of the Inspector of Manual Training and Household
+Science that the organization and the teaching of the classes in Manual
+Training or Household Science maintained as provided above are
+satisfactory, an annual grant will be paid by the Minister out of the
+Grant appropriated according to the following scheme:
+
+(_a_) (i) When the teacher holds a Second Class certificate but is not
+specially certificated in Manual Training or Household Science--
+
+Initial Grant to board, $40; to teacher, $15. Subsequent Grant: to
+board, $20; to teacher, $15.
+
+(ii) When the teacher holds a Second Class certificate and has
+satisfactorily completed the work of one Summer Course in Manual
+Training or Household Science, provided by the Department, and
+undertakes to complete Part II the following year, or receives
+permission from the Minister to postpone said part--
+
+Initial Grant: to board, $40: to teacher, $20. Subsequent Grant: to
+board, $20: to teacher, $20.
+
+(_b_) (i) When the teacher holds a Second Class certificate and in
+addition the Elementary certificate in Manual Training or Household
+Science--
+
+Initial Grant: to board, $75; to teacher, $40. Subsequent Grant: to
+board, $30; to teacher, $40.
+
+(ii) When the teacher holds a Second Class certificate and in addition
+the Ordinary certificate in Manual Training or Household Science--
+
+Initial Grant: to board, $75; to teacher, $50. Subsequent Grant: to
+board, $30; to teacher, $50.
+
+(_c_) When a school taking up Household Science provides at least one
+hot dish for the pupils staying to lunch from November 1st to March
+31st, the above grants to the teacher of Household Science will be
+increased $10.
+
+
+
+
+
+End of the Project Gutenberg EBook of Ontario Teachers' Manuals: Household
+Science in Rural Schools, by Ministry of Education Ontario
+
+*** END OF THIS PROJECT GUTENBERG EBOOK ONTARIO TEACHERS' MANUALS ***
+
+***** This file should be named 20557-8.txt or 20557-8.zip *****
+This and all associated files of various formats will be found in:
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+The Project Gutenberg EBook of Ontario Teachers' Manuals: Household
+Science in Rural Schools, by Ministry of Education Ontario
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Ontario Teachers' Manuals: Household Science in Rural Schools
+
+Author: Ministry of Education Ontario
+
+Release Date: February 10, 2007 [EBook #20557]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK ONTARIO TEACHERS' MANUALS ***
+
+
+
+
+Produced by Sigal Alon, Turgut Dincer and the Online
+Distributed Proofreading Team at http://www.pgdp.net (This
+file was produced from images generously made available
+by The Internet Archive/Canadian Libraries)
+
+
+
+
+
+
+</pre>
+
+<h3>&nbsp;</h3>
+
+<h3>ONTARIO</h3>
+
+<h3>TEACHERS' MANUALS</h3>
+
+<hr style="width: 25%;" />
+<h1>HOUSEHOLD SCIENCE</h1>
+
+<h4>IN</h4>
+
+<h1>RURAL SCHOOLS</h1>
+
+<div class="figcenter"><img width="30%" src="images/illus005.jpg"
+alt="Printer's Mark." /></div>
+
+<h5>AUTHORIZED BY THE MINISTER OF EDUCATION</h5>
+
+<h6>TORONTO</h6>
+
+<h5>WILLIAM BRIGGS</h5>
+
+<h5><span class="smcap">Copyright. Canada. 1918. by<br />
+The Minister of Education for Ontario</span></h5>
+
+<hr style="width: 25%;" />
+<h3>CONTENTS</h3>
+
+<table width="100%" summary="TOC" border="0" cellspacing="0"
+cellpadding="0">
+<tbody>
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">&nbsp;</td>
+<td class="cell_toc4">
+<div class="smcap">page</div>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1" colspan="3">Preface</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pgvii">vii</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">&nbsp;</td>
+<td class="cell_toc4">&nbsp;</td>
+</tr>
+
+<tr>
+<td class="cell_toc1" colspan="3">
+<p class="one">Three Short Courses in Home-making</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg001">1</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Introduction</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg001">1</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">A Library on Home Economics for the Rural School</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg002">2</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">&nbsp;</td>
+<td class="cell_toc4">&nbsp;</td>
+</tr>
+
+<tr>
+<td class="cell_toc1" colspan="3">
+<p class="one">Twenty Lessons in the Care of the Home</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg004">4</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Suggestions to the Teacher</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg004">4</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Equipment</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg005">5</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Reference Books</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg006">6</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson I: Arrangement and Care of the Kitchen</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg007">7</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson II: Care of Cupboards and Utensils</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg010">10</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson III: Care of Foods</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg012">12</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson IV: Disposal of Waste</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg014">14</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson V: Making Soap</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg017">17</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson VI: Setting and Clearing the Table</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg018">18</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson VII: Waiting on Table</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg021">21</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lessons VIII and IX: General Cleaning of a Room</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg023">23</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson X: Care of the Bed-room</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg025">25</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XI: Care of Lamps</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg027">27</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XII: Prevention of Pests</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg029">29</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XIII: Removing Stains, Bleaching Fabrics, and
+Setting Colours</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg032">32</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XIV: Washing Dish-Towels, Aprons, etc</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg034">34</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XV: Ironing</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg035">35</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lessons XVI and XVII: Care of the Baby</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg036">36</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XVIII: Cost of Food, Clothing, and House</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg039">39</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XIX: How to Keep Accounts</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg039">39</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XX: Care of the Exterior of the House</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg041">41</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Reference Books</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg044">44</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">&nbsp;</td>
+<td class="cell_toc4">&nbsp;</td>
+</tr>
+
+<tr>
+<td class="cell_toc1" colspan="3">
+<p class="one">Twenty Lessons in Cooking</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg045">45</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Suggestions to the Teacher</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg045">45</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Abbreviations and Measurements</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg048">48</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Table of Level Measurements</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg048">48</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Comparisons Between Weights and Measures</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg048">48</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Reference Books</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg049">49</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson I: Discussion of Foods and Cooking</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg050">50</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg052">52</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson II: Preparing and Serving Vegetables</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg053">53</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg055">55</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson III: The Value of Carbohydrates in the
+Diet</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg058">58</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">Recipes</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg059">59</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson IV: Fruits and Vegetables</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg060">60</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes&mdash;Open-kettle Method; Cold-pack Method;
+Single Process Method; Intermittent Method</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg063">63</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson V: Fats&mdash;Vegetables&mdash;Continued</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg066">66</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg068">68</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Experiments in Using Starch for Thickening</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg069">69</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Conclusions Based on the Foregoing Experiments</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg069">69</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson VI: Cereals</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg070">70</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg071">71</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson VII: Classification of
+Foods&mdash;Reviewed</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg073">73</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Black-board Summary</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg076">76</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson VIII: The Planning and Serving of Meals</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg076">76</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Examples of Well-chosen Menus</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg077">77</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson IX: Milk</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg079">79</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg081">81</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson X: Soups</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg082">82</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg083">83</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XI: Eggs</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg085">85</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg086">86</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XII: Simple Desserts&mdash;Custards</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg088">88</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg089">89</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XIII: Batters and Doughs</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg090">90</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg091">91</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XIV: Batters and Doughs&mdash;Continued</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg092">92</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg093">93</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XV: Meats</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg094">94</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg095">95</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XVI: Baked Pork and
+Beans&mdash;Baking-powder&mdash;Biscuits</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg098">98</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg098">98</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XVII: Butter Cakes&mdash;Plain Yellow
+Cake&mdash;Cocoa&mdash; Coffee&mdash;Tea</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg099">99</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg101">101</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XVIII: Yeast Bread</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg103">103</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg104">104</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XIX: Serving a Simple Dinner Without
+Meat&mdash;Baked Omelet&mdash;Macaroni and Cheese</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg106">106</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg106">106</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XX: Sugar</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg107">107</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Recipes</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg108">108</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">&nbsp;</td>
+<td class="cell_toc4">
+<p class="pn">&nbsp;</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1" colspan="3">
+<p class="one">Twenty Lessons in Sewing</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg110">110</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Suggestions to the Teacher</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg110">110</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Reference Books</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg112">112</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson II: Hemming Towels</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg113">113</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson III: Hemming Towels&mdash;Continued</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg116">116</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson IV: Bags</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg119">119</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson V: Bags&mdash;Continued</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg120">120</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson VI: Bags&mdash;Continued</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg122">122</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson VII: Bags&mdash;Continued</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg123">123</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson VIII: Bags&mdash;Continued</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg124">124</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson IX: Darning Stockings</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg127">127</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson X: Patching</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg128">128</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XI: Cutting Out Aprons or Undergarments</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg130">130</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XII: Aprons or
+Undergarments&mdash;Continued</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg132">132</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XII: Aprons or
+Undergarments&mdash;Continued</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg134">134</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XII: Aprons or
+Undergarments&mdash;Continued</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg135">135</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XII: Aprons or
+Undergarments&mdash;Continued</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg136">136</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XII: Aprons or
+Undergarments&mdash;Continued</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg137">137</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XVII: Methods of Fastening Garments</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg138">138</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XVIII: Methods of Fastening
+Garments&mdash;Continued</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg140">140</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XIX: A Padded Holder for Handling Hot
+Dishes&mdash;Binding</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg142">142</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Lesson XX: A Cap to Wear with the Cooking Apron</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg144">144</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">&nbsp;</td>
+<td class="cell_toc4">
+<p class="pn">&nbsp;</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1" colspan="3">
+<p class="one">Household Science Equipment</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg146">146</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="3">
+<p class="one">Household Science Cabinet</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Materials Required, Stock Bill, Tools, Directions
+for Making</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg161">161</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Equipment for Rural School Household Science
+Cabinet&mdash;No. I</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg173">173</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Equipment for Rural School Household Science
+Cabinet&mdash;No. II</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg174">174</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">The Hectograph</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg177">177</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">&nbsp;</td>
+<td class="cell_toc4">
+<p class="pn">&nbsp;</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1" colspan="3">
+<p class="one">The Rural School Lunch</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg178">178</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">The Box Lunch</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg179">179</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Contents of the Lunch Box</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg181">181</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Sandwich Making</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg182">182</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Suggestions for Sandwich Fillings</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg182">182</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Suggestions for Planning</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg183">183</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Suggestions for Desserts</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg184">184</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Packing the Lunch Box</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg184">184</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Rules for Packing</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg184">184</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Equipment for Packing</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg185">185</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">&nbsp;</td>
+<td class="cell_toc4">
+<p class="pn">&nbsp;</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1" colspan="3">
+<p class="one">Serving a Hot Dish</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg186">186</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">The Method</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg186">186</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Suggested Menus</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg189">189</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Suggestions for Hot Dishes for Four Weeks</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg189">189</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">&nbsp;</td>
+<td class="cell_toc4">
+<p class="pn">&nbsp;</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1" colspan="3">
+<p class="one">Recipes Suitable for the Rural School Lunch</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg191">191</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Useful Bulletins</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg200">200</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">&nbsp;</td>
+<td class="cell_toc4">
+<p class="pn">&nbsp;</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1" colspan="3">
+<p class="one">Household Science Without School Equipment</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg201">201</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">First Method</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg201">201</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Second Method</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg204">204</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">&nbsp;</td>
+<td class="cell_toc4">
+<p class="pn">&nbsp;</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1" colspan="3">
+<p class="one">The Fireless Cooker</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg208">208</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Directions for Fireless Cooker&mdash;No. I</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg210">210</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">The Outside Container</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg210">210</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">The Insulating Material</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg212">212</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">The Inside Container</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg214">214</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">The Kettle</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg214">214</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Extra Source of Heat</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg215">215</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Covering Pad</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg215">215</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Directions for Fireless Cooker&mdash;No. II</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg217">217</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Method of Making</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg217">217</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2" colspan="2">
+<p class="one">Directions for Fireless Cooker&mdash;No. III</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg217">217</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">
+<p class="one">Method of Making</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg218">218</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">&nbsp;</td>
+<td class="cell_toc4">
+<p class="pn">&nbsp;</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1" colspan="3">
+<p class="one">Use of the Fireless Cooker in the Preparation of
+Lunches</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg218">218</a></p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1">&nbsp;</td>
+<td class="cell_toc2">&nbsp;</td>
+<td class="cell_toc3">&nbsp;</td>
+<td class="cell_toc4">
+<p class="pn">&nbsp;</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_toc1" colspan="3">
+<p class="one">Special Grants for Rural and Village Schools</p>
+</td>
+<td class="cell_toc4">
+<p class="pn"><a href="#pg221">221</a></p>
+</td>
+</tr>
+</tbody>
+</table>
+
+<hr style="width: 25%;" />
+<h4>PREFACE<a name="pgvii" id="pgvii"></a></h4>
+
+<p>This Manual is issued for the purpose of encouraging the
+introduction and furthering the progress of Household Science in
+the rural schools of this Province. There are 903 urban and 5,697
+rural schools, and 45.87% of the school population is in attendance
+at the latter schools. The value of Household Science as an
+educational and practical subject has been recognized, to some
+extent, in the urban schools of the Province but, up to the
+present, little attempt has been made to give the subject a place
+among the activities of the rural schools.</p>
+
+<p>There is a wide-spread impression that it is not possible in
+Household Science to give any instruction that is of value without
+the provision of separate rooms, elaborate equipment, and specially
+trained teachers. Where these conditions exist, of course, the best
+work can be accomplished; but, even where they cannot be realized,
+much may be done toward giving definite, useful instruction in the
+cardinal principles of home-making, which should be learned by
+every girl. There is certainly not a single rural school where some
+practical work in sewing and some valuable lessons in the care of
+the home may not be given. As for cookery, it is doubtful if there
+is a single school so small and so helpless that it is unable to
+use the hot noon-day lunch as a method of approach to this branch of
+the subject.</p>
+
+<p>Students of the physical welfare of children are rapidly coming
+to the conclusion that a warm mid-day meal greatly increases the
+efficiency of the pupil and determines <span class="pagenum"><a
+name="pgviii" id="pgviii">viii</a></span>to a large extent the
+results of the afternoon's study. There are other benefits to be
+derived from a school lunch well prepared under proper conditions.
+In many communities it has been the means of bringing about a
+healthy and satisfactory co-operation between the school and the
+home, of developing a higher social life in the neighbourhood, and
+of introducing into the school a Household Science course, which
+has proved as great a benefit to the farmer's wife as to his
+children.</p>
+
+<p>This Manual deals entirely with conditions that exist in our
+rural schools and outlines only such plans and schemes as can be
+carried out, even in adverse circumstances, by alert trustees,
+sympathetic inspectors, and resourceful teachers.</p>
+
+<p>Permission has been obtained from the Bureau of Education,
+Washington, U.S.A., to make use of a recently issued
+bulletin&mdash;"Three Courses in Home-making for Rural Schools",
+and of various bulletins issued by State Agricultural Colleges. The
+freest use has been made of this material, and the permission to do
+so is hereby gratefully acknowledged.</p>
+
+<p>Only such theory as can be readily assimilated has been given;
+and the teacher is advised for further information and help to
+consult the Manuals issued by the Department of Education on
+<i>Household Management</i> and <i>Sewing</i>. Those who wish to
+become thoroughly competent and to earn the highest Departmental
+grants should attend the Summer Schools provided by the Department
+of Education. Under certain conditions the expenses of teachers
+attending these courses are paid by the Department.</p>
+
+<p>Nothing has been included or recommended that cannot be
+accomplished in the average rural school; and trustees, teachers,
+and inspectors are urged to make a beginning <span class=
+"pagenum"><a name="pgix" id="pgix">ix</a></span>by selecting the
+lessons that appeal to them as being most suitable to the districts
+in which their schools are situated.</p>
+
+<p>By careful planning and a wise use of the time before and after
+school and during recess, the regular organization of the school
+need not be interfered with; and, in addition to the educational
+and social advantages to be derived from undertaking this work,
+much benefit will result from the increased interest taken in the
+school by the parents and the general public.</p>
+
+<p>It is not essential that the lessons in this Manual should be
+taken exactly in the order given. Any other arrangement called for
+by the peculiar circumstances of the school is admissible.</p>
+
+<p>The Inspector of Manual Training and Household Science is ready
+at all times to visit rural schools for the purpose of conferring
+with the Public School Inspectors, the trustees, and the teachers
+regarding the introduction of Household Science as a regular
+subject of the school curriculum.</p>
+
+<hr style="width: 25%;" />
+<p><span class="pagenum"><a name="pg001" id=
+"pg001">001</a></span></p>
+
+<div class="smcap_header">HOUSEHOLD SCIENCE IN RURAL SCHOOLS</div>
+
+<h3>THREE SHORT COURSES IN HOME-MAKING</h3>
+
+<h4>INTRODUCTION</h4>
+
+<p>The three brief courses in home-making outlined in this Manual
+have been especially prepared for use in elementary rural schools.
+They are in no sense complete outlines of the subjects with which
+they deal; rather, they indicate a few of the important phases of
+food study, sewing, and the care of the home with which the pupil
+in the elementary school should become familiar. The underlying
+thought for each problem should be: "Will this help the pupils to
+live more useful lives, and will it lead to better conditions in
+their homes?"</p>
+
+<p>The lessons are purposely made simple, and the plans are
+definitely outlined, so that even the inexperienced teacher may be
+able to achieve a certain measure of success. The experienced
+teacher will find in them suggestions that may be of value in the
+further development of the course.</p>
+
+<p>The teacher who desires to use this course will necessarily have
+to adapt it to her own community, and it is hoped that she may be
+able to do this with but little alteration. While conditions of
+living and choice of foods differ in various parts of the Province,
+the general principles of nutrition, the rules of sanitation, and
+the methods of cooking and serving are much the same for all.</p>
+
+<p><span class="pagenum"><a name="pg002" id=
+"pg002">002</a></span>Owing to the difficulty of securing time on
+the programme for frequent lessons in home-making, each of the
+courses has been limited to twenty lessons. Some teachers may not
+be able to have a greater number of lessons during the school year,
+and they may find it well to carry the three courses through three
+successive years. In other schools, where more frequent lessons can
+be given, it may be well to offer all three courses during one
+year. The courses in cooking and the care of the home can be
+advantageously combined, as many of the problems in both are
+related. The lessons in sewing may be given on another day of the
+week, or it may be well to give them early in the year, to be
+followed, later, by the cooking lessons. Thus an opportunity will
+be furnished for the making of the cooking aprons and the hemming
+of the towels.</p>
+
+<p>It is most desirable that periods of at least forty minutes
+should be provided for all the practical lessons. Longer periods
+will be necessary for some of them, such as the preparation and the
+serving of a meal. If no practical work is undertaken in the
+lesson, a forty-minute period is sufficient.</p>
+
+<h4>LIBRARY ON HOME ECONOMICS FOR THE RURAL SCHOOL</h4>
+
+<p>In addition to the text-books recommended as sources of special
+reference for the rural teacher, the following books, bearing on
+home economics or on methods of teaching, are suggested for the
+rural school library. These books have been chosen with the
+threefold purpose of providing references for the teachers, reading
+matter for the pupils, and a lending library for the parents.</p>
+
+<p><span class="pagenum"><a name="pg003" id=
+"pg003">003</a></span></p>
+
+<table width="100%" summary="References" border="0">
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Laundering</i>. Balderston, L. Ray. Pub. by the
+Author. Philadelphia</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">$1.25</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Country Life and the Country School</i>. Carney,
+M. Row, Peterson &amp; Co., Chicago</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">$1.25</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>How the World is Fed</i>. Carpenter, F. O.
+American Book Co., New York</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">0.60</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>How the World is Clothed</i>. Carpenter, F. O.
+American Book Co., New York</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">0.60</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>How the World is Housed</i>. Carpenter, F. O.
+American Book Co., New York</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">0.60</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>How We Are Clothed</i>. Chamberlain, J. F.
+Macmillan's, Toronto</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">0.40</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>How We Are Fed</i>. Chamberlain, J. F.
+Macmillan's, Toronto</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">0.40</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>How We Are Sheltered</i>. Chamberlain, J. F.
+Macmillan's, Toronto</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">0.45</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Bacteria, Yeasts, and Molds in the Home</i>.
+Conn, H. W. Ginn &amp; Co., Boston</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">1.00</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>The Boston Cooking-school Cook Book</i>. Farmer,
+F. M. Little, Brown &amp; Co., Boston. (McClelland, Goodchild &amp;
+Stewart, Toronto)</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">1.80</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>The Rural School Lunch</i>. Farnsworth, N. W.
+Webb Pub. Co., St. Paul, Minn.</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">0.25</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Clothing and Shelter</i>. Kinne, H., and Cooley,
+A. M. Macmillan's, Toronto</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">1.10</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Foods and Household Management</i>. Kinne, H.,
+and Cooley, A. M. Macmillan's, Toronto</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">1.10</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Means and Methods of Agricultural Education</i>.
+Leake, A. H. Houghton, Mifflin Co., New York. (Thos. Allen,
+Toronto)</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">2.00</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Rural Hygiene</i>. Ogden, H. N. Saunders,
+Philadelphia</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">1.50</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Health and Cleanliness</i>. O'Shea, M. V., and
+Kellogg, J. H. Macmillan's, Toronto</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">0.56</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Rural Education</i>. Pickard, A. E. Webb Pub.
+Co., St. Paul, Minn.</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">1.00</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Manual of Personal Hygiene</i>. Pyle, W. L.
+Saunders, Philadelphia</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">1.50</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Feeding the Family</i>. Rose, M. S. Macmillan's,
+Toronto</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">2.10</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Food Products</i>. Sherman, H. C. Macmillan's,
+Toronto</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">2.00</p>
+</td>
+</tr>
+</table>
+
+<hr style="width: 25%;" />
+<p><span class="pagenum"><a name="pg004" id=
+"pg004">004</a></span></p>
+
+<h3>TWENTY LESSONS IN THE CARE OF THE HOME</h3>
+
+<h4>SUGGESTIONS TO THE TEACHER</h4>
+
+<p>The purpose of this course is to give the pupils instruction in
+various household tasks, in order that better living conditions may
+be secured in the homes. The beauty and sacredness of an ideal home
+life should receive emphasis, so that the pupils may be impressed
+with the importance of conscientious work in the performance of
+their daily household duties. They should have some insight into
+the sanitary, economic, and social problems that are involved in
+housekeeping, so that they may develop an increased appreciation of
+the importance of the home-maker's work.</p>
+
+<p>The two most important things to be taught are "cleanliness and
+order". Too much emphasis cannot be placed on the value of fresh
+air and sunshine and the necessity for the free use of hot water
+and soap. The value of property should also be emphasized. Economy
+in the purchase and handling of house furnishings and equipment
+should be considered. 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 of babies should be given, since the
+older children are often responsible, to some extent, for the care
+of the younger members of their families.</p>
+
+<p>In some of the lessons more subjects may be suggested than the
+teacher will have time to take up in a single period. In that case
+it will be well for her to choose the subject which seems most
+vital to the immediate needs of <span class="pagenum"><a name=
+"pg005" id="pg005">005</a></span>the community. In many cases she
+may be able to give an increased number of lessons. Practice and
+drill in all of the processes involved in housewifery are essential
+to successful training.</p>
+
+<p>If a cupboard and a table have been arranged for the use of the
+cooking classes, most of the suggested work can be carried out with
+the school equipment. Where there is no equipment in the school and
+school conditions do not approximate home conditions, it may be
+possible to secure permission to give the lesson after school hours
+in the home of one of the pupils who lives nearby.</p>
+
+<p>In each lesson the teacher, while giving the pupils helpful
+general information on the subject under discussion, should strive
+to impress on them the importance of doing some one simple thing
+well.</p>
+
+<p>The rural teacher who is eager to make her school-room an
+attractive place may devote some time in these lessons to such
+problems as the hanging and the care of simple curtains, the care
+of indoor plants, the arrangement of pictures, the planning of
+storage arrangements for supplies and of cupboards for dishes, and
+the preparations for the serving of the school lunch.</p>
+
+<p>In order to teach these lessons effectively, it is desirable to
+have the following simple equipment on hand. Additional special
+equipment may be borrowed from the homes.</p>
+
+
+<h5>EQUIPMENT</h5>
+
+<table width="100%" summary="Equipment" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">Broom,&nbsp;1</p>
+</td>
+<td class="cell_list3">
+<p class="five">Dust-pan,&nbsp;1</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">Cloths for cleaning,&nbsp;6</p>
+</td>
+<td class="cell_list3">
+<p class="five">Garbage can (covered),&nbsp;1</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">Dish-cloths,&nbsp;2</p>
+</td>
+<td class="cell_list3">
+<p class="five">Lamp,&nbsp;1</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">Dish-towels,&nbsp;12</p>
+</td>
+<td class="cell_list3">
+<p class="five">Oil-can,&nbsp;1</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">Dust-brush,&nbsp;1</p>
+</td>
+<td class="cell_list3">&nbsp;</td>
+</tr>
+</table>
+
+<p><span class="pagenum"><a name="pg006" id=
+"pg006">006</a></span></p>
+
+
+<h5>REFERENCE BOOKS</h5>
+
+<table width="100%" summary="References" border="0">
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Rural Hygiene</i>. Brewer, I. W. Lippincott Co.,
+Philadelphia</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">$1.25</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>The Healthful Farmhouse</i>. Dodd, H. Whitcomb
+&amp; Barrows, Boston</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.60</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Community Hygiene</i>. Hutchinson, Woods.
+Houghton, Mifflin Co., New York. (Thos. Allen, Toronto)</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.65</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Foods and Sanitation</i>. Forster, G. H., and
+Weigley, M. Row, Peterson &amp; Co., Chicago</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">1.00</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>The Home and the Family</i>. Kinne, H., and
+Cooley, A. M. Macmillan's, Toronto</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.80</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Housekeeping Notes</i>. Kittredge, M. H. Whitcomb
+&amp; Barrows, Boston</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.80</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Practical Home-making</i>. Kittredge, M. H. The
+Century Co., New York</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.70</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>A Second Course in Home-making</i>. Kittredge, M.
+H. The Century Co., New York</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.80</p>
+</td>
+</tr>
+</table>
+
+<p><span class="pagenum"><a name="pg007" id=
+"pg007">007</a></span></p>
+
+<div class="center">LESSON I: ARRANGEMENT AND CARE OF THE
+KITCHEN</div>
+
+
+<h5>SUBJECT-MATTER</h5>
+
+<p>In arranging the kitchen, the three things of most importance
+are the stove, the sink, and the kitchen table. If there is no sink
+in the kitchen, there will be some other place arranged for washing
+the dishes, probably the kitchen table, and this must be taken into
+consideration when the furniture is placed. As most of the work is
+done at the stove and the table, both these must be placed where
+they will have a good light, and they should be close to each
+other, so that but few steps are necessary for the worker.</p>
+
+<p>In furnishing the kitchen, the housekeeper will find a high
+stool very useful, as it will enable her to wash dishes, prepare
+vegetables, and do other work while seated.</p>
+
+<p>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 to be used
+after the dishes have been put away, will help to make this room a
+pleasant place for the family. Special attention should be given to
+the ventilation.</p>
+
+<p>The kitchen should be thoroughly cleaned after each meal. If it
+has become dusty or disarranged, it should be put in order before
+the next meal is to be prepared. While the cooking is under way,
+everything 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 scraps and waste material should be gathered and disposed
+of; and the dishes, pots, and pans should be scraped, and washed in
+hot, soapy water, then rinsed in clear, hot water, dried, and put
+away. The table should be scrubbed, the <span class="pagenum"><a
+name="pg008" id="pg008">008</a></span>stove cleaned, the floor
+swept and scrubbed whenever necessary, and everything put neatly in
+its place.</p>
+
+<p><i>Care of the coal or wood range.</i>&mdash;All spots should be
+removed from the range by wiping it with old paper. If it is in bad
+condition, it should be washed with soap and water. If it is oiled
+occasionally, blacking will not be necessary; but if blacking is
+used, it should be applied with a cloth and rubbed to a polish with
+a brush, just as the fire is being started. The ashes and soot
+flues back of the oven and underneath it should be cleaned out once
+a week.</p>
+
+<p><i>Directions for building a fire.</i>&mdash;To build and care
+for a fire in the coal or wood range, close all the dampers, clean
+the grate, and remove the ashes from the pan. Put on the covers and
+brush the dust off the stove. Open the creative damper and the oven
+damper, leaving the check damper closed. Lay some paper, slightly
+crumpled into rolls, across the base of the grate. Place small
+pieces of kindling wood across one another, with the large pieces
+on top. Lay pieces of hardwood or a shovelful of coal on top of the
+kindling, building so as to admit of the free circulation of air.
+If the stove is to be polished, rub it with blacking. Light the
+paper from below. When the fire begins to burn briskly, add coal or
+wood: then add more when that kindles. When the fire is well
+started and blue flame is no longer seen (about ten minutes), close
+the oven damper. Close the creative damper when the fire is
+sufficiently hot. Brush the stove and the floor beneath it as soon
+as the fire is started. Polish the stove. If the fire becomes too
+hot, open the check damper. Fill the tea-kettle with fresh water
+and set it on the front of the range.</p>
+
+<p><i>Care of the sink, wash-basin, and garbage pail.</i>&mdash;A
+neglected sink or garbage pail may be a fruitful source of <span
+class="pagenum"><a name="pg009" id="pg009">009</a></span>disease,
+in addition to attracting water-bugs and other 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. The
+nickel part may be washed with hot soap-suds, wiped dry, and
+polished. Water should never be left in the wash-basin. Both the
+soap-dish and the wash-basin should be scoured daily. The garbage
+pail should be emptied and washed every day, and carefully scalded
+once or twice a week.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>It will be well to have this lesson succeed or follow a cooking
+lesson, for then the pupils will have a keener interest in the
+problems of the kitchen. (See Twenty Lessons in Cooking, Lesson
+I.)</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+<p>Cleanliness and order are the two points to be considered in
+this lesson. The doing well of each simple household task and the
+thoughtful arrangement and planning of all parts of the house
+should be emphasized as being of great importance to the
+housekeeper's success.</p>
+
+<p>Begin the lesson with a discussion of the purpose of the
+kitchen; then discuss its arrangement from the standpoint of
+convenience for the work that must be done there. Emphasize the
+importance of having the furniture so arranged that the work may be
+done quickly and easily, and that the kitchen may be given a
+comfortable and attractive appearance. Let the pupils arrange the
+furniture in the school-room. Discuss and demonstrate the care of
+the stove by the use of the school stove. Assign each pupil a time
+when she is to look after the stove on succeeding days and grade
+her on her work. Let each pupil bring a report from <span class=
+"pagenum"><a name="pg010" id="pg010">010</a></span>home as to what
+she is doing to help in the care of the home kitchen. Make a
+specific assignment for home work.</p>
+
+<div class="center">Questions Used to Develop the Lesson</div>
+
+<div class="blockquot">
+<p class="two">What is the purpose of the kitchen?</p>
+
+<p class="two">What are the principal articles of furniture in the
+kitchen?</p>
+
+<p class="two">How should we arrange these things?</p>
+
+<p class="two">Can we make any general rules as to
+arrangements?</p>
+
+<p class="two">Why is it difficult to keep the kitchen clean?</p>
+
+<p class="two">At what times kitchen most apt to become
+disarranged?</p>
+
+<p class="two">Why is it important to keep the kitchen in good
+order?</p>
+
+<p class="two">In what order should the kitchen be at the time we
+begin the preparation of the meal?</p>
+
+<p class="two">How should the floor be cleaned? The utensils?</p>
+
+<p class="two">What should we do with any left-over food?</p>
+
+<p class="two">How should we take care of the stove after the
+meal?</p>
+</div>
+
+<div class="center">LESSON II: CARE OF CUPBOARDS AND UTENSILS</div>
+
+
+<h5>SUBJECT-MATTER</h5>
+
+<p>It is of the utmost 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 is kept, and render a house unfit for human habitation.
+It requires constant care and watchfulness on the part of the
+housewife to keep the cupboards clean. She must look over the
+shelves daily, wiping them off whenever they need it, and giving
+them a thorough cleaning at least once a week.</p>
+
+<p>The housekeeper should know how to care for the various utensils
+used and understand the simplest and best methods of keeping them
+clean. Utensils should never be put in the cupboards until
+perfectly clean and dry. Particular attention should be paid to the
+care of milk vessels. <span class="pagenum"><a name="pg011" id=
+"pg011">011</a></span>Pans, pails, pitchers, or bottles in which
+milk has been kept, should be rinsed in cold water, washed in
+strong, clean soap-suds, rinsed in clean, boiling water, and dried
+in the sun. If utensils have become discoloured or badly coated,
+they should be specially scoured. If something has been burned in a
+kettle, the kettle should be cleaned by filling with cold water,
+adding washing-soda, and boiling briskly for half an hour; after
+that a slight scraping ought to remove the burned portion. If the
+kettle is not yet clean, the process should be repeated. If a
+kettle has been used directly over a wood fire and becomes
+blackened with soot, it should be rubbed off with a newspaper and
+then with an old cloth. Kettles should be dried well before being
+put away. With proper care they seldom become rusty. If an iron
+kettle has rusted, it should be rubbed with kerosene and ashes,
+then washed in strong, hot, soda-water, rinsed in clear hot water,
+and dried on the stove. If a kettle is very rusty, it should be
+covered thoroughly with some sort of grease, sprinkled with lime,
+and left overnight. In the morning it should be washed out with hot
+soda-water and rinsed in clear, hot water. A new kettle is
+generally rusty, and should be greased thoroughly inside and out
+and allowed to stand for two days; then washed in hot
+soda-water.</p>
+
+<p>Bath-brick should be used for scouring iron utensils and steel
+knives and forks. If iron pots and frying-pans are scrubbed with a
+piece of bath-brick each time they are used and then washed in hot
+soap-suds, they can be kept in good condition. Tinware and steel
+knives and forks may be cleaned by scouring with ashes, but only
+fine ashes should be used on tinware. The brown stains on granite
+utensils should be scoured off; and this ware should be carefully
+handled, in order to avoid chipping. Coffee-pots <span class=
+"pagenum"><a name="pg012" id="pg012">012</a></span>and tea-pots
+should be cleaned daily, the grounds removed, and the interior of
+the pots washed out thoroughly. The tea-kettle should be washed and
+dried overnight and left uncovered to air.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>If school lunches are served or cooking lessons are given at the
+school, it will be well to use this lesson to get the cupboards in
+readiness. If it is impossible to do this at school, arrange to
+have such a lesson in one of the homes outside of school hours. Be
+sure that the housekeeper is in sympathy with the work and is
+willing to co-operate.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Assign each pupil a task in the cleaning, the scouring of the
+dishes, and the arrangement of the cupboard. Set a definite amount
+to be done and carry out the plans, leaving a clean and neatly
+arranged cupboard at the end of the lesson.</p>
+
+<div class="center">LESSON III: CARE OF FOODS</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Several important points must be borne in mind if foods are to
+be kept in a good condition. Most foods change easily. Vegetables
+and fruits lose water, wilt, and become unfit to eat. Flour and
+corn-meal become mouldy. Potatoes decay and sprout. Some foods, such
+as milk, turn sour. Eggs become tainted, and fat grows rancid. With
+proper care in handling, storing, and keeping, this spoiling can be
+prevented.</p>
+
+<p>The spoiling of foods is due to the presence of micro-organisms;
+and if foods are fresh and sound and kept cool <span class=
+"pagenum"><a name="pg013" id="pg013">013</a></span>and clean in
+every way, they will not spoil readily, because such conditions are
+unfavourable to the development of the micro-organisms. On the
+other hand, if foods are roughly handled and bruised, decomposition
+will take place readily, for micro-organisms develop in the bruised
+portions. Care must, therefore, be taken to select foods wisely,
+handle them carefully, wash them if they are not already clean, put
+them in clean receptacles, and keep them in a clean, cool place.
+All pots, pans, and dishes in which foods are kept or cooked should
+be thoroughly cleansed and rinsed well, so that no fragments stick
+to them which may decay and cause possible infection to the next
+food that is put in. Every part of the kitchen and store-rooms
+should be kept clean, dry, and well aired. Light is the best
+germicide and purifier known.</p>
+
+<p>Covered receptacles should be secured for all foods. Those that
+are mouse-proof and insect-proof are essential to a well-kept
+pantry. All bottles and cans should be neatly labelled and so
+arranged that each one can be conveniently reached. The outside of
+the bottle or case should always be wiped off after it has been
+opened and food has been removed from it. The shelves on which the
+cases are kept should be wiped off every day. If supplies of fruit
+or vegetables are kept on hand, they should be looked over
+frequently, and whatever shows even the slightest suggestion of
+spoiling should be removed. Bread should be kept in a covered tin
+box, and the box should be washed out once or twice a week and
+frequently scalded and aired.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>If cooking lessons are to be given, it will be well to take this
+lesson on the care of foods in connection with <span class=
+"pagenum"><a name="pg014" id="pg014">014</a></span>the first
+cooking lesson, and to make it a means of arranging for the
+materials that are to be kept on hand and of determining how
+everything is to be handled.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Devote a large part of the lesson to a discussion of the
+necessity for care in the handling, storing, and keeping of foods.
+If facilities permit, devote a few minutes to the putting away of
+foods that are to be used in the next cooking lesson or in the
+school lunch, discussing the reasons for such care.</p>
+
+<div class="center">LESSON IV: DISPOSAL OF WASTE</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>If the daily disposal of waste is attended to, there will be no
+undesirable accumulation of garbage. Scraps of food that cannot be
+utilized for the table should be fed to the pigs or the chickens
+and should not be allowed to stand and gather flies. A covered pail
+or pan should be used for holding the garbage, until final disposal
+is made of it. Those portions that are badly spoiled and will be of
+no value in feeding the stock should be burned at once. Waste
+vegetable substances, if suitable, should be fed to the stock, and
+if not, should be buried in a thin layer on the ground at some
+distance from the house, so that they may enrich the soil.</p>
+
+<p>Old papers that are badly soiled should be burned, but all
+others should be kept for use in cleaning the stove, starting the
+fires, etc. Empty cans should be well washed <span class=
+"pagenum"><a name="pg015" id="pg015">015</a></span>and buried, so
+that they will not prove a breeding-place for flies. It is well to
+pierce them through the bottom immediately after opening them, so
+that they will not hold water. Dish-water should be emptied at some
+distance from the house, unless there is a drain nearby. All
+receptacles that hold water should be carefully emptied, and all
+depressions in the soil should be filled, in order to prevent
+mosquitoes from breeding. All waste water should be used on the
+garden.</p>
+
+<p><i>Protection of the water supply.</i>&mdash;Only the water from
+deep wells should be used for drinking purposes, because all
+surface water and water in shallow wells becomes dangerous through
+seepage from compost, pig-pens, privies, and other places where
+decayed organic matter may accumulate. In order that the water may
+be kept clean, the well must be supplied with a tight-fitting top
+which need not be opened and a metal pump to bring up the water. A
+well platform that allows the water spilled on it to run back into
+the well is unsafe, for any filth carried on the platform in any
+way will be washed directly into it. Rats, mice, and other animals
+get into the well if the top is not tight, and these, in addition
+to being unpleasant, are liable to introduce disease germs.</p>
+
+<p><i>Simple disinfectants.</i>&mdash;Sunshine and fresh air are
+nature's disinfectants and should be freely admitted to every part
+of the house. Windows should be left open whenever possible. The
+windows in the sleeping rooms should always be opened at night. The
+interior of the house should be kept perfectly dry. Decay does not
+easily take place in dry places. A damp cellar should be drained,
+and the grounds around the house should not be allowed to drain
+into the cellar. Coarse coal ashes should be used to fill in around
+the house, on the walks, etc., to help in <span class="pagenum"><a
+name="pg016" id="pg016">016</a></span>securing thorough drainage.
+Wood ashes may be used as a simple disinfectant to cover decayed
+organic matter. Whitewash is a good disinfectant and should be
+frequently used both inside and outside the house and on all
+out-buildings. Kerosene and creosote also make good
+disinfectants.</p>
+
+<p><i>Care of out-of-door closets.</i>&mdash;The privy should be so
+arranged that it may be cleaned often and all excreta disposed of
+in a safe way. The building should be so well constructed that
+there will be no cracks for the admission of flies. In a poorly
+constructed building, old paper can be pasted over the cracks, to
+make the structure fly-proof. Dry earth, street dust, or lime
+should be frequently sprinkled over the excreta, and the seat
+should be closed, to prevent the entrance of flies or mosquitoes.
+The seat should be washed frequently, and both the seat and the
+floor scrubbed at least once a week.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>It will be well to teach this lesson at a time when improvements
+are necessary in the care of the school-house. The discussions in
+regard to out-of-door closets will, of course, be taken when the
+girls are alone with the teacher.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Discuss the disposal of waste, the care of garbage, etc., in the
+home and the school. Talk over the care of waste from the school
+lunch and discuss methods of keeping the school in a sanitary
+condition. Follow this by a general cleaning of the
+school-house.</p>
+
+<div class="center"><span class="pagenum"><a name="pg017" id=
+"pg017">017</a></span>LESSON V: MAKING SOAP</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<div class="center2"><i>Home-Made Hard Soap</i></div>
+
+<table width="70%" summary="Home-Made Hard Soap" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 lb. fat</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 pt. cold water</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 can lye</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 tbsp. borax</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Melt the fat slowly. Mix the lye and water
+in a bowl or kettle (do not use a tin pan), stirring with a stick
+until the potash dissolves. Add the borax and allow the mixture to
+cool. Cool the fat and, when it is lukewarm, add the lye, pouring
+it in a thin stream and stirring constantly. Stir with a smooth
+stick until about as thick as honey, and continue stirring for ten
+minutes. Pour the mixture into 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 before using.</div>
+
+<div class="blockquot">When making the soap, be careful not 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 not wet
+them.</div>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>Some time before this lesson is given ask the pupils to bring
+scraps of fat from home. See that these are in good condition, and
+weigh them, to determine the portion of the recipe that can be
+made. Ask one of the pupils to bring sufficient borax for the
+recipe.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Let the pupils look the fat over and put it on to melt, watching
+it carefully. While it is heating and cooling, discuss the process
+of soap-making, the cost of materials, the care necessary in the
+making of soap, and the importance of its use. Get ready the other
+materials, and a box for moulding the soap, and let the pupils work
+together. After the soap has hardened and been cut, have it put
+away on a shelf to dry.</p>
+
+<div class="center"><span class="pagenum"><a name="pg018" id=
+"pg018">018</a></span>LESSON VI: SETTING AND CLEARING THE
+TABLE</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>The following points must be remembered when a meal is to be
+served: The dining-room must be clean, well aired, sufficiently
+lighted, and in good order.</p>
+
+<p>The table must be perfectly clean and covered with a clean white
+cover (table-cloth, doilies, paper napkins, or oil-cloth).</p>
+
+<p>A vase of flowers or leaves or a small potted plant, in the
+centre of the table, will help to make it attractive.</p>
+
+<p>The table should be prepared with everything necessary for
+serving the meal, but only those foods should be placed on it that
+will not be spoiled by standing. If there is danger of the food
+attracting flies, cover it carefully.</p>
+
+<p>Plates for everyone who is to partake of the meal should be
+arranged at equal distances from one another, and half an inch from
+the edge of the table.</p>
+
+<p>The knife should be placed at the right of the plate with the
+cutting edge toward the plate, and one inch from the edge of the
+table.</p>
+
+<p>The fork should be placed at the left of the plate with the
+tines turned up, and one inch from the edge of the table.</p>
+
+<p>The spoon should be placed, bowl upward, at the right of the
+plate, to the right of the knife. It should be placed one inch from
+the edge of the table. Spoons and forks for serving should be
+placed at the right and left of the dish to be served, or in
+another convenient position. No one should have to use the personal
+fork or spoon for serving.</p>
+
+<p>The napkins should be folded simply and placed at the left of
+the fork.</p>
+
+<p><span class="pagenum"><a name="pg019" id=
+"pg019">019</a></span>The tumbler should be placed at the upper end
+of the knife.</p>
+
+<p>The cups and saucers should be placed at the right of the plate
+with the handle of the cup toward the right.</p>
+
+<p>The bread-and-butter plate, if used, should be placed at the
+upper left hand of the fork.</p>
+
+<p>The salt-cellars and pepper-shakers should be placed near the
+centre of the table or at the sides, where they can be conveniently
+reached. Individual salt-cellars, if used, should be placed
+immediately in front of the individual plate.</p>
+
+<p>The chairs should be placed at the table after it is set. Care
+should be taken not to put them so close to it that it will be
+necessary to move them after they are occupied.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>If possible, arrange to give this lesson before Lesson VIII in
+the series of "Twenty Lessons in Cooking" is given; then the
+emphasis in that lesson may be put upon the food to be served,
+proper combinations, etc., while this lesson gives the drill in the
+arrangement and handling of the dishes.</p>
+
+<p>It is desirable to 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 to these processes.</p>
+
+<p>Be careful to see that everything necessary is on hand to set
+the table simply but daintily. For class practice a small table may
+be set for four. This will necessitate a table-cover, four or more
+dinner plates, four bread-and-butter plates, four tumblers, four
+cups and saucers, four knives, four forks, four teaspoons, four
+napkins, a saltcellar, a pepper-shaker, a platter, one serving
+spoon, and <span class="pagenum"><a name="pg020" id=
+"pg020">020</a></span>one serving fork. If these things are not
+already in the school, probably they can be brought from home by
+the pupils. If linen cloths are not used and cannot be afforded on
+the tables in the homes, the pupils should be taught to use a white
+oil-cloth.</p>
+
+<p>Have a diagram made on the black-board by one of the pupils of
+the arrangement of an individual place at the table.</p>
+
+<div class="figcenter"><img width="100%" src="images/illus034.jpg"
+alt="Arrangement of an individual place at table" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+27.&mdash;Arrangement of an individual place at table</div>
+
+<div class="center2">1.&nbsp;Knife&nbsp; 2.&nbsp;Spoon&nbsp;
+3.&nbsp;Tumbler&nbsp; 4.&nbsp;Fork&nbsp; 5.&nbsp;Napkin&nbsp;
+6.&nbsp;Bread-and-butter&nbsp;plate&nbsp; 7.&nbsp;Dinner
+plate</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>The process of table setting should be demonstrated with the
+materials at hand, and the work should be adapted to home
+conditions.</p>
+
+<p>If there is no available table in the school-room, the desk tops
+may be used for individual places.</p>
+
+<p>Reasons for the arrangement of the table should be
+given&mdash;the convenience of placing the knives and the spoons to
+the right, the forks to the left, the cup and saucer and the
+tumbler to the right, the use of the napkin, etc.</p>
+
+<p><span class="pagenum"><a name="pg021" id=
+"pg021">021</a></span></p>
+
+<div class="center">LESSON VII: WAITING ON TABLE</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>The one who is to wait on table must be careful to see that
+everything is in readiness before the meal is announced, so that
+she can do her work easily, without subjecting those at the table
+to unnecessary delay. She should have water, bread, and butter (if
+used), hot dishes ready for the hot foods, and dessert dishes
+conveniently at hand. She must see that her hands are perfectly
+clean and her hair and dress in order. A clean, neat apron will
+always improve her appearance. The room should be clean and neatly
+arranged.</p>
+
+<p>If the meal is to be a family one and all are to sit at the
+table together, plates will be passed from one to another as they
+are served: but it will still be well to have one person appointed
+to wait on the table. She should be ready to supply more bread,
+water, etc., when it is necessary, and to change the plates for the
+dessert course. She should rise from the table quickly and quietly,
+in order not to disturb others, and should take her place again as
+soon as the necessary service has been rendered.</p>
+
+<p>The following rules should be observed: Hold the tumblers near
+the bottom, being careful not to touch the upper edge. Fill only
+three-quarters full.</p>
+
+<p>Put the butter on the table just before the meal is announced,
+and serve in neat, compact pieces.</p>
+
+<p>Cut the bread in even slices, pile them neatly on a serving
+plate, and place it on the table, covering it with a clean napkin
+or towel, if there are flies about or there is danger of dust. If
+preferred, the bread may be cut at the table as required. Place the
+dessert dishes at one end of the table or, better still, on a side
+table, until it is time to use <span class="pagenum"><a name=
+"pg022" id="pg022">022</a></span>them. When carrying the dishes to
+and from the table, be careful not to let the fingers come in
+contact with the food. Learn to place the hand under the dish. In
+particular service a napkin is used between the hand and the dish,
+or a tray, if the dish is a small one. The tray should be covered
+with a napkin or doily.</p>
+
+<p>When a dish is being passed, hold it at the left of the person
+to be served and at a convenient height and distance. Be sure that
+each dish is supplied with a spoon or a fork for serving, and turn
+the handle of the spoon or the fork toward the one to be
+served.</p>
+
+<p>If a plate is to be placed in front of a person, set it down
+from the right. Never reach in front of others at the table.</p>
+
+<p>When a course is finished, remove the dishes containing the food
+first; then the soiled plates, knives, and forks. Be careful to
+handle only a few dishes at a time and not to pile them. If another
+course is to be served, remove the crumbs from the table, using for
+the purpose a napkin and plate, or a crumb tray and brush, and
+brushing the crumbs lightly into the plate. Fill the tumblers, and
+arrange the dishes and forks or spoons quickly for the next
+course.</p>
+
+<p>When the meal is over, the chairs should be moved back from the
+table, the dishes neatly piled and carried to the kitchen sink, the
+table wiped, the crumbs brushed from the floor, and the room
+aired.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>Let this lesson be a continuation of the previous one, placing
+emphasis on the method of waiting on table. The same articles will
+be required as were used in the last lesson. In addition to these
+the pupils must be careful to have clean aprons for this
+lesson.</p>
+
+<p><span class="pagenum"><a name="pg023" id=
+"pg023">023</a></span></p>
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Have the table set, as a review of the work of the last lesson;
+then have four or six of the pupils seat themselves and go through
+the forms of serving one another to any simple meal upon which the
+class may decide. Family meal service should be explained and
+demonstrated first; then service where there is one waitress. Have
+the pupils, in turn, act as waitresses and serve all the others,
+offering and placing the food, removing the soiled dishes, filling
+the tumblers, etc.</p>
+
+<div class="center">LESSONS VIII AND IX: GENERAL CLEANING OF A
+ROOM</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Rooms which are in constant use should be swept and dusted every
+day. A thorough cleaning of each room in the house will be
+necessary every week or two, even though the room is swept and kept
+in order daily. First, all cupboards, drawers, and other
+receptacles in which articles collect should be cleaned; then all
+large movable articles should be dusted and moved out of the room;
+those that are not readily movable should be dusted and covered.
+The floor should be swept with the windows open; the ceiling and
+walls should be brushed with a covered broom, and the dust allowed
+to settle. The floor should then be wiped with a damp cloth on the
+broom.<a name="FNanchor_1" id="FNanchor_1"></a><a href=
+"#Footnote_1" class="fnanchor">[A]</a> The wood-work should be <span
+class="pagenum"><a name="pg024" id="pg024">024</a></span>cleaned
+with a damp cloth and a soap that is not too strong. Soda or
+sapolio should not be used. The furniture should be carefully
+uncovered, and everything arranged in perfect order.</p>
+
+<div class="footnote">
+<p><a name="Footnote_1" id="Footnote_1"></a><a href=
+"#FNanchor_1"><span class="label">[A]</span></a> If the floor is of
+unfinished-wood, it will require a thorough scrubbing. After
+sweeping the floor and allowing the dust to settle, a small portion
+at a time should be scrubbed with a floor-brush and soap. When
+scrubbing, the grain of the wood should be followed. The
+scrubbing-water should be changed frequently. For rinsing and
+drying the floor, a cloth should be wrung out of clear water.</p>
+</div>
+
+<p>The things that are highest should be dusted first, and care
+should be taken to collect all 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
+before using on all surfaces except the polished furniture and
+windows.</p>
+
+<p>Sweeping should be done with short strokes and the broom should
+be kept close to the floor, so that the dust will not 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 it should also be
+washed periodically.</p>
+
+<p>Small rugs should be cleaned out-of-doors. They should be swept,
+beaten, and re-swept, then rolled until ready to be put on the
+floor. If the rug is a large one and cannot be removed, it should
+be wiped over with a damp cloth, rolled, and the under side of the
+rug and the floor beneath it should be wiped.</p>
+
+<p>After the room has been cleaned, the windows should be arranged
+so that a supply of fresh, clean air can come constantly into it.
+This is essential to every room in the house, if perfect health is
+to be maintained.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>It will be well to have Lesson IX given in one of the homes some
+day after school hours, if possible. If that <span class=
+"pagenum"><a name="pg025" id="pg025">025</a></span>cannot be
+arranged, the school-room may be utilized as the place for
+practice.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Devote Lesson VIII to a discussion of the methods of cleaning
+and to various short tasks in connection with the school-room. In
+Lesson IX have the pupils go through the entire process of cleaning
+a room. Assign some portion of the task to each one of them, so
+that all may take part in the work. Supervise the work carefully,
+assign home practice, and have each pupil clean a room at home once
+a week for a month.</p>
+
+<div class="center">LESSON X: CARE OF THE BED-ROOM</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>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 the
+bed-clothes should be removed and put on chairs before the window
+to air. The night clothing should also be aired. The slops should
+be emptied, and the chamber should be washed with cold water, using
+a special cloth. The basin should be washed in warm, soapy water,
+which should then be poured into the chamber and used for washing
+it. The toilet articles should be washed, then the basin rinsed and
+wiped dry. The slop jar should be washed out thoroughly, and both
+the slop jar and the chamber should be cleaned frequently with
+chloride of lime or some other disinfectant. The pitcher should be
+filled with fresh water, and all the articles arranged neatly on
+the wash-stand. If the towels are soiled, clean ones should be
+supplied. The mattress should be turned <span class="pagenum"><a
+name="pg026" id="pg026">026</a></span>and the bed made carefully;
+the lower sheet being tucked under the mattress all around, and the
+other covers tucked in at 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 swept, the furniture dusted, and everything put
+in place. The windows should be left partly opened, so that the
+bed-room may be well aired. Fresh air is always necessary, but
+especially during sleep, when the body is repairing itself, and it
+is important that the room should be well aired during the day and
+the windows left open at night.</p>
+
+<p>When the room is to be thoroughly cleaned, the frame of the bed
+should be dusted, the mattress turned, and the bed should be made.
+The window shades should be dusted and rolled up. The curtains
+should be well shaken and covered, if one has a dust sheet. All the
+small articles on the bureau, table, and shelf should be placed on
+the bed, and the whole covered with a sheet. The tables, chairs,
+and any other movable furniture should be dusted and placed outside
+the room or covered. The rugs should be rolled and cleaned
+out-of-doors. The room should be swept and dusted. As soon as the
+dust has settled, the covers 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 room left in perfect
+order. The broom and everything else that has been used in the work
+should be cleaned and put back into their places.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>It may be possible for the teacher to give this lesson in her
+own bed-room or in the bed-room of one of the neighbours. If this
+is not feasible, the only way to make <span class="pagenum"><a
+name="pg027" id="pg027">027</a></span>it effective is to have the
+pupils report each day on the work they do at home.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Illustrate each process and give the reasons for everything that
+is done. Emphasize the importance of the sanitary care of the
+bed-room, a regular time for doing the work, and the benefit of
+having each member of the family care for her own personal
+belongings and her own portion of the bed-room.</p>
+
+<div class="center">LESSON XI: CARE OF LAMPS</div>
+
+<div class="blockquot">It is assumed that the teacher is acquainted
+with the possibilities of electricity and other methods of better
+lighting in country homes, and will instruct her pupils in the
+economic use of modern lighting facilities.</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p><i>Directions for cleaning and filling lamps.</i>&mdash;A bright
+light comes from clean burners that allow a good draught. This
+means constant care on the part of the one who looks after the
+lamps. In the daily cleaning, first dust the chimney shade and the
+body of the lamp. Wash the chimney. If sooty, clean with a
+newspaper before washing. Next, turn the wick high enough to show
+all the charred part; cut this off, making it perfectly even, then
+rub with a piece of soft paper. Wipe the burner and any other part
+of the lamp that may be oily. Dry with another cloth. Fill the body
+of the lamp with oil to within an inch of the top, leaving plenty
+of room for the gas that may be generated from the kerosene, as
+this gas, in a lamp that has been used many times without
+refilling, may be a source of danger.</p>
+
+<p><span class="pagenum"><a name="pg028" id=
+"pg028">028</a></span>When lighting the lamp, turn the wick down,
+allowing the chimney to become heated gradually. If it is necessary
+to move the lighted lamp, turn the wick low. The flaring up of the
+flame smokes the chimney. Do not leave a lighted lamp in a room
+where there is no one to watch it. When putting out the light, blow
+across the chimney, never down into it, as this might send the
+flame down into the kerosene.</p>
+
+<p>About once a month give the lamp a thorough cleaning. Spread out
+a newspaper and take the lamp apart. Wash the chimney 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 have been added. Insert new wicks if the old ones are dirty,
+and put the parts all securely together again. Keep an old pan and
+some cloths exclusively for this purpose, and be very careful not
+to allow the dirty hands or a drop of kerosene to come near any
+food.</p>
+
+<p>Have a regular time in the day for cleaning the lamps,
+preferably immediately after all the morning work has been done
+after breakfast. Do not fill the lamps near the kitchen stove. Do
+not light a match while the oil-can is near, and never fill a lamp
+while it is lighted or while near another one which is lighted. If
+a fire is caused by kerosene, smother it with a heavy rug or a
+woollen garment, and do not attempt to put it out with water.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>It will be well to give this lesson just before some evening
+entertainment at the school-house. If there are no lamps at the
+school have a few brought in from neighbouring homes. Secure an old
+pan and some cloths to use in cleaning.</p>
+
+<p><span class="pagenum"><a name="pg029" id=
+"pg029">029</a></span></p>
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Discuss with the pupils the cost and properties of kerosene and
+the danger of having a light or too great heat near a can of
+kerosene. Explain the draught by means of which the kerosene can be
+made to burn on the wick and the danger if the burner becomes
+clogged up and the draught is cut off. Have the lamps taken apart,
+the burners boiled, the chimneys cleaned, and the body of the lamps
+filled and wiped off. Then have the lamps lighted, to see that they
+burn properly.</p>
+
+<div class="center">LESSON XII: PREVENTION OF PESTS</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Household pests are annoying, dangerous to health, and
+destructive to property. They carry disease germs from one person
+to another and from the lower animals to human beings. Absolute
+cleanliness is essential, if the house is to be kept free from
+pests. As a rule, they flourish in dark, damp, dirty places. With
+proper care the housekeeper can keep her house free from them and,
+if they are noticed, she should know how to exterminate them.</p>
+
+<p>A few simple methods of extermination are here given:</p>
+
+<p><i>Bedbugs.</i>&mdash;Kerosene should be poured into all the
+cracks, and a brush, dipped in kerosene, run briskly over all
+surfaces. Care must be taken to have no fire in the room while this
+is being done. The windows should be open, and the room should be
+kept free from dust. In four days this should be repeated, in order
+to kill any bugs that may have just hatched.</p>
+
+<p><span class="pagenum"><a name="pg030" id=
+"pg030">030</a></span><i>Cockroaches and water-bugs.</i>&mdash;A
+solution of one pound of alum to three pints of water should be
+poured into all the cracks. Insect-powder and borax are also
+effective. Absolute cleanliness and freedom from dampness are
+necessary, if the house is to be kept free from cockroaches.</p>
+
+<p><i>Ants.</i>&mdash;Oil of cloves or pennyroyal on pieces of
+cotton-batting scattered about in the places where ants appear will
+drive them away. Saturating the nests with coal-oil will destroy
+them. Food which attracts ants should be removed from places which
+they are able to reach.</p>
+
+<p><i>Rats and mice.</i>&mdash;These are best exterminated by the
+use of a trap or some preparation such as "Rough on Rats". Traps
+should be set nightly and should be scalded and aired after a mouse
+has been caught. Rat holes may be stopped by sprinkling with
+chloride of lime and then filling with mortar or plaster of
+Paris.</p>
+
+<p><i>Mosquitoes.</i>&mdash;These breed in swampy places, or in old
+barrels or kegs or tin cans which hold stagnant water. Therefore,
+if the swampy places are drained and the grounds about the house
+are kept free from stagnant water, the housekeeper will, as a rule,
+not be troubled with mosquitoes. Empty barrels or kegs should be
+inverted, and old tin cans should have a hole punched in the
+bottom, so that they will not hold water. All high weeds near the
+house should be cut down and destroyed, so that they will not
+provide a damp place in which to harbour mosquitoes. If it is
+impossible to get rid of all standing water, the breeding of
+mosquitoes can be checked by pouring kerosene oil on the water. One
+ounce of oil on fifteen square feet of water is sufficient, and
+this will have to be renewed at least once in ten days. The doors,
+windows, and ventilators of the house should be well screened, as a
+protection against mosquitoes.</p>
+
+<p><span class="pagenum"><a name="pg031" id=
+"pg031">031</a></span><i>Flies.</i>&mdash;These are one of the
+greatest carriers of typhoid and other germs, as well as filth of
+all sorts. They can be got rid of only by destroying the breeding
+places and killing the flies as rapidly as possible. Materials that
+attract them should not be exposed in and about the house. The
+house should be well screened with wire mesh or mosquito netting,
+in order to keep out the flies. A fly swatter should be kept at
+hand. The stables should be cleaned daily. Manure piles should be
+screened, and every effort should be made to kill the larv&aelig;
+by frequent spraying with kerosene, creoline (dilute creosote), or
+lime.</p>
+
+<p><i>Fleas.</i>&mdash;These will be troublesome if cats or dogs
+are kept in the house. These pets should be given frequent baths,
+the rugs on which they lie should be brushed and shaken daily, and
+the floors should be washed with soap and water and wiped with
+kerosene.</p>
+
+<p><i>Moths.</i>&mdash;These are apt to develop in woollen clothes
+unless the garments are thoroughly shaken and absolutely 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.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>Give this lesson at a time when the pupils are asking about
+household pests or when the school is suffering from them. It would
+be well to have it in the spring, just before the school closes, so
+that the pupils may immediately put into practice what they learn.
+It may be desirable to devote their efforts to the destruction of
+one particular pest; for example, a fly crusade may be
+inaugurated.</p>
+
+<p><span class="pagenum"><a name="pg032" id=
+"pg032">032</a></span></p>
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>If there are pests in the school-room, discuss their habits,
+what seems to attract them, where they come from, etc. Have the
+pupils report any that they may have at home. Explain why they are
+dangerous, tell how they can be exterminated, and assign to each
+pupil the task of exterminating one household pest. Have her
+report, each day, the success of her efforts. Continue this work
+for several weeks.</p>
+
+<div class="center">LESSON XIII: REMOVING STAINS, BLEACHING
+FABRICS, AND SETTING COLOURS</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>As garments and household linens are apt to become stained and
+thus lose their attractiveness, it is well to know the remedies for
+the most common stains and the principle upon which their removal
+depends. All stains should be removed as soon as possible. Boiling
+water will loosen and remove coffee, tea, and fresh fruit stains.
+The stained spot should be held over a bowl, and the water should
+be poured upon it with some force. Cold water will remove stains
+made by blood or meat juice. Soaking will help in the removal of
+blood stains. Rust stains may be removed by wetting the stained
+spot with lemon juice, covering it with salt, and placing the
+stained fabric in the sun. Stains from stove blacking, paint, and
+grass may be removed by soaking in kerosene and washing well with
+soap and water. Ink stains may be removed by soaking in water,
+removing as much of the stain as possible, and then soaking in
+milk. Stains from cream and other forms of <span class="pagenum"><a
+name="pg033" id="pg033">033</a></span>grease may be washed out in
+cold water, followed by warm water and soap.</p>
+
+<p>White cotton and white linen materials may be bleached by
+exposure to the sunshine while still damp. If they are left out
+overnight, the bleaching process is made effective by the moisture
+furnished by dew or frost. A stream of steam from the tea-kettle
+may also help in the bleaching process.</p>
+
+<p>Some colours are set by the addition of a small amount of acid
+to the first water in which they are soaked, while others are set
+by the use of salt. It is necessary to try a small amount of the
+material before dipping in the entire garment, in order to be sure
+of satisfactory results. Vinegar should be used for blues, one-half
+cup to one gallon of water. Salt is most effective for browns,
+blacks, and pinks. In most cases, two cups of salt to one gallon of
+cold water will be sufficient.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The towels used for drying dishes or the linen used for some
+school entertainment may have become stained with coffee, 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
+should have an article on which to practise. This lesson should be
+preliminary to the lesson on laundry work.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Examine the various articles from which stains are to be
+removed. Discuss the method of removal, and let each pupil work at
+her own stain until it is as nearly removed as possible.</p>
+
+<div class="center"><span class="pagenum"><a name="pg034" id=
+"pg034">034</a></span>LESSON XIV: WASHING DISH-TOWELS, APRONS,
+ETC.</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Dish-towels should be thoroughly washed at least once a day.
+Wash one piece at a time (the cleanest first) in warm, soapy water
+and rinse in clear water in another pan. Hang in the sun, if
+possible, so that the air will pass through. Boil at least once a
+week in soapy water, to keep them fresh and white. Sunshine and
+fresh air are valuable for the purposes of bleaching and
+purifying.</p>
+
+<p>Wash the aprons in hot, soapy water; boil, rinse, and blue
+slightly. A small amount of thin starch may be desirable. A thin
+starch may be made as follows:</p>
+
+<div class="center2"><i>Recipe for Thin Starch</i></div>
+
+<table width="95%" summary="Recipe for Thin Starch" border="0">
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list3c">
+<p class="five">2 tbsp. starch</p>
+</td>
+<td class="cell_list3c">
+<p class="five">&frac12; tsp. lard, butter, or paraffin</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list3c">
+<p class="five">4 tbsp. cold water</p>
+</td>
+<td class="cell_list3c">
+<p class="five">1 qt. boiling water</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">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.</div>
+
+<p>Hang the articles in the sun to dry, shaking well before putting
+on the line, and folding the edge of each over at least six inches.
+Be sure to have the line clean. When dry, fold carefully. A short
+time before ironing, sprinkle well.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>It may be desirable to give this lesson earlier in the course,
+if cooking lessons are being given and dish-towels <span class=
+"pagenum"><a name="pg035" id="pg035">035</a></span>are in use, or
+if the aprons are badly soiled. Other articles may be washed, if
+time and facilities permit.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Discuss briefly the need for laundry work and the general
+principles. Let the pupils take turns at washing the towels or
+aprons; examine each article after it is washed, and give careful
+directions for the boiling, blueing, and starching. While these
+processes are being completed, let some of the pupils prepare the
+line. Let two of them be appointed to bring the towels in, before
+going home from school.</p>
+
+<div class="center">LESSON XV: IRONING</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>To do good ironing it is necessary to have a firm, unwarped
+ironing board. This should be covered with some thick woollen
+material and a white cotton cover that is clean, smooth, and
+tightly drawn. The thick cover should be tacked on, while the top
+cover should be pinned, so that it may be easily 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 to wipe the iron after using the beeswax. A
+newspaper should be spread on the floor, to protect any pieces that
+may hang 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 not be ironed until the irons are
+very hot. If the article is first laid smooth, it will be easier to
+iron it and keep it in <span class="pagenum"><a name="pg036" id=
+"pg036">036</a></span>shape, and every piece should be ironed until
+it is perfectly dry. As soon as the ironing is completed, the
+articles should be hung up to air.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>Arrange to have the ironing lesson just as soon after the
+laundry lesson as possible. It will probably be easy to borrow the
+necessary equipment from homes near the school. Each pupil may be
+directed to bring something that will contribute toward the
+equipment, and one may be instructed to have the fire ready and
+another to put the irons on to heat before the lesson hour.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Call the pupils together early in the morning or at some time
+previous to the lesson period, and give them directions for
+sprinkling the articles to be ironed. When the class hour comes,
+demonstrate the method of ironing, folding, and hanging the
+articles, and let the pupils take turns in doing the work.</p>
+
+<div class="center">LESSONS XVI AND XVII: CARE OF THE BABY</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Because young girls are fond of little children and must help
+their mothers often with their baby brothers and sisters, they
+should know how to care for them. It is essential that they should
+understand the following points: The little body needs protection.
+The head is soft, and the brain may be injured by hard bumps or
+pressure. The skin is tender and is easily irritated by the bites
+of insects, friction, and so on. Kicking and wiggling are necessary
+<span class="pagenum"><a name="pg037" id="pg037">037</a></span>to
+the development of the muscles, but the baby should not be played
+with all the time; and it is well for it while awake to lie quiet
+for part of the time. It should not be made to sit up until ready
+to do so. A desire to creep should be encouraged. Standing or
+walking should not be taught the baby until it tries to stand or
+walk itself, and then it must be helped very carefully.</p>
+
+<p>The baby should have plenty of fresh air and should be allowed
+to spend much of its time out-of-doors. In cold weather it must be
+warmly covered and sheltered from high winds. Its eyes should
+always be protected from strong sunlight.</p>
+
+<p>Regular hours should be observed for sleep, and the baby should
+be put to bed early in the evening. If the house is not well
+screened in summer, a mosquito bar should be put over the crib. The
+clothing should be light and loose, so that the body can move
+freely.</p>
+
+<p>Perfect cleanliness is necessary to keep the baby's skin in good
+condition; and a daily bath should be given. A morning hour, midway
+between the meals, is usually the best time for this. The baby
+should be taught to use the chamber before the bath and after the
+nap. Everything should be ready before it is undressed. The room
+should be very warm. The water should be only moderately warm, and
+should be carefully tested to make sure that it is not too hot. The
+towels and covers for the baby should be at hand. The head and the
+feet should be washed first, and the body soaped before putting the
+child into the bath. Little soap should be used, for even the best
+soap is strong and is apt to irritate the delicate skin. The bath
+should be given quickly, and the body wrapped at once in a blanket
+or towel and kept covered as much as possible while it is being
+dried.</p>
+
+<p><span class="pagenum"><a name="pg038" id=
+"pg038">038</a></span>The baby should be fed in small quantities at
+regular intervals and given plenty of cold water to drink. Not
+until it is eleven or twelve months of age should it be given solid
+or semi-solid food. Even then, milk should continue to form the
+basis of its diet, and of this a considerable quantity should be
+used&mdash;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.</p>
+
+<p>Certain foods should never be given; for example, fried foods,
+pastries, condiments, pickles, preserves, canned meats, fish, pork,
+sausage, cheap candies, coarse vegetables, unripe and overripe
+fruits, stimulants, foods treated with a preservative or colouring
+matter, and half-cooked starches.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The teacher should talk with the pupils, in order to see what
+points in connection with the care of the baby it is necessary for
+them to know, so that they may do their work at home
+intelligently.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>It will probably not 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 to give one lesson on
+the care of the baby, the teacher should supplement her own lessons
+by an additional lesson given by the nurse.</p>
+
+<div class="center"><span class="pagenum"><a name="pg039" id=
+"pg039">039</a></span>LESSON XVIII: COST OF FOOD, CLOTHING, AND
+HOUSE</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>It is of great importance that children should learn in an
+elementary way the value of property. This will prepare them for
+the knowledge of the cost of living that is essential. They should
+learn that the cost of food can be decreased by having gardens, and
+by the proper choice, care, and handling of foods; that taking care
+of clothing will reduce another item of expense; and that the
+owning of one's own house and lot is something worth working for,
+in order to obviate the necessity of paying rent.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The teacher will have to acquaint herself thoroughly with
+conditions in the community, so that she can talk intelligently
+with the pupils, emphasize the right points, and give constructive
+help.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Begin with a discussion of the cost of food; how much the pupils
+earn or spend during the week; and why it is worth while to cook
+and sew well and to look after property. Continue such discussions
+from time to time, in connection with other school work.</p>
+
+<div class="center">LESSON XIX: HOW TO KEEP ACCOUNTS</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>It is well for every one to keep a written record of all money
+received and all money spent. Children should be taught to do this
+as soon as they are old enough to have <span class="pagenum"><a
+name="pg040" id="pg040">040</a></span>money in their possession. A
+simple little note-book in which all expenditures are entered on
+the right side and all receipts on the left side, with the balance
+drawn up each week or month, will prove an easy and satisfactory
+method of keeping accounts. If the little girl learns to do this
+with her pennies, she will be better able to take care of the more
+important household accounts when she is in charge of a home.
+However, there will be no real incentive for her to keep accounts
+unless she is endeavouring to 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 her account-keeping is worth
+while. As a housekeeper, she will appreciate the importance of
+saving for some future benefit to the family.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>In order to make the lesson of vital interest, introduce it at a
+time when the pupils are saving for some specific
+purpose&mdash;material for a dress to be made in the sewing class,
+refreshments for a party for their mothers, a school library, or
+something else that will be a pleasure and help in the work of the
+school.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>After discussing the sources 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 suitable for the purpose. It may be
+necessary to make or to rule this book as a portion of the class
+exercise.</p>
+
+<div class="center"><span class="pagenum"><a name="pg041" id=
+"pg041">041</a></span>LESSON XX: CARE OF THE EXTERIOR OF THE
+HOUSE</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Closely allied to the housekeeper's work within the home is the
+care of the exterior of the house and its surroundings. It is
+absolutely necessary that the grounds be kept neat and clean. In
+addition to this they should be made attractive by the careful
+selection of a few trees and shrubs suitably placed. While the
+gardens at the rear of the house may be planned solely for the
+pleasure and use of the family, in planning the lawn at the sides
+and front the neighbours and passers-by must be considered. The
+grounds should be a picture of which the house is the centre, the
+trees and shrubs being grouped to frame the picture.</p>
+
+<p>In placing shrubs, the effect of the whole landscape should be
+considered. As a rule, shrubs should be placed in corners, to hide
+outhouses from view, or to screen other places which should be
+shielded. The centre of the lawn should be left free, and in no
+case should a shrub be placed in the middle of an open space in a
+lawn or yard. A few flowers should be planted among the shrubs, to
+give colour at different seasons.</p>
+
+<p>The exterior of the house must be considered, if the picture
+framed by the shrubs and vines is to be a pleasing one. The house
+should be painted in a soft brown or dark green to blend with the
+landscape of oaks and pines. The paint will help to preserve the
+house, but its colour must be carefully chosen to give a pleasing
+effect.</p>
+
+<p>The general plan of the grounds and local conditions in regard
+to soil and climate will determine to a large extent the kind of
+shrubs to be used. Many beautiful shrubs which have been introduced
+from foreign countries do <span class="pagenum"><a name="pg042" id=
+"pg042">042</a></span>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 almost any
+kind of soil. The swamp bush honeysuckle grows quickly and is
+suitable for clay land; so are the black elderberry and several
+species of viburnum. The hazel which may be obtained from the woods
+makes a good dense shrub, and the wild rose also has possibilities.
+The common barberry is an attractive shrub; but, as it assists in
+the formation of wheat rust, it should not be used in rural
+sections. The lilac may be used where a high shrub is desirable.
+The common arbor vitae or cedar of the swamps makes a good
+evergreen shrub. It serves well as a shield for both winter and
+summer and thrives with moderate care. The weigela, forsythia, and
+spir&aelig;a are also excellent shrubs.</p>
+
+<p>The ground at the back of the house should be used for vegetable
+gardens with flower borders. For this purpose a deep, rich soil is
+necessary, and every square foot of space should be utilized. Every
+family should learn to make use of an increased number of
+vegetables and fruits and to cook them in a variety of ways. No
+crops should be allowed to go to waste. A family of five people
+could be entirely provided with vegetables for the summer and
+autumn from a garden less than fifty by seventy-five feet.</p>
+
+<p>The attractiveness, as well as the usefulness, of the borders
+depends upon the choice and arrangement of flowers. These should be
+chosen with due consideration as to height of plants, colour of
+blooms, and seasons of blooming. The tallest plants should be
+placed at the back of the border; for a border six feet wide none
+of the plants need be over five feet in height. There can be a riot
+of colours, if the flowers are arranged in clumps of four to <span
+class="pagenum"><a name="pg043" id="pg043">043</a></span>six
+throughout the entire length 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 to fill
+up the spaces and hide the soil. The well-tried, old-fashioned
+flowers will give the best satisfaction. Every four years the
+flower borders need to be spaded, well manured, and replanted.</p>
+
+<p>The following lists of flowers for borders may be
+suggestive:</p>
+
+<p><i>Perennials.</i>&mdash;Bleeding-heart, carnations,
+chrysanthemums, columbine, coreopsis, dahlias, gaillardias, golden
+glow, iris, larkspur, oriental poppies, peonies, phlox, pinks,
+platycodon, snapdragon.</p>
+
+<p><i>Biennials.</i>&mdash;Forget-me-not, foxglove, Canterbury
+bells, hollyhock, sweet-william, wallflower.</p>
+
+<p><i>Annuals.</i>&mdash;African daisy, ageratum, aster, calendula,
+calliopsis, balsam, candytuft, cornflower, cosmos, marigold,
+mignonette, nasturtium, petunia, poppy, stock, sweet alyssum,
+sweet-pea, verbena, zinnia, annual phlox, red sunflower,
+cut-and-come-again sunflower.</p>
+
+<p>Each home gardener should study garden literature, in order to
+assist in solving the garden problems; for the day has passed when
+one needed only to scratch the soil with a shell, plant the seeds,
+and receive an abundant crop. Today successful gardening depends
+upon intelligent management of the soil and crop and upon
+persistent labour.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The teacher should, if possible, visit the homes of all the
+pupils, in order to make herself familiar with the condition in
+which their grounds are kept. She may be able to secure permission
+from one of the housekeepers to use <span class="pagenum"><a name=
+"pg044" id="pg044">044</a></span>her grounds as the practice place
+for the lesson, or it may be more desirable to give this lesson at
+the school and to conduct a school garden as a model home
+garden.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Discuss the arrangement and care of the home or school grounds.
+Have 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 gardens for the coming week. Let this
+lesson serve as a means of interesting the pupils in home
+gardening, if that has not already been taken up, or of emphasizing
+the relation of gardening to the housekeeper's work, if they are
+already interested in the former.</p>
+
+
+<h5>REFERENCE BOOKS</h5>
+
+<table width="100%" summary="References" border="0">
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Bush Fruits.</i> Card. Macmillan's, Toronto</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">$1.75</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>When Mother Lets Us Garden.</i> Duncan. Moffat,
+Yard &amp; Co., New York</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.75</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>A Woman's Hardy Garden.</i> Ely. Macmillan's,
+Toronto</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">1.75</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>The Beginner's Garden Book.</i> French.
+Macmillan's, Toronto</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">1.00</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Productive Vegetable Garden.</i> Lloyd.
+Lippincott Co., Philadelphia</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">1.50</p>
+</td>
+</tr>
+</table>
+
+<hr style="width: 25%;" />
+<p><span class="pagenum"><a name="pg045" id=
+"pg045">045</a></span></p>
+
+<h3>TWENTY LESSONS IN COOKING</h3>
+
+
+<h5>SUGGESTIONS TO THE TEACHER</h5>
+
+<p>The teacher should learn how the pupils live 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 accepted methods of cooking
+should be considered. Those foods should be used in the recipes
+which the pupils can afford to use at home. They should be
+encouraged to grow in their gardens a variety of garden produce,
+and to keep chickens, pigs, and cows.</p>
+
+<p>Elementary principles 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 not to waste time on points
+that are unrelated to the homes of the pupils, except as such
+points may be necessary to raise their ideals.</p>
+
+<p>All the work should be done carefully. The sanitary handling of
+food and care in the storage of foods should be insisted upon.
+Careful attention should be given to the dish-washing, care 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 anything that comes in contact with the
+food.</p>
+
+<p>Proper methods of sweeping and cleaning should be employed, and
+thoroughness must be practised in every detail of the work.
+Constant drill in these processes should be given.</p>
+
+<p><span class="pagenum"><a name="pg046" id=
+"pg046">046</a></span>The order in which the lessons are to be
+given will be regulated, in part, by the season of the year in
+which they occur, the locality, the foods obtainable, and any
+special local needs. However, care must be taken that the lessons
+are given in proper sequence, so that the pupils may see the
+relation of one to another and may appreciate the value of each. It
+may be necessary to combine two lessons or to give only part of a
+lesson. In some of the lessons more recipes are suggested than can
+be prepared in a brief period. In every case the choice of a recipe
+will have to be made by the teacher. Wherever it is possible,
+simple experiments should be performed to show the composition of,
+and the effect of heat on, food.</p>
+
+<p>No attempt has been made to give a complete set of recipes; but
+those included here are chosen as illustrating the subjects to be
+discussed in the lessons. The teacher who desires to make use of a
+greater number of recipes will do well to supply herself with one
+of the text-books listed. Level measurements should be used in the
+preparation of all the recipes, and all the directions should be
+carefully followed.</p>
+
+<p>The first few lessons are more fully outlined than the others,
+furnishing suggestions for methods of procedure that may be adapted
+to later lessons. The teacher should have a detailed plan for every
+lesson, outlining her method of work, the leading questions for the
+discussion, and the home assignments which she desires to make.</p>
+
+<p>Foods that are in common use are suggested for the lessons
+outlined. There will necessarily be exceptions to their use in
+different localities. If any foods used in the homes are harmful
+because of the manner in which they are prepared, the teacher
+should do all in her power to <span class="pagenum"><a name="pg047"
+id="pg047">047</a></span>correct the situation, but she must, at
+the same time, be careful not to be too radical. If the lessons
+given are not followed by home practice, the time devoted to them
+will be, to all intents and purposes, wasted. Simple meal service
+should be introduced wherever it is possible, and as much
+instruction on the furnishing and the care of the kitchen should be
+included as time permits.</p>
+
+<p>By the time the course is completed, the pupil should be able to
+keep her kitchen in a sanitary condition and should have a
+sufficient knowledge of food values and of the processes of cooking
+to enable her to provide simple, wholesome meals for her
+family.</p>
+
+<p>For the teaching of food values, it will be helpful to secure
+the set of sixteen food charts which may be obtained from the
+Superintendent of Documents, Government Printing Office,
+Washington, D.C., price one dollar.</p>
+
+<p>It will be shown later how the school luncheon may be managed
+with very little interference with the ordinary organization of the
+school. Where definite instruction is given in Household Science, a
+place must be provided for it on the school time-table, as is the
+case with the other school subjects. In sewing and household
+management lessons of forty minutes each are sufficient, and these
+can be arranged for at the times found to be most convenient. If
+each pupil keeps her sewing in a box or bag, it may often be used
+as "busy work" when the pupil has finished her assigned work or
+while she is waiting for the teacher, who may be engaged with
+another class. Lessons in cookery should be, if possible, at least
+one hour in length, and should be given at a time when this period
+can be exceeded, if the character of the lesson renders it
+desirable; for example, in those cases where the cooking <span
+class="pagenum"><a name="pg048" id="pg048">048</a></span>is not
+completed at the expiration of the time assigned. For this reason
+the last hour on Friday afternoon has proved a very suitable time.
+In some schools the lesson is commenced at half-past three and runs
+on until completed, and in this way only half an hour of the
+regular school time is taken. The possibilities of a Saturday
+morning cooking class should not be overlooked.</p>
+
+
+<h5>ABBREVIATIONS AND MEASUREMENTS</h5>
+
+<table class="three" width="65%" summary="abbreviations and measurements" border=
+"0">
+<tr>
+<td class="cell_list2">tbsp.</td>
+<td class="cell_list3">=&nbsp;tablespoonful</td>
+<td class="cell_list2">oz.</td>
+<td class="cell_list3">= ounce</td>
+</tr>
+
+<tr>
+<td class="cell_list2">tsp.</td>
+<td class="cell_list3">=&nbsp;teaspoonful</td>
+<td class="cell_list2">lb.</td>
+<td class="cell_list3">=&nbsp;pound</td>
+</tr>
+
+<tr>
+<td class="cell_list2">c.</td>
+<td class="cell_list3">=&nbsp;cupful</td>
+<td class="cell_list2">min.</td>
+<td class="cell_list3">=&nbsp;minute</td>
+</tr>
+
+<tr>
+<td class="cell_list2">qt.</td>
+<td class="cell_list3">=&nbsp;quart</td>
+<td class="cell_list2">hr.</td>
+<td class="cell_list3">= hour</td>
+</tr>
+
+<tr>
+<td class="cell_list2">pt.</td>
+<td class="cell_list3">=&nbsp;pint</td>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3">&nbsp;</td>
+</tr>
+</table>
+
+
+<h5>TABLE OF LEVEL MEASUREMENTS</h5>
+
+<table class="four" width="75%" summary="table of level measurements" border=
+"0">
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list3c">
+&nbsp;3&nbsp;tsp.&nbsp;=&nbsp;1&nbsp;tbsp.</td>
+<td class="cell_list3c">
+12&nbsp;tbsp.&nbsp;(liquid)&nbsp;=&nbsp;1&nbsp;c.</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list3c">
+16&nbsp;tbsp.&nbsp;=&nbsp;1&nbsp;c.&nbsp;(dry measure)</td>
+<td class="cell_list3c">&nbsp;2&nbsp;c.&nbsp;=&nbsp;1&nbsp;pt.</td>
+</tr>
+</table>
+
+
+<h5>COMPARISONS BETWEEN WEIGHTS AND MEASURES</h5>
+
+<table width="60%" summary="table of level measurements" border=
+"0">
+<tr>
+<td class="cell_list4">2 c. butter, packed solidly</td>
+<td class="cell_list5">=&nbsp;1&nbsp;lb.</td>
+</tr>
+
+<tr>
+<td class="cell_list4">2 c. sugar (granulated)</td>
+<td class="cell_list5">=&nbsp;1&nbsp;lb.</td>
+</tr>
+
+<tr>
+<td class="cell_list4">2 c. meat, finely chopped</td>
+<td class="cell_list5">=&nbsp;1&nbsp;lb.</td>
+</tr>
+
+<tr>
+<td class="cell_list4">2&#8532; c. brown sugar</td>
+<td class="cell_list5">=&nbsp;1&nbsp;lb.</td>
+</tr>
+
+<tr>
+<td class="cell_list4">2&#8532; c. oatmeal</td>
+<td class="cell_list5">=&nbsp;1&nbsp;lb.</td>
+</tr>
+
+<tr>
+<td class="cell_list4">4&frac34; c. rolled oats</td>
+<td class="cell_list5">=&nbsp;1&nbsp;lb.</td>
+</tr>
+
+<tr>
+<td class="cell_list4">4 c. flour</td>
+<td class="cell_list5">=&nbsp;1&nbsp;lb.</td>
+</tr>
+
+<tr>
+<td class="cell_list4">2 tbsp. butter</td>
+<td class="cell_list5">=&nbsp;1&nbsp;oz.</td>
+</tr>
+
+<tr>
+<td class="cell_list4">4 tbsp. flour</td>
+<td class="cell_list5">=&nbsp;1&nbsp;oz.</td>
+</tr>
+
+<tr>
+<td class="cell_list4">9 or 10 eggs</td>
+<td class="cell_list5">=&nbsp;1&nbsp;lb.</td>
+</tr>
+
+<tr>
+<td class="cell_list4">1 lemon (juice)</td>
+<td class="cell_list5">=&nbsp;3&nbsp;tbsp.</td>
+</tr>
+</table>
+
+<div class="blockquot">
+<span class="smcap">Note.</span>&mdash;The half-pint measuring cup and not the ordinary tea cup is
+the one to be used.</div>
+
+<p><span class="pagenum"><a name="pg049" id=
+"pg049">049</a></span></p>
+<h5>REFERENCE BOOKS</h5>
+
+<table width="100%" summary="References" border="0">
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Household Management.</i> Ontario Teachers'
+Manual. The Copp, Clark Co., Ltd., Toronto</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">$0.19</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Domestic Science.</i> Austin, B. J. Lyons &amp;
+Carnahan, Chicago. Vol.&nbsp;I</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.60</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one">
+&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Vol.&nbsp;II</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.60</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Principles of Cooking.</i> Conley, G. American
+Book Co., New York</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.52</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Home Economics.</i> Flagg, G. P. Little, Brown
+&amp; Co., Boston. (McClelland, Goodchild &amp; Stewart,
+Toronto).</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.75</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Lessons in Elementary Cooking.</i> Jones, M. C.
+Boston Cooking School Magazine Co., Boston</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">1.00</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Food and Health.</i> Kinne, H., and Cooley, A. M.
+Macmillan's, Toronto</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.65</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>The School Kitchen Text-book.</i> Lincoln, M. J.
+Little, Brown &amp; Co., Boston. (McClelland, Goodchild &amp;
+Stewart, Toronto)</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.60</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Food and Cookery.</i> Metcalf, M. L. Industrial
+Education Co., Indianapolis</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">1.00</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Household Science and Arts.</i> Morris, J.
+American Book Co., New York</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.60</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>The Science of Home-making.</i> Pirie, E. E.
+Scott, Foresman &amp; Co., Chicago</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.90</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Elements of the Theory and Practice of
+Cookery.</i> Williams, M. E., and Fisher, K. R. Macmillan's,
+Toronto</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">1.00</p>
+</td>
+</tr>
+</table>
+
+<div class="center"><span class="pagenum"><a name="pg050" id=
+"pg050">050</a></span>LESSON I: DISCUSSION OF FOODS AND
+COOKING</div>
+
+<div class="center2"><i>Management of the kitchen stove. Cooking by
+dry heat. Baked vegetable or fruit.</i></div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p><i>Foods.</i>&mdash;The body uses food to build and repair its
+tissues, to provide heat and energy, and to regulate the body
+processes. Foods differ from one another in their composition and
+in their ability to assist the body in the performance of its
+varied functions. These differences have led to the classification
+of foods into five groups, which are spoken of as the five
+food-stuffs or food principles.</p>
+
+<p><i>Cooking.</i>&mdash;While some foods can be used as they occur
+in nature, most of them are made more acceptable by the application
+of heat. Heat softens the structure of vegetables and fruits, makes
+tender the tissues of meat, prepares starch for digestion, develops
+the flavour in many foods, and destroys the parasites and germs
+that may be present. The five food-stuffs are differently affected
+by heat&mdash;some require slow cooking, others require intense
+heat. Hence, it is necessary to study cooking, in order that each
+food may be properly prepared.</p>
+
+<p><i>The stove.</i>&mdash;A knowledge of the construction of the
+stove and the methods whereby heat is obtained is imperative if one
+is to be a successful cook. For all stoves three things are
+necessary&mdash;fuel, a supply of oxygen, and a certain degree of
+heat, known as the kindling point, whereby the fire is started. The
+supply of oxygen is regulated by dampers and checks so arranged as
+to admit or cut off the draught of air.</p>
+
+<p><span class="pagenum"><a name="pg051" id=
+"pg051">051</a></span>The creative dampers are doors or slides that
+come below the fire box. When open, they admit the entrance of air,
+increase the draught, and facilitate combustion.</p>
+
+<p>The oven damper is a flat plate which closes the opening into
+the chimney flue, to decrease the drawing of the draught. When the
+oven damper is closed, the heat from the fire remains in the stove
+and passes around the oven.</p>
+
+<p>Checks are doors or slides higher than the fire-box, which, when
+open, allow the cold air to pass over the fire, retarding
+combustion.</p>
+
+<p>A stove is also provided with means for disposing of the ashes,
+soot, and the gases formed. All parts of the stove are so arranged
+that they may be kept clean.</p>
+
+<div class="blockquot">(See Twenty Lessons in the Care of the Home.
+<a href="#pg007">Lesson I</a>)</div>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>There should be provided for this lesson (from the homes of the
+pupils or the school garden), some fruit or vegetable in season
+that can be cooked by dry heat. Each pupil may be able to bring an
+apple or a potato. The teacher should be sure to have an oven that
+can be well heated for baking and to have the fire well started
+before the lesson begins, so that the oven will be ready for
+use.</p>
+
+<p>Lessons in geography and nature study should be correlated with
+the cooking lesson, to give the pupils an opportunity to study the
+source of foods and the reasons for cooking them.</p>
+
+<p>One of the pupils should write the recipes on the black-board
+before the lesson hour.</p>
+
+<p><span class="pagenum"><a name="pg052" id=
+"pg052">052</a></span></p>
+<h5>RECIPES</h5>
+
+<div class="center2"><i>Baked Apples</i></div>
+
+<div class="blockquot">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 with sugar. Cover the bottom of the dish with
+water one quarter of an inch deep and bake until the apples are
+soft (20 to 45 minutes), basting them every 10 minutes. Place them
+in a serving dish and pour the juice over them. Serve hot or
+cold.</div>
+
+<div class="center2"><i>Baked Potatoes</i></div>
+
+<div class="blockquot">Select smooth potatoes of medium size, scrub
+carefully, and place in a baking-pan. Bake in a hot oven from 45
+minutes to one hour. When soft, break the skin to let the steam
+escape and serve at once.</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Discuss very briefly the food that is to be cooked and the
+method of cooking it. Have as many apples or potatoes baked as
+there are members of the class or as the baking-dish will hold.</p>
+
+<p>Assign tasks to special members of the class.</p>
+
+<p>As quickly as possible put the vegetable or fruit in the oven to
+bake.</p>
+
+<p>While the baking is in process, take up a general discussion of
+foods and cooking and a special discussion of the food which is
+being used and the method of cooking that is being employed.</p>
+
+<p>Give as thorough a lesson on the stove and combustion as time
+permits. Examine the baked article and discuss the methods of
+serving it, the time for serving, and so on.</p>
+
+<p>Use the finished product for the school lunch or have it served
+daintily in the class. Encourage the pupils to bring a dish to
+school in order to take the results of their <span class=
+"pagenum"><a name="pg053" id="pg053">053</a></span>work home for
+the family meal, if a school lunch is not served or if they do not
+need a lunch. Give careful directions for washing the dishes and
+supervise the housework carefully. (See pages <a href=
+"#pg052">52</a>, <a href="#pg053">53</a>, <i>Household
+Management</i>.)</p>
+
+<div class="blockquot">
+<span class="smcap">Note</span>.&mdash;It may be necessary to go on with some other recitation
+before the baking is completed, in which case one member of the
+class should be appointed to watch the oven.</div>
+
+<div class="center">Questions Used to Develop the Lesson</div>
+
+<div class="blockquot">
+<p class="two">What food have we on hand for use to-day?</p>
+
+<p class="two">Does this food need cooking? Why?</p>
+
+<p class="two">How shall we prepare it for cooking?</p>
+
+<p class="two">How shall we prepare the oven?</p>
+
+<p class="two">How shall we care for the fire?</p>
+
+<p class="two">How long will it be necessary to cook this food?</p>
+
+<p class="two">(Time the baking carefully and discuss more
+thoroughly at the close of the lesson.)</p>
+
+<p class="two">How can we tell when it is cooked?</p>
+
+<p class="two">How shall we serve it?</p>
+
+<p class="two">For what meal shall we serve it?</p>
+
+<p class="two">Of what value is it to the body?</p>
+</div>
+
+<p><i>Home assignment.</i>&mdash;The pupils should prepare the
+baked dish at home and at the next lesson report the result of
+their work.</p>
+
+<div class="blockquot">
+<span class="smcap">Note</span>.&mdash;The recipes given in this Manual are prepared for normal
+times; but in every case the Regulations of the Canada Food Board
+should be observed, and substitutes used wherever possible.</div>
+
+<div class="center">LESSON II: PREPARING AND SERVING
+VEGETABLES</div>
+
+<p class="three"><i>Water and mineral matter in vegetables. How to
+prepare and serve uncooked vegetables&mdash;lettuce, cress,
+cabbage, etc. Cooking by moist heat. How to boil, season, and serve
+beet tops, turnip tops, cabbage, sprouts, kale, spinach, mustard,
+or other vegetable greens.</i></p>
+
+<p><span class="pagenum"><a name="pg054" id=
+"pg054">054</a></span></p>
+<h5>SUBJECT MATTER</h5>
+
+
+<p><i>Water.</i>&mdash;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.</p>
+
+<p>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 to the surface and
+disappear. The water has then reached the simmering-point,
+185&deg;, a temperature frequently made use of in cooking. When
+many bubbles form and break, causing a commotion on the surface of
+the water, the boiling-point, 212&deg;, has been reached.</p>
+
+<p><i>Mineral matter.</i>&mdash;Mineral matter is a second
+food-stuff that is needed by the body, but the amount required is
+very small. If a variety of food is used, there is generally
+sufficient mineral matter in the diet. Fruits and vegetables,
+especially fresh green vegetables, are comparatively rich in
+mineral matter. 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.</p>
+
+<p><i>Green vegetables.</i>&mdash;Green vegetables hold an
+important place in the diet, because they contain valuable mineral
+matter. They also contain a high percentage of water and
+considerable cellulose. With few exceptions they should be eaten
+raw, because the mineral salts, being soluble, are lost in the
+water in which they are cooked and because the cellulose serves its
+purpose best in the crisp form. Cabbage is rendered much more
+difficult of digestion by cooking. <span class="pagenum"><a name=
+"pg055" id="pg055">055</a></span>Spinach, beet tops, etc., are more
+palatable when cooked. The delicately flavoured vegetables should
+be boiled in a very small amount of water, so that they need not be
+drained. Thus the mineral matter will be retained when the
+vegetables are served.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>There should be provided for the lesson (from the homes of the
+pupils or the school garden), some fresh vegetables in season; one
+that can be cooked by boiling and one that can be served uncooked
+with a simple dressing.</p>
+
+<p>One of the pupils should write the recipes on the black-board
+before the lesson hour.</p>
+
+
+<h5>RECIPES</h5>
+
+<div class="center2"><i>Preparation of Fresh <a href="#GV">Green
+Vegetables[A]</a></i></div>
+
+<div class="blockquot">Wash the vegetables thoroughly, leaving them
+in cold water to crisp, if wilted. Keep cool until ready to serve,
+then arrange daintily, and dress with salt, vinegar, and oil as
+desired, or prepare a dressing as follows:</div>
+
+<div class="center2"><i>Cooked Dressing</i></div>
+
+<table width="100%" summary="Cooked Dressing" border="0">
+<tr>
+<td class="cell_list2">&frac12;</td>
+<td class="cell_list3">tbsp. salt</td>
+<td class="cell_list2">&frac12;</td>
+<td class="cell_list3">tbsp. flour</td>
+</tr>
+
+<tr>
+<td class="cell_list2">1</td>
+<td class="cell_list3">tsp. mustard</td>
+<td class="cell_list2">1</td>
+<td class="cell_list3">
+<p class="two">egg or yolks of 2 eggs</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2">1&frac12;</td>
+<td class="cell_list3">tbsp. sugar</td>
+<td class="cell_list2">1&frac12;</td>
+<td class="cell_list3">
+<p class="two">tbsp. melted butter</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3">
+<p class="two">A few grains pepper</p>
+</td>
+<td class="cell_list2">&frac34;</td>
+<td class="cell_list3">c. milk</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="4">&frac14;&nbsp;c. vinegar</td>
+</tr>
+</table>
+
+<div class="blockquot">Mix the dry ingredients, add the egg
+slightly beaten and the butter and the milk. Cook over boiling
+water until the mixture thickens. Add the vinegar, stirring
+constantly. Strain and cool.</div>
+
+<div class="blockquot">
+<span class="smcap"><a name="GV" id="GV">[A] Note</a></span>.&mdash;It may be well to omit from this lesson the uncooked
+vegetable that is served in the form of a salad and to give it at
+some other time. It is not well to attempt to teach more than the
+pupils can master thoroughly.</div>
+
+<div class="center2"><span class="pagenum"><a name="pg056" id=
+"pg056">056</a></span><i>Recipe for Boiling and Seasoning Fresh
+Green Vegetables</i></div>
+
+<div class="blockquot">Wash the vegetables carefully and put them
+on to cook in boiling water. Delicately flavoured vegetables
+(spinach, celery, fresh peas, etc.) will require but little water,
+and that should be allowed to boil away at the last. If spinach is
+stirred constantly, no water need be added. Starchy vegetables
+should be completely covered with water, and strongly flavoured
+vegetables (as turnips, onions, cabbage, and cauliflower) should be
+cooked in water at simmering temperature.<br />
+<br />
+After the vegetables have cooked for a few minutes, salt should be
+added, one teaspoonful to each quart of water. Cook the vegetable
+until it can be easily pierced with a fork. Let the water boil away
+at the last. If it is necessary to drain, do so as soon as the
+vegetable is tender. Season with salt, pepper, and butter (&frac14;
+teaspoon salt, &#8539; teaspoon pepper, and &frac12; tablespoon
+butter to each cup of vegetable).</div>
+
+<div class="blockquot">
+<span class="smcap">Note</span>.&mdash;The water in which the vegetables are cooked should be
+saved for soups and sauces, as it contains most of the valuable
+mineral matter.</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Discuss the heating of water and apply the facts to cooking.
+Have the pupils observe and describe the heating of water.</p>
+
+<p>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 readily apparent, and the pupils
+will enjoy watching the process.</p>
+
+<p>Discuss why one vegetable is to be cooked and another served
+uncooked.</p>
+
+<p>Emphasize the cleaning of the vegetable, its structure,
+composition, and the effect of the boiling water upon it.</p>
+
+<p>After the vegetable has been put on to cook, discuss the method
+of seasoning or dressing the vegetable which is to be served
+uncooked, and have it prepared attractively to <span class=
+"pagenum"><a name="pg057" id="pg057">057</a></span>serve on the
+plates. Especial emphasis should be placed on the use and
+importance of fresh, green vegetables.</p>
+
+<p>Continue the discussion of vegetables, letting the members of
+the class suggest others that may be prepared as salads or cooked
+in the manner being illustrated, and write the list on the
+black-board for the pupils to copy in their note-books.</p>
+
+<p>When the cooked vegetable is tender, have it drained, seasoned,
+and served, and serve the uncooked vegetable at the same time.</p>
+
+<p>When ready 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 carefully and daintily.</p>
+
+<p>Emphasize the careful washing of the dishes, etc., as on the
+previous day.</p>
+
+<div class="center">Questions Used to Develop the Lesson</div>
+
+<div class="blockquot">
+<p class="two">How shall we prepare our vegetables for serving?</p>
+
+<p class="two">Of what value is hot water in cooking food?</p>
+
+<p class="two">How must the vegetable be prepared for boiling?</p>
+
+<p class="two">Does this vegetable contain any water?</p>
+
+<p class="two">Will it be necessary to add any more?</p>
+
+<p class="two">Will it be necessary to cover the sauce-pan?</p>
+
+<p class="two">How hot must the water be kept? How can one tell
+when the water is sufficiently hot?</p>
+
+<p class="two">How can we determine when the food has cooked long
+enough?</p>
+
+<p class="two">How shall we serve this vegetable?</p>
+
+<p class="two">How does boiling compare with baking&mdash;</p>
+
+<p class="two">&nbsp;&nbsp;&nbsp;In the time needed?</p>
+
+<p class="two">&nbsp;&nbsp;&nbsp;In the matter of flavour?</p>
+
+<p class="two">&nbsp;&nbsp;&nbsp;In the amount of fuel used?</p>
+
+<p class="two">&nbsp;&nbsp;&nbsp;In the amount of work
+necessary?</p>
+</div>
+
+<p><i>Home assignment.</i>&mdash;Practice in the boiling and the
+serving of vegetables.</p>
+
+<div class="center"><span class="pagenum"><a name="pg058" id=
+"pg058">058</a></span>LESSON III: THE VALUE OF CARBOHYDRATES IN THE
+DIET</div>
+
+<p class="three"><i>Potatoes as a source of carbohydrates. The
+choice, cost, care, composition, food value, and cooking of
+potatoes, baked squash, steamed squash.</i></p>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p><i>Carbohydrates.</i>&mdash;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 production
+of heat and energy in the body. Excess of carbohydrates may be
+stored in the body as fatty tissue.</p>
+
+<p><i>Potatoes.</i>&mdash;Potatoes are a cheap source of
+carbohydrates. They are also 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,
+which is an indigestible carbohydrate material. Potatoes have only
+a small amount of cellulose, however, and they are comparatively
+easy of digestion. When dry and mealy, they are most digestible.
+When used for a meal, potatoes should be supplemented by some
+muscle-building food, such as milk, cheese, eggs, fish, or
+meat.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>At some previous period the teacher should have discussed with
+the pupils the use of potatoes and learned from them the different
+ways in which they cook them in their homes. 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.</p>
+
+<p><span class="pagenum"><a name="pg059" id=
+"pg059">059</a></span>Each pupil should be asked to bring one or
+two potatoes for the lesson. The best methods of cooking and the
+means of securing variety should be emphasized.</p>
+
+
+<h5>RECIPES</h5>
+
+<div class="center2"><i>Mashed Potatoes</i></div>
+
+<table width="80%" summary="Mashed Potatoes" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 potatoes</p>
+</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;tbsp. butter</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&frac14;&nbsp;c. hot milk or cream</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 tsp. salt</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Wash and pare the potatoes, boil, drain,
+dry, and mash (with a potato masher) in the sauce-pan in which 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.</div>
+
+<div class="center2"><i>Browned Potatoes</i></div>
+
+<div class="blockquot">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.</div>
+
+<div class="blockquot">
+<p class="one">Baste with fat every 10 minutes, when the meat is
+basted.</p>
+</div>
+
+<div class="blockquot">
+<p class="one">Allow about 40 minutes for the potatoes to cook.</p>
+</div>
+
+
+<h5>EXPERIMENT TO SHOW THE PRESENCE OF STARCH IN
+POTATOES</h5>
+
+
+<div class="blockquot">
+<p class="two">Scrub and pare a potato. Examine a thin
+cross-section.</p>
+
+<p class="two">Grate the potato. Remove the coarse, shredded
+portion. Examine.</p>
+
+<p class="two">Examine the liquid and note any sediment.</p>
+
+<p class="two">Heat the liquid and stir until boiling. How has it
+changed?</p>
+
+<p class="two">Examine the portion of the grater. How has the
+colour changed? Why?</p>
+</div>
+
+<div class="center2"><i>Baked Squash</i></div>
+
+<div class="blockquot">Wipe the shell of the squash, cut it into
+pieces for serving, remove the seeds and stringy portion, place in
+a dripping-pan, and bake in a slow oven for three quarters of an
+hour (until tender). Serve at once.</div>
+
+<div class="center2"><span class="pagenum"><a name="pg060" id=
+"pg060">060</a></span><i>Steamed Squash</i></div>
+
+<div class="blockquot">Prepare the squash as for baking, put in a
+steamer over boiling water, and cook for 30 minutes or until soft.
+Then scrape the squash from the shell, mash, and season with
+butter, salt, and pepper.</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Discuss the composition and structure of the potato. Read over
+and discuss the recipes that are to be used.</p>
+
+<p>Make assignments of work. After the potatoes have been put on to
+cook, have the class examine a raw potato, following the directions
+given.<a name="FNanchor_2" id="FNanchor_2"></a><a href=
+"#Footnote_2" class="fnanchor">[A]</a></p>
+
+<div class="footnote">
+<p><a name="Footnote_2" id="Footnote_2"></a><a href=
+"#FNanchor_2"><span class="label">[A]</span></a>Squash is another
+vegetable containing a high percentage of carbohydrate. The recipe
+for squash can be used at this time or in some other lesson.</p>
+</div>
+
+<p>If one of the recipes requires the use of the oven, be careful
+to have the potatoes for it prepared first and as quickly as
+possible. It may be necessary to proceed with another class,
+assigning one pupil to take charge of the baking. Special attention
+should be given to the careful serving of the potatoes.</p>
+
+<p><i>Home assignment.</i>&mdash;Before the next lesson, each pupil
+should be able to report that she has cooked potatoes at home,
+using the recipes learned in class.</p>
+
+<div class="center">LESSON IV: FRUITS AND VEGETABLES</div>
+
+<p class="three"><i>Food value and use of fruits. Reasons and rules
+for canning. How to can and use such vegetables as beets, beans,
+tomatoes, and carrots, and such fruits as figs, grapes, apples, and
+peaches. The drying of fruits and vegetables.</i></p>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Fruits impart palatability and flavour to other foods and
+exercise a favourable influence upon the digestive <span class=
+"pagenum"><a name="pg061" id="pg061">061</a></span>organs, though
+their food value is low. They contain a high percentage of water
+and only a small percentage of nutrients. Most fruits are eaten raw
+and are exceedingly valuable to the body because of the fresh acids
+they contain. Cooking softens the cellulose of the fruit and,
+therefore, renders some fruits more easy of digestion. The cooking
+of fruit is of value chiefly for the purpose of preservation.</p>
+
+<p><i>The drying of fruits.</i>&mdash;Fruits are dried so that they
+may be preserved for use. Bacteria and moulds, which cause the
+decay of fruits, need moisture for development and growth. If the
+moisture is evaporated, the fruits will keep almost indefinitely.
+Fruits and vegetables can be easily and inexpensively dried. When
+dried fruits are to be used for the table, they must be washed
+thoroughly and soaked for several hours, or overnight, in water, so
+as to restore to them as much water as possible. They should be
+cooked, until soft, in the same water in which they are soaked.</p>
+
+<p><i>Canning and preserving.</i>&mdash;Other methods of
+preservation are desirable, in order that vegetables and fruits be
+made of value for a longer period of time than through their
+ripening season. Canning is one of the methods most commonly
+employed in the home, being both easy and satisfactory. Fruit which
+is to be canned is first sterilized by boiling or steaming, in
+order to destroy all germs and spores. This can be adequately
+accomplished by boiling for twenty minutes, but a shorter time is
+sometimes sufficient. In order to ensure complete success, all
+germs must also be destroyed on the cans and on everything which
+comes in contact with the food. This will be effected by boiling or
+steaming for twenty minutes. The jars, covers, dipper, and funnel
+should all be placed <span class="pagenum"><a name="pg062" id=
+"pg062">062</a></span>in cold water, heated until the water comes
+to the boiling-point, boiled five 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 it is perfectly
+air-tight. In order to do this, it is necessary to have good
+covers, with new, pliable rubbers, and to see to it that they fit
+tightly.</p>
+
+<p>When 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 to overflowing.</p>
+
+<p>Sugar is not essential to sterilization and is used only to
+improve the flavour. Both fruits and vegetables can be canned
+without sugar. However, fruits canned with a large amount of sugar
+do not spoil readily, for germs develop slowly in a thick
+syrup.</p>
+
+<p><i>Methods of canning.</i>&mdash;The simplest method of canning
+is the "Open-kettle Method" employed for small, watery fruits, 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 to a sterilized jar, which is
+immediately sealed.</p>
+
+<p>Another and safer method, which secures more complete
+sterilization without serious change of flavour in the fruit, is
+that known as the "Cold-pack Method". After being transferred to
+the cans, the vegetable or fruit is subjected to an additional
+period of heating of considerable length, or to three periods of
+briefer length on three successive days. If the three periods of
+sterilization are used, the process is known as the "Intermittent
+Method".</p>
+
+<p>The Single Process Method is described in the recipe for canned
+beets. The Intermittent Process proves more satisfactory for canned
+beans.</p>
+
+<p><span class="pagenum"><a name="pg063" id=
+"pg063">063</a></span></p>
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The teacher should ascertain what fruits and vegetables are most
+abundant and select for canning those that the class can
+provide.</p>
+
+<p>Each pupil should be asked to bring some vegetable or fruit,
+some granulated sugar, and a jar in which to can her fruit. If the
+school does not possess enough kettles or sauce-pans in which to do
+the cooking, they may be borrowed from the homes.</p>
+
+<p>Only one fruit or one vegetable should be taken up at a time,
+for the preparation necessarily varies slightly, and the different
+methods will prove confusing. It is not necessary to confine the
+choice of fruits and vegetables to those mentioned in the recipes
+included here. The teacher will find it better to base her
+instruction on the products of the particular time 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
+to the practical work.</p>
+
+
+<h5>RECIPES</h5>
+
+<div class="center2"><i>Canned Tomatoes</i></div>
+
+<div class="center2">(Open-kettle Method)</div>
+
+<div class="blockquot">Scald and peel the tomatoes. Boil gently for
+20 minutes. Sterilize the jars, covers, and rubbers. Stand the jars
+on a cloth in a pan of hot water or on a board or wooden table.
+Fill the jars with hot tomatoes, being careful to fill to
+overflowing and to expel all air bubbles from the jar. Adjust the
+rubbers and covers. Seal and allow to cool. Test, label, and set
+away in a cool, dry, dark place.</div>
+
+<div class="center2"><span class="pagenum"><a name="pg064" id=
+"pg064">064</a></span>(Cold-pack Method)</div>
+
+<div class="blockquot">Scald in water hot enough to loosen the
+skins. Plunge quickly in cold water and remove the skins. Pack
+whole or in pieces in the jars. Fill the jars with tomatoes only.
+Add 1 level teaspoonful of salt to each quart. Place the rubber and
+cover in position. Partially seal, but not tightly. Place the jars
+on a rack in a boiler. Pour sufficient warm water into the boiler
+to come half-way up the jars. Place the filled jars on the rack so
+as not to touch one 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
+jars from the boiler. Tighten the covers. Invert to cool, and test
+the joints. Wrap the jars in paper to prevent bleaching and store
+in a cool, dry, dark place. This method of cooking is also called
+"The Hot Water Bath".</div>
+
+<div class="center2"><i>Canned Grapes</i></div>
+
+<div class="center2">(Open-kettle Method)</div>
+
+<table width="70%" summary="Canned Grapes-Open kettle" border="0">
+<tr>
+<td class="cell_list7">6 qt. grapes</td>
+<td class="cell_list7">1 qt. sugar</td>
+<td class="cell_list7">&frac12; c. water</td>
+</tr>
+</table>
+
+<div class="blockquot">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
+back the seeds. Put the water, skins, and pulp into the preserving
+kettle and heat slowly to the boiling-point. Skim the fruit and
+then add the sugar. Boil 15 minutes. Put into jars as
+directed.</div>
+
+<div class="blockquot">Sweet grapes may be canned with less sugar;
+very sour grapes will require more sugar.</div>
+
+<div class="center2"><i>Canned Peaches</i></div>
+
+<div class="blockquot">Choose firm, solid fruit. Scald long enough
+to loosen the skins. Peel and cut in halves. If clingstone peaches
+are used, they may be canned whole. Pack the fruit into sterilized
+jars, fill with boiling syrup (1 c. sugar to 1&frac12; c. water).
+Then put on the covers loosely and place on wooden racks in the
+boiler. Sterilize in hot water bath for 20 minutes. Remove the jars
+and tighten the covers. Invert to cool, and test the joints. Wrap
+the jars in paper to prevent bleaching; then store.</div>
+
+<div class="center2"><span class="pagenum"><a name="pg065" id=
+"pg065">065</a></span><i>Canned Beets</i></div>
+
+<div class="center2">(Single Process)</div>
+
+<div class="blockquot">Wash the beets and boil them until they are
+nearly tender and the skins come off easily. Remove the skins and
+carefully pack the beets 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 not fasten it down. Place the jar on a
+rack or a folded cloth in a large kettle that can be closely
+covered. Pour enough water into the kettle to reach within two
+inches of the top of the jar, cover the kettle, bring the water to
+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.</div>
+
+<div class="blockquot">
+<span class="smcap">Note.</span>&mdash;In canning beets, if vinegar is added to the water in the
+proportion of one part vinegar to four parts water, the natural
+bright colour will be retained.</div>
+
+<div class="center2"><i>Canned String Beans and Peas</i></div>
+
+<div class="center2">(Intermittent Method)</div>
+
+<div class="blockquot">Can on the same day that the vegetables are
+picked. Blanch in boiling water from 2 to 5 minutes. Remove, and
+plunge into cold water. Pack in sterilized jars. Add boiling water
+to fill the crevices. Add 1 level teaspoonful of salt to each
+quart. Place rubbers and covers in position.</div>
+
+<div class="blockquot">Set the jars on the rack 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 to cool until the following day. Do not let the
+vegetables cool off in the boiler, as this results in over-cooking.
+On the second day, loosen the clamps or unscrew the rims, place the
+jars in warm water, heat again to boiling temperature, and boil for
+an hour; then remove them again. On the third day, repeat the
+hour's boiling, as on the preceding day.</div>
+
+<div class="blockquot">Corn may be canned successfully in the same
+way.</div>
+
+<div class="center2"><span class="pagenum"><a name="pg066" id=
+"pg066">066</a></span><i>Dried Corn</i></div>
+
+<div class="blockquot">Pick the corn early in the morning.
+Immediately husk, silk, and cut the corn from the cob. Spread in a
+very thin layer on a board, cover with mosquito netting which is
+kept sufficiently elevated so that it will not come in contact with
+the corn, place in the hot sun, and leave all day. Before the dew
+begins to fall, take it into the house and place in an oven that is
+slightly warm. Leave in the oven overnight and place out in the sun
+again the next day. Repeat this process until absolutely dry.</div>
+
+<div class="center2"><i>String Beans</i></div>
+
+<div class="blockquot">String beans are hung up to dry and kept for
+winter use.</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>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.</p>
+
+<p>Begin the lesson with a very brief discussion of how to prepare
+fruit for canning.</p>
+
+<p>Let the pupils proceed with the practical work as quickly as
+possible. Demonstrate the method of filling and sealing the
+jars.</p>
+
+<p>Assign the care of the jars and the intermittent canning on
+succeeding days to members of the class, and hold them responsible
+for the completion of the work.</p>
+
+<p>The drying of some vegetables can be undertaken at school, and
+carefully followed from day to day. It will furnish the pupils with
+an interesting problem.</p>
+
+<div class="center">LESSON V:
+FATS&mdash;VEGETABLES&mdash;Continued</div>
+
+<p class="three"><i>Preparation of white sauce to serve with
+vegetables. How to boil, season, and serve such vegetables as lima
+or butter beans, string beans, onions, cabbage, corn, beets,
+turnips, or carrots.</i></p>
+
+<p><span class="pagenum"><a name="pg067" id=
+"pg067">067</a></span></p>
+<h5>SUBJECT MATTER</h5>
+
+<p><i>Fats.</i>&mdash;Butter belongs to the class of food-stuffs
+known as fats. It increases the fuel value of those dishes to which
+it is added.</p>
+
+<p>Fats supply heat and energy to the body in a concentrated form.
+For this reason they should be used in a limited quantity. Fats
+undergo several changes during the process of digestion, and the
+excessive use of them interferes with the digestion of other foods
+and throws a large amount of work upon the digestive organs. Cooked
+fats are more difficult of digestion than uncooked fats, and other
+foods cooked with hot fat are rendered more difficult to
+digest.</p>
+
+<p><i>Vegetables.</i>&mdash;Vegetables should be used when in
+season, as they are always best and cheapest then. They are better
+kept in a cold, dry, and dark place.</p>
+
+<p>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 to the digestive tract.</p>
+
+<p>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 to change. In very young vegetables the cellulose is
+delicate and, if young vegetables do not contain much starch, they
+may be eaten raw.</p>
+
+<p>When cooked vegetables are served, they are usually seasoned and
+dressed with butter (for one cup of vegetables use &frac12;
+teaspoonful of salt, &#8539; teaspoonful of pepper, and &frac12;
+tablespoonful of fat), or a sauce is prepared to serve with
+them.</p>
+
+<p><span class="pagenum"><a name="pg068" id=
+"pg068">068</a></span></p>
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>It may be well to have a preliminary lesson devoted to simple
+experiments with flour, liquid, and fat, in order to determine the
+best method of combining the ingredients in the white sauce.
+However, if the lesson period is of sufficient length, a few of
+these experiments may be performed in connection with it.</p>
+
+<p>There should be provided for the lesson some vegetable that is
+improved by serving with white sauce, and sufficient milk, butter
+or other fat, flour, and salt for the sauce and the experiments.
+Discuss with the pupils the fat that is used in their homes, in
+order to know what is available.</p>
+
+<p>The recipes should be written on the black-board before the
+lesson hour.</p>
+
+
+<h5>RECIPES</h5>
+
+<div class="center2"><i>Stewed Onions</i></div>
+
+<table summary="Stewed Onions" border="0" width="80%">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 qt. onions</p>
+</td>
+<td class="cell_list3">
+<p class="five">2 tbsp. butter</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">White pepper</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac14; tsp. salt</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Peel the onions under cold water. Cover with
+boiling water, add salt, and simmer until tender. Drain and serve
+with one cup of white sauce; or omit the sauce and serve seasoned
+with butter and pepper. Serves six.</div>
+
+<div class="center2"><i>Cabbage</i></div>
+
+<div class="blockquot">Cut the cabbage into quarters and soak
+one-half hour in cold salt water to draw out any insects. Chop or
+shred, cover with boiling water, add salt, and simmer until tender.
+Drain, and serve with butter, salt, and pepper, or with a
+sauce.</div>
+
+<div class="center2"><i>Carrots</i></div>
+
+<div class="blockquot">Scrape the carrots and cut them into large
+dice or slices. Add boiling water and boil until tender (from 30 to
+45 minutes). Drain, and season with butter, salt, and pepper, or
+serve with white sauce.</div>
+
+<div class="center2"><span class="pagenum"><a name="pg069" id=
+"pg069">069</a></span><i>String Beans</i></div>
+
+<div class="blockquot">String the beans, if necessary, and cut into
+pieces. Boil in salted water until tender. Season with butter,
+salt, and pepper, and serve hot.</div>
+
+<div class="blockquot">Salt pork may be boiled with the beans, to
+give them an added flavour.</div>
+
+<h5>EXPERIMENTS IN USING STARCH FOR THICKENING</h5>
+
+
+<div class="center2">(Any powdered starch may be used)</div>
+
+<div class="blockquot">
+<p class="one">1. Boil &frac14; cup of water in a small sauce-pan.
+While boiling, stir into it &frac12; tsp. of cornstarch and let it
+boil one minute. Observe the result. Break open a lump and examine
+it.</p>
+</div>
+
+<div class="blockquot">
+<p class="one">2. Mix 1 tsp. of cornstarch with 2 tsp. of cold
+water and stir into &frac14; cup of boiling water. Note the
+result.</p>
+</div>
+
+<div class="blockquot">
+<p class="one">3. Mix 1 tsp. of cornstarch with 2 tsp. of sugar and
+stir into &frac14; cup of boiling water. Note the result.</p>
+</div>
+
+<div class="blockquot">
+<p class="one">4. Mix 1 tsp. of cornstarch with 2 tsp. of melted
+fat in a small sauce-pan and stir into it &frac14; cup of boiling
+water. Note the result.</p>
+</div>
+
+<h5>CONCLUSIONS BASED ON THE FOREGOING
+EXPERIMENTS</h5>
+
+<div class="blockquot">
+<p class="two">1. Starch granules must be separated before being
+used to thicken a liquid:<br />
+</p>
+
+&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;(1) By adding a double quantity of
+cold liquid,<br />
+&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;(2) By adding a double quantity of
+sugar,<br />
+&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;(3) By adding a double quantity of
+melted fat.</div>
+
+<div class="blockquot">
+<p class="one">2. The liquid which is being thickened must be
+constantly stirred, to distribute evenly the starch grains until
+they are cooked.</p>
+</div>
+
+<div class="center2"><i>White Sauce</i></div>
+
+<table width="100%" summary="White Sauce" border="0">
+<tbody>
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 tbsp. butter or other fat</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 c. milk</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 tbsp. flour</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac14; tsp. salt</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list7c" colspan="3">&#8539; tsp. pepper</td>
+</tr>
+</tbody>
+</table>
+
+<div class="center2">(Sufficient for 1 pint vegetables)</div>
+
+<div class="blockquot">Melt the butter, add the flour, and stir
+over the fire until frothy. Add the milk and stir constantly until
+it thickens. Stir in the seasonings.</div>
+
+<div class="blockquot">
+<span class="smcap">Note.</span>&mdash;Vegetable water may be substituted for part of the
+milk.</div>
+
+<p><span class="pagenum"><a name="pg070" id=
+"pg070">070</a></span></p>
+<h5>METHOD OF WORK</h5>
+
+
+<p>Review the facts on boiling vegetables learned in the previous
+lesson. Let the pupils put water on to boil and prepare a vegetable
+for cooking. If experiments are to be made, they can be performed
+while the vegetable is cooking. If the experiments have been made
+previously, they can be reviewed in discussion at this time.
+Prepare a white sauce by demonstration, using the method which
+seems most practical. Have the vegetables drained, dried, and added
+to the white sauce. When well-heated, serve.</p>
+
+<div class="center">Questions Used to Develop the Lesson</div>
+
+<div class="blockquot">
+<p class="two">What facts regarding the boiling of vegetables did
+we learn in the last lesson?<br />
+</p>
+
+<p class="two">Does the vegetable that we are to cook to-day differ
+in any marked way from those we cooked before? Should we follow the
+same rule in cooking it?<br />
+</p>
+
+<p class="two">Should we add the flour directly to the cold milk?
+To the hot milk?<br />
+</p>
+
+<p class="two">How shall we combine the white sauce?<br />
+</p>
+
+<p class="two">With what other vegetables can white sauce be
+used?</p>
+</div>
+
+<p><i>Home assignment.</i>&mdash;Each pupil should prepare some
+vegetable and serve it with white sauce, before the next
+lesson.</p>
+
+<div class="center">LESSON VI: CEREALS</div>
+
+<p class="three"><i>Kinds, composition, care, and general rules for
+cooking cereals. Oatmeal, cracked wheat, corn-meal porridge, rice.
+Fruits to serve with cereals&mdash;stewed prunes, stewed apples, or
+apple sauce.</i></p>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>The term "cereals" is applied to the cultivated
+grasses&mdash;rice, wheat, corn, rye, oats, and buckwheat. They are
+widely grown throughout the temperate zone and are prepared in
+various forms for use as food. Cereals contain a <span class=
+"pagenum"><a name="pg071" id="pg071">071</a></span>high percentage
+of starch and a low percentage of water, with varying proportions
+of mineral matter and fat. In addition to the four food-stuffs
+already studied, cereals contain a small amount of another
+food-stuff known as protein&mdash;a muscle-building material. For
+the most part, the cereals contain a large amount of cellulose,
+which is broken up during the process of preparation for market and
+requires long cooking before being ready for use by the body. The
+digestibility of the cereals depends upon the amount of cellulose
+which they contain and the thoroughness of the cooking. Cereals are
+palatable, and they are valuable, because in cooking they can be
+blended in various ways with other substances. They are beneficial
+also to the body, because their cellulose acts mechanically on the
+digestive organs by stimulating them to action. Cereals are made
+more attractive by serving with fresh or cooked fruit.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The cereals should be discussed in a nature study or geography
+lesson, and two or three kinds that are in common use should be
+brought from home by the pupils. If cereals are not generally used
+as breakfast foods, the lesson may be a means of introducing them.
+Some pupils should bring a little milk and sugar, to serve with the
+cooked cereal. Apples or prunes should be brought, to cook and
+serve with the cereal.</p>
+
+
+<h5>RECIPES</h5>
+
+<div class="center2"><i>Oatmeal</i></div>
+
+<table width="80%" summary="Oatmeal" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">3&nbsp;c. boiling water</td>
+<td class="cell_list3">&frac34;&nbsp;c. oatmeal</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">&frac34;&nbsp;tsp. salt</td>
+</tr>
+</table>
+
+<div class="blockquot">
+<p class="one">Add the oatmeal slowly to boiling salted water.</p>
+</div>
+
+<div class="blockquot">Boil for 10 minutes, stirring constantly,
+then cook slowly, preferably over water, at least one and one-half
+hours longer; the flavour is developed by longer cooking. Serves
+six.</div>
+
+<div class="center2"><span class="pagenum"><a name="pg072" id=
+"pg072">072</a></span><i>Cracked Wheat</i></div>
+
+<div class="blockquot">
+<p class="one">Follow the recipe for oatmeal, using &frac34; c. of
+cracked wheat.</p>
+</div>
+
+<div class="center2"><i>Corn-meal Porridge</i></div>
+
+<table width="80%" summary="Corn-meal Porridge" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">4&nbsp;c. boiling water</td>
+<td class="cell_list3">&frac34;&nbsp;c. corn-meal</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">1&nbsp;tsp. salt</td>
+</tr>
+</table>
+
+<div class="blockquot">
+<p class="one">Add the corn-meal slowly to boiling salted
+water.</p>
+</div>
+
+<div class="blockquot">
+<p>Boil for 10 minutes, stirring constantly, then cook
+slowly for three hours longer, preferably over water. Serves six to
+eight.</p>
+</div>
+
+<div class="center2"><i>Boiled Rice</i></div>
+
+<table width="80%" summary="Boiled Rice" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">3&nbsp;qt. boiling water</td>
+<td class="cell_list3">1&nbsp;c. rice</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">2&nbsp;tsp. salt</td>
+</tr>
+</table>
+
+<div class="blockquot">Pick the rice over carefully and wash
+thoroughly. Add it to the boiling salted water so gradually that it
+will not stop boiling. Partly cover and cook for 20 minutes, or
+until the grains are soft; turn into a colander, and pour cold
+water through it, drain, dry, and re-heat in a hot oven with door
+open. Serve hot as a vegetable or as a simple dessert with cream
+and sugar. Serves six to eight.</div>
+
+<div class="center2"><i>Stewed Prunes</i></div>
+
+<table width="80%" summary="Stewed Prunes" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&frac12;&nbsp;lb. prunes</td>
+<td class="cell_list3">1&nbsp;qt. cold water</td>
+</tr>
+</table>
+
+<div class="blockquot">Wash the prunes in two or three waters; then
+soak them in cold water for several hours. Heat them in the water
+in which they are soaked and simmer until tender (an hour or more).
+Serves six to eight.</div>
+
+<div class="center2"><i>Stewed Apples</i></div>
+
+<table width="80%" summary="Stewed Apples" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">10 small apples</td>
+<td class="cell_list3">&frac12; c. sugar</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">&frac34;&nbsp;c. water</td>
+</tr>
+</table>
+
+<div class="blockquot">Cook the sugar and water together until it
+boils.</div>
+
+<div class="blockquot">Wash, pare, and cut the apples into
+quarters; core, and slice the quarters lengthwise into
+&frac14;-inch slices; put the apple slices into boiling syrup and
+cook slowly until tender. Remove from the syrup at once and let the
+syrup boil down to thicken.</div>
+
+<div class="center2"><span class="pagenum"><a name="pg073" id=
+"pg073">073</a></span><i>Apple Sauce</i></div>
+
+<table width="80%" summary="Apple Sauce" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">10 small apples</td>
+<td class="cell_list3">&frac12; c. sugar</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">&frac34;&nbsp;c. water</td>
+</tr>
+</table>
+
+<div class="blockquot">Wipe, quarter, core, and pare sour apples;
+add the water and cook until the apples begin to soften; add the
+sugar and flavouring, cook until the apples are very soft, then
+press through a strainer and beat well. Serves eight to ten.</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>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.</p>
+
+<div class="center">LESSON VII: CLASSIFICATION OF
+FOODS&mdash;Reviewed</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Those foods which build up and repair the muscular tissues of
+the body are called protein foods, muscle builders, or flesh
+formers. Meat, fish, eggs, cheese, milk, cereals, legumes, and nuts
+are classed as protein foods.</p>
+
+<p>Those foods which serve solely as fuel for the
+body&mdash;providing heat and energy&mdash;are classed under two
+groups: the carbohydrates (sugar and starches), which the body is
+able to use in relatively large quantities; and the fats, which the
+body cannot use in such large quantities, but which yield a large
+amount of heat and energy. Protein also serves as fuel, though
+tissue building is regarded as its special function. Sugars and
+starches are abundant in fruits and vegetables. Fats are found in
+meats, fish, milk, <span class="pagenum"><a name="pg074" id=
+"pg074">074</a></span>and in some vegetable foods. Heat-giving food
+may be stored in the body as fatty tissue.</p>
+
+<p>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.</p>
+
+<p>Water is absolutely essential to the body, is present in large
+quantities in many foods, and is combined with many other foods
+during the processes of cooking.</p>
+
+<p>One or more of the food-stuffs sometimes predominate in a single
+food. For example, rice is almost entirely carbohydrate, and butter
+is almost pure fat. Occasionally, we find a food that contains all
+the five groups of food principles. Milk is an example of such a
+food, containing all five food principles in such proportions as to
+supply all the nourishment which a baby needs during the early
+months of its life. As the child grows older, foods rich in both
+carbohydrates must be added to the diet. Wheat contains all that
+the body needs for nourishment except water, which is easily added
+in cooking.</p>
+
+<table width="90%" summary="Classification of Foods" border="0">
+<tbody>
+<tr>
+<td class="cell_list1"><span class="pagenum"><a name="pg075" id=
+"pg075">075</a></span>&nbsp;&nbsp;&nbsp;&nbsp;<i>Protein
+foods</i></td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;<i>Carbohydrate
+foods</i></td>
+</tr>
+
+<tr>
+<td class="cell_list1">Meats</td>
+<td class="cell_list1">Sugar</td>
+</tr>
+
+<tr>
+<td class="cell_list1">Fish</td>
+<td class="cell_list1">Honey</td>
+</tr>
+
+<tr>
+<td class="cell_list1">Poultry</td>
+<td class="cell_list1">Syrup</td>
+</tr>
+
+<tr>
+<td class="cell_list1">Eggs</td>
+<td class="cell_list1">Vegetables:</td>
+</tr>
+
+<tr>
+<td class="cell_list1">Cheese</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Potatoes</td>
+</tr>
+
+<tr>
+<td class="cell_list1">Milk</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Parsnips</td>
+</tr>
+
+<tr>
+<td class="cell_list1">Cereals:</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Peas</td>
+</tr>
+
+<tr>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Wheat</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Beets</td>
+</tr>
+
+<tr>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Oatmeal</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Carrots</td>
+</tr>
+
+<tr>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Rye</td>
+<td class="cell_list1">Cereal preparations:</td>
+</tr>
+
+<tr>
+<td class="cell_list1">Legumes:</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Meals</td>
+</tr>
+
+<tr>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Peas</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Flours, etc.</td>
+</tr>
+
+<tr>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Beans</td>
+<td class="cell_list1">Fruits</td>
+</tr>
+
+<tr>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Lentils</td>
+<td class="cell_list1">Prepared foods:</td>
+</tr>
+
+<tr>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Peanuts</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Bread</td>
+</tr>
+
+<tr>
+<td class="cell_list1">Nuts</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Crackers</td>
+</tr>
+
+<tr>
+<td class="cell_list1">&nbsp;</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Macaroni</td>
+</tr>
+
+<tr>
+<td class="cell_list1">&nbsp;</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Jellies</td>
+</tr>
+
+<tr>
+<td class="cell_list1">&nbsp;</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Dried fruits</td>
+</tr>
+
+<tr>
+<td class="cell_list1">&nbsp;</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Candy</td>
+</tr>
+
+<tr>
+<td class="cell_list1">&nbsp;</td>
+<td class="cell_list1">Milk</td>
+</tr>
+
+<tr>
+<td class="cell_list1">&nbsp;</td>
+<td class="cell_list1">&nbsp;</td>
+</tr>
+
+<tr>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;<i>Fat
+foods</i></td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;<i>Mineral
+foods</i></td>
+</tr>
+
+<tr>
+<td class="cell_list1">Cream</td>
+<td class="cell_list1">Fruits</td>
+</tr>
+
+<tr>
+<td class="cell_list1">Butter</td>
+<td class="cell_list1">Vegetables:</td>
+</tr>
+
+<tr>
+<td class="cell_list1">Lard</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Spinach</td>
+</tr>
+
+<tr>
+<td class="cell_list1">Suet</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Tomatoes</td>
+</tr>
+
+<tr>
+<td class="cell_list1">Fat meats</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Onions</td>
+</tr>
+
+<tr>
+<td class="cell_list1">Fish</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Turnip tops</td>
+</tr>
+
+<tr>
+<td class="cell_list1">Salad oil</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Cauliflower</td>
+</tr>
+
+<tr>
+<td class="cell_list1">Nuts</td>
+<td class="cell_list1">Cereals:</td>
+</tr>
+
+<tr>
+<td class="cell_list1">Chocolate</td>
+<td class="cell_list1">
+<p class="one">&nbsp;&nbsp;&nbsp;&nbsp;Grits and other coarse
+preparations</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list1">&nbsp;</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Milk</td>
+</tr>
+
+<tr>
+<td class="cell_list1">&nbsp;</td>
+<td class="cell_list1">&nbsp;&nbsp;&nbsp;&nbsp;Eggs</td>
+</tr>
+</tbody>
+</table>
+
+<p><i>Choice of food.</i>&mdash;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 all the food-stuffs. Each meal
+should contain some protein food, some fats or carbohydrates, some
+mineral matter, and water. All five forms of food-stuffs should
+have a place in the day's diet. The greater part of the water which
+the body needs should be taken between meals.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Review the foods discussed in the previous lessons and sum up
+the classification of foods, being sure that the <span class=
+"pagenum"><a name="pg076" id="pg076">076</a></span>pupils can name
+common examples of each. Discuss simple combinations for the
+different meals, using dishes already prepared in the course and
+creating an interest in other recipes to be prepared in succeeding
+lessons.</p>
+
+
+<h5>BLACK-BOARD SUMMARY</h5>
+
+<div class="blockquot">
+<p class="one">There are five food principles:</p>
+</div>
+
+<div class="blockquot">
+<p class="one">1. <i>Water</i>&mdash;builds and repairs the
+tissues, regulates the system&mdash;</p>
+
+<p class="four">found in all food-stuffs.</p>
+
+<p class="one">2. <i>Mineral matter</i>&mdash;builds and repairs
+the tissues, regulates the system&mdash;</p>
+
+<p class="four">found in vegetables, fruits, cereal, and so on.</p>
+
+<p class="one">3. <i>Carbohydrates</i>&mdash;give heat and energy
+to the body&mdash;</p>
+
+<p class="four">found in sugar and starches.</p>
+
+<p class="one">4. <i>Fats</i>&mdash;give heat and energy to the
+body&mdash;</p>
+
+<p class="four">found in cream, nuts, pork, and so on.</p>
+
+<p class="one">5. Protein&mdash;builds and repairs the
+tissues&mdash;</p>
+
+<p class="four">found in meat, eggs, cheese, seeds.</p>
+</div>
+
+<div class="blockquot">
+<p class="one">Always choose a diet carefully:</p>
+
+<p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;1. To give variety.</p>
+
+<p class="one">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;2. To combine the
+foods properly, so that they will contain adequate proportions of
+each food-stuff at every meal.</p>
+</div>
+
+<div class="center">LESSON VIII: THE PLANNING AND SERVING OF
+MEALS</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Experience has shown that some foods are more acceptable at one
+time of day than other foods, 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,
+made up of simple foods that are not highly seasoned nor subjected
+to elaborate methods of cooking. A fruit, a cereal, and bread,
+with, <span class="pagenum"><a name="pg077" id=
+"pg077">077</a></span>possibly, eggs or meat, are served at
+breakfast. A hot beverage is added by most people to this meal.</p>
+
+<p>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 before the meat course, and
+the salad and dessert follow it. The dessert may be a fruit, a
+cookie or other pastry, a pudding, or a frozen dish.</p>
+
+<p>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.</p>
+
+
+<h5>EXAMPLES OF WELL-CHOSEN MENUS</h5>
+
+<div class="blockquot"><i>Breakfast</i></div>
+
+<table width="100%" summary="Breakfast" border="0">
+<tr>
+<td class="cell_list2a">No. I</td>
+<td class="cell_list3">Apple sauce</td>
+<td class="cell_list3">Oatmeal</td>
+</tr>
+
+<tr>
+<td class="cell_list2a">&nbsp;</td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;Sausage or
+bacon</td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;Toast</td>
+</tr>
+
+<tr>
+<td class="cell_list2a">No. II</td>
+<td class="cell_list3">Baked apples</td>
+<td class="cell_list3">Cracked wheat</td>
+</tr>
+
+<tr>
+<td class="cell_list2a">&nbsp;</td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;Eggs in the
+shell</td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;Corn muffins</td>
+</tr>
+
+<tr>
+<td class="cell_list2a">No. III</td>
+<td class="cell_list3">Stewed figs or berries</td>
+<td class="cell_list3">Corn-meal porridge</td>
+</tr>
+
+<tr>
+<td class="cell_list2a">&nbsp;</td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;Poached eggs</td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;Toast</td>
+</tr>
+</table>
+
+<div class="blockquot">
+<span class="smcap">Note.</span>&mdash;Eggs should be omitted from the breakfast menu if they are
+not cheap and easily obtainable.</div>
+
+<div class="blockquot"><i>Dinner</i></div>
+
+<table width="100%" summary="Breakfast" border="0">
+<tr>
+<td class="cell_list2a">No. I</td>
+<td class="cell_list3">Pork chops</td>
+<td class="cell_list3">Mashed turnips</td>
+</tr>
+
+<tr>
+<td class="cell_list2a">&nbsp;</td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;Potatoes</td>
+<td class="cell_list3">Bread</td>
+</tr>
+
+<tr>
+<td class="cell_list2a">&nbsp;</td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;Fried apples</td>
+<td class="cell_list3">Rice pudding</td>
+</tr>
+
+<tr>
+<td class="cell_list2a">No. II</td>
+<td class="cell_list3">Beef or mutton stew</td>
+<td class="cell_list3">Spinach or turnip tops</td>
+</tr>
+
+<tr>
+<td class="cell_list2a">&nbsp;</td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;Biscuits</td>
+<td class="cell_list3">Cornstarch pudding</td>
+</tr>
+
+<tr>
+<td class="cell_list2a">No. III</td>
+<td class="cell_list3">Baked beans</td>
+<td class="cell_list3">Cabbage salad</td>
+</tr>
+
+<tr>
+<td class="cell_list2a">&nbsp;</td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;Grape sauce</td>
+<td class="cell_list3">Bread and biscuits</td>
+</tr>
+</table>
+
+<div class="blockquot"><span class="pagenum"><a name="pg078" id=
+"pg078">078</a></span> <i>Supper</i></div>
+
+<table width="100%" summary="Supper" border="0">
+<tr>
+<td class="cell_list2a">No. I</td>
+<td class="cell_list3">Stewed apricots or other fruit</td>
+<td class="cell_list3">Buttermilk or sweet milk</td>
+</tr>
+
+<tr>
+<td class="cell_list2a">&nbsp;</td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;Whole wheat
+bread</td>
+<td class="cell_list3">Peanut cookies</td>
+</tr>
+
+<tr>
+<td class="cell_list2a">No. II</td>
+<td class="cell_list3">Omelet</td>
+<td class="cell_list3">Bread</td>
+</tr>
+
+<tr>
+<td class="cell_list2a">&nbsp;</td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;Creamed
+potatoes</td>
+<td class="cell_list3">Fresh fruit</td>
+</tr>
+
+<tr>
+<td class="cell_list2a">No. III</td>
+<td class="cell_list3">Cream of carrot soup</td>
+<td class="cell_list3">Cottage cheese</td>
+</tr>
+
+<tr>
+<td class="cell_list2a">&nbsp;</td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;Biscuits</td>
+<td class="cell_list3">Syrup</td>
+</tr>
+</table>
+
+<p>The table should always be neatly set, with individual places
+arranged for each one who is to partake of the meal. Each place
+should be wide enough for a plate, with a knife and spoon at the
+right and a fork at the left side. A tumbler should be placed at
+the point of the knife and a napkin at the left of the fork.
+Everything on the table should be perfectly clean, the napkin
+should be neatly folded, and all the articles should be uniformly
+arranged, in order to give a neat appearance to the table. A flower
+or plant in the centre will add to its attractiveness. Salt,
+pepper, sugar, vinegar, and anything 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 the hot dishes
+should be placed immediately before the family is seated.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>If Lesson VI, entitled "Setting and Clearing the Table" as
+outlined in the course on the Care of the Home has been given, this
+lesson may be devoted to what to serve and how to serve it, or it
+may precede the lesson on "Waiting on Table". The manner of serving
+may be demonstrated in the next lesson, in connection with the
+course on the Care of the Home.</p>
+
+<p><span class="pagenum"><a name="pg079" id=
+"pg079">079</a></span>Simple equipment for family service will be
+required, if the form of serving 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, four forks, four
+teaspoons, four napkins, a platter, one serving spoon, and one
+serving fork.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Discuss meal service from the standpoint both of choice and
+combination of foods and of the method of service. Let the class
+plan a meal, then go through the form of serving that meal at
+table. In the absence of a table, the top of a desk may be used.
+Later in the course, the teacher should plan to combine this lesson
+with one on cooking and have the food served. In each cooking
+lesson, suggestions for serving the food should be made, and each
+dish cooked should be carefully served. Interest in this lesson may
+be increased by allowing the pupils to make original menus, and, if
+they are having some lessons in drawing, simple menu cards may be
+planned and executed.</p>
+
+<div class="center">LESSON IX: MILK</div>
+
+<p class="three"><i>Care, cost, and food value of milk. Value and
+use of sour milk&mdash;cottage cheese, curdled milk. Rice or
+cornstarch pudding (plain, caramel, or chocolate).</i></p>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Milk contains all the food-stuffs which the body requires,
+except starch, and, therefore, is capable of sustaining life for
+comparatively long periods. It is one of the most important protein
+foods; but it contains so small a <span class="pagenum"><a name=
+"pg080" id="pg080">080</a></span>percentage of carbohydrate (milk
+sugar) that for the adult it must be supplemented with carbohydrate
+foods. For the baby, milk is a perfect food, and it is a valuable
+adjunct to the diet of all children. One quart of milk should be
+allowed for the diet of each child daily, after the twelfth month;
+and the diet of the adult should be supplemented by the use of
+milk. The greatest care should be exercised in protecting milk from
+dust and dirt, for it is easily contaminated and may be the means
+of carrying disease germs to the body. The changes which milk
+undergoes when souring do not render it harmful. For many people
+buttermilk is more easy of digestion than sweet milk, because of
+the changes produced by souring, as well as the absence of fat.
+Sour milk is of value in cooking, producing a tender bread which
+can readily be made light by the addition of soda&mdash;one
+teaspoonful of soda to one pint of sour milk that has curdled.</p>
+
+<p>In the preparation of cheese, the whey is separated from the
+curds, thus extracting most of the water, sugar, and mineral
+matter, and leaving a substance rich in protein and fat. Cheese is
+of value in cooking, for it increases the food value of those foods
+to which it is added.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The teacher should make inquiries a few days in advance, to be
+sure that one quart of sour milk can be secured, and, when it is
+brought, she should examine it to see that it is in proper
+condition to make cottage cheese. She should arrange to have about
+one quart of sweet milk and such other supplies as are necessary
+for the pudding, brought by the pupils.</p>
+
+<p>An opportunity may be afforded to discuss the use of left-over
+cereal by the preparation of a rice pudding, if <span class=
+"pagenum"><a name="pg081" id="pg081">081</a></span>the teacher
+provides some cold cooked rice for the lesson. In the absence of
+cold rice, the cornstarch pudding may be prepared.</p>
+
+
+<h5>RECIPES</h5>
+
+<div class="center2"><i>Cottage Cheese</i></div>
+
+<div class="blockquot">Heat sour milk slowly until the whey rises
+to the top, pour the whey off, put the curd in a bag, and let it
+drip for six hours without squeezing. Put the curd into a bowl and
+break into fine pieces with a wooden spoon; season with salt and
+mix into a paste with a little cream or butter. Mould into balls,
+if desired, and keep in a cold place. (It is best when
+fresh.)</div>
+
+<div class="center2"><i>Rice Pudding</i></div>
+
+<table width="70%" summary="Rice Pudding" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&frac12;&nbsp;c. rice</td>
+<td class="cell_list3">&#8531;&nbsp;c. sugar</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">2 c. milk</td>
+<td class="cell_list3">&#8539;&nbsp;tsp. salt</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">2 eggs</td>
+<td class="cell_list3">&frac12;&nbsp;tsp. vanilla</td>
+</tr>
+</table>
+
+<div class="blockquot">Scald the milk in a double boiler. Add the
+prepared rice and cook until soft. Beat the egg-yolks, sugar, and
+salt together until well mixed. Stir into the rice and cook for 3
+minutes. Remove from the heat and serve cold. Serves eight.</div>
+
+<div class="center2"><i>Cornstarch Pudding</i></div>
+
+<table width="70%" summary="Cornstarch Pudding" border="0">
+<tbody>
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&frac14;&nbsp;c. sugar</p>
+</td>
+<td class="cell_list3">&nbsp;</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">
+<p class="five">5&nbsp;tbsp. cornstarch, or &frac12; c. flour</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">
+<p class="five">1&nbsp;tsp. vanilla, or other flavouring</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">
+<p class="five">3&nbsp;c. milk</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">
+<p class="five">1&nbsp;egg</p>
+</td>
+</tr>
+</tbody>
+</table>
+
+<div class="blockquot">Mix 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 constantly 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.</div>
+
+<div class="blockquot">For chocolate cornstarch pudding, use
+&frac14; cup of sugar additional and two squares of chocolate. Melt
+the chocolate carefully, add the sugar, and add to the cornstarch
+mixture.</div>
+
+<div class="blockquot"><span class="pagenum"><a name="pg082" id=
+"pg082">082</a></span>For caramel cornstarch pudding, use 1 cup of
+brown sugar and &frac12; 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.</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>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 to sweet milk. While the cheese is draining,
+make assignments of work and have the rice or cornstarch pudding
+made.</p>
+
+<p>In this lesson and in those following emphasize the use of
+protein foods.</p>
+
+<p>Discuss also the food value of skimmed milk and sour milk and
+the purposes for which these may be used in cooking.</p>
+
+<p>Use the cottage cheese and the pudding for the school lunch.</p>
+
+<div class="center">LESSON X: SOUPS</div>
+
+<p class="three"><i>Cream soups. Cream of carrot, potato, or onion
+soup, green pea soup. Toast, croutons, or crisp crackers to serve
+with soup.</i></p>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p><i>Cream soups.</i>&mdash;The strained pulp of cooked vegetables
+or legumes, with an equal portion of thin white sauce, is the basis
+for cream soups. The liquid for the soup may be all milk, part
+vegetable water and part milk, or all vegetable water.</p>
+
+<p>A binding of flour is used to prevent a separation of the
+thicker and the thinner parts of the soup. This is combined as for
+white sauce and is stirred into the hot liquid just before the soup
+is to be served. The soup should be made in a double boiler and
+kept in this utensil until it is served.</p>
+
+<p><span class="pagenum"><a name="pg083" id="pg083">083</a></span>
+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.</p>
+
+<p>The value of the vegetable water should be impressed upon the
+pupils, and it should be pointed out that these soups are an
+excellent way of using the cooking water and any left-over
+vegetables. From these, attractive cream soups may be prepared, and
+a combination of flavours often gives good results.</p>
+
+<p><i>Accompaniments.</i>&mdash;Crisp crackers, croutons, soup
+sticks, or bread sticks are served with cream soups, and are
+valuable because they necessitate thorough mastication, thus
+inducing the flow of saliva and aiding in the digestion of the
+starchy ingredients of the soups.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>As a basis for the soup, the teacher should secure a vegetable
+that the pupils use in their own homes, and crackers or bread to
+serve with the soup.</p>
+
+<p>If dried peas are used, they should be allowed to soak overnight
+and be put on to cook early in the morning.</p>
+
+<p>It will be well to have the cooking of the carrots begun before
+the lesson period. If the carrots are cut up in small pieces, they
+will cook more quickly.</p>
+
+
+<h5>RECIPES</h5>
+
+<div class="center2"><i>Cream of Carrot Soup</i></div>
+
+<table width="90%" summary="Cream of Carrot Soup" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">
+<p class="five">1&nbsp;c. cooked carrots</p>
+</td>
+<td class="cell_list3">
+<p class="five">4&nbsp;tbsp. flour</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">
+<p class="five">2&nbsp;c. vegetable water</p>
+</td>
+<td class="cell_list3">
+<p class="five">2&nbsp;tbsp. butter</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">
+<p class="five">2&nbsp;c. milk</p>
+</td>
+<td class="cell_list3">
+<p class="five">Salt and pepper to taste</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Press the vegetables through a sieve or chop
+finely; put the vegetable water on to heat. Mix the flour smoothly
+with an <span class="pagenum"><a name="pg084" id=
+"pg084">084</a></span>equal measure of milk and thin 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 to taste and serve hot. Serves
+six.</div>
+
+<div class="center2"><i>Cream of Potato Soup</i></div>
+
+<table width="100%" summary="Cream of Potato Soup" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;pt. milk or milk and water</p>
+</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;tbsp. flour</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2&nbsp;tsp. chopped onions</p>
+</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;tsp. salt</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 potatoes</p>
+</td>
+<td class="cell_list3">
+<p class="five">&#8539;&nbsp;tsp. pepper</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;tbsp. butter</p>
+</td>
+<td class="cell_list3">
+<p class="five">2&nbsp;tsp. chopped parsley</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Put the milk to heat in a double boiler.
+Boil the potatoes and onion together until soft, then rub the
+liquid and pulp through a strainer into the hot milk. Bind with the
+flour, add the seasonings, and serve hot. Serves four.</div>
+
+<div class="center2"><i>Pea Soup</i></div>
+
+<table width="70%" summary="Pea Soup" border="0">
+<tr>
+<td class="cell_list2">1</td>
+<td class="cell_list1">c. split peas</td>
+<td class="cell_list2">3</td>
+<td class="cell_list2b">tbsp. flour</td>
+</tr>
+
+<tr>
+<td class="cell_list2">2&frac12;</td>
+<td class="cell_list1">qt. water</td>
+<td class="cell_list2">1&frac12;</td>
+<td class="cell_list2b">tsp. salt</td>
+</tr>
+
+<tr>
+<td class="cell_list2">2</td>
+<td class="cell_list1">tbsp. chopped onion</td>
+<td class="cell_list2">&#8539;</td>
+<td class="cell_list2b">tsp. pepper</td>
+</tr>
+
+<tr>
+<td class="cell_list2">3</td>
+<td class="cell_list1">tbsp. butter</td>
+<td class="cell_list2">1</td>
+<td class="cell_list2b">pt. milk</td>
+</tr>
+</table>
+
+<div class="blockquot">Wash the peas and soak them overnight in
+cold water, drain and rinse thoroughly, add 2&frac12; quarts of
+cold water and the onion, cook slowly until soft, rub the liquid
+and pulp through a strainer, and bind with the flour. Add the milk
+and the seasonings and serve hot. Serves six to eight.</div>
+
+<div class="center2"><i>Toast</i></div>
+
+<div class="blockquot">Cut stale bread into slices one quarter of
+an inch thick; put on the toaster or fork, move gently over the
+heat until dry, then brown by placing near the heat, turning
+constantly. Bread may be dried in the oven before toasting. Hot
+milk may be poured over dry toast.</div>
+
+<div class="center2"><i>Croutons</i></div>
+
+<div class="blockquot">Cut stale bread into one-half-inch cubes and
+brown in the oven.</div>
+
+<div class="center2"><i>Crisp Crackers</i></div>
+
+<div class="blockquot">Put the crackers into the oven for a few
+minutes, or split and butter thick crackers, and brown in a hot
+oven; serve with soup.</div>
+
+<p><span class="pagenum"><a name="pg085" id=
+"pg085">085</a></span></p>
+<h5>METHOD OF WORK</h5>
+
+
+<p>Devote a few minutes to a discussion of cream soups and a review
+of the cooking of vegetables and white sauce.</p>
+
+<p>Divide the work among the members of the class, assigning enough
+to each pupil to keep her busy, arranging the work so that the soup
+and its accompaniments will be ready for serving at the same
+time.</p>
+
+<div class="center">LESSON XI: EGGS</div>
+
+<div class="center2"><i>Food value and general rules for cooking
+eggs. Cooked in shell, poached, scrambled, and omelet.</i></div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Eggs are a very valuable food, because of the large amount of
+protein and fat they 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, eggs are very
+easily and very completely digested. Combined with other foods,
+they serve as a thickening agent (for sauces and soups) and as a
+means of making batters light (popovers and sponge cake). They add
+flavour and colour and increase the nutritive value of other
+foods.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The lesson on eggs furnishes one of the best opportunities to
+teach the muscle-building foods. If eggs are scarce, it may be well
+to give this lesson at some other time. Each pupil should be asked
+to bring an egg; one or two should bring a little milk; and
+sufficient bread should be provided to toast for the poached eggs.
+The teacher should not undertake to give too many recipes in <span
+class="pagenum"><a name="pg086" id="pg086">086</a></span>this
+lesson, but should try to make the pupils familiar with a
+sufficient variety of ways of using eggs to make egg cookery
+interesting. The necessity of having a moderate temperature for the
+cooking of eggs should be emphasized.</p>
+
+
+<h5>RECIPES</h5>
+
+<div class="center2"><i>Soft-cooked Eggs</i></div>
+
+<div class="blockquot">Put the eggs in boiling water sufficient to
+cover them, remove from the fire, cover, and allow them to stand
+from 5 to 8 minutes.</div>
+
+<div class="center2"><i>Hard-cooked Eggs</i></div>
+
+<div class="blockquot">Put the eggs in cold water, heat, and, when
+the water boils, reduce the heat, and let them stand for 20 minutes
+with water just below the boiling-point, then put them into cold
+water.</div>
+
+<div class="center2"><i>Poached Eggs</i></div>
+
+<div class="blockquot">Break each egg into a saucer carefully, slip
+the egg into boiling water, decrease the heat, and cook for 5
+minutes, or until the white is firm and a film has formed over the
+yolk. Take up with a skimmer, drain, trim off the rough edges, and
+serve on slices of toast. Season.</div>
+
+<div class="blockquot">Poached eggs are attractive when covered
+with white sauce to which chopped parsley has been added.</div>
+
+<div class="center2"><i>Baked Eggs</i></div>
+
+<div class="blockquot">Line a buttered baking-dish with buttered
+bread crumbs or with cold mashed potatoes. Break the eggs in the
+dish without separating and add one tablespoon of milk or cream for
+each egg. Season with salt and pepper and sprinkle with grated
+cheese, if desired. Bake in a moderate oven until the eggs are
+set.</div>
+
+<div class="center2"><i>Creamed Eggs</i></div>
+
+<table summary="Creamed Eggs" border="0" width="80%">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 hard-boiled eggs</p>
+</td>
+<td class="cell_list3">
+<p class="five">6 slices toast</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">1 c. medium white sauce</td>
+</tr>
+</table>
+
+<div class="blockquot">Prepare a white sauce. Add hard-boiled eggs
+cut in halves, sliced, or chopped and, when hot, serve on toast.</div>
+
+<div class="blockquot"><span class="pagenum"><a name="pg087" id="pg087">087</a></span>Or
+separate the whites and yolks, chop the whites fine, add to the
+white sauce and, when hot, serve on toast and garnish with yolks
+run through a sieve or ricer. Season with salt and pepper. Serves
+four to six.</div>
+
+<div class="center2"><i>Creamy Omelet</i></div>
+
+<table width="70%" summary="Creamy Omelet" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">1 egg</td>
+<td class="cell_list3">Pepper</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&frac14; tsp. salt</td>
+<td class="cell_list3">&frac12; tsp. butter</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">1 tbsp. milk</td>
+</tr>
+</table>
+
+<div class="blockquot">Beat the egg slightly, add the milk and
+seasonings, put the butter in the hot omelet pan and, when melted,
+turn in the mixture. As it cooks, draw the edges toward the centre
+until the whole is of a creamy consistency, brown quickly
+underneath, fold, and turn on a hot platter. Serve at once. Serves
+one.</div>
+
+<div class="center2"><i>Scrambled Eggs</i></div>
+
+<div class="blockquot">Double the quantity of milk given for Creamy
+Omelet and stir all the time while cooking.</div>
+
+<div class="center2"><i>Foamy Omelet</i><a name="FNanchor_3" id=
+"FNanchor_3"></a><a href="#Footnote_3" class=
+"fnanchor">[A]</a></div>
+
+<table width="70%" summary="Foamy Omelet" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 egg</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 tbsp. milk or water</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&#8539; tsp. salt</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac12; tsp. butter</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">Cayenne or white pepper</td>
+</tr>
+</table>
+
+<div class="blockquot">Beat the yolk of the egg until creamy, add
+seasoning and milk. Beat the white until stiff, but not dry, cut
+and fold into the yolk carefully. Heat an omelet pan, rub the
+bottom and sides with the butter, and turn in the omelet, spreading
+it evenly on the pan. Cook gently over the heat until the omelet is
+set and evenly browned underneath. Put it into a hot oven for a few
+minutes, to dry slightly on top, fold, and serve immediately.
+Serves one.</div>
+
+
+<p><span class="pagenum"><a name="pg088" id=
+"pg088">088</a></span></p>
+<h5>METHOD OF WORK</h5>
+
+
+<p>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 egg by the application of heat. If the
+pupils are sufficiently experienced, let them work together in
+small groups, first scrambling an egg, then making an omelet.
+Demonstrate the cooking of the omelet before the entire class.
+Serve the egg dishes carefully while hot.</p>
+
+<div class="footnote">
+<p><a name="Footnote_3" id="Footnote_3"></a><a href=
+"#FNanchor_3"><span class="label">[A]</span></a>The omelet recipes
+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 by making an omelet of not more than
+four eggs, as larger omelets are difficult to cook thoroughly and
+to handle well. A two-egg omelet will serve three people. A
+four-egg omelet will serve six people.</p>
+</div>
+
+<div class="center">LESSON XII: SIMPLE
+DESSERTS&mdash;CUSTARDS</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>A custard is a combination of eggs and milk, usually sweetened
+and flavoured, and either steamed, or baked as cup custard, or
+cooked in a double boiler as soft custard. The whole egg may be
+used or the yolks alone. The yolks make a smoother, richer
+custard.</p>
+
+<p>The eggs must be thoroughly mixed, but not beaten light, the
+sugar and salt added, and the milk scalded and stirred in slowly.
+The custard must be strained through a fine sieve and cooked at a
+moderate temperature. It is desirable to strain a custard, in order
+to remove the cords and pieces of the membrane which inclosed the
+yolk. The cup custard should be strained before cooking, the soft
+custard may be strained afterwards.</p>
+
+<p>A soft custard is cooked over water and is stirred constantly
+until done. When done, the froth disappears from the surface, the
+custard is thickened 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 <span class="pagenum"><a name="pg089" id=
+"pg089">089</a></span>it becomes curdled, put it into a pan of cold
+water and beat until smooth.</p>
+
+<p>A steamed or baked custard is done when it becomes set and when
+a silver knife will come out clean after cutting it.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>This lesson will furnish an opportunity for a review of milk and
+eggs. The pupils should arrange to bring the necessary materials
+from their homes.</p>
+
+<div class="center2"><i>Steamed Custards</i></div>
+
+<table summary="Steamed Custards" border="0" width="80%">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">1 qt. milk (heated)</td>
+<td class="cell_list3">&frac14; tsp. salt</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">4 eggs or 8 egg yolks</td>
+<td class="cell_list3">2 tbsp. caramel or</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&frac12; c. sugar</td>
+<td class="cell_list3">&frac12; tsp. nutmeg</td>
+</tr>
+</table>
+
+<div class="blockquot">Beat the eggs sufficiently to mix them
+thoroughly; add the sugar, salt, and hot milk slowly.</div>
+
+<div class="blockquot">Strain into cups, flavour with caramel, or
+sprinkle nutmeg on top, and steam until firm over gently boiling
+water&mdash;from 20 to 30 minutes.</div>
+
+<div class="center2"><i>Baked Custards</i></div>
+
+<div class="blockquot">Prepare as for Steamed Custards, set in a
+pan of hot water, and bake in a slow oven until firm&mdash;from 20
+to 40 minutes.</div>
+
+<div class="center2"><i>Chocolate Custards</i></div>
+
+<div class="blockquot">Use the recipe for Steamed Custards, adding
+1 ounce of chocolate (melted) to the hot milk. Steam or bake as
+desired.</div>
+
+<div class="center2"><i>Soft Custard</i></div>
+
+<table summary="Soft Custard" border="0" width="90%">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 pt. milk (heated)</p>
+</td>
+<td class="cell_list3">
+<p class="five">&#8543;<small><small>16</small></small> tsp.
+salt</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">4 egg yolks</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac12; tsp. vanilla extract</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">4 tbsp. sugar</td>
+</tr>
+</table>
+
+<div class="blockquot">Beat the egg yolks sufficiently to mix them
+thoroughly, add the sugar, salt, and hot milk slowly. Cook over
+water that is <span class="pagenum"><a name="pg090" id=
+"pg090">090</a></span>boiling gently. Stir constantly until the
+custard thickens. Strain. Flavour when cool.</div>
+
+<div class="blockquot">For soft Chocolate Custard add &frac12;
+ounce chocolate (melted) to the hot milk. Serves six.</div>
+
+<div class="center2"><i>Floating Island</i></div>
+
+<div class="blockquot">Use recipe for Soft Custard and, when cold,
+garnish with a meringue made according to the following
+recipe:</div>
+
+<div class="center2"><i>Meringue</i></div>
+
+<table summary="Meringue" border="0" width="80%">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">4 egg whites</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac14; c. powdered sugar</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Beat the egg whites very light, add powdered
+sugar, and continue beating. Drop in large spoonfuls on the cold
+custard. Serves eight to ten.</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>It may be possible to teach two or three recipes in this lesson.
+The baked custard may be put into the oven while the soft custard
+or floating island is being made. Serve at the school lunch.</p>
+
+<div class="center">LESSON XIII: BATTERS AND DOUGHS</div>
+
+<div class="center2"><i>Griddle Cakes</i></div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p><i>Batters.</i>&mdash;Batters are mixtures 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.</p>
+
+<p>One scant measure of liquid is used with one measure <span
+class="pagenum"><a name="pg091" id="pg091">091</a></span>of flour
+for thin, or pour, batter. One measure of liquid is used with two
+measures of flour for a thick, or drop, batter. One measure of
+liquid is used with three measures of flour for a soft, or bread,
+dough. One measure of liquid is used with four measures of flour
+for a stiff, or pastry, dough.</p>
+
+<p>Before mixing a batter, the oven or griddle should be at the
+proper temperature, with the fire well regulated and in good
+condition. The oven should be tested by putting in a piece of white
+paper or two tablespoonfuls of flour, which should brown in three
+minutes. The pans should be prepared by greasing with lard, salt
+pork, or beef dripping. All the materials should be measured and
+ready before beginning to combine the ingredients. When the batter
+has been mixed and beaten until smooth, it should be baked at
+once.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The teacher will be better prepared to give the lesson on
+batters if she first makes herself familiar with the kinds of
+breads that are used in the homes of the pupils and the methods
+followed in their preparation. The simple, general methods of
+preparing batters should be taught. The teacher should not attempt
+the preparation of more than one or two batters in this lesson.</p>
+
+
+<h5>RECIPES</h5>
+
+<div class="center2"><i>Sour-milk Griddle Cakes</i></div>
+
+<table width="70%" summary="Sour-milk Griddle Cakes" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">2&frac12; c. flour</td>
+<td class="cell_list3">1&frac14; tsp. soda</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&frac12; tsp. salt</td>
+<td class="cell_list3">1 egg</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">2 c. sour milk</td>
+</tr>
+</table>
+
+<div class="blockquot">Mix and sift the flour, salt, and soda; add
+the sour milk and egg well beaten. Drop, by spoonfuls, on a greased
+hot griddle; cook on one side. When puffed full of bubbles and
+cooked on the edges, turn, and cook on the other side. Serve with
+butter and maple syrup.</div>
+
+<div class="center2"><span class="pagenum"><a name="pg092" id=
+"pg092">092</a></span><i>Sweet-milk Griddle Cakes</i></div>
+
+<table width="90%" summary="Sweet-milk Griddle Cakes" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&nbsp;&nbsp;3 c. flour</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac14; c. sugar</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1&frac12; tbsp. baking-powder</p>
+</td>
+<td class="cell_list3">
+<p class="five">2 c. milk</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&nbsp;&nbsp;1 tsp. salt</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 egg</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">2 tbsp. melted butter</td>
+</tr>
+</table>
+
+<div class="blockquot">Mix and sift the dry ingredients, beat the
+egg, add the milk, and pour on the first mixture. Beat thoroughly
+and add the butter. Cook the same as Sour-milk Griddle Cakes.</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Discuss batters briefly. Have all measurements made, the fire
+regulated, the pans prepared, and so on. Demonstrate the mixing and
+cooking of Griddle Cakes. Serve the cakes daintily after they are
+cooked.</p>
+
+<div class="center">LESSON XIV: BATTERS AND
+DOUGHS&mdash;Continued</div>
+
+<div class="center2"><i>Muffins&mdash;Baking-powder
+Biscuits</i></div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p><i>Methods of making batters light.</i>&mdash;Batters are made
+light by beating air into them, by adding eggs into which air has
+been beaten, or by entangling gas in the batter. Gas is secured by
+using soda and sour milk in a batter (one teaspoon of soda to one
+pint of sour milk), or soda with molasses (one teaspoon of soda to
+one cup of molasses), or soda with 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 ingredients, then the
+sour milk or molasses added, the whole beaten up quickly, and baked
+at once.</p>
+
+<p>Baking-powder is a preparation containing soda and cream of
+tartar, and may be used in place of soda if sweet milk is used. Two
+level teaspoonfuls of baking-powder should be used with one cup of
+flour.</p>
+
+<p><span class="pagenum"><a name="pg093" id=
+"pg093">093</a></span></p>
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>This lesson is a continuation of the lesson on batters. Care
+should be taken not to undertake more than can be done well in the
+time available.</p>
+
+
+<h5>RECIPES</h5>
+
+<div class="center2"><i>Graham Muffins</i></div>
+
+<table width="90%" summary="Graham Muffins" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 c. graham flour</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 c. milk</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 c. flour</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 egg</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&frac14; c. sugar</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 tbsp. melted butter</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 tsp. salt</p>
+</td>
+<td class="cell_list3">
+<p class="five">4 tsp. baking-powder</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Mix and sift the dry ingredients. Gradually
+add the milk, the egg well-beaten, and the melted butter. Bake in a
+hot oven in greased gem pans for 25 minutes.</div>
+
+<div class="center2"><i>Plain Muffins</i></div>
+
+<table width="90%" summary="Plain Muffins" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&frac14; c. butter</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac34; c. milk</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&frac14; c. sugar</p>
+</td>
+<td class="cell_list3">
+<p class="five">2 c. flour</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 egg</p>
+</td>
+<td class="cell_list3">
+<p class="five">3 tsp. baking-powder</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Cream the butter, add the sugar and egg well
+beaten, sift the baking-powder with the flour, and add to the first
+mixture, alternating with the milk. Bake in greased gem pans for 25
+minutes.</div>
+
+<div class="center2"><i>Baking-powder Biscuits</i></div>
+
+<table width="90%" summary="Baking-powder Biscuits" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 c. flour</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 tsp. salt</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">4 tsp. baking-powder</p>
+</td>
+<td class="cell_list3">
+<p class="five">2 tbsp. fat</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">&frac34; to 1 c. milk or
+water</td>
+</tr>
+</table>
+
+<div class="blockquot">Sift the dry ingredients together, chop the
+fat into the flour with a knife, slowly add sufficient milk to make
+a dough not too soft to be handled. Toss and roll the dough gently
+on a slightly-floured board and cut into small biscuits. Moisten
+the tops 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&mdash;from 12 to 15 minutes. Either white or whole
+wheat flour may be used for the biscuits. Serves six to eight. Oven
+test&mdash;the oven should be hot enough to colour a piece of
+unglazed white paper to a golden brown in one minute.</div>
+
+<div class="center2"><span class="pagenum"><a name="pg094" id=
+"pg094">094</a></span><i>Soda Biscuits</i></div>
+
+<table width="90%" summary="Soda Biscuits" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 c. flour</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac12; tsp. salt</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&frac12; tsp. soda (scant)</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 c. sour milk (scant)</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">2 tbsp. shortening (lard or
+other fat)</td>
+</tr>
+</table>
+
+<div class="blockquot">Proceed as for Baking-powder Biscuits.</div>
+
+<div class="blockquot">If the sour milk is not thick enough to
+curdle, it will not contain sufficient acid to neutralize the soda,
+and the biscuits will be yellow and bitter. To avoid this, cream of
+tartar may be mixed with the soda (1 teaspoonful). If there is no
+cream of tartar at hand, it will be wise to use the recipe for
+Baking-powder Biscuits.</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Have the oven and pans prepared and all the measurements made.
+Demonstrate the mixing of the muffins and, while these are baking,
+the mixing of the biscuits. Have one pupil take charge of the
+baking of the muffins and another of the baking of the biscuits.
+When the breads are done, have the class sit down and serve them to
+one another, or to all the pupils at the school lunch hour.</p>
+
+<div class="center">LESSON XV: MEATS</div>
+
+<p class="three"><i>Composition and food value. How to make tough
+cuts of meat palatable. Pork chops with fried apples. Beef or
+mutton stew with vegetables and dumplings. Rabbit stew.
+Bacon.</i></p>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Meats are rich in protein and usually in fats, but are lacking
+in the carbohydrates. They build up the muscular tissue, furnish
+heat and energy, are more stimulating and strengthening than any
+other food, and satisfy hunger for a greater length of time. For
+the most part, meats are a very expensive food. One cannot perform
+more labour by the use of a meat diet than on a diet of vegetable
+foods. Those who use large quantities of meat suffer from many
+<span class="pagenum"><a name="pg095" id=
+"pg095">095</a></span>disturbances of the system. Hence it should
+form a very small part of the diet. The cuts of meat that come from
+those portions of the animal's body that are much exercised are
+tough, owing to the development of the connective tissues, but they
+contain a high percentage of nutrition. For the same reason, the
+meat from older animals is apt to be tough. The flesh of chickens,
+turkeys, and other fowls is very nutritious and is easily digested
+if not too fat.</p>
+
+<p>The flavour of meats is developed by cooking. Dry heat develops
+the best flavour, hence the tender cuts are cooked by the processes
+known as broiling and roasting. Tough cuts of meat require long,
+slow cooking in moist heat, hence they are prepared in the form of
+stews and pot roasts or are used in meat soups.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>After the teacher has found out what meats are used in the homes
+or what the school can afford to use, she should determine upon a
+method of cooking that will make the meat palatable, digestible,
+and attractive. If it can be prepared as a stew, she should use a
+recipe in which vegetables are also used and, if possible, have
+dumplings prepared to serve with the meat, as a review of the
+lesson on batters.</p>
+
+
+<h5>RECIPES</h5>
+
+<div class="center2"><i>Beef or Mutton Stew</i></div>
+
+<table width="100%" summary="Beef or Mutton Stew" border="0">
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3c">
+<p class="five">2 lb. beef or mutton</p>
+</td>
+<td class="cell_list3c">
+<p class="five">&frac34; c. carrot cut in dice</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3c">
+<p class="five">1 qt. water</p>
+</td>
+<td class="cell_list3c">
+<p class="five">4 potatoes cut in &frac12;-inch slices</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3c">
+<p class="five">Salt, pepper, flour to dredge</p>
+</td>
+<td class="cell_list3c">
+<p class="five">1 tsp. salt</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3c">
+<p class="five">1 onion, cut in slices</p>
+</td>
+<td class="cell_list3c">
+<p class="five">&frac14; tsp. pepper</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3c">
+<p class="five">&frac12; c. turnip cut in dice</p>
+</td>
+<td class="cell_list3c">
+<p class="five">&frac12; c. flour</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">&frac14; c. cold water</td>
+</tr>
+</table>
+
+<div class="blockquot"><span class="pagenum"><a name="pg096" id=
+"pg096">096</a></span>Remove the fat and cut the meat into 1-inch
+pieces. Reserve half of the best pieces of meat, put the rest of
+the meat and the bone into cold water, soak for one hour, then heat
+until it bubbles. Season half the raw meat and roll it in the
+flour, melt the fat in a frying-pan, remove the scraps, brown the
+sliced onion and then the floured meat in the hot fat, add both to
+the stew, and cook for 2 hours at a low temperature. To this add
+the vegetables and cook &frac12; hour; then add the flour and
+seasonings, which have been mixed with one-half cup of cold water,
+and cook for &frac12; hour longer, until the meat and vegetables
+are tender. Remove the bone from the stew and serve. Serves six to
+eight.</div>
+
+<div class="center2"><i>Rabbit</i></div>
+
+<div class="blockquot">If beef and mutton are not commonly used and
+are not readily obtainable, but rabbit can be secured, substitute
+rabbit for beef in the stew. After the rabbit has been thoroughly
+cleaned, cut up in eight pieces (four leg and four body pieces),
+season, and dredge with flour, brown in the fat, and proceed as
+with Beef Stew.</div>
+
+<div class="center2"><i>Dumplings</i></div>
+
+<table width="90%" summary="Dumplings" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 c. flour</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac12; tsp. salt</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">4 tsp. baking-powder</p>
+</td>
+<td class="cell_list3">
+<p class="five">2 tbsp. fat (lard or butter)</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">&frac34; c. milk or water
+(about)</td>
+</tr>
+</table>
+
+<div class="blockquot">Sift the dry ingredients together, cut in
+the butter, and add the milk gradually, to make a soft dough. Roll
+out on a floured board, cut with a biscuit cutter, lay on top of
+meat in a stew pan (they should not sink into the liquid), cover
+the kettle closely, keep the stew boiling, and cook the dumplings
+for 10 minutes without removing the lid. (Do not put the dumplings
+in to cook until the meat is tender.)</div>
+
+<div class="blockquot">
+<span class="smcap">Note.</span>&mdash;If desired, the rolling may be eliminated and, after mixing,
+the dough may be dropped by spoonfuls into the stew.</div>
+
+<div class="center2"><i>To Cook Bacon</i></div>
+
+<div class="blockquot">Place thin slices of bacon from which the
+rind has been removed in a hot frying-pan, and pour off the fat as
+fast as it <span class="pagenum"><a name="pg097" id=
+"pg097">097</a></span>melts. Cook until the bacon is crisp and
+brown, turning frequently. 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.</div>
+
+<div class="center2"><i>Pork Chops</i></div>
+
+<div class="blockquot">Wipe the chops with a damp cloth, and place
+in a hot frying-pan. Turn frequently at first and cook slowly until
+well browned on each side. Sprinkle with salt and pepper.</div>
+
+<div class="center2"><i>Fried Apples</i></div>
+
+<div class="blockquot">Wash and core the apples and slice to the
+centre. Roll in flour if very juicy.</div>
+
+<div class="blockquot">After the chops have been removed from the
+pan, lay the apples in and cook till tender. Serve around the
+chops.</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>If the meat is to 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 morning session or a portion
+of the morning or noon recess may be sufficient time to put the
+meat on to cook and to prepare the vegetables. When the second
+class period is called, the vegetables should be added to the
+partially cooked meat and the dumplings should be made. It would be
+well to serve the completed dish at the lunch period. There should
+be as much discussion regarding the kinds of meat, their food
+value, and the methods of cooking as time permits; but it may be
+necessary to complete this discussion at some other class
+period.</p>
+
+<p>Should it be possible for the teacher to give additional lessons
+on meat, it might be well to devote one lesson to the preparation
+and cooking of poultry, directions for which may be secured from
+any reliable cook-book.</p>
+
+<div class="center"><span class="pagenum"><a name="pg098" id=
+"pg098">098</a></span>LESSON XVI: BAKED PORK AND
+BEANS&mdash;BAKING-POWDER BISCUITS</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Peas, beans, and lentils which are dried for market contain a
+high percentage of protein, 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 not desirable for
+invalids, but they are satisfactory for those who are well and
+active. The dried legumes must be soaked overnight in water and
+then cooked for a long time, in order to soften the cellulose and
+develop the flavour.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>It will be necessary to plan this lesson several days in
+advance, if the beans are to be baked. As they will be prepared and
+put on to bake before the lesson period, the Baking-powder Biscuits
+may be made during the lesson, to serve with them.</p>
+
+
+<h5>RECIPE</h5>
+
+<div class="center2"><i>Boston Baked Beans</i></div>
+
+<table width="90%" summary="Boston Baked Beans" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 qt. navy beans</p>
+</td>
+<td class="cell_list3">
+<p class="five">2 tbsp. molasses</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 tbsp. salt</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 c. boiling water</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&frac12; tbsp. mustard</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac12; lb. fat salt pork</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 tbsp. sugar</p>
+</td>
+<td class="cell_list3">
+<p class="five">Boiling water to cover</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Look over the beans and soak them in cold
+water overnight.</div>
+
+<div class="blockquot">In the morning drain, cover with fresh
+water, and simmer them until the skins will burst, but do not let
+the beans become broken.</div>
+
+<div class="blockquot">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 <span class="pagenum"><a name="pg099" id=
+"pg099">099</a></span>across the top in strips just through the
+rind, and bury the pork in beans, leaving the rind exposed.</div>
+
+<div class="blockquot">Add one cup of boiling water to seasonings
+and pour over the beans. Cover with boiling water. Bake slowly,
+adding more water as necessary. Bake from 6 to 8 hours, uncover at
+the last, so that the water will evaporate and the beans brown on
+top. Serves twelve.</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Have the beans washed and put to soak the night before the
+lesson is to be given. Assign to one of the pupils the task of
+putting them on to simmer early the next morning. Call the class
+together for a few moments when the beans are ready to bake. Assign
+one of the pupils to attend to the fire and the oven. Let the beans
+bake all day. If the lesson is to be given late in the afternoon,
+the beans may be ready to serve, or the cooking may be continued on
+the second day and the lesson completed then. It would be well to
+serve the dish at the lunch period. Have the biscuits prepared to
+serve with the baked beans.</p>
+
+<div class="center">LESSON XVII: BUTTER CAKES&mdash;PLAIN YELLOW
+CAKE&mdash;COCOA&mdash;COFFEE&mdash;TEA</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p><i>Cakes</i>.&mdash;Cakes made with fat resemble other batters,
+except that the fat, sugar, and eggs are usually larger in amount
+and the texture of the baked batter is finer and more tender.</p>
+
+<p>When preparing cake, first get the pans ready. Grease them or
+line them with greased paper. Make sure that the oven is at the
+proper temperature. For a small cake, the oven should be hot enough
+to brown a piece of unglazed <span class="pagenum"><a name="pg100"
+id="pg100">100</a></span>paper or a tablespoonful of flour in three
+minutes. Bake a small cake from twenty to thirty minutes. When
+done, the cake will shrink from the sides of the pan; the crust
+will spring back when touched with the finger; the loud ticking
+sound will cease; a fine knitting-needle will come out clean if the
+cake is pierced; and the crust will be nicely browned. When the
+cake is removed from the oven, let it stand in the pan for about
+three minutes, then loosen, and turn out gently. Do not handle
+while hot. Keep in a clean, ventilated tin box in a cool, dry
+place.</p>
+
+<p><i>Cocoa.</i>&mdash;Chocolate and cocoa are prepared from the
+bean of a tropical tree. This bean is rich in protein, fat,
+carbohydrate, mineral matter, and a stimulant called theobromine.
+In the preparation of chocolate the seeds are cleaned, milled, and
+crushed into a paste. In the preparation of cocoa much of the fat
+is removed, and the cocoa is packed for market in the form of a
+fine powder. Cocoa is more easily digested than chocolate, because
+it contains less fat. Though the amount of cocoa used in a cup of
+this beverage is not large, when prepared with milk it serves as a
+nutritious food. It is slightly stimulating as well, because of the
+theobromine present and because it is served hot.</p>
+
+<p><i>Coffee and Tea.</i>&mdash;Coffee 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 to those troubled with indigestion.
+If carelessly prepared, both coffee and tea may be decidedly
+harmful to the body. Coffee should not be boiled for more than
+eight minutes. <span class="pagenum"><a name="pg101" id=
+"pg101">101</a></span>Tea should never be permitted to 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
+used.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>It may be wise to give this lesson on some special occasion, as
+it is well adapted to serve for the refreshments for a mother's
+club or a little class party.</p>
+
+
+<h5>RECIPES</h5>
+
+<div class="center2"><i>Plain Yellow Cake</i></div>
+
+<table width="80%" summary="Plain Yellow Cake" border="0">
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3">&frac12; c. butter</td>
+<td class="cell_list2">2</td>
+<td class="cell_list3">tsp. baking-powder</td>
+</tr>
+
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3">1 c. sugar</td>
+<td class="cell_list2">1&frac12;</td>
+<td class="cell_list3">c. flour</td>
+</tr>
+
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3">2 eggs</td>
+<td class="cell_list2">1</td>
+<td class="cell_list3">tsp. spice or</td>
+</tr>
+
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3">&frac12; c. milk</td>
+<td class="cell_list2">1&frac12;</td>
+<td class="cell_list3">tsp. flavouring</td>
+</tr>
+</table>
+
+<div class="blockquot">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 the 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.</div>
+
+<div class="blockquot">For chocolate cake, 2 ounces of melted
+chocolate may be added after the yolks of the eggs. Serves sixteen
+to twenty.</div>
+
+<div class="center2"><i>Gingerbread</i></div>
+
+<table width="90%" summary="Gingerbread" border="0">
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&frac14; c. butter</p>
+</td>
+<td class="cell_list2">&frac12;</td>
+<td class="cell_list3">tsp. soda</td>
+</tr>
+
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&frac12; c. brown sugar</p>
+</td>
+<td class="cell_list2">1&frac34;</td>
+<td class="cell_list3">c. flour</td>
+</tr>
+
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&nbsp;1 egg</p>
+</td>
+<td class="cell_list2">1</td>
+<td class="cell_list3">tsp. ginger</td>
+</tr>
+
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&frac12; c. molasses</p>
+</td>
+<td class="cell_list2">&frac12;</td>
+<td class="cell_list3">tsp. cinnamon</td>
+</tr>
+
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&frac12; c. milk (sour if possible)</p>
+</td>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_list3">Salt</td>
+</tr>
+</table>
+
+<div class="blockquot">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
+minutes. Serves eight to ten.</div>
+
+<div class="center2"><span class="pagenum"><a name="pg102" id=
+"pg102">102</a></span><i>Cocoa</i></div>
+
+<table width="70%" summary="Cocoa" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&frac14; c. cocoa</td>
+<td class="cell_list3">1 c. water</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&frac14; c. sugar</td>
+<td class="cell_list3">3 c. milk</td>
+</tr>
+</table>
+
+<div class="blockquot">Mix the cocoa and sugar with the water and
+boil from 3 to 5 minutes. Stir into the hot milk and serve at once.
+If a scum forms, beat with a Dover egg-beater. Serves eight to
+ten.</div>
+
+<div class="center2"><i>Tea</i></div>
+
+<table width="50%" summary="Tea" border="0">
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_ref1">1 tsp. green or 2 tsp. black tea</td>
+</tr>
+
+<tr>
+<td class="cell_list2">&nbsp;</td>
+<td class="cell_ref1">2 c. boiling water (freshly boiling)</td>
+</tr>
+</table>
+
+<div class="blockquot">Scald the tea-pot, put the tea in the
+tea-pot, and pour boiling water over it; steep 3 minutes, strain,
+and serve. Serves four.</div>
+
+<div class="center2"><i>Coffee</i></div>
+
+<div class="blockquot">Take two tablespoonfuls of ground coffee for
+each cup of boiling water that is to be used. Put the coffee in the
+coffee-pot and add enough cold water to moisten the coffee and make
+it stick together&mdash;about one teaspoonful of water to each
+tablespoonful 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 of
+egg white and shell is mixed with the coffee grounds and cold
+water, it will aid in clarifying and settling the coffee.</div>
+
+<div class="blockquot">The recipes for coffee and tea are given, so
+that the teacher can discuss their preparation with the pupils and
+compare their value with that of cocoa. If coffee and tea are both
+commonly used in the homes, it may be well to have the pupils
+prepare both in the class, to be sure that they understand how to
+make them properly.</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>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 it is baking, prepare the cocoa. If the cocoa is not to be
+served for some time, it can be kept hot or re-heated over hot
+water.</p>
+
+<div class="center"><span class="pagenum"><a name="pg103" id=
+"pg103">103</a></span>LESSON XVIII: YEAST BREAD</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Yeast bread is made light by the presence of a gas produced 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 starchy
+materials such as are present in wheat. 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
+the lightness of the bread depends. If the yeast is allowed to work
+for too long a time or the temperature is very hot, a souring of
+the dough may result. This souring can be prevented by kneading the
+dough thoroughly, as soon as it has risen well or doubled in bulk,
+or by putting it in a very hot oven to bake, when it has reached
+this stage. The yeast plant thrives in a heat of about the same
+temperature as our bodies. A little extra heat will only make it
+more active, but boiling temperature will kill it. Cold makes yeast
+inactive, though it does not kill the plants.</p>
+
+<p>Yeast develops in a natural state on hops and other plants. It
+is prepared for market in the form of dry or moist cakes. The
+latter must be kept very cold. For home use, a liquid yeast is
+often prepared from the dry cakes. This has the advantage of being
+more active.</p>
+
+<p>When the yeast has been added to a batter, it is spoken of as a
+sponge. When the batter has had enough flour added, so that it may
+be handled, it is called a dough. If the bread is to be made in a
+few hours, the yeast is made up at once into a dough. If it is to
+stand overnight, a sponge is often made first. More yeast is
+required for quick rising. In ordinary circumstances, one yeast
+cake is <span class="pagenum"><a name="pg104" id=
+"pg104">104</a></span>sufficient for one quart of liquid. Thorough
+kneading and baking are both essential to the success of the
+bread.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>Arrange to have the class meet the afternoon before, in order to
+begin the process by making the sponge, and to come early in the
+morning to care for the dough. Begin the study of flour, yeast, and
+bread in a previous class period, correlating the work with
+geography, nature study, or some other subject. Either white or
+whole-wheat flour may be used for the breads.</p>
+
+
+<h5>RECIPES</h5>
+
+<div class="center2"><i>Bread</i></div>
+
+<div class="center2">(Prepared with dry yeast)</div>
+
+<table width="90%" summary="Bread" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">1 dry yeast cake</td>
+<td class="cell_list3">2 tsp. salt</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">1 c. warm water</td>
+<td class="cell_list3">2 tbsp. sugar</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">1 c. flour</td>
+<td class="cell_list3">
+<p class="five">2 tbsp. lard or butter</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">1 qt. water or milk
+(scalded)</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">Flour enough to make a soft
+dough</td>
+</tr>
+</table>
+
+<div class="blockquot">At noon put a dry yeast cake to soak in a
+cup of warm water. When it is soft, add a cup of flour, cover, and
+put in a warm place to grow light. This will require several
+hours.</div>
+
+<div class="blockquot">In the evening, when ready to begin the
+dough, mix the salt, sugar, fat, and hot liquid in a large bowl;
+when lukewarm, add the cup of light yeast and enough flour to knead
+(about three quarts). Mix thoroughly and knead it into a smooth
+dough, and continue this process until it is soft and elastic.
+Return the dough to 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 rolls; put into pans for baking; cover, and let it rise
+until double in bulk. Bake large loaves from 50 to 60 minutes.
+Rolls will bake in from 25 to 35 minutes, for they require a hotter
+oven. <span class="pagenum"><a name="pg105" id=
+"pg105">105</a></span>It is of the utmost importance that all yeast
+breads be thoroughly cooked. (Makes 4 loaves.)</div>
+
+<div class="blockquot">(Time required for making bread with dry
+yeast, from 16 to 20 hours.)</div>
+
+<div class="center2"><i>Bread</i></div>
+
+<div class="center2">(Prepared with compressed yeast)</div>
+
+<table width="100%" summary="Bread" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 c. milk or water (scalded)</p>
+</td>
+<td class="cell_list3">&nbsp;</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">
+<p class="five">2 tsp. salt</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">
+<p class="five">1 tbsp. lard or butter</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">
+<p class="five">&frac14; cake compressed yeast (1 cake if set in
+morning)</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">
+<p class="five">&frac14; c. water (lukewarm)</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">
+<p class="five">Flour, white or whole wheat</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Put the hot water or milk, salt, sugar, and
+fat in a bowl; when lukewarm, and the yeast softened in the
+lukewarm water, then the flour gradually and, when stiff enough to
+handle, turn the dough out on a floured board and knead until soft
+and elastic (20 minutes). Return the dough to the bowl, moisten,
+cover, and let it rise in a warm place until double in bulk; then
+knead slightly, divide into loaves or shape into rolls, cover, and
+let rise in the pan in which they are to be baked until double in
+bulk, and bake from 50 to 60 minutes. (Makes 2 loaves.)</div>
+
+<div class="blockquot">(Time required for making bread, if one cake
+of compressed yeast is used, 6 hours.)</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>If the class is large, prepare two or three bowls of sponge, so
+that all can have some practice in stirring and kneading. Do not
+make too large a quantity of bread to bake in the oven, unless
+arrangements can be made to do some of the baking at the home of
+one of the pupils. Use the bread for the school lunch or divide it
+among the class to take home.</p>
+
+<p>Plan a bread contest, so that each pupil will be interested in
+making bread at home.</p>
+
+<div class="center"><span class="pagenum"><a name="pg106" id=
+"pg106">106</a></span>LESSON XIX: SERVING A SIMPLE DINNER WITHOUT
+MEAT&mdash;BAKED OMELET&mdash;MACARONI AND CHEESE</div>
+
+
+<h5>PRELIMINARY PLAN AND METHOD OF WORK</h5>
+
+
+<p>At some previous time the teacher should discuss with the pupils
+the plans for the dinner. It may be well to let them invite the
+members of the school board or others interested in their work to
+partake of the dinner. They should decide on the menu, with the
+help and suggestions of the teacher, and should choose foods that
+they can bring from their homes. The main course should consist of
+such a vegetable dish as baked beans, an omelet, or macaroni with
+white sauce and grated cheese. To accompany this there should be
+potatoes and a fresh green vegetable, such as spinach or cabbage,
+and a hot bread.</p>
+
+<p>A simple dessert which the pupils know how to make should be
+chosen. One duty should be assigned to each pupil, and she should
+be entirely responsible for that portion of the dinner. The teacher
+should supervise all the work carefully.</p>
+
+<p>Instructions for making the menu cards may be given in a drawing
+lesson.</p>
+
+
+<h5>RECIPES</h5>
+
+<div class="center2"><i>Baked Omelet</i></div>
+
+<table width="90%" summary="Baked Omelet" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">2 tbsp. butter</td>
+<td class="cell_list3">1 c. milk, heated</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">2 tbsp. flour</td>
+<td class="cell_list3">4 eggs</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&frac12; tsp. salt</td>
+<td class="cell_list3">2 tsp. fat</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">Pepper</td>
+</tr>
+</table>
+
+<div class="blockquot">Melt the butter, add the flour and
+seasonings, mix thoroughly, then add the hot milk slowly. Separate
+the eggs, beat the yolks, and add the white sauce to them. Beat the
+whites until stiff and cut and fold them carefully into the yolk
+mixture, so that the lightness is all retained. Turn into a greased
+baking-dish and bake in a moderate oven from 20 to 30 minutes.
+Serve hot. Serves six.</div>
+
+<div class="center2"><span class="pagenum"><a name="pg107" id=
+"pg107">107</a></span><i>Macaroni and Cheese</i></div>
+
+<table width="100%" summary="Macaroni and Cheese" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">1 c. macaroni, noodles, or
+rice</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">2 tbsp. fat</td>
+<td class="cell_list3">Pepper</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">3 tbsp. flour</td>
+<td class="cell_list3">1&frac12; c. milk</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&frac12; tsp. salt</td>
+<td class="cell_list3">1 c. grated cheese</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list6" colspan="2">
+<p class="five">2 c. buttered bread crumbs (two tbsp. butter or
+other fat)</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Break the macaroni into 1-inch pieces and
+cook it in a large amount of salted boiling water from 30 to 45
+minutes. Drain it well when tender and pour cold water through
+it.</div>
+
+<div class="blockquot">Break up the bread crumbs and add two
+tablespoonfuls of melted butter to them. 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 brown the crumbs. Serves eight.</div>
+
+<div class="center">LESSON XX: SUGAR</div>
+
+<p class="three"><i>Food value and cooking. The use of peanuts in
+candy. Peanut cookies, or peanut, molasses, or fudge candies, to be
+made for a special entertainment.</i></p>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Sugar is valuable to the body as a source of heat and energy.
+While it is easy of digestion, it is very irritating to the body if
+taken in large quantities and, on this account, it should be taken
+in small quantities and preferably at meal time or with other food.
+Two or three pieces of candy taken at the end of the meal will not
+be hurtful, but when eaten habitually between meals, it is sure to
+produce harmful effects.</p>
+
+<p>Sugar is present in many fruits and in most vegetables. Milk
+contains a large percentage of sugar. In preparing foods to which
+the addition of sugar seems desirable, care should be taken not to
+add it in large quantities.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p><span class="pagenum"><a name="pg108" id=
+"pg108">108</a></span>As it is desirable to have a discussion
+regarding sugar and its value to 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 most to the pupils. The work should be
+so planned that they will learn something of the principles of
+sugar cookery, as well as the specific recipes they are using.</p>
+
+
+<h5>RECIPES</h5>
+
+<div class="center2"><i>Cookies</i></div>
+
+<table width="90%" summary="Cookies" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">1 c. fat</td>
+<td class="cell_list3">3 c. flour</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">1 c. sugar</td>
+<td class="cell_list3">3 tsp. baking-powder</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">2 eggs</td>
+<td class="cell_list3">1 tbsp. cinnamon</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&frac14; c. milk</td>
+<td class="cell_list3">&frac12; c. sugar</td>
+</tr>
+</table>
+
+<div class="blockquot">Cream the butter and add the 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 soft
+dough, adding more milk if necessary. Roll lightly, cut in shapes,
+and dip in the one-half cup of sugar and cinnamon that have been
+sifted together. Place on buttered sheets and bake in a hot oven
+for about 10 minutes. Slip from the pan and lay on the cake cooler.
+To make a softer cookie, use only one-half cup of butter. (Three to
+four dozen)</div>
+
+<div class="center2"><i>Peanut Cookies</i></div>
+
+<table width="100%" summary="Peanut Cookies" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 tbsp. butter</p>
+</td>
+<td class="cell_list3">
+<p class="five">3 c. flour</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&frac14; c. sugar</p>
+</td>
+<td class="cell_list3">
+<p class="five">2 tsp. milk</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 egg</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac12; c. finely chopped peanuts</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 tsp. baking-powder</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac12; tsp. lemon juice</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&#8539; tsp. salt</p>
+</td>
+<td class="cell_list3">
+<p class="five">2 doz. whole peanuts shelled</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Cream the butter and add the sugar and the
+egg well beaten. Add the milk and sifted dry ingredients,
+alternately, to the first mixture, then the peanuts and lemon
+juice. Drop from a teaspoon on a baking sheet an inch apart and
+place &frac12; peanut on top of each. Bake from 12 to 15 minutes in
+a moderate oven. (Two and a half to three dozen)</div>
+
+<div class="center2"><span class="pagenum"><a name="pg109" id=
+"pg109">109</a></span><i>Peanut Brittle</i></div>
+
+<table width="90%" summary="Peanut Brittle" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 c. sugar</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 c. peanuts in the shell</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Stir the sugar over the heat, constantly,
+until it becomes a clear liquid. Take at once from the heat, add
+the prepared peanuts, and pour on a warm, buttered tin. Mark in
+squares and cool. Serves ten.</div>
+
+<div class="center2"><i>Molasses Candy</i></div>
+
+<table width="90%" summary="Peanut Cookies" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">2 c. molasses</td>
+<td class="cell_list3">1 tbsp. vinegar</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&#8532; c. sugar</td>
+<td class="cell_list3">&frac14; tsp. soda</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">2 tbsp. butter</td>
+</tr>
+</table>
+
+<div class="blockquot">Put the molasses, sugar, and butter into a
+thick sauce-pan or kettle and stir until the sugar is dissolved.
+Boil until the mixture becomes brittle when tried in cold water.
+Stir constantly at the last to prevent burning. Add vinegar and
+soda just before removing from the fire. Pour into a well-greased
+pan and let it stand until cool enough to handle. Then pull until
+light and porous and cut in small pieces with scissors, arranging
+on buttered plates. Serves sixteen to twenty.</div>
+
+<div class="center2"><i>Fudge</i></div>
+
+<table width="90%" summary="Fudge" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">
+<p class="five">2 c. sugar</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 tbsp. butter</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3" colspan="2">
+<p class="five">1 c. milk</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac12; c. nuts, broken up</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Put the sugar and the milk in a sauce-pan
+and stir over the heat until the sugar is dissolved. Add the butter
+and boil to the "soft ball" stage. Take from the heat and beat
+until creamy. Add the nuts and pour on buttered pans. When cool,
+cut in squares. Serves sixteen to eighteen.</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>Devote, if possible, a separate period to the discussion of the
+food value and cooking of sugar; then assign two recipes for the
+practical work, allowing the pupils to work in groups. Assign only
+as much work as can be carefully supervised. Do not undertake both
+the cookies and the candy.</p>
+
+<hr style="width: 25%;" />
+<p><span class="pagenum"><a name="pg110" id=
+"pg110">110</a></span></p>
+
+<h3>TWENTY LESSONS IN SEWING</h3>
+
+
+<h5>SUGGESTIONS TO THE TEACHER</h5>
+
+<p>The teacher should be familiar with the conditions in which the
+pupils live, should know how much money they can afford to pay for
+materials, what materials are available, what previous experience
+in hand work they have had, whether they can afford to have
+sewing-machines in their own homes, and to what extent they make
+their own clothes or buy them ready-made.</p>
+
+<p>The lessons should be planned to furnish hand training, to give
+pupils practical instruction in the care of their own clothes, and
+to provide an opportunity for preparing the apron for the cooking
+lessons. The lesson course should tend to develop habits of thrift,
+industry, and neatness. The pupils should be encouraged to learn to
+sew, both to improve their own home conditions and to give them
+suggestions as to a possible means of livelihood. If
+sewing-machines are available and are in use in the homes, it is
+well to have lessons given in machine sewing and to have the long
+seams run by machine. If the pupils cannot have sewing-machines in
+their own homes, the lessons given should be limited to sewing by
+hand. In some schools, it may be necessary to simplify the lessons;
+in others, an increased number of articles may be prepared in the
+time allotted. Should the apron and cap not be needed for the
+cooking class, an undergarment (corset cover) may well be
+substituted.<a name="FNanchor_4" id="FNanchor_4"></a><a href=
+"#Footnote_4" class="fnanchor">[A]</a></p>
+
+<div class="footnote">
+<p><a name="Footnote_4" id="Footnote_4"></a><a href=
+"#FNanchor_4"><span class="label">[A]</span></a>Should the teacher
+feel that an apron or corset-cover is too large a piece for her
+pupils to undertake, and should she desire to have more time spent
+on the first ten lessons. Lessons XI to XVIII may be omitted, two
+periods each devoted to both Lessons XIX and XX, and three lessons
+used for the making of a simple needle-book or other small
+piece.</p>
+</div>
+
+<p><span class="pagenum"><a name="pg111" id=
+"pg111">111</a></span>For each lesson the teacher should have in
+mind a definite plan of procedure. The lesson should be opened with
+a brief and concrete class discussion of the new work that is to be
+taken up or the special stage that has been reached in work that is
+already under way. Though individual instruction is necessary, it
+should not take the place of this general presentation of the
+subject-matter, which economizes time and develops the real thought
+content of the work. Whenever possible, the teacher should
+endeavour to correlate this work with the other subjects on the
+curriculum.</p>
+
+<p>New stitches may be demonstrated on large pieces of scrim, with
+long darning-needles and coarse red or black yarn. The scrim should
+be pinned to the black-board with thumb tacks, and the stitches
+made large enough for all to see without difficulty. A variety of
+completed articles should be kept on hand, in order to show
+additional application of points brought out in the lesson. Each
+class may be given the privilege of preparing one article to add to
+this collection, and a spirit of class pride and valuable team work
+may be thereby developed.</p>
+
+<p>During the lesson, posture, neatness, and order should be
+emphasized. Application can be secured by making the problems of
+interest. Care must be taken that none of the work demands
+unnecessary eye strain. Each lesson should be closed in time to
+have one of the members of the class give a brief summary of the
+steps that have been covered.</p>
+
+<p>Since the class period for sewing in the rural school will
+necessarily be brief, the pupils should be encouraged to continue
+their work at some other period. However, no work outside of the
+class period should be permitted until the pupil has mastered the
+stitch and can be trusted to do the work in the right way. The
+privilege of sewing may be <span class="pagenum"><a name="pg112"
+id="pg112">112</a></span>made the reward for lessons quickly
+learned, home practice may be assigned, or the class may meet out
+of school hours. All outside practice must be carefully supervised,
+the pupil bringing her work to the teacher for frequent
+inspection.</p>
+
+<p>If it is possible to keep on hand a permanent equipment for
+sewing, the following should be provided for a class of twelve:</p>
+
+<table width="70%" summary="equipment for sewing" border="0">
+<tr>
+<td class="cell_ref2a" colspan="2">Approximate cost</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">Scissors, 1 dozen</p>
+</td>
+<td class="cell_ref2a">$3.00</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">Thimbles, 1 dozen</p>
+</td>
+<td class="cell_ref2a">.50</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">Tape-measures, 1 dozen</p>
+</td>
+<td class="cell_ref2a">.60</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">Emery, 1 dozen</p>
+</td>
+<td class="cell_ref2a">.50</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">Boxes for work, 1 dozen</p>
+</td>
+<td class="cell_ref2a">1.00</td>
+</tr>
+</table>
+
+<div class="blockquot">
+<span class="smcap">Note.</span>&mdash;Shoe or candy boxes may be used, but an effort should be
+made to have them uniform.</div>
+
+<p>The teacher who is to give lessons in sewing should secure a
+helpful elementary text-book or some bulletin that deals with the
+teaching of sewing.</p>
+
+
+<h5>REFERENCE BOOKS</h5>
+
+<table width="100%" summary="reference books" border="0">
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>School Sewing, Based on Home Problems.</i>
+Burton, I. R. and M. G. Vocational Supply Co., Indianapolis</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">$1.00</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Handbook of Elementary Sewing.</i> Flagg, E. P.
+Little, Brown &amp; Co., Boston. (McClelland, Goodchild &amp;
+Stewart, Toronto)</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.50</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Constructive Sewing, Book I.</i> (paper)
+Industrial Book &amp; Equipment Co., Indianapolis</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.60</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>School Needlework.</i> Hapgood, O. C. Ginn &amp;
+Co., Boston</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.50</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Handicraft for Girls.</i> McGlauflin, I. Manual
+Arts Press, Peoria. Ill.</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">1.00</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Home and School Sewing.</i> Patton, F. Newson
+&amp; Co., New York</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.60</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>A Sewing Course.</i> Woolman, M. S. Frederick A.
+Fernald, Washington</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">1.50</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_ref1">
+<p class="one"><i>Sewing.</i> Department of Education of
+Ontario</p>
+</td>
+<td class="cell_ref2">
+<p class="pn">.20</p>
+</td>
+</tr>
+</table>
+
+<div class="center"><span class="pagenum"><a name="pg113" id=
+"pg113">113</a></span>LESSON I: PREPARATION FOR SEWING</div>
+
+<p class="three"><i>Preparation and use of working equipment:
+Needles, pins, thread, tape-measure, thimble, scissors, box for
+work. Talk on cleanliness and neatness (care of hands, etc.).
+Discussion of hemming. Hems folded on sheets of paper.</i></p>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>A hem is made by twice turning over the edge of a piece of cloth
+toward the worker, and then sewing it down. It is used to finish a
+narrow edge. In turning a narrow hem the first fold must not be so
+deep as the second, in order that the hem may lie smoothly. If the
+hem is a wide one, the first fold can be much narrower than the
+second.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The teacher should have interested the pupils in the sewing
+lessons before the first meeting of the class, and each pupil
+should be asked to bring with her the box in which to keep her
+materials and such other equipment as is required. If the school is
+to furnish the equipment, the teacher should be sure that there is
+an adequate supply on hand.</p>
+
+<p>It will probably be necessary to have the towels to be used in
+the cooking 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 to allow them to do so. Flour
+or meal sacks will answer. It may be well to have each pupil hem a
+towel for home use, as well as for school use, in order to impress
+upon her the desirability of having hemmed dish-towels for daily
+use. The towels may be planned during this lesson, and the pupils
+may arrange to bring the material from home, <span class=
+"pagenum"><a name="pg114" id="pg114">114</a></span>if they are to
+provide it; but it will be well for the teacher to have on hand
+material for one or two towels. Plain paper will answer for the
+practice folding of the hem in the first lesson.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>The teacher should devote a few minutes to a talk on
+cleanliness, emphasizing its importance, and the necessity for
+exercising care in handling the sewing materials. This should be
+followed by a discussion regarding the care of the hands and the
+condition in which they should be for the sewing lesson. Each pupil
+should inspect her own hands and show them to the teacher.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus128.jpg"
+alt="Gauge" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+2.&mdash;Gauge</div>
+
+<p>When all the pupils have their hands in a proper condition for
+sewing, the teacher should look over their supplies with them, give
+them suggestions as to how they are to keep these, and let them
+arrange their boxes.</p>
+
+<p>Next, she should tell them what their first work is to be, show
+them the material for the towels, and discuss with them the best
+method of finishing the ends. <a href="#pg115">(See Lesson II.)</a></p>
+
+<p>Before turning the hem, the pupils should make a gauge from
+heavy paper, notched to indicate the depth of the hem. A few
+minutes should be devoted to practice <span class="pagenum"><a
+name="pg115" id="pg115">115</a></span>in measuring and turning a
+hem of the desired depth on a sheet of paper. This should give
+practice in the double turning necessary&mdash;first, the narrow
+turn to dispose of the cut edge; second, the fold to finish the
+edge.</p>
+
+<p>When the lesson is finished, the boxes should be put away in
+systematic order, and all scraps should be carefully picked up from
+the desks and the floor.</p>
+
+<div class="center">LESSON II: HEMMING TOWELS</div>
+
+<p class="three"><i>Turning and basting hems. Hemming towels of
+crash, sacking, or other material, for use in washing and drying
+dishes at home or in school.</i></p>
+
+<div class="figcenter"><img width="90%" src="images/illus129.jpg"
+alt="Even basting" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+3.&mdash;Even basting</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Basting is used to hold two pieces of material together until a
+permanent stitch can be put in. It is done by taking long stitches
+(one-fourth inch) from right to left and parallel to the edges that
+are to be basted together. In starting, the thread is fastened with
+a knot; when completed, it is fastened by taking two or three
+stitches one over the other.</p>
+
+<p><span class="pagenum"><a name="pg116" id=
+"pg116">116</a></span></p>
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The teacher should have the necessary materials on hand or
+should see that they are supplied by the pupils. The articles
+needed will include material for the towels, white thread for
+basting and hemming, and gauges for measuring.</p>
+
+<p>The teacher should also have a large square of unbleached cotton
+or canvas, 18 by 18 inches, and a large darning-needle and coloured
+worsted thread, to use for demonstration purposes. The canvas
+should be fastened to the black-board, where the class can see it
+easily.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>As soon as the class is called, the supplies are at hand, and
+the hands are in a proper condition, the teacher should demonstrate
+the basting-stitch, with a large needle and thread, on the square
+of canvas that has been fastened on the wall. Materials for work
+should be passed. Each pupil should straighten the ends of her
+towel by drawing a thread. Then she should turn and baste a hem
+three eighths of an inch in depth.</p>
+
+<p>At the close of the lesson, the pupils should fold their work
+carefully and put it neatly in their boxes.</p>
+
+<div class="center">LESSON III: HEMMING
+TOWELS&mdash;Continued</div>
+
+<div class="center2"><i>The overhanding stitch and the hemming
+stitch.</i></div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p><i>Overhanding</i> (also called overseaming or top
+sewing).&mdash;The edges to be overhanded are held between the
+first finger and the thumb of the left hand, with the edge parallel
+to the first finger. The needle is inserted just below and
+perpendicular to the edge. The needle is <span class="pagenum"><a
+name="pg117" id="pg117">117</a></span>pointed straight toward the
+worker. The stitches proceed 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 not be deep. It may be
+desirable to use this overhanding stitch at the ends of hems, to
+hold the edges of the material together. The overhanding stitch is
+also used for seams, for patching, and for sewing on lace.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus131.jpg"
+alt="Overhanding" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+4.&mdash;Overhanding</div>
+
+<p>The overhanding of narrow hems is not always necessary, but the
+ends may be made stronger thereby, and the stitch is a valuable one
+for the pupils to know.</p>
+
+<p><span class="pagenum"><a name="pg118" id=
+"pg118">118</a></span></p>
+
+<div class="figcenter"><img width="90%" src="images/illus132.jpg"
+alt="Hemming" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+5.&mdash;Hemming</div>
+
+<p><i>Hemming.</i>&mdash;The hemming-stitch 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. It is 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 the inside fold of the material. The needle is pointed over
+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 necessary. Uniformity
+of slant, size, and spacing of the stitches is important.</p>
+
+<p><span class="pagenum"><a name="pg119" id=
+"pg119">119</a></span></p>
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>Before this lesson is given, all the pupils should report to the
+teacher, having both ends of their towels basted, so that they will
+all be ready to proceed at once with the new stitches.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>The teacher should begin by demonstrating on the large square of
+canvas with the large needle and heavy thread the stitches to be
+used. After overhanding the end of the hem, the hemming-stitch
+should follow with the same thread. The pupils will probably not be
+able to finish the hemming in this first lesson, so provision
+should be made for additional time. This can be required as an
+outside assignment, if the pupils have mastered the method during
+the class period. The teacher may also be able to give them some
+supervision while she is looking after other classes.</p>
+
+<div class="center">LESSON IV: BAGS</div>
+
+<p class="three"><i>A school bag. Bag (made of material obtainable)
+to hold sewing materials. Measuring and straightening the material
+for the bag. Basting the seams.</i></p>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>The basting-stitch will be used as a review of work in the
+second lesson.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>Some time before the lesson, the teacher should discuss with the
+pupils the kind of material they will be able to provide for their
+bags and, if the material has to be purchased, she should suggest
+something that is suitable, washable, and inexpensive. The bag
+should cost only a few <span class="pagenum"><a name="pg120" id=
+"pg120">120</a></span>cents. The dimensions of the finished bag
+should be about 12 by 18 inches.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>The pupils should get out the materials they have brought 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
+to use their material to the best advantage. It should be
+straightened, pulled in place, and measured carefully. When the
+bags have been cut out, the sides should be basted.</p>
+
+<div class="center">LESSON V: BAGS&mdash;Continued</div>
+
+<div class="center2"><i>Sewing up the seams with a running-stitch
+and a back-stitch.</i></div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Running is done by passing the needle in and out of the material
+at regular intervals. 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
+determined largely by the kind of cloth used.</p>
+
+<p>When running is combined with a back-stitch, two or more
+running-stitches and one back-stitch are taken alternately. The
+back-stitch is a stitch taken backward on the upper side of the
+cloth, the needle being put back each time into the end of the last
+stitch and brought out the same distance beyond the last
+stitch.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The teacher should be sure that all the pupils are ready to
+report, having the sides of their bags basted ready for
+stitching.</p>
+
+<p><span class="pagenum"><a name="pg121" id=
+"pg121">121</a></span></p>
+<h5>METHOD OF WORK</h5>
+
+
+<p>The teacher should first demonstrate the running-stitch with the
+back-stitch, and the pupils should begin to sew the sides of the
+bag, using this stitch. They should commence sewing three quarters
+of an inch from the top of the bag, so that there will be a space
+left for slits in the hem through which to run the cord.<a name=
+"FNanchor_5" id="FNanchor_5"></a><a href="#Footnote_5" class=
+"fnanchor">[A]</a> The seams will doubtless have to be finished
+outside of the class hour, and may be assigned for completion
+before the next lesson.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus135.jpg"
+alt="Running-stitch with a back-stitch" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+6.&mdash;Running-stitch with a back-stitch</div>
+
+<div class="footnote">
+<p><a name="Footnote_5" id="Footnote_5"></a><a href=
+"#FNanchor_5"><span class="label">[A]</span></a>The draw-string, or
+cord, is to be run through the hem from the inside of the bag, and
+it will be necessary to leave three quarters of an inch of space at
+the ends of the seams, to provide slits as outlets for the
+cord.</p>
+</div>
+
+<div class="center"><span class="pagenum"><a name="pg122" id=
+"pg122">122</a></span>LESSON VI: BAGS&mdash;Continued</div>
+
+<div class="center2"><i>Overcasting the seams and turning the hem
+at the top of the bag.</i></div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Overcasting is done by taking loose stitches over the raw edge
+of the cloth, to keep it from ravelling or fraying.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The teacher should be sure that all the pupils are ready to
+report, having the sides of their bags neatly sewed with the
+running-stitch.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus136.jpg"
+alt="Overcasting" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+7.&mdash;Overcasting</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>The teacher should demonstrate the method of overcasting and
+explain its use. She should have the pupils trim the edges of their
+seams neatly and overcast them carefully. After the seams have been
+overcast, she should discuss the depth of the hem that the pupils
+expect to use <span class="pagenum"><a name="pg123" id=
+"pg123">123</a></span>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 admit of a heading at the top, a deep hem (about
+2&frac12; inches) can be made, and a running-stitch put in one-half
+inch (or more) above the edge of the hem, to provide a casing, or
+space, for the cord. If it is necessary to take a narrow hem, the
+hem itself can be made to answer as space for the cord; in this
+case the hem should be made about one-half inch deep.</p>
+
+<div class="center">LESSON VII: BAGS&mdash;Continued</div>
+
+<div class="center2"><i>Hemming the top of the bag and putting in a
+running-stitch to provide a space for the cord.</i></div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Review of the hemming-stitch and the running-stitch.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The pupils, having the hems basted, should report to the
+teacher.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>The teacher should review briefly the method of making the
+hemming-stitch and the running-stitch, asking the pupils to
+describe these stitches and to demonstrate them on the large square
+of canvas before the class. The basted hems should then be sewed
+with the hemming-stitch.</p>
+
+<p>After the hem is finished, the pupils should run a basting
+thread around the bag, to mark the location of the running-stitch,
+which is to be half an inch above the hem. They should measure for
+this carefully.</p>
+
+<p><span class="pagenum"><a name="pg124" id=
+"pg124">124</a></span>If there is not time to do all the hemming in
+the class period, the hemming-stitch and the running-stitch (which
+is to provide space for the draw-string) should be assigned for
+outside work, and each pupil should bring in her finished hem at a
+designated time before the next class period.</p>
+
+<div class="center">LESSON VIII: BAGS&mdash;Continued</div>
+
+<div class="center3"><i>Preparing a cord or other draw-string for
+the bag. Putting a double draw-string in the bag, so that it can
+easily be drawn up. Use of the bodkin.</i></div>
+
+<div class="figcenter"><img width="90%" src="images/illus138.jpg"
+alt="Bag nearly completed" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+8.&mdash;Bag nearly completed</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>To make a cord, it is necessary to take more than four times as
+much cotton as the final length of the cord will require, for some
+of the length will be taken up in the twisting of the cord. It will
+be easier for two to work together 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 <span
+class="pagenum"><a name="pg125" id="pg125">125</a></span>middle is
+taken in the other hand, and the lengths are allowed to 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 from the other side, each cord running
+all the way around, the bag can be drawn up easily.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus139.jpg"
+alt="Bodkin" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+9.&mdash;Bodkin</div>
+
+<p>In place of the cord, narrow tape may be used. Take two pieces
+of tape, each piece being twice as long as the width of the bag
+plus two inches. Run one tape in from one side and a second from
+the other side, each tape running all the way around. Join the tape
+ends in the following manner:</p>
+
+<p class="one">1. Turn a narrow fold on one end of the tape to the
+<i>wrong</i> side, and on the other end of the tape to the
+<i>right</i> side.</p>
+
+<p class="one">2. Slip one fold under the other and hem down the
+folded edges.</p>
+
+<p><span class="pagenum"><a name="pg126" id=
+"pg126">126</a></span></p>
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>If the pupils are not 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 the cord before the
+class period.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus140.jpg"
+alt="Completed bag" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+10.&mdash;Completed bag</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>The teacher should begin the lesson by describing the method of
+making the cord, estimating the amount necessary, and demonstrating
+the process with the assistance of one of the pupils. The pupils
+should be numbered, so that they may work in groups of two. After
+they have completed the cord and run it into the bag, methods of
+finishing the ends neatly should be suggested to them.</p>
+
+<div class="center"><span class="pagenum"><a name="pg127" id=
+"pg127">127</a></span>LESSON IX: DARNING STOCKINGS</div>
+
+<p><i>Use of a darning-ball or gourd as a substitute for a ball.
+Talk on the care of the feet and the care of the stockings.</i></p>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<div class="figcenter"><img width="90%" src="images/illus141.jpg"
+alt="Darning" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+11.&mdash;Darning</div>
+
+<p>This lesson will involve running and weaving. Darning is used to
+fill in a hole with thread, so as to supply the part that has been
+destroyed or to strengthen a place which shows signs of weakness. A
+darning-ball, a gourd, or a firm piece of cardboard should be
+placed under the hole. The darn should extend one quarter of an
+inch beyond the edge of the 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 angle to them. Care should be taken alternately to pick up
+and drop the edge of the material around the hole, so that no raw
+edges will be <span class="pagenum"><a name="pg128" id=
+"pg128">128</a></span>visible, and to weave evenly in and out of
+the material and the cross threads.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>Each pupil should 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.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>When the class meets, the teacher should discuss briefly the
+care of the feet and of the stockings, and demonstrate the method
+of darning, on a large piece of coarse material, with heavy yarn
+and a needle. If the pupils finish one darn during the lesson
+period, more darning should be assigned for practice out of
+class.</p>
+
+<div class="center">LESSON X: PATCHING<a name="FNanchor_6" id=
+"FNanchor_6"></a><a href="#Footnote_6" class=
+"fnanchor">[A]</a></div>
+
+<div class="center2"><i>Hemmed patches on cotton garments. Talk on
+the care of the clothes.</i></div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>This lesson will involve measuring, trimming, basting, and
+hemming. A patch is a piece of cloth sewed on to a garment to
+restore the worn part. The material used for the patch should be as
+nearly like the original fabric in colour and quality as possible.
+In placing the patch, the condition of the material about the hole
+must be taken into consideration, as well as the size of the hole.
+The worn parts around the hole should be removed, and the hole cut
+square or oblong. The patch should be, on all four <span class=
+"pagenum"><a name="pg129" id="pg129">129</a></span>sides, an inch
+larger than the trimmed hole. The corners of the hole should be cut
+back diagonally, so that the edges may be turned under. The patch
+should be matched and pinned to the wrong side of the garment,
+leaving the edges to project evenly on all four sides. The edges of
+the material around the hole should be turned in and basted to the
+patch. The edges of the patch should be turned in so that they
+extend, when finished, one-half inch from the edge of the hole. The
+patch and the cloth should be basted together and hemmed.</p>
+
+<div class="footnote">
+<p><a name="Footnote_6" id="Footnote_6"></a><a href=
+"#FNanchor_6"><span class="label">[A]</span></a>Used when special
+problem comes up.</p>
+</div>
+
+<div class="figcenter"><img width="90%" src="images/illus143.jpg"
+alt="Patching" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+12.&mdash;Patching</div>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The lesson on patching should be given at any time in the course
+when it can be applied to an immediate need. If a pupil tears her
+dress while playing at school, or if she wears a torn apron, the
+teacher can announce a patching lesson for the next sewing class,
+and request each pupil to bring a torn garment and the material for
+the patch from home. It may be desirable to use two or three
+periods for this lesson.</p>
+
+<p><span class="pagenum"><a name="pg130" id=
+"pg130">130</a></span></p>
+<h5>METHOD OF WORK</h5>
+
+
+<p>The teacher should demonstrate the process of patching on a
+large piece of cotton. The pupils should practise placing a patch
+on a piece of paper with a hole in it. Each step should be assigned
+in succession&mdash;examination of the article to determine its
+condition, calculation of the size and preparation of the patch,
+placing the patch, trimming the article around the hole, basting
+the patch and material together, and hemming the patch.</p>
+
+<div class="center">LESSON XI: CUTTING OUT APRONS OR
+UNDERGARMENTS</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>When cutting out an apron, the length of the skirt should first
+be measured, and to this measure 6 inches should be added for the
+hem and the seams. One length of the material corresponding to this
+length should be cut. This should be folded lengthwise through the
+middle. Three quarters of an inch should be measured on this fold,
+and the material cut from the end of the selvage to this point, in
+order to slope the front of the apron. When the waist measure is
+taken, 3 inches should be added to it (1 for the lap and 1 at each
+end, for finishing). This makes a strong piece at each end for the
+button and button-hole. Two pieces of this length and 2&frac12;
+inches wide should be cut lengthwise of the material for the belt.
+A measure should be made from the middle of the back of the waist
+line, over the shoulder, to a point 5 inches to the right to the
+centre front and on the waist line. Two pieces of the length of
+this measure and 4&frac12; inches wide should be cut lengthwise of
+the material for the shoulder straps. A piece 9 by 12 inches should
+be cut for the bib, <span class="pagenum"><a name="pg131" id=
+"pg131">131</a></span>the longer distance lengthwise of the
+material. These measurements allow one quarter of an inch for
+seams.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>Before the lesson the teacher should see if arrangements can be
+made to secure the use of one or two sewing-machines, so that the
+pupils may sew all the long seams by machine.</p>
+
+<p>At a previous lesson she should discuss the kinds of material
+suitable for the aprons. The pupils should consider whether their
+aprons shall be white or coloured, and whether they shall be of
+muslin, cambric, or gingham. Each pupil will need from 1&frac12; to
+2 yards of material, according to her size. The taller ones will
+need 2 yards.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus145.jpg"
+alt="Cutting out skirt of apron" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+13.&mdash;Cutting out skirt of apron</div>
+
+<p>There should be on hand a sufficient number of tape-measures,
+pins, and scissors, so that the pupils may proceed with the cutting
+of their aprons without unnecessary delay.</p>
+
+<p><span class="pagenum"><a name="pg132" id=
+"pg132">132</a></span>The apron to be made is to have a skirt, with
+a bib and shoulder straps, in order to be a protection to the
+dress, the skirt, and the waist.<a name="FNanchor_7" id=
+"FNanchor_7"></a><a href="#Footnote_7" class="fnanchor">[A]</a></p>
+
+<div class="footnote">
+<p><a name="Footnote_7" id="Footnote_7"></a><a href=
+"#FNanchor_7"><span class="label">[A]</span></a> If the pupils are
+very inexperienced and find the sewing difficult, it may be
+advisable to omit the bib and straps and to make the simple
+full-skirted apron. If a machine is not at hand to use for the long
+seams, the limited time may make the simpler apron necessary. This
+will give more time for the various steps. Lessons XIV and XV may
+then be omitted, Lesson XVI made more simple, and less outside work
+may be required.</p>
+</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>As soon as the class meets, the pupils should take the
+measurements for their aprons. One measurement should be assigned
+at a time, and the reason for each measurement should be given. The
+pupils should have explicit directions as to the measurements, as
+they are apt to become confused if the directions are not clear.
+They should work carefully, so that the material does not become
+crumpled or soiled and, at the conclusion of the lesson, they
+should fold it carefully and put it away neatly. All threads and
+scraps of material should be carefully picked off the floor and the
+desks, and the room left in order.</p>
+
+<div class="center">LESSON XII: APRONS OR
+UNDERGARMENTS&mdash;Continued</div>
+
+<div class="center2"><i>Basting the hem for hemming on the machine
+or by hand. Uneven basting.</i></div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>An uneven basting forms the better guide for stitching. In
+uneven basting, the spaces are made about three times as long as
+the stitches. The stitch should be about one eighth of an inch and
+the space three eighths of an inch.</p>
+
+<p><span class="pagenum"><a name="pg133" id=
+"pg133">133</a></span></p>
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>In addition to the apron material which has been cut out in the
+previous lesson, each pupil should provide her own spool of thread
+(number sixty white thread will probably answer for all the work),
+a piece of cardboard 5 inches wide for a gauge, and pins to use in
+fastening the hem.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus147.jpg"
+alt="Uneven basting" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+14.&mdash;Uneven basting</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>As soon as the class meets, the pupils should prepare a 5-inch
+gauge, to guide them in turning the hems of the skirts of their
+aprons. They should make a half-inch notch in the measure for the
+first turn in the material. A half-inch edge should be turned up
+from the bottom of the skirt, then a 5-inch hem should be turned,
+pinned, and basted carefully with uneven basting. The gauge should
+be used for both measurements.</p>
+
+<div class="center"><span class="pagenum"><a name="pg134" id=
+"pg134">134</a></span>LESSON XIII: APRONS OR
+UNDERGARMENTS&mdash;Continued</div>
+
+<div class="center2"><i>Gathering the skirt and stitching to the
+belt.</i></div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>In gathering, a stitch much like running is employed. Small
+stitches are taken up 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 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
+(approximately one half of the waist measure). The skirt and the
+belt should be pinned, basted, and sewn together.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus148.jpg"
+alt="Gathering" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+15.&mdash;Gathering</div>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>If the hems have been completed in the skirts, the pupils are
+ready to gather the skirts and attach them to <span class=
+"pagenum"><a name="pg135" id="pg135">135</a></span>the belt. It
+will be well to have a supply of pins on hand, to use in fastening
+the skirt and belt together.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>The teacher should first demonstrate the method of gathering and
+assign that portion of the lesson. When the skirts have all been
+gathered, she should show the pupils how to measure, pin, and baste
+the skirt to the belt.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus149.jpg"
+alt="Sewing on the belt of the apron" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+16.&mdash;Sewing on the belt of the apron</div>
+
+<div class="center">LESSON XIV: APRONS OR
+UNDERGARMENTS&mdash;Continued</div>
+
+<div class="center2"><i>Making the bib.</i></div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>A 2-inch hem should be turned across one short end of the bib.
+This should be basted and hemmed. The bottom of the bib should be
+gathered, the method employed for the top of the skirt being used,
+and sufficient thread being left to adjust the gathers easily.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>If the pupils have completed the skirts and attached them to the
+belts, they are ready to make the bibs. They <span class=
+"pagenum"><a name="pg136" id="pg136">136</a></span>should be
+provided with a 2-inch marker, for use in making the hems in the
+top of the bibs.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>The teacher should guide the pupils carefully in the making of
+the bibs, reviewing their knowledge of basting, hemming, and
+gathering.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus150.jpg"
+alt="Bib and straps of apron" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+17.&mdash;Bib and straps of apron</div>
+
+<div class="center">LESSON XV: APRONS OR
+UNDERGARMENTS&mdash;Continued</div>
+
+<div class="center2"><i>Making the straps</i>.</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>One end of one of the straps should be placed at the bottom of
+the bib. The edge of the strap should be pinned, basted, and sewed
+to 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 <span class="pagenum"><a name="pg137" id=
+"pg137">137</a></span>turned in one inch. The strap should then be
+folded through the middle for its entire length and the free side
+basted to the wrong side of the bib and hemmed. The remaining edges
+of the strap should be overhanded together. The other strap should
+be sewn to the other side of the bib in the same way.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The bibs should have been completed before the pupils report for
+this lesson.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>As soon as the pupils report for the lesson, the teacher should
+explain the method of attaching the straps to the bib and tell them
+how to finish the former. As they proceed with their work, she
+should supervise them carefully and assign the unfinished portion
+to be done out of class.</p>
+
+<div class="center">LESSON XVI: APRONS OR
+UNDERGARMENTS&mdash;Continued</div>
+
+<div class="center2"><i>Putting the bib and the skirt on the
+belt.</i></div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>The middle of the bottom of the bib should be determined, and
+pinned to the middle of the upper edge of the belt, to which the
+skirt has already been attached. The belt should be fastened to the
+wrong side of the bib. The gathering string of the bib should be
+drawn up, leaving 2 inches of fulness on each side of the middle.
+The bib should be pinned, basted, and sewn to the belt. The
+remaining long edges of the belt should be turned in one quarter of
+an inch, and the ends one inch. The edges of the other belt piece
+should be turned in in the same way, <span class="pagenum"><a name=
+"pg138" id="pg138">138</a></span>and should be pinned over the belt
+to which the skirt and the bib have been attached (with all the
+edges turned in), and basted carefully, to keep the edges even. The
+skirt and the bib should be hemmed to this upper belt, and all the
+remaining edges should be overhanded.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>The bib and the straps of the apron should be completed before
+the pupils report for this lesson.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>The teacher should guide the pupils carefully in the various
+steps necessary in fastening the bib to the belt and in completing
+the belt. If the hemming and overhanding is not completed during
+the class hour, they may be assigned as home work.</p>
+
+<div class="center">LESSON XVII: METHODS OF FASTENING
+GARMENTS</div>
+
+<div class="center2"><i>Sewing buttons on the aprons, corset-cover,
+or other garment.</i></div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>This lesson should teach neatness in dress, through a
+consideration of the best methods of fastening garments. The
+position of the button is measured by drawing the right end of the
+band one inch over the left end. The place for the button should be
+marked with a pin on the left end of the band. A double thread is
+fastened on the right side of the band, drawn through one hole of
+the button, and back through the other, and then taken through the
+band close to the first stitch. A pin should be inserted on top of
+the button under the first stitch, left there until <span class=
+"pagenum"><a name="pg139" id="pg139">139</a></span>the button is
+firmly fastened in place, and then removed. Before the thread is
+fastened, it should be wrapped two or three times around the
+threads holding the button, between the button and the cloth, then
+fastened neatly on the wrong side with a few small stitches one on
+top of another.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus153.jpg"
+alt="Sewing on buttons" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+18.&mdash;Sewing on buttons</div>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>Each pupil should come to the class with her apron as nearly
+completed as possible, and with three buttons to sew on it, for
+fastening the belt and straps.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>The teacher should discuss the best methods of fastening
+garments and should demonstrate the method of sewing 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 from the end, and another
+button 4 inches from each end of the band, to hold the shoulder
+straps.</p>
+
+<div class="center"><span class="pagenum"><a name="pg140" id=
+"pg140">140</a></span>LESSON XVIII: METHODS OF FASTENING
+GARMENTS&mdash;Continued</div>
+
+<div class="center2"><i>Button-holes on practice piece and on
+apron.</i></div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>Directions for making the button-hole.&mdash;Measure carefully
+the position for the button-hole, lengthwise of the band, so that
+the end will come one quarter of an inch from the edge of the
+garment. Mark the length of the button-hole on the material by
+putting in two lines of running-stitches at the ends. To cut the
+button-hole, insert the point of the scissors at the point marked
+by the running-stitches nearest the edge of the garment, and cut
+carefully along the thread of the material to the row of stitches
+marking the length at the other end.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus154.jpg"
+alt="Working button-holes" /></div>
+
+<table width="90%" summary="Working button-holes" border="0">
+<tr>
+<td class="cell_list7">(<i>a</i>)</td>
+<td class="cell_list7">(<i>b</i>)</td>
+<td class="cell_list7">(<i>c</i>)</td>
+</tr>
+
+<tr>
+<td class="cell_list7">Starting the button-hole</td>
+<td class="cell_list7">The button-hole stitch</td>
+<td class="cell_list7">The finished button-hole</td>
+</tr>
+</table>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+19.&mdash;Working button-holes</div>
+
+<p>To make the button-hole, use a thread of sufficient length to do
+both the overcasting and the button-holing. Beginning at the lower
+right corner, overcast the raw edges with stitches one sixteenth of
+an inch deep. Do not <span class="pagenum"><a name="pg141" id=
+"pg141">141</a></span>overcast around the ends of the hole. As soon
+as the overcasting is done, proceed with the button-holing without
+breaking the thread. Hold the button-hole horizontally over the
+first finger of the left hand and work from right to left. Insert
+the point of the needle through the button-hole (at the back end),
+bringing the point through, toward you, four or five threads below
+the edge of the button-hole. Bring the doubled thread from the eye
+of the needle from right to left under and around the point of the
+needle, draw the needle through, and pull the thread firmly, so
+that the purl is on the edge. At the end of the button-hole, near
+the end of the band, make a fan, by placing from five to seven
+stitches. The other end of the button-hole should be finished with
+a bar made by taking three stitches across the end of the
+button-hole, then button-hole over the bar, taking in the cloth
+underneath and pulling the purl toward the slit. The thread should
+be fastened carefully on the under side of the button-hole.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>For this lesson it is desirable to have small pieces of cotton
+on hand, to use as practice pieces for the button-holes.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>The teacher should demonstrate the making of a button-hole,
+illustrating each step of the process on a large piece of canvas.
+The pupils should sew two small strips of cotton together and cut a
+button-hole one quarter of an inch from the edge, and lengthwise of
+the material, to work for practice. When the button-hole has been
+sufficiently perfected on the practice piece, the pupils should
+make three in the apron&mdash;one in the right end of the band and
+one in the end of each shoulder strap.</p>
+
+<div class="center"><span class="pagenum"><a name="pg142" id=
+"pg142">142</a></span>LESSON XIX: A PADDED HOLDER FOR HANDLING HOT
+DISHES&mdash;BINDING</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>A holder 6 inches square will be satisfactory for handling hot
+dishes. It can be made of quilted padding bound with tape, or of
+two thicknesses of outing flannel covered with percale or denim and
+bound with tape or braid. If made of the outing flannel and
+covered, it should be quilted, by stitching from the middle of one
+side to the middle of the opposite side in both directions, in
+order to hold the outing flannel and the outside covering together.
+The tape that is to be used for the binding should be folded
+through the middle lengthwise; then, a beginning being made at one
+corner of the padding, the edge should be basted, half on one side
+and half on the other. Right-angled corners should be formed. When
+basted all around, the tape should be sewn on each side with a
+hemming-stitch.</p>
+
+<p>If the holder is to be suspended from the apron band, a tape of
+from 27 inches to 36 inches in length should be attached to one
+corner. The raw edge at one end of the tape should be turned in.
+The end should be so placed that it overlaps the corner of the
+holder about half an inch and it should be basted to the holder.
+The tape should then be secured firmly to the holder, hemmed down
+on one edge, across the bottom, and up the other edge. The other
+end of the tape should be finished with a 2-inch loop. The raw edge
+should be folded over, the tape turned 2 inches down for the loop,
+and basted in place. This should be hemmed across the end. One
+quarter of an inch up from the end, the double thickness of tape
+should be back-stitched together, and the edges of the tape should
+be overhanded from there to the hemmed end.</p>
+
+<p><span class="pagenum"><a name="pg143" id=
+"pg143">143</a></span></p>
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>Each pupil should provide sufficient denim, percale, huckaback,
+or other washable material to cover the two sides of a holder 7
+inches square, and enough outing or canton flannel for a double
+lining. About 1&frac12; yards of straight tape one-half inch wide
+will be needed for the binding and for suspending the holder from
+the apron.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus157.jpg"
+alt="The holder" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+20.&mdash;The holder</div>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>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
+finish with the binding. <span class="pagenum"><a name="pg144" id=
+"pg144">144</a></span>If it is not possible to complete the holder
+in one period, a second lesson period should be provided, or
+arrangements may be made to have supervised work done outside of
+the lesson hours.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus158.jpg"
+alt="Cap" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+21.&mdash;Cap</div>
+
+<div class="center">LESSON XX: A CAP TO WEAR WITH THE COOKING
+APRON</div>
+
+
+<h5>SUBJECT MATTER</h5>
+
+
+<p>The simplest cap to make will be the circular one. A pattern
+should be made by drawing with a pencil and string on a piece of
+wrapping-paper a circle 21 inches in <span class="pagenum"><a name=
+"pg145" id="pg145">145</a></span>diameter. The material for the cap
+should be cut carefully around the circle and finished with a
+narrow hem. A tape to hold the draw-string should be placed
+1&frac14; inches inside the edge of the hem. A small piece of
+cardboard cut about one-half inch wide should be used for measuring
+the position of the tape. Bias strips three quarters of an inch
+wide should be prepared for the tape, or a commercial tape three
+eighths of an inch wide may be purchased. The outer edge of the
+tape should be basted first and the edges joined; then the inner
+edges should be basted, the edge being kept smooth. Both edges
+should be neatly sewn with the hemming-stitch by hand or on the
+machine. An elastic should be inserted in the band, carefully
+fitted to the head, and the ends fastened neatly.</p>
+
+
+<h5>PRELIMINARY PLAN</h5>
+
+
+<p>This lesson will give a good opportunity to make a cap that will
+answer for a dust cap or serve as a part of the cooking uniform. If
+such a cap does not seem desirable and the former lesson has not
+been completed, the cap may be omitted and the work on the holder
+continued.</p>
+
+
+<h5>METHOD OF WORK</h5>
+
+
+<p>The pupils should first make the pattern for the cap and then
+cut out their material. 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 not be possible for the
+pupils to complete the cap in one class period; but, if the
+material has been cut out and the work started, they may be able to
+complete it at some other time. The stitches are not new, and the
+work will serve as an excellent test of the skill they have
+acquired in the course.</p>
+
+<hr style="width: 25%;" />
+<div class="center"><span class="pagenum"><a name="pg146" id=
+"pg146">146</a></span>HOUSEHOLD SCIENCE EQUIPMENT</div>
+
+<p>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 Household Science centres of towns
+and cities, where provision is made for the instruction of
+twenty-four pupils at one time and for from ten to fifteen
+different classes each week. Owing to the expense and the lack of
+accommodation, it is not possible to install such equipment in rural
+schools. For this and other reasons it has been concluded that the
+subject is beyond the possibilities of the rural school. That this
+is not the case is shown by the fact that many rural schools in the
+United States, and some in Saskatchewan, as well as a number in our
+own Province, are teaching the subject successfully, with equipment
+specially designed to meet existing conditions.</p>
+
+<p>The accommodations and equipment required may be classified as
+follows:</p>
+
+<p>1. Working tables<br />
+2. Cupboards and cabinets for storing the utensils<br />
+3. Stoves<br />
+4. Cooking and serving utensils</p>
+
+<p>1. The provision for working tables is conditioned by the space
+available, and every effort must be made to economize this space.
+The equipment may be placed in the basement or in a small
+ante-room. In one school in the Province very successful work is
+being done in a large corridor. When a new school-house is being
+erected, provision should be made by building a small work-room off
+the class-room. The possibilities of a small, portable building, in
+close proximity to the school, should not be overlooked.</p>
+
+<p><span class="pagenum"><a name="pg147" id=
+"pg147">147</a></span>Where the school is provided with a large
+table, this may be made of service. When used as a working table it
+should be covered with a sheet of white oil-cloth. When used as a
+dining-table a white table-cloth may be substituted for the
+oil-cloth. If the school does not possess a table, two or three
+boards may be placed on trestles, if the space at the front or the
+back of the room permits, and these may be stored away when not
+required. A table with folding legs, such as is shown in Figures 22
+and 23, may also be used.</p>
+
+<div class="figcenter"><img width="100%" src="images/illus161.jpg"
+alt="Working drawing of folding table" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+22.&mdash;Working drawing of folding table</div>
+
+<p>The top of the cabinet containing the utensils or an ordinary
+kitchen table closed in as a cupboard underneath, may be made to
+serve. Long boards, about eighteen inches wide, placed across the
+tops of six or eight desks, provide good accommodation. These
+should be blocked up level and should be provided with cleats at
+each end, in order to prevent movement. When not in use they may
+stand flat against the wall and occupy very little space. Separate
+boards, resting on a desk at each end, may also be placed across
+the aisles. Each of these will provide working space for one pupil.
+
+Tables which drop down flat when not in use may be fixed to the
+
+walls of the school-room. As schools vary in many respects, it
+
+is not possible to outline a plan which will suit all; but that
+plan should be chosen which will best meet the requirements of the
+particular school.</p>
+
+<p><span class="pagenum"><a name="pg148" id="pg148">148</a></span></p>
+
+<div class="figcenter"><img width="100%" src="images/illus162.jpg"
+alt="Folding Table" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+23&mdash;Folding Table</div>
+
+<p><span class="pagenum"><a name="pg149" id="pg149">149</a></span></p>
+
+<div class="figcenter"><img width="100%" src="images/illus163.jpg"
+alt="Household Science Cabinet for Rural Schools" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+24&mdash;Household Science Cabinet for Rural Schools</div>
+
+
+<p><span class="pagenum"><a name="pg150" id="pg150">150</a></span>2. The cupboards and cabinets to contain the utensils may take
+various forms. A kitchen cabinet costing from twenty-five to
+thirty-five dollars may be obtained from a furniture store, or one
+may be made by a local carpenter. A large packing-case painted
+brown outside and white inside (for cleanliness) is satisfactorily
+used in some schools. If covered 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 covered with a door or curtain may be used,
+or it may be possible to devote one shelf of the school cupboard to
+the storing of the utensils. It is desirable to have a combination
+cupboard and table, which will contain most of the equipment,
+including the stove. Figure 24 is a working drawing of such a
+cabinet, which may be made by a local carpenter or by the older
+boys of the school.</p>
+
+<p>The directions for making this cabinet are as follows:</p>
+
+<p>Obtain two boxes and cut or re-make them so that each is 30
+inches high when standing on end, 12&frac14; inches across the
+front inside, and 18 inches from front to back. These will form the
+two end Sections, A and B. Inside the sides of these boxes nail 1
+inch &times; &#8542; inch strips, to form the slides for the
+drawer. The slides come within &#8542; of an inch of the front
+edge. Rails may be nailed across the front. Guide pieces should be
+nailed to the slides, in order to keep the drawers straight. Divide
+Section 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 piece of beaver board or pine a little larger than the drawer
+front.</p>
+
+<p><span class="pagenum"><a name="pg151" id=
+"pg151">151</a></span></p>
+
+<div class="figcenter"><img width="100%" src="images/illus165.jpg"
+alt="Cabinet, showing stove in position for use" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+25.&mdash;Cabinet, showing stove in position for use</div>
+
+<p><span class="pagenum"><a name="pg152" id=
+"pg152">152</a></span></p>
+
+<div class="figcenter"><img width="100%" src="images/illus166.jpg"
+alt=
+"Cabinet, with stove behind centre partition when not in use" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+26.&mdash;Cabinet, with stove behind centre partition when not in
+use</div>
+
+<p><span class="pagenum"><a name="pg153" id=
+"pg153">153</a></span>Use any handles that may be conveniently obtained. Cut two
+pieces 4' 9&frac12;" &times; 1&frac12;" &times; &#8542;". Space the
+Sections as shown, and nail these pieces firmly to the fronts of
+the larger boxes, <i>A</i> and <i>B</i>, top and bottom. Four end
+pieces 18" &times; 1&frac12;" will be required. Fill in Section
+<i>C</i>, in this case, 2' 7&frac12;", with the pieces from the box
+lids or with ordinary flooring. Make a door for the cupboard from
+similar material. The top is best made from good, clear, white
+pine. Screw battens across, and screw the whole firmly to the box
+top from the inside. If more table space is required, make a
+similar bench top, which can rest on top of the cabinet when not in
+use. When required, it may be placed over the desks. Steel or glass
+shoes or wooden skids or battens should be fixed under the cabinet,
+so that it can be pulled away from the stove and replaced easily.
+The dimensions given are for a two-flame-burner oil-stove which is
+30 inches high, 31 inches across the front, and 16 inches from
+front to back. The middle Section, <i>C</i>, and the total height
+of the cabinet may be enlarged or reduced to fit other sizes of
+stoves.</p>
+
+<p>The material required for, and the approximate cost of, such a
+cabinet, labour not included, are as follows:</p>
+
+<table width="70%" summary="cost of cabinet" border="0">
+<tr>
+<td class="cell_ref1a">
+<p class="five">2 boxes @ 25</p>
+</td>
+<td class="cell_ref2a">$0.50</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">5 raisin boxes @ 5</p>
+</td>
+<td class="cell_ref2a">.25</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">5 handles at 45c per doz.</p>
+</td>
+<td class="cell_ref2a">.20</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">1 cupboard latch</p>
+</td>
+<td class="cell_ref2a">.15</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">&nbsp;&nbsp;or 1 turn button</p>
+</td>
+<td class="cell_ref2a">.02</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">About 9 sq. ft. flooring</p>
+</td>
+<td class="cell_ref2a">.25</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">About 8 sq. ft. pine for top</p>
+</td>
+<td class="cell_ref2a">.50</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">&nbsp;&nbsp;Pieces for battens, etc.</p>
+</td>
+<td class="cell_ref2a">.25</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">&nbsp;&nbsp;Steel shoes</p>
+</td>
+<td class="cell_ref2a">.10</td>
+</tr>
+</table>
+
+<p><span class="pagenum"><a name="pg154" id=
+"pg154">154</a></span>Figure 27 shows another type of equipment and
+the space it occupies in the class-room when not in use.</p>
+
+<div class="figcenter"><img width="100%" src="images/illus168.jpg"
+alt="Space taken by equipment in class-room" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+27.&mdash;Space taken by equipment in class-room</div>
+
+<p>The cupboard and the back of the cabinet contain the equipment
+necessary for teaching twelve pupils at one time and also for
+serving one hot dish at the noon lunch to twenty-four pupils. One
+drawer contains linen, etc., and the <span class="pagenum"><a name=
+"pg155" id="pg155">155</a></span>other, knives, forks, and spoons.
+The dimensions of the cupboard and the cabinet are shown in Figures
+28 and 29, and the construction of each is such that it can be made
+easily by any carpenter.</p>
+
+<div class="figcenter"><img width="100%" src=
+"images/illus169a1.jpg" alt="Working drawings of cupboard" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+28.&mdash;Working drawings of cupboard</div>
+
+<div class="figcenter"><img width="100%" src=
+"images/illus169a2.jpg" alt="Working drawing of cabinet." /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+29.&mdash;Working drawing of cabinet.</div>
+
+<p><span class="pagenum"><a name="pg156" id=
+"pg156">156</a></span></p>
+
+<div class="figcenter"><img width="100%" src="images/illus170.jpg"
+alt=
+"Cupboard with drawers and doors open, showing equipment" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+30.&mdash;Cupboard with drawers and doors open, showing
+equipment</div>
+
+<p>Figure 30 shows the cupboard and drawers open and the method of
+storing the equipment. The shelves may be covered with white
+oil-cloth or brown paper, in order to obviate the necessity for frequent scrubbing. The cupboard may
+be fixed to the wall with mirror plates or small iron brackets, or
+it may be screwed through the back.</p>
+
+<p><span class="pagenum"><a name="pg157" id=
+"pg157">157</a></span></p>
+
+<div class="figcenter"><img width="100%" src="images/illus171.jpg"
+alt="Back of cabinet with equipment in place" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+31.&mdash;Back of cabinet with equipment in place</div>
+
+<p><span class="pagenum"><a name="pg158" id=
+"pg158">158</a></span></p>
+
+<div class="figcenter"><img width="100%" src="images/illus172.jpg"
+alt="Stock Bill" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+32.&mdash;Back of cabinet with stove removed</div>
+
+<p><span class="pagenum"><a name="pg159" id=
+"pg159">159</a></span>Figure 31 shows the back of the cabinet, with
+the three-flame-burner stove-oven, the one-flame-burner stove, and
+other utensils in place. The folding table, previously described,
+rests on the top of the cabinet. Figure 32 shows the back of the
+cabinet with the stove and oven removed. The method of storing
+utensils and the construction of the cabinet are clearly shown.</p>
+
+<div class="figcenter"><img width="100%" src="images/illus173.jpg"
+alt="Stock Bill" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+33.&mdash;Three-flame-burner oil-stove, with kettles and
+one-flame-burner oil-stove on shelf</div>
+
+<p><span class="pagenum"><a name="pg160" id=
+"pg160">160</a></span></p>
+
+<div class="figcenter"><img width="100%" src="images/illus174.jpg"
+alt="Stock Bill" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+34.&mdash;Household Science equipment with drop-leaf table</div>
+
+<p><span class="pagenum"><a name="pg161" id=
+"pg161">161</a></span>Figure 33 shows the three-flame-burner
+oil-stove with the shelf underneath containing three kettles and
+the one-flame-burner oil-stove.</p>
+
+<p>Another type of equipment is shown in Figure 34. Each end of the
+top of this cabinet drops down when the cupboard doors are closed,
+space being thus economized. The top of the table may be covered
+with oil-cloth or zinc carefully tacked down on the edges.</p>
+
+<p>The directions for making this cabinet are as follows:</p>
+
+
+<h5>MATERIALS REQUIRED</h5>
+
+<table width="100%" summary="Lumber" border="0">
+<tr>
+<td class="cell_list5a" colspan="3">Lumber:</td>
+</tr>
+
+<tr>
+<td class="cell_list5a">&nbsp;</td>
+<td class="cell_list3">7 pieces &frac34;" &times; 4" &times;
+14'</td>
+<td class="cell_list3">yellow pine ceiling</td>
+</tr>
+
+<tr>
+<td class="cell_list5a">&nbsp;</td>
+<td class="cell_list3">6 pieces 1" &times; 4" &times; 12'</td>
+<td class="cell_list3">yellow pine flooring</td>
+</tr>
+
+<tr>
+<td class="cell_list5a">&nbsp;</td>
+<td class="cell_list3">1 piece&nbsp; 1" &times; 12" &times;
+12'</td>
+<td class="cell_list3">&nbsp;</td>
+</tr>
+
+<tr>
+<td class="cell_list5a">&nbsp;</td>
+<td class="cell_list3">1 piece&nbsp; 1" &times; 8" &times; 12'</td>
+<td class="cell_list3">No. 1 common white pine</td>
+</tr>
+
+<tr>
+<td class="cell_list5a">&nbsp;</td>
+<td class="cell_list3">1 piece&nbsp; &frac12;" &times; 6" &times;
+14'</td>
+<td class="cell_list3">&nbsp;</td>
+</tr>
+
+<tr>
+<td class="cell_list5a">&nbsp;</td>
+<td class="cell_list3" colspan="2">4 white pine laths</td>
+</tr>
+</table>
+
+<table width="100%" summary="Hardware" border="0">
+<tr>
+<td class="cell_list5a" colspan="3">Hardware:</td>
+</tr>
+
+<tr>
+<td class="cell_list5a">&nbsp;</td>
+<td class="cell_list3">7 pairs 1&frac12;" &times; 3" butt
+hinges</td>
+<td class="cell_list3">1 lb. 8d finishing nails</td>
+</tr>
+
+<tr>
+<td class="cell_list5a">&nbsp;</td>
+<td class="cell_list3">3 cupboard catches</td>
+<td class="cell_list3">1 lb. 6d finishing nails</td>
+</tr>
+
+<tr>
+<td class="cell_list5a">&nbsp;</td>
+<td class="cell_list3">1 piece zinc (27" &times; 39")</td>
+<td class="cell_list3">&frac14; lb. box 1" brads</td>
+</tr>
+
+<tr>
+<td class="cell_list5a">&nbsp;</td>
+<td class="cell_list3">2 pieces zinc (21" &times; 27")</td>
+<td class="cell_list3">&frac14; lb. box 1&frac14;" brads</td>
+</tr>
+
+<tr>
+<td class="cell_list5a">&nbsp;</td>
+<td class="cell_list3">1 drawer pull</td>
+<td class="cell_list3">1 box tacks</td>
+</tr>
+
+<tr>
+<td class="cell_list5a">&nbsp;</td>
+<td class="cell_list3">&nbsp;</td>
+<td class="cell_list3">2 ft. stopper chain</td>
+</tr>
+</table>
+
+<p><span class="pagenum"><a name="pg162" id=
+"pg162">162</a></span></p>
+
+<h5>STOCK BILL</h5>
+
+<table width="100%" border="1" summary="STOCK BILL">
+<tr>
+<td class="one2">Lumber</td>
+<td class="two">Cut into the following pieces:</td>
+<td class="three2">Finished Dimensions</td>
+<td class="four2">Use</td>
+</tr>
+<tr>
+<td class="one" rowspan="6">1"&nbsp;&times;&nbsp;8"&nbsp;&times;&nbsp;12'</td>
+<td class="two">2</td>
+<td class="three">13-16"&nbsp;&times;&nbsp;2"&nbsp;&times;&nbsp;32&frac12;</td>
+<td class="four">Top side rails</td>
+</tr>
+<tr>
+<td class="two">2</td>
+<td class="three">13-16"&nbsp;&times;&nbsp;2"&nbsp;&times;&nbsp;18&frac12;</td>
+<td class="four">Top end rail</td>
+</tr>
+<tr>
+<td class="two">4</td>
+<td class="three">13-16"&nbsp;&times;&nbsp;2"&nbsp;&times;&nbsp;29&frac34;"</td>
+<td class="four">Frame posts</td>
+</tr>
+<tr>
+<td class="two">1</td>
+<td class="three">13-16"&nbsp;&times;&nbsp;2"&nbsp;&times;&nbsp;30&#8542;"</td>
+<td class="four">Bottom side rail</td>
+</tr>
+<tr>
+<td class="two">2</td>
+<td class="three">13-16"&nbsp;&times;&nbsp;2"&nbsp;&times;&nbsp;18&frac12;"</td>
+<td class="four">Bottom end rails</td>
+</tr>
+<tr>
+<td class="two" >1</td>
+<td class="three">13-16"&nbsp;&times;&nbsp;5"&nbsp;&times;&nbsp;14&#8540;"</td>
+<td class="four">Drop door</td>
+</tr>
+<tr>
+<td class="one">2 pieces, 1"&nbsp;&times;&nbsp;4"&nbsp;&times;&nbsp;12' flooring</td>
+<td class="two">7</td>
+<td class="three">&frac34;"&nbsp;&times;&nbsp;3&frac14;"&nbsp;&times;&nbsp;32&frac12;"</td>
+<td class="four">Flooring (bottom)</td>
+</tr>
+<tr>
+<td class="one">5 pieces, 1"&nbsp;&times;&nbsp;4"&nbsp;&times;&nbsp;14' yellow pine ceiling</td>
+<td class="two">24</td>
+<td class="three">&frac14;"&nbsp;&times;&nbsp;3&frac14;"&nbsp;&times;&nbsp;31&frac14;"</td>
+<td class="four">Ceiling (ends and side)</td>
+</tr>
+<tr>
+<td class="one" rowspan="6">1"&nbsp;&times;&nbsp;12"&nbsp;&times;&nbsp;12'</td>
+<td class="two">3</td>
+<td class="three">13-16"&nbsp;&times;&nbsp;10&frac14;"&nbsp;&times;&nbsp;32&frac12;"</td>
+<td class="four">Shelf</td>
+</tr>
+<tr>
+
+<td class="two">1</td>
+<td class="three">13-16"&nbsp;&times;&nbsp;8"&nbsp;&times;&nbsp;32&frac12;"</td>
+<td class="four">Shelf</td>
+</tr>
+<tr>
+
+<td class="two">3</td>
+<td class="three">13-16"&nbsp;&times;&nbsp;1&frac34;"&nbsp;&times;&nbsp;31&frac14;"</td>
+<td class="four">Casing</td>
+</tr>
+<tr>
+
+<td class="two">2</td>
+<td class="three">13-16"&nbsp;&times;&nbsp;1&frac34;"&nbsp;&times;&nbsp;14&#8540;"</td>
+<td class="four">Casing</td>
+</tr>
+<tr>
+
+<td class="two">1</td>
+<td class="three">13-16"&nbsp;&times;&nbsp;5"&nbsp;&times;&nbsp;14&#8540;"</td>
+<td class="four">Drawer front</td>
+</tr>
+<tr>
+
+<td class="two">1</td>
+<td class="three">13-16"&nbsp;&times;&nbsp;5"&nbsp;&times;&nbsp;14&#8540;"</td>
+<td class="four">Drawer front</td>
+</tr>
+<tr>
+<td class="one">2 pieces, 1"&nbsp;&times;&nbsp;4"&nbsp;&times;&nbsp;12' flooring</td>
+<td class="two">8</td>
+<td class="three">&frac34;"&nbsp;&times;&nbsp;3&frac14;"&nbsp;&times;&nbsp;36"</td>
+<td class="four">Top</td>
+</tr>
+<tr>
+<td class="one">2 pieces, 1"&nbsp;&times;&nbsp;4"&nbsp;&times;&nbsp;14' yellow pine ceiling</td>
+<td class="two">10</td>
+<td class="three">&frac34;"&nbsp;&times;&nbsp;3&frac14;"&nbsp;&times;&nbsp;22&#8542;"</td>
+<td class="four">Doors</td>
+</tr>
+<tr>
+<td class="one">2 pieces, 1"&nbsp;&times;&nbsp;4"&nbsp;&times;&nbsp;12' flooring</td>
+<td class="two">12</td>
+<td class="three">&frac34;"&nbsp;&times;&nbsp;3&frac14;"&nbsp;&times;&nbsp;24"</td>
+<td class="four">Swing tops</td>
+</tr>
+<tr>
+<td class="one" rowspan="3">&frac12;"&nbsp;&times;&nbsp;6"&nbsp;&times;&nbsp;12'</td>
+<td class="two">2</td>
+<td class="three">7-16"&nbsp;&times;&nbsp;5"&nbsp;&times;&nbsp;19&#8541;"</td>
+<td class="four">Drawer slides</td>
+</tr>
+<tr>
+
+<td class="two">1</td>
+<td class="three">7-16"&nbsp;&times;&nbsp;5"&nbsp;&times;&nbsp;13&frac12;"</td>
+<td class="four">Drawer back</td>
+</tr>
+<tr>
+
+<td class="two">4</td>
+<td class="three">7-16"&nbsp;&times;&nbsp;4&frac34;"&nbsp;&times;&nbsp;13&frac12;"</td>
+<td class="four">Drawer bottom</td>
+</tr>
+<tr>
+<td class="one" rowspan="2">&frac12;"&nbsp;&times;&nbsp;6"&nbsp;&times;&nbsp;12'</td>
+<td class="two">1</td>
+<td class="three">7-16"&nbsp;&times;&nbsp;4&frac12;"&nbsp;&times;&nbsp;13&frac12;"</td>
+<td class="four">Partitions</td>
+</tr>
+<tr>
+<td class="two">3</td>
+<td class="three">7-16"&nbsp;&times;&nbsp;4&frac12;"&nbsp;&times;&nbsp;10"</td>
+<td class="four">Partitions</td>
+</tr>
+</table>
+
+<h5>TOOLS</h5>
+
+<table width="80%" summary="tools" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">Rule</td>
+<td class="cell_list3">Steel square</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">Lead-pencil</td>
+<td class="cell_list1">Plane</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">Saw</td>
+<td class="cell_list3">&frac12; Chisel and</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">Hammer</td>
+<td class="cell_list3">Screw-driver</td>
+</tr>
+</table>
+
+<p><span class="pagenum"><a name="pg163" id=
+"pg163">163</a></span></p>
+<h5>DIRECTIONS FOR MAKING</h5>
+
+<p>I Cutting and Squaring Stock&mdash;</p>
+
+<p>Cut the stock only as needed, in the following order, and square
+up according to the directions previously given.</p>
+
+<table width="90%" summary="stock" border="0">
+<tr>
+<td class="cell_list3a" colspan="2">1. Frame; rip the 1" &times; 8"
+&times; 12' piece for the frame material</td>
+</tr>
+
+<tr>
+<td class="cell_list3a">2. Bottom</td>
+<td class="cell_list3">6. Casing</td>
+</tr>
+
+<tr>
+<td class="cell_list3a">3. Ends and sides</td>
+<td class="cell_list3">7. Doors</td>
+</tr>
+
+<tr>
+<td class="cell_list3a">4. Shelves</td>
+<td class="cell_list3">8. Swing tops</td>
+</tr>
+
+<tr>
+<td class="cell_list3a">5. Top</td>
+<td class="cell_list3">9. Miscellaneous pieces</td>
+</tr>
+</table>
+
+<p>II Assembling&mdash;</p>
+
+<p>&nbsp;&nbsp;Frame:</p>
+
+<table class="one" width="95%" summary="Frame" border="0">
+<tr>
+<td class="cell_list6a">
+<p class="one">1. Check up the dimensions of the pieces squared up
+for the frame.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">2. Lay out and cut the lap joints in the top side
+rails and frame posts, as shown in the drawing.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a"><span class="pagenum"><a name="pg164" id=
+"pg164">164</a></span>
+<p class="one">3. Nail the frame together.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">4. Test the corners of the frame with a steel
+try-square and brace it by nailing, temporarily, several strips
+diagonally across the corners.</p>
+</td>
+</tr>
+</table>
+
+<p>&nbsp;&nbsp;Bottom:</p>
+
+<table class="one" width="95%" summary="Bottom" border="0">
+<tr>
+<td class="cell_list6a">
+<p class="one">1. Cut seven pieces of flooring 32&frac12;" long for
+the bottom and plane off the groove of one piece.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">2. Turn the frame upside down and nail this piece
+with the smooth edge projecting &#8542;" over the front side of the
+frame. Nail the rest of the flooring so that each piece matches
+tightly.</p>
+</td>
+</tr>
+</table>
+
+<p>&nbsp;&nbsp;Ends:</p>
+
+<table class="one" width="95%" summary="Ends" border="0">
+<tr>
+<td class="cell_list6a">
+<p class="one">1. For the back, cut eleven pieces of ceiling
+31&frac14;" long.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">2. Plane off the groove edge of one piece of ceiling
+and nail it on the back of the frame even with the end.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">3. Nail the rest of the ceiling on the back. Be sure
+that each joint matches tightly.</p>
+</td>
+</tr>
+</table>
+
+<div class="figcenter"><img width="100%" src="images/illus178.jpg"
+alt="Stock Bill" /></div>
+
+<div class="center2">
+<span class="smcap">Fig. 35.&mdash;Frame of cabinet nailed
+together</span>
+</div>
+
+<p>&nbsp;&nbsp;Shelves:</p>
+
+<table class="one" width="95%" summary="Shelves" border="0">
+<tr>
+<td class="cell_list6a">
+<p class="one">1. Make four strips (&frac34;" &times; &frac34;"
+&times; 16&frac12;") and nail two of them inside, across each end,
+15" and 24" from the bottom. These strips hold the shelves.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a"><span class="pagenum"><a name="pg165" id=
+"pg165">165</a></span>
+<p class="one">2. From a 1" &times; 12" piece cut two pieces
+32&frac12;" long; fit and nail them in for the upper shelf.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">3. Make the bottom shelf of two pieces, one
+10&frac14;" wide and the other 8" wide. When these boards are
+nailed in place, the shelf is narrow enough to allow the doors,
+with pockets on, to close.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">4. Make two strips; one 13-16" &times; 1" &times;
+16&frac12;" and the other 13-16" &times; 1-&frac34;" &times;
+20&frac12;", and nail them to the top shelf for drawer guides.</p>
+</td>
+</tr>
+</table>
+
+<p>&nbsp;&nbsp;Top:</p>
+
+<table class="one" width="95%" summary="Top" border="0">
+<tr>
+<td class="cell_list6a">
+<p class="one">1. Cut eight pieces of flooring 36" long for the
+top.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">2. Plane off the groove of one piece and nail it on
+the top of the frame, so that the smooth edge and the ends project
+1" over the front side and ends of the cabinet.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">3. Nail 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.</p>
+</td>
+</tr>
+</table>
+
+<p>&nbsp;&nbsp;Casing:</p>
+
+<table class="one" width="95%" summary="Casing" border="0">
+<tr>
+<td class="cell_list6a">
+<p class="one">1. Nail the casing, which is 1-&frac34;" wide, on
+the front of the cabinet.</p>
+</td>
+</tr>
+</table>
+
+<p>&nbsp;&nbsp;Doors:</p>
+
+<table class="one" width="95%" summary="Doors" border="0">
+<tr>
+<td class="cell_list6a">
+<p class="one">1. Make each door &frac34;" &times; 14&#8540;"
+&times; 22&#8542;" from five pieces of ceiling 22&#8542;" long,
+held together by cleats at the top and bottom.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">2. Fit each door carefully, then hang them with butt
+hinges. Fasten a cupboard catch on each door.</p>
+</td>
+</tr>
+</table>
+
+<p>&nbsp;&nbsp;Drop Door:</p>
+
+<table class="one" width="95%" summary="Drop Door" border="0">
+<tr>
+<td class="cell_list6a">
+<p class="one">1. Make the drop door 13-16" &times; 14&#8540;" and
+hinge it with a pair of butt hinges. Put on the stopper chain and
+catch.</p>
+</td>
+</tr>
+</table>
+
+<p><span class="pagenum"><a name="pg166" id="pg166">166</a></span>
+&nbsp;&nbsp;Swing Tops:</p>
+
+<table class="one" width="95%" summary="Swing Tops" border="0">
+<tr>
+<td class="cell_list6a">
+<p class="one">The swing tops are each made from six pieces of
+flooring 24" long cleated together.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">1. Plane off the groove edge of one piece and match
+them all together.</p>
+</td>
+</tr>
+</table>
+
+<div class="figcenter"><img width="100%" src="images/illus180.jpg"
+alt="Stock Bill" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+36.&mdash;Working details</div>
+
+<table class="one" width="95%" summary="Working details" border="0">
+<tr>
+<td class="cell_list6a"><span class="pagenum"><a name="pg167" id=
+"pg167">167</a></span>
+<p class="one">2. Make the cleats &frac34;" &times; 2" &times; 15"
+and nail the top to them. (See the drawing for the position of the
+cleats.)</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">3. Rip off the tongue edge and plane it so that the
+top is exactly 18" wide.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">4. Turn the cabinet upside down on the floor and fit
+the swing tops. Hang them with a pair of butt hinges opposite the
+ends of the cleats.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">5. Make a T-brace with a nailed cross lap joint from
+two pieces, one being 13-16" &times; 2" &times; 14", the other
+13-16" &times; 2" &times; 16&frac12;". The long edge of the T and
+the leg must be bevelled 13-16" on one side. Fit and hang a T-brace
+with a pair of butt hinges on each side of the swing tops.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">6. Make two brace cleats and fasten them to the ends
+of the cabinet, so that the swing tops are held level and even with
+the top of the cabinet.</p>
+</td>
+</tr>
+</table>
+
+<p>&nbsp;&nbsp;Putting Zinc on the Top:</p>
+
+<table class="one" width="95%" summary="Putting Zinc on the Top" border="0">
+<tr>
+<td class="cell_list6a">
+<p class="one">1. Unscrew the swing tops from the cabinet to put
+the zinc on.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">2. Place the piece of zinc, 27" &times; 39", on top,
+extending 1&frac12;" over the edges all around.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">3. Hold the zinc firmly in place and make a square
+bend along the front edge with a hammer or mallet, bending the edge
+of the zinc up under the top.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">4. Punch a straight row of holes 1" apart through
+the zinc and tack it on.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">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.</p>
+</td>
+</tr>
+</table>
+
+<p><span class="pagenum"><a name="pg168" id=
+"pg168">168</a></span></p>
+
+<div class="figcenter"><img width="100%" src="images/illus182.jpg"
+alt="Stock Bill" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+37.&mdash;Working details</div>
+
+<table class="one" width="95%" summary="Working details" border="0">
+<tr>
+<td class="cell_list6a"><span class="pagenum"><a name="pg169" id=
+"pg169">169</a></span>
+<p class="one">6. Bend the ends of the zinc the same as before, but
+be very careful to fold the corners neatly.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">7. Put the zinc on the swing tops in the same
+manner.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">8. Fasten the swing tops again to the top of the
+cabinet.</p>
+</td>
+</tr>
+</table>
+
+<p>&nbsp;&nbsp;Drawer:</p>
+
+<table class="one" width="95%" summary="Drawer" border="0">
+<tr>
+<td class="cell_list6a">
+<p class="one">The drawer front, 13-16" &times; 5" &times;
+14&#8540;", with lap &#8540;" &times; &frac12;" cut out on the
+ends.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">1. Nail the sides, &frac12;" &times; 5" &times;
+19&#8541;", to the lap of the front and to the ends of the
+back.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">2. Nail the bottom in between the sides &#8539;"
+from the lower edge. This allows the drawer to slide on the edges
+of the sides.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">3. Put the partitions in the drawer as called for by
+this plan.</p>
+</td>
+</tr>
+</table>
+
+<p>The racks for covers and pie tins shown in the drawings are made
+from two pieces, 13-16" &times; 2" &times; 4", one piece 13-16"
+&times; 2" &times; 10&frac12;" for the bottom, and two pieces of
+lath 12" long for the sides. These racks may be placed on the doors
+as shown, or may be changed to suit the equipment.</p>
+
+<p>III Finishing&mdash;</p>
+
+<table class="one" width="95%" summary="Finishing" border="0">
+<tr>
+<td class="cell_list6a">
+<p class="one">1. Set all the nails and putty the holes.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">2. Sandpaper the cabinet carefully.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">3. Paint or stain and wax the outside of the
+cabinet, to harmonize with the surroundings where it is to be
+used.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">4. Paint the inside with two coats of white
+enamel.</p>
+</td>
+</tr>
+</table>
+
+<p><span class="pagenum"><a name="pg170" id=
+"pg170">170</a></span></p>
+
+<div class="figcenter"><img width="100%" src="images/illus184.jpg"
+alt="Cabinet completed" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+38.&mdash;Cabinet completed</div>
+
+<p><span class="pagenum"><a name="pg171" id=
+"pg171">171</a></span>Before putting on the enamel, apply a coat of
+ordinary white-lead paint and allow it to dry thoroughly. If
+desired, the outside of the cabinet may be finished in white
+enamel, though this is somewhat more expensive than the paint or
+stain recommended above.</p>
+
+<p>All the Household Science Cabinets shown have a two-fold
+purpose. In the first place, they furnish 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
+practical wood-work and the domestic science of the girls and, in
+this way, exhibiting the co-operative spirit of the home and the
+school.</p>
+
+<p>3. In some cases it may be possible to use the school stove for
+cooking purposes. Some schools use natural gas for heating and,
+where this is the case, provision for cooking may readily be made.
+Other schools situated on a hydro-electric line, may, as has been
+done in one case, use electricity as a source of heat. At present,
+however, the majority of schools may find it best to use one of the
+many oil-stoves now on the market. One-, two-, or
+three-flame-burner stoves may be obtained for general use. The
+two-, or three-flame-burner stoves are recommended, as they are
+less likely to be overturned. The one-flame-burner stove, however,
+is often useful as an additional provision. A good grade of oil
+should be used, and the stove should be kept scrupulously clean,
+constant attention being paid to 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 to these details,
+the stove will burn without any perceptible odour.</p>
+
+<p>4. The number of the utensils and the amount of equipment depend
+upon the community and the number of <span class="pagenum"><a name=
+"pg172" id="pg172">172</a></span>pupils to be considered. 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 same character as those used in the homes of the
+district. All the table-cloths, towels, dish-cloths, etc., required
+should be hemmed by the pupils. Articles for storing supplies may
+be bought or donated. Glass canisters with close lids are best, but
+as substitutes, fruit jars, jelly glasses, or tin cans will serve
+the purpose. It is an easy matter to secure an empty lard-bucket or
+a syrup-can for flour or meal, empty coffee-cans for sugar or
+starch, etc., and baking-powder or cocoa-tins for spices. Each
+should be plainly labelled.</p>
+
+<p>Several typical lists of equipment in Household Science are
+given here. These may be modified to suit particular circumstances.
+Considerable expense may be saved if the pupils bring their own
+individual equipment&mdash;soup-bowl, cup and saucer, plate, spoon,
+knife, fork, and paper napkins. This plan is not advised unless it
+is absolutely necessary, but, if followed, an effort should be made
+to have the articles as uniform as possible.</p>
+
+<p>The following equipment is that contained in the cabinet
+illustrated on page 152 and is sufficient for giving organized
+instruction to six pupils. If a noon lunch is provided, additional
+individual equipment will be required.</p>
+
+<div class="center"><span class="pagenum"><a name="pg173" id=
+"pg173">173</a></span>EQUIPMENT FOR RURAL SCHOOL HOUSEHOLD SCIENCE
+CABINET&mdash;NO. I</div>
+
+<table width="100%" summary=
+"EQUIPMENT FOR RURAL SCHOOL HOUSEHOLD SCIENCE CABINET I" border=
+"0">
+<tr>
+<td class="cell_ref1a">
+<p class="five">1 Perfection blue-flame stove (two-flame)</p>
+</td>
+<td class="cell_ref2a">$15.00</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">1 Two-burner oven</p>
+</td>
+<td class="cell_ref2a">4.50</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">1 Coal-oil can</p>
+</td>
+<td class="cell_ref2a">.50</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">1 Dish-pan</p>
+</td>
+<td class="cell_ref2a">1.15</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">1 Tea-kettle</p>
+</td>
+<td class="cell_ref2a">1.50</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">1 Large sauce-pan and cover</p>
+</td>
+<td class="cell_ref2a">.75</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">2 Medium sauce-pans and covers, 30c each</p>
+</td>
+<td class="cell_ref2a">.60</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">2 Small sauce-pans and covers, 25c each</p>
+</td>
+<td class="cell_ref2a">.50</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">2 Small sauce-pans and covers, 25c each</p>
+</td>
+<td class="cell_ref2a">.50</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">2 Pudding bake-dishes, 50c ea.</p>
+</td>
+<td class="cell_ref2a">1.00</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">2 Muffin pans (12 rings, each 30c)</p>
+</td>
+<td class="cell_ref2a">.60</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">1 Soap-dish</p>
+</td>
+<td class="cell_ref2a">.25</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">4 Small mixing bowls, 16c ea.</p>
+</td>
+<td class="cell_ref2a">.64</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">2 Pitchers, 55c ea.</p>
+</td>
+<td class="cell_ref2a">1.10</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">3 Casseroles, 20c, 25c, 30c</p>
+</td>
+<td class="cell_ref2a">.75</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">6 Measuring cups, 10c ea.</p>
+</td>
+<td class="cell_ref2a">.60</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">6 Custard cups, 90c doz.</p>
+</td>
+<td class="cell_ref2a">.45</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">6 White plates, $1.45 doz.</p>
+</td>
+<td class="cell_ref2a">.73</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">6 Supply jars, 90c doz.</p>
+</td>
+<td class="cell_ref2a">.45</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">2 Vegetable brushes, 5c ea.</p>
+</td>
+<td class="cell_ref2a">.10</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">1 Grater</p>
+</td>
+<td class="cell_ref2a">.20</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">2 Egg-beaters, 10c ea.</p>
+</td>
+<td class="cell_ref2a">.20</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">12 Forks</p>
+</td>
+<td class="cell_ref2a">2.25</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">12 Teaspoons</p>
+</td>
+<td class="cell_ref2a">1.20</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">6 Tablespoons, $2.85 doz.</p>
+</td>
+<td class="cell_ref2a">1.43</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">6 Vegetable knives, 25c ea.</p>
+</td>
+<td class="cell_ref2a">1.50</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">6 Case knives, $3.00 doz.</p>
+</td>
+<td class="cell_ref2a">1.50</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">2 Strainers, 20c ea.</p>
+</td>
+<td class="cell_ref2a">.40</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">1 Spatula</p>
+</td>
+<td class="cell_ref2a">.40</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">1 Bread knife</p>
+</td>
+<td class="cell_ref2a">.50</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">1 Can-opener</p>
+</td>
+<td class="cell_ref2a">.10</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">1 French knife</p>
+</td>
+<td class="cell_ref2a">.45</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">2 Water pails, $1.15 ea.</p>
+</td>
+<td class="cell_ref2a">2.30</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">6 Dish-towels, 25c ea.</p>
+</td>
+<td class="cell_ref2a">1.50</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">3 Dish-cloths, 10c ea</p>
+</td>
+<td class="cell_ref2a">.30</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">3 Rinsing cloths, 10c ea.</p>
+</td>
+<td class="cell_ref2a">.30</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">1 yd. oil-cloth</p>
+</td>
+<td class="cell_ref2a">.45</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">5 yards cheesecloth</p>
+</td>
+<td class="cell_ref2a">.35</td>
+</tr>
+</table>
+
+<div class="center"><span class="pagenum"><a name="pg174" id=
+"pg174">174</a></span>EQUIPMENT FOR RURAL SCHOOL HOUSEHOLD SCIENCE
+CABINET&mdash;NO. II</div>
+
+<p>The equipment included in the Cabinet and Cupboard shown in
+Figure 27, page 154, is as follows:</p>
+
+<div class="center2">For Six Pupils</div>
+
+<table width="100%" summary=
+"EQUIPMENT FOR RURAL SCHOOL HOUSEHOLD SCIENCE CABINET II" border=
+"0">
+<tr>
+<td class="cell_list3">
+<p class="five">1 Cupboard</p>
+</td>
+<td class="cell_ref2a">$15.00</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 Pie plates</p>
+</td>
+<td class="cell_ref2a">$0.15</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Cabinet table</p>
+</td>
+<td class="cell_ref2a">10.00</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 Measuring cups (tin)</p>
+</td>
+<td class="cell_ref2a">.30</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Three-burner oil-stove</p>
+</td>
+<td class="cell_ref2a">21.00</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Measuring cup (glass)</p>
+</td>
+<td class="cell_ref2a">.15</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Portable oven</p>
+</td>
+<td class="cell_ref2a">2.20</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Double boiler</p>
+</td>
+<td class="cell_ref2a">.85</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Storage tin</p>
+</td>
+<td class="cell_ref2a">1.35</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 Baking-dishes</p>
+</td>
+<td class="cell_ref2a">.38</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2 Dish-pans</p>
+</td>
+<td class="cell_ref2a">1.30</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 Cake tins</p>
+</td>
+<td class="cell_ref2a">.30</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2 Draining pans</p>
+</td>
+<td class="cell_ref2a">.90</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 Toasters</p>
+</td>
+<td class="cell_ref2a">.30</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2 Scrub basins</p>
+</td>
+<td class="cell_ref2a">.80</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Tea-pot</p>
+</td>
+<td class="cell_ref2a">.25</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2 Soap-dishes</p>
+</td>
+<td class="cell_ref2a">.40</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Coffee-pot</p>
+</td>
+<td class="cell_ref2a">.35</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Pail</p>
+</td>
+<td class="cell_ref2a">.55</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Pitcher (2 quarts)</p>
+</td>
+<td class="cell_ref2a">.18</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2&nbsp;Pails</p>
+</td>
+<td class="cell_ref2a">1.80</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;"&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;(1 pint)</p>
+</td>
+<td class="cell_ref2a">.10</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2 Dippers</p>
+</td>
+<td class="cell_ref2a">.70</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">5 Bowls</p>
+</td>
+<td class="cell_ref2a">.60</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2 Tea-kettles</p>
+</td>
+<td class="cell_ref2a">2.00</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 Custard cups</p>
+</td>
+<td class="cell_ref2a">.60</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">3 Kneading boards</p>
+</td>
+<td class="cell_ref2a">.90</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Butter crock</p>
+</td>
+<td class="cell_ref2a">.30</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">3 Rolling-pins</p>
+</td>
+<td class="cell_ref2a">.45</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Covered pail (1 pint)</p>
+</td>
+<td class="cell_ref2a">.15</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Oil-can</p>
+</td>
+<td class="cell_ref2a">1.10</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 Trays</p>
+</td>
+<td class="cell_ref2a">.20</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Stove mitt</p>
+</td>
+<td class="cell_ref2a">.20</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Grater</p>
+</td>
+<td class="cell_ref2a">.10</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Dust-pan</p>
+</td>
+<td class="cell_ref2a">.10</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Potato masher</p>
+</td>
+<td class="cell_ref2a">.10</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Whisk</p>
+</td>
+<td class="cell_ref2a">.15</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Can-opener</p>
+</td>
+<td class="cell_ref2a">.10</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2 Scrub-brushes</p>
+</td>
+<td class="cell_ref2a">.30</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 French knife</p>
+</td>
+<td class="cell_ref2a">.35</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">3&nbsp;Vegetable brushes</p>
+</td>
+<td class="cell_ref2a">.15</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">
+1&nbsp;Bread&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;"&nbsp;&nbsp;&nbsp;&nbsp;</p>
+</td>
+<td class="cell_ref2a">.35</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">3 Stew pans</p>
+</td>
+<td class="cell_ref2a">1.05</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 Egg-beaters</p>
+</td>
+<td class="cell_ref2a">.15</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2 Sauce-pans</p>
+</td>
+<td class="cell_ref2a">.50</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Dover egg-beater</p>
+</td>
+<td class="cell_ref2a">.10</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">3 Frying-pans</p>
+</td>
+<td class="cell_ref2a">.75</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 Wooden spoons</p>
+</td>
+<td class="cell_ref2a">.15</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">3 Strainers</p>
+</td>
+<td class="cell_ref2a">.39</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 Paring knives</p>
+</td>
+<td class="cell_ref2a">.90</td>
+</tr>
+</table>
+
+<div class="center2">For Eight Pupils</div>
+
+<table width="100%" summary=
+"EQUIPMENT FOR RURAL SCHOOL HOUSEHOLD SCIENCE CABINET II" border=
+"0">
+<tr>
+<td class="cell_list3">
+<p class="five">1 Cupboard</p>
+</td>
+<td class="cell_ref2a">$15.00</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Portable oven</p>
+</td>
+<td class="cell_ref2a">$2.20</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Cabinet table</p>
+</td>
+<td class="cell_ref2a">10.00</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Storage tin</p>
+</td>
+<td class="cell_ref2a">1.35</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Collapsible table</p>
+</td>
+<td class="cell_ref2a">5.00</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 Dish-pans</p>
+</td>
+<td class="cell_ref2a">1.30</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Three-burner oil-stove</p>
+</td>
+<td class="cell_ref2a">21.00</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 Draining pans</p>
+</td>
+<td class="cell_ref2a">.90</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 One-burner oil-stove</p>
+</td>
+<td class="cell_ref2a">6.50</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">4 Scrub basins</p>
+</td>
+<td class="cell_ref2a">1.60</td>
+</tr>
+
+<tr>
+<td class="cell_list3"><span class="pagenum"><a name="pg175" id=
+"pg175">175</a></span>
+<p class="five">2 Soap-dishes</p>
+</td>
+<td class="cell_ref2a">0.40</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">4 Baking-dishes</p>
+</td>
+<td class="cell_ref2a">.50</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Pail</p>
+</td>
+<td class="cell_ref2a">.55</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 Cake tins</p>
+</td>
+<td class="cell_ref2a">.30</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2 Pails</p>
+</td>
+<td class="cell_ref2a">1.80</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">4 Toasters</p>
+</td>
+<td class="cell_ref2a">.40</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2 Dippers</p>
+</td>
+<td class="cell_ref2a">.70</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Tea-pot</p>
+</td>
+<td class="cell_ref2a">.25</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">3 Tea-kettles</p>
+</td>
+<td class="cell_ref2a">3.00</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Coffee-pot</p>
+</td>
+<td class="cell_ref2a">.35</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">4 Kneading boards</p>
+</td>
+<td class="cell_ref2a">1.20</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 Pitchers (2 quarts)</p>
+</td>
+<td class="cell_ref2a">.35</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">4 Rolling-pins</p>
+</td>
+<td class="cell_ref2a">.60</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Pitcher (1 quart)</p>
+</td>
+<td class="cell_ref2a">.10</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Oil-can</p>
+</td>
+<td class="cell_ref2a">1.10</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 Bowls</p>
+</td>
+<td class="cell_ref2a">.72</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Stove mitt</p>
+</td>
+<td class="cell_ref2a">.20</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 Custard cups</p>
+</td>
+<td class="cell_ref2a">.60</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Dust-pan</p>
+</td>
+<td class="cell_ref2a">.10</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Butter crock</p>
+</td>
+<td class="cell_ref2a">.30</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Whisk</p>
+</td>
+<td class="cell_ref2a">.15</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Covered pail (1 pint)</p>
+</td>
+<td class="cell_ref2a">.15</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">4 Scrub brushes</p>
+</td>
+<td class="cell_ref2a">.60</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 Trays</p>
+</td>
+<td class="cell_ref2a">.20</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">4 Vegetable brushes</p>
+</td>
+<td class="cell_ref2a">.20</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Grater</p>
+</td>
+<td class="cell_ref2a">.10</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">4 Stew-pans</p>
+</td>
+<td class="cell_ref2a">1.40</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Potato masher</p>
+</td>
+<td class="cell_ref2a">.10</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2 Sauce-pans</p>
+</td>
+<td class="cell_ref2a">.50</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Can-opener</p>
+</td>
+<td class="cell_ref2a">.10</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">4 Frying-pans</p>
+</td>
+<td class="cell_ref2a">1.00</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;French knife</p>
+</td>
+<td class="cell_ref2a">.35</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">4 Strainers</p>
+</td>
+<td class="cell_ref2a">.52</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;Bread&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;"&nbsp;&nbsp;</p>
+</td>
+<td class="cell_ref2a">.35</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">4 Pie plates</p>
+</td>
+<td class="cell_ref2a">.20</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">4 Egg-beaters</p>
+</td>
+<td class="cell_ref2a">.20</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">4 Measuring cups (tin)</p>
+</td>
+<td class="cell_ref2a">.40</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Dover egg-beater</p>
+</td>
+<td class="cell_ref2a">.10</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Measuring cup (glass)</p>
+</td>
+<td class="cell_ref2a">.15</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">4 Wooden spoons</p>
+</td>
+<td class="cell_ref2a">.20</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Double boiler</p>
+</td>
+<td class="cell_ref2a">.85</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 Paring knives</p>
+</td>
+<td class="cell_ref2a">.90</td>
+</tr>
+</table>
+
+<div class="center2">For Twelve Pupils</div>
+
+<table width="100%" summary=
+"EQUIPMENT FOR RURAL SCHOOL HOUSEHOLD SCIENCE CABINET II" border=
+"0">
+<tr>
+<td class="cell_list3">
+<p class="five">1 Cupboard</p>
+</td>
+<td class="cell_ref2a">$15.00</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 Stove mitts</p>
+</td>
+<td class="cell_ref2a">.40</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Cabinet table</p>
+</td>
+<td class="cell_ref2a">10.00</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Dust-pan</p>
+</td>
+<td class="cell_ref2a">.10</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Collapsible table</p>
+</td>
+<td class="cell_ref2a">5.00</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Whisk</p>
+</td>
+<td class="cell_ref2a">.15</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2 Three-burner oil-stoves</p>
+</td>
+<td class="cell_ref2a">42.00</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 Scrub brushes</p>
+</td>
+<td class="cell_ref2a">.90</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Portable oven</p>
+</td>
+<td class="cell_ref2a">2.20</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 Vegetable brushes</p>
+</td>
+<td class="cell_ref2a">.30</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 storage tin</p>
+</td>
+<td class="cell_ref2a">1.35</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 Stew pans</p>
+</td>
+<td class="cell_ref2a">2.10</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">3 Dish-pans</p>
+</td>
+<td class="cell_ref2a">1.95</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 Sauce-pans</p>
+</td>
+<td class="cell_ref2a">.75</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">3 Draining-pans</p>
+</td>
+<td class="cell_ref2a">1.35</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 Frying-pans</p>
+</td>
+<td class="cell_ref2a">1.50</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">6 Scrub basins</p>
+</td>
+<td class="cell_ref2a">2.40</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 Strainers</p>
+</td>
+<td class="cell_ref2a">.78</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">3 Soap-dishes</p>
+</td>
+<td class="cell_ref2a">.60</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 Pie plates</p>
+</td>
+<td class="cell_ref2a">.30</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Pail</p>
+</td>
+<td class="cell_ref2a">.55</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 Measuring cups (tin)</p>
+</td>
+<td class="cell_ref2a">.60</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2 Pails</p>
+</td>
+<td class="cell_ref2a">1.80</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Measuring cup (glass)</p>
+</td>
+<td class="cell_ref2a">.15</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2 Dippers</p>
+</td>
+<td class="cell_ref2a">.70</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Double boiler</p>
+</td>
+<td class="cell_ref2a">.85</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">3 Tea-kettles</p>
+</td>
+<td class="cell_ref2a">3.00</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 Baking-dishes</p>
+</td>
+<td class="cell_ref2a">.75</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">6 Kneading boards</p>
+</td>
+<td class="cell_ref2a">1.80</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 Cake tins</p>
+</td>
+<td class="cell_ref2a">.45</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">6 Rolling-pins</p>
+</td>
+<td class="cell_ref2a">.90</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 Toasters</p>
+</td>
+<td class="cell_ref2a">.60</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Oil-can</p>
+</td>
+<td class="cell_ref2a">1.10</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Tea-pot</p>
+</td>
+<td class="cell_ref2a">.25</td>
+</tr>
+
+<tr>
+<td class="cell_list3"><span class="pagenum"><a name="pg176" id=
+"pg176">176</a></span>
+<p class="five">1 Coffee-pot</p>
+</td>
+<td class="cell_ref2a">0.35</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Potato masher</p>
+</td>
+<td class="cell_ref2a">0.10</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2&nbsp;Pitchers (2 qt.)</p>
+</td>
+<td class="cell_ref2a">.35</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 Can-opener</p>
+</td>
+<td class="cell_ref2a">0.10</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;"&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;(1 qt.)</p>
+</td>
+<td class="cell_ref2a">.20</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;French knife</p>
+</td>
+<td class="cell_ref2a">.35</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">8 Bowls</p>
+</td>
+<td class="cell_ref2a">.96</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">
+1&nbsp;Bread&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;"&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p>
+</td>
+<td class="cell_ref2a">.35</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">6 Custard cups</p>
+</td>
+<td class="cell_ref2a">.60</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 Egg-beaters</p>
+</td>
+<td class="cell_ref2a">.30</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Butter crock</p>
+</td>
+<td class="cell_ref2a">.30</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 Dover egg-beaters</p>
+</td>
+<td class="cell_ref2a">.30</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Covered pail (1 pt.)</p>
+</td>
+<td class="cell_ref2a">.15</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 Wooden spoons</p>
+</td>
+<td class="cell_ref2a">.30</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">2 Trays</p>
+</td>
+<td class="cell_ref2a">.20</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">12 Paring knives</p>
+</td>
+<td class="cell_ref2a">1.80</td>
+</tr>
+
+<tr>
+<td class="cell_list3">
+<p class="five">1 Grater</p>
+</td>
+<td class="cell_ref2a">.10</td>
+<td class="cell_ref2a">&nbsp;</td>
+<td class="cell_list3">&nbsp;</td>
+<td class="cell_ref2a">&nbsp;</td>
+</tr>
+</table>
+
+<p>In the equipment for twelve pupils, three one-burner oil-stoves
+at $6.50 each might be used in place of the second large stove. In
+this case extra provision must be made for storing the stoves when
+not in use, as the cabinet shown does not provide space for more
+than one large stove. Care should be taken in using the one-burner
+stove to avoid upsetting it while it is in use. The equipment given
+above is generous, and reductions may be made if necessary. In any
+case it is not advisable that the whole equipment should be
+purchased at once; only sufficient to make a beginning should be
+secured, and further utensils may be added as the necessity for
+their use arises.</p>
+
+<p>If a hot dish is served at the noon lunch, as is most desirable,
+the following will be needed in addition, in order to serve
+twenty-four pupils:</p>
+
+<table summary="tableware" border="0" width="70%">
+<tbody>
+<tr>
+<td class="cell_ref1a">
+<p class="five">24 Knives</p>
+</td>
+<td class="cell_ref2a">$2.40</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">24 Forks</p>
+</td>
+<td class="cell_ref2a">1.20</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">24 Teaspoons</p>
+</td>
+<td class="cell_ref2a">.40</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">12 Tablespoons</p>
+</td>
+<td class="cell_ref2a">.60</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">6 Salt and pepper shakers</p>
+</td>
+<td class="cell_ref2a">1.50</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">24 Glasses</p>
+</td>
+<td class="cell_ref2a">1.50</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">24 Plates</p>
+</td>
+<td class="cell_ref2a">2.20</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">4 Plates (large)</p>
+</td>
+<td class="cell_ref2a">.50</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">24 Cups and saucers</p>
+</td>
+<td class="cell_ref2a">4.20</td>
+</tr>
+
+<tr>
+<td class="cell_ref1a">
+<p class="five">24 Fruit and vegetable dishes</p>
+</td>
+<td class="cell_ref2a">1.50</td>
+</tr>
+</tbody>
+</table>
+
+<p><span class="pagenum"><a name="pg177" id=
+"pg177">177</a></span></p>
+<h5>HECTOGRAPH</h5>
+
+<p>The hectograph is a device for making copies of written work.
+Teachers whose schools have limited black-board space will find it
+of great service. Recipes and other rules for work may be copied
+and distributed to the pupils, and thus kept in a permanent form.
+Many other uses in connection with the general work of the school
+will suggest themselves.</p>
+
+<p>The following are the directions for making:</p>
+
+<p>Soak 1&frac12; ounces of white glue in three ounces of water
+until it is well softened. Cook in a double boiler until the whole
+mass is smooth. Remove from the fire and add six ounces of
+glycerine. Mix well, re-heat, skim, and pour into a shallow pan or
+on a slate. Prick the bubbles as soon as they show. Allow the
+mixture to stand for twenty-four hours, and it is then ready for
+use.</p>
+
+<p>Write the material to be copied, in hectograph ink, on a sheet
+of the same size as that on which the copy is to be made. Write
+clearly and space carefully. Wipe the hectograph with a damp cloth.
+Lay a sheet of unglazed paper on the hectograph, rub it carefully,
+and take off at once. This removes any drops of water, but leaves
+the surface moist. Lay the written side of the sheet on the
+hectograph and rub it carefully over its whole surface with a soft
+cloth, so that every particle of the writing comes in contact with
+the surface of the hectograph. Leave it there for four or five
+minutes. Lift one corner and peel off carefully. Lay a plain sheet
+on the hectograph and rub 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 made, wash the hectograph with a wet
+cloth before putting it away. Keep in a cool, dry place.</p>
+
+<hr style="width: 25%;" />
+<div class="center"><span class="pagenum"><a name="pg178" id=
+"pg178">178</a></span>THE RURAL SCHOOL LUNCH</div>
+
+<p>The best method of approach to 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 supplement the lunch
+brought from home. Owing to the fact that many pupils live far from
+the school, it is impossible for them to go home for the mid-day
+meal, and they are thus dependent upon lunches which they bring
+with them. Very frequently the pupils are allowed to eat their
+lunches where and how they please, and the method chosen is
+conducive neither to comfort nor to health. In fine weather they do
+not wish to lose any time from their games, and so they eat their
+food while playing, or they bolt it, in order that they may get to
+their play more quickly. In severe weather they crowd round the
+steps or the stove and do not hesitate to scatter crumbs and
+crusts. In one case even a teacher has been seen holding a sandwich
+in one hand and writing on the black-board with the other.</p>
+
+<p>In many cases the lunch does not attract the pupil. It is often
+carried, without proper wrapping, in a tin pail, and it then
+absorbs the taste of the tin; again, it is often wrapped in a
+newspaper and is flavoured with printer's ink; occasionally, it is
+wrapped in cloth not too clean. Conditions such as these are not
+fair to the pupils. They come a long way to school, often over poor
+roads; and it is necessary, for both their physical and their
+mental development, that they should receive adequate nourishment
+served as attractively as possible. Many of the defects found among
+school children can be traced, to a greater or less extent, to lack
+of nutrition. The United States military <span class="pagenum"><a
+name="pg179" id="pg179">179</a></span>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 to that country. May we not reasonably
+suppose that many of these defects are caused by mal-nutrition, and
+that this mal-nutrition is in part due to the poor noon-day lunch?
+As these defects hinder mental as well as physical development, the
+question of proper nutrition through the medium of the school lunch
+becomes an educational one.</p>
+
+
+<h5>THE BOX LUNCH</h5>
+
+<p>With proper care in the selection of food, the packing of the
+lunch box, and rational methods of consumption, there is no reason
+why the box lunch should not be nourishing, attractive, and possess
+an educational value.</p>
+
+<p>It may be laid down as an axiom that every school lunch should
+be supervised by the teacher and hap-hazard methods of eating the
+lunch should be prohibited. Those schools that are fortunate enough
+to possess a large table can approximate somewhat to the best home
+conditions, and have the table set in the proper manner, as shown
+in Lesson VI, page 18. The pupils should sit round the table, at
+the head of which is the teacher, and the lunch may be made to
+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 favourable opportunities to inculcate
+habits of cleanliness and neatness and to cultivate good manners.
+The pupils will learn 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 <span class="pagenum"><a name="pg180"
+id="pg180">180</a></span>manual training exercise, each pupil may
+be taught to make his own drinking cup from heavy waxed paper.
+Grace may be said by the older pupils in turn.</p>
+
+<p>The table should be made to look as attractive as possible. The
+pupils, in turn, might undertake to 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 growing plant for a centrepiece. Three or four of the
+larger pupils, either boys or girls, may set the table in ten
+minutes, while the others are washing their hands and faces and
+tidying their hair. Some such plan as this will add palatability
+and cheer to the monotony of the everyday cold and often
+unattractive lunch and will create a spirit of true and healthy
+sociability among the pupils.</p>
+
+<p>In schools that do not possess tables large enough to be used as
+suggested above, each pupil should be required to set one place at
+his own desk, as shown in the illustration on page 20. A paper
+napkin may be used for a table-cloth, if a small piece of white
+oil-cloth is not procurable. Each pupil retains his place until all
+have finished; he should then dispose of the crumbs and leave his
+desk tidy. From twenty minutes to half an hour is generally found
+sufficient for the meal. There should be cheerful conversation and
+restrained laughter throughout the meal, and acts of courtesy and
+generosity should be encouraged. At seasons when there are no
+flies, and on days when the weather is favourable, it is a pleasant
+change to serve lunch out-of-doors.</p>
+
+<p>The lunch is provided by the home, but the teacher may give some
+useful lessons in Household Science by talks on the contents of the
+lunch box and the proper methods of packing the same, so that the
+food will keep in <span class="pagenum"><a name="pg181" id=
+"pg181">181</a></span>good condition until the time for its
+consumption arrives. It is the duty of the school authorities to
+provide a suitable storage place for the lunch boxes. These boxes
+should be kept free from dust or flies and in a place where the
+food will not freeze in winter. Open shelves, so often seen, are
+not suitable and a properly ventilated cupboard in the school-room
+should be provided.</p>
+
+
+<h5>CONTENTS OF THE LUNCH BOX</h5>
+
+<p>The whole question of the box lunch presents a serious problem,
+when we consider the large number of children who must depend upon
+it for their noon-day meal. This meal should be so constituted as
+to make it a real meal and not a makeshift. The same principles
+which govern the preparation of the meal should govern the
+preparation of the lunch box. It is said that the school lunch
+should consist of "something starchy and something meaty, something
+fat and something fibrous, something sweet and something
+savoury".</p>
+
+<p>With so many varieties of breads, meats, cheese, jams, etc.,
+innumerable kinds of sandwiches may be made. For example, there are
+brown, graham, rye, raisin, nut, and date breads, and equally many
+kinds of meat. Such variety makes it quite unnecessary to have an
+egg sandwich or hard-boiled eggs in the lunch box each day. While
+eggs are very valuable in the diet, a lunch with hard-boiled eggs
+five times each week becomes monotonous, and the appetite of the
+consumer flags. With skill and thought one can make little scraps
+of meat or other "left-overs" into attractive sandwiches. Ends of
+meat, ground and mixed with salad dressing or cream, make delicious
+sandwich fillings.</p>
+
+<p><span class="pagenum"><a name="pg182" id=
+"pg182">182</a></span></p>
+<h5>SANDWICH MAKING</h5>
+
+<p class="two">The bread should be cut evenly.</p>
+
+<p class="two">The thickness of the slice should vary with the
+appetite of the consumer.</p>
+
+<p class="two">The crust should not be removed.</p>
+
+<p class="two">The butter should be creamed for spreading.</p>
+
+<p class="two">Both slices should be buttered, in order to prevent
+the absorption of the filling.</p>
+
+<p class="two">The filling should be carefully placed between the
+slices.</p>
+
+<p class="two">The sandwiches should be wrapped in waxed paper, to
+prevent drying.</p>
+
+
+<h5>SUGGESTIONS FOR SANDWICH FILLING</h5>
+
+<table width="100%" summary="suggestions for sandwich filling"
+border="0">
+<tr>
+<td class="cell_list6a" colspan="2">1. Egg and ham:</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">Three eggs hard boiled and chopped fine or
+ground</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">An equal amount of chopped or boiled ham</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">Salad dressing</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">Mix and spread.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">&nbsp;</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a" colspan="2">
+<p class="one">2. Raisin filling:</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">One cup of raisins ground or chopped</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">One half-cup of water</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">One half-cup of sugar</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">One tablespoonful of flour into the same quantity of
+vinegar</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">Juice and grated rind of one lemon</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">Cook in a double boiler until thick.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">&nbsp;</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a" colspan="2">3. Fig filling:</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">Remove the stems and chop the figs fine.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">Add a small quantity of water.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a"><span class="pagenum"><a name="pg183" id=
+"pg183">183</a></span>
+<p class="one">Cook in a double boiler until a paste is formed.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">Add a few drops of lemon juice.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">Chopped peanuts may be added.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">&nbsp;</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a" colspan="2">4. Egg:</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">Chop a hard-cooked egg.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b">&nbsp;</td>
+<td class="cell_list6a">
+<p class="one">Mix with salad dressing or melted butter, to a
+spreading consistency.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b" colspan="2">
+<p class="one">5. Equal parts of finely-cut nuts and grated cheese,
+with salad dressing</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b" colspan="2">
+<p class="one">6. Equal parts of grated cheese and chopped
+olives</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b" colspan="2">
+<p class="one">7. Sardines with lemon juice or a little
+dressing</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b" colspan="2">
+<p class="one">8. Chopped dates with a little cream. Nuts may be
+added.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b" colspan="2">
+<p class="one">9. Thinly sliced tomatoes (seasonal)</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b" colspan="2">
+<p class="one">10. Sliced cucumbers</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6b" colspan="2">
+<p class="one">11. Marmalade. Chopped nuts may be added.</p>
+</td>
+</tr>
+</table>
+
+
+<h5>SUGGESTIONS FOR PLANNING</h5>
+
+<p>In selecting the food the following suggestions may prove
+helpful:</p>
+
+<table width="100%" summary="suggestions for planning">
+<tr>
+<td class="cell_list5" colspan="2">
+<p class="five"><i>Protein</i>&mdash;Sandwiches of fish, meat, egg,
+cheese, nuts, dish of cottage cheese</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list5">&nbsp;</td>
+<td class="cell_list4">
+<p class="five">For the older pupils, baked beans</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list5" colspan="2">
+<p class="five"><i>Carbohydrates</i>&mdash;Bread, cake, cookies,
+jam, honey, dates, figs, raisins, prunes, candy</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list5" colspan="2">
+<p class="five"><i>Fats</i>&mdash;Butter, cream, peanut-butter</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list5" colspan="2">
+<p class="five"><span class="smcap">Note.</span>&mdash;When
+possible, a bottle of clean sweet milk should form part of every
+lunch.</p>
+</td>
+</tr>
+</table>
+
+<p><span class="pagenum"><a name="pg184" id=
+"pg184">184</a></span></p>
+<h5>SUGGESTIONS FOR DESSERTS</h5>
+
+<table width="70%" summary="suggestions for desserts">
+<tr>
+<td class="cell_list6a">
+<p class="five">Cup custards of various flavours</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">Cookies with nuts and fruits</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">Cakes&mdash;not too rich</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">Pies well made and with good filling</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">Candy&mdash;plain home-made</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">Preserves</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">Fresh fruits</p>
+</td>
+</tr>
+</table>
+
+<p>As often as possible, a surprise should be included, generally
+in the form of a dessert of which the pupil is fond. A surprise
+adds to the pupil's pleasure in eating and, indirectly, aids
+digestion.</p>
+
+
+<h5>PACKING THE LUNCH BOX</h5>
+
+<p>Much of the attractiveness of a lunch depends upon the manner of
+packing. We must consider the fact that the foods must be packed
+together closely and must remain so packed for several hours. This
+makes careful packing a necessity.</p>
+
+
+<h5>RULES FOR PACKING</h5>
+
+<table width="90%" summary="rules for packing">
+<tr>
+<td class="cell_list6a">
+<p class="five">1. Be sure that the box is absolutely clean.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">2. Line it with fresh paper every time it is
+used.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">3. Wrap each article of food in wax paper.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">4. Place in the box neatly, the food that is to be
+used last in the bottom of the box, unless it is easily
+crushed.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">5. Lay a neatly folded napkin on the top.</p>
+</td>
+</tr>
+</table>
+
+<p><span class="pagenum"><a name="pg185" id=
+"pg185">185</a></span></p>
+<h5>EQUIPMENT FOR PACKING</h5>
+
+<table width="90%" summary="equipment for packing">
+<tr>
+<td class="cell_list6a">
+<p class="five">Lunch box</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">Waxed paper</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">Paper napkin</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">Drinking cup</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">Knife, fork, and spoon</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">Thermos bottle or jar for milk or other liquid</p>
+</td>
+</tr>
+</table>
+
+<p>The box itself should be of odourless material, permanent, and
+light in weight, admitting of safe means of ventilation. Paper bags
+should never be used for food containers, as it is impossible to
+pack the lunch in them firmly and well and there is danger of their
+being torn or of insects or flies creeping into them. Boxes of
+fibre, tin, basket weave, or other material, may be used. The box
+will require scrubbing, and should be frequently dried and aired
+well. Many types of lunch boxes have compartments provided for the
+various kinds of food.</p>
+
+<p>Waxed paper and paper napkins, or the somewhat heavier paper
+towels of much the same size, are very useful for packing lunches,
+and may be obtained at a low price, particularly if bought in large
+quantities. An extra napkin, either of paper or cloth, should be
+put in the basket, to be spread over the school desk when the lunch
+is eaten. Napkins can be made out of cotton cr&ecirc;pe at a cost
+of a very few cents each. The cr&ecirc;pe may be bought by the yard
+and should be cut into squares and fringed. Such napkins have the
+advantage of not needing to be ironed.</p>
+
+<p>Paper cups, jelly tumblers with covers which can now be bought
+in several sizes, and bottles with screw tops, such as those in
+which candy and other foods are sold, may <span class="pagenum"><a
+name="pg186" id="pg186">186</a></span>all 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 is used, hot
+drinks may also be carried.</p>
+
+<hr style="width: 25%;" />
+
+<h5>SERVING A HOT DISH</h5>
+
+<p>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 any of
+ours, are serving at least one hot dish to supplement the lunch
+brought from home. The advantages of this plan are:</p>
+
+<table width="90%" summary="serving a hot dish">
+<tr>
+<td class="cell_list6a">
+<p class="one">1. It enables the pupils to do better work in the
+afternoon.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">2. It adds interest to the school work and makes the
+pupils more ready to go to school in bad weather.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">3. It gives some practical training and paves the
+way toward definite instruction in Household Science.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">4. It gives a better balance to meals, and as
+compared with a cold lunch it aids digestion.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">5. It teaches neatness.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">6. It gives opportunity to teach table manners.</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="one">7. It strengthens the relationship between the home
+and the school.</p>
+</td>
+</tr>
+</table>
+
+
+<h5>THE METHOD</h5>
+
+<p>The teacher should have a meeting of the school trustees 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-operation there can be no success. This meeting
+should be addressed by the Public School Inspector; and after <span
+class="pagenum"><a name="pg187" id="pg187">187</a></span>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 to the organization, in order that the plan may work
+smoothly. If properly organized, there need be little or no
+interruption to the ordinary routine of the school.</p>
+
+<p>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 to take part, as there are many duties which they can
+perform successfully. If each group is composed of five or six
+pupils, the work may be arranged as follows: two will prepare the
+dish, two will get the table or the desks ready (or each pupil may
+prepare his own desk), and the others will wash the dishes.</p>
+
+<p>The furnishing of supplies is a problem which each teacher will
+have to solve for herself, according to the conditions which exist
+in the community. Supplies which can be stored are best purchased
+by the school trustees; while the mothers of the pupils should
+furnish the perishable articles, such as milk and butter. As often
+as possible, the pupils may be asked to bring various articles,
+such as a potato, an apple, a carrot, an egg, etc. These may be
+combined and prepared in quantities. The school garden should be
+relied upon to supply many vegetables in season, thus adding
+interest and life to both the garden work and the lunch. In some
+districts the neighbourhood is canvassed for subscriptions in order
+to provide funds to purchase supplies for the term lunches. Some
+schools give a concert or entertainment in order to raise funds for
+this purpose, and in others all the supplies have been purchased by
+the school trustees.</p>
+
+<p>The pupils who are to prepare the hot dish may make the
+necessary preparations before school or at recess, and <span class=
+"pagenum"><a name="pg188" id="pg188">188</a></span>they must 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 attention 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.
+However, most of the recipes suggested later require little or no
+attention while cooking.</p>
+
+<p>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, time being thus saved. When
+the meal is finished, the pupils rise and bring their dishes to the
+serving table and stack them with the other dishes. Two remain
+behind to clear up and wash the dishes, while the others go to
+play. If the desks are used, each pupil is responsible for leaving
+his own desk clean.</p>
+
+<p>The pupils may 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
+schedule of the market prices of food should be posted in a
+conspicuous place, and the pupils may take turns in keeping these
+prices up to date. A separate black-board may be used for this
+purpose.</p>
+
+<p>The dish chosen should be as simple as possible&mdash;a
+vegetable or cream soup, cocoa, baked potatoes, baked apples, white
+sauce with potatoes or other vegetables, apple sauce, rice pudding,
+etc. It may be well, in some cases, to have plans made on Friday
+for the following week. As a rule, each day a little before or
+after four o'clock, the recipe for the following day should be
+discussed, the quantities <span class="pagenum"><a name="pg189" id=
+"pg189">189</a></span>worked out to suit the number of pupils, and
+the supplies arranged for. The element of surprise should be made
+use of occasionally, the pupils not being allowed to know the dish
+until they take their places.</p>
+
+
+<h5>SUGGESTED MENUS</h5>
+
+<p>The following are some suggested menus in which the food brought
+from home is supplemented by one hot dish. (The name of the hot
+dish is printed in italics.)</p>
+
+<p class="two">1. <i>Potato soup</i>, meat sandwiches, orange,
+sponge cake</p>
+
+<p class="two">2. <i>Cream of tomato soup</i>, bread and butter
+sandwiches, stuffed egg, pear, oatmeal cookies</p>
+
+<p class="two">3. <i>Apple cooked with bacon</i>, bread and butter
+sandwiches, gingerbread, milk</p>
+
+<p class="two">4. <i>Cocoa</i>, date sandwiches, celery, graham
+crackers, apple</p>
+
+<p class="two">5. <i>Stewed apples</i>, egg sandwiches, plain cake,
+prunes stuffed with cottage cheese</p>
+
+<p class="two">6. <i>Custard</i>, brown bread sandwiches, apple,
+raisins, sauce, molasses cookies</p>
+
+<p class="two">7. <i>Baked beans</i>, bread and butter sandwiches,
+fruit, sauce, molasses cookies</p>
+
+
+<h5>SUGGESTIONS FOR HOT DISHES FOR FOUR WEEKS</h5>
+
+<table width="100%" summary=
+"suggestions for hot dishes for four weeks">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;<i>First
+week</i></td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;<i>Second
+week</i></td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Monday</td>
+<td class="cell_list3">Potato soup</td>
+<td class="cell_list3">Rice and milk</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Tuesday</td>
+<td class="cell_list3">Cocoa</td>
+<td class="cell_list3">Tomato soup</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Wednesday</td>
+<td class="cell_list3">Coddled eggs</td>
+<td class="cell_list3">Egg broth</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Thursday</td>
+<td class="cell_list3">Creamed potatoes</td>
+<td class="cell_list3">Chocolate custard</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Friday</td>
+<td class="cell_list3">Soft custard</td>
+<td class="cell_list3">Rice and tomato</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&nbsp;</td>
+<td class="cell_list3">&nbsp;</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3"><span class="pagenum"><a name="pg190" id=
+"pg190">190</a></span>&nbsp;&nbsp;&nbsp;&nbsp;<i>Third
+week</i></td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;<i>Fourth
+week</i></td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Monday</td>
+<td class="cell_list3">Macaroni and cheese</td>
+<td class="cell_list3">Rice soup</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Tuesday</td>
+<td class="cell_list3">Creamed eggs</td>
+<td class="cell_list3">Cocoa</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Wednesday</td>
+<td class="cell_list3">Cheese soup</td>
+<td class="cell_list3">Boiled rice and milk</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Thursday</td>
+<td class="cell_list3">Apple sauce</td>
+<td class="cell_list3">Soft-cooked eggs</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Friday</td>
+<td class="cell_list3">Cheese</td>
+<td class="cell_list3">Wheat pudding</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&nbsp;</td>
+<td class="cell_list3">&nbsp;</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;<i>First
+week</i></td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;<i>Second
+week</i></td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Monday</td>
+<td class="cell_list3">Rice soup</td>
+<td class="cell_list3">Macaroni and cheese</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Tuesday</td>
+<td class="cell_list3">Cocoa</td>
+<td class="cell_list3">Apple sauce</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Wednesday</td>
+<td class="cell_list3">Baked apples</td>
+<td class="cell_list3">Shirred eggs</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Thursday</td>
+<td class="cell_list3">Custard</td>
+<td class="cell_list3">Cheese soup</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Friday</td>
+<td class="cell_list3">Baked eggs</td>
+<td class="cell_list3">Apple custard</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&nbsp;</td>
+<td class="cell_list3">&nbsp;</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;<i>Third
+week</i></td>
+<td class="cell_list3">&nbsp;&nbsp;&nbsp;&nbsp;<i>Fourth
+week</i></td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Monday</td>
+<td class="cell_list3">Potato soup</td>
+<td class="cell_list3">Rice and tomato</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Tuesday</td>
+<td class="cell_list3">Tapioca cream</td>
+<td class="cell_list3">Apple custard</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Wednesday</td>
+<td class="cell_list3">Cocoa</td>
+<td class="cell_list3">Tomato soup</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Thursday</td>
+<td class="cell_list3">Creamed potatoes</td>
+<td class="cell_list3">Cracker pudding</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">Friday</td>
+<td class="cell_list3">Soft custard</td>
+<td class="cell_list3">Cocoa</td>
+</tr>
+</table>
+
+<hr style="width: 25%;" />
+
+<div class="center"><span class="pagenum"><a name="pg191" id=
+"pg191">191</a></span>RECIPES SUITABLE FOR THE RURAL SCHOOL
+LUNCH</div>
+
+<p>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 quantities required
+may be obtained by division or multiplication. The recipes given in
+the lessons on cooking may also be used in preparing the school
+lunch, as each recipe states the number it will serve.</p>
+
+<div class="center2"><i>White Sauce</i></div>
+
+<table width="80%" summary="White Sauce">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 c. milk</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac12; tbsp. butter</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 tbsp. flour</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac14; tsp. salt</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">&#8539; tsp. white pepper</td>
+</tr>
+</table>
+
+<div class="blockquot">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 thin it 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 thick white sauce, use 3 or
+4 tablespoonfuls of flour to one cup of milk.</div>
+
+<div class="center2"><i>Cocoa</i></div>
+
+<table width="90%" summary="Cocoa" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 tbsp. (18 tsp.) cocoa</p>
+</td>
+<td class="cell_list3">
+<p class="five">6 c. milk</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 tbsp. (18 tsp.) sugar</p>
+</td>
+<td class="cell_list3">
+<p class="five">6 c. boiling water</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">&frac12; tsp. salt</td>
+</tr>
+</table>
+
+<div class="blockquot">Scald the milk in a double boiler. Mix the
+cocoa, sugar, and salt, then stir in the boiling water and boil for
+3 minutes. Add this mixture to the scalded milk. If a scum forms,
+beat with a Dover egg-beater for one minute. The preparation should
+begin at half-past eleven, to have the cocoa ready at twelve
+o'clock. (Will serve eighteen.)</div>
+
+<div class="center2"><span class="pagenum"><a name="pg192" id=
+"pg192">192</a></span><i>Potato Soup</i></div>
+
+<table width="90%" summary="Potato Soup" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;qt. peeled potatoes cut in thin slices</p>
+</td>
+<td class="cell_list3">
+<p class="five">4&nbsp;tbsp. flour</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3&nbsp;qt. milk</p>
+</td>
+<td class="cell_list3">
+<p class="five">&#8539;&nbsp;tsp. black pepper</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2&nbsp;tsp. salt</p>
+</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;small onion</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">4&nbsp;tsp. butter</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac12;&nbsp;tsp. celery seed or a stock of
+celery</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">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 covered until required. (Will serve ten.)</div>
+
+<div class="center2"><i>Cream of Pea Soup</i></div>
+
+<table width="90%" summary="Cream of Pea Soup" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 can peas or 1 qt. fresh peas</p>
+</td>
+<td class="cell_list3">
+<p class="five">2 tbsp. flour</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 pt. milk</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 tsp. salt</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 tbsp. butter</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac14; tsp. pepper</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Heat 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.
+Season and cover until required. (Will serve six pupils
+generously.)</div>
+
+<div class="center2"><i>Cream of Tomato Soup</i></div>
+
+<table width="90%" summary="Cream of Tomato Soup" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 pt. or 1 can tomatoes</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 qt. milk</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2&nbsp;tbsp. butter</p>
+</td>
+<td class="cell_list3">
+<p class="five">Sprig of parsley</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3&nbsp;tbsp. flour</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac14;&nbsp;tsp. white pepper</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;tsp. sugar</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac12;&nbsp; tsp. soda</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">1 tsp. salt</td>
+</tr>
+</table>
+
+<div class="blockquot">Cook the tomatoes slowly with the seasonings
+for ten minutes and rub through a strainer. Scald 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 at once. (Will serve
+six pupils generously.)</div>
+
+<div class="center2"><span class="pagenum"><a name="pg193" id=
+"pg193">193</a></span><i>Cream of Corn Soup</i></div>
+
+<table width="90%" summary="Cream of Corn Soup" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 pt. cans corn</p>
+</td>
+<td class="cell_list3">
+<p class="five">2 slices onion</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 pt. cold water</p>
+</td>
+<td class="cell_list3">
+<p class="five">2 qt. of thin white sauce</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3"><i>Seasonings</i></td>
+</tr>
+</table>
+
+<div class="blockquot">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.)</div>
+
+<div class="center2"><i>Lima-bean Soup</i></div>
+
+<table width="90%" summary="Lima-bean Soup" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;c. Lima beans</p>
+</td>
+<td class="cell_list3">
+<p class="five">3&nbsp;tbsp. butter</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2&nbsp;qt. water</p>
+</td>
+<td class="cell_list3">
+<p class="five">2&nbsp;tbsp. flour</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2&nbsp;whole cloves</p>
+</td>
+<td class="cell_list3">
+<p class="five">3&nbsp;tbsp. minced onion</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;bay leaf</p>
+</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;tbsp.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;"&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;carrot</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;tsp. salt</p>
+</td>
+<td class="cell_list3">
+<p class="five">1&nbsp;tbsp.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;"&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;celery</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">&frac14;&nbsp;tsp. pepper</td>
+</tr>
+</table>
+
+<div class="blockquot">Soak the beans overnight in soft water or in
+hard water which has been boiled and cooled. If cold, hard water is
+used, add &frac14; tsp. baking-soda to 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 butter
+for 20 minutes, being careful not to brown them. Drain out the
+vegetables and put them into the soup. Put the flour and butter
+into a pan 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.)<br />
+<br />
+<span class="smcap">Note</span>.&mdash;If desired, the vegetables
+may be used without browning and the cloves and bay leaf
+omitted.</div>
+
+<div class="center2"><i>Milk and Cheese Soup</i></div>
+
+<table width="90%" summary="Milk and Cheese Soup" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">4&nbsp;c. milk</p>
+</td>
+<td class="cell_list3">
+<p class="five">1&#8531;&nbsp;c. grated cheese</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2&nbsp;tbsp. flour</p>
+</td>
+<td class="cell_list3">
+<p class="five">Salt and pepper to taste</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Thicken the milk with flour, cooking
+thoroughly. This is best done in a double boiler, stirring
+occasionally. When ready to serve, add cheese and seasoning. (Will
+serve six.)</div>
+
+<div class="center2"><span class="pagenum"><a name="pg194" id=
+"pg194">194</a></span><i>Cream of Rice Soup</i></div>
+
+<table width="90%" summary="Cream of Rice Soup" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">4&nbsp;tbsp. rice</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac12;&nbsp;small onion</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">4&nbsp;c. milk</p>
+</td>
+<td class="cell_list3">
+<p class="five">4&nbsp;stalks celery</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3&nbsp; tbsp. butter</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac12;&nbsp;bay leaf</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">Salt and pepper to taste</td>
+</tr>
+</table>
+
+<div class="blockquot">Scald the milk, add the well-washed rice,
+and cook for 30 minutes in a closely covered double boiler. Melt
+the butter and cook the sliced onion and celery in it until tender,
+but not brown. Add these, with the bay leaf, to the contents of the
+double boiler, cover, and let it stand on the back of the stove for
+15 minutes. Strain, season with salt and pepper, re-heat, and
+serve. Note that the bay leaf is added and allowed to stand, to
+increase the flavour, and may be omitted if desired. (Will serve
+six.)</div>
+
+<div class="center2"><i>Rice Pudding</i></div>
+
+<table width="90%" summary="Rice Pudding" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 c. rice</p>
+</td>
+<td class="cell_list3">
+<p class="five">2 c. sugar</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 c. water</p>
+</td>
+<td class="cell_list3">
+<p class="five">4 eggs</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 c. milk</p>
+</td>
+<td class="cell_list3">
+<p class="five">2 tsp. salt</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">3 c. fruit (chopped raisins) if
+desired</td>
+</tr>
+</table>
+
+<div class="blockquot">Wash the rice in a strainer placed over a
+bowl of cold water, by rubbing the rice between the fingers. Lift
+the strainer from the bowl and change the water. Repeat until the
+water is clear. Put the water in the upper part of a double boiler
+directly over the fire, and when it boils rapidly, gradually add
+the rice to it. Boil rapidly for 5 minutes, then add the milk, to
+which has been added the sugar, salt, and eggs slightly beaten.
+Cover, place in the lower part of the double boiler, and cook until
+kernels are tender&mdash;from 45 minutes to 1 hour. If raisins are
+used, add them before putting the rice in the double boiler. Serve
+with milk and sugar as desired. (Will serve eighteen.)</div>
+
+<div class="center2"><i>Rice Pudding</i></div>
+
+<table width="90%" summary="Rice Pudding" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 c. rice</p>
+</td>
+<td class="cell_list3">
+<p class="five">4 qt. milk</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 c. raisins</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 c. sugar</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 tsp. salt</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 tsp. cinnamon</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Prepare the rice and raisins and put them,
+with the other ingredients, in a buttered pan. Bake all forenoon,
+stirring <span class="pagenum"><a name="pg195" id=
+"pg195">195</a></span>occasionally during the first hour. Serve
+with milk or cream. (Will serve ten.)</div>
+
+<div class="center2"><i>Cream of Wheat</i></div>
+
+<table width="90%" summary="Cream of Wheat" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1&frac12; c. cream of wheat</p>
+</td>
+<td class="cell_list3">
+<p class="five">1&frac12; tsp. salt</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">10 c. boiling water</p>
+</td>
+<td class="cell_list3">
+<p class="five">1&frac12; c. dates (chopped)</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Put the boiling water and salt in the upper
+part of the double boiler directly over the heat. When boiling, add
+the cereal slowly. Stir constantly until the mixture thickens. Add
+the dates and cook for 5 minutes. Place in the lower part of the
+double boiler and cook at least 1 hour. Serve with milk and sugar.
+(Will serve eighteen.)</div>
+
+<div class="center2"><i>Scrambled Eggs</i></div>
+
+<table width="90%" summary="Scrambled Eggs" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">9 eggs</p>
+</td>
+<td class="cell_list3">
+<p class="five">2 tbsp. butter</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 c. milk</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 tsp. salt</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">Pepper</td>
+</tr>
+</table>
+
+<div class="blockquot">Beat the eggs until the yolks and whites are
+well mixed. Add the seasonings and milk. Heat the frying-pan, melt
+the butter in it, and turn in the egg mixture. Cook slowly,
+scraping the mixture from the bottom of the pan as it cooks. As
+soon as a jelly-like consistency is formed, remove at once to a hot
+dish or serve on toast. (Will serve nine.)</div>
+
+<div class="center2"><i>Creamed Eggs</i></div>
+
+<table width="90%" summary="Creamed Eggs" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 hard-cooked eggs</p>
+</td>
+<td class="cell_list3">
+<p class="five">2 c. milk</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">4 tbsp. butter</p>
+</td>
+<td class="cell_list3">
+<p class="five">4 tbsp. flour</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">Salt and pepper</td>
+</tr>
+</table>
+
+<div class="blockquot">Melt the butter, add the flour, and stir in
+the milk gradually. Cook well and season with salt and pepper. Cut
+hard-cooked eggs in small pieces and add them to the white sauce.
+It may be served on toast. (Will serve six.)</div>
+
+<div class="center2"><i>Egg Broth</i></div>
+
+<table width="90%" summary="Egg Broth" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 eggs</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 c. hot milk</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 tbsp. sugar</p>
+</td>
+<td class="cell_list3">
+<p class="five">Few grains salt</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">Vanilla or nutmeg</td>
+</tr>
+</table>
+
+<div class="blockquot"><span class="pagenum"><a name="pg196" id=
+"pg196">196</a></span>Beat the eggs and add the sugar and salt.
+Stir in the hot milk gradually, so that the eggs will cook
+smoothly. Flavour as desired. (Will serve six.)
+
+<div class="center"><i>Soft-cooked Eggs</i></div>
+
+Wash the eggs and put in a sauce-pan, cover with boiling water,
+remove to the back of the stove or where the water will keep hot,
+but not boil. Let them stand, covered, from 7 to 10 minutes,
+according to the consistency desired.
+
+<div class="center"><i>Baked Shirred Eggs</i></div>
+
+Butter small earthen cups. Break an egg in each and sprinkle with a
+few grains of salt 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 pan of hot water on the back of the
+stove, until the white is set.</div>
+
+<div class="center2"><i>Creamed Potatoes</i></div>
+
+<table width="90%" summary="Creamed Potatoes" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">White sauce (medium consistency)</p>
+</td>
+<td class="cell_list3">
+<p class="five">3 tbsp. butter</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 tbsp. flour</p>
+</td>
+<td class="cell_list3">
+<p class="five">1&frac12; c. milk</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">Salt and pepper</td>
+</tr>
+</table>
+
+<div class="blockquot">Make a white sauce of the butter, flour,
+milk, and seasonings. Cut cold potatoes (about eight) into cubes or
+slices and heat in the sauce. Serve hot. (Will serve nine.)
+
+<div class="center"><i>Mashed Potatoes</i></div>
+
+Boil the potatoes, drain, and mash in the kettle in which they were
+boiled. When free from lumps, add to each cup of mashed
+potatoes:</div>
+
+<table width="40%" summary="Mashed Potatoes" border="0">
+<tr>
+<td class="cell_list6c">1 tsp. butter</td>
+</tr>
+
+<tr>
+<td class="cell_list6c">1 or more tbsp. hot milk</td>
+</tr>
+
+<tr>
+<td class="cell_list6c">&frac14; tsp. salt</td>
+</tr>
+</table>
+
+<div class="blockquot">Beat all together until light and creamy.
+Re-heat, and pile lightly, without smoothing, in a hot dish.</div>
+
+<div class="center2"><i>Baked Potatoes</i><br />
+Use potatoes of medium size.</div>
+
+<div class="blockquot"><span class="pagenum"><a name="pg197" id=
+"pg197">197</a></span>Scrub thoroughly in water with a brush. Place
+in a pan in a hot oven. Bake from 45 to 60 minutes. When done, roll
+in a clean napkin and twist until the skin is broken. Serve
+immediately. (If no oven is available, place a wire rack on the top
+of the stove. Put the potatoes on this rack and cover them with a
+large pan. When half cooked, turn.)</div>
+
+<div class="center2"><i>Macaroni and Cheese</i></div>
+
+<table width="90%" summary="Macaroni and Cheese" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 c. macaroni (2 pieces)</p>
+</td>
+<td class="cell_list3">
+<p class="five">3 qt. boiling water</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 tsp. salt</p>
+</td>
+<td class="cell_list3">
+<p class="five">6 c. white sauce (medium)</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Cook the macaroni in boiling salted water
+until tender. Drain, pour cold water over it, 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 cheese and the top is brown. To give variety,
+finely-minced ham, boiled codfish, or any cold meat may be used
+instead of the cheese. (Will serve ten.)</div>
+
+<div class="center2"><i>Cornstarch Pudding</i></div>
+
+<table width="90%" summary="Cornstarch Pudding" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1 qt. milk</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac12; tsp. salt</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&frac34; c. cornstarch</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac34; c. sugar</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">Vanilla</td>
+</tr>
+</table>
+
+<div class="blockquot">Scald the milk in a double boiler. Mix the
+sugar, cornstarch, and salt together. Gradually add to the hot milk
+and stir constantly 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. (Will serve nine.)</div>
+
+<div class="center2"><i>Apple Sauce</i></div>
+
+<table width="90%" summary="Apple Sauce" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">9 tart apples</p>
+</td>
+<td class="cell_list3">
+<p class="five">6&nbsp;whole cloves (if desired)</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&frac34; c. water</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac34; c. sugar</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">Piece of lemon rind (if
+desired)</td>
+</tr>
+</table>
+
+<div class="blockquot">Wipe, pare, quarter, and core the apples.
+Put the water, apples, lemon rind, and cloves into a sauce-pan.
+Cook covered until the apples are tender, but not broken. Remove
+the lemon <span class="pagenum"><a name="pg198" id=
+"pg198">198</a></span>peel and cloves. Add the sugar a few minutes
+before taking from the fire. The apples may be mashed or put
+through a strainer. (Will serve nine.)<br />
+<br />
+<span class="smcap">Note</span>.&mdash;The lemon and the cloves may
+be used when the apples have lost their flavour.</div>
+
+<div class="center2"><i>Stewed Prunes or Other Dried
+Fruit&mdash;Apricots, Apples, Pears</i></div>
+
+<table width="90%" summary="Stewed Prunes" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">&frac34; lb. fruit (about)</p>
+</td>
+<td class="cell_list3">
+<p class="five">&#8531; c. sugar</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">1&frac12; pt. of water</p>
+</td>
+<td class="cell_list3">
+<p class="five">1 or 2 slices lemon or</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">a few cloves and a piece of
+cinnamon stick</td>
+</tr>
+</table>
+
+<div class="blockquot">Wash the fruit thoroughly and soak
+overnight. Cook in the water in which it was soaked. Cover, and
+simmer until tender. When nearly cooked, add sugar and lemon juice.
+The cloves and cinnamon should cook with the fruit. All flavourings
+may be omitted, if desired. (Will serve nine.)</div>
+
+<div class="center2"><i>Soft Custard</i></div>
+
+<table width="90%" summary="Soft Custard" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 c. milk</p>
+</td>
+<td class="cell_list3">
+<p class="five">2 eggs</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 tbsp. sugar</p>
+</td>
+<td class="cell_list3">
+<p class="five">&frac12; tsp. vanilla</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">A few grains of salt</td>
+</tr>
+</table>
+
+<div class="blockquot">Scald the milk in a double boiler. Add the
+sugar and salt to the eggs and beat until well mixed. Stir the hot
+milk slowly into the egg mixture and return to the double boiler.
+Cook, stirring constantly, until the spoon, when lifted from the
+mixture, is coated. Remove 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 the boiler occasionally. (Will
+serve six.)</div>
+
+<div class="center2"><i>Tapioca Custard Pudding</i></div>
+
+<table width="90%" summary="Tapioca Custard Pudding" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 c. scalded milk</p>
+</td>
+<td class="cell_list3">
+<p class="five">4 tbsp. pearl, or minute, tapioca</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 eggs slightly beaten</p>
+</td>
+<td class="cell_list3">
+<p class="five">6 tbsp. sugar</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">2 tbsp. butter</p>
+</td>
+<td class="cell_list3">
+<p class="five">A few grains of salt</p>
+</td>
+</tr>
+</table>
+
+<div class="blockquot">Minute tapioca requires no soaking. Soak the
+pearl tapioca one hour in enough cold water to cover it. Drain, add
+to the milk, and cook in a double boiler for 30 minutes. Add to
+remaining ingredients, pour into buttered baking-dish, and bake for
+about 25 minutes in a slow oven. (Will serve eight.)</div>
+
+<div class="center2"><span class="pagenum"><a name="pg199" id=
+"pg199">199</a></span><i>Rice and Tomato</i></div>
+
+<table width="40%" summary="Rice and Tomato" border="0">
+<tr>
+<td class="cell_list6c">2 c. cooked rice</td>
+</tr>
+
+<tr>
+<td class="cell_list6c">2 tbsp. butter</td>
+</tr>
+
+<tr>
+<td class="cell_list6c">2 tbsp. flour</td>
+</tr>
+
+<tr>
+<td class="cell_list6c">2 c. unstrained or 1 c. strained
+tomato</td>
+</tr>
+
+<tr>
+<td class="cell_list6c">1 slice of onion minced</td>
+</tr>
+
+<tr>
+<td class="cell_list6c">Salt and pepper</td>
+</tr>
+</table>
+
+<div class="blockquot">Cook the onion with the tomato until soft.
+Melt 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.)</div>
+
+<div class="center2"><i>Cracker Pudding</i></div>
+
+<table width="90%" summary="Cracker Pudding" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">6 soda crackers</p>
+</td>
+<td class="cell_list3">
+<p class="five">3 eggs</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">3 c. milk</p>
+</td>
+<td class="cell_list3">
+<p class="five">6 tbsp. sugar</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6" colspan="3">&frac12; tsp. salt</td>
+</tr>
+</table>
+
+<div class="blockquot">Roll the crackers and soak them in milk.
+Beat the yolks and sugar well together and add to the first
+mixture, with some salt. Make a meringue with white of eggs, pile
+lightly on top, and put in the oven till it is a golden brown.
+Serve hot. (Will serve six.)<br />
+<span class="smcap">Note</span>.&mdash;Dried bread crumbs may be
+used in place of the crackers.</div>
+
+<div class="center2"><i>Candied Fruit Peel</i></div>
+
+<div class="blockquot">The candied peel of oranges, lemons,
+grapefruit, and other fruits makes a good sweet which is
+economical, because it utilizes materials which might otherwise be
+thrown away. Its preparation makes an interesting school exercise.
+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 removing 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.
+Finally, they should be rolled in pulverized or granulated
+sugar.</div>
+
+<p><span class="pagenum"><a name="pg200" id="pg200">200</a></span>A
+large number of recipes have been given, in order that a selection
+may be made according to season, community conditions, and market
+prices, and so that sufficient variety may be secured from day to
+day.</p>
+
+<p>Attention given to this matter will be well repaid by the
+improved health of the pupils, the greater interest taken in the
+school by the parents, and the better afternoon work accomplished.
+It has been well said: "The school lunch is not a departure from
+the principle of the obligation assumed by educational authorities
+toward the child, but an intensive application of the measures
+adopted for the physical nurture of the child, to the end of
+securing in adult years the highest efficiency of the citizen".</p>
+
+
+<h5>USEFUL BULLETINS</h5>
+
+<p class="six"><i>The Rural School Luncheon</i>: Department of
+Education, Saskatchewan</p>
+
+<p class="six"><i>The Box Luncheon</i>: New York State College of
+Agriculture, Cornell University</p>
+
+<p class="six"><i>Hints to Housewives</i>: Issued by Mayor
+Mitchell's Food Supply Committee, New York City</p>
+
+<p class="six"><i>Home Economics in Village and Rural Schools</i>:
+Kansas State Agricultural College</p>
+
+<p class="six"><i>Home-made Fireless Cookers and Their Use</i>:
+Farmers' Bulletin, United States Department of Agriculture</p>
+
+<p class="six"><i>Hot Lunches for Rural Schools</i>: Parts I and
+II, Iowa State College of Agriculture and Mechanic Arts</p>
+
+<p class="six"><i>Rural School Lunches</i>: University of Idaho,
+Agricultural Extension Department</p>
+
+<p class="six"><i>The Rural School Lunch</i>: University of
+Illinois College of Agriculture</p>
+
+<p class="six"><i>The School Luncheon</i>: Oregon Agricultural
+College</p>
+
+<hr style="width: 25%;" />
+<div class="center"><span class="pagenum"><a name="pg201" id=
+"pg201">201</a></span>HOUSEHOLD SCIENCE WITHOUT SCHOOL
+EQUIPMENT</div>
+
+<p>There is no school so unhappily situated or so poorly equipped
+that it is unable to teach effectively the lessons previously
+outlined in the "Care of the Home" and "Sewing". Now that a grant
+in aid is provided by the Department of Education any rural school
+may procure one of the sets of equipment for cooking suggested or
+some modification thereof. As a stepping-stone to the provision of
+that equipment and as a means of educating the people of the
+district in regard to the advantages of teaching this branch of
+Household Science, it may be advisable or even necessary, in some
+cases, to attempt practical work, even where no equipment is
+installed by the school authorities.</p>
+
+<p>It should be remembered that the present position of Manual
+Training and Household Science in urban schools is entirely owing
+to private initiative and demonstration, by which the people were
+shown how and why these subjects should be included in the
+curriculum of the schools. It is reasonable to suppose that the
+same results will follow if somewhat the same methods are tried in
+the case of the rural schools, which form such a large part of our
+educational system. Two methods of giving instruction of this
+character have, in the United States, been followed by successful
+results.</p>
+
+
+<h5>FIRST METHOD</h5>
+
+<p>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 practical cooking problem <span class=
+"pagenum"><a name="pg202" id="pg202">202</a></span>which may be
+performed in the homes of the pupils. Before this plan is adopted,
+it should be discussed with the pupils who are to take the work.
+They should be required to promise that they will practise at home;
+and the consent and co-operation of the parents should be secured,
+as the success of this home work depends, in the first place, on
+the willingness of the pupil to accept responsibility, and, in the
+second place, on the honest and hearty co-operation of the
+parents.</p>
+
+<p>A meeting of the mothers should be called, in order that the
+plan may be laid before them and their suggestions received. At
+this meeting afternoon tea might be served. The teacher should plan
+the lessons, but occasionally, particularly at festive seasons, the
+pupils themselves should be allowed to decide what shall be made.
+When it is possible, the food prepared at home should be brought by
+the pupil to the school, in order that it may be compared with that
+made by other pupils and be judged by the teacher. In other cases,
+the mother might be asked to fill up a previously prepared form,
+certifying to the amount and character of the work done at home by
+the pupil each week.</p>
+
+<p>The instructions placed on the black-board should be clear and
+concise and give adequate information concerning materials,
+quantities, and methods. They should be arranged in such a way as
+to appeal to the eye and thus assist the memory. Connected
+composition should not be attempted, but the matter should be
+arranged in a series of numbered steps, somewhat as follows:</p>
+
+<div class="center2"><i>Recipe: Boiled Carrots</i></div>
+
+<table width="90%" summary="Recipe: Boiled Carrots" border="0">
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">Carrots</p>
+</td>
+<td class="cell_list3">
+<p class="five">Salt and pepper</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list2c">&nbsp;</td>
+<td class="cell_list3">
+<p class="five">Boiling water</p>
+</td>
+<td class="cell_list3">
+<p class="five">Butter</p>
+</td>
+</tr>
+</table>
+
+<p><span class="pagenum"><a name="pg203" id=
+"pg203">203</a></span></p>
+
+<table width="90%" summary="Boiled carrots">
+<tr>
+<td class="cell_list6a">
+<p class="one">1. Scrub, scrape, and rinse the carrots.</p>
+</td>
+</tr>
+<tr>
+<td class="cell_list6a">
+<p class="one">2. Cut them into pieces by dicing them.</p>
+</td>
+</tr>
+<tr>
+<td class="cell_list6a">
+<p class="one">3. Place the pieces in a sauce-pan.</p>
+</td>
+</tr>
+<tr>
+<td class="cell_list6a">
+<p class="one">4. Set over the fire and cover with boiling
+water.</p>
+</td>
+</tr>
+<tr>
+<td class="cell_list6a">
+<p class="one">5. Cook until the pieces are soft at the centre
+when pierced with a fork.</p>
+</td>
+</tr>
+<tr>
+<td class="cell_list6a">
+<p class="one">6. Serve in a hot vegetable dish.</p>
+</td>
+</tr>
+</table>
+
+<p>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 year every pupil will have a collection of
+useful recipes and plans, each one of which she understands and has
+worked out. In many lessons of this type demonstrations may be
+given by the teacher and, if the food cannot be cooked on the
+school stove, it may be taken home to be cooked by one of the
+pupils.</p>
+
+<p>Lessons given according to this method, by which the theory is
+given in school and the practice acquired at home, need not be
+restricted to cookery. Any of the lessons prescribed in the
+curriculum for Form III, Junior, may be treated in the same way.
+Lessons on the 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.</p>
+
+<p>Each lesson should conclude with a carefully prepared
+black-board summary, which should be neatly copied into the
+note-books, to be periodically examined by the teacher. The
+black-board work of many teachers leaves much to be desired, and
+time spent in improving this will be well repaid. Examples of
+summaries of the kind referred to <span class="pagenum"><a name=
+"pg204" id="pg204">204</a></span>are to be found in the Ontario
+Teachers' Manual on <i>Household Management</i>. These instructions
+may be type-written or hectographed by the teacher and given to
+the pupils, thus saving the time spent in note-taking.</p>
+
+
+<h5>SECOND METHOD</h5>
+
+<p>The second of the plans referred to is a modification of what is
+known as the "Crete" plan of Household Science, so called from the
+name of the place in Nebraska, U.S.A., where it was first put into
+operation. By this plan, definite instruction is given in the home
+kitchens of certain women in the district, under the supervision of
+the educational authorities. It was adopted, at first, in
+connection with the high schools of the small towns in that State
+but, with certain modifications, it is suitable to our rural school
+conditions.</p>
+
+<p>In every community there are women who are known to be skilful
+in certain lines of cookery, and the plan makes use of such women
+for giving the required instruction. They become actually a part of
+the staff of the school, giving instruction in Household Science,
+and using the resources of their households as an integral part of
+the school equipment.</p>
+
+<p>In order to put this plan into operation, a meeting of women
+interested in the school should be called and if, after the plan
+has been laid before them and fully discussed, enough women are
+willing to open their homes and act as instructors, then it is safe
+to proceed. The subjects should be divided, and a scheme somewhat
+as follows may be arranged:</p>
+
+<table width="60%" summary="The subjects" border="0">
+<tr>
+<td class="cell_list6a">
+<p class="five">Mrs. A. bread and biscuits</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">Mrs. B. pies and cakes</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a"><span class="pagenum"><a name="pg205" id=
+"pg205">205</a></span>
+<p class="five">Mrs. C. canning and preserving</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">Mrs. D. gems and corn bread</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">Mrs. E. desserts and salads</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">Mrs. F. cookies and doughnuts</p>
+</td>
+</tr>
+
+<tr>
+<td class="cell_list6a">
+<p class="five">Mrs. G. vegetables.</p>
+</td>
+</tr>
+</table>
+
+<p>Six has been found a convenient number for a class, though ten
+is better, if the homes can accommodate that number. Half-past
+three is a good time for the classes to meet, as they then may be
+concluded by five o'clock, thus leaving the housewife free to
+prepare her evening meal. The day of the week should be chosen to
+suit the convenience of the instructor. The classes may meet once a
+week.</p>
+
+<p>Arriving at the home of the instructor at half-past three, the
+pupils are seated in the most convenient room, and the lesson is
+given. During this talk the pupils are given not only the recipe,
+but details as to materials, the preparation thereof, the degree of
+heat required, the common causes of failure and, in fact,
+everything that in the mind of a practical cook would be helpful to
+the class. Notes are taken, and afterwards properly written out and
+examined by the teacher of the school.</p>
+
+<p>The instructors prepare the food for cooking, and sometimes, as
+in the case of rolls and so on, they cook the food in the presence
+of the pupils. When white bread is to be baked, the pupils are
+asked to call, a few minutes after school, at the home of the
+instructor, to watch the first step&mdash;setting the
+sponge&mdash;and again the next morning before school to see the
+next step&mdash;mixing the bread&mdash;and again, about half-past
+eleven or twelve, to see the bread ready for the oven and, finally,
+on the way back to school, to see the result&mdash;a fine loaf of
+well-cooked bread.</p>
+
+<p><span class="pagenum"><a name="pg206" id=
+"pg206">206</a></span>The pupils try the recipe carefully in their
+own homes, not varying its terms until they are able to make the
+dish successfully. When they can do this, they are free to
+experiment with modifications, and there should be no objection to
+receiving help from any source; in fact, it is a good thing for the
+daughter to get her mother to criticize her and offer suggestions
+in the many little details familiar to every housekeeper, but which
+cannot always be given by an instructor in one lesson.</p>
+
+<p>By this method the pupils learn in their own homes and handle
+real cooking utensils on a real stove heated by the usual fire of
+that home. If it is a good thing&mdash;and no one doubts
+it&mdash;to learn Household Science in a school where everything
+that invention and skill can provide for the pupils is readily at
+hand, is it not worth while to enter the field of actual life and,
+with cruder implements, win a fair degree of success?</p>
+
+<p>At the end of five or six months, after the pupils have had an
+opportunity to become skilful in making some of the dishes which
+have been taught, it may be well to have an exhibition of their
+work. Each pupil may, on Saturday afternoon, bring one or more of
+the dishes she has learned to prepare to the school-house, where
+they may be arranged on tables for the inspection of the judges.
+The dishes exhibited should be certified to as being the work of
+the pupil with no help 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 at noon, carries it to school
+with her, and rushes to catch a train or car at four o'clock, not
+returning to the district until Monday morning, has no time for
+this kind of service.</p>
+
+<p><span class="pagenum"><a name="pg207" id=
+"pg207">207</a></span>Occasionally the entire class may meet with
+their instructors in the school-room. An oil-stove and the
+necessary equipment may be obtained, and a demonstration may be
+given by one of the instructors. By this means much valuable
+instruction will be given that is not included in the regular
+course. At this time also many things may be discussed that pertain
+to the growth of the movement and the general well-being of the
+pupils.</p>
+
+<p>The plan is flexible 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 necessarily put to any
+expense, as the articles prepared in giving the lessons may be used
+in their own homes.</p>
+
+<p>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, not only toward
+giving a real knowledge of some phases of Household Science, but
+also toward developing the community spirit and arousing an
+interest in the school, which will benefit all concerned.</p>
+
+<hr style="width: 25%;" />
+<div class="center"><span class="pagenum"><a name="pg208" id=
+"pg208">208</a></span>THE FIRELESS COOKER</div>
+
+<p>At the present time there is urgent need for thrift and economy
+in all that pertains to the management of the
+household&mdash;particularly in food and fuel. In the average home
+much fuel could be saved by the proper use of what is known as the
+fireless cooker. The scientific principle applied has long been
+known and is, briefly, as follows: If a hot body is protected by a
+suitable covering, the heat in it will be retained for a long time,
+instead of being lost by radiation or conduction. This is why a
+cosy is placed over a tea-pot.</p>
+
+<p>In using a fireless cooker, the food is first heated on the
+stove until the cooking has begun, and then it is placed in the
+fireless cooker&mdash;a tight receptacle in which the food is
+completely surrounded by some insulating substance to prevent the
+rapid escape of the heat, which in this way is retained in the food
+in sufficient quantity to complete the cooking. Sometimes, when a
+higher cooking temperature is desired, an additional source of
+heat, in the form of a hot soapstone or brick or an iron plate such
+as a stove lid, is put into the cooker with the food.</p>
+
+<p>The same principle is also employed in cookery in other ways.
+For example, in camp life beans are often baked by burying the pots
+overnight in hot stones and ashes, the whole being covered with
+earth; and in the "clam bakes" on the Atlantic Coast, the damp
+seaweed spread over the embers on the clams prevents the escape of
+the heat during cooking. The peasants in some parts of Europe are
+said to begin the cooking of their dinners and then to put them
+into hay boxes or between feather beds, so that the cooking may be
+completed while the family is absent in the fields.</p>
+
+<p><span class="pagenum"><a name="pg209" id=
+"pg209">209</a></span>The chief advantages in the use of the
+fireless cooker are these:</p>
+
+<p>1. It saves fuel, especially where gas, oil, or electric stoves
+are used. Where coal or wood is the fuel, the fire in the range is
+often kept up most of the day, and the saving of fuel is not so
+great. In summer, or when the kitchen fire is not needed for
+heating purposes, the dinner can be started in the stove early in
+the morning, and then placed in the fireless cooker, the fire in
+the range being allowed to go out. During the hot weather, the use
+of a kerosene or other liquid-fuel stove and a fireless cooker is a
+great convenience, since it not only accomplishes a saving in fuel,
+but helps to keep the kitchen cooler. The saving in fuel resulting
+from the use of a fireless cooker is greatest in the preparation of
+foods such as stews, which require long and slow cooking.</p>
+
+<p>2. It saves time. Foods cooked in this way do not require
+watching, and may be left, without danger from fires or of
+over-cooking, while other duties are being performed or the family
+is away from home.</p>
+
+<p>3. It conserves the flavour of the food and makes it easier to
+utilize the cheaper cuts of meat which, although not having so fine
+a texture or flavour, are fully as nutritious, pound for pound, as
+the more expensive cuts. Long cooking at a relatively low
+temperature, such as is given to foods in the fireless cooker,
+improves the flavour and texture of these tougher cuts of meat.
+Most people do not cook cereals long enough. By this method, the
+cereal may be prepared at night, cooked on the stove for about
+fifteen minutes, and then put in the fireless cooker. In the
+morning it will be cooked and ready to be served.</p>
+
+<p>The fireless cooker may be used to advantage in preparing the
+following: soups; pot roasts; beef stew; Irish <span class=
+"pagenum"><a name="pg210" id="pg210">210</a></span>stew; lamb stew;
+corned beef and cabbage; boiled ham; baked 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.</p>
+
+<p>The fireless cookers described in the following pages are not
+experiments. They have all been tested and found to be most
+practical.</p>
+
+
+<h5>DIRECTIONS FOR FIRELESS COOKER&mdash;NO. I</h5>
+
+<p>While there are many good fireless cookers on the market which
+cost from five to twenty-two dollars, according to size and make,
+it is possible to construct a home-made cooker which will give
+very satisfactory results and will be considerably cheaper than one
+which is purchased in the shops.</p>
+
+<p>Materials required: A box or some other outside container; some
+good insulating or packing material; an inside container for the
+kettle, or a lining for the nest in which the kettle is placed; a
+kettle for holding the food; and a cushion, or pad, of insulating
+material, to cover the top of the kettle.</p>
+
+
+<h5>THE OUTSIDE CONTAINER</h5>
+
+<p>For the outside container 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 fire-proof). A shoe
+box 15 by 15 by 28 inches is convenient in size, since it may be
+divided into two compartments.</p>
+
+<p><span class="pagenum"><a name="pg211" id=
+"pg211">211</a></span></p>
+
+<div class="figcenter"><img width="90%" src="images/illus225.jpg"
+alt="Completed fireless cooker" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+39.&mdash;Completed fireless cooker</div>
+<p>&nbsp;</p>
+<p>It should have a hinged cover and,
+at the front, a hook and staple, or<span class="pagenum"><a name="pg212" id=
+"pg212">212</a></span>some other device to hold down the cover
+tightly; an ordinary clamp window fastener answers this purpose
+very well. The size of the container, which depends upon the size
+of the kettle used, should be large enough to allow for at least
+four inches of packing material all round the nest in which the
+kettle is placed.</p>
+
+
+<h5>THE INSULATING MATERIAL</h5>
+
+<p>For packing or insulating material a variety of substances may
+be used. Asbestos and mineral wool are the best, and have the
+additional advantage that they cannot burn. Ground cork (used in
+packing Malaga grapes), hay, excelsior, Spanish moss, wool, and
+crumpled paper may also be used satisfactorily. Of these materials
+crumpled paper is probably the best, as it is clean and odourless
+and, if properly packed, will hold the heat better than the others.
+It is wise to line the box with one thickness of heavy paper or
+with several thicknesses of newspaper, to make it as air-tight as
+possible. Asbestos sheeting may be used instead. To pack the
+container with paper, crush single sheets of newspaper between the
+hands and pack a layer at least four inches deep over the bottom of
+the outside container, pounding it in with a heavy stick of
+wood.</p>
+
+<p>Place the inside container for the cooking kettle or the lining
+for the inside of the nest in the centre of this layer, and pack
+more crushed paper about it as solidly as possible. The method of
+packing with paper is shown in Figure 40. If other material is used
+it should be packed in a similar way.</p>
+
+<p>Where an extra source of heat is to be used, it is much safer to
+use some non-inflammable material such as asbestos or mineral wool.
+A cheap substitute and one which is easily obtained are the small
+cinders sifted from coal <span class="pagenum"><a name="pg213" id=
+"pg213">213</a></span>ashes, preferably those from soft coal.
+However, the cinders from hard coal burned in the kitchen range
+will do. If a fire-proof packing material is not used, a heavy pad
+of asbestos should be placed at the bottom of the metal lining, and
+a sheet or two of this paper should be placed between the lining of
+the nest and the packing material. Whatever is used should come to
+the top of the inside container, and the box should be filled to
+within about four inches of the top.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus227.jpg"
+alt="Fireless cooker, showing method of packing with
+paper" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+40.&mdash;Fireless cooker, showing method of packing with
+paper</div>
+
+
+<h5>THE INSIDE CONTAINER</h5>
+
+<p><span class="pagenum"><a name="pg214" id=
+"pg214">214</a></span>The inside container for the cooking kettle
+or the lining for the nest in which it is to be placed should be
+cylindrical in shape, should be deep enough to hold the cooking
+kettle and stone, if one is used, and should fit as snugly as
+possible to the cooking kettle, but at the same time should allow
+the latter to be moved in and out freely. For this purpose a
+galvanized iron or other metal bucket may be used, or, better
+still, a tinsmith may make a lining of galvanized iron or zinc
+which can be provided with a rim to cover the packing material, as
+shown in Figure 41. In case no hot stone or plate is to be used,
+the lining may be made of strong cardboard.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus228.jpg"
+alt="Metal lining with rim" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+41.&mdash;Metal lining with rim</div>
+
+
+<h5>THE KETTLE</h5>
+
+<p>The kettle to be used for cooking should be durable and free
+from seams or crevices which are hard to clean. It should have
+perpendicular sides, and the cover should be <span class=
+"pagenum"><a name="pg215" id="pg215">215</a></span>as flat as
+possible and be provided with a deep lid fitting well down into the
+kettle, in order to retain the steam. A kettle holding about six
+quarts is a convenient size for general use. Tinned iron kettles
+should not be used in a fireless cooker, for, although cheap, they
+are very apt to rust from the confined moisture. Enamelware kettles
+are satisfactory.</p>
+
+
+<h5>EXTRA SOURCE OF HEAT</h5>
+
+<p>Fireless cookers are adapted to a much wider range of cooking if
+they are provided with an extra source of heat in the form of a
+soapstone, brick, or an iron plate which is heated and placed
+underneath the cooking kettle. This introduces a possible danger
+from fire, in case the hot stove plate should come into direct
+contact with inflammable packing material such as excelsior or
+paper. To avoid this danger, a metal lining must be provided for
+the nest in which the cooking vessels and stone are to be
+placed.</p>
+
+<div class="figcenter"><img width="80%" src="images/illus229.jpg"
+alt="Tightly fitting lid" /></div>
+
+<div class="center2">
+<span class="smcap">Fig.</span>
+
+42.&mdash;Tightly fitting lid</div>
+
+
+<h5>COVERING PAD</h5>
+
+<p>A cushion, or pad, must be provided, to fill completely the
+space between the top of the packing material and the <span class=
+"pagenum"><a name="pg216" id="pg216">216</a></span>cover of the box
+after the kettle is in place. This should be made of some heavy
+goods, such as denim, and stuffed with cotton, crumpled paper, or
+excelsior. Hay may be used, but it will be found more or less
+odorous. Figure 43 shows the vertical cross-section of a home-made
+fireless cooker.</p>
+
+<div class="figcenter"><img width="90%" src="images/illus230.jpg"
+alt="Vertical cross-section of fireless cooker." /></div>
+
+<div class="center_left">
+<span class="smcap">Fig.</span>
+
+43.&mdash;Vertical cross-section of fireless cooker.
+A.&nbsp;Outside container; B.&nbsp;packing or insulating material;
+C.&nbsp;metal lining of nest; D.&nbsp;cooking kettle;
+E.&nbsp;soapstone plate, or other source of heat; F.&nbsp;pad of
+excelsior for covering top; G.&nbsp;hinged cover of outside
+container.</div>
+
+<p><span class="pagenum"><a name="pg217" id=
+"pg217">217</a></span></p>
+<h5>DIRECTIONS FOR FIRELESS COOKER&mdash;NO.
+II</h5>
+
+
+<div class="center2">(Single Cooker)</div>
+
+<p>Materials required: Galvanized iron can, No. 3, with a cover;
+some sawdust; a covered agate pail (to be used as a cooking pail):
+and two yards of denim; any old linen, cotton, or woollen material
+may be used instead of denim.</p>
+
+
+<h5>METHOD OF MAKING</h5>
+
+<p>Place loose sawdust in the bottom of the can to a depth of about
+three inches. Measure the depth of the cooking pail. Turn a fold
+two inches greater than this depth the entire length of the denim
+or other material and make a long bag. Lay the bag flat on the
+table and fill it with an even layer of sawdust, so that when
+completed it will still be half an inch wider than the depth of the
+pail. Roll 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 material make a
+round, flat bag (the material will have to be pieced for this).
+Fill this bag with sawdust and use it on top of the cooking pail.
+The bags must be made and fitted into the can in such a way 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.</p>
+
+
+<h5>DIRECTIONS FOR FIRELESS COOKER&mdash;NO.
+III</h5>
+
+<div class="center2">(Double Cooker)</div>
+
+<p>Materials required: One long box and two square boxes; the long
+box must be large enough to hold the other two and still leave two
+inches of space all around them; <span class="pagenum"><a name=
+"pg218" id="pg218">218</a></span>five and one-quarter yards of
+sheet asbestos one yard wide; two covered agate pails to be used as
+cooking pails; and about one yard of denim or other material.</p>
+
+
+<h5>METHOD OF MAKING</h5>
+
+<p>Line the bottoms and sides of all three boxes with sheet
+asbestos. In the bottom of the long box lay newspapers flat to a
+depth of about half an inch. Put two inches of sawdust on top of
+this layer of newspapers. Place the two square boxes inside the
+long one, leaving at least two inches of space between them. Fill
+all the spaces between the boxes with sawdust. Tack strips of denim
+or other material so that they will cover all the spaces that are
+filled with sawdust.</p>
+
+<p>The outside box must have a hinged lid, which must be fastened
+down with a clasp. Line the lid with the sheet asbestos to within
+half an inch of the edge. Put a layer of sawdust one inch deep on
+top of the asbestos. Tack a piece of denim or other material over
+the sawdust, still leaving the edge free and clear so that the
+cover may fit tightly; or the lid may be lined with asbestos and a
+denim pillow filled with sawdust made to fit tightly into the top
+of the box.</p>
+
+<hr style="width: 25%;" />
+
+<h5>USE OF THE FIRELESS COOKER IN THE PREPARATION OF
+LUNCHES</h5>
+
+<p>The fireless cooker should prove very useful in the lunch
+equipment of rural schools, as its use should mean economy of fuel,
+utensils, time, and effort. It might be made by the pupils and
+would afford an excellent manual training exercise.</p>
+
+<p><span class="pagenum"><a name="pg219" id=
+"pg219">219</a></span>Many of the dishes in the recipes given may
+be cooked in this way, but more time must be allowed for cooking,
+as there is a fall of temperature in placing the food in the
+cooker. When the vessel is being transferred from the stove to the
+cooker, the latter should be in a convenient position, and the
+transfer should be made, and the cushion placed in position, very
+quickly, so that the food will continue boiling. If the quantity of
+food is small, it should be placed in a smaller tightly covered
+pail, set on an inverted pan in the larger pail, and surrounded
+with boiling water. When there is an air space above the food in
+the cooking dish, there is greater loss of heat, as air gives off
+heat more readily than water.</p>
+
+<p>The following are examples of the foods that may be cooked in a
+Fireless Cooker:</p>
+
+<p class="two">Apple sauce&mdash;Bring to boiling temperature and
+place in the cooker, leave two hours.</p>
+
+<p class="two">Apple compote&mdash;Cut the apples in halves or
+quarters so that they need not be turned. Leave them in the cooker
+about three hours.</p>
+
+<p class="two">Dried fruits&mdash;Soak overnight, bring to the
+boiling-point, and leave in the cooker at least three hours.</p>
+
+<p class="two">Cream of wheat&mdash;Boil until thick, place in the
+cooker, leave overnight and, if necessary, re-heat in double boiler
+before using.</p>
+
+<p class="two">Rolled oats&mdash;Boil five minutes, then place in
+the cooker. Leave at least three hours and longer if possible.</p>
+
+<p class="two">Macaroni&mdash;Boil, then place in the cooker for
+two hours.</p>
+
+<p class="two">Rice&mdash;Boil, then place in the cooker for one
+hour.</p>
+
+<p><span class="pagenum"><a name="pg220" id=
+"pg220">220</a></span>All vegetables may be cooked in the cooker.
+They must be given time according to their age. A safe rule for all
+green vegetables is to allow two and a half times as long as if
+boiled on the stove.</p>
+
+<p>In the home, where the cooking is much greater in amount than it
+can be in the school, the saving in fuel, by the judicious use of
+the properly made fireless cooker, is correspondingly much larger.
+For example: in soups, from 2&frac12; to 3&frac12; hours use of
+fuel is made unnecessary; pot roast 2&frac12; hours; beef stew
+2&frac12; hours; lamb stew 1&frac12; hours; corn beef and cabbage
+2&frac12; hours; baked beans 5&frac12; to 7&frac12; hours; chicken
+fricassee 2 hours; dried peas, beans, and lentils 3 hours; dried
+fruits 3 hours; rice pudding 1&frac12; hours.</p>
+
+<hr style="width: 25%;" />
+<div class="center"><span class="pagenum"><a name="pg221" id=
+"pg221">221</a></span>SPECIAL GRANTS FOR RURAL AND VILLAGE
+SCHOOLS</div>
+
+<div class="center2">(From the Revised Regulations of the
+Department of Education, 1918)</div>
+
+<p>(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 Training as applied to the work of the
+Farm or in Household Science suitable to the requirements of the
+rural districts, which employs a teacher qualified as below, and
+which provides accommodations and equipment and a course of study
+approved by the Minister before the classes are established, will
+be paid by the Minister the sums provided in the scheme below, out
+of the grants appropriated therefor: said grants to be expended on
+the accommodations, equipment, and supplies for Manual Training and
+Household Science. In no year, however, will the Departmental
+grants exceed the total expenditure of the Board for these
+classes.</p>
+
+<p>(2) On the report of the Inspector of Manual Training and
+Household Science that the organization and the teaching of the
+classes in Manual Training or Household Science maintained as
+provided above are satisfactory, an annual grant will be paid by
+the Minister out of the Grant appropriated according to the
+following scheme:</p>
+
+<p>(<i>a</i>) (i) When the teacher holds a Second Class certificate
+but is not specially certificated in Manual Training or Household
+Science&mdash;</p>
+
+<p>Initial Grant to board, $40; to teacher, $15. Subsequent Grant:
+to board, $20; to teacher, $15.</p>
+
+<p><span class="pagenum"><a name="pg222" id=
+"pg222">222</a></span>(ii) When the teacher holds a Second Class
+certificate and has satisfactorily completed the work of one Summer
+Course in Manual Training or Household Science, provided by the
+Department, and undertakes to complete Part II the following year,
+or receives permission from the Minister to postpone said
+part&mdash;</p>
+
+<p>Initial Grant: to board, $40: to teacher, $20. Subsequent Grant:
+to board, $20: to teacher, $20.</p>
+
+<p>(<i>b</i>) (i) When the teacher holds a Second Class certificate
+and in addition the Elementary certificate in Manual Training or
+Household Science&mdash;</p>
+
+<p>Initial Grant: to board, $75; to teacher, $40. Subsequent Grant:
+to board, $30; to teacher, $40.</p>
+
+<p>(ii) When the teacher holds a Second Class certificate and in
+addition the Ordinary certificate in Manual Training or Household
+Science&mdash;</p>
+
+<p>Initial Grant: to board, $75; to teacher, $50. Subsequent Grant:
+to board, $30; to teacher, $50.</p>
+
+<p>(<i>c</i>) When a school taking up Household Science provides at
+least one hot dish for the pupils staying to lunch from November
+1st to March 31st, the above grants to the teacher of Household
+Science will be increased $10.</p>
+
+
+
+
+
+
+
+<pre>
+
+
+
+
+
+End of the Project Gutenberg EBook of Ontario Teachers' Manuals: Household
+Science in Rural Schools, by Ministry of Education Ontario
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@@ -0,0 +1,8327 @@
+The Project Gutenberg EBook of Ontario Teachers' Manuals: Household
+Science in Rural Schools, by Ministry of Education Ontario
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Ontario Teachers' Manuals: Household Science in Rural Schools
+
+Author: Ministry of Education Ontario
+
+Release Date: February 10, 2007 [EBook #20557]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK ONTARIO TEACHERS' MANUALS ***
+
+
+
+
+Produced by Sigal Alon, Turgut Dincer and the Online
+Distributed Proofreading Team at http://www.pgdp.net (This
+file was produced from images generously made available
+by The Internet Archive/Canadian Libraries)
+
+
+
+
+
+
+
+
+
+ONTARIO
+TEACHERS' MANUALS
+
+HOUSEHOLD SCIENCE
+IN
+RURAL SCHOOLS
+
+[Illustration: Printer's mark.]
+
+AUTHORIZED BY THE MINISTER OF EDUCATION
+
+TORONTO
+WILLIAM BRIGGS
+
+Copyright. Canada. 1918. by
+The Minister of Education for Ontario
+
+
+
+
+CONTENTS
+
+
+
+                                                            PAGE
+
+Preface                                                      vii
+
+Three Short Courses in Home-making                             1
+    Introduction                                               1
+    A Library on Home Economics for the Rural School           2
+Twenty Lessons in the Care of the Home                         4
+    Suggestions to the Teacher                                 4
+        Equipment                                              5
+        Reference Books                                        6
+    Lesson I: Arrangement and Care of the Kitchen              7
+    Lesson II: Care of Cupboards and Utensils                 10
+    Lesson III: Care of Foods                                 12
+    Lesson IV: Disposal of Waste                              14
+    Lesson V: Making Soap                                     17
+    Lesson VI: Setting and Clearing the Table                 18
+    Lesson VII: Waiting on Table                              21
+    Lessons VIII 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                                   32
+    Lesson XIV: Washing Dish-Towels, Aprons, etc.             34
+    Lesson XV: Ironing                                        35
+    Lessons XVI and XVII: Care of the Baby                    36
+    Lesson XVIII: Cost of Food, Clothing, and House           39
+    Lesson XIX: How to Keep Accounts                          39
+    Lesson XX: Care of the Exterior of the House              41
+        Reference Books                                       44
+
+Twenty Lessons in Cooking                                     45
+    Suggestions to the Teacher                                45
+        Abbreviations and Measurements                        48
+        Table of Level Measurements                           48
+        Comparisons Between Weights and Measures              48
+        Reference Books                                       49
+    Lesson I: Discussion of Foods and Cooking                 50
+        Recipes                                               52
+    Lesson II: Preparing and Serving Vegetables               53
+        Recipes                                               55
+    Lesson III: The Value of Carbohydrates in the Diet        58
+        Recipes                                               59
+    Lesson IV: Fruits and Vegetables                          60
+        Recipes--Open-kettle Method; Cold-pack Method;
+          Single Process Method; Intermittent Method          63
+    Lesson V: Fats--Vegetables--Continued                     66
+        Recipes                                               68
+        Experiments in Using Starch for Thickening            69
+        Conclusions Based on the Foregoing Experiments        69
+    Lesson VI: Cereals                                        70
+        Recipes                                               71
+    Lesson VII: Classification of Foods--Reviewed             73
+        Black-board Summary                                   76
+    Lesson VIII: The Planning and Serving 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
+        Recipes                                               86
+    Lesson XII: Simple Desserts--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 XVI: Baked Pork and Beans--Baking-powder Biscuits  98
+        Recipes                                               98
+    Lesson XVII: Butter Cakes--Plain Yellow Cake--Cocoa
+                   Coffee--Tea                                99
+        Recipes                                              101
+    Lesson XVIII: Yeast Bread                                103
+        Recipes                                              104
+    Lesson XIX: Serving a Simple Dinner Without Meat--Baked
+                  Omelet--Macaroni and Cheese                106
+        Recipes                                              106
+    Lesson XX: Sugar                                         107
+        Recipes                                              108
+
+Twenty Lessons in Sewing                                     110
+    Suggestions to the Teacher                               110
+        Reference Books                                      112
+    Lesson I: Preparation for Sewing                         113
+    Lesson II: Hemming Towels                                115
+    Lesson III: Hemming Towels--Continued                    116
+    Lesson IV: Bags                                          119
+    Lesson V: Bags--Continued                                120
+    Lesson VI: Bags--Continued                               122
+    Lesson VII: Bags--Continued                              123
+    Lesson VIII: Bags--Continued                             124
+    Lesson IX: Darning Stockings                             127
+    Lesson X: Patching                                       128
+    Lesson XI: Cutting Out Aprons or Undergarments           130
+    Lesson XII: Aprons or Undergarments--Continued           132
+    Lesson XIII: Aprons or Undergarments--Continued          134
+    Lesson XIV: Aprons or Undergarments--Continued           135
+    Lesson XV: Aprons or Undergarments--Continued            136
+    Lesson XVI: Aprons or Undergarments--Continued           137
+    Lesson XVII: Methods of Fastening Garments               138
+    Lesson XVIII: Methods of Fastening Garments--Continued   140
+    Lesson XIX: A Padded Holder for Handling Hot Dishes
+        Binding                                              142
+    Lesson XX: A Cap to Wear with the Cooking Apron          144
+
+Household 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                            181
+        Sandwich Making                                      182
+        Suggestions for Sandwich Fillings                    182
+        Suggestions for Planning                             183
+        Suggestions for Desserts                             184
+    Packing the Lunch Box                                    184
+        Rules for Packing                                    184
+        Equipment for Packing                                185
+
+Serving a Hot Dish                                           186
+    The Method                                               186
+        Suggested Menus                                      189
+        Suggestions for Hot Dishes for Four Weeks            189
+
+Recipes Suitable for the Rural School Lunch                  191
+    Useful Bulletins                                         200
+
+Household Science Without School Equipment                   201
+    First Method                                             201
+    Second Method                                            204
+
+The Fireless Cooker                                          208
+    Directions for Fireless Cooker--No. I                    210
+        The Outside Container                                210
+        The Insulating Material                              212
+        The Inside Container                                 214
+        The Kettle                                           214
+        Extra Source of Heat                                 215
+        Covering Pad                                         215
+    Directions for Fireless Cooker--No. II                   217
+        Method of Making                                     217
+    Directions for Fireless Cooker--No. III                  217
+        Method of Making                                     218
+
+Use of the Fireless Cooker in the Preparation of Lunches     218
+
+Special Grants for Rural and Village Schools                 221
+
+
+
+
+PREFACE
+
+
+This Manual is issued for the purpose of encouraging the introduction
+and furthering the progress of Household Science in the rural schools of
+this Province. There are 903 urban and 5,697 rural schools, and 45.87%
+of the school population is in attendance at the latter schools. The
+value of Household Science as an educational and practical subject has
+been recognized, to some extent, in the urban schools of the Province
+but, up to the present, little attempt has been made to give the subject
+a place among the activities of the rural schools.
+
+There is a wide-spread impression that it is not possible in Household
+Science to give any instruction that is of value without the provision
+of separate rooms, elaborate equipment, and specially trained teachers.
+Where these conditions exist, of course, the best work can be
+accomplished; but, even where they cannot be realized, much may be done
+toward giving definite, useful instruction in the cardinal principles of
+home-making, which should be learned by every girl. There is certainly
+not a single rural school where some practical work in sewing and some
+valuable lessons in the care of the home may not be given. As for
+cookery, it is doubtful if there is a single school so small and so
+helpless that it is unable to use the hot noon-day lunch as a method of
+approach to this branch of the subject.
+
+Students of the physical welfare of children are rapidly coming to the
+conclusion that a warm mid-day meal greatly increases the efficiency of
+the pupil and determines to a large extent the results of the
+afternoon's study. There are other benefits to be derived from a school
+lunch well prepared under proper conditions. In many communities it has
+been the means of bringing about a healthy and satisfactory co-operation
+between the school and the home, of developing a higher social life in
+the neighbourhood, and of introducing into the school a Household
+Science course, which has proved as great a benefit to the farmer's wife
+as to his children.
+
+This Manual deals entirely with conditions that exist in our rural
+schools and outlines only such plans and schemes as can be carried out,
+even in adverse circumstances, by alert trustees, sympathetic
+inspectors, and resourceful teachers.
+
+Permission has been obtained from the Bureau of Education, Washington,
+U.S.A., to make use of a recently issued bulletin--"Three Courses in
+Home-making for Rural Schools", and of various bulletins issued by State
+Agricultural Colleges. The freest use has been made of this material,
+and the permission to do so is hereby gratefully acknowledged.
+
+Only such theory as can be readily assimilated has been given; and the
+teacher is advised for further information and help to consult the
+Manuals issued by the Department of Education on _Household Management_
+and _Sewing_. Those who wish to become thoroughly competent and to earn
+the highest Departmental grants should attend the Summer Schools
+provided by the Department of Education. Under certain conditions the
+expenses of teachers attending these courses are paid by the Department.
+
+Nothing has been included or recommended that cannot be accomplished in
+the average rural school; and trustees, teachers, and inspectors are
+urged to make a beginning by selecting the lessons that appeal to them
+as being most suitable to the districts in which their schools are
+situated.
+
+By careful planning and a wise use of the time before and after school
+and during recess, the regular organization of the school need not be
+interfered with; and, in addition to the educational and social
+advantages to be derived from undertaking this work, much benefit will
+result from the increased interest taken in the school by the parents
+and the general public.
+
+It is not essential that the lessons in this Manual should be taken
+exactly in the order given. Any other arrangement called for by the
+peculiar circumstances of the school is admissible.
+
+The Inspector of Manual Training and Household Science is ready at all
+times to visit rural schools for the purpose of conferring with the
+Public School Inspectors, the trustees, and the teachers regarding the
+introduction of Household Science as a regular subject of the school
+curriculum.
+
+
+
+
+HOUSEHOLD SCIENCE IN RURAL
+SCHOOLS
+
+THREE SHORT COURSES IN HOME-MAKING
+
+
+INTRODUCTION
+
+The three brief courses in home-making outlined in this Manual have been
+especially prepared for use in elementary rural schools. They are in no
+sense complete outlines of the subjects with which they deal; rather,
+they indicate a few of the important phases of food study, sewing, and
+the care of the home with which the pupil in the elementary school
+should become familiar. The underlying thought for each problem should
+be: "Will this help the pupils to live more useful lives, and will it
+lead to better conditions in their homes?"
+
+The lessons are purposely made simple, and the plans are definitely
+outlined, so that even the inexperienced teacher may be able to achieve
+a certain measure of success. The experienced teacher will find in them
+suggestions that may be of value in the further development of the
+course.
+
+The teacher who desires to use this course will necessarily have to
+adapt it to her own community, and it is hoped that she may be able to
+do this with but little alteration. While conditions of living and
+choice of foods differ in various parts of the Province, the general
+principles of nutrition, the rules of sanitation, and the methods of
+cooking and serving are much the same for all.
+
+Owing to the difficulty of securing time on the programme for frequent
+lessons in home-making, each of the courses has been limited to twenty
+lessons. Some teachers may not be able to have a greater number of
+lessons during the school year, and they may find it well to carry the
+three courses through three successive years. In other schools, where
+more frequent lessons can be given, it may be well to offer all three
+courses during one year. The courses in cooking and the care of the home
+can be advantageously combined, as many of the problems in both are
+related. The lessons in sewing may be given on another day of the week,
+or it may be well to give them early in the year, to be followed, later,
+by 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 at least forty minutes should be
+provided for all the practical lessons. Longer periods will be necessary
+for some of them, such as the preparation and the serving of a meal. If
+no practical work is undertaken in the lesson, a forty-minute period is
+sufficient.
+
+
+LIBRARY ON HOME ECONOMICS FOR THE RURAL SCHOOL
+
+In addition to the text-books recommended as sources of special
+reference for the rural teacher, the following books, bearing on home
+economics or on methods of teaching, are suggested for the rural school
+library. These books have been chosen with the threefold purpose of
+providing references for the teachers, reading matter for the pupils,
+and a lending library for the parents.
+
+_Laundering._ Balderston, L. Ray. Pub. by the Author.
+    Philadelphia                                                $1.25
+
+_Country Life and the Country School._ Carney, M. Row,
+    Peterson & Co., Chicago                                      1.25
+
+_How the World is Fed._ Carpenter, F. O. American Book
+    Co., New York                                                 .60
+
+_How the World is Clothed._ Carpenter, F. O. American
+    Book Co., New York                                            .60
+
+_How the World is Housed._ Carpenter, F. O. American
+    Book Co., New York                                            .60
+
+_How We Are Clothed._ Chamberlain, J. F. Macmillan's,
+    Toronto                                                       .45
+
+_How We Are Fed._ Chamberlain, J. F. Macmillan's,
+    Toronto                                                       .45
+
+_How We Are Sheltered._ Chamberlain, J. F. Macmillan's,
+    Toronto                                                       .45
+
+_Bacteria, Yeasts, and Molds in the Home._ Conn, H. W.
+    Ginn & Co., Boston                                            1.00
+
+_The Boston Cooking-school Cook Book._ Farmer, F. M.
+    Little, Brown & Co., Boston. (McClelland, Goodchild
+    & Stewart, Toronto)                                           1.80
+
+_The Rural School Lunch._ Farnsworth, N. W. Webb Pub.
+    Co., St. Paul, Minn.                                           .25
+
+_Clothing and Shelter._ Kinne, H., and Cooley, A. M.
+    Macmillan's, Toronto                                          1.10
+
+_Foods and Household Management._ Kinne, H., and Cooley,
+    A. M. Macmillan's, Toronto                                    1.10
+
+_Means and Methods of Agricultural Education._ Leake,
+    A. H. Houghton, Mifflin Co., New York. (Thos. Allen,
+    Toronto)                                                      2.00
+
+_Rural Hygiene._ Ogden, H. N. Saunders, Philadelphia              1.50
+
+_Health and Cleanliness._ O'Shea, M. V., and Kellogg, J. H.
+    Macmillan's, Toronto                                           .56
+
+_Rural Education._ Pickard, A. E. Webb Pub. Co., St. Paul,
+    Minn.                                                         1.00
+
+_Manual of Personal Hygiene._ Pyle, W. L. Saunders,
+    Philadelphia                                                  1.50
+
+_Feeding the Family._ Rose, M. S. Macmillan's, Toronto            2.10
+
+_Food Products._ Sherman, H. C. Macmillan's, Toronto              2.00
+
+
+
+
+TWENTY LESSONS IN THE CARE OF THE HOME
+
+
+SUGGESTIONS TO THE TEACHER
+
+The purpose of this course is to give the pupils instruction in various
+household tasks, in order that better living conditions may be secured
+in the homes. The beauty and sacredness of an ideal home life should
+receive emphasis, so that the pupils may be impressed with the
+importance of conscientious work in the performance of their daily
+household duties. They should have some insight into the sanitary,
+economic, and social problems that are involved in housekeeping, so that
+they may develop an increased appreciation of the importance of the
+home-maker's work.
+
+The two most important things to be taught are "cleanliness and order".
+Too much emphasis cannot be placed on the value of fresh air and
+sunshine and the necessity for the free use of hot water and soap. The
+value of property should also be emphasized. Economy in the purchase and
+handling of house furnishings and equipment should be considered.
+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
+of babies should be given, since the older children are often
+responsible, to some extent, for the care of the younger members of
+their families.
+
+In some of the lessons more subjects may be suggested than the teacher
+will have time to take up in a single period. In that case it will be
+well for her to choose the subject which seems most vital to the
+immediate needs of the community. In many cases she may be able to give
+an increased number of lessons. Practice and drill in all of the
+processes involved in housewifery are essential to successful training.
+
+If a cupboard and a table have been arranged for the use of the cooking
+classes, most of the suggested work can be carried out with the school
+equipment. Where there is no equipment in the school and school
+conditions do not approximate home conditions, it may be possible to
+secure permission to give the lesson after school hours in the home of
+one of the pupils who lives nearby.
+
+In each lesson the teacher, while giving the pupils helpful general
+information on the subject under discussion, should strive to impress on
+them the importance of doing some one simple thing well.
+
+The rural teacher who is eager to make her school-room an attractive
+place may devote some time in these lessons to such problems as the
+hanging and the care of simple curtains, the care of indoor plants, the
+arrangement of pictures, the planning of storage arrangements for
+supplies and of cupboards for dishes, and the preparations for the
+serving of the school lunch.
+
+In order to teach these lessons effectively, it is desirable to have the
+following simple equipment on hand. Additional special equipment may be
+borrowed from the homes.
+
+
+EQUIPMENT
+
+  Broom, 1
+  Cloths for cleaning, 6
+  Dish-cloths, 2
+  Dish-towels, 12
+  Dust-brush, 1
+  Dust-pan, 1
+  Garbage can (covered), 1
+  Lamp, 1
+  Oil-can, 1
+
+
+REFERENCE BOOKS
+
+_Rural Hygiene._ Brewer, I. W. Lippincott Co., Philadelphia
+                                                              $1.25
+_The Healthful Farmhouse._ Dodd, H. Whitcomb & Barrows,
+    Boston                                                      .60
+_Community Hygiene._ Hutchinson, Woods. Houghton, Mifflin Co.,
+    New York. (Thos. Allen, Toronto)                            .65
+_Foods and Sanitation._ Forster, G. H., and Weigley, M.
+    Row, Peterson &. Co., Chicago                              1.00
+_The Home and the Family._ Kinne, H., and Cooley, A. M.
+    Macmillan's, Toronto                                        .80
+_Housekeeping Notes._ Kittredge, M. H. Whitcomb &
+    Barrows, Boston                                             .80
+_Practical Home-making._ Kittredge, M. H. The Century
+    Co., New York                                               .70
+_A Second Course in Home-making._ Kittredge, M. H.
+    The Century Co., New York                                   .80
+
+
+
+
+LESSON I: ARRANGEMENT AND CARE OF THE KITCHEN
+
+
+SUBJECT-MATTER
+
+In arranging the kitchen, the three things of most importance are the
+stove, the sink, and the kitchen table. If there is no sink in the
+kitchen, there will be some other place arranged for washing the dishes,
+probably the kitchen table, and this must be taken into consideration
+when the furniture is placed. As most of the work is done at the stove
+and the table, both these must be placed where they will have a good
+light, and they should be close to each other, so that but few steps are
+necessary for the worker.
+
+In furnishing the kitchen, the housekeeper will find a high stool very
+useful, as it will enable her to wash 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 to be used after the dishes
+have been put away, will help to make this room a pleasant place for the
+family. Special attention should be given to the ventilation.
+
+The kitchen should be thoroughly cleaned after each meal. If it has
+become dusty or disarranged, it should be put in order before the next
+meal is to be prepared. While the cooking is under way, everything
+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 scraps
+and waste material should be gathered and disposed of; and the dishes,
+pots, and pans should be scraped, and washed in hot, soapy water, then
+rinsed in clear, hot water, dried, and put away. The table should be
+scrubbed, the stove cleaned, the floor swept and scrubbed whenever
+necessary, and everything put neatly in its place.
+
+_Care of the coal or wood range._--All spots should be removed from the
+range by wiping it with old paper. If it is in bad condition, it should
+be washed with soap and water. If it is oiled occasionally, blacking
+will not be necessary; but if blacking is used, it should be applied
+with a cloth and rubbed to a polish with a brush, just as the fire is
+being started. The ashes and soot flues back of the oven and underneath
+it should be cleaned out once a week.
+
+_Directions for building a fire._--To build and care for a fire in the
+coal or wood range, close all the dampers, clean the grate, and remove
+the ashes from the pan. Put on the covers and brush the dust off the
+stove. Open the creative damper and the oven damper, leaving the check
+damper closed. Lay some paper, slightly crumpled into rolls, across the
+base of the grate. Place small pieces of kindling wood across one
+another, with the large pieces on top. Lay pieces of hardwood or a
+shovelful of coal on top of the kindling, building so as to admit of the
+free circulation of air. If the stove is to be polished, rub it with
+blacking. Light the paper from below. When the fire begins to burn
+briskly, add coal or wood: then add more when that kindles. When the
+fire is well started and blue flame is no longer seen (about ten
+minutes), close the oven damper. Close the creative damper when the fire
+is sufficiently hot. Brush the stove and the floor beneath it as soon as
+the fire is started. Polish the stove. If the fire becomes too hot, open
+the check damper. Fill the tea-kettle with fresh water and set it on the
+front of the range.
+
+_Care of the sink, wash-basin, and garbage pail._--A neglected sink or
+garbage pail may be a fruitful source of disease, in addition to
+attracting water-bugs and other 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. The nickel part may be washed
+with hot soap-suds, wiped dry, and polished. Water should never be left
+in the wash-basin. Both the soap-dish and the wash-basin should be
+scoured daily. The garbage pail should be emptied and washed every day,
+and carefully scalded once or twice a week.
+
+
+PRELIMINARY PLAN
+
+It will be well to have this lesson succeed or follow a cooking lesson,
+for then the pupils will have a keener interest in the problems of the
+kitchen. (See Twenty Lessons in Cooking, Lesson I.)
+
+
+METHOD OF WORK
+
+Cleanliness and order are the two points to be considered in this
+lesson. The doing well of each simple household task and the thoughtful
+arrangement and planning of all parts of the house should be emphasized
+as being of great importance to the housekeeper's success.
+
+Begin the lesson with a discussion of the purpose of the kitchen; then
+discuss its arrangement from the standpoint of convenience for the work
+that must be done there. Emphasize the importance of having the
+furniture so arranged that the work may be done quickly and easily, and
+that the kitchen may be given a comfortable and attractive appearance.
+Let the pupils arrange the furniture in the school-room. Discuss and
+demonstrate the care of the stove by the use of the school stove. Assign
+each pupil a time when she is to look after the stove on succeeding days
+and grade her on her work. Let each pupil bring a report from 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 to Develop the Lesson
+
+What is the purpose of the kitchen?
+
+What are the principal articles of furniture in the kitchen?
+
+How should we arrange these things?
+
+Can we make any general rules as to arrangements?
+
+Why is it difficult to keep the kitchen clean?
+
+At what times 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?
+
+How should the floor be cleaned? The utensils?
+
+What should we do with any left-over food?
+
+How should we take care of the stove after the meal?
+
+
+
+
+LESSON II: CARE OF CUPBOARDS AND UTENSILS
+
+
+SUBJECT-MATTER
+
+It is of the utmost 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 is
+kept, and render a house unfit for human habitation. It requires
+constant care and watchfulness on the part of the housewife to keep the
+cupboards clean. She must look over the shelves daily, wiping them off
+whenever they need it, and giving them a thorough cleaning at least once
+a week.
+
+The housekeeper should know how to care for the various utensils used
+and understand the simplest and best methods of keeping them clean.
+Utensils should never be put in the cupboards until perfectly clean and
+dry. Particular attention should be paid to the care of milk vessels.
+Pans, pails, pitchers, or bottles in which milk has been kept, should be
+rinsed in cold water, washed in strong, clean soap-suds, rinsed in
+clean, boiling water, and dried in the sun. If utensils have become
+discoloured or badly coated, they should be specially scoured. If
+something has been burned in a kettle, the kettle should be cleaned by
+filling with cold water, adding washing-soda, and boiling briskly for
+half an hour; after that a slight scraping ought to remove the burned
+portion. If the kettle is not yet clean, the process should be repeated.
+If a kettle has been used directly over a wood fire and becomes
+blackened with soot, it should be rubbed off with a newspaper and then
+with an old cloth. Kettles should be dried well before being put away.
+With proper care they seldom become rusty. If an iron kettle has rusted,
+it should be rubbed with kerosene and ashes, then washed in strong, hot,
+soda-water, rinsed in clear hot water, and dried on the stove. If a
+kettle is very rusty, it should be covered thoroughly with some sort of
+grease, sprinkled with lime, and left overnight. In the morning it
+should be washed out with hot soda-water and rinsed in clear, hot water.
+A new kettle is generally rusty, and should be greased thoroughly inside
+and out and allowed to stand for two days; then washed in hot
+soda-water.
+
+Bath-brick should be used for scouring iron utensils and steel knives
+and forks. If iron pots and frying-pans are scrubbed with a piece of
+bath-brick each time they are used and then washed in hot soap-suds,
+they can be kept in good condition. Tinware and steel knives and forks
+may be cleaned by scouring with ashes, but only fine ashes should be
+used on tinware. The brown stains on granite utensils should be scoured
+off; and this ware should be carefully handled, in order to avoid
+chipping. Coffee-pots and tea-pots should be cleaned daily, the grounds
+removed, and the interior of the pots washed out thoroughly. The
+tea-kettle should be washed and dried overnight and left uncovered to
+air.
+
+
+PRELIMINARY PLAN
+
+If school lunches are served or cooking lessons are given at the school,
+it will be well to use this lesson to get the cupboards in readiness. If
+it is impossible to do this at school, arrange to have such a lesson in
+one of the homes outside of school hours. Be sure that the housekeeper
+is in sympathy with the work and is willing to co-operate.
+
+
+METHOD OF WORK
+
+Assign each pupil a task in the cleaning, the scouring of the dishes,
+and the arrangement of the cupboard. Set a definite amount to be done
+and carry out the plans, leaving a clean and neatly arranged cupboard at
+the end of the lesson.
+
+
+
+
+LESSON III: CARE OF FOODS
+
+
+SUBJECT-MATTER
+
+Several important points must be borne in mind if foods are to be kept
+in a good condition. Most foods change easily. Vegetables and fruits
+lose water, wilt, and become unfit to eat. Flour and corn-meal become
+mouldy. Potatoes decay and sprout. Some foods, such as milk, turn sour.
+Eggs become tainted, and fat grows rancid. With proper care in handling,
+storing, and keeping, this spoiling can be prevented.
+
+The spoiling of foods is due to the presence of micro-organisms; and if
+foods are fresh and sound and kept cool and clean in every way, they
+will not spoil readily, because such conditions are unfavourable to the
+development of the micro-organisms. On the other hand, if foods are
+roughly handled and bruised, decomposition will take place readily, for
+micro-organisms develop in the bruised portions. Care must, therefore,
+be taken to select foods wisely, handle them carefully, wash them if
+they are not already clean, put them in clean receptacles, and keep them
+in a clean, cool place. All pots, pans, and dishes in which foods are
+kept or cooked should be thoroughly cleansed and rinsed well, so that no
+fragments stick to them which may decay and cause possible infection to
+the next food that is put in. Every part of the kitchen and store-rooms
+should be kept clean, dry, and well aired. Light is the best germicide
+and purifier known.
+
+Covered receptacles should be secured for all foods. Those that are
+mouse-proof and insect-proof are essential to a well-kept pantry. All
+bottles and cans should be neatly labelled and so arranged that each one
+can be conveniently reached. The outside of the bottle or case should
+always be wiped off after it has been opened and food has been removed
+from it. The shelves on which the cases are kept should be wiped off
+every day. If supplies of fruit or vegetables are kept on hand, they
+should be looked over frequently, and whatever shows even the slightest
+suggestion of spoiling should be removed. Bread should be kept in a
+covered tin box, and the box should be washed out once or twice a week
+and frequently scalded and aired.
+
+
+PRELIMINARY PLAN
+
+If cooking lessons are to be given, it will be well to take this lesson
+on the care of foods in connection with the first cooking lesson, and to
+make it a means of arranging for the materials that are to be kept on
+hand and of determining how everything is to be handled.
+
+
+METHOD OF WORK
+
+Devote a large part of the lesson to a discussion of the necessity for
+care in the handling, storing, and keeping of foods. If facilities
+permit, devote a few minutes to the putting away of foods that are to be
+used in the next cooking lesson or in the school lunch, discussing the
+reasons for such care.
+
+
+
+
+LESSON IV: DISPOSAL OF WASTE
+
+
+SUBJECT-MATTER
+
+If the daily disposal of waste is attended to, there will be no
+undesirable accumulation of garbage. Scraps of food that cannot be
+utilized for the table should be fed to the pigs or the chickens and
+should not be allowed to stand and gather flies. A covered pail or pan
+should be used for holding the garbage, until final disposal is made of
+it. Those portions that are badly spoiled and will be of no value in
+feeding the stock should be burned at once. Waste vegetable substances,
+if suitable, should be fed to the stock, and if not, should be buried in
+a thin layer on the ground at some distance from the house, so that they
+may enrich the soil.
+
+Old papers that are badly soiled should be burned, but all others should
+be kept for use in cleaning the stove, starting the fires, etc. Empty
+cans should be well washed and buried, so that they will not prove a
+breeding-place for flies. It is well to pierce them through the bottom
+immediately after opening them, so that they will not hold water.
+Dish-water should be emptied at some distance from the house, unless
+there is a drain nearby. All receptacles that hold water should be
+carefully emptied, and all depressions in the soil should be filled, in
+order to prevent mosquitoes from breeding. All waste water should be
+used on the garden.
+
+_Protection of the water supply._--Only the water from deep wells should
+be used for drinking purposes, because all surface water and water in
+shallow wells becomes dangerous through seepage from compost, pig-pens,
+privies, and other places where decayed organic matter may accumulate.
+In order that the water may be kept clean, the well must be supplied
+with a tight-fitting top which need not be opened and a metal pump to
+bring up the water. A well platform that allows the water spilled on it
+to run back into the well is unsafe, for any filth carried on the
+platform in any way will be washed directly into it. Rats, mice, and
+other animals get into the well if the top is not tight, and these, in
+addition to being unpleasant, are liable to introduce disease germs.
+
+_Simple disinfectants._--Sunshine and fresh air are nature's
+disinfectants and should be freely admitted to every part of the house.
+Windows should be left open whenever possible. The windows in the
+sleeping rooms should always be opened at night. The interior of the
+house should be kept perfectly dry. Decay does not easily take place in
+dry places. A damp cellar should be drained, and the grounds around the
+house should not be allowed to drain into the cellar. Coarse coal ashes
+should be used to fill in around the house, on the walks, etc., to help
+in securing thorough drainage. Wood ashes may be used as a simple
+disinfectant to cover decayed organic matter. Whitewash is a good
+disinfectant and should be frequently used both inside and outside the
+house and on all out-buildings. Kerosene and creosote also make good
+disinfectants.
+
+_Care of out-of-door closets._--The privy should be so arranged that it
+may be cleaned often and all excreta disposed of in a safe way. The
+building should be so well constructed that there will be no cracks for
+the admission of flies. In a poorly constructed building, old paper can
+be pasted over the cracks, to make the structure fly-proof. Dry earth,
+street dust, or lime should be frequently sprinkled over the excreta,
+and the seat should be closed, to prevent the entrance of flies or
+mosquitoes. The seat should be washed frequently, and both the seat and
+the floor scrubbed at least once a week.
+
+
+PRELIMINARY PLAN
+
+It will be well to teach this lesson at a time when improvements are
+necessary in the care of the school-house. The discussions in regard to
+out-of-door closets will, of course, be taken when the girls are alone
+with the teacher.
+
+
+METHOD OF WORK
+
+Discuss the disposal of waste, the care of garbage, etc., in the home
+and the school. Talk over the care of waste from the school lunch and
+discuss methods of keeping the school in a sanitary condition. Follow
+this by a general cleaning of the school-house.
+
+
+
+
+LESSON V: MAKING SOAP
+
+
+SUBJECT-MATTER
+
+_Home-Made Hard Soap_
+
+  6 lb. fat
+  1 can lye
+  1 pt. cold water
+  1 tbsp. borax
+
+Melt the fat slowly. Mix the lye and water in a bowl or kettle (do not
+use a tin pan), stirring with a stick until the potash dissolves. Add
+the borax and allow the mixture to cool. Cool the fat and, when it is
+lukewarm, add the lye, pouring it in a thin stream and stirring
+constantly. Stir with a smooth stick until about as thick as honey, and
+continue stirring for ten minutes. Pour the mixture into 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 before using.
+
+When making the soap, be careful not 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 not wet them.
+
+
+PRELIMINARY PLAN
+
+Some time before this lesson is given ask the pupils to bring scraps of
+fat from home. See that these are in good condition, and weigh them, to
+determine the portion of the recipe that can be made. Ask one of the
+pupils to bring sufficient borax for the recipe.
+
+
+METHOD OF WORK
+
+Let the pupils look the fat over and put it on to melt, watching it
+carefully. While it is heating and cooling, discuss the process of
+soap-making, the cost of materials, the care necessary in the making of
+soap, and the importance of its use. Get ready the other materials, and
+a box for moulding the soap, and let the pupils work together. After the
+soap has hardened and been cut, have it put away on a shelf to dry.
+
+
+
+
+LESSON VI: SETTING AND CLEARING THE TABLE
+
+
+SUBJECT-MATTER
+
+The following points must be remembered when a meal is to be served: The
+dining-room must be clean, well aired, sufficiently lighted, and in good
+order.
+
+The table must be perfectly clean and covered with a clean white cover
+(table-cloth, doilies, paper napkins, or oil-cloth).
+
+A vase of flowers or leaves or a small potted plant, in the centre of
+the table, will help to make it attractive.
+
+The table should be prepared with everything necessary for serving the
+meal, but only those foods should be placed on it that will not be
+spoiled by standing. If there is danger of the food attracting flies,
+cover it carefully.
+
+Plates for everyone who is to partake of the meal should be arranged at
+equal distances from one another, and half an inch from the edge of the
+table.
+
+The knife should be placed at 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 at the left of the plate with the tines turned
+up, and one inch from the edge of the table.
+
+The spoon should be placed, bowl upward, at the right of the plate, to
+the right of the knife. It should be placed one inch from the edge of
+the table. Spoons and forks for serving should be placed at the right
+and left of the dish to be served, or in another convenient position. No
+one should have to use the personal fork or spoon for serving.
+
+The napkins should be folded simply and placed at the left of the fork.
+
+The tumbler should be placed at the upper end of the knife.
+
+The cups and saucers should be placed at the right of the plate with the
+handle of the cup toward the right.
+
+The bread-and-butter plate, if used, should be placed at the upper left
+hand of the fork.
+
+The salt-cellars and pepper-shakers should be placed near the centre of
+the table or at the sides, where they can be conveniently reached.
+Individual salt-cellars, if used, should be placed immediately in front
+of the individual plate.
+
+The chairs should be placed at the table after it is set. Care should be
+taken not to put them so close to it that it will be necessary to move
+them after they are occupied.
+
+
+PRELIMINARY PLAN
+
+If possible, arrange to give this lesson before Lesson VIII in the
+series of "Twenty Lessons in Cooking" is given; then the emphasis in
+that lesson may be put upon the food to be served, proper combinations,
+etc., while this lesson gives the drill in the arrangement and handling
+of the dishes.
+
+It is desirable to 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 to these processes.
+
+Be careful to see that everything necessary is on hand to set the table
+simply but daintily. For class practice a small table may be set for
+four. This will necessitate a table-cover, four or more dinner plates,
+four bread-and-butter plates, four tumblers, four cups and saucers, four
+knives, four forks, four teaspoons, four napkins, a salt-cellar, a
+pepper-shaker, a platter, one serving spoon, and one serving fork. If
+these things are not already in the school, probably they can be brought
+from home by the pupils. If linen cloths are not used and cannot be
+afforded on the tables in the homes, the pupils should be taught to use
+a white oil-cloth.
+
+Have a diagram made on the black-board by one of the pupils of the
+arrangement of an individual place at the table.
+
+[Illustration: _Fig. 1._--Arrangement of an individual place at table
+1. Knife 2. Spoon 3. Tumbler 4. Fork 5. Napkin
+6. Bread-and-butter plate 7. Dinner plate]
+
+
+METHOD OF WORK
+
+The process of table setting should be demonstrated with the materials
+at hand, and the work should be adapted to home conditions.
+
+If there is no available table in the school-room, the desk tops may be
+used for individual places.
+
+Reasons for the arrangement of the table should be given--the
+convenience of placing the knives and the spoons to the right, the forks
+to the left, the cup and saucer and the tumbler to the right, the use of
+the napkin, etc.
+
+
+
+
+LESSON VII: WAITING ON TABLE
+
+
+SUBJECT MATTER
+
+The one who is to wait on table must be careful to see that everything
+is in readiness before the meal is announced, so that she can do her
+work easily, without subjecting those at the table to unnecessary delay.
+She should have water, bread, and butter (if used), hot dishes ready for
+the hot foods, and dessert dishes conveniently at hand. She must see
+that her hands are perfectly clean and her hair and dress in order. A
+clean, neat apron will always improve her appearance. The room should be
+clean and neatly arranged.
+
+If the meal is to be a family one and all are to sit at the table
+together, plates will be passed from one to another as they are served:
+but it will still be well to have one person appointed to wait on the
+table. She should be ready to supply more bread, water, etc., when it is
+necessary, and to change the plates for the dessert course. She should
+rise from the table quickly and quietly, in order not to disturb others,
+and should take her place again as soon as the necessary service has
+been rendered.
+
+The following rules should be observed: Hold the tumblers near the
+bottom, being careful not to touch the upper edge. Fill only
+three-quarters full.
+
+Put the butter on the table just before the meal is announced, and serve
+in neat, compact pieces.
+
+Cut the bread in even slices, pile them neatly on a serving plate, and
+place it on the table, covering it with a clean napkin or towel, if
+there are flies about or there is danger of dust. If preferred, the
+bread may be cut at the table as required. Place the dessert dishes at
+one end of the table or, better still, on a side table, until it is time
+to use them. When carrying the dishes to and from the table, be careful
+not to let the fingers come in contact with the food. Learn to place the
+hand under the dish. In particular service a napkin is used between the
+hand and the dish, or a tray, if the dish is a small one. The tray
+should be covered with a napkin or doily.
+
+When a dish is being passed, hold it at the left of the person to be
+served and at a convenient height and distance. Be sure that each dish
+is supplied with a spoon or a fork for serving, and turn the handle of
+the spoon or the fork toward the one to be served.
+
+If a plate is to be placed in front of a person, set it down from the
+right. Never reach in front of others at the table.
+
+When a course is finished, remove the dishes containing the food first;
+then the soiled plates, knives, and forks. Be careful to handle only a
+few dishes at a time and not to pile them. If another course is to be
+served, remove the crumbs from the table, using for the purpose a napkin
+and plate, or a crumb tray and brush, and brushing the crumbs lightly
+into the plate. Fill the tumblers, and arrange the dishes and forks or
+spoons quickly for the next course.
+
+When the meal is over, the chairs should be moved back from the table,
+the dishes neatly piled and carried to the kitchen sink, the table
+wiped, the crumbs brushed from the floor, and the room aired.
+
+
+PRELIMINARY PLAN
+
+Let this lesson be a continuation of the previous one, placing emphasis
+on the method of waiting on table. The same articles will be required as
+were used in the last lesson. In addition to these the pupils must be
+careful to have clean aprons for this lesson.
+
+
+METHOD OF WORK
+
+Have the table set, as a review of the work of the last lesson; then
+have four or six of the pupils seat themselves and go through the forms
+of serving one another to any simple meal upon which the class may
+decide. Family meal service should be explained and demonstrated first;
+then service where there is one waitress. Have the pupils, in turn, act
+as waitresses and serve all the others, offering and placing the food,
+removing the soiled dishes, filling the tumblers, etc.
+
+
+
+
+LESSONS VIII AND IX: GENERAL CLEANING OF A ROOM
+
+
+SUBJECT-MATTER
+
+Rooms which are in constant use should be swept and dusted every day. A
+thorough cleaning of each room in the house will be necessary every week
+or two, even though the room is swept and kept in order daily. First,
+all cupboards, drawers, and other receptacles in which articles collect
+should be cleaned; then all large movable articles should be dusted and
+moved out of the room; those that are not readily movable should be
+dusted and covered. The floor should be swept with the windows open; the
+ceiling and walls should be brushed with a covered broom, and the dust
+allowed to settle. The floor should then be wiped with a damp cloth on
+the broom.[A] The woodwork should be cleaned with a damp cloth and a
+soap that is not too strong. Soda or sapolio should not be used. The
+furniture should be carefully uncovered, and everything arranged in
+perfect order.
+
+    [A] If the floor is of unfinished-wood, it will require a
+    thorough scrubbing. After sweeping the floor and allowing
+    the dust to settle, a small portion at a time should be
+    scrubbed with a floor-brush and soap. When scrubbing, the
+    grain of the wood should be followed. The scrubbing-water
+    should be changed frequently. For rinsing and drying the
+    floor, a cloth should be wrung out of clear water.
+
+The things that are highest should be dusted first, and care should be
+taken to collect all 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 before using on all surfaces
+except the polished furniture and windows.
+
+Sweeping should be done with short strokes and the broom should be kept
+close to the floor, so that the dust will not 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 it should also be washed periodically.
+
+Small rugs should be cleaned out-of-doors. They should be swept, beaten,
+and re-swept, then rolled until ready to be put on the floor. If the rug
+is a large one and cannot be removed, it should be wiped over with a
+damp cloth, rolled, and the under side of the rug and the floor beneath
+it should be wiped.
+
+After the room has been cleaned, the windows should be arranged so that
+a supply of fresh, clean air can come constantly into it. This is
+essential to every room in the house, if perfect health is to be
+maintained.
+
+
+PRELIMINARY PLAN
+
+It will be well to have Lesson IX given in one of the homes some day
+after school hours, if possible. If that cannot be arranged, the
+school-room may be utilized as the place for practice.
+
+
+METHOD OF WORK
+
+Devote Lesson VIII to a discussion of the methods of cleaning and to
+various short tasks in connection with the school-room. In Lesson IX
+have the pupils go through the entire process of cleaning a room. Assign
+some portion of the task to each one of them, so that all may take part
+in the work. Supervise the work carefully, assign home practice, and
+have each pupil clean a room at home once a week for a month.
+
+
+
+
+LESSON X: CARE OF THE BED-ROOM
+
+
+SUBJECT-MATTER
+
+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 the bed-clothes
+should be removed and put on chairs before the window to air. The night
+clothing should also be aired. The slops should be emptied, and the
+chamber should be washed with cold water, using a special cloth. The
+basin should be washed in warm, soapy water, which should then be poured
+into the chamber and used for washing it. The toilet articles should be
+washed, then the basin rinsed and wiped dry. The slop jar should be
+washed out thoroughly, and both the slop jar and the chamber should be
+cleaned frequently with chloride of lime or some other disinfectant. The
+pitcher should be filled with fresh water, and all the articles arranged
+neatly on the wash-stand. If the towels are soiled, clean ones should be
+supplied. The mattress should be turned and the bed made carefully; the
+lower sheet being tucked under the mattress all around, and the other
+covers tucked in at 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
+swept, the furniture dusted, and everything put in place. The windows
+should be left partly opened, so that the bed-room may be well aired.
+Fresh air is always necessary, but especially during sleep, when the
+body is repairing itself, and it is important that the room should be
+well aired during the day and the windows left open at night.
+
+When the room is to be thoroughly cleaned, the frame of the bed should
+be dusted, the mattress turned, and the bed should be made. The window
+shades should be dusted and rolled up. The curtains should be well
+shaken and covered, if one has a dust sheet. All the small articles on
+the bureau, table, and shelf should be placed on the bed, and the whole
+covered with a sheet. The tables, chairs, and any other movable
+furniture should be dusted and placed outside the room or covered. The
+rugs should be rolled and cleaned out-of-doors. The room should be swept
+and dusted. As soon as the dust has settled, the covers 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 room
+left in perfect order. The broom and everything else that has been used
+in the work should be cleaned and put back into their places.
+
+
+PRELIMINARY PLAN
+
+It may be possible for the teacher to give this lesson in her own
+bed-room or in the bed-room of one of the neighbours. If this is not
+feasible, the only way to make it effective is to have the pupils report
+each day on the work they do at home.
+
+
+METHOD OF WORK
+
+Illustrate each process and give the reasons for everything that is
+done. Emphasize the importance of the sanitary care of the bed-room, a
+regular time for doing the work, and the benefit of having each member
+of the family care for her own personal belongings and her own portion
+of the bed-room.
+
+
+
+
+LESSON XI: CARE OF LAMPS
+
+
+It is assumed that the teacher is acquainted with the possibilities of
+electricity and other methods of better lighting in country homes, and
+will instruct her pupils in the economic use of modern lighting
+facilities.
+
+
+SUBJECT-MATTER
+
+_Directions for cleaning and filling lamps._--A bright light comes from
+clean burners that allow a good draught. This means constant care on the
+part of the one who looks after the lamps. In the daily cleaning, first
+dust the chimney shade and the body of the lamp. Wash the chimney. If
+sooty, clean with a newspaper before washing. Next, turn the wick high
+enough to show all the charred part; cut this off, making it perfectly
+even, then rub with a piece of soft paper. Wipe the burner and any other
+part of the lamp that may be oily. Dry with another cloth. Fill the body
+of the lamp with oil to within an inch of the top, leaving plenty of
+room for the gas that may be generated from the kerosene, as this gas,
+in a lamp that has been used many times without refilling, may be a
+source of danger.
+
+When lighting the lamp, turn the wick down, allowing the chimney to
+become heated gradually. If it is necessary to move the lighted lamp,
+turn the wick low. The flaring up of the flame smokes the chimney. Do
+not leave a lighted lamp in a room where there is no one to watch it.
+When putting out the light, blow across the chimney, never down into it,
+as this might send the flame down into the kerosene.
+
+About once a month give the lamp a thorough cleaning. Spread out a
+newspaper and take the lamp apart. Wash the chimney 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 have been
+added. Insert new wicks if the old ones are dirty, and put the parts all
+securely together again. Keep an old pan and some cloths exclusively for
+this purpose, and be very careful not to allow the dirty hands or a drop
+of kerosene to come near any food.
+
+Have a regular time in the day for cleaning the lamps, preferably
+immediately after all the morning work has been done after breakfast. Do
+not fill the lamps near the kitchen stove. Do not light a match while
+the oil-can is near, and never fill a lamp while it is lighted or while
+near another one which is lighted. If a fire is caused by kerosene,
+smother it with a heavy rug or a woollen garment, and do not attempt to
+put it out with water.
+
+
+PRELIMINARY PLAN
+
+It will be well to give this lesson just before some evening
+entertainment at the school-house. If there are no lamps at the school
+have a few brought in from neighbouring homes. Secure an old pan and
+some cloths to use in cleaning.
+
+
+METHOD OF WORK
+
+Discuss with the pupils the cost and properties of kerosene and the
+danger of having a light or too great heat near a can of kerosene.
+Explain the draught by means of which the kerosene can be made to burn
+on the wick and the danger if the burner becomes clogged up and the
+draught is cut off. Have the lamps taken apart, the burners boiled, the
+chimneys cleaned, and the body of the lamps filled and wiped off. Then
+have the lamps lighted, to see that they burn properly.
+
+
+
+
+LESSON XII: PREVENTION OF PESTS
+
+
+SUBJECT-MATTER
+
+Household pests are annoying, dangerous to health, and destructive to
+property. They carry disease germs from one person to another and from
+the lower animals to human beings. Absolute cleanliness is essential, if
+the house is to be kept free from pests. As a rule, they flourish in
+dark, damp, dirty places. With proper care the housekeeper can keep her
+house free from them and, if they are noticed, she should know how to
+exterminate them.
+
+A few simple methods of extermination are here given:
+
+_Bedbugs._--Kerosene should be poured into all the cracks, and a brush,
+dipped in kerosene, run briskly over all surfaces. Care must be taken to
+have no fire in the room while this is being done. The windows should be
+open, and the room should be kept free from dust. In four days this
+should be repeated, in order to kill any bugs that may have just
+hatched.
+
+_Cockroaches and water-bugs._--A solution of one pound of alum to three
+pints of water should be poured into all the cracks. Insect-powder and
+borax are also effective. Absolute cleanliness and freedom from dampness
+are necessary, if the house is to be kept free from cockroaches.
+
+_Ants._--Oil of cloves or pennyroyal on pieces of cotton-batting
+scattered about in the places where ants appear will drive them away.
+Saturating the nests with coal-oil will destroy them. Food which
+attracts ants should be removed from places which they are able to
+reach.
+
+_Rats and mice._--These are best exterminated by the use of a trap or
+some preparation such as "Rough on Rats". Traps should be set nightly
+and should be scalded and aired after a mouse has been caught. Rat holes
+may be stopped by sprinkling with chloride of lime and then filling with
+mortar or plaster of Paris.
+
+_Mosquitoes._--These breed in swampy places, or in old barrels or kegs
+or tin cans which hold stagnant water. Therefore, if the swampy places
+are drained and the grounds about the house are kept free from stagnant
+water, the housekeeper will, as a rule, not be troubled with mosquitoes.
+Empty barrels or kegs should be inverted, and old tin cans should have a
+hole punched in the bottom, so that they will not hold water. All high
+weeds near the house should be cut down and destroyed, so that they will
+not provide a damp place in which to harbour mosquitoes. If it is
+impossible to get rid of all standing water, the breeding of mosquitoes
+can be checked by pouring kerosene oil on the water. One ounce of oil on
+fifteen square feet of water is sufficient, and this will have to be
+renewed at least once in ten days. The doors, windows, and ventilators
+of the house should be well screened, as a protection against
+mosquitoes.
+
+_Flies._--These are one of the greatest carriers of typhoid and other
+germs, as well as filth of all sorts. They can be got rid of only by
+destroying the breeding places and killing the flies as rapidly as
+possible. Materials that attract them should not be exposed in and about
+the house. The house should be well screened with wire mesh or mosquito
+netting, in order to keep out the flies. A fly swatter should be kept at
+hand. The stables should be cleaned daily. Manure piles should be
+screened, and every effort should be made to kill the larvae by frequent
+spraying with kerosene, creoline (dilute creosote), or lime.
+
+_Fleas._--These will be troublesome if cats or dogs are kept in the
+house. These pets should be given frequent baths, the rugs on which they
+lie should be brushed and shaken daily, and the floors should be washed
+with soap and water and wiped with kerosene.
+
+_Moths._--These are apt to develop in woollen clothes unless the
+garments are thoroughly shaken and absolutely 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.
+
+
+PRELIMINARY PLAN
+
+Give this lesson at a time when the pupils are asking about household
+pests or when the school is suffering from them. It would be well to
+have it in the spring, just before the school closes, so that the pupils
+may immediately put into practice what they learn. It may be desirable
+to devote their efforts to the destruction of one particular pest; for
+example, a fly crusade may be inaugurated.
+
+
+METHOD OF WORK
+
+If there are pests in the school-room, discuss their habits, what seems
+to attract them, where they come from, etc. Have the pupils report any
+that they may have at home. Explain why they are dangerous, tell how
+they can be exterminated, and assign to each pupil the task of
+exterminating one household pest. Have her report, each day, the success
+of her efforts. Continue this work for several weeks.
+
+
+
+
+LESSON XIII: REMOVING STAINS, BLEACHING FABRICS, AND SETTING COLOURS
+
+
+SUBJECT-MATTER
+
+As garments and household linens are apt to become stained and thus lose
+their attractiveness, it is well to know the remedies for the most
+common stains and the principle upon which their removal depends. All
+stains should be removed as soon as possible. Boiling water will loosen
+and remove coffee, tea, and fresh fruit stains. The stained spot should
+be held over a bowl, and the water should be poured upon it with some
+force. Cold water will remove stains made by blood or meat juice.
+Soaking will help in the removal of blood stains. Rust stains may be
+removed by wetting the stained spot with lemon juice, covering it with
+salt, and placing the stained fabric in the sun. Stains from stove
+blacking, paint, and grass may be removed by soaking in kerosene and
+washing well with soap and water. Ink stains may be removed by soaking
+in water, removing as much of the stain as possible, and then soaking in
+milk. Stains from cream and other forms of grease may be washed out in
+cold water, followed by warm water and soap.
+
+White cotton and white linen materials may be bleached by exposure to
+the sunshine while still damp. If they are left out overnight, the
+bleaching process is made effective by the moisture furnished by dew or
+frost. A stream of steam from the tea-kettle may also help in the
+bleaching process.
+
+Some colours are set by the addition of a small amount of acid to the
+first water in which they are soaked, while others are set by the use of
+salt. It is necessary to try a small amount of the material before
+dipping in the entire garment, in order to be sure of satisfactory
+results. Vinegar should be used for blues, one-half cup to one gallon of
+water. Salt is most effective for browns, blacks, and pinks. In most
+cases, two cups of salt to one gallon of cold water will be sufficient.
+
+
+PRELIMINARY PLAN
+
+The towels used for drying dishes or the linen used for some school
+entertainment may have become stained with coffee, 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 should have an
+article on which to practise. This lesson should be preliminary to the
+lesson on laundry work.
+
+
+METHOD OF WORK
+
+Examine the various articles from which stains are to be removed.
+Discuss the method of removal, and let each pupil work at her own stain
+until it is as nearly removed as possible.
+
+
+
+
+LESSON XIV: WASHING DISH-TOWELS, APRONS, ETC.
+
+
+SUBJECT-MATTER
+
+Dish-towels should be thoroughly washed at least once a day. Wash one
+piece at a time (the cleanest first) in warm, soapy water and rinse in
+clear water in another pan. Hang in the sun, if possible, so that the
+air will pass through. Boil at least once a week 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, soapy water; boil, rinse, and blue slightly. A
+small amount of thin starch may be desirable. A thin starch may be made
+as follows:
+
+_Recipe for Thin Starch_
+
+  2 tbsp. starch
+  4 tbsp. cold water
+  1/2 tsp. lard, butter, or paraffin
+  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.
+
+Hang the articles in the sun to dry, shaking well before putting on the
+line, and folding the edge of each over at least six inches. Be sure to
+have the line clean. When dry, fold carefully. A short time before
+ironing, sprinkle well.
+
+
+PRELIMINARY PLAN
+
+It may be desirable to give this lesson earlier in the course, if
+cooking lessons are being given and dish-towels are in use, or if the
+aprons are badly soiled. Other articles may be washed, if time and
+facilities permit.
+
+
+METHOD OF WORK
+
+Discuss briefly the need for laundry work and the general principles.
+Let the pupils take turns at washing the towels or aprons; examine each
+article after it is washed, and give careful directions for the boiling,
+blueing, and starching. While these processes are being completed, let
+some of the pupils prepare the line. Let two of them be appointed to
+bring the towels in, before going home from school.
+
+
+
+
+LESSON XV: IRONING
+
+
+SUBJECT-MATTER
+
+To do good ironing it is necessary to have a firm, unwarped ironing
+board. This should be covered with some thick woollen material and a
+white cotton cover that is clean, smooth, and tightly drawn. The thick
+cover should be tacked on, while the top cover should be pinned, so that
+it may be easily 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 to wipe the iron after using the
+beeswax. A newspaper should be spread on the floor, to protect any
+pieces that may hang 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 not be ironed until the irons are very
+hot. If the article is first laid smooth, it will be easier to iron it
+and keep it in shape, and every piece should be ironed until it is
+perfectly dry. As soon as the ironing is completed, the articles should
+be hung up to air.
+
+
+PRELIMINARY PLAN
+
+Arrange to have the ironing lesson just as soon after the laundry lesson
+as possible. It will probably be easy to borrow the necessary equipment
+from homes near the school. Each pupil may be directed to bring
+something that will contribute toward the equipment, and one may be
+instructed to have the fire ready and another to put the irons on to
+heat before the lesson hour.
+
+
+METHOD OF WORK
+
+Call the pupils together early in the morning or at some time previous
+to the lesson period, and give them directions for sprinkling the
+articles to be ironed. When the class hour comes, 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
+
+
+SUBJECT-MATTER
+
+Because young girls are fond of little children and must help their
+mothers often with their baby brothers and sisters, they should know how
+to care for them. It is essential that they should understand the
+following points: The little body needs protection. The head is soft,
+and the brain may be injured by hard bumps or pressure. The skin is
+tender and is easily irritated by the bites of insects, friction, and so
+on. Kicking and wiggling are necessary to the development of the
+muscles, but the baby should not be played with all the time; and it is
+well for it while awake to lie quiet for part of the time. It should not
+be made to sit up until ready to do so. A desire to creep should be
+encouraged. Standing or walking should not be taught the baby until it
+tries to stand or walk itself, and then it must be helped very
+carefully.
+
+The baby should have plenty of fresh air and should be allowed to spend
+much of its time out-of-doors. In cold weather it must be warmly covered
+and sheltered from high winds. Its eyes should always be protected from
+strong sunlight.
+
+Regular hours should be observed for sleep, and the baby should be put
+to bed early in the evening. If the house is not well screened in
+summer, a mosquito bar should be put over the crib. The clothing should
+be light and loose, so that the body can move freely.
+
+Perfect cleanliness is necessary to keep the baby's skin in good
+condition; and a daily bath should be given. A morning hour, midway
+between the meals, is usually the best time for this. The baby should be
+taught to use the chamber before the bath and after the nap. Everything
+should be ready before it is undressed. The room should be very warm.
+The water should be only moderately warm, and should be carefully tested
+to make sure that it is not too hot. The towels and covers for the baby
+should be at hand. The head and the feet should be washed first, and the
+body soaped before putting the child into the bath. Little soap should
+be used, for even the best soap is strong and is apt to irritate the
+delicate skin. The bath should be given quickly, and the body wrapped at
+once in a blanket or towel and kept covered as much as possible while it
+is being dried.
+
+The baby should be fed in small quantities at regular intervals and
+given plenty of cold water to drink. Not until it is eleven or twelve
+months of age should it be given solid or semi-solid food. Even then,
+milk should continue to form the basis of its diet, and of this a
+considerable 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 should never be given; for example, fried foods, pastries,
+condiments, pickles, preserves, canned meats, fish, pork, sausage, cheap
+candies, coarse vegetables, unripe and overripe fruits, stimulants,
+foods treated with a preservative or colouring matter, and half-cooked
+starches.
+
+
+PRELIMINARY PLAN
+
+The teacher should talk with the pupils, in order to see what points in
+connection with the care of the baby it is necessary for them to know,
+so that they may do their work at home intelligently.
+
+
+METHOD OF WORK
+
+It will probably not 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 to give one lesson on the care of the
+baby, the teacher should supplement her own lessons by an additional
+lesson given by the nurse.
+
+
+
+
+LESSON XVIII: COST OF FOOD, CLOTHING, AND HOUSE
+
+
+SUBJECT-MATTER
+
+It is of great importance that children should learn in an elementary
+way the value of property. This will prepare them for the knowledge of
+the cost of living that is essential. They should learn that the cost of
+food can be decreased by having gardens, and by the proper choice, care,
+and handling of foods; that taking care of clothing will reduce another
+item of expense; and that the owning of one's own house and lot is
+something worth working for, in order to obviate the necessity of paying
+rent.
+
+
+PRELIMINARY PLAN
+
+The teacher will have to acquaint herself thoroughly with conditions in
+the community, so that she can talk intelligently with the pupils,
+emphasize the right points, and give constructive help.
+
+
+METHOD OF WORK
+
+Begin with a discussion of the cost of food; how much the pupils earn or
+spend during the week; and why it is worth while to cook and sew well
+and to look after property. Continue such discussions from time to time,
+in connection with other school work.
+
+
+
+
+LESSON XIX: HOW TO KEEP ACCOUNTS
+
+
+SUBJECT-MATTER
+
+It is well for every one to keep a written record of all money received
+and all money spent. Children should be taught to do this as soon as
+they are old enough to have money in their possession. A simple little
+note-book in which all expenditures are entered on the right side and
+all receipts on the left side, with the balance drawn up each week or
+month, will prove an easy and satisfactory method of keeping accounts.
+If the little girl learns to do this with her pennies, she will be
+better able to take care of the more important household accounts when
+she is in charge of a home. However, there will be no real incentive for
+her to keep accounts unless she is endeavouring to 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 her account-keeping is
+worth while. As a housekeeper, she will appreciate the importance of
+saving for some future benefit to the family.
+
+
+PRELIMINARY PLAN
+
+In order to make the lesson of vital interest, introduce it at a time
+when the pupils are saving for some specific purpose--material for a
+dress to be made in the sewing class, refreshments for a party for their
+mothers, a school library, or something else that will be a pleasure and
+help in the work of the school.
+
+
+METHOD OF WORK
+
+After discussing the sources 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 suitable for the purpose. It may be necessary to make or to rule
+this book as a portion of the class exercise.
+
+
+
+
+LESSON XX: CARE OF THE EXTERIOR OF THE HOUSE
+
+
+SUBJECT-MATTER
+
+Closely allied to the housekeeper's work within the home is the care of
+the exterior of the house and its surroundings. It is absolutely
+necessary that the grounds be kept neat and clean. In addition to this
+they should be made attractive by the careful selection of a few trees
+and shrubs suitably placed. While the gardens at the rear of the house
+may be planned solely for the pleasure and use of the family, in
+planning the lawn at the sides and front the neighbours and passers-by
+must be considered. The grounds should be a picture of which the house
+is the centre, the trees and shrubs being grouped to frame the picture.
+
+In placing shrubs, the effect of the whole landscape should be
+considered. As a rule, shrubs should be placed in corners, to hide
+outhouses from view, or to screen other places which should be shielded.
+The centre of the lawn should be left free, and in no case should a
+shrub be placed in the middle of an open space in a lawn or yard. A few
+flowers should be planted among the shrubs, to give colour at different
+seasons.
+
+The exterior of the house must be considered, if the picture framed by
+the shrubs and vines is to be a pleasing one. The house should be
+painted in a soft brown or dark green to blend with the landscape of
+oaks and pines. The paint will help to preserve the house, but its
+colour must be carefully chosen to give a pleasing effect.
+
+The general plan of the grounds and local conditions in regard to soil
+and climate will determine to a large extent the kind of shrubs to be
+used. Many beautiful shrubs which have been introduced from foreign
+countries do 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 almost any kind of soil. The swamp
+bush honeysuckle grows quickly and is suitable for clay land; so are the
+black elderberry and several species of viburnum. The hazel which may be
+obtained from the woods makes a good dense shrub, and the wild rose also
+has possibilities. The common barberry is an attractive shrub; but, as
+it assists in the formation of wheat rust, it should not be used in
+rural sections. The lilac may be used where a high shrub is desirable.
+The common arbor vitae or cedar of the swamps makes a good evergreen
+shrub. It serves well as a shield for both winter and summer and thrives
+with moderate care. The weigela, forsythia, and spiraea are also
+excellent shrubs.
+
+The ground at the back of the house should be used for vegetable gardens
+with flower borders. For this purpose a deep, rich soil is necessary,
+and every square foot of space should be utilized. Every family should
+learn to make use of an increased number of vegetables and fruits and to
+cook them in a variety of ways. No crops should be allowed to go to
+waste. A family of five people could be entirely provided with
+vegetables for the summer and autumn from a garden less than fifty by
+seventy-five feet.
+
+The attractiveness, as well as the usefulness, of the borders depends
+upon the choice and arrangement of flowers. These should be chosen with
+due consideration as to height of plants, colour of blooms, and seasons
+of blooming. The tallest plants should be placed at the back of the
+border; for a border six feet wide none of the plants need be over five
+feet in height. There can be a riot of colours, if the flowers are
+arranged in clumps of four to six throughout the entire length 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 to fill up the spaces and hide the soil. The well-tried,
+old-fashioned flowers will give the best satisfaction. Every four years
+the flower borders need to be spaded, well manured, and replanted.
+
+The following lists of flowers for borders may be suggestive:
+
+_Perennials._--Bleeding-heart, carnations, chrysanthemums, columbine,
+coreopsis, dahlias, gaillardias, golden glow, iris, larkspur, oriental
+poppies, peonies, phlox, pinks, platycodon, snapdragon.
+
+_Biennials._--Forget-me-not, foxglove, Canterbury bells, hollyhock,
+sweet-william, wallflower.
+
+_Annuals._--African daisy, ageratum, aster, calendula, calliopsis,
+balsam, candytuft, cornflower, cosmos, marigold, mignonette, nasturtium,
+petunia, poppy, stock, sweet alyssum, sweet-pea, verbena, zinnia, annual
+phlox, red sunflower, cut-and-come-again sunflower.
+
+Each home gardener should study garden literature, in order to assist in
+solving the garden problems; for the day has passed when one needed only
+to scratch the soil with a shell, plant the seeds, and receive an
+abundant crop. Today successful gardening depends upon intelligent
+management of the soil and crop and upon persistent labour.
+
+
+PRELIMINARY PLAN
+
+The teacher should, if possible, visit the homes of all the pupils, in
+order to make herself familiar with the condition in which their grounds
+are kept. She may be able to secure permission from one of the
+housekeepers to use her grounds as the practice place for the lesson, or
+it may be more desirable to give this lesson at the school and to
+conduct a school garden as a model home garden.
+
+
+METHOD OF WORK
+
+Discuss the arrangement and care of the home or school grounds. Have 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 gardens for the coming week. Let this lesson serve as a means of
+interesting the pupils in home gardening, if that has not already been
+taken up, or of emphasizing the relation of gardening to the
+housekeeper's work, if they are already interested in the former.
+
+
+REFERENCE BOOKS
+
+_Bush Fruits._ Card. Macmillan's, Toronto               $1.75
+
+_When Mother Lets Us Garden._ Duncan. Moffat,
+   Yard & Co., New York                                   .75
+
+_A Woman's Hardy Garden._ Ely. Macmillan's, Toronto      1.75
+
+_The Beginner's Garden Book._ French. Macmillan's,
+   Toronto                                               1.00
+
+_Productive Vegetable Garden._ Lloyd. Lippincott Co.,
+   Philadelphia                                          1.50
+
+
+
+
+TWENTY LESSONS IN COOKING
+
+
+SUGGESTIONS TO THE TEACHER
+
+The teacher should learn how the pupils live 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 accepted methods of cooking should be considered. Those
+foods should be used in the recipes which the pupils can afford to use
+at home. They should be encouraged to grow in their gardens a variety of
+garden produce, and to keep chickens, pigs, and cows.
+
+Elementary principles 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 not to waste time on points that are
+unrelated to the homes of the pupils, except as such points may be
+necessary to raise their ideals.
+
+All the work should be done carefully. The sanitary handling of food and
+care in the storage of foods should be insisted upon. Careful attention
+should be given to the dish-washing, care 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 anything
+that comes in contact with the food.
+
+Proper methods of sweeping and cleaning should be employed, and
+thoroughness must be practised in every detail of the work. Constant
+drill in these processes should be given.
+
+The order in which the lessons are to be given will be regulated, in
+part, by the season of the year in which they occur, the locality, the
+foods obtainable, and any special local needs. However, care must be
+taken that the lessons are given in proper sequence, so that the pupils
+may see the relation of one to another and may appreciate the value of
+each. It may be necessary to combine two lessons or to give only part of
+a lesson. In some of the lessons more recipes are suggested than can be
+prepared in a brief period. In every case the choice of a recipe will
+have to be made by the teacher. Wherever it is possible, simple
+experiments should be performed to show the composition of, and the
+effect of heat on, food.
+
+No attempt has been made to give a complete set of recipes; but those
+included here are chosen as illustrating the subjects to be discussed in
+the lessons. The teacher who desires to make use of a greater number of
+recipes will do well to supply herself with one of the text-books
+listed. Level measurements should be used in the preparation of all the
+recipes, and all the directions should be carefully followed.
+
+The first few lessons are more fully outlined than the others,
+furnishing suggestions for methods of procedure that may be adapted to
+later lessons. The teacher should have a detailed plan for every lesson,
+outlining her method of work, the leading questions for the discussion,
+and the home assignments which she desires to make.
+
+Foods that are in common use are suggested for the lessons outlined.
+There will necessarily be exceptions to their use in different
+localities. If any foods used in the homes are harmful because of the
+manner in which they are prepared, the teacher should do all in her
+power to correct the situation, but she must, at the same time, be
+careful not to be too radical. If the lessons given are not followed by
+home practice, the time devoted to them will be, to all intents and
+purposes, wasted. Simple meal service should be introduced wherever it
+is possible, and as much instruction on the furnishing and the care of
+the kitchen should be included as time permits.
+
+By the time the course is completed, the pupil should be able to keep
+her kitchen in a sanitary condition and should have a sufficient
+knowledge of food values and of the processes of cooking to enable her
+to provide simple, wholesome meals for her family.
+
+For the teaching of food values, it will be helpful to secure the set of
+sixteen food charts which may be obtained from the Superintendent of
+Documents, Government Printing Office, Washington, D.C., price one
+dollar.
+
+It will be shown later how the school luncheon may be managed with very
+little interference with the ordinary organization of the school. Where
+definite instruction is given in Household Science, a place must be
+provided for it on the school time-table, as is the case with the other
+school subjects. In sewing and household management lessons of forty
+minutes each are sufficient, and these can be arranged for at the times
+found to be most convenient. If each pupil keeps her sewing in a box or
+bag, it may often be used as "busy work" when the pupil has finished her
+assigned work or while she is waiting for the teacher, who may be
+engaged with another class. Lessons in cookery should be, if possible,
+at least one hour in length, and should be given at a time when this
+period can be exceeded, if the character of the lesson renders it
+desirable; for example, in those cases where the cooking is not
+completed at the expiration of the time assigned. For this reason the
+last hour on Friday afternoon has proved a very suitable time. In some
+schools the lesson is commenced at half-past three and runs on until
+completed, and in this way only half an hour of the regular school time
+is taken. The possibilities of a Saturday morning cooking class should
+not be overlooked.
+
+ABBREVIATIONS AND MEASUREMENTS
+
+  tbsp. = tablespoonful
+   tsp. = teaspoonful
+     c. = cupful
+    qt. = quart
+    pt. = pint
+    oz. = ounce
+    lb. = pound
+   min. = minute
+    hr. = hour
+
+TABLE OF LEVEL MEASUREMENTS
+
+  3 tsp. = 1 tbsp.
+  16 tbsp. = 1 c. (dry measure)
+  12 tbsp. (liquid) = 1 c.
+  2 c. = 1 pt.
+
+COMPARISONS BETWEEN WEIGHTS AND MEASURES
+
+  2 c. butter, packed solidly = 1 lb.
+  2 c. sugar (granulated)     = 1 lb.
+  2 c. meat, finely chopped   = 1 lb.
+  2-2/3 c. brown sugar        = 1 lb.
+  2-2/3 c. oatmeal            = 1 lb.
+  4-3/4 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 (juice)             = 3 tbsp.
+
+    _Note._--The half-pint measuring cup and not the ordinary
+    tea cup is the one to be used.
+
+
+
+
+REFERENCE BOOKS
+
+_Household Management._ Ontario Teachers' Manual. The
+   Copp, Clark Co., Ltd., Toronto                          $0.19
+
+_Domestic Science._ Austin, B. J. Lyons & Carnahan,
+   Chicago. Vol. I                                           .60
+            Vol. II                                          .60
+
+_Principles of Cooking._ Conley, G. American Book Co.,
+   New York                                                  .52
+
+_Home Economics._ Flagg, G. P. Little, Brown & Co.,
+   Boston. (McClelland, Goodchild & Stewart, Toronto).       .75
+
+_Lessons in Elementary Cooking._ Jones, M. C. Boston
+   Cooking School Magazine Co., Boston                      1.00
+
+_Food and Health._ Kinne, H., and Cooley, A. M. Macmillan's,
+   Toronto                                                   .65
+
+_The School Kitchen Text-book._ Lincoln, M. J. Little,
+   Brown & Co., Boston. (McClelland, Goodchild &
+   Stewart, Toronto)                                         .60
+
+_Food and Cookery._ Metcalf, M. L. Industrial Education
+   Co., Indianapolis                                        1.00
+
+_Household Science and Arts._ Morris, J. American Book
+   Co., New York                                             .60
+
+_The Science of Home-making._ Pirie, E. E. Scott, Foresman
+   & Co., Chicago                                            .90
+
+_Elements of the Theory and Practice of Cookery._ Williams,
+   M. E., and Fisher, K. R. Macmillan's, Toronto            1.00
+
+
+
+
+LESSON I: DISCUSSION OF FOODS AND COOKING
+
+_Management of the kitchen stove. Cooking by dry heat. Baked vegetable
+or fruit._
+
+
+SUBJECT-MATTER
+
+_Foods._--The body uses food to build and repair its tissues, to provide
+heat and energy, and to regulate the body processes. Foods differ from
+one another in their composition and in their ability to assist the body
+in the performance of its varied functions. These differences have led
+to the classification of foods into five groups, which are spoken of as
+the five food-stuffs or food principles.
+
+_Cooking._--While some foods can be used as they occur in nature, most
+of them are made more acceptable by the application of heat. Heat
+softens the structure of vegetables and fruits, makes tender the tissues
+of meat, prepares starch for digestion, develops the flavour in many
+foods, and destroys the parasites and germs that may be present. The
+five food-stuffs are differently affected by heat--some require slow
+cooking, others require intense heat. Hence, it is necessary to study
+cooking, in order that each food may be properly prepared.
+
+_The stove._--A knowledge of the construction of the stove and the
+methods whereby heat is obtained is imperative if one is to be a
+successful cook. For all stoves three things are necessary--fuel, a
+supply of oxygen, and a certain degree of heat, known as the kindling
+point, whereby the fire is started. The supply of oxygen is regulated by
+dampers and checks so arranged as to admit or cut off the draught of
+air.
+
+The creative dampers are doors or slides that come below the fire box.
+When open, they admit the entrance of air, increase the draught, and
+facilitate combustion.
+
+The oven damper is a flat plate which closes the opening into the
+chimney flue, to decrease the drawing of the draught. When the oven
+damper is closed, the heat from the fire remains in the stove and passes
+around the oven.
+
+Checks are doors or slides higher than the fire-box, which, when open,
+allow the cold air to pass over the fire, retarding combustion.
+
+A stove is also provided with means for disposing of the ashes, soot,
+and the gases formed. All parts of the stove are so arranged that they
+may be kept clean.
+
+(See Twenty Lessons in the Care of the Home. Lesson I)
+
+
+PRELIMINARY PLAN
+
+There should be provided for this lesson (from the homes of the pupils
+or the school garden), some fruit or vegetable in season that can be
+cooked by dry heat. Each pupil may be able to bring an apple or a
+potato. The teacher should be sure to have an oven that can be well
+heated for baking and to have the fire well started before the lesson
+begins, so that the oven will be ready for use.
+
+Lessons in geography and nature study should be correlated with the
+cooking lesson, to give the pupils an opportunity to study the source of
+foods and the reasons for cooking them.
+
+One of the pupils should write the recipes on the black-board before the
+lesson hour.
+
+
+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 with sugar. Cover the
+bottom of the dish with water one quarter of an inch deep and bake until
+the apples are soft (20 to 45 minutes), basting them every 10 minutes.
+Place them in a serving dish and pour the juice over them. Serve hot or
+cold.
+
+
+_Baked Potatoes_
+
+Select smooth potatoes of medium size, scrub carefully, and place in a
+baking-pan. Bake in a hot oven from 45 minutes to one hour. When soft,
+break the skin to let the steam escape and serve at once.
+
+
+METHOD OF WORK
+
+Discuss very briefly the food that is to be cooked and the method of
+cooking it. Have as many apples or potatoes baked as there are members
+of the class or as the baking-dish will hold.
+
+Assign tasks to special members of the class.
+
+As quickly as possible put the vegetable or fruit in the oven to bake.
+
+While the baking is in process, take up a general discussion of foods
+and cooking and a special discussion of the food which is being used and
+the method of cooking that is being employed.
+
+Give as thorough a lesson on the stove and combustion as time permits.
+Examine the baked article and discuss the methods of serving it, the
+time for serving, and so on.
+
+Use the finished product for the school lunch or have it served daintily
+in the class. Encourage the pupils to bring a dish to school in order to
+take the results of their work home for the family meal, if a school
+lunch is not served or if they do not need a lunch. Give careful
+directions for washing the dishes and supervise the housework carefully.
+(See pages 52, 53, _Household Management._)
+
+    _Note._--It may be necessary to go on with some other
+    recitation before the baking is completed, in which case
+    one member of the class should be appointed to watch the
+    oven.
+
+Questions Used to Develop the Lesson
+
+What food have we on hand for use to-day?
+
+Does this food need cooking? Why?
+
+How shall we prepare it for cooking?
+
+How shall we prepare the oven?
+
+How shall we care for the fire?
+
+How 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?
+
+How shall we serve it?
+
+For what meal shall we serve it?
+
+Of what value is it to the body?
+
+_Home assignment._--The pupils should prepare the baked dish at home and
+at the next lesson report the result of their work.
+
+    _Note._--The recipes given in this Manual are prepared for
+    normal times; but in every case the Regulations of the
+    Canada Food Board should be observed, and substitutes used
+    wherever possible.
+
+
+
+
+LESSON II: PREPARING AND SERVING VEGETABLES
+
+
+_Water and mineral matter in vegetables. How to prepare and serve
+uncooked vegetables--lettuce, cress, cabbage, etc. Cooking by moist
+heat. How to boil, season, and serve beet tops, turnip tops, cabbage,
+sprouts, kale, spinach, mustard, or other vegetable greens._
+
+
+SUBJECT-MATTER
+
+_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 to the surface and disappear. The water has then
+reached the simmering-point, 185 deg., a temperature frequently made use of
+in cooking. When many bubbles form and break, causing a commotion on the
+surface of the water, the boiling-point, 212 deg., has been reached.
+
+_Mineral matter._--Mineral matter is a second food-stuff that is needed
+by the body, but the amount required is very small. If a variety of food
+is used, there is generally sufficient mineral matter in the diet.
+Fruits and vegetables, especially fresh green vegetables, are
+comparatively rich in mineral matter. 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 vegetables._--Green vegetables hold an important place in the
+diet, because they contain valuable mineral matter. They also contain a
+high percentage of water and considerable cellulose. With few exceptions
+they should be eaten raw, because the mineral salts, being soluble, are
+lost in the water in which they are cooked and because the cellulose
+serves its purpose best in the crisp form. Cabbage is rendered much more
+difficult of digestion by cooking. Spinach, beet tops, etc., are more
+palatable when cooked. The delicately flavoured vegetables should be
+boiled in a very small amount of water, so that they need not be
+drained. Thus the mineral matter will be retained when the vegetables
+are served.
+
+
+PRELIMINARY PLAN
+
+There should be provided for the lesson (from the homes of the pupils or
+the school garden), some fresh vegetables in season; one that can be
+cooked by boiling and one that can be served uncooked with a simple
+dressing.
+
+One of the pupils should write the recipes on the black-board before the
+lesson hour.
+
+
+RECIPES
+
+_Preparation of Fresh Green Vegetables_[A]
+
+Wash the vegetables thoroughly, leaving them in cold water to crisp, if
+wilted. Keep cool until ready to serve, then arrange daintily, and dress
+with salt, vinegar, and oil as desired, or prepare a dressing as
+follows:
+
+_Cooked Dressing_
+
+  1/2 tbsp. salt
+  1 tsp. mustard
+  1-1/2 tbsp. sugar
+  A few grains pepper
+  1/2 tbsp. flour
+  1 egg or yolks of 2 eggs
+  1-1/2 tbsp. melted butter
+  3/4 c. milk
+  1/4 c. vinegar
+
+Mix the dry ingredients, add the egg slightly beaten and the butter and
+the milk. Cook over boiling water until the mixture thickens. Add the
+vinegar, stirring constantly. Strain and cool.
+
+    Note.[A]--It may be well to omit from this lesson the
+    uncooked vegetable that is served in the form of a salad
+    and to give it at some other time. It is not well to
+    attempt to teach more than the pupils can master
+    thoroughly.
+
+_Recipe for Boiling and Seasoning Fresh Green Vegetables_
+
+Wash the vegetables carefully and put them on to cook in boiling water.
+Delicately flavoured vegetables (spinach, celery, fresh peas, etc.) will
+require but little water, and that should be allowed to boil away at the
+last. If spinach is stirred constantly, no water need be added. Starchy
+vegetables should be completely covered with water, and strongly
+flavoured vegetables (as turnips, onions, cabbage, and cauliflower)
+should be cooked in water at simmering temperature.
+
+After the vegetables have cooked for a few minutes, salt should be
+added, one teaspoonful to each quart of water. Cook the vegetable until
+it can be easily pierced with a fork. Let the water boil away at the
+last. If it is necessary to drain, do so as soon as the vegetable is
+tender. Season with salt, pepper, and butter (1/4 teaspoon salt, 1/8
+teaspoon pepper, and 1/2 tablespoon butter to each cup of vegetable).
+
+    _Note._--The water in which the vegetables are cooked
+    should be saved for soups and sauces, as it contains most
+    of the valuable mineral matter.
+
+
+METHOD OF WORK
+
+Discuss 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 readily apparent, and the pupils will enjoy
+watching the process.
+
+Discuss why one vegetable is to be cooked and another served uncooked.
+
+Emphasize the cleaning of the vegetable, its structure, composition, and
+the effect of the boiling water upon it.
+
+After the vegetable has been put on to cook, discuss the method of
+seasoning or dressing the vegetable which is to be served uncooked, and
+have it prepared attractively to 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 members of the class
+suggest others that may be prepared as salads or cooked in the manner
+being illustrated, and write the list on the black-board for the pupils
+to copy in their note-books.
+
+When the cooked vegetable is tender, have it drained, seasoned, and
+served, and serve the uncooked vegetable at the same time.
+
+When ready 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 carefully and daintily.
+
+Emphasize the careful washing of the dishes, etc., as on the previous
+day.
+
+_Questions Used to Develop the Lesson_
+
+How shall we prepare our 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 it be necessary to add any more?
+
+Will it be necessary to cover the sauce-pan?
+
+How hot must the water be kept? How can one tell when
+  the water is sufficiently hot?
+
+How can we determine when the food has cooked long enough?
+
+How shall we serve this vegetable?
+
+How does boiling compare with baking--
+
+  In the time 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.
+
+
+
+
+LESSON III: THE VALUE OF CARBOHYDRATES IN THE DIET
+
+_Potatoes as a source of carbohydrates. The choice, cost, care,
+composition, food value, and cooking of potatoes, baked squash, steamed
+squash._
+
+
+SUBJECT-MATTER
+
+_Carbohydrates._--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 production of heat and energy in the body.
+Excess of carbohydrates may be stored in the body as fatty tissue.
+
+_Potatoes._--Potatoes are a cheap source of carbohydrates. They are also
+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, which is an indigestible carbohydrate
+material. Potatoes have only a small amount of cellulose, however, and
+they are comparatively easy of digestion. When dry and mealy, they are
+most digestible. When used for a meal, potatoes should be supplemented
+by some muscle-building food, such as milk, cheese, eggs, fish, or meat.
+
+
+PRELIMINARY PLAN
+
+At some previous period the teacher should have discussed with the
+pupils the use of potatoes and learned from them the different ways in
+which they cook them in their homes. 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.
+
+Each pupil should be asked to bring one or two potatoes for the lesson.
+The best methods of cooking and the means of securing variety should be
+emphasized.
+
+
+RECIPES
+
+_Mashed Potatoes_
+
+  6 potatoes
+  1/4 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-pan in which 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 PRESENCE OF STARCH IN POTATOES
+
+Scrub and pare a potato. Examine a thin cross-section.
+
+Grate the potato. Remove the coarse, shredded portion. Examine.
+
+Examine the liquid and note any sediment.
+
+Heat the liquid and stir until boiling. How has it changed?
+
+Examine the portion of the grater. How has the colour changed? Why?
+
+
+_Baked Squash_
+
+Wipe the shell of the squash, cut it into pieces for serving, remove the
+seeds and stringy portion, place in a dripping-pan, and bake in a slow
+oven for three quarters of an hour (until tender). Serve at once.
+
+
+_Steamed Squash_
+
+Prepare the squash as for baking, put in a steamer over boiling water,
+and cook for 30 minutes or until soft. Then scrape the squash from the
+shell, mash, and season with butter, salt, and pepper.
+
+
+METHOD OF WORK
+
+Discuss the composition and structure of the potato. Read over and
+discuss the recipes that are to be used.
+
+Make assignments of work. After the potatoes have been put on to cook,
+have the class examine a raw potato, following the directions given.[A]
+
+    [A] Squash is another vegetable containing a high
+    percentage of carbohydrate. The recipe for squash can be
+    used at this time or in some other lesson.
+
+If one of the recipes requires the use of the oven, be careful to have
+the potatoes for it prepared first and as quickly as possible. It may be
+necessary to proceed with another class, assigning one pupil to take
+charge of the baking. Special attention should be given to the careful
+serving of the potatoes.
+
+_Home assignment._--Before the next lesson, each pupil should be able to
+report that she has cooked potatoes at home, using the recipes learned
+in class.
+
+
+
+
+LESSON IV: FRUITS AND VEGETABLES
+
+
+_Food value and use of fruits. Reasons and rules for canning. How to can
+and use such vegetables as beets, beans, tomatoes, and carrots, and such
+fruits as figs, grapes, apples, and peaches. The drying of fruits and
+vegetables._
+
+
+SUBJECT-MATTER
+
+Fruits impart palatability and flavour to other foods and exercise a
+favourable influence upon the digestive organs, though their food
+value is low. They contain a high percentage of water and only a small
+percentage of nutrients. Most fruits are eaten raw and are exceedingly
+valuable to the body because of the fresh acids they contain. Cooking
+softens the cellulose of the fruit and, therefore, renders some fruits
+more easy of digestion. The cooking of fruit is of value chiefly for the
+purpose of preservation.
+
+_The drying of fruits._--Fruits are dried so that they may be preserved
+for use. Bacteria and moulds, which cause the decay of fruits, need
+moisture for development and growth. If the moisture is evaporated, the
+fruits will keep almost indefinitely. Fruits and vegetables can be
+easily and inexpensively dried. When dried fruits are to be used for the
+table, they must be washed thoroughly and soaked for several hours, or
+overnight, in water, so as to restore to them as much water as possible.
+They should be cooked, until soft, in the same water in which they are
+soaked.
+
+_Canning and preserving._--Other methods of preservation are desirable,
+in order that vegetables and fruits be made of value for a longer period
+of time than through their ripening season. Canning is one of the
+methods most commonly employed in the home, being both easy and
+satisfactory. Fruit which is to be canned is first sterilized by boiling
+or steaming, in order to destroy all germs and spores. This can be
+adequately accomplished by boiling for twenty minutes, but a shorter
+time is sometimes sufficient. In order to ensure complete success, all
+germs must also be destroyed on the cans and on everything which comes
+in contact with the food. This will be effected by boiling or steaming
+for twenty minutes. The jars, covers, dipper, and funnel should all be
+placed in cold water, heated until the water comes to the
+boiling-point, boiled five 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 it is perfectly air-tight. In order to do this,
+it is necessary to have good covers, with new, pliable rubbers, and to
+see to it that they fit tightly.
+
+When 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 to
+overflowing.
+
+Sugar is not essential to sterilization and is used only to improve the
+flavour. Both fruits and vegetables can be canned without sugar.
+However, fruits canned with a large amount of sugar do not spoil
+readily, for germs develop slowly in a thick syrup.
+
+_Methods of canning._--The simplest method of canning is the
+"Open-kettle Method" employed for small, watery fruits, 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 to a sterilized jar, which is immediately sealed.
+
+Another and safer method, which secures more complete sterilization
+without serious change of flavour in the fruit, is that known as the
+"Cold-pack Method". After being transferred to the cans, the vegetable
+or fruit is subjected to an additional period of heating of considerable
+length, or to three periods of briefer length on three successive days.
+If the three periods of sterilization are used, the process is known as
+the "Intermittent Method".
+
+The Single Process Method is described in the recipe for canned beets.
+The Intermittent Process proves more satisfactory for canned beans.
+
+
+PRELIMINARY PLAN
+
+The teacher should ascertain what fruits and vegetables are most
+abundant and select for canning those that the class can provide.
+
+Each pupil should be asked to bring some vegetable or fruit, some
+granulated sugar, and a jar in which to can her fruit. If the school
+does not possess enough kettles or sauce-pans in which to do the
+cooking, they may be borrowed from the homes.
+
+Only one fruit or one vegetable should be taken up at a time, for the
+preparation necessarily varies slightly, and the different methods will
+prove confusing. It is not necessary to confine the choice of fruits and
+vegetables to those mentioned in the recipes included here. The teacher
+will find it better to base her instruction on the products of the
+particular time 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 to the practical work.
+
+
+RECIPES
+
+_Canned Tomatoes_
+
+(Open-kettle Method)
+
+Scald and peel the tomatoes. Boil gently for 20 minutes. Sterilize the
+jars, covers, and rubbers. Stand the jars on a cloth in a pan of hot
+water or on a board or wooden table. Fill the jars with hot tomatoes,
+being careful to fill to overflowing and to expel all air bubbles from
+the jar. Adjust the rubbers and covers. Seal and allow to cool. Test,
+label, and set away in a cool, dry, dark place.
+
+
+(Cold-pack Method)
+
+Scald in water hot enough to loosen the skins. Plunge quickly in cold
+water and remove the skins. Pack whole or in pieces in the jars. Fill
+the jars with tomatoes only. Add 1 level teaspoonful of salt to each
+quart. Place the rubber and cover in position. Partially seal, but not
+tightly. Place the jars on a rack in a boiler. Pour sufficient warm
+water into the boiler to come half-way up the jars. Place the filled
+jars on the rack so as not to touch one 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 jars from the boiler. Tighten the covers. Invert to cool, and test
+the joints. Wrap the jars in paper to prevent bleaching and store in a
+cool, dry, dark place. This method of cooking is also called "The Hot
+Water Bath".
+
+
+_Canned Grapes_
+
+(Open-kettle Method)
+
+  6 qt. grapes
+  1 qt. sugar
+  1/2 c. 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 back the seeds. Put the water, skins,
+and pulp into the preserving kettle and heat slowly to the
+boiling-point. Skim the fruit and then add the sugar. Boil 15 minutes.
+Put into jars as directed.
+
+Sweet grapes may be canned with less sugar; very sour grapes will
+require more sugar.
+
+
+_Canned Peaches_
+
+Choose firm, solid fruit. Scald long enough to loosen the skins. Peel
+and cut in halves. If clingstone peaches are used, they may be canned
+whole. Pack the fruit into sterilized jars, fill with boiling syrup (1
+c. sugar to 1-1/2 c. water). Then put on the covers loosely and place on
+wooden racks in the boiler. Sterilize in hot water bath for 20 minutes.
+Remove the jars and tighten the covers. Invert to cool, and test the
+joints. Wrap the jars in paper to prevent bleaching; then store.
+
+
+_Canned Beets_
+
+(Single Process)
+
+Wash the beets and boil them until they are nearly tender and the skins
+come off easily. Remove the skins and carefully pack the beets 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 not fasten it down.
+Place the jar on a rack or a folded cloth in a large kettle that can be
+closely covered. Pour enough water into the kettle to reach within two
+inches of the top of the jar, cover the kettle, bring the water to 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 canning beets, if vinegar is added to the
+    water in the proportion of one part vinegar to four parts
+    water, the natural bright colour will be retained.
+
+
+_Canned String Beans and Peas_
+
+(Intermittent Method)
+
+Can on the same day that the vegetables are picked. Blanch in boiling
+water from 2 to 5 minutes. Remove, and plunge into cold water. Pack in
+sterilized jars. Add boiling water to fill the crevices. Add 1 level
+teaspoonful of salt to each quart. Place rubbers and covers in position.
+
+Set the jars on the rack 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 to cool until the
+following day. Do not let the vegetables cool off in the boiler, as this
+results in over-cooking. On the second day, loosen the clamps or unscrew
+the rims, place the jars in warm water, heat again to boiling
+temperature, and boil for an hour; then remove them again. On the third
+day, repeat the hour's boiling, as on the preceding day.
+
+Corn may be canned successfully in the same way.
+
+
+_Dried Corn_
+
+Pick the corn early in the morning. Immediately husk, silk, and cut the
+corn from the cob. Spread in a very thin layer on a board, cover with
+mosquito netting which is kept sufficiently elevated so that it will not
+come in contact with the corn, place in the hot sun, and leave all day.
+Before the dew begins to fall, take it into the house and place in an
+oven that is slightly warm. Leave in the oven overnight and place out in
+the sun again the next day. Repeat this process until absolutely dry.
+
+
+_String Beans_
+
+String beans are hung up to dry and kept for winter use.
+
+
+METHOD OF WORK
+
+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 lesson with a very brief discussion of how to 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 canning on succeeding
+days to members of the class, and hold them responsible for the
+completion of the work.
+
+The drying of some vegetables can be undertaken at school, and carefully
+followed from day to day. It will furnish the pupils with an interesting
+problem.
+
+
+
+
+LESSON V: FATS--VEGETABLES--Continued
+
+_Preparation of white sauce to serve with vegetables. How to boil,
+season, and serve such vegetables as lima or butter beans, string beans,
+onions, cabbage, corn, beets, turnips, or carrots._
+
+
+SUBJECT-MATTER
+
+_Fats._--Butter belongs to the class of food-stuffs known as fats. It
+increases the fuel value of those dishes to which it is added.
+
+Fats supply heat and energy to the body in a concentrated form. For this
+reason they should be used in a limited quantity. Fats undergo several
+changes during the process of digestion, and the excessive use of them
+interferes with the digestion of other foods and throws a large amount
+of work upon the digestive organs. Cooked fats are more difficult of
+digestion than uncooked fats, and other foods cooked with hot fat are
+rendered more difficult to digest.
+
+_Vegetables._--Vegetables should be used when in season, 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 to 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 to change.
+In very young vegetables the cellulose is delicate and, if young
+vegetables do not contain much starch, they may be eaten raw.
+
+When cooked vegetables are served, they are usually seasoned and dressed
+with butter (for one cup of vegetables use 1/2 teaspoonful of salt, 1/8
+teaspoonful of pepper, and 1/2 tablespoonful of fat), or a sauce is
+prepared to serve with them.
+
+
+PRELIMINARY PLAN
+
+It may be well to have a preliminary lesson devoted to simple
+experiments with flour, liquid, and fat, in order to determine the best
+method of combining the ingredients in the white sauce. However, if the
+lesson period is of sufficient length, a few of these experiments may be
+performed in connection with it.
+
+There should be provided for the lesson some vegetable that is improved
+by serving with white sauce, and sufficient milk, butter or other fat,
+flour, and salt for the sauce and the experiments. Discuss with the
+pupils the fat that is used in their homes, in order to know what is
+available.
+
+The recipes should be written on the black-board before the lesson hour.
+
+
+RECIPES
+
+_Stewed Onions_
+
+  1 qt. onions
+  White pepper
+  2 tbsp. butter
+  1/4 tsp. salt
+
+Peel the onions under cold water. Cover with boiling water, add salt,
+and simmer until tender. Drain and serve with one cup of white sauce; or
+omit the sauce and serve seasoned with butter and pepper. Serves six.
+
+
+_Cabbage_
+
+Cut the cabbage into quarters and soak one-half hour in cold salt water
+to draw out any insects. Chop or shred, cover with boiling water, add
+salt, and simmer until tender. Drain, and serve with butter, salt, and
+pepper, or with a sauce.
+
+
+_Carrots_
+
+Scrape the carrots and cut them into large dice or slices. Add boiling
+water and boil until tender (from 30 to 45 minutes). Drain, and season
+with butter, salt, and pepper, or serve with white sauce.
+
+
+_String Beans_
+
+String the beans, if necessary, and cut 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.
+
+
+EXPERIMENTS IN USING STARCH FOR THICKENING
+
+(Any powdered starch may be used)
+
+1. Boil 1/4 cup of water in a small sauce-pan. While boiling, stir into
+it 1/2 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 1/4
+cup of boiling water. Note the result.
+
+3. Mix 1 tsp. of cornstarch with 2 tsp. of sugar and stir into 1/4 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 1/4 cup of boiling water. Note the result.
+
+
+CONCLUSIONS BASED ON THE FOREGOING EXPERIMENTS
+
+1. Starch granules must be separated before being used to thicken a
+liquid:
+
+  (1) By adding a double quantity of cold liquid,
+  (2) By adding a double quantity of sugar,
+  (3) By adding a double quantity of melted fat.
+
+2. The liquid which is being thickened must be constantly stirred, to
+distribute evenly the starch grains until they are cooked.
+
+
+_White Sauce_
+
+  2 tbsp. butter or other fat
+  2 tbsp. flour
+  1 c. milk
+  1/4 tsp. salt
+  1/8 tsp. pepper
+
+(Sufficient for 1 pint vegetables)
+
+Melt the butter, add the flour, and stir over the fire until frothy. Add
+the milk and stir constantly until it thickens. Stir in the seasonings.
+
+    _Note._--Vegetable water may be substituted for part of
+    the milk.
+
+
+METHOD OF WORK
+
+Review the facts on boiling vegetables learned in the previous lesson.
+Let the pupils put water on to boil and prepare a vegetable for cooking.
+If experiments are to be made, they can be performed while the vegetable
+is cooking. If the experiments have been made previously, they can be
+reviewed in discussion at this time. Prepare a white sauce by
+demonstration, using the method which seems most practical. Have the
+vegetables drained, dried, and added to 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 vegetable that we are to cook to-day differ in any marked way
+from those we cooked before? Should we follow the same 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 vegetables can white sauce be used?
+
+_Home assignment._--Each pupil should prepare some vegetable and serve
+it with white sauce, before the next lesson.
+
+
+
+
+LESSON VI: CEREALS
+
+
+_Kinds, composition, care, and general rules for cooking cereals.
+Oatmeal, cracked wheat, corn-meal porridge, rice. Fruits to serve with
+cereals--stewed prunes, stewed apples, or apple sauce._
+
+
+SUBJECT-MATTER
+
+The term "cereals" is applied to the cultivated grasses--rice, wheat,
+corn, rye, oats, and buckwheat. They are widely grown throughout the
+temperate zone and are prepared in various forms for use as food.
+Cereals contain a high percentage of starch and a low percentage of
+water, with varying proportions of mineral matter and fat. In addition
+to the four food-stuffs already studied, cereals contain a small amount
+of another food-stuff known as protein--a muscle-building material. For
+the most part, the cereals contain a large amount of cellulose, which is
+broken up during the process of preparation for market and requires long
+cooking before being ready for use by the body. The digestibility of the
+cereals depends upon the amount of cellulose which they contain and the
+thoroughness of the cooking. Cereals are palatable, and they are
+valuable, because in cooking they can be blended in various ways with
+other substances. They are beneficial also to the body, because their
+cellulose acts mechanically on the digestive organs by stimulating them
+to action. Cereals are made more attractive by serving with fresh or
+cooked fruit.
+
+
+PRELIMINARY PLAN
+
+The cereals should be discussed in a nature study or geography lesson,
+and two or three kinds that are in common use should be brought from
+home by the pupils. If cereals are not generally used as breakfast
+foods, the lesson may be a means of introducing them. Some pupils should
+bring a little milk and sugar, to serve with the cooked cereal. Apples
+or prunes should be brought, to cook and serve with the cereal.
+
+
+RECIPES
+
+_Oatmeal_
+
+  3 c. boiling water
+  3/4 c. oatmeal
+  3/4 tsp. salt
+
+Add the oatmeal slowly to boiling salted water.
+
+Boil for 10 minutes, stirring constantly, then cook slowly, preferably
+over water, at least one and one-half hours longer; the flavour is
+developed by longer cooking. Serves six.
+
+_Cracked Wheat_
+
+Follow the recipe for oatmeal, using 3/4 c. of cracked wheat.
+
+
+_Corn-meal Porridge_
+
+  4 c. boiling water
+  3/4 c. corn-meal
+  1 tsp. salt
+
+Add the corn-meal slowly to boiling salted water.
+
+Boil for 10 minutes, stirring constantly, then cook slowly for three
+hours longer, preferably over water. Serves six to eight.
+
+
+_Boiled Rice_
+
+  3 qt. boiling water
+  1 c. rice
+  2 tsp. salt
+
+Pick the rice over carefully and wash thoroughly. Add it to the boiling
+salted water so gradually that it will not stop boiling. Partly cover
+and cook for 20 minutes, or until the grains are soft; turn into a
+colander, and pour cold water through it, drain, dry, and re-heat in a
+hot oven with door open. Serve hot as a vegetable or as a simple dessert
+with cream and sugar. Serves six to eight.
+
+
+_Stewed Prunes_
+
+  1/2 lb. prunes
+  1 qt. cold water
+
+Wash the prunes in two or three waters; then soak them in cold water for
+several hours. Heat them in the water in which they are soaked and
+simmer until tender (an hour or more). Serves six to eight.
+
+
+_Stewed Apples_
+
+  10 small apples
+  1/2 c. sugar
+  3/4 c. water
+
+Cook the sugar and water together until it boils.
+
+Wash, pare, and cut the apples into quarters; core, and slice the
+quarters lengthwise into 1/4-inch slices; put the apple slices into
+boiling syrup and cook slowly until tender. Remove from the syrup at
+once and let the syrup boil down to thicken.
+
+
+_Apple Sauce_
+
+  10 small apples
+  1/2 c. sugar
+  3/4 c. water
+
+Wipe, quarter, core, and pare sour apples; add the water and cook until
+the apples begin to soften; add the sugar and flavouring, cook until the
+apples are very soft, then press through a strainer and beat well.
+Serves 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
+
+SUBJECT-MATTER
+
+Those foods which build up and repair the muscular tissues of the body
+are called protein foods, muscle builders, or flesh formers. Meat, fish,
+eggs, cheese, milk, cereals, legumes, and nuts are classed as protein
+foods.
+
+Those foods which serve solely as fuel for the body--providing heat and
+energy--are classed under two groups: the carbohydrates (sugar and
+starches), which the body is able to use in relatively large quantities;
+and the fats, which the body cannot use in such large quantities, but
+which yield a large amount of heat and energy. Protein also serves as
+fuel, though tissue building is regarded as its special function. Sugars
+and starches are abundant in fruits and vegetables. Fats are found in
+meats, fish, milk, 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 to the body, is present in large
+quantities in many foods, and is combined with many other foods during
+the processes of cooking.
+
+One or more of the food-stuffs sometimes predominate in a single food.
+For example, rice is almost entirely carbohydrate, and butter is almost
+pure fat. Occasionally, we find a food that contains all the five groups
+of food principles. Milk is an example of such a food, containing all
+five food principles in such proportions as to supply all the
+nourishment which a baby needs during the early months of its life. As
+the child grows older, foods rich in both carbohydrates must be added to
+the diet. Wheat contains all that the body needs for nourishment except
+water, which is easily added in cooking.
+
+  _Protein foods_      _Carbohydrate foods_
+
+  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
+    Lentils            Prepared foods:
+    Peanuts              Bread
+    Nuts                 Crackers
+                         Macaroni
+                         Jellies
+                         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:
+  Chocolate              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 all the food-stuffs. Each meal should contain some protein
+food, some fats or carbohydrates, some mineral matter, and water. All
+five forms of food-stuffs should have a place in the day's diet. The
+greater part of the water which the body needs should be taken between
+meals.
+
+
+METHOD OF WORK
+
+Review the foods discussed in the previous lessons and sum up the
+classification of foods, being sure that the pupils can name common
+examples of each. Discuss simple combinations for the different meals,
+using dishes already prepared in the course and creating an interest in
+other recipes to be prepared in succeeding lessons.
+
+
+BLACK-BOARD SUMMARY
+
+There are five food principles:
+
+1. _Water_--builds and repairs the tissues, regulates the system--
+
+found in all food-stuffs.
+
+2. _Mineral matter_--builds and repairs the tissues, regulates the
+system--
+
+found in vegetables, fruits, cereal, and so on.
+
+3. _Carbohydrates_--give heat and energy to the body--
+
+found in sugar and starches.
+
+4. _Fats_--give heat and energy to the body--
+
+found in cream, nuts, pork, and so on.
+
+5. Protein--builds and repairs the tissues--
+
+found in meat, eggs, cheese, seeds.
+
+Always choose a diet carefully:
+
+1. To give variety.
+
+2. To combine the foods properly, so that they will contain adequate
+proportions of each food-stuff at every meal.
+
+
+
+
+LESSON VIII: THE PLANNING AND SERVING OF MEALS
+
+
+SUBJECT-MATTER
+
+Experience has shown that some foods are more acceptable at one time of
+day than other foods, 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, made up of simple foods that
+are not highly seasoned nor subjected to elaborate methods of cooking. A
+fruit, a cereal, and bread, with, possibly, eggs or meat, are served at
+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 before the meat course, and the salad and
+dessert follow it. 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
+        Sausage or bacon
+        Oatmeal
+        Toast
+
+No. II  Baked apples
+        Eggs in the shell
+        Cracked wheat
+        Corn muffins
+
+No. III Stewed figs or berries
+        Poached eggs
+        Corn-meal porridge
+        Toast
+
+    Note.--Eggs should be omitted from the breakfast menu if
+    they are not cheap and easily obtainable.
+
+_Dinner_
+
+No. I    Pork chops
+         Potatoes
+         Fried apples
+         Mashed turnips
+         Bread
+         Rice pudding
+
+No. II   Beef or mutton stew
+         Biscuits
+         Spinach or turnip tops
+         Cornstarch pudding
+
+No. III  Baked beans
+         Grape sauce
+         Cabbage salad
+         Bread or biscuits
+
+_Supper_
+
+No. I Stewed apricots or other fruit
+      Whole wheat bread
+      Buttermilk or sweet milk
+      Peanut cookies
+
+No. II Omelet
+       Creamed potatoes
+       Bread
+       Fresh fruit
+
+No. III Cream of carrot soup
+        Biscuits
+        Cottage cheese
+        Syrup
+
+The table should always be neatly set, with individual places arranged
+for each one who is to partake of the meal. Each place should be wide
+enough for a plate, with a knife and spoon at the right and a fork at
+the left side. A tumbler should be placed at the point of the knife and
+a napkin at the left of the fork. Everything on the table should be
+perfectly clean, the napkin should be neatly folded, and all the
+articles should be uniformly arranged, in order to give a neat
+appearance to the table. A flower or plant in the centre will add to its
+attractiveness. Salt, pepper, sugar, vinegar, and anything 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 the hot
+dishes should be placed immediately before the family is seated.
+
+
+PRELIMINARY PLAN
+
+If Lesson VI, entitled "Setting and Clearing the Table" as outlined in
+the course on the Care of the Home has been given, this lesson may be
+devoted to what to serve and how to serve it, or it may precede the
+lesson on "Waiting on Table". The manner of serving may be demonstrated
+in the next lesson, in connection with the course on the Care of the
+Home.
+
+Simple equipment for family service will be required, if the form of
+serving 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, four forks, four teaspoons, four napkins, a platter, one serving
+spoon, and one serving fork.
+
+
+METHOD OF WORK
+
+Discuss meal service from the standpoint both of choice and combination
+of foods and of the method of service. Let the class plan a meal, then
+go through the form of serving that meal at table. In the absence of a
+table, the top of a desk may be used. Later in the course, the teacher
+should plan to combine this lesson with one on cooking and have the food
+served. In each cooking lesson, suggestions for serving the food should
+be made, and each dish cooked should be carefully served. Interest in
+this lesson may be increased by allowing the pupils to 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 milk. Value and use of sour milk--cottage
+cheese, curdled milk. Rice or cornstarch pudding (plain, caramel, or
+chocolate)._
+
+
+SUBJECT-MATTER
+
+Milk contains all the food-stuffs which the body requires, except
+starch, and, therefore, is capable of sustaining life for comparatively
+long periods. It is one of the most important protein foods; but it
+contains so small a percentage of carbohydrate (milk sugar) that for the
+adult it must be supplemented with carbohydrate foods. For the baby,
+milk is a perfect food, and it is a valuable adjunct to the diet of all
+children. One quart of milk should be allowed for the diet of each child
+daily, after the twelfth month; and the diet of the adult should be
+supplemented by the use of milk. The greatest care should be exercised
+in protecting milk from dust and dirt, for it is easily contaminated and
+may be the means of carrying disease germs to the body. The changes
+which milk undergoes when souring do not render it harmful. For many
+people buttermilk is more easy of digestion than sweet milk, because of
+the changes produced by souring, as well as the absence of fat. Sour
+milk is of value in cooking, producing a tender bread which can readily
+be made light by the addition of soda--one teaspoonful of soda to one
+pint of sour milk that has curdled.
+
+In the preparation of cheese, the whey is separated from the curds, thus
+extracting most of the water, sugar, and mineral matter, and leaving a
+substance rich in protein and fat. Cheese is of value in cooking, for it
+increases the food value of those foods to which it is added.
+
+
+PRELIMINARY PLAN
+
+The teacher should make inquiries a few days in advance, to be sure that
+one quart of sour milk can be secured, and, when it is brought, she
+should examine it to see that it is in proper condition to make cottage
+cheese. She should arrange to have about one quart of sweet milk and
+such other supplies as are necessary for the pudding, brought by the
+pupils.
+
+An opportunity may be afforded to discuss the use of left-over cereal by
+the preparation of a rice pudding, if the teacher provides some cold
+cooked rice for the lesson. In the absence of cold rice, the cornstarch
+pudding may be prepared.
+
+
+RECIPES
+
+_Cottage Cheese_
+
+Heat sour milk slowly until the whey rises to the top, pour the whey
+off, put the curd in a bag, and let it drip for six hours without
+squeezing. Put the curd into a bowl and break into fine pieces with a
+wooden spoon; season with salt and mix into a paste with a little cream
+or butter. Mould into balls, if desired, and keep in a cold place. (It
+is best when fresh.)
+
+
+_Rice Pudding_
+
+  1/2 c. rice
+  2 c. milk
+  2 eggs
+  1/3 c. sugar
+  1/8 tsp. salt
+  1/2 tsp. vanilla
+
+Scald the milk in a double boiler. Add the prepared rice and cook until
+soft. Beat the egg-yolks, sugar, and salt together until well mixed.
+Stir into the rice and cook for 3 minutes. Remove from the heat and
+serve cold. Serves eight.
+
+
+_Cornstarch Pudding_
+
+  1/4 c. sugar
+  5 tbsp. cornstarch, or 1/2 c. flour
+  1 tsp. vanilla, or other flavouring
+  3 c. milk
+  1 egg
+
+Mix 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 constantly 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 cornstarch pudding, use 1/4 cup of sugar additional
+and two squares of chocolate. Melt the chocolate carefully,
+add the sugar, and add to the cornstarch mixture.
+
+For caramel cornstarch pudding, use 1 cup of brown sugar
+and 1/2 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.
+
+
+METHOD 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 to sweet milk. While the cheese is draining, make assignments of
+work and have the rice or cornstarch pudding made.
+
+In this lesson and in those following emphasize the use of protein
+foods.
+
+Discuss also the food value of skimmed milk and sour milk and the
+purposes for which these may be used in cooking.
+
+Use the cottage cheese and the pudding for the school lunch.
+
+
+
+
+LESSON X: SOUPS
+
+_Cream soups. Cream of carrot, potato, or onion soup, green pea soup.
+Toast, croutons, or crisp crackers to serve with soup._
+
+
+SUBJECT-MATTER
+
+_Cream soups._--The strained pulp of cooked vegetables or legumes, with
+an equal portion of thin white sauce, is the basis for cream soups. The
+liquid for the soup may be all milk, part vegetable water and part milk,
+or all vegetable water.
+
+A binding of flour is used to prevent a separation of the thicker and
+the thinner parts of the soup. This is combined as for white sauce and
+is stirred into the hot liquid just before the soup is to be served. The
+soup should be made in a double boiler and kept in this utensil until it
+is served.
+
+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 it should be pointed out that these soups are an excellent way of
+using the cooking water and any left-over vegetables. From these,
+attractive cream soups may be prepared, and a combination of flavours
+often gives good results.
+
+_Accompaniments._--Crisp crackers, croutons, soup sticks, or bread
+sticks are served with cream soups, and are valuable because they
+necessitate thorough mastication, thus inducing the flow of saliva and
+aiding in the digestion of the starchy ingredients of the soups.
+
+
+PRELIMINARY PLAN
+
+As a basis for the soup, the teacher should secure a vegetable that the
+pupils use in their own homes, and crackers or bread to serve with the
+soup.
+
+If dried peas are used, they should be allowed to soak overnight and be
+put on to cook early in the morning.
+
+It will be well to have 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
+
+_Cream of Carrot Soup_
+
+  1 c. cooked carrots
+  2 c. vegetable water
+  2 c. milk
+  4 tbsp. flour
+  2 tbsp. butter
+  Salt and pepper to taste
+
+Press the vegetables through a sieve or chop finely; put the vegetable
+water on to heat. Mix the flour smoothly with an equal measure of milk
+and thin 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 to taste and serve hot.
+Serves six.
+
+
+_Cream of Potato Soup_
+
+  1 pt. milk or milk and water
+  2 tsp. chopped onions
+  3 potatoes
+  1 tbsp. butter
+  1 tbsp. flour
+  1 tsp. salt
+  1/8 tsp. pepper
+  2 tsp. chopped parsley
+
+Put the milk to heat in a double boiler. Boil the potatoes and onion
+together until soft, then rub the liquid and pulp through a strainer
+into the hot milk. Bind with the flour, add the seasonings, and serve
+hot. Serves four.
+
+
+_Pea Soup_
+
+  1 c. split peas
+  2-1/2 qt. water
+  2 tbsp. chopped onion
+  3 tbsp. butter
+  3 tbsp. flour
+  1-1/2 tsp. salt
+  1/8 tsp. pepper
+  1 pt. milk
+
+Wash the peas and soak them overnight in cold water, drain and rinse
+thoroughly, add 2-1/2 quarts of cold water and the onion, cook slowly
+until soft, rub the liquid and pulp through a strainer, and bind with
+the flour. Add the milk and the seasonings and serve hot. Serves six to
+eight.
+
+
+_Toast_
+
+Cut stale bread into slices one quarter of an inch thick; put on the
+toaster or fork, move gently over the heat until dry, then brown by
+placing near the heat, turning constantly. Bread may be dried in the
+oven before toasting. Hot milk may be poured over dry toast.
+
+
+_Croutons_
+
+Cut stale bread into one-half-inch cubes and brown in the oven.
+
+
+_Crisp Crackers_
+
+Put the crackers into the oven for a few minutes, or split and butter
+thick crackers, and brown in a hot oven; serve with soup.
+
+
+METHOD OF WORK
+
+Devote a few minutes to 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 to each
+pupil to keep her busy, arranging the work so that the soup and its
+accompaniments will be ready for serving at the same time.
+
+
+
+
+LESSON XI: EGGS
+
+_Food value and general rules for cooking eggs. Cooked in shell,
+poached, scrambled, and omelet._
+
+
+SUBJECT-MATTER
+
+Eggs are a very valuable food, because of the large amount of protein
+and fat they 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, eggs are very easily and very
+completely digested. Combined with other foods, they serve as a
+thickening agent (for sauces and soups) and as a means of making batters
+light (popovers and sponge cake). They add flavour and colour and
+increase the nutritive value of other foods.
+
+
+PRELIMINARY PLAN
+
+The lesson on eggs furnishes one of the best opportunities to teach the
+muscle-building foods. If eggs are scarce, it may be well to give this
+lesson at some other time. Each pupil should be asked to bring an egg;
+one or two should bring a little milk; and sufficient bread should be
+provided to toast for the poached eggs. The teacher should not undertake
+to give too many recipes in this lesson, but should try to make the
+pupils familiar with a sufficient variety of ways of using eggs to make
+egg cookery interesting. The necessity of having a moderate temperature
+for the cooking of eggs should be emphasized.
+
+
+RECIPES
+
+_Soft-cooked Eggs_
+
+Put the eggs in boiling water sufficient to cover them, remove from the
+fire, cover, and allow them to stand from 5 to 8 minutes.
+
+
+_Hard-cooked Eggs_
+
+Put the eggs in cold water, heat, and, when the water boils, reduce the
+heat, and let them stand for 20 minutes with water just below the
+boiling-point, then put them into cold water.
+
+
+_Poached Eggs_
+
+Break each egg into a saucer carefully, slip the egg into boiling water,
+decrease the heat, and cook for 5 minutes, or until the white is firm
+and a film has formed over the yolk. Take up with a skimmer, drain, trim
+off the rough edges, and serve on slices of toast. Season.
+
+Poached eggs are attractive when covered with white sauce to which
+chopped parsley has been added.
+
+
+_Baked Eggs_
+
+Line a buttered baking-dish with buttered bread crumbs or with cold
+mashed potatoes. Break the eggs in the dish without separating and add
+one tablespoon of milk or cream for each egg. Season with salt and
+pepper and sprinkle with grated cheese, if desired. Bake in a moderate
+oven until the eggs are set.
+
+
+_Creamed Eggs_
+
+  3 hard-boiled eggs
+  6 slices toast
+  1 c. medium white sauce
+
+Prepare a white sauce. Add hard-boiled eggs cut in halves, sliced, or
+chopped and, when hot, serve on toast.
+
+Or separate the whites and yolks, chop the whites fine, add to the white
+sauce and, when hot, serve on toast and garnish with yolks run through a
+sieve or ricer. Season with salt and pepper. Serves four to six.
+
+
+_Creamy Omelet_
+
+  1 egg
+  1/4 tsp. salt
+  Pepper
+  1/2 tsp. butter
+  1 tbsp. milk
+
+Beat the egg slightly, add the milk and seasonings, put the butter in
+the hot omelet pan and, when melted, turn in the mixture. As it cooks,
+draw the edges toward the centre until the whole is of a creamy
+consistency, brown quickly underneath, fold, and turn on a hot platter.
+Serve at once. Serves one.
+
+
+_Scrambled Eggs_
+
+Double the quantity of milk given for Creamy Omelet and stir all the
+time while cooking.
+
+
+_Foamy Omelet_[A]
+
+  1 egg
+  1/8 tsp. salt
+  1 tbsp. milk or water
+  1/2 tsp. butter
+  Cayenne or white pepper
+
+Beat the yolk of the egg until creamy, add seasoning and milk. Beat the
+white until stiff, but not dry, cut and fold into the yolk carefully.
+Heat an omelet pan, rub the bottom and sides with the butter, and turn
+in the omelet, spreading it evenly on the pan. Cook gently over the heat
+until the omelet is set and evenly browned underneath. Put it into a hot
+oven for a few minutes, to dry slightly on top, fold, and serve
+immediately. Serves one.
+
+
+METHOD OF WORK
+
+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 egg by
+the application of heat. If the pupils are sufficiently experienced, let
+them work together in small groups, first scrambling an egg, then making
+an omelet. Demonstrate the cooking of the omelet before the entire
+class. Serve the egg dishes carefully while hot.
+
+    [A] The omelet recipes 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 by making an omelet of not more than four
+    eggs, as larger omelets are difficult to cook thoroughly
+    and to handle well. A two-egg omelet will serve three
+    people. A four-egg omelet will serve six people.
+
+
+
+
+LESSON XII: SIMPLE DESSERTS--CUSTARDS
+
+
+SUBJECT-MATTER
+
+A custard is a combination of eggs and milk, usually sweetened and
+flavoured, and either steamed, or baked as cup custard, or cooked in a
+double boiler as soft custard. The whole egg may be used or the yolks
+alone. The yolks make a smoother, richer custard.
+
+The eggs must be thoroughly mixed, but not beaten light, the sugar and
+salt added, and the milk scalded and stirred in slowly. The custard must
+be strained through a fine sieve and cooked at a moderate temperature.
+It is desirable to strain a custard, in order to remove the cords and
+pieces of the membrane which inclosed the yolk. The cup custard should
+be strained before cooking, the soft custard may be strained afterwards.
+
+A soft custard is cooked over water and is stirred constantly until
+done. When done, the froth disappears from the surface, the custard is
+thickened 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
+it becomes curdled, put it into a pan of cold water and beat until
+smooth.
+
+A steamed or baked custard is done when it becomes set and when a silver
+knife will come out clean after cutting it.
+
+
+PRELIMINARY PLAN
+
+This lesson will furnish an opportunity for a review of milk and eggs.
+The pupils should arrange to bring the necessary materials from their
+homes.
+
+
+RECIPES
+
+_Steamed Custards_
+
+  1 qt. milk (heated)
+  4 eggs or 8 egg yolks
+  1/2 c. sugar
+  1/4 tsp. salt
+  2 tbsp. caramel or 1/2 tsp. nutmeg
+
+Beat the eggs sufficiently to mix them thoroughly; add the sugar, salt,
+and hot milk slowly.
+
+Strain into cups, flavour with caramel, or sprinkle nutmeg on top, and
+steam until firm over gently boiling water--from 20 to 30 minutes.
+
+
+_Baked Custards_
+
+Prepare as for Steamed Custards, set in a pan of hot water, and bake in
+a slow oven until firm--from 20 to 40 minutes.
+
+
+_Chocolate Custards_
+
+Use the recipe for Steamed Custards, adding 1 ounce of chocolate
+(melted) to the hot milk. Steam or bake as desired.
+
+
+_Soft Custard_
+
+  1 pt. milk (heated)
+  4 egg yolks
+  1/16 tsp. salt
+  1/2 tsp. vanilla extract
+  4 tbsp. sugar
+
+Beat the egg yolks sufficiently to mix them thoroughly, add the sugar,
+salt, and hot milk slowly. Cook over water that is boiling gently. Stir
+constantly until the custard thickens. Strain. Flavour when cool.
+
+For soft Chocolate Custard add 1/2 ounce chocolate (melted) to the hot
+milk. Serves six.
+
+
+_Floating Island_
+
+Use recipe for Soft Custard and, when cold, garnish with a meringue made
+according to the following recipe:
+
+
+_Meringue_
+
+  4 egg whites
+  1/4 c. powdered sugar
+
+Beat the egg whites very light, add powdered sugar, and continue
+beating. Drop in large spoonfuls on the cold custard. Serves eight to
+ten.
+
+
+METHOD OF WORK
+
+It may be possible to teach two or three recipes in this lesson. The
+baked custard may be put into the oven while the soft custard or
+floating island is being made. Serve at the school lunch.
+
+
+
+
+LESSON XIII: BATTERS AND DOUGHS
+
+_Griddle Cakes_
+
+
+SUBJECT-MATTER
+
+_Batters._--Batters are mixtures 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, batter. One measure of liquid is used with two measures of
+flour for a thick, or drop, batter. One measure of liquid is used with
+three measures of flour for a soft, or bread, dough. One measure of
+liquid is used with four measures of flour for a stiff, or pastry,
+dough.
+
+Before mixing a batter, the oven or griddle should be at the proper
+temperature, with the fire well regulated and in good condition. The
+oven should be tested by putting in a piece of white paper or two
+tablespoonfuls of flour, which should brown in three minutes. The pans
+should be prepared by greasing with lard, salt pork, or beef dripping.
+All the materials should be measured and ready before beginning to
+combine the ingredients. When the batter has been mixed and beaten until
+smooth, it should be baked at once.
+
+
+PRELIMINARY PLAN
+
+The teacher will be better prepared to give the lesson on batters if she
+first makes herself familiar with the kinds of breads that are used in
+the homes of the pupils and the methods followed in their preparation.
+The simple, general methods of preparing batters should be taught. The
+teacher should not attempt the preparation of more than one or two
+batters in this lesson.
+
+
+RECIPES
+
+_Sour-milk Griddle Cakes_
+
+  2-1/2 c. flour
+  1/2 tsp. salt
+  1-1/4 tsp. soda
+  1 egg
+  2 c. sour milk
+
+Mix and sift the flour, salt, and soda; add the sour milk and egg well
+beaten. Drop, by spoonfuls, on a greased hot griddle; cook on one side.
+When puffed full of bubbles and cooked on the edges, turn, and cook on
+the other side. Serve with butter and maple syrup.
+
+
+_Sweet-milk Griddle Cakes_
+
+  3 c. flour
+  1-1/2 tbsp. baking-powder
+  1 tsp. salt
+  1/4 c. sugar
+  2 c. milk
+  1 egg
+  2 tbsp. melted butter
+
+Mix and sift the dry ingredients, beat the egg, add the milk, and pour
+on the first mixture. Beat thoroughly and add the butter. Cook the same
+as Sour-milk Griddle Cakes.
+
+
+METHOD OF WORK
+
+Discuss batters briefly. Have all measurements made, the fire regulated,
+the pans prepared, and so on. Demonstrate the mixing and cooking of
+Griddle Cakes. Serve the cakes daintily after they are cooked.
+
+
+
+
+LESSON XIV: BATTERS AND DOUGHS--Continued
+
+_Muffins--Baking-powder Biscuits_
+
+
+SUBJECT-MATTER
+
+_Methods of making batters light._--Batters are made light by beating
+air into them, by adding eggs into which air has been beaten, or by
+entangling gas in the batter. Gas is secured by using soda and sour milk
+in a batter (one teaspoon of soda to one pint of sour milk), or soda
+with molasses (one teaspoon of soda to one cup of molasses), or soda
+with 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 ingredients, then the sour milk or molasses added, the whole
+beaten up quickly, and baked at once.
+
+Baking-powder is a preparation containing soda and cream of tartar, and
+may be used in place of soda if sweet milk is used. Two level
+teaspoonfuls of baking-powder should be used with one cup of flour.
+
+
+PRELIMINARY PLAN
+
+This lesson is a continuation of the lesson on batters. Care should be
+taken not to undertake more than can be done well in the time available.
+
+
+RECIPES
+
+_Graham Muffins_
+
+  1 c. graham flour
+  1 c. flour
+  1/4 c. sugar
+  1 tsp. salt
+  1 c. milk
+  1 egg
+  1 tbsp. melted butter
+  4 tsp. baking-powder
+
+Mix and sift the dry ingredients. Gradually add the milk, the egg
+well-beaten, and the melted butter. Bake in a hot oven in greased gem
+pans for 25 minutes.
+
+
+_Plain Muffins_
+
+  1/4 c. butter
+  1/4 c. sugar
+  1 egg
+  3/4 c. milk
+  2 c. flour
+  3 tsp. baking-powder
+
+Cream the butter, add the sugar and egg well beaten, sift the
+baking-powder with the flour, and add to the first mixture, alternating
+with the milk. Bake in greased gem pans for 25 minutes.
+
+
+_Baking-powder Biscuits_
+
+  2 c. flour
+  4 tsp. baking-powder
+  1 tsp. salt
+  2 tbsp. fat
+  3/4 to 1 c. milk or water
+
+Sift the dry ingredients together, chop the fat into the flour with a
+knife, slowly add sufficient milk to make a dough not too soft to be
+handled. Toss and roll the dough gently on a slightly-floured board and
+cut into small biscuits. Moisten the tops 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 to 15 minutes. Either
+white or whole wheat flour may be used for the biscuits. Serves six to
+eight. Oven test--the oven should be hot enough to colour a piece of
+unglazed white paper to a golden brown in one minute.
+
+
+_Soda Biscuits_
+
+  2 c. flour
+  1/2 tsp. soda (scant)
+  1/2 tsp. salt
+  1 c. sour milk (scant)
+  2 tbsp. shortening (lard or other fat)
+
+Proceed as for Baking-powder Biscuits.
+
+If the sour milk is not thick enough to curdle, it will not contain
+sufficient acid to neutralize the soda, and the biscuits will be yellow
+and bitter. To avoid this, cream of tartar may be mixed with the soda (1
+teaspoonful). If there is no cream of tartar at hand, it will be wise to
+use the recipe for Baking-powder Biscuits.
+
+
+METHOD OF WORK
+
+Have the oven and pans prepared and all the measurements made.
+Demonstrate the mixing of the muffins and, while these are baking, the
+mixing of the biscuits. Have one pupil take charge of the baking of the
+muffins and another of the baking of the biscuits. When the breads are
+done, have the class sit down and serve them to one another, or to all
+the pupils at the school lunch hour.
+
+
+
+
+LESSON XV: MEATS
+
+_Composition and food value. How to make tough cuts of meat palatable.
+Pork chops with fried apples. Beef or mutton stew with vegetables and
+dumplings. Rabbit stew. Bacon._
+
+
+SUBJECT-MATTER
+
+Meats are rich in protein and usually in fats, but are lacking in the
+carbohydrates. They build up the muscular tissue, furnish heat and
+energy, are more stimulating and strengthening than any other food, and
+satisfy hunger for a greater length of time. For the most part, meats
+are a very expensive food. One cannot perform more labour by the use of
+a meat diet than on a diet of vegetable foods. Those who use large
+quantities of meat suffer from many disturbances of the system. Hence it
+should form a very small part of the diet. The cuts of meat that come
+from those portions of the animal's body that are much exercised are
+tough, owing to the development of the connective tissues, but they
+contain a high percentage of nutrition. For the same reason, the meat
+from older animals is apt to be tough. The flesh of chickens, turkeys,
+and other fowls is very nutritious and is easily digested if not too
+fat.
+
+The flavour of meats is developed by cooking. Dry heat develops the best
+flavour, hence the tender cuts are cooked by the processes known as
+broiling and roasting. Tough cuts of meat require long, slow cooking in
+moist heat, hence they are prepared in the form of stews and pot roasts
+or are used in meat soups.
+
+
+PRELIMINARY PLAN
+
+After the teacher has found out what meats are used in the homes or what
+the school can afford to use, she should determine upon a method of
+cooking that will make the meat palatable, digestible, and attractive.
+If it can be prepared as a stew, she should use a recipe in which
+vegetables are also used and, if possible, have dumplings prepared to
+serve with the meat, as a review of the lesson on batters.
+
+
+RECIPES
+
+_Beef or Mutton Stew_
+
+  2 lb. beef or mutton
+  1 qt. water
+  Salt, pepper, flour to dredge
+  1 onion, cut in slices
+  1/2 c. turnip cut in dice
+  3/4 c. carrot cut in dice
+  4 potatoes cut in 1/2-inch slices
+  1 tsp. salt
+  1/4 tsp. pepper
+  1/2 c. flour
+  1/4 c. cold water
+
+Remove the fat and cut the meat into 1-inch pieces. Reserve half of the
+best pieces of meat, put the rest of the meat and the bone into cold
+water, soak for one hour, then heat until it bubbles. Season half the
+raw meat and roll it in the flour, melt the fat in a frying-pan, remove
+the scraps, brown the sliced onion and then the floured meat in the hot
+fat, add both to the stew, and cook for 2 hours at a low temperature. To
+this add the vegetables and cook 1/2 hour; then add the flour and
+seasonings, which have been mixed with one-half cup of cold water, and
+cook for 1/2 hour longer, until the meat and vegetables are tender.
+Remove the bone from the stew and serve. Serves six to eight.
+
+
+_Rabbit_
+
+If beef and mutton are not commonly used and are not readily obtainable,
+but rabbit can be secured, substitute rabbit for beef in the stew. After
+the rabbit has been thoroughly cleaned, cut up in eight pieces (four leg
+and four body pieces), season, and dredge with flour, brown in the fat,
+and proceed as with Beef Stew.
+
+
+_Dumplings_
+
+  2 c. flour
+  4 tsp. baking-powder
+  1/2 tsp. salt
+  2 tbsp. fat (lard or butter)
+  3/4 c. milk or water (about)
+
+Sift the dry ingredients together, cut in the butter, and add the milk
+gradually, to make a soft dough. Roll out on a floured board, cut with a
+biscuit cutter, lay on top of meat in a stew pan (they should not sink
+into the liquid), cover the kettle closely, keep the stew boiling, and
+cook the dumplings for 10 minutes without removing the lid. (Do not put
+the dumplings in to cook until the meat is tender.)
+
+    _Note._--If desired, the rolling may be eliminated and,
+    after mixing, the dough may be dropped by spoonfuls into
+    the stew.
+
+
+_To Cook Bacon_
+
+Place thin slices of bacon from which the rind has been removed in a hot
+frying-pan, and pour off the fat as fast as it melts. Cook until the
+bacon is crisp and brown, turning frequently. 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.
+
+
+_Pork Chops_
+
+Wipe the chops with a damp cloth, and place in a hot frying-pan. Turn
+frequently at first and cook slowly until well browned on each side.
+Sprinkle with salt and pepper.
+
+
+_Fried Apples_
+
+Wash and core the apples and slice to the centre. Roll in flour if very
+juicy.
+
+After the chops have been removed from the pan, lay the apples in and
+cook till tender. Serve around the chops.
+
+
+METHOD OF WORK
+
+If the meat is to 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 morning session or a portion of the morning or
+noon recess may be sufficient time to put the meat on to cook and to
+prepare the vegetables. When the second class period is called, the
+vegetables should be added to the partially cooked meat and the
+dumplings should be made. It would be well to serve the completed dish
+at the lunch period. There should be as much discussion regarding the
+kinds of meat, their food value, and the methods of cooking as time
+permits; but it may be necessary to complete this discussion at some
+other class period.
+
+Should it be possible for the teacher to give additional lessons on
+meat, it might be well to devote one lesson to the preparation and
+cooking of poultry, directions for which may be secured from any
+reliable cook-book.
+
+
+
+
+LESSON XVI: BAKED PORK AND BEANS--BAKING-POWDER BISCUITS
+
+
+SUBJECT-MATTER
+
+Peas, beans, and lentils which are dried for market contain a high
+percentage of protein, 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 not desirable for invalids, but they
+are satisfactory for those who are well and active. The dried legumes
+must be soaked overnight in water and then cooked for a long time, in
+order to soften the cellulose and develop the flavour.
+
+
+PRELIMINARY PLAN
+
+It will be necessary to plan this lesson several days in advance, if the
+beans are to be baked. As they will be prepared and put on to bake
+before the lesson period, the Baking-powder Biscuits may be made during
+the lesson, to serve with them.
+
+
+RECIPE
+
+_Boston Baked Beans_
+
+  1 qt. navy beans
+  1 tbsp. salt
+  1/2 tbsp. mustard
+  3 tbsp. sugar
+  2 tbsp. molasses
+  1 c. boiling water
+  1/2 lb. fat salt pork
+  Boiling water to cover
+
+Look over the beans and soak them in cold water overnight.
+
+In the morning drain, cover with fresh water, and simmer them until the
+skins will burst, but do not let the beans 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 across the top in
+strips just through the rind, and bury the pork in beans, leaving the
+rind exposed.
+
+Add one cup of boiling water to seasonings and pour over the beans.
+Cover with boiling water. Bake slowly, adding more water as necessary.
+Bake from 6 to 8 hours, uncover at the last, so that the water will
+evaporate and the beans brown on top. Serves twelve.
+
+
+METHOD OF WORK
+
+Have the beans washed and put to soak the night before the lesson is to
+be given. Assign to one of the pupils the task of putting them on to
+simmer early the next morning. Call the class together for a few moments
+when the beans are ready to bake. Assign one of the pupils to attend to
+the fire and the oven. Let the beans bake all day. If the lesson is to
+be given late in the afternoon, the beans may be ready to serve, or the
+cooking may be continued on the second day and the lesson completed
+then. It would be well to serve the dish at the lunch period. Have the
+biscuits prepared to serve with the baked beans.
+
+
+
+
+LESSON XVII: BUTTER CAKES--PLAIN YELLOW CAKE--COCOA--COFFEE--TEA
+
+
+SUBJECT-MATTER
+
+_Cakes._--Cakes made with fat resemble other batters, except 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. Grease them or line them
+with greased paper. Make sure that the oven is at the proper
+temperature. For a small cake, the oven should be hot enough to brown a
+piece of unglazed paper or a tablespoonful of flour in three minutes.
+Bake a small cake from twenty to thirty minutes. When done, the cake
+will shrink from the sides of the pan; the crust will spring back when
+touched with the finger; the loud ticking sound will cease; a fine
+knitting-needle will come out clean if the cake is pierced; and the
+crust will be nicely browned. When the cake is removed from the oven,
+let it stand in the pan for about three minutes, then loosen, and turn
+out gently. Do not handle while hot. Keep in a clean, ventilated tin box
+in a cool, dry place.
+
+_Cocoa._--Chocolate and cocoa are prepared from the bean of a tropical
+tree. This bean is rich in protein, fat, carbohydrate, mineral matter,
+and a stimulant called theobromine. In the preparation of chocolate the
+seeds are cleaned, milled, and crushed into a paste. In the preparation
+of cocoa much of the fat is removed, and the cocoa is packed for market
+in the form of a fine powder. Cocoa is more easily digested than
+chocolate, because it contains less fat. Though the amount of cocoa used
+in a cup of this beverage is not large, when prepared with milk it
+serves as a nutritious food. It is slightly stimulating as well, because
+of the theobromine present and because it is served hot.
+
+_Coffee and Tea._--Coffee 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 to those
+troubled with indigestion. If carelessly prepared, both coffee and tea
+may be decidedly harmful to the body. Coffee should not be boiled for
+more than eight minutes. Tea should never be permitted to 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 used.
+
+
+PRELIMINARY PLAN
+
+It may be wise to give this lesson on some special occasion, as it is
+well adapted to serve for the refreshments for a mother's club or a
+little class party.
+
+
+RECIPES
+
+_Plain Yellow Cake_
+
+  1/2 c. butter
+  1 c. sugar
+  2 eggs
+  1/2 c. milk
+  2 tsp. baking-powder
+  1-1/2 c. flour
+  1 tsp. spice or 1-1/2 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 the 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 chocolate cake, 2 ounces of melted chocolate may be added after the
+yolks of the eggs. Serves sixteen to twenty.
+
+
+_Gingerbread_
+
+  1/4 c. butter
+  1/2 c. brown sugar
+  1 egg
+  1/2 c. molasses
+  1/2 c. milk (sour if possible)
+  1/2 tsp. soda
+  1-3/4 c. flour
+  1 tsp. ginger
+  1/2 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 minutes. Serves eight to ten.
+
+
+_Cocoa_
+
+  1/4 c. cocoa
+  1/4 c. sugar
+  1 c. water
+  3 c. milk
+
+Mix the cocoa and sugar with the water and boil from 3 to 5 minutes.
+Stir into the hot milk and serve at once. If a scum forms, beat with a
+Dover egg-beater. Serves eight to ten.
+
+
+_Tea_
+
+  1 tsp. green or 2 tsp. black tea
+  2 c. boiling water (freshly boiling)
+
+Scald the tea-pot, put the tea in the tea-pot, and pour boiling water
+over it; steep 3 minutes, strain, and serve. Serves four.
+
+
+_Coffee_
+
+Take two tablespoonfuls of ground coffee for each cup of boiling water
+that is to be 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 tablespoonful 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 of egg white and shell is mixed with the coffee grounds and
+cold water, it will aid in clarifying and settling the coffee.
+
+    _Note._--The recipes for coffee and tea are given, so that
+    the teacher can discuss their preparation with the pupils
+    and compare their value with that of cocoa. If coffee and
+    tea are both commonly used in the homes, it may be well to
+    have the pupils prepare both in the class, to be sure that
+    they understand how to make them properly.
+
+
+METHOD OF WORK
+
+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 it is
+baking, prepare the cocoa. If the cocoa is not to be served for some
+time, it can be kept hot or re-heated over hot water.
+
+
+
+
+LESSON XVIII: YEAST BREAD
+
+
+SUBJECT-MATTER
+
+Yeast bread is made light by the presence of a gas produced 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 starchy materials
+such as are present in wheat. 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 the lightness of the
+bread depends. If the yeast is allowed to work for too long a time or
+the temperature is very hot, a souring of the dough may result. This
+souring can be prevented by kneading the dough thoroughly, as soon as it
+has risen well or doubled in bulk, or by putting it in a very hot oven
+to bake, when it has reached this stage. The yeast plant thrives in a
+heat of about the same temperature as our bodies. A little extra heat
+will only make it more active, but boiling temperature will kill it.
+Cold makes yeast inactive, though it does not kill the plants.
+
+Yeast develops in a natural state on hops and other plants. It is
+prepared for market in the form of dry or moist cakes. The latter must
+be kept very cold. For home use, a liquid yeast is often prepared from
+the dry cakes. This has the advantage of being more active.
+
+When the yeast has been added to a batter, it is spoken of as a sponge.
+When the batter has had enough flour added, so that it may be handled,
+it is called a dough. If the bread is to be made in a few hours, the
+yeast is made up at once into a dough. If it is to stand overnight, a
+sponge is often made first. More yeast is required for quick rising. In
+ordinary circumstances, one yeast cake is sufficient for one quart of
+liquid. Thorough kneading and baking are both essential to the success
+of the bread.
+
+
+PRELIMINARY PLAN
+
+Arrange to have the class meet the afternoon before, in order to begin
+the process by making the sponge, and to come early in the morning to
+care for the dough. Begin the study of flour, yeast, and bread in a
+previous class period, correlating the work with geography, nature
+study, or some other subject. Either white or whole-wheat flour may be
+used for the breads.
+
+
+RECIPES
+
+_Bread_
+
+(Prepared with dry yeast)
+
+  1 dry yeast cake
+  1 c. warm water
+  1 c. flour
+  1 qt. water or milk (scalded)
+  Flour enough to make a soft dough
+  2 tsp. salt
+  2 tbsp. sugar
+  2 tbsp. lard or butter
+
+At noon put a dry yeast cake to soak in a cup of warm water. When it is
+soft, add a cup of flour, cover, and put in a warm place to grow light.
+This will require several hours.
+
+In the evening, when ready to begin the dough, mix the salt, sugar, fat,
+and hot liquid in a large bowl; when lukewarm, add the cup of light
+yeast and enough flour to knead (about three quarts). Mix thoroughly and
+knead it into a smooth dough, and continue this process until it is soft
+and elastic. Return the dough to 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
+rolls; put into pans for baking; cover, and let it rise until double in
+bulk. Bake large loaves from 50 to 60 minutes. Rolls will bake in from
+25 to 35 minutes, for they require a hotter oven. It is of the utmost
+importance that all yeast breads be thoroughly cooked. (Makes 4 loaves.)
+
+(Time required for making bread with dry yeast, from 16 to 20 hours.)
+
+
+_Bread_
+
+(Prepared with compressed yeast)
+
+  2 c. milk or water (scalded)
+  2 tsp. salt
+  2 tsp. sugar
+  1 tbsp. lard or butter
+  1/4 cake compressed yeast (1 cake if set in morning)
+  1/4 c. water (lukewarm)
+  Flour, white or whole wheat
+
+Put the hot water or milk, salt, sugar, and fat in a bowl; when
+lukewarm, and the yeast softened in the lukewarm water, then the flour
+gradually and, when stiff enough to handle, turn the dough out on a
+floured board and knead until soft and elastic (20 minutes). Return the
+dough to the bowl, moisten, cover, and let it rise in a warm place until
+double in bulk; then knead slightly, divide into loaves or shape into
+rolls, cover, and let rise in the pan in which they are to be baked
+until double in bulk, and bake from 50 to 60 minutes. (Makes 2 loaves.)
+
+(Time required for making bread, if one cake of compressed yeast is
+used, 6 hours.)
+
+
+METHOD OF WORK
+
+If the class is large, prepare two or three bowls of sponge, so that all
+can have some practice in stirring and kneading. Do not make too large a
+quantity of bread to bake in the oven, unless arrangements can be made
+to do some of the baking at the home of one of the pupils. Use the bread
+for the school lunch or divide it among the class to take home.
+
+Plan a bread contest, so that each pupil will be interested in making
+bread at home.
+
+
+
+
+LESSON XIX: SERVING A SIMPLE DINNER WITHOUT MEAT--BAKED OMELET--MACARONI
+AND CHEESE
+
+
+PRELIMINARY PLAN AND METHOD OF WORK
+
+At some previous time the teacher should discuss with the pupils the
+plans for the dinner. It may be well to let them invite the members of
+the school board or others interested in their work to partake of the
+dinner. They should decide on the menu, with the help and suggestions of
+the teacher, and should choose foods that they can bring from their
+homes. The main course should consist of such a vegetable dish as baked
+beans, an omelet, or macaroni with white sauce and grated cheese. To
+accompany this there should be potatoes and a fresh green vegetable,
+such as spinach or cabbage, and a hot bread.
+
+A simple dessert which the pupils know how to make should be chosen. One
+duty should be assigned to each pupil, and she should be entirely
+responsible for that portion of the dinner. The teacher should supervise
+all the work carefully.
+
+Instructions for making the menu cards may be given in a drawing lesson.
+
+
+RECIPES
+
+_Baked Omelet_
+
+  2 tbsp. butter
+  2 tbsp. flour
+  1/2 tsp. salt
+  1 c. milk, heated
+  4 eggs
+  2 tsp. fat
+  Pepper
+
+Melt the butter, add the flour and seasonings, mix thoroughly, then add
+the hot milk slowly. Separate the eggs, beat the yolks, and add the
+white sauce to them. Beat the whites until stiff and cut and fold them
+carefully into the yolk mixture, so that the lightness is all retained.
+Turn into a greased baking-dish and bake in a moderate oven from 20 to
+30 minutes. Serve hot. Serves six.
+
+
+_Macaroni and Cheese_
+
+  1 c. macaroni, noodles, or rice
+  2 tbsp. fat
+  3 tbsp. flour
+  1/2 tsp. salt
+  Pepper
+  1-1/2 c. milk
+  1 c. grated cheese
+  2 c. buttered bread crumbs (two tbsp. butter or other fat)
+
+Break the macaroni into 1-inch pieces and cook it in a large amount of
+salted boiling water from 30 to 45 minutes. Drain it well when tender
+and pour cold water through it.
+
+Break up the bread crumbs and add two tablespoonfuls of melted butter to
+them. 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 brown the crumbs. Serves eight.
+
+
+
+
+LESSON XX: SUGAR
+
+_Food value and cooking. The use of peanuts in candy. Peanut cookies, or
+peanut, molasses, or fudge candies, to be made for a special
+entertainment._
+
+
+SUBJECT-MATTER
+
+Sugar is valuable to the body as a source of heat and energy. While it
+is easy of digestion, it is very irritating to the body if taken in
+large quantities and, on this account, it should be taken in small
+quantities and preferably at meal time or with other food. Two or three
+pieces of candy taken at the end of the meal will not be hurtful, but
+when eaten habitually between meals, it is sure to produce harmful
+effects.
+
+Sugar is present in many fruits and in most vegetables. Milk contains a
+large percentage of sugar. In preparing foods to which the addition of
+sugar seems desirable, care should be taken not to add it in large
+quantities.
+
+
+PRELIMINARY PLAN
+
+As it is desirable to have a discussion regarding sugar and its value to
+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 most to the pupils.
+The work should be so planned that they will learn something of the
+principles of sugar cookery, as well as the specific recipes they are
+using.
+
+
+RECIPES
+
+_Cookies_
+
+  1 c. fat
+  1 c. sugar
+  2 eggs
+  1/4 c. milk
+  3 c. flour
+  3 tsp. baking-powder
+  1 tbsp. cinnamon
+  1/2 c. sugar
+
+Cream the butter and add the 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 soft dough, adding more milk if necessary.
+Roll lightly, cut in shapes, and dip in the one-half cup of sugar and
+cinnamon that have been sifted together. Place on buttered sheets and
+bake in a hot oven for about 10 minutes. Slip from the pan and lay on
+the cake cooler. To make a softer cookie, use only one-half cup of
+butter. (Three to four dozen.)
+
+
+_Peanut Cookies_
+
+  2 tbsp. butter
+  1/4 c. sugar
+  1 egg
+  1 tsp. baking-powder
+  1/8 tsp. salt
+  1/2 c. flour
+  2 tsp. milk
+  1/2 c. finely chopped peanuts
+  1/2 tsp. lemon juice
+  2 doz. whole peanuts shelled
+
+Cream the butter and add the sugar and the egg well beaten. Add the milk
+and sifted dry ingredients, alternately, to the first mixture, then the
+peanuts and lemon juice. Drop from a teaspoon on a baking sheet an inch
+apart and place 1/2 peanut on top of each. Bake from 12 to 15 minutes in
+a moderate oven. (Two and a half to three dozen.)
+
+
+_Peanut Brittle_
+
+  1 c. sugar
+  1 c. peanuts in the shell
+
+Stir the sugar over the heat, constantly, until it becomes a clear
+liquid. Take at once from the heat, add the prepared peanuts, and pour
+on a warm, buttered tin. Mark in squares and cool. Serves ten.
+
+
+_Molasses Candy_
+
+  2 c. molasses
+  2/3 c. sugar
+  1 tbsp. vinegar
+  1/4 tsp. soda
+  2 tbsp. butter
+
+Put the molasses, sugar, and butter into a thick sauce-pan or kettle and
+stir until the sugar is dissolved. Boil until the mixture becomes
+brittle when tried in cold water. Stir constantly at the last to prevent
+burning. Add vinegar and soda just before removing from the fire. Pour
+into a well-greased pan and let it stand until cool enough to handle.
+Then pull until light and porous and cut in small pieces with scissors,
+arranging on buttered plates. Serves sixteen to twenty.
+
+
+_Fudge_
+
+  2 c. sugar
+  1 c. milk
+  1 tbsp. butter
+  1/2 c. nuts, broken up
+
+Put the sugar and the milk in a sauce-pan and stir over the heat until
+the sugar is dissolved. Add the butter and boil to the "soft ball"
+stage. Take from the heat and beat until creamy. Add the nuts and pour
+on buttered pans. When cool, cut in squares. Serves sixteen to eighteen.
+
+
+METHOD OF WORK
+
+Devote, if possible, a separate period to the discussion of the food
+value and cooking of sugar; then assign two recipes for the practical
+work, allowing the pupils to work in groups. Assign only as much work as
+can be carefully supervised. Do not undertake both the cookies and the
+candy.
+
+
+
+
+TWENTY LESSONS IN SEWING
+
+
+SUGGESTIONS TO THE TEACHER
+
+The teacher should be familiar with the conditions in which the pupils
+live, should know how much money they can afford to pay for materials,
+what materials are available, what previous experience in hand work they
+have had, whether they can afford to have sewing-machines in their own
+homes, and to what extent they make their own clothes or buy them
+ready-made.
+
+The lessons should be planned to furnish hand training, to give pupils
+practical instruction in the care of their own clothes, and to provide
+an opportunity for preparing the apron for the cooking lessons. The
+lesson course should tend to develop habits of thrift, industry, and
+neatness. The pupils should be encouraged to learn to sew, both to
+improve their own home conditions and to give them suggestions as to a
+possible means of livelihood. If sewing-machines are available and are
+in use in the homes, it is well to have lessons given in machine sewing
+and to have the long seams run by machine. If the pupils cannot have
+sewing-machines in their own homes, the lessons given should be limited
+to sewing by hand. In some schools, it may be necessary to simplify the
+lessons; in others, an increased number of articles may be prepared in
+the time allotted. Should the apron and cap not be needed for the
+cooking class, an undergarment (corset cover) may well be
+substituted.[A]
+
+    [A] Should the teacher feel that an apron or corset-cover
+    is too large a piece for her pupils to undertake, and
+    should she desire to have more time spent on the first ten
+    lessons. Lessons XI to XVIII may be omitted, two periods
+    each devoted to both Lessons XIX and XX, and three lessons
+    used for the making of a simple needle-book or other small
+    piece.
+
+For each lesson the teacher should have in mind a definite plan of
+procedure. The lesson should be opened with a brief and concrete class
+discussion of the new work that is to be taken up or the special stage
+that has been reached in work that is already under way. Though
+individual instruction is necessary, it should not take the place of
+this general presentation of the subject-matter, which economizes time
+and develops the real thought content of the work. Whenever possible,
+the teacher should endeavour to correlate this work with the other
+subjects on the curriculum.
+
+New stitches may be demonstrated on large pieces of scrim, with long
+darning-needles and coarse red or black yarn. The scrim should be pinned
+to the black-board with thumb tacks, and the stitches made large enough
+for all to see without difficulty. A variety of completed articles
+should be kept on hand, in order to show additional application of
+points brought out in the lesson. Each class may be given the privilege
+of preparing one article to add to this collection, and a spirit of
+class pride and valuable team work may be thereby developed.
+
+During the lesson, posture, neatness, and order should be emphasized.
+Application can be secured by making the problems of interest. Care must
+be taken that none of the work demands unnecessary eye strain. Each
+lesson should be closed in time to have one of the members of the class
+give a brief summary of the steps that have been covered.
+
+Since the class period for sewing in the rural school will necessarily
+be brief, the pupils should be encouraged to continue their work at some
+other period. However, no work outside of the class period should be
+permitted until the pupil has mastered the stitch and can be trusted to
+do the work in the right way. The privilege of sewing may be made the
+reward for lessons quickly learned, home practice may be assigned, or
+the class may meet out of school hours. All outside practice must be
+carefully supervised, the pupil bringing her work to the teacher for
+frequent inspection.
+
+If it is possible to keep on hand a permanent equipment for sewing, the
+following should be provided for a class of twelve:
+
+                              Approximate cost
+  Scissors, 1 dozen                      $3.00
+  Thimbles, 1 dozen                        .50
+  Tape-measures, 1 dozen                   .60
+  Emery, 1 dozen                           .50
+  Boxes for work, 1 dozen                 1.00
+                                        ------
+                                         $5.60
+
+    _Note._--Shoe or candy boxes may be used, but an effort
+    should be made to have them uniform.
+
+The teacher who is to give lessons in sewing should secure a helpful
+elementary text-book or some bulletin that deals with the teaching of
+sewing.
+
+
+REFERENCE BOOKS.
+
+_School Sewing, Based on Home Problems._ Burton, I. R.
+   and M. G. Vocational Supply Co., Indianapolis           $1.00
+
+_Handbook of Elementary Sewing._ Flagg, E. P. Little,
+   Brown & Co., Boston. (McClelland, Goodchild &
+   Stewart, Toronto)                                         .50
+
+_Constructive Sewing, Book I._ (paper) Industrial Book &
+   Equipment Co., Indianapolis                               .60
+
+_School Needlework._ Hapgood, O. C. Ginn & Co., Boston       .50
+
+_Clothing and Health._ Kinne, H., and Cooley,
+   A. M. Macmillan's, Toronto                                .65
+
+_Handicraft for Girls._ McGlauflin, I. Manual Arts Press,
+   Peoria. Ill.                                             1.00
+
+_Home and School Sewing._ Patton, F. Newson & Co.,
+   New York                                                  .60
+
+_A Sewing Course._ Woolman, M. S. Frederick A. Fernald,
+   Washington                                               1.50
+
+_Sewing._ Department of Education of Ontario                 .20
+
+
+
+
+LESSON I: PREPARATION FOR SEWING
+
+_Preparation and use of working equipment: Needles, pins, thread,
+tape-measure, thimble, scissors, box for work. Talk on cleanliness and
+neatness (care of hands, etc.). Discussion of hemming. Hems folded on
+sheets of paper._
+
+
+SUBJECT-MATTER
+
+A hem is made by twice turning over the edge of a piece of cloth toward
+the worker, and then sewing it down. It is used to finish a narrow edge.
+In turning a narrow hem the first fold must not be so deep as the
+second, in order that the hem may lie smoothly. If the hem is a wide
+one, the first fold can be much narrower than the second.
+
+
+PRELIMINARY PLAN
+
+The teacher should have interested the pupils in the sewing lessons
+before the first meeting of the class, and each pupil should be asked to
+bring with her the box in which to keep her materials and such other
+equipment as is required. If the school is to furnish the equipment, the
+teacher should be sure that there is an adequate supply on hand.
+
+It will probably be necessary to have the towels to be used in the
+cooking 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 to allow them to do so. Flour or meal sacks
+will answer. It may be well to have each pupil hem a towel for home use,
+as well as for school use, in order to impress upon her the desirability
+of having hemmed dish-towels for daily use. The towels may be planned
+during this lesson, and the pupils may arrange to bring the material
+from home, if they are to provide it; but it will be well for the
+teacher to have on hand material for one or two towels. Plain paper will
+answer for the practice folding of the hem in the first lesson.
+
+
+METHOD OF WORK
+
+The teacher should devote a few minutes to a talk on cleanliness,
+emphasizing its importance, and the necessity for exercising care in
+handling the sewing materials. This should be followed by a discussion
+regarding the care of the hands and the condition in which they should
+be for the sewing lesson. Each pupil should inspect her own hands and
+show them to the teacher.
+
+[Illustration: _Fig._ 2.--Gauge]
+
+When all the pupils have their hands in a proper condition for sewing,
+the teacher should look over their supplies with them, give them
+suggestions as to how they are to keep these, and let them arrange their
+boxes.
+
+Next, she should tell them what their first work is to be, show them the
+material for the towels, and discuss with them the best method of
+finishing the ends. (See Lesson II.)
+
+Before turning the hem, the pupils should make a gauge from heavy paper,
+notched to indicate the depth of the hem. A few minutes should be
+devoted to practice in measuring and turning a hem of the desired depth
+on a sheet of paper. This should give practice in the double turning
+necessary--first, the narrow turn to dispose of the cut edge; second,
+the fold to finish the edge.
+
+When the lesson is finished, the boxes should be put away in systematic
+order, and all scraps should be carefully picked up from the desks and
+the floor.
+
+
+
+
+LESSON II: HEMMING TOWELS
+
+_Turning and basting hems. Hemming towels of crash, sacking, or other
+material, for use in washing and drying dishes at home or in school._
+
+[Illustration: _Fig._ 3.--Even basting]
+
+
+SUBJECT-MATTER
+
+Basting is used to hold two pieces of material together until a
+permanent stitch can be put in. It is done by taking long stitches
+(one-fourth inch) from right to left and parallel to the edges that are
+to be basted together. In starting, the thread is fastened with a knot;
+when completed, it is fastened by taking two or three stitches one over
+the other.
+
+
+PRELIMINARY PLAN
+
+The teacher should have the necessary materials on hand or should see
+that they are supplied by the pupils. The articles needed will include
+material for the towels, white thread for basting and hemming, and
+gauges for measuring.
+
+The teacher should also have a large square of unbleached cotton or
+canvas, 18 by 18 inches, and a large darning-needle and coloured worsted
+thread, to use for demonstration purposes. The canvas should be fastened
+to the black-board, where the class can see it easily.
+
+
+METHOD OF WORK
+
+As soon as the class is called, the supplies are at hand, and the hands
+are in a proper condition, the teacher should demonstrate the
+basting-stitch, with a large needle and thread, on the square of canvas
+that has been fastened on the wall. Materials for work should be passed.
+Each pupil should straighten the ends of her towel by drawing a thread.
+Then she should turn and baste a hem three eighths of an inch in depth.
+
+At the close of the lesson, the pupils should fold their work carefully
+and put it neatly in their boxes.
+
+
+
+
+LESSON III: HEMMING TOWELS--Continued
+
+_The overhanding stitch and the hemming stitch._
+
+
+SUBJECT-MATTER
+
+_Overhanding_ (also called overseaming or top sewing).--The edges to be
+overhanded are held between the first finger and the thumb of the left
+hand, with the edge parallel to the first finger. The needle is inserted
+just below and perpendicular to the edge. The needle is pointed straight
+toward the worker. The stitches proceed 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 not be deep. It may be desirable to use
+this overhanding stitch at the ends of hems, to hold the edges of the
+material together. The overhanding stitch is also used for seams, for
+patching, and for sewing on lace.
+
+[Illustration: _Fig._ 4.--Overhanding]
+
+The overhanding of narrow hems is not always necessary, but the ends may
+be made stronger thereby, and the stitch is a valuable one for the
+pupils to know.
+
+[Illustration: _Fig._ 5.--Hemming]
+
+_Hemming._--The hemming-stitch 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. It is 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 the inside fold of the material. The needle is
+pointed over 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 necessary. Uniformity of slant,
+size, and spacing of the stitches is important.
+
+
+PRELIMINARY PLAN
+
+Before this lesson is given, all the pupils should report to the
+teacher, having both ends of their towels basted, so that they will all
+be ready to proceed at once with the new stitches.
+
+
+METHOD OF WORK
+
+The teacher should begin by demonstrating on the large square of canvas
+with the large needle and heavy thread the stitches to be used. After
+overhanding the end of the hem, the hemming-stitch should follow with
+the same thread. The pupils will probably not be able to finish the
+hemming in this first lesson, so provision should be made for additional
+time. This can be required as an outside assignment, if the pupils have
+mastered the method during the class period. The teacher may also be
+able to give them some supervision while she is looking after other
+classes.
+
+
+
+
+LESSON IV: BAGS
+
+_A school bag. Bag (made of material obtainable) to hold sewing
+materials. Measuring and straightening the material for the bag. Basting
+the seams._
+
+
+SUBJECT-MATTER
+
+The basting-stitch will be used as a review of work in the second
+lesson.
+
+
+PRELIMINARY PLAN
+
+Some time before the lesson, the teacher should discuss with the pupils
+the kind of material they will be able to provide for their bags and, if
+the material has to be purchased, she should suggest something that is
+suitable, washable, and inexpensive. The bag should cost only a few
+cents. The dimensions of the finished bag should be about 12 by 18
+inches.
+
+
+METHOD OF WORK
+
+The pupils should get out the materials they have brought 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 to use their material
+to the best advantage. It should be straightened, pulled in place, and
+measured carefully. When the bags have been cut out, the sides should be
+basted.
+
+
+
+
+LESSON V: BAGS--Continued
+
+_Sewing up the seams with a running-stitch and a back-stitch._
+
+
+SUBJECT-MATTER
+
+Running is done by passing the needle in and out of the material at
+regular intervals. 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 determined 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 alternately. The
+back-stitch is a stitch taken backward on the upper side of the cloth,
+the needle being put back each time into the end of the last stitch and
+brought out the same distance beyond the last stitch.
+
+
+PRELIMINARY PLAN
+
+The teacher should be sure that all the pupils are ready to report,
+having the sides of their bags basted ready for stitching.
+
+
+METHOD OF WORK
+
+The teacher should first demonstrate the running-stitch with the
+back-stitch, and the pupils should begin to sew the sides of the bag,
+using this stitch. They should commence sewing three quarters of an inch
+from the top of the bag, so that there will be a space left for slits in
+the hem through which to run the cord.[A] The seams will doubtless have
+to be finished outside of the class hour, and may be assigned for
+completion before the next lesson.
+
+[Illustration: _Fig._ 6.--Running-stitch with a back-stitch]
+
+    [A] The draw-string, or cord, is to be run through the hem
+    from the inside of the bag, and it will be necessary to
+    leave three quarters of an inch of space at the ends of
+    the seams, to provide slits as outlets for the cord.
+
+
+
+
+LESSON VI: BAGS--Continued
+
+_Overcasting the seams and turning the hem at the top of the bag._
+
+
+SUBJECT-MATTER
+
+Overcasting is done by taking loose stitches over the raw edge of the
+cloth, to keep it from ravelling or fraying.
+
+
+PRELIMINARY PLAN
+
+The teacher should be sure that all the pupils are ready to report,
+having the sides of their bags neatly sewed with the running-stitch.
+
+[Illustration: _Fig._ 7.--Overcasting]
+
+
+METHOD OF WORK
+
+The teacher should demonstrate the method of overcasting and explain its
+use. She should have the pupils trim the edges of their seams neatly and
+overcast them carefully. After the seams have been overcast, she should
+discuss the depth of the hem that the pupils expect to use 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 admit of a heading at the top, a
+deep hem (about 2-1/2 inches) can be made, and a running-stitch put in
+one-half inch (or more) above the edge of the hem, to provide a casing,
+or space, for the cord. If it is necessary to take a narrow hem, the hem
+itself can be made to answer as space for the cord; in this case the hem
+should be made about one-half inch deep.
+
+
+
+
+LESSON VII: BAGS--Continued
+
+_Hemming the top of the bag and putting in a running-stitch to provide a
+space for the cord._
+
+
+SUBJECT-MATTER
+
+Review of the hemming-stitch and the running-stitch.
+
+
+PRELIMINARY PLAN
+
+The pupils, having the hems basted, should report to the teacher.
+
+
+METHOD OF WORK
+
+The teacher should review briefly the method of making the
+hemming-stitch and the running-stitch, asking the pupils to describe
+these stitches and to demonstrate them on the large square of canvas
+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, to mark the location of the running-stitch, which is to be half
+an inch above the hem. They should measure for this carefully. If there
+is not time to do all the hemming in the class period, the
+hemming-stitch and the running-stitch (which is to provide space for the
+draw-string) should be assigned for outside work, and each pupil should
+bring in her finished hem at a designated time before the next class
+period.
+
+
+
+
+LESSON VIII: BAGS--Continued
+
+_Preparing a cord or other draw-string for the bag. Putting a double
+draw-string in the bag, so that it can easily be drawn up. Use of the
+bodkin._
+
+[Illustration: _Fig._ 8.--Bag nearly completed]
+
+
+SUBJECT-MATTER
+
+To make a cord, it is necessary to take more than four times as much
+cotton as the final length of the cord will require, for some of the
+length will be taken up in the twisting of the cord. It will be easier
+for two to work together 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 to 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 from the other side,
+each cord running all the way around, the bag can be drawn up easily.
+
+[Illustration: _Fig._ 9.--Bodkin]
+
+In place of the cord, narrow tape may be used. Take two pieces of tape,
+each piece being twice as long as the width of the bag plus two inches.
+Run one tape in from one side and a second from the other side, each
+tape running all the way around. Join the tape ends in the following
+manner:
+
+1. Turn a narrow fold on one end of the tape to the _wrong_ side, and on
+the other end of the tape to the _right_ side.
+
+2. Slip one fold under the other and hem down the folded edges.
+
+
+PRELIMINARY PLAN
+
+If the pupils are not 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 the cord before the class period.
+
+[Illustration: _Fig._ 10.--- Completed bag]
+
+
+METHOD OF WORK
+
+The teacher should begin the lesson by describing the method of making
+the cord, estimating the amount necessary, and demonstrating the process
+with the assistance of one of the pupils. The pupils should be numbered,
+so that they may work in groups of two. After they have completed the
+cord and run it into the bag, methods of finishing the ends neatly
+should be suggested to them.
+
+
+
+
+LESSON IX: DARNING STOCKINGS
+
+_Use of a darning-ball or gourd as a substitute for a ball. Talk on the
+care of the feet and the care of the stockings._
+
+[Illustration: _Fig._ 11.--Darning]
+
+
+SUBJECT-MATTER
+
+This lesson will involve running and weaving. Darning is used to fill in
+a hole with thread, so as to supply the part that has been destroyed or
+to strengthen a place which shows signs of weakness. A darning-ball, a
+gourd, or a firm piece of cardboard should be placed under the hole. The
+darn should extend one quarter of an inch beyond the edge of the
+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 angle to them. Care should be taken
+alternately to pick up and drop the edge of the material around the
+hole, so that no raw edges will be visible, and to weave evenly in and
+out of the material and the cross threads.
+
+
+PRELIMINARY PLAN
+
+Each pupil should 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.
+
+
+METHOD OF WORK
+
+When the class meets, the teacher should discuss briefly the care of the
+feet and of the stockings, and demonstrate the method of darning, on a
+large piece of coarse material, with heavy yarn and a needle. If the
+pupils finish one darn during the lesson period, more darning should be
+assigned for practice out of class.
+
+
+
+
+LESSON X: PATCHING[A]
+
+_Hemmed patches on cotton garments. Talk on the care of the clothes._
+
+
+SUBJECT-MATTER
+
+This lesson will involve measuring, trimming, basting, and hemming. A
+patch is a piece of cloth sewed on to a garment to restore the worn
+part. The material used for the patch should be as nearly like the
+original fabric in colour and quality as possible. In placing the patch,
+the condition of the material about the hole must be taken into
+consideration, as well as the size of the hole. The worn parts around
+the hole should be removed, and the hole cut square or oblong. The patch
+should be, on all four sides, an inch larger than the trimmed hole. The
+corners of the hole should be cut back diagonally, so that the edges may
+be turned under. The patch should be matched and pinned to the wrong
+side of the garment, leaving the edges to project evenly on all four
+sides. The edges of the material around the hole should be turned in and
+basted to the patch. The edges of the patch should be turned in so that
+they extend, when finished, one-half inch from the edge of the hole. The
+patch and the cloth should be basted together and hemmed.
+
+    [A] Used when special problem comes up.
+
+[Illustration: _Fig._ 12.--Patching]
+
+
+PRELIMINARY PLAN
+
+The lesson on patching should be given at any time in the course when it
+can be applied to an immediate need. If a pupil tears her dress while
+playing at school, or if she wears a torn apron, the teacher can
+announce a patching lesson for the next sewing class, and request each
+pupil to bring a torn garment and the material for the patch from home.
+It may be desirable to use two or three periods for this lesson.
+
+
+METHOD OF WORK
+
+The teacher should demonstrate the process of patching on a large piece
+of cotton. The pupils should practise placing a patch on a piece of
+paper with a hole in it. Each step should be assigned in
+succession--examination of the article to determine its condition,
+calculation of the size and preparation of the patch, placing the patch,
+trimming the article around the hole, basting the patch and material
+together, and hemming the patch.
+
+
+
+
+LESSON XI: CUTTING OUT APRONS OR UNDERGARMENTS
+
+
+SUBJECT-MATTER
+
+When cutting out an apron, the length of the skirt should first be
+measured, and to this measure 6 inches should be added for the hem and
+the seams. One length of the material corresponding to this length
+should be cut. This should be folded lengthwise through the middle.
+Three quarters of an inch should be measured on this fold, and the
+material cut from the end of the selvage to this point, in order to
+slope the front of the apron. When the waist measure is taken, 3 inches
+should be added to it (1 for the lap and 1 at each end, for finishing).
+This makes a strong piece at each end for the button and button-hole. Two
+pieces of this length and 2-1/2 inches wide should be cut lengthwise of
+the material for the belt. A measure should be made from the middle of
+the back of the waist line, over the shoulder, to a point 5 inches to
+the right to the centre front and on the waist line. Two pieces of the
+length of this measure and 4-1/2 inches wide should be cut lengthwise of
+the material for the shoulder straps. A piece 9 by 12 inches should be
+cut for the bib, the longer distance lengthwise of the material. These
+measurements allow one quarter of an inch for seams.
+
+
+PRELIMINARY PLAN
+
+Before the lesson the teacher should see if arrangements can be made to
+secure the use of one or two sewing-machines, so that the pupils may sew
+all the long seams by machine.
+
+At a previous lesson she should discuss the kinds of material suitable
+for the aprons. The pupils should consider whether their aprons shall be
+white or coloured, and whether they shall be of muslin, cambric, or
+gingham. Each pupil will need from 1-1/2 to 2 yards of material,
+according to her size. The taller ones will need 2 yards.
+
+[Illustration: _Fig._ 13.--Cutting out skirt of apron]
+
+There should be on hand a sufficient number of tape-measures, pins, and
+scissors, so that the pupils may proceed with the cutting of their
+aprons without unnecessary delay.
+
+The apron to be made is to have a skirt, with a bib and shoulder straps,
+in order to be a protection to the dress, the skirt, and the waist.[A]
+
+    [A] If the pupils are very inexperienced and find the
+    sewing difficult, it may be advisable to omit the bib and
+    straps and to make the simple full-skirted apron. If a
+    machine is not at hand to use for the long seams, the
+    limited time may make the simpler apron necessary. This
+    will give more time for the various steps. Lessons XIV and
+    XV may then be omitted, Lesson XVI made more simple, and
+    less outside work may be required.
+
+
+METHOD OF WORK
+
+As soon as the class meets, the pupils should take the measurements for
+their aprons. One measurement should be assigned at a time, and the
+reason for each measurement should be given. The pupils should have
+explicit directions as to the measurements, as they are apt to become
+confused if the directions are not clear. They should work carefully, so
+that the material does not become crumpled or soiled and, at the
+conclusion of the lesson, they should fold it carefully and put it away
+neatly. All threads and scraps of material should be carefully picked
+off the floor and the desks, and the room left in order.
+
+
+
+
+LESSON XII: APRONS OR UNDERGARMENTS--Continued
+
+_Basting the hem for hemming on the machine or by hand. Uneven basting._
+
+
+SUBJECT-MATTER
+
+An uneven basting forms the better guide for stitching. In uneven
+basting, the spaces are made about three times as long as the stitches.
+The stitch should be about one eighth of an inch and the space three
+eighths of an inch.
+
+
+PRELIMINARY PLAN
+
+In addition to the apron material which has been cut out in the previous
+lesson, each pupil should provide her own spool of thread (number sixty
+white thread will probably answer for all the work), a piece of
+cardboard 5 inches wide for a gauge, and pins to use in fastening the
+hem.
+
+[Illustration: _Fig._ 14.--Uneven basting]
+
+
+METHOD OF WORK
+
+As soon as the class meets, the pupils should prepare a 5-inch gauge, to
+guide them in turning the hems of the skirts of their aprons. They
+should make a half-inch notch in the measure for the first turn in the
+material. A half-inch edge should be turned up from the bottom of the
+skirt, then a 5-inch hem should be turned, pinned, and basted carefully
+with uneven basting. The gauge should be used for both measurements.
+
+
+
+
+LESSON XIII: APRONS OR UNDERGARMENTS--Continued
+
+_Gathering the skirt and stitching to the belt._
+
+
+SUBJECT-MATTER
+
+In gathering, a stitch much like running is employed. Small stitches are
+taken up 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 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
+(approximately one half of the waist measure). The skirt and the belt
+should be pinned, basted, and sewn together.
+
+[Illustration: _Fig._ 15.--Gathering]
+
+
+PRELIMINARY PLAN
+
+If the hems have been completed in the skirts, the pupils are ready to
+gather the skirts and attach them to the belt. It will be well to have a
+supply of pins on hand, to use in fastening the skirt and belt together.
+
+
+METHOD OF WORK
+
+The teacher should first demonstrate the method of gathering and assign
+that portion of the lesson. When the skirts have all been gathered, she
+should show the pupils how to measure, pin, and baste the skirt to the
+belt.
+
+[Illustration: _Fig._ 16.--Sewing on the belt of the apron]
+
+
+
+
+LESSON XIV: APRONS OR UNDERGARMENTS--Continued
+
+_Making the bib._
+
+
+SUBJECT-MATTER
+
+A 2-inch hem should be turned across one short end of the bib. This
+should be basted and hemmed. The bottom of the bib should be gathered,
+the method employed for the top of the skirt being used, and sufficient
+thread being left to adjust the gathers easily.
+
+
+PRELIMINARY PLAN
+
+If the pupils have completed the skirts and attached them to the belts,
+they are ready to make the bibs. They should be provided with a 2-inch
+marker, for use in making the hems in the top of the bibs.
+
+
+METHOD OF WORK
+
+The teacher should guide the pupils carefully in the making of the bibs,
+reviewing their knowledge of basting, hemming, and gathering.
+
+[Illustration: _Fig._ 17.--Bib and straps of apron]
+
+
+
+
+LESSON XV: APRONS OR UNDERGARMENTS--Continued
+
+_Making the straps._
+
+
+SUBJECT-MATTER
+
+One end of one of the straps should be placed at the bottom of the bib.
+The edge of the strap should be pinned, basted, and sewed to 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 turned in
+one inch. The strap should then be folded through the middle for its
+entire length and the free side basted to the wrong side of the bib and
+hemmed. The remaining edges of the strap should be overhanded together.
+The other strap should be sewn to the other side of the bib in the same
+way.
+
+
+PRELIMINARY PLAN
+
+The bibs should have been completed before the pupils report for this
+lesson.
+
+
+METHOD OF WORK
+
+As soon as the pupils report for the lesson, the teacher should explain
+the method of attaching the straps to the bib and tell them how to
+finish the former. As they proceed with their work, she should supervise
+them carefully and assign the unfinished portion to be done out of
+class.
+
+
+
+
+LESSON XVI: APRONS OR UNDERGARMENTS--Continued
+
+_Putting the bib and the skirt on the belt._
+
+
+SUBJECT-MATTER
+
+The middle of the bottom of the bib should be determined, and pinned to
+the middle of the upper edge of the belt, to which the skirt has already
+been attached. The belt should be fastened to the wrong side of the bib.
+The gathering string of the bib should be drawn up, leaving 2 inches of
+fulness on each side of the middle. The bib should be pinned, basted,
+and sewn to the belt. The remaining long edges of the belt should be
+turned in one quarter of an inch, and the ends one inch. The edges of
+the other belt piece should be turned in in the same way, and should be
+pinned over the belt to which the skirt and the bib have been attached
+(with all the edges turned in), and basted carefully, to keep the edges
+even. The skirt and the bib should be hemmed to this upper belt, and all
+the remaining edges should be overhanded.
+
+
+PRELIMINARY PLAN
+
+The bib and the straps of the apron should be completed before the
+pupils report for this lesson.
+
+
+METHOD OF WORK
+
+The teacher should guide the pupils carefully in the various steps
+necessary in fastening the bib to the belt and in completing the belt.
+If the hemming and overhanding is not completed during the class hour,
+they may be assigned as home work.
+
+
+
+
+LESSON XVII: METHODS OF FASTENING GARMENTS
+
+_Sewing buttons on the aprons, corset-cover, or other garment._
+
+
+SUBJECT-MATTER
+
+This lesson should teach neatness in dress, through a consideration of
+the best methods of fastening garments. The position of the button is
+measured by drawing the right end of the band one inch over the left
+end. The place for the button should be marked with a pin on the left
+end of the band. A double thread is fastened on the right side of the
+band, drawn through one hole of the button, and back through the other,
+and then taken through the band close to the first stitch. A pin should
+be inserted on top of the button under the first stitch, left there
+until the button is firmly fastened in place, and then removed. Before
+the thread is fastened, it should be wrapped two or three times around
+the threads holding the button, between the button and the cloth, then
+fastened neatly on the wrong side with a few small stitches one on top
+of another.
+
+[Illustration: _Fig._ 18.--Sewing on buttons]
+
+
+PRELIMINARY PLAN
+
+Each pupil should come to the class with her apron as nearly completed
+as possible, and with three buttons to sew on it, for fastening the belt
+and straps.
+
+
+METHOD OF WORK
+
+The teacher should discuss the best methods of fastening garments and
+should demonstrate the method of sewing 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 from the end, and another button 4 inches from each
+end of the band, to hold the shoulder straps.
+
+
+
+
+LESSON XVIII: METHODS OF FASTENING GARMENTS--Continued
+
+_Button-holes on practice piece and on apron._
+
+
+SUBJECT-MATTER
+
+Directions for making the button-hole.--Measure carefully the position
+for the button-hole, lengthwise of the band, so that the end will come
+one quarter of an inch from the edge of the garment. Mark the length of
+the button-hole on the material by putting in two lines of
+running-stitches at the ends. To cut the button-hole, insert the point
+of the scissors at the point marked by the running-stitches nearest the
+edge of the garment, and cut carefully along the thread of the material
+to the row of stitches marking the length at the other end.
+
+[Illustration:
+  (_a_) Starting the button-hole
+  (_b_) The button-hole stitch
+  (_c_) The finished button-hole
+  _Fig._ 19.--Working button-holes]
+
+To make the button-hole, use a thread of sufficient length to do both
+the overcasting and the button-holing. Beginning at the lower right
+corner, overcast the raw edges with stitches one sixteenth of an inch
+deep. Do not overcast around the ends of the hole. As soon as the
+overcasting is done, proceed with the button-holing without breaking the
+thread. Hold the button-hole horizontally over the first finger of the
+left hand and work from right to left. Insert the point of the needle
+through the button-hole (at the back end), bringing the point through,
+toward you, four or five threads below the edge of the button-hole.
+Bring the doubled thread from the eye of the needle from right to left
+under and around the point of the needle, draw the needle through, and
+pull the thread firmly, so that the purl is on the edge. At the end of
+the button-hole, near the end of the band, make a fan, by placing from
+five to seven stitches. The other end of the button-hole should be
+finished with a bar made by taking three stitches across the end of the
+button-hole, then button-hole over the bar, taking in the cloth
+underneath and pulling the purl toward the slit. The thread should be
+fastened carefully on the under side of the button-hole.
+
+
+PRELIMINARY PLAN
+
+For this lesson it is desirable to have small pieces of cotton on hand,
+to use as practice pieces for the button-holes.
+
+
+METHOD OF WORK
+
+The teacher should demonstrate the making of a button-hole, illustrating
+each step of the process on a large piece of canvas. The pupils should
+sew two small strips of cotton together and cut a button-hole one
+quarter of an inch from the edge, and lengthwise of the material, to
+work for practice. When the button-hole has been sufficiently perfected
+on the practice piece, the pupils should make three in the apron--one in
+the right end of the band and one in the end of each shoulder strap.
+
+
+
+
+LESSON XIX: A PADDED HOLDER FOR HANDLING
+HOT DISHES--BINDING
+
+
+SUBJECT-MATTER
+
+A holder 6 inches square will be satisfactory for handling hot dishes.
+It can be made of quilted padding bound with tape, or of two thicknesses
+of outing flannel covered with percale or denim and bound with tape or
+braid. If made of the outing flannel and covered, it should be quilted,
+by stitching from the middle of one side to the middle of the opposite
+side in both directions, in order to hold the outing flannel and the
+outside covering together. The tape that is to be used for the binding
+should be folded through the middle lengthwise; then, a beginning being
+made at one corner of the padding, the edge should be basted, half on
+one side and half on the other. Right-angled corners should be formed.
+When basted all around, the tape should be sewn on each side with a
+hemming-stitch.
+
+If the holder is to be suspended from the apron band, a tape of from 27
+inches to 36 inches in length should be attached to one corner. The raw
+edge at one end of the tape should be turned in. The end should be so
+placed that it overlaps the corner of the holder about half an inch and
+it should be basted to the holder. The tape should then be secured
+firmly to the holder, hemmed down on one edge, across the bottom, and up
+the other edge. The other end of the tape should be finished with a
+2-inch loop. The raw edge should be folded over, the tape turned 2
+inches down for the loop, and basted in place. This should be hemmed
+across the end. One quarter of an inch up from the end, the double
+thickness of tape should be back-stitched together, and the edges of the
+tape should be overhanded from there to the hemmed end.
+
+
+PRELIMINARY PLAN
+
+Each pupil should provide sufficient denim, percale, huckaback, or other
+washable material to cover the two sides of a holder 7 inches square,
+and enough outing or canton flannel for a double lining. About 1-1/2
+yards of straight tape one-half inch wide will be needed for the binding
+and for suspending the holder from the apron.
+
+[Illustration: _Fig._ 20.--The holder]
+
+
+METHOD 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 finish with the
+binding. If it is not possible to complete the holder in one period, a
+second lesson period should be provided, or arrangements may be made to
+have supervised work done outside of the lesson hours.
+
+[Illustration: _Fig._ 21.--Cap]
+
+
+
+
+LESSON XX: A CAP TO WEAR WITH THE COOKING APRON
+
+
+SUBJECT-MATTER
+
+The simplest cap to make will be the circular one. A pattern should be
+made by drawing with a pencil and string on a piece of wrapping-paper a
+circle 21 inches in diameter. The material for the cap should be cut
+carefully around the circle and finished with a narrow hem. A tape to
+hold the draw-string should be placed 1-1/4 inches inside the edge of
+the hem. A small piece of cardboard cut about one-half inch wide should
+be used for measuring the position of the tape. Bias strips three
+quarters of an inch wide should be prepared for the tape, or a
+commercial tape three eighths of an inch wide may be purchased. The
+outer edge of the tape should be basted first and the edges joined; then
+the inner edges should be basted, the edge being kept smooth. Both edges
+should be neatly sewn with the hemming-stitch by hand or on the machine.
+An elastic should be inserted in the band, carefully fitted to the head,
+and the ends fastened neatly.
+
+
+PRELIMINARY PLAN
+
+This lesson will give a good opportunity to make a cap that will answer
+for a dust cap or serve as a part of the cooking uniform. If such a cap
+does not seem desirable and the former lesson has not been completed,
+the cap may be omitted and the work on the holder continued.
+
+
+METHOD OF WORK
+
+The pupils should first make the pattern for the cap and then cut out
+their material. 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 not be possible for the pupils to
+complete the cap in one class period; but, if the material has been cut
+out and the work started, they may be able to complete it at some other
+time. The stitches are not new, and the work will serve as an excellent
+test of the skill they have acquired in the course.
+
+
+HOUSEHOLD 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 Household Science centres of towns and cities,
+where provision is made for the instruction of twenty-four pupils at one
+time and for from ten to fifteen different classes each week. Owing to
+the expense and the lack of accommodation, it is not possible to install
+such equipment in rural schools. For this and other reasons it has been
+concluded that the subject is beyond the possibilities of the rural
+school. That this is not the case is shown by the fact that many rural
+schools in the United States, and some in Saskatchewan, as well as a
+number in our own Province, are teaching the subject successfully, with
+equipment specially designed to meet existing conditions.
+
+The accommodations and equipment required may be classified as follows:
+
+  1. Working tables
+  2. Cupboards and cabinets for storing the utensils
+  3. Stoves
+  4. Cooking and serving utensils
+
+1. The provision for working tables is conditioned by the space
+available, and every effort must be made to economize this space. The
+equipment may be placed in the basement or in a small ante-room. In one
+school in the Province very successful work is being done in a large
+corridor. When a new school-house is being erected, provision should be
+made by building a small work-room off the class-room. The possibilities
+of a small, portable building, in close proximity to the school, should
+not be overlooked.
+
+[Illustration: _Fig._ 22.--Working drawing of folding table]
+
+Where the school is provided with a large table, this may be made of
+service. When used as a working table it should be covered with a sheet
+of white oil-cloth. When used as a dining-table a white table-cloth may
+be substituted for the oil-cloth. If the school does not possess a
+table, two or three boards may be placed on trestles, if the space at
+the front or the back of the room permits, and these may be stored away
+when not required. A table with folding legs, such as is shown in
+Figures 22 and 23, may also be used. The top of the cabinet containing
+the utensils or an ordinary kitchen table closed in as a cupboard
+underneath, may be made to serve. Long boards, about eighteen inches
+wide, placed across the tops of six or eight desks, provide good
+accommodation. These should be blocked up level and should be provided
+with cleats at each end, in order to prevent movement. When not in use
+they may stand flat against the wall and occupy very little space.
+Separate boards, resting on a desk at each end, may also be placed
+across the aisles. Each of these will provide working space for one
+pupil. Tables which drop down flat when not in use may be fixed to the
+walls of the school-room. As schools vary in many respects, it is not
+possible to outline a plan which will suit all; but that plan should be
+chosen which will best meet the requirements of the particular school.
+
+[Illustration: _Fig._ 23: Folding Table]
+
+[Illustration: _Fig._ 24--Household Science Cabinet for Rural Schools]
+
+2. The cupboards and cabinets to contain the utensils may take various
+forms. A kitchen cabinet costing from twenty-five to thirty-five dollars
+may be obtained from a furniture store, or one may be made by a local
+carpenter. A large packing-case painted brown outside and white inside
+(for cleanliness) is satisfactorily used in some schools. If covered
+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 covered with a door
+or curtain may be used, or it may be possible to devote one shelf of the
+school cupboard to the storing of the utensils. It is desirable to have
+a combination cupboard and table, which will contain most of the
+equipment, including the stove. Figure 24 is a working drawing of such a
+cabinet, which may be made 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 each is 30 inches high
+when standing on end, 12-1/4 inches across the front inside, and 18
+inches from front to back. These will form the two end Sections, A and
+B. Inside the sides of these boxes nail 1 inch x 7/8 inch strips, to
+form the slides for the drawer. The slides come within 7/8 of an inch of
+the front edge. Rails may be nailed across the front. Guide pieces
+should be nailed to the slides, in order to keep the drawers straight.
+Divide Section 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 piece of beaver board or pine a little larger than the
+drawer front. Use any handles that may be conveniently obtained. Cut two
+pieces 4' 9-1/2" x 1-1/2" x 7/8". Space the Sections as shown, and nail
+these pieces firmly to the fronts of the larger boxes, _A_ and _B_, top
+and bottom. Four end pieces 18" x 1-1/2" will be required. Fill in
+Section _C_, in this case, 2' 7-1/2", with the pieces from the box lids
+or with ordinary flooring. Make a door for the cupboard from similar
+material. The top is best made from good, clear, white pine. Screw
+battens across, and screw the whole firmly to the box top from the
+inside. If more table space is required, make a similar bench top, which
+can rest on top of the cabinet when not in use. When required, it may be
+placed over the desks. Steel or glass shoes or wooden skids or battens
+should be fixed under the cabinet, so that it can be pulled away from
+the stove and replaced easily. The dimensions given are for a
+two-flame-burner oil-stove which is 30 inches high, 31 inches across the
+front, and 16 inches from front to back. The middle Section, _C_, and
+the total height of the cabinet may be enlarged or reduced to fit other
+sizes of stoves.
+
+[Illustration: _Fig._ 25.--Cabinet, showing stove in position for use]
+
+[Illustration: _Fig._ 26.--Cabinet, with stove behind centre partition
+when not in use]
+
+The material required for, and the approximate cost of, such a cabinet,
+labour not included, are as follows:
+
+  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. flooring                    .25
+  About 8 sq. ft. pine for top                .50
+    Pieces for battens, etc.                  .25
+    Steel shoes                               .10
+
+[Illustration: _Fig._ 27.--Space taken by equipment in class-room]
+
+Figure 27 shows another type of equipment and the space it occupies in
+the class-room when not in use. The cupboard and the back of the cabinet
+contain the equipment necessary for teaching twelve pupils at one time
+and also for serving one hot dish at the noon lunch to twenty-four
+pupils. One drawer contains linen, etc., and the other, knives, forks,
+and spoons. The dimensions of the cupboard and the cabinet are shown in
+Figures 28 and 29, and the construction of each is such that it can be
+made easily by any carpenter.
+
+[Illustration: _Fig._ 28.--Working drawings of cupboard]
+
+[Illustration: _Fig._ 29.--Working drawing of cabinet]
+
+[Illustration: _Fig._ 30.--Cupboard with drawers and doors open, showing
+equipment]
+
+Figure 30 shows the cupboard and drawers open and the method of storing
+the equipment. The shelves may be covered with white oil-cloth or brown
+paper, in order to obviate the necessity for frequent scrubbing. The
+cupboard may be fixed to the wall with mirror plates or small iron
+brackets, or it may be screwed through the back.
+
+[Illustration: _Fig._ 31.--Back of cabinet with equipment in place]
+
+[Illustration: _Fig._ 32.--Back of cabinet with stove removed]
+
+Figure 31 shows the back of the cabinet, with the three-flame-burner
+stove-oven, the one-flame-burner stove, and other utensils in place. The
+folding table, previously described, rests on the top of the cabinet.
+Figure 32 shows the back of the cabinet with the stove and oven removed.
+The method of storing utensils and the construction of the cabinet are
+clearly shown.
+
+[Illustration: _Fig._ 33.--Three-flame-burner oil-stove, with kettles
+and one-flame-burner oil-stove on shelf]
+
+[Illustration: _Fig._ 34.--Household Science equipment with drop-leaf
+table]
+
+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. Each end of the top of
+this cabinet drops down when the cupboard doors are closed, space being
+thus economized. The top of the table may be covered with oil-cloth or
+zinc carefully tacked down on the edges.
+
+The directions for making this cabinet are as follows:
+
+MATERIALS REQUIRED
+
+Lumber:
+
+  7 pieces   3/4" x 4" x 14'     yellow pine ceiling
+  6 pieces   1" x 4" x 12'       yellow pine flooring
+  1 piece    1" x 12" x 12'   }
+  1 piece    1" x 8" x  12'   }  No. 1 common white pine
+  1 piece    1/2" x 6" x  14' }
+  4 white pine laths
+
+Hardware:
+
+  7 pairs 1-1/2" x 3" butt hinges
+  3 cupboard catches
+  1 piece zinc (27" x 39")
+  2 pieces zinc (21" x 27")
+  1 drawer pull
+  1 lb. 8d finishing nails
+  1 lb. 6d finishing nails
+  1/4 lb. box  1" brads
+  1/4 lb. box 1-1/4" brads
+  1 box tacks
+  2 ft. stopper chain
+
+
+STOCK BILL
+
++--------------------+---------+-----------------------+---------------+
+|Lumber              |Cut into |Finished Dimensions    |Use            |
+|                    |   the   |                       |               |
+|                    |following|                       |               |
+|                    | pieces: |                       |               |
++--------------------+---------+-----------------------+---------------+
+| 1" x 8" x 12'      |    2    |13-16" x 2" x 32-1/2"  |Top side rails |
+|                    |    2    |13-16" x 2" x 18-1/2"  |Top end rail   |
+|                    |    4    |13-16" x 2" x 29-3/4"  |Frame posts    |
+|                    |    1    |13-16" x 2" x 30-7/8"  |Bottom side    |
+|                    |         |                       |rail           |
+|                    |    2    |13-16" x 2" x 18-1/2"  |Bottom end     |
+|                    |         |                       |rails          |
+|                    |    1    |13-16" x 5" x 14-3/8"  |Drop door      |
++-------------  -----+---------+-----------------------+---------------+
+|2 pieces, 1" x 4" x |         |                       |Flooring       |
+|12' flooring        |    7    |3/4" x 3-1/4" x 32-1/2"|(bottom)       |
++--------------------+---------+-----------------------+---------------+
+|5 pieces, 1" x 4" x |         |                       |Ceiling (ends  |
+|14' yellow pine     |         |                       |and side)      |
+|ceiling             |   24    |1/4" x 3-1/4" x 31-1/4"|               |
++--------------------+---------+-----------------------+---------------+
+|1" x 12" x 12'      |    3    |13-16" x 10-1/4" x     |               |
+|                    |         | 32-1/2"               |Shelf          |
+|                    |    1    |13-16" x 8" x 32-1/2"  |Shelf          |
+|                    |    3    |13-16" x 1-3/4" x      |               |
+|                    |         | 31-1/4                |Casing         |
+|                    |    2    |13-16" x 1-3/4" x      |               |
+|                    |         | 14-3/8"               |Casing         |
+|                    |    1    |13-16" x 5" x 14-3/8"  |Drawer front   |
++--------------------+---------+-----------------------+---------------+
+|2 pieces, 1" x 4" x |         |                       |Top            |
+|12' flooring        |    8    |3/4" x 3-1/4" x 36"    |               |
++--------------------+---------+-----------------------+---------------+
+|2 pieces, 1" x 4" x |         |                       |Doors          |
+|14' yellow pine     |         |                       |               |
+|ceiling             |   10    |3/4" x 3-1/4" x 22-7/8"|               |
++--------------------+---------+-----------------------+---------------+
+|2 pieces, 1" x 4" x |         |                       |Swing tops     |
+|12' flooring        |   12    |3/4" x 3-1/4" x 24"    |               |
++--------------------+---------+-----------------------+---------------+
+|1/2" x 6" x 12'     |    2    |7-16" x 5" x 19-5/8"   |Drawer slides  |
+|                    |    1    |7-16" x 5" x 13-1/2"   |Drawer back    |
+|                    |    4    |7-16" x 4-3/4" x       |               |
+|                    |         | 13-1/2"               |Drawer bottom  |
++--------------------+---------+-----------------------+---------------+
+|1/2" x 6" x 12'     |    1    |7-16" x 4-1/2" x       |               |
+|                    |         | 13-1/2"               |Partitions     |
+|                    |    3    |7-16" x 4-1/2" x 10"   |Partitions     |
++--------------------+---------+-----------------------+---------------+
+
+TOOLS
+
+  Rule
+  Lead-pencil
+  Saw
+  Hammer
+  Steel square
+  Plane
+  1/2" Chisel and
+  Screw-driver
+
+
+DIRECTIONS FOR MAKING
+
+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 the frame material
+  2. Bottom
+  3. Ends and sides
+  4. Shelves
+  5. Top
+  6. Casing
+  7. Doors
+  8. Swing tops
+  9. Miscellaneous pieces
+
+II Assembling--
+
+Frame:
+
+1. Check up the dimensions of the pieces squared up for the frame.
+
+2. Lay out and cut 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 it by
+nailing, temporarily, several strips diagonally across the corners.
+
+Bottom:
+
+1. Cut seven pieces of flooring 32-1/2" 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 7/8" over the front side of the frame. Nail the rest of the
+flooring so that each piece matches tightly.
+
+Ends:
+
+1. For the back, cut eleven pieces of ceiling 31-1/4" long.
+
+2. Plane off the groove edge of one piece of ceiling and nail it on the
+back of the frame even with the end. 3. Nail the rest of the ceiling on
+the back. Be sure that each joint matches tightly.
+
+[Illustration: _Fig._ 35.--Frame of cabinet nailed together]
+
+Shelves:
+
+1. Make four strips (3/4" x 3/4" x 16-1/2") and nail two of them inside,
+across each end, 15" and 24" from the bottom. These strips hold the
+shelves.
+
+2. From a 1" x 12" piece cut two pieces 32-1/2" long; fit and
+nail them in for the upper shelf.
+
+3. Make the bottom shelf of two pieces, one 10-1/4" wide and the other
+8" wide. When these boards are nailed in place, the shelf is narrow
+enough to allow the doors, with pockets on, to close.
+
+4. Make two strips; one 13-16" x 1" x 16-1/2" and the other 13-16" x
+1-3/4" x 20-1/2", and nail them to the top shelf for drawer guides.
+
+Top:
+
+1. Cut eight pieces of flooring 36" long for the top.
+
+2. Plane off the groove of one piece and nail it on the top of the
+frame, so that the smooth edge and the ends project 1" over the front
+side and ends of the cabinet.
+
+3. Nail 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.
+
+Casing:
+
+1. Nail the casing, which is 1-3/4" wide, on the front of the cabinet.
+
+Doors:
+
+1. Make each door 3/4" x 14-3/8" x 22-7/8" from five pieces of ceiling
+22-7/8" long, held together by cleats at the top and bottom.
+
+2. Fit each door carefully, then hang them with butt hinges. Fasten a
+cupboard catch on each door.
+
+Drop Door:
+
+1. Make the drop door 13-16" x 14-3/8" and hinge it with a pair of butt
+hinges. Put on the stopper chain and catch. Swing Tops:
+
+The swing tops are each made from six pieces of flooring 24" long
+cleated together.
+
+[Illustration: _Fig_. 36.--Working details]
+
+1. Plane off the groove edge of one piece and match them all together.
+
+2. Make the cleats 3/4" x 2" x 15" and nail the top to them. (See the
+drawing for the position of the cleats.)
+
+3. Rip off the tongue edge and plane it so that the top is exactly 18"
+wide.
+
+4. Turn the cabinet upside down on the floor and fit the swing tops.
+Hang them with a pair of butt hinges opposite the ends of the cleats.
+
+5. Make a T-brace with a nailed cross lap joint from two pieces, one
+being 13-16" x 2" x 14", the other 13-16" x 2" x 16-1/2". The long edge
+of the T and the leg must be bevelled 13-16" on one side. Fit and hang 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 held level and even with the top of the cabinet.
+
+Putting Zinc on the Top:
+
+1. Unscrew the swing tops from the cabinet to put the zinc on.
+
+2. Place the piece of zinc, 27" x 39", on top, extending 1-1/2" over the
+edges all around.
+
+3. Hold the zinc firmly in place and make a square bend along the front
+edge with a hammer or mallet, bending the edge of the zinc up under the
+top.
+
+4. Punch a straight row of holes 1" apart through the zinc and tack it
+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.
+
+6. Bend the ends of the zinc the same as before, but be very careful to
+fold the corners neatly.
+
+7. Put the zinc on the swing tops in the same manner.
+
+8. Fasten the swing tops again to the top of the cabinet.
+
+[Illustration: _Fig._ 37.--Working details]
+
+
+Drawer:
+
+The drawer front, 13-16" x 5" x 14-3/8", with lap 3/8" x 1/2" cut out on
+the ends.
+
+1. Nail the sides, 1/2" x 5" x 19-5/8", to the lap of the front and to
+the ends of the back.
+
+2. Nail the bottom in between the sides 1/8" from the lower edge. This
+allows the drawer to slide on the edges of the sides.
+
+3. Put the partitions in the drawer as called for by this plan.
+
+The racks for covers and pie tins shown in the drawings are made from
+two pieces, 13-16" x 2" x 4", one piece 13-16" x 2" x 10-1/2" for the
+bottom, and two pieces of lath 12" long for the sides. These racks may
+be placed on the doors as shown, or may be changed to suit the
+equipment.
+
+
+III Finishing--
+
+1. Set all the nails and putty the holes.
+
+2. Sandpaper the cabinet carefully.
+
+3. Paint or stain and wax the outside of the cabinet, to harmonize with
+the surroundings where it is to be used.
+
+4. Paint the inside with two coats of white enamel.
+
+[Illustration: _Fig._ 38.--Cabinet completed]
+
+Before putting on the enamel, apply a coat of ordinary white-lead paint
+and allow it to dry thoroughly. If desired, the outside of the cabinet
+may be finished in white enamel, though this is somewhat more expensive
+than the paint or stain recommended above.
+
+All the Household Science Cabinets shown have a two-fold purpose. In the
+first place, they furnish 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 practical woodwork and the domestic
+science of the girls and, in this way, exhibiting the co-operative
+spirit of the home and the school.
+
+3. In some cases it may be possible to use the school stove for cooking
+purposes. Some schools use natural gas for heating and, where this is
+the case, provision for cooking may readily be made. Other schools
+situated on a hydro-electric line, may, as has been done in one case,
+use electricity as a source of heat. At present, however, the majority
+of schools may find it best to use one of the many oil-stoves now on the
+market. One-, two-, or three-flame-burner stoves may be obtained for
+general use. The two-, or three-flame-burner stoves are recommended, as
+they are less likely to be overturned. The one-flame-burner stove,
+however, is often useful as an additional provision. A good grade of oil
+should be used, and the stove should be kept scrupulously clean,
+constant attention being paid to 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 to these details, the stove will
+burn without any perceptible odour.
+
+4. The number of the utensils and the amount of equipment depend upon
+the community and the number of pupils to be considered. 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 same
+character as those used in the homes of the district. All the
+table-cloths, towels, dish-cloths, etc., required should be hemmed by
+the pupils. Articles for storing supplies may be bought or donated.
+Glass canisters with close lids are best, but as substitutes, fruit
+jars, jelly glasses, or tin cans will serve the purpose. It is an easy
+matter to secure an empty lard-bucket or a syrup-can for flour or meal,
+empty coffee-cans for sugar or starch, etc., and baking-powder or
+cocoa-tins for spices. Each should be plainly labelled.
+
+Several typical lists of equipment in Household Science are given here.
+These may be modified to suit particular circumstances. Considerable
+expense may be saved if the pupils bring their own individual
+equipment--soup-bowl, cup and saucer, plate, spoon, knife, fork, and
+paper napkins. This plan is not advised unless it is absolutely
+necessary, but, if followed, an effort should be made to have the
+articles as uniform as possible.
+
+The following equipment is that contained in the cabinet illustrated on
+page 152 and is sufficient for giving organized instruction to six
+pupils. If a noon lunch is provided, additional individual equipment
+will be required.
+
+
+EQUIPMENT FOR RURAL SCHOOL HOUSEHOLD SCIENCE
+CABINET--NO. 1
+
+   1 Perfection blue-flame stove (two-flame)           $15.00
+   1 Two-burner oven                                     4.50
+   1 Coal-oil can                                         .50
+   1 Dish-pan                                            1.15
+   1 Tea-kettle                                          1.50
+   1 Large sauce-pan and cover                            .75
+   2 Medium sauce-pans and covers, 30c each               .60
+   2 Small sauce-pans and covers, 25c each                .50
+   2 Frying-pans, 20c ea.                                 .40
+   2 Pudding bake-dishes, 50c ea.                        1.00
+   2 Muffin pans (12 rings, each 30c)                     .60
+   1 Soap-dish                                            .25
+   4 Small mixing bowls, 16c ea.                          .64
+   2 Pitchers, 55c ea.                                   1.10
+   3 Casseroles, 20c, 25c, 30c                            .75
+   6 Measuring cups, 90c ea.                              .60
+   6 Custard cups, 90c doz.                               .45
+   6 White plates, $1.45 doz.                             .73
+   6 Supply jars, 90c doz.                                .45
+   2 Vegetable brushes, 5c ea.                            .10
+   1 Grater                                               .20
+   2 Egg-beaters, 10c ea.                                 .20
+  12 Forks                                               2.25
+  12 Teaspoons                                           1.20
+   6 Tablespoons, $2.85 doz.                             1.43
+   6 Vegetable knives, 25c ea.                           1.50
+   6 Case knives, $3.00 doz.                             1.50
+   2 Strainers, 20c ea.                                   .40
+   1 Spatula                                              .40
+   1 Bread knife                                          .50
+   1 Can-opener                                           .10
+   1 French knife                                         .45
+   2 Water pails, $1.15 ea.                              2.30
+   6 Dish-towels, 25c ea.                                1.50
+   3 Dish-cloths, 10c ea.                                 .30
+   3 Rinsing cloths, 10c ea.                              .30
+   1 yd. oil-cloth                                        .45
+   5 yards cheesecloth                                    .35
+
+
+EQUIPMENT FOR RURAL SCHOOL HOUSEHOLD SCIENCE CABINET--NO. II
+
+The equipment included in the Cabinet and Cupboard shown in Figure 27,
+page 154, is as follows:
+
+For Six Pupils
+
+   1 Cupboard                    $15.00
+   1 Cabinet table                10.00
+   1 Three-burner oil-stove       21.00
+   1 Portable oven                 2.20
+   1 Storage tin                   1.35
+   2 Dish-pans                     1.30
+   2 Draining pans                  .90
+   2 Scrub basins                   .80
+   2 Soap-dishes                    .40
+   1 Pail                           .55
+   2 Pails                         1.80
+   2 Dippers                        .70
+   2 Tea-kettles                   2.00
+   3 Kneading boards                .90
+   3 Rolling-pins                   .45
+   1 Oil-can                       1.10
+   1 Stove mitt                     .20
+   1 Dust-pan                       .10
+   1 Whisk                          .15
+   2 Scrub-brushes                  .30
+   3 Vegetable brushes              .15
+   3 Stew pans                     1.05
+   2 Sauce-pans                     .50
+   3 Frying-pans                    .75
+   3 Strainers                      .39
+   3 Pie plates                     .15
+   3 Measuring cups (tin)           .30
+   1 Measuring cup (glass)          .15
+   1 Double boiler                  .85
+   3 Baking-dishes                  .38
+   2 Cake tins                      .30
+   3 Toasters                       .30
+   1 Tea-pot                        .25
+   1 Coffee-pot                     .35
+   1 Pitcher (2 quarts)             .18
+   1   "     (1 pint)               .10
+   5 Bowls                          .60
+   6 Custard cups                   .60
+   1 Butter crock                   .30
+   1 Covered pail (1 pint)          .15
+   2 Trays                          .20
+   1 Grater                         .10
+   1 Potato masher                  .10
+   1 Can-opener                     .10
+   1 French knife                   .35
+   1 Bread  "                       .35
+   3 Egg-beaters                    .15
+   1 Dover egg-beater               .10
+   3 Wooden spoons                  .15
+   6 Paring knives                  .90
+
+For Eight Pupils
+
+   1 Cupboard                   $15.00
+   1 Cabinet table               10.00
+   1 Collapsible table            5.00
+   1 Three-burner oil-stove      21.00
+   1 One-burner oil-stove         6.50
+   1 Portable oven                2.20
+   1 Storage tin                  1.35
+   2 Dish-pans                    1.30
+   2 Draining pans                 .90
+   4 Scrub basins                 1.60
+   2 Soap-dishes                   .40
+   1 Pail                          .55
+   2 Pails                        1.80
+   2 Dippers                       .70
+   3 Tea-kettles                  3.00
+   4 Kneading boards              1.20
+   4 Rolling-pins                  .60
+   1 Oil-can                      1.10
+   1 Stove mitt                    .20
+   1 Dust-pan                      .10
+   1 Whisk                         .15
+   4 Scrub brushes                 .60
+   4 Vegetable brushes             .20
+   4 Stew-pans                    1.40
+   2 Sauce-pans                    .50
+   4 Frying-pans                  1.00
+   4 Strainers                     .52
+   4 Pie plates                    .20
+   4 Measuring cups (tin)          .40
+   1 Measuring cup (glass)         .15
+   1 Double boiler                 .85
+   4 Baking-dishes                 .50
+   2 Cake tins                     .30
+   4 Toasters                      .40
+   1 Tea-pot                       .25
+   1 Coffee-pot                    .35
+   2 Pitchers (2 quarts)           .35
+   1 Pitcher (1 quart)             .10
+   6 Bowls                         .72
+   6 Custard cups                  .60
+   1 Butter crock                  .30
+   1 Covered pail (1 pint)         .15
+   2 Trays                         .20
+   1 Grater                        .10
+   1 Potato masher                 .10
+   1 Can-opener                    .10
+   1 French knife                  .35
+   1 Bread    "                    .35
+   4 Egg-beaters                   .20
+   1 Dover egg-beater              .10
+   4 Wooden spoons                 .20
+   6 Paring knives                 .90
+
+For Twelve Pupils
+
+   1 Cupboard                   $15.00
+   1 Cabinet table               10.00
+   1 Collapsible table            5.00
+   2 Three-burner oil-stoves     42.00
+   1 Portable oven                2.20
+   1 storage tin                  1.35
+   3 Dish-pans                    1.95
+   3 Draining-pans                1.35
+   6 Scrub basins                 2.40
+   3 Soap-dishes                   .60
+   1 Pail                          .55
+   2 Pails                        1.80
+   2 Dippers                       .70
+   3 Tea-kettles                  3.00
+   6 Kneading boards              1.80
+   6 Rolling-pins                  .90
+   1 Oil-can                      1.10
+   2 Stove mitts                   .40
+   1 Dust-pan                      .10
+   1 Whisk                         .15
+   6 Scrub brushes                 .90
+   6 Vegetable brushes             .30
+   6 Stew pans                    2.10
+   3 Sauce-pans                    .75
+   6 Frying-pans                  1.50
+   6 Strainers                     .78
+   6 Pie plates                    .30
+   6 Measuring cups (tin)          .60
+   1 Measuring cup (glass)         .15
+   1 Double boiler                 .85
+   6 Baking-dishes                 .75
+   3 Cake tins                     .45
+   6 Toasters                      .60
+   1 Tea-pot                       .25
+   1 Coffee-pot                    .35
+   2 Pitchers (2 qt.)              .35
+   2    "     (1 qt.)              .20
+   8 Bowls                         .96
+   6 Custard cups                  .60
+   1 Butter crock                  .30
+   1 Covered pail (1 pt.)          .15
+   2 Trays                         .20
+   1 Grater                        .10
+   1 Potato masher                 .10
+   1 Can-opener                    .10
+   1 French knife                  .35
+   1 Bread  "                      .35
+   6 Egg-beaters                   .30
+   3 Dover egg-beaters             .30
+   6 Wooden spoons                 .30
+  12 Paring knives                1.80
+
+In the equipment for twelve pupils, three one-burner oil-stoves at $6.50
+each might be used in place of the second large stove. In this case
+extra provision must be made for storing the stoves when not in use, as
+the cabinet shown does not provide space for more than one large stove.
+Care should be taken in using the one-burner stove to avoid upsetting it
+while it is in use. The equipment given above is generous, and
+reductions may be made if necessary. In any case it is not advisable
+that the whole equipment should be purchased at once; only sufficient to
+make a beginning should be secured, and further utensils may be added as
+the necessity for their use arises.
+
+If a hot dish is served at the noon lunch, as is most desirable, the
+following will be needed in addition, in order to serve twenty-four
+pupils:
+
+  24 Knives                              $2.40
+  24 Forks                                1.20
+  24 Teaspoons                             .40
+  12 Tablespoons                           .60
+  6 Salt and pepper shakers               1.50
+  24 Glasses                              1.50
+  24 Plates                               2.20
+  4 Plates (large)                         .50
+  24 Cups and saucers                     4.20
+  24 Fruit and vegetable dishes           1.50
+
+
+HECTOGRAPH
+
+The hectograph is a device for making copies of written work. Teachers
+whose schools have limited black-board space will find it of great
+service. Recipes and other rules for work may be copied and distributed
+to the pupils, and thus kept in a permanent form. Many other uses in
+connection with the general work of the school will suggest themselves.
+
+The following are the directions for making:
+
+Soak 1-1/2 ounces of white glue in three ounces of water until it is
+well softened. Cook in a double boiler until the whole mass is smooth.
+Remove from the fire and add six ounces of glycerine. Mix well, re-heat,
+skim, and pour into a shallow pan or on a slate. Prick the bubbles as
+soon as they show. Allow the mixture to stand for twenty-four hours, and
+it is then ready for use.
+
+Write the material to be copied, in hectograph ink, on a sheet of the
+same size as that on which the copy is to be made. Write clearly and
+space carefully. Wipe the hectograph with a damp cloth. Lay a sheet of
+unglazed paper on the hectograph, rub it carefully, and take off at
+once. This removes any drops of water, but leaves the surface moist. Lay
+the written side of the sheet on the hectograph and rub it carefully
+over its whole surface with a soft cloth, so that every particle of the
+writing comes in contact with the surface of the hectograph. Leave it
+there for four or five minutes. Lift one corner and peel off carefully.
+Lay a plain sheet on the hectograph and rub 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 made, wash the hectograph with
+a wet cloth before putting it away. Keep in a cool, dry place.
+
+
+
+
+THE RURAL SCHOOL LUNCH
+
+
+The best method of approach to 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 supplement the lunch brought from home. Owing to
+the fact that many pupils live far from the school, it is impossible for
+them to go home for the mid-day meal, and they are thus dependent upon
+lunches which they bring with them. Very frequently the pupils are
+allowed to eat their lunches where and how they please, and the method
+chosen is conducive neither to comfort nor to health. In fine weather
+they do not wish to lose any time from their games, and so they eat
+their food while playing, or they bolt it, in order that they may get to
+their play more quickly. In severe weather they crowd round the steps or
+the stove and do not hesitate to scatter crumbs and crusts. In one case
+even a teacher has been seen holding a sandwich in one hand and writing
+on the black-board with the other.
+
+In many cases the lunch does not attract the pupil. It is often carried,
+without proper wrapping, in a tin pail, and it then absorbs the taste of
+the tin; again, it is often wrapped in a newspaper and is flavoured with
+printer's ink; occasionally, it is wrapped in cloth not too clean.
+Conditions such as these are not fair to the pupils. They come a long
+way to school, often over poor roads; and it is necessary, for both
+their physical and their mental development, that they should receive
+adequate nourishment served as attractively as possible. Many of the
+defects found among school children can be traced, to a greater or less
+extent, to lack of nutrition. The United States military 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 to that country. May we not reasonably
+suppose that many of these defects are caused by mal-nutrition, and that
+this mal-nutrition is in part due to the poor noon-day lunch? As these
+defects hinder mental as well as physical development, the question of
+proper nutrition through the medium of the school lunch becomes an
+educational one.
+
+
+THE BOX LUNCH
+
+With proper care in the selection of food, the packing of the lunch box,
+and rational methods of consumption, there is no reason why the box
+lunch should not be nourishing, attractive, and possess an educational
+value.
+
+It may be laid down as an axiom that every school lunch should be
+supervised by the teacher and hap-hazard methods of eating the lunch
+should be prohibited. Those schools that are fortunate enough to possess
+a large table can approximate somewhat to the best home conditions, and
+have the table set in the proper manner, as shown in Lesson VI, page 18.
+The pupils should sit round the table, at the head of which is the
+teacher, and the lunch may be made to 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 favourable
+opportunities to inculcate habits of cleanliness and neatness and to
+cultivate good manners. The pupils will learn 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 manual training exercise, each
+pupil may be taught to make his own drinking cup from heavy waxed paper.
+Grace may be said by the older pupils in turn.
+
+The table should be made to look as attractive as possible. The pupils,
+in turn, might undertake to 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 growing
+plant for a centrepiece. Three or four of the larger pupils, either boys
+or girls, may set the table in ten minutes, while the others are washing
+their hands and faces and tidying their hair. Some such plan as this
+will add palatability and cheer to the monotony of the everyday cold and
+often unattractive lunch and will create a spirit of true and healthy
+sociability among the pupils.
+
+In schools that do not possess tables large enough to be used as
+suggested above, each pupil should be required to set one place at his
+own desk, as shown in the illustration on page 20. A paper napkin may be
+used for a table-cloth, if a small piece of white oil-cloth is not
+procurable. Each pupil retains his place until all have finished; he
+should then dispose of the crumbs and leave his desk tidy. From twenty
+minutes to half an hour is generally found sufficient for the meal.
+There should be cheerful conversation and restrained laughter throughout
+the meal, and acts of courtesy and generosity should be encouraged. At
+seasons when there are no flies, and on days when the weather is
+favourable, it is a pleasant change to serve lunch out-of-doors.
+
+The lunch is provided by the home, but the teacher may give some useful
+lessons in Household Science by talks on the contents of the lunch box
+and the proper methods of packing the same, so that the food will keep
+in good condition until the time for its consumption arrives. It is the
+duty of the school authorities to provide a suitable storage place for
+the lunch boxes. These boxes should be kept free from dust or flies and
+in a place where the food will not freeze in winter. Open shelves, so
+often seen, are not suitable and a properly ventilated cupboard in the
+school-room should be provided.
+
+
+CONTENTS OF THE LUNCH BOX
+
+The whole question of the box lunch presents a serious problem, when we
+consider the large number of children who must depend upon it for their
+noon-day meal. This meal should be so constituted as to make it a real
+meal and not a makeshift. The same principles which govern the
+preparation of the meal should govern the preparation of the lunch box.
+It is said that the school lunch should consist of "something starchy
+and something meaty, something fat and something fibrous, something
+sweet and something savoury".
+
+With so many varieties of breads, meats, cheese, jams, etc., innumerable
+kinds of sandwiches may be made. For example, there are brown, graham,
+rye, raisin, nut, and date breads, and equally many kinds of meat. Such
+variety makes it quite unnecessary to have an egg sandwich or
+hard-boiled eggs in the lunch box each day. While eggs are very valuable
+in the diet, a lunch with hard-boiled eggs five times each week becomes
+monotonous, and the appetite of the consumer flags. With skill and
+thought one can make little scraps of meat or other "left-overs" into
+attractive sandwiches. Ends of meat, ground and mixed with salad
+dressing or cream, make delicious sandwich fillings.
+
+
+SANDWICH MAKING
+
+The bread should be cut evenly.
+
+The thickness of the slice should vary with the appetite of the
+  consumer.
+
+The crust should not be removed.
+
+The butter should be creamed for spreading.
+
+Both slices should be buttered, in order to 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.
+
+
+SUGGESTIONS FOR SANDWICH FILLING
+
+1. Egg and ham:
+
+    Three eggs hard boiled and chopped fine or ground
+    An equal amount of chopped or boiled ham
+    Salad dressing
+    Mix and spread.
+
+2. Raisin filling:
+
+    One cup of raisins ground or chopped
+    One half-cup of water
+    One 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.
+
+3. Fig filling:
+
+    Remove the stems and chop the figs fine.
+    Add a small quantity of water.
+    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 egg.
+    Mix with salad dressing or melted butter, to a
+      spreading consistency.
+
+5. Equal parts of finely-cut nuts 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. Nuts may be added.
+
+9. Thinly sliced tomatoes (seasonal)
+
+10. Sliced cucumbers
+
+11. Marmalade. Chopped nuts may be added.
+
+
+SUGGESTIONS 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
+
+_Fats_--Butter, cream, peanut-butter
+
+_Mineral matter_--Celery, lettuce, radish, tomatoes; fresh fruits
+
+    _Note._--When possible, a bottle of clean sweet milk
+    should form part of every lunch.
+
+
+SUGGESTIONS FOR DESSERTS
+
+Cup custards of various flavours
+
+Cookies with nuts and fruits
+
+Cakes--not too rich
+
+Pies well made and with good filling
+
+Candy--plain home-made
+
+Preserves
+
+Canned fruits
+
+Fresh fruits
+
+As often as possible, a surprise should be included, generally in the
+form of a dessert of which the pupil is fond. A surprise adds to the
+pupil's pleasure in eating and, indirectly, aids digestion.
+
+
+PACKING THE LUNCH BOX
+
+Much of the attractiveness of a lunch depends upon the manner of
+packing. We must consider the fact that the foods must be packed
+together closely and must remain so packed for several hours. This makes
+careful packing a necessity.
+
+
+RULES FOR PACKING
+
+1. Be sure that the box is absolutely clean.
+2. Line it with fresh paper every time it is used.
+3. Wrap each article of food in wax paper.
+4. Place in the box neatly, the food that is to be used last in the
+     bottom of the box, unless it is easily crushed.
+5. Lay a neatly folded napkin on the top.
+
+
+EQUIPMENT FOR PACKING
+
+  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, permanent, and light in
+weight, admitting of safe means of ventilation. Paper bags should never
+be used for food containers, as it is impossible to pack the lunch in
+them firmly and well and there is danger of their being torn or of
+insects or flies creeping into them. Boxes of fibre, tin, basket weave,
+or other material, may be used. The box will require scrubbing, and
+should be frequently dried and aired well. Many types of lunch boxes
+have compartments provided for the various kinds of food.
+
+Waxed paper and paper napkins, or the somewhat heavier paper towels of
+much the same size, are very useful for packing lunches, and may be
+obtained at a low price, particularly if bought in large quantities. An
+extra napkin, either of paper or cloth, should be put in the basket, to
+be spread over the school desk when the lunch is eaten. Napkins can be
+made out of cotton crepe at a cost of a very few cents each. The crepe
+may be bought by the yard and should be cut into squares and fringed.
+Such napkins have the advantage of not needing to be ironed.
+
+Paper cups, jelly tumblers with covers which can now be bought in
+several sizes, and bottles with screw tops, such as those in which candy
+and other foods are sold, may all 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 is used, hot drinks may also 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 any of ours,
+are serving at least one hot dish to supplement the lunch brought from
+home. The advantages of this plan are:
+
+1. It enables the pupils to do better work in the afternoon.
+
+2. It adds interest to the school work and makes the pupils more ready
+     to go to 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 meals, and as compared with a cold lunch
+     it aids digestion.
+
+5. It teaches neatness.
+
+6. It gives opportunity to teach table manners.
+
+7. It strengthens the relationship between the home and the school.
+
+
+THE METHOD
+
+The teacher should have a meeting of the school trustees 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-operation there can be no success. This meeting should be addressed
+by the Public School Inspector; and after 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 to the organization, in order that
+the plan may work smoothly. If properly organized, there need be little
+or no interruption to 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 to take part, as there are many duties which they can perform
+successfully. If each group is composed of five or six pupils, the work
+may be arranged as follows: two will prepare the dish, two will get the
+table or the desks ready (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 have to
+solve for herself, according to the conditions which exist in the
+community. Supplies which can be stored are best purchased by the school
+trustees; while the mothers of the pupils should furnish the perishable
+articles, such as milk and butter. As often as possible, the pupils may
+be asked to bring various articles, such as a potato, an apple, a
+carrot, an egg, etc. These may be combined and prepared in quantities.
+The school garden should be relied upon to supply many vegetables in
+season, thus adding interest and life to both the garden work and the
+lunch. In some districts the neighbourhood is canvassed for
+subscriptions in order to provide funds to purchase supplies for the
+term lunches. Some schools give a concert or entertainment in order to
+raise funds for this purpose, and in others all the supplies have been
+purchased by the school trustees.
+
+The pupils who are to prepare the hot dish may make the necessary
+preparations before school or at recess, and they must 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 attention 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. However, most 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, time being thus saved. When the meal is finished, the
+pupils rise and bring their dishes to the serving table and stack them
+with the other dishes. Two remain behind to clear up and wash the
+dishes, while the others go to play. If the desks are used, each pupil
+is responsible for leaving his own desk clean.
+
+The pupils may 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 schedule of
+the market prices of food should be posted in a conspicuous place, and
+the pupils may take turns in keeping these prices up to date. A separate
+black-board may be used for this purpose.
+
+The dish chosen should be as simple as possible--a vegetable or cream
+soup, cocoa, baked potatoes, baked apples, white sauce with potatoes or
+other vegetables, apple sauce, rice pudding, etc. It may be well, in
+some cases, to have plans made on Friday for the following week. As a
+rule, each day a little before or after four o'clock, the recipe for the
+following day should be discussed, the quantities worked out to suit the
+number of pupils, and the supplies arranged for. The element of surprise
+should be made use of occasionally, the pupils not being allowed to know
+the dish until they take their places.
+
+
+SUGGESTED MENUS
+
+The following are some suggested menus in which the food brought from
+home is supplemented by one hot dish. (The name of the hot dish is
+printed in italics.)
+
+1. _Potato soup_, meat sandwiches, orange, sponge cake
+
+2. _Cream of tomato soup_, bread and butter sandwiches, stuffed egg,
+      pear, oatmeal cookies
+
+3. _Apple cooked with bacon_, bread and butter sandwiches, gingerbread,
+      milk
+
+4. _Cocoa_, date sandwiches, celery, graham crackers, apple
+
+5. _Stewed apples_, egg sandwiches, plain cake, prunes stuffed with
+      cottage cheese
+
+6. _Custard_, brown bread sandwiches, apple, raisins, sauce, molasses
+      cookies
+
+7. _Baked beans_, bread and butter sandwiches, fruit, sauce, molasses
+      cookies
+
+
+SUGGESTIONS FOR HOT DISHES FOR FOUR WEEKS
+
+               _First week_           _Second week_
+
+  Monday       Potato soup            Rice and milk
+  Tuesday      Cocoa                  Tomato soup
+  Wednesday    Coddled eggs           Egg broth
+  Thursday     Creamed potatoes       Chocolate custard
+  Friday       Soft custard           Rice and tomato
+
+               _Third week_           _Fourth week_
+
+  Monday       Macaroni and cheese    Rice soup
+  Tuesday      Creamed eggs           Cocoa
+  Wednesday    Cheese soup            Boiled rice and milk
+  Thursday     Apple sauce            Soft-cooked eggs
+  Friday       Cheese                 Wheat pudding
+
+               _First week_           _Second week_
+
+  Monday       Rice soup              Macaroni and cheese
+  Tuesday      Cocoa                  Apple sauce
+  Wednesday    Baked apples           Shirred eggs
+  Thursday     Custard                Cheese soup
+  Friday       Baked eggs             Apple custard
+
+              _Third week_            _Fourth week_
+
+  Monday      Potato soup             Rice and tomato
+  Tuesday     Tapioca cream           Apple custard
+  Wednesday   Cocoa                   Tomato soup
+  Thursday    Creamed potatoes        Cracker pudding
+  Friday      Soft custard            Cocoa
+
+
+RECIPES SUITABLE FOR THE RURAL 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 quantities required may be obtained
+by division or multiplication. The recipes given in the lessons on
+cooking may also be used in preparing the school lunch, as each recipe
+states the number it will serve.
+
+
+_White Sauce_
+
+  1 c. milk
+  2 tbsp. flour
+  1/2 tbsp. butter
+  1/4 tsp. salt
+  1/8 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 thin it 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 thick white sauce,
+use 3 or 4 tablespoonfuls of flour to one cup of milk.
+
+
+_Cocoa_
+
+  6 tbsp. (18 tsp.) cocoa
+  6 tbsp. (18 tsp.) sugar
+  6 c. milk
+  6 c. boiling water
+  1/2 tsp. salt
+
+Scald the milk in a double boiler. Mix the cocoa, sugar, and salt, then
+stir in the boiling water and boil for 3 minutes. Add this mixture to
+the scalded milk. If a scum forms, beat with a Dover egg-beater for one
+minute. The preparation should begin at half-past eleven, to have the
+cocoa ready at twelve o'clock. (Will serve eighteen.)
+
+
+_Potato Soup_
+
+  1 qt. peeled potatoes cut
+  in thin slices
+  3 qt. milk
+  2 tsp. salt
+  4 tsp. butter
+  4 tbsp. flour
+  1/8 tsp. black pepper
+  1 small onion
+  1/2 tsp. celery seed or a 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 covered until required. (Will serve ten.)
+
+
+_Cream of Pea Soup_
+
+  1 can peas or 1 qt. fresh peas
+  1 pt. milk
+  2 tbsp. butter
+  2 tbsp. flour
+  1 tsp. salt
+  1/4 tsp. pepper
+
+Heat 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. Season and cover until required. (Will serve six pupils
+generously.)
+
+
+_Cream of Tomato Soup_
+
+  1 pt. or 1 can tomatoes
+  2 tbsp. butter
+  3 tbsp. flour
+  1 tsp. sugar
+  1 qt. milk
+  Sprig of parsley
+  1/4 tsp. white pepper
+  1/2 tsp. soda
+  1 tsp. salt
+
+Cook the tomatoes slowly with the seasonings for ten minutes and rub
+through a strainer. Scald 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 at once. (Will serve six pupils generously.)
+
+
+_Cream of Corn Soup_
+
+  2 pt. cans corn
+  1 pt. cold water
+  2 slices onion
+  2 qt. of thin white 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.)
+
+
+_Lima-bean Soup_
+
+  1 c. Lima beans
+  2 qt. water
+  2 whole cloves
+  1 bay leaf
+  1 tsp. salt
+  3 tbsp. butter
+  2 tbsp. flour
+  3 tbsp. minced onion
+  1 tbsp.   "    carrot
+  1 tbsp.   "    celery
+  1/4 tsp. pepper
+
+Soak the beans overnight in soft water or in hard water which has been
+boiled and cooled. If cold, hard water is used, add 1/4 tsp. baking-soda
+to 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 butter for 20 minutes, being careful not to brown them. Drain out
+the vegetables and put them into the soup. Put the flour and butter into
+a pan 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.)
+
+    _Note._--If desired, the vegetables may be used without
+    browning and the cloves and bay leaf omitted.
+
+
+_Milk and Cheese Soup_
+
+  4 c. milk
+  2 tbsp. flour
+  1-1/3 c. grated cheese
+  Salt and pepper to taste
+
+Thicken the milk with flour, cooking thoroughly. This is best done in a
+double boiler, stirring occasionally. When ready to serve, add cheese
+and seasoning. (Will serve six.)
+
+
+_Cream of Rice Soup_
+
+  4 tbsp. rice
+  4 c. milk
+  3 tbsp. butter
+  1/2 small onion
+  4 stalks celery
+  1/2 bay leaf
+  Salt and pepper to taste
+
+Scald the milk, add the well-washed rice, and cook for 30 minutes in a
+closely covered double boiler. Melt the butter and cook the sliced onion
+and celery in it until tender, but not brown. Add these, with the bay
+leaf, to the contents of the double boiler, cover, and let it stand on
+the back of the stove for 15 minutes. Strain, season with salt and
+pepper, re-heat, and serve. Note that the bay leaf is added and allowed
+to stand, to increase the flavour, and may be omitted if desired. (Will
+serve six.)
+
+
+_Rice Pudding_
+
+  3 c. rice
+  6 c. water
+  6 c. milk
+  2 c. sugar
+  4 eggs
+  2 tsp. salt
+  3 c. fruit (chopped raisins) if desired
+
+Wash the rice in a strainer placed over a bowl of cold water, by rubbing
+the rice between the fingers. Lift the strainer from the bowl and change
+the water. Repeat until the water is clear. Put the water in the upper
+part of a double boiler directly over the fire, and when it boils
+rapidly, gradually add the rice to it. Boil rapidly for 5 minutes, then
+add the milk, to which has been added the sugar, salt, and eggs slightly
+beaten. Cover, place in the lower part of the double boiler, and cook
+until kernels are tender--from 45 minutes to 1 hour. If raisins are
+used, add them before putting the rice in the double boiler. Serve with
+milk and sugar as desired. (Will serve eighteen.)
+
+
+_Rice Pudding_
+
+  2 c. rice
+  1 c. raisins
+  1 tsp. salt
+  4 qt. milk
+  1 c. sugar
+  1 tsp. cinnamon
+
+Prepare the rice and raisins and put them, with the other ingredients,
+in a buttered pan. Bake all forenoon, stirring occasionally during the
+first hour. Serve with milk or cream. (Will serve ten.)
+
+
+_Cream of Wheat_
+
+  1-1/2 c. cream of wheat
+  10 c. boiling water
+  1-1/2 tsp. salt
+  1-1/2 c. dates (chopped)
+
+Put the boiling water and salt in the upper part of the double boiler
+directly over the heat. When boiling, add the cereal slowly. Stir
+constantly until the mixture thickens. Add the dates and cook for 5
+minutes. Place in the lower part of the double boiler and cook at least
+1 hour. Serve with milk and sugar. (Will serve eighteen.)
+
+
+_Scrambled Eggs_
+
+  9 eggs
+  1 c. milk
+  2 tbsp. butter
+  1 tsp. salt
+  Pepper
+
+Beat the eggs until the yolks and whites are well mixed. Add the
+seasonings and milk. Heat the frying-pan, melt the butter in it, and
+turn in the egg mixture. Cook slowly, scraping the mixture from the
+bottom of the pan as it cooks. As soon as a jelly-like consistency is
+formed, remove at once to a hot dish or serve on toast. (Will serve
+nine.)
+
+
+_Creamed Eggs_
+
+  6 hard-cooked eggs
+  4 tbsp. butter
+  2 c. milk
+  4 tbsp. flour
+  Salt and pepper
+
+Melt the butter, add the flour, and stir in the milk gradually. Cook
+well and season with salt and pepper. Cut hard-cooked eggs in small
+pieces and add them to the white sauce. It may be served on toast. (Will
+serve six.)
+
+
+_Egg Broth_
+
+  6 eggs
+  6 tbsp. sugar
+  1 c. hot milk
+  Few grains salt
+  Vanilla or nutmeg
+
+Beat the eggs and add the sugar and salt. Stir in the hot milk
+gradually, so that the eggs will cook smoothly. Flavour as desired.
+(Will serve six.)
+
+
+_Soft-cooked Eggs_
+
+Wash the eggs and put in a sauce-pan, cover with boiling water, remove
+to the back of the stove or where the water will keep hot, but not boil.
+Let them stand, covered, from 7 to 10 minutes, according to the
+consistency desired.
+
+
+_Baked Shirred Eggs_
+
+Butter small earthen cups. Break an egg in each and sprinkle with a few
+grains of salt 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 pan of hot water on the back of the stove, until the white is
+set.
+
+
+_Creamed Potatoes_
+
+  White sauce (medium consistency)
+  3 tbsp. flour
+  3 tbsp. butter
+  1-1/2 c. milk
+  Salt and pepper
+
+Make a white sauce of the butter, flour, milk, and seasonings. Cut cold
+potatoes (about eight) into cubes or slices and heat in the sauce. Serve
+hot. (Will serve nine.)
+
+
+_Mashed Potatoes_
+
+Boil the potatoes, drain, and mash in the kettle in which they were
+boiled. When free from lumps, add to each cup of mashed potatoes:
+
+  1 tsp. butter
+  1 or more tbsp. hot milk
+  1/4 tsp. salt
+
+Beat all together until light and creamy. Re-heat, and pile lightly,
+without smoothing, in a hot dish.
+
+
+_Baked Potatoes_
+
+Use potatoes of medium size.
+
+Scrub thoroughly in water with a brush. Place in a pan in a hot oven.
+Bake from 45 to 60 minutes. When done, roll in a clean napkin and twist
+until the skin is broken. Serve immediately. (If no oven is available,
+place a wire rack on the top of the stove. Put the potatoes on this rack
+and cover them with a large pan. When half cooked, turn.)
+
+
+_Macaroni and Cheese_
+
+  3 c. macaroni (2 pieces)
+  3 tsp. salt
+  3 qt. boiling water
+  6 c. white sauce (medium)
+
+Cook the macaroni in boiling salted water until tender. Drain, pour cold
+water over it, 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 cheese and the top is brown. To give variety,
+finely-minced ham, boiled codfish, or any cold meat may be used instead
+of the cheese. (Will serve ten.)
+
+
+_Cornstarch Pudding_
+
+  1 qt. milk
+  3/4 c. cornstarch
+  1/2 tsp. salt
+  3/4 c. sugar
+  Vanilla
+
+Scald the milk in a double boiler. Mix the sugar, cornstarch, and salt
+together. Gradually add to the hot milk and stir constantly 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. (Will
+serve nine.)
+
+
+_Apple Sauce_
+
+  9 tart apples
+  3/4 c. water
+  6 whole cloves (if desired)
+  3/4 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-pan. Cook covered until the apples are
+tender, but not broken. Remove the lemon peel and cloves. Add the sugar
+a few minutes before taking from the fire. The apples may be mashed or
+put through a strainer. (Will serve nine.)
+
+    _Note._--The lemon and the cloves may be used when the
+    apples have lost their flavour.
+
+
+_Stewed Prunes or Other Dried Fruit--Apricots, Apples, Pears_
+
+  3/4 lb. fruit (about)
+  1-1/2 pt. of water
+  1/3 c. sugar
+  1 or 2 slices lemon 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 nearly cooked, add
+sugar and lemon juice. The cloves and cinnamon should cook with the
+fruit. All flavourings may be omitted, if desired. (Will serve nine.)
+
+
+_Soft Custard_
+
+  2 c. milk
+  6 tbsp. sugar
+  2 eggs
+  1/2 tsp. vanilla
+  A few grains of salt
+
+Scald the milk in a double boiler. Add the sugar and salt to the eggs
+and beat until well mixed. Stir the hot milk slowly into the egg mixture
+and return to the double boiler. Cook, stirring constantly, until the
+spoon, when lifted from the mixture, is coated. Remove 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 the boiler
+occasionally. (Will serve six.)
+
+
+_Tapioca Custard Pudding_
+
+  3 c. scalded milk
+  2 eggs slightly beaten
+  2 tbsp. butter
+  4 tbsp. pearl, or minute, tapioca
+  6 tbsp. sugar
+  A few grains of salt
+
+Minute tapioca requires no soaking. Soak the pearl tapioca one hour in
+enough cold water to cover it. Drain, add to the milk, and cook in a
+double boiler for 30 minutes. Add to remaining ingredients, pour into
+buttered baking-dish, and bake for about 25 minutes in a slow oven.
+(Will serve eight.)
+
+
+_Rice and Tomato_
+
+  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. Melt 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 Pudding_
+
+  6 soda crackers
+  3 c. milk
+  3 eggs
+  6 tbsp. sugar
+  1/2 tsp. salt
+
+Roll the crackers and soak them in milk. Beat the yolks and sugar well
+together and add to the first mixture, with some salt. Make a meringue
+with white of eggs, pile lightly on top, and put in the oven till it is
+a golden brown. Serve hot. (Will serve six.)
+
+    _Note._--Dried bread crumbs may be used in place of the
+    crackers.
+
+
+_Candied Fruit Peel_
+
+The candied peel of oranges, lemons, grapefruit, and other fruits makes
+a good sweet which is economical, because it utilizes materials which
+might otherwise be thrown away. Its preparation makes an interesting
+school exercise. 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 removing 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. Finally,
+they should be rolled in pulverized or granulated sugar.
+
+A large number of recipes have been given, in order that a selection may
+be made according to season, community conditions, and market prices,
+and so that sufficient variety may be secured from day to day.
+
+Attention given to this matter will be well repaid by the improved
+health of the pupils, the greater interest taken in the school by the
+parents, and the better afternoon work accomplished. It has been well
+said: "The school lunch is not a departure from the principle of the
+obligation assumed by educational authorities toward the child, but an
+intensive application of the measures adopted for the physical nurture
+of the child, to the end of securing in adult years the highest
+efficiency of the citizen".
+
+
+USEFUL BULLETINS
+
+_The Rural School Luncheon_: Department of Education, Saskatchewan
+
+_The Box Luncheon_: New York State College of Agriculture,
+   Cornell University
+
+_Hints to Housewives_: Issued by Mayor Mitchell's Food Supply
+   Committee, New York City
+
+_Home Economics in Village and Rural Schools_: Kansas State
+   Agricultural College
+
+_Home-made Fireless Cookers and Their Use_: Farmers' Bulletin,
+   United States Department of Agriculture
+
+_Hot Lunches for Rural Schools_: Parts I and II, Iowa State
+   College of Agriculture and Mechanic Arts
+
+_Rural School Lunches_: University of Idaho, Agricultural Extension
+    Department
+
+_The Rural School Lunch_: University of Illinois College of Agriculture
+
+_The School Luncheon_: Oregon Agricultural College
+
+
+HOUSEHOLD SCIENCE WITHOUT SCHOOL EQUIPMENT
+
+There is no school so unhappily situated or so poorly equipped that it
+is unable to teach effectively the lessons previously outlined in the
+"Care of the Home" and "Sewing". Now that a grant in aid is provided by
+the Department of Education any rural school may procure one of the sets
+of equipment for cooking suggested or some modification thereof. As a
+stepping-stone to the provision of that equipment and as a means of
+educating the people of the district in regard to the advantages of
+teaching this branch of Household Science, it may be advisable or even
+necessary, in some cases, to attempt practical work, even where no
+equipment is installed by the school authorities.
+
+It should be remembered that the present position of Manual Training and
+Household Science in urban schools is entirely owing to private
+initiative and demonstration, by which the people were shown how and why
+these subjects should be included in the curriculum of the schools. It
+is reasonable to suppose that the same results will follow if somewhat
+the same methods are tried in the case of the rural schools, which form
+such a large part of our educational system. Two methods of giving
+instruction of this character have, 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 practical cooking problem which may be performed in
+the homes of the pupils. Before this plan is adopted, it should be
+discussed with the pupils who are to take the work. They should be
+required to promise that they will practise at home; and the consent and
+co-operation of the parents should be secured, as the success of this
+home work depends, in the first place, on the willingness of the pupil
+to accept responsibility, and, in the second place, on the honest and
+hearty co-operation of the parents.
+
+A meeting of the mothers should be called, in order that the plan may be
+laid before them and their suggestions received. At this meeting
+afternoon tea might be served. The teacher should plan the lessons, but
+occasionally, particularly at festive seasons, the pupils themselves
+should be allowed to decide what shall be made. When it is possible, the
+food prepared at home should be brought by the pupil to the school, in
+order that it may be compared with that made by other pupils and be
+judged by the teacher. In other cases, the mother might be asked to fill
+up a previously prepared form, certifying to the amount and character of
+the work done at home by the pupil each week.
+
+The instructions placed on the black-board should be clear and concise
+and give adequate information concerning materials, quantities, and
+methods. They should be arranged in such a way as to appeal to the eye
+and thus assist the memory. Connected composition should not be
+attempted, but the matter should be arranged in a series of numbered
+steps, somewhat as follows:
+
+
+_Recipe: Boiled Carrots_
+
+  Carrots
+  Boiling water
+  Salt and pepper
+  Butter
+
+1. Scrub, scrape, and rinse the carrots.
+
+2. Cut them into pieces by dicing them.
+
+3. Place the pieces in a sauce-pan.
+
+4. Set over the fire and cover with boiling water.
+
+5. 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 year every pupil will have a collection of useful recipes
+and plans, each one of which she understands and has worked out. In many
+lessons of this type demonstrations may be given by the teacher and, if
+the food cannot be cooked on the school stove, it may be taken home to
+be cooked by one of the pupils.
+
+Lessons given according to this method, by which the theory is given in
+school and the practice acquired at home, need not be restricted to
+cookery. Any of the lessons prescribed in the curriculum for Form III,
+Junior, may be treated in the same way. Lessons on the 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 note-books, to be
+periodically examined by the teacher. The black-board work of many
+teachers leaves much to be desired, and time spent in improving this
+will be well repaid. Examples of summaries of the kind referred to are
+to be found in the Ontario Teachers' Manual on _Household Management_.
+These instructions may be type-written or hectographed by the teacher
+and given to the pupils, thus saving the time spent in note-taking.
+
+
+SECOND METHOD
+
+The second of the plans referred to is a modification of what is known
+as the "Crete" plan of Household Science, so called from the name of the
+place in Nebraska, U.S.A., where it was first put into operation. By
+this plan, definite instruction is given in the home kitchens of certain
+women in the district, under the supervision of the educational
+authorities. It was adopted, at first, in connection with the high
+schools of the small towns in that State but, with certain
+modifications, it is suitable to our rural school conditions.
+
+In every community there are women who are known to be skilful in
+certain lines of cookery, and the plan makes use of such women for
+giving the required instruction. They become actually a part of the
+staff of the school, giving instruction in Household Science, and using
+the resources of their households as an integral part of the school
+equipment.
+
+In order to put this plan into operation, a meeting of women interested
+in the school should be called and if, after the plan has been laid
+before them and fully discussed, enough women are willing to open their
+homes and act as instructors, then it is safe to proceed. The subjects
+should be divided, and a scheme somewhat as follows may be arranged:
+
+  Mrs. A. bread and biscuits
+  Mrs. B. pies and cakes
+  Mrs. C. canning and preserving
+  Mrs. D. gems and corn bread
+  Mrs. E. desserts and salads
+  Mrs. F. cookies and doughnuts
+  Mrs. G. vegetables.
+
+Six has been found a convenient number for a class, though ten is
+better, if the homes can accommodate that number. Half-past three is a
+good time for the classes to meet, as they then may be concluded by five
+o'clock, thus leaving the housewife free to prepare her evening meal.
+The day of the week should be chosen to suit the convenience of the
+instructor. The classes may meet once a week.
+
+Arriving at the home of the instructor at half-past three, the pupils
+are seated in the most convenient room, and the lesson is given. During
+this talk the pupils are given not only the recipe, but details as to
+materials, the preparation thereof, the degree of heat required, the
+common causes of failure and, in fact, everything that in the mind of a
+practical cook would be helpful to the class. 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 rolls and so on, they cook the food in the presence of the
+pupils. When white bread is to be baked, the pupils are asked to call, a
+few minutes after school, at the home of the instructor, to watch the
+first step--setting the sponge--and again the next morning before school
+to see the next step--mixing the bread--and again, about half-past
+eleven or twelve, to see the bread ready for the oven and, finally, on
+the way back to school, to see the result--a fine loaf of well-cooked
+bread. The pupils try the recipe carefully in their own homes, not
+varying its terms until they are able to make the dish successfully.
+When they can do this, they are free to experiment with modifications,
+and there should be no objection to receiving help from any source; in
+fact, it is a good thing for the daughter to get her mother to criticize
+her and offer suggestions in the many little details familiar to every
+housekeeper, but which cannot always be given by an instructor in one
+lesson.
+
+By this method the pupils learn in their own homes and handle real
+cooking utensils on a real stove heated by the usual fire of that home.
+If it is a good thing--and no one doubts it--to learn Household Science
+in a school where everything that invention and skill can provide for
+the pupils is readily at hand, is it not worth while to enter the field
+of actual life and, with cruder implements, win a fair degree of
+success?
+
+At the end of five or six months, after the pupils have had an
+opportunity to become skilful in making some of the dishes which have
+been taught, it may be well to have an exhibition of their work. Each
+pupil may, on Saturday afternoon, bring one or more of the dishes she
+has learned to prepare to the school-house, where they may be arranged
+on tables for the inspection of the judges. The dishes exhibited should
+be certified to as being the work of the pupil with no help 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 at noon, carries it to school with her, and rushes to catch a
+train or car at four o'clock, not returning to the district until Monday
+morning, has no time for this kind of service.
+
+Occasionally the entire class may meet with their instructors in the
+school-room. An oil-stove and the necessary equipment may be obtained,
+and a demonstration may be given by one of the instructors. By this
+means much valuable instruction will be given that is not included in
+the regular course. At this time also many things may be discussed that
+pertain to the growth of the movement and the general well-being of the
+pupils.
+
+The plan is flexible 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 necessarily put to any expense, as the articles
+prepared in giving the lessons may be used in their own homes.
+
+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, not only toward giving a real knowledge
+of some phases of Household Science, but also toward developing the
+community spirit and arousing an interest in the school, which will
+benefit all concerned.
+
+
+THE FIRELESS COOKER
+
+At the present time there is urgent need for thrift and economy in all
+that pertains to the management of the household--particularly in food
+and fuel. In the average home much fuel could be saved by the proper use
+of what is known as the fireless cooker. The scientific principle
+applied has long been known and is, briefly, as follows: If a hot body
+is protected by a suitable covering, the heat in it will be retained for
+a long time, instead of being lost by radiation or conduction. This is
+why a cosy is placed over a tea-pot.
+
+In using a fireless cooker, the food is first heated on the stove until
+the cooking has begun, and then it is placed in the fireless cooker--a
+tight receptacle in which the food is completely surrounded by some
+insulating substance to prevent the rapid escape of the heat, which in
+this way is retained in the food in sufficient quantity to complete the
+cooking. Sometimes, when a higher cooking temperature is desired, an
+additional source of heat, in the form of a hot soapstone or brick or an
+iron plate such as a stove lid, is put into the cooker with the food.
+
+The same principle is also employed in cookery in other ways. For
+example, in camp life beans are often baked by burying the pots
+overnight in hot stones and ashes, the whole being covered with earth;
+and in the "clam bakes" on the Atlantic Coast, the damp seaweed spread
+over the embers on the clams prevents the escape of the heat during
+cooking. The peasants in some parts of Europe are said to begin the
+cooking of their dinners and then to put them into hay boxes or between
+feather beds, so that the cooking may be completed while the family is
+absent in the fields.
+
+The chief advantages in the use of the fireless
+cooker are these:
+
+1. It saves fuel, especially where gas, oil, or electric stoves are
+used. Where coal or wood is the fuel, the fire in the range is often
+kept up most of the day, and the saving of fuel is not so great. In
+summer, or when the kitchen fire is not needed for heating purposes, the
+dinner can be started in the stove early in the morning, and then placed
+in the fireless cooker, the fire in the range being allowed to go out.
+During the hot weather, the use of a kerosene or other liquid-fuel stove
+and a fireless cooker is a great convenience, since it not only
+accomplishes a saving in fuel, but helps to keep the kitchen cooler. The
+saving in fuel resulting from the use of a fireless cooker is greatest
+in the preparation of foods such as stews, which require long and slow
+cooking.
+
+2. It saves time. Foods cooked in this way do not require watching, and
+may be left, without danger from fires or of over-cooking, while other
+duties are being performed or the family is away from home.
+
+3. It conserves the flavour of the food and makes it easier to utilize
+the cheaper cuts of meat which, although not having so fine a texture or
+flavour, are fully as nutritious, pound for pound, as the more expensive
+cuts. Long cooking at a relatively low temperature, such as is given to
+foods in the fireless cooker, improves the flavour and texture of these
+tougher cuts of meat. Most people do not cook cereals long enough. By
+this method, the cereal may be prepared at night, cooked on the stove
+for about fifteen minutes, and then put in the fireless cooker. In the
+morning it will be cooked and ready to be served.
+
+The fireless cooker may be used to advantage in preparing the following:
+soups; pot roasts; beef stew; Irish stew; lamb stew; corned beef and
+cabbage; boiled ham; baked 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 not
+experiments. They have all been tested and found to be most practical.
+
+
+DIRECTIONS FOR FIRELESS COOKER--NO. I
+
+While there are many good fireless cookers on the market which cost from
+five to twenty-two dollars, according to size and make, it is possible
+to construct a home-made cooker which will give very satisfactory
+results and will be considerably cheaper than one which is purchased in
+the shops.
+
+Materials required: A box or some other outside container; some good
+insulating or packing material; an inside container for the kettle, or a
+lining for the nest in which the kettle is placed; a kettle for holding
+the food; and a cushion, or pad, of insulating material, to cover the
+top of the kettle.
+
+
+THE OUTSIDE CONTAINER
+
+For the outside container 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 fire-proof). A shoe box 15 by 15 by 28 inches is
+convenient in size, since it may be divided into two compartments. It
+should have a hinged cover and, at the front, a hook and staple, or
+some other device to hold down the cover tightly; an ordinary clamp
+window fastener answers this purpose very well. The size of the
+container, which depends upon the size of the kettle used, should be
+large enough to allow for at least four inches of packing material all
+round the nest in which the kettle is placed.
+
+[Illustration: _Fig._ 39.--Completed fireless cooker]
+
+THE INSULATING MATERIAL
+
+For packing or insulating material a variety of substances may be used.
+Asbestos and mineral wool are the best, and have the additional
+advantage that they cannot burn. Ground cork (used in packing Malaga
+grapes), hay, excelsior, Spanish moss, wool, and crumpled paper may also
+be used satisfactorily. Of these materials crumpled paper is probably
+the best, as it is clean and odourless and, if properly packed, will
+hold the heat better than the others. It is wise to line the box with
+one thickness of heavy paper or with several thicknesses of newspaper,
+to make it as air-tight as possible. Asbestos sheeting may be used
+instead. To pack the container with paper, crush single sheets of
+newspaper between the hands and pack a layer at least four inches deep
+over the bottom of the outside container, pounding it in with a heavy
+stick of wood.
+
+Place the inside container for the cooking kettle or the lining for the
+inside of the nest in the centre of this layer, and pack more crushed
+paper about it as solidly as possible. The method of packing with paper
+is shown in Figure 40. If other material is used it should be packed in
+a similar way.
+
+Where an extra source of heat is to be used, it is much safer to use
+some non-inflammable material such as asbestos or mineral wool. A cheap
+substitute and one which is easily obtained are the small cinders sifted
+from coal ashes, preferably those from soft coal. However, the cinders
+from hard coal burned in the kitchen range will do. If a fire-proof
+packing material is not used, a heavy pad of asbestos should be placed
+at the bottom of the metal lining, and a sheet or two of this paper
+should be placed between the lining of the nest and the packing
+material. Whatever is used should come to the top of the inside
+container, and the box should be filled to within about four inches of
+the top.
+
+[Illustration: _Fig._ 40.--Fireless cooker, showing method of packing
+with paper]
+
+THE INSIDE CONTAINER
+
+The inside container for the cooking kettle or the lining for the nest
+in which it is to be placed should be cylindrical in shape, should be
+deep enough to hold the cooking kettle and stone, if one is used, and
+should fit as snugly as possible to the cooking kettle, but at the same
+time should allow the latter to be moved in and out freely. For this
+purpose a galvanized iron or other metal bucket may be used, or, better
+still, a tinsmith may make a lining of galvanized iron or zinc which can
+be provided with a rim to cover the packing material, as shown in Figure
+41. In case no hot stone or plate is to be used, the lining may be made
+of strong cardboard.
+
+[Illustration: _Fig._ 41.--Metal lining with rim]
+
+
+THE KETTLE
+
+The kettle to be used for cooking should be durable and free from seams
+or crevices which are hard to clean. It should have perpendicular sides,
+and the cover should be as flat as possible and be provided with a deep
+lid fitting well down into the kettle, in order to retain the steam. A
+kettle holding about six quarts is a convenient size for general use.
+Tinned iron kettles should not be used in a fireless cooker, for,
+although cheap, they are very apt to rust from the confined moisture.
+Enamelware kettles are satisfactory.
+
+
+EXTRA SOURCE OF HEAT
+
+Fireless cookers are adapted to a much wider range of cooking if they
+are provided with an extra source of heat in the form of a soapstone,
+brick, or an iron plate which is heated and placed underneath the
+cooking kettle. This introduces a possible danger from fire, in case the
+hot stove plate should come into direct contact with inflammable packing
+material such as excelsior or paper. To avoid this danger, a metal
+lining must be provided for the nest in which the cooking vessels and
+stone are to be placed.
+
+[Illustration: _Fig._ 42.--Tightly fitting lid]
+
+
+COVERING PAD
+
+A cushion, or pad, must be provided, to fill completely the space
+between the top of the packing material and the cover of the box after
+the kettle is in place. This should be made of some heavy goods, such as
+denim, and stuffed with cotton, crumpled paper, or excelsior. Hay may be
+used, but it will be found more or less odorous. Figure 43 shows the
+vertical cross-section of a home-made fireless cooker.
+
+[Illustration: _Fig._ 43.--Vertical cross-section of fireless cooker. A.
+Outside container; B. packing or insulating material; C. metal lining of
+nest; D. cooking kettle; E. soapstone plate, or other source of heat; F.
+pad of excelsior for covering top; G. hinged cover of outside
+container.]
+
+
+DIRECTIONS FOR FIRELESS COOKER--NO. II
+
+(Single Cooker)
+
+Materials required: Galvanized iron can, No. 3, with a cover; some
+sawdust; a covered agate pail (to be used as a cooking pail); and two
+yards of denim; any old linen, cotton, or woollen material may be used
+instead of denim.
+
+
+METHOD OF MAKING
+
+Place loose sawdust in the bottom of the can to a depth of about three
+inches. Measure the depth of the cooking pail. Turn a fold two inches
+greater than this depth the entire length of the denim or other material
+and make a long bag. Lay the bag flat on the table and fill it with an
+even layer of sawdust, so that when completed it will still be half an
+inch wider than the depth of the pail. Roll 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 material make a round, flat bag (the material will have to be
+pieced for this). Fill this bag with sawdust and use it on top of the
+cooking pail. The bags must be made and fitted into the can in such a
+way 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)
+
+Materials required: One long box and two square boxes; the long box must
+be large enough to hold the other two and still leave two inches of
+space all around them; five and one-quarter yards of sheet asbestos one
+yard wide; two covered agate pails to be used as cooking pails; and
+about one yard of denim or other material.
+
+
+METHOD OF MAKING
+
+Line the bottoms and sides of all three boxes with sheet asbestos. In
+the bottom of the long box lay newspapers flat to a depth of about half
+an inch. Put two inches of sawdust on top of this layer of newspapers.
+Place the two square boxes inside the long one, leaving at least two
+inches of space between them. Fill all the spaces between the boxes with
+sawdust. Tack strips of denim or other material so that they will cover
+all the spaces that are filled with sawdust.
+
+The outside box must have a hinged lid, which must be fastened down with
+a clasp. Line the lid with the sheet asbestos to within half an inch of
+the edge. Put a layer of sawdust one inch deep on top of the asbestos.
+Tack a piece of denim or other material over the sawdust, still leaving
+the edge free and clear so that the cover may fit tightly; or the lid
+may be lined with asbestos and a denim pillow filled with sawdust made
+to fit tightly into the top of the box.
+
+
+USE OF THE FIRELESS COOKER IN THE PREPARATION OF LUNCHES
+
+The fireless cooker should prove very useful in the lunch equipment of
+rural schools, as its use should mean economy of fuel, utensils, time,
+and effort. It might be made by the pupils and would afford an excellent
+manual training exercise.
+
+Many of the dishes in the recipes given may be cooked in this way, but
+more time must be allowed for cooking, as there is a fall of temperature
+in placing the food in the cooker. When the vessel is being transferred
+from the stove to the cooker, the latter should be in a convenient
+position, and the transfer should be made, and the cushion placed in
+position, very quickly, so that the food will continue boiling. If the
+quantity of food is small, it should be placed in a smaller tightly
+covered pail, set on an inverted pan in the larger pail, and surrounded
+with boiling water. When there is an air space above the food in the
+cooking dish, there is greater loss of heat, as air gives off heat more
+readily than water.
+
+The following are examples of the foods that may be cooked in a Fireless
+Cooker:
+
+Apple sauce--Bring to boiling temperature and place in the cooker, leave
+  two hours.
+
+Apple compote--Cut the apples in halves or quarters so that they need
+  not be turned. Leave them in the cooker about three hours.
+
+Dried fruits--Soak overnight, bring to the boiling-point, and leave in
+  the cooker at least three hours.
+
+Cream of wheat--Boil until thick, place in the cooker, leave overnight
+  and, if necessary, re-heat in double boiler before using.
+
+Rolled oats--Boil five minutes, then place in the cooker. Leave at least
+  three hours and longer if possible.
+
+Macaroni--Boil, then place in the cooker for two hours.
+
+Rice--Boil, then place in the cooker for one hour.
+
+All vegetables may be cooked in the cooker. They must be given time
+according to their age. A safe rule for all green vegetables is to allow
+two and a half times as long as if boiled on the stove.
+
+In the home, where the cooking is much greater in amount than it can be
+in the school, the saving in fuel, by the judicious use of the properly
+made fireless cooker, is correspondingly much larger. For example: in
+soups, from 2-1/2 to 3-1/2 hours use of fuel is made unnecessary; pot
+roast 2-1/2 hours; beef stew 2-1/2 hours; lamb stew 1-1/2 hours; corn
+beef and cabbage 2-1/2 hours; baked beans 5-1/2 to 7-1/2 hours; chicken
+fricassee 2 hours; dried peas, beans, and lentils 3 hours; dried fruits
+3 hours; rice pudding 1-1/2 hours.
+
+
+SPECIAL GRANTS FOR RURAL AND VILLAGE 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 Training as applied to the work of the Farm or in
+Household Science suitable to the requirements of the rural districts,
+which employs a teacher qualified as below, and which provides
+accommodations and equipment and a course of study approved by the
+Minister before the classes are established, will be paid by the
+Minister the sums provided in the scheme below, out of the grants
+appropriated therefor: said grants to be expended on the accommodations,
+equipment, and supplies for Manual Training and Household Science. In no
+year, however, will the Departmental grants exceed the total expenditure
+of the Board for these classes.
+
+(2) On the report of the Inspector of Manual Training and Household
+Science that the organization and the teaching of the classes in Manual
+Training or Household Science maintained as provided above are
+satisfactory, an annual grant will be paid by the Minister out of the
+Grant appropriated according to the following scheme:
+
+(_a_) (i) When the teacher holds a Second Class certificate but is not
+specially certificated in Manual Training or Household Science--
+
+Initial Grant to board, $40; to teacher, $15. Subsequent Grant: to
+board, $20; to teacher, $15.
+
+(ii) When the teacher holds a Second Class certificate and has
+satisfactorily completed the work of one Summer Course in Manual
+Training or Household Science, provided by the Department, and
+undertakes to complete Part II the following year, or receives
+permission from the Minister to postpone said part--
+
+Initial Grant: to board, $40: to teacher, $20. Subsequent Grant: to
+board, $20: to teacher, $20.
+
+(_b_) (i) When the teacher holds a Second Class certificate and in
+addition the Elementary certificate in Manual Training or Household
+Science--
+
+Initial Grant: to board, $75; to teacher, $40. Subsequent Grant: to
+board, $30; to teacher, $40.
+
+(ii) When the teacher holds a Second Class certificate and in addition
+the Ordinary certificate in Manual Training or Household Science--
+
+Initial Grant: to board, $75; to teacher, $50. Subsequent Grant: to
+board, $30; to teacher, $50.
+
+(_c_) When a school taking up Household Science provides at least one
+hot dish for the pupils staying to lunch from November 1st to March
+31st, the above grants to the teacher of Household Science will be
+increased $10.
+
+
+
+
+
+End of the Project Gutenberg EBook of Ontario Teachers' Manuals: Household
+Science in Rural Schools, by Ministry of Education Ontario
+
+*** END OF THIS PROJECT GUTENBERG EBOOK ONTARIO TEACHERS' MANUALS ***
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