Parts I and II of this text furnish material for a year's work, if five lessons per week (at least ninety minutes in length) are given ; or for two years' work, if the curriculum provides for but two or three lessons per week. If it is necessary to arrange a shorter course, certain les- sons in Part I may be omitted or assigned for home work or lessons may be combined. For work given to first-year high school pupils, the study of energy requirement and the calculation of the fuel values of foods may be omitted or deferred until the third or fourth year. With such an ar- rangement, lessons on the cooking and serving of entire meals may be introduced among the "regular" cooking lessons of Part I. If the teacher wishes to correlate this work with some other subject — physiology, chemistry, physics, etc. — the time may be extended or the order of work may be changed to fit the particular requirement. It will be noted that the foods treated in, the first portion of Part I (Lesson V to Lesson LX) are classified according to their physiological functions, special emphasis being placed — in the theoretical part of the test — upon the use of the foods in the body. The material in this part of the text may be correlated most aptly with physiology. In the second portion of Part I (Lesson LXIII to Lesson XCIX) special emphasis is placed upon food composition. This work may be most satisfac- torily correlated with chemistry. For some courses of study, logical development must be sacrificed for the sake of economy. The practical teacher uses only seasonable foods. 307 398 APPENDIX Although recipes in definitely stated form appear in the book, the teacher need not refer to them in class or place them upon the board previous to the lesson. She may pre- fer to lead the pupils to develop a recipe. The latter method is valuable in training pupils to know the proper quantity of food materials to combine for practical recipe making. The relation of one recipe to another should be constantly emphasized. The pupils should be made to understand that there are a few basic recipes from which many may be developed. Much attention should be given to the cost of foods. At frequent intervals, pupils should be required to compute the cost of particular dishes or of entire meals. The teacher may have the pupils record the answers to the " Questions " in notebooks ; she may find it desirable to have them recite occasionally on the "Questions." By the latter method, an opportunity is afforded to teach pupils how to study. SUGGESTIVE OUTLINE FOR THE PRACTICAL WORK OF LESSONS IN THE COOKING OF FOOD The author assumes that these outlines will serve merely as sugges- tions. This selection of foods may need to be modified to suit local conditions. Lesson III Broiled Tomato or Baked Squash (individual). Lesson IV Scalloped (or Stuffed) Tomato or Scalloped Corn (individual). Lesson V Peanut (or Cocoanut or Puffed Cereal) Candy (individual). Lesson VI Stewed Fruit and Fruit Sauce (individual); Stewed Dried Fruit (group). Lesson VII Scalloped Fruit and Hard Sauce (individual). Lesson VIII Cereal (individual). Lesson IX Rice (cooked over boiling water); Rice (boiled) ; Tomato (or Cheese) Sauce (made with rice water) ; (individual). Mold the Rice (cooked over bQiling water) ; serve the Boiled Rice around it ; pour Sauce over both. Lesson X Corn Meal Mush for Frying ; Rice and Tomatoes; (group). Lesson XI "Fried" Corn Meal Mush; French Toast; Caramel Syrup; (individual). Lesson XII Blanc Mange or Chocolate Corn Starch Pudding (individual). Lesson XIII Cream Toast (individual). 899 400 APPENDIX Lesson XIV Creamed (or Scalloped) Potatoes or Car- rots (individual). (See Note to the Teacher in the text.) Lesson XV Sweet Potatoes ; Green Corn or Beets ; (individual). Lesson XVI Fruit Tapioca; Lemon Sauce; (indi- vidual).

AI-modernized reading of the original text

Parts I and II of this text furnish material for a year's work, if five lessons per week (at least ninety minutes in length) are given ; or for two years' work, if the curriculum provides for but two or three lessons per week. If it is necessary to arrange a shorter course, certain lessons in Part I may be omitted or assigned for home work or lessons may be combined. For work given to first-year high school pupils, the study of energy requirement and the calculation of the fuel values of foods may be omitted or deferred until the third or fourth year. With such an arrangement, lessons on the cooking and serving of entire meals may be introduced among the "regular" cooking lessons of Part I. If the teacher wishes to correlate this work with some other subject — physiology, chemistry, physics, etc. — the time may be extended or the order of work may be changed to fit the particular requirement. It will be noted that the foods treated in, the first portion of Part I (Lesson V to Lesson LX) are classified according to their physiological functions, special emphasis being placed — in the theoretical part of the test — upon the use of the foods in the body. The material in this part of the text may be correlated most aptly with physiology. In the second portion of Part I (Lesson LXIII to Lesson XCIX) special emphasis is placed upon food composition. This work may be most satisfactorily correlated with chemistry. For some courses of study, logical development must be sacrificed for the sake of economy. The practical teacher uses only seasonable foods. Although recipes in definitely stated form appear in the book, the teacher need not refer to them in class or place them upon the board previous to the lesson. She may prefer to lead the pupils to develop a recipe. The latter method is valuable in training pupils to know the proper quantity of food materials to combine for practical recipe making. The relation of one recipe to another should be constantly emphasized. The pupils should be made to understand that there are a few basic recipes from which many may be developed. Much attention should be given to the cost of foods. At frequent intervals, pupils should be required to compute the cost of particular dishes or of entire meals. The teacher may have the pupils record the answers to the " Questions " in notebooks ; she may find it desirable to have them recite occasionally on the "Questions." By the latter method, an opportunity is afforded to teach pupils how to study. SUGGESTIVE OUTLINE FOR THE PRACTICAL WORK OF LESSONS IN THE COOKING OF FOOD The author assumes that these outlines will serve merely as suggestions. This selection of foods may need to be modified to suit local conditions. Lesson III Broiled Tomato or Baked Squash (individual). Lesson IV Scalloped (or Stuffed) Tomato or Scalloped Corn (individual). Lesson V Peanut (or Cocoanut or Puffed Cereal) Candy (individual). Lesson VI Stewed Fruit and Fruit Sauce (individual); Stewed Dried Fruit (group). Lesson VII Scalloped Fruit and Hard Sauce (individual). Lesson VIII Cereal (individual). Lesson IX Rice (cooked over boiling water); Rice (boiled) ; Tomato (or Cheese) Sauce (made with rice water) ; (individual). Mold the Rice (cooked over bQiling water) ; serve the Boiled Rice around it ; pour Sauce over both. Lesson X Corn Meal Mush for Frying ; Rice and Tomatoes; (group). Lesson XI "Fried" Corn Meal Mush; French Toast; Caramel Syrup; (individual). Lesson XII Blanc Mange or Chocolate Corn Starch Pudding (individual). Lesson XIII Cream Toast (individual). Lesson XIV Creamed (or Scalloped) Potatoes or Carrots (individual). (See Note to the Teacher in the text.) Lesson XV Sweet Potatoes ; Green Corn or Beets ; (individual). Lesson XVI Fruit Tapioca; Lemon Sauce; (individual).

A text-book of cooking