The loaf bakes in a round cake shape, and it is a
good shape for using for cut bread and butter or sand-
wiches, if the bottom is cut first. The shaping of the
cottage and Coburg loaves is not so difficult, but it
is well to be careful in the very light handling of these
as compared with the previous process of kneading.
After the teacher has shaped her loaves and put them
to rise, the children may be employed in scullery work
or other cooking until their dough is sufficiently light
to shape ; they also should write the bread recipe in
their books.
The teacher may put her bread now to bake in a hot
oven, and explain clearly that the heat must be lowered
after the first io minutes. Then comes the dividing
of the dough for the children’s loaves. Cut it up into
as many pieces as there are children. By this time
it will be doubled in bulk, so there ought to be about
enough for two loaves for each child, and one may be a
Coburg and the other a tin loaf or baked in a jam jar.
If there is not enough, half the class might make
one kind and half the other. These may then be put
to rise, and the boards and tables scrubbed. The
monitors must now be responsible for baking the
bread. The class should be made to understand that
22
INSTRUCTION IN COOKERY
the oven must be much hotter for a large quantity than
for a small quantity, and that it is well sometimes
to move the bread about.
The teacher’s bread ought to be baked before the
children’s goes into the oven. The best way to' test
it is to tap it, and if it sounds hollow, it is well baked.
It should be put in a sieve to cool, and if a shiny
appearance is liked, the loaves may be brushed over
with a little warm milk while still hot. In order to
ensure a thorough practical knowledge of bread-making,
it is well for a second lesson to follow the above lesson
the next time the class meets, and then in any sub-
sequent lesson to allow two girls to make about i lb.
each until all the class have practised. The second
lesson may be managed as follows : Prepare warm
flour, water, etc., as before. Directly the children
have washed their hands, the warm bowls and flour
should be portioned out, the yeast should be prepared
and mixed with lukewarm water✪ Bread, and the bread
‘ sponged ’ and mixed. Then it may be kneaded as
before, and put to rise.
During the rising the following sketch of a lesson on
yeast and baking-powder may be worked, and the
children thus taught some of the practical properties
of yeast or its substitutes.
SUMMARY OF TIME SPENT IN A THREE-
HOURS LESSON (9 to 12 o’clock)
5 minutes (9 to 9.5) : Register and washing hands.
15 minutes (9.10 to 9.25) : Teacher prepares, kneads her
own bread, and puts to rise 1 hour.
1 hour (9.25 to 10.25) • Children mix and knead their
BREAD AND BREAD-MAKING
23
bread and put it to rise, cook other things, recess and write
notes.
35 minutes (10.25 to 11) : Teacher shapes her loaves and
puts them to rise 10 minutes, more cooking for children, and
baking of teacher’s loaves.
15 minutes (n to 11.15): Children shape their loaves,
finish notes, and begin scullery work.
15 minutes (11.30) : Loaves put in the oven.
30 minutes (12) : Taken out and put on sieve.
SKETCH OF LESSON ON YEAST AND BAKING-
POWDER
(This may he inserted before the actual bread-making is given ) ✪ Bread
Page 10 · 2 recipe records on this page
Presented as published in 1908. Historical recipes may not meet modern food-safety standards. Cook from the modern interpretation, not the original instructions.
AI-modernized reading of the original text
The loaf bakes in a round cake shape, and it is a good shape for using for cut bread and butter or sandwiches, if the bottom is cut first. The shaping of the cottage and Coburg loaves is not so difficult, but it is well to be careful in the very light handling of these as compared with the previous process of kneading. After the teacher has shaped her loaves and put them to rise, the children may be employed in scullery work or other cooking until their dough is sufficiently light to shape ; they also should write the bread recipe in their books.
The teacher may put her bread now to bake in a hot oven, and explain clearly that the heat must be lowered after the first io minutes. Then comes the dividing of the dough for the children’s loaves. Cut it up into as many pieces as there are children. By this time it will be doubled in bulk, so there ought to be about enough for two loaves for each child, and one may be a Coburg and the other a tin loaf or baked in a jam jar. If there is not enough, half the class might make one kind and half the other. These may then be put to rise, and the boards and tables scrubbed. The monitors must now be responsible for baking the bread. The class should be made to understand that
the oven must be much hotter for a large quantity than for a small quantity, and that it is well sometimes to move the bread about.
The teacher's bread ought to be baked before the children's goes into the oven. The best way to test it is to tap it, and if it sounds hollow, it is well baked. It should be put in a sieve to cool, and if a shiny appearance is liked, the loaves may be brushed over with a little warm milk while still hot. In order to ensure a thorough practical knowledge of bread-making, it is well for a second lesson to follow the above lesson the next time the class meets, and then in any subsequent lesson to allow two girls to make about i lb. each until all the class have practised. The second lesson may be managed as follows : Prepare warm flour, water, etc., as before. Directly the children have washed their hands, the warm bowls and flour should be portioned out, the yeast should be prepared and mixed with lukewarm water, and the bread ‘ sponged ’ and mixed. Then it may be kneaded as before, and put to rise.
During the rising the following sketch of a lesson on yeast and baking-powder may be worked, and the children thus taught some of the practical properties of yeast or its substitutes.
SUMMARY OF TIME SPENT IN A THREE- HOURS LESSON (9 to 12 o’clock)
5 minutes (9 to 9.5) : Register and washing hands.
15 minutes (9.10 to 9.25) : Teacher prepares, kneads her own bread, and puts to rise 1 hour.
1 hour (9.25 to 10.25) • Children mix and knead their
bread and put it to rise, cook other things, recess and write notes.
35 minutes (10.25 to 11) : Teacher shapes her loaves and puts them to rise 10 minutes, more cooking for children, and baking of teacher’s loaves.
15 minutes (n to 11.15): Children shape their loaves, finish notes, and begin scullery work.
15 minutes (11.30) : Loaves put in the oven.
30 minutes (12) : Taken out and put on sieve.
SKETCH OF LESSON ON YEAST AND BAKING- POWDER
(This may he inserted before the actual bread-making is given )
Records on this page
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