Arrange the class so that all may see and be seen ; near-sighted, deaf, and short girls to the front. Have all utensils and in- gredients on the table or close at hand, but keep a clear space immediately in front of your work, so that the- class can distinctly see all operations. Give prominence to the practical rather' than the theoretical part of the lesson. A child will learn more from seeing a poor speaker cook well than from seeing a good speaker cook badly. One of the most important points in demonstration is to avoid confusing the pupils by repeatedly doing a little towards one dish, then a little towards another, and mixing the verbal, instructions in the same way. An unskilful teacher will often teach nothing, and do actual harm to the minds of her pupils by this lack of system. Plan carefully, so that each dish is prepared in definite stages, and explained as clearly. If possible, never stop when dictating a recipe,' but give ingredients and method straight through ; in any case do not begin to dictate a second recipe before the first is finished. When teaching dishes which must be dealt with alternately, write the recipes on the blackboard before the class meets, and refer to the written recipe as each part is reached, questioning so carefully at the end of the lesson that no confusion is possible. Owing to the difficulty of being at the same time clear, quick, and interesting, a demonstration lesson needs exceedingly care- ful arrangement and preparation. Search for facts and hints bearing directly upon the practical work. There is so much of variety and interest in cookery, that want of brightness and originality in demonstrating is inexcusable, besides being fatal to success. Very few dishes (never more than three) should be attempted at each lesson, or true teaching and discipline will be sacrificed. 4 Call and mark the register, and insist upon clear and polite responses. The title of the lesson should be on the black- board. Write the recipe of the first lesson on the blackboard, and dictate this slowly to the class, letting them write the in- gredients and method, from time to time as convenient, in their note-books. It is often best to let the class watch the teacher till the dishes are prepared, and then write the recipes while the food is cooking. In no case should the writing prevent the pupils from seeing the whole process. Wash your hands, and draw the children’s attention to this, then weigh out ingredients. If the class has had several lessons, question how to manage if no scales are at hand, and show measurements in spoons, etc. (if the first lesson, show this). Put all the ingredients upon plates, and prepare them, being scrupulously clean and tidy in the work. Show the food in basins and saucepans at all important stages, ask questions, and speak so as to emphasize all the various processes, refer to past lessons, and contrast mode of preparation. After finishing each dish, carefully wipe down both table and board before beginning anything else. By setting the example make the class clearly understand that, when practising, they must be clean and tidy also. When all the dishes are prepared, allow the children to change their positions, and relax their attention for about five minutes (do not allow any noise), then close their note-books.

AI-modernized reading of the original text

Arrange the class so that all may see and be seen ; near-sighted, deaf, and short girls to the front. Have all utensils and ingredients on the table or close at hand, but keep a clear space immediately in front of your work, so that the- class can distinctly see all operations. Give prominence to the practical rather than the theoretical part of the lesson. A child will learn more from seeing a poor speaker cook well than from seeing a good speaker cook badly. One of the most important points in demonstration is to avoid confusing the pupils by repeatedly doing a little towards one dish, then a little towards another, and mixing the verbal, instructions in the same way. An unskilful teacher will often teach nothing, and do actual harm to the minds of her pupils by this lack of system. Plan carefully, so that each dish is prepared in definite stages, and explained as clearly. If possible, never stop when dictating a recipe, but give ingredients and method straight through ; in any case do not begin to dictate a second recipe before the first is finished. When teaching dishes which must be dealt with alternately, write the recipes on the blackboard before the class meets, and refer to the written recipe as each part is reached, questioning so carefully at the end of the lesson that no confusion is possible. Owing to the difficulty of being at the same time clear, quick, and interesting, a demonstration lesson needs exceedingly careful arrangement and preparation. Search for facts and hints bearing directly upon the practical work. There is so much of variety and interest in cookery, that want of brightness and originality in demonstrating is inexcusable, besides being fatal to success. Very few dishes (never more than three) should be attempted at each lesson, or true teaching and discipline will be sacrificed. Call and mark the register, and insist upon clear and polite responses. The title of the lesson should be on the blackboard. Write the recipe of the first lesson on the blackboard, and dictate this slowly to the class, letting them write the ingredients and method, from time to time as convenient, in their note-books. It is often best to let the class watch the teacher till the dishes are prepared, and then write the recipes while the food is cooking. In no case should the writing prevent the pupils from seeing the whole process. Wash your hands, and draw the children’s attention to this, then weigh out ingredients. If the class has had several lessons, question how to manage if no scales are at hand, and show measurements in spoons, etc. (if the first lesson, show this). Put all the ingredients upon plates, and prepare them, being scrupulously clean and tidy in the work. Show the food in basins and saucepans at all important stages, ask questions, and speak so as to emphasize all the various processes, refer to past lessons, and contrast mode of preparation. After finishing each dish, carefully wipe down both table and board before beginning anything else. By setting the example make the class clearly understand that, when practising, they must be clean and tidy also. When all the dishes are prepared, allow the children to change their positions, and relax their attention for about five minutes (do not allow any noise), then close their note-books.

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