Clean the blackboard, and when time permits, question the recipe from the class, writing each ingredient (with price) on the blackboard as it is named. Let the class add up the cost, and write this, showing how to choose the material. Question the mode of work, and write this also. At a first lesson the teacher should demonstrate the washing up and tidy putting away of all the things used during the lesson, instead of a blackboard lesson, or in addition to a shorter scheme. If time permit, write the food value of the dishes cooked (or one of them) very briefly and simply on the blackboard, and allow the children to copy it. The blackboard scheme should be a summary of the most important parts of the lesson, and should always have a direct bearing upon the practical work in a lesson to young children. In questioning, summon the careless and back- 5 ward children to answer most frequently, but avoid any appearance of unkindness or partiality. Draw from the class the most im- portant practical points of the lesson. The children will remember better what they tell you than what you tell them. Dish up, and dismiss the class in an orderly manner, two by two. Those who wish to buy any of the food cooked may remain behind — the others pass out quietly. Practice Class. The practice lesson follows a demonstration as soon as possible, and should be upon the same dishes, recipes for which will be in the children’s books. The best way to teach a practice class of eighteen pupils is to arrange four tables (8 ft. by 2 ft. 6 in. each) in an open square, six girls to work on the outside of three tables only, and the teacher to be inside the square formed by the tables. The fourth table is required as a dresser to hold materials and utensils. By this arrangement the pupils and the teacher always face each other. See that the children’s hands are washed and their hair tied back before they take their places. The children should be set to work in pairs, and taught to weigh out their own materials. The teacher should move around the class, never staying for long with one set of girls. She should see that the work is well and steadily done. Let the recipes for the lesson on the board be well written, expressed in good English, and correctly spelt. 6 The teacher must be very, vigilant during the practical work. She must spur on slow pupils, find extra work for the quick girls, and help judiciously if necessary, so that all have finished at the same time, and that no food is spoilt. When all the dishes are prepared let the washing-up be done, each two girls washing-up and putting away all they have used, and then scrubbing their table. When all is tidy, briefly question on important points to be remembered, and write them on the blackboard. Then have all the dishes placed tidily on the table, and if anything has been made which takes long to cook, it should now be dished. Let those who do not want to buy pass out quietly, while those who do remain behind.

AI-modernized reading of the original text

Clean the blackboard, and when time permits, question the recipe from the class, writing each ingredient (with price) on the blackboard as it is named. Let the class add up the cost, and write this, showing how to choose the material. Question the mode of work, and write this also. At a first lesson the teacher should demonstrate the washing up and tidy putting away of all the things used during the lesson, instead of a blackboard lesson, or in addition to a shorter scheme. If time permit, write the food value of the dishes cooked (or one of them) very briefly and simply on the blackboard, and allow the children to copy it. The blackboard scheme should be a summary of the most important parts of the lesson, and should always have a direct bearing upon the practical work in a lesson to young children. In questioning, summon the careless and back- ward children to answer most frequently, but avoid any appearance of unkindness or partiality. Draw from the class the most important practical points of the lesson. The children will remember better what they tell you than what you tell them. Dish up, and dismiss the class in an orderly manner, two by two. Those who wish to buy any of the food cooked may remain behind — the others pass out quietly. Practice Class. The practice lesson follows a demonstration as soon as possible, and should be upon the same dishes, recipes for which will be in the children’s books. The best way to teach a practice class of eighteen pupils is to arrange four tables (8 ft. by 2 ft. 6 in. each) in an open square, six girls to work on the outside of three tables only, and the teacher to be inside the square formed by the tables. The fourth table is required as a dresser to hold materials and utensils. By this arrangement the pupils and the teacher always face each other. See that the children’s hands are washed and their hair tied back before they take their places. The children should be set to work in pairs, and taught to weigh out their own materials. The teacher should move around the class, never staying for long with one set of girls. She should see that the work is well and steadily done. Let the recipes for the lesson on the board be well written, expressed in good English, and correctly spelt. The teacher must be very, vigilant during the practical work. She must spur on slow pupils, find extra work for the quick girls, and help judiciously if necessary, so that all have finished at the same time, and that no food is spoilt. When all the dishes are prepared let the washing-up be done, each two girls washing-up and putting away all they have used, and then scrubbing their table. When all is tidy, briefly question on important points to be remembered, and write them on the blackboard. Then have all the dishes placed tidily on the table, and if anything has been made which takes long to cook, it should now be dished. Let those who do not want to buy pass out quietly, while those who do remain behind.

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