Domestic science (Clark, Cornell home economics)

it is that these utensils shall be kept in their places, and that all girls are to leave the laboratory exactly as they find it — in perfect order. Make this very important. It is one of the essential features of this work in Domestic Science. Devote the remainder of the time to the explanation of fire, the stoves, and combustion of air. Demonstrate the cook-stove in the laboratory and explain the parts of it to pupils, such as fire-box, ash-pan, oven. Show that the oven is heated by a circulation of hot air through a space between the oven and the top of the stove. Show pupils how to make a fire in a coal range. First, free the grate from ashes, close all dampers, and put covers on so that ashes will not fly out into the room. Shavings or twisted paper may be placed on the grate. Small sticks or a bundle of kindling wood, such as is now sold by the grocers in large cities, may be placed over the paper and shavings. Cover the stove, open the damper and light the shavings or paper. At the close of each lesson have the girls put their uniforms away. Dismiss each class promptly. The class should not cook until the second lesson, at least. The first must be a preparation for cooking. List of Abbreviations for Future Reference tsp. teaspoon gal. gallon tbsp. tablespoon level s. s. salt-spoon r. roimded cup h. heaping spk. speck m. minute pt. pint hr. hour qt. quart COOKING 11 COOKING Lesson I We cook food to nourish the body, and to make the food more digestible and attractive. But cooking or Domestic Science goes much further than the mere skill to produce palatable and digestible dishes. The materials used in cooking become of interest. The history of food, which is the history of the physical man, is then opened to pupils, as food has been and is the development of man. History, too, brings its opportimity with its description of the home life of primitive people and the evolutions of the kitchen equipment and apphances, the gas and electric stoves, etc. The relation to geography, too, is most interesting; the people of the earth, their probable food and dress, methods of preparation, etc. We must learn physiology, the most important of all studies, wisely through an interest in our own growth in stature and in power, and this must come through nutrition. Arithmetic may have a very natural relation, addition, subtraction and discussion of simple fractions in recipes and in changing cup, teaspoon and tablespoon measurements into weight computation — the cost of living, as all the business side of managing a home should be intelligently learned by children. Children in aU grades may have a lesson in Domestic Science each day, or at least one or two lessons each week. The younger children may cook cereals, vegetables and eggs, make simple beverages and wash dishes. The older children may sweep, dust and cook from real recipes, arrange flowers and set the table, learning to cook and to serve a simple meal. Boys and girls alike should share in the simple tasks necessary to the welfare and comfort of those who comprise the home. In the rural school, or in fact in any school, the children may cook and serve the noon Ixmcheon, needed at the noon hour. The children may bring the materials from home, and hot luncheon may then be served, instead of the usual cold, unattractive luncheon packed early in the day. The school luncheon could be planned the day before, and each child told what to bring. Groups of children may be made responsible for some part of the work. The work in school gardening could be brought in here and the products used in the cooking classes. Canning fruits, making soups from vegetables, etc.