After the skeleton menu is written on the board, discuss it from the point of view of the food value. Review the classes of foods, proteids, fats, carbo- hydrates, starch and sugar, mineral and water. Have the pupils pick out the starchy foods in the menu, as potatoes, bread, cereal; the proteid, as eggs or meat, and milk; the fats, as butter and THE DINmG-ROOM AND SERVING 179 cream. Then a more definite menu may be sug- gested, taking into consideration the food value of the articles. Much time may be profitably spent on this subject. Put faulty menus on the board and have them criticised — i.e. a menu with excess of starch and lack of proteid, etc. Skeleton menu of a dinner: — Meat. Potatoes and one vegetable. Salad. Crackers. Dessert. Coffee. Coffee and salad may be omitted if thought advisable. There will probably not be time to take up luncheon or supper menus, but should there be, a skeleton menu may be given: Meat dish. Potatoes. Bread. Butter. Fruit. Dessert, Cocoa or tea. The home work for the pupils for the next division of this lesson will be to make out a menu for break- fast with regard to food, etc., meats included. More than one menu for each meal may be made out at home, and handed in. If there is time some of them may be criticised. Take time to read a few, and select one that seems good and can be carried out at the next lesson devoted to the subject. Let the class decide. These lessons are good preparation for a luncheon given by the class to invited guests. The third division of this lesson should come two weeks after the first, for one lesson between 180 DOMESTIC SCIENCE is necessary to discuss menus made out, and to select one. That takes only a short time, and the lesson between may be a regular cooking-lesson. The teacher then supplies articles necessary for preparation of the meal. She can select breakfast or dinner. Suppose she chooses breakfast; her menu wiU be something like this: Oranges. Cream of wheat. Milk and sugar. Dropped Eggs. Potatoes. Toast. Chocolate. Dishes that the class have already had should be selected in order to do away with much individual attention during the lesson and to give pupUs con- fidence in doing things independently. Before class the teacher arranges the duties for each pupil and assigns them at the begiiming of the lesson. It will be group work chiefly. Certain girls are to cook the cereal, others the eggs, others to make the toast, others the chocolate, etc. The cooking of the cereal will take the most time, so start the water for that before the lesson. Certain girls should have charge of setting the table, and girls not busy are to watch. A lesson like this teaches the girls independence and self-rehance. If the attention of all pupils can be had for a few moments at any time, discuss the serving of the meal. If not, take time just before it is placed on the table, with the class standing near the table. The fruit-dish is placed in the center and fruit-dishes at each place. The person sei-ved takes fruit from the dish. If the waitress passes with it to the right, the person served must use the PLANNING A MEAL 181 left hand in taking the fruit or move the right arm back. Either way is awkward, so the waitress must go to the left, as this makes it easy to use the right hand. Discuss these matters at length while the meal is served. Some of the girls may be selected to set the table, others to serve. The nimiber pro- vided for at the breakfast will depend on the seating capacity. Six is a good number. Waitresses will proceed to serve the meal as given in first part of lesson. At the end of the meal, if there is time, the method of clearing the table may be noted.

AI-modernized reading of the original text

After the skeleton menu is written on the board, discuss it from the point of view of the food value. Review the classes of foods, proteids, fats, carbohydrates, starch and sugar, mineral and water. Have the pupils pick out the starchy foods in the menu, as potatoes, bread, cereal; the proteid, as eggs or meat, and milk; the fats, as butter and cream. Then a more definite menu may be suggested, taking into consideration the food value of the articles. Much time may be profitably spent on this subject. Put faulty menus on the board and have them criticised — i.e. a menu with excess of starch and lack of proteid, etc. Skeleton menu of a dinner: — Meat. Potatoes and one vegetable. Salad. Crackers. Dessert. Coffee. Coffee and salad may be omitted if thought advisable. There will probably not be time to take up luncheon or supper menus, but should there be, a skeleton menu may be given: Meat dish. Potatoes. Bread. Butter. Fruit. Dessert, Cocoa or tea. The home work for the pupils for the next division of this lesson will be to make out a menu for breakfast with regard to food, etc., meats included. More than one menu for each meal may be made out at home, and handed in. If there is time some of them may be criticised. Take time to read a few, and select one that seems good and can be carried out at the next lesson devoted to the subject. Let the class decide. These lessons are good preparation for a luncheon given by the class to invited guests. The third division of this lesson should come two weeks after the first, for one lesson between is necessary to discuss menus made out, and to select one. That takes only a short time, and the lesson between may be a regular cooking-lesson. The teacher then supplies articles necessary for preparation of the meal. She can select breakfast or dinner. Suppose she chooses breakfast; her menu wiU be something like this: Oranges. Cream of wheat. Milk and sugar. Dropped Eggs. Potatoes. Toast. Chocolate. Dishes that the class have already had should be selected in order to do away with much individual attention during the lesson and to give pupUs confidence in doing things independently. Before class the teacher arranges the duties for each pupil and assigns them at the begiiming of the lesson. It will be group work chiefly. Certain girls are to cook the cereal, others the eggs, others to make the toast, others the chocolate, etc. The cooking of the cereal will take the most time, so start the water for that before the lesson. Certain girls should have charge of setting the table, and girls not busy are to watch. A lesson like this teaches the girls independence and self-rehance. If the attention of all pupils can be had for a few moments at any time, discuss the serving of the meal. If not, take time just before it is placed on the table, with the class standing near the table. The fruit-dish is placed in the center and fruit-dishes at each place. The person served takes fruit from the dish. If the waitress passes with it to the right, the person served must use the PLANNING A MEAL 181 left hand in taking the fruit or move the right arm back. Either way is awkward, so the waitress must go to the left, as this makes it easy to use the right hand. Discuss these matters at length while the meal is served. Some of the girls may be selected to set the table, others to serve. The number provided for at the breakfast will depend on the seating capacity. Six is a good number. Waitresses will proceed to serve the meal as given in first part of lesson. At the end of the meal, if there is time, the method of clearing the table may be noted.

Domestic science (Clark, Cornell home economics)