A few minutes at the beginning of the lesson will
be devoted to the division of work among the pupils.
Where there is need of proportions, as in cereals and
chocolate, supply them. Select a quick-cooking
cereal so that it will take only a little more than half
an hour to prepare the meal. This will leave suffi-
cient time for serving. Things connected with the
serving may be discussed during the meal. If thought
best, the persons served at the table may be changed
once or twice.
PLANNING A MEAL
Lesson XXX
The students should review the classes of foods, and
give examples. They should learn the use of each
food in the needs of the body. From foods cooked in
class, select dishes suitable for a meal. Suppose that
ten persons are to be served. Review setting of table,
serving, and dishes required, and master all details-
182 DOMESTIC SCIENCE
Let the pupils write down the menu as selected
and see that they plan a well-balanced meal. Then
from their note-books let them decide the size of
recipe to use for each dish for that number of persons.
From that they can make out the order for the
butcher, grocer, etc. As they discuss it, let them
make note of it, At the end add up each amoimt
required and make out the order. Let them practise
and discuss setting the table and serving. Have
the table set with the dishes to be used for this meal.
Let each child set one place if there is time, or let
some be critics. Then let some sit down and others
pass things on a tray. Discuss with all the way to
serve that meal.
Afterwards go back to the laboratory and have
the pupils make out a list of all dishes, linen, etc.,
needed for this meal, and if not provided with all,
decide who shall bring the various articles needed.
Let them decide color of flowers, table decorations,
and everything else, as far as possible. Appoint
to each girl her duty : certain ones to wait on the table
(it is easier to have the same two or three through-
out); others to cook certain dishes and to see to
putting them on serving-dishes; others to act as
go-betweens for the cooks and waitresses, to facili-
tate the work of the waitresses; others to set the table,
etc. When this lesson is over each girl knows exactly
her duties and just what she is to bring. (I let my
pupils order flowers, ice and small things, and I send
in the large orders.) Let them understand that all
are to put the laboratory in order, or appoint certain
ones to do certain parts of it after the meal is
served.
LEMON JELLY 183
Make a great point of planning simple naeals for
the home, giving their cost. Have pupils plan simple,
nourishing meals, and see what may be done at a
minimum price.
LEMON JELLY
Lesson XXXI
Gelatine. The source of gelatine in general is the skin
of all animals, tendons bladders of fish, bones, horns,
hoofs, etc. ^ There are three forms of economical gela-
tine, — isinglass or fish-glue, glue, and gelatine proper.
Fish-glue is a whitish, dry, semi-transparent sub-
stance, which comes from the sotmd or swimming-
bladder of some fish, as the sturgeon. The finest
comes from Russia. These parts are steeped in
water and the product is dried in different shapes,
to which are applied different names. It is used in
jelhes, confections, and for clarifying liquids.
Page 74
Presented as published in 1911. 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
A few minutes at the beginning of the lesson will be devoted to the division of work among the pupils. Where there is need of proportions, as in cereals and chocolate, supply them. Select a quick-cooking cereal so that it will take only a little more than half an hour to prepare the meal. This will leave sufficient time for serving. Things connected with the serving may be discussed during the meal. If thought best, the persons served at the table may be changed once or twice.
PLANNING A MEAL
Lesson XXX
The students should review the classes of foods, and give examples. They should learn the use of each food in the needs of the body. From foods cooked in class, select dishes suitable for a meal. Suppose that ten persons are to be served. Review setting of table, serving, and dishes required, and master all details-
Let the pupils write down the menu as selected and see that they plan a well-balanced meal. Then from their note-books let them decide the size of recipe to use for each dish for that number of persons. From that they can make out the order for the butcher, grocer, etc. As they discuss it, let them make note of it, At the end add up each amoimt required and make out the order. Let them practice and discuss setting the table and serving. Have the table set with the dishes to be used for this meal. Let each child set one place if there is time, or let some be critics. Then let some sit down and others pass things on a tray. Discuss with all the way to serve that meal.
Afterwards go back to the laboratory and have the pupils make out a list of all dishes, linen, etc., needed for this meal, and if not provided with all, decide who shall bring the various articles needed. Let them decide on the color of flowers, table decorations, and everything else, as far as possible. Appoint to each girl her duty : certain ones to wait on the table (it is easier to have the same two or three throughout); others to cook certain dishes and to see to putting them on serving-dishes; others to act as go-betweens for the cooks and waitresses, to facilitate the work of the waitresses; others to set the table, etc. When this lesson is over each girl knows exactly her duties and just what she is to bring. (I let my pupils order flowers, ice and small things, and I send in the large orders.) Let them understand that all are to put the laboratory in order, or appoint certain ones to do certain parts of it after the meal is served.
LEMON JELLY 183
Make a great point of planning simple meals for the home, giving their cost. Have pupils plan simple, nourishing meals, and see what may be done at a minimum price.
LEMON JELLY
Lesson XXXI
Gelatine. The source of gelatine in general is the skin of all animals, tendons bladders of fish, bones, horns, hoofs, etc. ^ There are three forms of economical gelatine, — isinglass or fish-glue, glue, and gelatine proper.
Fish-glue is a whitish, dry, semi-transparent substance, which comes from the sound or swimming-bladder of some fish, as the sturgeon. The finest comes from Russia. These parts are steeped in water and the product is dried in different shapes, to which are applied different names. It is used in jelhes, confections, and for clarifying liquids.