= %.# *jf >.o^^ < < ^ r; ^ X ■* A : J^ ■ ,-0' \ , 7 "^, I : %c^' : '^r'o DOMESTIC SCIENCE Principles and Application A TEXTBOOK FOR PUBLIC SCHOOLS By PEARL L. BAILEY Supervisor of Domestic Science and Domestic Art IN the Saint Paul Public Schools V i'' COPYRIGHT. 1914 BY WEBB PUBLISHING COMPANY JUL II 1914 ©aA376G45 PREFACE DOMESTIC SCIENCE in public schools, to be of greatest value, must give the pupils a practical knowledge of foods and the principles which un- derlie their preparation for the table, and at the same time train the pupils to apply the principles intelligently. This textbook is arranged to meet the needs of schools having a two-year course in Domestic Science, and an effort has been made to present the fundamental principles, together with their application, in a simple, natural sequence that is adapted to the needs of the large majority of public and private schools. A text of this kind does away with the keeping of elaborate notebooks on the part of the pupils, saves for more important things the time used in dictating notes, and makes the work more permanent and uniform through- out. The arrangement of the subject matter by lessons does not necessarily limit the course to 64 lessons. If the students are old enough, additional reading may be used to supplement the subject matter, and several recipes are given under each application to afford plenty of practical work for classes having more than one lesson each week. The usual length of the class period is 13^ hours, and one recipe is all that can be done well in that time. The course begins with a preliminary lesson for organ- ization and for acquainting the pupils with the kitchen, utensils, and the general instructions for working and care of equipment. It is not intended that all the instructions (V) vi PREFACE contained in this lesson be given at one time, but may be referred to from time to time. The appHcation exercises under this lesson should be given. Owing to the length of the cooking period, it is necessary in most cases to start the cooking process before consider- ing the principles. Definite assignment of work and pro- portionment of materials, with explanation sufficient for beginning the work, should precede each exercise, and the main discussion or recitation must accompany or follow the application. Students are most interested in the per- formance of an experiment or a cooking process, and when the practice precedes the recitation they learn to think and do for themselves, and therefore get a better under- standing of the theory. The food principles form the basis for the lessons, which are arranged to deal first with the simpler food materials, and the progression to the more complex food combinations is gradual and practical. The recipes included in this text have been gathered from various sources and adapted to the course in school cookery as here outlined, and have been found to be both economical and reliable. Portions for an average family are given in each recipe, and for convenience in class-room work the basis for two girls working together is also stated. The average cost per capita of the lessons as here given, according to the present-day prices, approximates 2 to 3 cents a lesson.

AI-modernized reading of the original text

= %.# *jf >.o^^ < < ^ r; ^ X ■* A : J^ ■ ,-0' \ , 7 "^, I : %c^' : '^r'o Principles and Application A TEXTBOOK FOR PUBLIC SCHOOLS By PEARL L. BAILEY Supervisor of Domestic Science and Domestic Art IN the Saint Paul Public Schools i'' COPYRIGHT. 1914 BY WEBB PUBLISHING COMPANY JUL II 1914 ©aA376G45 PREFACE DOMESTIC SCIENCE in public schools, to be of greatest value, must give the pupils a practical knowledge of foods and the principles which underlie their preparation for the table, and at the same time train the pupils to apply the principles intelligently. This textbook is arranged to meet the needs of schools having a two-year course in Domestic Science, and an effort has been made to present the fundamental principles, together with their application, in a simple, natural sequence that is adapted to the needs of the large majority of public and private schools. A text of this kind does away with the keeping of elaborate notebooks on the part of the pupils, saves for more important things the time used in dictating notes, and makes the work more permanent and uniform throughout. The arrangement of the subject matter by lessons does not necessarily limit the course to 64 lessons. If the students are old enough, additional reading may be used to supplement the subject matter, and several recipes are given under each application to afford plenty of practical work for classes having more than one lesson each week. The usual length of the class period is 13^ hours, and one recipe is all that can be done well in that time. The course begins with a preliminary lesson for organization and for acquainting the pupils with the kitchen, utensils, and the general instructions for working and care of equipment. It is not intended that all the instructions (V) vi PREFACE contained in this lesson be given at one time, but may be referred to from time to time. The appHcation exercises under this lesson should be given. Owing to the length of the cooking period, it is necessary in most cases to start the cooking process before considering the principles. Definite assignment of work and proportionment of materials, with explanation sufficient for beginning the work, should precede each exercise, and the main discussion or recitation must accompany or follow the application. Students are most interested in the performance of an experiment or a cooking process, and when the practice precedes the recitation they learn to think and do for themselves, and therefore get a better understanding of the theory. The food principles form the basis for the lessons, which are arranged to deal first with the simpler food materials, and the progression to the more complex food combinations is gradual and practical. The recipes included in this text have been gathered from various sources and adapted to the course in school cookery as here outlined, and have been found to be both economical and reliable. Portions for an average family are given in each recipe, and for convenience in class-room work the basis for two girls working together is also stated. The average cost per capita of the lessons as here given, according to the present-day prices, approximates 2 to 3 cents a lesson.

Domestic science, principles and application