Elements of the theory and practice of cookery

Keeping in view this idea of the function of the school-kitchen, we have closely interwoven theory and practice in this text-book, as they should be inter- woven in actual experience. The presentation of these two aspects of the subject in their naturally close rela- tion is the surest means of proving to those who doubt the wisdom of teaching cookery, except as an art, that even the theoretical side of domestic science is of prac- tical value. It should operate also to dispel the preju- dice of those other persons — if any such there still PREFACE vii be — who hesitate to approve the introduction of cook- ery into public schools for fear of countenancing the teaching of a trade. We send forth our book in the hope that it may help, at least a little, to draw into closer union teachers and students of household science, home-makers, and all who are interested in the welfare of American homes. We desire to thank for the contribution of valuable suggestions, information, material, or all of these. Pro- fessor Robert W. Hall, of the New York University, Dr. H. W. Wiley and Dr. A. C. True, of the United States Department of Agriculture, Mr. Jonathan D. Hyatt, Principal of Public School 85, New York City, and, particularly, the teachers of cookery in the New York public schools. J NOTES TO TEACHERS The plan of this text-book does not assume the employment of any one particular method of teaching cookery. The book can be used equally well whether the pupils work individually or in groups, whether all at one time or in turn. Recipes making quantities suitable for a small family are given, as being the most practicable from all points of view. The individual recipe is not adapted to home use, nor is it so easy to multiply it as it is to divide the ordinary recipe to make the latter meet the require- ments of individual practice. The subject-matter in this book can be covered in three terms (one and a half school years) by classes of girls in the sixth and seventh or seventh and eighth years of school, one two-hour lesson being given each week. The chapter topics are taken up in the order that experience has proven to be for most classes the most natural and convenient one. The progression has been carefully worked out, as a glance at the table of con- X NOTES TO TEACHERS tents will show ; and, while the numerous cross-refer- ences make it possible to depart occasionally from this order, it is believed that to obtain the best results it should be. adhered to in the main. Certain portions of the text are printed solid, e.g. Chapter I, Section 2, Paragraphs 25-31, and Section 3 of Chapter VI, to indicate that they may, at the discretion of the teacher, be left until later in the course, without interfering with the continuity of the work. On the other hand, the sections of a chapter are not necessarily to be taken up in the order in which they stand. In many cases, subject-matter from different sections of the same chapter may properly be presented in one lesson. For example. Sections 2 and 3 of Chap- ter II would naturally be taken up together.