Elements of the theory and practice of cookery

The subject of cleaning is treated in considerable detail (Chapter I, Section 4), both because of its im- portance as a part of a course in household science, and in order to facilitate the keeping of the school kitchen and its equipment in proper condition. Each pupil should be thoroughly familiar with this section, so that when called on to serve as housekeeper she should know how to perform her duties, and where to turn in the text-book to refresh her memory with regard to them. With the exception of this section on Cleanliness NOTES TO TEACHERS xi and Cleaning, no part of the book is intended to be studied at home before being taken up in class. Sec- tions 5 and 6 of Chapter I, both sections of Chapter V, and Section 4 of Chapter VI are designed to be used chiefly for reference. Directions for performing experiments and for mak- ing tests and " studies " are explicit, in order that each pupil may carry them out individually, — at school, if conditions permit, if not, then at home. It is assumed that experiments and tests referred to in the text, but for which directions are not given (^e.g. the decompo- sition of water by sodium, p. 30, and testing for proteid with nitric acid, p. 87), will be performed by the teacher before the class. A microscope is a desirable part of the equipment of a school kitchen, but if one is not available, draw- ings or charts showing the appearance of common foods and foodstuffs under the microscope may answer instead of an exhibition of the specimen itself under the microscope. In taking up a new topic, this book, as a rule, gives opportunity for some practice work before presenting any theory. Principles are taught in connection with their application, and the classification of foods and general statements about them are deferred until some practical acquaintance has been gained with typical xii NOTES TO TEACHERS foods and their chief constituents. It will be observed that the recipes in the section on Diet for the Sick (Section 2 of Chapter XI) are so classified and ar- ranged that this section forms a review of the different classes of foods in the same order in which they are taken up in the preceding chapters. Although beverages are grouped by themselves, they are treated independently of each other and of other topics, in order that they may be taken up separately whenever convenient. A lesson on tea may be given in connection with the study of water, tea-making thus forming the first practice work of the course. Instruc- tion in the preparation of cocoa and chocolate can be given to better advantage after milk has been studied. Opportunity is offered, especially by means of the* experiments, " studies," and suggestions for reading and home work, for correlation with history, drawing, and the natural sciences. It is desirable that every teacher of household science should make the most of these opportunities, and should secure the cooperation of principal and grade-teachers in correlating, not these branches only, but English and mathematics as well, with the work of the school kitchen. LIST OF PUBLICATIONS REFERRED TO IN SUGGESTIONS TO PUPILS CONCERNING SUPPLEMENTARY READING Boston School-kitchen Text-book. Mrs. Mary J. Lincoln. Little, Brown and Co. Boston. Boys and Girls in Biology. Sarah Hackett Stevenson. D. Apple- ton and Co. New York.