Foods and home making

In this book effort has been made to organize facts and express them in sufficient detail so that young persons will be interested and will comprehend its contents. Only approved classroom procedures and tested recipes are given. The experiments are so arranged that only a minimum of time is required to record the results of experimenting. Terse answers to questions pertaining to the important points of an experiment are recorded. This concise method makes it necessary for a pupil to reflect understandingly upon the results of manipula- tion. Illustrations with explanatory legends are used as teaching devices in this book. The popularity of the moving pictures has contributed to the educational effectiveness of illustrations with descriptive legends. Each chapter is introduced by stimulating questions and concluded by review questions. The latter include both subjec- tive and the newer objective type of question. Each section To the Teacher v is also introduced by a question. These questions may be used by pupils as study aids in testing themselves for mastery of topics. Much of the material of Foods and Home Making is suitable for boys as well as girls. Knowledge of food selection is neces- sary for boys. Stimulation of boys’ interest in home making contributes to their appreciation of home life. C. C. G. ACKNOWLEDGMENTS To the individuals, educational institutions, publishers, and business firms who have contributed illustrative material for this book, thanks are given. The names of contributors are stated in the legends accompanying the illustrations. Thanks are given also to Miss Adelaide Van Duzer, formerly Supervisor of Home Economics, Cleveland, for suggestions regarding the material on child care ; to the Home-Room Committee, East Technical High School, Cleveland, for suggestions regarding a time budget for pupils; to Miss Viola M. Bell, Associate Pro- fessor of Foods and Nutrition, Iowa State College; to Miss Inez Willson, Department of Home Economics, National Live Stock and Meat Board, for suggestions regarding cuts of meats; to Clara Gebhard Snyder, Director of the Department of Foods and Nutrition, Wheat Flour Institute, for data regarding research in cake baking; and to Dr. Helen A. Hunscher, Head of the Depart- ment of Home Economics, Flora Stone Mather College, Western Reserve University, for suggestions regarding nutrition. vi CONTENTS To the Pupil UNIT 1: BREAKFAST CHAPTER I. Wholesome Breakfasts II. Selecting Fruits at Market — Serving Uncooked Fruits at Breakfast III. Three Ways of Cooking Fresh Fruits .... IV. The Treasures Found in Fruit V. The Value of Dried Fruits and Points in Selecting Them VI. How Breakfast Cereals Are Prepared for Market — Buying and Cooking Them VII. What Shall We Drink for Breakfast? VIII. Toast and Other Breakfast Breads . . . . IX. Eggs, Bacon, and Other Breakfast Dishes . X. A Breakfast Menu — Setting the Table XI. Serving a Family Breakfast ...... XII. Good Manners at the Dining Table . . . . UNIT 2: MODERN HOUSEWIFERY XIII. Kitchen Efficiency and Charm XIV. A Dishwashing Contest XV. Refrigerators — Stoves and Firebuilding . XVI. Budgeting Time and Money ...... XVII. The Dining Room and Its Furnishings . UNIT 3: LUNCHEON OR SUPPER XVIII. Choosing a Lunch at School — The Box Lunch XIX. Luncheon or Supper Soups — Buying Canned Foods vii PAGE xv x 7 21 31 39 49 65 77 92 104 117 126 141 160