The divisions I, II, III, and the like do not mean divisions of single lessons. The experiments and the cooking presented in each chapter can be carried out in a double period of an hour and a half. Following the laboratory work of each chapter of the text is material intended to be taken up in subsequent recitations. Double periods are not needed for recitation. If the schedule calls for them, part of the time may well be occupied in writing up note books. A double period for laboratory work and a single period for recitation form a unit of work which may be given once in a week, or twice if time permits. X FOREWORD TO THE TEACHER The questions at the end of the lessons are not in- tended to be written up in the laboratory notes, as they are often much too comprehensive. Neither are they intended to be exhaustive. Their object is to show the student the scope of the subject, to give definite material to look for in the references, and to start the student thinking. The laboratory work may be extended indefinitely by preparing under each section other dishes which are similar in principle. (See list of supplementary laboratory work.) For convenience in using supplies, other dishes can be substituted for those mentioned. In jelly-making, for example, crab apple and grape are the fruits given, one chosen as a juicy fruit requiring the addition of no water, the other needing water in its preparation; any other fruits answering these requirements may be substituted. Jelly-making, pickling, and preserving are placed first in the course, not because it is the logical order, but because autumn is the best time in the school year to obtain the necessary fruits. An attempt has also been made to consider the amount of skill required in every process. For this reason the dough and batter series has not been introduced directly after the first study of starch, but has been placed after the meat and vegetable work. Since a laboratory using many ovens becomes exceedingly warm, the roasting of meat and the baking of bread, cake, and pies are not left until the end of the course, for the least possible hot work is desirable at the end of the school year. It has not seemed desirable to explain such processes as how to break an egg, how to beat eggs, how to "fold" in the whites, how to use a rolling-pin, and all the rest. The teacher who shows the process can make it plainer than any words can do. CONTENTS CHAPTER I FRUIT PAGE Coddled Apples ; Apple Sauce ; class experiment (Spoiling of Fruit) ; lesson on Fruit . » . . . . 1 CHAPTER II CANNING FRUIT Canned Peaches ; class experiment (Cause of Fruit Spoiling) ; lesson on Molds . ... * , . . . 7 CHAPTER III JELLY Apple and Grape Jelly ; Trial Jelly ; Experiments and Tests for Jellying ; lesson on Principles of Jelly-making . . 13 CHAPTER IV JELLY-MAKING Repeated Extractions; class experiments (Food Preserva- tives) ; class work (Cucumber Pickles) ; lesson on Yeasts and Bacteria 19 xii CONTENTS CHAPTER V SWEET PICKLED PEACHES PA6K Class experiments (Micro-organisms); lesson on Micro- organisms . . . . . • . . . . . 25 CHAPTER VI USE OP WATER IN COOKING Boiled Potatoes ; Mashed Potatoes ; class experiment (Stages of Boiling Water) ; lesson on Potatoes .... 30 CHAPTER VII

AI-modernized reading of the original text

The divisions I, II, III, and the like do not mean divisions of single lessons. The experiments and the cooking presented in each chapter can be carried out in a double period of an hour and a half. Following the laboratory work of each chapter of the text is material intended to be taken up in subsequent recitations. Double periods are not needed for recitation. If the schedule calls for them, part of the time may well be occupied in writing up note books. A double period for laboratory work and a single period for recitation form a unit of work which may be given once in a week, or twice if time permits. x FOREWORD TO THE TEACHER The questions at the end of the lessons are not intended to be written up in the laboratory notes, as they are often much too comprehensive. Neither are they intended to be exhaustive. Their object is to show the student the scope of the subject, to give definite material to look for in the references, and to start the student thinking. The laboratory work may be extended indefinitely by preparing under each section other dishes which are similar in principle. (See list of supplementary laboratory work.) For convenience in using supplies, other dishes can be substituted for those mentioned. In jelly-making, for example, crab apple and grape are the fruits given, one chosen as a juicy fruit requiring the addition of no water, the other needing water in its preparation; any other fruits answering these requirements may be substituted. Jelly-making, pickling, and preserving are placed first in the course, not because it is the logical order, but because autumn is the best time in the school year to obtain the necessary fruits. An attempt has also been made to consider the amount of skill required in every process. For this reason the dough and batter series has not been introduced directly after the first study of starch, but has been placed after the meat and vegetable work. Since a laboratory using many ovens becomes exceedingly warm, the roasting of meat and the baking of bread, cake, and pies are not left until the end of the course, for the least possible hot work is desirable at the end of the school year. It has not seemed desirable to explain such processes as how to break an egg, how to beat eggs, how to "fold" in the whites, how to use a rolling-pin, and all the rest. The teacher who shows the process can make it plainer than any words can do. CONTENTS CHAPTER I Coddled Apples ; Apple Sauce ; class experiment (Spoiling of Fruit) ; lesson on Fruit . » . . . . 1 CHAPTER II CANNING FRUIT Canned Peaches ; class experiment (Cause of Fruit Spoiling) ; lesson on Molds . ... * , . . . 7 CHAPTER III JELLY Apple and Grape Jelly ; Trial Jelly ; Experiments and Tests for Jellying ; lesson on Principles of Jelly-making . . 13 CHAPTER IV JELLY-MAKING Repeated Extractions; class experiments (Food Preservatives) ; class work (Cucumber Pickles) ; lesson on Yeasts and Bacteria 19 xii CONTENTS CHAPTER V SWEET PICKLED PEACHES PA6K Class experiments (Micro-organisms); lesson on Microorganisms . . . . . • . . . . . 25 CHAPTER VI Boiled Potatoes ; Mashed Potatoes ; class experiment (Stages of Boiling Water) ; lesson on Potatoes .... 30 CHAPTER VII

Food study