Handbook of domestic science and household arts for use in elementary schools

If, for example, they belong to the poorer and poorest class in the city, it would be absurd to urge fruit and finger bowls, but worth a great deal to recommend a glass of water for a first course. The cereals, however, should be urged upon them, for they are cheap, nourishing, easily prepared. The third course will be given by all pupils. And from the hygienic point of view, since they are children and not adults, it is to be hoped that hot bread and coffee will be omitted by all. Nevertheless, they should be taught the proper serving of these articles of diet too. Put on the board a general menu on the plan of the one at the head of this section, the best under the circumstances to which your pupils can aspire. Get from them the reasons for including each article. (See chapter on Foods). Let them name various cereals, various possible, meat and egg dishes. Then substitute for the word cereal, a cereal, and the meat or egg dish, a meat dish or eggs prepared in some particular style. What dishes shall we need to serve each of these ? Where shall we place them ? Why ? How ? Why ? Obviously the answers to these questions depend largely upon the class of children. If no servant is kept in their homes, it is of doubtful utility to urge courses. On the contrary, everything should be within reach and the number of dishes reduced to a minimum; but with even one servant, there is no reason why all meals should not be properly served. As a summary of the lesson, put on the board Care of the dining room before breakfast : — 1. Fresh air. 2. Optimum temperature. 3. Cleanliness. 4. Order. Menu. List of dishes required for serving : — China, glass, silver. Require the students to bring in these skeletons filled out. For the practical work the ideal method is, of course, to give each student the opportunity to do each part of the work herself. The grade teacher has the advantage over the special teacher in that she is there with the class all day, and that she can send one and another to the dining room to do this, that, and the other thing at convenient times to herself. She can take a moment for inspection — if she is a good housekeeper — and then, having the dishes replaced, begin all over again. But even the grade teacher will find it necessary to double up to a greater or less extent. Two girls can work to advantage at one time, and two more can criticise and perhaps improve upon the same work. If it is a possible thing, however, have all the children, at one time or another, eat at least one meal under your supervision. A capable teacher, who has her class well in hand, could supervise four cooks, three waitresses, twelve guests, using the rest of the class perhaps as assistant critics, requiring them to make notes, and discussing the matter with the entire class afterward. Still, I am willing to admit that the question of sufficient practice in an ordinary grade school is difficult to manage, and the teacher must remember that the principles involved are after all equally important, and bring to their evolution and the subsequent necessary drill upon them all the resources that she employs in teaching other subjects. 1. Develop the principle, using the blackboards freely. 2. Apply these principles practically.