The Presentation of the Lesson. — The facts given in this
chapter are for the teacher, not necessarily for the pupil.
The judgment of the teacher alone can determine what
should be presented to her particular class. As a rule, the
simpler facts, easily understood, are more profitable for the
pupil than the more elaborate and scientific side of the sub-
ject. For example : a knowledge of the wheat plant, its
habitat and structure, the ability to recognize it wherever
seen, familiarity with it in literature and art, mean more to
the child than any explanation of the chemical reactions
which take place by the action of yeast. A child who has
never heard of carbon dioxide nor of alcohol in connection
with bread may have gained more from the bread lesson
than one who can glibly talk of these things, but whose
conception of the whole process is hazy, whose manipula-
tion is poor, and whose power of applying theory to practice
is undeveloped.
The number of lessons given to the subject will also
depend upon the class, and the amount of time available.
A satisfactory division of the work is as follows : —
Lesson I. Study of Materials.
Experiments with flour, and with yeast.
Demonstration by the teacher.
Lesson IL Eeview of Theory.
Shaping into loaves and rolls, and perhaps
bread-sticks, of dough already mixed by
teacher and once raised; raising and bak-
ing it.
250 HANDBOOK OF DOMESTIC SCIENCE
Setting a fresh portion of bread. (This may-
be carried home to bake, if the children so
desire.)
Lesson III. Whole Wheat Bkead. The whole process
carried through in one lesson.
Lesson IV. Uses of Stale Bread.
Bread pudding (plain or chocolate), cheese
pudding, or cheese straws, and similar
dishes made.
If this division of lessons occupies too much time, the
demonstration by the teacher may be omitted, and the set-
ting of bread by the pupil may be included in the first
lesson. In the second lesson the dough prepared by the
teacher may be used, and some pupils may be selected to
carry through the whole wheat bread process; the last
lesson may be omitted.
The outline here given is intended to be merely suggestive.
Outline.
I. Introduction.
a. History of bread; allusions in literature.
b. Kinds of bread in use.
c. Value as a food.
1. Food principles present.
2. Digestibility.
d. Comparative value of different kinds.
II. Study of Wheat.
a. Facts concerning it; where grown, etc.
b. Structure of the grain (under microscope if pos-
sible).
c. Manufacture of flour.
BREAD 251
d. Composition of the flour ; experiment showing
starch and gluten.
e. Superiority over flour from other grains for bread-
making ; experiment.
III. Yeast.
a. Description.
Form, size, method of growth.
b. How obtained ; different kinds in use.
c. Conditions of growth.
1. Moderate temperature.
2. Moisture.
r Nitrogenous matter.
3. Food \ Mineral matter.
I Sugar.
Temperature illustrated by experiment.
d. Chemical changes caused by its growth.
IV. Process of Breadmaking.
a. Rule given.
b. Reason for use of each material ; essential and
non-essential materials distinguished.
c. Manipulations.
Mixing, kneading, raising; importance of tem-
perature.
d. Baking.
1. Reasons for.
2. Principle of cookery.
V. Care of Bread.
a. Care on taking from the oven.
b. The keeping of bread.
c. Uses for stale bread.
Baking Powder Mixtures
Page 120
Presented as published in 1900. Historical recipes may not meet modern food-safety standards. Cook from the modern interpretation, not the original instructions.
AI-modernized reading of the original text
The Presentation of the Lesson. — The facts given in this chapter are for the teacher, not necessarily for the pupil. The judgment of the teacher alone can determine what should be presented to her particular class. As a rule, the simpler facts, easily understood, are more profitable for the pupil than the more elaborate and scientific side of the subject. For example : a knowledge of the wheat plant, its habitat and structure, the ability to recognize it wherever seen, familiarity with it in literature and art, mean more to the child than any explanation of the chemical reactions which take place by the action of yeast. A child who has never heard of carbon dioxide nor of alcohol in connection with bread may have gained more from the bread lesson than one who can glibly talk of these things, but whose conception of the whole process is hazy, whose manipulation is poor, and whose power of applying theory to practice is undeveloped.
The number of lessons given to the subject will also depend upon the class, and the amount of time available. A satisfactory division of the work is as follows : —
Lesson I. Study of Materials.
Experiments with flour, and with yeast. Demonstration by the teacher. Lesson II. Review of Theory.
Shaping into loaves and rolls, and perhaps bread-sticks, of dough already mixed by teacher and once raised; raising and baking it.
Setting a fresh portion of bread. (This maybe carried home to bake, if the children so desire.)
Lesson III. Whole Wheat Bread. The whole process carried through in one lesson.
Lesson IV. Uses of Stale Bread.
Bread pudding (plain or chocolate), cheese pudding, or cheese straws, and similar dishes made.
If this division of lessons occupies too much time, the demonstration by the teacher may be omitted, and the setting of bread by the pupil may be included in the first lesson. In the second lesson the dough prepared by the teacher may be used, and some pupils may be selected to carry through the whole wheat bread process; the last lesson may be omitted.
The outline here given is intended to be merely suggestive.
Outline.
I. Introduction.
a. History of bread; allusions in literature.
b. Kinds of bread in use.
c. Value as a food.
1. Food principles present.
2. Digestibility.
d. Comparative value of different kinds. II. Study of Wheat.
a. Facts concerning it; where grown, etc.
b. Structure of the grain (under microscope if possible).
c. Manufacture of flour.
d. Composition of the flour ; experiment showing
starch and gluten.
e. Superiority over flour from other grains for breadmaking ; experiment.
III. Yeast.
a. Description.
Form, size, method of growth.
b. How obtained ; different kinds in use.
c. Conditions of growth.
1. Moderate temperature.
2. Moisture.
1. Nitrogenous matter.
3. Food \ Mineral matter.
I Sugar. Temperature illustrated by experiment.
d. Chemical changes caused by its growth.
IV. Process of Breadmaking.
a. Rule given.
b. Reason for use of each material ; essential and
non-essential materials distinguished.
c. Manipulations.
Mixing, kneading, raising; importance of temperature.
d. Baking.
1. Reasons for.
2. Principle of cookery. V. Care of Bread.
a. Care on taking from the oven.
b. The keeping of bread.
c. Uses for stale bread.
Baking Powder Mixtures