In the year 1895 this course of study was established in two more
schools. A careful supervision of the instruction in cooking showed
thorough and appreciative work. In a few cases the results were
attained under difficulties. It should be borne in mind that the appli-
ances necessary for this work had then been in use for some time, and
in several schools they needed to be renewed. The course then
embraced instruction in the chemistry of foods, and this received its
proper share of attention. The practical work was so arranged that
each pupil shared in the actual process of cooking the materials selected,
under the direct and close supervision of the teacher. Pupils often
brought articles cooked by them at home, and the results of the
instructions were thus readily seen by the teachers.
In this report there was a note made of the fact that there should be
in each school where this subject is taught a collection of charts show-
ing the various cuts of meats and samples of the various kinds of food
products.
During the year 1896 the manual-training course was established in
two more schools and a supervisor of manual-training subjects was
appointed for the first time, the office of supervisor having been created
by the board of education under authority vested in it by the new
school law.
The teaching of cooking, like other specialties, was provided with a
supervisor, the appointment being made in the latter part of October.
In the short time intervening between the date of appointment and
the close of the year the supervisor held a conference with the special
teachers of cooking at which suggestions were made as to the methods
of instruction, and these suggestions were supplemented by special
advice given at the time of the visits to the several schools. More
attention to the chemistry of foods was urged and the introduction of
the systematic use of the microscox^e was recommended.
20
The plan of work arranged by the supervisor of cookery appointed
at this time for the New York schools was as follows :
I. Subjects.— Chemistry, physics, botany, physiology, and hygiene, and their
application.
II. Work. — Work should be made uniform throughout schools as far as possible.
(1) Uniformity of science and principles. — Although science and principles
should be the same throughout, dishes may vary accordiug to needs of
special schools.
(2) Uniformity of time.— A time-table should be submitted.
III. Meetings. — Meetings of teachers should be called at regular intervals.
(1) Books. — Suggestions as to books, apparatus, chemicals, 1o be used.
(2) Methods. — Methods of presenting different subjects and manner of serv-
ing dishes should be discussed.
(3) Beading of papers. — Papers should be read by teachers on special subjects.
(4) Assistance to teachers. — To guide teachers in fitting themselves to teach the
different subjects. .
IV. Acquaintance with work.
(1) Classes. — To visit classes regularly. Suggestions made and help given to
teachers. Examine reports of work done by pupils at home and in
school.
(2) Schools. — Different schools visited with view of introducing subjects.
($) Institutions. — Visit Wesleyan University and other institutions for benefit
of system.
V. Examinations. — To assist in examination of applicants when requested.
VI. Eeports. — To supply reports as committee may desire.
Page 15
Presented as published in 1899. 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
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In the year 1895 this course of study was established in two more
schools. A careful supervision of the instruction in cooking showed
thorough and appreciative work. In a few cases the results were
attained under difficulties. It should be borne in mind that the appli-
ances necessary for this work had then been in use for some time, and
in several schools they needed to be renewed. The course then
embraced instruction in the chemistry of foods, and this received its
proper share of attention. The practical work was so arranged that
each pupil shared in the actual process of cooking the materials selected,
under the direct and close supervision of the teacher. Pupils often
brought articles cooked by them at home, and the results of the
instructions were thus readily seen by the teachers.
In this report there was a note made of the fact that there should be
in each school where this subject is taught a collection of charts show-
ing the various cuts of meats and samples of the various kinds of food
products.
During the year 1896 the manual-training course was established in
two more schools and a supervisor of manual-training subjects was
appointed for the first time, the office of supervisor having been created
by the board of education under authority vested in it by the new
school law.
The teaching of cooking, like other specialties, was provided with a
supervisor, the appointment being made in the latter part of October.
In the short time intervening between the date of appointment and
the close of the year the supervisor held a conference with the special
teachers of cooking at which suggestions were made as to the methods
of instruction, and these suggestions were supplemented by special
advice given at the time of the visits to the several schools. More
attention to the chemistry of foods was urged and the introduction of
the systematic use of the microscox^e was recommended.
20
The plan of work arranged by the supervisor of cookery appointed
at this time for the New York schools was as follows :
I. Subjects.— Chemistry, physics, botany, physiology, and hygiene, and their
application.
II. Work. — Work should be made uniform throughout schools as far as possible.
(1) Uniformity of science and principles. — Although science and principles
should be the same throughout, dishes may vary accordiug to needs of
special schools.
(2) Uniformity of time.— A time-table should be submitted.
III. Meetings. — Meetings of teachers should be called at regular intervals.
(1) Books. — Suggestions as to books, apparatus, chemicals, 1o be used.
(2) Methods. — Methods of presenting different subjects and manner of serv-
ing dishes should be discussed.
(3) Beading of papers. — Papers should be read by teachers on special subjects.
(4) Assistance to teachers. — To guide teachers in fitting themselves to teach the
different subjects. .
IV. Acquaintance with work.
(1) Classes. — To visit classes regularly. Suggestions made and help given to
teachers. Examine reports of work done by pupils at home and in
school.
(2) Schools. — Different schools visited with view of introducing subjects.
($) Institutions. — Visit Wesleyan University and other institutions for benefit
of system.
V. Examinations. — To assist in examination of applicants when requested.
VI. Eeports. — To supply reports as committee may desire.