History and present status of instruction in cooking in the public schools of New York city

Under the direction of the supervisor of cooking, teachers are expected to adapt from this general course such special courses for instruction as are suited to the peculiar needs of the environment from which their classes are drawn, thus com- bining utility with the pedagogical training given. Cookery in the schools was for several years experimental, and was established in but few of our schools, but I am sure it was the hope of its advocates in the board of education that it would fill a long-felt want in the education of the girls in this great city. That this hope was shared by some of the principals of the pioneer schools whom it was my privilege to call friends I am equally sure. It was not alone that the number of schools into which cookery has been introduced is greater than the entire number during the past ten years, but that it has also been extended to the first grades and college classes, and that we are so much better equipped to teach the work scientifically. * * * Just as surely as the microscope and scientific research have accomplished wonders for the hospital, so will they accomplish wonders for the home. In order that the educational side of cookery might be better taught in our schools, in 1897 I asked for an appropriation of $214 for the purchase of microscopes. This amount was to supply each teacher with one, so that she could take it with her to different schools under her charge, and also to supply one powerful objective, which could serve for special work in all the schools. This application was readily granted, and I have since received an appropriation for twelve more microscopes. I believe the New York City public schools, borough of Manhattan and the Bronx, are the only schools in the country that can boast of the possession of these beautiful instruments for domestic-science classes. The use made of the microscope in the lessons on the chemistry of foods and of cookery, also of fire, air, and water, is shown in the work sent you. It is invaluable in our school. It develops the powers of observation, concentration, and judgment, and unfolds to the child the beauties of nature. There is much that can not be taught without it; for instance, the germ theory, fermen- tation in bread making, vinegar, cider, wine, etc. Decomposition, decay, disease, structure of fiber, trichina in fiber, composition of blood, are shown by its use in the meat lesson. In the bread lesson the structure of and cell growth, structure of the grains, showing relative position and proportion of bran, gluten, and starch ; in the lesson on water as food, purity of and cause of disease by drinking impure water, and in the lesson on milk, the necessity for sterilization, cheese molds and fungi. A number of the pupils in one of the cooking classes of Grammar School No. 85 gave thelesson on the grains before the microscopical society a few weeks ago, and were highly praised for their intelligent work and beautiful drawings.