It is true that such courses are of so comparatively recent introduc-
tion into our schools that they are far from perfect in many of their
details and the opinions of experts are widely at variance on many ques-
8
tions affecting the exact extent and scope of industrial education.
The general usefulness of such education is, however, thoroughly estab-
lished and much has been accomplished in working out its adjustment
to the other departments of our educational system.
The teaching of cooking and other subjects connected with domes-
tic science and practice in our colleges, especially those receiving
appropriations from the National Treasury under the Morrill Act, spe-
cial cooking schools, principally under private auspices in our large
cities, and courses in cooking for young pupils in private and public
schools in many localities have attracted a rapidly increasing number
of students and engaged the services of competent and enthusiastic
teachers. Begun in a comparatively simple and practical way. these
courses have steadily demanded more elaborate equipment, more sys-
tematic and thorough instruction, and a larger basis of scientific and
pedagogical principles and facts.
Fortunately, the time has also been ripe for the rapid development of
original investigations at home and abroad along the lines of chemical
and biological studies relating to the food and nutrition of man.
Among the agencies which have enjoyed relatively ample means for
the prosecution of scientific inquiries in this direction have been the
Division of Chemistry and the Office of Experiment Stations of this
Department. Much of this work has been done in cooperation with
colleges, experiment stations, " social settlements," and other organiza-
tions in different parts of the country. The investigations pursued by
other Divisions of the Department have also contributed considerable
information of value to students in domestic science. Special efforts
have been made to acquaint officers and teachers of schools of differ-
ent grades with the results of this work and the publications of the
Department are now widely used in connection with such courses of
instruction. The accumulating mass of accurate data in this line of
scientific inquiry has enabled teachers to systematize and strengthen
their lessons on foods and cooking, as well as on the general principles
of nutrition. It has also shown the necessity of more thorough train-
ing of teachers of domestic science in order that their instruction may
be based on definite knowledge and that they may be able to distin-
guish between what is mere theory or matter of opinion and what is
actually ascertained fact.
As interest in the teaching of topics relating to the food and nutri-
tion of man has grown in this country this Department has been more
frequently called upon to furnish information regarding the scope and
purpose of such courses and the practicability of their further intro-
duction into our common schools. To meet this growing demand it
has been thought desirable to collate and publish an account of the
progress and present development of the teaching of cookery in one of
our great educational centers. It is believed that this report will also
be of service in showing the defects, as well as the excellencies, of such
9
Page 3
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
A modernized reading is not available for this page yet. You are seeing the original text.
It is true that such courses are of so comparatively recent introduc-
tion into our schools that they are far from perfect in many of their
details and the opinions of experts are widely at variance on many ques-
8
tions affecting the exact extent and scope of industrial education.
The general usefulness of such education is, however, thoroughly estab-
lished and much has been accomplished in working out its adjustment
to the other departments of our educational system.
The teaching of cooking and other subjects connected with domes-
tic science and practice in our colleges, especially those receiving
appropriations from the National Treasury under the Morrill Act, spe-
cial cooking schools, principally under private auspices in our large
cities, and courses in cooking for young pupils in private and public
schools in many localities have attracted a rapidly increasing number
of students and engaged the services of competent and enthusiastic
teachers. Begun in a comparatively simple and practical way. these
courses have steadily demanded more elaborate equipment, more sys-
tematic and thorough instruction, and a larger basis of scientific and
pedagogical principles and facts.
Fortunately, the time has also been ripe for the rapid development of
original investigations at home and abroad along the lines of chemical
and biological studies relating to the food and nutrition of man.
Among the agencies which have enjoyed relatively ample means for
the prosecution of scientific inquiries in this direction have been the
Division of Chemistry and the Office of Experiment Stations of this
Department. Much of this work has been done in cooperation with
colleges, experiment stations, " social settlements," and other organiza-
tions in different parts of the country. The investigations pursued by
other Divisions of the Department have also contributed considerable
information of value to students in domestic science. Special efforts
have been made to acquaint officers and teachers of schools of differ-
ent grades with the results of this work and the publications of the
Department are now widely used in connection with such courses of
instruction. The accumulating mass of accurate data in this line of
scientific inquiry has enabled teachers to systematize and strengthen
their lessons on foods and cooking, as well as on the general principles
of nutrition. It has also shown the necessity of more thorough train-
ing of teachers of domestic science in order that their instruction may
be based on definite knowledge and that they may be able to distin-
guish between what is mere theory or matter of opinion and what is
actually ascertained fact.
As interest in the teaching of topics relating to the food and nutri-
tion of man has grown in this country this Department has been more
frequently called upon to furnish information regarding the scope and
purpose of such courses and the practicability of their further intro-
duction into our common schools. To meet this growing demand it
has been thought desirable to collate and publish an account of the
progress and present development of the teaching of cookery in one of
our great educational centers. It is believed that this report will also
be of service in showing the defects, as well as the excellencies, of such
9