Household science and arts

" Household Science and Arts " aims first and last to be practical. Its suggestions as to best ways of keeping a house clean and sanitary, its advice in regard to the care and preparation of wholesome foods, and its formulation of about three hundred fifty recipes are all to the point. They are, moreover, such as may be followed in all homes. Because it is easy to find elaborate recipes and difficult to secure a* collection suggestive and useful to the average housekeeper, this book has embraced only that which is well within the reach of the typical American home. All directions within these covers are expressed in simple language. This fact makes the book easily understood by young students, and saves time and thought for young housekeepers. In the outline of preliminary lessons, teachers may find a suggested order of making girls acquainted with the kitchen and its equipment. This acquaintance should be made very informally, with no attempt to cover in the first lesson more than the general and familiar kitchen furnishings and tools and their place and order. The individual cooking utensils, unfamiliar in name and use, should be taken up just before need of each is felt, so as to avoid confusion of mind arising from trying to learn many new things at once. It is suggested, also, that in the first, and in all subsequent, lessons teachers place marked emphasis upon the importance of wearing in the kitchen a clean, attractive outfit ; of meeting there all requirements under " Personal Habits in the Kitchen " ; and of not making " Mistakes to be avoided in Digitized by Google 6 A : : ••• V i :'•/*: : ' J^REFACE the Kitchen." In these particulars the teachers set standards which the children can reach only by constant practice. While children may understand a full statement of what they ought to do and of what they ought to avoid, good kitchen habits can be secured only by the teacher's persistent demand for the ideal. The theory of a process in cookery is understood much more easily after than before experience with that process. For this reason, teachers are urged to reduce explanation to a minimum until pupils have had some practice in the process to be explained. The consistent pursuit of this plan not only gives better results from cookery instruction, but it favors. The acquisition of skill by the pupils and increases their interest in their work. To objectify their conception of a recipe or direction is the great pleasure and great gain of a course in Household Arts. Therefore the teacher's silence is golden and the pupil's activity is rich reward. JOSEPHINE MORRIS. Digitized by Google CONTENTS PAOB Preliminabt Lessons 9 Dust 11 Refrigebatob 15 Removing Stains 16 Combustion 17 Kerosene Lamps . . . . . . . . .19 The Bjtchen Fire 19 The Table 25 Dish Washing, Silver Polishing, Care op the Sink and of Garbage 29 Abbreviations and Measurements 32 Food 34 Water 35 Beverages 36 Fruit 40 Vegetables 42 Starch 51 Cereals 55 Composition op Foods 61 Milk 62 Cream Soups 64 Butter 67 Cheese 68 Eggs 70 Digitized by Google 8 CONTENTS / PAGE ^ Meat 78 Gelatin 99 v^FisH 101 Fats and Oils . . .112 Bread .115 Baking Powder . . . 124 Cake 132 Steamed Doughs and Batters 139 Pastry 145 ^Salads . . . . ' 148 ^ Invalid Cookery 153 > Sandwiches 158 Composition and Cost of Menus 162 J Frozen Desserts 163 -^Preserving Foods 166 Jellies 172 Sugar 176 ^" Candy Making 177 Digestive Processes . 183 Home Nursing 185 Household Sanitation 190 Care of Bedrooms 192 J Laundering 194 Household Accounts 198 House Furnishing 201 Box or School Luncheons 205 "^ Menus 208 Camp Cookery 218 The Home Maker's Duty to Herself . . . .221 School Gardens 226 Index to Recipes 228 General Index 241 Home Recipes 249