Name: Principles of cooking
Author: Emma Conley

It is with this aim in mind, that all cooking in schools should lead to the preparation of attractive, appetizing, nu- tritious, well-balanced meals,.that “ Principles of Cooking” and its companion book, “ Nutrition and Diet,” are written. They are intended for pupils who have had cooking in the grades or for those who are mature enough to master a few important and essential facts, presented in Chapters II and III, before proceeding to the practical work of cook- ing. Any high school girl can learn these facts as easily as she can master problems in algebra or geometry, learn a history lesson, or calculate balanced rations for farm ani- mals in a class in agriculture. High school work in cooking or domestic science must include some acquisition of knowledge concerning foods, as well as practical work, to make it equivalent in value to other high school subjects, and to deserve a credit towards college entrance requirements. If one year is devoted to the work presented in “ Prin- ciples of Cooking,” and “ Nutrition and Diet,” the credit given in high school for the work should be equivalent to the credit given for a year’s work in any other high school subject. Practically all of the recipes in this book are the result of class experiments made by varying standard recipes or by trying new combinations of foods. A few recipes were contributed by friends. All recipes have been tried, many times, by classes of students and proved reliable. Every school library should contain at least one reliable cook book, as the “ Boston Cooking School Cook Book” or “ Practical Cooking and Serving,” and advanced pupils should compare recipes grouped together. They should PREFACE 5 note the points of variation from the standard recipe of the group and be able to make new and attractive food combinations for themselves. All cooking is based on a few standard recipes, changed or altered to produce variety. If an intelligent study is made of the principles of cook- ing and their application, preparing foods will no longer be a work of uncertainty, but an interesting, scientific, and comparatively easy process, and the preparing of nutritious, wholesome, and balanced meals will be a pleasure. : EMMA CONLEY: FoND DU LAC, WISCONSIN. CONTENTS CHAPTER ' PAGE I. GENERAL DIRECTIONS FOR WORK. EQUIPMENT . A a II. CLASSES OF Foops. REASONS FOR COOKING : ; Bo III. METHODS OF COOKING. DEVELOPMENT OF PRINCIPLES “AND THEIR APPLICATION. PRACTICE WORK IN BP OODS iar bear. : : ‘ ‘ : = 334 IV. FRUITS AND GREEN VEGETABLES . 5 ; : ee Ne Roots AND TUBERS. STARCH AND SUGAR . ‘ ey pe VI. CEREALS AND LEAVENING AGENTS ‘ : ; Aho rO7 VII. BEVERAGES. PLANNING AND SERVING A BREAKFAST . 109 VIII. CEREALS AND LEAVENING AGENTS (Continued) . Brea gt) IX. ‘LEGUMES AND FRYING LESSONS . ; : 5 sok 34. X. EGGS. PLANNING A LUNCHEON . ; , 3 22 3139 ' XI. MILK AND ITS PRODUCTS ; : ; , ROPER NETS XII. MEATS AND FISH . ; 4 : : : : rsd XIII. GELATIN AND ICES. SOME ADDITIONAL RECIPES Sat RL) TABLES SHOWING THE COMPOSITION OF COMMON FOODS USED IN THE AVERAGE HOME . : : ‘ ; Bye OO SUGGESTIONS FOR TEACHERS IN RURAL SCHOOLS . : we Lod. INDEX e e e ° e ° . ae . . ° ZO PRINCIPLES OF COOKING CHAPTER I GENERAL DIRECTIONS FOR WORK IN A SCHOOL KITCHEN In a school kitchen each girl has her own place at the kitchen table and is responsible for the washing of her own dishes, care and proper placing of all her utensils, the condition of her table, dish towels, etc.

AI-modernized reading of the original text

It is with this aim in mind, that all cooking in schools should lead to the preparation of attractive, appetizing, nutritious, well-balanced meals,.that “ Principles of Cooking” and its companion book, “ Nutrition and Diet,” are written. They are intended for pupils who have had cooking in the grades or for those who are mature enough to master a few important and essential facts, presented in Chapters II and III, before proceeding to the practical work of cooking. Any high school girl can learn these facts as easily as she can master problems in algebra or geometry, learn a history lesson, or calculate balanced rations for farm animals in a class in agriculture. High school work in cooking or domestic science must include some acquisition of knowledge concerning foods, as well as practical work, to make it equivalent in value to other high school subjects, and to deserve a credit towards college entrance requirements. If one year is devoted to the work presented in “ Principles of Cooking,” and “ Nutrition and Diet,” the credit given in high school for the work should be equivalent to the credit given for a year’s work in any other high school subject. Practically all of the recipes in this book are the result of class experiments made by varying standard recipes or by trying new combinations of foods. A few recipes were contributed by friends. All recipes have been tried, many times, by classes of students and proved reliable. Every school library should contain at least one reliable cook book, as the “ Boston Cooking School Cook Book” or “ Practical Cooking and Serving,” and advanced pupils should compare recipes grouped together. They should PREFACE 5 note the points of variation from the standard recipe of the group and be able to make new and attractive food combinations for themselves. All cooking is based on a few standard recipes, changed or altered to produce variety. If an intelligent study is made of the principles of cooking and their application, preparing foods will no longer be a work of uncertainty, but an interesting, scientific, and comparatively easy process, and the preparing of nutritious, wholesome, and balanced meals will be a pleasure. : EMMA CONLEY: FoND DU LAC, WISCONSIN. CONTENTS CHAPTER ' PAGE I. GENERAL DIRECTIONS FOR WORK. EQUIPMENT . A a II. CLASSES OF Foops. REASONS FOR COOKING : ; Bo III. METHODS OF COOKING. DEVELOPMENT OF PRINCIPLES “AND THEIR APPLICATION. PRACTICE WORK IN BP OODS iar bear. : : ‘ ‘ : = 334 IV. FRUITS AND GREEN VEGETABLES . 5 ; : ee Ne Roots AND TUBERS. STARCH AND SUGAR . ‘ ey pe VI. CEREALS AND LEAVENING AGENTS ‘ : ; Aho rO7 VII. BEVERAGES. PLANNING AND SERVING A BREAKFAST . 109 VIII. CEREALS AND LEAVENING AGENTS (Continued) . Brea gt) IX. ‘LEGUMES AND FRYING LESSONS . ; : 5 sok 34. X. EGGS. PLANNING A LUNCHEON . ; , 3 22 3139 ' XI. MILK AND ITS PRODUCTS ; : ; , ROPER NETS XII. MEATS AND FISH . ; 4 : : : : rsd XIII. GELATIN AND ICES. SOME ADDITIONAL RECIPES Sat RL) TABLES SHOWING THE COMPOSITION OF COMMON FOODS USED IN THE AVERAGE HOME . : : ‘ ; Bye OO SUGGESTIONS FOR TEACHERS IN RURAL SCHOOLS . : we Lod. INDEX e e e ° e ° . ae . . ° ZO CHAPTER I GENERAL DIRECTIONS FOR WORK IN A SCHOOL KITCHEN In a school kitchen each girl has her own place at the kitchen table and is responsible for the washing of her own dishes, care and proper placing of all her utensils, the condition of her table, dish towels, etc.