of one-half teaspoon of soda to one pint of water. Half
fill B with a solution of common salt, in the proportion
of one tablespoonful of salt to one pint of water. Use C
for a control test. To each beaker add a pinch (tV tea-
spoon) of ground coffee, sprinkling it lightly on the water.
Note results carefully as to taste and color of solution.
2. Repeat, using in each case a pinch of finely chopped
parsley.
3. Repeat, using scraped onion or turnip. If definite
results are not observed in the cold the solutions may be
heated.
II
The Effect of Acid on Cellulose
1. Take two portions, A and B, of cotton wool, filter
paper, or fiber from some fresh vegetable. Treat A with
ordinary water, B with vinegar or acetic acid. Heat if
necessary. Note results carefully.
TOPICS FOR STUDY OR DISCUSSION
1. The function of green vegetables in the diet.
2. Foods which promote energy directly, by com-
bustion in the body, e. g., the organic compounds of
carbon. Foods which promote energy indirectly, e. g.,
those whose salts affect osmotic pressure, or promote
alkalinity of the blood, or stimulate by chemical or
mechanical means the vegetative functions of the body.
3. The value of organic vs. inorganic salts in the diet.
4. Plants as the source of the world's food supply.
5. The brassica, or brassicacese family. The char-
acteristic of this group which is of most importance to
the student of foodstuffs.
6. Varieties of cabbage: the popular distinction
between kale and cabbage. Digestibility of raw cab-
bage as compared with that of cooked cabbage.
QUESTIONS 21
QUESTIONS
1. Classify the vegetables used in the class work as:
(1) Sweet-juiced, or possessing agreeable flavor, which
the object in cooking should be to enhance or preserve;
and (2) strong-juiced, or having a coarser flavor, which
the object of cooking should be to modify or lessen.
Make this classification according to your own prefer-
ences regarding the flavor of the vegetables.
2. State three methods of cooking strong-juiced
vegetables, and name as many vegetables as you can
which may be cooked with most advantage by each of
the three methods.
3. State three methods of cooking sweet-juiced vege-
tables, and name as many vegetables as you can which
may best be cooked by each of these three methods.
4. Name six vegetables with which you are familiar,
preferably others than those which you have studied
in class, and give, in tabular form, their characteristics,
the object in cooking them, and how this object is at-
tained. Consult instructor before framing your table.
5. Have you discovered any new principle of food
preparation in your work with green vegetables? State
this principle. Cite as many instances as you can of the
application of this principle in the preparation of food.
6. Trace the relation of the experiments to the
practical work in the cooking of the vegetables you have
just dealt with.
7. Classify all the foods you have dealt with from
the first lesson in this course into: (a) nutritious; (6)
healthful, and (c) those which are both nutritious and
healthful. (See charts, pages 217-34, for the protein con-
tent and calorific value of the foods used.)
8. Define the terms wholesome, cheap, economical as
applied to foods. Which food used in class do you con-
sider wholesomest? cheapest? most economical?
EXERCISES
Page 12
Presented as published in 1914. 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
of one-half teaspoon of soda to one pint of water. Half fill B with a solution of common salt, in the proportion of one tablespoonful of salt to one pint of water. Use C for a control test. To each beaker add a pinch (1/8 teaspoon) of ground coffee, sprinkling it lightly on the water. Note results carefully as to taste and color of solution.
2. Repeat, using in each case a pinch of finely chopped parsley.
3. Repeat, using scraped onion or turnip. If definite results are not observed in the cold the solutions may be heated.
The Effect of Acid on Cellulose
1. Take two portions, A and B, of cotton wool, filter paper, or fiber from some fresh vegetable. Treat A with ordinary water, B with vinegar or acetic acid. Heat if necessary. Note results carefully.
1. The function of green vegetables in the diet.
2. Foods which promote energy directly, by combustion in the body, e. g., the organic compounds of carbon. Foods which promote energy indirectly, e. g., those whose salts affect osmotic pressure, or promote alkalinity of the blood, or stimulate by chemical or mechanical means the vegetative functions of the body.
3. The value of organic vs. inorganic salts in the diet.
4. Plants as the source of the world's food supply.
5. The brassica, or brassicaceae family. The characteristic of this group which is of most importance to the student of foodstuffs.
6. Varieties of cabbage: the popular distinction between kale and cabbage. Digestibility of raw cabbage as compared with that of cooked cabbage.
1. Classify the vegetables used in the class work as: (1) Sweet-juiced, or possessing agreeable flavor, which the object in cooking should be to enhance or preserve; and (2) strong-juiced, or having a coarser flavor, which the object of cooking should be to modify or lessen. Make this classification according to your own preferences regarding the flavor of the vegetables.
2. State three methods of cooking strong-juiced vegetables, and name as many vegetables as you can which may be cooked with most advantage by each of the three methods.
3. State three methods of cooking sweet-juiced vegetables, and name as many vegetables as you can which may best be cooked by each of these three methods.
4. Name six vegetables with which you are familiar, preferably others than those which you have studied in class, and give, in tabular form, their characteristics, the object in cooking them, and how this object is attained. Consult instructor before framing your table.
5. Have you discovered any new principle of food preparation in your work with green vegetables? State this principle. Cite as many instances as you can of the application of this principle in the preparation of food.
6. Trace the relation of the experiments to the practical work in the cooking of the vegetables you have just dealt with.
7. Classify all the foods you have dealt with from the first lesson in this course into: (a) nutritious; (6) healthful, and (c) those which are both nutritious and healthful. (See charts, pages 217-34, for the protein content and calorific value of the foods used.)
8. Define the terms wholesome, cheap, economical as applied to foods. Which food used in class do you consider wholesomest? cheapest? most economical?