Tin1 teacher should learn li<»\v the children in her school hve in
their own hom< b, what t ods they use, what foods thej raise, and how
they prepare and Berve their foods. The instraction given in the
lessons should !><• based on this knowledge. Possibilities for the
improvement of accepted methods should be considered. Tb
foods should be used in I bich the children can afford to
at home. They should he encouraged to ra »e other foods in
their gardens and to keep chickens, i od cov
36 THREE SHORT COURSES IN HOME MAKING.
Elementary principles of nutrition and sanitation should be
taught. Simple meals should be planned with plain but well-cooked
dishes. Variations should be suggested and the value of a mixed
diet emphasized. Care should be taken not to waste time on points
that are unrelated to the homes of the girls, except as such points
may be necessary to raise their ideals.
All the work should be carefully done. Sanitary handling of food
and care in storage of foods should be insisted upon. Careful atten-
tion should be given to the dish washing, care of dish towels, etc.,
emphasizing those points hi sanitation involved. The girls should
be drilled faithfully in all points essential to the handling of anything
that comes in contact with the food.
Proper methods of sweeping and cleaning should be employed
and thoroughness practiced in every detail of the work. Thorough
drill in these processes should be given.
The order in which the lessons are to be given will be regulated in
part by the season of the year in which they occur, the locality, the
foods obtainable, and any special local needs. However, care must
be taken that the lessons occur in proper sequence, so that the pupils
will see the relation of one to the other and will appreciate the value
of each. It may be necessary to combine two lessons or to give
only part of a lesson. In some of the lessons more recipes are sug-
gested than could be prepared in a brief period. In every case the
choice of recipe will have to be made by the individual teacher.
Wherever possible, simple experiments to show the composition and
effect of heat on food should be used.
No attempt has been made to give a complete set of recipes.
Those included axe chosen to illustrate the subjects to be discussed
in the lessons. A few have been taken from the Farmers' Bulletins
and from circulars of the Extension Service of the Department of
Agriculture. The others have been carefully tested and used with
satisfactory results. The teacher who desires to make use of a
greater number of recipes will do well to supply herself with one of
the textbooks listed. Level measurements should be used hi the
preparation of all the recipes and all the directions should be care-
fully followed.
The first few lessons are more fully outlined than the others,
furnishing suggestions for methods of procedure that can also be
adapted to the later lessons. The teacher should have a detailed
plan for every lesson, outlining her method of work, the leading
questions for the discussion, and the home assignment which she
desires to make. .
Foods that are in common use are suggested for the lessons out-
lined. There will necessarily be exceptions to their use in different
I -s i\ OOOKfSG. 37
Page 24
Presented as published in 1917. 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.
Tin1 teacher should learn li<»\v the children in her school hve in
their own hom< b, what t ods they use, what foods thej raise, and how
they prepare and Berve their foods. The instraction given in the
lessons should !><• based on this knowledge. Possibilities for the
improvement of accepted methods should be considered. Tb
foods should be used in I bich the children can afford to
at home. They should he encouraged to ra »e other foods in
their gardens and to keep chickens, i od cov
36 THREE SHORT COURSES IN HOME MAKING.
Elementary principles of nutrition and sanitation should be
taught. Simple meals should be planned with plain but well-cooked
dishes. Variations should be suggested and the value of a mixed
diet emphasized. Care should be taken not to waste time on points
that are unrelated to the homes of the girls, except as such points
may be necessary to raise their ideals.
All the work should be carefully done. Sanitary handling of food
and care in storage of foods should be insisted upon. Careful atten-
tion should be given to the dish washing, care of dish towels, etc.,
emphasizing those points hi sanitation involved. The girls should
be drilled faithfully in all points essential to the handling of anything
that comes in contact with the food.
Proper methods of sweeping and cleaning should be employed
and thoroughness practiced in every detail of the work. Thorough
drill in these processes should be given.
The order in which the lessons are to be given will be regulated in
part by the season of the year in which they occur, the locality, the
foods obtainable, and any special local needs. However, care must
be taken that the lessons occur in proper sequence, so that the pupils
will see the relation of one to the other and will appreciate the value
of each. It may be necessary to combine two lessons or to give
only part of a lesson. In some of the lessons more recipes are sug-
gested than could be prepared in a brief period. In every case the
choice of recipe will have to be made by the individual teacher.
Wherever possible, simple experiments to show the composition and
effect of heat on food should be used.
No attempt has been made to give a complete set of recipes.
Those included axe chosen to illustrate the subjects to be discussed
in the lessons. A few have been taken from the Farmers' Bulletins
and from circulars of the Extension Service of the Department of
Agriculture. The others have been carefully tested and used with
satisfactory results. The teacher who desires to make use of a
greater number of recipes will do well to supply herself with one of
the textbooks listed. Level measurements should be used hi the
preparation of all the recipes and all the directions should be care-
fully followed.
The first few lessons are more fully outlined than the others,
furnishing suggestions for methods of procedure that can also be
adapted to the later lessons. The teacher should have a detailed
plan for every lesson, outlining her method of work, the leading
questions for the discussion, and the home assignment which she
desires to make. .
Foods that are in common use are suggested for the lessons out-
lined. There will necessarily be exceptions to their use in different
I -s i\ OOOKfSG. 37