each inclividua] so as to vary her experience, and all the students should observe each other and so profit by the work the others are doing. 3. A unit may be offered on the basis of simple meals for light housekeeping. The lessons should be given with equipment any working girl can have in her own room, taking into consideration the usual conditions to be met. The following lessons are suggested : Lesson 1. A simple breakfast. — Fruit and cereal or toast and mar- malade, or pancakes; coffee or cocoa. Lesson 2. More elaborate breakfasts. — Plan breakfasts containing heavier dishes, as eggs, creamed meats, creamed dried beef or cod- fish, or broiled bacon. Lesson 3. The lunch to be taken to the office.— With lunch box con- taining thermos bottle. Sandwiches, fruit, beverage — milk, soup, cocoa, coffee, or tea. Lesson 4. The supper at home. — Soup or eggs or creamed dish, or rarebit; salad, dessert. Lesson 5. Dinner on two burners. — Chop, potato or rice, green veg- etable, dessert. Lesson 6. Planning the menu for a day. (See Unit X, Lesson 8.) The following unit outlines a possible arrangement for a class in- terested in meals for children. UNIT ON SUITABLE MEALS FOB CHILDREN. Lesson 1. Milk and its value in the diet. Unit IV. Lesson 1. Lesson 2. Use of fruit in the diet — preparation of dried fruit, Unit n, Lessons 1 and .2. Lesson 3. Cereals, Unit I, Lessons 2 and 3. • . Lesson 4. Cooking eggs and custards. Unit IV, Lessons 2 and 3. Lesson 5. Preparation of potatoes and other ^^egetables, Unit II, Lessons 3 and 4. Lesson 6. Cream soups, U^nit I, Lesson 1. Lesson 7. Preparation of meals for children under school age. Unit XI, Lesson 2. Lesson 8. Preparation of meals for the school child, Unit XI, Les- son 3. EQUIPMENT. The equipment necessary varies somewhat with the different units. Where a laboratory is available, the regular equipment for the prepa- ration of food will be satisfactory if this provides individual equip- ment for each member of the class. If a laboratory can not be ob- tained, and if the class is not too large, the work may be carried on in a home kitchen. 14 USE AND PREPARATION OF FOOD. In addition to the general equipment, the teacher should see that helpful illustrative material is provided which will aid the students in getting a clear grasp of the work. Exhibits of foods in various stages of manufacture, pictures illustrating the production or the manufacture of foods, charts, posters, and samples of food materials not generally obtainable on the local market will all be of help in presenting subject matter effectively. Frequently a small exhibit set- ting forth the principal points of a lesson and kept before the stu- dent during the lesson period makes a much deeper impression than the same information given by word of mouth. REFERENCE MATERIAL. For the use of the teacher, in addition to that given in the bibli- ographies following each unit, the following reference material is suggested :

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each individual so as to vary her experience, and all the students should observe each other and so profit by the work the others are doing. 3. A unit may be offered on the basis of simple meals for light housekeeping. The lessons should be given with equipment any working girl can have in her own room, taking into consideration the usual conditions to be met. The following lessons are suggested : Lesson 1. A simple breakfast. — Fruit and cereal or toast and marmalade, or pancakes; coffee or cocoa. Lesson 2. More elaborate breakfasts. — Plan breakfasts containing heavier dishes, as eggs, creamed meats, creamed dried beef or codfish, or broiled bacon. Lesson 3. The lunch to be taken to the office.— With lunch box containing thermos bottle. Sandwiches, fruit, beverage — milk, soup, cocoa, coffee, or tea. Lesson 4. The supper at home. — Soup or eggs or creamed dish, or rarebit; salad, dessert. Lesson 5. Dinner on two burners. — Chop, potato or rice, green vegetable, dessert. Lesson 6. Planning the menu for a day. (See Unit X, Lesson 8.) The following unit outlines a possible arrangement for a class interested in meals for children. UNIT ON SUITABLE MEALS FOR CHILDREN. Lesson 1. Milk and its value in the diet. Unit IV. Lesson 1. Lesson 2. Use of fruit in the diet — preparation of dried fruit, Unit n, Lessons 1 and .2. Lesson 3. Cereals, Unit I, Lessons 2 and 3. • . Lesson 4. Cooking eggs and custards. Unit IV, Lessons 2 and 3. Lesson 5. Preparation of potatoes and other vegetables, Unit II, Lessons 3 and 4. Lesson 6. Cream soups, Unit I, Lesson 1. Lesson 7. Preparation of meals for children under school age. Unit XI, Lesson 2. Lesson 8. Preparation of meals for the school child, Unit XI, Lesson 3. EQUIPMENT. The equipment necessary varies somewhat with the different units. Where a laboratory is available, the regular equipment for the preparation of food will be satisfactory if this provides individual equipment for each member of the class. If a laboratory can not be obtained, and if the class is not too large, the work may be carried on in a home kitchen. In addition to the general equipment, the teacher should see that helpful illustrative material is provided which will aid the students in getting a clear grasp of the work. Exhibits of foods in various stages of manufacture, pictures illustrating the production or the manufacture of foods, charts, posters, and samples of food materials not generally obtainable on the local market will all be of help in presenting subject matter effectively. Frequently a small exhibit setting forth the principal points of a lesson and kept before the student during the lesson period makes a much deeper impression than the same information given by word of mouth. REFERENCE MATERIAL. For the use of the teacher, in addition to that given in the bibliographies following each unit, the following reference material is suggested :

Use and preparation of food