School and Home Cooking

by Carlotta C. Greer

APPENDIX

SUGGESTIONS FOR TEACHING

In using this text, the teacher may follow the order of presenting a lesson which she considers most satisfactory. She may prefer to preface processes of cooking with a discussion of foods and reasons for the steps involved in the processes, or she may consider it advisable to have the pupils do the cooking and discuss foods and methods later. In case both the so-called "theory" and practical work are undertaken in the same lesson, the time required to cook the food often determines the order of the lesson. In either case, this text may be used to advantage.

Although recipes in definitely stated form appear in the book, the teacher need not refer to them in class, or place them upon the board previous to the lesson. She may prefer to lead the pupils to develop a recipe. The latter method is valuable in training pupils to know the proper quantity of food materials to combine for practical recipe making, and to know how to substitute one food material for another.

The relation of one recipe to another is shown in this text and should be constantly emphasized. The pupils should be made to understand that there are a few basic recipes from which many may be developed.

Much attention should be given to the cost of foods. At frequent intervals, pupils should be required to compute the cost of particular dishes or of entire meals. The buying of foods by the pupils is most valuable. In table service lessons, it is advisable to have the pupils not only plan and cook foods but, when possible, buy them.

In teaching table service lessons, the greatest care should be taken to adapt the lessons to the standard of living of the pupils. In communities where the equipment for serving foods is most meagre, a special effort should be made to make the best use of such dishes and furnishings as are found in the homes of the pupils. Serving meals in a more pleasing way with more adequate (but not elaborate) equipment should also be taught. Methods of serving without a maid meet best the needs of most pupils of the public schools.

The cooking of foods by each pupil in family quantity rather than in individual amount is valuable. To do this some practical way of disposing of the cooked products must be arranged. The lunch rooms of the school may serve as the means of disposal. In case the pupils of a school cook for the lunch room, the greatest care needs to be exercised by the teacher to place the responsibility of preparing a salable product upon the pupil. Too much assistance on the part of the teacher in directing the pupils' work and in deciding when a food is sufficiently cooked or baked, may interfere in developing initiative in pupils,—one of the aims to be accomplished in education. The plan of having each pupil prepare a food for the first time in individual quantity and then later in family quantity for the lunch room has proved satisfactory in some cases.

This text furnishes material for a year's work, if five lessons per week (at least ninety minutes in length) are given; or for two years' work, if the curriculum provides for but two or three lessons per week. If it is necessary to arrange a shorter course, certain lessons may be omitted or assigned for home work, or lessons may be combined.

If the teacher wishes to correlate food study with some other subject such as general science, or physiology, chemistry, or physics, the time may be extended, or the order of work may be changed to fit the particular requirements. Because many of the lessons of the first eight divisions treat of the uses of the foods in the body, they are especially good for correlation with physiology. The remaining lessons, many of which emphasize food composition, may be correlated to advantage with chemistry.

If for any reason an entire semester's work is to be devoted to table service, including the planning, buying, cooking, and serving of foods and determining the cost and computing the calorific value of the foods, the material found in Related Work—the lessons placed at the end of each division—will be found adequate for such a course.

BOOKS FOR REFERENCE

Bevier and Van Meter: Selection and Preparation of Food. Brechner: Household Physics. Brownlee and Others: Chemistry of Common Things. Buchanan: Household Bacteriology. Child Health Organization of America: Pamphlets. Cooley and Others: Teaching Home Economics. Conn: Bacteria, Yeasts, and Molds in the Home. Department of Household Science, University of Illinois: Principles of Jelly-Making (Bulletin). Farmer: Food and Cookery for the Sick and the Convalescent. Farmer: The Boston Cooking School Cook Book. Hill: Cooking for Two. Hill: The Up-To-Date Waitress. Holt: The Care and Feeding of Children. Holt and Sedgwick: The Human Mechanism. Holt and Shaw: Save the Babies, Pamphlet. Kansas Agricultural College: Table Etiquette and Table Service (Bulletin). Lincoln and Barrows: Home Science Cook Book. Lusk: Elements of the Science of Nutrition. Lusk: Fundamental Basis of Nutrition. McCollum: The American Home Diet. Mitchell: Fireless Cook Book. Pattee: Practical Dietetics. Richards, Ellen H.: The Cost of Food. Rose: Feeding the Family. Rose: Laboratory Handbook for Dietetics. Sherman: Chemistry of Food and Nutrition, Second Edition. Sherman: Food Products. Styles: Human Physiology. Taber: The Business of the Household. U. S. Department of Agriculture: Bulletins. Van Rensselaer and Others: A Manual of Home-Making. Vulte: Household Chemistry. Vulte and Vanderbilt: Food Industries.

End of Project Gutenberg's School and Home Cooking, by Carlotta C. Greer