CHAPTER III
FORM III: JUNIOR GRADE
The pupils of Form III, Junior, are generally too small to use the tables and stoves provided for the other classes and too young to be intrusted with fires, hot water, etc.; but they may be taught the simpler facts of Household Management by the special teacher of the subject, or by the regular teacher in correlation with the other subjects. In either case a special room is not necessary.
If the latter plan be adopted, the following correlations are suggested:
CORRELATIONS
Arithmetic.—1. Bills of household supplies, such as furniture, fuel, meat, groceries, bed and table linen, material for clothing. This will teach the current prices as well as the usual quantities purchased.
2. Making out the daily, weekly, or monthly supply and cost of any one item of food, being given the number in the family and the amount used by each per day.
Example: One loaf costs 6c. and cuts into 18 slices. Find the cost of bread for two days for a family of six, if each person uses 1-1/2 slices at one meal.
3. Making out the total weekly or monthly expenses of a household, given the items of meat, groceries, fuel, gas, etc. This brings up the question of the cost of living.
4. Making out the total cost of a cake, a loaf of bread, a jar of fruit, or a number of sandwiches, given the cost of the main materials and fuel used. Compare the home cost with the cost at a store. This may be used to teach economy.
Geography.—1. The sources of our water supply.
2. The geographical sources of our ordinary household materials, their shipping centres, the routes by which they reach us, and the means of transportation.
Examples: Fuels, common minerals used in building and furnishing; timber for floors and furniture; manufactured goods, such as cotton, linen, carpets, china; domestic and foreign fruits; common groceries, such as salt, sugar, tea, coffee, cocoa, spices, rice, cereals, and flour.
3. The preparation of our common household commodities.
Examples: Cotton, linen, china, paper, sugar, tea, coffee, cereals, flour.
4. The household products that are exported.
Nature Study.—1. The parts of plants used as food.
2. The natural sources of our common foods, such as cornstarch, flour, breakfast cereals, tea, coffee, cocoa, sugar, salt, cheese, butter.
3. The sources of common household substances, such as coal-oil, gasolene, paraffin, turpentine, washing soda, whiting, bathbrick, soap.
4. The forms of water, as ice, steam.
5. The composition and impurities of the air.
6. The ordinary woods used in house building and furnishing.
Hygiene.—The necessity for the following:
1. Fresh air in the home at all times—in living rooms and sleeping rooms
2. Good food and plenty of sleep
3. Cleanliness of the body
4. Cleanliness in preparing food
5. Cleanliness in the home and surroundings.
Physical Training.—1. The value of exercise gained by performing household duties.
2. The importance of correct positions in performing home duties, such as dish washing, sewing, etc.
3. The value of conveniences to save steps.
Composition.—Topics selected from household materials and activities.
Examples: Food materials, cleansing agents, planning a convenient kitchen or bath-room, sweeping day, baking day, arrangement of a kitchen cupboard or clothes closet, etc.
Spelling.—Names of household articles and duties as follows:
Furniture of a special room, such as kitchen or sitting-room, kitchen utensils, contents of a kitchen cupboard, dishes and food used at a particular meal, etc.
Manual Training.—Construction of household furnishings and utensils for a doll's house from raffia, paper, and plasticine.
Art.—Designing and colouring carpets, curtains, wall-papers, book covers, dishes, tiles, ribbons, and dress materials.
Sewing.—Making the uniform for Household Management work.
If the Household Management teacher takes the work with this class, she should follow the outline of work given in the Course of Study. This outline will make the pupils familiar with the common household materials as to their sources, preparation, and cost, and when, in the next class, they deal with these materials, they will do so with more interest and intelligence. It will also draw attention to the importance of economy in time and energy. The convenience of a kitchen and the use of proper utensils to facilitate labour will impress this fact.
The lessons should be taught simply as information lessons and should be of the same length as the other studies—from thirty to forty minutes. If the usual hour and a half period be set aside for this class, the remainder of the time may be devoted to sewing.