CHAPTER V
FORM III: SENIOR GRADE (Continued)
COOKERY
LESSON I
After a number of practice lessons have developed in the pupils a certain ability and self-confidence in working, formal cookery may be introduced, and the following ideas should be brought out:
1. The meaning of cooking:
Cooking is the application of sufficient heat to make a change in the food.
2. Reasons for cooking food:
(1) To make some food digestible.
(2) To change flavours and make some food more appetizing.
(3) To preserve food.
(4) To kill harmful germs in food.
3. Kinds of heat used:
(1) Dry heat—heat, only, is conveyed to the food.
(2) Moist heat—heat and moisture are conveyed to the food.
4. Different ways of applying dry heat:
Toasting, broiling, pan-broiling, sautéing, frying, baking.
5. Different ways of applying moist heat:
Boiling, simmering, steaming, steeping.
Note.—If the class cannot name these methods, the teacher may name and write them with only a word of comment regarding each, or they may not be given until the methods are studied.
As the moist heat methods are simpler and better known, they should be studied first. The class should be led to see that some liquid must be used to supply the moisture and should account for the common use of water for this purpose. Experiments should then be performed in heating water, and its appearance and temperature should be noted.
Note.—A preliminary lesson on the use of the thermometer may be necessary to show how to read it, and to develop the idea that it is an instrument for measuring heat. This may be taught in the regular class work, previous to the Household Management lesson.
LESSON ON THE THERMOMETER
1. Development of the idea of "measuring":
What would you use to measure the length of the table? A foot measure. What to measure the water in a tub? A pint, quart, or gallon measure. What to measure the amount of gas burned? A gas-meter.
2. Development of the name "thermometer":
What do we call the instrument
For measuring gas? A gas-meter
For measuring electricity? An electrometer
For measuring speed of a motor? A speedometer (speed-meter)
For measuring the distance a bicycle travels? A cyclometer (cycle-meter).
In each case what does "meter" mean? It means an instrument for measuring. What name may I give to an instrument for measuring heat? You may call it a heat-meter.
Tell the pupils that, in science, many Greek words are used, and that you will put a Greek word in place of the English word "heat", namely "thermos", as in thermos bottle. What will the name become? Thermosmeter, or thermometer.
3. Practice in using thermometers:
The unit of measurement (degree) should be given, and the scale taught from the black-board. Thermometers may then be given to the class to examine and use.
Saucepans having white inner surfaces are best to use for the experiments, as changes made by the heat are more plainly seen.
Observations of water under heat:
(1) At a temperature of about 100 degrees, very small bubbles form at the bottom and sides of the dish and rise slowly to the surface of the water. These bubbles are a film of water containing the air that was in solution, which, when expanded, rises to the top of the water.
(2) At a temperature of about 180 degrees, a few larger bubbles form at the bottom of the dish and rise slowly to the surface of the water, making a slight movement in it. In these bubbles air is replaced by steam which is formed from the water by the heat.
(3) At a temperature of 212 degrees, a great number of large bubbles form and rise quickly to the surface, making much movement in the water. The water is then said to boil.
(4) The water will take no higher temperature than 212 degrees.
(5) After water once boils, it requires little heat to keep it at this point, therefore the heat may be reduced.
(6) An increase of heat increases the number, size, and rate of the bubbles and the volume of steam, but makes the liquid no hotter.
Application of these observations:
(1) If food be cooked in a liquid at its greatest heat, where many bubbles are making much movement in it, the process is called boiling.
(2) If cooked in a liquid heated to 180-200, where there is scarcely any movement in the liquid, the process is called simmering.
(3) If cooked in the steam rising from a boiling liquid, the process is called steaming.
(4) If boiling liquid be poured over food and no further heat applied, the process is called steeping.
LESSONS II, III, IV, ETC.
Practice should then be given in each of the moist heat methods of cooking. The common foods, such as vegetables, fruit, eggs, and milk should be used for this purpose.
After the class has carried out a method for the first time, they should be led to consider the order of work required for it. The necessary steps should be arranged to form a set of rules for reference. The effects of the method in each case should also be noted.
When the moist heat methods are well known, the dry heat methods should be taught and practised. The outlines on [pages 73-81] will suggest the development under each method.
Plan of Lesson on Boiling Carrots
AIM
To apply the principles of boiling, as taught in a previous lesson, to the cooking of food.
TIME LIMIT
One and one-half hours to be used approximately as follows: twenty-five minutes for preparation for practical work and the first part of the practical work, twenty-five minutes for the development of ideas of boiling as a method of cooking, fifteen minutes for the serving of food, twenty-five minutes for housekeeping.
PREPARATION FOR PRACTICAL WORK
1. Review.—Question the pupils as follows: What kind of heat is used in cooking food by boiling? At what temperature is the food cooked by this method? Name the kinds of boiling. How much hotter is rapid boiling? How is water made to boil rapidly? When is rapid boiling useful?
2. Discussion of recipe.—Have the recipe written on the black-board and read by one of the pupils, while the others follow the reading carefully.
(1) Have the class decide:
(a) When the fires should be lighted
(b) The dishes required for the work
(c) The kind of boiling to use.
(2) Demonstrate the scrubbing, scraping, and dicing of a carrot, also the draining of a food cooked in liquid.
(3) State the quantity of ingredients each will use.
(4) Caution the pupils as to accuracy, neatness, and quietness while working.
PRACTICAL WORK
Have each pupil prepare the food according to the recipe and put it on to cook within a certain time. While the class works, carefully observe each pupil and give individual help to those who require it.
DEVELOPMENT OF THE IDEAS OF BOILING AS A METHOD OF COOKING
This will be done while the carrots are cooking. The ideas brought out from review and the class work, by questioning, will be those which are given on boiling under the methods of cooking.
1. Definition of boiling
2. Kinds of boiling
3. Uses of rapid boiling
4. Rules for boiling
5. Effects of boiling.
As these ideas are obtained from the class, they should be written by the teacher on the black-board and by the pupils in their note-books.
SERVING
The pupils will drain, season, and serve the food. Each girl will set one place on the wooden part of the table and serve herself. While the food is being eaten, the table manners of each girl should be observed, and, if necessary, corrected in a tactful manner.
HOUSEKEEPING
The work of putting the kitchen in order may be done in groups of twos or fours.
RECIPE: BOILED CARROTS
| Carrots | Salt and pepper |
| Boiling water | Butter. |
1. Scrub, scrape, and rinse the carrots.
2. Cut them into pieces by dicing them.
3. Put the pieces in a saucepan, set over the fire, and pour in boiling water until the food is covered.
4. Cook the carrots until the pieces are soft at the centre when pierced with a fork.
5. Drain off the liquid, then season the food with salt, pepper, and butter.
6. Serve in a hot vegetable dish.
Plan of Lesson on Simmering: Apples
INTRODUCTION
1. Review:
(1) Appearance and temperature of a boiling liquid.
(2) Appearance and temperature of a simmering liquid.
2. State the difficulty of keeping a liquid at simmering temperature; show the double boiler and explain its use for this purpose.
3. Compare boiling and simmering as to length of time required and difficulty.
4. Tell the pupils they are going to study simmering by making Coddled Apples.
DISCUSSION OF RECIPE
1. Read recipe.
2. Question regarding:
(1) Kind of heat used
(2) Whether to prepare apples or syrup first, and why
(3) Management in measuring so as to use only one cup
(4) Why one quantity of syrup is sufficient for so many apples.
3. Decide on the dishes required for the work.
PRACTICAL WORK
Assign work in groups of twos—numbers one and three prepare syrup; numbers two and four prepare apples; all attend to the cooking.
DEVELOPMENT OF IDEAS OF SIMMERING
(To be dealt with while food is cooking)
1. Definition.—Obtain this by comparing simmering with boiling.
2. Effects:
(1) Compare a raw and simmered apple to get the idea of "soft and tender".
(2) Tell the pupils simmering temperature will not harden and toughen meat and eggs as much as boiling does.
(3) Lying longer in the liquid to cook dissolves out more of the food substance.
(4) Less water going off as vapour does not carry away as much flavour.
(5) Less motion in the liquid does not break up the food.
SERVING
When the apples are tender, let each girl serve herself with what she has cooked. While the fruit is being eaten, direct attention to the flavour of apple in the syrup.
HOUSEKEEPING
Assign the work which is necessary to put the kitchen in order, and allow the pupils to carry it out in groups of twos or fours.
RECIPE (INDIVIDUAL): CODDLED APPLES
| 1 apple |
| 1/4 c. sugar |
| 1/2 c. water. |
1. Put the sugar and water in the inside part of a double boiler, set over the fire, and boil gently for about five minutes.
2. Wash and pare the apple, cut it into halves, and remove the core.
3. Put the prepared fruit into the syrup, cover the dish closely, and set in the under part of the double boiler.
4. Simmer the pieces of apple until tender, turning them occasionally.
5. Lift the fruit carefully into a serving dish, then pour the syrup over it.
6. Serve hot or cold.
Note.—One cup of sugar will make sufficient syrup for six or seven apples.
METHODS OF COOKING: DETAILS
BOILING
1. Definition:
Boiling is a method of cooking in which the heat reaches the food through a boiling liquid.
2. Kinds of boiling:
(1) Gentle boiling—temperature of 212 degrees.
(2) Rapid boiling—temperature of 212 degrees.
3. Uses of rapid boiling:
(1) To make much steam
(2) To break up food
(3) To keep small particles of food in motion.
4. Rules for boiling:
(1) Put the food in a cooking dish, set over the heat, and pour in the boiling liquid to cover the food well.
(2) Regulate the heat to the kind of boiling required.
(3) Keep the food boiling during the entire cooking.
(4) Continue the cooking until the food is tender at the centre when it is tested, or for the time required by the recipe.
(5) When the food is cooked, lift it from the liquid or drain the liquid from the food.
5. Effects of boiling:
(1) It makes some food soft and tender—fruit, vegetables.
(2) It makes some food hard and tough—eggs, etc.
(3) It breaks up food.
(4) It dissolves out some of the food substance.
(5) It causes some loss of flavour (in the steam).
(6) It kills germs.
SIMMERING
1. Definition:
Simmering is a method of cooking in a liquid at a temperature of about 180 degrees.
2. Rules for simmering:
(1) Use a double boiler to keep the temperature correct.
(2) Put the food in liquid in the top dish, and proceed as in boiling.
3. Effects of simmering:
(1) It makes some foods soft and tender—fruit and vegetables.
(2) It does not make the protein of animal food (milk, eggs, and meat) hard as boiling does.
(3) It dissolves out a good deal of the food substance into the cooking liquid.
(4) It causes very little loss of flavour.
(5) It does not break up the food.
STEAMING
1. Definition:
Steaming is a method of cooking in the steam from boiling liquid.
2. Rules for steaming:
(1) Have the water boiling rapidly in the under part of the steamer.
(2) Put the food in the upper part, cover closely, and place over the lower part.
(3) Keep the water boiling rapidly during the entire cooking.
(4) If extra water be needed, only boiling water should be added, as quickly and as gently as possible.
(5) Continue the cooking according to the time required by the recipe, or test as in boiling, if the food permits.
3. Effects of steaming:
(1) It makes vegetable food tender.
(2) It makes the protein of animal food harder than simmering, but not so hard as boiling does.
(3) It does not break up the food.
(4) It does not dissolve out the food substance.
(5) It causes little loss of flavour if closely covered.
STEEPING
1. Definition:
Steeping is a method of cooking, by pouring boiling water over food, and letting it stand in a moderately warm place.
2. Rules for steeping:
(1) Heat the steeping dish.
(2) Use water freshly boiled.
(3) Put the food in the hot dish, pour water over, cover closely, and set in a warm place.
(4) Let the food remain in the liquid until you have extracted what is desired.
(5) Strain off the liquid and use as required.
3. Effects of steeping:
(1) To heat and soften the food
(2) To extract the flavour and, sometimes, the substance of the food.
TOASTING
1. Definition:
Toasting is a method of cooking in which the heat reaches the food directly from the fire. It is used mainly for bread.
2. Rules for toasting:
(1) Have a clear, hot fire.
(2) Cut bread in slices from one third to one half an inch thick.
(3) Hold the food at some distance from the fire, in a gentle heat at first, to dry and heat the surfaces. This drying may be done in the oven.
(4) Then hold the dried, hot surfaces in a strong heat, to brown and crisp them.
(5) Serve so that the surfaces will not become steamed from the moisture still contained in the slices. Put the toast in a toast-rack or stack it on a hot plate. Buttered toast may be piled.
3. Effects of toasting:
(1) To heat and dry the surface of the food.
(2) To brown and crisp the surface.
(3) To change the flavour.
(4) To change the starch of the surface into a brown substance, which is a form of sugar, and more digestible than starch.
BROILING
1. Definition:
Broiling is a method of cooking in which the heat reaches the food directly. It is used mainly for meat and fish in slices or thin portions.
2. Rules for broiling:
(1) Have a clear, hot fire.
(2) Grease the broiler and trim the food.
(3) Lay the food in the broiler compactly.
(4) Hold the broiler in a very strong heat to seal the tubes of the food which hold the juices, and turn frequently.
(5) When the surface is seared, hold in a gentler heat to cook the food to the centre, and turn occasionally while doing this.
(6) Time the cooking to the thickness of the food—one inch of thickness cooks rare in eight minutes.
(7) Serve at once on a hot dish, and spread with butter, salt, and pepper.
3. Effects of broiling:
(1) To sear the surface.
(2) To cook to the centre while browning the surface.
(3) To change the flavour and develop a very delicious one in the browned surface.
(4) To make the browned surface hard to digest.
PAN-BROILING
1. Definition:
Pan-broiling is an imitation of broiling and is a method of cooking on a hissing-hot, metal surface.
2. Rules for pan-broiling:
(1) Have a hot fire.
(2) Heat the pan or metal surface until it hisses when touched with water.
(3) Lay the food in compactly, and turn constantly until the entire surface is seared.
(4) Place the pan in a gentle heat and cook the food to the centre, turning occasionally.
(5) Time the cooking to the thickness of the food—one inch cooks rare in ten minutes.
(6) Serve at once, as in broiling.
3. Effects of pan-broiling:
The same as in broiling.
SAUTÉING
1. Definition:
Sautéing is a method of cooking in which the heat reaches the food through a smoking-hot, greased surface.
2. Rules for sautéing:
(1) Heat the pan enough to melt the fat.
(2) Put in just enough fat to keep the food from sticking, and let it run over the surface of the pan, and get smoking hot.
(3) Put in the food and let it brown on one side, then turn it and brown the other side.
(4) Serve on a hot dish.
3. Effects of sautéing:
(1) To sear the surface of the food.
(2) To brown the surface and develop a delicious flavour, while cooking to the centre.
(3) To make the surface slightly fat-soaked with fat which has been very highly heated.
(4) To make the surface indigestible.
BAKING
1. Definition:
Baking is a method of cooking in which the heat is brought to the food through the confined heat of an oven.
2. Kinds of ovens:
(1) Slow.
(2) Moderate—white paper browns in ten minutes.
(3) Hot—white paper browns in five minutes.
(4) Very hot—white paper browns in one minute.
3. Rules for baking:
(1) Heat the oven according to the recipe.
(2) Put the food in the oven, usually on the lower shelf, to get an under heat first, then toward the last of the cooking, set it on the top shelf to brown.
(3) Watch carefully during the baking, but in opening the oven door, be gentle and quick.
(4) If the oven gets too hot, set a pan of cold water in it, or leave the door slightly open. If browning too quickly, cover the surface with brown paper.
(5) Cook the food according to the time required by the recipe, or until it is done, as shown by some test.
FRYING
1. Definition:
Frying is a method of cooking in which the heat is brought to the food by immersing it in smoking-hot fat.
2. Temperature for frying:
(1) For cooked foods which have only to brown and warm through—about 400 degrees.
(2) For raw foods which have to cook—about 350 degrees.
3. Rules for frying:
(1) Use a deep iron, steel, or granite kettle, which will hold the heat.
(2) Put in sufficient fat to cover the food well, but never fill the kettle more than two-thirds full.
(3) Heat the fat to the desired temperature.
(4) Have the food as dry as possible and not very cold.
(5) When the fat begins to give off a small quantity of white vapour, test it for the required heat, as follows:
(a) For raw food, put in a small square of bread, and allow it sixty seconds to brown.
(b) For cooked food, allow a square of bread forty seconds to brown.
(6) Put the food carefully into the hot fat, and only an amount which will not cool it too much.
(7) When the food is nicely browned, lift it from the fat with an open spoon or lifter and drain over the pot until it stops dripping.
(8) Lay the food on crumpled brown paper or blotting paper, to absorb any fat still clinging to the surface.
(9) Strain the fat through cheesecloth and set it away to cool.
4. Effects of frying:
(1) To sear the surface and prevent it from absorbing fat.
(2) To cook or heat the food to the centre.
(3) To brown the surface of the food and make it crisp.
(4) To develop a delicious flavour in the browned surface.
(5) To make the browned surface indigestible, because it has absorbed highly-heated fat.
Note.—As frying requires the fat used to be at a very high temperature, it is dangerous to let young children take the responsibility in this method of cooking. For this reason, it may be wise to defer lessons on frying until the Fourth Form, or even later.
For practice in the methods of cooking, the following is suggestive:
Boiling.—Cooking of any vegetable or fruit in season or rice, macaroni, eggs, coffee
Simmering.—Dried fruit, such as prunes, peaches, apricots, apples; strong-smelling vegetables, such as cabbage, onions; porridge; stew
Steaming.—Potatoes, cauliflower, apples, peaches, cup-puddings, dumplings, fish
Steeping.—Tea, coffee, lemon rind for sauce
Toasting.—Bread, rolls
Broiling.—Steak, fish
Pan-broiling.—Steak
Sautéing.—Sliced potatoes, potato cakes, hash cakes, griddle-cakes (teacher prepares the batter)
Baking.—Apples, bananas, potatoes, scalloped potatoes, scalloped tomatoes, cheese crackers, drop biscuits, beef-loaf
Frying.—Potatoes, cod-fish balls, doughnuts (teacher prepares the dough).
The lessons which give practice in the methods of cooking will also afford excellent drills in measuring, manipulation, and cleaning. Throughout all these, the weak points of individual members of the class should receive careful attention. In the case of typical defects, much time may be saved by calling the attention of the class to these, instead of correcting them individually.
After the pupils have considered and practised the methods of cooking, they should be able to prepare any simple dish of one main ingredient, for which recipes should be given. If these cannot be used at school, they may be of service in the homes of the pupils.
Economy should be emphasized by suggesting simple ways of using left-overs, and definite recipes should be written for these. Fancy cooking should be discouraged. The teacher should aim to show how the necessary common foods may be prepared in a nutritious and attractive manner.
In this first year of practical work, the main point is the formation of correct habits of work. Cleanliness, neatness, and accuracy should be insisted on in every lesson, and deftness should be encouraged.
SUGGESTIONS FOR THE USE OF LEFT-OVERS
BREAD
1. Toast for garnishing stews and hash
2. Croutons for soup
3. Bread crumbs to use for croquettes and scalloped dishes, or for stuffing meat and fish
4. Pudding (chocolate bread pudding, cabinet pudding, plain bread pudding, brown betty)
CAKE
1. Pudding (steamed until just re-heated and served with a sauce)
2. Pudding (baked in a custard mixture)
3. Trifle.
MEAT
1. Meat pie or potato and meat pie
2. Meat loaf
3. Stew with dumplings
4. Hash
5. Scalloped meat
6. Croquettes
7. Meat moulded in gelatine
8. Salad (light meats only)
9. Sandwiches.
FISH
1. Scalloped fish
2. Salad.
EGGS
1. Stuffed eggs
2. Hard-boiled for salad
3. Garnish for salad
4. Sandwiches.
CHEESE
1. Cheese crackers
2. Cheese straws
3. Cheese cream toast
4. Cheese omelet
5. Cheese salad
6. Welsh rarebit
7. Macaroni and cheese
VEGETABLES
1. Scalloped vegetable
2. Cream of vegetable soup (water in which vegetable is cooked should be kept for this)
3. Sautéd vegetables
4. Salad.
CANNED FRUIT
1. Cup pudding or roly poly
2. Steamed or baked batter pudding
3. Pudding sauce (strain juice and thicken)
4. Trifle
5. Fruit salad
6. Gelatine mould.
BEVERAGES
After the moist heat methods of cooking are learned, a special lesson on beverages may be taken, if the teacher thinks it desirable. If the subject be not taken as a whole, each beverage may be taught incidentally, when a recipe requiring little time is useful. The following will suggest an outline of facts for a formal lesson:
MEANING OF BEVERAGES
A beverage is a liquid suitable for drinking. Water is the natural beverage; other beverages are water with ingredients added to supply food, flavour, stimulant, or colour. Since water is tasteless in itself and also an excellent solvent, it is especially useful in making beverages.
KINDS OF BEVERAGES
1. Refreshing.—Pure cold water, all cold fruit drinks
2. Stimulating.—All hot drinks, tea, coffee, beef-tea, alcoholic drinks
3. Nutritious.—Milk, cocoa, chocolate, oatmeal and barley water, tea and coffee with sugar and cream.
Note.—As tea, coffee, and cocoa are ordinary household beverages, they should be specially studied. Their sources and manufacture will have been learned in Form III Junior, but their use as beverages may now be discussed and practised. It is desirable that the pupils be led to reason out correct methods of cooking each.
TEA
1. Description.—The leaves contain, beside a stimulant and flavour, an undesirable substance known as tannin, which is injurious to the delicate lining of the stomach. If the tea be properly made, the tannin is not extracted.
2. Method of cooking.—Steep the tea from three to five minutes, then separate the leaves from the liquid (suggest ways of doing this). Boiling is not a correct method to use for making tea, as it extracts the tannin and causes loss of flavour in the steam.
Note.—Because of the stimulant, young people should not drink tea or coffee.
COFFEE
1. Description.—The beans, or seeds, of coffee also contain tannin as well as a stimulant and flavour. This beverage is more expensive than tea, since a much larger amount must be used for one cup of liquid. After the beans are broken by grinding, the air causes the flavour to deteriorate, so that the housekeeper should grind the beans as required, or buy in small quantities and keep in tightly covered cans.
2. Method of cooking.—Coffee may be cooked in different ways, according to the size of the pieces into which the roasted beans are broken. These pieces are much harder than the leaves of tea, hence coffee may be given a higher temperature and a longer time in cooking than tea. Small pieces of beans are apt to float in the liquid, making it cloudy; this may be overcome by the use of egg-white or by careful handling.
Coarsely ground coffee must be boiled gently. Finely ground coffee may be boiled gently or steeped. Very finely ground, or powdered coffee should be steeped or filtered with boiling water.
COCOA
1. Description.—This contains a stimulant, but differs from tea and coffee in being nutritious. It makes a desirable drink for children.
2. Method of cooking.—Cocoa contains starch and should be simmered or gently boiled.
CHOCOLATE
This substance is the same as cocoa, except that it contains a much larger amount of fat.
TABLE SETTING
The serving of food is incidentally a necessary part of nearly every lesson in cookery, as the pupils usually eat what they prepare. In regular class work the bare work table is used, and each pupil prepares a place for herself only. The dishes soiled during the lesson should be placed on the section covered with metal or glass at the back of the table, and the front, or wooden part, cleared to be used as a dining table. The teacher should insist on this part being clean and neatly arranged. The few dishes used should be the most suitable selected from the individual equipments, and they should be as carefully placed as for a meal. From the very first, the pupils should be trained to habits of neatness in setting the table, and in serving the food; and, what is most important, they should be trained to eat in a refined manner. Lack of time is sometimes given as an excuse for neglecting this training in the usual cookery lessons; but if the teacher insists upon neatness in work and good table manners, the pupils will soon learn to comply without loss of time.
Laying a table may be formally taught at any stage of the work of Form III, but it is most suitable after the class is capable of preparing the food for a simple home meal. The topics of the lesson may be presented as follows:
PREPARATION
1. See that the dining-room is well aired and in order.
2. See that the linen is clean and carefully laundered.
3. See that the glass, silver, and steel are polished.
4. Decide on the number to be served.
ARRANGEMENT
1. Place a silence cloth of felt, woollen, or thick cotton:
(1) To prevent the dishes from making a noise
(2) To give the table a better appearance
(3) To preserve the table top.
2. Lay the cloth, placing the centre of the cloth in the centre of the table and spreading it smoothly, having its folds parallel with the edges of the table.
3. Arrange a centre-piece, using a vase or basket of flowers, a small plant or a dish of fruit.
4. Put a plate at each person's place and lay the cutlery and silver beside it about one inch from the edge of the table, in the order of use, those used first on the outside, or farthest from the plate. At dinner these plates are usually placed before the one who serves.
(1) Place the knives at the right side, with the sharp edges toward the plate.
(2) Place the forks at the left side, with the tines up.
(3) Place the soup spoons at the right of the knife, bowl up.
(4) Place the dessert spoons in front of the plates, the handle to the right, the bowl up.
(5) Place the dessert forks with the other forks, or in front of the plates with the dessert spoons.
5. Place the water glasses at the end of the knife blades, top up.
6. Place the bread and butter plates at the left of the forks. (These are not necessary at dinner.)
7. Place the napkins at the left, neatly folded; discourage fancy folding.
Table laid for a home dinner
8. Place the salt and pepper so that they are convenient to every one.
9. Place the dishes that are to be served at table directly in front of the one who is to serve them.
10. Place the carving set in front of the host, and the tablespoons as on [page 89], or where food is to be served.
11. Place a chair for each person.
Individual section of table laid for dinner
TABLE MANNERS
In Form III, the children are too young to serve at table, so the lesson on Preparing and Serving Meals, [page 136], has been reserved for the work of Form IV, Junior Grade. The class should, however, be carefully trained in table manners from the first. In their usual class work this will be incidentally taught. A regular lesson should include the following:
RULES FOR CORRECT TABLE MANNERS
These are based upon the accepted customs of well-bred people, and have in view the convenience and comfort of all who are at the table.
They may be stated as follows:
1. Stand behind the seat assigned you.
2. Wait until the hostess is seated, before taking a seat.
3. Sit naturally erect, without any support from the elbows, placing the feet on the floor.
4. Do not begin to eat until others are served.
5. Eat and drink quietly, taking small mouthfuls; keep the mouth closed while eating.
6. Do not drink with food in the mouth.
7. Do not talk with food in the mouth.
8. Use a fork preferably, whenever it will serve the purpose; and never put a knife into the mouth.
9. Take soup from the side of the spoon.
10. Wipe the mouth before drinking from a glass.
11. Be attentive to the needs of others.
12. If it be necessary to leave the table, ask the hostess to excuse you.
13. If a guest for one meal only, leave the napkin unfolded beside the plate.
14. Never use a toothpick at the table, or in any company.
15. Wait for the hostess to rise, then stand, and replace the chair in position.