HOUSEHOLD MANAGEMENT
JUNIOR FOURTH CARD
VEGETABLE WATER SAUCE
| 1 c. veg. water | 2 tbsp. butter | |
| 2 tbsp. flour | pepper | 1/4 tsp. salt |
1. Put the vegetable water over a gentle heat.
2. Mix the flour with a little cold water until smooth and thick as cream.
3. When the vegetable water is steaming hot, gradually stir the flour paste into it and keep stirring until it thickens and boils.
4. Add the butter, salt, and pepper.
5. Pour the sauce over the hot vegetable.
ASSIGNMENT OF WORK
For practical work there are two plans in general use—individual and group work. In individual work, each pupil performs all the processes, handling small quantities of material. In group work, the pupils work in groups on one dish, each sharing the duties.
By the first method, the pupil has no chance to deal with quantities large enough for family purposes, and the small amount does not give adequate practice in manipulation, though it does give individual responsibility in every detail. By the second method, normal quantities are used, but a pupil never has entire responsibility throughout the processes.
The cost of supplies is often accountable for group work, but lack of utensils or oven room may make it a necessity. In some lessons, individual work with normal quantities may be obtained by allowing the pupils to bring the main ingredients from home; for example, fruit for a canning lesson. The finished product is then the property of the pupil who has made it.
The cleaning which always follows the use of the equipment is preferably done in groups. For instance, if there are groups of fours, number one can, during a lesson, wash all dishes used by the four, number two can wipe the dishes, number three can clean the table used by the group, and number four can clean the sink. During the next lesson number two is dish washer, and number three dish wiper, and so on, until, in four lessons, each pupil has had practice in four kinds of household work and has also been given an idea of the inter-dependence of family life and interests. The same numbers should be kept during the term, as this affords an easy way of definitely designating the pupils for certain duties.
SUPPLIES
The supplies for a lesson may be put on a centre table, or smaller amounts may be placed on the working tables in front of the groups. If the class is large, the latter plan is better, especially where measurements are necessary, as it saves time and confusion. Standard food supplies, such as salt, pepper, sugar, and flour may be kept in a drawer of the work-table of each pupil. ([See page 15.])
Every member of the class should be familiar with the contents of the class pantry, cupboards, and drawers, so that she can get or put away utensils and materials without the help of the teacher.
If breakages occur through carelessness, the utensils should be replaced at the expense of the offender. This is not only a deserved punishment, but it always ensures a full equipment.
PRACTICE WORK AT HOME
As a lesson in Household Management comes but once a week, much is gained by having the work reviewed by practice at home. To encourage this, in some schools a "practice sheet" is posted, on which the work done by each pupil, between lessons, is recorded. There is a danger of the younger pupils attempting work that is too difficult, which will end in poor results and discouragement. To avoid this, with pupils in the Third Form, it may be wise to limit their practice in cookery to a review of the work done in class.
The home practice work may be taken at the beginning of a lesson or during the time the food is cooking. It may be quickly ascertained by the pupils rising in order and stating simply the name of the duty they have done or the dish they have made unless they have had poor results, when the nature of these should be told. If there have been failures, the pupils should, if possible, give reasons for these and suggest means of avoiding them in future.
GENERAL SUGGESTIONS
1. The teacher should endeavour to plan lessons which will be definitely related to the home lives of the pupils. What is useful for one class may not be useful for another. The connection between the lessons and the home should be very real. It is also important to have a sequence in the lessons.
2. Great care should be exercised in criticising any of the home methods that are suggested by the pupils. A girl's faith in her mother should not be lessened.
3. The work should be taken up in a very simple manner; scientific presentation should be left for the high school.
4. Economy should be emphasized in all home duties; time, labour, and money should be used to give the best possible returns. Wholesome substitutes for expensive foods and attractive preparation and serving of left-over foods should be encouraged.
5. Too much vigilance cannot be exercised during the first year of practical work, when habits are being formed. It is much easier to form habits than to break away from them.
6. While nothing less than the best work should be accepted from the pupils, it requires much discernment to know when fault should be found, in order to avoid saying or doing anything that would discourage them.
7. As Household Management is a manual subject, the teacher is advised, as far as possible, not to spend time in talking about the work, but to have the class spend their time in doing the work.
SUGGESTIONS FOR SCHOOLS WITH LIMITED, OR NO EQUIPMENT
In schools where the ordinary class-room must be used for all subjects, there are unusual difficulties in teaching Household Management. For such schools, two modified equipments are outlined.
Since such class-rooms require special arrangement for practical lessons in this subject, it would be well to take this work in the afternoon, so that part of the noon hour may be taken for preparation. Pupils who have earned the right to responsibility may be appointed in turn to assist in this duty.
In rural schools, the afternoon recess might be taken from 2.15 to 2.30 and, during this time, tables, stoves, and supplies may be placed, so as to be ready for the lesson to follow in the remaining hour and a half.
For pupils who are not in the Household Management class, definite work should be planned. They may occupy themselves with manual training, sewing, art work, map-drawing, composition, etc. In summer, school gardening may be done.
Since the end of the week, in many schools, is chosen for a break in the usual routine, Friday afternoon seems a suitable time for Household Management lessons.
Under such limited conditions, it will be necessary to group the larger pupils into one class for practical work, and it may be necessary for the pupils to take turns in working. In some cases, the teacher must demonstrate what the class may practise at home.
It will be impossible, in such schools, to cover the prescribed work. From the topics suggested in the Course of Study each teacher may arrange a programme by selecting what is most useful to the pupils and what is possible in the school.
Even in schools which have no equipment, much of the theory of Household Management can be taught and some experiments may be performed. On Friday afternoons a regular period may be devoted to this subject, when the ingenious teacher will find ways and means of teaching many useful lessons.
The following will be suggestive as suitable for lessons under such conditions:
1. Any of the lessons prescribed in the Course of Study for Form III, Junior.
2. Measuring.—Table of measures used in cookery, methods of measuring, equivalent measures and weights of standard foods.
3. Cleaning.—Principles, methods, agents.
4. Water.—Uses in the home, appearance under heat, highest temperature, ways of using cooking water.
5. Cooking.—Reasons for cooking, kinds of heat used, common methods of conducting heat to food, comparison of methods of cooking as to time required and effect of heat on food.
Note.—An alcohol stove, saucepan, and thermometer are necessary for this lesson.
6. The kitchen fire.—Experiments to show necessities of a fire, construction of a practical cooking stove.
7. Food.—Uses, kinds, common sources.
8. Preservation of food.—Cause of decay, methods of preservation, application of methods to well-known foods.
9. Yeast.—Description, necessary conditions, sources, use.
Note.—A few test-tubes and a saucepan are necessary for this lesson.
10. The table.—Laying a table, serving at table, table manners.
11. Care of a bed-room.—Making the bed, ventilating, sweeping, and dusting the room.
12. Sanitation.—Necessity for sanitation, household methods.
13. Laundry work.—Necessary materials, processes.
14. Home-nursing.—The ideal sick-room, care of the patient's bed, and diet.