Ontario Teachers' Manuals: Household Science in Rural Schools

by Ontario. Department of Education

CONTENTS

			page
Preface			[vii]
Three Short Courses in Home-making			[1]
	Introduction		[1]
	A Library on Home Economics for the Rural School		[2]
Twenty Lessons in the Care of the Home			[4]
	Suggestions to the Teacher		[4]
		Equipment	[5]
		Reference Books	[6]
	Lesson I: Arrangement and Care of the Kitchen		[7]
	Lesson II: Care of Cupboards and Utensils		[10]
	Lesson III: Care of Foods		[12]
	Lesson IV: Disposal of Waste		[14]
	Lesson V: Making Soap		[17]
	Lesson VI: Setting and Clearing the Table		[18]
	Lesson VII: Waiting on Table		[21]
	Lessons VIII and IX: General Cleaning of a Room		[23]
	Lesson X: Care of the Bed-room		[25]
	Lesson XI: Care of Lamps		[27]
	Lesson XII: Prevention of Pests		[29]
	Lesson XIII: Removing Stains, Bleaching Fabrics, andSetting Colours		[32]
	Lesson XIV: Washing Dish-Towels, Aprons, etc		[34]
	Lesson XV: Ironing		[35]
	Lessons XVI and XVII: Care of the Baby		[36]
	Lesson XVIII: Cost of Food, Clothing, and House		[39]
	Lesson XIX: How to Keep Accounts		[39]
	Lesson XX: Care of the Exterior of the House		[41]
		Reference Books	[44]
Twenty Lessons in Cooking			[45]
	Suggestions to the Teacher		[45]
		Abbreviations and Measurements	[48]
		Table of Level Measurements	[48]
		Comparisons Between Weights and Measures	[48]
		Reference Books	[49]
	Lesson I: Discussion of Foods and Cooking		[50]
		Recipes	[52]
	Lesson II: Preparing and Serving Vegetables		[53]
		Recipes	[55]
	Lesson III: The Value of Carbohydrates in theDiet		[58]
		Recipes	[59]
	Lesson IV: Fruits and Vegetables		[60]
		Recipes—Open-kettle Method; Cold-pack Method;Single Process Method; Intermittent Method	[63]
	Lesson V: Fats—Vegetables—Continued		[66]
		Recipes	[68]
		Experiments in Using Starch for Thickening	[69]
		Conclusions Based on the Foregoing Experiments	[69]
	Lesson VI: Cereals		[70]
		Recipes	[71]
	Lesson VII: Classification ofFoods—Reviewed		[73]
		Black-board Summary	[76]
	Lesson VIII: The Planning and Serving of Meals		[76]
		Examples of Well-chosen Menus	[77]
	Lesson IX: Milk		[79]
		Recipes	[81]
	Lesson X: Soups		[82]
		Recipes	[83]
	Lesson XI: Eggs		[85]
		Recipes	[86]
	Lesson XII: Simple Desserts—Custards		[88]
		Recipes	[89]
	Lesson XIII: Batters and Doughs		[90]
		Recipes	[91]
	Lesson XIV: Batters and Doughs—Continued		[92]
		Recipes	[93]
	Lesson XV: Meats		[94]
		Recipes	[95]
	Lesson XVI: Baked Pork andBeans—Baking-powder—Biscuits		[98]
		Recipes	[98]
	Lesson XVII: Butter Cakes—Plain YellowCake—Cocoa— Coffee—Tea		[99]
		Recipes	[101]
	Lesson XVIII: Yeast Bread		[103]
		Recipes	[104]
	Lesson XIX: Serving a Simple Dinner WithoutMeat—Baked Omelet—Macaroni and Cheese		[106]
		Recipes	[106]
	Lesson XX: Sugar		[107]
		Recipes	[108]
Twenty Lessons in Sewing			[110]
	Suggestions to the Teacher		[110]
		Reference Books	[112]
	Lesson II: Hemming Towels		[113]
	Lesson III: Hemming Towels—Continued		[116]
	Lesson IV: Bags		[119]
	Lesson V: Bags—Continued		[120]
	Lesson VI: Bags—Continued		[122]
	Lesson VII: Bags—Continued		[123]
	Lesson VIII: Bags—Continued		[124]
	Lesson IX: Darning Stockings		[127]
	Lesson X: Patching		[128]
	Lesson XI: Cutting Out Aprons or Undergarments		[130]
	Lesson XII: Aprons orUndergarments—Continued		[132]
	Lesson XII: Aprons orUndergarments—Continued		[134]
	Lesson XII: Aprons orUndergarments—Continued		[135]
	Lesson XII: Aprons orUndergarments—Continued		[136]
	Lesson XII: Aprons orUndergarments—Continued		[137]
	Lesson XVII: Methods of Fastening Garments		[138]
	Lesson XVIII: Methods of FasteningGarments—Continued		[140]
	Lesson XIX: A Padded Holder for Handling HotDishes—Binding		[142]
	Lesson XX: A Cap to Wear with the Cooking Apron		[144]
Household Science Equipment			[146]
	Household Science Cabinet
		Materials Required, Stock Bill, Tools, Directionsfor Making	[161]
	Equipment for Rural School Household ScienceCabinet—No. I		[173]
	Equipment for Rural School Household ScienceCabinet—No. II		[174]
	The Hectograph		[177]
The Rural School Lunch			[178]
	The Box Lunch		[179]
		Contents of the Lunch Box	[181]
		Sandwich Making	[182]
		Suggestions for Sandwich Fillings	[182]
		Suggestions for Planning	[183]
		Suggestions for Desserts	[184]
	Packing the Lunch Box		[184]
		Rules for Packing	[184]
		Equipment for Packing	[185]
Serving a Hot Dish			[186]
	The Method		[186]
		Suggested Menus	[189]
		Suggestions for Hot Dishes for Four Weeks	[189]
Recipes Suitable for the Rural School Lunch			[191]
	Useful Bulletins		[200]
Household Science Without School Equipment			[201]
	First Method		[201]
	Second Method		[204]
The Fireless Cooker			[208]
	Directions for Fireless Cooker—No. I		[210]
		The Outside Container	[210]
		The Insulating Material	[212]
		The Inside Container	[214]
		The Kettle	[214]
		Extra Source of Heat	[215]
		Covering Pad	[215]
	Directions for Fireless Cooker—No. II		[217]
		Method of Making	[217]
	Directions for Fireless Cooker—No. III		[217]
		Method of Making	[218]
Use of the Fireless Cooker in the Preparation ofLunches			[218]
Special Grants for Rural and Village Schools			[221]

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PREFACE

This Manual is issued for the purpose of encouraging the introduction and furthering the progress of Household Science in the rural schools of this Province. There are 903 urban and 5,697 rural schools, and 45.87% of the school population is in attendance at the latter schools. The value of Household Science as an educational and practical subject has been recognized, to some extent, in the urban schools of the Province but, up to the present, little attempt has been made to give the subject a place among the activities of the rural schools.

There is a wide-spread impression that it is not possible in Household Science to give any instruction that is of value without the provision of separate rooms, elaborate equipment, and specially trained teachers. Where these conditions exist, of course, the best work can be accomplished; but, even where they cannot be realized, much may be done toward giving definite, useful instruction in the cardinal principles of home-making, which should be learned by every girl. There is certainly not a single rural school where some practical work in sewing and some valuable lessons in the care of the home may not be given. As for cookery, it is doubtful if there is a single school so small and so helpless that it is unable to use the hot noon-day lunch as a method of approach to this branch of the subject.

Students of the physical welfare of children are rapidly coming to the conclusion that a warm mid-day meal greatly increases the efficiency of the pupil and determines to a large extent the results of the afternoon's study. There are other benefits to be derived from a school lunch well prepared under proper conditions. In many communities it has been the means of bringing about a healthy and satisfactory co-operation between the school and the home, of developing a higher social life in the neighbourhood, and of introducing into the school a Household Science course, which has proved as great a benefit to the farmer's wife as to his children.

This Manual deals entirely with conditions that exist in our rural schools and outlines only such plans and schemes as can be carried out, even in adverse circumstances, by alert trustees, sympathetic inspectors, and resourceful teachers.

Permission has been obtained from the Bureau of Education, Washington, U.S.A., to make use of a recently issued bulletin—"Three Courses in Home-making for Rural Schools", and of various bulletins issued by State Agricultural Colleges. The freest use has been made of this material, and the permission to do so is hereby gratefully acknowledged.

Only such theory as can be readily assimilated has been given; and the teacher is advised for further information and help to consult the Manuals issued by the Department of Education on Household Management and Sewing. Those who wish to become thoroughly competent and to earn the highest Departmental grants should attend the Summer Schools provided by the Department of Education. Under certain conditions the expenses of teachers attending these courses are paid by the Department.

Nothing has been included or recommended that cannot be accomplished in the average rural school; and trustees, teachers, and inspectors are urged to make a beginning by selecting the lessons that appeal to them as being most suitable to the districts in which their schools are situated.

By careful planning and a wise use of the time before and after school and during recess, the regular organization of the school need not be interfered with; and, in addition to the educational and social advantages to be derived from undertaking this work, much benefit will result from the increased interest taken in the school by the parents and the general public.

It is not essential that the lessons in this Manual should be taken exactly in the order given. Any other arrangement called for by the peculiar circumstances of the school is admissible.

The Inspector of Manual Training and Household Science is ready at all times to visit rural schools for the purpose of conferring with the Public School Inspectors, the trustees, and the teachers regarding the introduction of Household Science as a regular subject of the school curriculum.

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HOUSEHOLD SCIENCE IN RURAL SCHOOLS