One and one-half hours to be divided approximately as follows—one-half hour for teaching the theory, one-half hour for the practical application of the theory, and one-half hour for housekeeping (washing of dishes, tables, sinks, etc., and putting the kitchen in order).
PREPARATION
1. Place a set of measures at hand.
2. Place a large bowl of flour on the teacher's table.
3. Place flour and sugar in the boxes of the supply drawers.
4. Place cans of cocoa and jugs of milk on the centre table.
DEVELOPMENT
1. Introduction.—What do we take for a guide when cooking? How can we be sure that we use the exact quantities the recipes require? Name some measures that you have learned in arithmetic. In this lesson we are going to learn the measures we require in cooking, also the proper ways of using them.
2. Names of measures.—Show and name the measures, beginning at the smallest: teaspoon, tablespoon, cup, pint, quart, gallon. As the measures are named, place them on the table in order of size.
3. Methods of using measures.—Ask two or three pupils, in turn, to measure a teaspoonful of flour from the bowl on the teacher's table. They will not agree in their measurements, and the necessity for levelling will be shown. What can we use for levelling measures? How can we level liquids?
If we need less than a spoonful, how can we measure it? Which part of the spoon is deeper? How shall we divide the spoonful to make both halves equal? How must we divide a spoonful into quarters? Into eighths? Examine and explain the divisions of the cup. To use one measure for both liquid and dry ingredients, which should be measured first? (As these points are obtained, they should be written on the black-board.)