Handbook of domestic science and household arts for use in elementary schools; a manual for teachers

Front matter

HANDBOOK-DOMESTIC SCIENCE

AND

HOUSEHOLD ARTS

Preface

According to a prevalent theory of education, the child acquaints himself with the various objects of his environment in order to have a basis of choice in his after life as well as to develope his observing faculties. The knowledge which he consciously or unconsciously gains in his early years remains indelible, as do the letters lightly cut in the bark of a young sapling, which may be read even more distinctly in the grown tree.

Owing to the rapid changes in environment, — economic, industrial, mechanical, and social, — many a teacher finds herself at a loss in trying to aid her pupils to find their place in a world which is almost as new to her as to them. Where everything is in a more or less plastic condition, firm foothold is not possible, and the already overworked teacher is not able to search out the truth from the multitude of books, to understand the new processes, to keep up with the daily inventions.

To the child's endless " Why ? " and " How ? " she must turn a deaf ear, or she must " work up " the various subjects from newspaper or magazine articles based on encyclopaedias, which are admirable epitomes of past and gone history, but most misleading and insufficient as to growing science.

This little book is an endeavor on the part of the several experienced teachers to put into a form helpful to others that which they themselves have gathered with much labor. The topics relate to that routine of daily life which influ-

vii

Vlll PREFACE

ences every child for good or ill throughout its career, and which may be beneficial in proportion as it is understood and controlled.

Objection has been made to taking the time of the school for those things which the home should teach. If they were taught in the home, the objection would be valid; but, with the best will in the world, how can the mother, any more than the teacher, keep abreast of the revolutions in social habits which are now taking place ? That she does not do so the present chaotic and unscientific condition of the household amply testifies. To interest the pupils of school age in the various operations of the daily life is to give them a safeguard for health and morality which will be of lasting benefit in the homes of rich and poor alike.

Although it is probable that no knowledge which could be gained in school would have a more profound effect on national wealth or on human happiness, yet it is evident that these teachers do not regard the work outlined in the following pages so much from the point of view of information as from that of education, that education which should be a development of the child's power over his environment, and over his own efficiency as a human being.

ELLEN H. RICHARDS.

Massachusetts Institute of Technology, September, 1899.

Table Of Contents

SEPTEMBER

Chapter I

The House Beautiful, by May Haggenbotham, late Director of Domestic Science and Art Courses at Drexel Institute, Philadelphia, sometime Assistant Superintendent of Public Schools, Philadelphia I. Construction of the House II. The Vestibule .

III. The Hall .

IV. The Dining Room V. The Living Room

VI. The Bedrooms .

VII. The Bath-room .

VIII. The Kitchen .

IX. Making the Best of it

X. The Use and Abuse of Ornament

PAGE

5 7

10 13 14 16 17 18 20 22

OCTOBER CHAPTER II

The Kitchen, by Abby Lillian Marlatt, M.Sc, late Professor of Domestic Science in the Utah Agricultural College, now Teacher of Domestic Science in the Manual Training High School, Providence, Rhode Island ... 27

Equipment 29

ix

TABLE OF CONTENTS

PAGE

Section I. Fire 32 Heat 32

Combustion 34

Fuel 39

The Range .47

Section II. Cleanliness 55 Chemistry of Cleaning 56

Iron 56

Brass and Copper 56

Zinc, Aluminium, Nickel, Silver .... 56

Glass 57

Porcelain 57

Granite and Enamelled Ware .... 57

Grease 57

Care of the Sink 58

Traps 58

Antiseptics, Disinfectants, Deodorants . . .59 Experiments . . . . . . . 60-63

Chapter III Advanced Course

Starchy Foods, and how to cook them, by Abby Lillian Marlatt, M.Sc, late Professor of Domestic Science in Utah Agricultural College, now Teacher of Domestic Science in the Manual Training High School, Providence, Rhode Island 64

Starch 64

Riced Potatoes 68

Escalloped Potatoes .... 69

TABLE OF CONTENTS XI

PAGE

Transformation of Starch into Soluble Compounds . 69

History of Sauces 69

Roux (Brown Sauce) 72

White Sauce 73

Macaroni 73

Additional Work in Sauces 75

Cabbage au Gratin 76

Rice 76

Starch as a Thickening Agent 79

Potato Soup 80

Chocolate Cream Pudding 80

Vanilla Sauce 81

Tapioca, Arrowroot, Sago 81

Corn 83

Potatoes . . 87

Transformation of Starch into more Soluble Compounds 90

Starchy Foods for the Sick 92

NOVEMBER

Chapter IV

Foods, by Mrs. L. L. W. Wilson, Ph.D., of the Philadelphia

Normal School 95

Milk 98

Protein 102

Carbohydrates (Sugars, Starch, etc.) .... 106

Hydrocarbons (Fats and Oils) 106

Xll

TABLE OF CONTENTS

PAGE

Inorganic Food Materials 107

Salt 107

Oxygen 110

DECEMBER

Chapter V

Foods (Continued), by Mrs. L. L. W. Wilson, Ph Philadelphia Normal School

Food Values

Dietaries

Food Econom Drinks

Tea

Coffee .

Cocoa

Chocolate

D., of the

Chapter VI

Advanced Course, by Mrs. L. L. W. Wilson, Ph.D., of the

Philadelphia Normal School 142

Comparative Costs and Values of Meats . . . 144

Mutton 147

Chicken 150

Veal 152

Stock 152

Custards 154

Beefsteak 155

Croquettes 156

TABLE OF CONTENTS

Xlll

JANUARY

Chapter VII Page

Principles of Cooking, by Mrs. L. L. W. Wilson, Ph.D.,

Effects of Heat 163

Effects of Cold Water 163

Boiling and Steaming 166

Boiling of Bones 168

Boiling of Milk 168

Stewing 169

Extracting 170

Roasting 170

Broiling 170

Frying 171

Chapter VIII Advanced Col 1 Bse

Fish, Oysters, and Salads, by Alice Hooper Beckler, B.S.,

late Instructor in Domestic Science, Pratt Institute,

now Teacher in Charge of the Zoological Laboratory,

Philadelphia Normal School

Fish ....

Anatomy of Fish

Preparation for Market

Season ableness .

Nutritive Value .

Digestibility

Methods of Cooking .

Synopsis of Lessons .

XIV TABLE OF CONTENTS

PAGE

Oysters 192

Anatomy 193

Cultivation of the Oyster 194

Preparation for Market 194

Preparation for Cooking 195

Soups and Stews 196

Food Value 197

Varieties 198

French Dressing 199

Olive Oil 200

Cottonseed Oil 201

Mayonnaise 201

Chicken and Meat Salads 202

Rice Salad 202

FEBEUAEY

Chapter IX

The Dining Room, by Mrs. L. L. W. Wilson, Ph.D., of the

Philadelphia Normal School 205

Decoration and Furnishing of the Dining Room . . 208

Breakfast 211

Dinner 222

Luncheon or Supper 227

The Weekly Cleaning 228

Table Manners 231

Plants, Flowers, and Aquaria 232

Lamps 235

TABLE OF CONTENTS XV

Chapter X Advanced Course Page

Bread, Pastry, and Cake, by Mrs. Alice Peloubet Norton, Lasell Seminary; Boston Y. W. C. A. Domestic Science

Dept., and Chautauqua, X.Y 237

Yeast 241

Whole Wheat Bread 248

Lessons 249

Baking Powder Mixtures 251

Baking Powder Biscuit 253

Short Cake 253

Dutch Apple Cake 254

Baking Powder 254

Cake ' 256

Pastry 258

MAECH

Chapter XI

The Bedroom, by Caroline L. Hunt, A.B., late Assistant in Food Investigation, LLS. Department of Agriculture, now Instructor in Domestic Economy, Lewis Institute,

Chicago 261

Hygiene of the Bedroom 264

Building and Furnishing 270

Personal Habits in the Bedroom 273

Care of the Bedroom 275

Feeding and Care of the Sick 277

Invalid Cookery 284

XVI TABLE OF CONTENTS

APRIL CHAPTER XII

PAGE

The Laundry, by Mary B. Vail, Graduate and late Instructor in Laundry Work, Pratt Institute, now Instructor in Domestic Science in the Manual Training High School,

Indianapolis, Indiana 287

I. Equipment for Laundry 289

II. Study of Materials 290

Soap 291

Bluing 291

Starch 292

III. Rules and Recipes 292

IV. Practical Lessons in Washing and Ironing . 294 V. Ironing 295

VI. Care of the Laundry and Utensils . . .296

Course I. Eight Fundamental Lessons . . . 297 Course II. Eight Supplementary Lessons . . .306

MAY

Chapter XIII

Household Pests, by S. Maria Elliott, Boston, Massachusetts, joint author with Mrs. Richards of "Chemistry of

Cooking and Cleaning " 315

Materials 318

Methods 318

Processes 319

TABLE OF CONTENTS XV11

PAGE

Experiments 319

I. Typical Insect 321

II., III. Insects Injurious or Disagreeable to Persons . 326

II. Flies and Mosquitoes .... 326

III. Bedbugs and Fleas 332

IV., V. Insects Injurious to Food or Food Supplies . 339

IV. Cockroaches 339

V. Ants, etc 344

VI., VII. Insects Injurious to Clothing or Fabrics . . 348 VI. Moths and Silverfish . . . .348

VII. Carpet-beetles and Crickets . . . 355 Suggestions for Related Language and Reading

Lessons 359

Chapter XIV

House Cleaning, by Mrs. L. L. W. Wilson, Ph.D., of the

Philadelphia Normal School 362

JUNE

Chapter XV

Mending and Sewing, by Julia K. McDougall, Supervisor

of Classes in Domestic Art, Pratt Institute . . . 365

History of Sewing 368

Study of Material 369

Wool 369

Cotton 370

Flax 371

Needles . . . 372

Thimble 373

Lessons in Detail 374

XV111 TABLE OF CONTENTS

Chapter XVI

PAGE HOW TO TURN AN ORDINARY SCHOOLROOM INTO A WORK- SHOP for the Study of Household Arts, by M. Isabella McNear, graduate of the Boston Normal School of Domestic Science, late Principal of Trinity Parish Cooking School. Now Instructor in Domestic Science, Hampton Institute, Virginia 390

Introduction

The course of study outlined in the following pages has already been subjected to the test of practical application in the schoolroom, with excellent results. I believe that it may be pursued with profit, both to the teacher and to the pupil, in any or all of grammar grades, and in any school however poorly equipped.

It has been planned chiefly to meet the needs of the ordinary grade teacher in the public schools. It is designed as an answer to two questions which she will probably ask herself when invited to undertake this work, — questions which may present themselves so forcibly as to be received as insuperable objections to the further consideration of the matter.

"Can I teach this subject without special training?"

"Can I accomplish anything without a laboratory, that is to say, without special rooms equipped and set aside for this purpose ? "

The answer to both questions is yes, for the first year of the course here presented does not presuppose special training on the part of the teacher, nor the use of special laboratories. It does, however, take for granted a strong desire on her part to do this work, a lively belief in its efficiency, and an earnest effort to become better acquainted with the facts and philosophy of everyday home life.

The grade teacher who first earnestly teaches as much as she can without a laboratory will have the most con-

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XX INTRODUCTION

vincing argument on her side when she asks, as she certainly will, for rooms properly arranged and equipped for the purpose. To such Miss McNear's chapter on " How to turn an Ordinary Schoolroom into a Workshop for the Study of Household Arts " will be full of valuable suggestions.

One of the chief merits of the book lies in the fact that since each chapter of this manual contains, by design, much more material than can possibly be used under the most advantageous circumstances in the single month in which it is placed, the teacher is thereby enabled to give a course or several courses adapted to her own peculiar needs and facilities. She may give with its aid : —

1. A course of one hour a week for one year, consisting of " housework. " A laboratory is not absolutely necessary.

2. A course of two hours a week for one year, or one hour for two years, consisting of housework, mending, and food. A laboratory is not absolutely necessary.

3. A course of two hours a week for two years, consisting of housework, sewing, foods., principles of cooking, and some practice in the art. For this course a laboratory will be necessary.

4. A course of two hours a week for three years. This will include nearly all the material given in this volume. A laboratory will be necessary.

5. A four years' course, including more practice in sewing and cooking. For the efficient carrying out of this course the teacher will need for her own use in teaching the fourth year students a text-book for cooking similar to the "Boston Cooking School Cook-book " and Smith's "Needlework for Student Teachers." Laboratories are necessary.

Those who can give but one hour a week to the subject are urged to pay particular attention to Chapter I, in which are outlined ten topics, each of which might well occupy

INTRODUCTION XXI

one of the ten school months. Other chapters discuss each of these subjects with more detail.

To those who can spend at least two hours a week on this subject, the following division of the subject-matter is suggested : —

September. — Development of the Home Ideal, Evolution of the House, General Considerations of Each of its Booms. Chapter I on the House Beautiful.

October. — The Kitchen, including the Eange and Cleaning.

November. — Foods : Study of Food Materials and their Digestion.

December. — Foods : Food Value, Dietaries, and Food Economies.

January. — Principles of Cooking.

February. — TJie Dining Boom, including preparation of menus.

March. — The Bedroom, including ventilation.

April. — Laundry.

May. — Household Pests.

June. — Mending.

For both of these general courses the Reader written to accompany this manual and intended for the use of pupils will be found of value. In it may be found the homes of literature, household customs of other ages and countries, studies of home materials, etc.

Those who can spend two consecutive years of two hours a week are advised to follow in the second year a course something like the following : —

XX11 INTRODUCTION

September. — Review the Chemistry of Foods and Principles of Cooking.

October and November. — Starchy Foods and How to Cook Them.

December. — Proteids and How to Cook Them.

January. — Fish, Oysters, and Salad.

February. — Cake and Pastry.

March. — Invalid Cooking.

April. — Advanced Laundry Work.

May. — House Cleaning and Household Pests.

June. — Advanced Mending and Sewing.

Related Work: Reading. — The Reader accompanying this manual provides abundant reading matter. But with the aid of the typewriter and mimeograph, or even with the mimeograph alone, the intelligent teacher can provide her class with additional material by following up the numerous references, particularly to the various magazines.

Language. — Or she may use these same sources of material for her own information, imparting it to the children in oral language lessons. Carefully written exercises should follow all completed subjects.

It goes without saying in these progressive days, all new words belong to the next spelling lesson.

Arithmetic. — This is somewhat carefully worked out in the chapter on " Foods." Similar work may be done in connection with many of the other subjects. Do not fall into the prevalent error of thinking that in using the word "fish " in an arithmetical problem you are correlating arithmetic and domestic science ! The problem must be real, not sham, and the relationship intrinsic, not artificial. Probably the

INTRODUCTION XXlll

best opportunity for this applied arithmetic may be found in the planning and equipment of the rooms. The dimensions, areas, and costs are questions that must be solved by some. Why not by the pupils as well as the teacher ?

In conclusion I should like to say that if the grade teacher feels as much interest and gathers as much knowledge in reading this volume as I did in reading each separate manuscript, as it came to my hands, then the mission of the book will be accomplished, and the day is near at hand when every school child in the land will be guided by intelligent hands over the threshold of that earthly Paradise, a clean, restful, beautiful home.

But remember,

" It takes a Mind to drive the Body- Even to a cleaner sty ! "

L. L. W. WILSON.

Philadelphia Normal School, January, 1900.

SEPTEMBER

By MAY HAGGENBOTHAM

Late Director of Domestic Science and Art Courses at Drexel

Institute, Philadelphia

Sometime Assistant Superintendent of Public Schools

of Philadelphia