Domestic science, principles and application

Preface

DOMESTIC SCIENCE in public schools, to be of greatest value, must give the pupils a practical knowledge of foods and the principles which underlie their preparation for the table, and at the same time train the pupils to apply the principles intelligently.

This textbook is arranged to meet the needs of schools having a two-year course in Domestic Science, and an effort has been made to present the fundamental principles, together with their application, in a simple, natural sequence that is adapted to the needs of the large majority of public and private schools.

A text of this kind does awav witn the keeping of elaborate notebooks on the part of the pupils, saves for more important things the time used in dictating notes, and makes the work more permanent and uniform throughout.

The arrangement of the subject matter by lessons does not necessarily limit the course to 64 lessons. If the students are old enough, additional reading may be used to supplement the subject matter, and several recipes are given under each application to afford plenty of practical work for classes having more than one lesson each week. The usual length of the class period is 1J^ hours, and one recipe is all that can be done well in that time.

The course begins with a preliminary lesson for organization and for acquainting the pupils with the kitchen, utensils, and the general instructions for working and care of equipment. It is not intended that all the instructions vi PREFACE

contained in this lesson be given at one time, but may be referred to from time to time. The application exercises under this lesson should be given.

Owing to the length of the cooking period, it is necessary in most cases to start the cooking process before considering the principles. Definite assignment of work and proportionment of materials, with explanation sufficient for beginning the work, should precede each exercise, and the main discussion or recitation must accompany or follow the application. Students are most interested in the performance of an experiment or a cooking process, and when the practice precedes the recitation they learn to think and do for themselves, and therefore get a better understanding of the theory.

The food principles form the basis for the lessons, which are arranged to deal first with the simpler food materials, and the progression to the more complex food combinations is gradual and practical.

The recipes included in this text have been gathered from various sources and adapted to the course in school cookery as here outlined, and have been found to be both economical and reliable. Portions for an average family are given in each recipe, and for convenience in class-room work the basis for two girls working together is also stated.

The average cost per capita of the lessons as here given, according to the present-day prices, approximates 2 to 3 cents a lesson.

The working out, by the pupils, of tPfe accurate amounts for the small rules on the basis for two affords good practice and drill and tends to fix the table of measures more firmly in mind. It is a great mistake for teachers to make the computations for the class. The aim is to train pupils to think for themselves and do for themselves. Better

PREFACE vii

spoil a dish in the making than deprive the pupils of the experience of doing the actual work themselves. It is not necessary for pupils to memorize recipes: only general proportions and methods are essential.

It is well to introduce the lesson on digestion early in the course, whenever time permits. Knowledge of the meaning of digestion and absorption is necessary for a full understanding of the food values given with each subject, and should be referred to often.

No demonstration lessons are outlined, but demonstration, by the teacher, of various steps involved in a lesson is frequently necessary. When given it should immediately precede the work by the class. This is especially true of the omelet lesson, as well as in the lessons involving the manipulation (kneading, shaping) of dough, rolling out of pastry, cookies, doughnuts, etc.

Marketing trips are of great value to a class, and the inspection of flour mills, dairies, canning factories, etc., arouses interest and adds greatly to the value of the work. Several such excursions should be made, if possible.

The table service, menu building and marketing lessons afford a splendid course to round out the work and afford practical application of the knowledge acquired during the entire course. By this work relative food values and the cost of foods are established more firmly in mind, and the school and home are brought into closer relation.

The lesson on emergencies and "first aid" places information in the hands of the student that is valuable to both boys and girls, and can be given at any time that opportunity affords.

Invalid cookery and diet is often made a separate course and, combined with home nursing, makes a very practical and interesting one. Diets and dishes suitable for all viii PREFACE

occasions are given in this text, together with a few invalid recipes not classified under other subjects. Girls should be able to prepare most invalid rules after a two-year course of training as here outlined.

It is sometimes advisable to change the order of lessons to suit the price and season conditions, as, for example, the egg lessons. If, however, these are placed further on in the text, at least some demonstration work in eggs should be given to precede quick breads, where eggs are called for.

Girls frequently lose interest in the meat lessons where the sequence is continuous. This result may be avoided if the lessons on gelatine jellies, leftovers, and a review lesson on quick breads are brought in following the beef or lamb lessons.

This edition has been revised to include material on the cold pack method of canning vegetables and fruits, 100 calorie portions of common foods, tables and lists of foods with their ash constituents, together with many changes in recipes to conform to the more thorough application of the principles involved and to the unusual economic food conditions now prevailing, when it is advisable to use butter and flour substitutes in all recipes as far as possible.

The tables of food composition, food requirements, etc., quoted throughout this book are taken from bulletins of the United States Department of Agriculture.

PEARL L. BAILEY.

Saint Paul, Minnesota, December, 1920