Chapter 1

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ONTARIO TEACHERS' MANUALS

HOUSEHOLD SCIENCE IN RURAL SCHOOLS

AUTHORIZED BY THE MINISTER OF EDUCATION

TORONTO WILLIAM BRIGGS

Copyright. Canada. 1918. by The Minister of Education for Ontario

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, and Setting 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 the Diet 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 of Foods--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 and Beans--Baking-powder Biscuits 98 Recipes 98 Lesson XVII: Butter Cakes--Plain Yellow Cake--Cocoa Coffee--Tea 99 Recipes 101 Lesson XVIII: Yeast Bread 103 Recipes 104 Lesson XIX: Serving a Simple Dinner Without Meat--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 I: Preparation for Sewing 113 Lesson II: Hemming Towels 115 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 or Undergarments--Continued 132 Lesson XIII: Aprons or Undergarments--Continued 134 Lesson XIV: Aprons or Undergarments--Continued 135 Lesson XV: Aprons or Undergarments--Continued 136 Lesson XVI: Aprons or Undergarments--Continued 137 Lesson XVII: Methods of Fastening Garments 138 Lesson XVIII: Methods of Fastening Garments--Continued 140 Lesson XIX: A Padded Holder for Handling Hot Dishes 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, Directions for Making 161 Equipment for Rural School Household Science Cabinet--No. I 173 Equipment for Rural School Household Science Cabinet--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 of Lunches 218

Special Grants for Rural and Village Schools 221

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.

HOUSEHOLD SCIENCE IN RURAL SCHOOLS

THREE SHORT COURSES IN HOME-MAKING

INTRODUCTION

The three brief courses in home-making outlined in this Manual have been especially prepared for use in elementary rural schools. They are in no sense complete outlines of the subjects with which they deal; rather, they indicate a few of the important phases of food study, sewing, and the care of the home with which the pupil in the elementary school should become familiar. The underlying thought for each problem should be: "Will this help the pupils to live more useful lives, and will it lead to better conditions in their homes?"

The lessons are purposely made simple, and the plans are definitely outlined, so that even the inexperienced teacher may be able to achieve a certain measure of success. The experienced teacher will find in them suggestions that may be of value in the further development of the course.

The teacher who desires to use this course will necessarily have to adapt it to her own community, and it is hoped that she may be able to do this with but little alteration. While conditions of living and choice of foods differ in various parts of the Province, the general principles of nutrition, the rules of sanitation, and the methods of cooking and serving are much the same for all.

Owing to the difficulty of securing time on the programme for frequent lessons in home-making, each of the courses has been limited to twenty lessons. Some teachers may not be able to have a greater number of lessons during the school year, and they may find it well to carry the three courses through three successive years. In other schools, where more frequent lessons can be given, it may be well to offer all three courses during one year. The courses in cooking and the care of the home can be advantageously combined, as many of the problems in both are related. The lessons in sewing may be given on another day of the week, or it may be well to give them early in the year, to be followed, later, by the cooking lessons. Thus an opportunity will be furnished for the making of the cooking aprons and the hemming of the towels.

It is most desirable that periods of at least forty minutes should be provided for all the practical lessons. Longer periods will be necessary for some of them, such as the preparation and the serving of a meal. If no practical work is undertaken in the lesson, a forty-minute period is sufficient.

LIBRARY ON HOME ECONOMICS FOR THE RURAL SCHOOL

In addition to the text-books recommended as sources of special reference for the rural teacher, the following books, bearing on home economics or on methods of teaching, are suggested for the rural school library. These books have been chosen with the threefold purpose of providing references for the teachers, reading matter for the pupils, and a lending library for the parents.

_Laundering._ Balderston, L. Ray. Pub. by the Author. Philadelphia $1.25

_Country Life and the Country School._ Carney, M. Row, Peterson & Co., Chicago 1.25

_How the World is Fed._ Carpenter, F. O. American Book Co., New York .60

_How the World is Clothed._ Carpenter, F. O. American Book Co., New York .60

_How the World is Housed._ Carpenter, F. O. American Book Co., New York .60

_How We Are Clothed._ Chamberlain, J. F. Macmillan's, Toronto .45

_How We Are Fed._ Chamberlain, J. F. Macmillan's, Toronto .45

_How We Are Sheltered._ Chamberlain, J. F. Macmillan's, Toronto .45

_Bacteria, Yeasts, and Molds in the Home._ Conn, H. W. Ginn & Co., Boston 1.00

_The Boston Cooking-school Cook Book._ Farmer, F. M. Little, Brown & Co., Boston. (McClelland, Goodchild & Stewart, Toronto) 1.80

_The Rural School Lunch._ Farnsworth, N. W. Webb Pub. Co., St. Paul, Minn. .25

_Clothing and Shelter._ Kinne, H., and Cooley, A. M. Macmillan's, Toronto 1.10

_Foods and Household Management._ Kinne, H., and Cooley, A. M. Macmillan's, Toronto 1.10

_Means and Methods of Agricultural Education._ Leake, A. H. Houghton, Mifflin Co., New York. (Thos. Allen, Toronto) 2.00

_Rural Hygiene._ Ogden, H. N. Saunders, Philadelphia 1.50

_Health and Cleanliness._ O'Shea, M. V., and Kellogg, J. H. Macmillan's, Toronto .56

_Rural Education._ Pickard, A. E. Webb Pub. Co., St. Paul, Minn. 1.00

_Manual of Personal Hygiene._ Pyle, W. L. Saunders, Philadelphia 1.50

_Feeding the Family._ Rose, M. S. Macmillan's, Toronto 2.10

_Food Products._ Sherman, H. C. Macmillan's, Toronto 2.00

TWENTY LESSONS IN THE CARE OF THE HOME

SUGGESTIONS TO THE TEACHER

The purpose of this course is to give the pupils instruction in various household tasks, in order that better living conditions may be secured in the homes. The beauty and sacredness of an ideal home life should receive emphasis, so that the pupils may be impressed with the importance of conscientious work in the performance of their daily household duties. They should have some insight into the sanitary, economic, and social problems that are involved in housekeeping, so that they may develop an increased appreciation of the importance of the home-maker's work.

The two most important things to be taught are "cleanliness and order". Too much emphasis cannot be placed on the value of fresh air and sunshine and the necessity for the free use of hot water and soap. The value of property should also be emphasized. Economy in the purchase and handling of house furnishings and equipment should be considered. Instruction should also be given in the care of foods and clothing and in the care and arrangement of furniture. Simple instruction in the care of babies should be given, since the older children are often responsible, to some extent, for the care of the younger members of their families.

In some of the lessons more subjects may be suggested than the teacher will have time to take up in a single period. In that case it will be well for her to choose the subject which seems most vital to the immediate needs of the community. In many cases she may be able to give an increased number of lessons. Practice and drill in all of the processes involved in housewifery are essential to successful training.

If a cupboard and a table have been arranged for the use of the cooking classes, most of the suggested work can be carried out with the school equipment. Where there is no equipment in the school and school conditions do not approximate home conditions, it may be possible to secure permission to give the lesson after school hours in the home of one of the pupils who lives nearby.

In each lesson the teacher, while giving the pupils helpful general information on the subject under discussion, should strive to impress on them the importance of doing some one simple thing well.

The rural teacher who is eager to make her school-room an attractive place may devote some time in these lessons to such problems as the hanging and the care of simple curtains, the care of indoor plants, the arrangement of pictures, the planning of storage arrangements for supplies and of cupboards for dishes, and the preparations for the serving of the school lunch.

In order to teach these lessons effectively, it is desirable to have the following simple equipment on hand. Additional special equipment may be borrowed from the homes.

EQUIPMENT

Broom, 1 Cloths for cleaning, 6 Dish-cloths, 2 Dish-towels, 12 Dust-brush, 1 Dust-pan, 1 Garbage can (covered), 1 Lamp, 1 Oil-can, 1

REFERENCE BOOKS

_Rural Hygiene._ Brewer, I. W. Lippincott Co., Philadelphia $1.25 _The Healthful Farmhouse._ Dodd, H. Whitcomb & Barrows, Boston .60 _Community Hygiene._ Hutchinson, Woods. Houghton, Mifflin Co., New York. (Thos. Allen, Toronto) .65 _Foods and Sanitation._ Forster, G. H., and Weigley, M. Row, Peterson &. Co., Chicago 1.00 _The Home and the Family._ Kinne, H., and Cooley, A. M. Macmillan's, Toronto .80 _Housekeeping Notes._ Kittredge, M. H. Whitcomb & Barrows, Boston .80 _Practical Home-making._ Kittredge, M. H. The Century Co., New York .70 _A Second Course in Home-making._ Kittredge, M. H. The Century Co., New York .80

LESSON I: ARRANGEMENT AND CARE OF THE KITCHEN

SUBJECT-MATTER

In arranging the kitchen, the three things of most importance are the stove, the sink, and the kitchen table. If there is no sink in the kitchen, there will be some other place arranged for washing the dishes, probably the kitchen table, and this must be taken into consideration when the furniture is placed. As most of the work is done at the stove and the table, both these must be placed where they will have a good light, and they should be close to each other, so that but few steps are necessary for the worker.