r y 4^ New York State Education Department Advance sheets of Syllabus for Secondary Schools 1910 HOME ECONOMICS Foods and housekeeping 3 Dome&tic art 18 H4S2r-Myio-2ooo ALBANY NEW YORK STATE EDUCATION DEPARTMENT 1910 STATE OF NEW YORK ^ ^ EDUCATION DEPARTMENT ^\ j. ^ Regents of the University ^\^ y\ \ "0 With years when terms expire ^^ \^ 1913 Whitelaw Reid M.A. LL.D. D.C.L. Chancellor New'York 1917 St Clair McKelway M.A. LL. D.Vice Chancellor Brooklyn 1919 Daniel Beach Ph D. LL.D. ----- Watkins 1914 Pliny T. Sexton LL.B. LL.D. - - - - -Palmyra 1912 T. Guilford Smith M.A. C.E. LL.D. - - - Buffalo 1918 William Nottingham M.A. Ph.D. LL.D. - - Syracuse 1922 Chester S. Lord M.A. LL.D. - - - - - New York 1915 Albert Vander Veer M.D. M.A. Ph.D. LL.D. Albany 1911 Edward Lauterbach M.A. LL.D. - - - - New York 1920 Eugene A. Philbin LL.B. LL.D. - - - - New York 1916 Lucian L. Shedden LL.B. LL.D. - - - - Plattsburg 1921 Francis M. Carpenter ------ - Mount Kisco Commissioner of Education Andrew S. Draper LL.B. LL.D. Assistant Commissioners Augustus S. Downing M.A. Pd.D. LL.D. First Assistant Frank Rollins Ph.D. Second Assistant Thomas E. Finegan M.A. Pd.D. Third Assistant Director of State Library James I. Wyer, Jr, M.L.S. Director of Science and State Museum John M. Clarke Ph.D. Sc.D. LL.D. Chiefs of Divisions Administration, Harlan H. Horner B.A. Attendance, James D. Sullivan Educational Extension, William R. Eastman M.A. M.L.S. Examinations, Charles F. Wheelock B.S. LL.D. Inspections, Frank H. Wood M.A. Law, Frank B. Gilbert B.A. School Libraries, Charles E. Fitch L.H.D. Statistics, Hiram C. Case Trades Schools, Arthur D. Dean B.S. Visual Instruction, Alfred W. Abrams Ph.B. Principals and teachers are requested to send ciiticisms and suggestions to the Second Assistant Commissioner, Education Department, Albany, N. Y. ^HOME ECONOMICS FOODS AND HOUSEKEEPING Time: five periods a week. One year Suggestions to the teacher in the use of the syllabus Schools with fair equipment will be able to carry on the entire course on foods and housekeeping as here outlined. Schools not e(|uipped to undertake the complete course may select from the topics offered such as they are able to give, remembering always that the most important topics are those that relate to the common staple articles of food. This topic of foods and cookery should be looked upon by the teacher as a study of food economics, in the management of the home; and, again, as an important element in the economy of the nation. Skill in the practical use of materials, and knowledge of economical purchase and wise selection for nutrition are of equal importance. To give a specific example : there is very definite sci- entific knowledge in regard to the effect of heat upon the protein and the connective tissues of meat. If we would apply this to the cookery of cheap meats, we should be utilizing a valuable form of food which is frequently discarded. If in addition to the scientific a])plication of heat, we add the artistic touch in the way of savory flavors we shoukl accomplish the double purpose of making a nutri- tive food agreeable and of saving money. We need this kind of cookery much more than the making of rich croquettes and similar dishes. To take from the scientific expert the sound foundation for ]M-actical work and to give it to her pupils in workable and at- tractive form should be the study of the household arts teacher. This is trul}- applied science and, more than that, it is a form of ec(3nomic and ethical teaching. In the average high school it is not possible to give highly special- ized work in nutrition, but much can be done in the discussion of what constitutes a well balanced meal, both in amount and in variety, and, in addition to this, the cost of meals. This is one of the greatest needs at present. In those high schools where the pupils have work in the natural sciences that parallels or precedes the course in foods, the teacher ' In the preparation of the syllabu.'; in home eronomics valuable assistance has been ren- dered by professors in Teachers College. Columbia University. D. OF D. SEP 12 »9m may easily add more scientific experiments than are indicated in this syllabus and may develop more fully the scientific side of the work. This syllabus is arranged by topics, but only approximately in the order in which the topics can be given. The number of lessons under each topic is left to the discretion of the teacher. Some of the topics would form part of a lesson only in connection with cer- tain other to])ics. The sequence must be modified to suit circumstances. In the first few topics the pupil is introduced to the most im- portant food principles, with the exception of sugar. The sugar topic is ni)t usually looked upon as important, but is more valual)le than at first sight appears. It naturally is put into a course at some festival time. .A. candy lesson may l)e made valuable if the cost of the candy is discussed, as well as the adulterations in Irtw- priced candy found in the stores. After the topics, fruit, milk, egg>, cereals, fats and oils, the other topics must be arranged as seems wise to the teacher. The cost of food materials at different seasons must be taken into ac- count, and this sometimes alters the sequence materially. The \egetable is a good topic to follow fats and oils. Great stress should be laid upon the cookery of vegetables, since ordinary processes waste much nutritive material in the shape of mineral salts. The standard of vegetable cooker}- in this counirv is not a high one. Under the topic meat it is urged that the cookery of inexpensive cuts be luade especially prominent. Mere slow cooking of course must be emphasized and the teacher must make clear that long cook- ing does not of necessity waste fuel. There is doubtless a preju- dice against tough meat dishes that can only be overcome by ])roving that they are not only palatable in an ordinary degree, but may be made truly delicious. A practical difificulty exists for the teacher in the fact that the processes are slow and the cooking lessons short. Ingenuity is necessary here in planning ways and means, as for instance, having ])upils come early to start the process, or having one class finish the lessons another has begun, having all see the product. This question is so important that it is worth much time and thought. The question of meat substitutes and the excessive u.se of meat should also be discussed. The topic of meals does not of necessity come late in the course, simply because it appears late in the syllabus. Meals may be dis- cussed at the very beginning of tlie course; as for instance, in the (hscussion of milk as a food, it may he treated as the meal for the infant and contrasted with the meal for the grown person, the same elements being present in both, but in different forms. A sim|)le meal may be planned early in the course. The idea of the mccd holds all the other topics together and gives the course unity. This thought can be kept before the pupils even when they are not actu- ally preparing the meal, by discussing, for a few minutes, the (|ues- tion of the meal for which the dish of the day is appropriate. The social element entering into the serving of the meal is of incalculable value in holding the interest of the pupils. Another topic that need not be treated entirely by itself is that of beverages. A given beverage can be discussed and made while baking is going on for instance, or in connection with some house- keeping lesson. Sanitation of the kitchen and house, and the idea of cleanliness is present in all lessons, but also needs certain definite periods f(^r discussion. This is also true of the topic fuels, etc. WHiile the use of the stove and the care of utensils is emphasized at the l)egin- ning of the course, it must constantly l)e kept in the mind of the pupils. This is also true of cooking jirocesses. The question of the method of the recitation in household arts is of supreme importance. It is easy for the lesson to degenerate into the mere routine following of a printed recipe; yet there is no subject richer in opjiortunity for observation, induction, reasoning, deduction and experiment. In the high .-chool a certain amount of time should be definitely set aside -for discussion. If five peri- ods a week are allowed, one should be given to discussion and four to laboratory work; if onl\- four are allowed by the schedule, one period still should be assigned to recitation work. This recitation time should be given to the ];)re]:)aration for laboratory work, discussion of the results of j^revious ex]>eriments, and the discussion of any ideas that are to be developed. The dearth of textbooks and the fact that no time is allowed for outside preparation make it diffi- cult for the teacher : yet there is some printed materia! available, and by lecture and by notes, the instructor can give her pupils subject-matter for which she should hold them resjionsible. Tn laboratory \vork there is rich opportunity for training the pupils in responsibility of thought and action. The constant aim shotdd be to develop initiative and independence, and never to permit the following of directions by rote. The fear that first results may not 6 be perfect is a source of hindrance to the teacher. Where the pupil is led to experiment, results may not at first be good ; but if these experiments are followed up and repeated, and independent work continued, better results will be assured in the end. Reading references. The high school teacher is much hampered by the lack of good textbooks for her pupils. There is no one vol- ume to be recommended. The school library should contain The Library of Home Ecoiioinics, published by the American School of Home Economics. Chicago. The pamphlets in the reading course for farmers' wive^. published by the School of Agriculture at Cor- nel] University contain a great deal of useful material, much of which is in a form adapted to high school pupils. Two of these on nutrition are very suggestive in the planning of balanced menus. These may be put into the hands of the pu])ils. for cmistant refer- ence. For the teacher the Farmers' Bulletins and the pamphlets on nutrition issued by the Department of Agriculture, Washington, are readily available and always helpful. .An excellent book for the teacher is Dr Harrington's Practical Hygiene. This book is accu- rate and up-to-date and covers many topics. A good, standard cook- book is useful for reference. A weekly journal that deals in a rational way with current events is indispensable to the household arts teacher. In ^uch a journal discussions of the standard and cost of living are frequently found, as well as other aspects of conditions that affect the home. I Classification of food principles' lAIiULATION I'OR T1:ACIIEK.S' Kl•:l•EKE^•CE 1 Elements recpired by the body Carbon Calcium Hydrogen Magnesium Oxvgen Sodium Nitrogen Potassium Sulphur Iodine (traces) T^hosphorus Fluorine (traces) Iron 2 Food principles furnishing these elements Proteins — furnish carbon, hydrogen, oxygen, nitrogen, sul- phur and sometimes phosphorus Fats — furnish carbon, hydrogen and oxygen Carbohydrates — furnish carbon, hydrogen and oxygen I See also Farmers' Wives' Bulletins, New York State College of .Agriculture, Cornell University, Ithaca. N. Y. No. 6, Human Nutrition, Part I; No. - . Human Nutrition. Part II. Mineral matter — furnishes phosphorus, irou, calcium, mag- nesium, sodium, potassium, iodine, fluc>rine Water — furnishes hydrogen and oxygen 3 General functions of these food principles « To supply energy b To supply huilding material c To regulate hody processes 4 Special functions of each food principle Proteins- — supply energy ; nitrogen, sulphur, aud sometimes phosphorus Fats — supply energy in the most concentrated form Carbohydrates — supply energy in the most economical form Mineral matter — supplies building material, except nitrogen and sulphur, and helps to regulate body functions Water — supplies building material (about 60^' of body being water) and helps to regulate body processes 5 Examples of foodstuffs rich in each food principle Proteins Eggs Milk Cheese Lean meats Fish Fats Cream Butter Meat fats Vegetable oils Nuts Yolk of egg Carbohydrates Cereals and cereal product? Potatoes and other starchy vegetables Chestnuts Sweet fruits Sugar Mineral matter Milk Green vegetables Fruits Whole wheat and other whole cereal products Egg yolk Water Fresh fruits Fresh vegetables Milk Beverages, including water as such II Principles of cookery Sec each food material III Fuels, cooking apparatus and cooking processes I Compare coal. wood, kerosene and gas; circumstances under which these fuels are practicable to use; comparative cost and convenience : structure of a good stove for a given kind of fuel : economv in manaeement 2 Necessary cooking utensils ; materials best for different uses ; cost of equipping a kitchen 3 Temperature of the diff'erent cooking processes ; housekeeper's tests for deciding temperatures a Heat froan coal, charcoal, wood or gas (i) Toasting — surfaces of food exposed and turned for browning (2) Broiling — thin portion of meat or fish exposed and tunned for searing, browning, and rapid cooking of the interior (3) Roasting — thicker cuts of meat exposed and turned frequently for searing, browning, and cooking of interior. The portion of food must be at a greater distance from the source of heat than in broiling in order that the outer crust may not be burned while the interior remains raw b Heat thix)ugh an intervening medium (1) Water as a medium (a j Boiling. Cooking in boiling water ; temperature 212° F. (b) Simmering or stewing; cooking in water below the boiling temperature from 180° F. to about 200° F. (c) Steaming; cooking in a receptacle into which steam penetrates, 212° F. or in a clo^^ed receptacle surrounded by steam or boiling water, as in certain steamers, or a double boiler ; temperature about 200-8° F. (2) Fat. the medium Deep fat frying, temperature 35o°-40O° F. (3) Heated surfaces, the medium (a) Pan broiling. Cooking of chops or steaks in iron pan without additional fat {b) Saute; cooking" in heated pan with a smalli amount of fat ; enough fat merely to prevent the food from sticking to the pan and to hasten the process of browning (c) Baking; cooking in a heated oven; temperature from 300°-400° F. [{d) Braizing or pot roasting; cooking in an ircvn or earth- ern vessel with moisture, closely covered, either on stove top or in oven. The browning of the meat occurs either at the beginning or the end of the process. The moisture keeps the temperature down to the boiling point of water. 9 IV Water An important factor in nutrition ; does not supply energy to the body ; is a solvent, a carrier and a heat regulator. Water is contained in all foods and beverages ; average anxnuit of water given ofif by the body daily, about 4>1> pints ; water taken in with solid food, about 2]/^ pints; water to be added in fluids, about 2^4 pints ; at least a quart of this fluid should be clear water ; when water contains in excess a mioeral like lime, it should be boiled to precipitate the lime before drinking : great care must be takeu to insure purity of water supply, both municipal and local. In case of municipal supply the sources must be carefully guarded and inspected ; in case of local supplies the soutce must be guarded from contamination by waste products. After heavy rains ami floods it is well to boil drinking water ; in case of a preva- lent epidemic, such as typhoid fever, drinking water should be boiled for at least half an hour. Where water contai^ns sediment, filters may be used, but they should be frequently cleansed. Uses in cookery : Valuable as a cooking medium ; boils at 212° F. ; the temperature of steam is the same except under pressure ; valuable as a cooking medium when below the boiling point, for such processes as stewing; its freezing point is T^2° ¥., which is reduced by mixture with salt, in which case it serves as a freezing medium ; it forms the basis of all beverages. Practical work : Boil water in Florence flask using ther- mometer, noting the appearance before and at the boiling point ; test the temperature of steam just above the surface of the boiling water. Test temperature of the inner part of double boiler when surrounded by boiling water. Make beverages with tea, cofifee or cocoa. If the lesson, on water is given in warm weather make lemonade or some fruit sherbet. V Fruit An important food to be eaten daily ; a luxury only when out of season or imported at high prices ; contains sugar, valuable acids and mineral salts ; make list of average prices of most common fruits when in season ; preserved by drying, canning and similar processes ; comparative economy of canning fruit at home and purchasing canned fruit: comparative cost of dried and canned fruits 10 Principles of cookery : Cleanliness in serving uncooked fruit ; cooking desirable for softening the libers, thus increa.-ing digestibility; flavor developed by cooking; sterilization an important element in the cookery of fruit Principles of preservation 1 Sterilization of the fruit by cooking at the boiling point to destroy molds, yeast and bacteria. Sterilization of cans for the same purpose 2 Sealing of the jar or can that contains the sterilized fruit to prevent the entrance of air which may contain molds, yeast or bacteria 3 Drying or evaporating, thus removing the moisture which makes it possible for these organisms to develop 4 In addition to sterilization, the use of substances that act as preservatives : viz : sugar, vinegar, spices a Candying; that is cooking in a heavy sugar s} rup and drying off b Jelly and jam making, and " preserves " where a large amount of sugar is used. Note. A small amount of sugar will encourage fermentation, but a large amount acts ;is a preservative. (" Picklmg ; with vinegar alone, or with vinegar, sugar and spices Practical work : Dainty serving of fresh fruit ; stew, bake and steam fresh fruit ; dried fruit cooked, compared with flavor of canned; how to use canned fruit (canned fruit exposed to air or reheated before serving to improve ilavor) ; can fruit; make jam and jelly. VI Milk Natural food of the young; contains all elements for building the body — muscle, fat, bone and other tissues, and supplies energy; these elements are protein, found in the curd, sugar, mineral salts and fat ; how to secure clean milk at the dairy and at home ; dangers from milk if not clean ; average cost to consumer ; milk a substitute for other foods containing protein ; to be taken as a food with the meal and not as a drink merely ; value of skimmed or sour milk as a food and in cookery Principles of cookery: Milk is less digestible if heated al^we 140° F. Important if milk is to be prepared for children, mot to heat above this point Practical work: Set milk, skim cream; use rennet to separate curd; make dessert of rennetted milk (flavor with ch.oco- late) ; or make gelatine blanc mange. 11 VII Eggs Eggs also contain all elements of nutrition (for the young chick) ; rich in protein and a good meat substitute when not too costly ; may be stored when abundant ; abuses of cold stor- age ; fair prices to consumer; not to be used lavishly in cookery when prices are high ; test for eggs fresh enough for use Principles of cookery : Cooking does not materially aflfect the digestibility of eggs ; egg more delicately cooked below the boiling point of water ; if hard cooked, better to serve chopped Practical work : Dainty serving of raw egg, beaten, flavored with fruit juice or essence; cook egg below boiling point of water; poach egg; make dainty dish of hard cooked eggs; make plain or light omelet, etc. Test egg for freshness by placing it in a glass containing saturated solution of salt. If the egg sinks it is fresh enough for use. If it rises to the top it should be discarded. VIII Cereals Contain all the food elements, stored for the young plant; protein, oils, mineral salts, sugar, and starch not found in milk and eggs ; most common varieties in use — -wheat, corn, oats, rye and barley ; less common but valuable breakfast foods from the last two; forms of breakfast food are granulated, flaked, par- tially cooked, " ready to eat " ; the latter often made from in- ferior grain. In Imping select staple kinds, avoiding inferior novelties; an im])i;i-tant, economical breakfast dish, if well cooked; serve with toa.st to insure mastication (often made more attractive if served with fruit ) ; compare cost of several varieties ; amount and cost for a famih- breakfast Principles of cookery: Cereals dropped into rapidly boiling \\ater, to be followed by long cooking below the boiling point ; fiber not a food, but must be softened to free the food ele- ments : starch, thus treated to secure hydration and some of the chemical changes otherwise produced by digestion ; im- portant to use practical methods for the long process without using extra fuel Practical work : Cooking of a few typical cereals, noting pro- portions of water with granular or flaked ; use a fireless cooker if possible; use left-over cereal by molding with fruit 12 for a dessert and by browning in a fat, such as suet ; ( men- tion use of left-over cereal for muffins and bread ) : make cornstarch dessert ; tapioca dessert. Extra experiments ; use iodine test for starch before cooking ; Fehling's solution for sugar after long cooking. IX Vegetables Old beans and peas rich in protein ; young peas, young beans, sweet corn, rich in sugar ; roots and tubers rich in starch ; stems, leaves, flowers, contain vegetable acids and mineral salts — the last their chief vadue ; vegetables inexpensive in season; made seasonable by storage and by canning; laws that should insure wholesomeness of all preserved vegetables ; careful cleansing of all green vegetables in the kitchen. Principles of cookery : Fiber rendered soft in tough vege- tables ; starch to be cooked wdien present ; principal point is the retention of the mineral salts, absolutely necessary to health ; avoid boiling and throwing away the water ; use little water and utilize the liquid product ; better to steam or bake, thus avoiding all waste. Practical work: Cook two or three seasonable vegetables; bake and steam ; serve daintih' ; make vegetable soups. Note. Serving a vegetable in " white sauce " does not compensate for faulty cooking; better to develop flavor by proper cooking and omit the sauce. X Fats and oils bloods high in energy value ; both animal and vegetable valuable : scale of cost from beef fat to olive oi'l ; problem of utilizing the cheaper fats in cookery and in the dietary. l<"at retards digestion in the stomach, therefore large amount at end of heavy meal to be avoided; suitable with a meal light in meat food ; constant use as a cooking medium to be avoided. An emul- sion makes the fat more readily available (olive oil with egg and lemon juice, for instance). l^rinciples of cookery : To make emulsion with egg. or egg and some liquid ; to prevent decomposition by too high tem- perature ; to prevent coating of other food sttiff with fat ; in browning of food to use as little fat as possible ; if deep fat is used, temperature not below 350^ F. ; careful draining when food is hot. Practical work: Cook bacon; ti"y out lieef fat; clarify fat u-ed for cooking; whip cream for a dessert; make salad dressing with butter — witli cream — with olive oil 13 XI Meats and poultry l^urnisli protein and fat; in present conditions expensive source of protein ; conditions that inriuence cost of meat ; conditions in transportation, storage and local markets that afifect the vvholesomeness of meats; government inspection of slaughter houses, cold storage plants, markets ; preserved by salting, smoking, canning; pure food laws in regard to canned meats; how to buy meat and care for it in the home; cuts that furnish nutriment at least cost ; amount for a given family for a day ; utilization of all left-overs ; study of seasoning — herbs, spices, vegetables — that give delicious flavors Principles of cookery : Moisture and long cooking at tempera- ture below the boiling point of water soften the connective tissues that make "tough'' meat; juices extracted at low temperature, or in cold water ; more use should be made of low temperature process, such as stewing, and braizing for tough meat and fowl ; in this connection the fireless cooker is valuable ; high temperature necessary only for searing or coating surfaces that the juices may be retained, and for developing flavor on the surface — as in broiling. A point to notice in meat cookery is the destruction of objectionable organisms in case they are present. Where ptomaines have been formed b}' the development of bacteria, cooking does not, hiTiwever, destroy the ptomaines. Where meat or broth is to be cooled, for reheating later, or for serving cold, the cooling process should be made a'^ rapid as possible. An excellent method is to place the vessel containing the meat or broth where it may be surrounded by running water. Practical work: Broil and roast; pan-broil with no additional fat ; make palatable stew and dishes from tough cuts, and fowl ; made-over meat dishes. XII Gelatine (jelatine is a nitrogenous substance obtained from bones, liga- ments and other connective tissues ; used alone it has little nutritive value but in combination with other foods it is useful ; to some extent it saves waste of albuminous tissues. Gelatinous substance may be obtamed from boiling for sev- eral hours such material as calves' feet, ox tails, etc. ; after clarifying, straining and boiling down this may be used for jelh-. The ordinary commercial forms are either granulated or shredded, and are convenient for common use. 14 Principles of cookery : The prepared gelatine is softened bv soaking in cold water; when thus softened it is readily dis- solved by boiling water or other liquid. When cool, it again stiffens ; if boiled for any length of time it loses its stiffening property. After gelatine is dissolved and when the liquid is partially cooled the gelatine may be whipped like white of egg. Practical work : Experiment with the softening and dissolving of the gelatine. Note the proportion of a given kind neces- sary for a quart of liquid. Make fruit jelly ; make fruit " sponge," whipping the gelatine. XIII Fish A protein food, and valuable as a meat substitute: best when freshly caught : can be kept on ice for a short time : pre- served by salting, smoking, canning, and in oil: tests for proper freshness ; best and cheapest when in season : proi)er care at home after purchase: season and cost of most com- mon kinds: cooperation with work of Fisheries Commission by avoiding use of those varieties which are protected by law (as trout in country districts, "short" lobsters at the shore) Principles of cookery : To render more palatable : to avoid breaking by the softening of the connective tissue by rapid boiling ; to avoid toughening of the fiber ; cooking in the oven one excellent method Practical wxirk : Bake a slice of fish ; stuff and bake whole fish : use left-over fish in scalloped dish with crumbs, potato or tomato: in fish balls: prepare salted — smoked fish: use canned salmon. Note. A point should be made of the use of salted, dried and canned fish, with dainty serving and eatable garnishes or savorj- sauce to make the fish tempting. Shellfish : Desirable for variety, not highly nutritive : must be perfectly fresh ; under existing conditions to be avoided raw : use of canned shellfish not to be encouraged. XIV Milk products Cheese : Contains the most nutritive part of the milk : rich in protein : cream cheese contains both protein and fat : a cheap meat substitute ; a concentrated form of fcx)d, to be eaten in small quantities or in combination with other food materials. 15 Principles of cookery : A low temperature necessary ; tough- ened by high temperatures Practical work : Make cottage cheese from sour milk ; make cheese toast ; use cheese with macaroni, etc. XV Batters: plain and sweet A valuable group, since they contain flour, milk, eggs, butter and sometimes sugar, thus supplying much nutritive material ; if thoroughly baked are not unwholesome food, when not taken in excess and altogether in place of yeast breads ; can be made without any other leavening agent than air ; discuss the use of commercial baking powder versus cream of tartar and soda; common adulterations in poor grade baking powders ; use of soda with sour milk ; note the substance remaining in the batter as the result of the action of the acid and alkaline substances ; use of left-over cereals in muffins. Cake really a nutritive food if not taken in excess and if comsidered as part of a meal. Cake only a luxury when excessive amount of butter and eggs are used; an injury only when made a staple article of diet ; much time and energy often wasted in cake making ; compare bakery prod- ucts with homemade cake for cost and quality. Principles of cookery ; Careful and thorough mixing. Baking at temperatures that have relatioii to the size of the cake or loaf; in all cases thorough baking Practical work: Make variety of l)atters — plain and sweet; emphasize the mixing and baking and economy of material. Note. Teach the use of reheated muffins and other quick breads. XVI Bread Made from wheat tiour, rye, graham and other materials, in addi- tion to the wheat, as corn and rye meal, cooked cereals ; new process white dour contains more availal)le nutriment than whole wheat flour ; a blend of flour combining that made from winter wheat with spring wheat is considered the i)est for bread ; bread raised with yeast has better flavor and texture and is more wholesome than quick bread made with baking powder ; bread made at home versus bread made in public bakeries; compare quality and cost of homemade and baker's products ; use of bread machines when bread is made at home, saving labor ; use of patent yeast made under cleanly conditions ; great care in making yeast if done at home ; care of bread after baking Principles of cookery : Thorough mixing of materials to give proper texture; care in regard to temperature in which yea.-c works hest, about 70 degrees to 80 degrees F. ; time element important that acid fermentation may not develop ; thorough baking to destroy yeast and give good crust Practical work: Experiment with yeast in a sweetened liquid at temperatures from the freezing to the boiling point of water ; use microscope, and reference books. Make yeast (in those sections where homemade yeast is necessary ) . Make white bread ; bread with other materials ; make rolls ; make sweet bread ; make toast ; prepare crumbs from left-over bread, etc. XVII Combinations of food materials in desserts and salads These dishes not necessarily luxuries ; they contain nutritive material in palatable form ; when considered as an essential part of a meal and not an addition after svifificient food has already been eaten, not unwholesome : they becom.e luxuries onl}- when high-priced materials are used to excess. Note the relation of particular salads and des%erts to given meals — for instance, a heavy salad, containing meat main dish at luncheon ; light salads, part of a heavy meal ; desserts with eggs and milk, or rich in fat, belong at the end of a meal light in meat food and other fats ; fruit dessert after a meal that supplies meat in abundance. Study particularly, simple desserts and salads that utilize left-over material and that cost little. XVIII Sugar A .substance found, for commercial purposes, in sugar cane and the sugar beet, and present in vegetables and fruits ; a valu- able food material if not used in excess ; amount to be eaten daily, varies from two ounces for young children to four ounces for adults ; economic use of sugar in cakes and desserts; easy to oversweeten such articles; comparative wholesomeness and economy of homemade candy and candy from the shop; candy habit to be controlled; when it is best to eat candy and how much ; estimate of personal expendi- ture for candy. Principles of cookery : Sugar made into syrup by cooking with water ; becomes thicker if process is prolonged! and water evaporated ; is changed by cooking with an acid ; heated with- out water forms caramel, to be used for coloring and flavoring. 17 I'ractical work : The making of syrup in preserving lessons ; making of one or two candies; use caramel flavoring in some dessert. XIX Beverages Tea, cofiee, cocoa contain extractives, giving ag"reeal)le flavors; also nervous stimulants — theine, — caffeine, theo-bromine. Cocoa is chocolate deprived of fat; chocolate used as a bev- erage, should be looked upon as a food on accoiuit of its fat content. Tea and coft'ee should not be taken regularly Ijy young people, nor in excess at any time ; tea and coffee never given to little children. Compare Chinese and Ceyloif teas ; inote difference in cost of different grades of coffee and tea ; some common forms of adulteration in cheap grades. Principles of cookery: In tea avoid boiling; in coft'ee better not to boil and never more than 5 minutes ; in cocoa and chocolate avoid long cooking with the milk. Practical work ; Make tea, coft'ee, cocoa and chocolate. XX Meals All fo.od principles must be represented in- the meal ; amount oi food in weight of .materials necessary for a grown person or family, for a day, or for a week ; balanced variety in meals ; the type of meals that can be furnished at given amounts of money per capita, per day ; proportion* of food expenditure to the family income ; pleasing tabte service ; study of table furnishings. Dietary for infants: discussion of food for invalids. Practical work : Serving of as many meals- as possible : co- operation in preparing the school luncheon ; make list of foods and dishes under the head of protein, fat. carbohydrate, mineral salltsr; find cost of these : use this table as a basis for the making of menus; prepare infants' food; prepare tray for invalid. XXI Sanitation of the kitchen and house ^ This may, or may not be treated as a separate topic. It is neces- sary at the beginning of the course to give a lesson- on the care of the kitchen, and this has to be followed up in each lesson. It is well, if time permits, to give the whole of a lesson occa- sionally to the question of cleanliness and good methods in housework, taking up the care of the refrigerator, cleanliness in the handling of food, and the care of sink and drains. A lesson may be developed on the discussion of the disposal of iSeeplso Farmers' Wives' Bulletins; No. 3, The Laundry; No. 4, BacterioloKV of the l-oi'.schold. 18 waste in general and the question of water supply, the topics treated depending upon the locality where the lesson is given. Where a complete course of laundering is not possible the proper care of dish towels must be taught, and two or three lessons at least on laundering may be given. The same holds good in regard* to home care of the sick where time does not permit any. number of lessons on home nursing. Under some one of the given tcipics a few dishes can be prepared for an invalid. This may lead the way, if the teacher chooses, to a discussion of the general care of an invalid, with perhaps two or three lessons devoted to this specific subject. In* using these topics the needs of the particular neighborhood must always be borne in* mind and practical work selected that will be especially useful in a given neighborhood. DOMESTIC ART In.troduction General suggestions to teachers The use of drafting and pattern making Helps of various' kinds Courses I General II Dressmaking and millinery This syllabus is planned for the general high schools in vil- lages and small cities rather than for manual training, technical, or vqcati'onal high schools in the large industrial centers of the State. It consists of ( i ) a general course of garment making, complete in itself and (2) a more advanced course in dressmaking and millinery for those schools which desire to give twO' years to domestic art. Each course is supposed to cover five periods throughout the year, four laboratory work and one quiz. The gen- eral course can be placed in either the first or second year. In schools where cooking has been taught in the grade immediately before the high school the sewing and dressmaking are often placed in the second and third high school years that cooking may be in the first, thus giving the students two consecutive years of each subject. The syllabus shows the instruction to be given by the teacher and the work which the students are to do. General suggestions for teachers. Lessons ir. art should l)e given in connection with both the general and advanced course. An art teacher who knows the technic of dressmaking or the do- 19 mestic art teacher should teach the students to design their own decoration for their garments. Some simple costume design will help to obtain better results in both dressmaking and millinery. Discussions of the work and related subjects should occur regu- larly. The hour for the cjuiz is set apart for this purpose. In addition from live to ten minutes may well be taken at almost every laboratory lesson to discuss pliases and difficulties of the work in hand an.d to save time by giving clear ideas to the students. Illustrations should accompany these discussions. The students should bring samples of material for consideration that they may learn how to buy more intelligently. They can test these materials in various ways, such as washing, shrinking, burning, putting in the sun, tearing, rubbing and finding thin places. If stores, mills or museums are near, the class should be taken to them after due preparation that each student may observe materials and processes. Every teacher must adapt her teaching to the community about her and to the needs of the students. A prosperous and cultivated agricultural neighborhood needs very different suggestions and plans from a manufacturing community of uneducated, yet well to do workers. The teacher must make a point of knowing local con- (Htions and needs, fit her work to them, and watch if improvement follows. She must influence the students in localities where money is sc3,rce to buy good but inexpensive materials and, if necessary, teach them to renovate and to make over rather than to make new garments only. The instruction should never be by dictation but, after free discussion, which she must lead wisely, the teacher ma}' give direct help where it is needed. Plans and decisions should be made by the students that they may learn to depend upon them- selves. The teacher must watch the way the class works, and in- sist on persistent industry leading to some speed. She should know how long the work should take that she may discourage waste of time. She must not allow poor, showy materials and cheap laces and embroideries to be used. The students can bring ma- terials from home or purchase from samples discussed in class. The teacher must know what the family is willing to spend on aiy garment and keep the girl to that price helping her to make an attractive result. Even poor families will buy materials if they know they will be wisely used on garments which would otherwise have to be bought. Notebooks should be kept by the students. The contents mast not be dictated but must be the free expression of the students on the points gained. They should contain facts of construction. 20 pattern making, draft and alteration; samples of materials with width and price ; and designs for garments and computations of cost. The teacher should revise the notebooks from time to tmie. Should it be necessary to furnish the class with exact knowledge of a draft, the material can be mimeographed and given to each student to insert in her notebook and thus save time. E.xaminations which occur from time to time in the schools sliould cover the making of patterns and the construction of garments, practical ideas in connection therewith, some demand for l)ersonal plans, and economic, textile, and other data. Knowing the content of other school subjects will be an aim of the good teacher that she may use the information the students are gaining in practical ways and make them feel that labor, to be riglitly done, requires the utilization of academic knowledge. Pattern making and drafting. Drafting of patterns is fre- ([uently used to accompany garment making in the high school. it is of doubtful benefit when it is given with set dictated rules, for it develops independence neither of thought nor of action. To be sure each girl may make a pattern for herself or for another, l)ut sihe has usually gained little in understanding how to adapt the draft to changing fashions or how to cut and fit easily in her own home. The real service which drafting may render has been lost in such cut and dried lessons. The good dressmaker or the able woman in her home, does not rely on drafting to make every new l)attern ; she is superior to it. She can take any pattern she has and adapt it to her purpose. She completely cuts it over or in- creases it here or decreases it there until a good result is obtained. The aim of a course of lessons in drafting should he to give each ])upil ability of a similar character. Freedom from set rules and the knowledge of how to go to work is much more necessary than merely having a good pattern. Drafting therefore, should be a means to an end, and not an end in itself. Through it students should learn the form of the body, the way patterns are made and the points of construction. They should be able to appreciate good line, to utilize and alter patterns which can be purchased and should know how to adapt any given one to dilTerent figures or to changing styles. The school can not go far in this work, but it is imporiant that the right start should be made. The aim should be to have eacli girl comprehend the use of the dififerent parts of paper pat- terns. A free-hand drafting system may aid in this knowledge if taught intelligently. No matter how clever a demonstrator a 21 teacher is, she will fail to give as much help in explaining a Iraft, as will be obtained by a girl in her own crude efforts toward using some pattern or making one for herself, as a step toward regular drafting. The regular patented systems of drafting on the market are of less value in the schools than the simple freehand ones, iw Iheir methods are less evid'=*nt, and the manufactured curves take the place of the free-hand line which constantly improves as the student gains experience. It can easily be seen that lessons in an should be able to comprehend and use them. If free-band drafting In the homes bought patterns are very generally used. Students should be able to comprehend and use them. If free-hand drafting can be made a factor in this it should be given, its place being to follow some general idea of pattern making rather than to precede or take the place of it. Each girl through these lessons should gain in ability quickly to cut and fit a waist, coat or skirt of any kind. She should gradually gain in original ideas and in the ability to utilize any picture she sees or pattern she may have. Helps. Collect advertisement slieets of clothing, lace and embroidery ; samples of materials of all kinds with name, cost and width. Consult the best of the home magazines to obtain clippings or to make notes. Some of these periodicals have excellent sug- gestions on simple garment making and on pattern making and drafting. Collect pictures from advertisements and magazines ; and examine loan collections from various sources illustrating po'nts needed. Valuable for reference are yearbooks such as those of tlie Consumer's League, the Municipal League, the Child Labor League, the National Society for the Promotion of Industrial Education. Students should visit shops, libraries, museums and mills, and should watch book lists for new and suggestive literature. A Fi'g- gestive list of domestic art books can be found in .4 Sciving Course^ which also gives directions for sewing and instruction in methods of teaching it- Outline of work / General course. One year I Sewing. The stitches required in garment making, if not mast- ered in the elementary school, must be learned as needed. Girls of the first and second high school year, however, should not sit and sew by hand any longer than necessary. Sewing 1 Woolman, A Sewing Course. Published by F. A. Fernold, 217 Utica St., Buffalo, N. Y. $1.50 net. 22 therefore should not be continuous in a course but should be alternated with cutting, measuring, machine work and the various parts of garment construction. Even if the students do not know how to sew they should not be expected to make perfect stitches but should be required to practise long enough only for the work to be usable. They should then apply the acquired knowledge on some article or garment. Pincushions, needleboo'ks or small bags are useful to the students and may be utilized for practice in various stitches and seams. Ma- chine and hand sewing may be combined in various interesting articles if the class needs much practice before beginning on the garments. Necessary stitches and combinations of stitches should alone be given. The following are suggestive as sufficient for most garments : running, gathering, and stroking stitching or some similar strong stitch, hemming, overhanding, overcasting, slip stitching and buttonholes ; seams, such as the French and the fell, plackets for drawers, skirt or shirtwaist sleeves, and. put- ting on a l)and often need some slight practice before being applied to the garment. Decorative stitches may be required such as cross-stitch, herringbone, featherstitching, hemstitching and satin-stitch. II [Machine stitching. The use and care of the machine must be carefully taught. Much practice is needed for straight and curved lines for tucking, and for the use of the attachments. There should be the minimum of practice on models, for ex- perience can be gained more rapidly on such articles as cooking aprons and caps, laundry bags, pillow cases or a short kimono. A few articles of this kind may if necessary precede the work on garments. III Garment making. Using machine work and hand sewing I Kinds d Underclothing: drawers, chemise, underwaist, nightgown, flannel petticoat and muslin underskirt. A choice of two or three can be made from these garments according to the knowledge of the class and simplicity of the finish. b Other clothing: shirtwaist or jumper of cotton material, and collar or stock for the former. Cutting from pattern or drafting, uniting parts, fitting and making will be required. Skirt of cotton material such as gingham, pique or duck A simple muslin dress may be made in place of the shirt- 23 waist and skirt. No elaborate inserting of lace or decora- tion should be attempted. Each member of the class should do her own planning of her garment, choose her material and decide on the cost. She should select or design the decoration. No two gar- ments should be alike and often it is well for students to choose and make different kinds of garments and compare results. The need of the student should be a factor in choice. Commercial patterns may be used or the garments may be drafted by the class. Opportunity for adapting, changing patterns and fitting should be given. 2 Decoration. This should be extremely simple but attractive. Suggestions : Herringbone on flannel skirt, cross-stitching (m- chain-stitch for marking undergarments with initials ; feather- stitching, hemstitching and satin-stitdh for decoration of collars, cuff's or yokes. I\^ Alternative suggestions in place of some of the garments 1 Darning, patching and making over. Darning stockings, under- wear and sweaters. Darning and patching bed and table linen. Patching clothing, holes, worn places and under arms. Cutting over or altering sleeves, waists and skirts. Shortening or lengthening skirts. Choice may be made from the above list. All of this work should be done on articles needing these repairs. They may be provided by the students or supplied by the teacher. Family mending may be brought to the class if the teacher knows the home conditions to be good. 2 Articles for cooking classes: (to be given when cooking fol- lows the sewing) aprons and caps (for kitchen and serv- ing), towels hemmed, marked and provided with hangers. Napkins and table cloths hemmed with napery stitch and marked 3 iMillinery (spring). Bow making (practice may be on tissue paper before using silk) ; wiring and lining a straw hat: making milliners folds and placing on hat : renovating materials — lace, velvet and silk ; trimming hat with these if desired ; or making lingerie hat on a purchased frame V Discussions in connection with lessons at quiz or at laboratory periods Suggestions : I For clothing. The uses of the necessary stitches, seams and parts of the garments : the best materials for various pur- 24 poses ; the designing, making, laundrying, care and repairing of cotton clothing; effect of sun and laundry on colored cottons; the number of garments needed and the cost as re- lated to income ; economical planning and cutting ; underwear for different seasons; health of body and the relation of various textiles to it; hygienic and comfortable dress, and its relation to efficiency ; the comparison oi showy vs s'imple decoration ; the use of closets, hangers, drawers and boxes 2 For textiles. Where cotton comes from, why it is inex- pensive, how it differs from linen, the properties of both, what each is best used for. Methods of making cloth, warp and woof, judging values of materials by feel, look, tearing and fraying; the cost, width and worth of cotton and linen materials 3 Economic and social ideas. The division of income for clothing in the average family ; plans for simple, attractive yet inexpensive garments, the laundry as a factor in expense, renovating and making over. The working girls in white work factories, their lives, work and wages ; the family seamstress and her pay ; bargain sales 4 Arithmetic (|uestions involving fractions in such problems as the amount of material needed to cut into bias bands for a given space and the cost of the same in different materials. The amount of material which should be purchased when tucks of a given depth are to be used, estimates of the cost of garment involving all the materials, trimmings and find- ings needed. Making out of bills and receipts, how much a worker can make per day on under-garments and simple cot- ton uniforms if paid by the piece // Dressiiiaki)i(/ and niiUiiicry course. One vcar Advanced course to follow the general course on garment con- struction The object is to give the girl some technical skill which she can increase by practice. This course will give the student a voca- tional foundation useful at home or in trade, and is suitable for the third or fourth year of the high school. I Problems I Review of principles learned in general course of sewing and machine work a Each student should have a thorough knowledge of at least two machines, single and double thread, threading, regulation 25 of tension, oiling, cleaning, putting on band, putting in needle, special attaobnients, and running. b Garments: one of the following — underwaist with lace in- serted, short negligee, short baby dress, or fancy guimpe 2 Cotton dress of sheer material with tucked bUnise wai>t with lace or embroidery inserted and gored skirt Requirements. The use of patterns or drafting, choice of materials and style of gown, decisions on cost, measuring, economical cutting, basting, fitting waist, hanging skirt, con- sideration of seams and bottom of skirt, plackets, and les>on in pressing 3 Close fitting lining (pattern or drafting), cutting out and pm- ting together, fitting, seams finished and boned. This ])ro1jlcm can be simply practice or can be used for an inside lining for the following gown. 4 Wool dress, waist and skirt: the use of patterns or drafting Requirements. Consideration of style, of waist, and style oi skirt (straight, gored, or circular). Choice of materials and