Ontario Teachers' Manuals: Household Science in Rural Schools Part 15

_Dinner_

No. I Pork chops Potatoes Fried apples Mashed turnips Bread Rice pudding

No. II Beef or mutton stew Biscuits Spinach or turnip tops Cornstarch pudding

No. III Baked beans Grape sauce Cabbage salad Bread or biscuits

_Supper_

No. I Stewed apricots or other fruit Whole wheat bread b.u.t.termilk or sweet milk Peanut cookies

No. II Omelet Creamed potatoes Bread Fresh fruit

No. III Cream of carrot soup Biscuits Cottage cheese Syrup

The table should always be neatly set, with individual places arranged for each one who is to partake of the meal. Each place should be wide enough for a plate, with a knife and spoon at the right and a fork at the left side. A tumbler should be placed at the point of the knife and a napkin at the left of the fork. Everything on the table should be perfectly clean, the napkin should be neatly folded, and all the articles should be uniformly arranged, in order to give a neat appearance to the table. A flower or plant in the centre will add to its attractiveness. Salt, pepper, sugar, vinegar, and anything of the kind that may be needed with the meal should be arranged where it can be easily reached. Fresh water should be poured into the tumblers just before the meal is served. The bread, b.u.t.ter, and so on, may be put on the table several minutes before the meal is announced, but the hot dishes should be placed immediately before the family is seated.

PRELIMINARY PLAN

If Lesson VI, ent.i.tled "Setting and Clearing the Table" as outlined in the course on the Care of the Home has been given, this lesson may be devoted to what to serve and how to serve it, or it may precede the lesson on "Waiting on Table". The manner of serving may be demonstrated in the next lesson, in connection with the course on the Care of the Home.

Simple equipment for family service will be required, if the form of serving is to be taken up. For cla.s.s practice, a table for four may be arranged. This will necessitate a table-cover, four dinner plates, four bread-and-b.u.t.ter plates, four tumblers, four cups and saucers, four knives, four forks, four teaspoons, four napkins, a platter, one serving spoon, and one serving fork.

METHOD OF WORK

Discuss meal service from the standpoint both of choice and combination of foods and of the method of service. Let the cla.s.s plan a meal, then go through the form of serving that meal at table. In the absence of a table, the top of a desk may be used. Later in the course, the teacher should plan to combine this lesson with one on cooking and have the food served. In each cooking lesson, suggestions for serving the food should be made, and each dish cooked should be carefully served. Interest in this lesson may be increased by allowing the pupils to make original menus, and, if they are having some lessons in drawing, simple menu cards may be planned and executed.

LESSON IX: MILK

_Care, cost, and food value of milk. Value and use of sour milk--cottage cheese, curdled milk. Rice or cornstarch pudding (plain, caramel, or chocolate)._

SUBJECT-MATTER

Milk contains all the food-stuffs which the body requires, except starch, and, therefore, is capable of sustaining life for comparatively long periods. It is one of the most important protein foods; but it contains so small a percentage of carbohydrate (milk sugar) that for the adult it must be supplemented with carbohydrate foods. For the baby, milk is a perfect food, and it is a valuable adjunct to the diet of all children. One quart of milk should be allowed for the diet of each child daily, after the twelfth month; and the diet of the adult should be supplemented by the use of milk. The greatest care should be exercised in protecting milk from dust and dirt, for it is easily contaminated and may be the means of carrying disease germs to the body. The changes which milk undergoes when souring do not render it harmful. For many people b.u.t.termilk is more easy of digestion than sweet milk, because of the changes produced by souring, as well as the absence of fat. Sour milk is of value in cooking, producing a tender bread which can readily be made light by the addition of soda--one teaspoonful of soda to one pint of sour milk that has curdled.

In the preparation of cheese, the whey is separated from the curds, thus extracting most of the water, sugar, and mineral matter, and leaving a substance rich in protein and fat. Cheese is of value in cooking, for it increases the food value of those foods to which it is added.

PRELIMINARY PLAN

The teacher should make inquiries a few days in advance, to be sure that one quart of sour milk can be secured, and, when it is brought, she should examine it to see that it is in proper condition to make cottage cheese. She should arrange to have about one quart of sweet milk and such other supplies as are necessary for the pudding, brought by the pupils.

An opportunity may be afforded to discuss the use of left-over cereal by the preparation of a rice pudding, if the teacher provides some cold cooked rice for the lesson. In the absence of cold rice, the cornstarch pudding may be prepared.

RECIPES

_Cottage Cheese_

Heat sour milk slowly until the whey rises to the top, pour the whey off, put the curd in a bag, and let it drip for six hours without squeezing. Put the curd into a bowl and break into fine pieces with a wooden spoon; season with salt and mix into a paste with a little cream or b.u.t.ter. Mould into b.a.l.l.s, if desired, and keep in a cold place. (It is best when fresh.)

_Rice Pudding_

1/2 c. rice 2 c. milk 2 eggs 1/3 c. sugar 1/8 tsp. salt 1/2 tsp. vanilla

Scald the milk in a double boiler. Add the prepared rice and cook until soft. Beat the egg-yolks, sugar, and salt together until well mixed.

Stir into the rice and cook for 3 minutes. Remove from the heat and serve cold. Serves eight.

_Cornstarch Pudding_

1/4 c. sugar 5 tbsp. cornstarch, or 1/2 c. flour 1 tsp. vanilla, or other flavouring 3 c. milk 1 egg

Mix the sugar and cornstarch thoroughly. Add one cup of cold milk and stir until smooth. Heat the remainder of the milk in a double boiler; add the cornstarch mixture slowly, stirring constantly until it begins to thicken. Continue cooking for 20 minutes. Beat the egg well, add the hot pudding slowly, strain, and cool. Serve with milk or cream and sugar. (The egg may be omitted, if desired.) Serves eight.

For chocolate cornstarch pudding, use 1/4 cup of sugar additional and two squares of chocolate. Melt the chocolate carefully, add the sugar, and add to the cornstarch mixture.

For caramel cornstarch pudding, use 1 cup of brown sugar and 1/2 cup of boiling water. Heat the sugar until it becomes a light-brown liquid, add the boiling water, and stir until the sugar is all dissolved. Let it cool; then add to the cornstarch mixture.

METHOD OF WORK

As soon as the cla.s.s meets, demonstrate the method of making cottage cheese. Show the separation of curd and whey, by adding vinegar or lemon juice to sweet milk. While the cheese is draining, make a.s.signments of work and have the rice or cornstarch pudding made.

In this lesson and in those following emphasize the use of protein foods.

Discuss also the food value of skimmed milk and sour milk and the purposes for which these may be used in cooking.

Use the cottage cheese and the pudding for the school lunch.

LESSON X: SOUPS

_Cream soups. Cream of carrot, potato, or onion soup, green pea soup.

Toast, croutons, or crisp crackers to serve with soup._

SUBJECT-MATTER