School and Home Cooking Part 1

School and Home Cooking.

by Carlotta C. Greer.

PREFACE

_School and Home Cooking_ is a text which can be placed in the hands of the pupils and used by them as a guide both in the school and home. Its use eliminates note-taking (which in reality is dictation) and thus saves much time.

The _psychological_ method of education, which treats first of material within the experience of the beginner and with that as a basis develops new material to meet the needs of the pupil, was kept in mind in preparing this text. Although the grouping of foods rich in each foodstuff may be considered a logical arrangement, the method of arrangement of the content of each division and the method of approach of each lesson is psychological. The manipulative processes and kinds of dishes are sufficiently varied to arouse and sustain the interest of a pupil.

Experience with pupils in the cla.s.sroom shows that their interest in any subject cannot be awakened by using a list or cla.s.sification involving technical terms in introducing the subject. For this reason a cla.s.sification of the foodstuffs is not placed at the beginning of the text; they are cla.s.sified after each is considered.

At the close of each division of the text there is placed a group of lessons called _Related Work_, which includes table service lessons, home projects, and meal cooking. _Table service_ lessons are introduced in this way to emphasize the fact that a complete meal should be prepared before all types of foods are studied and manipulative processes are performed. The _cost_ and _food value_ of meals are considered in conjunction with their preparation. Wise _selection_ and thrifty _buying_ of foods are also treated in these lessons.

_Home projects_ which progressive teachers have found effective in making home economics function in the home--one of the goals to be attained in democratic education--contain suggestive material which may be adapted to the particular needs of the pupils in their homes.

An adaptation of the "meal method," _i.e., meal cooking_, is used both for the purpose of reviewing processes of cooking, and also for gaining skill and speed in the preparation of several foods at the same time.

_Experiments_ regarding food preparation and composition and processes of digestion are found in this book. Special care has been taken to state these experiments in terms within the understanding of the pupil and to intersperse definite questions so that a pupil can follow directions, make observations, and draw helpful deductions.

The _recipes_ have been adapted from various sources. Where it is possible, without a sacrifice of flavor or food value, the least expensive food materials are used. The more expensive materials are used as sparingly as possible. Definite and practical methods of preparing foods follow the list of ingredients. The recipes have proved satisfactory in the home kitchen.

Special thanks are due to Mrs. Mary Swartz Rose, a.s.sistant Professor of Nutrition, Teachers College, Columbia University, for criticizing portions of the text regarding dietetics; to Miss S. Gertrude Hadlow, Head of the Department of English, Longwood High School of Commerce, Cleveland, for valuable suggestions of material formerly prepared which aided in the preparation of this work; to Mrs. Jessie M. Osgood for painstaking reading of the ma.n.u.script; and to the following for the use of ill.u.s.trative material: The Macmillan Company, D. Appleton and Company, William Wood and Company, _The Journal of the American Medical a.s.sociation, The Journal of Home Economics_, and the United States Department of Agriculture.

CLEVELAND, July, 1920.

FOREWORD

One of the slogans of the World War,--"Food will win the War,"--showed that food was much more important than many persons had believed. It confirmed the fact that food was not merely something that tastes good, or relieves the sensation of hunger, but that it was a vital factor in achieving one of the n.o.blest ideals of all time.

The subject of food is a broad one,--one that is growing in interest. Many present-day scientists are finding a lifework in food study. "Tell me what you eat and I will tell you what you are," was spoken many years ago. The most recent work in science confirms the fact that the kind of food an individual eats has much to do with his health and his ability to work. If you would be well, strong, happy, and full of vim choose your food carefully.

A study of food means a knowledge of many things. Before purchasing foods one should know what foods to _select_ at market, whence they come, how they are prepared for market, by what means they are transported, and how they are taken care of in the market. There is a great variety of foods in the present-day market; some are rich in nutrients; others contain little nourishment, yet are high in price. It has been said that for food most persons spend the largest part of their incomes; it is a pity if they buy sickness instead of health. Whether foods are purchased at the lunch counter or at market, it is necessary to know what foods to choose to meet best the needs of the body.

Meal planning is an important factor of food study. The matter of _combining_ foods that are varied in composition or that supplement one another in nutritious properties deserves much consideration. Not only nutriment but flavor enters into food combination. It is most important to combine foods that "taste well."

In learning to _prepare_ foods, the experience of those who have cooked foods successfully is most helpful. Hence the pupil is told to follow directions for cooking a type of food or to use a recipe. Following a direction or recipe in a mechanical way, however, does not result in rapid progress. Keen observation and mental alertness are needed if you would become skilful in food preparation.

One cla.s.s of food or one principle of cooking may be _related_ to another or _a.s.sociated_ with another. For example, the method of cooking a typical breakfast cereal may be applied to cereals in general.

There may be some exceptions to the rule, but when the basic principle of cooking is kept in mind, the variations can be readily made. If a pupil has learned to prepare Creamed Potatoes she should be able to apply the principle to the cooking of Potato Soup. In making chocolate beverage, the pupil learns to blend chocolate with other ingredients. The knowledge gained in making chocolate beverage should be applied to the flavoring of a cake or of a dessert with chocolate. In all the thousands of recipes appearing in cook books, only a few principles of cooking are involved.

The pupil who appreciates this fact becomes a much more resourceful worker and acquires skill in a much shorter time.

The _results_ of every process should be observed. Careful observations should be made when work is not successful. There is no such thing as "good luck" in cooking. There is a cause for every failure. The cause of the failure should be found and the remedy ascertained. The same mistake should never be made a second time. Progress is sure to result from such an att.i.tude towards work. Moreover, confidence in the result of one's work is gained. This is of incalculable value, besides being a great satisfaction, to the home-keeper.

A dining table with carefully laid covers is always inviting. Graceful _serving_ of food at such a table is an art. The ability to serve food in an attractive way is an accomplishment that no girl should fail to acquire.

Considerations regarding success in learning to cook may be summed up as follows:

(_a_) Know what foods to select from the standpoint of economy, nutriment, and flavor.

(_b_) Observe and think when working. Relate or a.s.sociate one cla.s.s of foods with another and one principle of cooking with another.

(_c_) Note the results of your work; know why the results are successful or why they are unsuccessful.

Food selection, food combination, and food preparation are all important factors of good cooking. It is to be hoped that the pupil will realize that the study of food and cooking means the ability not only to boil, broil, and bake, but to select, combine, use, and serve food properly. All this demands much earnest thought and effort.

SCHOOL AND HOME COOKING

DIVISION ONE

INTRODUCTION

LESSON I

BAKED APPLES--DISH-WAs.h.i.+NG

BAKED APPLES (Stuffed with Raisins)

6 apples Seeded raisins 6 tablespoonfuls brown sugar 6 tablespoonfuls water

Wash the apples; with an apple corer or paring knife, remove the core from each. Place the apples in a granite, earthenware, or gla.s.s baking-dish.

Wash a few raisins and place 6 of them and I level tablespoonful of sugar in each core. Pour the water around the apples.

Bake in a hot oven until tender. Test the apples for sufficient baking with a fork, skewer, or knitting needle (see Figure 1). During baking, occasionally "baste" the apples, _i.e._ take spoonfuls of the water from around the apples and pour it on the top of them. The time for baking apples varies with the kind of apple and the temperature of the oven. From 20 to 40 minutes at 400 degrees F. is usually required.

DISH-WAs.h.i.+NG AND EFFICIENCY.--There is almost invariably a waste of effort in both the was.h.i.+ng and the drying of dishes. This may be due to:

(_a_) Poorly arranged dish-was.h.i.+ng equipments.

(_b_) Inadequate utensils for dish-was.h.i.+ng.

(_c_) Lack of forethought in preparing the dishes for was.h.i.+ng and too many motions in was.h.i.+ng and drying them.

Since dish-was.h.i.+ng is one of the constant duties of housekeeping, efficiency methods, _i.e._ methods which accomplish satisfactory results with the fewest motions and in the least time, should be applied to it. The was.h.i.+ng of dishes, invariably considered commonplace, may become an interesting problem if it is made a matter of motion study.

[Ill.u.s.tration: FIGURE 1.--SKEWER AND KNITTING NEEDLE FOR TESTING FOODS.

Note that the knitting needle has one end thrust into a cork, which serves as a handle.]

For thorough and rapid dish-was.h.i.+ng, the following equipment is desirable:

A sink placed at a height that admits of an erect position while was.h.i.+ng dishes, [Footnote 1: In case it is necessary for one to wash dishes at a sink which is placed too low, the dish-pan may be raised by placing it on an inverted pan or on a sink-rack, which may be purchased for this purpose.] and equipped with two draining boards, one on each side of the sink, or with one draining board on the left side; dish and draining pans; dish-drainer (see Figures 4 and 5); dish-rack (see Figures 6 and 7); dish- mop (see Figure 3); wire dish-cloth or pot-sc.r.a.per (see Figure 3); dish- cloths (not rags); dish-towels; rack for drying cloths and towels; soap- holder (see Figure 3) or can of powdered soap; can of scouring soap and a large cork for scouring; tissue paper or newspapers cut in convenient size for use; scrubbing-brush; bottle-brush (see Figure 3); rack made of slats for drying brushes (see Figure 2).