Bills of Household Supplies:
Furniture, bed and table linen, material for clothingFuel, meat, milk, groceriesWeekly or monthly expenses of an average householdComparison of home and store cost of cooked food, such as cake, bread, meat, canned fruit.
Sources of Household Materials:
FuelTimber for building, and furnitureCotton, linen, woollen, paper, chinaCommon groceries, such as salt, sugar, spices, tea, coffee, cocoa, cheese, butter, cerealsCleansing agents, such as coal-oil, gasolene, turpentine, whiting, bathbrick, soap.
Manufacture of Household Materials:
Cotton, linen, woollens, paperSalt, sugar, tea, coffee, cocoa, cheese, butter, cereals.
Kitchen and Equipment:
Arrangement of a convenient kitchenNecessary utensils.
Cleaning:
Elementary principles of cleaningPractice in cleaning dishes, tables, sinks, towels.
Cookery:
Table of cooking measurementsA recipe (parts, steps in following)Reasons for cooking food; kinds of heat used; methods of cookingPractice in making simple dishes of one main ingredient.
Serving:
Setting the tableTable service and manners.
The Kitchen Fire:
Requirements of a fireComparative merits of fuelsConstruction and care of a practical stove.
Study of Foods:
Uses of food to the bodyNecessary elements in foodComposition of the common foods, excepting meat and fish.
Cookery:
Practice lessons in preparing and cooking the common foods,(milk, eggs, meat, fish, fruit, vegetables)Cooking and serving a simple breakfast and a luncheon.
Care of the House:
Review of methods of cleaning taken in Form IIICleaning and care of household metalsSweeping and dustingCare of a bed-room.
Laundry Work:
Necessary materials and the action of eachProcess in washing white clothes.
Note.—These subjects are intended to be taught simply (not technically). In schools where there is no laundry equipment, the order of work may be developed in class and the practice carried on at home.
Preservation of Food:
Causes of decay, principles and methods of preservationPractice in canning.
Cookery:
Practice lessons to review cooking common foodsFlour (kinds, composition of white flour);flour mixtures (kinds, methods of mixing, lightening agents)Practice in making bread and cakePractice in cooking meatCooking and serving a simple home dinner at a fixed cost.
Foods:
Composition of meat and fishPlanning meals so as to obtain a broad balance of food elements.
Infant Feeding:
Proper food; pasteurizing milkCare of bottles and foodSchedule for feeding.
Household Sanitation:
Disposal of wastePrinciples and methods of sterilizing and disinfecting.
Home Nursing:
Two simple lessons to include the following:1. The sick-room (location, size, ventilation, care)2. Care of patient's bed, and diet3. Making of mustard and other simple poultices.
Note.—Where no equipment has been provided, a large doll and doll's bed will serve.
Laundry Work:
Washing of woollens (the processes).
Untila comparatively recent period, education was regarded mainly as a means of training the intellect, but this conception of education is now considered incomplete and inadequate. Our ideas of the purpose of schools are becoming broader, and we have decided that not only the mental nature, but all the child's activities and interests, should be given direction by means of the training given in our schools. We believe also that these activities and interests can be used to advantage in assisting the mental development.
Household Management aims to educate in this way, by directing the mind to ideas connected with the home and by training the muscles to perform household duties.
Though deemed essentially practical, this subject will, if rightly presented, give a mental training similar to other subjects of the Course of Study. It should do more. While a pupil is made familiar with the duties of home life and with the materials and appliances used in the home, she will be unavoidably led to think of the work of the larger world and to realize her relation to it. When such knowledge comes, and a girl begins to feel that some part of the world's work depends on her, true character-building will begin.
The purpose of this Manual is to assist teachers in presenting Household Management to public and separate school classes in such a way as to attain these ends. It is hoped that it will be especially useful to those teachers whose training in the subject has been limited.
An attempt has been made to explain the work of Form III Senior, and of the Junior and Senior divisions of Form IV. The topics of Form II Junior are not discussed, as the work of this Form is intended to be taught as information lessons, for which general methods will suffice. In the other Forms mentioned, the topics of lessons are outlined in detail, but the method of presentation is not given except in typical cases. Both outline and method are intended to be merely suggestive and to leave opportunity for the teacher's originality.
In cases where topics seem incompletely outlined, it is due to the fact that they are treated in other school subjects or postponed until the pupils reach a more advanced stage of mental development.
The order of lessons is optional, also the amount of work each should include, unless this is specially stated.
Many lessons are suitable for rural schools, which have no equipment except what the ingenuity of the teacher may provide. In such schools, the teacher may perform the practical work, while the class observes.
Throughout the lessons, there is the difficulty of presenting scientific facts to immature minds in a way that will be simple and clear. The use of technical language would often assist the expression, and this is apt to be unconsciously employed, but there is danger of such forms of speech not being intelligible to the pupils; the teachershould therefore choose her words carefully. Technical terms may be taught, but this is not advised in Junior classes, unless really necessary. If the facts are intelligently related to the experiences of the pupils, that is all that is desired.
Temperatures, as indicated by Fahrenheit thermometers, have always been given, as this scale is best known in the home.
Since this Manual is designed for teachers, few recipes have been furnished. The books of reference which are appended will supply these and additional information on the subject.
One of the benefits of placing Household Management in a Course of Study is that it relates the knowledge gained in school to the home life.
The Household Management teacher has great opportunity for this correlation. She should be more than a teacher of household duties. She should lead the pupils to see the importance and necessity of mastering the other school subjects. Wherever interest in these subjects has already been established, this interest will form a basis for development in many Household Management lessons.
Then, too, the teachers of other subjects should, as far as possible, work with the Household Management teacher in relating their instruction to the operations and requirements in the home. If the teachers co-operate in planning their lessons, the pupils will receive a deeper impression of the facts learned in each subject and will have an increased interest in the work, through seeing how one branch of knowledge is related to another.
The following will show how some of the subjects are related to the class work of Household Management:
Arithmetic.—This subject is used in household accounts, in measurements, in the division of recipes, and in computing the cost of foods prepared for the table.
Reading.—The pupils should be asked to read aloud the recipes and their notes and should be required to do this distinctly and accurately.
Spelling, Writing, Language Work.—In writing recipes and notes, in stories of household topics, and in written answers, the teacher should insist on neat writing, correct spelling, and good English.
Geography.—The study of materials for food, clothing, and house furnishings brings before the mind our commercial relations with foreign countries and the occupations of their inhabitants. It also suggests consideration of climate and soils.
History.—The evolution of furniture and utensils, of methods of housekeeping, and of preparing and serving food, brings out historical facts.
Elementary Science.—Throughout the Course, this subject is the foundation of much of the instruction given, as it explains the principles underlying household industries. Soap-making, bread-making, preservation of food, and the processes of cooking and cleaning are examples of this.
Some knowledge of elementary science is also necessary to an understanding of the construction and practical working of the kitchen stove, the fireless cooker, the cream separator, and many household appliances. Its principles determine the methods of heating, lighting, and ventilating.
Physiology and Hygiene.—The study of food and the planning and preparation of meals should include a knowledge of the body and its requirements. The sanitarycare of the house and its premises is directly related to hygiene.
Nature Study.—Animals and plants furnish us with most of our food, and familiarity with these is necessary to the housekeeper. A knowledge of the structure of animals is essential in studying the cuts of meat; the structure of plants and the functions of their different parts give a key to the value of vegetable food.
Physical Training.—The class should be carefully trained throughout in correct muscular movements. The position of the body should be closely watched in working and in sitting, and the classes should enter and leave the room in systematic order.
Manual Training.—The practical part of housekeeping demands constant use of the hands. The teacher should be watchful of awkward handling of materials and utensils and be careful to correct it. She should require deft, natural movements until they become habits.
Art.—Ideas of colour and design should be applied in choosing wall-papers, carpets, dishes, furniture, and clothing. The pupils might be asked to make original coloured designs for these household articles.
It is most desirable to have Household Management include all home operations and, to make this possible, more than one room should be provided. Many school boards, however, in introducing the work, find that one room is all that can be afforded. Where this is the case, it is necessary that this room be equipped as a kitchen, though it must be used for other purposes as well. It will serve also for table-setting and serving, for simple laundry work, for lessons in home-nursing, and for sewing.
A Household Management class at workA Household Management class at work
This kitchen should be large and airy, so that the class can work comfortably and conveniently. A room having greater length than width admits of the best arrangement.
On account of the odours that arise from cooking and other domestic operations, the kitchen should be on the top floor and should have more adequate means of ventilation than ordinary class-rooms. A north exposure makes it cooler in summer.
Opposite end of Household Management class-room, showing the black-board and class cupboardOpposite end of Household Management class-room, showing the black-board and class cupboard
In planning an equipment, one must be guided by the conditions to be met. It is difficult to be definite in details, but certain general principles should be observed.
The entire equipment should be suited to the needs of the pupils, and it should also be one which it is desirable and possible for them to have in their own homes.
A Household Management class-room, showing tables, sinks, and stovesA Household Management class-room, showing tables, sinks, and stoves
The walls and floor should be washable, and they, as well as the furniture, should have plain, smooth surfaces which do not catch dust and are easily cleaned.
The sinks, stoves, tables, and cupboards should be placed so as to save steps.
Where economy is necessary, movable tables may be used, but the fixed ones are to be preferred. The latter may be placed in the form of a hollow square or an oval, with openings from opposite sides to give convenient access to a centre table, which can be used for supplies or as a dining table.
Section of a table designed for two pupilsSection of a table designed for two pupils
Drawers and cupboards to hold the necessary utensils and supplies should be provided in the tables for each pupil. Provision may also be made under the table topfor desk boards, which may be pulled out when notes are written, in order to allow the pupils to sit comfortably in front of the cupboards. The table top should be of hard wood or some non-absorbent material, jointed in narrow strips in order to prevent warping. Part of this must be protected by a metal or glass strip on which to set the individual stoves or hot dishes.
Contents of a table cupboard equipped for two pupilsContents of a table cupboard equipped for two pupils
Contents of an individual utensil drawerContents of an individual utensil drawerContents of an individual supply drawerContents of an individual supply drawer
The seats may be swing seats, stools, or chairs. The swing seats are noiseless and easily put out of the way, but are uncomfortable and unsteady, so that the pupils are inclined to prop themselves by placing their elbows on the table. The stools and chairs are noisy and occupy a greatdeal of room, but the latter are restful and conducive to the correct position of the pupils, the importance of which cannot be over-estimated. The former are inexpensive, if made with a plain, wooden top. Both should admit of being pushed under the table, and for this reason the chairs should have folding backs. The legs should be tipped with rubber in order to minimize the noise.
A class towel rackA class towel rack
Towel racks should be placed near the sinks and, if possible, should allow space for hanging the towels without folding. In some tables a towel rack may be attached to one of the sides.
A sink at each corner of the room saves much time and inconveniences in the work. Each of these should be provided with hot and cold water. They may be made of porcelain or of enamelled iron.
A class gas range, showing high ovensA class gas range, showing high ovens
A large class cupboard in two sections, having glass doors in the upper part to show the class china and glass, should be placed where it will be most convenient and add to the attractiveness of the room. This cupboard will hold the dinner set and extra dishes and utensils, as well as the linen and some staple food supplies. A refrigerator is desirable for such foods as butter, eggs, meat, etc.
A class cupboardA class cupboard
Individual table stoves(a) a gas stove(a) a gas stove(b) an electric stove(b) an electric stove(c) a blue-flame kerosene stove(c) a blue-flame kerosene stove(d) an ordinary kerosene stove(d) an ordinary kerosene stove
The stoves provided will depend on the fuel that is available in the neighbourhood. Wood is still in use in some rural sections, while coal is the ordinary fuel in small towns and villages. Where either of these fuels is commonly used, there should be two ranges. One should be for coal or wood, to teach the use of the home fuel, and the other an oil, gas, or electric stove, to demonstrate the time and labour saved the housekeeper by the use of one of these. If possible, the stoves should have high ovens, to obviate the necessity of stooping. A section of glass inthe oven door is a great convenience, as it allows the contents of the oven to be easily watched.
For individual work small table stoves are required. These may be supplied with oil, alcohol, gas, or electricity, as may be most readily obtained. These stoves may be arranged so that they can be swung from the table when not in use. In this way more room is provided for work, and the table is more easily cleaned. The tops of the stoves should be wide and flat, so that cooking dishes will not easily upset.
A fireless cooker, though not really necessary, is most helpful. Where funds are lacking, one may be made by the pupils at small expense. A barrel, wooden box, or large pail may be filled with hay or excelsior, and small, covered, granite pails may be used to contain the food.
The black-boards should be of slate or glass, and as large as the size of the room allows. The windows and doors should be so placed that there will be unbroken stretches of wall for this purpose. Part of the black-board should be provided with a sliding board which, when required, can be drawn to conceal what is written. A separate black-board for current prices of common food materials is an excellent idea. The responsibility of keeping these prices correct should be given to the pupils.
A cabinet, or display case, for illustrative material, is of great educational value and, to the pupils, is one of the most attractive features of the room. The following list of specimens is suggestive for this:
A display cabinet—canned fruitA display cabinet—canned fruit
1. Standard china, such as Crown Derby, Wedgewood, Limoges, Dresden, Beleek, etc.
2. Standard carpet, such as Axminster, Wilton, Brussels, Tapestry
3. Woods used for furniture and building
4. Food materials in various stages of preparation, such as sugar, spices, cereals, tea, coffee, cocoa
5. Fruit canned by the pupils
6. Designs for wall-paper, linoleum, dishes, etc., made by the pupils.
Other illustrative material in the form of charts showing the comparative values of the common foods, or illustrating cuts of meat or different kinds of vegetables and fish, will be found to aid greatly in making the teaching effective. There are few of these to be obtained, but home-made ones may be prepared from cuts in bulletins and magazines. Pictures illustrating the production and manufacture of food may also be mounted and used.
Book shelves should be provided, where a small library of books bearing on the various phases of the subject may be kept, together with the Government Bulletins and some well-chosen periodicals and magazines. These may be selected from theCatalogue of Bookswhich has been prepared by the Department of Education.
In regard to the selection of small articles required, such as dishes and utensils of various kinds, the greatest care should be exercised. This part of the equipment can be exactly duplicated by the pupils in their homes, and in this way may be of educational value to the community. The cooking and serving dishes should combine quality, utility, and beauty.
It is not economy to buy cheap utensils. As far as possible, they should be chosen with smooth, curved surfaces, as seams and angles allow lodging places for food and make the cleaning difficult.
Everything should be of good quality, the latest of its kind that has been approved, and, at the same time, have a shape and colour that is artistic.
It is wise to buy from stock which can be duplicated if breakages occur, so that the equipment may be kept uniform. For individual work the utensils should not be too large.
Coloured granite ware is best for most of the cooking dishes. Where tin is necessary, it should be of a good quality. Crockery is desirable for some bowls, jars, and serving dishes. Spoons and serving forks should be of Nevada silver, and knives of the best steel with well-made wooden handles.
The cost of this part of the equipment and the number of articles purchased must of course depend on the funds available. The following list is intended to give what is really desirable in a specially equipped room, at prices which are a fair average.
1.Utensil Drawer:
24plates, enamel, 9 inch$0.7014" white crockery, 7 inch.8024bowls, white crockery, 7 inch3.6024" " " 5-1/2 inch1.2024enamel bowls, 6 inch2.4024popover cups1.8024bakers, crockery (oval)1.2024platters, " (small)1.5024sieves (wire bowl)1.3024spoons, wooden1.9224spatulas, wire handle7.2024knives, paring2.0024forks, Nevada silver2.5024spoons, table, Nevada silver2.5048spoons, tea, " "1.2024cups, measuring, tin2.40
2.Supply Drawer:
12boxes (for flour), tin10.0012" (for sugar), "7.5012cheese jars (for salt).6824shakers, glass2.4024bread tins4.3224biscuit cutters.7213safety match-box holders1.62
3.Supply Cupboard:
12double boilers5.7624stew pans, tin cover, wooden knob4.5624frying-pans1.2024saucepans2.1612knife-boards1.8012meat boards3.006scrub basins1.5012dish pans6.0012rinsing pans3.0012draining pans3.006tea-kettles3.0012scrub-brushes2.0012vegetable brushes.3012soap dishes.7512garbage crocks.9624asbestos mats1.10
1garbage pail, galvanized iron1.001waste-paper basket, willow (large).751soap dish.111brush, hand.031brush, scrub.172basins, hand, enamel.402basins, scrub, enamel.501dish pan.701crock for washing soda.302towel racks1.501clock5.5012tablets for housekeeping rules.70
2kettles, granite1.501tea-kettle, granite.851saucepan.281saucepan.355covers, tin.251pie pan.101coffee-pot.326saucepans, 1 qt. size, white enamel1.081double boiler.596covers, tin.301soup ladle, enamel.092pudding dishes, white enamel.4012strainers and mashers1.801kneading pan.853steamers.6710graters1.002vegetable baskets.306potato mashers.484muffin pans.6024patty-pans.2012Dover egg beaters1.201spice box.501japanned tray.2524wire toasters2.401egg spade.151scale3.101freezer3.001cast-iron frying-pan.401dripping pan.252roasting pans.601quart measure, granite.601pint measure, ".451funnel, tin.054baking sheets 7" × 17".926" " 10" × 10"1.0824cups and saucers1.3024tumblers1.506platters.366plates.346pitchers, 1-1/2 pt.1.003brown bowls, 2 qt..752brown bowls.25nest of mixing bowls1.006glass measuring cups.606glass lemon reamers.606tea-pots (pint)1.501covered crock.251doz. 1 qt. fruit jars.651" 2 qt. " ".751" 1 pt. " ".551meat chopper3.101bread knife.251bread board.252knives, French.852spoons, granite.211fork, large wooden handle.152can openers.201corkscrew.251bunch skewers.151brush, pastry.051knife sharpener.253graters, nutmeg.091box toothpicks.051pad tissue paper.053scissors1.251doz. jelly glasses.351cream and sugar.3024rolling-pins3.001butter spade.151file and catch.653doz. test-tubes.901" thermometers (Dairy)2.502lamp chimneys.301bell.40
36yards towelling (3 doz. dish towels)5.4016" " (4 doz. wash cloths)2.4013" check towelling (3 doz. dish cloths)1.606" towelling.756" " (6 meat cloths).601-1/2" flannelette (oven cloths).2312" cheesecloth.601-3/8" denim (stove apron).272" flannelette (for polishing silver).20chamois.25
1stove apron.271stove brush.251dauber.103whisk brooms.451dust-pan.201pair stove mitts.301broom.45