Look over the beans and soak them in cold water overnight.
In the morning drain, cover with fresh water, and simmer them until the skins will burst, but do not let the beans become broken.
Scald one-half pound of fat salt pork. Scrape the pork. Put a slice in the bottom of the bean pot. Cut the remaining porkacross the top in strips just through the rind, and bury the pork in beans, leaving the rind exposed.
Add one cup of boiling water to seasonings and pour over the beans. Cover with boiling water. Bake slowly, adding more water as necessary. Bake from 6 to 8 hours, uncover at the last, so that the water will evaporate and the beans brown on top. Serves twelve.
Have the beans washed and put to soak the night before the lesson is to be given. Assign to one of the pupils the task of putting them on to simmer early the next morning. Call the class together for a few moments when the beans are ready to bake. Assign one of the pupils to attend to the fire and the oven. Let the beans bake all day. If the lesson is to be given late in the afternoon, the beans may be ready to serve, or the cooking may be continued on the second day and the lesson completed then. It would be well to serve the dish at the lunch period. Have the biscuits prepared to serve with the baked beans.
LESSON XVII: BUTTER CAKES—PLAIN YELLOW CAKE—COCOA—COFFEE—TEA
Cakes.—Cakes made with fat resemble other batters, except that the fat, sugar, and eggs are usually larger in amount and the texture of the baked batter is finer and more tender.
When preparing cake, first get the pans ready. Grease them or line them with greased paper. Make sure that the oven is at the proper temperature. For a small cake, the oven should be hot enough to brown a piece of unglazedpaper or a tablespoonful of flour in three minutes. Bake a small cake from twenty to thirty minutes. When done, the cake will shrink from the sides of the pan; the crust will spring back when touched with the finger; the loud ticking sound will cease; a fine knitting-needle will come out clean if the cake is pierced; and the crust will be nicely browned. When the cake is removed from the oven, let it stand in the pan for about three minutes, then loosen, and turn out gently. Do not handle while hot. Keep in a clean, ventilated tin box in a cool, dry place.
Cocoa.—Chocolate and cocoa are prepared from the bean of a tropical tree. This bean is rich in protein, fat, carbohydrate, mineral matter, and a stimulant called theobromine. In the preparation of chocolate the seeds are cleaned, milled, and crushed into a paste. In the preparation of cocoa much of the fat is removed, and the cocoa is packed for market in the form of a fine powder. Cocoa is more easily digested than chocolate, because it contains less fat. Though the amount of cocoa used in a cup of this beverage is not large, when prepared with milk it serves as a nutritious food. It is slightly stimulating as well, because of the theobromine present and because it is served hot.
Coffee and Tea.—Coffee and tea have no food value when prepared as beverages. They contain stimulating properties that are harmful to the body if taken in large quantities and, on this account, they should be used with discretion. They should never be given to children or to those troubled with indigestion. If carelessly prepared, both coffee and tea may be decidedly harmful to the body. Coffee should not be boiled for more than eight minutes.Tea should never be permitted to boil. Fresh, boiling water should be poured on the leaves and left for three minutes. It should then be strained off and kept hot until used.
It may be wise to give this lesson on some special occasion, as it is well adapted to serve for the refreshments for a mother's club or a little class party.
Plain Yellow Cake
Cream the butter, add the sugar gradually, and mix well. Add the well-beaten yolks of eggs, then the flour and baking-powder alternately with the milk. Then add the flavouring and cut and fold in the whites of the eggs carefully. Turn into buttered pans and bake at once in a moderately hot oven.
For chocolate cake, 2 ounces of melted chocolate may be added after the yolks of the eggs. Serves sixteen to twenty.
Gingerbread
¼ c. butter
½ c. brown sugar
1 egg
½ c. molasses
½ c. milk (sour if possible)
Cream the butter, add the sugar gradually, then a well-beaten egg. Add the molasses. Sift all the dry ingredients together and add alternately with the milk. Bake in a buttered tin or in gem pans in a moderate oven for 25 or 35 minutes. Serves eight to ten.
Cocoa
Mix the cocoa and sugar with the water and boil from 3 to 5 minutes. Stir into the hot milk and serve at once. If a scum forms, beat with a Dover egg-beater. Serves eight to ten.
Tea
Scald the tea-pot, put the tea in the tea-pot, and pour boiling water over it; steep 3 minutes, strain, and serve. Serves four.
Coffee
Take two tablespoonfuls of ground coffee for each cup of boiling water that is to be used. Put the coffee in the coffee-pot and add enough cold water to moisten the coffee and make it stick together—about one teaspoonful of water to each tablespoonful of coffee. Pour the boiling water over the coffee and boil it for 3 minutes. Place it where it will keep hot, but not boil, for 5 minutes or more, and then serve. If a small amount of egg white and shell is mixed with the coffee grounds and cold water, it will aid in clarifying and settling the coffee.
The recipes for coffee and tea are given, so that the teacher can discuss their preparation with the pupils and compare their value with that of cocoa. If coffee and tea are both commonly used in the homes, it may be well to have the pupils prepare both in the class, to be sure that they understand how to make them properly.
Begin the lesson period with a discussion of the methods of preparing cakes, and put the cake in the oven as soon as possible. While it is baking, prepare the cocoa. If the cocoa is not to be served for some time, it can be kept hot or re-heated over hot water.
LESSON XVIII: YEAST BREAD
Yeast bread is made light by the presence of a gas produced by the action of yeast in the sponge or dough. Yeast is a microscopic plant which grows in a moist, warm temperature and feeds on starchy materials such as are present in wheat. A portion of the starch is converted into sugar (thus developing new and pleasant flavours), and some is still further changed, giving off the gas upon which the lightness of the bread depends. If the yeast is allowed to work for too long a time or the temperature is very hot, a souring of the dough may result. This souring can be prevented by kneading the dough thoroughly, as soon as it has risen well or doubled in bulk, or by putting it in a very hot oven to bake, when it has reached this stage. The yeast plant thrives in a heat of about the same temperature as our bodies. A little extra heat will only make it more active, but boiling temperature will kill it. Cold makes yeast inactive, though it does not kill the plants.
Yeast develops in a natural state on hops and other plants. It is prepared for market in the form of dry or moist cakes. The latter must be kept very cold. For home use, a liquid yeast is often prepared from the dry cakes. This has the advantage of being more active.
When the yeast has been added to a batter, it is spoken of as a sponge. When the batter has had enough flour added, so that it may be handled, it is called a dough. If the bread is to be made in a few hours, the yeast is made up at once into a dough. If it is to stand overnight, a sponge is often made first. More yeast is required for quick rising. In ordinary circumstances, one yeast cake issufficient for one quart of liquid. Thorough kneading and baking are both essential to the success of the bread.
Arrange to have the class meet the afternoon before, in order to begin the process by making the sponge, and to come early in the morning to care for the dough. Begin the study of flour, yeast, and bread in a previous class period, correlating the work with geography, nature study, or some other subject. Either white or whole-wheat flour may be used for the breads.
Bread
(Prepared with dry yeast)
2 tbsp. lard or butter
At noon put a dry yeast cake to soak in a cup of warm water. When it is soft, add a cup of flour, cover, and put in a warm place to grow light. This will require several hours.
In the evening, when ready to begin the dough, mix the salt, sugar, fat, and hot liquid in a large bowl; when lukewarm, add the cup of light yeast and enough flour to knead (about three quarts). Mix thoroughly and knead it into a smooth dough, and continue this process until it is soft and elastic. Return the dough to the bowl, moisten, cover, and set in a moderately warm place for the night. Be sure that the place is free from draughts. In the morning knead slightly; divide into loaves or shape in rolls; put into pans for baking; cover, and let it rise until double in bulk. Bake large loaves from 50 to 60 minutes. Rolls will bake in from 25 to 35 minutes, for they require a hotter oven.It is of the utmost importance that all yeast breads be thoroughly cooked. (Makes 4 loaves.)
(Time required for making bread with dry yeast, from 16 to 20 hours.)
Bread
(Prepared with compressed yeast)
2 c. milk or water (scalded)
2 tsp. salt
1 tbsp. lard or butter
¼ cake compressed yeast (1 cake if set in morning)
¼ c. water (lukewarm)
Flour, white or whole wheat
Put the hot water or milk, salt, sugar, and fat in a bowl; when lukewarm, and the yeast softened in the lukewarm water, then the flour gradually and, when stiff enough to handle, turn the dough out on a floured board and knead until soft and elastic (20 minutes). Return the dough to the bowl, moisten, cover, and let it rise in a warm place until double in bulk; then knead slightly, divide into loaves or shape into rolls, cover, and let rise in the pan in which they are to be baked until double in bulk, and bake from 50 to 60 minutes. (Makes 2 loaves.)
(Time required for making bread, if one cake of compressed yeast is used, 6 hours.)
If the class is large, prepare two or three bowls of sponge, so that all can have some practice in stirring and kneading. Do not make too large a quantity of bread to bake in the oven, unless arrangements can be made to do some of the baking at the home of one of the pupils. Use the bread for the school lunch or divide it among the class to take home.
Plan a bread contest, so that each pupil will be interested in making bread at home.
LESSON XIX: SERVING A SIMPLE DINNER WITHOUT MEAT—BAKED OMELET—MACARONI AND CHEESE
At some previous time the teacher should discuss with the pupils the plans for the dinner. It may be well to let them invite the members of the school board or others interested in their work to partake of the dinner. They should decide on the menu, with the help and suggestions of the teacher, and should choose foods that they can bring from their homes. The main course should consist of such a vegetable dish as baked beans, an omelet, or macaroni with white sauce and grated cheese. To accompany this there should be potatoes and a fresh green vegetable, such as spinach or cabbage, and a hot bread.
A simple dessert which the pupils know how to make should be chosen. One duty should be assigned to each pupil, and she should be entirely responsible for that portion of the dinner. The teacher should supervise all the work carefully.
Instructions for making the menu cards may be given in a drawing lesson.
Baked Omelet
Melt the butter, add the flour and seasonings, mix thoroughly, then add the hot milk slowly. Separate the eggs, beat the yolks, and add the white sauce to them. Beat the whites until stiff and cut and fold them carefully into the yolk mixture, so that the lightness is all retained. Turn into a greased baking-dish and bake in a moderate oven from 20 to 30 minutes. Serve hot. Serves six.
Macaroni and Cheese
2 c. buttered bread crumbs (two tbsp. butter or other fat)
Break the macaroni into 1-inch pieces and cook it in a large amount of salted boiling water from 30 to 45 minutes. Drain it well when tender and pour cold water through it.
Break up the bread crumbs and add two tablespoonfuls of melted butter to them. Grate the cheese and make a white sauce of the fat, flour, seasonings, and milk. Mix the cheese with the sauce, add the macaroni, and pour it into a buttered baking-dish. Cover with the bread crumbs and bake 15 or 20 minutes, to brown the crumbs. Serves eight.
LESSON XX: SUGAR
Food value and cooking. The use of peanuts in candy. Peanut cookies, or peanut, molasses, or fudge candies, to be made for a special entertainment.
Sugar is valuable to the body as a source of heat and energy. While it is easy of digestion, it is very irritating to the body if taken in large quantities and, on this account, it should be taken in small quantities and preferably at meal time or with other food. Two or three pieces of candy taken at the end of the meal will not be hurtful, but when eaten habitually between meals, it is sure to produce harmful effects.
Sugar is present in many fruits and in most vegetables. Milk contains a large percentage of sugar. In preparing foods to which the addition of sugar seems desirable, care should be taken not to add it in large quantities.
As it is desirable to have a discussion regarding sugar and its value to the body, the preparation of cookies or candy for some school function or Christmas party may be undertaken in conjunction with this lesson, which should be given at a time when it will mean most to the pupils. The work should be so planned that they will learn something of the principles of sugar cookery, as well as the specific recipes they are using.
Cookies
Cream the butter and add the sugar and well-beaten eggs. Then add the milk alternately with the sifted dry flour (sifted with baking-powder). Mix to the consistency of a soft dough, adding more milk if necessary. Roll lightly, cut in shapes, and dip in the one-half cup of sugar and cinnamon that have been sifted together. Place on buttered sheets and bake in a hot oven for about 10 minutes. Slip from the pan and lay on the cake cooler. To make a softer cookie, use only one-half cup of butter. (Three to four dozen)
Peanut Cookies
2 tbsp. butter
3 c. flour
¼ c. sugar
2 tsp. milk
1 egg
½ c. finely chopped peanuts
1 tsp. baking-powder
½ tsp. lemon juice
⅛ tsp. salt
2 doz. whole peanuts shelled
Cream the butter and add the sugar and the egg well beaten. Add the milk and sifted dry ingredients, alternately, to the first mixture, then the peanuts and lemon juice. Drop from a teaspoon on a baking sheet an inch apart and place ½ peanut on top of each. Bake from 12 to 15 minutes in a moderate oven. (Two and a half to three dozen)
Peanut Brittle
1 c. sugar
1 c. peanuts in the shell
Stir the sugar over the heat, constantly, until it becomes a clear liquid. Take at once from the heat, add the prepared peanuts, and pour on a warm, buttered tin. Mark in squares and cool. Serves ten.
Molasses Candy
Put the molasses, sugar, and butter into a thick sauce-pan or kettle and stir until the sugar is dissolved. Boil until the mixture becomes brittle when tried in cold water. Stir constantly at the last to prevent burning. Add vinegar and soda just before removing from the fire. Pour into a well-greased pan and let it stand until cool enough to handle. Then pull until light and porous and cut in small pieces with scissors, arranging on buttered plates. Serves sixteen to twenty.
Fudge
2 c. sugar
1 tbsp. butter
1 c. milk
½ c. nuts, broken up
Put the sugar and the milk in a sauce-pan and stir over the heat until the sugar is dissolved. Add the butter and boil to the "soft ball" stage. Take from the heat and beat until creamy. Add the nuts and pour on buttered pans. When cool, cut in squares. Serves sixteen to eighteen.
Devote, if possible, a separate period to the discussion of the food value and cooking of sugar; then assign two recipes for the practical work, allowing the pupils to work in groups. Assign only as much work as can be carefully supervised. Do not undertake both the cookies and the candy.
The teacher should be familiar with the conditions in which the pupils live, should know how much money they can afford to pay for materials, what materials are available, what previous experience in hand work they have had, whether they can afford to have sewing-machines in their own homes, and to what extent they make their own clothes or buy them ready-made.
The lessons should be planned to furnish hand training, to give pupils practical instruction in the care of their own clothes, and to provide an opportunity for preparing the apron for the cooking lessons. The lesson course should tend to develop habits of thrift, industry, and neatness. The pupils should be encouraged to learn to sew, both to improve their own home conditions and to give them suggestions as to a possible means of livelihood. If sewing-machines are available and are in use in the homes, it is well to have lessons given in machine sewing and to have the long seams run by machine. If the pupils cannot have sewing-machines in their own homes, the lessons given should be limited to sewing by hand. In some schools, it may be necessary to simplify the lessons; in others, an increased number of articles may be prepared in the time allotted. Should the apron and cap not be needed for the cooking class, an undergarment (corset cover) may well be substituted.[A]
[A]Should the teacher feel that an apron or corset-cover is too large a piece for her pupils to undertake, and should she desire to have more time spent on the first ten lessons. Lessons XI to XVIII may be omitted, two periods each devoted to both Lessons XIX and XX, and three lessons used for the making of a simple needle-book or other small piece.
[A]Should the teacher feel that an apron or corset-cover is too large a piece for her pupils to undertake, and should she desire to have more time spent on the first ten lessons. Lessons XI to XVIII may be omitted, two periods each devoted to both Lessons XIX and XX, and three lessons used for the making of a simple needle-book or other small piece.
For each lesson the teacher should have in mind a definite plan of procedure. The lesson should be opened with a brief and concrete class discussion of the new work that is to be taken up or the special stage that has been reached in work that is already under way. Though individual instruction is necessary, it should not take the place of this general presentation of the subject-matter, which economizes time and develops the real thought content of the work. Whenever possible, the teacher should endeavour to correlate this work with the other subjects on the curriculum.
New stitches may be demonstrated on large pieces of scrim, with long darning-needles and coarse red or black yarn. The scrim should be pinned to the black-board with thumb tacks, and the stitches made large enough for all to see without difficulty. A variety of completed articles should be kept on hand, in order to show additional application of points brought out in the lesson. Each class may be given the privilege of preparing one article to add to this collection, and a spirit of class pride and valuable team work may be thereby developed.
During the lesson, posture, neatness, and order should be emphasized. Application can be secured by making the problems of interest. Care must be taken that none of the work demands unnecessary eye strain. Each lesson should be closed in time to have one of the members of the class give a brief summary of the steps that have been covered.
Since the class period for sewing in the rural school will necessarily be brief, the pupils should be encouraged to continue their work at some other period. However, no work outside of the class period should be permitted until the pupil has mastered the stitch and can be trusted to do the work in the right way. The privilege of sewing may bemade the reward for lessons quickly learned, home practice may be assigned, or the class may meet out of school hours. All outside practice must be carefully supervised, the pupil bringing her work to the teacher for frequent inspection.
If it is possible to keep on hand a permanent equipment for sewing, the following should be provided for a class of twelve:
Scissors, 1 dozen
Thimbles, 1 dozen
Tape-measures, 1 dozen
Emery, 1 dozen
Boxes for work, 1 dozen
Note.—Shoe or candy boxes may be used, but an effort should be made to have them uniform.
The teacher who is to give lessons in sewing should secure a helpful elementary text-book or some bulletin that deals with the teaching of sewing.
School Sewing, Based on Home Problems.Burton, I. R. and M. G. Vocational Supply Co., Indianapolis
$1.00
Handbook of Elementary Sewing.Flagg, E. P. Little, Brown & Co., Boston. (McClelland, Goodchild & Stewart, Toronto)
.50
Constructive Sewing, Book I.(paper) Industrial Book & Equipment Co., Indianapolis
.60
School Needlework.Hapgood, O. C. Ginn & Co., Boston
.50
Handicraft for Girls.McGlauflin, I. Manual Arts Press, Peoria. Ill.
1.00
Home and School Sewing.Patton, F. Newson & Co., New York
.60
A Sewing Course.Woolman, M. S. Frederick A. Fernald, Washington
1.50
Sewing.Department of Education of Ontario
.20
LESSON I: PREPARATION FOR SEWING
Preparation and use of working equipment: Needles, pins, thread, tape-measure, thimble, scissors, box for work. Talk on cleanliness and neatness (care of hands, etc.). Discussion of hemming. Hems folded on sheets of paper.
A hem is made by twice turning over the edge of a piece of cloth toward the worker, and then sewing it down. It is used to finish a narrow edge. In turning a narrow hem the first fold must not be so deep as the second, in order that the hem may lie smoothly. If the hem is a wide one, the first fold can be much narrower than the second.
The teacher should have interested the pupils in the sewing lessons before the first meeting of the class, and each pupil should be asked to bring with her the box in which to keep her materials and such other equipment as is required. If the school is to furnish the equipment, the teacher should be sure that there is an adequate supply on hand.
It will probably be necessary to have the towels to be used in the cooking classes hemmed, and the pupils should be interested in doing this work. If some of them wish to hem towels for use in their own homes, it may be desirable to allow them to do so. Flour or meal sacks will answer. It may be well to have each pupil hem a towel for home use, as well as for school use, in order to impress upon her the desirability of having hemmed dish-towels for daily use. The towels may be planned during this lesson, and the pupils may arrange to bring the material from home,if they are to provide it; but it will be well for the teacher to have on hand material for one or two towels. Plain paper will answer for the practice folding of the hem in the first lesson.
The teacher should devote a few minutes to a talk on cleanliness, emphasizing its importance, and the necessity for exercising care in handling the sewing materials. This should be followed by a discussion regarding the care of the hands and the condition in which they should be for the sewing lesson. Each pupil should inspect her own hands and show them to the teacher.
Gauge
Fig.2.—Gauge
When all the pupils have their hands in a proper condition for sewing, the teacher should look over their supplies with them, give them suggestions as to how they are to keep these, and let them arrange their boxes.
Next, she should tell them what their first work is to be, show them the material for the towels, and discuss with them the best method of finishing the ends.(See Lesson II.)
Before turning the hem, the pupils should make a gauge from heavy paper, notched to indicate the depth of the hem. A few minutes should be devoted to practicein measuring and turning a hem of the desired depth on a sheet of paper. This should give practice in the double turning necessary—first, the narrow turn to dispose of the cut edge; second, the fold to finish the edge.
When the lesson is finished, the boxes should be put away in systematic order, and all scraps should be carefully picked up from the desks and the floor.
LESSON II: HEMMING TOWELS
Turning and basting hems. Hemming towels of crash, sacking, or other material, for use in washing and drying dishes at home or in school.
Even basting
Fig.3.—Even basting
Basting is used to hold two pieces of material together until a permanent stitch can be put in. It is done by taking long stitches (one-fourth inch) from right to left and parallel to the edges that are to be basted together. In starting, the thread is fastened with a knot; when completed, it is fastened by taking two or three stitches one over the other.
The teacher should have the necessary materials on hand or should see that they are supplied by the pupils. The articles needed will include material for the towels, white thread for basting and hemming, and gauges for measuring.
The teacher should also have a large square of unbleached cotton or canvas, 18 by 18 inches, and a large darning-needle and coloured worsted thread, to use for demonstration purposes. The canvas should be fastened to the black-board, where the class can see it easily.
As soon as the class is called, the supplies are at hand, and the hands are in a proper condition, the teacher should demonstrate the basting-stitch, with a large needle and thread, on the square of canvas that has been fastened on the wall. Materials for work should be passed. Each pupil should straighten the ends of her towel by drawing a thread. Then she should turn and baste a hem three eighths of an inch in depth.
At the close of the lesson, the pupils should fold their work carefully and put it neatly in their boxes.
LESSON III: HEMMING TOWELS—Continued
The overhanding stitch and the hemming stitch.
Overhanding(also called overseaming or top sewing).—The edges to be overhanded are held between the first finger and the thumb of the left hand, with the edge parallel to the first finger. The needle is inserted just below and perpendicular to the edge. The needle ispointed straight toward the worker. The stitches proceed from right to left, each stitch being taken a little to the left of the preceding stitch. The stitches should all be straight on the right side, but they will slant a little on the wrong side. They should not be deep. It may be desirable to use this overhanding stitch at the ends of hems, to hold the edges of the material together. The overhanding stitch is also used for seams, for patching, and for sewing on lace.
Overhanding
Fig.4.—Overhanding
The overhanding of narrow hems is not always necessary, but the ends may be made stronger thereby, and the stitch is a valuable one for the pupils to know.
Hemming
Fig.5.—Hemming
Hemming.—The hemming-stitch is placed on the inside of the hem. The end of the basted hem is laid over the first and under the second finger of the left hand, with the folded edge outside and the material toward the worker. It is held in place with the thumb. The stitch is begun at the end of the hem. The fastening of the thread is concealed by slipping it underneath the hem in the inside fold of the material. The needle is pointed over the left shoulder, a small stitch is taken by inserting the needle through the material just below the hem, then through the folded edge. This is repeated, making the next stitch nearer the worker and moving the goods away from the worker as necessary. Uniformity of slant, size, and spacing of the stitches is important.
Before this lesson is given, all the pupils should report to the teacher, having both ends of their towels basted, so that they will all be ready to proceed at once with the new stitches.
The teacher should begin by demonstrating on the large square of canvas with the large needle and heavy thread the stitches to be used. After overhanding the end of the hem, the hemming-stitch should follow with the same thread. The pupils will probably not be able to finish the hemming in this first lesson, so provision should be made for additional time. This can be required as an outside assignment, if the pupils have mastered the method during the class period. The teacher may also be able to give them some supervision while she is looking after other classes.
LESSON IV: BAGS
A school bag. Bag (made of material obtainable) to hold sewing materials. Measuring and straightening the material for the bag. Basting the seams.
The basting-stitch will be used as a review of work in the second lesson.
Some time before the lesson, the teacher should discuss with the pupils the kind of material they will be able to provide for their bags and, if the material has to be purchased, she should suggest something that is suitable, washable, and inexpensive. The bag should cost only a fewcents. The dimensions of the finished bag should be about 12 by 18 inches.
The pupils should get out the materials they have brought and determine upon the size and shape of their bags. It will not be necessary to make them uniform. The teacher should help the pupils to use their material to the best advantage. It should be straightened, pulled in place, and measured carefully. When the bags have been cut out, the sides should be basted.
LESSON V: BAGS—Continued
Sewing up the seams with a running-stitch and a back-stitch.
Running is done by passing the needle in and out of the material at regular intervals. Small, even stitches and spaces should follow consecutively on both sides of the material. The stitches should be much shorter than those used for basting, the length being determined largely by the kind of cloth used.
When running is combined with a back-stitch, two or more running-stitches and one back-stitch are taken alternately. The back-stitch is a stitch taken backward on the upper side of the cloth, the needle being put back each time into the end of the last stitch and brought out the same distance beyond the last stitch.
The teacher should be sure that all the pupils are ready to report, having the sides of their bags basted ready for stitching.
The teacher should first demonstrate the running-stitch with the back-stitch, and the pupils should begin to sew the sides of the bag, using this stitch. They should commence sewing three quarters of an inch from the top of the bag, so that there will be a space left for slits in the hem through which to run the cord.[A]The seams will doubtless have to be finished outside of the class hour, and may be assigned for completion before the next lesson.